Frankenstein V Bladerunner Essay

In what ways does a comparative study accentuate the distinctive contexts of Frankenstein and Blade Runner? The comparative study of texts, allows audiences to investigate the changing nature and interpretation of issues relating to humanity as they are interpreted in different contexts. Context allows audiences to relate to and understand the thoughts, decisions and actions of individuals within a text. Context provides the opportunity to develop and shape a new genre or interpret an existing genre in a new way. The comparative study of context allows for audiences to compare the changing values of societies over time. Literary techniques such as allusions, imagery and dialogue is used to shape context and can be used by composers to entertain, inform or persuade an audience or highlight and provide insight into interesting or noteworthy points. Mary Shelley’s Frankenstein (1831) and Ridley Scott’s Blade Runner (Directors Cut-1992) individually utilise literary techniques to establish the context of their text within its time. The comparative study of these two texts highlights how texts are inevitably a product of their time however both texts present issues that explore the intricacies and complexities of all human experience. Shelley and Scott utilise distinctive contexts to explore the nature of humanity and ultimately question what makes us human. Frankenstein and Blade Runner exist to highlight how context affects the perceptions of the audience in regards to how a text is received over time thus highlighting how a comparative study of texts can accentuate distinctive contexts. The comparative study of texts depends on the context used to establish a relationship with the audience. Mary Shelley’s fiction novel Frankenstein (1831) is a hybrid product of 18th century Gothic-Romanticism. The text reflects recent challenges to the social order as a result of the English industrial revolution and the French revolution during the second half of the 18th century which highlighted the empowerment of the working class. Frankenstein is a work of epistolary prose fiction that is explored through multiple narrators such as the ‘monster’, Victor Frankenstein and Robert Walton. Frankenstein exists as a didactic tale that explores the morality of trying to subvert god thus providing a lesson in patriarchal hubris highlighting the arrogance of scientific discovery without any consideration of the moral or ethical implications. Frankenstein consequently explores the nature of obsession in undermining parental and moral responsibility and evoking fear in the creation-fear of the world, fear of man. Subsequently the leading antagonist of Blade Runner, Roy Batty, further elucidates the arrogance of obsession as he explains his plight, stating, ‘Quite an experience to live in fear, isn’t it? That’s what it is to be a slave†. Batty provides insight into the failure of creators to understand the emotional development of the creation which leads to its isolation and fear, causing the ensuing destruction of the ‘natural order’. Frankenstein utilises the characterisation of Victor, ‘I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature’ to explore the obsession for knowledge that formed part of Shelley’s context. The text therefore reflects the influences of recent scientific development such as Galvanism and evolutionary thought. The comparative study of contrasting textual forms allows context to influence different interpretations of a text. Ridley Scott’s speculative science fiction film Blade Runner (1992) employs extensive mis-en-scene to subvert the audience’s sense of setting and history-a suspension of belief- enabling contextually dependant perceptions of the film. The films’ setting reflects its context as it echoes the concept of imperfect vision that conceptualises the short-sightedness inherent in the pursuit of perfection. The film juxtaposes the seemingly inherent ethical pretexts of discovery with the scientific community that seeks to create a perfect race, thus Blade Runner’s scientific context becomes reminiscent of fascist Nazi Aryan ideology, IVF programs and the Human Genome project. Conversely Frankenstein utilises its sublime Swiss setting to increase the plausibility of the themes which allow them to resonate with audiences as they relate to the texts context. Contrasting textual form is used to highlight how the context of each text enables their concurrent themes to resonate and remain relevant to 21st century audiences. Distinctive contexts are accentuated through similar theme content. Frankenstein and Blade Runner similarly indicate that efforts to ‘defy’ the natural order are responsible for the enduring sense of misery and alienation that sustains the overall melancholic tone of both texts. Animal Imagery is used extensively within Blade Runner to reveal the primal nature of raw, native emotionof the ‘replicants’, a reflection of parental neglect which renders them incapable of understanding their emotions. Similarly Frankenstein juxtaposes the idyllic nature of childhood with the abandonment of parental responsibility to highlight the confusion behind the monsters ‘ugly’ exterior, therefore provide insight into creations’ place as the ultimate innocent of both texts. Frankenstein and Blade Runner establish the creations’ as the victims of both physical and emotional negligence who ultimately confront their creator to correct the flaw which isolates them from the world. Frankenstein and Blade Runner similarly utilise content to highlight the creations as the source of destruction to reveal the true nature of monstrosity, the senseless creators. The pursuit of knowledge at the expense of a moral framework is identified as the creators’ ultimate fatal flaw. As the creations of both texts reflect upon and highlight their unnatural qualities, they reveal how their creators can no longer attain the sublime. Victor highlights his exile from the sublime as he recounts how his actions and subsequent inaction ‘deprives the soul both of hope and fear’ contributing to his demise. Frankenstein and Blade Runner similarly evoke a development of critical literacy and knowledge of genre at a macro level that enables distinctive contexts to gain prominence and influence the understanding or interpretation of their respective genres as a whole. The contextualisation of Frankenstein and Blade Runner is used to provide insight into the reception of texts as it challenges the contemporary values of the audience. Frankenstein draws parallels with Greek mythology as it establishes Victor as a modern Prometheus while also addressing elements of Jewish mysticism as the ‘monster’ exhibits qualities similar to the golem of Prague. The text is also reminiscent of Godwin and Wollstonecraft, however, is inherently less optimistic about society’s realistically attainable level of perfection, both physically and economically. In stark contrast, Blade Runner addresses perfection as achievable in a commercial sense ‘commerce is our goal here at Tyrell’ however as Deckard states ‘nobody is perfect’ he highlights the shortcomings of forgoing the moral obligations inherent in the pursuit of commerce which ultimately enable an evaluation of humanities moral boundaries. Blade Runner pays homage to the representation (particularly through film and television) of the 1950’s detective film-noir to reveal a rendition of post-modern expressionism. The reflection of commerce as a postmodern cultural imperative establishes the relationship between socio-economic status and pastiche consumption. Consequently, humanity is ‘created’ and traded with this ‘transformation of everything into commodity’ (Byers, 1990) becoming a reflection of the context of Blade Runner following the collapse of the Soviet Union and the economic strength of the United States during the films production. In essence the distinctive context of Frankenstein and Blade Runner reflects the interpretation and perception of the genre, textual form and content over time. The comparative study of these distinctive contrasting contexts allows audiences to reflect on the enduring power of parental and moral responsibility, deliberate action or inaction and the features that define humanity. The key reflections in which the audience understands how they are positioned by composers as a result of their context is especially important in allowing moral assessments throughout the text. Frankenstein and Blade Runner are two texts who successfully explore the nature in which humans interpret their humanity as a response to a contextualised stimulus. Blade Runner ultimately reveals the establishment of emotional understanding as a definitive characteristic of being human, while incidentally Frankenstein explores the features of humanities collective consciousness which enable an individual to belong through emotional dependence. The comparative study of Frankenstein and Blade Runner allows audiences gain a further understanding into the way contexts are accentuated through assessments of conceptualised fiction which explore the themes and issues which forms the unique identity of humanity.

Missing Children

INTRODUCTION Over the years our country, Malaysia has been bombarded with abundance of missing children/ children abduction cases. A statistic released by police of Malaysia, stated that a total of 3223 children below 18 went missing between 2008 and April last year (2012). Of this figure, only about 1000 cases were solved. From the statistic, it’s clearly shown that, over 3223 cases reported 2223 cases still unsolved. The questions are, how does it happen? Who should be blamed? What the impact of this scenario? And what are the best ways to prevent children from missing?Thus, in this essay, the priority will be given to the causes, the effects and some suggestions to overcome missing children cases. THE CAUSES OF MISSING CHILDREN Figure 1 : The Causes Of Missing Children Family Problems This is the prominent causes of the missing children cases happened not just in Malaysia but also around the globe. Many people agree with it as basically, parents play an important role on ho w to nurture the family, to treat the children and to solve any problems happen to the members of the family.Family problems can be included in term of financial problem, misunderstanding among family members and lack of intention and in search of freedom. When a certain family is having some financial problems, it will slightly affect the children because children actually are still young to know any problems related to the financial status of their family. So, parents should aware about this problem, never reveal or expose any financial problem to your children. Apart from that, children need intention from their family.They are still young and at these ages (below 18) they really need the intention from their family or parents negligence. If they do not get the full intention from the family, they might be in influenced in much bad behaviour like vandalism, gangsterism and they might tend to run away from home. Hence, ever Picture 1 : parents have to play an important role in rai sing up the children. Peer Influence When the children do not get the full intention from their parents, they tend to share their problems with their friends. They share most everything with their friends from school issues to their feelings.Sometimes the missing of children happens because of love matter. At these ages they are easily falling in love with somebody. This is because those children feel that their lover can give them freedom and better life. Picture 2 : peers have the ability to influence the children to be good or bad Job Opportunities Lastly, the cause that leads to children missing is the job opportunities. It usually happens to the children that don’t like to go for education at school. They think that education is just wasting their time, so they quit their school and start working.However, parents usually prohibit them from working because this is not a time for them to find money and work. Then, when the children don’t be given the opportunity to work, they decide to run away from home and work. THE EFFECTS OF MISSING CHILDREN Penalising Errant Parents People argue that we need to blame the parents first because of the missing children cases. It is because; they are the ones who close to their children more than anyone else. It is therefore, not surprising that more and more voice are being raised in favour of penalising errant parents.According to the law, these errant parents will be penalised under Section 33 of the Child Act 2001 that result them to be liable to a fine not exceeding RM 5000 or imprisonment for a term not exceeding two years or both. Section 33 of the Child Act 2001| Provides that any person who, being a parent, guardian or person with temporary care of a child, leave that child 😠 * Without making reasonable provision for the supervision and care of the child;| * For a period which is unreasonable having regard to all the circumstances; or | * Under conditions which are unreasonable having regard t o all the circumstances. Commits an offence and shall, on conviction, be liable to a fine not exceeding RM 5000 or imprisonment for a term not exceeding two years or both. | Figure 2 : Section 33 of the Child Act 2001 The Missing Children Life And Safety Are Not Guaranteed. In some cases, not all missing children reported that they are running away from home. It is because they might be missing due to the kidnap. Those children who are kidnaped by the criminals might live in a dangerous and awful life. Some of them are kidnaped to be slaves of criminals; helping the criminals to find money just like what is happening in our countries.These children are forced to become beggars and ask donation from the public. In some other cases, we may find out that those children are forced to become prostitutes. This happens mostly in Middle Eastern Countries. The world we live in is no stranger to one of the biggest reasons many of our children disappear without a trace. Many children are abduc ted and sold for body parts throughout the United States, Central America, South America and Europe. The Internet has become one of the greatest sources of business and the organized underground business is one of the most successful businesses anywhere in the world.Can you imagine having the need of life and searching the Internet and finding a broker who can find you the organ of your choice? Here in the U. S. A. , in Mexico, El Salvador, Costa Rica, anywhere in Central, North and South America, anywhere for a price you can pay for and get the organ of your choice. If you don't believe it, search the net right here right now in Orange County, New York or anyplace in the world. Many missing children are abducted and sold for these body parts. This is a multi-million dollar a year business. Be careful when your child is talking to a friendly little girl in a chat room.The Internet is worldwide and sometimes deceptive. The chat room your child uses could be somewhere in Mexico or New York, India, The Middle east or Korea. Your child could be talking to anyone, anywhere with the touch of a button, so close. SUGGESTIONS TO PREVENT CHILDREN FROM GOING MISSING. * Do not leave children unsupervised in public places. Children especially in early ages between 4 to 9 years old cannot handle themselves very well. They need someone to rely on. So, never leave your children unsupervised especially in public places because they don’t know what to do and to whom they should rely on. Teach children to be suspicious of strangers and not be lured by them. It is a good technique that every parent should implement to their children, teach your children to be suspicious of strangers and not to be lured by them. We cannot simply believe in strangers that we meet. Maybe they are bad people that intend to kidnap your children. * Teach children how to respond in dangerous situations. Next, parents should teach their children to respond in dangerous situation. So, when it comes to any dangerous situations they will be able to react and find the solution. * Make sure children keep a note with emergency contact numbers.Furthermore, good parents are them who always make sure that their children memorize and keep a note with emergency contact number especially the official contact number of police. So, when it comes to the dangerous situation, your children will be able to call for help. * Society should be alert to, and help, children seen to be wandering around alone. Here, the highlight will be the society. We should never rely on parents only. Society also has to play their role in preventing children from going missing. When we see any children wandering around alone, we need to take action by helping them to find their home.CONCLUSION All in all, we can conclude that missing children is not a case that we should not pay attention. This issue has been discussed around the year for years and still happen in many countries. We need to aware that children a re the asset of the country, they are precious and we need keep them safe from any harm. Ultimately, each of us including parents, teachers and society has to play an important role to curb children missing. We need to cooperate together to find solutions of this issue. Together we can create a better life and place for our children.

Meaning of Life and Happiness Essay

Humankind can’t continue their lives without desires. If one wants to be happy, surely, he has to discover his best desires that provide him a happy life. Some of these desires that help to continue our lives can be acceptance in our relationships, a good family life and strong social relations. Trying to satisfy these desires has a great meaning to achieve happiness for me. To start with, however embarrassed I am about this desire of mine, I have an obsession to expect people to accept my thoughts and manners in every situation. Yes, this is not a good characteristic and sometimes makes me an antipathic person but trying to be accepted by someone can give you happiness, too. Besides, if you can manage to make someone love you knowing and accepting all about you, I think that is the absolute happiness. Furthermore, it seems to me that family is the basic source of happiness. Certainly, I can’t always be a good guy and sometimes I make them upset but I can’t stand seeing them upset. Therefore, I try to do whatever necessary to make them happy. Consequently, when I see happy family faces, I feel deeply happy. Thirdly, to have friends is one of the most meaningful aspects of life. I believe that one should have three very warm friends at least. For example, I can’t bear loneliness and if I couldn’t share all my heart with these warm friends, I believe that I could never be happy. As a consequence, if you feel like me, it will be worth improving your close relationships in order to be happy. To recap, humankind has a short life but he is given a lot of desires to be happy. Moreover, if one wants to discover the meaning of his short life, he should look for it in desires. Whether he finds it or not, he will taste happiness just by looking for it.

Choose one macrovascular and microvascular complication and discuss Assignment

Choose one macrovascular and microvascular complication and discuss the best evidence based assessment & management to identify and prevent secondary complications from the disease process - Assignment Example One of the most likely microvascular complications that they are likely to develop is retinopathy commonly known as retinopathy. The complication can be easily identified in individual with type 1 and type 2 diabetes. One can use several features in easy identification of the condition. One of the common characteristics that can be easily used in the identification of the complication is the presence of small haemorrhages in the central part of the retina (Fowler, 2008). Haemorrhages in this section of the eye appear as dots. The other characteristics that can be easily used in the identification of the condition in these individuals is the presence of hard exudates in the skin. The other common attributes are the presence of small vascular dilatations that occur in the retina commonly known as microaneurysms (Fowler, 2008). The location of the small vascular dilations can help in direct identification of the complication as they are usually the first to develop. Moreover, an individ ual is most likely to have retinal oedema that indicates microvascular leakage. Hence, individual retina is most likely to be greyish in colour. The severity can be easily identified by noting individual visual capability. The management of the disease is crucial in preventing the development of the complication. One of the key things in preventing of complication is by ensuring the three take part in dietary changes (Lewis, Dirksen, Heitkemper & Bucher, 2013). Change of diet will involve a reduction of carbohydrate intake and at the same time increase the fibre intake (Australian Indigenous HealthInfoNet. (2007). Another way of reducing complication is ensuring the affected individuals take part in eye screening. Eyes should be regularly checked by ophthalmologist especially on a yearly basis (Australian Indigenous HealthInfoNet. (2007). On the other hand, Nick, Marty, and Sam are likely to develop macrovascular complications. One of the common types of this complication is

Nitrogen Recovery in WasteWater Treatment Term Paper

Nitrogen Recovery in WasteWater Treatment - Term Paper Example Nitrogen in domestic wastewater consists of approximately 60 to 70 percent ammonia?nitrogen and 30 to 40 percent organic nitrogen (Tchobanoglous et al. 2003; Crites and Tchobanoglous 1998). Environmental Effects Health Effects from Drinking Groundwater Contaminated with Nitrates- Human health concerns from nitrates in groundwater used as a drinking water source primarily focus on methemoglobinemia, however some studies suggest that nitrates may increase the risk of birth defects and development of certain cancers in adults. Surface Water Pollution with Nitrogen- The harmful effects of eutrophication due to excessive nitrogen concentrations in the aquatic environment have been well documented. Algae and phytoplankton growth can be accelerated by higher concentrations of nutrients, leading to harmful algal blooms, hypoxia, and loss of submerged aquatic vegetation (SAV). In addition to stimulating eutrophication, nitrogen in the form of ammonia can exert a direct demand on dissolved oxy gen (DO) and can be toxic to aquatic life. Even if a wastewater treatment plant (WWTP) converts ammonia to nitrate by a biological nitrification process, the resultant nitrate can stimulate algae and phytoplankton growth. Removal of nitrogen from wastewater is a complex process, even for large wastewater treatment plants. Quality control of nitrogen removal processes from individual onsite wastewater systems is even more difficult to manage. Most of the nitrogen is released as nitrate (NO3-), which is highly mobile in the soil water. Wastewater treatment has generally been defined as containing one or more of the following four processes: (1) preliminary, (2) primary, (3) secondary, and (4) advanced (or tertiary) treatment. Preliminary treatment consists of grit removal, which removes dense inert particles, and screening to remove rags and other large debris. Primary treatment involves gravity settling tanks to remove settleable solids, including settleable organic solids. The perfo rmance of primary settling tanks can be enhanced by adding chemicals to capture and flocculate smaller solid particles for the precipitation and removal of phosphorus. Secondary treatment follows primary treatment in most plants and employs biological processes to remove colloidal and soluble organic matter. EPA classifies advanced treatment as â€Å"a level of treatment that is more stringent than secondary or produces a significant reduction in conventional, non?conventional, or toxic pollutants present in the wastewater† (U.S. Public Health Service and USEPA 2008). Effluent filtration and nutrient removal are the most common advanced treatment processes. Nitrogen Removal Processes The biological removal of nitrogen is carried out through a three-step process: (1) the conversion of ammonia from organic nitrogen by hydrolysis and microbial activities, called ammonification; (2) the aerobic conversion of ammonia to nitrate by reacting the ammonia with oxygen in a process call ed nitrification; and (3) the conversion of nitrate to nitrogen gas by reacting the nitrate with organic carbon under anoxic conditions in a process called denitrification. The nitrification process is accompanied by the destruction of alkalinity (e.g., bicarbonate, HCO3-, is neutralized to carbonic acid, H2CO3). Alkalinity is recovered as part of the denitrification process with the generation of hydroxide. The chemical equations involved in the biological conversion of nitrogen are as follows: 1. Formation of ammonia fro

Business Ethics Essay Example | Topics and Well Written Essays - 1000 words - 5

Business Ethics - Essay Example I saw the wrong doing of our boss. I was discussed by his action, but there no witnesses except the two people involved and myself. I saw the event from far away. I decided to take a stand against the abuser. I told human resources about it. Our boss did not like my position, she said I wasn’t even there and you did not hear the other person involved complaining. I was made out to be liar. I only lasted an extra month at that job. Relativism perspective basically says that the ethical standards and views of a person are created depending on his own perspective of the situation. I had a car accident about four months ago. I was hit from behind by a car. To me it was simple the person bumped me because he did not keep distance so he was liable. The person who hit my car did not see it that way. His point of view was that I stopped suddenly and my pressing on the brakes cause the accident. Both views might have been right depending on the perspective of the person analyzing the situation. Fortunately the insurance company ruled in my favor. 2. Pick one of the readings from the Harvard Business Review text and discussed what was learned from the reading. Learned can also mean a â€Å"relighting† of something known but forgotten. Then discuss how you could/would use this knowledge in a professional or personal setting. The conflicts a managers faces regarding ethical issues in the workplace are numerous and constant occurrences. The decision making process requires the professional to take into consideration all aspects of the action, but they should remind themselves that the action itself requires a decision based solely on the act without putting unnecessary emphasis on factors such as the consequences of revealing an unethical act to the public. When working in a team environment I would lead a team by emphasizing honesty within the actions of the team. If somebody does not meet expectations the person should be honest about it or should be

Cross Cultural Issues in International Business Essay

Cross Cultural Issues in International Business - Essay Example The parent company is Roll-Royce cars, but it produces both cars and motorcycle. Initially the company engaged in the manufacture of fast cars such as the formula one sports car and later engaged in the production of fancy cars. The production and demand for the BMW cars has been increasing over the last decade as a result of the increasing demand on the fancy cars as a result of the changes in the consumer market. The expansion of the company to Brazil and other country has been affected by the financial crisis witnessed in the 2008, which affected the sales of fancy cars due to decline in revenues and personal wealth. The 2008 was a notable year for the company due to the success achieved in Formula One competition thus, improving the brand visibility (Ferrell and Hartline, 2010). The company targets the high end market associated with quality, style and performance of the product. Internationalization and cultural practices influence the operation of business essentially making th em vital in the process of business expansion and acquisition. Different countries have a different approach to issues in business and marketing. The culture of the countries differs significantly especially when interested in venturing into countries in the Latin America. The historical and socio-cultural difference must be factored in during the process, to facilitate the faster understanding of the negotiation, thus, making it possible for a win -win solution. The key to successful communication between different cultures is knowledge. The understanding of the problems affecting cross cultural communication and working towards overcoming the problems will ensure the successful business acquisition and management. BMW Corporate culture BMW culture is based on the principles of offering quality product targeting the high end market segment. The BMW corporate culture involves the use of various approaches in the various approaches in the market. The increase in product range facilit ates customer preference and increase brand affinity and affiliations. The company’s corporate structure entails production and performance efficiency while also increasing the quality of the cars produced by the company. The culture encourages customer satisfaction and improved market performance of the cars. The production of high end vehicles facilitates brand loyalty while also encouraging the development of success and understanding of the target market. The production process improvement and welfare of the employees are values included in the corporate culture of BMW. BMW internal environment Product quality One of the company’s core values is quality and is vividly reflected in the products presented by the company in the market. Product quality has led to quality advantages to the company (Beverly and Thomson, 2011). The company has not experienced model recalls as compared to other companies. For example, Toyota has been forced to recall some of the product mo dels due to failure in breaking and acceleration. Such recalls create consumer confidence related problem thereby affecting the sales of the product. The majority of the company’s products have exhibited satisfactory performance in the market leading to the increased consumer confidence. Excellent buying experience The opening of several subsidiaries in countries such as Saudi Arabia, Dubai and other countries has been a plus for the company. The expansion has increased product visibility, as well as provide over 300 state-of-the-art show rooms with trained customer care and sales executive leading to an improved buying experience for the customers (Bowdin, 2010, p. 89). The association of the company with the higher social class led to the development of

Develop practical entrepreneurial ideas Essay Example | Topics and Well Written Essays - 250 words

Develop practical entrepreneurial ideas - Essay Example Superior Foods has formulated an effective marketing strategy that will ensure proper market penetration (Erick 2011). The London market has huge demand for fast food products, especially during the morning and in the afternoon. The student population greatly desire food products which are easily available and relatively affordable. The demanding lifestyles of London residents at work and in learning institutions, explains minimal time available for preparing home cooked meals. The fast foods are the most appropriate alternative. The products that will be provided by the business are mainly fast foods and drinks. The customers can visit the establishment to get fast food products and related services that include entertainment. Alternatively, busy clients can make orders through our email and social media platforms (Anders 2005). The food will be delivered within 30 minutes in any location Within London. There are several major competitors in the fast food sector within London; for instance, Chicken Valley, Chicago Pizza, Burger King, and Ambar. We will ensure competitive advantage through concentrating on customized services (Richard 2008). The most favored customized services, is the home and office delivery. The market entry strategy involves effectively integrating fast food products with customized services and entertainment. A resident jazz band has been contracted to perform during all Friday and Saturday

Ministere Public v Deserbais Essay Example | Topics and Well Written Essays - 1250 words

Ministere Public v Deserbais - Essay Example The court’s ruling may lead to different interpretations of the judgment and it may raise more questions about the justice system. To avoid such conflicts after judgments, the courts ensure that they make judgments that can be backed up with factual scripts on the law. Cases that generate conflicts are normally those in which the land’s laws are not quite parallel to the provisions of the international laws. Whenever a nation signs an international treaty, the provisions of the treaty may directly affect the laws in the country. The policies of the treaty may dictate one thing while the land law calls for the direct opposite. It is also possible that the treaty may give provisions that are not allowed by the nation in question. There have been several cases that have fuelled heated debates in Europe over the past several decades. One of the most popular cases relating to such conflicts was the Case 286/86 Ministere Public v Deserbais [1988] ECR 4907. This paper will ana lyse the case between Ministere Public v Deserbais. Case analysis Gerard Deserbais was a director in a dairy products business that was playing in the German and French economies. Deserbais had registered his business under the name â€Å"Edam† in France. Edam was the name of the dairy products that the business man was importing to France from Germany. According to analysis done on the imported cheese from Germany, its fats content was 34.3%. Under the French legislation, the name â€Å"Edam† is restricted to cheese containing a minimum of 40% fats. According to the Stresa convention adopted in 1951, the dairy businessmen should only use specific names of their cheese if the cheese meets the required standards (Ministere Public v. Gerard Deserbais, 1988). Following the detection of Gerard Deserbais’ cunning business activities, the French authority arrested him and he was charged with the offence of using a restricted trade name without meeting the provisions o f the name in question. According to the French legislation, the Cheese was substandard and the business man had been swindling the public of the right to consumption of â€Å"Edam† cheese as provided by the name. The most controversial question was whether Deserbais was well acquainted with the provisions of the law in France or not, but in his defence, he suggested that he was well aware of the meaning of the trade name (Ministere Public v. Gerard Deserbais, 1988). The fact that he was ignorant about the French legislation made things worse for his defence. The court did not sympathise with him. Accusation Gerard Deserbais was accused of using a reserved trade name for his cheese in France. He was accused of criminal business activities on grounds that the name â€Å"Edam† was specifically reserved by the French law for cheese containing more than 40% fat. The French Legislation passed the law in 1951 and the trade name was specifically only used by traders whose pro ducts passed the test of the name’s requirements. Edam cheese was a dairy product that was very popular in Germany and it was 34% made of fats. This information about the content of the cheese was made known to the German public through a clear content list pinned to the cheese containers (Wolf, 1999). The basis of the accusations on Mr. Deserbais were controversial since the French legislation claimed that the use of the name was illegal for the substandard cheese products while in the EEC Treaty, which France was a member state, had an article that allowed the member states to import their products freely. Mr. Deserbais’s defence used Article 234 EEC as the backbone of their case.

Anthropology Essay Example | Topics and Well Written Essays - 250 words - 4

Anthropology - Essay Example Results, that Mulling et al (85) consider as being indicative of their method of research, and which would likely to have been different within a more traditional epidemiological study, indicate that different social structures in terms of class and profession (i.e. head of household), in other words pre-existing causal links to stress, impact on the degree of chronic stress evident. Furthermore, the results show that the pre-existing links to stress initiate from concerns to do with housing, health care, social support and economics, as well as their general living environment. Mulling et al (90) further purport that pregnancy serves as a mechanism to increase those stress levels even further. The study also reveals that the kind of support these women receive from social support networks differs in relation to their social class; for example the causes of stress differ between low and middle income women. This study adopts an intersectional approach to the research by considering gender and racial inequalities of African American women in Harlem, as stemming from other social categories such as class, and showing how it affects those women in different ways. Mullings, L., AlakaWali, Mclean, D., Mitchell, J. Prince Sabiyha, Thomas, D. & Tovar, P. â€Å"Qualitative methodologies and Community Participation in Examining Reproductive Experiences: The Harlem Birth Right Project†. Maternal and Child Health Journal, 5.2 (2001):

Gun Control Persuasive Essay Example for Free

Gun Control Persuasive Essay I believe that guns should not be banned in the US. â€Å"Guns don’t kill people, people kill people.† I am sure most of us have heard this saying at some point in our lives. Surely, it is a statement of the obvious, but the logic behind it rings true. It may seem rational to ban guns entirely to prevent people from killing, but it is not the guns themselves that are the problem. That is just a simple solution to a complex problem. The criminals who kill others are willing to break the law and risk going to prison for the rest of their lives to murder, yet they are expected to follow firearm laws? If a nationwide gun ban is enacted, criminals will not suddenly follow the law and reject the thought of buying a firearm on the black market. Banning all guns in the United States would be irrational because it would not lower crime or prevent firearm-related murders. Outlawing firearms punishes the law-abiding citizens by leaving them defenseless against criminals who obtain their firearms illegally .Protecting yourself with a legally obtained firearm should not be against the law and should me more of a necessity for the safety of your family and property. The Department of Justice’s own National Institute of Justice study titled Guns in America: National Survey on Private Ownership and Use of Firearms estimated that 1.5 million Americans use guns for defensive purposes every year. People who commit crimes are already willing to break the law to kill someone, why wouldn’t they break the law and buy a firearm off the black market. As we’ve learned from the war on drugs, prohibiting a particular item only makes a stronger criminal enterprise. It would seem logical that the banning of firearms would lead to less firearms and less crime, but statistics show just the opposite. Washington D.C. has had a handgun ban in effect since 1976. After the ban, D.C.’s murder rate only once fell below what it was in 1976. Furthermore, Washington D.C. has been notorious for being one of the most violent cities in the country. Not only is this the case in the United States, but the trend continues in other countries around the world. For example, after firearms were banned in England and Wales in 1997, the number of deaths and injuries from gun crime increased 340 percent in the seven years from 1998 to 2005. The claim that guns are the problem is merely a scapegoat for larger socioeconomic problems such as poverty, drugs, poor parenting, and undesirable role models. As for the mass shootings that have become a staple for the fear mongering corporate media, it should be noted that every single mass shooter since columbine had been prescribed serotonin boosting psychiatric drugs, yet the media seldomly mention this and never correlate it with the crime. Perhaps they don’t want to point the blame towards their big pharmaceutical sponsors, whose ads bombard you during every commercial break. Furthermore the media also sensationalizes these shooters making them seem like martyrs for the next potential shooter. An abundance of registered firearms in the hands of law-abiding citizens acts as a deterrent against crime. The city of Kennesaw, Georgia passed an ordinance in March of 1982 requiring each household to own and maintain a gun. Kennesaw’s crime rate dropped significantly after the ordinance, and there has not been a single murder over the twenty-six years that it has been in effect. The claims that a high gun ownership results in high amounts of violence is nothing more than a fabrication. Switzerland, a country known for having one of the highest rates of gun ownership in the world, also maintains one of the lowest firearm-related crime rates in the world. In areas where gun ownership is high, the threat of an armed civilian acts as a hindrance against the criminal element. Overall, I speculate that the United States will continue to see a reduction in crime in areas of rising gun ownership. A firearm ban would not stop crime and would only hurt responsible, law-abiding citizens. As long as there is a criminal element, people will always feel the need to protect themselves against a perceived threat. The second amendment was implemented by the founding fathers of the United States as a fundamental right of the people to protect themselves from all forms of tyranny. The right to keep and bear arms is deep-rooted in American culture, and it will not be going away any time soon.

Thessaloníki Case Essay Example for Free

Thessalonà ­ki Case Essay Salonica or Thessalonà ­ki means the victory of Thessalonian and it is the capital city of Macedonia and in Greece it is the second largest city while in the whole of Southern Eastern Europe, it one of the largest city. The city still retains a number of Jewish and Ottoman buildings together with a good number of Byzantine architectural monuments. Thessalonà ­ki was founded by a king from Macedon known as King Cassander at around 315 BC who gave it the name Thessalonà ­ki which was his wifes name and the wife was a half sister to Alexander the Great (David 2004). When the kingdom of Macedon was no more in 168 BC, the Roman Republic took over the city and it became one of its own. The city tremendously grew and it became the capital city of Macedonia. In 379 BC, the Roman Prefecture of Illyricum was split into two which gave rise to the West and East Roman Empires and the new Prefecture named Thessalonà ­ki as its capital city. In 1204, immediately after the capture of Constantinople which happened by the fourth crusade, Thessalonà ­ki was redeemed and it was no longer under the Byzantine. (Donald 2000) In 1246, Thessalonà ­ki was recovered by the Byzantine Empire who later sold it to Venice in 1423 who ruled the city until on 1430 29th March, when Thessalonà ­ki was again captured by Ottoman Sultan Murad.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the reign of Ottoman, Thessalonà ­kis Jewish and Muslims increased in numbers and by 1478, the city had a total of 4,320 Muslims and 6,094 Greek Orthodox together with a good number of Catholics but there were no Jews. In order to prevent the Greeks from dominating Thessalonà ­ki, Ottoman welcomed the Sephardic Jews who were thrown out of Spain by Isabella and Ferdinand. For the next two centuries, Thessalonà ­ki grew to be the largest Jewish city in the whole world and it was nick named â€Å"The Mother of Israel† (Albert 1923). The Ottoman Empire was founded by the Turkish Osman but unfortunately it suffered so many problems like, the ancestor of the Mogul dynasty in India, the 1402 attack by the Tamerlane and the Mongol ruler of Samarkand. Constantinople was the main threat of the empire but when he was captured in 1453 it was an advantage to the Ottoman Empire since it was able to stabilize in the region. Thessalonà ­ki was under the empire until 1912, when it was worn back by the Greek about 90 years following the other Greece cities which had already gained their independence from the Ottoman Empire. The destruction of the Ottoman empire was overseen by the Mustafa Kemal who was born and brought up in Thessalonà ­ki in 1923, he later became the president of the Republic of Turkey. He was a very good leader but a dictator but he brought great reform in Turkey and he greatly emphasized on a strong Turkish nationalism which lead to him getting the title of â€Å"Father Of the Turks† in 1935.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the 20th Century Thessalonà ­ki was dominated by the European but the situation changed and currently it is completely filled by the Greek. (Apostle 1980) In the late 19th Century and the beginning of the 20th Century, Thessalonà ­ki was drastically destroyed by a series of fire which resulted   in to the 1917 devastating fire incident that destroyed so many homes leaving many citizens being homeless and it resulted to the city center being rebuilt and re planned which took a period of twenty five years. In 1978, Thessalonà ­ki suffered a number of drastic earthquakes, which led to many casualties and disruption and it also destroyed many early churches.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the time when Thessalonà ­ki came into being which is like 2,000 years ago, the Jewish in that city contributed so much in its development. From the foundation of Thessalonà ­ki the leader of Egypt who was also the initiator of the Ptolemaic dynasty had also acted as a Macedonian General working under Alexander the Great and his name was Ptolemy, I (Donald 2000). He was requested by the founder of Thessalonà ­ki Kassandra to give a number of his Jewish artisans to beef up the team that was building the city. When the Jewish Artisans went to Thessalonà ­ki they did not went back to their homeland after completing their task of rebuilding the city which resulted to the foundation of the Jewish community in Thessalonà ­ki. In 140 BC the Jewish from Alexandria also arrived in Thessalonà ­ki who were later followed by the Jewish from Macedonian who arrived in 10 AD. From the Holy Bible in the book of Acts of Apostles it is recorded that in 50 AD St Paul visited Thessalonà ­ki where he taught in the synagogue which shows that the Jewish community was already established in Thessalonà ­ki by then.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the following century very many Jews came to Thessalonà ­ki, but the largest mass migration of Jews to the city happened at the end of the 15th Century. (David 2004) By then the Jewish who were in Spain were doing very well for some time and it resulted into the Jewish community producing very great artists, scholars, artisans, traders, scientists, artists and philosophers. But in 1492 the trend suddenly came to an end when Isabella and Ferdinand of Spain and the inquisition felt like the Jewish were flourishing very much and if they could be given a chance they may be they could have planned on how to overthrow them hence they decided to do away with the threat and they threw them out of their territory. After the departure of the Jewish community from Spain, the Spanish dug out their cemeteries and they even set ablaze the areas where the Jewish were living and they even renamed those places by giving them new Christian names so as to do away and to forget the Jewish community, they even went to an extend of destroying anything that could have brought their memories back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Ottoman Empire warmly welcomed the Spanish Jewish whom he saw as new taxpayer and he could not comprehend why the Spanish could do away with such important and valuable resource. From the middle of the 15th Century when the Ottoman Empire took over Thessalonà ­ki, that city had been almost abandoned thus the Jewish Community who were later joined by other Jews from different troubled parts had superior strength than other communities who later joined them (Edward 1947). They had authority in Thessalonà ­ki and they worked in different mines, they started the first printing house and just like they did in Spain, they produced very great artists, scholars, artisans, traders, scientists, artists and philosophers. They also did very well in businesses, commerce and in industries while their professionals established their own organizations and charitable institutions. The Jewish lived in prosperity and in harmony with other Christians and their Muslim neighbors they even ganged up with them in war.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thessalonà ­ki was one of the very important cities in the Ottoman Empire and it remained under the Empire up to the year 1912. Thessalonà ­kis day of rest was Saturday which was the Jewish Sabbath Day. In October 1912, the city was captured by Greek and in March 1913, the king of Greece King George the first was assassinated in the city. In 1915, which was during the world war one, some forces captured the city and they wanted to use it as a base against the supporters of German Bulgarians. Later a mysterious fire accident attacked the city and it caused a lot of destruction and the results of the destruction was that a good number of Jewish population vacated the city and they resettled in different places like, America, Paris and Palestine (Albert 1913). The Jewish who vacated were replaced by Greek refugees who were evicted from Turkey in 1922 after the Greco-Turkish war. This caused the city to increased in size very fast and it was named â€Å"The Refugee Capital† while others called it â€Å" The Mother Of The Poor†. In 1941 Thessalonà ­ki was captured by the forces of Nazi Germany until 1944 but later it was attacked by bombing which drastically destroyed it while many Jewish were exterminated by the Nazis which resulted to only a thousand Jewish population remaining in the city. However, the citys glory was restored since it was rebuilt very fast after the war. (Apostle 1980) Currently Thessalonà ­ki has been transformed into a modern city which has very wonderful roads and boulevards that has been laid out and designed in a grid pattern. The city also has well designed and wonderful shopping streets, restaurants, hotels, concert hall and even nightclubs. Work Cited Albert H., The Government of Ottoman, New York : Alpha Publishers, 1913. Apostle Papagiannapoulos, History of Thessalonà ­ki, Wales :   DA Capo Press, 1982. Apostle Papagiannapoulos, Thessalonà ­ki, LA : Baton Rouge Press, 1980. David Willett, The Greece, West minister : West Minister John Knox Press, 2004. Donald Quataert, The Ottoman Empire, Wales: DA Capo Press, 2000. Edward Shepherd, The history Of Ottoman Empire, LA: Baton Rouge Press, 1947.

Social Work Practice

Social Work Practice A Summary of my Understanding of Critical Reflection with Social Work Practice INTRODUCTION Reflective social work practice is a key learning and development process in social work courses which enable social work trainees to apply theories and models in critical and challenging situations in practice to enhance professional developments (Scragg and Knott, 2007). Great emphasis is placed on developing skills of critical reflection about, in and on practice and this has developed over many years in social work. Reflecting about, in and on your practice is not only important during practice learning and education to become a social worker, but it is considered a key to continued professional development. Social work is a profession that acknowledges life-long learning as a way of keeping up to date, ensuring that research informs practice and striving continually to improve skills and values for practice (Parker, 2004). Contemporary social work educators and practitioners are increasingly emphasizing the value of reflective practice as a rich source of social work theories an d skill development that conceptualize formal learning theory (DCruz et al, 2007). This essay will explore my understanding of reflective social work practice and the application of key theories and models of reflection to promote best social work practice. Schon(1993) considers critical reflective practice to involve thoughtfully considering ones own experiences in applying knowledge to practice while being coached by professionals in the discipline (Ferraro, 2000). In order to put this into perspective, I will begin this essay by looking at the development and nature of critical reflective practice followed by my understanding of critical reflection and its application within social work. Also I will look at the merits and demerits of critical reflective practice in social work. The next section will involve a critical account of my development of reflective practice in my practice learning opportunity (PLO). Zhao (2003) defines reflective practice asan ability to reflect on experiences, to employ conceptual frameworks, and to relate these to similar and dissimilar contexts so as to inform and improve future practice. Kondrat (1992) explained that reflection on practice in social work has been associated with attempts by practitioners to distance themselves from their experiences and thereby achieve a more objective view of their practice (cited in DCruz et al 2007). However according to Fook (2002) critical reflection places more emphasis and importance on understanding how a reflective stance uncovers power relations, and how structures of domination are created and maintained (www.courses.hull.ac.uk/modules/MA PLO inductionsession.html) [accessed on 22/09/2009]. Also critical reflection, as an approach to practice and the generation of knowledge, values the practice wisdom of practitioners and seeks to generate theory from practice experience inductively (DCruz et al 2007). As a practice skill, critical reflection has been developed as a process that is taught to practitioners and students to enable them to enhance and research their practice (Fook, 1999, 2002). DEVELOPMENT OF REFLECTIVE PRACTICE A review of development of reflective practice in contemporary times indicates a substantial knowledge base. The thinking about critical reflection and reflective practice has evolved over many years, through carefully constructed theories, research and application. Dewey (1938) suggested that people only begin to reflect when they identify an issue as a problem to be overcome and recognize that this can create an air of uncertainty about the outcome (Parker, 2004). Schon (1987) is widely credited with the extensive development of reflective practice and thereby increasing the popularity of reflective practice in social work practice. His work was built on the ideas proposed by John Dewey, where he describes the process of change and understanding in professional learning and development from a technical- rational approach to an approach based on reflection-in-action (www.learningmatters.co.uk/sampleChapters/) [accessed 20/09/2009]. He asks social work practitioners to engage in a re flective conversation where they could blend theoretical knowledge with their own personal experience to gain a greater understanding of a specific situation. Schà ¶n is of the notion that real life practice situations could be messy, involve uncertainty, and may challenge our preconceptions and beliefs. It is clear that Schà ¶ns idea of a reflective practitioner requires honesty and openness to engage in a critical reflective conversation to improve social work practice. However, he admits that this level of openness may occasionally be problematic if students are required to share their reflections with supervisors or fellow students due to power imbalances within the practice (www.learningmatters.co.uk/sampleChapters) [accessed 20/09/2009]. Schà ¶n (1984) and Kolb (1983) separate works have given critical reflective practice the credibility in contemporary social work practice, where they have employed basic principle of reflecting on experience to improve action and professional practice (Saltiel 2006). In recent years the concepts of reflection-in-action and reflection-on-action have become widely influential, in professional educa tion and training where a wide range of teaching methods have been developed to encouraged students to reflect on their practice and integrate theory with action ( Saltiel, 2006). Schon (1983) realising the risk reflection-in-action could create in the future as it become habitual and routinised, advocated for a much more formalised methods of reflection known as reflection-on-action. This is a reflection after an event has occurred by revisiting previous judgements in a more analytical way designed to make tacit knowledge explicit (Taylor, 2006).   WHY CRITICAL REFLECTION FOR LEARNING IN SOIAL WORK PRACTICE? Reflective practice is split into two interrelated components, practice and reflection, which are clearly not just as simple as doing and thinking. Practice, is an event which is usually, but not always, observable, which Michael Eraut (1994) calls practice performance. It includes cognitive and affective aspects as well as the behavioural. On the hand reflection, implies a number of processes which are largely linked to the practice event (www.leeds.ac.uk/educol/documents/000000468.htm) [accessed 19/09/2009]. Calderhead (1989) defined reflection broadly; as an acquisition of attitudes and skills in thinking. It is a process of becoming aware of the influence of societal and ideological assumptions, especially ethical and moral beliefs, behind professional practice. The two components are clearly not discrete since good practice will, for example, consist of the practitioner eliciting the clients or service users reflections on the practice. The various processes of reflection as outlined particularly by Schon (1987) can be summarised as the analysis, synthesis, evaluation and feeling. However, critical reflection transforms practice by challenging existing social, political and cultural conditions (Clift et al., 1990). It involves ethical and moral criticism and judgements (www.leeds.ac.uk/educol/documents/000000468.htm) [accessed 19/09/2009]. My practice learning experience at Age concern has challenge my knowledge and values in working with my supervisors, colleagues and service users and more importantly my experience acquired from FASU in my PLO1.   At Age Concern the environment was quite friendly but intimidating and the workload was demanding as much was expected of me.   However, by deploying reflective techniques such as self and peer assessment, reflective conversation, engaging in collaborative discussions with my team members and critically reflecting on my practice and professional development I got grip with the practice. I always engage in a reflective conversation with my supervisors and peers where I blend my theoretical knowledge acquired from formal learning with my own personal experience to gain a greater understanding of situations. Schà ¶n (1987) is of the view that real life practice situations can be messy, involve uncertainty, and may challenge our preconceptions and beliefs. It is clear from Schà ¶ns idea that a reflective practitioner requires honesty and openness to engage in a critical reflective conversation. However, this level of openness may occasionally be problematic if students are required to share their reflections with supervisors or fellow students (www.learningmatters.co.uk/sampleChapters/) [accessed 20/09/2009]. Working with service users who are fifty years and above and experiencing social inequalities and deprivation in different circumstances was very challenging. My openness and honest attitude towards my service users helped me to record events in the right perspectives. Thereafter by critically reflecting on the actions taken during practice transforms my understanding of the theories and models and how to improve my social work practice. According to Fook (2002) critical reflection places emphasis and importance on an understanding of how a reflective stance uncovers power relations, and how structures of domination are created and maintained (www.courses.hull.ac.uk/modules/MA PLO induction session.html) [accessed on 22/09/2009]. My understanding of critical reflection coupled with a supportive learning environment at Age Concern, made me to appreciate better how theoretical knowledge and skills are vital to best social work practice. It seems to me that critical reflective practice offers a highly challenging paradigm of learning. It is more of inductive learning than a deductive learning as the case may be in formal learning contexts such as Higher Education Institutions. MERITS AND DEMERITS OF CRITICAL REFLECTICE PRACTICE Under appropriate environmental conditions, critical reflective practice can help individual social workers and students to enhance their personal and professional development in practice. Appropriate conditions include: a supportive environment, social workers readiness to undergo self-reflection, individual space for individual workers to undergo critical reflective practice, workers own reflective practice and awareness of ones limits and breaking point (Yip, 2006). A supportive environment does not only imply a supportive organizational context, including colleagues and supervisors but how it encourages empathic rapport that is crucial for constructive self-reflection in reflective practice (Calderhead, 1989). It is obvious that mutual support and open sharing among colleagues is the best breeding ground for constructive critical self-reflection. Notwithstanding the supportive environment, the individual social workers open-mindedness is critical for spontaneous and critical self -reflection in reflective practice (Atkins and Murphy, 1993). Moreover, according to Fisher (1997) critical reflective practice is learning tool for social work students that provide solutions to a wide range of practice theories and models available and enables practitioner-learners to theorise their practice drawing on knowledge embedded in practice. The technique of critically reflecting on previous practice aim to promote the development of practitioners abilities to generate understanding of their practice, their theories of action and the values they hold. Another attraction of reflective practice is the hope that it seems to hold out for personal professional development and transfer of learning from one setting to another (Yip, 2006). Martyn (2001) argues that reflection can help people to make sense of the circumstances presented to social workers in complex situations, relating them to agency requirements (Payne, 2001). Critical reflective practice can be a rewarding experience resulting in self-enhancement in both personal and profes sional development. Contrarily, unsupportive setting can mostly be destructive to many social work students self and professional development. Such unsupportive conditions include an oppressive social environment, highly demanding working environment, social workers unresolved past experiences from previous learning placements as well as supervisors- students relationships. An oppressive environment implies a setting where there is an imbalance of power that is oppressive to the individual worker and discouraging professional development (Miehls and Moffatt, 2000). Sometimes it may be a highly critical supervisor, apathetic colleagues, a working team full of oppressive politics and dynamics, or insecurity and uncertainty in the social workers employment. In an oppressive environment, social workers may be obliged to disclose their weaknesses and shortcomings or their unpleasant practice experiences to supervisors within the agency; such disclosure may then be used against the worker as an excuse to abus e, to exploit, to undermine and even to dismiss them (Yip, 2006). Secondly, critical self-reflection in reflective practice demands that social workers subject their inner space and autonomy to self-analysis and self-evaluation (Boyd and Fales, 1983). Self-observation and self-dialogue also demand reflective distance that originates from the social workers own initiative and readiness (Voegelin, 2000 cited in Yip, 2006). However, a demanding workload in terms of a many caseloads, diversity of work, challenging clients may cause exhaustion and stress. This makes critical self-reflection in such settings a real nightmare and may be more of an additional burden rather than to assist the social worker or student. CONCLUSION In conclusion, this essay is an attempt to summarise my understanding of critical reflective social work practice and how it impact on my professional development as a social worker. My practice learning at Age Concern shows that related parties, such as supervisors, agency administrators, social work colleagues or social workers need to create appropriate conditions and relationships for social workers in training to develop their skills and knowledge on critical reflective practice. When social work students critically reflect on challenging issues in their placement, they develop the requisite skills and knowledge which could impact positively on the lives of service users. In reflective practice, social work students are to be encouraged to undergo self-reflection to develop models and theories that would enhance their social work practice. On the other hand, related parties should also be careful to avoid inappropriate conditions that may create possible limitations to the professional and self-development of social workers. Moreover, other researches emphasize on how different conditions affect the self-reflection process of social work students in reflective social work practice. In summary under appropriate conditions, social workers critical self-reflection can be very constructive, resulting in self-enhancement, leading to improvement in social work practice and enables students to plan and focus on what they need to do to improve social imbalance in society. REFERENCES Atkins S. and Murphy, K. (1993) Reflection: a review of literature Journal of Advanced Nursing, 18, pp. 1188-1192. Boyd E. M. and Fales, A. W. (1983) Reflective learning: key to learning from experience, Journal of Humanistic Psychology, 23(2), pp. 99-117. Calderhead, J. (1989) Reflective teaching and teacher education Teaching and Teacher Education, 5(1), pp. 43-51. Clift, R., Houston, J. and Pugh, M. (1990) Encouraging Reflective Practice in Education, London, Teachers College Press. Dewey, J (1933) How We Think. Boston: D.C. Heath Co Dempsey, M., Halton, C. and Murphy, M (2001) Reflective Learning in Social Work DCruz, H., Gilligham, P. and Melendes S (2007) Reflexivity, its Meaning and Relevance for social work: A critical review of the literature, British Journal of Social Work 3(1) pp. 73-90 Education: Scalffolding the Process, Social Work Education, 21(5), pp.585-595 Evans, D. (1991) Assessing Students Competence to Practise. London. CCETSW. Ferraro, J. M (2000) Reflective Practice and Professional Development, Eric ClearingHouse Teacher Education, Washington DC Fisher, T (1997) Learning about child protection, Social Work Education, vol16 pp. 93-111 Gould, N. (1989) Reflective learning for social work practice, Social Work Education,8(2), pp. 9-19. Kolb, D. A. (1984) Experiential Learning. Englewood Cliffs, New Jersey, Prentice Hall PTR. Miehls, D. and Moffatt, K. (2000) Constructing social work identity based on reflexive self, British Journal of Social Work, 30, pp. 339-348.Own Practice, Oxford, Butterworth-Heinemann. Ruch, G. (2000) Self and social work: towards and integrate model of learning, Journal of Social Work Practice, 14(2), pp. 99-112. Schà ¶n, D. (1983) The Reflective Practitioner, New York, Basic Books. Schà ¶n, D. (1987) Educating the Reflective Practitioner, San Franciso, Jossey Books. Schà ¶n, D. (1993) Reflective Inquiry in Social Work Practice, Hong Kong, Centre for the Study of Social Work Practice. Sheppard, J. (2000) Learning from personal experience: reflections on social work practice with mother and child and family care, Journal of Social Work Practice, 14(1), pp. 38-50. Taylor, C. and White, S. (2001) Knowledge, truth and reflexivity: the problem of judgement in social work, Journal of Social Work, 1(1), pp. 37-59. Voegelin, E. (2000) In Search of Order, St Louis, University of Missouri Press. Yip, K (2006) Self-reflection in Reflective Practice: A note of caution. British Journal of Social Work, vol. l36 pp.777-788 Zhao, F. (2003) Enhancing the Effectiveness of Research and Research Supervision through Reflective Practice Walker., McCarthy, P., Morgan, W., Timms, N. (1995) In Pursuit of Quality: Improving Practice Teaching in Social Work. Newcastle-Upon-Tyne. Relate Centre for Family Studies. www.courses.hull.ac.uk/modules/MA PLO induction session.html www.learningmatters.co.uk/sampleChapters/ www.leeds.ac.uk/educol/documents/000000468.htm www.courses.hull.ac.uk/modules/

Tetanus :: essays research papers

Tetanus is a potentially life-threatening disease, usually associated with infected puncture wounds. Its common name is lockjaw, because a typical first symptom of the disease is stiffness and tightening of the jaw muscles. Tetanus has been recognized for centuries, even as early as the 5th – 4th century B.C., in the picturesque descriptions Hippocrates gave of the disease.   Ã‚  Ã‚  Ã‚  Ã‚  This infectious disease is caused by the bacteria Clostridium tetani, which is sometimes found in soil. It produces a toxin as it multiplies, that affects the nervous system. Some symptoms of tetanus are muscular spasms, and rigidity of the body, there might also be chills, headache, fever, and difficulty swallowing. If gone unchecked this toxin causes death.   Ã‚  Ã‚  Ã‚  Ã‚  When diagnosed a physician will sterilize the wound. If the Tetanus is already severe the patient will become hypersensitive and must be kept in a quite dark room. At this stage the doctors can only treat the symptoms, with muscle relaxants, antibiotics, and sedatives. The most important treatment for Tetanus is prevention, through a vaccine.   Ã‚  Ã‚  Ã‚  Ã‚  In the 19th century Tetanus was the concern of Joseph Lister in patients who had the disease in the hospital. A. Carle, G. Rattone, A. Nicolaire, and others recognized the Infectious nature of Tetanus in 1884 – 1888. The isolation of the bacteria and its toxin happened in 1889-1892 by S. Kitasato, T Weyl, and A. Nicolaire. S. Kitasato, L. Villiard, E. von Behring, and W. Schutz did animal experiments on both active and passive immunization in 1890 – 1892. Crystallization of the neurotoxin happened in 1949, because of L.

An Argument For Gay Marriage Essay -- Persuasive Essays, Argumentativ

   The Supreme Court of the United States ruled that the Constitution guarantees a right to same-sex marriage. Yet, same-sex marriage continues to be a highly debated issue that leaves our society searching for answers. As a child, I was brought up in a Christian home, where Christian ethics and values were instilled in me. I was always taught that you should obey your parents and God, that you should not lie, cheat, or steal, and that God was always watching you; I was also taught that homosexuality was wrong. As the years have passed, I have been confronted with the issue of homosexuality many times firsthand, and I believe that though homosexuals are not terrible people because of their sexual orientation, their lifestyle is still wrong. In recent years, the topic of homosexuality and gay and lesbian marriages has also become prominent in American politics. The question of whether these marriages, also sometimes referred to as "civil unions," should be legalized has become a pressing issue, and one that has only begun to test the limits and limitations of the US Constitution. The notion that such a thing as sodomy could ever be legalized is causing civil distress and has become quite a point of contention for countless Americans. For, on the one hand, many argue that allowing such marriages would corrupt the morals and society of the United States, yet others respond that Americans should all have the equal opportunity to lead happy and fulfilled lives. In the end, I have concluded that while it counteracts my religious beliefs, there must be some allowance made by the US government for same sex couples to gain recognition for their commitment to one another. I have found that the majority... ...he American government, it should logically follow that these couples would then be enabled to receive the same rights and responsibilities as their heterosexual counterparts in the eyes of the State. In summary, while I personally do not believe in the idea of gay marriages, I do not believe such "civil unions" can constitutionally be denied by the State. Heterosexuals are given every right to pursue happiness with their life partners, and so it does not appear that, from a legal standpoint, such a right can be denied to homosexual couples. Under the hospices of a "civil union," homosexuals would thus be able to publicly commit themselves to their life partners and accordingly be afforded the same privileges as those which their heterosexual counterparts enjoy. Homosexual unions should be legalized in the American system of government.

Health Promotion and Teaching as Tools for Nursing Essay -- Healthy He

Laying the Foundation for a Healthier Future Health promotion and teaching are important tools for nursing. By promoting health and health teaching, nurses can help lay the foundation for a healthier future. Major Concepts and Definitions Belief–a statement of sense, declared or implied, that is intellectually and/or emotionally accepted as true by a person or group. Attitude–a relatively constant feeling, predisposition, or a set of beliefs that is directed toward an object, a person, or a situation. Value–a preference that is shared and transmitted within a community. Behavioral diagnosis–the delineation of the specific health actions that are most likely to effect a health outcome. Health Belief Model–a paradigm used to predict and explain health behavior that is based on value-expectancy theory. Perceive–how one views oneself’s health. Expectancies–outcomes and evaluation of how behavior is determined. Divided into three types. Environmental cues–subconcept of expectancies, beliefs how events are connected. Outcome expectation–subconcept of expectancies, consequences of one’s own actions. Efficacy expectation–subconcept of expectancies, one’s own competence to perform the behavior required to influence outcomes. Incentives– value of a particular object or outcome. Domains of learning–information, skills, and attitudes needed to be taught to achieve the appropriate level of learning. Cognitive domain–subconcept, development of new facts or concepts, building on or applying past knowledge to new situations. Psychomotor learning–subconcept, development of physical skills from simple to complex actions. Affective learning–recognition of values, religious and spiritual beliefs, family interaction patterns and relationships and personal attitudes that affect decisions and problem-solving progress. Teaching–a planned and purposeful activity that nurses use to increase the likelihood that individuals will learn. Major Assumptions Major assumptions are taken from Rosenstock’s (1966) Health Belief Model, Bandura’s (1986) Social Cognitive Theory (Edleman & Mandle, 1998), and the teaching process (Boyd, Graham, Gleit, & Whitman, 1998). According to Leddy & Pepper (1993), assumptions from the Health Belief Model include the following aspects: 1. Perceived susceptibility, the client’s ... ... and the Social Cognitive Theory can help the nurse to analyze factors that contribute to man’s perceived state of health. Working with the client in the proper domain of learning, the nurse will be able to assist the client to achieve the optimal level of functioning. This model can also be used with chronically ill patients. Again, the goal for the client is to achieve the optimal level of functioning. Difficulties in application to nursing practice would be the comatose patient or the terminally ill patient with no cognitive skills. Health promotion and teaching are valuable nursing tools but only if applied properly so the client is able to make healthy behavior changes with the goal being to achieve his or her optimal level of functioning. References Boyd, M. D., Graham, B. A., Gleit, C. J., & Whitman, N. I. (1998). Health teaching in nursing practice: A professional model (3rd ed.). Stamford, CT: Appleton & Lange. Edleman, C. L., & Mandle, C. L. (1998). Health promotion throughout the lifespan (4th ed.). St Louis, MO: Mosby, Inc. Leddy, S., & Pepper, J. M. (1993). Conceptual bases of professional nursing (3rd ed.). Philadelphia: J. B. Lippincott.

Study Guide Ap Bio Ch 16-18

Study guide for Ch 16-18 Chapter 16 †¢ Alfred Hershey and Martha chase answered the question whether protein or DNA was the genetic material by using Bacteriophages (viruses that infect bacteria). o Bacteriaphages were good for the experiment because they only contain 2 organic compounds, DNA and protein. †¢ James Watson and Francis Crick were the first to solve the structure (structure=function) of DNA. †¢ X-ray crystallography( process used to visualize molecules in 3-D. †¢ DNA is a double helix- structure †¢ The nitrogenous bases of DNA are( adenine (A), thymine (T), guanine (G), and cytosine (C). The 2 strands (the leading and the lagging strand) are antiparallel. o The leading strand goes in direction 5’ to 3’. o Lagging strand goes 3’ to 5’. Takes longer to replicate cause it’s built in fragments. †¢ Tip from the book(know these enzymes for replication: DNA polymerase, ligase, helicase, and topoisomerase. Know thi s enzyme for transcription(the role of RNA polymerase. †¢ Replication(making DNA from already existing DNA strand. DNA replication is semiconservative (1/2 of original DNA and the other ? is from new DNA strand). This is used by humans! A group of enzymes called DNA polymerases catalyzes the elongation of new DNA at replication fork. The overall direction of DNA replication goes from the origin to the fork. o DNA polymerase adds nucleotides to the growing chain one by one; working in a 5’ to 3’ (DNA build strand (â€Å"new†) or RNA polymerase go 5’(3’ in the build strand). Parent strand DNA and RNA polymerase is 3’ to 5’. o DNA polymerase matches adenine with thymine and guanine with cytosine o The lagging strand is synthesized in separate pieces called Okazaki fragments (which segments in 3’(5’), which are then sealed together by DNA Ligase.Forming a continuous DNA strand. †¢ Many factors in replication: o Bas e pairing in DNA replication( A=T/ G=C. o Mismatch repair(special repair enzymes fix incorrectly paired nucleotides o Nucleotide excision repair. †¢ Tip****(know the difference between replication (DNA to DNA), transcription (DNA to RNA), and translation (RNA to protein). †¢ In Eukaryotic cells, DNA and protein are packed together as chromatin. o Heterochromatin(very condensed chromatin. o Euchromatin(loosely condensed chromatin. Telemer region(small fragment of DNA that is lost during replication due to enzyme’s inability to attach the fragment on to the end of the DNA helix. (This is our biological clock). Chapter 17 †¢ Gene expression(the process by which DNA directs the synthesis of proteins (or sometimes RNA). †¢ Transcription= DNA(RNA o Takes place in the nucleus in eukaryotic cells. †¢ Messenger RNA (mRNA) produced during transcription. It carries the genetic message of DNA to the protein making machinery of the cell in the cytoplasm, ie the ri bosome. The mRNA triplets are called codons (a codon is a mRNA triplet). o mRNA is read codon by codon. ? Start codons and stop codons are used in the build strand the protein coding segment is between the start codon and stop codon in the build strand. †¢ They are written in the 5’ to 3’ direction. †¢ More than one codon codes for each of the 20 amino acids. Genetic code includes 64 codons (4 x 4 x 4). o The group must be read in the correct groupings in order for translation to be successful o 3 codons act as signal terminators (UAA, UAG, UGA) o AUG always has to be start codon. RNA polymerase(enzyme that separates the 2 DNA strands and connects the RNA nucleotides as they base-pair along the DNA template strand. o RNA pol. Can add RNA nucleotides only to the 3’ end of the strand. REMEMBER†¦ uracil replaces thymine when base pairing to adenine. ==>difference betw DNA and RNA. o The DNA sequence at which RNA pol. Attaches is called the Promoter. o The DNA sequence that signals the end of transcription= Terminator. †¢ Transcription unit(the entire stretch of DNA that is transcribed into an RNA molecule. †¢ 3 main stages of transcription: from the book. Initiation (RNA polymerase that transcribes mRNA cannot bind to the promoter region without supporting help from proteins known as transcription factors. transcription factors assist the binding of RNA polymerase to the promoter, thus the initiation of transcription) Notes: o Elongation (RNA polymerase moves along the DNA, continuing to untwist the double helix. RNA nucleotides are continually added to the 3’ end. As this happens, the double helix re-forms. Notes: †¢ Termination (RNA polymerase transcribes a terminator sequence in the DNA, the RNA transcript is released, and the polymerase detaches. There a couple of key post-transcriptional modifications to RNA( the addition of a 5’ cap and the addition of a poly A Tail (3’). †¢ RNA sp licing also takes place in eukaryotic cells. Large portions of the newly synthesized RNA strand are removed. This is the parent strand. o The sections of the mRNA that are spliced out are called introns. o Sections that are spliced together by a spliceosome(exons. ? The new strand containing the exons is called the build strand, which runs in a direction of 5’ to 3’.Remember parent strand runs in 3’ to 5’. †¢ Small nuclear RNA (snRNA)( plays a major role in catalyzing the excision of the introns and joining of exons. o Ribozyme is when RNA serves a catalytic role. †¢ Translation: o 2 additional types of RNA play important roles in translation besides mRNA: ? Transfer RNA (tRNA) and ribosomal RNA (rRNA). †¢ tRNA functions in transferring amino acids from a pool of amino acids located in cytoplasm to a ribosome. These amino acids are incorporated into a growing polypeptide chain. At one end of a tRNA it loosely binds the amino acid, and at th e other end it has a nucleotide triplet called an anticodon (allows it to pair specifically with a complementary codon on the mRNA). †¢ rRNA complexes with proteins to form the 2 sub units that form ribosomes. o Translation can be divided into 3 steps ? Initiation, Elongation, and Termination (descriptions of these steps can be found on pg 129-130 I got lazy so fuck off) †¢ The review guide goes into mutations on pg 130 but I think that you’re better off reading the guide than reading my description. Chapter 18 In bacteria, genes are often clustered into units called operons. †¢ Operon consists of 3 parts: o Operator: controls the access of RNA polymerase to the genes, it’s found within the promoter region. ? Normally in on position. In a repressible operon. o Promoter: where RNA polymerase attaches. o Genes of the operon: the entire stretch of DNA required for all the enzymes produced by the operon. †¢ Regulatory Genes(produce repressor proteins th at may bind to the operator site. When a regulatory protein occupies the operator site, RNA pol. Is blocked from the genes of the operon. Repressible operon( normally on. It can be inhibited. This type of operon is normally anabolic. o The repressor protein produced by the regulatory gene is inactive. o If the organic molecule being produced by the operon is provided to the cell, the molecule can act as a corepressor, and bind to the repressor protein(this activates it. ? The activated repressor protein binds to the operator site, shutting down the operon. †¢ The lac operon is inducible o Controls the production of B- galactosidase an enzyme that catalyzes the hydrolysis (break down) of lactose into glucose and galactose ?Inducible operon(gene expression B-galactosidase is stimulated by the presence of a co inducer, lactose. †¢ Turns the repressor gene switch off. o This is notes on gene expression on tryptophan. Next stuff is from book. ? Inducible operon( normally off bu t can be activated. This type of operon is catabolic, breaking down food molecules for energy. The repressor protein produced by the regulatory gene is active. †¢ To turn the inducible operon on, a specific small molecule, called an inducer, binds to an inactivates the repressor protein.With the repressor out of the operator site, RNA polymerase can access the genes of the operon. o 2 regulatory mechanisms used to turn on lac operon ? Presence of lactose as co inducer ? Low amounts of glucose. †¢ These 2 are the only way for this shit to work yo! †¢ Differential gene expression in eukaryotic cell gene expression o The expression of different genes by cells with the same genome. †¢ Histone acetylation( acetyl groups are added to amino acids of histone proteins, thus making the chromatin less tightly packed and encouraging transcription. DNA methylation( the addition of methyl groups to DNA it causes chromatin to condense, thus reducing gene expression. o With the help of phosphorylation next to a methylated amino acid, chromatin becomes loosened and thus encouraging transcription. †¢ Epigenic inheritance( the inheritance of traits transmitted by mechanisms not directly involving the nucleotide sequence. †¢ Transcription initiation is where DNA control elements that bind transcription factors are involved in regulation. Control elements( multiple control elements(segments of non coding DNA that serve as binding sites for transcription factors that help regulate transcription. o This is necessary for the precise regulation of gene expression in diff cell types. o Proximal and Distal control elements. ? Proximal control element has to be right next to promoter anything else is distal. †¢ Transcription factors( o Enhancer regions are bound to the promoter region by proteins called activators. o Some transcription factors function as repressors, others function as activators. Extra stuff †¢ TATA box is at the beginning of prom oter region.

Belonging Definition Essay

When an individual’s beliefs or values are contradicted by that of their society, they must make a choice as to whether belonging to themselves or to the group is more important. Miller explores the reactions of many characters to this dilemma, in particular Reverend Hale. Initially Hale is strongly respected and connected to the town, being described as â€Å"an expert†. He uses the metaphor of â€Å"Theology sir, is a fortress; no crack in a fortress can be accounted small†, to indicate his strong belief in the value of a theocratic society. Hale struggles to come to terms with the failings of this system as indicated by the juxtaposition of Miller’s stage direction â€Å"Hale in a fever of guilt and uncertainty† with his words â€Å"Proctor, the court is just†. This demonstrates that he was not able to instantly relinquish his connection to the Salem community, despite the moral ramifications. He loses all sense of self-respect as he encou rages Proctor to â€Å"give his lie†, which directly contradicts one of the Ten Commandments reiterated throughout the play â€Å"Thou shalt not bear false witness†. The disintegration of both Hale’s connection to the community and to God is clearly demonstrated by the contrast of Hale’s joyful analogy of his former self â€Å"I came into this village like a bridegroom to his beloved, bearing gifts of high religion†, with his new perception of his role, â€Å"I come to do the Devil’s work.† Thus by examining the character of Reverend Hale one can see how the value an individual places on being respected and connected to others and how this affects their integrity and perception of self. Whilst The Crucible presents an extreme contradiction between the values of the individual and their society, Woolf’s novel explores the relationship between the two in a less polarised way. The title character, Clarissa Dalloway, is depicted as a British socialite preparing to â€Å"throw yet another party†. Her husband Richard’s comment that â€Å"she did it genuinely; it was a natural instinct† is l ater contrasted with her comment that â€Å"Every time she gave a party she had this feeling of being something not herself†. The novel is permeated by her questioning whether this socially acceptable lifestyle was worth the lack of fulfilment and identity associated with it. This is demonstrated by her choice to marry the upper class, yet impassionate, Richard instead of consummating her relationship with Peter. However there were both social and personal reasons for this choice, as Peter â€Å"wished to know everything†, which was more than she was willing to give. Thus whilst her identity is subjugated by her husband, â€Å"This being Mrs Dalloway, not even Clarissa anymore; this being Mrs Richard Dalloway†, she does not have to share too much of herself, â€Å"she alone knew†. However, it is this choice to be connected superficially to many but deeply to none that leaves her feeling â€Å"far out, out to sea†. Thus whilst Clarissa’s choice allows her to belong to her society, ultimately it comes at the cost of a deeper personal connection. For some individuals, the dem ands of being part of a society are too great, as they place higher value upon their integrity than upon being accepted. This is the case with The Crucible’s protagonist, John Proctor, as refuses to conform to the corrupt theocracy of Salem. His perspective is emphasised by his ironic comment that he rarely attends Church – the core element of the Puritan society – because Reverend Parris â€Å"hardly ever mention[s] God anymore†. This is a choice which instantly isolates him from the community. Though he initially chooses to avoid becoming involved in the witch hunts, once the level of persecution becomes clear he swears to â€Å"fall like an ocean upon the court†. In an attempt to end the chaos he even confesses his lechery, â€Å"I have known her†, which he knew would instantly isolate him from the townspeople. Though he is by no means an unflawed man, he is depicted by Miller as having a higher moral standard, â€Å"he is a sinner†¦but against his own vision of decent conduct†. This is emphasised by his self-deprecation â€Å"I cannot mount the gibbet like a saint; I am not that man†, however he eventually comes to understand that his defiance showed courage and integrity and is able to â€Å"see some shred of goodness in John Proctor†. Thus through examining Proctor’s relationship with his society, one can see that when one rejects their society in favour of their personal values, their connection to others may be weakened, but they will retain a stronger sense of belonging to self. [Insert summary of points and conclusion here]. Thus, as Fleishman stated, it is the â€Å"dialectic of individuation and communion† that presents the ultimate challenge to belonging.

Changing of America and humanity’s responsibility to society

The challenges of the twenty-first century, whether economic or environmental, cultural or biological will require new methods of thinking and behaving at both the individual and social levels. There must be an emphasis on changing the perceptions, particularly in twenty-first century America, which many people have about the nature of personal responsibility and personal empowerment. While it seems obvious enough to say, as Barack Obama asserts that new generations of Americans are â€Å"waiting for a politics with the maturity to balance idealism and realism, to distinguish between what can and cannot be compromised† (Obama, 42) the ramifications of such a politics of maturity and realism extend to many important areas of American society including economics, technology, and philosophy adn religion. What is necessary for America to meet the challenges of the future is a social cultural acceptance of the fact that responsibility, and not merely the pursuit of self-interests, is a path to personal empowerment. This last statement may seem contradictory to many Americans. A great number of people view themselves in purely materialistic terms and want what they can get out of society without taking any personal responsibility for the consequences. For some people, life holds no meaning outside of its material dimension and this loss of meaning in American culture has consequences beyond the immediately personal: The loss of meaning[†¦ ] is a product of modern thought. From Marx and Freud to neuroscience and evolutionary psychology, western thought has systematically undermined responsibility. We have no choice, we are constantly told, because of economic forces, our unconscious, or our genes. Yet, at the same time, we live in a world that presents us with endless choices. (Sardar) As strange as it sounds, the only way to break the cycle of endless anxiety over our limitless freedom is by accepting responsibility for the choices we make. This is a kind of paradox in American society, â€Å"We want to have it both ways, and so we end up confused and cynical. Our obsession with individuality and self-interest further erodes personal and collective responsibility† (Sardar) which means, the less one begins to value their own existence the less responsibility they will feel for their actions. To accept responsibility is, in itself, to accept that life is meaningful and to accept that life in meaningful is an act of self-empowerment. we must learn to understand that â€Å"Freedom is both a gift and a challenge. It has value only when we respect it and enhance it individually and collectively. And when we exercise it with responsibility. † (Sardar). In this way, a change in the basic philosophical vision present in American culture may help us to begin to make inroads against the challenges which face us in the new world. As Barack Obama points out, economics in the twenty-first century no longer function along the same models they had embodied for years. He writes that â€Å"In this more competitive global environment, the old corporate formula of steady profits and stodgy management no longer worked† (Obama, 156). What Obama is driving at with this statement can be considered an aspect of â€Å"humanizing† economics, a must-needed step for America in the twenty-first century. By accepting responsibility for our actions we will understand the connections between the injustices and disparities in society and the damages which have been inflicted upon the environment. Though some of our challenges may be economic and some may be based in moral and ethical issues, the unifying factor is always: human responsibility. We begin to understand ourselves much more clearly and understand our challenges more clearly when we admit that we live in a world which â€Å"desperately needs fixing and in which denial is seductively easy and cheap, at least for a time. We must acknowledge and seek to understand the connection between poverty, social injustice, and environmental degradation. † (Orr 89) Barack Obama's insistence that the new economics has paved a way clear of the old economics which stressed only self-interests and profits is a key to understanding the kind of view of business and corporate responsibility which will have to be embraced in American society as we move forward to accept our responsibilities and meet the challenges of the future. Instead of viewing purely money and material growth as the only forms of â€Å"profit† in business, corporations of the future will begin to realize that â€Å"business behavior and government policy toward business requires, more than ever, an appreciation of the firm’s human dimensions, the dimensions left out of the neoclassical theory† (Tomer 1). The future corporation will accept responsibility for its actions and view itself as shaped by not only â€Å"market forces but by societal ones† (Tomer 19) and in so recognizing other forms of â€Å"success† and â€Å"profit† namely, the maintaining of ethical and environmental standards which contribute to the overall growth and well-being of humanity may over-ride present-day obsession with self-interest and materialistic profit. If Barack Obama's writings in â€Å"The Audacity of Hope† are any real indication of the politician of the future — or the President of the future — it si clear that America still has the capacity to grown adn recognize leaders who can summon a bold-enough vision as well as present workable solutions to meet the challenges we have at least partially created for ourselves.

Nonsense poem Essay

Jabberwocky is a nonsense poem authored by Lewis Carroll which is contained in his famous work Through the Looking Glass, and What Alice Found There in 1871. As many literary scholars and critics argue, Jabberwocky is normally regarded to be one of the utmost â€Å"nonsense poems† worked out in the English language. But though it is termed as nonsense poem, it is employed in various schools to educate learners on the application of portmanteaux. The poem is comprised of various terminologies and expressions that do not really have equivalent meanings in the English language. The words used by Carroll’s throughout the poem are mainly combinations of different words which are fused into one expression or term. As Jabberwocky revolves on a legend of a fictional monster and how it is slain in the tale, it suggests a very imaginary and unreal story and events which complements the structure of the poem with nonsensical terms. According to literary scholars, the original purpose of the Jabberwocky and its structure is directed towards Carroll’s criticisms against pompous and â€Å"ignorant literary critics. † Nevertheless, after the publication of it, it became a subject for different literary interpretations and even used in schools for some literary discussions and appreciations. The Jabberwocky conveys every possible fictional characters and events which are harmonized by the inclusion of superfluous nonsense expressions and terminologies. But no matter how unconventional it may appear, the effect of Jabberwocky impacts the society form culture to education which makes it a very popular culture since its publication. The unintentional and unexpected outcome which the poem produces strengthens and proves the uncertainty and unpredictable character of a potential great literary work. Reference Carroll, L. & Stewart, J. (2003). Jabberwocky. Candlewick.