The Sumero-Akkadian Pantheons mos Important Gods

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The Financial Statement Of Nike, Inc. - 846 Words

Similarities Differences: Within the financial statement of Nike, Inc. there are tremendous similarities due to the consistency as well efficiency of the conduction of business. However, with these similarities is a fair deal of differences due to economic stability as well as the adoption product ideas and innovative methods that aid Nike to continue for the better of the company: by reaching new levels of sustainability as they enhance product performance, by developing, more meaningful connections with consumers, and by presenting their products in compelling experiences at retail. The annual reports of 2010 to 2014 clearly distinguish the letter to shareholders in the same placement but the content with each year are not similar by any means; within 2010, they created six new strategic geographies to focus their effort where passion and culture of sport are strongest. Nike pushed forward an aggressive retail agenda in store and online. 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Gateway to heaven Tiananmen Square Essay Example For Students

Gateway to heaven Tiananmen Square Essay Gateway to heaven Tiananmen SquareGateway to heavenOuch, je je Im telling mamma! I yelled in agony, rubbing the imprint her book left on my head. No youre not, she wont believe you; Im older, snickered my sister, and with that she ran up the crowded walkway; which in the morning hour, looked much like a stampede of bulls. As I walked toward school, I listened to the distinctive chatter of my fellow civilians, smelled the exhaust fume filled air and listened to the bells and whistles of another pristine day. This was Beijing, China on another busy workday, no time to talk, money is to be made, there is always somewhere to go and some place to be. It seems that this is the ideology of all Chinese; as I looked ahead, all I can see is a sea of black hair moving from side to side, up and down, in unison, everyone trying desperately not to drown. I tread toward the edge of the curb and am taken into a world of raging machines, streetcars, bicycles, and automobiles, racing down the street carrying even more people to some important place. I see a void in the racetrack and take a chance to run across the street to school. I am in my l ast year at Mao Tse-Dung Middle School, it is full of long maintained rivalries between its top students, all of us are supposed to be the best, we are to make our families proud in any way possible and build a prosperous future; because our parents and previous ancestors worked so hard so that we could have this exclusive chance. I have always been an exceptional student, always attending the after school classes and always being at the top of my class in all the major subject categories. After the examination, when my fellow students and I had swarmed the student standings list, I always would read my name in the top three; endlessly hearing criticism from my competitors. Mei Ling, first in Maths, second in Science and first in technological studies, it is because of her guanxi!Amused, I would simply reply, Haha, my guanxi had nothing to do with my success, maybe you should all try studying; maybe one day I might have some real competition! Guanxi is something that I definitely have, my father is a senior member of the Chinese Communist Party, and he more or less can make things happen for my sister and I. Next year, because of this, she was going to study in the United States, she does not have to go through all of the unnecessary obstacles that the government makes all university students go through; somet imes living with six per dorm room. She does not have to spend 5 years slaving away at a substandard job provided by the government, whose main emphasis of which is on the working class and how much money they can make for the economy to lift China into the Modern Western World. Mei Ling, what are you doing? yelled my best pong yo I looked up in shock; I hadnt realized that I was standing in front of my locker staring at it all this time. Umm, nothing I answered in a daze. Well anyway, did you hear about Hu Yao bang?What about him? You mean, you dont know?No, just tell me!Well, he died of a heart attack today.I froze: this man was one of my sisters heros, he was an actual respectable Chinese dignitary, and he understood Chinas need for change. I stumbled and replied, Oh really? It must be all over the news, Ching Ching, I will probably hear about it later. With that, I slouched away looking like a wilted plant in the desert on a hot summer day. Class seemed to have dragged on for hours and hours, each teachers lecture droned on and on and I could not concentrate. I felt as though I were a rice farmer, counting every grain of rice I had harvested. I could only think about what my sister would do. She is the wild one of my family, the more American one. She dresses in their fashions, she talks in their ways and she even listens to their music. She is a free spirit, if anything. She has her own opinions and she chooses to voice them, she is not a normal C hinese. She disobeys nearly all of our fathers wishes, she does not seem to care that Father has the last word for everything, and everything is his decision. We, mamma, je je and I must do everything in our power to please him because this is the way it is. In all Chinese families, the father or the man is the most powerful figure, he is everything to the family; everyone else, especially females, are there to serve him, we are there to perform his wishes and to complete his commands. Women are meant to be more of a convenience than a burden. I can remember a time when je je was 15 and I was 11, Baba told her she couldnt go to a local play put on by a local drama group because one of the members was against the CCP and Baba would not have his daughter seeing such a biased made mockery of so-called artwork. On my way home back into the jungle of the streets of Beijing, the sounds I heard earlier in the day were still there to accompany me on my adventure. The signs of mourning were already apparent with store owners burning heavens bank notes and other necessities the dead may need in their afterlife, the smell of incense welcomed me as I explored the different preparations. They say that if a person is not prepared for and cared for in their burial, they will haunt the living that were supposed to take care of them. My guess is that no one wants to be haunted by Hu Yao bang, so this is why they are mourning so openly. As I continued my stroll through the somber atmosphere, I begin to notice all the different ways people mourn, the Buddhist, the Confucius, the Taoist all of them paid their respects to Hu Yao bang; I could imagine that the parades would begin soon, these mourning for Hu Yao bangs life. I recalled his background, Hu Yao bang came from a family that had a strong commitment to the CCP, he joined the Red army, and by 19 he was a full CCP member. He took apprenticeship under Deng Xiao ping, Chinas leader at that time, Hu Yao bang was one of the front contenders for the Red Armys leadership, but because of his support for the students protesting for a better educational system and increased democracy he was condemned and spent most of his latter life reading, practicing calligraphy, and taking long walks. I almost walked past my flat; it looked different today, less cheerful. We were lucky to live in a building with more class than many others; no rats, and we had wood floors instead of concrete. Walking on the path towards the gray concrete door, I remembered the night when I was in the hallway and je je was sneaking into the house from one of her study groups, she pulled me outside and made me sit with her on the large concrete steps that lead to the door. This is when she said something that I didnt know the meaning of at the time, in a hesitant matte r she said, No matter what anyone tells you, I am your je je and I will always be. I thought she was crazy, maybe the bitter cold of that February night had gotten to her, or maybe it was fumes vacating the local tannery that we stared at from across the street. This night was the first time I had noticed the sparkle in her eyes, while she lectured me on how I should not be like her. At that moment she was no longer just my sister but she was almost like a Shinto goddess to me, a higher being; she was not part of old Chinas ways as Baba said. She did not believe in our traditions, she was a girl, in China with her own political views, a complete oxymoron in these days. Je je was the perfect representation of a new democratic China, one with increased rights for all, freedom of expression and as je je would say with a grin American boys! My sister has a massive influence on my life, her kindred spirit brings color to my black and white life, I admire and love her; I sometimes feel as though I am the older sister, obligated to give her advice on whats right and wrong and being required to cover for her when she doesnt take my advice; which was usually a good part of the time. Though I can talk the world of my je je, she does have her faults, the biggest one being that she is an active member of the underground movement at Bei Da. This is her biggest secret, the one could break our family, and so it is essential for me to keep this one from my Mamma and Baba. She attends all of the democracy rallies; she listens to the crowds voice and hears the cries of her fellow classmates calling for Chinas reformation into a democratic society. The students yearn for a society in which they have a voice, an opinion and better living conditions and additional support from the government for when they are thrust into the cruel hands of the working world, a world that does not reward intelligence with better wages and praise, but spits down upon them as if they are no better th an mafia members laundering money stolen from their loved ones. Mei Ling, chin ai de, why are you sitting here wasting your time?I looked up from the front steps of the flat into my mothers tired eyes,Umm mamma, Im just thinkingAi yah, you sound like Jing Yee, just thinking about nonsense all the time, where is your je je anyway?Uhhh, she is probably still at school, her study group meets tonight. Another lie for my je je,Heh, she studies too much, always at school, never at home. Hissed mamma while she pushed past me into the house. I rose to my feet like a crane carrying cars to be crunched in a junkyard and followed her inside. Welcomed by the overwhelming scent of tiger balm probably wafting into the hallway from the local herb sorcerer, Dr. Wei. I greeted him with the usual greeting. Marlowe, Edward II, and the Cult of Elizabeth EssayI am leaving for a little while. She said CooleyWhere are you going?She paused, and looked hesitant than said I am going underground with the movement, there is going to be a protest tonight.My eyes welled up with tears, No, je je dont go, dont leave me! Its too dangerous, Baba didnt mean it! I pleaded, but she only half smiled and said, Remember what I told you, and remember why I am doing this, she walked out of my room, and out of my life. I could not sleep that night, I didnt know what my je je was talking about all; I knew that the underground movement was made of primarily of young students calling for a change in Chinas education system. Who knew what all these young adults were going to do, I didnt care, and all I wanted was for my je je to be safe. The next day I woke up in a daze, the house was calm like just after a storm. Mamma kept to her sewing while Baba went about on his way, reading his paper and drinking cha. I said nothing to them and I walked out of the flat and started on my way to school. I began to think of about a way I could contact my sister, just to keep in touch; so Id know she was okay. I contemplated which one of je jes friends would know her location for the whole day while my teachers lectured us. The talk of the school today was the students of Ren Da and Bei Da and their protest at Tiananmen Square. It was all over the news Today, at Tiananmen Square, thousands of students peacefully prot est Chinas education system and call for the reformation of Chinas government as they chant the internationale. Other stations, such as the one run by the CCP reported Today at Tiananmen square, reckless students protest Chinese officials and demand for change. Two different views, who knew what was going on, all I wanted to know was Jing Yees status, was she was alive or dead? On my way home, as I walked I passed by Mr. Lees fish market and it dawned on me, Jing Yees bai friend worked for Mr. Lee! I quickly ran inside and saw him cutting away at the fish. My nose was not use to the smell of raw fish and Jeff could tell, Smell like roses dont they Mei Ling?I smiled before I came out and said, Where is Jing Yee? She ran away from home yesterday.Jeff looked up and then looked back down, saying, Well, you know where she is dont you?I definitely knew, but wanted confirmation Is she at is she at Tiananmen?Yes, she is, and she is being so stubborn. He stopped cutting, then motioned me to the side of the counter Im so worried about her, she is hunger striking and, I have heard rumors that the government will not tolerate this protest.My heart broke, why was she doing this, I still could not understand. I touched Jeff on the shoulder Dont worry, she will be fine I am sure, can you just tell her that I love her and just keep me updated on her.I will Mei Ling, Ill tell her.After that day, I visited Jeff often at the fish market and talked about je je and how she was doing. Shes doing fine. Id always hear. Just another one of the protestors showing the officials that they could not be pushed around. On the news and in the newspapers the stories were constantly conflicting, some said that the students demands for change were too unrealistic and others said the government was listening and were going to comply with the students wishes. The only reliable source of information for me was Jeff, we went on for months and months, I started to write je je letters. She would wri te me back with information on how things were going. She said the effort was becoming larger, and more people were joining. More and more progress was being made, until the day it happened; the day of the massacre. It was June 4th 1989, 2 days after my birthday, one of Chinas darkest days in history. The Chinese Communist Party was getting fed up with the protestors. Most of them pledged allegiance to the cause for further democracy and freedom and were willing to die for it. At 9 am, a warm breeze swept through Tiananmen Square, hundreds of thousands of protestors awaited their demise, but they would not go without a fight. Deng Xiao Ping was finally fed up and ordered a full military attack on all of the protestors, the students were brutally beaten to death, shot beyond submission and were ran over by tanks. The whole world was watching as China crushed its children. It would not be until one week after the massacre that I would find out about Jing Yee. It was hot that day and t he smell of the fish was intoxicating, but I would go through anything to find out about the well being of my sister. As I walked into the store I could tell by Jeffs red swollen eyes that the outlook was not good. As my heart ruptured into pieces, my eyes began to stream out tears of anger against the government; I walked slowly to Jeff and sat down beside him on a stack of rice bags and cried and cried. I did not want to stay too long and I wanted to be alone in my state of sadness. When I left, Jeff told me, Look under Jing Yees mattress When I got home, I went straight to the kitchen and told my parents the news. Mamma went into loud bawls of agony and shed tears of love for her lost daughter. As for Baba, he kept a stiff upper lip and put on his typical Chinese father exterior, continuing to read his paper; according to him, he only had one daughter. I locked myself into my room for days crying and contemplating how I would go on with my life. One night as I slept, I remembered what Jeff had told me and I shot up out of my bed. I went to my je jes dusty side of the room. I looked under her mattress and found the book that she gave to me the day that she walked out of my life. I picked it up, it was a book of poetry and Je je had marked one in particular and left a note, I read Bye now my mei mei, I am gone and you are probably wondering why, read these and you will find the key to our countrys pain. I sat on her bed and opened up the marked poem and read itThe InternationaleArise ye workers from your slumbersArise ye prisoners of wantFor reason in revolt now thundersAnd at last ends the age of cant. Away with all your superstitionsServile masses arise, ariseWell change henceforth the old traditionAnd spurn the dust to win the prize. So comrades, come rallyAnd the last fight let us faceThe Internationale unites the human race. So comrades, come rallyAnd the last fight let us faceThe Internationale unites the human race. No more deluded by reactionOn tyrants only well make warThe soldiers too will take strike actionTheyll break ranks and fight no moreAnd if those cannibals keep tryingTo sacrifice us to their prideThey soon shall hear the bullets flyingWell shoot the generals on our own side. No saviour from on high deliversNo faith have we in prince or peerOur own right hand the chains must shiverChains of hatred, greed and fearEer the thieves will out with their bootyAnd give to all a happier lot. Each at the forge must do their dutyAnd well strike while the iron is hot. I cried, this is what they were fighting for; they were fighting so that we could have a future, so that we would be able to read beautiful literature such as this and have a voice in our own destinies. Works ConsultedNixon, Bob. Tiananmen Square. British Colombia: Douglas ; McIntyre Ltd, 1989. The Internationale http://www.anu.edu.au/polsci/marx/int/internationale.html, April 2000. Tiananmen Square Facts http://kizuna.cwru.edu/asia110/projects/Qing/what.html, April 2000. Tiananmen Square Site http://www.schoolpapers.com/china2345/tsquare.html, April 2000.

Tet Offensive A Major Turning Point Essays - Vietnam War

Tet Offensive: A Major Turning Point Tet Offensive: A Major Turning Point Villagers carried coffins filled with guns and ammunition through towns, accompanying them were the sounds of fireworks and flutes. Those sounds soon turned to the sound of assault rifle fire and explosions. Flares and green tracers dart through the night sky like hundreds of fireflies; gun flashes replaced Tet fireworks, and could be seen as far as the eye could see. This major event in the Vietnam War is called the Tet Offensive. After a surprise attack in the beginning, the United States and South Vietnamese army came back to overpower the Vietcong and NVA (North Vietnamese Army) and decisively win all the battles. Even though the United States and South Vietnamese won the Tet Offensive, it was a major turning point towards ending the Vietnam War. Escalation of the war would end and withdraw would begin. The Vietcong and NVA lost the battle on the battlefield but they had won a major political battle. The American public became disillusioned with what was called a military interve ntion. Intelligence failure, Johnsons over confidence in the war, and its profound impact on American attitudes about involvement in Vietnam are three major reasons why the Tet Offensive was the turning point in ending the war. Intelligence failure was one of the main reasons why the Tet offensive happened. The allies undergo a failure of intelligence before Tet, a failure that helped plan the stages for changes in the strategies of the US. The four parts of intelligence are crucial in determining the actions of the enemy. The four tasks consist of collection of information, the analysis of the information, the decision to respond to a warning issued in the analytical stage, dissemination of the order to respond to the field commanders. The first task in intelligence is the collection of accurate information about the opponents intentions and capabilities. There are many ways to obtain the accurate information needed, which include reading a foreign press release to advanced monitoring technology. Though this may seem simple, the enemy government goes through great lengths to prevent accurate information from reaching their enemies. In the spring of 1967, General Giap, in charge of the NVA, began battles in the outlying country away from cities in an attempt to draw the US army and ARVN (Army Republic of Vietnam) away from the large cities and provincial capitals. This was so General Giap could sneak in large amount of supplies, weapons, and ammunition. A secondary plan was to have the stronger US troops deployed away from the areas he planned to attack. The second stage of intelligence is the analysis of the information gathered. From April to December of 1967, the intelligence was unable to accurately predict the coming Tet Offensive on January 30th and 31st 1968. Why wasn't the intelligence organization aware that no battles were being fought around major cities of Sigon, Hue, and Da Nang? Why didnt they see the massive amount of troop build up from the North? They even missed all the supplies being brought down from the North to stage the attacks. Almost 3,000 vehicles a month are coming down the Ho Chi Minh trail near the end of 1967. In the many months before Tet, it is hard to believe that the civilian and government of South Vietnam did not see or hear about the pending offensive. The third stage is the decision to respond to the warning issued in the analytical stage. The third stage of intelligence was not even responded to because of the failure of intelligence in the second stage. In fact, almost the opposite was true. President Lyndon Johnson and the American public were fed false information from General Westmoreland and the Joint Chiefs of Staff that we were winning the war. In fact, they were able to build the American troops strength to 500,000 troops and significantly increase military spending. At the same time they were not aware of General Giaps plan to attack the entire South Vietnam. The fourth stage of intelligence is dissemination of the order to respond to the field commanders. The realization of the pending attacks comes only days before the Tet offensive. The US military

How To Use Sin in Spanish

How To Use 'Sin' in Spanish The Spanish preposition sin generally means without and thus can be thought of as the opposite of con (with). For English speakers, its use is generally straightforward, the main difference being that it usually is not followed by an indefinite article (un or una, meaning a). Here are some examples of its use: Para el paciente sin esperanza, no existe futuro. (For the patient without hope, a future does not exist.)Nunca conduzco sin gafas. (I never drive without glasses.)Daniela no podr ir a la escuela sin computadora. (Daniela will not be able to go to the school without a computer.)Cuando la gente vive sin felicidad, no temern a la muerte. (When people live without happiness, they will not fear death.)Hay muchos hogares sin telà ©fono. (There are many homes without a telephone.) Sometimes phrases using sin are better translated using the English suffix -less or -free: Las parejas sin hijos sufren muchas crà ­ticas. (Childless couples receive much criticism.)Los diamantes sin defectos son extremadamente raros. (Flawless diamonds are very unusual.) ¿Son los refrescos sin azà ºcar la solucià ³n al problema? (Are sugar-free drinks the solution to the problem?) Fast Facts Sin is usually the equivalent of without in English.When sin is followed by a noun object, it is seldom necessary to place an un or una before the noun, although one is sometimes used for emphasis.Sin is frequently used in phrases, most of whose meanings can be determined by translating the other words in the phrase. When to Use an Indefinite Article With Sin If the indefinite article is used after sin, it often is done for emphasis. Also, if the object (the noun after sin) is followed by an adjective or a clause, the indefinite article is often used: Yo estaba en Mà ©xico sin un centavo. (I was in Mexico without a single cent.)Se fue sin un adià ³s. (He left without even saying goodbye.)No hay democracia sin un orden social liberal. (There is no democracy without a liberal social order.)La clonacià ³n de un dinosaurio serà ­a imposible sin un à ³vulo de dinosaurio intacto. (The cloning of a dinosaur would be impossible without an intact dinosaur egg.) Following Sin With Infinitives When sin is followed by a verb, nearly always the infinitive form is used. Note how these sentences are translated to Spanish. In particular, the final two examples use sin in a way that without is not used in English: Tengo que aprender a vivir sin fumar. (I need to learn to live without smoking.)Aprender sin pensar es inà ºtil. (Learning without thinking is useless.)Sin leer es imposible escribir bien. (Without reading it is impossible to write well.)Hay muchas lecciones sin aprender. (There are many unlearned lessons.)La lata sin abrir puede durar hasta 12 meses. (An unopened can can last for 12 months.) Phrases Using Sin Dozens of phrases use sin. Heres a sampling: asociacià ³n civil sin fines de lucro, organizacià ³n sin fines de lucro - nonprofit organization aun sin : Cuando uno es inteligente, aun sin estudiar puede pasar con 100. (Someone intelligent can pass with a 100 even without studying.) ausente sin aviso - absent without permission barril sin fondo, pozo sin fondo - bottomless pit (usually used figuratively) callejà ³n sin salida - dead-end street (can be used figuratively) dejar sin efecto - to invalidate, to render useless estar sin blanca, estar sin un cobre - to be penniless or broke sin motivo - for no good reason, for no known reason misterio sin resolver - unsolved mystery quedarse sin nada : La atleta puso todo pero se quedà ³Ã‚  sin nada. (The athlete gave it her all but ended up with nothing.) quedarse sin palabras - to be at a loss for words repetir sin parar - to say over and over again sin asombro - surprisingly sin cesar - without stopping, continuously sin compromiso - without any obligation sin contar con - to ignore possible consequences, to not take into account sin coste - free, without charge sin defensa - defenseless sin direccià ³n, sin rumbo - aimless, without goals sin duda - without a doubt, undoubtedly sin ganas - enenthusiastically, unwillingly sin hacer - undone sin otro particular - without further ado sin par - unique, without an equal sin pensar - without thinking sin razà ³n - with no reason sin tardar - immediately, without delay sin ton ni son - without rhyme or reason viaje sin retorno - one-way trip vivir sin : No puedo vivir con ti. (I cant live without you.)

Formulas for Celsius and Fahrenheit Conversions

Formulas for Celsius and Fahrenheit Conversions Fahrenheit and Celsius are two temperature measurements. Fahrenheit is most common in the United States, while Celsius is the norm in most other Western nations, though it is also used in the U.S. You can use tables that show common conversions  between Fahrenheit and Celsius and vice versa as well as online  converters, but knowing how to convert one scale to the other is important for obtaining accurate temperature readings. Formulas are the most common tools for conversions, but other methods allow you to do quick approximate conversions in your head. Understanding how the scales were invented and what they measure can make converting between the two a bit easier. History and Background Germany physicist  Daniel Gabriel Fahrenheit  invented the Fahrenheit scale in 1724. He needed a way to measure temperature because he had invented the mercury thermometer 10 years earlier in 1714.  The Fahrenheit scale divides the freezing and boiling points of water into 180 degrees, where 32 F is the freezing point of water and 212 F is its boiling point. The Celsius temperature scale, which is also referred to as the centigrade scale, was invented several years later in 1741 by  Swedish astronomer  Anders Celsius.  Centigrade literally means consisting of or divided into 100 degrees:  The scale has 100 degrees between the freezing point (0 C) and boiling point (100 C) of water at sea level. Using Formulas To convert Celsius to Fahrenheit, you can use two basic formulas. If you know the temperature in Fahrenheit and want to convert it to Celsius, first subtract 32 from the temperature in Fahrenheit and multiply the result by five/ninth. The formula is: C 5/9 x (F-32) where C is Celsius To clarify the idea, use an example. Suppose you have a temperature of 68 F. Follow these steps: 68 minus 32 is 365 divided by 9 is 0.5555555555555  Multiply the repeating decimal by 36Your solution is 20 Using the equation would show: C 5/9 x (F-32) C 5/9 x (68-32) C 5/9 x 36 C 0.55 x 36 C   19.8, which rounds to 20 So, 68 F is equal to 20 C. Convert 20 degrees Celsius to Fahrenheit to check your work, as follows: 9 divided by 5 is 1.81.8 multiplied by 20 is 3636 plus 32 68 Using the Celsius to Fahrenheit formula would show: F [(9/5)C] 32 F   [(9/5) x 20] 32 F [1.8 x 20] 32 F 36 32 F   68 Quick Approximation Method To convert Celsius to Fahrenheit, you can also do a quick approximation of the temperature in Fahrenheit by doubling the temperature in Celsius, subtracting 10 percent of your result and adding 32. For example, suppose that you read that  temperature in a European city you plan to visit today is 18 C. Being used to  Fahrenheit, you need to convert to know what to wear for your trip. Double the 18, or  2 x 18 36. Take 10 percent of 36 to yield 3.6, which rounds to 4. You would then calculate: 36 - 4 32 and then add 32 and 32 to get 64 F. Bring a sweater on your trip but not a big coat. As another example, suppose the temperature of your European destination is 29 C. Calculate the approximate temperature in Fahrenheit as follows: 29 doubled 58 (or 2 x 29 58)  10 percent of 58 5.8, which rounds to 658 - 6 5252 32 84 The temperature in your destination city will be 84 F- a nice warm day: Leave your coat at home. A Quick Trick: Memorize Your 10 Blocks If accuracy is not critical, memorize the conversions from Celsius to Fahrenheit in increments of 10 C. The following table lists the range for the most common temperatures you might experience in many U.S. and European cities. Note that this trick only works for C to F conversions. 0 C - 32 F 10 C - 52 F 20 C - 68 F 30 C - 86 F 40 C - 104 F

Clinical Reflection Journal Essay Example | Topics and Well Written Essays - 750 words

Clinical Reflection Journal - Essay Example to sleep because of too much pain and another patient urinated on herself because she was afraid and unaware of how to disconnect or if she should disconnect her IV monitor. Another patient also suffered pain and ended up urinating on himself despite the fact that he pressed on the call button attached to his bed. He had arthritis and was even given a pencil to press on the call button. However, he was never told that the call button was not working. Another patient ended up slipping on the bathroom floor because he had to urinate and was not informed that he could use the call button to ask for assistance in getting to and from the bathroom. His urinary urgency was strong and he helped himself to the bathroom and in the process, he ended up injuring himself. One patient ended up screaming himself hoarse because of the intense pain he was suffering. Again, he was not informed about the call button. His blood pressure and pulse rate increased while he was enduring the pain. He was als o agitated and was almost suffering an anxiety attack due to the pain he suffered. He suffered through an hour of extreme pain before anyone came to his aid. Once again, he was not informed about the call button. In general, no effort was made by the nurses for the Hispanic patients to be informed about the call button. Since the patients did not understand the nurses, no extra effort was made by the nurses to secure translator who could explain to the patients about the call button. In the end, the patients were placed in awkward and detrimental situations – suffering more pain, urinating on themselves, and not being relieved of their symptoms. The major cause of concern in this situation is when these patients need to communicate life-threatening concerns – extreme pain, heart palpitations, angina, and other symptoms which may need immediate attention. If the nurse does not make or find a way to make the patient understand about the call button, these

Analysis of a primary research article Example | Topics and Well Written Essays - 250 words

Analysis of a primary research - Article Example The null hypothesis for the second study is the diarrheal outbreak at a day care center was not caused by E. coli O145. In both studies, the independent variables were demographic and environmental characteristics in both settings while the dependent variable was the presence of either of the E. coli strain in stool samples. There was no multivariate analysis or standardization of variables in both studies. The first study is a case control study and the cases were defined as individuals with laboratory confirmed E. coli 0157:H7 or those with a clinically compatible diagnosis (Jay, Garrett and Mohle-Boetan). The cases were healthy individuals. The second study lacks defined cases and controls (Wahl, Vold and Lindstedt 7). The presence of E. coli in both studies was established by culture and typing and the units of measurement for the concentration of the organism were Colony-Forming Units per milliliter (CFU/ML). In both studies, statistics on laboratory diagnosis of the different E. coli strains were presented. Positive culture and typing results were used to support the hypothesis on the presence on an outbreak in both studies. The outbreaks were caused by the E. coli strains in the two studies. Based on the results of the two studies, the authors recommend routine surveillance in an effort to detect future outbreaks. Although no limitations were identified in the first study, the authors in the second study reported limitations in the study design and results. Another limitation in the second study was that the symptoms were self-reported; hence, the study was subject to variations between clinical data and what was reported (Wahl, Vold and Lindstedt 8-9). Wahl, Erik , et al. "Investigation of an Escherichia Coli O145 Outbreak In a Child Day-Care Center -Extensive Sampling and Characterization of eae- and stx1-Positive E. Coli Yields Epidemiological and Socioeconomic Insight." BMC Infectious Diseases 11.238 (2011):

Comparing The Foresyte Saga Essay Example for Free

Comparing The Foresyte Saga Essay Both extracts explore the theme of adultery and extreme examples of conflict in a relationship. However, the differing time periods in which they are set and the contrasting ways in which the authors portray them, vary accordingly. In both extracts it appears that the female protagonists seem to be the source of the problem within the relationship and the extracts centre on their supposed adulterous behaviour. The two extracts differ because in Shakespeares Othello, the audience know that Desdemona has in fact not cheated on her husband, but his possessive nature and mistrust of her has warped his judgement. In Galsworthys novel, it is clear that the character of Irene clearly has been unfaithful through the description of her body language and the dialogue used, so youve come back. The men in both extracts have the controlling factor within their relationships, and suffer from possessive love. In Othello, his desire to control Desdemona and to have her all to himself because shes his wife, clouds his judgement on the situation; hed rather her dead than for her to be with any other man and break anothers heart. In Galsworthys novel, the man is indeed slowly losing control, but still tries to grasp it. His wife had gone off and had an affair and he wasnt able to control that. Now he tries to claw it back by shouting at her to leave, get out of my sight, and then contradicts himself by continuing to ask her to stay, which she obeys, and he is now in the stronger position. John Galsworthy uses animalistic imagery throughout this extract to show the way that Irene has become trapped: resemblance to a captive owl. This comparison also shows the way Irene has become vulnerable, having lost her independence and freedom. This mirrors the situation of Desdemona in Shakespeares Othello. In this scene Desdemona is entirely helpless, Othello having already decided what must be done as an alpha male: sweet soul, take heed of perjury: thou art on thy death bed. Shakespeares choice of language, for example, his use of imperatives, Down, strumpet! makes it clear to the audience how much in control Othello is. This control is echoed in Soames, who speaks with great authority and power: take your hated body out of my house Get out of my sight. Soames commands his wife here in a way that suggests he views her as a possession, who should not disobey him, emphasised in Galsworthys use of the image of Irene huddled in the fur, as though she is a belonging. Again Shakespeare reflects this idea in Othello, with the handkerchief used as a dramatic device embodying Desdemonas belonging to Othello, her supposed giving it away driving him to madness: I saw my handkerchief ins hand. Thou dost stone my heart. Neither Soames nor Othello can see the fault in their own actions, demonstrated by Galsworthy through rhetorical questions: Why should I suffer? What have I done? Irene, however, is left in a helpless place, the animalistic imagery continuing, likening her to a trapped bird, her spirit crushed and giving up, a bird shot and dying, taking farewell of all that is good the sun and air and its mate. This comparison also links back to Irenes now dead lover Bosinney, her partner, without whom she feels she is unable to function. Shakespeare uses stichomythia to create a passionate atmosphere. Short dramatic lines such as it is too late, build tension in the audience. John Galsworthy also uses speech to create tension but does so via the exposure of Soames thoughts. Take away that pitiful white face. Soames outburst is made particularly striking in the way that Galsworthy withholds excessive speech up until this point. Unlike Shakespeare who employs continuous dialogue and only one stage direction in this extract, to create a sense of a never ending flow of emotion. The structure used in Othello is used in the build up of tension, for instance the stichomythia used towards the end of the extract. This technique is commonly utilised to dramatic effect in plays. The structure in Othello is generally used advance the narrative and to further increase the build up of tension towards the dramatic climax at the end of the play. In the Forsyte Saga the structure allows the author to progress and elaborate on the metaphors used. Galsworthy uses the structure to put emphasis on certain words or phrases: so they sat, by the firelight, in the silence, one on each side of the hearth. Typically of a novel the structure shows the progressive thoughts of the narrator and isnt necessarily as linear as that in a play (ie Othello). Wider Reading: The poem My Last Duchess also carries the theme of adultery and extreme example of conflict in a relationship. Robert Browning doesnt make it clear whether the woman is guilty, but the Duke, like Othello is guilty of jealousy. He doesnt believe she treats her husband and different to any other men all and each, she liked whateer she looked on, and went everywhere, suggesting she flirted alot, not that the Duke has any proof. The repetition of that spot of joy emphasises how the fact her smile wasnt just reserved for him bothered him, so much so that he used the harsh language like Ann Galsworthys choice of Get out of my sight here, that in you disgusts me; here you miss, or exceed the mark, this shows his dark side and makes the reader question whether he killed her himself without knowing what she had done, similar to the way Othello acts on rage of his pride being damaged. The Duke also seems to be very possessive of the Duchess as is Othello and Soames Forsyte. Here he opens the poem Thats my last Duchess painted on the wall immediately highlighting he owns the painting, but also implies he owns her in person. He also seems to like the fact he can control who looks at the painting, the curtain I have drawn for you, but couldnt control who looked at his wife when she was alive. Additionally, in comparison to the imperatives Shakespeare and John Galsworthy use, Browning stresses the Dukes power through his quite forceful request, willt please you sit and look at her, almost as if the Duke is desperate for his audience to understand his anger, he states I gave commands, yet it seems she didnt obey him, hence he killed her, then all smiles stopped together.

Explain Different Religious teachings on Life After Death :: essays research papers fc

Over two thousand years ago Saint Tiruvalluvar wrote that "Death is like falling asleep, and birth is like awakening from that sleep." The early Hindu’s did not believe in Heaven, nor did they ascribe to such desire. Their early teachings were that they would be reunited with Mother Nature. There was no yearning to live eternally – their prayers were for a healthy life. The notion of reincarnation and Heaven evolved over time. In the Hindu religion, righteousness and to be without sin is of paramount importance. They are the determining factors whether one goes to Heaven or Hell. The Hindu’s teach, â€Å"As it does and as it acts, so it becomes: The doer of good becomes good, and the doer of evil becomes evil†¦" Hindus moved onto believe in a cyclical time span. This means they believe people don not live and die just once but are reborn a number of times before reaching their final state. Hindus believe that after death the soul is reborn in this world to live a new life. What the person and into which caste they are reborn into is decided by there karma. Karma will try to increase their goof karma by keeping dharma which is their duty to the Gods. The process of being born growing, dying and being reborn is called samsara. It is the goal of every Hindu to be freed from this cycle in order to be in the presence of God or become on with God. The idea of reincarnation derives from the Bhagavad-Gita. There are three four verses imparticular, the first one talk about the soul not ever being born or dying that it is always alive and it is therefore the body which dies. â€Å"It (the self) is not born, and It does not die; nor is it ever that this One having been nonexistent becomes existent again. This One is birthless, eternal, undecaying, ancient; It is not killed when the body is killed.† - Gita Ch. 2 Verse 20 The second verse related to reincarnation states â€Å"As after rejecting (discarding) worn-out clothes a man takes up other new ones (clothes), likewise after rejecting worn-out bodies the embodied one (soul) duly attains new ones.† -Gita Ch.2 Verse 22. As if when the body is worn and grow as much as it can, the soul moves on. The third verse discusses that fact the reincarnation is a certainty.

Allergies: Immune System and Genetically Modified Organism

Adrian V. Perse Human Biology Dr. Lawrence C. Cwik * 19 November 2012 Allergies * We live in a world were technology is growing every day. We have new medical technology and are able to save more lives. With benefits come risks we have all this technology and we cant seem to stop genetically engineered foods from causing allergies. Ever wonder why people have allergic reactions to specific things? A lot of people don’t think about the foods they consume could cause them to have an allergic reaction.In this essay I will be talking about how genetically engineered foods can cause allergies or other adverse health effects. * Allergies are very common in the United States. Allergies affect over fifty million Americans and is the fifth leading disease in America. Different people also have different kinds of allergic reactions they could be more severe while some are mild. There are also different reaction times to allergies some take longer to develop while some only take a few se conds.If you have an allergic reaction that means you have something inside your body that could be harmful to you, this cause your immune system to have an over reaction to that hurtful/harmless substances. When this happens your body produces white blood cells to produce antibodies to eliminate the source of that threat. But what dose that have to do with GMOs? GMOs enter our body system directly through the foods that we eat. GMOs have a bigger effect on children then they do on adults because they are younger and their immune system isn’t as strong/resistant as an adults so they are more venerable.So what are GMOs you ask? GMOs stands for Genetically Modified Organism, which means a single celled organism that have been modified and put into foods to prevent pesticides. These are some of the GMOs that resulted from agricultural. One kind of GMO that has been approved out there is called Herbicide Tolerance, which is found in soybeans it builds tolerance to glyphosate allo wing crops that would normally have been destroyed to live. GMOs have a big impact not just on us but the environment to. Over eighty percent of GMOs grown are used to herbicide tolerance.GMOs pigs also affect animals; cows and chickens are some of the main few. GMOs remain in our system long after we stop eating GMOs. GM crops also produce toxins through milk or animals that were feed GMOs. Kids are also at risk by drinking a lot of milk. GMO’s can affects kids even before birth. Yea GMOs even affect pregnant mothers it harms the fetal development and future genes passed on. That’s a brief description of what GMOs are and what they do. * Now lets talk about plant breeding and how it affects us. Let me tell you what plant breeding is first.Scientists have a method to removing and adding new DNA to organisms. They remove a part of DNA from an organisms then they find the specific gene they want and remove that from the DNA. After that they bind they bind the DNA and ins erter it into a new organism. Scientists have been altering the genetics of plants trying to increase their value, they genetic alter crops by using unnatural breeding and use ultraviolet or gamma rays on these crops that we later consume. Genetically cross breeding decreases nutrition value then it normally would have been.Another disadvantages to plant breeding is antibiotic resistance. Plants are being inserted with antibiotics genes. When the plants receive the antibiotic and survives the antibiotic still remains inside the plant. When animals or humans consume this we could become immune to that antibiotic that we could of used later on being immune to a lot of antibiotic could prove harmful later in our generation. Increased toxicity is another disadvantage of plant breeding. Normally plants produce toxins but they are so mild that they do not have an affect on our health.By cross breeding plants this increases the toxicity level of plants and could prove to be harmful to our health that normally would have had been; before cross breeding. Those are some of the different affects of plant breeding. * After all you heard about your probably wondering why we still use GMOs. One thing scientists have been testing is to manipulate tree genes into absorbing CO2 to help reduce global warming. GMOs are needed to feed the growing population of the earth. We need more food cause were growing so fast we need to keep how much we produce higher then how much we consume.But who really needs the GMOs? Animals consume more GMOs then human do. More corn, soybeans, and other crops are feed to animals then humans. GMs are resistant to bacterial and viruses. GMs grow much faster then normal crops. GMs are resistant to harsh weather conditions such as colds making them able to grow in different environments. They can also add vitamins to the modified food, which could prove a good thing for third world countries that suffer from malnutrition. Another benefit to GMOs is that they last longer. They have a longer life expanse then they would of normally had. Now that you heard some of the advantages of GMOs let me tell you some of the disadvantages. Allergies are a big impact. In the past few years allergies has increased. This is cause by GMOs and cross breeding plants. Cross breeding plants mixes up the different genes in organisms combining different proteins that should have not been combined with that organism normally. These new proteins are produced from genetic engineering and our immune system hasn’t experienced this from of protein. This alerts the immune system to have an allergic reaction, which causes inflammation.This of course has a much more severe impact on children then it dose on adults and also has some long-term effects if you consume a lot of GMOs. GMOs don’t just affect humans they also hurt the environment. This could even affect babies before they are even born. We all know pregnant moms shouldn’t be eating sp ecific kinds of foods. If a protein from something she’s allergic to be mixed with another species and she consumes it could be harmful to herself but the baby as well. Changing different spices of plant could hurt the natural cycle of life.If they don’t think GMOs are such a bad thing why don’t they label it? The FDA refuses to put labels on food stating weather they have been genetically mortified or not. Americans have the right to know weather they are consuming genetically mortified food or not. People shouldn’t be eating foods that could prove harmful to them their children. Other countries around the world have labels on their food stating if they are GM or not. When they are cross-breading plants/fruit they could be transferring different viruses from one organism to another with out even realizing it.GMOs also decrease the genetic diversity. Another big problem with GMOs are toxic fiction of neighboring crops. Nature is a very complex being and e verything is linked together so altering the balance messes up nature’s cycle of life. There are a lot of advantages to using GMOs I’m not saying there aren’t. But that doesn’t change the fact that allergic reactions have increased substantially since the use of GMOs. A lot of countries already realized this and labeled their foods stating wither or not they contain GMOs. I think the United States should start labeling their foods.This isn’t going to stop the use of GMOs but it will reduce the allergic reaction rate in America. It’s a little scary to know that over seventy percent of the world’s population has been genetically modified. And how we don’t know what we’re consuming that we just consume. We don’t think about our health till the day we actually get sick and by then it’s to late. Around eighty six percent of the words GMOs are grown right here in the U. S. those are some of the ways I think genet ically engineered foods can cause allergies or other adverse health effects. *

Critical Analysis of Beowulf

Grendel Deep within the earth, in the frigid darkness laid the mighty beast Grendel. His tall, grisly frame trembled as the melodious hymns floated down to his lair. The joyful music sounded like liquid gold and it stung Grendel's ears. He howled a mournful, drawn-out growl in pain. After several days of the Earthwalkers' continuous celebration, Grendel was becoming steadily impatient, thirsting for retribution. How he longed to taste the bitter, metallic blood that coursed through their veins, and how his whole body ached to cause mayhem.The enormous demon was growing weary of hearing about how the world was created. He was tired of them drinking, and celebrating, all while he suffered within the black, bleak cave he was banished to. He would make them suffer, though. Grendel was a deft demon, and he was ready to demonstrate how powerful he truly was. Children of Cain, such as Grendel, do not often sit idly by, as those whom carouse the victories of the Gods that banished Grendel an d his familiars to the Underworld.Forever was Grendel to be punished for the death of Abel, a crime of which he did not commit. To make matters worse, his familiars were on the losing end of the war against God's creatures, thus casting them deeper within the shadows. However, that would not be the case today. It had gone on long enough. Grendel's large feral body trembled in anticipation – he would strike them tonight. He would spill their blood in the streets and show them what such a mighty creature can do. Then, as the icy blanket of night crept across the Above World, Grendel emerged from his cavern.His muscular legs propelled him quickly across the grassy fields to Herot, and as he went, Grendel wondered how the warriors would be recuperating from their celebrations. As he approached Herot, he found all of the warriors scattered throughout, all in a deep sleep. As he stepped lightly on the ground, Grendel sniffed the air. A fowl stench of brandy mixed with the bitter sc ent of their sweat intoxicated Grendel. His canine ears perked as he heard the slow, rhythmic beating of each of their hearts. He walked among their numbers, gazing upon each potential victim and sizing them up.Who would provide the best kill? Who would give him the luscious blood he so eagerly wished to taste. Finally, he came upon the perfect victim – a boy, about to become a man, his warrior's helmet was slightly askew on his sandy-colored hair. A silvery trail of drool slid from his lips and out onto the cold stone floor as he snored quietly. He had obviously never experienced battle, for his armor was made only of thin leather and had not even a fleck of dirt on it. Grendel's black lips curled upwards as he gazed down upon his unknowing victim.The power of the demon could crush his skull in a second, splattering the boy's hopes and dreams all across the stone floor. No, that would be too abrupt – and it wouldn't be the warrior's death that this boy obviously so ea gerly desired. No, Grendel would enjoy this. So with one slash of his razor-sharp talons, the boys throat was cut. Long ribbons of scarlet ran down his almost severed head and down onto the floor. The instant his neck was cut, his eyes shot wide open in horror, staring for only a moment at his murderer.The fear, now etched eternally in his face, was like that of watching your worst nightmare transpire right in front of your eyes. That moment was everything Grendel wanted from his journey into mayhem. That single moment was what captured Grendel's thirst and made it even stronger. Grendel licked the crimson beads from his claws and savored the coppery taste. He could feel it enter his body and it made him even stronger. Every one of his muscles throbbed in eagerness to slaughter more people, to taste more blood, and to incite even more fear. He moved swiftly between his victims, his footsteps barely making a whisper.After a few more throat cuttings, Grendel decided he would massacre more by crushing a few skulls. Moving up to one rather rotund warrior, he grasped the warrior's head within his long fingers, and the instant Grendel felt the warrior awaken, he squeezed with tremendous force. Within that moment, the warrior's body felt limp, his enormous weight now pulling Grendel's arm down. The demon could feel the sharp fragments of bone and helmet inside his hand, and the warm, stickiness of the blood as it ran along his fingers. Over two dozen more, he did this to, before carrying all of their bodies back to his lair.On his way back, though, he made sure that they left a long river of blood towards his cavern. Grendel greatly anticipated the awakening of the other warriors. As soon as day broke, he was not disappointed – those whom Grendel had spared began to cry and moan as they discovered the fate of their loved ones and compatriots. Their joyous songs of celebration turned to marred hymns of lament. Now that was music to Grendel's ears. In fact, the magnitude of excitement Grendel felt made it impossible for him to stay within his cavern that night.Just like he had done last night, he crept out of his lair and slaughtered even more of the warriors. As the months drew on, eventually the remaining warriors would try to combat Grendel, or run and hide. Each warrior, young or old, met the same fate as those Grendel had killed on his first night. A gruesome and gory death awaited any and all who Grendel wanted to kill. Years began to pass, and Herot became abandoned, thus making Grendel the only inhabitant. No longer were stories told of the creation of the world, but instead of Grendel's power and hatred.

Friendship paper Essay Example

Friendship paper Essay Example Friendship paper Essay Friendship paper Essay I wasn’t overly impressed when I first met him in an Arabic restaurant in Itaewon, Korea. I didn’t notice his casual good looks. I didn’t pause to gaze down upon his broad shoulders nor his perfectly shaped body. I hardly notice the hazel colour of his eyes. What I saw was a sincere smile. A very captivating smile I remember thinking. Who could have known that smile was what made me start paying attention. His mother and mine instantly became friends after a short conversation they had over the lunch.Throughout the trip, the four of us were always together. Qawiem and I would go to the coffee house at night after sending off our mothers to hotel. We talked and shared stories about our life and ourselves. We even played snow fight outside. Those were the memories I shall never forget. Coming back to Malaysia, our distance didn’t grow us apart. Instead, our friendship became stronger. Talking, mostly on random and unnecessary stuff, every night through Skype became a routine.There were times when both or one of us were too busy juggling with studies but no matter how busy we were, we talked. For me, it felt like as if the talking was an escape from all the mess. : Once in a month he would drive all the way from Ipoh, where he’s studying at that time, to Kuala Lumpur where I lived so that we can meet up and spend time together. Distance is nothing when you know what you’re going after is worth the time and the energy spent.He was always there for my ups and downs, ensuring me to move forward, and mutually, I was there for him. During my downs, I cried almost every night when skyping with him. He stares, listens but never judge me. He would just sat there listening to me babbling about my problems. He never fail to bring me back up after that by telling me jokes and at times, Mama Ros will join our conversation and lighten up the mood in her own way.It’s wonderful how I felt as if a big burden was taken off my shoulders every time we talked. Although now he’s in Denmark, far away from me. Our routine is still on. As the saying goes, absence makes the heart grows fonder. I’ve ventured out, trying to describe the wonderful friendship we have. With hope, you can see this man as I do with the power of my words. Seeing, as only I can, the special individuality that captures my heart whenever he’s around. Not only is Qawiem is my best friend, but he is the love of my life.

Science Fair Project Ideas for Environmental Problems

Science Fair Project Ideas for Environmental Problems Are you interested in doing a science fair project that involves the environment, ecology, pollution, or other environmental issues? Here are some science fair project ideas that involve environmental science problems. Environmental Processes Does the pH of rain or other precipitation (snow) vary according to ​the  season?Is the pH of rain the same as the pH of soil?Can you use a plant to gauge the level of air pollution?Can you use plants to remove air pollutants?Can you use algae to remove water pollutants?How does soil composition change with depth?What organisms can you use as indicator organisms to alert you to a dangerous environmental condition in the environment?How can you simulate acid rain? Studying Environmental Damage What effect does the presence of phosphates have, if any, on the oxygen level of water in a pond?How does an oil spill affect marine life?How much lead is in your soil? How much mercury is in your soil?How much electronic pollution is there in your home? Can you find a way to measure it?How much copper can plants tolerate?How does the presence of soap or detergent in water affect plant growth? What about seed germination or propagation?How far away from an animal pen do you need to be for there to be no fecal bacteria contamination of the soil or water? Researching Solutions Can you use gray water (water that has been used for bathing or washing) to water your plants? Does it matter what type of soap you used for your cleaning? Are some plants more tolerant of gray water than others?Are carbon filters as effective with chlorinated or fluoridated water as they are with water that does not contain chlorine or fluoride?How can you minimize the volume taken up by trash?How much trash can be recycled or composted?How can you prevent soil erosion?What type of car antifreeze is most friendly to the environment?What type of de-icer is most friendly to the environment?Are there non-toxic methods that can be used to control mosquito populations?

Week 2 Economics Essay Example | Topics and Well Written Essays - 750 words

Week 2 Economics - Essay Example In such a situation, an increase in price causes the revenue earned by suppliers to go up and vice versa. In contrast, the price elasticity is termed elastic whenever the change in demand of a quantity is greater in comparison to a change in price. in this situation, an increase in price causes the revenue to fall and vice versa. In a perfectly elastic situation, a change in price will cause demand to fall to zero thereby bringing the corresponding revenue to zero. However, when the situation resembles a perfectly inelastic curve, a change in price has no influence on the quantity demanded and the demand curve is a vertical line, which is in clear violation of the law of demand. In a perfectly competitive market, a number of producers are producing identical goods with no product differentiation. Therefore, a producer cannot set any price as desired as doing so would put them out of business due to availability of substitutes. Accounting profit is price minus costs for all processes that help bring a product or service to the market. Economic profit is the money earned by investor as a result of their investments. As such, it does not have anything to do with the way firms use that investment to produce goods and generate accounting profit. Economic profit can be negative even when accounting profit is in the green zone. Short term decision making is driven by the immediate demand and supply forced in the market to which the firm may not be able to make major investments or changes and may have to use present capacities to produce the maximum quantity. Long term decisions require time to implement and must be planned in advance taking the long term demand and supply into consideration. The combination of price and the production function gives the cost curve. The total cost curve is the amount spent on all fixed and variable costs while the

Critical Analysis of a Public Speech by Kevin Rudd Essay

Critical Analysis of a Public Speech by Kevin Rudd - Essay Example The speaker applies a number of stylistic devices during his speech to make the message as real and practical as possible to the audience. In addition, body language and movement is used to enhance the delivery of the message. This essay will analyze the speech by Kevin Rudd on the topic â€Å"Are China and the US doomed to conflict† on the effectiveness of the delivery of the message. The speaker was Kevin Rudd and the speech was delivered in March 2015. Kevin Rudd is a former prime minister of the Republic of Australia. As a growing young boy, Kevin did not gain interest in working in the fields, a thing that was the norm in his home country, Australia. In his speech, he narrates a story of how his mother, knowing that the son will not gain interest in working in the fields, gave him an idea that he took up (Rudd). He decided to study the Chinese language since according to the newspaper his mother gave him when he was fourteen, the headline stating that China was entering the United Nation (Rudd). By providing this information, the former prime minister was establishing the foundation of the success of the country of China. This informed the audience why China was rising and the inspiration for studying the Chinese language. By providing the newspaper title, the speaker was establishing his credibility (Jaffe), showing the audience how much informed he was on th e developments in China. The use of an allegory provided the attention he expected from the audience.

Comparative Federalism Essay Example | Topics and Well Written Essays - 500 words

Comparative Federalism - Essay Example The federalism in Canada was founded in the 1867constitution act. Notably, federalism bounds members of a natation together as a covenant with a representative head. Moreover, sovereign is a system of governance that is constitutionally segregated between constituent political units and central government authority (Federalism 09). However, opposed to the United States, the Canadian federalism opposes sovereignty movement or the Quebec separatism. Federalism has a series of benefits primarily it combines the local self-rule and shared rules. Nation like United States adopted it with the main aim of constitutionally protecting the autonomy of each level of power divides. Constitutionally, federalism has laws that are written to ensure that there are certainties in division of power (Hüglin and Alan 46). The laws also ensure that the constitutional courts have the authority of interpreting and settling disputes that might arise between different levels of power. Both in Canada and United States, the federal governments, were designed as federal units that are to protect the less populated regions especially through the senate level of governance. In addition, the subsidiarity principle ensures that governance matter or other related issues are handled at the lowest level of governance and such matters can only be transferred to the higher-level government as necessary (Schmidt, Shelley, and Bardes 362). Federal governance should be adopted by nations that are not yet using it. Federalism allows union of people and regions with common interests regardless of their culture, religion, race, language, and history. This system of governance also promotes national objectives such as national defense, economic union and prosperity, and individual’s rights protection (Lefroy 563). Federation system of governance often preserves the ability of regional governments to lead or govern over cultural and local matters. Federal system often acts as a check and balances

Theories on early year curriculums

Theories on early year curriculums Only by listening to the questions (verbal and non-verbal) children ask we will be able to develop the perfect curriculum. Griffiths R. (1935).   This report has been set out to demonstrate a range of theories and their philosophy on four different curricular approaches, being; Reggio Emilia, Montessori, Steiner and Forest schools. As every child is unique, there are a number of factors that influence a childs learning. This report will discuss how these approaches have influenced current best practice, meeting every childs needs by having an effect on the curricular guidance in the UK. It will also make recommendations for development in the setting I work in, enabling effective learning and positive interaction, focusing on issues relating to inclusion and anti-discriminatory practice in order to provide them with equal opportunities that will create holistic development. As development occurs rapidly during the early years, every stage of development should control the learning they are offered, meeting each childs needs. Early years settings should focus on promoting care and learning opportunities for young children making it stimulating and rewarding. All the four approaches have taken into account that childrens brains thrive on stimulation and new experiences, and play can extend childrens development and learning. The findings of the EPPE project also suggest; that it is not enough to create a stimulating environment and simply let children play, as children learn best when staff actively teach them. This means modelling appropriate language and behaviour, sharing intelligent conversations, asking open-ended questions and using play to motivate and encourage them. The early years curriculum is based on key theories of how children learn and current early years practice has grown out of the work of early years educators. By incorporating their ideas into forming the curriculum, early years settings encourage learning through first-hand experience. We will look into the four approaches and see how they have been embedded into the Early Years Foundation Stage by setting the standards for learning, development and care for children from birth to five. Loris Malaguzzi (1920-1994) was the educational thinker who guided and inspired the Reggio Emilia approach in the Reggio Romagna region of Northern Italy. The approach requires children to be seen as competent, resourceful, curious, imaginative, inventive, and possess a desire to interact and communicate with others. Dr Loris Malaguzzi helped us understand that children shouldnt be expected to all have the same ways of expressing themselves, so he put forth the idea that there are 100 languages or ways of learning (paint, clay, music, drama, cooking, etc) in which expression and learning can take place. The Reggio Emilia approach to early childhood education has been adopted in USA, UK, New Zealand, Australia and many other countries. The Reggio Emilia method is made possible through a carefully articulated and collaborative approach to the care and education of young children and has also influenced Te Wariki in New Zealand. Reggio is a way of thinking about how young children learn and is based on the philosophies of Dewey and Vygotsky that is a very large idea with many parts, not a curriculum that can be adopted and implemented. Malguzzi used this versatility of research and theory recognising the contributions to Reggios thinking by the great educators; Vygotsky, Piaget and Jerome Bruner and this concept is brought about in the Early Years Foundation Stage-Every Child Matters Framework. As stated by Bruner, (1995) We are researching children researching their world. Some of the key principles of Reggio are: Giving the child more autonomy. The Image of the Child. Education based on interaction and collaboration. The importance of time. The role of the environment. The role of the teacher. The role of parents, as it is all learning together. Some of the key features of Reggio Emilias early childhood programme are:- The environment is referred to as the third teacher. The aesthetic beauty is an important part of respecting the child and their learning environment. Childrens work and collections are displayed; at the childrens and adult eye level. The piazza and the atelier are at the heart of the preschool centre. Documenting and displaying are unique and is viewed as an important tool in the learning process. Learning and teaching are reciprocal processes. The teachers role is complex; as the teacher is seen as a reflective researcher and they stay with their class from the time they start to when they leave. The children are seen as capable and inquisitive adults. Programs in Reggio are family centred. Loriss vision of an education based on relationships supports childrens reciprocal relationships with other children, family, teachers, society, and the environment. Reggio approach is not a formal model with defined methods (such as Waldorf and Montessori), teacher certification standards and authorization. But, the educators in Reggio Emilia speak of their evolving experience and see themselves as a provocation and reference point, a way of engaging in dialogue starting from a strong and rich vision of the child. As cited by Brown,N (2004) According to the documentation produced in Reggio Emilia pre-schools it would appear that girls and boys tend to work in single-sex groups. Girls also prefer smaller groups than do boys, and girls tend to discuss and collaborate from the start rather than, as the boys do, work independently before working collaboratively. This suggests that there are differences between boys and girls which appears to start from the premise itself. There seems to be a view that these differences are rather accepted and nothing can be done about it except document them and accommodate the differences in future projects. This also gives an impression that Reggio educators view these differences as natural. Many who have reflected on gender issues in the Reggio approach have felt awkward about the lack of critical thought about observed gender differences. Practitioners should ponder on this difference and ensure that their provision supports gender equity. In a nutshell, the Reggio approach articulates children to acquire skills of critical thinking and collaboration. It is a prism, a crystal, for seeing all the things we have looked at: relationships with families, curriculum, time management, evaluation, etc. and it isnt something one can apply. It is an approach to thinking about programs for young children and accepting children from all walks of life; where children with special needs are given first preference, making it totally inclusive. The Bristol standard aims at promoting the concept of reflective practitioners where they can become part of a process that protects and celebrates the wonder of early childhood through well informed and reflective practice. All preschool operators ought to benchmark against the Reggio Emilia school. As children are developing physically, mentally and emotionally, Rudolf Steiner (1861-1925) believed that education should be designed to meet their changing needs, helping a child to accomplish their full potential in overall development and learning, as well as academic progress. His technique was systematic, and was based on his own wide experience as a tutor and on his study of spiritual science. Edmunds (1979), portrays Steiner Education with these inspiring words To educate youthà ¢Ã¢â€š ¬Ã‚ ¦ is to ennoble the mind, to fire the imagination, to fortify the will and to quicken initiative for life. Waldorf nurseries all around the world endeavour to meet the needs of each individual child with the utmost care, providing a harmonious home life which children should enjoy up to the age of five or six, working with Rudolf Steiners key points which are: Encouraging play, drawing, story telling, environment study and natural things up to the age of seven. Children younger than seven should not be taught to read. Teaching a child to write before teaching them to read. Allowing only one teacher to teach the same class for seven years. (This concept is taken from Reggio Emilia). Letting the child focus on one subject at a time. Find links between subjects like art and science. Connect with the child to make sure that they are keen about the material being taught. Showing the child good values but not enforcing a specific set of beliefs. Encouraging knowledge for its own sake and not just working towards exams. Allowing children to work at their own pace to ease their learning as each child has its own tempo and thrives best when this is allowed for. (Edmunds, F. 1979: p22). Rudolf Steiner made specific curriculum suggestions for all subjects including handwork, gymnastics, painting, music, shorthand and many others. A Teacher was given the freedom to build up the curriculum according to his own perspective. In a Steiner pre-school, no formal schooling takes place but there is an ordered life in the way children are received and engaged in activities. There is an extreme case of a general and widespread tendency today to intellectualize children without counting the costs. By robbing the life of children we are stultifying the life of adults. (Edmunds, F. 1979: p23) There is too much emphasis on getting small children to read and write at an early age which leaves them little or no time to play. This gives vent to frustration making them incapable human beings unable to solve problems and to make compromises as adults. Rudolf Steiner realised the fact that premature educational demands on the child, sap the life forces needed for further development later. He was also not in favour of sitting children in front of the television or a computer as there was much more to be learnt by doing things practically and get first hand experience. According to Steiner, creative, imaginative forces spring from a healthy life of will like flowers from a meadow; they are crippled by clever toys invented by clever adults. (Edmunds, F. 1979: p24). The objects of play in Steiner schools are simple so that the child can dress them with his or her own imagination as a child sees everything to be alive and real. Even today Steiner schools exist, and they are distinctly different from other schools. In the 1970s, 80s and 90s, United Kingdom and other parts of the world saw the formation of new Steiner Schools. Its founder was so self-motivated that everyone concerned knows that he would not have allowed his school to stay as it was, but would have found new and creative ways to meet the changing needs of present times. Nowadays it seems difficult for the people involved to know what course to take, without losing the essence of education that was brought to the world by Rudolf Steiner. Education must no longer be regarded only as a matter of teaching children, but as a social question of the highest importance, because it is the one question that concerns all mankind. (Montessori M, date unknown) Born in Italy in 1870, Maria Montessori moved to Rome with her parents in 1875 at the age of five. Maria Montessori is often referred to as ahead of her time. Throughout her life Maria Montessori had a particular interest in the development of children, especially those with special needs. She learned from the work of others, but evolved her own theories and believed that the child was a truly miraculous being and later on Steiner adopted this fact from Montessori. In 1906, Maria Montessori founded the first Childrens House. Montessori discovered how naturally young children adapted and enjoyed learning everyday tasks. The Montessori Method focuses on the individuality of each child in respect of their needs or talents as its goal is to help the child maintain their natural joy of learning. Some of the inventions of Maria Montessori are:- Sand paper alphabets and the Spinda boxes. Phonics; this has been taken up by the National Curriculum. Furniture and equipment scaled down to the childs size. Encourages independence and freedom with limits and responsibility. Practical life skills: domestic skills and manners are emphasized with the goal of increasing attention spans, hand-eye coordination, and tenacity. The structure of work and constructive activity gives the children a sense of self-worth that they have never experienced before. The Montessori approach does not emphasise play or the free flow of ideas, neither are the children allowed to undertake creative activities until they have worked through all the graded learning activities. Montessori believed in the natural unfolding of the childs intelligence that follows a specific path which must be aided by the adult by observing, as she did not believe in forced learning by children. When young children feel confident their energy for curiosity and exploration is considerableà ¢Ã¢â€š ¬Ã‚ ¦ If to the children the practitioner feels detached or remote- not like a secure base- then their energy and curiosity is very reduced or disappears. Elfer (1996). Montessori did not think there was a need for adult correction and little parental involvement was encouraged. This concept would go against the principles of Vygotsky, who identified the zone of proximal development emphasising on the role of adults to intervene and help children learn, moving into the zone of actual development as adults provide the intellectual scaffolding to help children learn and progress through the different stages of development. The Montessori Method does not see children as part of a community, but are made to work largely on their own in a peaceful environment of total concentration. Current mainstream practice in the Early Years Foundation Stage Framework has not accepted this philosophy as it would not usually leave children to work through activities on their own. According to Lillard, P (1996) the Montessori theory is to adapt education for each developmental stage through materials especially designed for a childs exploration and self-discovery, encouraging children to be active rather than passive learners at all levels. This has been acknowledged by the recent curricular guidance and some Montessori materials and ideas are used, for example, graded sizes of particular shapes, such as small, medium, and large blocks. The Montessori theory allows children to acquire the skills to answer their own questions, learn to manage freedom with responsibility, and maintain a high level of intellectual curiosit y. Its teaching; aims for the fullest possible development of the whole child, ultimately preparing him for lifes many rich experiences. Maria Montessori realised that children pass through sensitive periods of development early in life, and said that education starts from birth. This is now recognised by the Early Years Foundation Stage. Dr. Montessori described the childs mind between the time of birth and six years of age as the absorbent mind and has written a book about it. It is during this stage that a child has a tremendous ability to learn and assimilate from the world around him, without conscious effort. During this time, children are particularly receptive to certain external stimuli. A Montessori teacher recognizes and takes advantage of these highly perceptive stages through the introduction of materials and activities which are specially designed to stimulate the intellect. If a person develops the ability to respect themselves, the people and the things around them, they will take an increased interest in the long-term effects of their actions on the environment and the people who live within it. (Director of Operations Archimedes) Forest Schools is an innovative educational approach to outdoor play and learning. It is a concept originally developed in Denmark for pre-school children (under seven years). The philosophy of Forest Schools is to encourage and inspire individuals of any age through positive experiences and participation in engaging and motivating achievable tasks and activities in a woodland environment, helping to develop personal, social and emotional skills which will lead to independence, self-discovery, confidence, communication skills and raised self-esteem. Each Forest School Site is unique, designed to meet the needs of the group making it inclusive. Children become comfortable with an outdoor approach to education and play in familiar surroundings. It allows a more child led outdoor curriculum with opportunities for projects to be taken back to the indoor setting to be continued. Forest Schools have demonstrated success with children of all ages through the following methods:- Learning takes place in the natural environment through play. Use of own initiative to handle risks and solve problems. Co-operate with others. Programmes are held throughout the year in all weathers. Children use full sized tools, play, learn boundaries of behaviour; both physical and social, grow in confidence, self-esteem and motivation. Use of tools in the wood promotes trust and self-confidence; it develops motor skills and fine motor skills. As children need time to thoroughly explore their thoughts, feelings and relationships this method encourages them to understand the world, the environment and everything within it through use of their emotions, imagination and senses. This principle has been adopted from Reggio Emilia which considers the environment to being the third teacher. Malguzzi (1996) We place enormous value on the role of the environment as a motivating and animating force in creating spaces for relations, options and emotional and cognitive situations that produce a sense of well-being and security. This ethos was introduced to the UK during the 1990s and has proved to be an effective educational tool in a variety of settings. Children attending Forest Schools were arriving at school with strong social skills, the ability to work in groups effectively, and generally children had high self-esteem and confidence in their own capabilities that proved to be an effective foundation and raised academic achievements. Since its introduction Forest Schools have developed opportunities in an outdoor setting for children of all ages to develop a variety of life skills. Participants gain confidence in their own ability. Kinaesthetic learners (learning by doing) are particularly suited to learning in this woodland outdoor environment. It aims at meeting childrens basic needs before any higher learning can take place. Children feel safe both physically and emotionally as care is taken to ensure that children have proper clothing and footwear, healthy meals and plenty of hydrated water and hot drinks. The Forest School sites are usually away from main entrances requiring the group to walk long distances and terrain, but all this depends on the abilities of the group. A hard surface approach may be necessary for wheel chairs and buggies making it as inclusive as possible. Each time the children leave the woods they take something with them to encourage parental interest and communicative interaction. All sessions are designed around the needs of the group, ensuring that they are learner-led. Sessions are designed around a theme, such as Romans, butterflies, spies, fairies or nature investigators. Many areas of the National Curriculum are intrinsically covered in the Forest Schools Experience without the programmes needing to be curriculum led. The activities are set up involving the capabilities of every person within the group. Teamwork skills are developed through games and activities such as hide and seek, shelter building, tool skills, lighting fires or environmental art. Each activity develops intra and inter-personal skills as well as practical and intellectual skills. Activities are constantly evaluated and re-adjusted through out the day to meet each the groups requirements. The children may be asked to shout out, draw, act or play a game to review the day they have just experienced, reflecting about what they have done during the day. Individuals progress is observed/monitored and a thorough evaluation process is used to ensure that aims and objectives are being met. All the four approaches have in a way had an effect on forming the current curriculum, as all the approaches have one thing in common which is to meet the needs of the child. The Early Years Foundation Stage Framework has realised the need to provide the materials, opportunities, interactions and experiences that allow children to pursue their own interests and be creative. This is done by stimulating them through motivation but not overloading them with the things we want them to be interested in. The concept of supporting childrens development through their interest has been outlined in Tender care and Early Learning from High Scope and is currently used by Birth to Three Matters focussing on childrens strengths and interests. Reggio Emilia and Forest Schools provide models of excellence in developing high quality physical environment and this has been taken up by the Early Years Foundation Stage Framework. The Living, Loving and Learning exhibition (1999) and the British Associat ion for Early Childhood Education explains the main principles and purpose of physical environment as it is essential in our work with young children that we consider the outdoors as a natural extension of our indoor learning environment, as very young children need to be offered the opportunity to move and think freely. This is vital for their physical growth and development of their minds. Advancing childrens physical and intellectual competence is the heart of much of the early childhood curriculum. Montessori and Steiner do not use display boards to celebrate childrens achievements and this would go against the principles of Reggio Emilia, who believe it to be an ideal way of communication with parents, who can view their childrens experiences and learning on wall panels in the form of annotated photographs and displayed work. It is an important documentation inviting parents to feel close to their childrens experiences in the setting. This approach has been considered by the setting and there are a number of display boards for different age groups.

Sir Gawain and Green Knight Essays: Plot Elements :: Sir Gawain Green Knight Essays

Plot Elements in Sir Gawain and the Green Knight  Ã‚   The most striking feature of the organisation of plot elements in Sir Gawain and the Green Knight is the fact that the meaning of the poem is enacted by the shape of the narrative itself. The three major elements of the plot of this narrative: the Beheading Game, the Temptation, and the Exchange of Winnings are linked in a way which helps convey the meaning of the poem. The reader quickly realises the interdependence of the Temptation plot and the Exchange of Winnings plot. The bedroom scenes correlate with the hunting scenes - therefore each one must be understood in reference to the other. On each of the three days the behaviour of Sir Gawain corresponds to that of the animal, which had been killed on that day. On the first day he is cautious - like a deer; on the second he is more like a boar; and on the third he is cunning - like a fox. These are not the only similarities between the two plot elements . Hunting is generally used in literature as a metaphor for the pursuit of love - that is for courting. This metaphor had most probably already been known in the Middle Ages and was used by the Gawain Poet. The most important device used to make readers aware of the interdependence of these two plot elements is the technique of narration. Great care is taken to make sure the reader understands that the bedroom scenes and the hunt scenes happen at the same time. The narration jumps from the castle to the forest â€Å"Pursuing the wild swine till the sunlight slanted./All day with this deed they drive forth the time/While our lone knight so lovesome lies in his bed†.(l 1467-1469). Each bedroom scene is â€Å"inserted† into a hunting scene - which emphasises their simultaneity. The Beheading Game is also linked to the other two plot elements - but in a way which only becomes visible to the reader after having read the entire text of the poem. At first, the castle episode seems to be an interlude between the two parts of the Beheading Game. The reader awaits the climax - that is the second part of the Beheading Game. Finally it turns out that the real test has already taken place and the Game itself proves to be an anticlimax.