Read Savage Inequalities by Jonathan Kozol Essay

In 1964, the author, Jonathan Kozol, is a young man who works as a teacher. Like many others at the time, the grade school where he teaches is segregated (teaching only non-white students), understaffed, and in poor physical condition. Kozol loses his first job as a teacher because he introduces students to some African American poetry that questions the conditions of blacks in America. Years later, after holding many other jobs, Kozol misses working with children. He decides to visit schools across America to see what has changed. What he learns is saddening; many schools have student bodies that are still separate and unequal. Kozol’s journey starts in East St. Louis, Illinois. Traveling with a woman from a religious organization, Kozol takes a look around the inner city. The town sits on a flood plain below beautiful homes that have been built on. Furthermore, factories pour sewage and toxic waste into the city. Playgrounds are found to contain heavy metals that can make children ill. An attempt has been made at building a new school in one area, but cheap construction techniques result in a roof that collapses. Local grade school children tell Kozol horror stories of family and friends who were murdered. A visit to the East St. Louis schools reveals an overall lack of facilities. Sewage floods lunchrooms, making it intolerable to serve food there. Students need books, computers, chalk and even toilet paper. Science classes need test tubes, tables, running water and even heat. The ceiling is about to collapse in one school, the gym and locker room stink with toxic mold, and even the arts classes have no tools. Dedicated teachers make poverty wages teaching oversized classrooms and even choose to bring in their own teaching aids and pay for them out of their own wages. Almost every student in every rundown school is not white. Minority students know they are receiving inferior education in ugly, filthy, dangerous buildings but seem most concerned by the fact that they are all pushed aside and not accepted into nearby white schools. They wonder why they are not liked or trusted. Next Kozol travels to Chicago, Illinois, in the area of Lawndale where Martin Luther King has worked and experienced the worst racism of his life. The conditions are similar as in East St. Louis with filth, decay and danger in mostly non-white schools. Kozol focuses on the incompetent and unkind teachers are the only people the Chicago school system have been hired for these segregated schools and offering low wages. The author disagrees with government officials claims that schools don’t need more money, only better teaching methods. To prove his point he talks about a dedicated, brilliant teacher working in the slums who manages to excite students. She is just down the hall from uncaring teachers. If they wish to learn her methods, all they have to do is watch. Lack of money is the problem and racism is the reason these schools are not getting the money they need, Kozol states. Thousands more dollars are spent each year on each white student attending better schools in the nearby suburbs. Blaming teaching methods or parental involvement for the horrible problems in segregated schools is easier than raising money and finding solutions. The author continues on that the way schools are funded allows inequalities to continue. Local property taxes fund schools, meaning the money a school receives is based on the value of the houses in the area. Houses in richer areas can be afforded by whites that pay more property taxes and get better schools (even if they are dumping sewage onto non-white areas situated below them without paying taxes to those areas to help clean up). Richer homeowners also get tax relief for paying their mortgages. Meanwhile, poor black areas are dumping grounds for toxic waste and garbage, which benefit the wealthier citizens, but they tend to be the only places poor non-whites can afford to live. Low properrty values result in badly funded, dangerous schools. Wealthier whites avoid these public schools and move to suburbs where their property taxes go toward building elegant public schools. Trier school is an example. It attracts a highly trained staff, and boasts an Olympic swimming pool as well as other luxuries. An article about this suburban school brags that most of the students in it are white. Kozol says that magnet schools (special public schools built for the most talented students) seem like a good idea, but are also unfair. The inner city disadvantaged non-white students usually don’t provide head start programs or educated parents who can help them push for admittance. Students of magnet schools are mostly white. Disadvantaged students watch television and know they are being treated like something less than human. This is savagely cruel. In the next area, New York, Kozol sees the same pattern of filth, indifference and degradation. The difference between money spent in inner city schools and outlying suburbs is more than double in the New York districts. The school system administrators admit they don’t even know how many kids become discouraged and drop out of these schools. Kozol finds this shocking in a town where every penny stock on Wall Street can be accounted for every day. However, the school system cannot collect a list of names of dropouts. In fact, several school administrators admit that they actually hope kids will drop out because they have so many students, they can’t teach them all. Health care for disadvantaged minorities is pathetic, which shows society’s indifference to the non-whites, says Kozol. As in Illinois, funding inequalities in New York are not just a local problem. The State of New York actually distributes more money to the richer schools. Visiting a fancy school in Rye, NY, Kozol is disappointed to learn privileged kids are uninterested to the suffering of non-white students in other schools. According to Kozol this is not true of students in his day. Media adds to the misconceptions about poor schools, according to Kozol. For instance, The Wall Street Journal claims that minor cuts in class size won’t help test scores much. Kozol argues that if that is the case, why not double the number of children in each white public school classroom? Nobody would stand for this. He visits Camden, NJ, the fourth poorest area in country. At Pyne Jr. High there are no computers. At the local high school the computers have literally melted because of the extreme heat in the non-air conditioned building. Kozol wonders why African American teachers at these schools ignore the issues of race as if they just accept matters as inevitable. High school kids in Camden tell Kozol about being unable to read the classics because pages are missing from their books, and one promising student is told by her guidance councilor to give up her dream of becoming a lawyer because her English isn’t good enough. As in other cities, dangerous chemicals flee from nearby factories (the factories do not pay taxes here) and children suffer major illnesses. The only principal who earns respect from the media s a man who walks around the school with a bat and tosses three hundred students out of school. This doesn’t help the school, but it gets him on the cover of magazines. When parents of a young boy named, Raymond Abbott go to court to protest the inferior education he is receiving as a poor non-white boy in New Jersey. Expensive lawyers are hired by the State to fight the lawsuit. Eventually the court decides that Raymond is indeed being unfairly treated. However, the decision comes too late to save his educational career. Raymond ends up a dropout cocaine addict in jail. Before introducing readers to the problems in Washington, DC, Kozol observes that disadvantaged people ask for totally equal education when they go to court. Why not? Kozol heads to Washington, where the city contrasts with the reality of the non-white slums a few blocks away. A city official observes that the very poor accept a dual system with richer magnet schools so the whites won’t leave altogether and take political power and money to the suburbs. The news media seem to â€Å"blame the victim† portraying the people who live in ghettos as dangerous fools who spend too much on expensive tennis shoes and jewelry. Kozol says TV viewers in the suburbs don’t understand this stuff is being pushed on ghetto residents who have no access to things of real value. One failed method of improving non-white schools has been to hire non-white administrators. Kozol says this cannot help. Detroit has had non-white administration for years and the underfunded schools are still in a predicament. When a U.S. District Court finds that Detroit schools are both separate and unequal, the U.S. Supreme Court is called in to consider the charge. The Supreme Court at this time is heavily packed with conservative Nixon appointees. These judges say that making things fair in the city of Detroit for the poor would unfairly punish the suburbs. An important Justice of the Supreme Court, Thurgood Marshall, disagrees with the majority opinion and sees that the country has taken a giant step backward in values. Later, President George H.W. Bush says money is not the answer to solving school problems. Kozol then heads to San Antonio where he begins by claiming that Americans hesitate to directly discriminate against other people’s children because this would make them feel guilty. However, he thinks, laws have allowed discrimination to occur in a less direct form. For example, in the 1920s in America the Foundation program is established. It is supposed to mean that everybody is taxed on local homes and businesses at the same rate, and the federal government comes in to make up the difference in money raised by sending extra subsidies to poor schools. Yet, white schools historically get more of this â€Å"make up† money. Kozol thinks it’s strange that when it comes to equal funding for public schools, officials fight for local control, but the federal government is happy to overrule federal control when it comes to which books should be read, and other important issues. In 1968 in San Antonio, the parents of Demetrio Rodriguez and other students go to court to fight for equal funds for their low-grade school. Justice Powell of the Supreme Court suggests that a quality education is not guaranteed by the constitution, although lawyers argue the students need the skills to vote, which is guaranteed by the constitution. Twenty-one years later it is found that unequal funding is in fact unfair, but of course this decision is too late for the kid who brought the lawsuit in the first place. Kozol visits Alamo Heights near San Antonio where the wealthy live. He then descends to the shacks below the bluffs where 99.3 percent of the kids are Hispanic and poor enough to rely on the school lunch program for their main meal of the day. Down in the valley, the teachers are underpaid, the buildings are crumbling and the schools can spend only a fraction of what they spend in Alamo Heights on each student. Yet most of the State’s extra funding goes to Alamo Heights. Finally Kozol sees that when white children are impoverished and discriminated against, their schools are poor, too. He visits a community of poor Appalachian children thrust into one school. It undergoes overcrowding; the building is in shambles and teachers lack resource, just like all of the non-white schools all over the country. He is told that soon many of these children will be bussed to non-white schools nearby Kozol’s observations are haunting. Time and time again the pattern is repeated; Non-whites pushed into nasty, dangerous conditions through history, whites unwilling to share their prosperity with the people of color they fear, governments endless excuses for doing nothing and actually blocking the success of poor schools in corrupt ways. Kozol’s conclusion is that this is illogical, unpatriotic and deeply unkind. Overall, I truly enjoyed this book and what is has to offer when describing the unequal treatment African Americans and minorities have in urban areas. â€Å"Here’s what we should do. Put more money into preschool, kindergarten, elementary years. Pay college kids to tutor inner city children. Get rid of the property tax, which is too uneven and use income taxes to support these schools. Pay teachers more to work in more places like the Bronx. It has to come from taxes. Pay them extra to go to the worst schools. You could forgive their college loans to make it worth their while.†, this statement spoke to me. It’s the ideal plan, however I don’t see it actually transpiring into our education world. I was ignorant to the true facts of the American educational system. This book, Mr. Kozol, has opened my eyes to the history, suffering and makes a powerful impact on his behalf. He begins by showing specific, terrible injustices then examines how the troubles have come to be, sometimes by reviewing court decisions or by tracing the movement of labor away from a particular area. Next, he talks about those things standing in the way of improvement, often vague attitudes or fears. Finally, toward the end of the book, he begins to outline his vision for getting past the roadblocks and improving all schools. The result is that the reader/I was hooked right away, wondering how in the world such awful things have come to pass.

Always Running Chapter Essay

Summary: Luis describes his life as part of the gang, saying that he and his friends are in a vacant lot they had claimed as their own, furnished with old sofas and covered by plastic to keep off at least some of the rain when an old car comes by. Two of the group go to the street to get a better look and one, Clavo, is shot in the face. Clavo loses an eye in the shooting. Luis and Rano do many jobs, ranging from cleaning houses, lawns, pools and garages to paper routes. They give all the money to their mother and Luis notes that there is always a need to for more. As a teenager and after Clavo leaves the neighborhood, Luis becomes friends with a young man named Claudio Ponce, known as Yuk Yuk because of his distinctive laugh. It’s Yuk Yuk who introduces Luis to stealing. With Yuk Yuk leading, meet a man named Jandro Mares, who has the teens steal specific cars on order, drive them back to Jandro’s garage and strip them down. They also steal bikes, jewelry, electronics and other items for a man named Shed Cowager who pays cash for almost anything they can steal. They soon graduate to residential burglary and robbing convenience stores. There is race trouble at the beginning of every school year. During one incident, the police arrive to break up a fight, the whites leave without a problem and the Mexicans arrested or expelled. Luis’s mother is finally fed up with pulling him out of jail and watching him in trouble, and kicks him out of the house. Luis suffers a hernia and has to have surgery. Luis describes, in great detail, the effects of a high from â€Å"sniffing† intoxicants including various sprays and gas. Luis begins dating Wilo’s younger sister, Payasa. Soon after he breaks up with her, she is admitted to a rehabilitation center for additions. Later, Wilo and Payasa leave the Barrior for what they hope is a better life.

Disaster in Franklin County Essay

The Role of Health Personnel and the Public Health Nurse Public health personnel and public health nurses have many responsibilities in a disaster that are essential to a successful outcome for the community. Their primarily focus is on the safety and health of the public. The health personnel will assess the community’s available resources by providing the necessary assistance and identifying their specific needs related to the disaster. The health care personnel also have the role of educating the community and addressing any physical or psychosocial needs the community might have (Disaster in Franklin County: A Public Health Simulation, 2006). The health personnel will collaborate with the local health department to assemble resources that are required during a disaster and coordinate with community services to ensure the public’s basic needs are met. These services involve social services, volunteers and rescue workers (Disaster in Franklin County: A Public Health Simulation, 2006). The health personnel issue health advisories and allocate resources to match the needs of the disaster. This could include providing transportation to remove people from their homes during a flood. It is also essential that the health personnel communicates effectively with the public and media to provide updated information on how to obtain help, how to obtain basic necessities, potential health hazards and to reassure the people of Franklin that they are safe (Disaster in Franklin County: A Public Health Simulation, 2006). The public nurse’s role during a disaster involves helping patients in the emergency shelter for first-aid skills and administering medication. However more emphasis is being placed on population-based public health and disaster preparedness. Public health nurses have gained an increased knowledge about the community’s baseline health status, demographics, environment and exciting resources. Public health nurses now have an awareness of vulnerable populations in the community, who may be at risk in times of disasters. This includes the elderly, disabled, mental illness and non-speaking English residents (Berman, Erb, Kozier, & Synder 2006). The public health nurse will conduct door to door interviews. This is performed to complete a community assessment to determine who requires medical attention, who has any special needs, such as essential medications and medical equipment (oxygen, nebulizer, and dialysis) and if the community has sanitary food and water. The nurse must also provide imperative education to help keep the public safe, such as providing information about the local crisis call centers for additional care and support and local shelter. The nurse can refer them to proper resources such as social workers, counselors and shelters (Disaster in Franklin County: A Public Health Simulation, 2006). Chain of command The chain of command that was used in the Franklin County simulation includes the Incident Commander, Operations Section Chief, Medical/Health branch director, Public Health Groups, Public Health Nursing Supervisor and the Public Health Nurse. The Incident Commander is the decision- making final authority. The Operations Section Chief has the  responsibility for managing all operations, supervising organizations in accordance with the incident action plan and directs its execution. The Operation Section Chief also directs the preparation of operational plan, requests resources, makes expedient changes to the action plan when necessary and reports such to the incident commander (Wikipedia, 2013). The Medical/Health branch director will direct, supervise and evaluate work activities of medical and nursing. Public Health Groups will monitor health status and identify health problems, by investing health problems and health hazards in the community. They will evaluate the effectiveness, accessibility and quality of personal and population-based health services. Public Health Groups also develop policies and plans and enforce laws and regulations to protect the health and safety of the community. The Public Health Nursing supervisor is responsible for providing direction and assistance to the Public Health Nurse and evaluating their work (Wikipedia, 2013). The Public health nurse communicates directly to the County Public Health Director who is Zachary Burke. Zachary Burke works under the Operation Section Chief who is Rebecca Brower. Rebecca Brower directly speaks to Chris Newhouse, who is the EOC Commander. The Public Health Nurse will also collaborate with other specialists such as epidemiologists, biostatisticians, environmentalists, social workers and such during a disaster (Disaster in Franklin County a Public Health Simulation, 2006). The Community Nurse has many available resources to the Franklin community when he or she encounters a problem that is not within her scope of practice. A social worker can help individuals who are experiencing problems associated with housing, unemployment and finances. A social worker can also  refer individuals suffering from emotional distress to a counselor. An environmental Health Specialist can help maintain a safe environment by identifying potential environmental problems such as a gas leak or chemical spill. They can help educate the community on safety hazards and find solutions to eliminate any threat to the public by monitoring any possible dangers or environmental threats to the community (Disaster in Franklin County a Public Health Simulation, 2006). The American Red Cross can provide many resources that can help ease the community’s suffering caused by a disaster. The American Red Cross offers a great deal of emergency assistance such as shelters, cleaning supplies, comfort kits, first aid, food, clothing home repairs, household items, medical supplies, emergency transportation and etc. The American Red Cross can also provide referrals to the government and other agencies providing disaster assistance. Another resource that could benefit the community is the Federal Emergency Management Agency. This organization provides disaster assistance to individuals or families whose property has been damaged or destroyed and whose losses are not covered by insurance. Actions by the Public Health Nurse The first residence that the nurse performed a door to door interview was a man named Matt Westlund. Matt Westlund begins to tell the Public Health Nurse that his basement is flooded and the shelf in his shed had collapsed which caused all types of chemicals to spill. Mr. Westlund is seeking help on how to clean this chemical mess up. The public Health nurse responsibility is to seek help from an Environmental Health Specialist (EHS). The EHS will assess and determine the most appropriate way to clean up the house held hazards waste. The nurse must insist that Mr. Westlund does not attempt to clean up this mess and to wait until the Environmental Health Specialist arrives. The Public Health Nurse must provide Mr. Westlund  with information regarding how to clean a flood up (Disaster in Franklin County a Public Health Simulation, 2006). The second resident is women named Susan Fuhr. Susan is extremely frustrated and annoyed. This household is currently lacking the basic supplies such as electricity, diapers, water and baby formula. The Public Health nurse can give Mrs. Fuhr the option for her family to stay at a shelter for a few days where there are hot meals, electricity and plenty other supplies. If Mrs. Fuhr refuses to go to the shelter she can then refer them to social services. A social worker can help provide the Fuhr family with the proper resources to help Mrs. Fuhr take care of her newborn baby and the Public Health Nurse can provide them with one week of supplies (Disaster in Franklin County a Public Health Simulation, 2006). Rosario Alvarez is a Spanish speaking woman who was unable to answer the nurse’s questions because of a language barrier. Mrs. Alvarez requires Spanish materials on safe food, water and a generator. At this time there is no urgent matter that needs to be addressed. The  Public Health Nurse can arrange for a translator to make a visit with this family within a week to address safety regarding food, water and the generator (Disaster in Franklin County a Public Health Simulation, 2006). Jason Fugate has a history of hypertension and currently ran out of blood pressure medications. The Public Health Nurse’s priority is to find out Mr. Fugate’s medical history and to take his blood pressure. If his systolic blood pressure is greater than 150mmHg, Mr. Fugate will be advised to leave his home and go to the shelter where his antihypertensive medication can be administered. Since Mr. Fugate blood pressure is 112/73, I would arrange his medication to arrive by the next day (Disaster in Franklin County a Public Health Simulation, 2006). It is important that Mr. Fugate is informed on his  options and allows him to make his own decision. Mr. Fugate must be educated on the signs and symptoms of hypertension and when to seek medical attention. The public nurse must also make sure that he has the basic essentials such as clean water, food, electricity and a working phone line in case of an emergency. It is important that the nurse will follow up with all residents to make sure their issues were addressed. Addressing the community’s fears After the disaster, the community nurse must be willing to provide physical and emotional comfort to all the residents of Franklin County. The residents will suffer from anxiety, fear, sorrow and post-traumatic stress disorder. The community will be mourning the loss of their  loved ones and the loss of their valuables such as their homes and treasured items such as pictures. It is important that the community nurse offers guidance and support to these families by offering resources and making referrals specific to each family’s needs. The key to any recovery from a disaster is providing the community with the appropriate resources to help them rebuild their life. The basic resources include food, shelter and safety. Other important resources are family and friends. The community nurse can educate the community members on how to cope, use others for support and how to get further help if needed. It is essential that the community nurse reassures them that they are safe and in good hands. The community nurse must allow them to verbalize their concerns, opinions, and needs to help them with the healing process. The nurse must be calm, compassionate, and confident in order to help this community move forward and feel safe. Nursing personnel preparedness The first priority of the nursing personnel is to understand what his or her role is during an emergency crisis. They must be competent with their nursing skills and have the appropriate knowledge regarding an emergency response plan. The nurse must be educated on disaster preparedness and protocols to be able to respond adequately to a large disaster (Berman, Erb, Kozier, & Synder 2006). The Nursing personnel must also be aware of their community disaster plan and the warning signs associated with natural disasters in that specific area. It is important that they learn the local and state resources, so that they can make referrals to people when a disaster strikes. It is extremely important that the nurse is able to problem solve, critically think, and be able to work independently under stressful situations with very little resources and equipment (Berman, Erb, Kozier, & Synder 2006). The nursing personnel must understand the chain of command, the lines of authority, and communication during an emergency. They must be familiar with the potential health conditions that could develop during and after a disaster. Nurses must take an active role in participating in a disaster training program and emergency drills. They must be aware of standard personal protective equipment and when it is required. An extensive knowledge of infection control and barrier precautions will help the nurse prevent the spread of infection (Berman, Erb, Kozier, & Synder 2006). The nurse should first form a task force that includes a civil defense officer, private relief organizational representative, city/county officials, political leaders and media representatives. Together, the task force should involve the American Red Cross who has the expertise in guiding and developing the disaster plan. The disaster plan should include supplies, equipment, transportation, shelter, human resources, government officials, emergency and disaster specialists, weather specialists, recovery, evacuation plan and supportive care (Berman, Erb, Kozier, & Synder 2006). Nursing personnel must also be able to implement the four phases of the emergency management when a disaster occurs. This includes preparedness, response, recovery and mitigation. Nurses need to use nursing judgment to make decisions such as, where resources will be used and triaging patients to the appropriate level of care. The nursing personnel could be prepared to help in responding to large scale emergencies by taking Incident Command System (ICS) certification courses. These are provided by the National Incident Management System (NIMS) and the Federal Emergency Management Agency (FEMA). The ICS provides education to nursing personnel regarding emergency preparedness, incident management, and emergency response during a disaster. This is an excellent opportunity for the nursing personnel to gain knowledge and skills needed to serve their community efficiently and effectively during a natural or man-made disaster (Emergency Management Institute, 2013). Nurses can also benefit from taking the Integrated Emergency Management Course (IEMC), offered by the Emergency Management Institute (EMI) branch of the FEMA. This course provides emergency related scenarios that help test the nurse’s knowledge, awareness, flexibility, leadership, decision-making, and interpersonal skills under extreme pressure in the Emergency Operations Center (EOC) environment. After completion of the IEMC training for emergency preparedness, nurses will be able to apply their new skills, abilities and knowledge when a disaster strikes. This will also allow nurses to respond effectively under stressful situations (Emergency Management Institute, 2013). Another program that can benefit nursing personnel is the National Fire Academy (NFA). This course provides education and training in hazardous materials, emergency response to terrorism, arson prevention, detection, community risk reduction, fire prevention and protection (Emergency Management Institute, 2013). In addition, the National Disaster Management System also developed an organization, which is called the National Nurse Response Team (NRRT). This was established to provide additional resources during a disaster. This program is made up of a team of volunteer nurses that help during an emergency. Nurses within this program are certified and must stay current with training in order to provide help during a disaster. The training includes bioterrorism, biologic warfare, and disaster response (Public Health Emergency, 2009). Nurses that are not interested in becoming certified for disaster preparedness should then consider continuing education units (CEU) disaster relief training. This will at least provide a nurse with the basic knowledge to help serve their community if an emergency situation does occur. References Berman, A., Kozier, B., Erb, G., & Synder, S., J. Fundamentals of Nursing Concepts, Process and Practice. (2006). Upper Saddle River, New Jersey. Disaster in Franklin County 12 Disaster in Franklin County a Public Health Simulation. 2006. Retrieved from: https:// cpheo1.sph.umn.edu/fcs/index.asp Emergency Management Institute. 2013. Retrieved from: http://training.fema.gov/IS/NIMS.aspx Public Health Emergency. 2009. Retrieved from: https://www.phe.gov/Preparedness/responders/ ndms/teams/Pages/nnrt.aspx Wikipedia. (2013). Incident Command System. Retrieved from: http://en.wikipedia.org/wiki/ Incident_Command_System

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The Thinker by Auguste Rodin - Essay Example One of them is Franois-Auguste-Ren Rodin, popularly known as Auguste Rodin. He was a French sculptor, an artist with a sharp eye. His arts echoed until these days. He fashioned his works meticulously and looked at the details. Thus he was honored as the leading sculptor of the late 19th and early 20th century. He combined and artistically manipulated his works with detailed textures and modeling associating the vast emotions of man. The following year he decided to delve into doing decorative stonework. And in 1862, her sister Marie died, which caused him great troubles and afflictions. He tried to enter the church but it was fate that brought him to met Rose Beuret in 1864 who became his life companion. Formally they were not joined by the matrimony of marriage until a few weeks before her death in February 1917; she was 53 years old then. The same year when he met Rose Beuret, he became an apprentice to the sculptor A.-E. Carrier-Belleuse. His first submission to the official Salon exhibition in 1864, The Man with the Broken Nose, was rejected. In 1871, he went with Carrier-Belleuse to work on decorations for public monuments in Brussels. Carrier-Belleuse was not satisfied with his work thus dismissing him. Soon, Rodin collaborated on the accomplishment of decorative bronzes, and Beuret joined him in Brussels. The rejection probably had made hi... Carrier-Belleuse was not satisfied with his work thus dismissing him. Soon, Rodin collaborated on the accomplishment of decorative bronzes, and Beuret joined him in Brussels. The rejection probably had made him to realize he needed to develop a style of his own. It was consummated after four years; he developed his own styles because he was urged to produce innovative and decorative works. In the midst of this innovation, He toured to five cities of Italy: Genoa, Florence, Rome, Naples, and Venice before returning to Brussels. Italy has been the cradle of Renaissance art. He saw the works of Michelangelo and Donatello, amazed with their works; he was inspired to create such fine works as Michelangelo and Donatello, bringing the emphasis on the muscle works and human emotions. He produced his first original work molded in bronze, The Vanquished, depicting painful expressions of a physically overpowered man seeking for rejuvenation. Scandals arose in his exhibition in Brussels and at the Paris Salon of The Age of Bronze in 1877. People did not believe that he made such realistic work and he was charged of casting it from a living person. His former master heard that he went back to Paris in 1879, Carrer-Belleuse asked him for designs. After much controversies and rejections, he was granted a payment and appointed to make a statue for the City Hall in Paris. He gained his reputation as a sculptor in 1880 with the success of his sculptures: The Age of Bronze and St. John the Baptist Preaching. The same year he modeled The Gates of Hell, the sculptured bronze door for the Muse des Arts Dcoratifs in Paris. The door incorporates scenes from The Inferno. It was made through the inspiration of Dante Alighieri's The

Business Plan Essay Example | Topics and Well Written Essays - 3250 words

Business Plan - Essay Example The researcher of this essay analyzes and creates a business plan for the B-school, that will primarily focus upon the master of business administration programme as a start up venture, but it will later look to expand its operations globally. The course of this school aims at building the foundation of work by providing new skills and knowledge to enable the students to make the transition to a higher level of responsibility. The researcher states that every year there are increasing number of students from abroad that comes to London for pursuing management degree in several business schools of the United Kingdom. Therefore, there seems to be greater demand of the MBA schools in the United Kingdom today. The business plan that is presented in this essay take into account and demonstrates the PESTEL analysis of the United Kingdom and the Porter’s Five Forces Model in order to understand the relative opportunities that lie for the new venture. The researcher of this essay also undergoes deep internal analysis, that is aimed to understand the strengths and the weaknesses of the product. Key success factors were also determined in brief by the researcher. Financial plan of the business school were also made to reflect the number of years required to breakeven of the project. Initially, it is stated that for two consecutive years the B-School is projected to incur losses. However, the researcher analyzed that from third year onwards profit is expected from the business plan of the B-School. Table of Contents Executive Summary 2 Description of the Business Plan 4 Description of the Product and Its Features 4 Situation Analysis 5 Internal Analysis 8 Generic Strategies 8 Market Segmentation 9 Core Competencies 9 Value Chain Analysis 10 Financial Overview 13 Strategic Option 15 References 17 Bibliography 20 Description of the Business Plan The business plan is all about the B-school that will be headquartered in the United Kingdom. The B-school will serve the students with a Masters of Business Administration course initially. The new venture has been named as Global School of Business Management. The business school will be a privately run school aiming to operate globally. Description of the Product and Its Features The B-school will primarily focus upon the MBA programme as a start up venture. It will later look to expand its operations. The modern business world demands candidates who have excellent managerial capabilities and skills that would help in the overall organ isational growth. The course aims at building the foundation of work by providing new skills and knowledge to enable the students to make the transition to a higher level of responsibility. On top of that, the candidate is able to identify the business problem. It is only through this kind of programmes (MBA) that help the candidates to shape their skills and competencies to match with the organisational requirements. Situation Analysis The Global School of Business Management will be initially set up in the UK. It is through PESTEL analysis that the macro environmental factors that influence the business of a particular country can be best understood. Political Environment The country has three arms of the state namely the executive, the legislature and the judiciary (Roger Darlington, 2010). Safe and sound legal system has been established by the government, with the development of the department of education that would look after the educational affairs and children services. Eco nomic Environment The population of the country is increasing thus demanding increasing number of large homes (Meikle, 2010). In the UK, there is considerable amount of inclination among people towards gaining academic knowledge and also of gaining higher education. This scenario can be comprehended by the fact that the education undertaken by 54-64 years old people is comparatively high than other countries (Seniorwatch, n.d.). It is due to high economic growth that the disposable income of the people has increased and can afford higher education. The UK government has made a significant increased commitment to education and has planned to spend

Critical Commentary on a video clip-400-500 word Essay

Critical Commentary on a video clip-400-500 word - Essay Example Global media includes the following channels to provide information to the world. The channels are; through television, cinema, music industry, newspapers, magazines, the internet, books, advertising, video games and even through the use of mobile phones. Let’s pick up the industry of music as a means of global media. The most basic quality or characteristic of music is that, whatever your location, whatever your mood, whatever the work your doing, as soon as you hear any kind of music it catches your attention. When a product uses a song as a form of advertisement to the masses it actually creates an audio form of recognition for that particular product because when you hear that product’s specific music you instantly realize what product it is being talked about. (Music: Its roles, qualities and influence) Another quality of using music is that one song is used for one region or maybe even more thus bringing the concept of globalization into the world. When the same thing or the same music is being used throughout the world it brings a sense of harmony through that product and brings the realization that where ever you are in the world that product that you have in your homeland is also over there. When China conducted its first Olympics in Beijing 2008, it used a theme song called â€Å"You and Me†. China used this song to create a sense of harmony through the athletes of the world regardless of color, religion, creed, sex, and culture. The song has in itself a sense of bringing the world together on one common ground for a common goal. The words â€Å"You and Me† as the title states gives the listener a sense of friendship where ever or who they might be. When a person listens to this song he or she will feel that all the feelings regarding hatred for each other will disappear and in return it will leave behind a sense of beauty, peace, harmony and being one. This song also emphasizes on one world and one dream, which means that

Biomechanics - Body Movements Assignment Example | Topics and Well Written Essays - 1000 words

Biomechanics - Body Movements - Assignment Example The two muscles are antagonistic to each other. The biceps brings about flexion while the triceps is responsible for extension of the upper arm. The upper end of the biceps has its origin from the scapula and its lower end is inserted on the radius bone lying on the medial aspect of the forearm. The muscle is located in the front portion of the forearm. Contraction of biceps brachii in response to nervous stimulation causes flexion i.e. the forearm is raised in an upward movement. The muscle is therefore categorized as a flexor muscle. In response to the flexion, i.e. when the biceps contracts, the antagonistic triceps muscle relaxes simultaneously. The triceps is located in the posterior portion of the upper arm with its origin from the scapula as well as the humerus bones. The point of insertion of triceps is at the olecranon process of the ulna, the long bone in the forearm located on the lateral side. Contraction of the triceps straightens or extends the arm and this is the reaso n for its classification as an extensor muscle. The movement follows the pattern of a lever of the third order, wherein the load is located at the hand, and the fulcrum at the elbow (Peterson & Bronzino, 2008). 2) In no more than 250 words describe the function of the skeleton and its importance in movement. The human skeleton is an integrated framework of 206 bones which supports the soft tissue and protects the vital organs (McKinley & O’Loughlin, 2008). The skeletal system has been classified as the axial skeleton, comprising of the bones lying along the central axis of the body, which includes the skull, the vertebral column and the rib cage; and the appendicular skeleton, comprising the bones of the arms and legs, as well as the pelvic and the pectoral girdles (McKinley & O’Loughlin, 2008). The appendicular skeleton is more pertinent as far as the body movements are concerned although the axial skeleton is by no means non-contributory, as it provides the central a xis or the pivot around which the body movements occur. The mandible is the mobile portion in the skull and the vertebrae too glide to a certain extent to impart flexibility to the vertebral column. The appendicular skeleton however shows a great degree of motility and is responsible for locomotion. The upper and the lower limbs emanate from the pectoral and the pelvic girdle respectively while the ribs form a bony cage to protect the vital organs. The skeleton provides the hard, bony framework for the origin as well as insertion of the skeletal muscles, the contraction and relaxation of which is actually responsible for locomotion. The skeletal muscles are highly specialized and often occur in pairs to produce movement antagonistic to each other. The movement of the joints can vary from simple gliding, rotation, adduction, abduction, flexion and extension. The muscles are firmly attached to the bones through specialized structures called ligaments and tendons and movements occur in the form of levers of the 1st, 2nd and the 3rd order. 3) In no more than 250 words describe and provide examples of each synovial joint. Synovial joints are freely mobile articulations in which the participating bones are separated by a space called joint cavity (McKinley & O’Loughlin, 2008). These joints are freely mobile and are functionally classified as diarthrosis. There are four synovial joints in the human skeleton viz. the glenohumeral (shoulder) joint; the temporomandibular joint; the elbow, and the knee joint (McKinley & O’

Management Information System Research Paper Example | Topics and Well Written Essays - 500 words - 1

Management Information System - Research Paper Example Organizations are so involved in reaping the benefits afforded by this highly globalized society, that they are now compelled to bear the repercussions of the same. The internal as well as external organizational environment has changed significantly due to the presence and use of Information technology. It has not only made access of firms to international markets easier and faster, but also offered immense support to such firms with regard to managing and learning to manoeuvre the anxieties and proliferation of data in the most effective manner possible (Oz, 2008). Increased investment in multinational ventures, by local and private businesses back home, including airlines, financial institutions and even grocery stores, have made it all the more crucial to rely on these global networks for information. This is imperative for local businesses operating beyond their local and national geographical boundaries, as international dimensions begin to permeate the local corporate structures, gradually compelling such firms to adopt a more globally viable approach to business and make respective changes in their advertising and marketing policies in a way that is more acceptable to its growing multicultural customer base (Dlabay & Scott, 2005). Referring to various challenges faced by companies, as they prepare to venture into international markets, Flynn (1994: 142) remarked, that when a company moves into international markets, "the management now faces multilingual and multicultural climates, many different governments with different regulations and political systems. It also finds different currencies, multiple time zones, and many different approaches to IT and IS education". International markets differ from the domestic ones in a broad range of aspects including drastic differences in culture, social expectations, and political and economic laws, on a

Menopause Essay Example | Topics and Well Written Essays - 1000 words

Menopause - Essay Example M.T reports having experienced her last menstrual period 10.5 years ago with the periods having been irregular before they stopped. Social and family history: M.T works as a part-time bank teller. She is married with three children who are all adults and in good health condition. She equally has grandchildren whom she watches during the weekdays after school. M.T denies the use of illicit medications, but she reports a history of cigarette smoking of two and a half packets of cigarette every day from when she was fifteen until she was forty-five years. The patient reports occasional alcohol consumption coupled with ten to twelve diets of cock per day. The patient has attempted to follow a low salt and low cholesterol diet, but she admits this has been a challenge. The patient has increased her calcium-containing foods to three to four servings per day. The patient reported that the father died from presumed heart disease in his fifties while the mother died from complications related to motor vehicle accident at the age of seventy-five. The patient is the eldest of four sisters with the other sisters alive and well. The patient reports no family history of breast cancer. Genitourinary/rectal: presents with a case of dryness, itching, urinary frequency, and dribbing after voiding. The patient is gravida three para three, menarche at the age of 14. The patient is sexually active but experiences dyspareunia. According to the medical definition, menopause is a stage in life that occurs after 12 months after a woman’s last menstrual period. Menopause can happen in a woman’s 40’s or 50’s. Menopause is a natural biological process; nevertheless, it presents with physical symptoms as the patient, in this case, (M.T) experiences. The experiences of menopause are equally execrated by lifestyle condition, which may fasten or worsen the symptoms. Management of menopausal symptoms thus in cooperate lifestyle

Black People and Roberta Essay Example for Free

Black People and Roberta Essay In Toni Morrison’s â€Å"Recitatif,† the story is about two girls, Twyla and Roberta. They grow up in an orphanage because their mothers could not care for them. Morrison makes it clear the girls come from different ethnic backgrounds but never states which one is black or white. At one point in the story Twyla comments, â€Å"We looked like salt and pepper. † I grew frustrated with the story and had to read it several times. I could never determine who was black and white and the lesson I learned should have been it doesn’t really matter. The story begins with Twyla’s mother dropping her off at the orphanage. She meets Roberta and they become best friends. The bond they share occurs because they were not considered real orphans. They were abandoned kids unlike the other children whose parents had died. One of the last times the girls see each other was the day of a visitation. On that night, Twyla’s mother was wearing â€Å"those tight green slacks that made her butt stick out. † Many people have labeled blacks as having larger butts. She could have been black, she could have been a heavy white woman with a large butt, or a Hispanic woman like me. But I automatically stereotyped and went with Twyla has to be black. During the visitation Roberta’s mother â€Å"had brought chicken legs. † Twyla notices Roberta does not eat the chicken legs. I always thought black people liked chicken more than white people which means Roberta was white since she did not eat the chicken. Or maybe she just wasn’t hungry. Shortly after that visitation Roberta’s mother came to take her home, leaving the girls devastated. They see each other several times throughout the years. At their first meeting, Roberta was rude and distant because she was high. Roberta tells Twyla she is on the way to see Jimi Hendrix. Hendrix was an infamous black guitarist. I thought at this point Roberta has to be black. However Hendrix’s band was interracial with a diverse audience. Roberta could have been white due to the diverse audience. I am a huge Hendrix fan and I am not black so why would I think Roberta is. Twelve years later they meet again at a grocery store. Roberta married a rich man and was extremely friendly to Twyla. Twyla cannot hold back her emotions and asks Roberta about the last time they saw each other. Roberta shrugs it off, â€Å"Oh, Twyla, you know how it was in those days: black—white. You know how everything was. † I can relate to this. In 1980, the Cuban Mariel Boat Lifts came over bring thousands of Cubans. I am Cuban but I was born here. Kids I had known since kindergarten treated me as if I just come over on the boats. It had a lasting effect on me and matured me beyond my years. The third time they meet is at the school where their children attend. Roberta and other mothers were picketing because they did not want their kids to be segregated. This led to a fight severing any last chance of a friendship for them as it would not be resolved until Twyla and Roberta meet for a final time. As the story ends I do not get a sense of closure. The question of which girl is white or black remains unanswered. It opened my eyes and made me question how prejudice I really am. I try to not stereotype as a result of what I went through as a child but I found myself doing just that. I can understand why Morrison wrote the way she. I am not sure what her goal was overall but to me it seemed as if she were teaching me about prejudices. â€Å"Recitatif† challenged me to not judge either girl by their race but accept them for who they are. In the end, what difference did it really make about the girls’ races? The story is about how their friendship develops and then deteriorates. Nothing more; nothing less.

Culture of Silence: Talking About Death and Terminal Illness

Culture of Silence: Talking About Death and Terminal Illness In the past, it may have been acceptable for doctors not to tell a patient they had cancer. There was a culture of silence around talking about death and terminal illness (Heyse-Moore 2009). In On Death and Dying (Kubler-Ross 1973) Kubler-Ross said it was often the wife or husband who was told the diagnosis and then had the burden of whether to tell the painful truth. However, the development of the Hospice movement and Palliative Care in the past 30 years has made it the duty of health care professionals to inform patients of their diagnosis. Now, there are General Medical Council guidelines (2006) that make it an ethical duty for the doctor to inform the patient of the diagnosis (Heyse-Moore 2009). Parkes (Parkes Markus 1998) discusses the importance of breaking bad news effectively and sensitively. Parkes sees this as an element in preparing for loss. He is specifically discussing how to care for the terminal patient, so this may be a limitation (Parkes Markus 1998).He describes how the doctor should arrange and meet with patient. It is notable he does not provide exceptions and does not discuss involving family or speaking to a spouse first. Parkes provides practical guidance possibly gained from clinical experience. He advises finding a homely area where everyone can be comfortable. This can be a place where everyone can sit and not be disturbed. The decor should be the opposite of clinical if possible. He discusses giving as much information as the patient can cope with, and suggests bite sized chunks of information (Parkes Markus 1998, p. 8). He suggests inviting questions from the patient and using this to guide how to prevent information. The difficulty in talking about dying is where the patient becomes distressed and anxious, they may not take in what has been said, and may not fully understand the diagnosis or terminal nature (Parkes Markus 1998). If the dying person has a thinking coping style then the doctor can begin to help him/her focus on the feelings involved and expressing them; and vice versa for the person with a feelings coping style where the focus might be on the problem solving (Parkes 1996b). In Bereavement: Studies of grief in adult life (Parkes 1996a) discusses the tendency for the family to conceal the truth from the dying person. He is clear that the patient should be told of the terminal illness. According to Hinton (1967) (see Parkes 1996a), dying people tend to know and value the chance to talk about their terminal illness. There is some evidence that older people contemplate the end of their life and possibly want to talk to others about it. In a small study of 20 older residents in care homes in the UK, only 2 residents did not wish to discuss dying and death and neither objected to being asked (MacKinlay 2006). Further, Parkes sees giving bad news as a process. It is the beginning of an anxious and stressful period. The doctor should take the time and with empathy help the patient to adjust to the psychological transition of terminal illness (Parkes 1996a). In Speaking of Dying (Heyse-Moore 2009) Heyse-Moore discusses how it is possible to move the focus from the patient to the family if they are included in this initial discussion. Also it is possible for hidden or concealed barriers between family members to come to light while breaking bad news. She also writes of bad news as the beginning of a process that becomes part of the dying persons life. She advises being honest with the patient, including saying I dont know. There is an emphasis on balancing giving information and supporting the patient with his/her feelings and reaction to the news. The point is also made that an older generation of patients can react passively as they are used to doing as the doctor tells them. There has been some research in communicating with the dying that agrees with Parkes. In a study in USA involving 137 individuals in 20 focus groups of patients, family members and health care professionals, there were some common themes identified around effective communication. The best communicators were suggested as being honest and using understandable language. Qualities elicited were being willing to talk about dying; being sensitive in giving the news; listening to the patient; encouraging questioning; being sensitive to when patient will discuss dying (Wenrich et al. 2001). Information is necessary to cope and adjust in life in general. If the doctor fails to give correct information or even perhaps mislead the patient, this can cause confusion and distress as the patient may feel betrayed. The lie if told may not be consistent across teams and even silence can give information and be distressful to patients. This can undermine the trust implicit in modern health care (Parkes 1996b). Parkes is speaking of the doctor as the professional who will break the bad news. This has probably been the sole duty and responsibility of the doctor in health care traditionally. Nurses and other professionals would face sanctions if they accidently gave information about the diagnosis. However, with the development of the multi disciplinary team; and professional roles for other health care workers it is possible for other members of the team including nurses to be involved in the meeting to discuss a terminal diagnosis (Heyse-Moore 2009). Parkes however, conceives of the doctor as the agent of change for the patient. He argues that the medical profession should acquire the skills and knowledge to help the process of dealing with loss and with bereavement. He does not argue for a speciality role but instead argues that General Practitioners are ideally placed to facilitate this change process as they tend to build up a relationship with the patient over time and know the person well (Parkes Markus 1998). For Parkes the process that begins with breaking the bad news is not just about an ethical imperative to inform patients of their diagnosis. He believes that grief both for the dying person and the spouse and family involves grief work that is difficult and painful. For Parkes, breaking the bad news although this can be painful, allows the dying person and family to begin to prepare for loss (Parkes Weiss 1983). He argues that anticipatory grief is less severe than grief due to unexpected death (Parkes Weiss 1983). This preparation can allow spouses to come closer together before death; and there is possibility of working through some grief prior to death (Parkes 1998) (Schaefer Moos 2001). Kubler-Ross echoes this with her concept of unfinished business. She states that the dying person can share how she works through her grief and that this may allow the family to begin the process of grieving before death (Kubler-Ross 1973). Walter when examining the concept of unfinished business discusses the need to sort things out before death and if not attended to then this can lead to torment for the bereaved spouse and family (Walter 1999). Death means a fundamental change to the persons world. Distress and anxiety can result due to the difficulty in making sense of this seismic shock (Parkes 1997). A theoretical concept of Parkes is Psychosocial Transitions which he applies to losses in the broadest sense. He talks of a life changing event and an upheaval in the psychological internal world or assumptive world. Parkes view is that the dying and death of a loved one involves changes in meanings and relationships, status and roles and values which is why it can be so traumatic (Parkes 1993). Parkes had done some research in one of his interview studies in Boston where he compared how two groups of bereaved spouses reacted depending on how much warning they had of impending death. In one group there was less than 2 weeks of notice and in the other there was over 2 weeks and even up to over a years knowledge of terminal illness. Parkes found that the long forewarning group fared better and more effectively in dealing with grief and this was consistent over significant period of bereavement (Parkes Weiss 1983). Stroebe and Stroebe (Stroebe Stroebe 1987) agree with this idea that forewarning can help deal with anticipatory grief and help spouses to share and resolve difficulties. Parkes does not advise any exceptions to breaking the bad news. His approach is based on the universality of bereavement and the experience of loss. This may be a limitation for his work, if research suggests that grief and the process of bereavement is not universal to the human condition. Parkes, although he acknowledges concepts of pathological grief and mental illness, sees the process of loss as part of the human condition (Parkes Markus 1998). However, Heyse-Moore (Heyse-Moore 2009) provides a list of those who should not be given the bad news of a terminal diagnosis. Any patient who clearly states he doesnt want to know his diagnosis or treatment options. The only caution here might be that often the dying person could change his or her mind and be ready to talk and discuss at some future point. Implicit in this example is the idea that the patient is autonomous and capable of making an effective decision regarding their healthcare and indeed their life. Secondly, there is demented person whose loss of memory means she has forgotten what you told her half an hour later (Heyse-Moore 2009, p. 78). Thirdly, is the confused patient who cannot understand and fourthly, the psychotic patient who are liable to incorporate the information you give them into their paranoid delusions (Heyse-Moore 2009, p. 78). The second example is the crux of the dilemma when dealing with Mr Brown in the incident in this essay. Together with the third and fourth examples about confusion and psychosis, the issue here is whether the patient has the capacity to make an informed decision about their treatment and ultimately, their life. Heyse-Moore argues that there should be a full discussion with the family and the multi disciplinary team with the aim of arriving at a consensus on how to proceed (Heyse-Moore 2009). This should also be done within the relevant health legislation framework, for example, in Scotland the Adults with Incapacity (Scotland) Act 2000 (Griffith 2006). One example to illustrate this is sharing information with children. A study of a series of interviews with 20 social workers about their work with a total of 53 children of dying parents, revealed some guidelines in avoiding euphemisms with children and updating children regularly and giving information in bite sized chunks (Fearnley 2010, p. 453). However, one finding was that often the younger children were not given as much information and were not perceived by parents as understanding as much (Fearnley 2010). A second example is with people with learning disability where withholding information about a dying relative can still be common. Read discusses several barriers to breaking bad news: such as lack of understanding about learning disability; some of sensory, behavioural and cognitive impairments of specific learning disabilities; and also, a continuing paternalistic attitude towards people with learning disability. This means treating people with learning disability as less than adult (Read 1998). With dementia patients there is evidence that patients with Alzheimers are not told their diagnosis. Family members can be ambivalent towards disclosing diagnosis to their loved ones. However, in a study 69% of people experiencing memory problems stated they would like to know if further diagnosed with Alzheimers (Elson 2006). A systematic review suggested that disclosure of diagnosis with dementia is under researched. Euphemistic terms such as memory problems and confusion can be used. Clinicians reported difficulties in disclosing diagnosis to both patients and carers (Bamford et al. 2004). On one level it is understandable that patients who perhaps lack capacity are not given full information about their own health or of those in their family or even details about death of loved ones. However, what is left if information is withheld but deception? In a study of 112 staff working (in North East England) with dementia sufferers in care settings, 106 admitted to some form of lying to residents; 90% to ease distress; 75% to ease care givers distress and 60% to promote treatment compliance. Staff recognised both benefits and problems in using lies to help manage care (James et al. 2006). In a further article, Wood-Mitchell et al (Wood-Mitchell et al. 2006) state that the most common reason given for a lie is when the dementing resident wants to see a deceased relative. Wood- Mitchell et al argue for a realistic stage response to such situations starting with sensitively imparting the truth; then trying meet the need by an alternative means; then trying distraction to some other activity; and finally using some form of a therapeutic lie. One of the problems care giving staff recognises in lying is inconsistency amongst the staff team and Wood-Mitchell et al argue that care planning should be considered to ensure consistency and also when lie should not be told. A debate on the ethics of lying to dementing patients ensued in the Journal of Dementia Care in 2007, involving 6 separate articles for a variety of responses. Walker (Walker 2007) argues that although lying to patients will happen but cannot be justified. She suggests finding alternate ways of interacting with patients using a Validation approach. She advocates being silence if the truth is judged too painful to give, though she emphasises staying with the person. The aim is to try and connect with the patient and workout the symbolic or hidden meaning. Wood-Mitchell et al (Wood-Mitchell et al. 2007) then discuss the range of lies from outright lies down to not telling someone or not correcting them and so being deceptive. They argue against Walkers Validation or symbolic meaning approach: describing dealing with dementia as problem solving where the sufferer has to sort cues out and find the correct behaviour. They argue that communication should be conceived of directly; else in the search for hidden meanings the nurse may ignore a basic need like going to the toilet. Pool (Pool 2007) says the focus should be on emotions and feelings rather than factual information. She advocates using Rogerian principle of Congruence with person centred care for dementia sufferers and therefore cannot agree with Wood-Mitchell et al as this is fundamentally dishonest. While Muller-Hergl (Muller-Hergl 2007) describes care giving as being about integrity; and that suffering cannot justify lying or treating someone unethically. Fowler and Sherratt (Fowler Sherratt 2007) does little but raise some further questions and acknowledge this in their article. Bender (Bender 2007) makes a good case that the context is most important here. She argues that ethical absolutes are not useful for poorly paid and trained care staff. Bender advocates a realistic approach that accepts that in everyday life lies are tolerated and accepted and can even be valued to protect and care for someone. She suggests there is value in understanding a persons life story and biography to aid communication and understanding. She also raises the question of new approaches to loss and bereavement around ideas of continuing bonds instead of accepting loss and moving on. Finally, she states the value of strong caring and therapeutic relationship that can withstand, if necessary the lie.

How certain characteristics are transmitted from one generation to another

How certain characteristics are transmitted from one generation to another Rules of Mendelian Genetics Mendels Law is the study about how a certain characteristics are transmitted from one generation to another in an organism. This study was derived from an Austrian monk, Gregor Mendel (1822 C 1884) who is considered as the father of genetics. He believed that natural laws such as those that govern inheritance could be explained as mathematical relationships. In his experiments, Mendel used ordinary pea plants to study the traits, he pair these pea plants with considering the control over each reproduction to prevent the pea plant from self fertilizing. The traits that are being observed are the colour of a plants flower, the location on the plant, the shape and colour of the pea pods, the shape and colour of the seeds and the length of the plant stems. Pea plants are used because they are easily available and can be manipulated in large amount within a short period of time. (Starr, Evers Starr, 2010) Mendels approach for his experiment was to transfer pollen from the stamen (which is the male reproductive organ that contains male sex cells) and to the pistil (the female sex cell which contain female reproductive organs) of another pea plant. In the first experiment, he took two pea plants with true breeding variant; one with round seed and another with wrinkled seed. The offspring that were produced in the first generation (F1 generation) had all round seeds. This shows that the pea plant will only take the dominant trait that is the round seeds. Next, Mendel crossed two of the F1 generation plant together, he obtained a result of 75% of the plant is round seeds whereas 25% of the pea plants are wrinkled seeds. Based on this result, a ratio of approximately 3:1 will be deduced for the traits in F2 generation. As a result of these experiments, Mendel was able to state three generalizations about the way characteristics are transmitted from one generation to the next in pea plants. (Science Clarified, 2010). From this pea plants experiment, Mendel derived 3 theories that support on genetic inheritance ? Mendels first principle of genetics, the law of segregation states that the sex cell of a plant or animal may contain one factor (allele) for different traits but not both factors needed to express the traits. Each offspring, however, would only display the characteristics of one parent and not a blend of the two different characteristics of the parents. ? Mendels second principle of genetics, the law of independent assortment states that characteristics are inherited independently from other characteristics. Any trait in a generation is independent of other traits if the parents of the generation have two or more traits that vary from each other. ? Mendels third principle, principle of dominance states that each inherited characteristic is determined by two heredity genes, one from each parent which determines whether a gene will be dominant or recessive. This means that the trait of one parent must be dominant over the trait of the other parent, and so the dominant trait would be displayed by the offspring. (Minnesota State University, 2010; Nigel, D. P.,2006 ). Introduction to traits of family There have been variations in different characteristic in my family genes. The variations of the genes are mainly caused by inheritance from my parents who carry a genotype of certain traits; this trait is passed on from one generation to another. The dominant allele of the traits of the genotype would be the phenotype of the offspring. I have chosen to look into the appearance of one-sided dimples and blood types in my family genes. Cheek dimples occur when the muscles underneath the surface of the skin are shorter than the skin on top, so when you smile, the muscle pulls the skin at its attachment point, thus folding the top skin as it is pulled back. Chin dimples are actually a cleft chin in which the bones do not fuse completely and the outer skin lies on top of the cleft bone, revealing the structure underneath. In most cases, facial dimples appear on the cheeks, and they are typically not visible until someone smiles. However, some people only have a dimple on one side; this physical trait can actually be rather endearing (Smith, S. E., 2010). The look of dimples can also vary; as an inherited trait, unusual dimples can be passed on through multiple generations of a family. Dimples occurrence can be relatively related to genetic inheritance, dimples are dominant trait that will be pass on from the parents (K-show, 2008). If you inherit the genes for dimples, there may be other factors during your developmen t that could lengthen the muscles, or allow full closure of the cleft chin. Next, all humans can be typed for the ABO blood group. There are four principal types: A, B, AB, and O. There are two antigens and two antibodies that are mostly responsible for the ABO types. The specific combination of these four components determines an individuals type in most cases (Dennis ONeil, 2010). Every individual inherits one blood type allele from each their biological mother and their biological father. Based on the alleles of a person, the blood group genotype of the person can be determined. The O allele is the recessive allele amongst the blood group alleles. A person with blood group A can have either IA IA or IA IO as their genotype. Type B blood is produced when an individual has either genotype IB IB or IB IO. Genotype IO IO results in type O blood while type AB blood results from genotype IA IB (Windelspecht, 2007). Analysis Based on the phenotype occurrence in my family, I have come out with a research based on the traits on genotypes in my family. In this research, Ive taken consideration of the variation in traits from my parents and siblings; my brother and sister. One-sided dimples In my family, my father carries the gene of one-sided dimple, my mother do not contain dimple, my sister contains one-sided dimple and my brother and me do not contain dimple. Based on the data I had collected, a pedigree chart is drawn to illustrate the traits in my family. Figure 1 : pedigree chart on one-sided dimple of my family Since one-sided dimple is considered to be an autosomal dominant traits. From this pedigree chart illustrated above, my father have a phenotype of one-sided dimples, he would be either be carrying a homozygous dominant (DD) or heterozygous dominant (Dd) genotypes. On the other hand, my mother would be carrying the homozygous recessive (dd) genotype. My sister also carries the one-sided dimple trait; therefore she also be either having the genotype of DD or Dd. My brother and I do not have dimples, therefore why we would have carried the dd trait. Since, allele of our genes cant be seen; therefore we could only predict which of the possibility outcome the genotype of each individual belongs to. Based on the different possible allele, I have built a Punnets square to list out all the possibility outcomes of the genotypes outcome of the offspring from my parents depending on which genotype my parent possesses. D d d Dd dd d Dd dd D D d Dd Dd d Dd Dd ( ii ) ( i ) ( ii ) Figure 2 : Punnet square based on parents genotype? Based on the Punnet square ( i ), the possibility of homozygous dominant allele is being used. From this point of view, the outcome of a mixture of DD and dd would result in a Dd gamete. Therefore, based on the result, the offspring produced would be heterozygous dominant (Dd). The probability of the offspring produce by my parents to be heterozygous dominant would takes up 100%, this means that there would not be any possibilities of any offspring not having one-sided dimples. In addition, no offspring would also me homozygous dominant to one-sided dimples. On the other hand, in Punnet square ( ii ), heterozygous dominant (Dd) allele is being used, the possibility outcome of allele from the combination of Dd and dd would result in a Dd or dd offspring. The probability of a heterozygous dominant (Dd) gamete would be 50%, whereas the probability of the homozygous recessive (dd) gamete would also be 50%. There would not be any homozygous dominant offspring with one-sided dimple being produced. After analysing both the Punnet square, I came to conclusion that that my family follows the genotype of Punnet square ( ii ). This is because in my family, among the siblings, we have a variation between having one-sided dimples and not having dimples. Therefore, from the possibility of Punnet square ( i ), all the offspring would have dimples. Nevertheless, in my family, my brother and I do not have dimples whereas my sister have one-sided dimple. So, it can be said that the possibilities in Punnet square ( ii ) would be much more accurate. It shows that there are variations between gametes which have and have not got one-sided dimples. This could clearly explains why the occurrence of one-sided dimples only on my sister. Blood type A blood test had been carried out to determine our blood type in my family. From the result, it is shown that my father is tested to be blood group O, my mother is tested to be blood group A, my brother is tested to be blood group O, my sister is tested to be blood group A and lastly I am tested to be blood group O. Based on the data I had collected, a pedigree chart is drawn to illustrate the traits in my family. Figure 3 : Pedigree chart of blood group in my family From the pedigree chart, my father has blood group O, the possible genotypes for his allele would be IoIo. This would also apply to my brother and I, we both also contain the possible genotype allele of IoIo. On the other hand, my mother has blood group A, the possible genotypes for her allele would be IAIA or IAIO. My sister also has blood group A, she would also have the possible genotypes for her allele is IAIA or IAIO. By sorting out the possible genotypes in the allele, the data will be analysed into a Punnet table for a clearer outlook on all the possibilities from the combination of both the genotypes from my parents. The Punnet square will show the different combination that will result in a variation of offspring. IO IO IA IOIA IOIA IO IOIO IOIO IO IO IA IOIA IOIA IA IOIA IOIA ( i ) ( ii ) Figure 4 : Punnet square based on parents genotype Based on the Punnet square ( i ), the genotypes of my fathers allele is IOIO , whereas my mothers possible genotype is stated as IAIA . The outcome of this mixture results in the possibility of an offspring with only IOIA, which is blood group A. The probability of the offspring becoming a blood group A would then be 100%. None of them would be of blood group O. In Punnet square ( ii ) the genotype of my fathers allele is IOIO, whereas my mothers possible genotype is IAIO . The possible genotypes of the offspring produced by this combination of alleles will be genotype IOIO and genotype IAIO. The offspring could have a variation of blood type O or blood type A. The possibility of getting blood type O is 50% and the possibility of getting blood type A is also 50%. After analysing both the Punnet square, I can conclude that my family follow the genotypes as stated in Punnet square ( ii ). This is because in my family, among the siblings, we have a variation between blood group A and blood group B. Therefore, from the possibility of Punnet square ( i ), all the offspring would result in having blood group O. Nevertheless, in my family, my sister has blood group A whereas my brother and I have blood group O. So, it can be said that the possibilities in Punnet square ( ii ) would be much more accurate. It shows that there are variations between gametes which have the different group type. This could clearly explain why the occurrence in variance of different blood type within different people. ? Conclusion The study of Mendels Law leads us to enhance more on our genetic inheritance. Knowing our inheritance may help us to study a large range of different traits; like hair colour, iris colour, dimples, and eyes. We will be able to notify and recognize the different genetic variation, which will also help in preventing certain disorder from spreading through reproduction. A few of the disorder that are genetically inheritance are like Downs syndrome, Turner syndrome, sickle-cell anemia, colour blindness and haemophilia. Prevention towards this kind of disorder will widely safe many misfortune life of infants. Mendels Law do not only emphasis on human trait, it is used in many agricultural field to improve the production of crops. The seeds of the corn plant is modified and paired genetically to improve its taste, colour, quantity and quality. These seed are being paired to obtain better traits from different types of fruits. The seasonal fruits can be planted all year round now, the fruits are mostly seedless; all these are from the discovery of genetic inheritance. Not only that, Mendels law had also helped me in this research regarding the genotype of different traits in my family. For one-sided dimples, Ive found out from the Punnet square that, my father is heterozygous dominant pairing with my mum with homozygous recessive that will result in a mixture of heterozygous dominant and homozygous recessive offspring. For the blood type, Ive found that my father is is IOIO, whereas my mothers possible genotype is IAIO. In conclusion, Mendels law can be used to illustrate inheritance traits; the Punnets square can help us visualize all the genotype of the traits. This enables us to learn our genotypes based on our phenotypes shown, that is the one-sided dimple and blood type. It is important for us to study and understand our patterns of inheritance.

I Know Who I Want to Be :: Personal Narrative Essays

I Know Who I Want to Be I would not have cared about being eliminated from the Rhodes Scholarship competition if I had known that was the last day I'd see Lee Stone alive. It was almost a coincidence that I saw him at all--I was home for the state round of the Rhodes, my interview was three blocks from where my parents were meeting him for lunch and I figured, almost on a whim, that I might as well stop by. So I walked over with my mom, exchanged hugs with Lee, his wife Judy and his parents, and gave a nervous run-down of my interview. Lee was, as always, in good spirits, cracking jokes and wishing me luck. I was probably there less than 15 minutes. The Rhodes competition has this sadistic element in that they tell you the same day whether or not you make the cut. The 12 of us, (or was it 14?), sat nervously in a corporate law office board room that afternoon, until the panel came in and read off the names. We non-finalists all kind of smiled weakly and slunk out to the elevators. I was duly devastated, but also strangely embarrassed that I cared. Eight days later, I came home from an obscure conversation with an old friend to discover my parents and little brother wide awake at 12:33 a.m. I heard them coming down the hall from the kitchen, and there was this note on the front hall table about Lee, a hospital, calling someone. I couldn't decipher my brother's distinctly male-14-year-old handwriting before my mother said, "Lee had another heart attack." "Oh my God..." "It's worse," she said. "He's dead." I've known the Stones for 17 years--since Judy was pregnant with their daughter Laura, who's now a senior in high school, and I was four and a half. The Stone family spent their summers down the street from my family in Long Island, and I grew up playing Dungeons and Dragons with Laura's two older brothers. In all our family gatherings, Lee was the center of the excitement. He led countless water ski expeditions, starred in neighborhood dramatic productions and permeated every event with his wry sense of humor. I can vividly remember the afternoon he and I got stranded on an intermediate trail far too difficult for my fourth-day-ever on skis.

An Icon to Remember :: Essays Papers

An Icon to Remember During the Late Byzantium Period a new burst of creative energy grasped the Russian artists. More artists emerged as Russians became increasingly interested in art. Earlier in the Byzantium Period â€Å"art that had to do with religious worship, like statues and any religious imagery throughout the empire, was destroyed under Leo III in iconoclasm† (Kleiner and Mamiya 326). This era lasted nearly one hundred years. During this period icon painting became very popular. â€Å"These paintings are small portable paintings depicting Christ, the Virgin, or Saints† (Kleiner and Mamiya 342). One of the most famous and influential icon artists to come about during this time was Audrei Rublev. In ca.1410 he designed his masterpiece, the Old Testament Trinity (Figure 1), one of the most beautiful and popular icon paintings in Russia. Rublev’s Old Testament Trinity was a very spiritual and an important icon painting during the fifteenth century. Audrei Rublev was born in ca.1360 and was known as a Russian painter and monk (â€Å"Rublev† 304). He was so spectacular that his work had a profound influence on the development of Russian art overall. His paintings usually attributed to a more linear quality (â€Å"Rublev† 304-305). â€Å"Rublev worked beside Theophanes the Greek and Prokhor from Gorodets, whom may have been his teachers, in painting the Cathedral of the Annunciation and also with the icon painter Daniil Chorny† (Hamilton 93). Although there is very little background known of his life, his first appearance was in 1405(Hamilton 93). Audrei Rublev passed most of the remainder of his life in the Andronikov Monastery, where he is now buried (â€Å"Rublev† 304). He lived to be seventy and died in ca.1430. Audrei Rublev was one of the greatest icon painters for Russia during the Middle Ages. â€Å"The Old Testament Trinity was dedicated to Saint Sergius Radonezhsky c.1411† (â€Å"Rublev† 305). It was found in 1918 in a storeroom near the Cathedral of the Dormition. Although having severe and irreparable damage enough remains. â€Å"The painting depicts three angels that are in silent communication with each other, seated around an altar table with a chalice that indicates the subject of their contemplation is self-sacrifice† (Art Treasures in Russia 61). The central figure, God the Father, is further back then his companions, God the Son on the left and the Holy Spirit on the right.

Research In Motion Essay

Research In Motion (RIM) is most famously knows for its smart phone device Blackberry. Blackberry, when first introduced in 1999, took the corporate market by storm because of its capability of storing and managing e-mails along with other professional tools. Later the introduction of Black Berry Messenger (BBM) was another successful addition and made it famous among the non-corporate user class all around the globe. From its inception to the introduction of Blackberry and until today, RIM has had various challenges in terms of safeguarding its intellectual property and took some steps to counteract those problems which I will be discussing in this paper. 1.What were some of the challenges that RIM faced to protect its intellectual property, and how did RIM handle those challenges? The first challenge for RIM was in 2001 when it claimed that its competitor Glenayre Electronics infringed on its patent and charged dilution, unfair competition, and false advertising (1). As a result RIM sued them over using its patented mailbox integration technique that was exclusive to its Blackberry smartphone device which was later settled in their favor (2). Another lawsuit filed by RIM was against Good Technology in 2002. RIM alleged that Good was infringing on four of its patents. The first is â€Å"for a method and apparatus to remotely control gateway functions in a wireless data communications network.† The second â€Å"relates to a method and system for loading an application program on a device.† The third â€Å"relates to a method and system for transmitting data files between computers in a wireless data communications environment.† And the fourth â€Å"relates to a mobile device that is optimized for use with thumbs† (3). Finally in 2004 Good Technology signed a settlement with RIM under which it will give RIM a lump-sum payment during its current quarter and ongoing quarterly royalties. Further financial details of the agreement were not disclosed (4). Later in 2006, RIM was sued by mobile e-mail provider Visto Corporation that RIM violated four of its patents. The patents in question relate to the accessing and synchronizing of information over a network and are fundamental to the BlackBerry service (5). After a long battle of three years, in 2009 RIM agreed to pay $267.5 million to settle this dispute adding to a costly series of intellectual-property purchases (6). The company spent more than $1 billion in the past two years on intangible assets, such as patents. It booked part of the cost of the Visto settlement, which gave them a lifetime license to some Visto patents and legal possession of others, as an acquisition of intangible assets (6). Another big event was the RIM-Motorolla lawsuits in 2008 when Motorolla filed a lawsuit against RIM for using its patented technology but in reply RIM sued back Motorolla. RIM filed the lawsuit for â€Å"demanding exorbitant royalties† on patents that were essential to RIM’s business. Besides being accused of â€Å"anti-competitive conduct,† Motorola was also accused of violating nine different patents and for breaking a 2003 agreement by refusing to agree to new terms beyond January 2008. Adding injury to lawsuit, RIM also claimed that Motorola’s licensing fees were due to â€Å"declining fortunes of its handset business† (7). This long battle came to an end when both companies settled out of court. Under the Agreement, Motorola and RIM will benefit from a long-term, intellectual property cross-licensing arrangement involving the parties receiving cross-licenses of various patent rights, including patent rights relating to certain industry standards and certain technologies, such as 2G, 3G, 4G, 802.11 and wireless email. In addition, the parties will transfer certain patents to each other (8). 2.What were some of the industry factors that influenced RIM? Industry factors that influenced RIM are Competition, Scale and Future (9). Patents, copyrights and trademarks help a firm safeguard its intellectual assets giving it an edge in the market and enabling to stay competitive in the market. From the lawsuits discussed above, we can see that just in 10 years on inception, RIM had over seven patent related issues for its technology. In technological field, a patent enables a firm to bank on its technology by not allowing other firms to use and produce it. So it enables the firm with the patent to have exclusive right to that technology and have a competitive advantage. When a firm’s technology is successful, patent enables that firm to exploit from it and hence expand their firms scale by securing a larger consumer base leading to a better bright future for the firm. 3.Apply as many TCOs as you can to the RIM. There are quite a few TCOs that can be applied to RIM. Competence Enhancing and Component Innovation applies very well to RIM. Looking at the introduction of Blackberry in 1999, after 14 years we still find them have a strong demand among the smartphone consumer base. So RIM has constantly been improving its blackberry phones keeping them up to date by providing new features that keep the consumer base attracted. Similarly if we look at introduction of features like e-mail service and BBM for blackberry, they are following the component innovation ideology discussed in the course. On the other hand, RIM also follows the concept Network Externalities. BBM can be a good example to support this. Anyone with a blackberry anywhere in the world can send a free message to the other blackberry user using the blackberry network. BBM is actually one of the features’ that has protected Blackberry against I-phone. Tying to BBM, RIM also follows the policy of Trade Secret because no one other than the corporation itself has access to the BBM data. RIM has gone to an extent that recently in India, even the government was not allowed to access the BBM data and after a 19 month service ban the government, RIM finally allowed them to have access but through a different server (10).

What is the significance of Knowles’ Adult Learning Theory to instructional design in health care organizations?

When dealing with adult education theories, large credit is always rendern to the alleged(prenominal) Father of Adult development Dr. Malcolm S. Knowles. His premise, more than popularly termed as andragogy, espouses the following assumptions the collect to know, chooseing self-concept, role of learners experience, readiness to learn and orientation to eruditeness.These ideas be said to be important to formulating instructional design in wellness vexation organic laws in purchase order to make them more sound.Health guardianship organizations argon geared towards meeting the health headache needfully of diverse populations specially among large groups. Along this line, instructional designs must(prenominal)(prenominal) be carefully planned so that the objectives of the organization and its stakeholders will be satisfied.Malcolm Knowles theory of andragogy allows coordinators and managers to shape activities, situations and undertakings that are important compone nts pertinent to the learning atmosphere of adult members and recipients of particular health care organizations.Applying Knowles theory, health care organizations must produce instructional designs that will make pass an overview to adult learners expectations of its programs. Organizers and their beneficiaries must be fitting to make independent decisions that will give them self-direction and take responsibility for them.Their endeavors must be enriching in that learning brush off be facilitated accordingly. The learners must also be trained to cope effectively with divers(a) life circumstances to become adjusted individuals. And finally, motivation must be instilled upon the learners in order to make the health care organization sustainable and cohesive.2. Explain wherefore behavioral and cognitive theories are especially relevant to curriculum development in breast feeding.Some institutions of higher learning which offer a degree in treat get under ones skin problems a s to the capacities of their nursing graduates who become registered nurses in term of doing the actual nursing job.They whitethorn be educationally excellent scarcely problems regarding the services they render may bear shallow areas because they lack the knowledge, skills and attitudes needed for a particular nursing situation due to a deficient and weak nursing curriculum during the course of their education. It is not their fault, however, because these were what they versed inside the nursing school.Cognitive and behavioral theories are fabricated mainly to better catch and help human beings in the fount of various life situations. Nursing, on the different hand, is a field of study that deals broadly on providing health care demand of sick patients.Seeking a viable draw of these two issues, it jakes therefore be said that cognitive and behavioral theories course an important role in establishing an effective and comprehensive nursing curriculum which would click what the learner needs to know approximately nursing. It is also significant in terms of applying such theories in actual nursing practice itself.With the proper use of behavioral and cognitive theories, the nurse upon finishing a degree in nursing can better perform the job since he is well-equipped with knowledge, skills and attitudes relevant to the practice of nursing.In this sense, it is thus a requirement that the nursing curriculum must fit according to what humans rattling need in the health care setting, say in a hospital, clinic or home care. And with an effective nursing curriculum, health care delivery among nurses can be facilitated more appropriately according to the needs of patients.ReferencesAtherton, J. (2005). Knowles Andragogy. Retrieved 30 April 2008, from http//www.learningandteaching.info/learning/knowlesa.htm Dover, K.H. (n.d.). Adult Learning Theory. Retrieved 30 April 2008, from http//adulted.about.com/cs/adultlearningthe/a/knowles.htm