Political Unrest in Lybia

Political Unrest in Libya Introduction For the past forty-two years Muammar Gaddafi has been in control of Libya. For the past few months the people of Libya has been involved in a civil war with hopes of Muammar Gaddafi stepping down as the Prime Minister. The civil war began with the arrest of human rights activist Fethi Tarbel; who works to free political prisoners. The arrest of Tarbel triggered a riot in the city of Benghazi. February 17, 2006 is a known date in Libya because that was the day that security forces killed protesters outside of the Italian consulate, so anti-Gaddafi activist choose February 17, 2011 as a day of rage. All over the city of Benghazi laws were being defied and law enforcement officers were being ignored by the people who were tired of forty-two years of Muammar Gaddafi’s reign. The Libyan civil war is an important social issue because Muammar Gaddafi is killing his own people in attempt to keep control of Libya. Any time a leader is killing his own people it is a matter of international affairs. As a leader he should not be killing his own people in attempt to keep control of his reign. As a nation we should be worried about the Libyan war because not only is innocent people being killed, Libya is an oil producing country. As an oil producing country Libya exports 1. 6 million barrels a day eighty percent of oil exported Libya is imported to Europe (petroleum-export). The United States imports one percent of Libyan oil but forty percent of European oil and when imported oil is disrupted in Europe it is felt in the United States. Libya is also surrounded by countries that are sometimes hostile. The United States depends on Libya to be able to project influence and power into those hostile countries if needed to be (NPR). General Background Libyan Arab Jamahiriya is a country in northern Africa that was previously controlled by the Italians until 1943 when they lost in World War II. Libya gained their independence in 1951 from the United Nations Trusteeship making Tripoli the capital. Libya is populated with about 6,597,960 people with a thirty percent unemployment rate (CIA). Majority of the people that make up Libya is from the Arabian descent. With majority of the people being Arab, the religion that is most practiced is Sunni Muslim (CIA). There are three languages that are widely spoken in Libya which are: English, Italian and Arabic being the official language of Libya. While some people might mistake Libya for being a communist country it is not. The belief of Libya is from the â€Å"green book† which rejects communism (CIA). Libya is actually considered an authoritarian country which is defined as; characterized by or favoring absolute obedience to authority, as against individual freedom (the free dictionary). Just like any other self-governing country Libya has its own military with all five branches. Muammar Gaddafi fights for power and gets it Muammar Gaddafi sometimes referred to as Colonel Gaddafi graduated from the University of Libya in 1963 (Britannica). Soon after that he began to come up with a plan to overthrow King Idris I. He decided to go to a military academy to achieve some rank. In 1965 Muammar Gaddafi graduated from the Libyan Military Academy (Britannica). After he graduated he began to rise within the ranks of the Libyan military. September 1, 1969 Colonel Gaddafi successfully overthrew the monarchy of King Idris I in a bloodless military coup (Britannica). Many high ranking officials thought his plan was a mastermind so at the age of twenty-seven colonel Gaddafi was named commander in chief of the armed forces and chairman of the revolutionary command council which was Libya’s new governing body. In 1970 he was appointed Prime Minister (Britannica). Once in power Gaddafi began making some radical changes in Libya by removing the United States and British military bases from Libyan soil (Britannica). He began to push his Islamic beliefs onto the people of Libya by banning alcoholic beverages and gambling. Gaddafi tried several times to unite Libya with other Arabian countries, but all of his attempts were unsuccessful. He formed the Arab Socialist Republics changing the official name of Libya to Republic Great Socialist People’s Libyan Arab Jamahiriya (dnewsglobal). Not only did he change the name of Libya but he also changed the flag from its original red, black, and green with a star and crescent on the middle to a simple green colored flag. He changed the government landscape of Libya to be led into two main pillars (dnewsglobal). One of them is called the â€Å"revolutionary sector† while the other is called he â€Å"Jamahiriya Sector†. They are extremely different because the revolutionary sector consists of Gaddafi as the leader, The Revolutionary Committee, and the Revolutionary Command Council (dnewsglobal). The revolutionary sector is the core power in Libya. The people that are in the revolutionary sector are appointed so they have no term of office (dne wsglobal). On the other hand the â€Å"Jamahiriya sector†, is for the people it is the Libyan congress and is the legislative part of the two sectors. The people that serve the Jamahiriya sector are elected every four years (dnewsglobal). Along with everything else Muammar Gaddafi wrote a â€Å"green book† which outlines the three basic understanding of democracy on the basis of â€Å"people’s power†, â€Å"economic Socialism† and â€Å"third international theory. †(dnewsglobal) The book is a very controversial book because the green book promotes the system of direct democracy based on the formation of people’s committees. Although there are two committees that runs the core of Libya it always come down to one person which is Muammar Gaddafi and forty-two years of power is far from a democracy. Civil War Two weeks into February a human rights activist name Fathi Tarbel was arrested (CNN). The people of Libya were outraged and they began to protest outside of the police headquarters in Benghazi in attempt to free Tarbel. The protest started with 200 people but quickly rose to about 600 people. Things took a major turn when Libyan police came out dressed in civilian clothes to break up the protest. They dispensed tear gas, hot water and they hit the protesters with baton sticks. Gaddafi began to use his air force to calm things down. He ordered an helicopter to fire rapidly on the protesters in Benghazi. The protesters began to fight force wit force by packing a car with explosives with the hopes of breaking into a nearby military camp (CNN). The protest spread to other parts of Libya in Quryna African mercenaries opened fire on the civilians in Tajourea (CNN). In the countries capitol war planes and helicopters conducted air strikes. Even though there were some people against Gaddafi there were still some people for him. The people that wanted him gone began to fight with the people that wanted him to stay. All of the fighting going on eventually spread to Zamiya, Tajura and Misrata (cnn). In Zawiya seventeen people were killed and 150 were wounded (CNN). It was reported that mercenaries were shooting at unarmed civilians in Tajura(CNN). In Tripoli snipers and other security forces were firing at the crowd in an attempt to make them disperse (CNN). Once anti-Gaddafi people took over Zamiya they began to fight back against pro-government people. The anti-Gaddafi people were taking over Libya and Gaddafi had enough by stating â€Å"they play hard I also play hard. I will survive until the last drop of blood. † He ordered Libyan aircrafts to drop bombs were the rebels had took over. He ordered mortar and machine gun attacks. Muammar Gadaffi growing very upset began to bomb places just to make sure there were no rebels there. A CNN witness stated that â€Å"he is bombing his way into Misrata†¦he doesn’t care if all of the people there are dead by the end of the day (CNN). † The rebels managed to get their hands on anti-aircraft weapons in an attempt to fight back some of the air attacks ordered by Gaddafi (CNN). Since the united nations ordered a cease fire and a no-fly zone(CNN) Gaddafi took his attacks on more of an ground mission. Despite the international orders Libyan forces continued to fire mortars and heavy fire into the city of Misrata to try and take control back of lost land. The human watch has reported Gaddafi forces placed dozens of land mines outside the city of Ajdabiya (CNN). Everyone has their own view on the Libyan civil war even the media. The Medias perspective on the Libyan civil war is that it is unacceptable. They feel that Muammar Gaddafi’s tactics are completely out of line for killing his own people. They also feel that the rebels should stop and let international forces handle Muammar Gaddafi. A CNN reporter stated that â€Å"the rebel forces appear to be in disarray. It’s been a very chaotic effort on the part of opposition fighters from the beginning. They have no command-and-control structure and little discipline. † International Diplomacy Many surrounding countries began to take action to distance them from Libya. The Arab League suspended all Libyan delegates to attend their meetings (euronews). Since Libya is a country within the United Nations one of their responsibilities is to protect its population and with all of the killing of their citizens Libya is clearly not upholding that responsibility. The United Nations Security Council decided to put some sanctions against Libya by putting a travel ban and freezing the assets of Muammar Gaddafi’s family and other Libyan figure heads (euronews). Since Gaddafi could not comply with the reminder made earlier to protect its population, the United Nations General Assembly unanimously suspended Libya from the human rights council (foxnews). The United Nations Security Council international criminal court opened an investigation against Muammar Gaddafi, his sons, and his close political circle for crimes against humanity. Muammar Gaddafi and his family assets were frozen in certain countries (euronews). The United States response to the Libyan problem was that it was unacceptable. President Barack Obama said that â€Å"Muammar Gaddafi has lost the legitimacy to rule and need to do what is right by his country and leave now (cbsnews). † Twenty-seven leaders of the European Union countries put together a no-fly zone request with the support of the Arab league and the United Nations. The no-fly zone was passed unanimously. In an attempt to help the civilians of Libya American, French and British navies and air forces launched cruise missiles and airstrikes against Libyan military positions and their communication facilities (CNN). Conclusion After reviewing my information and observing it I came to the conclusion that Muammar Gaddafi needs to go. Forty-Two years has been long enough for Gaddafi there should be another leader for the country of Libya from the beginning he has been changing things in Libya and he now has to recognize that there needs to be a change in leadership for Libya. The people have clearly spoken and they are ready for a new leader. From my perspective of the situation in Libya I believe that it is unacceptable. No leader from any country should be allowed to kill his people and not expect to be checked about it. Since Libya is a part of the United Nations they should up hold the united nation laws one of them being â€Å"protect your population†. Muammar Gaddafi is clearly not upholding that law. I also believe that there should be more discipline to handle the situation in Libya. I don’t think that rebels should be the ones to take care of the work because they have no training and especially no discipline. For the rebels there is no sense of organization because they don’t have communication abilities the Gaddafi has. While I don’t believe that a country should go to war with Libya I do believe that troops from different countries put together should go in and try to deter the situation. Even though the United Nations put up sanctions like the no-fly zone and the countries that support the no-fly zone is helping by sending air strikes and other forms of attack the innocent people of Libya have suffered enough it has been going on since February and it needs to end now.

Illustration

The 29th Annual French Quarter Festival of New Orleans New Orleans is a city where festivals are a way of life. There are festivals showcasing almost every cultural aspect of the city. However, The French Quarter Festival stands out as the largest free local music festival in the state of Louisiana. The 29th annual French Quarter Festival showcased a wide variety music, food, and special events that provided insight to what makes New Orleans so unique and full of life compared to other to cities in the county.The biggest aspect of the French Quarter Festival was the music that was showcased, the most prominent genres being Jazz, Cajun-Zydeco, and Blues. A variety of Jazz music was heard during the festival. Traditional Jazz sounds from bands such as the New Orleans Cottonmouth Kings and the Smoking Jazz Club could be heard on Friday. Saturday included a modern Jazz style with acts such as Big Daddy ‘O’ and Kermit Ruffins. The brass sounds of Jazz, such as the Treme Brass Band and the Stooges Brass Band were heard on the last day of the festival. There were also several Blues music acts present.The first day brought performers such as ‘Wolfman’ Washington and ‘Big Al’ Carson. The next day, Eharmonic Souls and John Lisi and the Delta Funk were among the artists. The Blues music that closed out the festival was from acts such as Vagabond Swing and Amanda Wallace. Lastly, Cajun-Zydeco music could also be heard at the festival. Some of the Cajun-Zydeco bands that opened for the festival were Dikki Du and the Zydeco Krewe and also Brandon Moreau and Cajungrass. The following day, Tank and the Zydeco Codebreakers and the Lost Bayou Ramblers were among the acts.Also, The Big Easy Playboys and Sunpie and the Louisiana Sunspots were among the Cajun-Zydeco acts on the final day of the festival. The traditional, modern, and brass Jazz musicians listed were just a few of the acts, but they provide examples of the talent at the 29th Ann ual French Quarter Festival. The French Quarter Festival had local vendors featuring the cuisines of the French Quarter, some of which were Cajun, Creole, and Po’boys. Cajun food was a cuisine that was prominent at the festival. Crawfish was a popular ingredient that was featured in several Cajun dishes at the festival such as in Crawfish Etouffee or Crawfish Cakes.Andouille sausage, found in gumbo and jambalaya was another aspect of the festival cuisine. Alligator, as kebabs or sausages, was also among the many Cajun dishes. Creole food also had a presence in the festival’s cuisine. Rice dishes, such as Dirty Rice and also Red Beans and Rice, were among the Creole cuisine featured at the festival. There were also many Creole seafood dishes, such as Shrimp Jambalaya and Grits or Shrimp Remolaude available. Creole desserts such as King Cake or beignets were also among the dishes offered at the festival. Additionally, several varieties of Po’boy were staples of th e cuisine at the festival.Seafood Po’boys, such as the Shrimp Caminada Po’boy and the BBQ Oyster Po’boy, were among the Po’boys offered. Also available were Creole style Po’boys, such as the Cochon de lait Po’boy or Creole Hot Sausage Po’boy. Finally, Po’boys such as the Alligator Sausage Po’boy or the Blackened Catfish Po’boy were some Cajun- style Po’boys at the festival. Whether you were looking for Cajun, Creole, or Po’boys, the 29th Annual French Quarter Festival had the dishes discussed above along with many more available to choose from. Finally, the French Quarter Festival also held events such as educational lectures, kids events, and dance lessons.The French Quarter Festival strived to educate people on the impact that the local musical community provides. Super Sousaphone was a lecture by local sousaphone virtuoso Matt Perrine about the impact his career in many influential New Orleans ban ds created. Another lecture was Groove Interrupted, which focused on behind-the-scenes makings of the modern-day Jazz album. Funkify Your Life discussed The Meters, a New Orleans funk band, impact on New Orleans music. There were also several children’s events at the festival. The Kid’s Music Stage introduced children to festival’s musical genres in a child-friendly way.The Satchmo collage project was another event where children decorated pieces of a collage of Louis Armstrong. Children were also able to create Victorian-style jewelry at the many crafts station at the festival. Also, several dance lessons were offered at the festival. NOLA Zydeco group hosted a class that taught the traditional Zydeco moves. BrassXcise, with Dancing Man 504, taught dance and exercise moves that are used in Second-Line parades. Also, the NOLA Jitterbugs taught traditional jazz dances such as the Jitterbug and the Charleston.The lectures, children’s events and dance classe s at the French Quarter Festival helped to add the educational and cultural aspect of the festival. The 29th annual French Quarter Festival provides a special aspect to festivals of New Orleans. It sought to showcase strictly the local aspects of the culture of New Orleans. Also unlike other festivals, it was also made free to the public. Those aspects and also the music, food, and events of the festival combined to create an experience unlike other festivals in New Orleans, one that is focused on the people of the city rather than just the city itself.

Richard III

Analysis of Richard III PassageMethoughts that I had broken from the Tower And was embarked to traverse to Burgundy, And in my company my brother Gloucester, Who from my cabin tempted me to walk Upon the hatches. Thence we looked toward England And cited up a 1000 fearful times, During the wars of York and Lancaster That had befall'n us. As we paced along Upon the dizzy terms of the hatches, Methought that Gloucester stumbled, and in falling Struck me, that thought to remain him, overboard Into the toppling surges of the chief. O Lord, methought what hurting it was to submerge, What awful noise of Waterss in my ears, What sights of ugly decease within my eyes. Methoughts I saw a 1000 fearful wracks, A thousand work forces that fishes gnawed upon, Wedges of gold, great ground tackles, tonss of pearl, Incomputable rocks, unappreciated gems, All scattered in the underside of the sea. Some ballad in dead work forces ‘s skulls, and in the holes Where eyes did one time inhabit, there were crept— As 'twere in contempt of eyes—reflecting treasures, That wooed the slimed underside of the deep And mocked the dead castanetss that lay scattered by. ( I: IV:9-33 ) Clarence ‘s prophetic dream sequence in Act I scene Four Begins and ends with premonition, as we see the slaying of Clarence and besides visualize the eerie and supernatural glance of an underworld beneath the ocean as we see Clarence distressingly drown. The transition begins with Richard and Clarence puting canvas to Burgundy, reminiscing on the horrors of the conflicts they had won and lost together throughout the war of the roses. As their ship begins to destabilize, Clarence is cast overboard after seeking to forestall Richard from falling. The text leads us to believe this is inadvertent despite logic stating us to instantly presume this was planned by Richard. As Clarence distressingly drowns, he begins to depict the dark, supernatural underbelly of the ocean. Multitudes of lost wealth and hoarded wealth are seen alongside decomposing cadavers and the liquors of 1000s of work forces, work forces whose deceases, it has been suggested, Clarence was partially responsible fo r as a consequence of the recent overthrow of the monarchy. Clarence ‘s dream sequence is laced with both dramatic linguistic communication and baleful boding throughout. An array of poetic devices and literary techniques are employed to successfully reenforce major issues and subjects of the drama as a whole within this transition. Numerous subjects are reinforced and introduced in this transition such as the apposition of earthly wealth and human mortality, the upseting trust that Clarence has for Richard, horror and calamity, and besides the motive of the dark and the supernatural. Furthermore if we read the transition from a modern position we can integrate a Freudian reading when analyzing what seems to be Clarence ‘s subconscious head. Whilst watching Richard III, the character of Richard is hard to side with nevertheless at the same clip there is a certain appeal and inventiveness about him that is difficult to dislike. There are cases throughout the drama which help to demo Richard as a antic linguist and a sympathetic Machiavellian hero. However, at the same clip the dramatic sarcasm used in the signifier of Clarence ‘s weakness and naivete is perchance the most powerful illustration throughout the full drama which shows the cold and evil inner nucleus of Richard ‘s character. When Clarence dreams of Richard killing him, the text seems to propose that Richard did this by accident as Clarence says that Richard â€Å"in falling, Struck me, that thought to remain him, overboard.† [ [ 1 ] ] The manner Clarence has made a point of stating how Richard merely pushed him â€Å"in falling† is interesting as it makes us oppugn the dependability of Clarence ‘s history. This dramatic sarcasm plants because from an audience ‘s position we are already cognizant of the dark nature and pitilessness of Richard, moreover we know that Richard is in the procedure of engineering the slaying of his brother Clarence. These factors make us oppugn the â€Å"accidental nature† of Clarence ‘s narrative despite it being a dream. Could this dream in fact be a message straight from Clarence ‘s subconscious trying to warn him of his impending decease? We could in fact read this transition as Shakespeare trying to show a sixteenth century equivalent to Freud ‘s construct of the subconscious head. The audience is now to the full anticipating the impending decease of Clarence, and the incapacitated audience is forced to sympathize with him and get down to contemn Richard. The experience of this scene could be summed up by a quotation mark from critic Charles Barber, who believes â€Å"Clarence ‘s incredulity in his ain dream creates the feeling that Rich ard ‘s immorality is excessively monstrous for those around him to accept or conceive of, and therefore it amplifies our horror of Richard.† [ [ 2 ] ] The antecedently mentioned construct of Shakespeare meaning to demo the workings of Clarence ‘s subconscious is besides fascinating as it demonstrates a sample of a theory that was non to go popularly recognised for 100s of old ages. This element adds deepness and verisimilitude to the drama and besides adds to our hatred for Richard. Freud describes the unconscious head as â€Å"a reservoir of feelings, ideas, impulses, and memories that are outside of our witting awareness.† [ [ 3 ] ] It would look that these feelings are more perceptive in some ways than Clarence ‘s witting 1s. Somehow Clarence ‘s unconscious has picked up more about Richard ‘s character than his witting head. This poses an interesting inquiry, even to a modern audience, about the antic complexness of our heads. An audience who embraces this reading is likely to happen this idea provoking and be intellectually stimulated by this construct. If we take this transition to intend that th at Clarence ‘s unconscious head is seeking to state him something, so we besides read that his witting head is disregarding it for non merely does he presume his dreamed decease was an accident, but he subsequently goes on to province how his brother â€Å"loves me dear† and says to the liquidators ( hired by Richard ) that â€Å"if you be hired for meed, travel back once more, And I will direct you to my brother Gloucester, Who shall honor you better for my life.† [ [ 4 ] ] Clarence ‘s refusal to move upon this portents and moreover disregard his ain ego is important in demoing the power and use Richard is capable of. When the audience listens to Clarence ‘s history of his dream, the transition should render as extremely important as it foreshadows many of the events yet to come in the drama. When Clarence begins to submerge this is in fact an eerie prefiguration of his eventual decease, and more specifically submerging minutes subsequently in the scene. One critic has besides read this dream as besides boding the nightmare Richard himself experiences prior to the conflict of Bosworth in Act V scene V. [ [ 4b ] ] There is much boding throughout the drama, such as when Queen Margaret, a enchantress like character, is introduced. Queen Margaret begins to state curst prognostications as a acrimonious effort to revenge all of those who have antecedently wronged her. It is besides interesting to observe that through this transition, Shakespeare has included a subject that was popular amongst Renaissance literature, whereby earthly wealth is shown in apposition with human mortality. [ [ 4c ] ] This was a common concern among authors of the clip as earthly wealth ‘s value was questioned in many ways because of the realization that we can non purchase â€Å"life† and wealth will intend nil in the hereafter. While absorbing the address, we notice that there are infinite images in this transition that barrage us with this subject. The lost hoarded wealths are described to a great extent and often such as the â€Å"wedges of gold, great ground tackles, tonss of pearl, incomputable rocks, and unappreciated jewels.† However it becomes clearer why Shakespeare has made a point of making this when we consider this subject of human mortality versus earthly wealth. When we so go on to see â€Å"Some [ gems ] ballad in dead work forces â⠂¬Ëœs skulls, and in the holes Where eyes did one time inhabit† decease and wealth are non merely in apposition, they are basically merged as one. The manner the gems have been incorporated into the oculus sockets of the skull makes the apposition even more dramatic as they about seem as one entity because of the manner we associate the gems as eyes slotting into the sockets of a skull. This transition is besides important in the manner it introduces the motive of the Gothic into the drama. Clarence ‘s dream sequence accompanied with the eerie cursing of Queen Margaret subsequently in the drama, are both scenes which contribute to the Gothic elements of this drama through mentions to the supernatural and the unknown, and minutes of horror. Horror as a literary term can be described as â€Å"The feeling of repugnance that normally occurs after something terrorization is seen, heard, or otherwise experienced.† [ [ 5 ] ] We see horror in the transition when Clarence describes in item the scenes of the underworld and the nature of his painful drowning. Clarence explains â€Å"what pain it was to submerge, What awful noise of Waterss in my ears, What sights of ugly decease within my eyes.† This dramatic address forces the audience to get down to see the submerging themselves as Clarence uses powerful imagery such as the H2O in his ears and the hurting that he experienced. Furthermore the grotesque and macabre images of â€Å"a thousand work forces that fishes gnawed upon† besides help to dismay the audience. Supernatural elements that besides contribute to the Gothic feel of the drama are seen in another subsequent prognostication manner dream of Clarence ‘s where he sees the shade of Prince Edward, a Lancastrian whom Clarence had helped to kill. Edward begins to cuss Clarence as liquors begin to drag him below to the underworld. After analyzing Clarence ‘s dream in Act I scene IV, it can be concluded that Shakespeare has employed a scope of literary techniques and thoughts that help to reenforce and present of import subjects that permeate the full drama. Techniques such as dramatic sarcasm encourages us to appreciate the immorality of Richard, and the inclusion of a subconscious aid add deepness and machination to the drama. Furthermore the transition is a utile penetration into the drama as a whole through the debut of other of import subjects and issues of the twenty-four hours such as horror, the supernatural, and the apposition of earthly wealth and human mortality.BibliographyBarber Charles, Notes on Richard III, ( London, Longman, 1999 ) Devendra, Varma The Gothic Flame, ( New York: Russell and Russell, 1966 ) Radcliffe, Ann On the Supernatural in Poetry, Exert taken from New Monthly Magazine vol.16 No.1 hypertext transfer protocol: //www.litgothic.com/Texts/radcliffe_sup.pdf [ 22.4.09 ] Shakespeare, William, Richard III, ( London, The Arden Shakespeare, 2006 ) Strachey, James ( Trans. ) , ed. Anna Freud, The Necessities of Psychoanalysis, ( London: Vintage Books, 2005. ) [ [ 1 ] ] William Shakespeare, Richard III, ( London, The Arden Shakespeare, 2006 ) I.IV.19-20 [ [ 2 ] ] Charles Barber, Notes on Richard III, ( London, Longman,1999 ) p.75 [ [ 3 ] ] James Strachey ( Trans. ) , ed. Anna Freud, The Necessities of Psychoanalysis, ‘the unconscious ‘ ( London: Vintage Books, 2005. ) p.46 [ [ 4 ] ] William Shakespeare, Richard III, ( London, The Arden Shakespeare, 2006 ) I.IV 217-218 p.183 [ [ 4b ] ] Barber Charles, Notes on Richard III, ( London, Longman, 1999 ) p.96 [ [ 4c ] ] Ibid. [ [ 5 ] ] Varma Devendra, The Gothic Flame, ( New York: Russell and Russell, 1966 ) p.17

Strategic Management Analysis - Based on case study Essay

Strategic Management Analysis - Based on case study - Essay Example Better Place opened its first car demonstration center in Israel back in February 2010. The opening of the demonstration center helped the company in showcasing its ambitious plan in challenging the status quo in the rigid and complex industry. The performance of the company has since been outstanding with the formation of partnerships and increased capital funding. Strategic purpose: Mission, Values and mission The mission of the company was to reduce and eventually eliminate oil dependence of the automobile industry. The company aims at reducing the associated health, political and environmental issues that arise from the dominance and ubiquity of internal combustion engine (ICE). The increasing number of vehicles around the globe that have high emission of carbon monoxide and hydrocarbons from the use of oil is responsible for the greenhouse gas emissions. With the growing ratio in the world populations as well as the demand for personal transportation, the environment and economi c sustainability of an ICE dominated transportation sector is highly likely to increase The company aims at attaining a widespread adoption of electric vehicles (EVs) by the creation of links between battery companies, car companies, utilities and consumers. The strategic objective of the company is to take over the market on product performance and delivery of quality and emission free cars to the consumers. This involves having a broader and deeper use of technological capabilities and they believe that the solution to electric cars does not lie in re-engineering the battery but in the re-engineering of the car. Stakeholder analysis Shareholders all those groups of individuals or individuals who depend on a given organization in order to fulfill their goals where the organization ends up benefiting. The main stakeholders of Better Place are the consumers, political groups, suppliers and competitors (Johnson, Whittington & Scholes 2011). Stakeholder management is very high in Bette r Place as they have been factored into the development of Electric Vehicles. For example, Shai Agassi the founder of Better Place believes that overcoming the problem of limited mobility is the only way that consumers would be enabled to adopt the Electric Vehicles (EVs) on a massive scale. The different stakeholders for Better Place influence each other in a positive way. The electric vehicle solution has made provisions and considerations of all the stakeholders. The political stakeholders include the state. For example, the State of Hawaii has launched a Clean Energy Initiative that is aimed at the development of clean energy alternatives by 2030. Adoption of EVs in the State would be the best clean energy alternative for people. This has had positive impacts on the consumers, suppliers and competitors. For the consumers, the move by the state will lead to the reduction of risks which results from carbon monoxide emissions and to enhance adaptability and flexibility. Maintenance costs of electric vehicles are much lower than the ICE vehicles for consumers. It is a social, economic and ethical responsibility for companies to produce and manufacture those cars that will not cause any environmental harm. Better Place owes this to its stakeholders hence the reason for the EVs. External environment analysis The macro-environment (Porter’s 5 forces analysis) Supplier power- There is few suppliers in the supply of electric vehicles around the globe. Better Place is a powerful supplier due to the

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Emotional intelligece - Research Paper Example In order to attain high level of emotional intelligence, one is required to firstly, recognize their emotions. Managing one’s emotions help in avoiding conflicts and embarrassing other people. For example, when a person says something wrong in a meeting, you only need to correct them after the meeting, but not when the meeting is on session. Secondly, one needs to manage their emotions. This helps you communicate effectively with colleagues in a clear manner without creating any misunderstanding. Thirdly, you need to recognize other people emotions. This way, you are able to avoid any conflicts that could have occurred and it helps in maintaining personal and group peace. Lastly, one needs to effectively respond to others emotions. By doing so, you make other experience a sense of belonging in any company. Also, in order to improve emotional intelligence, one needs to be empathetic, have self-regulation, motivate others and be aware of himself or herself.   Working with lead ers of different emotional intelligence from that of his or her employees would be a challenge. However, this is achievable through acquiring skills that will improve the relationship. Such skills include understanding and observing the way they react to other people, understanding their environment, performing personal evaluation, cross examining the way they react to stressing conditions, being responsible of their actions and understanding the way their actions affect others.

Plant Genome Comparison Essay Example | Topics and Well Written Essays - 1250 words

Plant Genome Comparison - Essay Example ecause of its relevance to biosecurity as its seeds contain high levels of highly toxic ricin protein which acts as a ribosome inactivator (Chan et al. 1). For the purpose of the genomic comparison, three studies (The Arabidopsis Genome Initiative, Ming et al. and Chan et al.) exploring the genome content of these plants have been used in the succeeding sections. The Carica papaya genome is three times larger than the Arabidopsis thaliana genome but has fewer genes. In fact, Carica papaya has lesser genes than any angiosperm so far sequenced. Its genome size is 372 Mbp while that of Arabidopsis thaliana is 125 Mbp. The genome of Ricinus communis is also fairly larger compared to Arabidopsis thaliana but smaller than Carica papaya, having a size of 350 Mbp. Compared to the Arabidopsis thaliana genome, Carica papaya genome has lesser disease resistance gene analogues. It also has minimal angiosperm gene set and lacks a recent genome duplication, which is unusual for other angiosperm genomes so far sequenced. The genome of Carica papaya is largely euchromatic but also has highly condensed heterochromatin knobs that represent 30–35% of its genomic DNA. In Arabidopsis thaliana genome too, there are euchromatic and heterochromatic regions. Most protein coding genes in Arabidopsis thaliana reside in the euchromatic regions while heterochromatin regions around the centromere have transposons and other repetitive sequences. In fact, in Arabidopsis thaliana account for around 10% of the genome, almost one-fifth of the intergenic DNA. The genome assembly of Ricinus communis is fairly fragmented with several megabase-sized scaffolds. Fifty percent of the Ricinus communis genome is found to be repetitive DNA, one-third of which is retrotranposons and less than 2% DNA transposons. BLASTZ alignment studies of chromosomal segments of Carica papaya with syntenic regions in Arabidopsis thaliana have shown that 34.8% of Arabidopsis thaliana genes in any one segment correspond

Biochemical identification-qualitative analysis Lab Report

Biochemical identification-qualitative analysis - Lab Report Example Thus it is paramount to be able to determine the specific elements present in a given compound. As a result, several methods have been devised to facilitate the detection of the different elements present in various selected compound. This not only helps detect the elements present, but also the minerals and the type of ions present. 10 drops of 2% calcium chloride, yoghurt extract and water were put in the first, second and third test tube respectively. The three test tubes were then labelled clearly using a pencil and a sticker. 10 drops of oxalic acid were then added in each of the tubes and the solution shaken thoroughly. The results were then recorded in a table form. 10 drops of 2% calcium chloride, yoghurt extract and water were put in the first, second and third test tube respectively. The three textures were then labelled clearly using a wax pencil. 10 drops of silver nitrate were then added in each of the three test tubes and the results recorded in form of a table. 20 drops of each of lactose, glucose, starch, Hydrolysed glucose, hydrolysed starch and water were put in a test tube. The tubes were then clearly labelled at the rim. Benedict’s reagent was then added to each of the tube while at the same time mixing by shaking gently. The test tube were the heated under a water bath for two minutes after which they were removed and the results recorded in a table. The gridded white paper was labelled with hydrolysed starch, starch, glucose, lactose, sucrose and hydrolysed sucrose. Water was also used as a control experiment. A spot plate was put on the label white paper and few drops of each of the above stated reagents added to the corresponding wells on the spot. 1 drop of I2 – KI was then added to each sample and mixed thoroughly with a tooth pick using different toothpick on each reagent spot. The results were then recorded in a table. The reagents Nucleic Acid, Amino

Inquiry 2 Essay Example | Topics and Well Written Essays - 1750 words

Inquiry 2 - Essay Example Although the main story for the MGM film adaptation of the book remained the same, some parts were altered for example the wicked witch of the east’s shoes (Rudolph, n.pag.). The film provided a graphical demonstration of the characters and the story which is why few years later, an article written by Henry Littlefield made it an allegory on populism (Littlefield, 47). The book and the film provide a rich cultural text to be analyzed for the presence of the economical and political parable many claim it to have. Littlefield was the first person to have interpreted The Wizard of Oz as having an economic parable after which many others also claimed the book and film to be riddled with political symbolism. Later Rockoff also made an effort to reveal the connections between the Populist movement, Baum’s views and the book as interpreted as an economic parable (1). Russel B. Nye and Martin Gardner also wrote a book in which they provided an appreciation for Baum’s wri ting (Winterich, 42) and uncovered how Baum incorporated hidden meanings to reflect the environment of the time. By effectively using symbolism, Baum represented Dorothy as the common American people (Taylor, 5) and the Witch of the East represented the monetary interest of the industrialist who were supported by their gold standard allies (Taylor, 6). Many other characters symbolize the various players and stakeholders involved in the Populist movement. Between 1897 and 1902, Baum had settled in South Dakota where he also started a journal called Saturday Pioneer (McGroarty, n.pag.). According to Littlefield, Baum noticed the hardships of the Western farmers who were now raising their voice against the hardships they were going through (48). As a result, Baum’s writing was influenced by the Populist movement that was started to protect the interests of the farmers. The Peoples Party or the Populist Party as it was more commonly known as was started by a group of farmers. The n in the 1930s America experienced the Great Depression which was the most severe and prolonged period of recession that damaged the economy. Followed by the great depression, World War II was approaching which meant that the government had to make an effort to improve the economy (Perseverance and Responsiveness: The Depression and War Years", 36). According to Littlefield’s interpretation, The Wizard of Oz has provided the younger generation with a benign analysis of the Populist movement (57). Hansen presents an argumentation in his article pointing out that the interpretations that link The Wizard of Oz and populism are flawed. The first reason he provides for his argument is the lack of an autonomous discovery of the allegorical interpretation of the book (Hansen, 257). The authors who have interpreted the story as an economical parable have not carried out any independent study. They have merely followed the lead of Henry Littlefield who first came up with the idea of t he allegorical interpretation. Also, those who support the interpretation mention that Baum was a democrat. Often his support for women’s suffrage has been linked with his populist-democrat affinity. However, Hansen points out that Baum was a Republican who regarded his paper the Saturday Pioneer as a Republican paper. He also presents another interpretation of the book as all the characters were monarchists and not democrats. Hansen interprets the film as representing symbolism through its use of colors and hues (262). While the

A Black Cloud Essay Example for Free

A Black Cloud Essay The heart is an organ of fire, filled with intense love and intense hatred. Yet it is the hatred which entwines the lives of people causing them to display acts of violence and cruelty. Hatred is displayed through forms which include: prejudices towards large groups of people, crimes of hatred being committed, and indirect hatred which involves hurting others as an act of rebellion against someone or something. Throughout history, the world has been afflicted by the prejudices of powerful leaders who in turn took their animosity out on large masses of people. Adolf Hitler, the leader of Germany during World War II, is a prime example of this. He took his hatred out on the Jews, forcing them into concentration camps. Another group that is a target of hatred are the blacks. The Ku Klux Klan, otherwise known as the KKK, possess intense hatred for the black race. Their hatred is demonstrated by marching in white cloaks in protest and also by burning the churches and neighborhoods of blacks. Just as Hitler and the KKK express hatred, the Skinheads are yet another group which have strong prejudices. See more: Basic Economic problem of Scarcity Essay These so called Skinheads abominate most races other than their own. White hooded silhouettes, German Soldiers echoing Hail Hitler! , and the infamous Skinheads are harsh reminders of hatred which exists throughout the world. In the same way that prejudices of large groups of people are expressed, hate crimes are committed to demonstrate acts of hatred. Most recent are the burning of black churches across the South. A crime of this sort shows hatred against the black race. Sometimes leading to manslaughter, racial tensions are abundant. Furthermore, the burning of crosses or flags are offensive crimes that are committed to show a persons hatred for religion or the government. Spousal abuse, child abuse, homicide, and wars between races can only be acts of one thing: hatred. Newspapers are filled with page after page of stories revealing the immense amount of hatred that our society possesses. Although crimes are committed to show hatred directly, there are other crimes which can also show hatred but in ways that are indirect. Think back to the Oklahoma City Bombing; it is a perfect example of indirect hatred. This is true because the motive of the bombers was to attempt to take revenge on the government, but instead the bombers took the lives of innocent people who were in the building. Moreover, the Empire State Building gunmans plan was to take revenge on his bitter enemies, who he blamed for making Palestinians homeless , according to a handwritten note he carried. Instead, one tourist was killed and five others were hospitalized in this attempt. Innocent bystanders, who are at the wrong place at the wrong time, are the ones who suffer most from acts of indirect hatred. A black cloud stifles society, suffocating the lives of people, causing pain and suffering. The eyes of mankind are blinded: unable to see passed prejudices. Generations carry the preconceptions of the ones before. Society needs to see the light and learn to accept.

Academic Motivation, Resilience and the At-Risk Student

Academic Motivation, Resilience and the At-Risk Student Introduction The topic of investigation was academic resilience and motivation and how it relates to the at-risk student. Motivation and resilience are two key factors students need in order to achieve academic success. Students with motivation and resilience perform well in school and have a developed sense of self-efficacy. Successful students can see the connection between school and future goals, and are more likely to perform tasks even when they become difficult (Berger, 2013). This is characterized as resilience. These students are able to achieve academically and will most likely persist to graduation. Students who are not succeeding academically have a higher potential of failing or dropping out of school (Donnelly, 1987). These students are considered at-risk. Characteristics of the at-risk student include: low academic achievement, low self-esteem, males, minority, and low socioeconomic status (Donnelly, 1987). How does family background affect the at-risk student? According to Donnelly, Students who are both low income and minority status are at a higher risk [of failing]; their parents may have low educational backgrounds and may not have high educational expectations for their children (Donnelly, 1987). Berger states, at-risk students are more likely to experience behavior issues, lower attendance rates, poor grades, lack direction, and fail to use self-regulation strategies (Berger, 2013). If students are engaged in school are they less likely to drop-out? Berger (2013) suggested when students are engaged in school and have positive connections they may be able to overcome many of the barriers that exist in order to achieve success while in school and persist until graduation. How does motivation and resilience effect graduation rates? While much work has been done to improve graduation rates over the past eight years, resilience and motivation are two essential characteristics students need in order to persist in school academically. When students experience positive interactions with teachers and other adults, motivation and engagement will increase (Berger, 2013). Students want to see the connection between the task and how it connects to their future. Students need to feel supported in order to be successful; positive connections with parents and teachers are imperative in order for students to succeed. Statement of the Problem At-Risk students are more likely to fail and drop-out of school because they lack motivation and resilience academically. When students leave school before completing requirements, the consequences are dire. Students who leave school early are often left with little options later in life. They more likely to experience lower wages in life, and are less likely to attend college. Should the at-risk student attend college, they are much less likely to complete school compared to their peers, who are 83% more likely to finish (Berger, 2013). When are students mostly likely to fail? According to Finn and Rock (1997), investigating early behavior and academic patterns one may be able predict academic success in later years. Reaching students early is important when confronting barriers. Forming positive connections with caring adults is also necessary for students to build resilience and motivation. The purpose of this study is to investigate counselor intervention programs and the effect of motivation and resilience in at-risk 9th grade students. At-risk is defined as students who are under-achieving academically, have lower attendance rates and who have experienced behavior issues. Will students who have positive attachments to teachers or counselors perform better than students who do not? Statement of the Hypothesis Prior research has shown that positive school experiences and encouraging relationships at school have had a positive effect on at-risk students engagement and motivation (Scheel et al., 2009). Therefore, it is hypothesized if at-risk students are involved in a counseling intervention program then there will be an increase in academic achievement, students will experience less behavior problems, and students will experience an increase of motivation academically. References Berger C 2013 Bring out teh Brilliance: A Counseling Intervention for Underachieving Students.Berger, C. (2013). Bring out the Brilliance: A Counseling Intervention for Underachieving Students. Professional School Counseling, 17(1), 86-89. 201703241158141438499809 Donnelly M At-Risk Students. ERIC Digest [Supplemental material].20170325140827109581351Donnelly M 1987 At-Risk Students.Donnelly, M. (1987). At-Risk Students. ERIC Digest, 21. Retrieved March 25, 2017, from https://www.ericdigests.org/pre-928/risk.htm 20170325141053517867326 Finn J D Rock D A 1997 Academic Success Among Students At-Risk for School Failure.Finn, J. D., Rock, D. A. (1997). Academic Success among Students At-Risk for School Failure. The American Psychological Association, 82(2), 221-234. 201703241224041284194231 Scheel M Madabhushi S Backhaus A 2009 Academic Motivation of At-Risk Students in a Counseling Prevention Program.Scheel, M., Madabhushi, S., Backhaus, A. (2009). The Academic Motivation of At-Risk Students in a Counseling Prevention Program. The Counseling Psychologist, 37(8), 1147-1178. 20170324122636560129761

Defences Against Pathogenic Organisms

Defences Against Pathogenic Organisms Bacteria Defined in the dictionary as ‘a bacterium, virus, or other microorganism that can cause disease. Which can then be divided into different categories, bacterium, virus, fungus and finally protozoa. Bacteria can be in the form of many sizes and can cause such things as cholera and typhoid fever. The virus type of pathogens are much smaller than bacteria and have a ‘fragment of genetic material inside a protective protein coat’. They are also especially common of causing influenza. Fungi can look like mould and can cause such things like athlete’s foot. Protozoa can come in the form of contaminated food and some are parasites. They are organisms that live in or on, certain things. A very serious example of this type, is malaria. Features Virus Bacteria Fungus Protozoa Nutrition Do not have or need nutrition and do not eat anything Mostly are heterotrophic, which means they live from and off other organisms. Also ‘At an elementary level, the nutritional requirements of a bacterium such as E. coli are revealed by the cells elemental composition’. Absorbs nutrients like carbohydrates (glucose, fructose, xylose, sucrose) and also starches, cellulose, hemicelluloses and proteins. Require organic materials ‘which may be particulate or in solution’. They are holozoic. Reproduction Rely on host cells for the ‘machinery needed to survive and reproduce.’ Once finding a host, it then looks for host cells to take over and ‘slowly implants its genetic makeup into the cell.’ Reproduce by the process binary fission. Where the cells split into and divides into 2 identical daughter cells and ‘When conditions are favourable such as the right temperature and nutrients are available, some bacteria like Escherichia coli can divide every 20 minutes’. Environmental conditions can influence how this happens and usually sexual or asexual reproduction are the main methods. Some yeasts and funguses thrive in warm environments, and can multiply at an extremely fast pace. Also may be a sexual, and also reproduction by binary fission is very common here. Structure Their structure consists of a strand of nucleic acid, which is either DNA or RNA. Then it has something called a ‘capsid’ which is a protective protein coat. Bacteria have a cell wall with no nucleus and have two types of DNA- plasmid and chromosomal. Some are unicellular but most are multicellular which have cell walls and they are made of chitin. Single celled organisms that have a cell membrane, nucleus, cytoplasm and vacuole. Sources used Bbc bitesize . (2015). Whats in a cell?. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/cells/cells1.shtml. Last accessed 17th march 2015. Chris Sherwood . (2015). How Do Viruses Reproduce?. Available: http://www.ehow.com/how-does_4567511_viruses-reproduce.html. Last accessed 17th march 2015. Constantine John Alexopoulos . (2015). Fungus . Available: http://www.britannica.com/EBchecked/topic/222357/fungus/57967/Nutrition. Last accessed 17th march 2015. G gingham. (2014). Bacteria. Available: http://www.microbiologyonline.org.uk/about-microbiology/introducing-microbes/bacteria. Last accessed 17th march 2015 Kenneth Todar. (2014). Nutrition and Growth of Bacteria. Available: http://textbookofbacteriology.net/nutgro.html. Last accessed 17th march 2015. Robert G Yaeger . (2015). Protozoa . Available: http://www.ncbi.nlm.nih.gov/books/NBK8325/. Last accessed 17th march 2015. How does the body defend itself against pathogens which cause infectious disease? Pathogens can enter the body by ‘route of transmission’. People can pick up a pathogen by person to person contact with touch, saliva and contaminated blood or bodily fluids. Pathogens can also be transmitted through foods, water, insects and fomites. Food can be contaminated by unclean hands, unclean utensils, and is cross contaminated. Water can be contaminated by human or animal faeces which spreads the infection when drank, and insects can also carry a pathogen for example malaria. Lastly fomites are actually non-living but can spread pathogens by way of bedding, toys and wire for example. A common one is also athlete’s foot. Airborne pathogens enter through the nose and mouth of the body as you breathe, and food pathogens enter through your mouth and then into the digestive system. Also they can also enter into the blood stream through ‘vectors’ which is transmitted by mosquitos, fleas, ticks and contaminated needles. Breaks in the skin are also ways of entering. From the outside of the body the physical defences and barriers we have to help us are the skin which is a physical barrier, clotting which if skin is broken the blood clots to stop any entering, sebaceous and sweet glands that produce chemicals that kill bacteria, lysozyme which is in saliva and tears that kills bacteria, mucous membranes which secretes mucous and traps pathogens, nasal hairs that remove the organisms from the air, cilia force mucus to the pharynx for swallowing, hydrochloric acid kills microorganisms, and the vagina produces lactic acid which stops growth of pathogens and has a low ph and mucous membranes that kill bacteria. If the physical barriers cannot defend against pathogens, then a ‘second defence line’ takes over which is a general defence system. Phagocytes that are white blood cells engulf pathogens and macrophages which are a longer living phagocytes help digest the bacteria and protect the body. Substances that are produced by other proteins called complement defence proteins can help fight pathogens, and are produced in response to knowing the presence of foreign materials in the body and ‘burst or engulf the pathogen.’ Also interferons are proteins that help prevent spread of the virus, and inflammation are infected cells that produce a chemical histamine, and help more white blood cells get to the area to help fight infection. Antibodies play a special part to fight pathogens as they are ‘lymphocytes that produce antibodies as a result of antigens.’ These are proteins in the group called immunoglobulins. Each antigen will only stimulate the production of one specific antibody that will fit into its receptor area. This is called natural active induced immunity. It is protection gained against a particular pathogen by the production of specific antibodies after the antigen on the pathogen has been detected.’ Pathogens are prevented from entering a host cell by antibodies binding to the antigens which are on the surface of the pathogen, and pathogens can be burst by antibodies activating the complement system. -see diagram here T and B cells are lymphocytes, while t cells mature in the thymus gland and b cells mature in the bone marrow. The point of t cells, is that they are defenders that are activated in the thymus gland and do not actually produce antibodies but do help to protect in other ways. They have helper t cells which recognise antigens especially macrophages that multiply and enlarge and form helper t cells that produce chemicals (interferon) that then stimulate the forming of b cells. Then they stimulate the reproduction of killer t cells. Killer t cells produce and destroy abnormal body cells and release a protein named perforin which form pores in the membranes of the cells they attack and ‘Water and ions from the surroundings flow into the cells and burst them. This is called lysis.’ Suppressor t cells inhibit working after the pathogen is destroyed, and memory t cells survive for a long time and stimulate memory b cells to produce antibodies. B cells work in the lymphatic syste m ‘especially the spleen and lymph nodes’ and work on just one specific antigen and comes into contact with an antigen to then reproduce at a rapid pace which are plasma cells. They are very efficient and effective, but do only last a few days. Most b cells die within a few days like said before, but some do stay alive which are referred to as memory b cells and ‘When the same antigen becomes present in the organism these memory B-cells are already there to begin the production of plasma cells and antibodies.’ Which is secondary B cell response. These are more powerful because they are produced faster, more are produced, and they are produced to a smaller amount of antigen. The primary response of the immune system to infection is on the first time it is encountered and ‘Depending on the nature of the antigen and the site of entry this response can take up to 14 days to resolve and leads to the generation of memory cells with a high specificity for the inducing antigen.’ As soon as a foreign antigen is exposed, an even though no antibodies are produced activated b cells differentiate to plasma cells. Secondary response is the response to the antigen where there is a large production of amounts of antibodies. Memory cells help generate what type of antibodies to produce during an immune response. It is like a B cell that keeps a memory of the older lymphocyte that was generated when there was an immune response for a specific antigen. They act as guardians waiting for the return of the same antigen so they can recruit the immune system and mount an attack sooner and more aggressively. Sources used for this TAQ *Alexander A Ademokun. (2015). Immune Responses: Primary and Secondary. Available: http://www.els.net/WileyCDA/ElsArticle/refId-a0000947.html. Last accessed 17th march 2015. *bbc bitesize . (2015). Defending against infection. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfectionrev1.shtml. Last accessed 17th march 2015. *ico praver . (2015). Routes of Transmission. Available: http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body/routes-of-transmission . Last accessed 17th march 2015. * S Detea . (2015). secondary response . Available: http://thesciencedictionary.org/secondary-immune-response/. Last accessed 17th march 2015. Immunity Natural Acquired Similarities Resist a specific disease. ‘Inflammation.’ Resist a specific disease. Inflammation.’ Involve the action of antibodies in the body somehow Involve the action of antibodies in the body somehow Technically use white blood cells to try and fight pathogen/ infection Technically use white blood cells to try and fight pathogen/ infection Differences Natural is from birth, and get it from being born and is ‘genetic’. You acquire this immunity after exposure to a pathogen. Remains throughout your life Can be short lived or life long This immunity has barriers that prevent entry of foreign agents Consists of special t and b cells and also antibodies that are in body fluid Response is immediate Response can take a few days, and is not immediate Sources used *Christopher Hassell. (2014). Acquired Immunity. Available: http://greaterimmunity.com/Files/acquired_immunity.html. Last accessed 18th march 2015 *Garland science . (2015). The immune system in health and disease. Available: http://www.ncbi.nlm.nih.gov/books/NBK27090/. Last accessed 18th march 2015 References and bibliography Alexander A Ademokun. (2015). Immune Responses: Primary and Secondary. Available: http://www.els.net/WileyCDA/ElsArticle/refId-a0000947.html. Last accessed 17th march 2015. Ananya Mandal. (2014). Cholera Transmission. Available: http://www.news-medical.net/health/Cholera-Transmission.aspx. Last accessed 16th march 2015. Arthur Schoenstadt. (2012). Malaria Transmission. Available: http://malaria.emedtv.com/malaria/malaria-transmission.html. Last accessed 16th march 2015. Bbc bitesize. (2015). Defending against infection. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/aqa_pre_2011/human/defendingagainstinfectionrev1.shtml. Last accessed 17th march 2015. Bbc bitesize. (2015). Whats in a cell?. Available: http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/cells/cells1.shtml. Last accessed 17th march 2015. Centers for Disease Control and Prevention. (2014). Influenza. Available: http://www.cdc.gov/flu/keyfacts.htm. Last accessed 16th march 2015. Eric J. Nelson, Jason B. Harris, J. Glenn Morris, Jr, Stephen B. Calderwood Andrew Camilli. (2014). Life cycle of pathogenic Vibrio cholerae.. Available: http://www.nature.com/nrmicro/journal/v7/n10/fig_tab/nrmicro2204_F2.html. Last accessed 16th march 2015. Christopher Hassell. (2014). Acquired Immunity. Available: http://greaterimmunity.com/Files/acquired_immunity.html. Last accessed 18th march 2015 Chris Sherwood. (2015). How Do Viruses Reproduce?. Available: http://www.ehow.com/how-does_4567511_viruses-reproduce.html. Last accessed 17th march 2015. Constantine John Alexopoulos. (2015). Fungus . Available: http://www.britannica.com/EBchecked/topic/222357/fungus/57967/Nutrition. Last accessed 17th march 2015. Garland science. (2015). The immune system in health and disease. Available: http://www.ncbi.nlm.nih.gov/books/NBK27090/. Last accessed 18th march 2015 G gingham. (2014). Bacteria. Available: http://www.microbiologyonline.org.uk/about-microbiology/introducing-microbes/bacteria. Last accessed 17th march 2015 Great Ormond. (2015). Infection prevention and control. Available: http://www.gosh.nhs.uk/parents-and-visitors/coming-to-hospital/infection-control-and-prevention/. Last accessed 18th march 2015. Ico praver. (2015). Routes of Transmission. Available: http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body/routes-of-transmission . Last accessed 17th march 2015. Kalyan Das. (2015). Influenza A life cycle.. Available: http://www.nature.com/nsmb/journal/v17/n5/fig_tab/nsmb.1779_F1.html. Last accessed 16th march 2015. Kenneth Todar. (2014). Nutrition and Growth of Bacteria. Available: http://textbookofbacteriology.net/nutgro.html. Last accessed 17th march 2015. Kristeen Cherney. (2014). What is Cross Infection?. Available: http://www.healthline.com/health/cross-infection#Overview1. Last accessed 18th march 2015. Lisa minu. (2014). Understanding Athletes Foot . Available: http://www.webmd.com/skin-problems-and-treatments/guide/understanding-athletes-foot-basics. Last accessed 16th march 2015. Public Health England. (2015). Infection control: New best practice guide will bolster fight against healthcare associated infections See more at: http://www.buildingbetterhealthcare.co.uk/news/article_page/Infection_control_New_. Available: http://www.buildingbetterhealthcare.co.uk/news/article_page/Infection_control_New_best_practice_guide_will_bolster_fight_against_healthcare_associated_infections/71006. Last accessed 18th march 2015 Robert G Yaeger. (2015). Protozoa . Available: http://www.ncbi.nlm.nih.gov/books/NBK8325/. Last accessed 17th march 2015. S Detea . (2015). Secondary response . Available: http://thesciencedictionary.org/secondary-immune-response/. Last accessed 17th march 2015. Thomas Urbauer. (2014). What Is the Life Cycle of Tinea Pedis? . Available: http://www.ehow.com/about_6513541_life-cycle-tinea-pedis_.html. Last accessed 16th march 2015. Toni Rizzo. (2015). Hospital-Acquired Infections . Available: http://www.encyclopedia.com/topic/Cross_infection.aspx. Last accessed 18th march 2015 WHO. (2015). 10 facts on cholera. Available: http://www.who.int/features/factfiles/cholera/en/. Last accessed 16th march 2015.

Comparing my Outputs to the Specification :: Computer Science

Comparing my Outputs to the Specification ========================================= The logo My solution to the task allows the users of the system to print off a ready designed promotion package and customise each part of it to include their name and the address of their particular branch of Daisy Chain. The users can alter the logo slightly and can also create a completely new logo from the user guide. They can edit details quickly, for example if a shop moves or a designer is employed, then these details can be added to the business card or letterheaded paper. The system can only use fonts and borders that exist on the software- they can't create original ones. I have managed to produce a suitable logo that meets all the points on the specification. It has been significantly changed since I drew the initial design and I now feel that it is now much better than the original version. Everyone I have asked about it has confirmed this. There are however some points that you can't really say whether the logo has met- you can't tell whether the logo will date or not. If it does then following the user guides could produce a new one. To produce most of the items in the promotional package I used Adobe, which isn't strictly a graphics program, but it has sufficient features to meet all the needs of this project. The Business Card ================= I have produced a business card that meets all the requirements set out in my design specification. It  · Looks professional  · Contains the logo  · Contains the name, address, postcode and website of the company  · Has space for the employees name  · Is striking and very bright, without being garish  · Contains a short statement about what the company does. The card is only one sided and this was something that was said could be improved. This isn't necessary, but could be done quite easily, if the company decided to invest more time and money into it. I have created a user guide that has been successfully tested, so other cards of different styles could be created. There isn't really a need for this however as I feel that the design I have created is successful and doesn't need altering. The card I created is much more interesting than any of the other cards I have looked at, and it meets all the requirements in my design specification. Realistically it may be too expensive to produce but this would depend on how wealthy the company was, and whether it wished to spend a lot of money publicising its image. The Letterhead The letterhead meets all the requirements set by the design Comparing my Outputs to the Specification :: Computer Science Comparing my Outputs to the Specification ========================================= The logo My solution to the task allows the users of the system to print off a ready designed promotion package and customise each part of it to include their name and the address of their particular branch of Daisy Chain. The users can alter the logo slightly and can also create a completely new logo from the user guide. They can edit details quickly, for example if a shop moves or a designer is employed, then these details can be added to the business card or letterheaded paper. The system can only use fonts and borders that exist on the software- they can't create original ones. I have managed to produce a suitable logo that meets all the points on the specification. It has been significantly changed since I drew the initial design and I now feel that it is now much better than the original version. Everyone I have asked about it has confirmed this. There are however some points that you can't really say whether the logo has met- you can't tell whether the logo will date or not. If it does then following the user guides could produce a new one. To produce most of the items in the promotional package I used Adobe, which isn't strictly a graphics program, but it has sufficient features to meet all the needs of this project. The Business Card ================= I have produced a business card that meets all the requirements set out in my design specification. It  · Looks professional  · Contains the logo  · Contains the name, address, postcode and website of the company  · Has space for the employees name  · Is striking and very bright, without being garish  · Contains a short statement about what the company does. The card is only one sided and this was something that was said could be improved. This isn't necessary, but could be done quite easily, if the company decided to invest more time and money into it. I have created a user guide that has been successfully tested, so other cards of different styles could be created. There isn't really a need for this however as I feel that the design I have created is successful and doesn't need altering. The card I created is much more interesting than any of the other cards I have looked at, and it meets all the requirements in my design specification. Realistically it may be too expensive to produce but this would depend on how wealthy the company was, and whether it wished to spend a lot of money publicising its image. The Letterhead The letterhead meets all the requirements set by the design

The Eight Essential Steps to Conflict Resolution Essay -- essays re

  Ã‚  Ã‚  Ã‚  Ã‚  The book that I chose to read for my book review was, The Eight Essential Steps To Conflict Resolution by Dr. Dudley Weeks. The reason I chose to read a book on conflict resolution was to further improve my skills at avoiding and dealing with problems. Because I feel that a person truly shows their character not when things are going well but when things begin to go bad. And having the ability to deal with those problems strengthens one as a person.   Ã‚  Ã‚  Ã‚  Ã‚  Dudley Weeks, PH.D. is widely commended as one of the world’s leaders in conflict resolution. He lives in Washington, D.C., has worked in over sixty countries and has counseled thousands of businesses, families, and communities in the United States. Dr. Weeks has twice been nominated for the Noble Peace Prize. Dr. Weeks is now teaching conflict resolution at the American University School of International Service and gives workshops throughout the world.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. Weeks basically tears conflict resolution into eight steps. The first step is to create an effective atmosphere. The second step is to clarify perceptions. Third is focus on individual and shared needs. Fourth is build shared positive power. Fifth is look to the future, then learn from the past. Sixth is generate options. Seventh is develop â€Å"Doables.† And the last step is make mutual benefit agreements. Dr. Weeks also touches on topics such as handling anger, dealing with people who only want things their way, and dealing with conflicts that involve an injustice.   Ã‚  Ã‚  Ã‚  Ã‚  The first step is about Creating an Effective Atmosphere. Creating an effective atmosphere is a very important step in the conflict resolution process. It is more likely for mutual agreements be reached when the atmosphere is given careful consideration. When thinking about atmosphere remember these ideas; personal preparation, timing, location, and lastly opening statements. Personal preparation is doing all you can to ready yourself in positive ways to approach issues honestly and openly. Timing means that choosing a time that is best for all parties involved, a time in which no one is feeling pressed to move on or pressured in other ways. Location suggests that where you meet is as important as when you meet, it is best to pick a place where all parties can feel com... ...esolution. I found it extremely helpful incertain areas, I also found that I actually do some of the steps when I am dealing with a conflict. For example, when a conflict occurs I try to understand what happened with past conflicts and avoid repeating the same mistakes over again. Also when we are trying to find a solution I look for a solution that will be both beneficial to me and them. I did learn some good ways to organize our thoughts and solutions. I also learned to get to the heart of the conflict and focus on only that, and avoid all side issues.   Ã‚  Ã‚  Ã‚  Ã‚  As for my opinion of the author, I think he may be a better counselor and doctor than a writer. I found some of the reading sort of confusing and complicated, and had to read several sections over a few times to totally understand his point. Some of the vocabulary he uses is a bit technical, many words I needed look up to understand Dr. Weeks’ point. So basically what I am saying is that I found the reading to be a bit difficult but I really enjoyed the informational aspect of the book and that I learned a lot on how we should work through conflict and come to a resolution that benefits both parties.

Guyana’s Culture

Culture name: Guyanese Identification. Guyana is an Amerindian word meaning â€Å"the land of many waters. † Attempts to forge a common identity have foundered, and it is more accurate to speak of African, Indian, and Amerindian Guyanese cultures. There were small European, Portuguese â€Å"colored,† and Chinese communities before large-scale migration to Canada and the United States in the late 1960s. British Guiana was referred to as â€Å"the land of six peoples. † Location and Geography.Guyana is on the northeastern shoulder of South America, bounded on the north by the Atlantic Ocean, on the east by Suriname, on the northwest by Venezuela, and on the south and southwest by Brazil. The capital city is Georgetown. In an area of 83,000 square miles (212,000 square kilometers), there are three regions: the narrow coastal belt of rich alluvium; the densely forested, hilly sand and clay belt; and the Rupununi grasslands between the rain forests and the frontier wi th Brazil. Over 90 percent of the population lives on the coastal belt, which is below sea level.The Dutch, using African slaves in the eighteenth century, made this area habitable. Every square mile of cultivated land has forty-nine miles of drainage canals and ditches and sixteen miles of high-level waterways. Demography. The population was 758,619 in 1980. It had declined to 723,800 in 1991, and an estimated 720,700 in 1996. In 1991, the population consisted of 49 percent Indians; 35 percent Africans; 7 percent mixed race peoples; and 6. 8 percent Amerindians. Indians are of the following religions: Hindu, 65 percent; Muslim, 20 percent; and Christian, 15 percent.Massive migration has led to the virtual disappearance of Chinese, mixed, Europeans, and Portuguese. Linguistic Affiliation. The official language is English. No African languages survived slavery, nor have those of the indentured laborers (Indians, Madeiran Portuguese, and Chinese). Guyanese speak creole dialects of Eng lish with varying ethnic lexical imprints. However, all dialects are mutually intelligible. Symbolism. There are few national symbols or metaphors. The national hero, Cuffy, the leader of the Berbice Slave Rebellion in 1763, is primarily an African Guyanese hero whose statue in Georgetown evokes Indian antipathy.Indians tend to identify with an India of the imagination and the Hindu and Muslim religions. Africans often look to an imagined Africa. The utopian vision of Guyana—El Dorado—created by Sir Walter Raleigh in the 1590s, claims the imagination of most Guyanese today. History and Ethnic Relations National Identity. The colonial rulers promoted images of Britishness to inculcate loyalty to the empire, but although various ethnic groups absorbed aspects of that culture, they retained their identities. The Portuguese attempted to selectively Anglicize their Madeiran Catholic culture to stress their European-ness.Most Africans adapted British culture to an essentiall y African core. Indians, coming after the Africans (between 1838 and 1917), sustained a stronger sense of their national identity. This process of â€Å"creolization† affected all groups but did not forge a national culture. Ethnic Relations. After adopting British cultural idioms, the African and mixed middle class deprecated the â€Å"backward coolie† culture of Indians. The Indians, steeped in ancient notions of caste, brought rigid ideals of color and physical features to their judgment of African people, although most Indian immigrants were themselves dark.Africans and Indians thus constructed distinct Guyana identities. A brief political compromise in the early 1950s could not moderate their mutual incomprehension. In the early 1960s, both groups violently contested the space being vacated by the British; this has left a legacy of racial hatred. Ethnic relations since independence in 1966 have been undermined by the notion that politics consists of the allocation of the spoils of power to the ruling ethnic section. Alternating ruling African and Indian elites publicly criticize the role of culture and ethnicity in political mobilization while exploiting it.Urbanism, Architecture, and the Use of Space The two main commercial centers are Georgetown and New Amsterdam. The colonial architecture found in parts of Georgetown is still impressive wooden buildings with jalousies and high ceilings to facilitate ventilation, some featuring large, wooden verandas. In rural areas, there are many wooden buildings made up of many eclectic styles, but all are built on stilts to protect them from floods. Wooden buildings are fading into the past, however, as concrete buildings are becoming more common. Food and EconomyFood in Daily Life. Basic foods reflect ethnic preferences, but there has been considerable cross-fertilization. The creole foods created by Africans have been adopted by all the other groups. Dishes made from â€Å"ground provisions† n ow constitute a national menu: crab or fish soups with plantains, eddoes, cassava, dasheen, and coconut milk; â€Å"cook-up rice† with black-eyed peas, pigs tail, green plantain, and cassareep; and Indian curries and roti. Food Customs at Ceremonial Occasions. At African festivals and life cycle rites, creole foods are served.Vegetarian curries are provided at Hindu weddings; the day after a wedding, curried meat is served. Basic Economy. Most food is produced locally, including rice, fruits and vegetables, sugar, cooking oils, fish and seafood, meat, and rum. Colonial tastes survive in the form of sardines, corned beef and mutton, chocolate, and whiskey. Imports largely consist of fuels and lubricants, cars, agricultural machinery, clothing and footwear, and consumer durables. Commercial Activities. In a primarily agricultural country, the main exports are sugar and rum.Rice is grown primarily on small farms, and coconuts also are an important crop. The major industrial prod ucts are bauxite, gold, and lumber. Fishing is established, as is livestock rearing. Tourism, mainly to the wild interior, is in its infancy. Major Industries. Industry is still in its infancy in Guyana. The one exception to this are the companies that process bauxite and the facilities in rural areas set up to dredge for gold. Trade. Guyana trades primarily with the European Union (mainly the United Kingdom), Canada, the United States, and the Caribbean community.Most of the country's main export, sugar, is sold to the European Union. The bulk of rice production goes to the Caribbean, and bauxite is exported to Canada and the United States. Division of Labor. Eighty percent of workers in the sugar industry and 90 percent of rice farmers are Indian, as are many growers of fruits and vegetables and forestry and fishing workers. Africans tend to go into the professions, work in public service, and seek employment as skilled workers in urban centers and the interior. Social Stratificat ion Classes and Castes.There are class differences within each ethnic group. One can identify an Indian middle class based primarily in commerce and an African middle class in the professions and the upper echelons of public service. Middle class consciousness across ethnic lines is weak, and includes very few Amerindians. Between 1988 and 1996, gross domestic product increased by forty percent, with remarkable growth in sectors where Indians are disproportionately represented. The public sector, where Africans dominate, experienced no growth in that period.Symbols of Social Stratification. Markers that locate people as middle class regardless of ethnicity include place of residence, the employment of security guards, the type of car driven, the type of English spoken, the frequency of travel overseas, where and what the men drink, where the women shop, clubs, and access to private tutors for children. Political Life Government. The 1992 and 1997 general elections were won by the pr edominantly Indian People's Progressive Party (PPP).The elections of 1968, 1973, 1980, and 1985 and the referendum of 1978 were widely seen to be rigged in favor of the predominantly African People's National Congress (PNC), which ruled from 1964 to 1992. The electoral system has been one of proportional representation since 1964. Fifty-three seats in the national Parliament are allocated proportionally. Another tier of government serves the ten regions; the President, who is the leader of the victorious party, heads the government but does not sit in Parliament. Leadership and Political Officials.Elections are a demonstration of ethnic strength rather than a reflection of popular will. Cheddi Jagan and L. F. S. Burnham were the cofounders of the PPP, a loose coalition of the two main ethnic groups. The first PPP government, elected in April 1953, was thrown out by the British for fear of communism. Party rivalries since that time have involved different versions of Marxism, and the various parties have failed to deal with racial antagonism. Military Activity. Before the 1990s, the army was crucial to the projection of political power, and was a source of employment for African youths.In 1992, the Guyana Defence Force was 97 percent African and 3 percent Amerindian, with Indians accounting for less than one percent. Gender Roles and Statuses Division of Labor by Gender. The economic and political spheres are dominated by men, but a few women are senior officials in the government. Although there has been one female president, there is a paucity of women in the cabinet, the legislature, and the leadership of political parties. Women play a significant role as farmers, market vendors, teachers, nurses, civil servants, and clerks, as well as doing housework.In recent years girls have outperformed boys in regional examinations, and more women than men attend university. The Relative Status of Women and Men. The abandonment of children by fathers and a culture of m ale-centered drinking frequently leave women with the sole responsibility for their children. In urban areas, where the extended family is often nonexistent, many African women are the family breadwinners. The state provides virtually no social welfare assistance. Marriage, Family, and Kinship Marriage. Among Hindus and Muslims, arranged, comparatively early marriages are common.Middle-class Indians have greater freedom in choosing a spouse, especially if the woman is a professional. Marriage usually occurs later, and the family is smaller. Indian families are patriarchal and often function as corporate economic units. Formal marriage is less common among the African working class, and the middle classes marry later. Domestic Unit. There is a high incidence of multi-generational women-centered households in working-class families. Younger men may belong to and contribute to the household, and older men may join later.Men usually marry late and often engage A woman prepares cachiri, an alcoholic drink, in a workshop. in serial monogamy before forming a stable relationship. Socialization Infant Care. Among all the ethnic groups, the extended family plays a role in the socialization of children. In an outdoor society, children are allowed to roam. In rural communities, discipline is a communal responsibility. Children and younger adults address elders not by their names but as â€Å"auntie† or â€Å"uncle. † Children usually are carried by parents, siblings, and relatives. Child Rearing and Education.Teaching children â€Å"correct† behavior is a priority. Corporal punishment is considered indispensable, and attendance at church, temple, or mosque is used to inculcate moral values. Life cycle rites and rituals are central to the shaping of a child. Higher Education. Mixed people and Africans were pioneers in education. Until the 1930s, Indians tended to resist educating girls, but the example of other groups and the emergence of an Indian mid dle class have led to a changed attitude. Until decolonization in the late 1960s, secondary schools were excellent.The University of Guyana, founded in 1963, has produced many distinguished scholars and professionals, but it has also suffered from the mass exodus of Guyanese academics. Religion Religious beliefs. African, Amerindian, and Indian traditional cultures have sustained folk practices that have penetrated Christianity, Hinduism, and Islam. Obeah has its roots in African folk religion but influences Indians as well, and Indian spirit possession has affected rural African religious sensibility. Religious Practitioners. Christian ministers, Hindu priests (Brahmins), and Muslim imams command considerable deference.However, folk religious leaders such as obeah men and women, charismatic leaders in Afro-Christian sects, and similar leaders in folk Hinduism compete with the established religious leaders. Death and the Afterlife. Death requires the public articulation of grief; th e â€Å"wake† or vigil, facilitates communal support for the bereaved, who reciprocate by providing a feast for the community. Hindus believe in reincarnation, and Africans believe that the spirit of the dead must be placated and assisted. Produce displayed for sale at a market in Parika Quayside. Agriculture is Guyana's principal commercial activity.Secular Celebrations Most festivals are based on Christian, Hindu, and Islamic beliefs, so there are few truly secular holidays or events. However, â€Å"Mashramani† is celebrated to mark the country's Republic Day on 23 February, and the anniversary of the Berbice Slave Rebellion of 1763 is also noted. The Arts and Humanities Support for the Arts. It is extremely difficult for artists to survive as public funding is very limited. Many artists have migrated. Literature. Africans celebrate their history of resistance and achievement through Anancy tales, proverbs, songs, and stories. This tradition has haped Guyanese litera ry sensibility. The first major Guyanese novelist was Edgar Mittelholzer (1909–1965), who lived and worked in England most of his life. His first novel,Corentyne Thunder,  was published in 1941 and was followed by 22 additional novels. Another noted Guyanese author, Wilson Harris (1923–), also did most of his writing in England. His works were greatly influenced by Amerindian myths and the haunting solitude of the rain forests and its majestic rivers. The country's best-known poet is Martin Carter (1927–1996), whose work was influenced by the political turmoil of the 1940s and early 1950s. Graphic Arts.The country's most accomplished painter, Aubrey Williams, was steeped in Amerindian motifs and images of the hinterland. The work of the sculptor Philip Moore is informed by West African artistic forms and motifs. In pottery, woodcraft, and basketry, Amerindians produce for the domestic and foreign markets. There is a national collection of paintings but no nati onal gallery. Performance Arts. There is a rich heritage of folk music, dance, and drama in each of the main ethnic groups but no art form to project a national identity. The impact of the national School of Dance has been limited; music and dance are still essentially ethnic.The Theatre Guild in Georgetown has sustained a dramatic tradition, as has the professional Theatre Company, but drama appeals mainly to the elite. Bibliography Adamson, Alan H. Sugar without Slaves: The Political Economy of British Guiana, 1838–1904  , 1972. Benjamin, Joel, Lakshmi Kallicharan, Ian McDonald, and Lloyd Searwar, eds. They Came in Ships: An Anthology of Indo-Guyanese Prose and Poetry  , 1998. Brown, Stewart ed. The Art of Martin Carter  , 2000. Carter, Martin. Selected Poems  , 1997. Jagan, Cheddi. The West on Trial: My Fight for Guyana's Freedom  , 1966. McGowan, Winston F. James G. Rose, and David A. Granger, eds. Themes in African Guyanese History  , 1998. Menezes, Mary Noel . The Portuguese of Guyana: A Study in Culture and Conflict  , 1994. Moore, Brian. Cultural Power, Resistance and Pluralism: Colonial Guyana, 1838–1900  , 1995. Rodney, Walter. A History of the Guyanese Working People, 1881–1905  , 1981. Seecharan, Clem. â€Å"Tiger in the Stars†: The Anatomy of Indian Achievement in British Guiana, 1919–1929  , 1997. ——. â€Å"The Shaping of the Indo-Caribbean People: Guyana and Trinidad to the 1940s. †Ã‚  Journal of Caribbean Studies  14 (1–2): 61–92, 1999–2000.Smith, Raymond T. The Negro Family in British Guiana: Family Structure and Social Status in the Villages  , 1956. ——. British Guiana  , 1962. Spinner, Thomas J. ,  A Political and Social History of Guyana, 1945–1983  , 1983. St. Pierre, Maurice. Anatomy of Resistance: Anti-Colonialism in Guyana, 1823–1966  , 1999. Sue-a-Quan, Trev. Cane Reapers: Chinese Indentured Immigrants in Guyana  , 1999. —C  LEM  S  EECHARAN Read more:  Culture of Guyana – history, people, clothing, women, beliefs, food, customs, family, social  http://www. everyculture. com/Ge-It/Guyana. html#b#ixzz28QSplBsF

Physical Activity at School Is Important Essay

Physical activity is important in many various ways. Aim for 30 minutes of physical activity a day on most days of the week. Your activity can be spread out through the day. Try for 10 minutes at a time, but even a few minutes’ counts. A big reason physical activity important is having strong bones. Another big reason is having a healthier heart and lungs. Another reason physical activity is important is because everybody needs a lot of energy. All three of these reasons are important in our everyday lives. My first reason is you get stronger bones. Having stronger bones is one of the main reasons of physical activity and its importance. A personal experience that has happened to me is that my uncle never exercised and got osteoporosis. Exercising just a few minutes each day will gain you stronger bones. Every minute counts. Want muscles? Exercise at least 30 minutes’ each day for a long period of time I guarantee you results. My second reason is having a healthier heart and lungs. This is also one of the main reasons of physical activity and its importance. A personal experience I’ve gone through is that my grandpa died from chronic disease. Try keeping your heart and lungs extremely healthy. Avoid heart disease and acute disease. Nobody likes that. Live a long and healthier life. My third and final reason is having more energy. More energy throughout the day is magnificent. A personal experience that I’ve gone through is having no energy. Exercising allows more energy to flow through your body and be more enthusiastic during the day. In conclusion I believe physical is important in various ways. One reason is because you maintain stronger bones. Another reason is because you get a healthier heart and lungs. And the last reason is you get more energy. This content has shown most of the important reasons of why physical activity is important.

Business Strategy of British Airways

According to the Annual Report, 2009, the main strategic intent of the BA this year is to become ‘the world’s leading global premium airline’. A few main strategies of British Airways are identified; firstly, BA want to ensure that customers receive unique premium service whenever they fly with BA and no matter where they are, for example, they would like to improve the Terminal 5’s facilities and other lounges in different airports. Secondly, new produced will be launched, such as new aircraft, upgrade long haul’s flight business class seats and redesign First class cabin. Lastly, BA wants to work closely with BAA in order to improve baggage and punctuality at Heathrow Airport and to keep up their good reputation among customer, and continue being the leading airline in London (BA Annual Report, 2009). British Airway External Environment Analysis Porter’s Five Forces In order to have a well – planned development of organisation future strategy, it is crucial to analysis the competitions within the industry, which may be threaten to the business. Porter (1980) developed a framework and proposed five forces that may affect the degree of competition with other competitors. These five forces are the threat of new entrants to the industry; the threat of substitute products; the power of buyers or customers; the power of supplier and rivalry among businesses in the industry (Johnson, Scholes, Whittington, 2008). Rivalry among competitors Competitive Rivalry BA is facing a very high competitive rivalry, as recent years, higher competition among the short haul flights, budget airline such as Easyjet and Ryanair have been very popular, the old- established airlines such as Virgin Atlantic and Cathy Pacific have also been in a high market competition, according to Shaw (2004), they almost used the same models of aircrafts. Also the government has a strict control on the frequencies and the timing of the flight slot, and also strict pricing policy. Therefore, reputation of the airlines becomes more important for the customers to be loyal.

How Was the Piece Received at Its First Performance?

Explore the circumstances surrounding the composition of the last movement of the Drum Roll Symphony. How was the piece received at its first performance? Haydn wrote Symphony 103 (nicknamed the Drum Roll Symphony due to the long roll on the kettle drums at the start of the 1st movement) in the winter of 1794/1795 during his second visit to London. The success and popularity Haydn experienced in London during his first visit made him eager to return, along with the demand from Salomon that he should compose 6 new symphonies that Salomon himself would conduct in a series of concerts.However this trip, which was planned to be in the winter of 1793, was postponed due to the reluctance of Prince Anton to let Haydn have a second leave of absence (during this time there was much unrest in Europe). Haydn contented himself to stay in Vienna for a while and finally left for London on January 19, 1794, arriving two days after the scheduled first concert Salomon had promised him. Haydn’s visit to London was highly anticipated by the public and his fame meant he spent time in the highest of company including The Prince of Wales and the Dukes of Cumberland and Gloucester with whom he performed chamber music.These social events did not get in the way of his compositions and he produced a flood of music including his last 6 symphonies (it is thought that he had decided earlier that he would compose no more symphonies after his return to Vienna). This can be seen in Symphony 103 which was his penultimate symphony. While in his first visit to London he adjusted his style to please the audience, he was now sure they were on his side and so his last six symphonies aimed to push his listeners.They were more complex and overall were on a grander scale than his previous symphonies. Symphony 103 has many unusual features in it which shows Haydn’s interest in exploring the boundaries of his composition. Symphony 103, like a lot of his other works, has influences from the traditional music he heard during his 30 years working as the Kapellmeister for Prince Esterhazy of Austria. During the summer the family, and so Haydn, would spend time in their summer palace of Esterhaza which was in Hungary on the border with Austria.There, Haydn became hugely interested in the local traditional music as well as Croatian folk songs which he heard from people living in Croatian ethnic enclaves found on the east border of Austria with Hungary. These influences can be heard throughout the symphony, with the 3rd movement using some of the unusual Hungarian rhythms and the last being based on an old Croatian folk tune, which is first played by the violins after the horn opening, called â€Å"Divjcica potok gazi† which means â€Å"the little girl treads on a brook†.The song melody lineHaydn’s adaptation for his symphony While the earlier movements were meant to challenge the audience, the last movement of most of Haydn’s symphonies was a li vely, dance-like piece which would be light and undemanding (at least for the listener! ). Haydn clearly had this in mind when composing the last movement of this symphony as it is full of energy and variety with varying polyphonic and homophonic texture. However he did still use new ideas such as giving the bases and cellos a separate line in some parts which had hardly been done before.He also took advantage in using a clarinet which was a new instrument in that time and had only been used by him once before in symphony 102. This symphony was performed in the fourth of the Opera concerts on Monday 2rd March 1795. This was not where the symphony was originally meant to premiere as Salomon had planned it to be part of his own concert series however Salomon suddenly had to pull out of doing his own series due to being in financial disarray.Be that as it may, he agreed to that Haydn could perform his new symphonies in the Opera Concerts, in which series he himself frequently appeared as soloist. The new concerts were arranged on the largest scale known at that time. The performances took place every two weeks starting on Monday 2nd February 1795 in the great new concert hall of the King's Theatre which seated 800 audiences, more than most of the other important concert venues. Viotti was the artistic director and Haydn shared the conductorship with Vincenzo Federici, who for three years had been accompanist at the Italian opera in London.The orchestra led by the violinist William Cramer and comprised of no less than sixty players which was one of the largest orchestras seen in that day. Haydn himself was thought to have played the fortepiano in this premiere although this is now usually left out of performances. The piece was played, as requested by Haydn, in the second half so it could show its superiority over the other works played in the concert. The symphony was a complete success as the Sun wrote â€Å"HAYDN's new Overture was much applauded.It is a fine mixture of grandeur and fancy. † The Morning Chronicles reviewer also wrote â€Å"Another new Overture, by the fertile and enchanting Haydn, was performed; which, as usual, had continual strokes of genius, both in air and harmony. The Introduction excited deepest attention, the Allegro charmed, the Andante was encored, the Minuets, especially the trio, were playful and sweet, and the last movement was equal, if not superior to the preceding. † It is said that the second movement was even encored.The symphony was later played again as it was so popular however before Haydn introduced to Vienna he made a cut in the final. This cut took away the modulation into C flat, which although stood alone in this movement, was hinted at in the 3rd movement. This cut made the Finale tighter and conductors have kept this cut in out of respect for Haydn. Overall though this symphony showed the genius that Haydn was in being able to turn a simple tune into a complex and demanding sympho ny and paved the way for him to be known as â€Å"the Shakespeare of music†.