Escaping the void

Two months before I boarded the ship, I was sitting, trying to relax, on the veranda of a hotel, in Cairo accompanied by my friend William Sloper. A rather odd looking little man approached me; and with meaningful words he cautioned my subsequent journey's traveled by boat as he explained that in a dream he had seen me afloat on an open boat. He tried to assure me that I was to lose everything except my life. I was bemused and seemed to doubt the little mans words, I handed him a small amount of coins then sat, gazing at him as he proceeded and disappeared into the teeming crowd. Until the 10th April I thought nothing more of the peculiar man until I realized that today I was embarking on a journey across the water to New York, 4 days before the ship began its' decent to the depths below, we were all so unaware. Looking at the sheer beauty of the vast body we were boarding, the man's words passed through my head, I only thought to myself, † Don't be stupid, the Titanic is made so it is unsinkable† and ensue to join my parents on the ship. I had been given just one cabins, C – 23 which was occupied by myself, and my father. He had helped design the ship. When the Titanic struck the iceberg, he held himself responsible. Many beautiful decorations covered the room giving it it's glory; so perfect and precise with great space and luxury. As the ship set sail on her maiden voyage, at noon to New York, you could hear the cheers from the crowd below. We stood waving, leaning over the banisters lining the ship, calling to anyone we saw. Smiles lined our faces and our eyes gleamed, we were all ecstatic, pleased that we had our place on the pride of the ocean. Impressive gold banisters lined the marble stairs leading into the enormous ballroom; chandeliers hung covering the ceiling with their light and sparkle. We were jolly and pleased to be where we were. We loved the relaxation everyday and the fun we had all night, even on that terrible night, we were spinning around the dance floor until the ship suddenly shuddered greatly and slowed to a stop. Nobody was worried, the ship could not sink, but the aged mans' words continued to flow through my head, worried thoughts began in my mind and showed on my face, † I will lose everything but my life†. I stood still thinking just before my brother grabbed me and spun me round the dance floor, a fake smile showed on my face but it was only to please. My father had left to ask what had happened and overheard Captain Smith ordering the watertight doors to be shut to â€Å"prevent any more damage and determine the destruction already through†. Mr. Andrews had left with fear on his face as soon as it had happened and turned up by my fathers' side with what looked like plans to my father. They proceeded to disappear into a small room accompanied by the Captain. My father returned to reveal all, he told us to gather ourselves together. He was not a stern man by nature; but he was now. He was also a very sensible man. We were to stay where we were as he needed us to be ready quickly. I hurried below deck to retrieve his and my own warm coat. I was now becoming petrified, the others on board were still calm, and everyone else on the ship was continuing as if nothing had happened. Though of course, they weren't privileged with the knowledge that I had. My father returned again his face was rather pale, following him were many of the ships crewmembers who proceeded to hand out life jackets and tell everyone to put them on and also warm clothes, I took mine and correctly placed it over her head and tied the long straps around my waist. One of the crew spoke, â€Å"there is nothing to worry about just Captains precautions†. A massive bang went off, which I later found out was a distress signal he continued, â€Å"Make sure warm clothing is worn and that people begin to make their way outside†. Others made many complaints around me but we did as we were told, no arguments or conversation. It was cold outside, and ice was scattered over the deck. I rubbed my hands together, my father grabbed them and rubbed them for warmth, â€Å"stay calm, everything will be fine†, I smiled shyly as a tear left my eye, was this what the man meant, I was going to lose my family. I was now very scared for all the bellow and holler of voices, the bang of the distress signals, and the screeching of boats as they were prepared for lowering. The crew thought that this was pointless, they shared the feeling of false security that nothing was going to happen. However, soon children and female members of the passengers aboard were being asked to climb into the boats and were lowered out to sea. Crying began as families were split up, I held onto my father knowing that this would happen to us, my fathers would be made to stay. Though deep down, I knew that he intended to go down with the ship. We snuggled together for warmth as the noise continued around us, hardly uttering words to one another, just trying to keep warm. Time had past, I am not sure how long. Many lifeboats had now been lowered and were moving away from the ship, and now we were being ushered onto one, lifeboat 10. My father hugged me, and we whispered our goodbyes; he assured me that he would be there to see me when we found our way across the sea. I knew this was not to be true. My eyes were stinging trying to hold back the forceful tears; I could not stop thinking of the brave men and boys who were to be left behind. As the boat was lowered I called, â€Å"I love you† him as he disappeared from view, my last memory was of him shaking hands with Mr. Andrews, both standing in their white life jackets. My head was aching, the false smile flew from my face. Around me, families were huddled together, trying to keep warm. There were emotional mothers, wailing for their husbands and sons. The boat was rowed away from the ship, I gasped at the sight, the ship was already tilting. Many windows were disappearing from view. I thought for the first time of the other passengers. Hundreds of people lined the decks. The last lifeboat had left. As I glanced around, searching for the other boats, disgust filled my thoughts. Rich, prominent women were in lifeboats, which were purposely half-filled. As they had material wealth, they needn't care about the sacrifice of others. I felt compelled to stand up and say something, though the cowardice within me kept me silent. I turned away staring into the dark sky lit by many tiny white stars. More hours passed, I wouldn't turn around; more boats were surrounding us as we moved further away, my eyes were red and sore yet the tears still flowed, yet I was no-longer sad but now angry. Why should I live and everyone else die? I longed to be by my father's side, but I knew that he was gone. The sound grew, crashes and explosions. The cries grew louder but I never turned, I would not see it go down. I was too scared, too pathetic. I forced my self to turn just as the boat crashed down to the depths below. There were bodies everywhere, strewn around the wake of the ship. We never returned, another ship, the Carpathia arrived at the scene taking the surviving people on board. I remember little, around me, mothers franticly calling for their families, their children weeping heavily. They knew they were lost. I did not cry anymore. I shivered not only from the cold, but of the fright. That man new this was to happen. How? I was too tired to sleep, too confused to think. As we arrived finally in New York I realised that I was to meet my fiancà ¯Ã‚ ¿Ã‚ ½, the crowd all wept. Many were greeting relatives, asking helplessly if we had seen their loved ones. Keith stood in the crowd. I saw him, my face lit instantly but only for a second. I ran towards him and just let him hold me for a while; he knew not to speak yet. I never forget the event, I think about what I should have done, I should have made them go for survivors or stayed with my father. I regret many things but my family was always there to bring me hope through the hard times.

Developing An Inclusive Education System Education Essay

For the last few decennaries, there has been an addition in the figure of states which aimed at doing their instruction systems more inclusive. This purpose has been in the docket of both developed and developing states with fluctuations in their definitions of inclusion, policy devising schemes and school patterns. In add-on, experiences of these states in their attempt to develop inclusive instruction systems have faced peculiar challenges ( Ainscow, 2005 ) , with the instance being more terrible for developing states where it has been improbable to detect a important accomplishment in their test to develop inclusive instruction ( Eleweke and Rodda 2002 ; Mittler 2000 ) . Turkey, as a underdeveloped state, has committed to developing inclusion in schools for about two decennaries ( Eleweke and Rodda 2002 ; UNESCO 1994 ) . Since so, nevertheless, transmutation of The Turkish Education System to an inclusive 1 has been sing serious challenges although there have been several positive stairss taken towards bettering inclusive policy and pattern. This reappraisal is concerned with the procedure of Turkey in developing inclusive instruction while taking to lend to the limited literature which critically reviews Turkey ‘s place in this procedure. After the behavior of hunt is discussed, the procedure towards inclusive instruction will be reviewed under three wide footings: Definition of inclusion as reflected on policy and pattern, the passage procedure from instruction in particular schools to inclusion, and the current barriers against inclusive instruction.Behavior of SearchThis literature reappraisal is loosely concerned with the field of inclusive instruction and specifically explores Turkey ‘s place in developing inclusive instruction. Therefore, the hunt for this reappraisal was started with the scholarship of taking people in the field of inclusive instruction and was limited to literature about Turkey. The standard for utilizing the literature was convenience with the intent of reappraisal. In be aftering t his piece of literature reappraisal, several types of paperss were searched for through some cardinal footings and in some databases and web sites. Appendix 1 nowadayss a elaborate tabular array of the hunt footings used, web sites and databases searched, the figure of paperss reached in any twelvemonth and the figure of paperss used.Definition of InclusionRecently, an inclusive instruction system has been a common end in the docket of many states. However, there have been fluctuations in the manner inclusion was defined by these states ( Ainscow et al. 2006a ) . In many of the definitions, a often changing facet has been the mark population identified as capable to inclusion which brought about the inquiry of ‘who is inclusion for? ‘ Based on this inquiry, it has been possible to follow policies and patterns which have focused on pupils from the most vulnerable groups to all possible scholars ( Ainscow et al. 2006a ) . In 1994, ninety two authoritiess from different parts of the universe endorsed that schools would move in a model which would to the full include every scholar, no affair what characteristics the pupil possessed ( UNESCO, 1994 ) . These features could be diverse physical, rational, societal, emotional and lingual belongingss. Despite this model, nevertheless, it has been hard to follow a common apprehension and incorporate patterns based on the statement ( Ferguson, 2008 ) . For illustration, while the tendency in developed states, such as the UK and the USA is towards an apprehension of inclusion for all scholars, many developing states have based their policies and patterns on inclusion of handicapped pupils ( Gaad 2010 ; Slee 2010 ; Ferguson 2008 ) . Turkey, like many other developing states, has identified handicapped pupils as the most vulnerable groups in instruction and adopted an apprehension of inclusion which places handicapped pupils in mainstream schools ( Gaad 2010 ; Rakap and Kaczmarek 2009 ; Turkish Prime Ministry 2008 ) . As the first typology of conceptualisation of inclusion by Ainscow et Al. ( 2006b ) illustrates, Turkey ‘s definition of inclusion is similar with authoritiess and schools which have based their policies and patterns on the inclusion of handicapped kids. In 1997, the Particular Education Regulation ( No. 573 ) which was considered as the first ordinance towards inclusive instruction was enacted. Since so, all ordinances and Torahs in Turkey have referred to inclusion of handicapped kids into mainstream schools. As for the disablement classs identified, the groups subject to inclusion were defined as ocular, hearing and wellness damages, physical, mental, address and linguistic communication, larning and emotional and behavioral disablements ( Turkish Prime Ministry, 2008 ) . In the Particular Education Regulation of 1997, every bit good as other ordinances such as The Particular Education Services Regulation in 2006, several definitions were made by the ministry which founded the footing for the inclusion of handicapped kids ( Melekoglu et al. 2009 ) . One of the most radical statements was the consideration of particular instruction as portion of the regular instruction. With this in head, regular instruction categories were defined as least restrictive environments where instruction of handicapped kids should be encouraged. As a consequence of this, referral of handicapped kids every bit good as assignment of particular instruction instructors to regular instruction schools accelerated in the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . Another point emphasized by the ordinances was the duty assigned to mainstream schools to be after and supply educational and support services to handicapped kids ( Melekoglu et al. 2009 ) . Each school was required to fix and implement an individualised instruction program for each kid. However, this subdivision which emphasized singularity of pupils was followed by another portion in the ordinance, which defined particular instruction services to be provided for separate classs of handicapped pupils, instead than stressing pupils with single and alone demands. This nature of the ordinance, hence, has created instruction programs which overlooked single demands and included standard aims and services for peculiar disablement groups. As a decision, analysis of policies in Turkey reveals the world that inclusion merely refers to the arrangement of handicapped kids in mainstream schools ( Gaad 2010 ; Turkish Ministry of National Education 2010 ; Turkish Prime Ministry 2008 ) . Slee ( 2010 ) claims that sing inclusion as the integrating of merely handicapped kids weakens the inclusive schooling advancement in the broader sense. However, although it seems to be a restriction to overlook the demand to include other kids from vulnerable groups ( e.g. scholars non needfully diagnosed with a disablement ) , the procedure can still be perceived as a measure taken to do schools more inclusive by go forthing behind the thought of categorising and puting handicapped kids in particular schools where they were antecedently seen as ‘others ‘ ( Gaad, 2010 ) . In add-on, the developmental degree of the educational systems and the world of handicapped pupils as one of the most unintegrated groups in hapless and developing states might take states to concentrate more on inclusive patterns for handicapped pupils. In this context, there is a demand for more policies, resources and betterment of powerful support systems to travel beyond the point of including merely the handicapped requires. In add-on, this procedure might necessitate more clip in states where inclusive instruction is still immature ( Gaad, 2010 ) .Passage from Education in Particular Schools to InclusionThe field of instruction, in the 20th century, underwent a substantial test to legalize the principle for particular instruction ( Armstrong, 2010 ) until new statute laws and patterns started to take an issue with old particular educational theories and patterns ( Thomas and Loxley 2001 ) . For the last few decennaries, there has been a surcease in the enlargement of particula r instruction schools non merely in wealthy but besides in hapless and developing states as many decision makers have started to turn to inclusion in authorities policies and school patterns ( Ainscow et al. 2006a ) . Turkey, as a underdeveloped state, has been in the procedure of the passage from instruction in particular schools to inclusion since its indorsement of the Salamanca Statement ( UNESCO, 1994 ) . Until a few old ages ago, the dominant tendency towards instruction of handicapped kids was based on segregating them in particular schools harmonizing to a categorization based on their disablements and supplying them with particular educational services. However, the Ministry of National Education has started to stress and back up the instruction of handicapped kids with their equals in regular schools. For a decennary, the accent and support for inclusion has invariably been told to schools and parents in order to include them into a system where the inclusive instruction and its cardinal rules are adopted and supported ( Melekoglu et al. 2009 ) . In Turkey, contemplations of the altering attitude towards inclusive instruction have been discernible on the policy of the Ministry of National Education. For illustration, the 37th article of The Particular Education Services Regulation ( 2006, p.3 ) states that â€Å" The Ministry of National Education is responsible for opening particular schools for handicapped pupils. However, the precedence should be given to the mainstream instruction of handicapped pupils together with their usually developing equals in regular schools. † This statement evidently underlines the altering attitude of the authorities favoring inclusion on policy paperss. There were two other marks of the altering position of the Ministry towards a more inclusive system. First, The Particular Education Services Regulation ( 2006 ) included a portion which explained the inclusion procedure to schools in item. The other mark was the book published by the Ministry and gave detailed information about inclusion to pull attending of the stakeholders ; viz. parents, instructors and decision makers ( Turkish Ministry of National Education, 2010 ) . Official statistics by the Ministry show that the figure of handicapped pupils in mainstream schools has significantly increased for the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . This addition in measure is important compared to the figure a few old ages ago ( see Figure 1 ) . Despite this, about half of the handicapped kids are still placed in either particular instruction schools or particular instruction schoolrooms within mainstream schools ( Turkish Ministry of National Education, 2012 ) . Furthermore, the first option for arrangement of pupils with some type of disablements, such as ocular and hearing damages, is the particular instruction school, normally due to the deficiency of related staff in inclusive schools. Such a state of affairs creates an unconscious penchant for the inclusion of some type of disablements, such as mental deceleration, and ignorance of other disablement groups. Figure 1. Number of handicapped pupils in mainstream schoolrooms between the old ages 2000-2012 ( Beginning: Turkish Ministry of National Education, 2012 ) . Another point worth enquiry is the degree in which inclusion of handicapped pupils is taking topographic point. In Turkey, there are three degrees for inclusion among which there is a dramatic difference in footings of the figure of handicapped pupils ( see Table 1 ) . Harmonizing to recent statistics by the Ministry ( 2011 ) , addition at primary degree is assuring whereas inclusion of handicapped pupils at preschool and high school degrees is still non satisfactory with regard to measure. One of the grounds for this state of affairs was the mandatory educational period which was 8 old ages and did non include the preschool and high school periods. However, the most recent statute law by The Grand National Assembly of Turkey ( 2012 ) increased the mandatory instruction period in a manner that it will include the preschool ( 3 to 5.5 old ages of age ) and high school. This is expected to diminish the dropout rate of the handicapped pupils and increase the figure of handicapped pupils in pre and high schools.Educational DegreeNumber of ClassroomsNumber of StudentsPreschool ( 3 to six 6 old ages age )288 588Primary ( Grades 1 to 8 )40810 84637High School ( Grades 9 to 12 )4573 7775Entire45671 93000 Table 1. Number of handicapped pupils in mainstream schoolrooms harmonizing to educational degrees in 2011 ( Beginning: Turkish Ministry of National Education, 2011 ) . To reason, contemplations of the passage to inclusive instruction in Turkey have been slightly discernible on the policy degree. However, promising progresss at the policy degree have seldom been accompanied by satisfactory execution ( Rakap and Kaczmarek 2010 ) in schools. Research findings have been systematically demoing that there have been jobs experienced in countries such as service proviso, course of study, inclusive school community and staff measure and competence. These jobs are discussed in the undermentioned chapter.Barriers against Inclusion in TurkeyThe world of inclusive instruction has been ruling the universe, with many states taking to develop their systems to a more inclusive construction and implement more inclusive patterns in schools ( Lindsay, 2007 ) . However, this world is non without its challenges and duties both for developed and developing states ( Ainscow, 2005 ) with the jobs being more serious for the latter ( Mittler, 2000 ) . In Turkey, like many other developing states, challenges and duties have been invariably experienced during the test to further inclusion in schools. In this test, three barriers have been identified and discussed in this chapter. These are negative attitudes towards inclusive instruction, jobs experienced in planning and supplying support services and deficiency of human resources ( Kuyumcu 2011 ; Polat 2010 ; Rakap and Kaczmarek 2010 ) .Negative AttitudesFor a few decennaries, research findings have shown that inclusive instruction produces positive consequences non merely for handicapped pupils who are placed in inclusive scenes but besides for their equals without disablements ( Lindsay 2007 ; Balderrama 1997 ; Staub and Peck 1994 ) . However, a considerable sum of this research besides underlines that it is improbable for educational systems to better their inclusiveness unless there are positive attitudes in professionals in schools ( Polat 2010 ; Antonak and Larrivee 1995 ) . Because professionals assume a important function in supplying educational services both for handicapped and non-disabled pupils. In a school, a welcoming inclusive clime in which professionals have positive attitudes towards diverseness and inclusion is necessary ( Booth and Ainscow 2002 ) . In Turkish schools, findings of research have shown that school professionals do non hold sufficiently positive attitudes towards inclusion of disables pupils. For illustration, Rakap and Kaczmarek ( 2010 ) investigated attitudes of general instruction instructors who work in public simple schools in Turkey and found important negative attitudes held by them. Similarly, school counselors in Turkey, harmonizing to Polat ( 2010 ) , have non still had stable positive attitudes towards the inclusion of handicapped pupils. Such research findings show that the current stance of Turkish schools in footings of positive inclusive attitudes has non created a satisfactory feeling.Insufficient Support Services and Non-Inclusive CurriculumThe literature on inclusive instruction in Turkey displays the troubles experienced by pupils, ins tructors, parents and decision makers. Harmonizing to the Educational Reform Initiative in Turkey ( 2011 ) , a basic job underlying these troubles is the deficiency of inclusive course of study and support services for handicapped pupils. In an environment where the figure of handicapped pupils come ining inclusive scenes is invariably increasing, schools have seldom been able to suit this addition in footings of their existing course of study. It is expected from a school to set up a course of study in which single demands of handicapped pupils are represented and met. However, the purely centralized and standard nature of the course of study in Turkey has made it hard to stand for the demands of handicapped pupils within the content of the course of study ( Sucuoglu and Kargin 2008 ) . In the Turkish Education System, the policy expects that an single instruction program ( IEP ) must be planned and implemented for each handicapped kid who is placed in a mainstream school ( Turkish Ministry of National Education, 1997 ) . In add-on, support services ( e.g. guidance, address therapy etc. ) should direct pupil demands. However, surveies show a contrary state of affairs with these outlooks. For illustration, a recent survey has shown that the procedure of service planning was carried out in merely 37 % per centum of the inclusive primary schools and merely five per cent of the schools had an IEP squad ( Kuyumcu, 2011 ) . In another survey conducted by the Educational Reform Initiative ( 2011 ) , 23 per centum of the instructors reported that they did non fix an IEP for the handicapped pupils in their categories whereas merely 44 per centum of the parents stated that an IEP was implemented for their handicapped kids. As a consequence, it is likely to detect pupils and p arents who perceive instruction as disused and to happen handicapped pupils who dropout mainstream schools after a piece.Lack of Human ResourcesAmong the success factors of inclusive pattern, sufficient human resource in footings of measure and quality is an of import component. Harmonizing to a recent survey ( Educational Reform Initiative, 2011 ) ; the advancement made by Turkish Educational System in footings of human resources in inclusive instruction is non satisfactory. To better advancement, it is inevitable to use more professionals, such as general instruction instructors, particular instruction instructors and school counselors, who can lend to the execution of inclusive pattern in schools ( Sucuoglu and Kargin 2008 ) . For illustration, it can be seen that the mean Numberss of pupils in primary and high schools served by a counselor are 1225 and 554, severally ( Turkish Ministry of National Education, 2012 ) . Equally far as such statistics are taken into history, deficie ncy of professional staff might be considered as an of import job. Teachers play a cardinal function in inclusion because they are the organizers of single demands and suppliers of educational and support services. Therefore, troubles experienced by instructors within schoolrooms exacerbate the success of inclusive patterns ( Sucuoglu, 2004 ) . For illustration, a job reported by instructors is the trouble in schoolroom direction. In Turkish mainstream schools, merely one general instruction instructor serves all pupils within one schoolroom and it might acquire more hard to pull off when handicapped pupils are placed in this category because it is reported that ( Educational Reform Initiative, 2011 ) pupil instructors at university do non have appropriate preparation to such conditions. In an inclusive instruction system in which all pupils are full members of a school, each pupil is assessed with regard to his or her single public presentation. However, instructors in Turkish schools have reported that they have troubles in measurement and measuring success of handicapped pupils in their schoolrooms ( Sucuoglu, 2004 ) . Equally far as unrealistic aim authorship and public presentation finding are taken into history, it might acquire more hard for instructors to measure public presentation against unrealistic standards.DecisionInclusive instruction is a procedure which includes several variables and stakeholders ( Idol, 2006 ) which invariably influence the inclusive instruction procedure because each of them carries out a critical function in determining the success of inclusion. Therefore, diminishing the spread between the inclusive policy and its execution, every bit good as heightening the advancement made by schools in their inclusive pattern, requires a holis tic position towards inclusion and its elements ( Educational Reform Initiative, 2011 ) . Particularly in developing states which are at the beginning of their inclusion journey, puting inclusive systems is possible by concentrating on each component of the system and their interrelatednesss. As an of import component of an instruction system, attitudes of school staff towards inclusion are of important importance for making an inclusive environment at school. It is known that these attitudes towards inclusive instruction and inclusion of handicapped kids might positively alter when stakeholders receive preparation at any degree of their professional life ( Sucuoglu, 2004 ) because professionals who feel unqualified about their accomplishments in footings of working in an inclusive scene might be loath in working with handicapped pupils ( Aydin and Sahin 2002 ) . Finally, the demand for a fluctuation in the proviso of support services and an inclusive course of study in mainstream schools of Turkey is high because more pupils with diverse backgrounds are come ining mainstream schools with single demands and diverse backgrounds. Both in the schoolroom and exterior, pupils require support, specific to their single demands. In supplying this support, cooperation with households and audience with co-workers and other professionals is known to lend to the development of more inclusive schools ( Booth and Ainscow 2002 ) . As for the course of study, the advancement made on the policy degree might be extended to the development of more inclusive course of study by The Ministry which develops centralized course of study and has schools follow them.ContemplationsTransporting out this literature reappraisal has made me face two worlds. The first 1 was the scope of necessary accomplishments which must be recruited during the procedure. Geting these acco mplishments entails advanced academic preparation every bit good as battle in lasting reading and authorship which are disputing. The 2nd world was the influence of the reappraisal procedure on my premises and larning. As it requires lasting reading, some of the premises which I had before get downing, needed either alteration or complete alteration. As a consequence of this, I encountered new cognition, new writers, new books and new manners of composing. Combined with the tips I gained during the class preparation, the procedure contributed to my assurance in critically analysing a piece of authorship and developing an statement about it.Word count excepting the figure and tabular array: 3296

Communications - Single-loop & Double-loop Learning Essay

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Career Aspirations - Research Proposal Example This is my short-term plan for the next 5 years. An accountant must be very good at numbers, precise, analytical and willing to work in a flexible schedule. There are many occasions wherein one has to render overtime especially when a lot of transactions were made in a single day .It is a must for an accountant to have an over-all knowledge of accounting, finance, budgeting, cost control and the GAAP (Generally Accepted Accounting Principles).It is also important for an accountant to be updated with existing financial regulations on the federal as well as national level. It is important for someone who wants to be an accountant to be very patient in handling details. But aside from the technical work, it would also be good if I have good interpersonal skills since I have to deal with different people inside an organization. I need to do a lot of explaining about finance which is sensitive topic for most people. Moreover, I believe I should be very, very objective. One of my strengths is the ability to persevere under trying conditions. I am a very patient person and this attribute would greatly help me in this career. For one, I have encountered a situation wherein I have to explain procedures that someone must follow. The incident happened when I was then assisting in my relative's small business during summer. They had a small grocery which had long-term customers. One grocer returned a box of milk since the date showed that it has already expired. I calmly explained that I need to keep the box as proof but I can't return her money since I do not have the authority to do so. She was insistent and started cursing me. I called my aunt on the cellphone and informed her of the situation. She immediately ordered me to refund the payment. At the end of the day, it was only then that I realized that I was patient and tactful in handling the old lady. I followed the procedure and asked for advice before I acted on the

Catedral Essay Example | Topics and Well Written Essays - 250 words

Catedral - Essay Example The narrator realizes his loneliness, his lack of communication, and his use of alcohol and drugs to overcome these shortcomings through this meeting and thus the story ends on a positive note that there is still hope. The first hint of the narrator’s loneliness is when his wife says to him â€Å"You don’t have any friends,† (Carver, 2009, para 10). His constant use of alcohol also bears testimony that he wishes to drown these feelings by consuming more and more alcohol. Also at one point in the story when the wife goes to sleep and Robert wishes to stay and chat with the narrator, the narrator seems surprised and is glad to have company in his daily ritual of staying up late and drinking. Another important issue that the narrator realizes is his lack of communication. He is not able to communicate properly with his wife. He is surprised to see his wife smiling when she comes home with Robert thus hinting that he does not know what pleases his wife and what does not. He is not even mentioned in the conversation between his wife and Robert. When he, bored of the conversation, switches on the television, his wife looked at him with irritation. (Carver, 2009, para 47). Likewise from the beginning he was uncomfortable with the notion that a blind man was coming to visit and would stay in his house. He had not been around any blind person to have any fore-hand knowledge of how to treat a blind person. Eventually he ends up asking tactless questions for instance the side of the train that Robert sat on while coming as it would not have mattered to and even when he is addressed to by Robert, he replies in monosyllables and phrases. He also changes some preconceived notions about blind people as he is surprised by the presence of a beard and absence of dark glasses on a blind man as well as his skill with the fork and fingers during dinner. Then he also faces immense difficulty in describing a cathedral to Robert. When Robert makes the narrator draw the

Effect of Poverty on Women's Healthcare Research Paper

Effect of Poverty on Women's Healthcare - Research Paper Example health, it becomes imperative to identify and disclose health disparities related to gender and economic level so that appropriate actions are taken to help the needful. In this article, feminization of poverty and the health effects of poverty on women is discussed. It is a well known fact that the health of women is not only determined by biological factors but also by several social factors, the most important of which is poverty. In fact, 2 out of every 3 women in the world are plagued by poverty leading to an array of clinical problems like malnutrition, anemia, easy fatigability, increased susceptibility to infections and even premature death (Cohen, 1994). Though several organizations like the World Health Organization have asserted that health is a fundamental right of every human being irrespective of sex and other aspects, several women are being denied of this right and the main cause for this happens to be poverty. It is very important to tackle poverty of women for the purpose of long term success of the child poverty strategy of the Government (WBG, 2005). In this essay, the impact of poverty on the health care of women will be discussed through review of appropriate literature. In several countries like even developed countries like Canada, the poverty rates of women across all age groups is higher than in men. One of the main reasons for poverty among women is their dependency for living. In many races, women are not provided enough education and this leads to poor vocational opportunity and poverty. Many researchers favour the link between education and poverty (Zaki and El-Deeb, 2004). Also, many women cannot get employed full-time because of the responsibilities they have towards their children, husbands and elderly people at home. Lack of awareness which is more predominant in those belonging to lower socio-economic group is another major factor that influences health. In a study by Ailinget et al (2009), it was found that poor women had lower

Medications in Nursing Essay Example | Topics and Well Written Essays - 1750 words

Medications in Nursing - Essay Example 228). As a nondepolarizing agent, this drug causes skeletal muscle paralysis by blocking the myoneural junction, interfering acetylcholine’s bid for cholinergic receptor sites and then binding with the nicotinic cholinergic receptor at the postjunctional membrane (Stoelting and Miller, 2007). Unlike other depolarizing agents however, vecuronium does not have much agonist activity and has no depolarizing impact at the motor endplate (McEvoy, et.al., 2009). As a muscle relaxant, this drug acts first on the eyelids and the jaw, then acts on the limbs, the abdomen, and then the diaphragm and the intercostals (Bledsoe, Clayden, and Papa, 2005). Adverse reactions of the drug may include skeletal muscle weakness and prolonged respiratory insufficiency or apnea (NDH, 2006). The intubating dose of 0.1mg/kg is sufficient to create intubating conditions within 3 minutes with effects lasting up to 45 minutes (Kovacs and Law, 2008). Co-administration with antibiotics can enhance neuromuscu lar blockade, thereby also causing increased muscle relaxation and increasing the potency of the drug (NDH, 2006). Using the drug with opioid analgesics can also increase neuromuscular blockade, thereby also causing increased skeletal muscle relaxation. ... This drug also acts on the CNS to improve the vagal tone, thereby, slowing the conduction through the nodes and thereby ensuring antiarrhythmic effect (NDH, 2006). Digoxin has a significant role in reducing ventricular rate in supraventricular arrhythmias in atrial fibrillations; hence it is the better drug choice for Mr. Jian. It can however cause fatigue, muscle weakness, agitation, headache, anorexia, vomiting, and diarrhea (NDH, 2006). In relation to other drugs, co-administration with verapamil and quinidine can increase the blood digoxin levels and provoke atrioventricular block; administering it with diuretics can cause hypokalemia which can increase the risk of ventricular arrhythmias (Berger, 2010). This drug is not advised for those with hypersensitivity to digoxin, for those with digitalis-induced toxicity, ventricular fibrillation, or ventricular tachycardia (NDH, 2006). For the nurse, there are various nursing precautions which should be considered in the administration of digoxin. After administration of the drug, the nurse needs to monitor Mr. Jian’s pulse rate because extreme slowing of the pulse may indicate digitalis toxicity (NDH, 2006). The nurse also needs to monitor the patient’s potassium levels carefully and take appropriate action before hypokalemia occurs. Before the drug is administered, the nurse needs to take the apical-radial pulse for 1 minute. She then needs to notify the prescriber for any changes (any significant increase or decrease in pulse). If such increase of decrease is seen, the patient’s BP needs to be checked and for an ECG to be performed (NDH, 2006). Question 3: Flecainide and Dofetilide Flecainide is a Class Ic

Learning Activity Essay Example for Free

Learning Activity Essay Today by contemplating the corporate world we can realize that change is so very necessary for firms if they want to prosper. The market is changing so rapidly and technological advancement has created such hype that firms need to evolve from time to time. Researchers say that nowadays firms do not need to bring changes to get an edge over rival firms, but to survive. This itself defines the importance of change. However, just planning change is not important; smart execution is even more important. It includes the way management communicates the change, the way it handles employees’ reaction, the way it manages resistance to change, the way it deals with the after effects of it, and etcetera. These are very important issues that senior management focuses on. The following paragraphs will deal with two of these core issues, namely communicating change and managing change (Ian, Richard and Gib, 2009). Being the resort manager of Baderman Island, I will be very careful in rolling out this information to my employees as communicating the fact that they will be fired if customers continuously complain is a very sensitive issue. Firstly, I will try to explain them the problem, i.e., dissatisfaction of customers and then will discuss the reasons associated with it as put forward by customers. After this will ask for suggestions from them as I want them to feel that they are valued, which is sometimes known as underscore and explore strategy. Then company’s new policy will be disclosed smartly and the desired outcomes will also be floored. When communicating sensitive information like this, firms should give reasons behind the changes made and policies designed as employees have a right to know all about it. It should also be explained that how it will affect the organization and how important it is. If these things are taken care of then there is very less chance of resistance and negative reaction. Moreover, managing resistance to change is again a very important issue. If any resistance occurs concerning the changes in policies brought by Baderman Island’s management I will take care of it very carefully. Again I will use a democratic approach by getting involved in a dialogue with employees who resist. I will try to explain them what they mean to the firm and why has the firm decided to introduce this policy of firing employees due to bad performance. In addition to this, I will also explain the outcome of this policy and the positive effects it will have on the reputation of this firm. Sensible and potential employees will understand and for those who do not, I will use my authority to deal with them the harsh way. Furthermore, I will also help and facilitate employees who are worried about their job security by explaining them ways to satisfy customers and to improve their over all performance. In this way I will manage any resistance to the change. Reference: Palmer, Dunford and Akin (2009). Managing Organizational Change, McGraw Hill Publishers.

The Problems Associated With Exponential Growth Environmental Sciences Essay

The Problems Associated With Exponential Growth Environmental Sciences Essay Define exponential growth. Describe the connection between exponential growth and environmental problems. Exponential growth is the growth in which some quantity, such as population size or economic output, increases at a constant rate per unit of time. The connection between these two is that exponential growth plays a key role in five important and interconnected environmental problems and issues by having population growth, resource use and waste, poverty, loss of biological diversity, and global climate change. But the great news is that we have solutions to these problems that we could implement within a few decades. Distinguish between solar capital and natural capital. Evaluate the significance of these forms of capital in the development of human societies. By analogy, we can think of energy from the sun as solar capital. Solar energy or capital includes direct sunlight and indirect forms of renewable solar energy such as wind power, hydropower, and biomass. Similarly, we can think of the planets air, water, soil, wildlife, forest, rangeland, fishery, mineral, and energy resources and the processes of natural purification, recycling, and pest control as natural resources or natural capital. Natural capital consists of resources that support and sustain the earths life and economies. This priceless natural capital that nature provides at no cost to us plus the natural biological income it supplies can sustain the planet and our economies indefinitely as long as we do not deplete them. Distinguish between living on principal and living on interest. Analyze which of these behaviors humans are currently illustrating. Evaluate the possibility of continuing to live in our current style. If you have something of value such as an amount of money, that is the principle. If you take from that amount to live on, you are living on the interest. The basic item you own is decreasing in value. You may be living well now. If you continue using up the item, you wont be able to use it in the future. You will need other sources of money in the future. Some items gain in value, such as a bank savings account that provides interest. If you draw off the interest, the basic amount in the account stays the same. But you are living on the interest. Currently I believe that humans are living on interest. They dont have enough money to support them so they would just spend first and pay the amount back slowly as interest builds up though. Define globalization. Globalization is the broad process of global social, economic, and environmental change that leads to an increasingly integrated world. What factors affect globalization? Factors accelerating globalization include information and communication technologies, human mobility, and international trade and investment. Summarize the advantages and disadvantages of globalization. Pros Of Globalization With globalization, there is a global market for companies to trade their products and a wider range of options for people, to choose from among the products of different nations.    Developing countries benefit a lot from globalization, as there is a sound flow of money and thus, a decrease in the currency difference. To meet the increasing demands that follow globalization, there is an increase in the production sector. This gives loads of options to the manufacturers as well. Competition keeps prices relatively low, and as a result, inflation is less likely to occur. The focus is diverted and segregated among all the nations. No country remains the single power head; instead there are compartmentalized power sectors. The decisions at higher levels are meant for the people at large.    Communication among the countries is on the rise, which allows for better understanding and broader vision. As communication increases amongst two countries, there is interchange of cultures as well. We get to know more about the others cultural preferences. As we feed to each others financial needs, the ecological imbalance is also meted out. Governments of countries show concern about each other.    Cons Of Globalization Globalization is causing Europeans to lose their jobs as work is being outsourced to the Asian countries. The cost of labor in the Asian countries is low as compared to other countries. The high rate of profit for the companies, in Asia, has resulted in a pressure on the employed Europeans, who are always under the threat of the business being outsourced. Companies are as opening their counterparts in other countries. This results in transferring the quality of their product to other countries, thereby increasing the chances of depreciation in terms of quality. There are experts who believe that globalization is the cause for the invasion of communicable diseases and social degeneration in countries. The threat that the corporates would rule the world is on high, as there is a lot of money invested by them. It is often argued that poor countries are exploited by the richer countries where the work force is taken advantage of and low wages are implemented. Distinguish between developed countries and developing countries. Describe changes in the wealth gap between these groups of countries. Developed country is highly industrialized already and has a high per capita GNP while developing countries have low to moderate industrialization and low to moderate per capita GNP. Most of its location is in Africa, Asia, and Latin America. The developed countries are wealthier in economy wise while the developing countries are barely surviving. Distinguish between the following terms: physically depleted and economically depleted resources; nonrenewable, renewable, and potentially renewable resources; reuse and recycle. Economically depleted: When 80% of resource is extracted and used up therefore the cost to extract the 20% exceeds its economic value. Physically depleted: When 100% of resource is extracted and used up. Nonrenewable: Resource that exists in a fixed amount (stock) in various places in the earths crust and has the potential for renewal by geological, physical, and chemical processes taking place over hundreds of millions to billions of years. Examples are copper, aluminum, coal, and oil. We classify these resources as exhaustible because we are extracting and using them at a much faster rate than they were formed. Renewable: Resource that can be replenished rapidly (hours to several decades) through natural processes. Examples are trees in forests, grasses in grasslands, wild animals, fresh surface water in lakes and streams, most groundwater, fresh air, and fertile soil. If such a resource is used faster than it is replenished, it can be depleted and converted into a nonrenewable resource. Potentially renewable resources: something that can be replaced. Reuse: Using a product over and over again in the same form. An example is collecting, washing, and refilling glass beverage bottles.  Recycle: Collecting and reprocessing a resource so that it can be made into new products. An example is collecting aluminum cans, melting them down, and using the aluminum to make new cans or other aluminum products.   Draw a depletion curve. Explain how recycling and reuse affect depletion time. It affects depletion time because as we recycle and reuse the products over time it saves much more of that product and overtime it increases. Define sustainable yield. Sustainable yield is when the highest rate at which a potentially renewable resource can be used without reducing its available supply throughout the world or in a particular area. Describe the relationship between sustainable yield and environmental degradation. Renewable resources can be depleted or degraded. The highest rate at which a renewable resource can be used indefinitely without reducing its available supply is called its sustainable yield. When we exceed a renewable resources natural replacement rate, the available supply begins to shrink, a process known as environmental degradation. Describe the tragedy of the commons. Summarize how most environmentalists alleviate this type of tragedy. The  Tragedy  of the Commons is a term used to  describe  what happens to common resources as a result of human greed. It was first coined in an article in  Science  in 1968 by Garrett Hardin. The commons dilemma was seen long before Hardin, but he brought widespread attention to it and described it in a common-sense fashion that made it easily accessible. The  Tragedy  of the Commons can also be used when describing  national parks, river use, air quality, oil, forests, and even things such as radio frequencies. The  Tragedy  of the Commons is an important  theory  for designing resource usage plans, as its fundamental assumption about how rational humans can act in a way to bring about destruction of their resource gives a reason to set artificial limitations on usage through governmental policy. Distinguish between the following terms: point source of pollution and nonpoint source of pollution; nonpersistent, persistent, and nondegradable pollutants. Point source: Single identifiable source that discharges pollutants into the environment. Examples are the smokestack of a power plant or an industrial plant, drainpipe of a meatpacking plant, chimney of a house, or exhaust pipe of an automobile. Nonpoint source: Large or dispersed land areas such as crop fields, streets, and lawns that discharge pollutants into the environment over a large area.   Nonpersistent: breaking down rapidly. Persistent pollutionhuman created pollution that doesnt break down naturally and is stored in the fats of animals. Nondegradable pollutionpollution that does not break down at all. Distinguish between pollution prevention and pollution cleanup. Evaluate the effectiveness of these two approaches in decreasing pollution. Pollution prevention is when we reduce or eliminate the production of pollutants. Pollution cleanup is when it involves cleaning up or diluting pollutants after they have been produced. Both of these help the Earth stay cleaner because with these two preventions its helping the Earth do something better as in cleaning up or preventing it from happening. It can either be recycling or putting a stop to the harmful products or cutting back on the object. Summarize underlying causes of environmental problems. The major causes of environmental problems are population growth, wasteful resource use, poverty, poor environmental accounting, and ecological ignorance. Describe a simple model of relationships among population, resource use, technology, environmental degradation, and pollution. According to this simple method, the environmental impact (I) of a population on a given area depends on three factors: the number of people (P), the average resource use per person (affluence, A), and the beneficial and harmful environmental effects of the technologies (T) used to provide and consume each unit of resource and to control or prevent the resulting pollution and environmental degradation. Some factors of technology, such as polluting factories and motor vehicles and energy- wasting devices, increase environmental impact by raising the T factor in the equation. But other technologies, such as pollution control and prevention, solar cells, and energy-saving devices, lower environmental impact by decreasing the T factor. In other words, some forms of technology are environmentally harmful and some are environmentally beneficial. Evaluate which model is most useful to you. Assess which model would be most useful in explaining these relationships to young children and which more closely resembles reality. The technology model is very useful because today in the current world, everyone uses technology such as cars to get around and internet and the computer, and cell phones. Without technology, I dont think people would live as successful as today. In reality, no matter how old you are your family should own a cell phone and a computer at least. Without these, I dont think people would function as successful as they are today. Summarize strategies humans can use to work closely with the earth. To help the Earth function, I believe that people should do their best to conserve what they can, reuse what they can, and recycle from time to time to help out the environment. They should also care about the air we inhale and exhale to prevent any lung diseases that can harm us, and cut back on smoking.

Violence In the Media :: Papers

Public attention to violence in television has been evident since the early 1950's. Since then, some have come to feel that the portrayal of violence on television is an example of the moral breakdown of our once-great nation. Although, various scholars have clearly shown that violence has been a part of the human society's system of communication. And today, television plays a huge role in our system of mass communication. Unfortunately, television is thought to have an impact on the beliefs and actions of viewers, especially of children and teenagers. Most boys and girls who see violent acts performed on television are more likely to become violent and aggressive in their own lives. Two Chicago doctors, Leonard Eron, and Rowell Huesmann followed the viewing habits of a group of children for twenty-two years. They concluded that watching violence on television encourages violent and aggressive behavior. Programs, advertisements, and even the news is giving the public a warpe d view of reality. Since most people have little experience with crime and violent acts, they are more likely to believe what they see on television. By distorting reality, television has caused the increase of violence because of learned behaviors, sex roles and other stereotypical attitudes, and the desensitization of children. One of the main reasons television creates a fair amount of violence in society is the fact that children learn the specific behaviors they observe. It has been established above all that children watch television to keep themselves occupied and for amusement. Television has and informative and social function. Children have said from television they get ideas, learn about good and evil, and get an idea of reality. Dr. George Camshich's analysis on the effects of television is the "vicarious socialization that television conveys our values and norms to maturing individuals in a way that could affect how they function in society" (Williams, 161). In order for a child to be influenced significantly by a particular program, they must find the programs credible. The child then develops opinions through different sources(parents, teachers, peers), and then the child will have their own experiences, relating what they saw on television with the similar situation they have encounter ed in their own lives. It is true that the programs that have the greatest influence are the ones that deal in matters we have no knowledge of.

John Steinbecks Novel, In Dubious Battle Essay -- John Steinbeck In D

John Steinbeck's Novel, In Dubious Battle We are lucky to have many talented writers who have successfully taught US history through their outstanding pieces of literature. One writer of this kind is John Steinbeck in the novel In Dubious Battle. It takes place in the 1930’s when Franklin Deleanor Roosevelt was President. The story is set in a small, rural, part of California, which is known as the Torgas Valley. The novel occurred before World War II at the late part of the Great Depression. The US was still recovering from the downfall from most of the American Industries that fell during the Great Depression. Due to the Industrial Revolution, there were no longer any large industries to support the overflowing amount of workers. The farms were the only place that needed a large work force. Therefore many of the workers had to move to the rural areas to support their needs and to survive. The farm owners were now able to cut the wages significantly, knowing that the workers would not quit and they would get all the work done.   Ã‚  Ã‚  Ã‚  Ã‚   The main character in In Dubious Battle is Jim Nolan. Throughout the novel his life constantly changes. No day is typical in his life. At first he was a normal working man in the urban parts of California. However, he was not satisfied with his job and wanted to have a completely different life. He then decided to join the Reds, or Radicals, which was a Party that wanted to start strikes and protest against the low wages given to all the w...

Ethics and Compliance Essay

As per 2007 Annual Report, Walt Disney had the following initiatives in the following areas: under Studio Entertainment, franchises and original pioneering digital productions such as Pirates of the Caribbean, Cars and High School Musical including the Blu-ray ® technology, the new high definition home entertainment viewing. Animated movies pervaded the period with box office hits like Ratatouille and Wall-E. Under Parks and Resorts, the year 2007 was a dream year at Disney Parks and Resorts with The Year of a Million Dreams opening the park to overnight stay. Other initiatives include the Walt Disney Imagineering technology used for Finding Nemo, with interactive attraction on a high-energy 4-D in Toy Story and the Tower of Terror, the small world dolls which were a source of high-quality entertainment. In Disneyland Resort Paris, guests experience exhilarating rides through dazzling coral reefs, dark deep-sea waters and sunken submarines aboard Crush’s Coaster. Along Consumer Products initiatives include a High School Musical flat-panel television, a popular Nintendo DSâ„ ¢ video game with new Disney characters, wedding dresses inspired by Disney Princesses and a best-selling Disney Fairies sequel novel were just a few of many new products that took the Disney brand to new heights in 2007. In 2007, DCP’s collaborated with bridal designer Kirstie Kelly for the Disney Princess line. Disney Fairies has mushroomed into a powerful global franchise with DisneyFairies. com having more than a million hits. Also, DCP’s infant and preschool sector flourished, toys designed to be interactive with parents and child. The New Baby Einstein feeding products were a hit with parents who welcomed the shape-and color-coded line into meal time. The Walt Disney Internet Group initiated the online and mobile interactive entertainment content in international markets and across platforms by connecting to mobile devices via a new wireless Web site. Under Corporate Social Responsibility, support was provided to Children’s Hospital in California and Florida with a total $15 million for a 200-bed facility and new wing. Also, a pioneering campaign for a balanced nutrition on foods and healthier meals in the park and resorts enhanced with no-smoking issues. Other initiatives were the VoluntEARS program for global outreach for local communities which provided $177 million assistance and another assistance for the victims of Hurricane Katrina; the Make-AWishTM Foundation granting thousands of wishes over the year; also donations to the Elizabeth Glaser Pediatric AIDS Foundation, the Boys & Girls Club of America, the Starlight Starbright Children’s Foundation and UNICEF, for the thousands of kids around the world; the Environmentalityâ„ ¢ program, which handles company efforts in energy conservation, waste management, alternative power and fuels and wildlife protection. Other initiatives were the zero-emission, cleaner-burning biodiesel fuel for the steam engine trains at Disneyland and certain vehicles used by Disney Cruise Line. Further, conservation programs at various Disney facilities continued to cut energy usage and waste; the Woodland Trust and the Hundred Acre and the Disney Wildlife Conservation Fund encourages children and families to plant trees, protecting wildlife and ecosystems; promoting responsible labor standards, outlines minimum working conditions and standards in Disney-oriented factories; also remediation plans in educational and monitoring programs. The initiatives taken by the company are parts of the organizational strategy designed by and for Walt Disney Company. This is in response to the tight competitive entertainment world in which Walt Disney is a major player. Reference list Walt Disney Company, Annual Report, 2007. Retrieved May 19, 2009; website: http://corporate. disney. go. com/investors/annual_reports/2007/index. html

Dark Knight Literary Analysis

There is no doubt in my mind my argument will be convincing in this case. When one searches for the definition of herd' In the dictionary, one finds definitions of the term such as: â€Å"a man of distinguished courage or ability, admired for his brave deeds and noble qualities. † , â€Å"the principal male character in a story, play, film, etc. â€Å", and â€Å"a person who, in the opinion of others, has heroic qualities or has performed a heroic act and is regarded as a model or ideal†.If you are familiar with Batman, you would already be nodding your head in approval of my premise, but as a sign of respect to Christopher Nylon's trilogy and for points In the AP English Language class this essay will be more horrors In Its analysis. It will be deeper, In a literary way. You haven't read everything. Not everything, not yet. The story of a hero must be one of rebirth and the overcoming of obstacles. All the major pop-culture heroes we know and love have been through it. Neo was awoken from his matrix-induced slumber to face the real world.He had to embrace the fact he was the One, and that he had the power to free mankind from the machines. Tactics Finch fought racism while fighting for his client in the times of blatant discrimination In Batman's case. His whole life was filled with tragic obstacles. HIS arenas were murdered when he was barely a child in front of him, which left him without any technical family to nurture him. But in light of his father's words after he witnessed great fear in a well: â€Å"Why do we fall? So we can learn to pick ourselves back up. â€Å", he did, in fact, pick himself up.Bruce Wayne was convinced Gotcha was full of corruption, crime and evil, but that the problem had a solution. The well Bruce fell In as a child worked perfectly as a metaphor for the trilogy throughout. In that well he faced what would first become his biggest fear, to then become his symbol and tool to becoming powerful. In his quest for b ecoming a new version of himself that could effectively fight crime he met Era's AY Ghoul, who taught him the ways of physical combat and most importantly how to strike fear in the mind of his enemies by first embracing his own darkness and fear.As a result the symbol of the bat becomes a prominent motif or identity In the story. We can see It in his nightmares, his cave and, of course, his suit. Later In the series we witness another rebirth of the main character. This time it's less Bruce Wayne who is being reborn, and more Batman. After taking the blame for Harvey Dent's wrongdoings, the injured and exhausted Batman disappears from Gotcha. And so does Bruce Wayne from his company and from the eye of the media. Once the new, unstoppable Bane becomes terrorizing Gotcha Batman tries once more to restore the order in his city but falls.Bane beats him half to death and leaves him In his former prison to rot and watch Gotcha burn afraid of losing Gotcha. In this situation he has to fin d strength in himself in order to live, escape the depths of the prison and ultimately save his city from Bane's nuclear bomb. In his escape, a clear reference to the well of his childhood is made. A well that signifies both the embrace of one's fears and rebirth. During his ascension to freedom Bruce recollects the words formerly mentioned by his dead father. Mentors are crucial in a heroic Journey. They shape the character of the hero and teach him the ways of heroism.They usually deliver words of wisdom that can be become anyone's motto. Among them we can find Tumbledown, You'd, Magic and Hammiest. Bruce Wane's Journey is positively endowed with mentors. The most obvious option would be his father, commonly any boys role model. His life was short, and his company to Bruce even more, but his presence endured the test of time. His strong words clearly rang in his son's mind for the rest of his life. Thomas Wayne was a rich man, who loved his family. He was a philanthropist who beli eved in peace. His last words to Bruce were â€Å"Bruce, don't be afraid. â€Å", and in retrospect these are words he strongly lived by.Another mentor of Wayne is Henry Ducal, Era's AY Ghoul. It was this man who drove Bruce to becoming Batman, he challenged him to embrace his fears. Ducal trained him to become the machine of crime-fighting he later becomes when he faces the Joker. Ducat's presence in the story is brief, but without him Bruce Wayne wouldn't have found Batman in himself. Bruce Wayne encounters this darkness and embraces it, but he struggles to find his balance. This brings up the final, and most important mentor in his life, Alfred Pennyworth. Alfred job is to butler for Bruce, but he represents much more than any of that.Alfred was there for Bruce after his parents were murdered and took care of him. Alfred provides wisdom to Bruce when he needs it, he is a fountain of life lessons because of his travels and age. Alfred holds the memories of what the Wayne family was before Brace's parents died. He speaks in the way Brace's father did to him as a child, reminding him of what his father taught him to stand up for. When Batman is pushed up against the ropes when trying to figure out what the Joker wants, Alfred helps out with a memorable quote. â€Å"Well, because he thought it was good sport. Because some men aren't looking for anything logical, like money.They can't be bought, bullied, reasoned, or negotiated with. Some men Just want to watch the world burn. â€Å", with these words, Wayne gains insight on who he is facing. After this, he understands The Joker Just wants to bend Batman's rules. Finally, the most notorious asset of a hero is his sacrifice for others. This can be presented as material or emotional. Heroic sacrifices are classical. Like Gangland the Grey first death as he fights the fierce Balboa to let the rest of the Fellowship flee or when the T-800 had himself lowered into the pit of molten metal to save humanity from fut ure terminators in the end of Terminator.

The Namesake

Cultural traditions, migration, family and identity are issues which emerge throughout the novel The Namesake by Jhumpa Lahiri. How have various literary techniques been used to show that these issues play a major role in an individual experiencing a sense of belonging or not belonging. It is evident that a number of issues can greatly affect a person’s sense of belonging in particular personal experiences and cultural background.Throughout Jhumpa Lahiri’s novel The Namesake a number of these issues emerge and have been presented to play a major role in an individual discovering their true identity while concurrently experiencing a sense of belonging or not belonging. A range of various literary techniques including intertextuality, motifs and juxtaposition have been utilised throughout the novel to illustrate the factors that influence a person’s sense of belonging and in some cases a person’s sense of isolation.The reference to the short story The Overco at written by Ashoke’s favourite author Nikolai Gogol has been used as both a motif and a form of intertextuality throughout the novel. The Overcoat is first mentioned in chapter one when Ashoke recalls his near death experience in a train accident. It is believed that because Ashoke was clutching the pages of The Overcoat in his hand that he was found among the wreckage of the train and ‘reborn’.This personal experience played an important role in shaping Ashoke’s identity which in turn allowed him to develop a great sense of adventure which enabled him to travel to a land far away from his own and be ‘Born twice in India and once in America’. It can also be suggested that this personal experience influenced Ashoke’s ability to experience a strong sense of belonging wherever he goes. The Overcoat is again mentioned numerous times throughout the novel mainly in relation to Gogol Ganguli’s personal sense of belonging.Gogol’ s namesake is in fact Nikolai Gogol and it was the short story which had influenced the naming of ‘Baby boy Ganguli’. Although there is no connection between Gogol Ganguli and Nikolai Gogol, Ganguli’s sense of belonging is greatly affected by Nikolai’s own identity. Gogol Ganguli feels that he must live according to his namesake who was considered ‘insane’ and this concurrently creates a sense of disconnection within Gogol during his high school years. After discovering the true meaning of his name, Gogol asks his father if he thinks of the night he almost died whenever he thinks of him – ‘Is that what you think of when you think of me? , ‘Do I remind you of that night? ’, to which his father reassures him that he does not. However because of this Gogol forms a sense of isolation and regret towards his father while simultaneously realising the importance of life and family.This sense of isolation is then contrasted to the sense of belonging that is developed later in the novel when Gogol Ganguli changes his name to Nikhil Ganguli in order to gain acceptance and a stronger sense of belonging within the American community.The Overcoat is also a motif that is used to symbolise the importance of identity and personal experience and the role these two factors play in securing a person’s sense of belonging or not belonging. It is evident throughout the novel that there are a number of motifs used that represent issues surrounding the main character and his family. The first of these motifs is manifested on the first pages of the novel where Ashima is said to be making a concoction of ‘Rice Krispies and Planters Peanuts and chopped red onion in a bowl’ to which ‘she adds salt, lemon juice, thin slices of green chili peppers’.It is said that this snack created by Ashima is a humble approximation of the snack that is sold for pennies on Calcutta sidewalks and railway plat forms throughout India. This food motif emphasise the isolation that Ashima is currently experiencing as a result of her recent migration to a land foreign to her, America. Although Ashima’s craving of the snack commonly found in Calcutta emphasises her disconnection and isolation from her homeland, this sense of isolation is eventually replaced with belonging as her community of Bengali friends begins to grow later in the novel.Later the food motif is once again made evident through the gathering and sharing of traditional Bengali food between the Ganguli’s and other Bengali families. These recurring references to traditional Bengali foods reinforces the idea that migration, cultural background and traditions plays a major role in creating a sense of disconnection and eventual belonging. Similarly trains are a key motif within the novel and are first introduced in hapter two when Ashoke recalls his near death experience in a horrific train accident which did physicall y immobilize him momentarily but eventually acted as source of independence and crucial motive in his want for a better life away from his homeland. The motif of the train is then manifested when Ashima gains independence for the first time when riding it alone, although she is alone Ashima feels a sense of belonging to the American community to which she now belongs to. This event is eventually contrasted to her leaving behind presents she bought for her deceased father on the train.Because of this Ashima now creates a great sense of loss as well as disconnection from her homeland, culture and family. For Gogol the train acts as a setting for which his most important relationships have been established in turn providing him with a sense of belonging. This sense of belonging is then contrasted to the sense of disconnection and hurt he later experiences when he discovers the affair between his wife Moushimi and another man whilst on a train. The key motif of the train within The Name sake can be seen as a symbol for change and advancing.This motif is also used to express how personal experiences and relationships can greatly affect a person’s identity and in turn influence their sense of belonging or isolation. The use of juxtaposition throughout the novel The Namesake to contrast each characters sense of belonging. It is also used to emphasise the affect cultural traditions, migration, family and identity have on a person’s sense of belonging. The American culture is greatly contrasted to the traditional Bengali culture to which the Ganguli’s belong to. The two cultures are vastly different in many aspects of life including food, morals and family simply to name a few.The Ganguli’s diaspora from Calcutta has resulted in their sense of disconnection and isolation from society as well as from their family back home. Their lifestyle back home within the Bengali culture has been greatly compared to the lifestyle which they now live in Am erica. Juxtaposition has also been used throughout the novel to contrast the different identities in which the characters have. It can be noticed that Ashoke has a rather strong sense of identity as does Sonia, however Ashima can be viewed as a person who is torn between two worlds whilst Gogol’s dentity is rather confused. From this it can be gather that each characters identity shapes their sense of belonging and this is once again reiterated through the use of juxtaposition. By utilising literary techniques including intertextuality, motifs and juxtaposition Jhumpa Lahiri has successfully addressed issues such as cultural traditions, migration, family and identity while concurrently demonstrating how such issues play a major role on influencing a person’s sense of belonging or not belonging.It is palpable to acknowledge the fact that personal experiences, relationships, time and cultural traditions play an important role in shaping a person’s personal identit y that can in turn influence a person’s sense of belonging and in some cases not belonging. By using the previously mentioned literary techniques, Jhumpa Lahiri has effectively represented this idea in her award winning novel The Namesake. The Namesake Cultural traditions, migration, family and identity are issues which emerge throughout the novel The Namesake by Jhumpa Lahiri. How have various literary techniques been used to show that these issues play a major role in an individual experiencing a sense of belonging or not belonging. It is evident that a number of issues can greatly affect a person’s sense of belonging in particular personal experiences and cultural background.Throughout Jhumpa Lahiri’s novel The Namesake a number of these issues emerge and have been presented to play a major role in an individual discovering their true identity while concurrently experiencing a sense of belonging or not belonging. A range of various literary techniques including intertextuality, motifs and juxtaposition have been utilised throughout the novel to illustrate the factors that influence a person’s sense of belonging and in some cases a person’s sense of isolation.The reference to the short story The Overco at written by Ashoke’s favourite author Nikolai Gogol has been used as both a motif and a form of intertextuality throughout the novel. The Overcoat is first mentioned in chapter one when Ashoke recalls his near death experience in a train accident. It is believed that because Ashoke was clutching the pages of The Overcoat in his hand that he was found among the wreckage of the train and ‘reborn’.This personal experience played an important role in shaping Ashoke’s identity which in turn allowed him to develop a great sense of adventure which enabled him to travel to a land far away from his own and be ‘Born twice in India and once in America’. It can also be suggested that this personal experience influenced Ashoke’s ability to experience a strong sense of belonging wherever he goes. The Overcoat is again mentioned numerous times throughout the novel mainly in relation to Gogol Ganguli’s personal sense of belonging.Gogol’ s namesake is in fact Nikolai Gogol and it was the short story which had influenced the naming of ‘Baby boy Ganguli’. Although there is no connection between Gogol Ganguli and Nikolai Gogol, Ganguli’s sense of belonging is greatly affected by Nikolai’s own identity. Gogol Ganguli feels that he must live according to his namesake who was considered ‘insane’ and this concurrently creates a sense of disconnection within Gogol during his high school years. After discovering the true meaning of his name, Gogol asks his father if he thinks of the night he almost died whenever he thinks of him – ‘Is that what you think of when you think of me? , ‘Do I remind you of that night? ’, to which his father reassures him that he does not. However because of this Gogol forms a sense of isolation and regret towards his father while simultaneously realising the importance of life and family.This sense of isolation is then contrasted to the sense of belonging that is developed later in the novel when Gogol Ganguli changes his name to Nikhil Ganguli in order to gain acceptance and a stronger sense of belonging within the American community.The Overcoat is also a motif that is used to symbolise the importance of identity and personal experience and the role these two factors play in securing a person’s sense of belonging or not belonging. It is evident throughout the novel that there are a number of motifs used that represent issues surrounding the main character and his family. The first of these motifs is manifested on the first pages of the novel where Ashima is said to be making a concoction of ‘Rice Krispies and Planters Peanuts and chopped red onion in a bowl’ to which ‘she adds salt, lemon juice, thin slices of green chili peppers’.It is said that this snack created by Ashima is a humble approximation of the snack that is sold for pennies on Calcutta sidewalks and railway plat forms throughout India. This food motif emphasise the isolation that Ashima is currently experiencing as a result of her recent migration to a land foreign to her, America. Although Ashima’s craving of the snack commonly found in Calcutta emphasises her disconnection and isolation from her homeland, this sense of isolation is eventually replaced with belonging as her community of Bengali friends begins to grow later in the novel.Later the food motif is once again made evident through the gathering and sharing of traditional Bengali food between the Ganguli’s and other Bengali families. These recurring references to traditional Bengali foods reinforces the idea that migration, cultural background and traditions plays a major role in creating a sense of disconnection and eventual belonging. Similarly trains are a key motif within the novel and are first introduced in hapter two when Ashoke recalls his near death experience in a horrific train accident which did physicall y immobilize him momentarily but eventually acted as source of independence and crucial motive in his want for a better life away from his homeland. The motif of the train is then manifested when Ashima gains independence for the first time when riding it alone, although she is alone Ashima feels a sense of belonging to the American community to which she now belongs to. This event is eventually contrasted to her leaving behind presents she bought for her deceased father on the train.Because of this Ashima now creates a great sense of loss as well as disconnection from her homeland, culture and family. For Gogol the train acts as a setting for which his most important relationships have been established in turn providing him with a sense of belonging. This sense of belonging is then contrasted to the sense of disconnection and hurt he later experiences when he discovers the affair between his wife Moushimi and another man whilst on a train. The key motif of the train within The Name sake can be seen as a symbol for change and advancing.This motif is also used to express how personal experiences and relationships can greatly affect a person’s identity and in turn influence their sense of belonging or isolation. The use of juxtaposition throughout the novel The Namesake to contrast each characters sense of belonging. It is also used to emphasise the affect cultural traditions, migration, family and identity have on a person’s sense of belonging. The American culture is greatly contrasted to the traditional Bengali culture to which the Ganguli’s belong to. The two cultures are vastly different in many aspects of life including food, morals and family simply to name a few.The Ganguli’s diaspora from Calcutta has resulted in their sense of disconnection and isolation from society as well as from their family back home. Their lifestyle back home within the Bengali culture has been greatly compared to the lifestyle which they now live in Am erica. Juxtaposition has also been used throughout the novel to contrast the different identities in which the characters have. It can be noticed that Ashoke has a rather strong sense of identity as does Sonia, however Ashima can be viewed as a person who is torn between two worlds whilst Gogol’s dentity is rather confused. From this it can be gather that each characters identity shapes their sense of belonging and this is once again reiterated through the use of juxtaposition. By utilising literary techniques including intertextuality, motifs and juxtaposition Jhumpa Lahiri has successfully addressed issues such as cultural traditions, migration, family and identity while concurrently demonstrating how such issues play a major role on influencing a person’s sense of belonging or not belonging.It is palpable to acknowledge the fact that personal experiences, relationships, time and cultural traditions play an important role in shaping a person’s personal identit y that can in turn influence a person’s sense of belonging and in some cases not belonging. By using the previously mentioned literary techniques, Jhumpa Lahiri has effectively represented this idea in her award winning novel The Namesake.

The Free Radical Theory

The free radical theory was firstly introduced in 1954 by Robert Gerschman and later was developed by Dr. Denham Harman from the University of Nebraska. The term â€Å"free radical† is used by the scientists to describe any molecule which is different from conventional molecules.Actually, free radicals posses a free electron and, therefore, they are able to react with other molecules in destructive and volatile ways. In contrast to free radicals, in conventional molecules the electrical charge is always balanced meaning that electrons are able to come in pairs and their electrical energies simply cancel their charges.In other words, conventional molecules have negative electrical charge because atoms which miss electrons are combined with atoms with excessive number of electrons, and, in the result, a stable molecule with paired electrons and neutral charge is created. (Theories of Aging 2004)In contrast to conventional molecules, free radicals always possess extra negative ch arge. The result is apparent: unbalanced electrical energy makes free radicals attach themselves to other molecules and steal â€Å"a matching electron to attain electrical equilibrium†.However, it is necessary to note that free radials are often claimed to be promiscuous meaning that they break happy marriages of combined electrons trying to steal happy partner for themselves. In such a way free electrons create free radicals which definitely lead to extensive damage of cells and human body. So, activity of free radicals within human body is negative as they cause aging process.If there were no free radicals, human bodies would be able to produce energy and to maintain immunity. Moreover, our bodies would manage to transmit nerve impulses and to synthesize hormones necessary for our muscles.Nevertheless, electricity of the body makes people perform these functions, but electricity is the result of unbalanced electron activity of free radicals within out body. (Theories of Ag ing 2004)Further, free radicals are known to damage the structure of human cell membrane by creating so-called metabolic waste products. One of such waste products is substance called lipofuscins. His effect is damaging as, for example, excessive amount of lipofuscins leads to emergence of aging spot or darkness of the skin in certain areas.Moreover, this substance reduces significantly abilities of cells to restore and to reproduce. The synthesis of DNA and RNA is disturbed as well the synthesis of protein. Next, lipofuscins lowers energy levels preventing in such a way human bodies from building muscles. (Theories of Aging 2004)Consequently, cellular enzymes are destroyed, but they are necessary for vital chemical processes without which the aging process starts. Free-radical damage starts from the birth and continues throughout out life till natural death.During childhood and adolescents free-radical processes are minor as they body still is provided with repair and replacement m echanism. Health young people have healthy organs and working order. However, when people become older free-radical processes begin to take their toll.Scientists say that â€Å"free-radical disruption of cell metabolism is part of what ages our cells; it may also create mutant cells leading ultimately to cancer and death†. (Theories of Aging 2004)Finally, free radicals damage collagen and elastin which are responsible for keeping our skin moist, elastic and flexible. Under influence of free radicals, human vital tissues are breaking and fraying. This process is noticeable in the face – folds of skin and deep wrinkles are the results of free-radical damage.Gerontologists argue that â€Å"another way of looking at free-radical changes is to think of its as oxidation, the process of adding oxygen to a substance. Another word for oxidation is rust and in a sense our aging process is analogous to the rusting away of a once-intact piece of metal†.(Theories of Aging 20 04) Oxygen forms are free radicals and while breathing we produce free radical which intensify the process of aging. Antioxidants are substances used to prevent harmful effects of oxidation and free radicals. We should pay attention to vitamins C, B and beta carotene to fight aging process.ReferencesTheories of Aging. (2004). Retrieved November 29, 2007, from http://www.prolongyouth.com/theories.html

Goals After Graduation †Essay Essay

When I found out I was going to be a mother for the first time I had feelings wash over me that I never knew you could feel all at once. Some feelings I suddenly felt I didn’t even know existed until that very moment. Sitting there thinking about having a life inside me to care for and love, yet at the same time thinking I am to young, not ready, under educated, and just plain scared to death. All I knew is I wanted nothing more than to have a child that I have waited for, for so long. While I was expecting I had such dreams of what that blessed event would be like, could be like. I was very guilty of setting my expectations too high for something I knew absolutely nothing about. Being a first time mother who had read every conceivable magazine, book, and internet web site on the subject of giving birth I considered myself to be an expert. It was about the same time as the first labor pains started that I forgot everything I had ever read in my entire life; not just everything I had ever read about giving birth. During the lulls between the hours of labor pains I would still imagine what my child would be like. At that very moment when I went into labor (August 4, 1995) with my daughter Kaitylyn, all that seemed unimportant. The only thing that matter was seeing my daughter and holding her for the very first time! I first saw her face while I was delivering her and I remember her little lip quivering right before she cried her first cry. At that very moment I felt a peace with her and I wash over me and all I wanted was to take my daughter and hold her forever. When they took and placed my daughter in my arms I could not speak nor could I do anything, but look into that little face and be amazed at the miracle lying in my arms. Then the feelings started washing over me all at once fast and fleetingly. First came love which never went away and I know never will! After came fear which, was quickly replaced by determination. Determination that I would make the best life for her that I could. Then came joy! Joy that my little girl had all ten toes and fingers and was doing great. Then came overwhelming feelings that even now I can’t find the one term to categorize them in. Feelings of pure wonderment, pride, and motherly love are the only way I can ever explain. Looking into those little brown eyes knowing we  would be just fine that life had just begun, for not just her, but also for me. I was a mother and her life depended on mine. I was unafraid. I knew deep in my heart this child was a fresh start in life and that I was strong enough, determined enough to make sure we could take on life. Now sixteen years later I know that becoming a mother for the first time can be the hardest thing in the world. Now at thirty eight years old I have three children and it is clear to me that not all the feelings of becoming a mother for the first time go away after the first time! I still have feelings that I had then like fear, hope, and yes the second guessing my choices. However, seeing the young adult my daughter has become lets me know WE WOULD BE FINE!