Literature Critique Antibiotic Trials for Coronary Heart Disease Lab Report

Literature Critique Antibiotic Trials for Coronary Heart Disease - Lab Report Example Myocardial Infection with Chlamydia) trial performed on 302 patients with ACS and seropositive for C. pneumoniae was conducted in USA. The patients were randomized to placebo or azithromycin 500 mg/ day for three days followed by 500mg/ week for three months. On the basis of the results of ACADEMIC trial in USA, Gupta etal designed a study with 60 patients in UK. These patients were survivors of Acute Myocardial Infarction (MI) and elevated antibody titers against Chlamydia. Another trial called STAMINA (The South Thames trial of Antibiotics in Myocardial Infarction and unstable angina) (n=325) addressed both C.pneumoniae and H.pylori . Multiple drug therapy using amoxicillin (500mg/day) for H.pylori and azithromycin(500mg/day) for C.pneumoniae . both combined with metronidazole (400 mg twice a day )and omeperazole( 20mg twice a day )was administered to the patients. Follow up of this trial extended for one year. There were two more large and intermediate size trials made with randomized patient groups of ACS viz. AZACS and CLARIFY. AZACS (Azithromycin in acute coronary syndrome) This trial involved 1450 patients in Los Angeles and this trial recruited patients regardless of their serostatus for Chlamydia infection. treatment with azithromycin.was given for 5- days and duration of follow up was 6-months. Another trial CLARIFY (Clarithromycin in Acute Coronary syndrome patients in Finland) also studied the effect of antibiotic therapy on the secondary prevention of ACS on 148 patients. The patient selection criteria was subjects with acute non-Q-wave MI or unstable angina . These patients were randomized to blinded therapy with either clarithromycin or placebo for three months. The primary endpoint was composite of death, MI, or unstable...(Anderson & Muhlestein, 2004) Atherosclerosis is a disease of epidemic proportions in the western world. Hence a lot of studies have been directed towards this disease till date. Small pilot studies conducted showed a strong association of C. pneuminiae IgG antibody with clinical atherosclerosis. Morever, animal studies have demonstrated the ability of active infection with C. pneumoniae to stimulate or accelerate, and antibiotics to prevent, atherosclerosis ( Anderson & Muhlestein, 2004). and seropositivity to C.pneumoniae and randomized them to recive either placebo or 3 months of treatment with azithromycin (600mg/week).The primary endpoint was a composite of death, MI, hospitalization for unstable angina or need for repeat revascularization at 3 years. ANTIBIO (Antibiotic therapy after Acute Myocardial Infarction) trials examined treatment with roxithromycin (a macrolide antibiotic) versus placebo for 6 weeks in 872 patients with acute MI. In this case the study end point was death. The ISAR-3 (Intracoronary Stenting and Antibiotic Regimen 3) study investigated roxithromycin, an effective anti-chlamydia macrolide for the prevention of restonosis after coronary stent deployment.

Extension 2 English Proposal Essay Example for Free

Extension 2 English Proposal Essay The audience of my major work will be firstly experienced English teachers for marking. The story itself will be aimed however at an audience of teen years and above, preferably interested in modern history. Any readers of a younger age may lack the necessary understanding of the context of my piece, and thus may not be able to understand the decisions and feelings of characters in the piece. The story will aim to incite passionate questions of the actions and experiences of my characters in the mind of the reader, as well as an emotional response based on the life and personal experiences of the reader. For instance, if they have experienced the death of a family member, they may identify with the emotions of my characters. Purpose/Statement of Intent After much deliberation, I propose to compose a prose fiction short story based on the experiences of fictional guard in Dachau concentration camp during WWII. I came across this idea when studying for the text Romulus, My father from the English Advanced course. Part of this text describes the main character Romulus and his lover Christina living in Nazi Germany, and I was reading through articles on the Internet regarding various leaders of the regime. This led me to reading letters between various concentration camp officials and Heinrich Himmler, the then leader of the SS, and high-ranking Nazi general. The writing is so simply put that it somewhat masks the cruel and indifferent intention of the letters. After reading through these letters, I came to ask myself How does a human being come to take these attitudes, and how could a person become seemingly so cruel and twisted, without any apparent conscience? What sort of life has this person lived, and what are their thoughts? Did they ever face struggle in their minds for the decisions they made? From this, I devised a perspective for a piece; the perspective of a male guard in a concentration camp. But not just any ruthless guard. I want to write about a rather troubled guard. A complex character that over the course of the piece actually begins to question the morality of his actions and thoughts. I want the reader to feel both anger towards the actions of this beast, but also at different times sympathy for his predicament. I want the reader to question their understanding of morality, and to put themselves in the shoes of this man. Concept The form will be fictional short story, in prose. However, I plan to include real correspondence between military officials of the camp from the time. I wanted to use this idea to give the story some real meaning, and to remind the audience that people just like my character did exist. Most of the piece will be in third person, but I will include monologues of the characters thought processes. During scenes of increased tension, for example when the man is ordered to shoot a prisoner, I will include in between the dialogue the thoughts of the guard himself. This will hopefully engage the reader in the scene, rather than the reader being a fly on the wall, which would leave a wall between the reader and the characters. I would like to vary the style of language used, from short and punchy for tension and emotion to long and reflective for the monologues. Inspiration I chose to write a story on the holocaust because it is something that I would enjoy researching in detail, absorbing every scrap of information, and also I think it would be challenging to confront on my own terms. Reading the information I have already come across, I cant help but feel so lucky to live in a free country, and in such a privileged life. A life where I am free to do what I choose, including writing this piece. I visited Dachau concentration camp in 2003, and this experience had a great effect on me. The feelings of disgust and general confusion as to how this could happen has probably lead me to be so interested in studying the topic today. I will use this experience to describe the surrounds of the setting, and some of the experiences of the prisoners. The following is an extract of a speech given by Himmler regarding the extermination of the Jews. Reading it today, I find it strange and foreign. To better understand why Himmler would take this approach to the extermination of a whole race, I will have to research the culture and attitudes of his time in-depth. Also, the ideas held by this quote is what I want to base my characters questioning on. I also want to mention a very difficult subject before you here, completely openly. It should be discussed amongst us, and yet, nevertheless, we will never speak about it in public. I am talking about the Jewish evacuation: the extermination of the Jewish people. It is one of those things that is easily said. The Jewish people are being exterminated, every Party member will tell you: Perfectly clear, its part of our plans, were eliminating the Jews, exterminating them, ha! , a small matter. -Heinrich Himmler, 4 October 1943 Links to Advanced Extension The idea for my piece came from researching the text Romulus, my father, in the Advanced course. The piece will specifically tie-in with the concept of belonging in many ways. For example, my main character will be in a position where he is forced to belong to the regime, and to his position and rank. If he chooses to disagree with his superiors, or the regime itself, he will be shot. Also, nature of the holocaust relates directly to belonging, as anyone who belonged to the Jewish religion, was a gypsy or was disabled was persecuted and often killed by the Nazi regime. The regime aimed to wipe-out all those who, in the eyes of the officials, did not fit the requirements of a pure society based on the Aryan legend. However, the piece does not necessarily link to the topic of crime writing in the Extension 1 course in any way. Research I have read many articles and letters on various websites, which have been very detailed and very helpful in giving me a broad account of events and people surrounding the Nazi regime. However, I will need to continue to research further in-depth into the holocaust and in particular the events and nature of the Dachau camp. I also plan to read Anne Franks Diary of a girl, to further understand the experience of life in a concentration camp. This text should provide the experience of a prisoner, with which I can use to contrast the ideals and experience of the guard. Over the holidays I will make a visit to the state library to find historical diaries and personal accounts of experiences in concentration camps.

My Childhood Autumns in a Nutshell. . . or an Apple :: Essays Papers

My Childhood Autumns in a Nutshell. . . or an Apple As a native Vermonter, I have spent every autumn driving out of Burlington and into the rust and golden mountains of Stowe to admire the foliage and to take advantage of nearby orchards. I have visited probably every orchard, mill, factory and farm over my lifetime. Through these excursions, freshly made apple cider, warm cider doughnuts, cool, crunchy apples picked right off the branch, and the smell of these apples have all become imbedded into my memories of my childhood here in Vermont. Despite all of my experience with Vermont apples and their by-products, I have never taken the time to really get to know the fruit. There are so many varieties of apples, and although I’ve most likely eaten them all, I could only surely identify one: the Granny Smith. I feel that, as a Vermonter, telling one apple from another is something that I should be able to do. As this passing autumn will be my last consecutive one in Vermont before college, I made it my duty to learn about one of my home state’s largest exports, and set of in search of the best Vermont apple. I figured that before I began tasting apples, I should first have a list of ideal apple qualities to measure my candidates against. My criteria for being considered a good apple: not too sweet but also not too tart, juicy, but not so juicy that it’s embarrassing to bite into it in front of others, not yellow on the inside, no brown spots or bitter bit, not so soft that your bite extends down into the seeds and core, but also not so hard that it hurts your gums to bite into it. A good apple is not mushy or bruised, it has a stem, it’s nicely shaped, and it’s not small- it’s a nice big apple, but not so big it makes you sick to eat the whole thing. A good apple must be flavorful, have a nice aroma, and, very importantly, be crunchy enough that it makes a crisp sound when you bite into it. Also, a perfect apple must be very round, not tall and oval shaped with four big humps on the bottom. I don’t like this kind. I figured that the best place to buy the freshest apples would be at a co-op, so I went to the City Market in Burlington and bought a bag of Vermont apples grown at a local orchard.

Understanding Zapatista Longevity :: Mexico Economics Politics Zapatista Essays

Understanding Zapatista Longevity When Mexican President Vincente Fox rode into office on a wave of popular support in 2000, he inherited the Zapatista rebellion in Chiapas. In 1994, the largely indigenous Zapatista movement began a military campaign to protest economic and political disenfranchisement. Vincente Fox claimed that he could solve the Zapatista uprising in â€Å"15 minutes.† Like his predecessor, he has failed to solve the problem. How did the Zapatistas achieve such longevity in the confines of the â€Å"perfect dictatorship?† When Mexico entered the international economy, it opened itself to global scrutiny. Mexico’s trading partners have kept an eye on Mexico’s human rights record. Mexico simply could not crush the Zapatista rebellion with an iron fist: â€Å"Mexicans and the international community will not accept a genocidal war in Chiapas† (Collier 167). Furthermore, global connections empowered Mexican human rights organizations to exert more leverage on the Mexican government to moderate their repression. The Zapatistas were particularly adept at using the internet to voice their demands and to protest the excesses of the Mexican government. The Mexican government also faced legal restraints which prevented an all-out war on the Zapatistas. After the uprising 1994 and the government counter-attack in 1995, the federal congress passed a law for dialogue in 1995. This foreclosed the option of a unilateral show of force by the Mexican army in areas under Zapatista control. The jungles of Chiapas also made a complete military victory improbable. The government changed its tactics to end the rebellion, resorting to low intensity war. Paramilitaries with differing levels of tacit and explicit support terrorized Zapatistas and their sympathizers. The killings in Acteal in 1997 that claimed the lives of 45 innocent people remains a particularly gruesome example of paramilitary massacres. Most importantly, the Mexican government lots the war of ideas. Though the Mexican government maintained a virtual monopoly of the press, Marcos and the Zapatistsas managed to diffuse their ideas and goals across the country. Though many did not support their violent tactics, the Zapatistas brought attention to the â€Å"plight of those at the losing end of Mexico’s economic globalization, particularly the indigenous groups who were losing both their livehood and their hopes for self-determination† (155). Marcos’ articulate and incisive letters put the government on the â€Å"moral defense† (168). Despite the government’s efforts, support for the Zapatistas increased. The government believed it had scored a victory when it revealed in 1994 that Sub-commandante Marcos was in fact a non-indiginours former philosophy student.

Understand how to safeguard the well-being of children and young people Essay

2.1 It is important to safeguard children and young people in a setting to ensure they can feel safe and secure. We must protect children and young people from abuse or neglect, ensure they stay safe and healthy and continue to develop well. 2.2 It is important to have a child centred approach so that the child’s feelings are experiences are taken into account and therefore any further distress can be avoided. 2.3 Partnership working in the context of safe guarding refers to the sharing of information between different agencies and collaborative working. It is important to feel that a child’s welfare is safe guarded regardless of there they are from and who’s looking after them at all times. For example, children who attend multiple settings, such as primary school and an after school club. It is important that these settings work closely together to ensure the child is safe, healthy and developing. Practitioners must ensure continuity and coherence by sharing relevant information with each other parents or carers. 2.4 When a child is abused or harmed, there are many agencies that may be involved. The fist is likely to be the social services ( after a referral). Referrals are likely to be made by a school or childcare provider. It is part of every person working with young children’s responsibility to report any signs of abuse or neglect to their safeguarding coordinator who will refer the case to the local social services hub. Other organisations and practitioners who have a duty of care to report any of these signs include doctors, nurses, health visitors and play schemes. Social services then carry out an initial assessment as a response and the possible decisions include; Offering services and support to the child and their family. This will only be decided if it is judged that the child is not in any immediate danger. Urgent action to protect the child from harm such as obtaining a court order to remove the child from the care of their parents and placed into safe temporary care. A discussion to discuss further strategy will then  take place. Staff in schools or other settings where they care for children must never try to independently investigate the circumstances of the abuse or neglect themselves, but their input may be requested in the initial assessment meetings, and their cooperation with the continued plan is important. 3.1 Every person working in the setting must be a suitable person to work with young children, must have a valid CRB check and must be assessed by the Independent Safeguarding Authority. Practitioners must actively promote the well being of every child. This includes providing every opportunity for children and young people to learn and develop, play and communicate and socialise in the setting. Children and young people also need healthy, nutritious food and the opportunity to move their bodies and exercise. They need to be able to make decisions and develop an appropriate level of independence. Practitioners also have a responsibility to provide extra support to children who’s needs are not being met, by working with parents and other professionals. Some children in early years settings mya present a delay in development, or emotional of social difficulties, which may be the result of adverse early years experiences, like witnessing domestic violence or growing up with a parent with a mental illness. This extra support could include helping the parent join a â€Å"stay and play† group to make friends and build a support group, or by working with a clinical psychology service to give advice on things such as bedtimes. This work can be coordinated under the CAF. 3.2 It is important to have policies and procedures in place to protect children and the adults who work with them. Policies and procedures that should be in place within settings for safe working include; duty of care, whistle blowing, power and position of trust, physical contact, photography and video and off site visits. The setting’s policy for safe guarding should include the settings’ name and the type of service it provides, the name of the child protection officer, the importance of child protection and outline the relevant part of UK legislation, everyone’s responsibility to safeguard, how the setting will meet this obligation, the safeguarding policy works together with other policies, such as the equality and diversity policy,  behaviour and partnership with parents. The procedure should inform how the policy will be put into practice on a daily basis. The procedure should be clear on the following points; the obligation to respond appropriately in a timely fashion, a brief summary of signs to look out for with reference to the relevant guidance document, the steps that should be taken if there are concerns, specific guidance and effective safeguarding. 3.3 There may be an occasion where you work in a setting and you believe that there are incidences of poor practice. For example, a staff member has raised concerns about a child’s welfare and reported these to the child protection officer. The child’s parents are on the school governing body. The child protection officer’s response is that â€Å"they’re not the sort of people to harm their child†. In cases like these it is very important that action is taken before the situation becomes worsened. Make it clear to the person you have reported to that the situation is dangerous and illegal and that you may feel it necessary to â€Å"blow the whistle† is necessary. Whistle blowers are legally protected against bullying being sacked or disciplined if they have acted in good faith. 3.4 Practitioners can protect themselves within their every day practice in and out of the setting by knowing their company policy. Schools and early years settings can keep children safe by having effective recruitment procedures, management and general operation policy. The children’s intimate care should be coordinated by the child’s key person so they don’t feel like just anyone can take them aside and undress them, this ensures their right to privacy is upheld. Is possible, children should be asked is they consent to offers of intimate care. Early years settings are required to have a policy for allegations made against staff. This will cover cases where a child, parent of other staff member has made the allegation. Practitioners participating in an off site visit have a duty to protect children from harm on the visit. Unqualified staff or volunteers mustn’t be left in sole charge of children and young people on an off site visit, unless deemed safe through a risk assessment. There should be a minimum of two adults participating in an off site visit, and must not be put in a situation where they are alone with a child away form the group. 4.1 Possible signs and symptoms that may indicate abuse or neglect and be cause for concern are outlined in the NSPCC’s â€Å"Learn to recognise signs of abuse†. A baby or toddler who is always crying a child who often has injuries or bruises a child who is often very withdrawn a child who often wears dirty clothes, is unwashed for a long period of times a child who is frequently very hungry a child who is often inappropriately dressed for the weather or season any indications a child is being left alone at home or unsupervised a child who does not receive medical treatment they need  a child who is mocked, sworn at, constantly joked about or made to feel foolish a child who expresses fear about particular adults, seams reluctant to be picked up by specific people, afraid to be left alone with that person. A child who has strong mood swings- anxiety, depression, uncontained anger or aggression. A child who has sexual knowledge, used sexual words or sexual behaviour that is not appropriate for their age. A child who is witnessing domestic violence A child who it witnessing significant alcohol or drug abuse. The NSPCC advised that you trust your judgement on a situation. 4.2 If a child make an allegation of abuse or harm, you must first record exactly what the child or young person has said and anything you may have noticed about the child or young person. Then discuss the concerns as a matter or urgency with the named member of staff within the setting. In my own setting, each room has a named person (usually the room leader) and the deputy manager is also a named person. In the case that I had a concern, I would first speak to the appropriate named person. In some cases it is acceptable to speak to the parent. For example, if a child has come into the setting with a number of bruises, either myself or the named person would ask the parent how the marks were acquired. I would then fill in an incident report describing the marks and ask the parent to sign it. If the parents account did not seam legitimate, I would then fill in a â€Å"cause for concern†Ã‚  report sheet. Both of these are filed in the child’s personal file, along with an y other reports of a similar nature. I would then be told of the action made by the named person. If the parents account seams reasonable based on what we know of the child’s behaviour within the setting, the named person may decide to take no further action. They may decide to advise the child’s parents, for example, what sort of clothes the child needs to wear. The child will then be monitored by his or her key person to see if the advise is followed up on. They may offer support for example, by making an appointment with a clinical psychologist. They may decide to refer the family to support at the children’s centre. They may decide however that serious action need to be taken and refer the incident to the Children’s Social Care (social services). If I feel that the action taken by the named person is inadequate, I would contact the Nursery owner, and then social services myself. There is the option of a â€Å"no names† interview with social services if I am unsure of what action to take. 4.3 In situations where abuse has been suspected, it is important to be mindful of the rights of the children and of their carers. In general, any information disclosed is confidential. If information circulates too freely, it can leave children and adults feeling too vulnerable and they may stop sharing information with you. If a parent disclosed information to you which you feel should be shared for the child’s benefit, the parent should feel they can consent or withhold consent freely ( assuming the child’s safety isn’t compromised). We must never disclose information inappropriately for example to people not within the setting. Everyone has the right to privacy. If sharing information is necessary to the child’s safety, you must do so. Start by discussing with the parent why you must share the information, explain that you are legally obligated to do so. If in doubt, seek advise from your named person. 5.1 There are many different types of bullying, including physical, verbal or indirect bullying. Physical bullying includes hitting kicking and taking belongings. Verbal bullying includes name calling, insulting and making  offensive remarks. Indirect bullying includes the spreading of rumours, exclusion form a social group, sending malicious emails or texts. There is never an excuse for bullying behaviour. Children and young people are more likely to be bullied if they are; shy or have an overprotective family environment, are from a different racial or ethnic group to the majority, appear different in some respects, have special needs such as a learning difficulty, behave inappropriately or have less developed social and interpersonal skills, possess expensive accessories such as a mobile phone or computer game. Bullying can lead to low self esteem in children and young people and can often leave them feeling hopeless. Children and young people who are experiencing bullying may be reluctant to attend the setting and may therefore have poor attendance. They may be more anxious and insecure than others, have fewer friends and may often feel unhappy or lonely. This will, in turn, effect all areas of their holistic development. 5.2 Some types of bullying may amount to unlawful discrimination. All settings must have a policy and system to deal with bullying. Policies must include reference to bullying in all forms such as bullying on grounds of body shape or size, homophobic bullying, racist bullying, faith based bulling, ageist bullying, disability bullying and sexist bullying. These policies and procedures are in place to protect people and to understand how best to support victims and their families. Children and young people should be provided with information about sources of help such as Childline or The Samaritans. If bullying is suspected or reported, within our setting, the issue will be dealt with by the child’s key person. The EYFS required that â€Å"Children’s behaviour must be managed effectively and in a manner that is appropriate for their stage of development and individual needs†. If bullying occurs within the staff team, it must be reported to the Company director (nur sery owner) who will deal with it as a matter or urgency. 5.3 Practitioners should work in partnership with parents to a support the victim of bullying. They can do this by helping the child improve their personal and social skills, including assertiveness techniques and conflict resolution. You can also provide support by encouraging the child to talk, listen to their problems, believing them if they say they are being bullied,  providing reassurance that it is not their fault, discussing the issue with a senior member of staff and taking action by following the settings’ anti-bulling procedure. 6.1 Children’s self esteem can be greatly boosted by an effective key person approach. Many aspects of this support the safeguarding of children. Listening and tuning into a child are import aspects of this. The key person notices changes in the child’s behaviour and emotion well being and developing a trusting relationship so that the child feel like they can talk to their key person about thing that are upsetting them. The child must know that you are there to listen and will believe what he or she is telling you. It is important to allow the child to express their feelings, such as anger, sadness and happiness, they may feel more confident that they can have a range of emotions. You can increase a child’s confidence by making the child feel a sense of belonging and that they have a unique set of qualities that are valued. It is important to show genuine interest in what a child is doing or saying. You can also work with parents to support their child’s self confidence and self esteem. Help a parent to understand that their child is finding a particular situation difficult and wha they can do to help, support parent with practical advise such as care or clothing, offer emotional and practical support in cases of family conflict or domestic violence. 6.2 Resilience is a crucial life skill that children require to survive the turbulences that life can provide. Resilience provides a person with the ability to deal with arising issues without it largely effecting their well being. It is something that they will develop in childhood and take with them into adult hood while continuing to improve their strength of resilience. It is therefore extremely important that adults support the resilience of young people. It teaches them to act in a way that will repair any damage caused by a major life event, good or bad, and enables them to regain self esteem. A lack of resilience can lead to cases of depression in an arising situation where the person feels unable to cope. If children are resilient it will help them in everyday life as a child, to overcome issues, hold onto self-esteem if victims of bullying and be better at dealing with  life. This will enable them ot be happier individuals who can carry this resilience into adult life. 6.3 It is important to work with children to enable them to have the strategies to protect themselves for neglect or abuse so they have a means of preventing it from happening. As part of this prevention role it is important that children understand what is and isn’t acceptable behaviour towards them, how to stay safe from harm, speak up if they have any worries or concerns, develop awareness and resilience. Being actively involved in prevention helps children stay safe both in the present and in the future. 6.4 One way to empower children and young people to make positive and informed decisions that will support their well being and safety is to encourage them to trust their own feelings and judgement in difficult situations. You can use role play as a tool to help them think about what to do if their friends are doing something they feel uncomfortable with such as having sex, drinking, drugs etc. Peer pressure can often be very strong, children and young people to decide upon limits for what they will and wont do so they can cope if a situation does arise. Make suer children understand the dangers of situations that may put their safety at risk, such a; being left home alone, playing in deserted or dark places, being out on their own, talking to strangers, accepting lifts from strangers and walking home alone, especially in the dark. Role play, stories and television can also be used to discuss acceptable risk taking. Children can discuss the actions of characters and identify risks they are taking in their own lives. Children also need to know where they can go to get help if they need it. They should be encouraging to find people in the setting or within their community who can help keep them safe. 7.1 Risks associated with using the internet and mobile phones usually revolve around contact with strangers, either posing as themselves or someone the child may trust. These people may try to obtain information from them, coerce them into meeting them which is highly dangerous. There are also issues of fraud around online shopping where criminals can obtain bank account details from the website used and use them as a theft devise. 7.2 You can reduce risks of using social networking sites (including chat rooms) by teaching children not to give out personal information that could lead the recipient to discover who they are and never arrange to meet anyone they have â€Å"met† in a chatroom. If young people wish to use social networking sites, they should be taught how to make the settings of they profile private so that only accepted people they know and trust can view their postings. Additionally, children and young people should be taught only to accept â€Å"friend requests† from people they are friends with in real life. They should never disclose personal information online. Filtering systems can be used to stop children and young people accessing inappropriate content on the internet. The curriculum should also provide opportunities to teach internet safety in ICT lessons. There should be procedures in p[lace to deal with â€Å"personal alleging† by a child or young person as a result of internet safety education. The setting must have a nominated member of staff who is in charge of child protection issues. It is important that children and young people are aware of the risks of online shopping. They should be encouraged to ensure their computer has anti-virus software and a firewall in place to provide protection against the potential risks of online shopping. You should only use online retailers you trust and check their privacy policy before buying anything. Ensure that you have a strong password and know what a secure website looks like. Print out a copy of any online orders you have made and always check your bank statement after buying anything online. UK mobile phone operators take steps to protect children and young people from accessing inappropriate material on their phones. They do this using internet filters, and having the option to register a mobile phone as a child so they can not access material for over 18s. They also advise that bluetooth (which enables bluetooth users to â€Å"talk† to each other) is turned off on children and young people’s phones. Chil dren and young people can be educated on e-safety by being given the following tips; Think carefully about who you give your mobile number to. Do not reply to any unwanted texts or messages.  Be careful what you download to your phone as there are growing numbers of viruses. Check with your friends if you are planning to upload a photo or video with them in it before uploading it. Remember to take control of your own image as one picture can become permanent when uploaded to the internet.

Beryllium Facts - Periodic Table of the Elements

Beryllium Facts - Periodic Table of the Elements Beryllium Atomic Number: 4 Symbol: Be Atomic Weight: 9.012182(3)Reference: IUPAC 2009 Discovery: 1798, Louis-Nicholas Vauquelin (France) Electron Configuration: [He]2s2 Other Names: Glucinium or Glucinum Word Origin: Greek: beryllos, beryl; Greek: glykys, sweet (note that beryllium is toxic) Properties: Beryllium has a melting point of 1287/-5Â °C, boiling point of 2970Â °C, specific gravity of 1.848 (20Â °C), and valence of 2. The metal is steel-gray in color, very light, with one of the highest melting points of the light metals. Its modulus of elasticity is a third higher than that of steel. Beryllium has high thermal conductivity, is nonmagnetic, and resists attack by concentrated nitric acid. Beryllium resists oxidation in air at ordinary temperatures. The metal has a high permeability to x-radiation. When bombarded by alpha particles, it yields neutrons in the ratio of approximately 30 million neutrons per million alpha particles. Beryllium and its compounds are toxic and should not be tasted to verify the metals sweetness. Uses: Precious forms of beryl include aquamarine, morganite, and emerald. Beryllium is used as an alloying agent in producing beryllium copper, which is used for springs, electrical contacts, nonsparking tools, and spot-welding electrodes. It is used in many structural components of the space shuttle and other aerospace craft. Beryllium foil is used in x-ray lithography for making integrated circuits. It is used as a reflector or moderator in nuclear reactions. Beryllium is used in gyroscopes and computer parts. The oxide has a very high melting point and is used in ceramics and nuclear applications. Sources: Beryllium is found in approximately 30 mineral species, including beryl (3BeO Al2O3Â ·6SiO2), bertrandite (4BeOÂ ·2SiO2Â ·H2O), chrysoberyl, and phenacite. The metal may be prepared by reducing beryllium fluoride with magnesium metal. Element Classification: Alkaline-earth Metal Isotopes: Beryllium has ten known isotopes, ranging from Be-5 to Be-14. Be-9 is the only stable isotope.Density (g/cc): 1.848 Specific Gravity (at 20 Â °C): 1.848 Appearance: hard, brittle, steel-gray metal Melting Point: 1287 Â °C Boiling Point: 2471 Â °C Atomic Radius (pm): 112 Atomic Volume (cc/mol): 5.0 Covalent Radius (pm): 90 Ionic Radius: 35 (2e) Specific Heat (20Â °C J/g mol): 1.824 Fusion Heat (kJ/mol): 12.21 Evaporation Heat (kJ/mol): 309 Debye Temperature (K): 1000.00 Pauling Negativity Number: 1.57 First Ionizing Energy (kJ/mol): 898.8 Oxidation States: 2 Lattice Structure:Hexagonal Lattice Constant (Ã…): 2.290 Lattice C/A Ratio: 1.567 CAS Registry Number: 7440-41-7 Beryllium Trivia Beryllium was originally named glyceynum due to the sweet taste of beryllium salts. (glykis is Greek for sweet). The name was changed to beryllium to avoid confusion with other sweet tasting elements and a genus of plants called glucine. Beryllium became the official name of the element in 1957.James Chadwick bombarded beryllium with alpha particles and observed a subatomic particle with no electrical charge, leading to the discovery of the neutron.Pure beryllium was isolated in 1828 by two different chemists independently: German chemist Friederich WÃ ¶hler and French chemist Antoine Bussy.WÃ ¶hler was the chemist who first proposed the name beryllium for the new element. Source Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.), CRC Handbook of Chemistry and Physics (89th Ed.)

Octopus Facts

Octopus Facts Octopuses (Octopus spp.) are a family of cephalopods (a subgroup of marine invertebrates) known for their intelligence, their uncanny ability to blend into their surroundings, their unique style of locomotion, and their ability to squirt ink. They are some of the most fascinating creatures in the sea, found in every ocean in the world, and every continents coastal waters. Fast Facts: Octopus Scientific Name: Octopus, Tremoctopus, Enteroctopus, Eledone, Pteroctopus, many othersCommon Name: OctopusBasic Animal Group: InvertebrateSize: 1 inch–16 feetWeight: 1 gram–600 poundsLifespan: One to three yearsDiet:  CarnivoreHabitat: Every ocean; coastal waters in every continentPopulation: There are at least 289 species of octopuses; population estimates are not available for anyConservation Status: Not listed. Description The octopus is essentially a mollusk that lacks a shell but has eight arms and three hearts. Where cephalopods are concerned, marine biologists are careful to distinguish between arms and tentacles. If the invertebrate structure has suckers along its entire length, its called an arm; if it only has suckers at the tip, its called a tentacle. By this standard, most octopuses have eight arms and no tentacles, while two other cephalopods, cuttlefish and squids, have eight arms and two tentacles. All vertebrate animals have one heart, but the octopus is equipped with three: one that pumps blood through the cephalopods body (including the arms), and two that pump blood through the gills, the organs that enable the octopus to breathe underwater by harvesting oxygen. And theres another key difference, too: The primary component of octopus blood is hemocyanin, which  incorporates atoms of copper, rather than hemoglobin, which incorporates atoms of iron. This is why octopus blood is blue rather than red. Octopuses are the only marine animals, apart from whales and pinnipeds, that demonstrate primitive problem-solving and pattern recognition skills. But whatever kind of intelligence these cephalopods possess, its different from the human variety, probably closer to a cat. Two-thirds of an octopuss neurons are located along the length of its arms, rather than its brain, and theres no convincing evidence that these invertebrates are capable of communicating with others of their kind. Still, theres a reason so much science fiction (such as the book and movie Arrival) feature aliens vaguely modeled on octopuses. Octopus skin is covered by three types of specialized skin cells that can quickly change their color, reflectivity, and opacity, allowing this invertebrate to easily blend in with its surroundings. Chromatophores are responsible for the colors red, orange, yellow, brown, and black; leucophores mimic white; and iridophores are reflective, and thus ideally suited to camouflage. Thanks to this arsenal of cells, some octopuses can make themselves indistinguishable from seaweed. Fleetham Dave / Perspectives / Getty Images Behavior A bit like an undersea sports car, the octopus has three gears. If its in no particular hurry, this cephalopod will walk lazily with its arms along the ocean bottom. If its feeling a bit more urgent, it will actively swim by flexing its arms and body. And if its in a real hurry (say, because it has just been spotted by a hungry shark), it will expel a jet of water from its body cavity and zoom away as fast as it possibly can, often squirting a disorienting blob of ink at the same time. When threatened by predators, most octopuses release a thick cloud of black ink, composed primarily of melanin (the same pigment that gives human beings their skin and hair color). This cloud is not simply a visual smoke screen that allows the octopus to escape unnoticed; it also interferes with predators sense of smell.  Sharks, which can sniff small droplets of blood from hundreds of yards away, are especially vulnerable to this type of olfactory attack. Marevision / age fotostock / Getty Images Diet Octopuses are carnivores, and the adults feed on small fishes, crabs, clams, snails, and other octopuses. They typically forage alone and at night, pouncing on their prey and wrapping it in the webbing between their arms. Some octopuses use venom of varying levels of toxicity, which they inject into its prey with a beak similar to a birds; they can also use their beaks to penetrate and crack hard shells. Octopuses are night hunters, and they spend some of their daylight time in dens, generally holes in shell beds or another substrate, vertical shafts sometimes with multiple openings. If the sea floor is stable enough to permit it, they can be as deep as 15 inches or so. Octopus dens are engineered by a single octopus, but they can be reused by later generations and some species are co-occupied by male and female for a few hours.   In laboratory situations, octopuses build dens out of shells (Nautilus, Strombus, barnacles), or artificial terracotta flower pots, glass bottles, PVC tubes, custom blown glass- basically, whatever is available.   Some species have den colonies, clustered in a particular substrate. The gloomy octopus (O. tetricus) lives in communal groups of about 15 animals, in situations where there is ample food, many predators, and few opportunities for den sites. Gloomy octopus den groups are excavated into shell middens, a pile of shells built by the octopuses from prey.   Reproduction and Offspring Octopuses have very short lives, between one and three years, and they are dedicated to raising the next generation. Mating occurs when the male approaches the female: One of his arms, typically the third right arm, has a special tip called hectocotylus which he uses to transfer sperm to the females oviduct. He can fertilize multiple females and females can be fertilized by more than one male.   The male dies shortly after mating; the female looks for a suitable den site and spawns a few weeks later, laying the eggs in festoons, chains which are attached to rock or coral or to the walls of the den. Depending on the species, there can be hundreds of thousands of eggs, and before they hatch, the female guards and cares for them, aerating and cleaning them until they hatch. Within a few days, after they hatch, the mother octopus dies.   Some benthic and littoral species produce a smaller number of larger eggs which house a more highly developed larva. The tiny eggs produced in the hundreds of thousands begin life as plankton, basically, living in a plankton cloud. If they are not eaten by a passing whale, the octopus larva feeds on copepods, larval crabs, and larval seastars, until they are developed enough to sink down to the bottom of the ocean.   An octopus mother fiercely guards her den.   Getty Images Species There are nearly 300 different species of octopus identified to date- more are being identified every year. The largest identified octopus is the giant Pacific octopus (Enteroctopus dofleini), the full-grown adults of which weigh about 110 pounds or so and have long, trailing, 14-foot-long arms and a total body length of about 16 feet. However, there is some tantalizing evidence of larger-than-usual Giant Pacific octopuses, including one specimen that may have weighed as much as 600 pounds. The smallest (so far) is the star-sucker pygmy octopus (Octopus wolfi), which is smaller than an inch and weighs less than a gram. Most species average the size of the common octopus (O. vulgaris) which grows to between one and three feet and weighs 6.5 to 22 pounds. This bioluminescent pelagic octopus is in the Red Sea at night. Jeff Rotman/Photolibrary/Getty Images Conservation Status None of the octopi are considered endangered by either the International Union for Conservation of Nature (IUCN) or the ECOS Environmental Conservation Online System. The IUCN has not listed any of the octopuses. Sources Anderson, Roland C., Jennifer A. Maher, and James B. Wood. Octopus: The Oceans Intelligent Invertebrate. Portland, Oregon: Timber Press, 2010.  Bradford, Alina. Octopus Facts. Live Science / Animals, June 8, 2017.Caldwell, Roy L., et al. Behavior and Body Patterns of the Larger Pacific Striped Octopus. PLOS One 10.8 (2015): e0134152. Print.Courage, Katherine Harmon. Octopus! The Most Mysterious Creature in the Sea. New York: Penguin Group, 2013.  Leite, T. S., et al. Geographic Variability of Octopus Insularis Diet: From Oceanic Island to Continental Populations. Aquatic Biology 25 (2016): 17-27. Print.Lenz, Tiago M., et al. First Description of the Eggs and Paralarvae of the Tropical Octopus, Octopus Insularis, under Culture Conditions. BioOne 33.1 (2015): 101-09. Print.Octopuses, Order Octopoda. The National Wildlife Federation.Octopus Fact Sheet. World Animal Foundation.Scheel, David, et al. Octopus Engineering, Intentional and Inadvertent. Communicative Integrative Biology 1 1.1 (2018): e1395994. Print

Free Essays on Highway Bridges

General The following documentation explains the structural design procedures performed. The design was followed in according to AASHTO specifications. Design analysis was implemented from â€Å"Design of Modern Highway Bridges† by Narendra Taly (Chapters 6 and 7). Information gathered for design was obtained from Banner and Associates, Inc. in Brookings, SD and South Dakota Concrete Products. Assistance with design procedures was from Dr. Nadim Wehbe, SDSU Civil and Environmental Engineering Structures professor, and Doug Wessels, Structural Engineer at Banner and Associates, Inc. Expansion The replacement bridge was expanded from the original bridge according to the â€Å"South Dakota Bridge System Code Manual – 1998 Edition† obtained from the SDDOT. The replacement bridge was then extended to span 120 ft. as compared to the original length of 90 ft. All design of the bridge girders and deck is based on the 120 ft expansion. Design Traffic The design truck loading for this bridge is for an HS20-44 and an estimated daily traffic volume of 100 vehicles per day. Bridge Type The design of this structure is for a continuous span, prestressed concrete I-Beam girder bridge with a continuous reinforced concrete deck and a New Jersey barrier. Girder Selection Graphs obtained from South Dakota Concrete Products were the basis for girder spacing and size (See figure B.1). With a 120 ft span length, a 54 M I-Beam girder with 5.25 ft was selected. The width of the bridge is 38 ft from outside edge to outside edge. Therefore, 8 I-Beam girders will be spaced at 5.25 ft on centers along the width of the bridge and an overhang of 7.5 in. on both ends. Deck Design Normal weight concrete is to be used for the decking. The deck thickness was determined to be 8  ¾ in. AASHTO specification for deck thickness is 8 – 8  ¾ in. thick. Due to the amount of anticipated traffic and the weight of vehicles that will be utilizi... Free Essays on Highway Bridges Free Essays on Highway Bridges General The following documentation explains the structural design procedures performed. The design was followed in according to AASHTO specifications. Design analysis was implemented from â€Å"Design of Modern Highway Bridges† by Narendra Taly (Chapters 6 and 7). Information gathered for design was obtained from Banner and Associates, Inc. in Brookings, SD and South Dakota Concrete Products. Assistance with design procedures was from Dr. Nadim Wehbe, SDSU Civil and Environmental Engineering Structures professor, and Doug Wessels, Structural Engineer at Banner and Associates, Inc. Expansion The replacement bridge was expanded from the original bridge according to the â€Å"South Dakota Bridge System Code Manual – 1998 Edition† obtained from the SDDOT. The replacement bridge was then extended to span 120 ft. as compared to the original length of 90 ft. All design of the bridge girders and deck is based on the 120 ft expansion. Design Traffic The design truck loading for this bridge is for an HS20-44 and an estimated daily traffic volume of 100 vehicles per day. Bridge Type The design of this structure is for a continuous span, prestressed concrete I-Beam girder bridge with a continuous reinforced concrete deck and a New Jersey barrier. Girder Selection Graphs obtained from South Dakota Concrete Products were the basis for girder spacing and size (See figure B.1). With a 120 ft span length, a 54 M I-Beam girder with 5.25 ft was selected. The width of the bridge is 38 ft from outside edge to outside edge. Therefore, 8 I-Beam girders will be spaced at 5.25 ft on centers along the width of the bridge and an overhang of 7.5 in. on both ends. Deck Design Normal weight concrete is to be used for the decking. The deck thickness was determined to be 8  ¾ in. AASHTO specification for deck thickness is 8 – 8  ¾ in. thick. Due to the amount of anticipated traffic and the weight of vehicles that will be utilizi...

City of God Essay Example | Topics and Well Written Essays - 1000 words - 1

City of God - Essay Example Importance of education The youth gang involvement in urban crime is as a result of lack of education and lack of social and economic mobility. The Brazilians who engage in crime in the film are undoubtedly uneducated. Like other street occupants in the world cities, these youths in the city of God are held in low esteem. Their occupation is crime, begging and barrow-pushing among others (Bromley, 1982). The elite class refers to these people as ‘parasitic occupants’ with disguised unemployment (Bromley, 1982). These descriptions of the street occupants in most cities and especially the young youths are true, but they do not address the causes of these behavioral patterns in the city. In The City of God, the youth gang that develops engages in drug and crime acts. Most of these acts thrive because of poor planning of the government resources. Unequal distribution of resources, therefore, becomes a major cause of youth indulgence in crime (Bromley, 1982). This is because with unequal distribution of resources denies the poor basics such as education and hence lack of employment in the formal sector. Without education, youths spend most of their energetic years struggling for a daily bread and for them to survive, they engage in drug dealings and organized gang crime. For example, in the film, the viewers meet the impoverished thieves known as the ‘Tender trio’ consisted of Clipper, Goose and Shaggy. ... For example, younger boys led by Li’l Dice collide with them to rob occupants of a certain motel. In what can be seen as initiating Li’l into the crime gang, they leave him outside with a gun where he shoots motel inhabitants. At the scene, two members of the trio are killed. Lack of social and economic mobility Socio-economic mobility is the movement of people from one social class to another or one economic level to another. As discussed earlier, there is a strong correlation between education and one’s economic mobility. In The City of God, the young people are unable to secure jobs that would allow them to enhance their economic status (Bromley, 1982). The fact that the young people who form crime gangs in the movie are not employed is an indication that they are not educated. Their involvement in crime while young is a depiction of a sector of urban youths who are idling and surviving in hardships instead of being in school. This means even their parents are not well off or they are not there to support them. Therefore, lack of adequate planning by the government in educating its youths leads to them being denied the most effective and equal process that would enable them to improve their economic mobility. The results of such negligence are blatantly displayed in the movie as thriving of crime and drug business where youths are eliminating each other as a way of surviving. This is a long term effect in the society. Economic mobility starts with ones parents’ inability to take their children to school. Therefore, family background plays a great role in perpetual poverty in urban towns, and this exposes more youths to criminal acts and drug engagements. The evils

Final paper Essay Example | Topics and Well Written Essays - 1500 words - 11

Final paper - Essay Example He drives home the point that people should feel obligated to as much as they can to support the poor and the suffering, and to counter any form of preventable evil (Singer, 1972). Moreover, Singer notes that there is confusion between charity and duty. People donate, but there is no guilt or moral wrongdoing in failure to donate towards the feeding of starving nations. This relationship between giving and morals should be put under the duty of a human being. It should be morally wrong not to give, and everyone should feel obligated to play a part towards the reduction of poverty and starvation in whichever way they deem fit. Supporting the poor and the hungry, as well as the displaced is not a responsibility of the charitable organizations only. People should give privately and should also pressure their governments to support the less fortunate countries. Instead of dwelling on leisure activities and spending money on items that do not add value to their lives, people should give to those who have nothing to eat. Singer notes the fact that the world is full of cases of war, famine and poverty. He is also aware of the affluent portion of the world’s population. His argument, therefore, is based on the assumption that it is bad for people to suffer or die to the lack of shelter, food or proper medical care. This assumption is supported by the principle that everyone has the power of preventing something bad from happening and should morally prevent it as long as the actions they take do not morally compromise any other thing, event or person. As such, as long as someone has the ability to prevent something bad from happening, they should do it. Singer’s principle works on the ideology that there is no excuse of distance or proximity that should stop someone from assisting someone who is need, such as the people starving in other nations. One should

Case Study - Business Communication Experience

- Business Communication Experience - Case Study Example In contrast, the two-way management communication system encourages employees to put their maximum potential and avoid under-performance; this approach develops a sense of ownership in employees. In the following parts of the paper, first both management communication systems of two managers have been discussed. It is followed by the segment mentioning more effective manager. After the parts of impact on the communication systems and implications of both approaches, a conclusion has been provided. Management Communication Systems of Two Managers Both managers use different approaches for communication purposes. While working in Unisys Corporation as a Controller in Accounting, I observed that the manager was using the one way management communication approach. It is a form of communication in which a person sends a message to another person without expecting any question, feedback or interaction to follow (Nelson and Quick, 2013, p. 283). In this approach, he did not require my or an y other employee’s feedback. In this approach, it is assumed that managers develop an opinion that his or her message would be adequate and clear to the receptors; they consider that by using a precise and clear language, the decision will be accordingly understood and complied by the receptors. However, my experience in this organization convinces me that this management communication strategy remains considerably less effective and defective as the managers do not take into account the required feedback of their sub-ordinates and other employees and this creates a gap, which leaves unfavourable and less constructive effects on the organizational communication, goals and objectives. In contrast to the above mentioned managerial communication approach, the manager at Maverick Real Estate employs feedback communication approach, known as the circuit communication, which requires that feedback is highly essential for entertaining the objective of effective managerial communicat ion strategy. It is also known as a two-way communication occurs when the receiver extends feedback to the sender (Miller and Braswell, 2011, p.16). Additionally, this approach begins with the presupposition that the manager must know and understand problems that employees are encountering in fulfilling the tasks assigned and their views and opinions relating to their official duties and responsibilities. In addition to that, the manager behaviour remained professional and competent. I did not feel much hesitation and the presence of professional managerial behaviour enabled me to come into contact with the manager and discuss matters relevant to my job description. This scenario was totally absent in the above mentioned previous employment where I remained less comfortable and more fearful due to the less accommodating behaviour shown by the manager at Unisys Corporation. While working as a broker in the Maverick Real Estate, the manager used the intranet for the purpose of effecti ve and prompt communication between and among the staff members. More Effective Manager The manager at the Maverick Real Estate remains more effective in comparison with the manager at the Unisys Corporation. First, the behaviour of the manager created a congenial and employee friendly workplace environment. In which, every employee considers himself or herself to be an important part of the organization. It motivates and increases the level of confidence. With this

Restoring the British Museum. Main change challenges faced by the Neil Essay

Restoring the British Museum. Main change challenges faced by the Neil McGregor from the time of his appointment in 2002 - Essay Example However, the charismatic manager exhibited numerous management and leadership qualities that countered the opposition thereby earning him the success he enjoyed. Among the major factors that threatened his success included the lack of motivation exhibited by the employees. The fact that the museum had announced a job cut that would affect more than one hundred and fifty employees of the museum demoralized the entire workforce owing to the anxiety that resulted from the announcement. Motivation refers to a set of mindset that influences the performance of the human resource in an organization. The state of the mind is a fundamental influencer of productivity since it varies the fears an individual feels thereby affecting their productivity (Mills, 1988). The other major challenge the manager faced at the facility was the cultural clash in the existing management. The structure of management that included two managers both of whom were competing for roles and responsibilities created a major confusion in the organization’s culture that threatened the future of the museum. Coupled with the unmotivated employees, Neil McGregor inherited a stagnating facility that would take more than zeal and charisma to revitalize. Neil McGregor inherited such a sluggish workforce. This became his greatest challenge since he could not reverse the mindset of the employees. One hundred and fifty is such a large number that would not only decrease the size and efficiency of the workforce but also threatened the success of Neil McGregor. Prior to his arrival at the facility, the museum had about one thousand five hundred employees. Despite such a large workforce, the rumor of one hundred and fifty employees losing their jobs threatened most of the employees who thus became withdrawn and unmotivated. Each of the employees moved about sluggishly waiting for their retrenchment. The fact the employees who faced the job cut had nothing to lose makes them among the most difficult to

MKT 301 MOD 2 CA Essay Example | Topics and Well Written Essays - 1250 words

MKT 301 MOD 2 CA - Essay Example Marketers position their brands in a distinct manner to ensure that the target consumers find a reason to purchase their products in preference to others. In position, a marketer identifies a target market for a product or service through the strategies of price, promotion, place and packaging (Cooper 25). Through constant use of a certain product brand, consumers develop relationships with the brand and it becomes a part of them. This paper examines the relationship consumers have with Hunt’s tinned tomatoes and Dr. Coldfinger’s medical services. It also determines if people have relationships with all brands and distribution of brands. Fournier argues that consumers have relationships with the brands they use. Fournier asserts that for consumers to have a relationship with brands, there must be some interdependence between the two. The characteristic of interdependence is enhanced to the scope that brands are humanized, personalized and somewhat animated (Fournier 344). In addition, just like the way relationships between people reflect common features between the two participants, brand relationships also do the same. Moreover, Fournier compares particular types of human relationships with brand relationships that are similar. The aspect of a brand as a relationship partner broadens the understanding of brands beyond the concepts of loyalty, brand satisfaction, brand personality and brand attitude. The objective of analyzing these concepts is to consider brands as contributing partners to the customer in the dyadic relationship. Fournier argues that brands can and often do serve as feasible relationships partners . The relationships between consumers and brands involve mutual exchange between interdependent partners and it is purposive in providing meaning to the people involved (Fournier 350). In addition, this relationship provides a variety of potential benefits to participants and with time, these interactions change according to fluctuations in the

Conferences in Cairo and Teheran in 1943 Research Paper

Conferences in Cairo and Teheran in 1943 - Research Paper Example This time Joseph Stalin of Soviet Union joined the meeting and hence it is considered to be the first conference between the Big Three1. It immediately followed the Cairo Conference and was held during November 28 and December 1, 1943 in Teheran, Iran. This meeting focused on the opening of the second front in Western Europe and finalized the stratagem for the war against Nazi Germany and its allies2. The purpose of this paper is to attempt a close study of the conferences held in Cairo and Teheran in order to evaluate the larger picture of the World War situation. It is through revisiting these conferences that one can properly assess and analyze the occurrences that led to the world war. The main purpose of the argument at both the conferences in Cairo and Teheran was the act and measures taken by the U.S. and the U.K. regarding the Overlord and the Mediterranean invasion, for which they needed support3. The U.S. leaders were keen on grabbing the opportunity to attack from the nort hwest, which was the Overlord from which the British seemed to withdraw. What mainly came into conflict between the core parties was whether to postpone the Overlord operation to proceed with the eastern invasion of Mediterranean during the war. This decision depended upon the availability of landing craft which was provided by the United States, called the Landing Ship Tank (LST). There were almost 139 of these, headed towards the Mediterranean and 67 allocated to the United Kingdom for the Overlord right after the Italian campaign was finished4. The Cairo-Teheran Conferences allow the historians to analyze and develop a deeper understanding of the intricacies of the cross-channel invasion which was resisted by both Stalin and Roosevelt for different reasons. One can get a closer look at the real intentions of the American ideas and suspicions towards their ally5. The Cairo Conference led to the defeat of Japan and eventually the Cold War was aggravated in East Asia. Hence, the mee ting was significant in relation to the bond developed between the Great Britain, the United States and China. The conference took its official start by Generalissimo demanding a fixed amount for military equipment for the South East Asia Command operations. The Generalissimo reasserted the demand of providing 10,000 of tonnage per month expressing the need to Mountbatten irrespective of his own demands. In a series of meetings in Cairo other demands were heard and possible solutions were derived. General Eisenhower the Allies Supreme Commander laid stress on the significance of â€Å"maximum possible operations† in the existing scenario because a new base would take up a lot of time6. These were some of the major demands that were placed in the conference and these demands had an impact on the overall result of the conference. The same can be said about the Teheran collaborations of Churchill, Roosevelt and Stalin. But there was a clash of cultures as the decisions were fina lized at a high level and Heiferman writes, â€Å"Summit conferences may make for good theater, but do not necessarily result in good policies, as an examination of the Cairo Conference reveals.†7 Heiferman reasserts that the conferences were a mixture of contradictory agendas due to differences in culture and various stereotypes and myths about realities. China’s inclusion in the Cairo conference was primarily Roosevelt’s concern. He gave Chiang the impression that he would

Restoring the British Museum. Main change challenges faced by the Neil Essay

Restoring the British Museum. Main change challenges faced by the Neil McGregor from the time of his appointment in 2002 - Essay Example However, the charismatic manager exhibited numerous management and leadership qualities that countered the opposition thereby earning him the success he enjoyed. Among the major factors that threatened his success included the lack of motivation exhibited by the employees. The fact that the museum had announced a job cut that would affect more than one hundred and fifty employees of the museum demoralized the entire workforce owing to the anxiety that resulted from the announcement. Motivation refers to a set of mindset that influences the performance of the human resource in an organization. The state of the mind is a fundamental influencer of productivity since it varies the fears an individual feels thereby affecting their productivity (Mills, 1988). The other major challenge the manager faced at the facility was the cultural clash in the existing management. The structure of management that included two managers both of whom were competing for roles and responsibilities created a major confusion in the organization’s culture that threatened the future of the museum. Coupled with the unmotivated employees, Neil McGregor inherited a stagnating facility that would take more than zeal and charisma to revitalize. Neil McGregor inherited such a sluggish workforce. This became his greatest challenge since he could not reverse the mindset of the employees. One hundred and fifty is such a large number that would not only decrease the size and efficiency of the workforce but also threatened the success of Neil McGregor. Prior to his arrival at the facility, the museum had about one thousand five hundred employees. Despite such a large workforce, the rumor of one hundred and fifty employees losing their jobs threatened most of the employees who thus became withdrawn and unmotivated. Each of the employees moved about sluggishly waiting for their retrenchment. The fact the employees who faced the job cut had nothing to lose makes them among the most difficult to

Conferences in Cairo and Teheran in 1943 Research Paper

Conferences in Cairo and Teheran in 1943 - Research Paper Example This time Joseph Stalin of Soviet Union joined the meeting and hence it is considered to be the first conference between the Big Three1. It immediately followed the Cairo Conference and was held during November 28 and December 1, 1943 in Teheran, Iran. This meeting focused on the opening of the second front in Western Europe and finalized the stratagem for the war against Nazi Germany and its allies2. The purpose of this paper is to attempt a close study of the conferences held in Cairo and Teheran in order to evaluate the larger picture of the World War situation. It is through revisiting these conferences that one can properly assess and analyze the occurrences that led to the world war. The main purpose of the argument at both the conferences in Cairo and Teheran was the act and measures taken by the U.S. and the U.K. regarding the Overlord and the Mediterranean invasion, for which they needed support3. The U.S. leaders were keen on grabbing the opportunity to attack from the nort hwest, which was the Overlord from which the British seemed to withdraw. What mainly came into conflict between the core parties was whether to postpone the Overlord operation to proceed with the eastern invasion of Mediterranean during the war. This decision depended upon the availability of landing craft which was provided by the United States, called the Landing Ship Tank (LST). There were almost 139 of these, headed towards the Mediterranean and 67 allocated to the United Kingdom for the Overlord right after the Italian campaign was finished4. The Cairo-Teheran Conferences allow the historians to analyze and develop a deeper understanding of the intricacies of the cross-channel invasion which was resisted by both Stalin and Roosevelt for different reasons. One can get a closer look at the real intentions of the American ideas and suspicions towards their ally5. The Cairo Conference led to the defeat of Japan and eventually the Cold War was aggravated in East Asia. Hence, the mee ting was significant in relation to the bond developed between the Great Britain, the United States and China. The conference took its official start by Generalissimo demanding a fixed amount for military equipment for the South East Asia Command operations. The Generalissimo reasserted the demand of providing 10,000 of tonnage per month expressing the need to Mountbatten irrespective of his own demands. In a series of meetings in Cairo other demands were heard and possible solutions were derived. General Eisenhower the Allies Supreme Commander laid stress on the significance of â€Å"maximum possible operations† in the existing scenario because a new base would take up a lot of time6. These were some of the major demands that were placed in the conference and these demands had an impact on the overall result of the conference. The same can be said about the Teheran collaborations of Churchill, Roosevelt and Stalin. But there was a clash of cultures as the decisions were fina lized at a high level and Heiferman writes, â€Å"Summit conferences may make for good theater, but do not necessarily result in good policies, as an examination of the Cairo Conference reveals.†7 Heiferman reasserts that the conferences were a mixture of contradictory agendas due to differences in culture and various stereotypes and myths about realities. China’s inclusion in the Cairo conference was primarily Roosevelt’s concern. He gave Chiang the impression that he would

Individual Constitution and Systems of the State Essay Example for Free

Individual Constitution and Systems of the State Essay During the time when the state’s first declared their independence from Great Britain there was an enormous demand for a balance in power. However, the establishment of such posed to be no easy task for our founding fathers. Originally the new state’s constitutions foundation was based off the thirteen colonial charters (Bowman Kearney, 2011, p56). Which was modified a short while later, as the colonies were expanded, to include the â€Å"rights of Englishmen† (Bowman Kearney 2011, p. 56). According to Bowman Kearney (2011), â€Å"All state constitutions both distribute and constrain political power among groups and regions† (p. 55). In that such provide the basic and key components for government to allow for an even distribution of power for the three branches, while offering protection for individual rights. â€Å"Constitutions represent the fundamental law of a state, superior to statutory law. Only the federal Constitution and federal statutes take priority over state constitutions† (Bowman Kearney, 2011, p. 55). Over the course of many years the state’s constitutions have been slowly amended to meet the needs of a growing governmental body. The current Texas constitution was created in 1876 and is composed of a preamble followed by 17 articles, â€Å"to include Bill of Rights, Legislative Department, Executive Department, and Judicial Department† (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). Article I of the Texas constitution is the Bill of Rights. It is in this article that individual rights are outlined for citizens in which the government cannot overlook under any given circumstance. Upon reading the Texas Constitution, the impression is given that religious freedom and for no man to be unjustly persecuted by the hand of the government pose to be the most important feature detailed in the Bill of Rights. Just like the United States Constitution there are limitations to the freedoms being granted in this portion of the Texas document (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). In replica of the United Stated Constitution, state level constitutions are sculpted after the federal government in which it delegates power throughout three branches of government: executive, legislative, and judicial (Bowman Kearney, 2011, p.27). Article III of the Texas Constitution writes the legislative department; section 1 states that, â€Å"The legislative power of this State  shall be vested in a Senate and House of Representatives, which together shall be styled The Legislature of the State of Texas (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). Sections 2 through 7 details the composition of the legislative department to include the House of Representatives and the Senate and also stat es the qualifications for such positions. The Senate entails thirty-one members and is prohibited to exceed such limit. The House of Representatives is comprised â€Å"of 93 members until the first apportionment† (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013) then it may increase by ratio not to exceed 1 representative per 15,000 inhabitants. However the numbers are to never surpass 150 members. The remainder sections write the limitations of the legislature power, details processes, and conditions the expectations in regards to the conduct of each official (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). In the State of Texas, the Legislative Branch is granted the most powers in writing. One can find supporting evidence to the fact after a complete examination is done of this document. A conclusion can be drawn that as a result of all powers given, this branch is able to have a limited amount of regulation over the other two branches of government. Also, it is here that bills of law are p assed to ensure the necessary provisions stated in other articles are upheld. The power of the executive branch is amalgamated from the office of the governor (Bowman Kearney, 2011, p. 68). Historically, the executive branch held increasingly more power and stature resulting from constitutional amendments allowing for governors to be elected by popular vote. (Bowman Kearney, 2011, p. 59). Such unbalance in power eventually led to the people giving governors higher authority to veto legislative bills and granted longer terms. This trend continued through the early 1800s, 1830s and 1840s however, somewhat ended during the Jacksonian Era due to â€Å"the Jacksonian principle of popular elections to fill most government offices resulted in a fragmented state executive branch.† (Bowman Kearney, 2011, p. 59). Within the Texas Constitution the executive branch powers can be found in Article IV, â€Å"The Executive Department† (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). The Executive Department must contain â€Å"a governor, lieutenant-governor, secretary of  State, comptroller of public accounts, trea surer, commissioner of the land of office and attorney general† (Ericson Wallace, 2010). Throughout the remainder of the article, elaboration of the rights and responsibilities of each member is outlined (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). The Judicial Branch power is bestowed in a supreme court, courts of appeal, district courts, and various other courts as authorized by the state’s constitution. Usually the state’s judicial branch is headed by the state Supreme Court who tries cases from courts of lower levels (Bowman Kearney, 2011, p.68). Article V from the Texas Constitution includes the powers of the Judicial Department to be vested in â€Å"one Supreme Court, in a Court of Appeals, in District Courts, in County Courts, in Commissioners Courts, in Courts of Justices of the Peace, and in such other courts and may be established by law† (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). The head of the Supreme Court is governed by a chief justice and two associate justices. With further reading, the rules and regulations for the court justices and order of operations can be found written in the sections of this article (The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research, 2013). In conclusion, many amendments have been made to reflect the needs of a growing population all through history. Conferring with Bowman Kearney (2011), â€Å"constitutional revision must be an ongoing process if the states are to cope with the changing contours of American society and stay in the vanguard of innovation and change† (p.70). In addition, meeting the need of such a vastly growing entity can be a difficult mission. Original limitations set forth by previous documents have been altered to reflect an even distribution of power and added protections for individuals. Due to the Texas constitution’s length of 63,000 plus words it is seen as one of the most verbose document of other states. According to Joe E. Ericson and Ernest Wallace, â€Å"Its wealth of detail causes it to resemble a code of laws rather than a constitution. Its many requirements and limitations on both state and local governments make it one of the most restrictive among state constitutions† (Ericson Wallace, 2010). References Bowman, A. O., Kearney, R. (2001). Sate and Local Government (8th edition). Boston, MA: Cengage Ericson, J. E., Wallace, E. (2010, June 12). Constitution of 1876. Retrieved April 12, 2014, from Handbook of Texas Online: https://www.tshaonline.org/handbook/online/articles/mhc07 The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research. (2013). Texas Constitutions 1824-1876. Retrieved April 12, 2014, from Rare Books and Special Collections: http://tarlton.law.utexas.edu/constitutions/texas1876/a1 The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research. (2013). Texas Constitutions 1824-1876. Retrieved April 12, 2014, from Rare Books and Special Collections: http://tarlton.law.utexas.edu/constitutions/texas1876/a5 The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research. (2013). Texas Constitutions 1824-1876. Retrieved April 12, 2014, from Rare Books and Special Collections: http://tarlton.law.utexas.edu/constitutions/texas1876/a4 The University of Texas School of Law: Tarlton Law Library: Jamail Center for Legal Research. (2013). Texas Constitutions 1824-1876. Retrieved April 12, 2014, from Rare Books and Special Collections: http://tarlton.law.utexas.edu/constitutions/texas1876/a3

How Ethics affect a Nurses role in Euthanasia

How Ethics affect a Nurses role in Euthanasia Euthanasia is an emerging argument seen all over the world. In this argument includes the role of the nurse and the four ethics the nurse is to abide by, justice, beneficence, autonomy and non-maleficence. This paper will explore how these four ethics can play a part in how the nurse may feel about the idea of euthanasia, and how these four ethics can play a part in the deciding factor of whether euthanasia of humans is something that should be carried out or not, regardless of persons physical health. It will examine which ethical principles is the argument for or against euthanasia, is the involvement of the nurse ethically justified, and if so, can it be considered good nursing care? The practice of nursing has long had a high regard for, and treasuring, of life. If it is the job of the nurses to save and protect lives, then how can the consideration of euthanasia fit into nursing practice? Many consider helping a person to find peace and to gain some control over their death as a means of treasuring life. It provides the person with the chance to die in a dignified manner, and to not suffer. The nurse infarcts four moral codes into everyday practice; respect for autonomy, non maleficence, beneficence and justice. These moral codes are brought into light exponentially when the request for euthanasia has been made by a patient and the nurse must find a way to not only adhere to the ethics of practice, and advocate for the patient, but to be in tune with their own ethical thoughts and feelings. In regards to respect for autonomy, euthanasia can be argued as a good practice. It can be justified from the basis of respect for the individuals autonomy (Quaghebeur, Dierckx de Casterle Gastmans, 2009). Providing care for the patient and respecting their autonomy means respecting the request of euthanasia from the patient, though it may not correlate with the nurses personal feelings of euthanasia, or their ability(physical or mental) to carry out the requested task (Quaghebeur, et al 2009) Professional integrity of nurses can be used to support euthanasia from the standpoint of autonomy as well. It is this integrity that is responsible for fellow humans, therefore having respect for their autonomy. In congruence with this responsibility for fellow humans, euthanasia is now compatible with the integrity of nursing. The nurse with this professional integrity respects the patient autonomy, therefore providing compassionate care and promoting optimal well being of the patient. As as result of this care, euthanasia is now in accordance to the idea of the nursing profession, as human dignity is protected, patient interest is promoted, and the patient is being cared for(White, 1999) In accordance to the moral point of justice, in order to protect the patients interests, euthanasia can be seen as good care for the patient, ethically justified as a form of a good death. It could be argued that it would be not only unjust, but cruel to refuse the request of euthanasia (Quaghebeur, et al 2009). The ethical principle of non -maleficence means to do no harm (Potter and Perry, 2010). However, nurses harm their patients everyday simply by administering treatments such as chemotherapy for a patient with cancer. These treatments are seen as acceptable however, because the benefit is greater than the initial harm(McCabe, 2007). The Hippocratic oath, an oath that is traditionally upheld by all nurses and medical professionals, has proscribed the event of abortion and surgery. Despite the true definition of this oath to do no harm, these practices are allowed because they serve the ability to promote patient well being. Along the same instance of promoting patient well being, a patient may need the nurse to assist them to die when prolonging life is indeed harming the patient. In this situation, death would be a benefit (White, 1999) This brings around the idea of beneficence, the nurse is the patient advocate who must do good, promulgate the best interest of others (Quaghebeur et al 2009). The nurse is very often the first to receive the request of euthanasia from the patient due to the closeness and depth of involvement the nurse has in a persons life. In a study of American nurses, the reasons claimed for having even participated in euthanasia was a feeling of responsibility for their patients welfare, and a way to help relieve the patient of their pain and suffering (De Bal, Gastmas, Dierckx de Casterle, 2008). Indeed, ending pain and suffering can be seen as doing no harm, but bringing about peace and comfort. For instance, the right thing for a nurse to do when confronted by the pain of a patient is to alleviate that pain, because healing is what the activity of nursing is directed at, easing the suffering and restore the sense of well-being to a patient. This is to act morally well, because this act assuag ed the pain of the patient. (McCabe, 2007) Nurses are committed to not only preventing and minimizing the effects of disease and promoting health, but to relieve pain and suffering that can be brought about by these maladies (White, 1999) Several criticisms can be seen going against the idea of euthanasia being a morally good practice because it is based upon respect for the patients autonomy (Quahgebeur et al 2009). It is argued that the nurse who is obliging to advocate for the patient wishing for euthanasia, while respecting the patients autonomy, is not respecting their own autonomy. Respecting a patients autonomy in regards to life, or the lack thereof, is undermining the importance of social community, as dying as a social practice, much as life is a social practice (Quaghebeur et al, 2009) Euthanasia is argued to in fact not administer justice to the autonomy of a patient (Quaghbeur et al 2009). If a patient does indeed receive euthanasia, though it may be respecting their autonomy by carrying out the request, once the patient has passed on, they are no longer able to enjoy that autonomy (Quaghebeur et al 2009). In the literature of nursing ethics, the principle of non-maleficence outright rejects euthanasia, due to the irreversible damage made to the patients life, it is seen as too drastic of an intervention to be even used (Quaghebeur et al 2009). According to the principle of non-maleficence,euthanasia is not considered good ethical nursing practice owing to the sanctity of human life Human life is deserving of respect, despite a growing population and people now living longer than before due to the advances of technology. Each human life is of both equal dignity and sacrosanct(Quaghebeur et al 2009). The American Nurses Association holds the position on this issue that assisting an individual to die is not compatible with the nurses role in society. Non-maleficence means to do no harm and this is the pledge nurses make to society. By assisting the patient in suicide, the trust between the nurse and the patient is destroyed. (ANA 2001) Doing good for the patient doesnt always mean ending their life when they have stated they want to die, as there is a difference between stating the desire to die as opposed to actually having the desire to be killed (Quaghebeur et al 2009). If the nurse wants to do good by the way of the patient, then quality and dignity of life must be examined. A patients interests are never served by fulfilling the request of death, even if the patient believes otherwise. Is it possible to actually judge how worthwhile someones life actually is, that there is a life that is not worth being lived? (Quaghebeur et al 2009). Ethics of desire may outshine the ethics of reason, and with that, a threat of moral relativism disseminating a patients interest determines good ethical nursing practice (McCabe 2007). In a case where preservation of life can no longer be attained, then the nurse will continue to heal through practice of ensuring physical and emotional comfort, support of the patient and their loved ones, assisting the patient to a place of security, comfort and peace (McCabe, 2007). Society places a great deal of trust upon the nursing profession and by engaging in measures to end a patients life, this professional integrity contravenes and undermines this trust that has been placed upon them. (McCabe, 2007) A nurse as an individual will need to clarify their own values, as the implications of euthanasia are enormous. As a nurse, a definitive decision on their position in regards to this issue must be made. All aspects of the issue must be looked at, fully understood, and only then a decision on position should be made. A nurse needs to respect not only a patients autonomy, but their own as well, and need to remain true to their own values as well. Many different controversial issues will be confronted during the career of a nurse, including assisted suicide. The nurse needs to be not only educated on the implications of such actions, but educated in their own opinions, with the ability to think critically about these controversial issues. A nurse will need to be involved in their politics to maintain their emotional integrity when confronted with a situation that may or may not be ethical to them. Within time, there is a greater chance of more and more states passing laws allowing human euthanasia to occur, as well as against, and the the ability to apply the oath to do no harm will be examined again and again. This writer believes that the act of euthanasia in nursing is a subject that needs to be considered very deeply. If the values of nursing ethics include autonomy, beneficence, justice, and non-maleficence, then the concept of euthanasia, in a positive way, reflects all four ethics. A patient who is hurting, and a nurse who continues to prolong a life that is physically demoralizing and painful (indeed causing the patient harm, when a nurse is to do no harm), has a duty to that patient to ease the pain and suffering to the furthest extent possible to the request of the patient. Though it may seem irrelevant to the care of the patient, this writer has always had a firm belief of euthanasia. If a person puts their pet to sleep because the pet is no longer able to live a good quality of life, the owner does right by the pet by euthanizing it, though the pet cannot say in so many words that it is suffering and wants this to be over. A human being has the ability to express what his or her feelings on continuing their life, regardless of the quality, is. To deny a person who is fully capable of making their own decisions, the ability to end a life that will be soon be over and is wrought with pain and suffering, is wrong. To not allow the patient peace and comfort, and relief from pain that a nurse is supposed to give, impedes on the top ethic of medical practice, do no harm. Indeed by not complying with the patients wish of the pain to end, the nurse is doing harm, mentally and physically, and not just with the patient, but with the patients family as well. Though this writer will have to continue to educate herself on the practices that may or may not involve human euthanasia, it is the belief that this is a subject that will be brought up again and again, especially in the critical care settings, where pain, death and dying is at its greatest. Conclusion While there many arguments for and against assisted suicide, the answer to the question of whether it is right or wrong remains ambiguous. One reason for the lack of clear cut answers is that assisted suicide is an ethical issue which is dependent on a persons values, morals, religion, and experiences. In general, the topic of end-of-life decision making is very sensitive and evokes strong emotions and opinions. Instead of debating the issues involved with assisted suicide, this paper merely describes pertinent arguments that have been presented by both sides. There are many nursing implications that are associated with assisted suicide. Among these is the importance for nurses to be aware of their own beliefs about end-of-life care. Self-awareness will prepare nurses for obstacles they will face when dealing with death. Another implication is that nurses need to be cognizant of politics and legal authority. Becoming active in political processes, nurses can work to ensure that they will not be forced into doing procedures that come in direct conflict with their beliefs. In final conclusion, the code of ethics a nurse is to oblige by can come across as a very gray area. There does not seem to be any cut and dry reasoning behind whether the practice of euthanasia is good or bad, or something that a nurse should or should not participate it. The ethics can be construed to fit any need necessary, whether it is in favor of the act of euthanasia, which can be argued that by ending a life one is removing the pain. Or it can be argued that by administration of such lethal drugs to carry out the act, one is indeed harming by bringing about death.

Plot Overview of Death of a Salesman by Arthur Miller :: Death of a Salesman Arthur Miller Essays

Plot Overview of Death of a Salesman by Arthur Miller As a flute melody plays, Willy Loman returns to his home in Brooklyn one night, exhausted from a failed sales trip. His wife, Linda, tries to persuade him to ask his boss, Howard Wagner, to let him work in New York so that he won't have to travel. Willy says that he will talk to Howard the next day. Willy complains that Biff, his older son who has come back home to visit, has yet to make something of himself. Linda scolds Willy for being so critical, and Willy goes to the kitchen for a snack. As Willy talks to himself in the kitchen, Biff and his younger brother, Happy, who is also visiting, reminisce about their adolescence and discuss their father's babbling, which often includes criticism of Biff's failure to live up to Willy's expectations. As Biff and Happy, dissatisfied with their lives, fantasize about buying a ranch out West, Willy becomes immersed in a daydream. He praises his sons, now younger, who are washing his car. The young Biff, a high school football star, and the young Happy appear. They interact affectionately with their father, who has just returned from a business trip. Willy confides in Biff and Happy that he is going to open his own business one day, bigger than that owned by his neighbor, Charley. Charley's son, Bernard, enters looking for Biff, who must study for math class in order to avoid failing. Willy points out to his sons that although Bernard is smart, he is not "well liked," which will hurt him in the long run. A younger Linda enters, and the boys leave to do some chores. Willy boasts of a phenomenally successful sales trip, but Linda coaxes him into revealing that his trip was actually only meagerly successful. Willy complains that he soon won't be able to make all of the payments on their appliances and car. He complains that people don't like him and that he's not good at his job. As Linda consoles him, he hears the laughter of his mistress. He approaches The Woman, who is still laughing, and engages in another reminiscent daydream. Willy and The Woman flirt, and she thanks him for giving him stockings. The Woman disappears, and Willy fades back into his prior daydream, in the kitchen. Linda, now mending stockings, reassures him. He scolds her mending and orders her to throw the stockings out.

Ecotopia vs. the United States: The Effects of Sustainable Education Es

School is a fundamental location for the child’s mind to grow and prosper and the child is able to socialize and adhere to the environment that he or she learns about. In addition to education, simply being a component within the institution also formulates our beliefs. Schools are a prime institution to learn about green education in which it will prepare students to be sustainable in the future. In Ernest Callenbach’s Ecotopia, the protagonist, Will, travels to an ecological utopia where he learns how to live in a sustainable or an Ecotopian manner. Unlike the fictional story of Ecotopia, the United States’ way of living is vastly different. I am going compare and contrast the elementary educational systems and the role of teachers, students, and curriculum discussed in Ecotopia to the United States. Furthermore, I am going to argue that no educational system prepares the youth to be truly sustainable but there must be an ideal medium that addresses both Ecotop ian and United States values to become â€Å"greener† citizen. The idea of being a â€Å"green† citizen conveys the idea of living a natural life and making minimal yet better ecological choices. Teachers induce thinking and beliefs within their students, and elementary teachers within Ecotopia illustrate the importance of free agency in an ecological world. There are elementary teachers in Ecotopia who specialize in certain subjects in which they aspire their students to stimulate and indulge in their own goals and interests (Callenbach 128). Although Ecotopian teachers provide tutelage for instructing all subjects, they support the idea that their country has â€Å"crossed over into the age of biology† in which the majority of their focus is towards biology (Callenbach 126 - 129). Ec... ...abling students to have core knowledge that is necessary to be a â€Å"greener† citizen in the future. An ideal green citizen lives a normal life while making sustainable choices. However, Ecotopia and the United States’ educational systems do not contrive their students to achieve such ideals. In an Ecotopian school, students learn about the Earth but are not educated about other subjects. Vice versa, in American schools, students learn all subjects but none specific to sustainability. To ultimately prepare the youth for the future, there is a need of equilibrium of both systems in which students are educated in all subjects with knowledge of the eco-system. Having a well-rounded education with specificity of sustainability, students can adjudicate their own â€Å"green† ideals and act upon them in which they are able to establish new solution to unsustainable issues. â€Æ' Ecotopia vs. the United States: The Effects of Sustainable Education Es School is a fundamental location for the child’s mind to grow and prosper and the child is able to socialize and adhere to the environment that he or she learns about. In addition to education, simply being a component within the institution also formulates our beliefs. Schools are a prime institution to learn about green education in which it will prepare students to be sustainable in the future. In Ernest Callenbach’s Ecotopia, the protagonist, Will, travels to an ecological utopia where he learns how to live in a sustainable or an Ecotopian manner. Unlike the fictional story of Ecotopia, the United States’ way of living is vastly different. I am going compare and contrast the elementary educational systems and the role of teachers, students, and curriculum discussed in Ecotopia to the United States. Furthermore, I am going to argue that no educational system prepares the youth to be truly sustainable but there must be an ideal medium that addresses both Ecotop ian and United States values to become â€Å"greener† citizen. The idea of being a â€Å"green† citizen conveys the idea of living a natural life and making minimal yet better ecological choices. Teachers induce thinking and beliefs within their students, and elementary teachers within Ecotopia illustrate the importance of free agency in an ecological world. There are elementary teachers in Ecotopia who specialize in certain subjects in which they aspire their students to stimulate and indulge in their own goals and interests (Callenbach 128). Although Ecotopian teachers provide tutelage for instructing all subjects, they support the idea that their country has â€Å"crossed over into the age of biology† in which the majority of their focus is towards biology (Callenbach 126 - 129). Ec... ...abling students to have core knowledge that is necessary to be a â€Å"greener† citizen in the future. An ideal green citizen lives a normal life while making sustainable choices. However, Ecotopia and the United States’ educational systems do not contrive their students to achieve such ideals. In an Ecotopian school, students learn about the Earth but are not educated about other subjects. Vice versa, in American schools, students learn all subjects but none specific to sustainability. To ultimately prepare the youth for the future, there is a need of equilibrium of both systems in which students are educated in all subjects with knowledge of the eco-system. Having a well-rounded education with specificity of sustainability, students can adjudicate their own â€Å"green† ideals and act upon them in which they are able to establish new solution to unsustainable issues. â€Æ'