Small Group Experiences

The need to affiliate with others and to be accepted by them is hypothesized to be as basic to our psychological well being as hunger and thirst are to our physical well being (Raviester and Leary, 1995). (Meeting, Liking, and Becoming Acquainted, SPT Reader P. 50) One doesn’t begin to realize how important social interaction is until it is gone. Each individual seeks some sort of relationship throughout his or her lives, even as an infant. Relationships are looked as a bond between two individuals, but it is not limited between those two.People all have the need to affiliate, but not all people are the same and differ in the strength of their need for affiliation. When meeting new people in a small group experience you are faced with many different emotions, situations, and many thoughts racing through your mind. If I viewed my small group experience through the concept of symbolic interaction theory, founded by Tom Shibutani, you begin to gain knowledge and an understanding of what is going on. The symbolic interaction theory is that people act on symbolic meanings that they find in situations.Immersing yourself into the small group allows one to create different relationships around oneself. The challenge is to then create shared and similar meanings. The meanings are then personalized by an interpretive process, and after being processed one looks to others to externally view our modifications. When doing this you develop your own self-concept of one another. When we sat down as a group we each introduced ourselves. It was awkward at first, but then we all shared a similar thought and started to interact with each other to avoid awkward silence and situation.The definition of the situation is the reactions to the shared agreements between one another and each member of the group expected one another to participate in the activity and share ideas together. Once established, we discussed the best way to meet people, what we found attractive, and how to start a conversation. Realizing how easy it is to be uneasy of one’s self-esteem, I started to question my self and internalizing the judgments and body gestures from my small group members. When sharing my self -image and personal experiences made me realize the similarities and differences amongst the group and myself.By engaging in a conversation of diverse issues and topics, I began to realize whom I relate to. Each member of the group, only aware of one similarity, attending the same class, seemed very shy and distanced from one another. At the start of the activity we were all conservative and shy of one another. Since not one member of the group took initiative to choose an engaging topic to talk about, it was difficult to create a conversation. It was awkward up until one person decided to pick a topic.When we shared the same views and interest towards that one particular topic, the group became more alive and aware of the other members in the group. Since acting tim id at the start of the group, I began to gain confidence and more stability in my own self-esteem, once the group became vivid and energetic. Being timid leads to defense, since starting the small group in my defense up it was hard to become acquainted with other members of the group. Once we proceeded and broke the initial barrier of awkwardness, I began to feel more at ease and calm when approached by another member.According to Horney’s theory, one consists of two selves; a real self and an idealized self. The â€Å"idealized self† is very similar to an â€Å"impossible self†. The â€Å"real self† is similar to a more â€Å"possible self†. When each individual were on similar energy levels, the group looked to be in sync with one another. Each individual in the group had a realistic view of themselves because of the lack of random behavior. I believe that not one of the group members was attempting to over achieve or be distant from the group.I acted shy at first approaching the situation in â€Å"defense mode†, and may have shown a lack of self-confidence, or the evaluation of my own self. I had a defense barrier when entering this small group experience exercise, but towards the middle of the conversation, I realized that my barrier was down and I was engaging in conversations as if I knew these individuals for years. Then I realized we all had similar opinions and set similar goals. Abraham Maslow’s Hierarchy of Needsbegin with Physiological needs like food, water, etc.Then â€Å"Safety†, â€Å"Belonging†, â€Å"Esteem†, and finally, â€Å"Self-actualization†, self-actualization is similar to self-fulfillment. If one cannot satisfy those basic needs you become susceptible to feelings and emotions of unhappiness. The personal need of mine in the group experience was to ask my peers a series of questions to gain information and to introduce myself to new individuals. I also wanted to feel like I accomplished my goals and feel like I did my part in this small group experience, these feelings lead to my â€Å"self-esteem† and my â€Å"self-image†.Having all shared the same feeling of fulfilling ones need amongst the group, brought the group together and helped me recognize my role. Each had their own interpersonal needs; the need to feel â€Å"apart† of the group, and the need to control. This helped the group to the meaning to how and why we interacted in the first place. I believe once we finished he exercise that my won personal needs were met and so were that of the other individual. The needs that were fulfilled creating a sense of accomplishment and joy, we then exchanged email addresses and went separate ways.In conclusion to this â€Å"experiment† or â€Å"experience†, it was that of our basic and interpersonal needs that brought the group together. One looks for similar characteristics in others to fulfill our own wa nts and needs. Consciously and subconsciously one tries to satisfy ones own persons needs. The choices are made that decide who one wishes to surround themselves with based upon our judgments. Judgments decide a lot but most important it decides if one needs the person, then ultimately lead to one interacting or not.Bibliography Society and Personality Tamotsu Shibutani, 1961 Sociology 104 Reader Meloy and Mitchell

Ken Research Essay

India Nuclear Medicine Imaging Market India Nuclear Medicine Imaging Market Size by Revenue, 2008-2012 Market Share of Major Players in Indian Nuclear Medicine Equipment Market, India Nuclear Medicine Imaging Market Future Outlook and Projections, 2013- 2. 5. 1. 2. 5. 2. 2012 2. 5. 3. 2017 3. India Medical Imaging Market Trends and Developments Refurbished Medical Imaging Equipment Shift Towards Digital X-ray Increasing Affordable Medical Imaging Equipments 4. 5. India Diagnostic Imaging Services Competitive Landscape, 2012 Growth Drivers Ageing Population Increasing Chronic Diseases Easy Finance Availability Increasing Health Expenditure . Restraints Large Capital Inflows Depreciating Value of Currency 7. India Medical Imaging Market Future Outlook and Projections, 2013-2017 7. 1. Cause and Effect Relationship between Dependent and Independent Variables in the India Medical Imaging Market 8. India Medical Imaging Market Macroeconomic Indicators, 2008-2017 8. 1. 8. 2. India Total Pop ulation, 2008-2017 India Ageing Population, 2008-2017 3  © This is a licensed product of Ken Research and should not be copied 8. 3. 8. 4. 8. 5. 9. India Healthcare Expenditure, 2008-2017 India Health Insurance Premium, 2008-2017 India Personal Disposable Income, 2008-2017 Company Profiles of the Major Players in Indian Medical Imaging Market 9. 1. GE Healthcare Company Overview Business Strategies Financial Performance 9. 2. Phillips Healthcare Company Overview Business Strategies Financial Performance 9. 3. Siemens Healthcare Company Overview Business Strategies Financial Performance 9. 4. Toshiba Medical Systems Corporation Company Overview Business Strategies Financial Performance 9. 5. Shimadzu Corporation Company Overview Business Strategies Financial Performance 9. 6. Mindray Medical International Ltd Company Overview Business Strategies Financial Performance 10. Appendix 4  © This is a licensed product of Ken Research and should not be copied 10. 1. 10. 2. 10. 3. Market Definitions Abbreviations Research Methodology Data Collection Methods Approach Variables (Dependent and Independent) Multi Factor Based Sensitivity Model Final Conclusion 10. 4. Disclaimer 5  © This is a licensed product of Ken Research and should not be copied LIST OF FIGURES Figure 1: India’s Medical Imaging Equipment Market on the basis of Domestic Sales in USD Million, 2008-2012 Figure 2: India’s Medical Imaging Market Segmentation by Equipment Type on the Basis of Revenue, 2008-2012 Figure 3: India X-Ray Market Size on the Basis of Domestic Sales Revenue in USD Million, 2008-2012 Figure 4: Market Share of Major Players in the India X-Ray Medical Equipment Market, 2012 Figure 5: India X-Ray Market Size on the Basis of Domestic Sales in USD Million, 2013-2017 Figure 6: India MRI Market Size on the Basis of Domestic Sales in USD Million, 2008-2012 Figure 7: Market Share of Major Players in the India MRI Medical Equipment Market, 2012 Figure 8: India MRI Future Market Size on the Basis of Domestic Sales in USD Million, 20132017 Figure 9: India CT Market Size on the Basis of Domestic Sales in USD Million, 2008-2012 Figure 10: India CT Equipment Market Value Breakup by Equipment Type, 2011 Figure 11: Market Share of Major Players in the India CT Medical Equipment Market, 2012 Figure 12: India CT Market Size on the Basis of Domestic Sales in USD Million, 2013-2017 Figure 13: India Ultrasound Market on the Basis of Domestic Sales in USD Million, 2008-2012 Figure 14: Market Share of Major Players in the India Ultrasound Medical Equipment Market, 2012 Figure 15: India Ultrasound Market Size on the Basis of Domestic Sales in USD Million, 20132017 Figure 16: India Nuclear Medicine Imaging Market Size on the Basis of Domestic Sales in USD Million, 2008-2012 Figure 17: Market Share of Major Players in the India Ultrasound Medical Equipment Market, 2012 Figure 18: India Nuclear Medicine Imaging Market Size on the Basis of Domestic Sales in USD Million, 2013-2017 6  © This is a licensed product of Ken Research and should not be copied Figure 19: India Medical Imaging Market Size on the Basis of Domestic Sales in USD Million, 2013-2017 Figure 20: India Total Population in Million, 2008-2017 Figure 21: India Ageing Population Size in Million, 2008-2017 Figure 22: India Healthcare Expenditure in USD Million, 2008-2017 Figure 23: India Health Insurance Premium in USD Million, 2008-2017 Figure 24: India Personal Disposable Income in USD Million, 2008-2017 7  © This is a licensed product of Ken Research and should not be copied LIST OF TABLES Table 1: India X-ray Equipment Market by Value in INR Crores, 2011 Table 2: India X-ray Equipment Market by Sales in Units, 2011 Table 3: India X-ray Equipment Imports in USD Million, 2008-2012 Table 4: India X-ray Equipment Exports in USD Million, 2008-2012 Table 5: India MRI Equipment Market by Value in INR Crores, 2011 Table 6: India MRI Equipment Market by Volume in Units, 2011 Table 7: India MRI Equipment Imports in USD Million, 2008-2012 Table 8: India CT Equipment Imports in USD Million, 2008-2012 Table 9: India CT Equipment Exports in USD Million, 2008-2012 Table 10: India Ultrasound Market by Value in INR Crores, 2011 Table 11: India Ultrasound Market by Volume in Units, 2011 Table 12: India Ultrasound Equipment Imports in USD Million, 2008-2012 Table 13: India Ultrasound Equipment Exports in USD Million, 2008-2012 Table 14: India Nuclear Medicine Market by Value in INR Crores, 2010 and 2011 Table 15: India Nuclear Medicine Market by Sales in Units, 2010 and 2011 Table 16: I ndia Diagnostic Imaging Services Competitive Landscape, 2012 Table 17: Cause and Effect Relationship Analysis between Industry Factors and Expected Medical Imaging Industry Prospects Table 18: Correlation Matrix for India Medical Imaging Market Table 19: Regression Coefficients Output 8  © This is a licensed product of Ken Research and should not be copied INDIA MEDICAL IMAGING MARKET INDIA MEDICAL IMAGING MARKET INTRODUCTION AND MARKET SIZE, 2008-2012 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. medical imaging market grew at a CAGR of ~% from USD ~ million in 2008 to USD ~ million in 2012. This growth was primarily due to the increasing establishments of healthcare units including hospitals and diagnostic centers. A lot of venture capital firms are actively participating in the growth scenario by providing the optimal financial support †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Figure: India’s Medical Imaging Equipment Market on the basis of Domestic Sales in USD Million, 2008-2012 600. 0 500. 0 400. 0 300. 0 200. 0 100. 0 0. 0 2008 2009 2010 2011 2012E 329. 5 INDIA MRI MARKET SIZE BY REVENUE, 2008-2012 India’s MRI market is the largest medical imaging equipment market in the country. The market has showcased healthy growth during the last four years and has grown at a CAGR of around ~% from USD 89. 3 million in 2008 to USD ~ million in 2012. MRI is important equipment which is used for detection of internal bleeding and swelling in soft tissues of the human body such as brain, heart and others. The equipment also provides †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9  © This is a licensed product of Ken Research and should not be copied Figure: India MRI Market Size on the Basis of Domestic Sales in USD Million, 2008-2012 140. 0 120. 0 100. 0 USD Million 80. 0 60. 0 40. 0 20. 0 0. 0 2008 2009 2010 2011 2012E 89. 3 Table 1: India MRI Equipment Market by Volume in Units, 2011 Type of MRI Equipment 3 Tesla 1. 5 Tesla, Economy 1. 5 Tesla MRI (Mid and High end) 0. 2 to 0. 5 Tesla Refurbished Total MRI Equipment Market by Sales in Units, 2011 INDIA COMPUTED TOMOGRAPHY MARKET COMPETITIVE LANDSCAPE MARKET SHARE OF MAJOR PLAYERS IN INDIAN CT EQUIPMENT MARKET 10  © This is a licensed product of Ken Research and should not be copied Siemens healthcare is a market leader in the CT medical imaging equipment market with ~% during 2012. The major reason behind is efficient and price competitive products coupled with adequate networking and marketing executives to support the sales. Its SOMATOM is the top selling product in the market. Following the second largest player is Phillips healthcare with ~% market share with its†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Figure: Market Share of Major Players in the India CT Medical Equipment Market, 2012 Siemens Philips GE Healthcare Others INDIA ULTRASOUND IMPORTS AND EXPORTS IMPORTS India’s import market for the ultrasound equipment have been on the rise from the past few years and witnessed a CAGR of around ~% during 2008-2012 where it grew from USD ~ million in 2008 to USD ~ million in 2012. The consistent growth in the demand for ultrasound equipments in India during 2008-2012 has primarily been responsible for †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Table: India Ultrasound Equipment Imports in USD Million, 2008-2012 Year Imports (USD million) 2008 2009 72. 1 2010 2011 2012E 11  © This is a licensed product of Ken Research and should not be copied EXPORTS India’s Ultrasound exports has grown at a CAGR of around ~% during 2008-2012 from USD 19. million in 2008 to USD ~ million in 2012. The major players such as GE, Siemens and others have been the major exporters †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Table: India Ultrasound Equipment Exports in USD Million, 2008-2012 Year Exports (USD million) 2008 19. 2 2009 2010 2011 2012E INDIA NUC LEAR MEDICINE IMAGING MARKET FUTURE OUTLOOK AND PROJECTIONS, 2013-2017 The nuclear medicine imaging equipment market of India is expected to continue to grow strongly with a double digit year-on-year growth until 2017. The market is expected to reach to USD ~ million in 2017 from USD ~ million in 2012 at a CAGR of ~% during 2012-2017. Moreover, in 2013 the market is estimated to grow by †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Figure: India Nuclear Medicine Imaging Market Size on the Basis of Domestic Sales in USD Million, 2013-2017 160. 0 140. 0 120. 0 USD Million 100. 0 80. 0 60. 0 40. 0 20. 0 0. 0 2013 2014 2015 2016 2017 142. 0 12  © This is a licensed product of Ken Research and should not be copied DISCLAIMER The research reports provided by Ken Research are for the personal information of the authorized recipient and is not for public distribution and should not be reproduced or redistributed without prior permission. You are permitted to print or download extracts from this material for your personal use only. None of this material may be used for any commercial or public use. The information provided in the research documents is from publicly available data and other sources, which are reliable. Efforts are made to try and ensure accuracy of data. 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Andrew Jackson Democracy

He did uphold the principles of the majority rule and not of the supremacy of the government. The bank and its branches received federal funding and they were to be used for public purpose by serving as a cushion for the ups and downs of the economy. Biddle, head of the bank, managed it effectively. But his arrogance led many, including Jackson, to believe that Biddle was abusing his power and was serving the interests of the wealthy. As a result, Jackson declared the bank to be unconstitutional even though it was previously said to be constitutional. In the election of 1832, Clay wanted to challenge Jackson on the issue by trying to persuade Congress to pass a bank re-charter-bill. Jackson vetoed it, saying that it was a private monopoly and that it favored the wealthy, and in turn led to the backfire of Clay’s plan. The majority of the voters agreed on his attack on the â€Å"hydra of corruption. † And as a result of this issue, Jackson got the majority of the votes and won the election. In his second term Jackson killed the national bank by vetoing its re-charter and by removing all of its money. In his veto message Jackson said â€Å"But when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges to make the rich richer and the potent more powerful, the humble members of society who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustices of their government†. He then took the money and put it into so called â€Å"pet banks† that were located throughout various state banks. He did this because he did not uphold to the ideas of the federal supremacy. Jackson is usually for state’s rights, but not if it leads towards disunion. That is exactly what happened in the issue of nullification. Around 1828 the legislation of South Carolina declared that the Tariff of Abominations, which was and increased tariff, was unconstitutional. According to Calhoun, Jackson’s vice-president, and his nullification theory, each state had the right to decide whether or not to obey it or to declare it void. Daniel Webster, of Mass. , debated against Hayne and attacked the idea that any state could leave the Union. Jackson believed that the Union should be preserved. South Carolina held a convention to nullify both the tariff of 1828 and the newly formed tariff of 1832. The convention determined that the collection of tariffs within a state is against the constitution. Jackson didn’t like this, so he forced military action by persuading the Congress the pass a so-called Force bill to give him authority to use military action in South Carolina. But the troops did not go. Jackson decided to open up for compromise and to lower the tariff. Jackson did not uphold to the principle of majority to rule in this case because it only dealt with one state, but he did for the supremacy of the federal government. In the case of the removal of the Native Americans, the statement is valid. Jackson’s view on democracy did not extend to the Native Americans. Like the majority he did sympathize with the land-hungry citizens who desperately wanted to take over lands held by the Indians. Jackson thought that the reasonable answer was to require the Native Americans to leave their homeland and head towards west of the Mississippi. He signed the Indian Removal Act in 1830, which forced a resettlement of many thousand Native Americans. In 1831 the Cherokees challenged Georgia in the courts, but the Supreme Court ruled in this case (Cherokee Nation vs. Georgia) that the Cherokee’s where not a foreign nation and couldn’t sue in a federal court. In a second case, Worcester vs. Georgia (1832), the Supreme Court ruled that the laws of Georgia had no force within the boundaries of the Cherokee territory. In a dispute between state’s rights and federal courts, Jackson sided with the states. He said, â€Å"John Marshall has made his decision, now let him enforce it. † In a statement by Edward Everett, he said, â€Å"The Indians, as was natural, looked to the United States for protection. They came first to the President, deeming, and rightly, that it was his duty to afford them this protection. They knew he had but one constitutional duty to perform toward the treaties and laws – the duty of executing them. He informed them that he had no power, in his view of the rights of the States; prevent their extending their laws over the Indians. This shows that he upheld the principle of the federal supremacy because he abided. Many presidents that have served in the U. S. have had criticisms against them because of the actions they have performed, Jackson being one of them. The validity of the criticism against Jackson varies with the issues regarding the re-charter of the bank, the nullification crisis and the removal of the Native Americans. His presidency chan ged the way that we look at presidents today. Andrew Jackson Democracy He did uphold the principles of the majority rule and not of the supremacy of the government. The bank and its branches received federal funding and they were to be used for public purpose by serving as a cushion for the ups and downs of the economy. Biddle, head of the bank, managed it effectively. But his arrogance led many, including Jackson, to believe that Biddle was abusing his power and was serving the interests of the wealthy. As a result, Jackson declared the bank to be unconstitutional even though it was previously said to be constitutional. In the election of 1832, Clay wanted to challenge Jackson on the issue by trying to persuade Congress to pass a bank re-charter-bill. Jackson vetoed it, saying that it was a private monopoly and that it favored the wealthy, and in turn led to the backfire of Clay’s plan. The majority of the voters agreed on his attack on the â€Å"hydra of corruption. † And as a result of this issue, Jackson got the majority of the votes and won the election. In his second term Jackson killed the national bank by vetoing its re-charter and by removing all of its money. In his veto message Jackson said â€Å"But when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive privileges to make the rich richer and the potent more powerful, the humble members of society who have neither the time nor the means of securing like favors to themselves, have a right to complain of the injustices of their government†. He then took the money and put it into so called â€Å"pet banks† that were located throughout various state banks. He did this because he did not uphold to the ideas of the federal supremacy. Jackson is usually for state’s rights, but not if it leads towards disunion. That is exactly what happened in the issue of nullification. Around 1828 the legislation of South Carolina declared that the Tariff of Abominations, which was and increased tariff, was unconstitutional. According to Calhoun, Jackson’s vice-president, and his nullification theory, each state had the right to decide whether or not to obey it or to declare it void. Daniel Webster, of Mass. , debated against Hayne and attacked the idea that any state could leave the Union. Jackson believed that the Union should be preserved. South Carolina held a convention to nullify both the tariff of 1828 and the newly formed tariff of 1832. The convention determined that the collection of tariffs within a state is against the constitution. Jackson didn’t like this, so he forced military action by persuading the Congress the pass a so-called Force bill to give him authority to use military action in South Carolina. But the troops did not go. Jackson decided to open up for compromise and to lower the tariff. Jackson did not uphold to the principle of majority to rule in this case because it only dealt with one state, but he did for the supremacy of the federal government. In the case of the removal of the Native Americans, the statement is valid. Jackson’s view on democracy did not extend to the Native Americans. Like the majority he did sympathize with the land-hungry citizens who desperately wanted to take over lands held by the Indians. Jackson thought that the reasonable answer was to require the Native Americans to leave their homeland and head towards west of the Mississippi. He signed the Indian Removal Act in 1830, which forced a resettlement of many thousand Native Americans. In 1831 the Cherokees challenged Georgia in the courts, but the Supreme Court ruled in this case (Cherokee Nation vs. Georgia) that the Cherokee’s where not a foreign nation and couldn’t sue in a federal court. In a second case, Worcester vs. Georgia (1832), the Supreme Court ruled that the laws of Georgia had no force within the boundaries of the Cherokee territory. In a dispute between state’s rights and federal courts, Jackson sided with the states. He said, â€Å"John Marshall has made his decision, now let him enforce it. † In a statement by Edward Everett, he said, â€Å"The Indians, as was natural, looked to the United States for protection. They came first to the President, deeming, and rightly, that it was his duty to afford them this protection. They knew he had but one constitutional duty to perform toward the treaties and laws – the duty of executing them. He informed them that he had no power, in his view of the rights of the States; prevent their extending their laws over the Indians. This shows that he upheld the principle of the federal supremacy because he abided. Many presidents that have served in the U. S. have had criticisms against them because of the actions they have performed, Jackson being one of them. The validity of the criticism against Jackson varies with the issues regarding the re-charter of the bank, the nullification crisis and the removal of the Native Americans. His presidency chan ged the way that we look at presidents today.

Government regulation of climate change Essay Example | Topics and Well Written Essays - 750 words

Government regulation of climate change - Essay Example As asserted by Leiserowitz (2006), climate change has impacted on the environment in many ways. These effects include the following but are not limited to; the melting ice sheets, rising level in sea, oceans are becoming acidic, the changing weather pattern, the changing in food, water sources, health risks in our habitats among other vivid effects. With these effects in mind, United States there asserts that all nations are at risk and necessary measures should be put in place in order to address the problem. Leiserowitz (2006) asserts that in matters pertaining to the resource and environment challenges brought about as a result of climate change, China is advocating for quick address of issues of energy conservation and emissions reduction which contribute greatly to climate change. They view it in the context introducing consumption modes which helps to conserve energy and resources and protect the environment (Leiserowitz, 2006). China insist that the problems of climate change can be handled by building a recycling based and a sustainable national economic system with features of low consumption of energy, low emissions and sustainable use of different sources of energy which promote a sound ecological environment. According to Leiserowitz, (2006), there is no doubt that there is need to approach the concept of climate change in balance way. Such approach assists in ensuring that there is normal life for all the inhabitants of the environment, which is affected by the climate, whilst securing future generations. Amazingly, scientists and other stakeholders continue to argue that there is need to reduce emission of poisonous gases into the atmosphere besides reducing the effect on greenhouse for the purposes of avoiding climatic change. In this perspective, every stakeholder has a responsibility of enhancing climatic conditions through reducing emissions and effect on the greenhouse. Consequently, there will be an ecological

Police Agencies Assignment Example | Topics and Well Written Essays - 250 words

Police Agencies - Assignment Example The DeKalb County Sherriff's Deputies start at about $33,492 per year and move up to $51,281 after 5 years (http://theblueline.com/feature/ILdekalbcounty2.html). They enjoy 33 days off per year after 6 months, partially paid insurance, paid overtime, paid training, and uniforms. Illinois Conservation Police enjoy paid vacation days, sick days, personal days, and holidays; overtime compensation; uniforms, equipment, and vehicles; life and hospitalization insurance (http://dnr.state.il.us/law3/CAREERnew.htm). Starting salary is $3127/month; after a one year CPO certification the salary increases to $4136/month with an excellent retirement/pension plan. Illinois State Troopers start at $48,192 per year but require advanced training to apply (www.isp.state.il.us). FBI Agents start at about $45,000 per year and can make as much as $120,251 after twenty years (http://www.payscale.com/research/US/Job=FBI_Agent/Salary). There seem to be certain disparities in pay between agencies. For example, note that the city police make far less than the most of the other agencies. State troopers and university police start higher than FBI agents.

The Marketing Strategies of Fashion Brands Coursework

The Marketing Strategies of Fashion Brands - Coursework Example The essay " The Marketing Strategies of Fashion Brands" examines the brands' marketing strategies in the fashion industry. Acquiring ambassadors who represent the industry and share their experiences with the brand boosts the industry substantially. Different fashion industries apply different strategies to market their products. More often than not, these interlink and some contrast. Fro example a certain industry may use fashion blogs and another may use fashion showcase to market their products. There are two marketing strategies but they are very contrasting. For the fashion blog marketing strategy the industry ventures deeply online to research on their product line and look for reviews from their customers than it includes blog on the social networks. On the other hand, fashion showcase includes gathering of a small gathering for the industry to debut its fashion trend to the key people of the fashion who have the potential of high profile clientele. During the event, the custo mers have exposure to the displayed items throughout the room. In a different case, one company may use location-based strategy to market its product while another may use pricing strategies. In the location-based strategy, the company in question may involve mobile social marketing strategies where it has to hoist substations in the areas where most of its customers are situated. In the pricing marketing strategy, the company combines pricing and product quality to attract his potential customers. ... In the pricing marketing strategy, the company combines pricing and product quality to attract his potential customers. The industry gives its customers products at a reasonable price. The main aim for these is in order for the industry to establish a strong mutual relation with the local and international relation and to maintain creativity in its marketing strategies (Kumar, 2009:257). Bloggers are very essential in determining the public relations and enabling the entire public to contact the fashion industry for professional assistance. This is a very creative way for marketing of products through the internet. How the fashion market has changed The fashion industry has undergone tremendous changes in the recent past starting at the multiple ends of value chain that affect the various players of the industry. Likewise, the market for the fashion industry has also changed. Customers are increasing their demand therefore the fashion industry has to be very creative and innovative f or current styles at attractive prices and on frequent basis. This becomes a long-lasting challenge to the industry, therefore it has to find new ways to secure to secure growth and profits while satisfying the customers demands at the same time. The market change has been due to technological advancement. Technology advancement has enabled the fashion industries accomplish their tasks with greater efficiency. The fashion industry has designed software called Product Lifestyle Management (PLM), which has substantially increased the sophistication and incorporated wide assortment of techniques that are very beneficial to the company (Hartline & Ferrell, 2010:587). The PLM is not just a set of technologies but also a strategic business approach that

A Situational Analysis on Marsha Warrens Case Essay

A Situational Analysis on Marsha Warrens Case - Essay Example In environmental control, the exercise of excessive disciplinary actions may sound sensible, but it can establish restrictive academic atmosphere, arresting learning at the expense of highly reactive students. Indicatively, in the case study of Marsha Warren, despite application of contingent teaching and management strategies, there are still manifestations of setbacks, not only on the part of the students, but also in the instructors’ classroom management. Although the students’ behavioral and learning problems are sources of class disruptions, the teachers’ personal attitude towards their academic functions may worsen the uncontrollable situations.  In environmental control, the exercise of excessive disciplinary actions may sound sensible, but it can establish restrictive academic atmosphere, arresting learning at the expense of highly reactive students. Indicatively, in the case study of Marsha Warren, despite application of contingent teaching and managem ent strategies, there are still manifestations of setbacks, not only on the part of the students, but also in the instructors’ classroom management. Although the students’ behavioral and learning problems are sources of class disruptions, the teachers’ personal attitude towards their academic functions may worsen the uncontrollable situations.   Dealing with difficult students in heterogeneous groups can be tasking to patience and efforts of every instructor. In the case of Warren, several dilemmas have piled up, instigating sparks of hostility in learning and social interaction. For one, the source of disruptive behavior has not been dealt with accordingly. With the narrowed focus on â€Å"bad behavior,† other important aspects of the disruptive problems have been neglectfully addressed (Goldstein, 2007, p. 4). The instructor in the paper keeps placing punishing consequences on the delinquent acts of the students, never reflecting on implication of con secutive reprimands on children’s social conditioning. Active interaction is severely hampered through this restrictive management form, reducing motivations on students’ learning desires.  In relation, while the lack of insight on how to classroom conflicts is rampant, abject competency in teaching and handling a classroom conflict is questioned.  

Micro Economics - Competition Essay Example | Topics and Well Written Essays - 1750 words

Micro Economics - Competition - Essay Example However, not all situations can the management plan on how to counter the competitors. In most cases, these situations arise due to unavoidable circumstances facing an organization. Whenever such situations arise, an organization’s management has to take drastic measures of solving the problem. How firms solve the problem of competition in the two scenarios forms the main discussion of this paper. Short-Run Decisions and Long Run Adjustments of Firms Facing Competition Introduction Competition occurs in perfect market structures where firms operate in a perfectly competitive market structure. In perfect competition, many small firms involved in the production of identical products with perfect access to resources and knowledge characterize the market structure. Firms operating in a perfectly competitive market structure face a horizontal and perfectly elastic and demand curve, a situation where marginal revenues are equal to average revenue. Characteristics of perfectly compet itive markets include perfect knowledge, freedom of entry and exit of firms, production of homogenous and identical units of output and many firms in operation. The structuring of a perfect market does not give an opportunity to a single firm to either influence the market price or market conditions, there are no governmental regulations and the assumption there is no existence of externalities. Body Faced with the problem of competition, organizations have to device ways and means of preserving their relevance in the market. Various factors affect the relevance of organizations in the industry they operate. Jain and Khanna (198) assert that quality and the popularity of an organization’s products among the customers determine the market share of that company in the market it operates. Competition indirectly acts as a quality controller. As companies increase their fight for a bigger cake in the entire market, they apply a number of measures. Firstly, companies increase their focus on the quality of products provided to the market while at the same time strives to offer the best prices in the market. Pricing is not an influential factor as high-end markets have indicated. Quality is the biggest factor influencing the market dynamics and purchasing behaviours of customers. Compromising quality of products adversely effects on the customers base of a company. Companies known to high quality products and services are associated with large market shares and subsequently report high revenues and profits. While laying down strategies for winning their competition, organizations apply a number of means and ways. Although every organization uses unique strategies in the market geared towards increasing its revenue sales, there are similar steps that organizations use to achieve these results. Either, an organization can opt for long term or short-term competition mitigation factors. While long-term plans needs a solid strategic plan and implementation schedule, short term decisions could be spontaneous and reactive. Reaction is a situation where a company facing high competition from other firms operating in the same industry takes drastic measures of countering that competition. Mainly, the management as measures of last result takes such measures. However, the management of an organization should be adequately prepared to counter any in eventualities whenever they occur in their operations. Whenever

Mentorship Assignment Example | Topics and Well Written Essays - 1500 words

Mentorship - Assignment Example es who have supportive working relationships benefit by accelerated leadership development, higher earnings, and increased job satisfaction (Sosik and Lee, 2002 Mentoring is a professional relationship with a focus on personal and professional development. It may occur through various communication venues including, but not limited to face-to-face interactions, phone, or email. The duration and intensity of the relationship may vary depending on the dynamic of the match and the needs of the individuals involved. (American Physiological Society, 2008). There are range of factors from a clinical environment which may impact upon the learning of individuals and groups in that environment. These factors can be related to the protà ©gà ©, mentor or the other factors of the environment (Chan, 2004). The factors related to protà ©gà © are educational background, knowledge and skills, level of commitment to learn and develop his or her skills and knowledge, dedication, communication with mentor and others. In the same way, mentor needs to have adequate knowledge, skills and experience to share with the protà ©gà © and help them in their development (Hand, 2006). Mentors are senior persons with experiences and usually have busy schedules. The time management with the students are the most challenging aspects of mentoring process (Papp et al, 2003). In many cases, mentoring is considered as important process to help new professionals to develop their skills and knowledge. The perception and attitude of mentor and protà ©gà © influe nces their developmental relationships. For me as a mentor, the most challenging factors of the clinical learning environment for mentoring process as identified are lack of time with mentor, communication gaps between mentor and protà ©gà © and very underdeveloped skills of protà ©gà ©s. Usually in the oncology department, the professionals are loaded with work and new challenges with each patient. Patients are the priority and this makes it very

Dalit literature Essay Example for Free

Dalit literature Essay Chaucer and the Elizabethan Age The Neo Classical Age The Romantic and the Victorian Ages Twentieth Century Theory and practice of Translation 4 4 4 Max. Marks Uni. CIA Exam. 25 75 25 75 25 75 6 6 30 4 3 19 25 25 125 75 75 375 100 100 500 Ins. Hrs/ Week 6 6 6 Credit Total 100 100 100 I Year II Semester MAIN Paper-5 MAIN Paper-6 MAIN Paper-7 MAIN Paper-8 COMPULSORY PAPER ELECTIVE Paper-2 English Language and Linguistics Indian Literature in English Shakespeare American Literature Human Rights New Literatures English 6 5 6 5 2 6 30 5 5 5 5 2 3 25 25 25 25 25 25 25 150 75 75 75 75 75 75 450 100 100 100 100 100. 100 600 II year III Semester MAIN MAIN MAIN MAIN Paper-9 Paper-10 Paper-11 Paper-12 6 6 6 6 5 5 5 5 25 25 25 25 75 75 75 75 100 100 100 100 ELECTIVE Paper-3 Commonwealth Literature Literary Theory and Criticism I English Language Teaching Literature, Analysis, Approaches and Applications Film Reviews and Presentation 6 30 3 23 25 125 75 375 100 500 MAIN MAIN MAIN MAIN ELECTIVE Paper-13 Paper-14 Paper-15 Paper-16 Paper-4 (or) Project 6 6 6 6 6 5 5 5 5 3 25 25 25 25 25 75 75 75 75 75 100 100 100 100 100 30 23 125 375 500 II Year IV Semester Literary Theory and Criticism II Soft Skills, Literature and Movies. World Classics in Translation Women’s Writing in English Anatomy of Literature Total 1 M. A. English : Syllabus (CBCS) Papers Credit Total Credits Marks Total marks MAIN 16 4-5 76 100 1600 ELECTIVE 4 3 12 100 400 COMPULSORY PAPER 1 2 2 100 100 21 90 2100 Subject Total 2 M. A. English : Syllabus (CBCS) THIRUVALLUVAR UNIVERSITY M. A. ENGLISH SYLLABUS UNDER CBCS (with effect from 2012-2013) SEMESTER I PAPER 1 CHAUCER AND THE ELIZABETHAN AGE Objectives Students are : 1. exposed to early English literature with special reference to transition from middle English to the Elizabethan ethos. 2. introduced to the earliest English writers through representative texts 3. to gain a deeper knowledge of the writers and their works UNIT-I : POETRY 1. Chaucer : Prologue to the Canterbury Tales : The Knight, The Prioress, The Wife of Bath and the Doctor of Physic. 2. John Donne : 1) The Canonization 2) Valediction Forbidding Mourning 3) Go and Catch a Falling Star UNIT-II : POETRY 1. Edmund Spenser : Prothalamion 2. Wyatt and Surrey : As Sonneteers 3. Ballads 3 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Bacon : Of Truth, Of Adversity, Of Parents and Children, Of Ambition 2. The Gospel according to St. Mark (MacMillan Annotated Classics) 3. Thomas More : The Utopia UNIT-IV : DRAMA Webster :The Duchess of Malfi UNIT-V : DRAMA Ben Jonson : The Alchemist 4 M. A. English : Syllabus (CBCS) PAPER 2 THE NEO CLASSICAL AGE Objectives Students are : 1. exposed to the shift to the Classical tradition in literary and political terms 2. to appreciate the tremendous changes in literary forms 3. trained to analyze the trends in literary expression of the period UNIT-I : POETRY Milton (1608 1674) : Paradise Lost Book IX UNIT-II : POETRY 1. Andrew Marvell (1621 1678) : To His Coy Mistress 2. John Dryden (1631 1695) : Absalom and Achitophel 3. Pope (1688 1744) : The Essay On Man : Epistle II (II. 1 92) (â€Å"Know then thyself†¦. Our greatest evil or great good†) UNIT-III : PROSE 1. Addison and Steele : The Coverley Papers : Sir Roger at Church Sir Roger at the Assizes 2. Milton : Areopagitica 3. Swift : The Battle of the Books 5 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. John Dryden : All for Love 2. Richard Sheridan : The Rivals UNIT-V : FICTION 1. Daniel Defoe (1660 1731) : Robinson Crusoe 2. Swift (1667 1745) : Gulliver’s Travels 6 M. A. English : Syllabus (CBCS) PAPER 3 THE ROMANTIC AND THE VICTORIAN AGES Objectives Students are : 1. to appreciate the influence of ever changing trends brought about by social and scientific developments 2. to analyze diverse literary devices of these periods 3. to comprehend and analyze the dialectic between Neo Classicism and Romanticism 4. to gain indepth understanding of major writers of the 19th century UNIT-I: POETRY 1. Wordsworth : Tintern Abbey 2. Coleridge : The Rime of the Ancient Mariner 3. Shelley : Ode to a Skylark 4. Keats : Ode on a Grecian Urn 5. Tennyson : Ulysses UNIT-II: POETRY 1. Browning : My Last Duchess 2. Blake : Night 3. D. G. Rossetti Infant Sorrow : Blessed Damozel 4. Arnold : The Scholar Gypsy Ref: Victorian poets, ed. V. S. Seturaman, Macmillan Annotated Classics 7 M. A. English : Syllabus (CBCS) UNIT-III: PROSE 1. Charles Lamb : From Essays of Elia: Dissertation on a Roast Pig : Poor Relations 2. Arnold : From Culture and Anarchy: Sweetness and Light 3. Thomas Carlyle : On Shakespeare (from Victorian Prose ed. V. S. Sethuraman) UNIT-IV: DRAMA Oscar Wilde : Lady Windermere’s Fan UNIT-V: FICTION 1. Jane Austen : Emma 2. Dickens : Pickwick Papers 3. Charlotte Bronte : Jane Eyre 4. Walter Scott: Ivanhoe 8 M. A. English : Syllabus (CBCS) PAPER 4 TWENTIETH CENTURY Objectives Students are : 1. trained to acquire a working understanding of the war years and their literary consequences 2. exposed to dominant literary traditions and authors of the 20th Century 3. to analytically appreciate various emerging literary trends and forms 4. introduced to futuristic thinking through a classic science fiction novel UNIT-I : POETRY 1. W. B . Yeats 2. T. S Eliot 3. Wilfred Owen : Easter 1916 : Sailing to Byzantium : The Love Song of J. Alfred Prufrock : Strange Meeting UNIT-II : POETRY 1. 2. 3. 4. Hopkins. Seamus Heaney Thom Gunn Stephen Spender : Wreck of the Deutschland : The Tollund Man : On the Move : I think continually of those who are truly great. UNIT-III: PROSE 1. Orwell 2. D. H. Lawrence 3. C. P. Snow : Politics and the English Language : Why the Novel Matters : Two Cultures UNIT-IV: DRAMA 1. Beckett 2. T. S. Eliot : Waiting For Godot : The Family Reunion 9 M. A. English : Syllabus (CBCS) UNIT-V: FICTION 1. Virginia Woolf : Mrs. Dalloway 2. D. H. Lawrence : Sons and Lovers 3. Arthur C. Clarke : Childhood’s End 10 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 1 THEORY AND PRACTICE OF TRANSLATION Objectives Students are trained : 1. to gain a working knowledge of the origin and development of translation 2. in the various theories and techniques of translation 3. to be able to translate literary and non-literary texts from English into an Indian language and vice-versa UNIT-I : History of Translation Origin and development of translation in the West Origin and development of translation in the Indian context UNIT-II : Theories of Translation Catford Nida Newmark UNIT-III : Translation of Literary Aesthetic Texts Problems and Techniques Translation of Religious Texts in India. Translation of Poetry Translation of Fiction Translation of Plays UNIT-IV : Translation of Scientific Technical Texts Problems and Techniques Translation of Scientific Texts Translation of Social Sciences Texts Translation of Official Circulars, Agenda, Minutes Translation of Commercial, Financial documents and Legal texts 11 M. A. English : Syllabus (CBCS) UNIT-V : New trends Assessment of Translation Computer aided Translation Reference Susan Bassnett McGuire, Translation Studies J. C. Catford, A Linguistic Theory of Translation E. A. Nida, Towards a Science of Translation (1964) E. A. Nida and C. Taber, The Theory and Practice of Translation (1974) Peter Newmark, Approaches to Translation (1981) A. Duff, The Third Language (1961) Ayyappa Panicker, ed. Indian Literature (1995) 12 M. A. English : Syllabus (CBCS) II SEMESTER PAPER 5 ENGLISH LANGUAGE AND LINGUISTICS Objectives Students are exposed to : 1. the evolution of the English language at a deeper level, updating what has been learnt at the UG level 2. the intricacies of articulating English sounds, enabling them to speak better 3. levels of linguistic analyses, preparing them to become effective teachers UNIT-I : THE HISTORY OF ENGLISH LANGUAGE. Descent of English language; Old English Period; Middle English; Renaissance After; Growth of Vocabulary; Change of Meaning; Evolution of Standard English. Recommended Reading: F. T Wood An Outline History of English Language UNIT-II : PHONOLOGY Cardinal Vowels, English Vowels, Diphthongs and Consonants, Transcription, Syllable UNIT-III : PHONOLOGY Received Pronunciation and the need for a model, Accent, Rhythm and Intonation, Assimilation, Elision, Liaison and Juncture. Recommended Reading T. Balasubramanian A Textbook of English Phonetics for Indian Students (Chapter 3-17) 13 M. A. English : Syllabus (CBCS) UNIT-IV : LEVELS OF LINGUISTIC ANALYSIS Morphology, Sentences and their parts, words, phrases and clauses, phrases, Semantics, Pragmatics Discourse Analysis Recommended Reading Geroge Yule The Study of Language (Chapters 8-13) (Second Edition Cambridge University Press, 1996) Quirk Greenbaum. A University Grammar of English UNIT-V : SOCIOLINGUISTICS Language varieties; language, society and culture. Recommended Reading George Yule The Study of Language (Chapter 20 21) Second Ed. CUP, 1996) Verma and Krishnaswamy Modern Linguistics (Units 42 – 45). 14 M. A. English : Syllabus (CBCS) PAPER 6 INDIAN LITERATURE IN ENGLISH Objectives Students are : 1. introduced to a wider range of works in Indian Literature in English 2. exposed to a balanced textual study of established and contemporary writers 3. enabled to acquire a holistic perception of Indian Literature in English in preparation for a teaching or research career UNIT-I : POETRY 1. Aurobindo : Thought the Paraclete 2. Nissim Ezekiel : Poet, Lover, Bird Watcher 3. A. K. Ramanujan : Anxiety (from selected poems OUP, 1995,p. 29, pp. 124-25) 4. Arun Kolatkar : From Jeiury 1. The Bus 2. A Scratch 5. Rabindranath Tagore : Gitanjali UNIT-II : POETRY 1. Daruwalla : Hawk (from The Anthgology of Twelve. Modern Indian Poets ed. A. K. Mehotra, OUP (1992) 2. Sujatha Bhat : The Star (from Monkey Shadows, Penguin India, 1993 pp 13-15) 3. Mamta Kalia : Tribute to Papa (from Nine Indian Women 15 M. A. English : Syllabus (CBCS) Poets ed. Eunice D’Souza, OUP, 1997, pp. 2021) UNIT-III : PROSE 1. Nehru : Discovery of India (Ch. 2 and 3) 2. B. R. Ambedkar : Extracts 4,5 and 6 (from Annihilation of Caste Ed. Mulk Raj Anand. Delhi: Arnold Publishers, 1990, pp. 47-54) UNIT-IV : DRAMA 1. Karnad : Nagamandala 2. Mahashweta Devi : Rudali (Calcutta: Seagull, 1999) UNIT-V : FICTION 1. R. K. Narayan : The English Teacher 2. Chetan Bhaghat : One Night @ the Call Centre 16 M. A. English : Syllabus (CBCS) PAPER 7 SHAKESPEARE Objectives Students are : 1. enabled to establish Shakespeare’s contribution to development of English literature and language. 2. to gain knowledge and understanding necessary to explain his dramatic skills 3. to identify and explain meaning-making and communicative strategies in the prescribed plays 4. oriented to a concrete understanding of his ‘universality’ which in this context means his ability to communicate to a far wider spectrum of people 5. prompted to recognise and appreciate his skills as a wordsmith 6. trained to identify passages (from the prescribed plays) that can be used as case studies to understand and practice soft and communicative skills. UNIT-I : As You Like It UNIT-II : Othello UNIT-III : Richard III UNIT-IV : The Winter’s Tale UNIT-V 1. The Elizabethan Theatre and Audience 2. Trends in Shakespeare Studies 17 M. A. English : Syllabus (CBCS) PAPER 8 AMERICAN LITERATURE Objectives Students are : 1. to explore the uniqueness of American literature at an advanced level 2. trained to analyze the American mind in its important facets 3. enabled to appreciate mutually beneficial relationship between India and the U.S. , through the literary medium 4. introduced to American Science Fiction through one of the most representative texts UNIT-I : POETRY 1. 2. 3. 4. Walt Whitman Emily Dickinson Robert Frost Wallace Stevens : Crossing Brooklyn Ferry : Success is counted sweetest : Home Burial : Anecdote of the Jar UNIT-II : POETRY 1. e. e. cummings 2. Amiri Baraka 3. Gwendolyn Brooks : Any one lived in a pretty how town : An Agony as Now : Kitchenette Building UNIT-III : PROSE 1. R. W. Emerson 2. H. D. Thoreau 3. Allan Bloom : Self Reliance : Walden (Selected Chapters 1,2 and 17) : Nietzscheanization of the Left or Vice-Versa (from the Closing of the American Mind 1987) 18 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA 1. Eugene O’Neill 2. Arthur Miller : Hairy Ape : The Crucible UNIT-V : FICTION 1. Mark Twain 2. W. Faulkner 3. Isaac Asimov : Adventures of Huckleberry Finn : The Sound and the Fury : The Caves of Steel 19 M. A. English : Syllabus (CBCS) HUMAN RIGHTS COMPULSORY PAPER UNIT-I Definition of Human Rights Nature, Content, Legitimacy and Priority Theories on Human Rights Historical Development of Human Rights. UNIT-II International Human Rights Prescription and Enforcement upto World War II Human Rights and the U . N . O. Universal Declaration of Human Rights International Covenant on Civil and Political Rights International Convenant on Economic, Social and Cultural Rights and Optional Protocol. UNIT-III Human Rights Declarations U. N. Human Rights Declarations U. N. Human Commissioner. UNIT-IV Amnesty International Human Rights and Helsinki Process Regional Developments European Human Rights System African Human Rights System International Human Rights in Domestic courts. UNIT-V Contemporary Issues on Human Rights: Children’s Rights Women’s Rights Dalit’s Rights Bonded Labour and Wages Refugees Capital Punishment. Fundamental Rights in the Indian Constitution Directive Principles of State Policy Fundamental Duties National Human Rights Commission. 20 M. A. English : Syllabus (CBCS) Books for Reference: 1. International Bill of Human Rights, Amnesty International Publication, 1988. 2. Human Rights, Questions and Answers, UNESCO, 1982 3. Mausice Cranston What is Human Rights 4. Desai, A. R. Violation of Democratic Rights in India 5. Pandey Constitutional Law. 6. Timm. R. W. Working for Justice and Human Rights. 7. Human Rights, A Selected Bibliography, USIS. 8. J. C. Johari. Human Rights and New World Order. 9. G. S. Bajwa Human Rights in India. 10. Amnesty International, Human Rights in India. 11. P. C. Sinha International Encyclopedia of Peace, Security K. Cheous (Ed) Social Justice and Human Rights (Vols 1-7). 12. Devasia, V. V. Human Rights and Victimology. Magazines: 1. 2. 3. 4. The Lawyer, Bombay Human Rights Today, Columbia University International Instruments of Human Rights, UN Publication Human Rights Quarterly, John Hopkins University, U. S. A. 21 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 NEW LITERATURES IN ENGLISH Objectives Students are introduced to contemporary and complex writers and their works spanning all the commonwealth countries. If selected for study, this paper will enable the student to acquire a highly comprehensive knowledge of commonwealth literature, enhancing their reception of the paper on commonwealth literature in the III semester, and also providing them with sufficient knowledge base for pursuing research or teaching. UNIT-I : POETRY 1. Australia Judith Wright : At Cooloola 2. New Zealand James Baxter : The Ikons 3. Allen Curnow : House and Land UNIT-II : POETRY 1. Canada Al Purdy : Lament for the Dorsets (EskimosExtinct in the 14th Century AD) (from Norton Anthology of Modern Poetry) 2. Africa Kofi Awoonor : Song of War : The Weaver Bird (from Penguin Anthology of Modern Poetry- Africa. Eds. Gerald Moore and Ulli Beier. ) 3. ace Nichols West Indies Grace Nichols Of course, when they ask for poems (from Six Women Poets. Ed. Judith Kinsman, OUP, 1992, pp. 41 -43) 22 M. A. English : Syllabus (CBCS) UNIT-III : PROSE 1. Africa Achebe : Colonialist Criticism (from Post Colonial Studies Reader eds. Helen Tiffin, Chris Tiffin Bill Ashcroft) 2. West Indies V. S. Naipaul-India : A Wounded Civilization UNIT-IV : DRAMA. Australia Louis Nowra : Radiance J. P. Clarke : Song of a goat UNIT-V : FICTION Africa-Koetzee : Disgrace Canada-Maragaret Laurence : The Stone Angel Australia-Peter Carey : Oscar and Lucinda 23 M. A. English : Syllabus (CBCS) III SEMESTER PAPER 9 COMMONWEALTH LITERATURE Objectives Students are : 1. exposed to the literatures of the Commonwealth 2. introduced to the postcolonial perceptions of a wide range of people whose second language is English 3. trained to develop comparative perspectives 4. Trained to discuss the question of identity and dominance of landscape in Commonwealth literature UNIT-I : POETRY. Australia A. D. Hope : Australia New Zealand Jessie Mackay : The Noosing of the sun-god Africa Abioseh Nicol : The Continent that lies within us UNIT-II : POETRY Africa David Rubadiri : A Negro labourer in Liverpool Dereck Walcott : Ruins of a Great House Canada F. R. Scott : The Canadian Author’s Meet (from Anthology of Commonwealth Verse ed. Margaret O’Donnell An Anthology of Commonwealth Poetry ed. C. D. Narasimhaiah) UNIT-III : PROSE Sri Lanka Ananda : The Dance of Shiva Coomaraswami 24 M. A. English : Syllabus (CBCS) UNIT-IV : DRAMA Nigeria Wole Soyinka : The Lion and the Jewel UNIT-V : FICTION. Canada Margaret Atwood : Surfacing Australia Patrick White : Voss 25 M. A. English : Syllabus (CBCS) PAPER 10 LITERARY THEORY AND CRITICISM I Objectives Students are : 1. introduced to one of the most enabling forms of literary study 2. exposed to the complexities of literary theory and criticism, which is most essential aspect of literary appreciation 3. trained to understand and analyze literary writings based on the ever evolving traditions of criticism 4. enabled to form a comparative perspective of the Eastern and Western critical traditions UNIT-I Introduction to Classical Literary Criticism UNIT-II. Ancient Tamil and Sanskrit Criticism UNIT-III Johnson : Preface to Shakespeare Wordsworth : Preface to the Lyrical Ballads UNIT-IV Arnold : Study of Poetry T. S. Eliot : Tradition and Individual Talent UNIT-V N. Frye : Archetypes of Literature 26 M. A. English : Syllabus (CBCS) PAPER 11 ENGLISH LANGUAGE TEACHING Objectives Students are : 1. expected to acquire the essentials of teaching English as a second / foreign language 2. to internalize the various methods of English language teaching, theory as well as practice 3. trained to appreciate the area specific feature of ELT, in the Indian context, to become able teachers. 4. Problems and Principles UNIT-I The role of English in India; English teaching in India today UNIT-II Theories of language learning: cognitive-theory; behaviouristic theory. First language acquisition and second language learning; Attitudes to error; Inter language UNIT-III Approaches and Methods: Grammar Translation; Audio-lingual; Communicative and Current Trends UNIT-IV Classroom Management and Teacher Student Interaction Materials Production 27 M. A. English : Syllabus (CBCS) UNIT-V Reading, Writing, Testimony, Speaking, Study Skills, Literature, Remediation Recommended Reading Howall A. P. R. A History of English Language Teaching, OUP, 1984. Richards, J and Rodgers, S. Approaches and Methods in Language Teaching, Cambridge University Press, 2001. Ellis, R. Understanding Second Language Acquisition, London, OUP, 1985. Pit Corder, S. Introducing Applied Linguistics, Harmondsworth, Penguin, 1973. Edinburgh Course in Appied Linguistics Vols. 1,2,3,4. Yalden, 1. The Communicative Syllabus: Evolution Design Implementations. Penguin, 1983. Oller J. W. Jr. Language Tests at School, London, Longman, 1979. David Nunan, Language Teaching Methodology, Prentice Hall, 1991. 28 M. A. English : Syllabus (CBCS) PAPER 12 LITERATURE, ANALYSIS, APPROACHES AND APPLICATIONS Objectives Students are : 1. introduced to the methodologies of analysis, an integral part of literary appreciation 2. exposed to the expected levels of performance required in them 3. directed to the ever widening career options opening to a PG in English, especially in the Knowledge Processing Industry for writers, editors, instructional designers and so on UNIT-I Practical Criticism UNIT-II Journalism and Mass Communication UNIT-III Report Writing and Book Review UNIT-IV Proofreading, Editing and Advertising UNIT-V : TECHNICAL WRITING Specs, Manuals, Business correspondence 29 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 3 FILM REVIEWS AND PRESENTATION Objectives Students are : 1. exposed to the newly emerging field of film studies 2. introduced to the technicalities of making and appreciation of cinema 3. trained to become reviewers, opening up another career option UNIT-I History of Cinema in India UNIT-II Major Landmarks in Indian Cinema UNIT-III What is Film Reviewing? UNIT-IV Actual reviewing by showing film clips UNIT-V The script, storyline, acting, costumes, dialogue, visuals, music and dance, graphics and special effects 30 M. A. English : Syllabus (CBCS) IV SEMESTER PAPER 13 LITERARY THEORY AND CRITICISM II Objectives In addition to the objectives for Literary Theory and Criticism I Students are : 1. sensitized to the transition from Humanistic to Modern and Postmodern critical traditions 2. enabled to comprehend the dominance of theory in the Postmodern phase 3. introduced to recent contexts, concepts and ideologies UNIT-I Lionel Trilling: Sense of the Past Cleanth Brooks: The Language of Paradox UNIT-II Georg Lukacs: Ideology of Modernism UNIT-III Jacques Lacan : Of Structure as an Inmixing of an Otherness Prerequisite to any Subject Whatever UNIT-IV. Barthes: Death of the Author UNIT-V Simone de Beauvoir : Introduction to â€Å"The Second Sex† 31 M. A. English : Syllabus (CBCS) PAPER 14 SOFT SKILLS, LITERATURE AND MOVIES Objectives Students are : 1. trained to understand the aspects of soft skills 2. exposed to the actualities of the various skills grouped under the rubric ‘Soft Skills’ 3. motivated, through this paper, to empower themselves with the expected skills for suitable employment 4. oriented to recognize and locate the role of soft skills in real life situations UNIT-I : INTRAPERSONAL Self-management, self-esteem, self-awareness, self-regulation, self-critique,  Jane Eyre UNIT-II : EMPATHY Honesty, cultural diversity, Ability to take other’s point of view, integrating cognitive and affective skills, Nelli in â€Å"Wuthering Heights† UNIT-III : INTERPERSONAL Team work, persuasion, negotiation, conflict resolution, Reading social situations, learning to say no, active listening, Rosalind, Portia and Viola UNIT-IV : COMMUNICATION Body language, facial expression, humour, eye contact, tone of voice, etiquette, 1. Antony and Cleopatra (Movie) 2. To Sir with Love (Movie) 3. Dead Poets Society (Movie) UNIT-V : LEADERSHIP Critical, lateral, strategic thinking; delegation; taking responsibility; giving praise and appreciation; giving and receiving feedback; ability to motivate; problem solving, â€Å"Things Fall Apart† – Achebe. 32 M. A. English : Syllabus (CBCS) References Daniel Coleman. Working with Emotional Intelligence. Dale Carnegie. How to Develop Self Confidence and Influence People by Public Speaking. 1926. rpt. 1956. Pocket Books. 33 M. A. English : Syllabus (CBCS) PAPER 15 WORLD CLASSICS IN TRANSLATION Objectives: Enable the students to appreciate the writings for them literary values, cultural importance, philosophical and socio-political background to  facilitate the development of cross-cultural perspectives. UNIT-I : Poetry Homer : The Sliad Book III Virgil : The Aeveid Book IV (438-563) Thiruvalluvar : Thirukkural Book II UNIT-II : Dante : The Inferno (Canto III) Gibran : The Prophet UNIT-III : PROSE St. Augustine : The Confessions Book – I Confucius : Analects 1, 2 Harace : As Poetria UNIT-IV : DRAMA Anton Chekov : The Cherry Orchid Kalidasa : Sahuntala Aristophanes : The Clouds UNIT-V : FICTION Leo Tolstoy : Anna Karenina Books (1 2) Thomas Mann : Magic Mountain 34 M. A. English : Syllabus (CBCS) PAPER 16 WOMEN’S WRITING IN ENGLISH UNIT-I: POETRY Elizabeth Barret Browming. Ways. : How Do I Love Thee? Let me count the Sylvia Plath : Lady Lazarus Maya Angelou : Phenomenal Woman Kamala Das : Introduction Toru Dutt : Sita UNIT-II: PROSE Virginia Woolf : A Room of One’s Own Arundhathi Roy : The Algebra of Infinite Justice. UNIT-III: DRAMA Mahashweta Devi : Mother of 1084 Caryll Churchill : Top Girls UNIT-IV: FICTION Jhumpa Lahiri : The Namesake Margaret Atwood : The Handmaid’s Tale UNIT-V: GENERAL Mary Woolstone craft : The Vindication of the Rights of Women Elaine Showalter : Toward a Feminist Poetics 35 M. A. English : Syllabus (CBCS) ELECTIVE PAPER 4 ANATOMY OF LITERATURE Objectives. Students are : 1. enabled to acquaint themselves with the major generic divisions in English literature 2. trained in the universally acknowledged conventions of literary research and documentation UNIT-I : THE ANATOMY OF PROSE The form of prose vocabulary grammar and idiom written and spoken prose the paragraph prose rhythm individual and common style common style and cheap style simplicity and ornamentation objective and subjective abstract and concrete realism, romance and unreality special inventions prose for its own sake the historical approach the science of rhetoric writing prose. UNIT-II : THE ANATOMY OF POETRY The importance of form the physical form of poetry metre variation rhyme onomatopoeia internal pattern form in intonation repetition the main types of poetry logical sequence the use of associations patterns of imagery traditional verse forms free verse the choice of words illustrations cautions twentieth century techniques. UNIT-III : THE ANATOMY OF NOVEL The concept of fiction verisimilitude the point of view plot character character revealed conversation scene and background dominant themes the experimental novel 36. M. A. English : Syllabus (CBCS) UNIT-IV : THE ANATOMY OF DRAMA Live literature action plots conventional divisions direct experience of characters dialogue and conversation verse and prose types of drama drama and history use of notes interpretation UNIT-V : LITERARY RESEARCH Research and writing the mechanics of writing the format of the research paper documentation: preparing the list of works cited documentation: citing sources in the text abbreviations Reference Marjorie Boulton, The Anatomy of Prose (1954). Marjorie Boulton, The Anatomy of Poetry (1953) Marjorie Boulton, The Anatomy of Novel Marjorie Boulton, The Anatomy of Drama (1960) Joseph Gibaldi, MLA Handbook for Writers of Research Papers, 6th Ed. 37 M. A. English : Syllabus (CBCS) PROJECT DISSERTATION Objective Project Work is a preparatory exercise for research writing. Students are introduced to the basics of research and trained to write academically following the framework given below: 1. Introduction 2. Statement of the problem 3. Review of Literature 4. Analysis 5. Summary, findings and suggestions.

Marketing For Chanel And Ports

Marketing For Chanel And Ports Chanel, one of the most premier luxury product company (Thorogood, ND) that is from France, was established by Gabrielle Chanel who was the most influential designer of the twentieth century (Chanelworld, 2006) in 1910. The design style of Chanel inclines toward unadorned to instead of gorgeous (Yournewfragrance, 2010). The first design of Gabrielle was hats which were sold to fashionable mistresses in a meeting. It was an opportunity that making numerous fashionable noblewomen know her products. Except for hats, costume, jewelry, perfume and textile were devised for women (Womenshistory, 2010). 1.1.2 Ports Figure 2 the symbol of Ports (Imgsrc, nd) I make clothes for a woman who is intelligent: a woman who is doesnt want to wear things that will distract from her Luke Tanabe (PORTS founder) Ports was founded by Luke Tanabe in Canada in 1961. He dreamed of establishing company about luxury clothes in virtue of the social reform which led to the design style of clothes to be transformed radically (Ports-intl, 2010a). His first design was the NO.10 blouse which inaugurated the new fashion epoch. The blouse was popular in Canada, the UK, and Australia because of plain and exquisite tailoring (Ports-intl, 2010a). 1.2 Theory 1.2.1 Market Mix Marketing Mix is that element of a firms marketing strategies which are designed to meet the needs of its customers, including product, price, place and promotion (Hall et all, 2008:p75). It means that companies must use reasonable prices and complete promotions to sell correct products in the right places (Hall et all, 2008:p75) 1.2.2 Market Segmentation Market segmentation means that companies stand on marketing research to confirm and classify the purchasers which have parallel needs, embracing geographically, demographically, psychographically, and behaviourally. (Hall et all, 2008:p66) 1.3 Aims According to Cnga.org (2009), China will become the third biggest market of luxury during 5 years. Therefore, in this report, Chanel and Ports are analysed about the Market Mix and the demographics of Market segmentation in China. Furthermore, aspects of these two companies are compared and contrasted. Finally, there are the conclusion and recommendations to Chanel and Ports. Findings 2.1 Market Mix 2.1.1 Product 2.1.1.1 Chanel Product is one of factors in Marketing Mix. Chanel offers fashionable, luxurious and stylish products (935.ibm, 2002); and further, the materials of Chanels apparels and leathers are admired by consumers on account of retaining the stuff stronger (Yournewfragrance, 2010). What is more, Chanel sternly restrains the design, manufacture, consignment, and commercial to promise the best criterion of the product (935.ibm, 2002). 2.1.1.2 Ports The attires of Ports, which are use the best fabric from Italy, are celebrated because of shirts (Ftchinese, 2007), such as the plain and exquisite NO.10 blouse. Moreover, the packaging is one of the best methods to show the products for companies. The colour of Portss shopping paper bag was changed black into brown which is Portss symbol. 2.1.2 Price 2.1.2.1 Chanel Price is another aspect for Market Mix. The price of Chanel must far higher than other ordinary similar companies owing to two premier causes. For one thing, Chanel is an international luxury brand so that its material is quality and the careful tailoring which is second reason. For example, According to Ib100 (2008), a shirt of Chanel is sold approximately RMB 2,600 in China; however the shirt of Ports is sold RMB 1,799 (Ports-intl, 2010b). 2.1.2.2 Ports The prices of Portss merchandises are reasonable when compared to other luxury brands. According to (Ports-intl, 2010c), the prices of shirts are between RMB 1,100 and 2,000 in China, however, the prices are 30%-50% lower than other luxury companies for similar quality and style, which can encourage consumers to spend. (Blog.sina, 2009) 2.1.3 Place 2.1.3.1 Chanel The place is the third part in the Marketing Mix. Cn.chanel (nd) shows that there are 17 Chanel boutiques to be managed in China, and most of them are located in upscale shopping centers or in stores that have numerous purchasers. Major airports also have Chanel boutiques. In addition, Chanel plans to sell its products on the Internet. 2.1.3.2 Ports Ftchinese (2007) report that Ports has 370 stores all over the world; nevertheless, approximately 82% of its stores are built in major cities of China because the Chinese are its favorite customers, such as Beijing, Shanghai and Xiamen ( Portsdesign, 2005: P4). Furthermore, these stores are located in large shopping centers with a heavy flow of consumer traffic. Finally, products of Ports also are sold on the Internet (Ports-intl, 2010d). 2.1.4 Promotion 2.1.4.1 Chanel The last element is promotion, which can help companies sell their products. There are two different promotional measures of Chanel. First of all, the attire of Chanel is demonstrated in movies (Womenshistory, 2010). Apart from movies, famous actors are invited to occupy spokesmodels, such as Nicole Kidman who can make the products become classical (Yournewfragrance, 2010). 2.1.4.2 Ports There are three different manners to be used by Ports. To begin with, Ports is one of the largest advertisers in the PRC that is a fashion magazineà ¯Ã‚ ¼Ã‹â€ Portsdesign, 2005:p9). Secondly, the clothes were worn in movies, such as The Devil Wears Prada. Thirdly, it is the best manner that Ports contribute RMB500, 000 to Chinese Red Cross because of Wenchuan earthquake in 2008. It not only helps victims, but can also increase the image of Ports. 2.2 Market Segmentation The primary aspect of Marketing Segmentation is demographics which will be introduced, comprising six parts, such as age, income, gender, social class, religion and ethnic grouping (Hall et all, 2008:p67-69) 2.2.1 Chanel Chanel stands on gender, income and lifestyle to segment its market. To start with, the feminine products are the most important orientation for Chanel, although Karl Lagerfeld, the head designer of Chanel after Gabrielle Chanel, began to design the merchandise for males in 1981 (Yournewfragrance, 2010). Besides, most of consumers are gentlewomen who do not need to possess vocations and always attend different banquets which are their lifestyles; hence Chanel has no misgivings about the social class of its consumers, and it barely attaches importance to the income because the cost of Chanel is high. Luxuryinstitute (2007) shows, consumers of Chanel have an income above RMB 2,002,000. 2.2.2 Ports Market segmentations, such as age, income, lifestyle and social class, are used by Ports to decide the scope of purchasers. Above all, the audiences of ports aged between 25 and 45 (Portsdesign, 2005:p5), thus Ports does not produce the apparels of children or elderly humans, and it merely designs for adults which are its orientation. The income, lifestyle and social class are, moreover, the main aspects to classify the consumers. It is a chance for Ports that increasingly women have their own occupations in China because Ports identifies the consumers who have high income over RMB 100,000 every year, living and working in large modern cities, such as manager, lawyer which occupation request well education (blog.sina, 2009). Discussion 3.1 Compare and contract Market Mix of two companies 3.1.1 Product Both Chanel and Ports use the quality fabric to design the luxury products for females; nevertheless, Chanel severely dominates designs and manufactures to ensure the barely flawless products, hence consumers are inclined to treasure its products which are symbol of purchasers status. Ports is different from Chanel, it tends to design the attires for career women. 3.1.2 Price Furthermore, the cost of Ports is lower than Chanels because of two reasons. For a start, Chanel is more celebrated than Ports; moreover, the cost of Ports are lower than other luxury brands because the products of Ports are made in China so that barely deliver the minimum importing tax to Chinese government and there has a low labor cost in China (blog.sina 2009). As a result, the productions cost are lower, the prices are lower too. 3.1.3 Place The largest difference between Chanel and Ports of Sale Place is that only 17 Chanel boutiques are managed in China; in contrast, the Portss main marketing is in China. However, Chanel is similar to Ports because they sell their merchandises in the large shopping centers or on the Internet. 3.1.4 Promotion The similar promotions of Chanel and ports are that their apparels were used in the movies, and invited famous actors to occupy their spokesmodels. Whereas, it is the large different that Ports donates money to humans who encounter disaster, such as Whenchuan earthquake. 3.2 Compare and contract Market Segmentation of two companies. After Market segmentations of Chanel and Ports were analyzed. Income and lifestyle, which are element of segmentation, are the similar for those two companies because both them are international luxury goods so that the prices are higher than other common clothes companies. However, some factors of segmentation are different between Chanel and Ports. The biggest dissimilarity is that Ports produces the goods for females and males who aged 25-45; on the contrary, the women are main consumers for Chanel which company do not worried about the age, therefore the elderly women, such as Queen Elizabeth II, also can wear the attire of Chanel. Consequently, Ports segments the marketing though age; in comparison, the gender is the main segmentation for Chanel. Conclusion All in all, even though Chanel is more famous than Ports, Chanel is luxury brands with Ports; they have different or similar manners to operate their companies, such as promotion. While Ports and Chanel showed the clothes in the movies, Ports also use other significance ways to promote which is a large different for Chanel. Recommendations Chanel depends on movies and actors to promote their products; however, Chanel can study Ports, using money to help impoverished humans which is one of the best ways. It can increase image of Chanel, making human consider that Chanel has the common aspects too, and assist others. In addition, ports still need to use more advertising to increase the celebrity rating because it is not extremely well-know in worldwide.

Macbeth :: essays research papers

During the Elizabethan Age, Shakespeare was the greatest author and drama writer. He wrote such masterpiece tragedies such as Romeo and Juliet, Hamlet, and Othello. Perhaps the greatest of them all is the story of Macbeth. In the play, the first Thane of Cawdor, Duncan, Banquo, Lady Macbeth, and Macbeth all are considered to have flaws which to a greater or lesser degree is the cause of their downfall.   Ã‚  Ã‚  Ã‚  Ã‚  In the second scene of the play you learn that Scotland is in war with Norway. King Duncan has learned that the First Thane of Cawdor was helping out the Norwegians. His assistance cost him his life. For treason, King Duncan ordered the first Thane of Cawdor to be executed and have Macbeth take his title. Though the first Thane of Cawdor was never actually in the play itself, the reader has to take the word of the Thane of Ross he was a traitor. â€Å"Assisted by that most disloyal traitor The Thane of Cawdor, began a dismal conflict.† (I ii 52-53)   Ã‚  Ã‚  Ã‚  Ã‚  After Macbeth is given the title of the first Thane of Cawdor, King Duncan decides to visit the successful captain and be a guest at his house. Duncan doesn’t know that it is supposed to be Macbeth’s destiny to become king. Lady Macbeth and Macbeth decide to come up with this plan to kill Duncan in his sleep. Duncan was simply there congratulating Macbeth on his recent accomplishments. He had no idea of the trouble he was getting himself into during his stay at Macbeth’s. The only real flaw you can give to Duncan is that he should have had someone watching over him like a bodyguard, or that he should have been more suspicious about his hosts.   Ã‚  Ã‚  Ã‚  Ã‚  The reason of Macbeth’s slaughter of King Duncan was the idea that he was the rightful King. The three witches had told him he would be the first Thane of Cawdor before he was given the rank. They also said that he would eventually reign as king. Besides Lady Macbeth who knew about the three witches, the only other person to know about them was Banquo. He automatically was considered a threat to Macbeth. â€Å"For Banquo’s issue have I filed my mind, for them the gracious Duncan I have murdered.† (III I 65-66) Macbeth is ordering the execution of Banquo. Banquo could have saved himself because he saw that the danger lies ahead for him.

The Neural Score for Language and Related Action :: Biology Essays Research Papers

The Neural Score for Language and Related Action In the web page, GESTURAL EQUIVALENCE (EQUIVALENTS) OF LANGUAGE (http://www.percep.demon.co.uk/gesture.htm) , the development of language with respect to movements of the arms and hands are discussed. It is proposed that there are certain neural patterns, a score, to these movements that correspond to certain sounds. One can get so general as to say that there is one pattern of movement for each phoneme in language. Phonemes are the basic sounds of which a spoken language is constructed. The fact that there are hand movements gestures if you will, that follow the same patterns as vocal utterances have many effects. Neural scores become more evident, the same initial brain patterns control speaking and gesturing. This is known as The Motor Theory of Language Origin and Function. It also has an interesting influence on the expression of scores themselves. It also explains much infant behavior, such as mimicking. The Motor Theory of Language Origin and Function holds that patterns for specific motor activity are the same patterns as those for speech. As for the neurobiological interpretation for the evolution of language and speech, this says a lot. As the neural patterns for certain arm movements became more and more specific; the effects of these patterns, when applied to the vocal apparatus became more and more specific. This specificity lead to the development of the phonemes of all human language. There are also similarities between the motion produced and the meaning of the word (see attached picture). What is amazing about this is the fact that many different languages have words with the same meaning that have similar movements, even if the words are not similar. Also, the fact that common gestures, the composite of a few of the simple gesture movements, change between languages enforces the idea that the movements vary with the phoneme, not the word. An interesting effect that this theory has when parts are applied to all neural activity is that certain neural patterns, scores can be applied to many different parts and the same results can be seen. For instance, in this web page, it is proposed that the human body can produce the same signature using hands, the feet, nose, or even forehead. Although it is difficult for a human to master this all at one time, if it is needed, the same neural pattern for the movement of the right hand with a writing implement can be applied to one of many other places on the body.

heroarms A Comparison of Code Heroes of A Farewell to Arms and For Who

The Code Heroes of A Farewell to Arms and For Whom the Bell Tolls      Ã‚  Ã‚  In Ernest Hemingway's fiction, there is something known as the "Hemingway Hero".   This term is usually applied to the male protagonist in his works.   The Hemingway hero illustrates a variety of traits, ranging from heavy drinking to his role as a leader among the characters with whom he interacts.   Traits of this hero also resemble the personal characteristics of Hemingway himself, and the hero usually finds himself in similar predicaments Hemingway faced in his life.   Two Hemingway heroes, Robert Jordan from For Whom the Bell Tolls and Frederic Henry from A Farewell to Arms, exhibit the traits established in Hemingway's heroic code.   Given the presence of war in each novel, the two heroes display leadership in some form many times.   Jordan and Henry also mature to realize that they hold the capacity to love as each develops an intimate relationship with a woman they meet.   Just as Ernest Hemingway aided the injured in the Great War, Frederic Henry d rives an ambulance for the Italian army in the same war.   And although Hemingway did not fight in the Spanish Civil War as Robert Jordan does, he wrote newspaper articles covering the war in order to publicize the Republican struggle.   The hero Hemingway creates in his fiction serves several purposes.   Through his heroes, Hemingway idealizes his beliefs about life and how men should act as well as events in his own life.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since Hemingway's time, literary critics have defined his heroic code to include the following:   The Hemingway hero does not believe in the afterlife, is brave, strong and seeks pleasure,   thinks cowardliness is disgraceful, believes in grace, courage and discipline, thinks de... ...as collecting important information about the bridge for Robert.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Frederic Henry, on the other hand, has little respect for discipline, and intern, displays hardly any of his own.   Henry begins the war helping the Italian Army, serving as an ambulance driver.   He receives an injury to his leg, and after recovering, deserts the army when he becomes separated from the rest of the army during a retreat......    Works Cited Hemingway, Ernest. A Farewell to Arms. New York: Simon and Schuster, 1957.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ---. For Whom the Bell Tolls. New York: Charles Scribner's Sons, 1968. Ernest Hemingway in His Time.   July, 1999. Universtiy of Delaware Library, Special Collections Department. 29 Dec. 20002 Flashback. July, 1999. The Atlantic Monthly. 29 Dec. 2000 Hemingway Campfire. February, 2000. Hemingway Nantucket Campfire. 5 Jan. 2002

Glue Sniffing Practices Street Children Health And Social Care Essay

Harmonizing to Child Workers In Nepal Concerned Centre street kids are those who are wholly street based, working and populating in the street.They could be orphans or abandoned kids or merely ignored or runways they could be with or without household. They could hold small or no contact with their several households. The job of street kids is cosmopolitan and is relatively really high in those states where there is rapid urbanisation. The figure of street kids has grown in recent decennaries because of broad spread recession, political convulsion, civil agitation, increasing household decomposition, natural catastrophe and turning urbanisation. [ 1 ] Street kids are among the high hazard and insecure group and they are accordingly more vulnerable to assorted types of substance maltreatment, and most common types are dissolvers and inhalants. [ 1 ] WHO estimates that globally,25 % to 90 % of street kids involved in substance maltreatment.Problem statementGlobalHarmonizing to WHO appraisal, there are more so 100 million street kids in the universe and more so 25 million are from developing states and most of them are adolescent. A study based on study conducted by WHO indicated that it reaches about 25-30 million in developed states. [ 2 ] Surveies suggest that 80-90 % of street kids in Latin America have some contact with their households. Surveys besides indicate that street kids in Latin America are 8-17 old ages old, with 9 old ages old being the mean age upon come ining the street. Girls consist 10-15 % of street kids and Black and assorted race kids may be over-represented among street kids in the part. [ 3 ] Street kids cited a figure of grounds for being on the streets. These includes gaining income, being orphaned, maltreatment by stepfathers/stepmothers/some relations, unequal attention and support by parents or defenders and peer force per unit area. Although substance abuse among kids in India has been documented for over a decennary, volatile substance abuse ( VSM ) is a relatively recent phenomenon there.. Reported sensed benefits include enhanced physical strength, decreased shyness, sleep initiation, experiencing good, and blunting physical and psychological hurting. Identified hazard factors include domestic force, a dictatorial male parent, presence of stepparents, migratory position, and substance usage in the household. [ 4 ] A survey on street kids in Delhi among 115 male street kids aged 6-16 revealed that more than half of the topics had indulged in substance usage before coming to the observation place. The agents consumed were nicotine, inhalants, intoxicant and cannabis.Substance usage in street kids is associated with unstable places and ill-treatment. [ 5 ] There are an estimated 3,500-5,000 street kids populating on the streets of Lahore, Pakistan. A disproportional figure of these kids use drugs and engage in survival sex as get bying mechanisms. Of the entire sample, 17.0 % reported ne'er holding used drugs, 15.9 % reported being former drug users, and 67.1 % reported holding used drugs in the month before enrollment. Participants were 96 % male childs with a average age of 13 old ages. The average length of life on the streets was 18 months, and 52.7 % had of all time been arrested by the constabulary. Odd occupations, beggary, and pickpocketing were the primary beginnings of reported income. [ 6 ] A cross-sectional analytical survey of street kids on local authorities country of South western Niegeria showed that, the average age was 16.2 A ± 1.3 old ages, and there were more males ( 58.3 % ) than females. Most of the respondents ( 65 % ) were still populating with their parents. Fifty-three per cent of the respondents were current psychotropic substance users and the five commonest substances used were kola nut ( 58.6 % ) , intoxicant ( 43.6 % ) , baccy ( 41.4 % ) , marijuana ( 25.4 % ) and â€Å" sokudaye † Similarly, low connection with female parent and friends and low parental presence were significantly associated with current substance usage. [ 7 ] ( mentions: relationship as determiners of substance usage amongst street kids in a local authorities country in south western Niegeria. )NationalIn 1992 CWIN estimated that around 5000 have landed on the street of metropoliss of Nepal.Furthermore, the population of the street kids in Kathmandu entirely estimated by CWIN was around 1200 in 1996.CWIN was reported 330 new street kids in kthmandu in 1997 ; nevertheless they estimated entire figure around 1000. Their figure has shot up three creases within 10 old ages & A ; this job in Nepal will present a existent menace in future, particularly if the current tendencies towards unsupervised urbanisation continues. [ 8 ] In Nepal, the sum estimated figure of street kids is 40,000, in urban Centres. CWIN estimates that there are about 800-900 street kids in Kathmandu vale. [ 8 ] Harmonizing to CWIN, the overall usage of baccy is 55 % among street kids. Between 25-90 % of street kids use substances of one sort or other. Glue sniffing is emerging tendency in Nepal. It is fast going an dependence among street kids in Kathmandu.the current prevelant of glue whiffing among street kids is 51.7 % in Kathmandu valley.19.7 % have started utilizing glue two old ages ago,34.4 % started a twelvemonth ago and 27.9 % started merely few months back. [ 9 ] Glue sniffing can be termed as ‘group activity'among street children.95.1 % kids use gum with friends,77 % usage gum in equal influence and 60.7 % kids sniff glue day-to-day. [ 9 ]Rationale of the survey ( justification )Glue sniffing and street kids both are major public wellness every bit good as societal job in Nepal. Harmonizing to UN convention on the right of kid, every kid has the right to profit from societal security & A ; protection from development and drug maltreatment ; glue sniffing among street kids is comparatively new tendency and seems to be increasing in dismaying gait around the universe and in Nepal excessively. Besides as a personal intrest of kid and adolescent wellness, it is traveling to carry on.Research inquiry1 ) what is the position of glue whiffing among street kids? 2 ) what are the assorted factors which contribute street kids to whiff gum?Aims1 ) General aim: To happen out the position of gum sniffing and factors impacting it among street kids. 2 ) specific aims: I ) to place the form and frequence of glue sniffing. two ) to place the grounds why street kids sniff gum. three ) to measure the cognition about harmful effects of glue sniffing.VariablesDependent variable Glue whiffing two ) Independent variable A ) demographic variable a ) Age of the street kids B ) Sexual activity of the street striplings degree Celsius ) Educational position B ) Family support C ) Peer force per unit area D ) Easy handiness of gum Tocopherol ) Hunger F ) Entertainment G ) income of street kids H ) Risk taking behaviour I ) Growth of pack activityConceptual Modelincome Age Sexual activity Educational position Glue whiffing among street childrenFamilysupport growing of pack amusement handiness equal force per unit area hazard taking behaviour hungrinessoperational definition1 ) Glue: A gluey substance used for fall ining things ; such as connection places, rug, etc. 2 ) sniffing: Substance which is straight sprayed or inhaled into the oral cavity. 3 ) street kids: kids who are completly street based, working and populating in the street. 4 ) Education: Educational position of street kids is categorized into illetrate, read and compose, primary and secondary.Research methodological analysis1.study design: The survey design will be descriptive, crosssectional and explorative to run into the aims. 2.Study method: To run into the aims, both quantitative every bit good as qualitative attack will be applied. The quantitative attack provides numerical consequences, that can be used to see the form, frequence and factors of issues being studied. On the other manus, the qualitative attack will be used for aggregation of information on issues that are hard to obtain from a quantitative study. Thus information obtained from each attack will be used as complementary to the other. 3.Site choice: Different countries of Kathmandu ( i.e Basasntapur, kalopul, Setopul, Gausala, Samakhusi, Dillibazar ) is selected purposively because Kathmandu entirely contains 900-1200 street kids as appraisal done by CWIN. Besides it is easy accessible and economic topographic point to make research in context from Institute Of Medicine. 4.Study population: The survey population will be the street kids of age 6-16 old ages, nowadays at the clip of informations aggregation. 5.Sampling technique: Non Probability sampling. 6.Unit of analysis: Individual 7.Sample size: For the computation of sample size, following expression will be used: N= Z2pq /L2 Where, P= % engagement of street kids in gum sniffing ( Current prevalence of glue sniffing is 51.7 % among street kids of ktm vale, harmonizing to CWIN ) q= 1-p = 100-51.7= 48.3 % L= Allowable error=20 % of P =0.1034 Therefore, n =90. ( Recalculate the sample size, it would be 98 )Tools of informations aggregationInterview agenda: The structured and semistructured questionnaire will be used to roll up the information. Case survey guideline: Few instance surveies will be done to examine into sensitive issues every bit good as for aggregation of information on issues that are hard to obtain from quantitative study.TechniquesInterview: interview will be conducted among street kids by utilizing structured and semistructured questionnaire. Case survey: instance survey will be conducted among 5-10 kids by the usage of instance survey guideline.Data processing and analysisRaw informations will be decently edited and coded in the same twenty-four hours of informations aggregation in order to simplify the informations entry. Data of questionnaire will be entered in Epiinfo plan. Data analysis will be done in footings of per centum distribution. What about the qualitative informations?Validity and ReliabilityValidity and dependability of the survey is ensured by the undermentioned steps: Tools will be prepared as per the suggestion & A ; counsel of research usher. Pretesting of the tools will be done prior to the survey in a similar population. Important research categories and appropriate supervising by instructors. Researcher himself will be involved in the procedure of informations aggregation.Ethical considerationsPurpose and aims of the survey will be clarified to each respondent. Informed consent will be obtained from the participants before get downing interview. The collected informations will be used merely for the aim of the survey. Confidentiality & A ; privateness of the information provided by the participant will be maintained every bit far as possible.Restrictions of the surveyThis survey is limited in clip and resource. Due to little survey sample the result of the research may non generalise the full mark population. Random sampling is non possible due to dispersing of the sample population. All respondents may non give right information due to vacillation.Proposed budget