The roles of pubic relations in crisis managment Essay

The roles of pubic relations in crisis managment - Essay Example The aim of nurturing public relations is to develop rapport with the public and by making them understand the organization and what its doing (Felea, 2004). Experts in public relation use all typology of communication with the public, as represented by personalities who are imbued with institutional and organizational identity (Felea, 2004). This process is deemed significant to avoid or wane down the opposition of employer and employees, in case of labor dispute, or probably to reduce panic in the market in the case of financial crisis. In international relations, countries diplomatically develop public relations to ensure that social acceptability and to maintain social peace while engendering cooperation and collaboration on social policy or agenda (Felea, 2004). This is also true in market relations to ascertain efficiency on commercial firm’s services and to maintain connections with its clients while on business operation (Felea, 2004). Thus, in commerce, a company would use advertisements and other related propaganda to better its relations with the public, its â€Å"goods suppliers, services providers, labour suppliers, clients, competitors, public organisms (Felea, 2004, p. 1).† Media is an instrument or tool for public relations. Companies relate with media to promote their products and to explicate its business operation and its campaign or probably to promote their activities relating to corporate social responsibility. With globalization taking the market’s core, modern commerce necessitates media in social networking, including the explication of its definitional struggle in the interface of science and policy for the market. David (1999) for instance explicates the significant effort done my farming industry in explaining to the public cattle disease bovine spongiform encephalopathy (BSE) or mad cow. By doing so, the company is able

What Are the Qualities That an Ideal Person Should Cultivate, Possess Essay Example for Free

What Are the Qualities That an Ideal Person Should Cultivate, Possess Essay 1. Introduction In this paper, I will discuss what qualities should be cultivated, possessed, and practiced for an ideal person according to Confucius. Although Confucius regards humanness, wisdom, and courage as the basic threefold towards being a junzi (superior man/ideal person, ), there has been an ongoing disagreement among scholars regarding the qualities that are needed to become an ideal person or a junzi. I shall accomplish my purpose by first providing a basic background of information on the topic, then identifying two conflicting interpretations of the qualities that are required by Hosung Ahn and Ha Poong Kim, adding my own critical response, and lastly offering my resolution using Antonio S. Cua’s interpretation on the topic. I will use Confucian Analects (1895) by James Legge as my primary source, along with â€Å"Junzi as a Tragic Person: A Self Psychological Interpretation of the Analects† (Ahn, 2008), â€Å"Confucius’s Aesthetic Concept of Noble Man: Beyond Moralism† (Ha, 2006), and â€Å"Virtues of Junzi† (Cua, 2007) as my secondary sources. 2. Background Information According to Chinese tradition, Confucius is one of the most outstanding thinker, political figure, educator, philosopher, and the founder of the Ru (? ) School of Chinese thought. Our textbook â€Å"The Eastern Paths to Philosophic Self-Enlightenment: An introduction to Eastern Philosophies† (2002) written by Professor Phan points out that Confucius’s thoughts are preserved in the Lunyu ( ) or the Analects, which is one of the Four Books. It is worth noting that the Analects was not written by Master Kong Zi (Confucius, ) himself, but complied by his close disciples when they recollected his â€Å"sayings† after Confucius’s death. Defined by Stanford Encyclopedia of Philosophy, Confucius’s teachings create the foundation on most of subsequent Chinese speculation on the education and comportment of the junzi ( ), and how such an individual should live his life, interact with others, and the types of society and government in which he should participate. On one hand, in 14:20, the Master said, â€Å"The way of the superior man is threefold, but I am not equal to it. Virtuous, he is free from anxieties; wise, he is free from perplexities; bold; he is free from fear. † While on the other hand, scholars have attempted to interpret the qualities of junzi differently. In the next section, I shall examine the conflicting interpretations of Ahn and Kim. 3. First Interpretation by Hosung Ahn A. Background on Confucianism and Psychological Connotations of Junzi In Ahn’s article, he provides historical background information on Confucianism being the most efficient ideological means of medieval and modern authoritarian governments in China and Korea (Ahn, 2008). Yet, Ahn argues that in the course of quoting Weber (1968), Confucianism and Daoism could not be introduced into modern capitalism due to their â€Å"thisworldliness. † Ahn depicts Confucianism as one of the major hindrances in the road toward modernization and industrialization and considers Confucius as a stubborn and conservative moralist whose ethical codes were oppressive. By introducing Heinz Kohut, an Austrian-born American psychoanalyst, Ahn compares Kohutian psychoanalysis such as self-psychology with Confucianism’s ideal person in the Analects. Ahn provides the basic background information in the purpose of identifying Confucianism as being neither sophisticated nor systematized; yet, Ahn suggests that the Analects could be interpreted as a pre-psychoanalytic self-psychology owing to the abundant self psychological insights in the Analects. Ahn then defines junzi as â€Å"a prince literally and a gentleman ordinarily,† and that in Confucianism, â€Å"a junzi is a noble person who attempts to actualize Confucian cardinal virtues in concrete human relationships at any cost. A junzi has often been considered a conformist or a conservative† (Ahn, 2008). Furthermore, Ahn states that Confucianism being established as an ethical and political orthodoxy in Korea was a rigid and authoritarian formalistic, and of which courtesy, rituals, and humanity were the fundamental standards of being a junzi (see Shun 2002). B. Ahn’s Thesis In this article, Ahn (2008) specifically points out that â€Å"a junzi is a tragic person in the Kohutian sense. Like a tragic person, a junzi follows his or her ideals with values deeply anchored in oneself even at the expense of one’s death. † Ahn thinks the most important standards of being a junzi are courtesy and rituals; he states that, â€Å"Confucius himself severely criticizes the externalized beauty and grandeur without the internalized quality of character† (Ahn, 2008). Most importantly, Ahn addresses that the core characteristic of the Kohutian tragic person is almost identically expressed in the Analects: humanity (ren, ? ), which is the ultimate virtue of Confucianism and that a junzi would rather die than giving up his or her ideals and values; which Ahn refers to as strikingly similar to Kohut’s definition of a tragic person. In terms of Ahn’s arguments for supporting his claim, he brings out the topic of xiaoren (small man, ) and defines it as â€Å"those whose ideals and values are superficially situated on the psyche as compared to junzi in the Analects† (Ahn, 2008). Ahn then identifies the difference between a xiaoren and a junzi employing Confucius’s saying, â€Å"The gentleman (junzi) is conversant with righteousness; the small man (xiaoren) is conversant with profit† (Analects, 4. 16). Ahn points out that because a xiaoren focus on what is beneficial to him or her only, he or she cannot but be vulnerable to the external vicissitudes. Similarly, according to Kohut, a xiaoren would â€Å"quickly and opportunistically adjust his or her convictions under the influence of external pressures† (cited in Ahn, 2008); whereas a junzi is determined to â€Å"adhere to the good (Way) until death† (Analects, 8. 13). Ahn then considers this determination as courage, and he quotes Kohut (1985) that â€Å"The culminate peace (in his death) achieved by the hero is†¦the ultimate ascendancy of a firm and life-affirming self† (p. 27). Ahn further proves that Confucius has expressed the same idea through: â€Å"If a man in the morning hears the right way, he may die in the evening without regret† (Analects, 4. 8). Thus, Hosung Ahn summarizes that a junzi, according to Confucius, is a person who searches for â€Å"the achievement of a psychological synthesis at all costs† (Ahn, 2008). In other words, Hosung Ahn interprets that Confucius thinks the quality an ideal person should cultivate, possess, and practice is the spirit of achieving a psychological synthesis or preserving his or her ideals and values at all costs. 4. Second Interpretation by Ha Poong Kim A. Background on Aesthetic Concept of a Noble Man In Kim’s article, he provides historical background information of the Analects being narrowly and moralistically interpreted. Kim points out that Confucius’s remarks such as from â€Å"the Book of Songs and Music† are commonly given an ethical meaning owing to the tradition of Confucius’s key term ren (humanness, ? ) as being an ethical term. Through offering a historical basis as a foundation, Kim attempts to broaden Confucius’s humanistic interpretation of ren as humanness or the human spirit. In details, Kim (2006) addresses that â€Å"while the word ren only rarely occurs in the pre-Confucian literature, it is used in works such as the Songs and the (Book of) History, essentially as a synonym of ren. † To demonstrate that Confucius’s teaching ren for the first time as the supreme principle of human existence and that Confucius is the discoverer of the human spirit in Chinese civilization, Kim introduces and explains other meanings and definitions of ren used in other Confucius or Mencius materials. Also, Ha Poong Kim offers the background information of â€Å"one-dimensional image of the Confucian junzi as a rigid moralist, a man whose distinguishing mark is just a fastidious observance of li (rites, ? )† (Kim, 2006). With all the background information and explanation provided by Kim, he expresses the fact that some of Confucius’s sayings in the Analects are purely aesthetic and any attempt to moralistically interpret them distorts their meanings. B. Kim’s Thesis Kim (2006) agrees with the normativity of Confucius’s concept of ren, yet he argues that the ground of its normativity is fundamentally aesthetic. In supporting his claim, Kim applies Confucius’s teaching: â€Å"Recognize beauty in abiding in ren. If one chooses not to stay in ren, how can one be considered to have attained wisdom? † (Analects, 4:1) Kim interprets this saying as Confucius stressing the recognition of the beauty of ren as a necessary condition of human wisdom, which is equivalent to the awareness of the human spirit. Kim defines this recognition as an aesthetic awareness. Then, through applying Confucius’s saying: â€Å"To become a junzi Ru (noble scholar, ), not a xiaoren Ru (common scholar, )† (Analects, 6:11); Kim points out the difference between a junzi and a xiaoren ultimately comes from the noble man’s awareness of the beauty of ren, which the small man (xiaoren) lacks. Kim explains that since a junzi has this aesthetic sensibility of humanness, he naturally desires, loves, and delights in ren and every manifestation of it. For the purpose of backing up Kim’s claim, he states Confucius believes that by studying the Songs, one would be best awakened, which then explains why Confucius repeatedly urges his pupils to study the Songs. Kim argues that Confucius’s teaching is to help the students become a junzi, who is a lover of ren, through arousing humanness that is obtained through the study of music. In this particular main argument, Kim (2006) summarizes that â€Å"for Confucius’s spiritual awakening, specifically the aesthetic awakening to ren, is the presupposition of the education of junzi. Without this wakening, the learner or scholar will remain a xiaoren Ru, no matter how well versed he may be in ritual subjects, and regardless of how blameless he may be in his ethical conduct. † Next, Kim offers another important argument that during Confucius’s years of wandering from state to state in search of a good ruler, he rarely parted with his lute. Sima Qian, an Ancient Chinese historian, revealed that once, surrounded by two hostile armies, Confucius and his disciples ran out of provisions in the wilderness between the states of Chen and Cai. With some of his disciples falling ill and being unable to get up, Confucius calmly continued singing songs and plucking his lute. Kim regards Confucius’s act as a man capable of forgetting everything else while enjoying music. Thus, in Kim’s point of view, what fundamentally separates Confucius’s junzi from the rest of humanity is the junzi’s aesthetic sensibility to ren. In other words, Kim believes that according to Confucius, the quality a junzi should cultivate, possess, and practice is the aesthetic awareness. Nevertheless, Kim mentions that through stressing the junzi as an aesthetic man, he is not denying a junzi’s many-sidedness. 5. Critique I agree with Hosung Ahn’s claim regarding junzi as a noble person who attempts to actualize Confucian cardinal virtues, and that courtesy, rituals, humanness, and courage are important criterions of becoming a junzi. Moreover, I agree with Ahn’s claim that a junzi would follow his or her ideals and values deeply anchored in oneself even at the expensed of death. However, I strongly disagree with Ahn’s opinion of Confucius’s teaching or his classification of a junzi as a tragic person. In my point of view, Ahn has made an inaccurate interpretation of one Confucius’s saying from the Analects. In 4:8, Confucius teaches that â€Å"If a man in the morning hear(s) the right way, he may die in the evening without regret. † Ahn interprets this saying as Confucius’s advocating of a junzi who must search for â€Å"achievements of a psychological synthesis at all costs† (Ahn, 2008), and this remarkably resembles a tragic person. As the exercise we conducted in our philosophy class on textual hermeneutics of the Confucian Dao in the Analects, this Confucius’s saying represents the importance of the Dao (way, ? ); which according to Confucius, with the experience of hearing the Dao, one could die without regrets afterwards. Thus, this person or this junzi would be a happy person since he contains the very important factor â€Å"Dao†, and that he is absolutely not a tragic person as Hosung Ahn considers as. In terms of Ha Poong Kim’s interpretation of a junzi, I agree with Kim regarding the fact that Confucius repeatedly urges his disciples to study the Songs and Music because it would indeed help his pupils awaken and broaden their minds, enjoy the six arts, and commit to the Dao. I also agree with Kim that a junzi is many-sidedness. What I do not agree with Kim is his differentiation of a junzi and a xiaoren through aesthetic awareness. As I mentioned above, Kim (2006) summarizes in this particular main argument that â€Å"†¦without this wakening, the learning or scholar will remain a xiaoren Ru, no matter how well versed he may be in ritual subjects, and no matter how blameless he may be in his ethical conduct. † In my opinion, apart from pointing out Confucius advocates his pupils to study the Songs and Music, Kim has not given sufficient evidence to support this claim. He has not shown any Confucius’s teaching that could demonstrate the fundamental difference between a xiaoren’s and a junzi’s aesthetic awareness, but rather Kim provides claims simply from his own exploration of Confucius’s thoughts. To further prove that Kim’s interpretation is inaccurate, there are numerous examples of junzi lacking of musical talents and xiaoren being extremely talented in aesthetic. In my opinion, Confucius does believe that music could change one’s mind, adjust one’s mood, smooth one’s qi (energy) and etc. , but Confucius certainly does not identify a junzi from a xiaoren based on aesthetics. 6. Resolution: Interdependent and Dependent Virtues of Junzi According to Antonio S. Cua, junzi is a paradigmatic individual who sets the tone and quality of the life of ordinary moral agents, and a junzi is a person who embodies ren (humanness, ? ), yi (righteousness, ? ), li (rites, ?). In addition, unlike Ahn or Kim, Cua recognizes that except the basic, interdependent, and cardinal virtues of ren, yi, and li, a junzi also involves particular dependent virtues such as filiality (xiao, ? ), magnanimity (kuan, ? ), trustworthiness (xin, ? ), and courage (yong, ? ). Cua regards these as dependent virtues in the sense that their ethical significance depends on connection with the basic, interdependent, and cardinal virtues; and Antonio S. Cua further stresses that dependent virtues are not subordinate or logical derivatives of the basic virtues. In 14:30, the Master said, â€Å"The way of the superior man is threefold, but I am not equal to it. Virtuous, he is free from anxieties; wise, he is free from perplexities; bold, he is free from fear. † As we interpreted in class that according to Confucius, to become a junzi, one must be morally good, intellectually wise, and psychologically brave. In my point of view, I highly agree with Cua’s claim and I think although Confucius identifies humanness, wisdom, and courage as the superior man’s three core virtues, interdependent virtues and dependent virtues work together to form the junzi. To clarify, Antonio S. Cua borrows Xunzi’s distinction, a Chinese Confucian philosopher who lived during the Warring States Period and contributed to one of the Hundred Schools of Thought, the cardinal virtues ren, yi, and li are generic terms, and dependent virtues such as xiao, kuan, xin, yong are specified terms. In other words, â€Å"specified terms are terms that specify the concrete significance of the cardinal virtues in particular contexts of discourse† (Cua, 2007). To demonstrate further, in the Analects, we could find fragments of Confucius’s remarks that mention both cardinal virtues and dependent virtues in the same contexts. For example, â€Å"There were four things which the Master taught: letters (wen, ? ), ethics (xing, ? ), devotion of soul (zhong, ? ), and truthfulness (xin, ? ). † Confucius, The Analects, 7. 25 And in 14:28 we could find Confucius’s teaching of ren, zhi (wisdom, ? ), and yong (courage, ? ); in 3:19 li and zhong; in 13:4 li, yi, and xin and so on. For heuristic purposes, Cua regards dependent virtues as two different groups: supportive and constitutive virtues. Cua explains that the distinction between are that the former are â€Å"genial or helpful, though not necessary, to the development of the cardinal virtues such as ren, yi, and li;† whereas the latter, are those that are â€Å"both supportive and constitutive of the quality of the cardinal virtues actualized† (Cua, 2007). Also, depending on the character and temperament, a constitutive and supportive virtue varies, that is, what is merely a constitutive attribute in one person may be a supportive merit for another. Thus, Cua believes that Confucius’s idea of the junzi is flexible or adaptable, and I highly agree with him. To sum up, in my point of view, according to Confucius, what qualities a junzi should cultivate, possess, and practice is the unity of virtues that consists of ren, yi, and li as the basic cardinal virtues, and combining with other qualities such as xiao, yong, zhong, xin, kuan, etc. Depending on each different person and situation, the mapping of the virtues of junzi is in the distinction between basic, cardinal, interdependent and dependent, supportive and constitutive virtues, which may be referred to â€Å"the way of the superior man is unityfold. † 7. Conclusion On this paper, I provided background information of the topic; I discussed and dissected two interpretations made by Hosung Ahn and Ha Poong Kim. In response to Ahn’s and Kim’s argument, I have made a personal critique that a junzi is not a tragic person and that a junzi is not required to possess aesthetic awareness. I then offered my resolution along with employing Antonio S. Cua’s interpretation of this topic. In short, by presenting a map of junzi’s virtues that consists of both interdependent and dependent virtues; it reveals that the Confucius’s conception of junzi is a unity of virtues with flexibility. Works Cited Ahn, Hosung. Junzi as a Tragic Person: A Self Psychological Interpretation of the Analects. Pastoral Psychology, 57. 1/2 (2008): 101. Academic Search Premier. EBSCO. Web. 1 Apr. 2012. Confucius (Stanford Encyclopedia of Philosophy). Stanford Encyclopedia of Philosophy. Metaphysics Research Lab, CSLI, Stanford University, 3 July 2002. Web. 1 May 2012. Cua, Antonio. Virtues of Junzi. Journal of Chinese Philosophy, 34 (2007): 125. Academic Search Premier. EBSCO. Web. 28 Mar. 2012 Kim, Ha Poong. Confuciuss Aesthetic Concept of Noble Man: Beyond Moralism. Asian Philosophy, 16. 2 (2006): 111. Academic Search Premier. EBSCO. Web. 28 Mar. 2012 Kohut, H (1985). Self psychology and the science of man. In Humanities and self psychology: Reflections on a new psychoanalytic approach (pp. 73-94). New York: Norton. Legge, James. Confucian Analects. In Vol. I of Chinese Classics. Oxford: Clarendon Press, 1895. Print. Phan, Cha? nh Co? ng. The Eastern paths to philosophic self-enlightenment: an introduction to Eastern philosophies. Dubuque, Iowa: Kendall/Hunt Pub. Co. , 2002. Print. Shun, K. -L. (2002). Ren ? and li ? in the Analects. In B. W. Van Norden (Ed. ), Confucius and the Analects: New essays (pp.53-72). New York: Oxford University Press. Weber, M. (1968). The religion of China (H. Gerth, Trans. ). New York: Free Press. [ 2 ]. The numbering of the book/chapter of a passage from the Analects follows James Legge’s in his translation of the text (1895). [ 3 ]. The cited phrase comes from The religion of China by Weber, M. [ 4 ]. Ren ? and li ? in the Analect. Confucius and the Analects written by K. Shun, as cited in Hosung Ahn’s article.

Analysis of The Lost World by Michael Crichton Essay -- The Lost World

Analysis of The Lost World by Michael Crichton Michael Crichton's novel, The Lost World began with the exposition of a character who is infamous to Crichton's work, Ian Malcom. The entire introduction and prologue is about Malcom and his scientific views and theories. In a section of the book called 'Hypothesis';, Malcom discusses a theory of 'lost worlds'; - areas in which extinct beings may live, with Richard Levine, a man who's ideas were totally different from Malcoms. Levine and Malcom discuss a possible journey to an island that is suspected to be one of the so-called 'lost worlds';. At first, Malcom is reluctant and thinks that the idea is stupid. After much coaxing, Malcom agrees to go. Levine arrives on the island first, after a lot of useless chatter and talk and the introduction of two young characters, Arby and Kelley, who are students of Levine's and sometimes run errands for him. Almost immediately after they arrive, Levine and his assistant, Diego, begin to search for clues to what the science community calls 'aberrant forms';, which many people have spotted but have been unable to identify. They come to a stream bed, where they are attacked by a group of unidentifiable animals. They capture and kill Diego, and Levine is nearly killed. Malcom and his team of field researchers finally make it to the island - and Arby and Kelley stow away in one of the many high-tech trailers that they had taken on their expedition. After the first day or so goes smoothly, chaos breaks out. When three men, Dodgson, King, and Basselton decide to go to the island, thinking that no one has been there. They plan on stealing the dinosaur eggs and breeding them. In doing so, they cause a ruckus on the island, and the dinosaurs begin to lose their patience. They go on a killing spree, which is graphically described by Critchton as well as nearly killing Arby. The climax of the story comes when Malcom and Sarah Harding (one of his associates) get trapped in a trailer that is about to tumble off the ledge of a cliff. Luckily for them, they are saved by another of their colleagues, named Richard Thorn, saves them by using Dodgson's jeep (which they had thought was broken down, AND after they thought all three of the egg thieves were dead) and ties a rope to the trailer and miraculously saves them. The story isn't over yet, though. The group mi... ... putting together trailers for their expedition and they tell the boss that they are too weak and something could happen, but the boss ignores thim. It's so obvious, but it is foreshadowing. Also, another classic example of foreshadowing from the Jurassic Park series is the shaking and rumbling of the ground then a calm for a second or two before the t-rex attacks. Once again, obvious, but it's still an example of foreshadowing. All in all, this book was good even though I do not enjoy reading. Despite many things that I thought could have been clarified and in a lot of instances, were so dumb that they insulted me, I was entertained by the book. It had a little bit of everything†¦Mind games, action, gore and death, and what I thought was the best part of the entire book†¦Great characters. Between the most important characters, such as Malcom, to the lower-status ones such as Sarah Harding, or even Kelley and Arby's parents, who never actually appear†¦All of them were greatly put together. I might not be able to recommend this book to you if you are reading for pleasure, but if there was one book that you absolutely had to read, Michael Crichton's The Lost World has to be it.

Changes in School Essay

Education has changed throughout time and will continue changing. With many changes for better or for worse, education will still be a priority for our children. After interviewing two teachers that have been in the education workforce for over twenty years, I realized how much change in society has affected the way teachers taught their students. The first teacher I interviewed had been teaching for twenty-five years and is a sixth grade teacher. She noted that any change in our culture has made a difference in her classroom. As part of the changes the role of schools and education will also be different both in the educational system and in the society. Together with them the role of teachers will also change. The way students are learning is changing therefore, the tools to accommodate these demands are changing as well. She commented that technology is now a great part of today’s education. She said its like an â€Å"explosion of technology† has hit our generation. Although she says that technology has brought many opportunities it has brought challenges as well. For example, it is an advantage for her to integrate computers in her classroom for learning. But it is a huge distraction when her students have cell phones and music player devices in class. She commented that â€Å"children in sixth grade shouldn’t even own cell phones. † They are too young to have cell phones and notices that twenty years ago, her students were not known to have such things. Technology is becoming more and more advanced everyday. Items that are faster and sleeker are replacing items that were once used. The teacher also commented that the role of parents throughout her time in teaching has changed as well. She noticed a change in the amount of parent involvement. She said that parents today are more involved in their child’s education than back then. The second teacher I interviewed, has been teaching for twenty years and is a third grade teacher. She says that the role of teachers in student achievement is critical. Children are not the only ones who must be prepared for change. Teachers must be knowledgeable with any and all changes that occur in our society as well. There have been great educational changes over the past years. There is one role in education that has been forced to keep up with changes brought about by the information age, computers and the changes in society. Before teachers, were the main source of learning and now there are many resources for students to search for answers to their questions. She also says that the number of students and teachers have grown through out her years. During her teaching years she says that parental involvement has generally increased during the last twenty years. And it’s a great factor that has evolved in children’s education. There are also more children with more than one nationality compared to children back then. Yet the world in which our children grow up and go to school has changed immensely. Back then personal computers were expensive, slow and rare. Today, those huge desktops are nearly gone. There were no web browsers and Internet Explorer came later, as did social media, like Google, Facebook and smart phones. We’ve hardly had time to figure out how this explosion of technology affects the way children think and relate to each other. I believe the need of a generation of teachers who aim to develop learners instead of teaching them, who help their students to become independent, who provide students with motivation and interest for life-long learning, is essential in the education of the future. Children today are growing up in a world that has changed significantly over the past twenty years. They are comfortable around technology that they have known all their lives. The changes going on today create an opportunity and a necessity for a transformation in the education system and in the way children are taught. Children must be prepared for a future of continued rapid change.

How to Adapt Melville’s “Bartleby the Scrivener” for Film

The two existing adaptations of Herman Melville’s short story â€Å"Bartleby the Scrivener,† released in 1970 and 2001, show two legitimate interpretations of this dense, strange story. The 1970 version, starring John McEnrey as Bartleby, elects to prioritize the drabness of Bartleby’s laconic take on life in its color palette and generally dreary atmosphere. The more recent adaptation, starring Crispin Glover in the titular role, is more comic and, in the parlance of our times, â€Å"screwball† in its portrayal of office life.Such an interpretation seems closer to the text for me: while Melville’s story is profoundly sad, this sadness is not a uniform, blanketing affect, falling like Joyce’s snow over the living and the dead, but the failure of even comedy to overcome the characters’ alienation from themselves and each other. Melville’s tale is strange, and as such it calls for a strange adaptation to make it fit on the silver screen. What continues to be amiss in these adaptations is that Melville’s story is about misunderstanding Bartleby, yet both adaptations aim to understand Bartleby.The pathos of the tale, which in its literary form instantiates itself in the relationship between the reader and the text, is lost when a film version purports to offer mimetic verity. The reader of â€Å"Bartleby† is made to feel that she has missed something, that there is some clue to the secret of Bartleby and â€Å"Bartleby† that has been overlooked and which would resolve the pervading feeling of dislocation. In a crude sense, Bartleby represents the very incapacity of language to say what it means to say–that it always says too much and too little, and that even a simple mantra like â€Å"I prefer not to† can become opaque if we look too closely.Any interpretation of â€Å"Bartleby† will fall into this trap to some extent, of offering a definition of what is essentially n ebulous. To circumvent this problem, I propose the same tactic that Melville employs in his framing of â€Å"Bartleby. † Rather than focusing on the titular character, the film should focus on the story’s narrator, the lawyer who will become Bartleby’s boss. After all, what we learn from reading this story is that a name does not tell us who someone is, but misdirects us into the illusion of knowledge.The word â€Å"Bartleby† remains an enigma, and the attached epithet–†the Scrivener†Ã¢â‚¬â€œfurther obscures the â€Å"real† Bartleby that this story invites us to seek. Bartleby’s job as a scrivener is seemingly the least interesting, unique, or existentially relevant fact to know about him, and yet this is what we are misled by the title into defining him by. The narrator, on the other hand, is unnamed throughout. While Bartleby is anomic in the existential sense, he does at least have a name.The narrator, who generally fit s in well with the boring injustice of his socio-economic position, is anomic in that he does not have a name. If â€Å"Bartleby† is in some way a cultural critique, and it is hard not to think so, then this is the man who we should focus on to make him claim a name for himself. Bartleby’s name gives the reader and and people around him a false sense of knowledge of him, as does his identification as â€Å"scrivener†Ã¢â‚¬â€œas if a rote task could actually define him. The weapon of naming should be turned back on the class who is entitled to wield it.Giving a name to the narrator is not the solution to this problem, as that would repress the whole issue of the name. Instead, the film should be framed as an implicit challenge to the narrator to find his name and reveal it, to pick a fixed location in the world of words where he can be found and confronted. (This is similar to the protocol of protesters who ask for police badge numbers so that there is accountabil ity for police actions. ) This need not be an overtly or clumsily militant film.The demand that the narrator name himself cannot be proclaimed literally by the film without adding an additional interlocutor, perhaps the filmmaker as documentarian, and this would only redouble the economy of the shield of namelessness. This would almost be worse, since it would decenter the mechanism of namelessness from the dominant class–where it can at least be located to some extent in the sole nameless character of the narrator–and make it into a roving weapon for all parties vying for power. Rather, we should remember that film can function without gimmickry as a demand for characters to name themselves.The characters in Little Miss Sunshine are all suffering from disparate types of personal flux and the film comes to a conclusion when they are able to define themselves through their relationship as a family. What we have here are actually two forms of social policing that need to be clearly articulated for the purposes of effective translation between literature and film. Literature operates in the domain of words, and so its dominant procedure is naming; film operates in the domain of image (as well as sound, but the eye is the vastly dominant organ for human perception) and its dominant procedure is the gaze.So while Melville’s text puts pressure on the narrator to reveal his name if he truly wants to be Bartleby’s comrade, rather than his patron, we need to switch methods for film adaptation and focus the gaze on the narrator. Simply by looking at him we pose the film question analogous to revealing his name. Appropriately enough, an excellent example of this technique can be found in the television show The Office. The character Michael Scott, a low level manager played by Steve Carell, is shown to be a buffoon just by showing him.With different editing–removing his gaffes, inappropriate pauses and laughter, and the apathetic and un inspired responses of the employees he manages–he could appear to be confident and in control. The persistence of looking determines the difference in social perception. I would support using a camera technique similar to that of The Office in which camera movement between characters often supplants cuts so as to give the effect of the camera belonging to a person in the room.This technique would not be used quite as aggressively as on The Office–characters in my version of â€Å"Bartleby† would not look or speak directly into the camera, nor would there be out of sequence cuts to characters’ interviews or commentary. A mobile camera, both moving between characters during dialogue, and following characters when they are walking, would help to prevent this from becoming a visually boring adaptation (a dangerous temptation for a movie about people stuck inside doing repetitive labor).At the same time, this camera technique would also reveal that this place and this job are boring. Cuts to close-ups obscure the alienation of the figure in his office landscape and falsely re-face persons who professional context de-faces. Coupling this camera technique with the above mentioned preference for showing the narrator and ignoring Bartleby would add an extra layer of visual intrigue, even suspense, as Bartleby would only appear sporadically, incidentally, contingent on his relevance to other characters.Although I would not want to entirely mimic the cinematography of The Office, one thematic element that informs both the style of the television show and my production of â€Å"Bartleby† is the camera as confessional. The demand for a name as the opening for confession creates a stylistic tension: on the one hand, to depict a figure against its ground asks for a wide angle shot that minimizes the proportion of character to environment; on the other hand, the visual poetics of the confession work best when the face of the individual is hi ghly legible.This legibility is one of the oldest criteria of the confession. Without being able to read the face, the veracity of the confession is uncertain; it might be a feint. So when the narrator is interacting with other characters, we would use a wide shot that would pan between them as they took turns speaking, catching Bartleby almost by accident in the marginal, in-between-space, that happens to exist within the zone of the camera’s movement. When the narrator is agonizing over his problematic relationship with Bartleby, the job of the camera is to listen closely and to watch him closely.The internal monologue, the narration as heard/read by the reader, would be performed as spoken monologues that provide dramatic action during the actionless life of the narrator–as he walks the streets of New York or sits at his desk. To reinforce Bartleby’s marginalization, these internal monologues (in Melville’s text) could be performed in Bartleby’s presence to emphasize his non- or quasi-existence. As far as color palette, a unified scheme would help to portray â€Å"Bartleby† as a story about analyzing a single form of consciousness, and hence not guided by the mimetics of realism.Heavy monochromaticism through tinting the film stock is a bit too heavy handed. I think a very light use of a gray-scale filter would be beneficial, but to really capture the horror of â€Å"Bartleby† the muted light and gray-scale lifestyle should be immanent in the mise en scene and costuming. By dressing all the characters and their surroundings in similar colors their alienation is made apparent by the absurdity of them all appearing like chameleons in a colorless environment.Turkey, Ginger Nut, and Nippers, Bartleby’s co-workers, have powerful distinguishing traits that Melville comically exaggerates, and these caricatured personalities appear best against an equally caricatured ground. With everything draped in unending gray, small colorful details could easily mark the personality of these character–as well as marking how ludicrous it is to think that personhood can be signified by the single note characteristics that Melville uses to mark these apart.The soundscape of this film would take after the blurred, mechanically processed effects of Jacques Tati’s Playtime. This would help to take the magic out of Bartleby’s somewhat famous mantra, â€Å"I would prefer not to. † Nothing would be worse than for a fetishist of Melville to be waiting breathlessly for the story’s catch phrase, to construe this refusal of everything (including refusal) as a catchphrase. The narrator does not truly pay attention to Bartleby when he first begins to defer activity because this deferral is virtually unthinkable.In the manner of the Whorf-Sapir hypothesis, refusal to participate in capitalism almost conceptually impossible for the narrator to process. Bartleby’s proclamatio n originates almost entirely out of mind, sight, and hearing. But as the narrator is forced to notice that work is not being done, he and the directionality of the microphones close in on the source of the trouble. Bartleby is saying something very strange: he would prefer not to.In giving attention to Bartleby’s speech it is important to register his words as they occur to/within the consciousness of the narrator. The audio is not supposed to suddenly begin listening to Bartleby as if he is a messianic figure (as he has been construed in the past) but to take note that his deferral has become a (troubling) object of thought for the narrator. The narrator’s responses would always be louder than Bartleby’s words, except when he is repeating them to himself later, fitfully.

6 Myths and Fallacies About College Admissions

6 Myths and Fallacies About College Admissions The college admissions process is competitive and frenzied enough without falling prey to its most insidious myths. Believing any of these lies adds anxiety to an already stressful process, says Josh Bottomly, a college admissions expert and associate director of college counseling at the Casady School, a private prep school in Oklahoma City. And it could actually result in your child being rejected by some or all of his top choice schools. Myth #1: Only Top Tier Schools Prepare People for Success The most pervasive myth in our culture is that only certain schools (aka Ivies) will prepare people for success, says Bottomly. The underlying idea is that if a student doesn’t graduate from a Top 20 Newsweek-rated college, then they won’t have opportunities for jobs, promotions, and influence. Well, tell that to over half of our U.S. Senators. They graduated from public universities. Tell that to 43 of the top 50 CEO’s in the world. They graduated from schools other than Ivies. Tell that to Condoleezza Rice – a graduate of the University of Denver. Or Steven Spielberg. He was rejected from USC three times. He graduated from Cal State Long Beach. Or Tom Hanks. He attended Chabot Community College. Part of the genius of America is that you can make your destiny by what you do, not where you go to college. Myth #2: A College Brochure in the Mailbox Means Something Too often, says Bottomly, parents and students will fall victim to college attract to reject marketing campaigns. Through a flurry of glossy brochures and enticing paraphernalia, colleges will dupe students into believing an acceptance letter ensues. The truth is, the college only wants the application. The more applications a college receives, the more it can reject. The more it rejects, the higher its ranking goes up. And let’s be honest: college rankings are to Newsweek what the swimsuit issue is to Sports Illustrated. Sex sells. So do rankings. Myth #3: Applying to More Schools Increases Ones Chances Sometimes, says Bottomly, I will run into a parent who thinks he or she has done the math: If my student applies to more selective schools, it will increase his chances of getting into one of them. My response: Imagine you’re an archer. The target stands 1000 feet away. The bull’s eye is the size of a pea. According to Bill Fitzsimmons, dean of admissions at Harvard, that’s your odds at getting into a Top 20 University – about 3% without an admissions advantage. The fallacy here is to think that if you apply to all 20 schools that you will broaden the bull’s eye. Fitzsimmons response: All a student has done is drawn a circle around the same pea-size target 20 times. My advice then: shorten the distance to the target and broaden the bull’s eye. The former means, you apply to more schools where your GPA and test scores (ACT or SAT) fall into the median range. The latter means you apply to at least six first choice schools where you are competit ive. By doing this, you will significantly increase your chances of hitting your target. Myth #4: Once you send in the application, youre done.Myth #5: Large universities offer more opportunities than small liberal arts colleges.Myth #6: Colleges are looking for well-rounded students.

The contributions to science by Charles Darwin Essays

The contributions to science by Charles Darwin Essays The contributions to science by Charles Darwin Essay The contributions to science by Charles Darwin Essay 214087 Title: The part to science by a scientist of your pick. 3000 words How does this part map to the scientific discipline course of study? How does the work of the scientist demonstrate the scientific method, or is it a antagonistic illustration? How can the work being discussed be used to turn to citizenship issues in schools? This paper discusses the part to science made by the English scientist Charles Darwin, ( 1809-1882 ) , writer ofThe Origin of Species( 1859 ) , the conceiver of the Theory of Natural Selection or Evolution. It examines the mode in which the work of Darwin could be related into the bing scientific discipline course of study, sing his work as an example of the scientific method. It besides sets out to associate the scientific finds and rules involved to other facets of the school course of study, particularly in the country of citizenship. The combative nature of Darwin’s discovery’ in his ain clip illustrates the fact that there is a common involvement in the subject: we are, in a sense, stakeholders in scientific facts and methods, since they help to find the form of our day-to-day lives. As the House of Lords points out, .this is non confined to scientists ; it extends to those who make policy, whether public or commercial, on the footing of scientific chances and ad vice. Policy-makers will happen it difficult to win public support .on any issue with a scientific discipline constituent, unless the populace s attitudes and values are recognised, respected and weighed in the balance along with the scientific and other factors.’ ( House of Lords, 2000, para 2.66 ) . Despite its age, Darwin’s theory continues to be debated, and can inform us about the importance of experimental accomplishments and scientific unity. It besides provides case in points for the manner scientific discipline and society interact, which may be utile in our society. As the Royal Society observes, It is therefore non swear in scientific disciplineper Sewhich is of concern but the velocity of scientific and technological development, the utilizations to which scientific discipline is put, and the ability of regulative and institutional constructions to maintain gait with this change.’ ( Royal Society, 2004, p.13 ) . Darwin’s work brought him ill f ame, but besides contention and personal sulfuric acid. ( See illustrations ) . This is where the nexus between scientific discipline and citizenship can be made. How does this part map to the scientific discipline course of study? As a 2002 Report by House of Lords acknowledges, The foundations of an involvement in scientific discipline are laid at primary school, between the ages of 5 and 11.’ ( House of Lords, parity. 6.3 ) The rule benefit which could be obtained through the work of Darwin is a general handiness, which would itself enable scholars to prosecute with the course of study. As Meadows points out, Much of knowledge and larning depends on placing the relevant cognition that the scholar already has in bing memory so that this cognition can be used as a starting point for larning what is new. Having no get downing point†¦will shackle acquisition and reasoning†¦Ã¢â‚¬â„¢ ( Meadows, 2006: p.112 ) . A assortment of governments and analysts have noted there that are go oning conceptual jobs in the manner scholars, and the wider community engage with scientific discipline. These are attributable to a assortment of factors. Qualitative ( i.e. phenomenological ) research commissioned jointl y by the DTI and the Wellcome Trust revealed public support for the thought that Science makes our lives change excessively fast.’ ( Wellcome Trust, 2000, p.23 ) Beyond this seemingly simple image there lay a more complex image, with differentiated degrees of apprehension and involvement claimed for different countries of scientific discipline. Environmental concerns, wellness issues and median finds held the greatest involvement for 82-91 per cent of respondents, whilst new engineering was considered more interesting by 74 per cent. Merely 48 per cent of those questioned claimed that energy issues were the most important for them. ( Wellcome Trust 2000: p.21 ) The same research besides discovered that it was possible to categorize respondents into different groups, determined by their involvement in scientific discipline, and the grade of trust they felt in scientific discipline and scientists. Correspondingly, topics characterised themselves as confident believers’ a t the terminal of the continuum most engaged with scientific discipline, to supporters’ half manner along the graduated table, right down to those who stated that scientific discipline was not for them’ . ( Wellcome 2000: pp.5-7 ) Correspondingly, there are several overlapping benefits which could be obtained through an expanded usage of Darwin’s work. First, an enhanced apprehension of scientific method, secondly, an improved consciousness of the operation of natural Torahs, and thirdly, the agencies by which research consequences are validated, interpreted and shared. The benefits of this could get down to be felt even at the Primary stage, as Peacock et.al. argue, Primary scientific discipline is possibly best regarded†¦as an rational, practical, originative and societal enterprise which seeks to assist kids to better understand and do sense of the universe in which they live†¦ ( and ) †¦should affect kids in thought and working in peculiar ways in the chase of dependable knowledge.’ ( Peacock et al. , 2007: p.1 ) . It is in this manner that a strict reading of the general rules established by Darwin might be really good, in turn overing and disputing pre-conceived thoughts abou t individuality and value, such as those frequently attributed to the alleged hidden curriculum.’ As Bishop and Simpson point out, The force per unit areas of the concealed course of study are besides present with respect to construction. The kids themselves can be really forceful in structuring scientific discipline activities with preconceived societal frameworks.’ ( Bishop and Simpson, 1995: p.7 ) . In thematic footings, Darwin’s work is exhaustively supportive of theKnowledge, Skills and Understandingcomponent of the scientific discipline course of study, i.e., Ideas and grounds in Science, Investigative Skills,and subordinate subjects such as planning and showing grounds. By the clip pupils reach Key Stage 3, these accomplishments are being further developed under the headers ofPractical and Enquiry Skills, Critical Understanding of Evidence,andCommunication.In practical footings, rules developed from Darwin’s theory could be incorporated into the scientific discipline course of study every bit early as unit 1A,Ourselves,and so continued on through cardinal Stage 2 inLife Processes and Living Things.Within the latter, it would be of import to concentrate on sub-unit 4,Variation and Classification,and 5,Populating Thingss in Their Environment, observing how living beings vary and alteration harmonizing to their context. This subject could be carried on development ally in the context of Key Stage Three, which incorporates two extremely relevant faculties,Organisms, Behaviour and Health,andThe Environment, Earth and Universe.Traveling off from the formal course of study, Darwin’s theory could assist by developing the foundations of causal logical thinking and besides job resolution, lending to a general betterment in scientific discipline criterions overall, across all units of survey. How does the work of the scientist demonstrate the scientific method, or is it a antagonistic illustration? From an educational and scientific position, Darwin’s work is interesting because it is based extensively on observation and tax write-off, instead than extended or quotable physical experimentation. Because of the tremendous timescales involved in the evolutionary procedures which preoccupied Darwin, it is in consequence, impossible to turn out, in absolute footings, whether the theory is right or non. The theory still has its disparagers, and direct oppositions, who object to it on ideological or theological evidences. Despite this nevertheless, it has become a by and large accepted scientific rule. Darwin’s work is hence, in one sense, the purest look of the scientific method, particularly since it was formulated in a vacuity of worthwhile ancestors, and an ambiance of considerable ideological resistance. The lone possible manner in which his work might be deemed a counter example’ is the mode in which it ran straight contrary to much mainstream scientific tho ught amongst his coevalss. However, it decidedly was a find madebecause of– instead thanin malice of– scientific method. Basically, what Darwin did was to suggest an reading of events, extrapolated from a huge sum of biological and geological grounds: he so formulated a specific reading of causality which, in his analysis, had merely one possible scientific result. It is this sort of experimental theoretical account, based on causality, which can tap into the learner’s innate cognitive ability, even from the youngest age. As Meadows observes of children’s interpretive perceptual experience, †¦By the beginning of school old ages, it follows basic causal rules, for illustration that causes precede effects instead than following effects, that they covary with their effects – the consequence on a regular basis and predictably appears after the cause and does non look without it, and the cause and consequence are close, or at least linked, in clip and space.’ . ( Meadows, 2006: p.109 ) How can the work being discussed be used to turn to citizenship issues in schools? As Rose and Rose indicate, it has ever been possible to take the position that, scientific discipline appears to progress in a more or less ordered mode, irrespective of the predominating societal environment in which it is performed.’ ( Rose and Rose, 1970, p.241 ) The power of Darwin’s work lays in its ability to bridge the spread between scientific discipline and the community, and it is here that his relevancy to issues of citizenship may be found. Darwin’s part to science every bit mirrored to a great extent by the manner his work reinforced other countries of academic, philosophical and societal survey: all of this makes it straight relevant to citizenship issues. As Wallace points out, A reading of theOrigin†¦do it hard to asseverate that Darwin’s head was devoid’ of economic and doctrine. A more sustainable decision is that it was permeated by rules of political economic system and doctrine in the signifier of a linguistic communicati on which did non distinguish between the political and the biological.’ ( Wallace 1995: p.11 ) In other words, Darwin’s work was implicitly bound up with the values of his host society: it is this which makes it an ideal nexus between scientific discipline and citizenship. The lone contrast is that we move from a Victorian context, to a present twenty-four hours one. This, it may be argued, has possible benefits for scientific discipline, instruction, and society likewise. As the Royal Society concluded with respect to the current scientific discipline course of study, many pupils lacked enthusiasm for . the topic, and felt frustrated by a content-heavy course of study which gave them small room to research controversial and ethical issues that might involvement them.’ ( Royal Society, 2004, p.21 ) Darwin’s work, it may be argued, is absolutely adapted to ease the latter: it is non distant, or obscure, and on certain degrees it is extremely accessible. The links between scientific discipline and citizenship manifest themselves in assorted ways. First, there is the whole issue of public apprehension of, and trust in scientific discipline. As Meadows points out, †¦understanding cause builds up into what has been called a naive physics’ , a coherent set of impressions about how objects behave ; if this gives rise to the formation and testing of hypotheses by observation and experiment, it becomes the footing for a natural philosophy which is scientific instead than naive.’ ( Meadows, 2006: p.109 ) . Darwin’s work Teachs us that it is non merely the observation of a phenomena, but the cultural capacity to absorb its significance, which is of import. Scientific affairs are non the distinct concern of the scientific community itself, but spill over into the political domain and finally concern us all. This is particularly true when ethical issues become involved, as they progressively tend to make in the biologi cal and life-sciences, impacting everything from the air we breathe, the nutrient we eat, the wellness intervention we can anticipate, and even the grade of control we might hold in finding the wellness, gender, and character of our kids. The of import point here is that attitudes vary, from a profound misgiving, to an about myopic religion in scientific discipline. As the House of Lords observed, neither place is wholly valid, a state of affairs it attributes sqaurely to schools. In common idiom, scientific is about synonymous with certain . This perceptual experience, which is likely picked up at school, is virtually true of much old and well-established scientific cognition. In many of the countries of current concern, from clime alteration to malignant neoplastic disease, it is nevertheless really broad of the mark.’ ( House of Lords, 2000, parity. 4.1 ) It is non the fallibility of scientific discipline which is utile from a citizenship point of position, but instead the necessity of keeping an unfastened head and capacity for nonsubjective argument. It is besides of import to retrieve that we all portion a corporate duty for the manner that society is conducted, and the mode in which scientific matter are run on our behalf. Again, this is non a distant or academic argument, and at its most intense, can show the relevancy of scientific method in our mundane lives. As the Royal Society points out, modern-day crises such as that created by BSE illustrates this. BSE highlighted profound concerns about the scientific discipline advice procedure and the function of scientists and authorities functionaries, the effectivity policy devising and action within sections such as the Ministry of Agriculture, Fisheries and Food, the ability of Curates to both gage and communicate hazard efficaciously, and basically the relationship between scientific discipline and politics.’ ( Royal Society, 2004, p.17 ) If we take the Key Stage Three Citizenship course of study as an illustration, the continued relevancy of Darwin’s thoughts becomes evident. In the domain of political, legal and human rights, we must take history of the DFES counsel that every kid is A alone kid .every kid is a competent scholar from birth who can be resilient, capable, confident and self assured. ( DFES, 2007: p.5 ) . The kernel of Darwin’s idea is that all people are descended from the same ultimate beginning, and hence equality before the jurisprudence, and of political rights, is a requirement of an just society and civil civil order. This in bend leads into the rules of democracy and the thought everyone should hold a voice in finding the legislative behavior of authorities. The importance of keeping freedom of address and leting a diverseness of positions are besides indispensable to the rules of citizenship as enshrined in the course of study. It is of import to retrieve that, without these installations, Darwin’s scientific thoughts might neer hold received public attending. In Section 2,Key Processes,the KS3 Citizenship course of study requires that scholars †¦engage with and reflect on different thoughts, sentiments, beliefs and values when researching topical and controversial issues and problems.’ ( QCA 2007: p.30 ) . Darwin knew that printing his thoughts about development in Victorian society would pull ferocious resistance from many quarters, because of its disagreement with scriptural instructions about the Creation. This resistance was likely to be immoveable and immune to logic: As Hull points out, those †¦who rejected evolutionary theory chiefly for theological reasons†¦would non hold been able to accept it even if all the grounds had been overpoweringly in its favor – which it was not.’ ( Hull 1974: p.450 ) . Similarly, his right to debate his theories with opposition s and critics formed an of import portion of the manner in which he basically changed attitudes, manner beyond the strictly scientific sphere. As Darwin himself wrote of one of his counter-theorists, He will be dead against me, as you prophesied†¦but he is liberally civil to me personally. On his criterion of cogent evidence,naturalscientific discipline would neer come on, for without the devising of theories I am convinced there would be no observation.’ ( Hull 1974: p.229 ) . As can be seen from this, it should be possible, in a tolerant and progressive society, to show and discourse opposed positions in a sensible manner: the freedom to make this, and finding to protect such freedoms, are of import dogmas of modern-day citizenship. As the Key Stage Three citizenship course of study puts it, responsible citizens should be able to †¦communicate an statement, taking history of different point of views and pulling on what they have learnt through research, action and debate†¦justify their statement, giving grounds to seek to carry others to believe once more, alteration or support them.’ ( QCA 2007: p.30 ) . In modern-day UK society, responsible citizenship besides requires us to understand diverseness of civilizations and individualities, and that motion of people, either temporarily or for good, is an intrinsic characteristic of our society and economic system. This is to the full reflected in the citizenship course of study, which states that scholars should recognize †¦the hanging nature of UK society, including the diverseness of thoughts, beliefs, civilizations, individualities, traditions, positions and values that are shared.’ ( QCA 2007: p.33 ) Darwin’s theory of natural choice is supportive of such positions in a assortment of ways. By learning us that we all have common beginnings, his believing undermines any thoughts of intrinsic racial difference, or any barriers erected around such thoughts. Since we all developed from the same biological beginning, there can be no justification for valuing any single otherwise: in other words, constructs of biological d eterminism’ are invalidated. Furthermore, any effort to make so can, by Darwin’s instruction, at one time be revealed as arbitrary, subjective and unscientific. There are obvious cross-curricular links to be made here, both historically and in footings of modern-day societies, where such conditions still endure. Children are natural perceivers of the phenomenon around them, and Darwin’s thoughts are deeply supportive of this. Meadows points out that kids †¦appear to pull illations about the causes of events they see, to know apart between self-caused and other-caused motion, to categorise living things that are agents as different from inanimate objects.’ ( Meadows, 2006: p.109 ) . Bing citizens besides accrues us the duty to alter things for the better: correspondingly, although we have rights in society, we have a responsibility to guarantee that such rights are exercised responsibly, without encroaching on the rights of others. Darwin’s the ory besides taught us that we are, as societal histrions, wholly mutualist upon each other. Bibliography Amigon, D. , and Wallace, J. , ( 1995 ) ,Charles Darwin’s the Origin of Species: new Interdisciplinary essays.: Manchester University Press, Manchester. Anderson, R.D. , ( 1992 ) ,Universities and Elites in Britain since 1800,MacMillan, Basingstoke. Bishop, A. , and Simpson, R. , ( 1995 ) , Strategies for Structured Play in Science in the Nursery’ ,Primary Teaching Studies,Autumn, Vol.9, No.3, pp.5-8. Burgess, R.G. , ( 1989 ) ,The Ethical motives of Educational Research,Falmer Press, Lewes. The Children’s Plan: Building Brighter Futures, ( 2007 ) , Department for Children, Schools and Families. HMSO, London. DeFalco, J. , Trade-Offs, Risks and Regulations in Science and Technology: Deductions for STS Education.’ , in Kamur, D.D. , and Chubin, D.E. , ( explosive detection systems ) , ( 2000 ) ,Science, Technologyand Society: A Sourcebook on Research and Practice,Kluwer Academic/Plenum Publishers, New York. DFES, ( 2007 ) ,Practice Guidance for the Early Years Foundation Phase: Puting the Standards for Learning, Development and Care for Children from Birth to Five,HMSO, London. House of Lords,( 2000 )ScienceandTechnology, 3rdReport, downloaded from hypertext transfer protocol: //www.parliament.the-stationery-office.co.uk/pa/ld199900/ldselect/ldsctech/38/3801.htm Hull, D.L. , ( 1974 ) ,Darwin and his Critics,Harvard University Press, Mass. Kamur, D.D. , and Chubin, D.E. , ( explosive detection systems ) , ( 2000 ) ,Science, Technologyand Society: A Sourcebook on Research and Practice,Kluwer Academic/Plenum Publishers, New York. Lenton and McNeil, ( 1991 ) , Primary school instructors understanding of the biological constructs in the National Curriculum’ Primary Teaching Studies, Oct. , Vol.6, No.2, pp.196-203. Mackenzie, D. , and Wacjman, J. , ( explosive detection systems ) , ( 1994 ) ,The Social Shaping of Technology: How the Refrigerator got its Hum,Open University Press, Milton Keynes. Mauther, M. , Birch, M. , Jessop, J. , and Miller, T. , ( 2002 ) ,Ethical motives in Qualitative Research,London, Sage. Meadows, S. , ( 2006 ) ,The Child as Thinker: The Development and Acquisition of Cognition in Childhood,Routledge, London. Pursell, C. , ( 1994 ) ,White Heat,BBC Books, London. QCA, ( 2007 ) ,Citizenship: Program of Study for Key Stage 3 and Attainment Target,QCA. Rose, H. , and Rose, S. , ( 1970 ) ,Science and Society,Penguin, Harmandsworth. The Royal Society, ( 2004 )Excellence in Science: Science in Society,London. Rose, H. , and Rose, S. , ( 1970 ) ,Science and Society,Penguin, Harmandsworth. Scruton, R. , ( 1982 ) ,A Dictionary of Political Thought,MacMillan, London. Science and the Public: A Review of Science Communication and Public Attitudes to Science in Britain, A Joint Report by the Office of Science and Technology and the Wellcome Trust, ( 2000 ) , HMSO, London. Wakeford, T. , and Walters, M. , ( explosive detection systems ) ( 1995 )Science for the Earth: Can Science Make the World a Better Place?John Wiley and Sons, Chichester. Wallace, J. , ( 1995 ) Introduction: trouble and defamiliarisation-language and procedure in theBeginning of Species’, in Amigon, D. , and Wallace, J. , ( 1995 ) ,Charles Darwin’s the Origin of Species: new Interdisciplinary essays.: Manchester University Press, Manchester, pp.1-46. Winner, L. , Do Artefacts Have Politics’ , in Mackenzie, D. , and Wacjman, J. , ( explosive detection systems ) , ( 1994 ) ,The Social Shaping of Technology: How the Refrigerator got its Hum,Open University Press, Milton Keynes.

What Is Zema Dosage, Effects, and Safety

What Is Zema Dosage, Effects, and Safety SAT / ACT Prep Online Guides and Tips Have you recently started using a Zema-pak or been told that you’ll be prescribed it to treat a specific illness or symptom? If so, you’ve come to the right place. In this article, I’ll explain what Zema is, what it treats, how to take it, and what you need to know to safely use the drug. Feature image source: NIH.gov What’s Zema Used For? A Zema-pak tablet is an oral corticosteroid hormone that’s used to treat a number of different conditions. Zema’s generic name is dexamethasone. Dexamethasone is used to treat a variety of different conditions, including allergic reactions, arthritis, adrenal gland disorders, bowel disorders, skin conditions and certain cancers. Dexamethasone can also be used to treat symptoms caused by illnesses like Lyme disease. Corticosteroid hormones like dexamethasone are used to decrease your body’s natural defensive response. For instance, someone with ulcerative colitis may take dexamethasone to decrease inflammation in their large intestine. Zema-Pak Dosage and Administration Zema-paks come in three separate doses: the 6-day pack, the 10-day pack, and the 13-day pack. The 6-day pack contains 21 tablets, the 10-day pack contains 35 tablets, and the 13-day pack contains 51 tablets. Each tablet is a Zema-pack is a 1.5mg dexamethasone pill. Corticosteroids like dexamethasone can cause dependency and can be dangerous if you stop taking them without warning. Each Zema-pak is designed to slowly and carefully help you stop using the drug. You should take each of the pills in the Zema-pak by mouth as directed by your doctor. To avoid upsetting your stomach, take the pill with food or milk. You should also drink at least one full glass of water when taking the medicine. Make sure you take your pill at the same time each day, for the entire length of the prescription. If, for instance, you’re on a 10-day Zema-pak and start to feel better around day six, you should still take the rest of the pills until you finish the pack. Stopping the medication suddenly can lead to serious side effects or the return of symptoms that you were initially trying to ease. Zema Drug Name and Manufacturer While there are both brand name and generic versions of dexamethasone, Zema-paks in particular are only available in the 6, 10, or 13 day packs. Zema Side Effects Corticosteroids can have serious long and short-term side effects. If you’re experiencing any side effects from your Zema-pak that cause you distress or discomfort, you should seek help from a medical professional. If you’re taking dexamethasone for a long period of time, you should visit your doctor regularly to monitor you for long-term, unwanted side effects. Minor Side Effects The following side effects are minor and do not require immediate medical care. However, if you experience any of these side effects and they worsen, are bothersome, or if you have any questions about them, you should speak with your doctor. Aggression Agitation Headache Irritability Nausea Noisy breathing Shortness of breath Sweatiness Weight gain Major Side Effects The following side effects are more severe and require medical attention from your doctor. Anxiety Darkening of skin Decrease in height Depression Facial hair growth in females Increased risk of serious infection Menstrual irregularities Nervousness Skin rash Trouble thinking, speaking, or walking Long-term use of corticosteroids like a Zema drug pack can lead to serious personality changes, such as increased aggression and irritability. While these side effects may seem minor at first, they can increase and become more out-of-control as time goes on. Corticosteroids can also put you at greater risk of developing serious infections. If you have any signs of infections, such as prolonged fever or sore throat, make sure you inform your doctor. Precautions for Taking Zema Before starting a new drug, it’s important to keep your doctor informed about your medical history so he or she can plan for any potentially dangerous side effects. In particular, make sure you inform your doctor about allergies, infections, kidney or liver disease, mental or mood conditions, high blood pressure, heart problems, brittle bones, and history of blood clots. Interactions to Avoid While Taking Zema Do not get any new immunizations, vaccinations, or skin tests while taking dexamethasone, as you may be at increased risk for infection. You should also avoid people who’ve recently gotten the oral polio vaccine or have inhaled the flu vaccine. Dexamethasone can make it difficult for people with diabetes to control their blood sugar levels. You may need to adjust your medicine or diabetes treatment plan while taking a Zema-pak.= If you have a history of ulcers, you should avoid drinking alcohol while on dexamethasone, as it may increase your risk of intestinal bleeding. There are many drugs that may interact with dexamethasone. You should check with your doctor or pharmacist before taking any new medication to ensure that it interacts properly. Here are some medications that may interact with Zema-paks: Birth control pills Certain cancer drugs (dasatinib, lapatinib) Estrogen hormone replacements HIV inhibitors Antifungals Seizure medications like Phenytoin You should always inform your doctor or pharmacist that you’re taking a Zema-pak if you need to start another medication. Recap: What Is Zema? Zema is a corticosteroid that’s used to treat a variety of conditions from skin rashes to Lyme disease. Zema-paks are brand name and come in three standard doses: 6-day, 10-day, and 13-day. Your doctor will work with you to determine the dosage that’s right to meet your needs. As with any drug, Zema has potential side effects, ranging from minor, such as headache, to major, such as depression. If you’re experiencing any side effects that cause you discomfort or seem particularly dangerous, you should contact your doctor.

Marketing Communication Essay Example | Topics and Well Written Essays - 2500 words - 1

Marketing Communication - Essay Example Since the JJB leisure clubs are being launched, therefore, to educate the public comparatively detailed print and television advertising would have to be carried out. The purpose of the advertising would be to inform and persuade prospective clients to invest in the services of JJB. TV commercials: a five minute commercial highlighting all the services and concluding on â€Å" JJB will soon be serving members in Ireland†. To economize, in the initial stages, only one international ad will be made that would be run in Ireland as well as UK. TV Documentary: This detailed 15 minute documentary would include everything from the history and formation of JJB to what it is currently and what future plans they have. This documentary proposed to be aired in Ireland before the launch of the outlet in Derry. Likewise, this documentary to be aired on significant channels in the UK before the launch of any more clubs in UK. Print Advertising: One print ad showing multiple views of the various club services, containing the unique selling proposition, the positioning statement and the logo to be developed and released before the launches or before any new services are announced. Direct Mail: Brochures to be designed carrying in depth detail on the various services being offered by the club and sent in direct mail to the respective clients. Data collected from the JJB outlets walk in customers by taking their contact details. In view of the expansion pressures, the JJB’s health and fitness clubs have identified Ireland (Derry) as a potential market for opening outlets. JJB might be a highly recognized sports retail brand in UK but in Ireland, it would have to create its brand awareness. This would serve dual purposes of getting publicity in UK as well as Ireland since it is one of the most high profile events. JJB will reinforce its sports orientation as well as create awareness for

Securities act of 1933 Essay Example | Topics and Well Written Essays - 1750 words

Securities act of 1933 - Essay Example In fact, this law was brought into light after the great depression in 1929 in the US economy. By means of fraudulent activities, many companies sold fake securities based on false information and thus huge investment from the investors went in vain. So, underlying principle of 1933 act was to help potential investors get information about the company (issuer) and its securities that are offered for sale publicly. This overt expression from the issuer, thereby results a more concerned securities market because the investor were fully aware of the background of the company and their securities before investing money into purchase. Thus, it was a pressing need for a first major federal law which can govern the unstable situation in a uniform manner. In fact, from the buyer point of view, it was really inspiring step to make the issuers conformed to certain rules as to disclose their information accurately before they offer or sale securities. Regardless of whether securities must be registered, the 1933 Act makes it illegal to commit fraud in conjunction with the offer or sale of securities. A scammed investor can sue for recovery under the 1933 Act. Rule 144, promulgated by the SEC under the 1933 Act, permits, under limited circumstances, the sale of restricted and controlled securities without registration.. The amount of securities sold during any subsequent 3-month period generally does not exceed any of the following limitations: 1% of the stock outstanding, The avg. weekly reported volume of trading in the securities on all national securities exchanges for the preceding 4 weeks, and The avg. weekly volume of trading of the securities reported through the consolidated transactions reporting system (NASDAQ). Regulation S is a "safe harbor" that defines when an offering of 'securities' will be deemed to come to rest abroad and therefore not be subject to the registration obligations imposed under Section 5 of the 1933 Act. Civil Liability under the 1933 Securities Act Any violation of the registration requirements can be a cause to civil liability for the issuer and underwriters Sections 11, 12(a) (1) or 12(a) (2) of the Act. Additional

The Main Character-Cum-Hero in the Platoon Film Assignment

The Main Character-Cum-Hero in the Platoon Film - Assignment Example The Platoon film by Oliver Stone is a 1986 production. It is an American war film featuring Chris Taylor who is a young American college dropout going to fight in Vietnam. On his arrival to Vietnam, he finds his presence as insignificant in comparison to the other soldiers who are much experienced in battle than him. He has his own team that soon finds itself fighting both the enemy in Vietnam and the men in his own platoon. The Unforgiven film begins by introducing the cause of the conflict that the movie bases it happenings on. There are words crawling across the screen, describing the life of a woman who got married to a murderer. One of the cowboys, Davey Bunting, is in one of the rooms at the brothels with a prostitute, Alice when from another room arises some commotion. It is in Delilah’s room (another prostitute), who was with Mike, a cowboy. Mike and Delilah are fighting, with Delilah throwing things at Mike as he advances towards her with a knife that he uses to cut u p her face. The Platoon film similarly introduces its subject basis right from the start. The main character, Chris, arrives in Vietnam and is at the introduction to the generals controlling the war. As this is happening, Chris catches a glimpse of rows of soldiers’ bodies awaiting shipment back to the United States. He also sees weary soldiers who have finished their terms in Vietnam awaiting transportation back home. He later learns that the ‘older’ soldiers do not associate well with the newcomers. Chris regrets volunteering.

Insure your life Essay Example | Topics and Well Written Essays - 750 words

Insure your life - Essay Example In this paper, importance of education will be discussed by comparing the lifestyle of two guys one of whom studies and the other runs away from studies. Two guys grew up together in the same neighborhood. One of them had a fight in school and he went to jail because of it. He completed studying his middle school in the jail. After two years, he came out of the jail. He tried to continue his high school but was not given admission because of his certificate from the jail. He got a job as a car cleaner for a while. Later, he got a better job as a driver. He worked hard and was improving. Now he has contract as a Director in Government’s Relations department in one of the biggest contract companies and is getting a very good salary. He got married and had children, but the children feel guilty because their father lacks good skills. Now his life is in risk since he has no certificate and the contract will expire one day. The other guy finished his high school in Saudi Arabia and went to the United States to complete his university. He had a hard time at the beginning because of the new culture. He faced troubles like Ashley Wagner who was also fearing because of studying in unfamiliar school (Wagner 317). He also had to learn a new language. He spent his time at the library and asked other students for help if he did not understand anything. He studied hard and got good grades in school. He went back to Saudi Arabia with full happiness. He made his family proud of him. He wasn’t happy that he left his friends in the United States. He got a job for the Saudi government with special offers like free house, car, gas, health insurance, best salary. He got married to a beautiful woman and got kids. Every vacation, he goes back to the U.S to show his kids his university and tells them that he will send them to study there so that they become like him. He has the best job. He is working. In the start, the first guy ran away from studies and spent time play ing with friends and wasting time in video games but the second guy studied hard and used all his time in studies. The way they spent time before is now affecting their lifestyles. â€Å"Years from now, when all the junk [first guy] got is broken and long forgotten, [second guy will] still have your stars† (Walls 41). The difference between them is that who has degree has comfortable lifestyle but the other one is nervous, stressed and has put himself and his family in the risk. In my personal opinion, the second guy bought insurance for his complete life by working hard in his childhood. He not only kept his parents, teachers, brothers and sisters happy when he was little, he is also keeping his wife, sons and daughters happy now. All the time, he kept people happy by studying but the first guy always teased his parents. His parents did not like him because he wasted time and went to jail. Then, he was not given admission because of his jail certificate. This was big failure and very embarrassing. After that, he was looking for jobs and everybody was saying no to him. Now he has a job but the contract will expire. What will he do after that? Maybe he will ask his parents for money again like a child. After comparing the life of both guys, I conclude that to live a happy good life always, you have to work hard, get a degree and do the job. It is good to go outside your country to study because of good university. After studying, one can get a very good job, get married and live a very good life

Visual Communication in Business Essay Example | Topics and Well Written Essays - 2750 words

Visual Communication in Business - Essay Example ed institutions like prisons, which serve a broader purpose in the society and hence aught to be guided by humane and ethical considerations, rather then being subjected to purely monetary targets and objectives. The very fact that the private corporations work for purely profit motives renders them incapable of being allowed to run the prisons or any other institution that is basically expected to adhere to welfare objectives and rehabilitation goals, even at the cost of incurring some losses. A realistic comprehension of this complex idea can be facilitated by the usage of various approaches to visual communication like charts and graphs, maps and cartoons and illustrations. It is imperative to understand that there exist primarily two ethical approaches pertaining to the institution of prisons. There is one school of thought that holds that the prisons should have a deterrent effect on the criminals and antisocial elements and hence the prisons should be stringent in their approach towards prisoners, so far as the availability of basic facilities is concerned. There is one another school of thought that is more contemporary and humane in its approach and holds that the prisons are the places that give the criminals a chance to pay their debt to the society. Such thinkers believe that prisoners should not only be provided with the basic amenities and health facilities in the prisons, but must also be extended the opportunity for rehabilitation and assimilation into the public mainstream in the form of vocational courses and counseling facilities. This approach is not only human, but is also in line with the current shift in the public values throughout the world. Now, if the private corporations are allowed to run the prisons, they will certainly desist from extending such facilities to the prisoners as this will not only increase the overall cost of running the prisons, but will diminish the net profit.The main reason for the enhanced interest of the state and the federal governments in the privatization of the prisons is an overcrowding of the government run prisons. This raises the curiosity of any vigilant citizen as to why the private corporations are interested in running the prisons The answer is simple. In the last two decades, running the prisons in the US has become a big industry that has a massive scope for growth and there is no dearth of corporations that are interested in extracting their share of booty in this lucrative business. Infact the gross revenues of the private prison industry exceeded well over $1 billion in the year the year 1997.

Reflective review 'Making informed decision' Essay

Reflective review 'Making informed decision' - Essay Example Research and practical assistance are provided in this reformation center to strategize its intervention for those needing its assistance and support. To realize its programs, quality staffs are hired to provide quality services for children under its care and custody. Child protection and welfare topped as its priority agenda, especially those serving their sentences as child offenders based on the national policy and the enforcement of international rights of the child. The justice center is likewise in observance to the juvenile justice system which limits the standard age of child’s criminal liability at ten years old but the state qualified that those children between 10 to 14 years old, there is a refutable presumption that they are incapable of forming criminal intent to make them instantly guilty of committing a crime (Australian Institute of Health and Welfare, 2012, p. 1) This is handled and managed by separate laws, process and court jurisdiction for children. Child ren are therefore brought under the custody of the Justice Center in relation to the result of the judgement rendered following their prosecution out of the offense committed or they are subject for alternative proceedings based on the nature of the allegations and the capacity of the child to respond to the case (Australian Institute of Health and Welfare, 2012, p. 1). Aside from this, the justice courts also afford child protection, like in cases when they suffer from abuses or if the child is the lone witness to criminal cases. This is a mandatory function of the center to ensure the child’s welfare and to veer them from significant harm (Australian Institute of Health and Welfare, 2012, p. 1). This includes children who are suffering from severe problems on trafficking, slavery, sexual servitude, deceptive recruiting and exploitation (Australian Institute of Health and Welfare, 2012, p. 1). As of these days, the institution is challenged with the increasing number of juve niles under its custody and the limited number of quality staff that can provide responses to their needs. Thus, the management proposed to purchase monitoring technology and to mount these in the bedrooms of the children. So how does informed decision-making be done in this case? As of 2012, the statistics of juveniles in Australia sentenced by court has reached the figures of 2,537 in New South Wales, 737 from Victoria, 815 in Queensland, 532 from South Australia, 108 in Tasmania and 154 in Australian Capital Territory (Australian Institute of Health and Welfare, 2012, p. 1) . There are no records from Western Australia and in Northern Territory. Data further bared that the detention rate per 1,000 children aging 10-17 years old are 3.2 in New South Wales, 0.8 in Victoria, 1.7 in Queensland, 3.0 in South Australia, 1.8 in Tasmania and 4.3 in Australian Capital Territory (Australian Institute of Health and Welfare, 2012, p. 1). In an average rate, Australia has 2.5% youth rate dete ntion. The rate of indigenous children under detention is also different. In New South Wales, there are 29.5 rate per 1,000 children are detained as of 2012, 11.6 in Victoria, 14.4 in Queensland, 33.7 in South Australia, 5.6 in Tasmania and 57.0 from Australian Capital Territory (Australian Institute of Health and Welfare, 2012, p. 1). Considering these figures, staffs of the Judicial Center will certainly find exhausting difficulties in

Visual Communication in Business Essay Example | Topics and Well Written Essays - 2750 words

Visual Communication in Business - Essay Example ed institutions like prisons, which serve a broader purpose in the society and hence aught to be guided by humane and ethical considerations, rather then being subjected to purely monetary targets and objectives. The very fact that the private corporations work for purely profit motives renders them incapable of being allowed to run the prisons or any other institution that is basically expected to adhere to welfare objectives and rehabilitation goals, even at the cost of incurring some losses. A realistic comprehension of this complex idea can be facilitated by the usage of various approaches to visual communication like charts and graphs, maps and cartoons and illustrations. It is imperative to understand that there exist primarily two ethical approaches pertaining to the institution of prisons. There is one school of thought that holds that the prisons should have a deterrent effect on the criminals and antisocial elements and hence the prisons should be stringent in their approach towards prisoners, so far as the availability of basic facilities is concerned. There is one another school of thought that is more contemporary and humane in its approach and holds that the prisons are the places that give the criminals a chance to pay their debt to the society. Such thinkers believe that prisoners should not only be provided with the basic amenities and health facilities in the prisons, but must also be extended the opportunity for rehabilitation and assimilation into the public mainstream in the form of vocational courses and counseling facilities. This approach is not only human, but is also in line with the current shift in the public values throughout the world. Now, if the private corporations are allowed to run the prisons, they will certainly desist from extending such facilities to the prisoners as this will not only increase the overall cost of running the prisons, but will diminish the net profit.The main reason for the enhanced interest of the state and the federal governments in the privatization of the prisons is an overcrowding of the government run prisons. This raises the curiosity of any vigilant citizen as to why the private corporations are interested in running the prisons The answer is simple. In the last two decades, running the prisons in the US has become a big industry that has a massive scope for growth and there is no dearth of corporations that are interested in extracting their share of booty in this lucrative business. Infact the gross revenues of the private prison industry exceeded well over $1 billion in the year the year 1997.

Motivational Climate Task and Ego Essay Example | Topics and Well Written Essays - 1000 words

Motivational Climate Task and Ego - Essay Example Motivational climate ego is of entirely another genre. The motivation for the ego is to win and win at any cost. It will even resort to lying and cheating to achieve victory. The ego thinks it is the best, does not like the second place and wants none else to be the better player (Schwarz, Joel, 2007). The aim of the ego to win at all times irrespective of the methods used to win is not truly satisfying or fulfilling. It inflates the ego for some time but such victories are consigned to history and become fodder for statistics. Motivational climate task dwells on mastery with a difference. It concentrates on tasks for mastery without overtly looking forward to win and humble the opponent. It is more concerned about its performance at the present time in comparison to the past. The proponents of motivational climate task will complement a player according to his performance, irrespective of whether he lost or won (Walling, Mary D & Duda, Joan L, 2009). The investment on a team of players through the application of motivational climate task sends the team soaring in high spirits. The realization that something is being done about their weaknesses is a positive development that not only improves individual performance but also boosts team morale. In motivational climate task "Studies that view coaches' behaviors a... It is not possible to be totally free of egoism in team efforts. There is the mix of task as well as ego-oriented attitudes in any venture. The idea is to raise awareness about the task and not to pay attention to the ego. Tasks motivational climate involves a broad approach to the game. It does not include winning by wrong means. Individuals prefer tasks motivational climate when they play a game to "develop their skills, compete, and interact with others" rather than concentrate totally on just winning (Walling, Mary D & Duda, Joan L, 2009). Ego-centric motivational climate dwells on the methods and abilities of individual players. It defines strategies to win at any cost. It does not consider broad team work and strong and principled stand when playing. Ego-centric motivational climate does not strictly abide by the rules. It might even resort to bullying and cheating if these help in securing a win. Research shows that majority of adults and even children prefer to play for fun and participation. This certainly augurs well for tasks motivational climate. Normally, any community groups consist of men and women of experience and qualify for mastery in motivational climate task. As such, they are in a position to foster a learning environment that encourages innovation and growth. Thus, the group succeeds in establishing an attitude for competitive and healthy growth in a socio-cultural environment that balances individual strengths and weaknesses and sets the stage for motivational climate that provides the growth curve. "Teaching that is based on adult learning theories of motivation and infused with techniques for

Manufacturing process Essay Example for Free

Manufacturing process Essay ?What are two items regarding the manufacturing process related to the organization that the team finds unique or interesting? One of the processes that we found interesting concerning the Coca Cola Company is that the company operates through multiple local channels. The operation is set-up to manufacture, sell concentrates, beverages bases and syrups with partnerships with within the local regions in the world. This occurs because Coca Cola is comprised of many bottling partners who manufacture, package merchandise, and distribute the final branded beverages through local customers and vending partners worldwide who then sell to their local consumers with in their region of distribution. This is a unique operation because most consumers would think that Coca Cola is located at one place of operation and distributed worldwide. Another unique aspect that we found interesting is that Coca Cola has a conservation process called Sustainable Packaging. This process starts with the company having and showing an active role with recovery and recycling process. One way they are in the forefront in this process is that they support and invest the placement of several thousand recycling bins in public areas every year. They also directly invested in six plastic bottle to bottle recycling plants around the world, these plants process millions of pounds of material each year. This process helps to produce new packaging along with other items within the company. These innovated conservation awareness processed has gain favorably and partnership with Ocean Conservation and Keep America BEAUTIFUL. These two process from producing the product to investing in conservation show the cradle to grave aspect of the Coca Cola Company.

Bimatoprost Monotherapy in CACG Patients with Extensive PAS

Bimatoprost Monotherapy in CACG Patients with Extensive PAS Intraocular Pressure-Lowering Efficacy of Bimatoprost in Chronic Angle-Closure Glaucoma Patients with Extensive Peripheral Anterior Synechiae: A Preliminary Study Introduction Glaucoma is the leading cause of irreversible blindness worldwide, affecting an estimated 64.3 million people aged 40–80 years, and this figure is expected to increase to 70 million in 2020.1 Open-angle glaucoma (OAG) is the more common form of glaucoma, but because angle-closure glaucoma (ACG) is more prevalent in Asia, the continent that accounts for 60% of the world population, ACG causes a disproportionate burden of morbidity.1,2 ACG is also more critical due to its greater likelihood to cause blindness than OAG.3 ACG is defined by a partially occludable angle and elevated intra-ocular pressure (IOP) of more than 21 mmHg, with no or mild symptoms until very late in the disease and vision loss becomes evident. Detection by gonioscopy reveals very narrow angle with appositional contact between the iris and trabecular meshwork.4,5 This area of contact increases gradually and asymptomatically, with peripheral anterior synechiae (PAS) forming and spreading circumferentially, usually involving at least 180 degree-angle, which then increases IOP.3,6,7 The exact mechanism of PAS formation is not clearly understood, but it is known that the formation of PAS starts as the peripheral part of the iris adheres to the Schwalbe’s line and extends towards the angle recess. PAS is considered to be present when the adhesion of the iris reaches the mid-trabecular meshwork and its extent exceeds one clock hour on indentation gonioscopy. (Yoo et al. 2007) The level of IOP is directly related to the extent of the angle closure.4,7 The goal of treatment therefore is directed towards reopening of the angle and preventing and/or stopping nerve damage, and reduction of IOP.3 High IOP is a clinically important risk factor associated with progressive optic-disc changes and visual field loss.10 Aside from obstruction of the trabecular meshwork, Bodh et al. reported that the elevation of IOP may be caused by prostaglandin E1 and prostaglandin E2-mediated increase in secretion or the breakdown of blood aqueous barrier and corticosteroid-induced elevation. (Bodh SA, Kumar V, Raina UK, Ghosh B, Thakar M. Inflammatory glaucoma. Oman Journal of Ophthalmology. 2011;4(1):3-9. doi:10.4103/0974-620X.77655.) The Early Manifest Glaucoma Progression Trial, which evaluated the impact of reducing IOP in patients with OAG with normal or elevated IOP, showed the benefit of treatment (using laser trabeculoplasty plus topical betaxolol hydrochloride) on delaying the glaucoma progression in terms of visual field loss and optic disc changes by an average of 18 months longer than patients who did not receive treatment. An average reduction of IOP by about 5.1 mmHg resulted in less frequent progression and occurred significantly later in treated patients. (Heijl A, et al. 2002) Laser iridotomy is the standard initial approach to ACG.9,10 Treatment of acute ACG (AACG) can be satisfactorily treated with laser iridotomy alone, which is associated with good prognosis.8 However, chronic cases, after iridotomy with significant amount of PAS and suboptimal IOP control, require the use ÃŽ ²-adrenoreceptor antagonists (ÃŽ ²-blockers), topical carbonic anhydrase inhibitors, or selective ÃŽ ±2-adrenoreceptor agonists.10 A review of randomised controlled trials showed evidence that prostaglandin analogs and ÃŽ ²-blockers are recommended as monotherapy for the treatment of CACG when iridotomy has failed.9 Prostaglandin analogs have proven efficiency in lowering IOP in OAG with less side effects than ÃŽ ²-blockers.11 In addition, several trials have shown prostanoids to be more effective in reducing IOP than ÃŽ ²-blockers, topical carbonic anhydrase inhibitors, or selective ÃŽ ±2-adrenoreceptor agonists also patients with OAG.12However, recent studies have demonstrated that prostaglandin analogs such as latanoprost, bimatoprost and travopost to be effective in lowering IOP in chronic ACG (CACG), even in the presence of 360-degree PAS.10A meta-analysis on the efficacy of anti-glaucoma drugs in patients with open-angle glaucoma, tension glaucoma or ocular hypertension showed bimatoprost to provide the greatest reduction in IOP.13 Bimatoprost monotherapy has been demonstrated to decrease IOP in CACG patients with at least 9 clock hours of PAS on gonioscopy. However, the IOP-lowering efficacy of bimatoprost in eyes with extensive PAS is not fully understood. It has been suggested that that bimatoprost increases the aqueous outflow through the uveoscleral or the trabecular pathways being blocked by PAS in CACG.14 This prospective, interventional case series was conducted to determine the efficacy of bimatoprost monotherapy in CACG patients with extensive PAS. References: 1. Tham YC, Li X, Wong TY, Quigley H a., Aung T, Cheng CY. Global Prevalence of Glaucoma and Projections of Glaucoma Burden through 2040. A Systematic Review and Meta-Analysis. Ophthalmology. 2014;121(11):2081-2090. doi:10.1016/j.ophtha.2014.05.013. 2. Quigley H a, Broman a T. The number of people with glaucoma worldwide in 2010 and 2020. Br J Ophthalmol. 2006;90:262-267. doi:10.1136/bjo.2005.081224. 3. Rafael CastanÃÅ'Æ’eda-DiÃÅ' ez, Mariana MayorquiÃÅ' n-Ruiz CE-L and OA-D. Current Diagnosis and Management of Angle-closure glaucoma. In: Dr. Pinakin Gunvant, ed. Glaucoma Current Clinical and Research Aspects. InTech; 2011. doi:10.5772/18123. 4. Yuji Kondo TY. Epidemiology of angle closure glaucoma. In: Chul Hong, Yamamoto T, eds. Angle Closure Glaucoma. Kugler Publications; 2007:278. https://books.google.com/books?id=PV6ehhSdis0Cpgis=1. Accessed February 22, 2015. 5. Harmohina Bagga G Chandra Sekhar. Chapter 9. Primary Angle-Closure Glaucoma. In: Saxena S, ed. Clinical Ophthalmology: Medical and Surgical Approach. Jaypee Brothers Publishers; 2011:877. https://books.google.com/books?id=5jynsUAXg-ECpgis=1. Accessed February 22, 2015. 6. Mittal S. Classification of glaucomas. In: Garg A, ed. Mastering the Tech. of Glaucoma Diag. Management. Jaypee Brothers Publishers; 2006:556. https://books.google.com/books?id=CA6kwpx9A9YCpgis=1. 7. Lee JY, Kim YY, Jung HR. Distribution and characteristics of peripheral anterior synechiae in primary angle-closure glaucoma. Korean J Ophthalmol. 2006;20(2):104-108. http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=2908823tool=pmcentrezrendertype=abstract. Accessed February 22, 2015. 8. Salmon J. Chapter 13: Gonioscopy. Section 3: Diagnosis of Glaucoma. In: Sharaway T, ed. Glaucoma: Medical Diagnosis and Therapy. Elsevier Health Sciences; 2009:668. https://books.google.com/books?id=-1wtvjCY6dcCpgis=1. 9. Saw SM, Gazzard G, Friedman DS. Interventions for angle-closure glaucoma CRD summary Authors ’ objectives. Database Abstr Rev Eff Qual Rev. 2003:2-5. 10. See JLS, Aquino MCD, Aduan J, Chew PTK. Management of angle closure glaucoma. Indian J Ophthalmol. 2011;59 Suppl:S82-S87. doi:10.4103/0301-4738.73690. 11. Yu A W-LU. [Mechanisms , clinical profile and role of prostaglandin and prostamide analogues in antiglaucomatous therapy ] Article in German. Kin Monbl Augenheilkd. 2013;230(2):127-132. doi:10.1055/s-0032-1327946. 12. Ishida N, Odani-Kawabata N, Shimazaki A, Hara H. Prostanoids in the therapy of glaucoma. Cardiovasc Drug Rev. 2006;24(1):1-10. doi:10.1111/j.1527-3466.2006.00001.x. 13. Valk R Van Der, Webers CA, Schouten JS, Zeegers MP, Hendrikse F, Prins MH. Intraocular pressure-lowering effects of all commonly used glaucoma drugs: a meta-analysis of randomized clinical trials. Database Abstr Rev Eff Qual Rev. 2005. doi:10.1016/j.ophtha.2005.01.042. 14. Gupta V, Srinivasan G, Sharma A, Kapoor KS, Sihota R. Comparative evaluation of bimatoprost monotherapy in primary chronic angle closure and primary open angle glaucoma eyes: a three-year study. J Ocul Pharmacol Ther Off J Assoc Ocul Pharmacol Ther. 2007;23(4):351-358. doi:10.1089/jop.2006.0107.