Tuesday, December 31, 2019

Oedipus Blindness Essay examples - 1118 Words

Blindness in Oedipus Oedipus thought his life was great. Feeling powerful and almighty, Oedipus was wonderful at solving riddles, but did not like the answer to the riddle of who he really was. Although many told him to stop trying to figure out the answer, it was not in his nature to give up. Oedipus thought he could see everything, but he was actually blind of the truth about his life until the end. In the beginning, Oedipus is told by Teiresias that he lives in shame. Of course, Oedipus feels that Teiresias is blind of not only sight, but knowledge: The truth is strong, but not your truth. You have no truth. Youre blind. Blind in your eyes. Blind in your ears. Blind in your mind. (502-504) Oedipus thinks he is†¦show more content†¦Oedipus wants to reveal the truth of his life: Let it break! Let everything break! I must discover who I am, know the secret of my birth, no matter how humble, how vile. Perhaps Jocasta is ashamed of my low birth, ashamed to be my wife. Like all women shes proud. (1348-1352) Although Oedipus says he wants to know who he really is, Oedipus is still being blind during the whole situation. Oedipus is now thinking of what he feels could be the worst of who he really is. Thinking he is from a lower family and that his wife may be ashamed, Oedipus still wants to hear the truth. If Oedipus could actually see clearly, he would know that the blind prophet and his wife were right about him and that he would harm everyone by revealing the truth. Oedipus is far from the truth. Oedipus finally realized that Teiresias could actually see, and that he is the one who is actually blind. Oedipus could see with his eyes, but not with his mind: LIGHT LIGHT LIGHT never again flood these eyes with your white radiance, oh gods, my eyes. All, all the oracles have proven true. I, Oedipus, I am the child of parents who should never have been mineÂâ€"doomed, doomed! (1475-1480) Oedipus finally realizes how blind he has actually been. He now can say that he can see, even if it is not what he wanted to see and know. The LIGHT represents answers and truth of his life. Kilborne points out that by knowing the truth, Oedipus is seeing: It wouldShow MoreRelatedThe Portrayal of Blindness in The Outsider and Oedipus the King1052 Words   |  5 PagesThe Portrayal of Blindness in The Outsider and Oedipus the King A primitive motif in Oedipus the King by Sophocles and The Outsider by Albert Camus is blindness. The protagonists in the novels are blinded to a personal truth, and are physically blinded as well. In The Outsider, Meursault’s blindness is metaphorical, as he is negligent to his own absurdity, which he later becomes categorized as. On the other hand, Oedipus’s blindness is literal, as he is ignorant to the truth of his life;Read MoreOedipus Blindness and Self Discovery Illustrated in Sophocles Oedipus815 Words   |  4 PagesFrom the very beginning of Oedipus, one can see that the main character of Oedipus is very sure about who he is and where he has come from. One of the most important motifs of the story is the idea of metaphorical blindness, and how Oedipus claims that everyone else around him is blind, and he is the only one that can see. However, what Oedipus soon finds out is that he has no idea who he is, and that all along he has been blind himself. Sophocles makes Oedipus suffer because of the fact that heRead More Blindness In Oedipus The King Essay725 Words   |  3 Pages Blindness plays a two-fold part in Sophoclesamp;#8217; tragedy amp;#8220;Oedipus the King.; First, Sophocles presents blindness as a physical disability affecting the auger Teiresias, and later Oedipus; but later, blindness comes to mean an inability to see the evil in oneamp;#8217;s actions and the consequences that ensue. The irony in this lies in the fact that Oedipus, while gifted with sight, is blind to himself, in contrast to Teiresias, blind physically, but able to see the evil to whichRead MoreEssay about Sight and Blindness in Oedipus Rex730 Words   |  3 PagesSight and Blindness in Oedipus Rex Oedipus Rex is a play about the way we blind ourselves to painful truths that we can’t bear to see. Physical sight and blindness are used throughout the play, often ironically, as a metaphor for mental sight and blindness. The play ends with the hero Oedipus literally blinding himself to avoid seeing the result of his terrible fate. But as the play demonstrates, Oedipus, the man who killed his father and impregnated his mother, has been blind all alongRead MoreUse of Blindness in Oedipus the King Essay920 Words   |  4 Pagesin his plays, Wisdom stands out as the most impact full. After all, No law or ordinance is mightier than understanding(Plato 1/2). In the play Oedipus the King, Sophocles uses the blindness of Teriesias, Jocasta, and Oedipus to point out how understanding is far greater than vision alone. In the play Oedipus the King, Sophocles use the blindness of Teiresias to point out the great power behind wisdom and understand. Teiresias, by your art you read signs and secrets of the earth and the sky;Read MoreSight and Blindness in Oedipus the King Essay1048 Words   |  5 PagesThe Irony of Sight and Knowledge in Oedipus the King People equate ‘seeing’ to gaining knowledge. Expressions such as â€Å"I see† and â€Å"seeing truth† are used to express understanding of something, but is seeing really the same as knowing? In Oedipus the King, Oedipus’s inability to grasp the truth is despite the fact that he is physically able to see contrasts Teiresias’s knowledge of the truth even though he is blind. The irony of the blind man being knowledgeable, and the seer becomingRead MoreEssay on Sight and Blindness in Oedipus Rex1311 Words   |  6 PagesIn the play Oedipus Rex by Sophocles, the themes of sight and blindness are developed in a way to communicate to the reader that it is not eyesight itself, but insight that holds the key to truth and, without it, no amount of knowledge can help uncover that truth. Some may define insight as the ability to intuitively know what is going to happen, or simply as the capacity to understand the true nature of a situation. Bot h definitions hold a significant role in the play, not only for more obviousRead MoreEssay on Theme of Blindness in Sophocles Oedipus the King758 Words   |  4 PagesTheme of Blindness in Sophocles Oedipus the King Sophocles?s play, ?Oedipus the King? is one of the most well known of the Greek tragedies. The play?s interesting plot, along with the incredible way it is written are only two of the many reasons why two thousand years later, it is still being read and viewed. For those who are not familiar with the story of ?Oedipus the King?, it is written about the results of a curse put on King Oedipus which claims that he will murder his father and marryRead MoreVision and Blindness In Oedipus Tyrannus by Sophocles Essay660 Words   |  3 Pages The play Oedipus Tyrannus, written by Sophocles, is a play filled with symbols and irony involving the aspect of both vision and blindness. This aspect of the novel takes on an important role in the life of Oedipus, the ruler of Thebes. He originally feels as though he knows and sees everything, nevertheless, as the motto of the Oracle at Delphi states, he does not know thyself, as he will find out toward the end of the play. The notion of seeing and blindness becomes an important and ironicRead MoreThe True Vision of Blindness in Oedipus Rex by Sophocles Essay959 Words   |  4 Pagesthey are blind to it. In Oedipus Rex by Sophocles it is easy to see how blindness affects the transition of the story. It is said that blind people see â€Å"in a different manner† because they sense the world in a totally diferent way, such as Teiresias in the play. Oedipus Rex is a tragedy due to the content the Sophocles, the playwright, decided to include, first, murdering his father, ki ng Laius, then marrying his mother, Jocasta, and ending by blinding himself. Oedipus has been blinded to the truth

Monday, December 23, 2019

No Child Left Behind - 2624 Words

Introduction to this Paper The No Child Left Behind Act has stacked the deck against schools with special needs. At this point in time with the 2004 elections right around the corner, it seems that this Act is taking a lot of criticism for its rigid approach to the educational progress of our children today. No Child Left Behind has some wonderful goals and aspirations: to close the student achievement gap, make public schools accountable, set standards of excellence for every child, and put a qualified teacher in every classroom. (http://www.NCLB.gov) In this paper I will be discussing how this new law closes the student achievement gap and setting standards of excellence for every child using some of the psychological†¦show more content†¦The NCLB Act has a goal of closing the student achievement gap. (http://www.NCLB.gov) This gap is being measured by age or grade skill knowledge leading to what is called adequate yearly progress. (http://www.NCLB.gov) There are test given yearly in math, r eading and soon science to measure this progress. According to Piaget some children may not be cognitively ready for the type of assessment that these exams are measuring. So teachers feel the need to teach for the test. This creates a repeated experience therefore after time the practice of the test gets assimilated into the childs cognitive structural base. The test is therefore learned and not the subject matter. This in turns creates a false structural base in which new knowledge is built upon. Thus the student achievement gap is not closed it is widened. There are other areas where NCLB Act is flawed. The goal of setting a standard of excellence for every child (http://www.NCLB.gov) in this flawed because equality of family situations is assumed and that is not always the case. As teachers we can guarantee these standards in the classroom but we cannot do it in the family situations in the home. Introduction Part II- How Family Life Changes Cause a Flaw in this Law The functional groupings of families changed drastically from the 1920s to today in 2004. The American nuclear family has been dismantled and replaced by a grouping that is farShow MoreRelatedNo Child Left Behind958 Words   |  4 Pages Good intentions are no excuse to continue a fail policy. Since the No Child left Behind Act (NCLB) became in effect, teachers have been restricted to teach in a certain way. The No Child Left Behind Act of 2001, signed into law by President George W. Bush on January 8, 2002, which was a reauthorization of the Elementary and Secondary Education Act of 1965. President Bush once said; â€Å"education is the gateway to a hopeful future for America’s children. America relies on good teachersRead MoreThe No Child Left Behind1974 Words   |  8 Pagesorder to improve education in America, we have to go to the root of our problem in the school system and find better ways to enforce new rules and regulations that wouldn’t be detrimental to both students, schools, and educators alike. The No Child Left Behind (NCLB) Act is having a negative effect on our education system because it reduces the choices of schools for parents, and the distribution of qualified teachers. It also has a negative impact on the amount that kids are able to learn in schoolRead MoreNo Child Left Behind2277 Words   |  10 PagesIn the case of No Child Left Behind (N CLB), is politics the enemy of problem solving? By examining selected political controversies surrounding NCLB, it will be demonstrated that politics is the enemy. Since NCLB’s enactment, vast amounts of research literature and news stories have been published on its effects, which demonstrates the impact and debate generated by this law. The major goals of this bipartisan legislation were to improve student performance through standardized testing by usingRead More No Child Left Behind1472 Words   |  6 Pagesgone into many wars. Not just physical wars that I am considered about but also wars on education. The nation could destroy its own glory and way of the source of great future that it rely on by initiating a war on the minds of the children. No Child Left Behind (NCLB) is a federal education policy that was developed in 2001. (Lagana-Riordan and Aguilar 135). NCLB is a program designed to minimize the differences in the level of education that white or rich people get to poor African-American, HispanicRead MoreNo Child Left Behind555 Words   |  2 Pagesschools and their mission to build the mind and character of every child, from every background in every part of America.† Pr. George W. Bush. The No Child Left Behind Act has plenty of advantages such as: helping students with disabilities, guiding teachers and parents so that they can help the child, and push the child to succeed. Students with language disabilities will be at a disadvantage in reading. The No Child Left Behind has provides students with tutors and extra help with homework. PresidentRead MoreNo Child Left Behind Act1621 Words   |  7 Pages The support for the No Child Left Behind Act plummeted down shortly after the act passed. Many people supported the act at first simply because they supported the goals of the act, once they saw the results, their opinions changed. One of the biggest arguments towards No Child Left Behind is that it is unfair. People believed the resources of difference schools were unequal, and thought the Title 1 funding that the schools received should go to ensuring all schools had equal resources. Many peopleRead MoreThe No Child Left Behind Act1670 Words   |  7 PagesKentucky-SW 630 Abstract This literature review seeks to explore the Every Student Succeeds Act (2015), a bipartisan reauthorization and revision to the No Child Left Behind Act (2002). The Every Student Succeeds Act (ESSA) is the first law passed in fourteen years to address Reneeded changes to the No Child Left Behind Act (NCLB). Considered progressive and innovative at the time of its passage, NCLB was the most dramatic and aggressive legislation enacted in decades and afforded theRead MoreNo Child Left Behind Essays1062 Words   |  5 Pages LITERATURE REVIEW Rushton talks about the funding for the No Child Left Behind is being held back if the students don’t do well on the standardized tests. So if the students don’t do well on the testing the teachers are being affected in the way of how much they are getting paid, also affects the school districts funding. This is encouraging the teachers not to teach the way they should, but they are teaching in the way of let’s just make the students do well on the standardized tests. In thisRead MoreNo Child Left Behind Act1418 Words   |  6 Pagessystematic oppression. The flowing water of oppression floods poor schools; drowning students with dreams, and giving no mercy. The only ones safe from the water are the privileged, who are oblivious to the fact that it exists. George Bush s No Child Left Behind Act, which passed in 2002, mandated annual standardized testing in math and reading. If schools received insufficient scores, they were punished or shut down. This fueled the construed concept that a school is only doing well if the studentsRead MoreThe No Child Left Behind Act2120 Words   |  9 PagesWhen President George W. Bush signed the No Child Left Behind Act (NCLB) into law in 2002, the legislation had one goal-- to improve educational equity for all students in the United States by implementing standards for student achievement and school district and teacher performance. Before the No Child Left Behind Act, the program of study for most schools was developed and implemented by individual states and local communities’ school boards. Proponents of the NCLB believed that lax oversight

Sunday, December 15, 2019

Postmodernism Free Essays

First of all, it is important to be aware of the differences between postmodernism and modernism. While modernism always tries to find a new way to express something, postmodernism has no such concern. Modernism itself is representational, normative, original and Universalism. We will write a custom essay sample on Postmodernism or any similar topic only for you Order Now It has a linear progress. Postmodernism has no concern about being original. Moreover postmodernism claims that there is not possible way to create something brand new anymore. So, contrary to modernism’s originality, postmodernism is quotation based. It is simulation and relativistic. While it is common to encounter alienated self in postmodernism, there is a decanter self in postmodernism. It will be useful to adopt the major characteristics of postmodernism into the postmodern movies. In postmodern films, we usually do see barcaroles. Those barcaroles are inspired mostly from the past. It is possible to say that the postmodern films have a mission of recycling the past. Moreover, since the high and low culture got stuck in the modern times, it is not possible to come across a separated culture in postmodern films. Postmodern films bring them together and melt them in a pot. They do not have one specific genre. Genre-cross over is commonly recognized in postmodern movies. A postmodern movie can be attached to several genres at the same time. One of the major characteristics of postmodernism, quotation shows itself as intellectuality. It can also be engaged to non-linearity in some examples. Postmodern movies mostly contain references to other movies. That’s a major element of intellectuality. While it is common to recognize reference to other movies it is also possible for a postmodern movie to reflect upon its own process. Parodies and pastiches have also a major part in postmodern movies. We usually do see the parodies of horror movies. A postmodern film also bends the time and creates confusions over the time and space. By the time it also blurs the lines between dream and reality. Especially the hyper reality blurs the lines by creating a simulation of reality. Also the element, metrification is used in postmodern films. For instance if a character speaks directly to the audience, it can be said that one of the elements of metrification is used. Metrification breaks the spell of the movie. How to cite Postmodernism, Papers

Saturday, December 7, 2019

Ethics and Global Citizenship

Question: Discuss about the Ethics and Global Citizenship. Answer: Introduction: To be a global citizen, one is required to perform in an ethical and in a more industrious professional perspective. As a global citizen I have recently been involved in various operations supporting global development. The content of this paper is a self-reflection in relation to the professional ethics, awareness as well as other aspects of global citizenship. In the recent past I have worked with various institutions and organizations (Durkheim 2013). As revealed in the created ethic lens every step I make in my ethic journey is all about accepted every individual in the world regardless of their ethnicity. I have acquired the virtue of acceptance and work with various agencies to help every individual without selfish consideration of their background. I value my profession and observe ethical practices in every action I take in my life. I work currently with humanitarian organizations to ensure that everyone living in the world is equal before one another (Davis and Welton 2011). My main concern working with such institution and organizations is to ensure that the value of equality is given the priority, justice and fairness is achieved as well leaders to act with rationality. Through the virtue of being a global citizen, I do apply critical thinking concerning various situations which are just and reasonable in order to reduce whatsoever harmful our planet. As individual I have conducted a self-exploration of global citizenship themes and I have developed courage to be firm on what I accept as true as well as what others believe (Held 2006). As global citizen I have developed various techniques in interrogation and evaluation of ethics and the consequences which may arise from every choice and decision I make in life. In the recent past I have made decisions with deeper consideration of what may happen to the global nation as a result of my action. A portion of the exercises I have embraced while in these worldwide activity organizations excluding the sharpening authority choice and decisions incorporates: provision of support for the human rights at two phase level that is the worldwide and at the neighborhood level. Giving aid administrations to these nations has empowered me through with several assistance (Solomon 2012). I have been receiving assistance from other concerned organization to think of arrangements and come up with automatic answers for different components and issues which might be risky to both the global citizenship and national level citizenship. I am likewise at present taking part in the process of providing basic knowledge education to citizens in countries suffering from poor politics. I also spend part of my leisure time providing advice on basic leadership concerning global administration and governance justifying my stand as a global citizen. The mind I have created and my method for being is still shaded pat devotions a way of seeing things which are not considered to be legitimate as they used to be earlier. The qualities I have created as a global citizen does not permit me to move in reverse from the shroud that keeps me from all the more clear method for seeing the world (Durkheim 2013). As an individual strolling in the way of uprightness and morals I see the world not the same as the other universe of people who need ethics and. Together with others willing to take a similar way I work to locate a more manageable methods for worried with different associations everywhere throughout the world who have a similar perspective of a typical group of mankind everywhere throughout the world. The worldwide awareness is likewise concerned with the production of moral care in connection to both the occupation an individual is embracing and their need for global development. It is in this way evident that a large portion of my response and activities characterize me as one of the global citizen. After a clear check on my individual morals focal point I have generated in part one the reflection, it is evident that I have contemplated my morals journey and understood what global citizenship is all about. This understanding has also resulted from the information concerning global citizenship I do acquire through my education (Davis and Welton 2011). I have connected myself with different worldwide activity groups who share the same understanding of global citizenship and what it takes to come up with one united glob where individuals are concerned with the well-being of each other. In these associations, we use authority to and help citizens from various nations on the choice c oncerning leaders with abilities to assume activists parts in building the new worldwide governance and citizenship. As one of the worldwide subject I am as of now dealing with natural conservation. The main aim of this environmental conservation is to make the glob a united and making the planet a superior place to live. I am working with ecological researchers directing environment protection refinement, planting trees and encouraging rubbish accumulation and reusing. This happens at the neighborhood level focusing towards making the global natural environment the best habitat for human kind (Solomon 2012). To guarantee that the endeavors to save the worldwide environment is a win, these organizations and I lead guaranteed that each individual can receive and advance changes in every individual's conduct. In the later past I took an interest and contributed as a worldwide native in an expansive world compassionate help endeavors and association of the world social occasions to commend the assorted qualities of culture as far as music, expressions, social customs and the profound conventions. Apart from awareness, basic leadership is another imperative issue that an individual walking in the way of global citizenship ought to consider. Being a worldwide national obliges one to be able to acknowledge other individuals' assessments and regard every last individual living around (Lim 2008). Along these lines, settling on of choices needs and individual to profoundly and fundamentally think about the ramifications of the decisions ones faces and the results that may emerge from the made a move. As a worldwide subject I have been settling on choices evidently mindful that the autonomous method for my country is not out there in the realm of different people leaving in the worldwide world. What I need to consider when making a decision in regard to Global Citizenship In my life worldwide citizenship is a piece of my everyday life and I am connected to others everywhere throughout the world. In this way, before settling on any choice I need to consider that I am connected to the entire world, socially through broad communications and media transmission administrations, voyaging and through common developments. I need to likewise consider that my reality is associated with a few others politically by means of global and frameworks of political directions made to serve the world political field (Spitzeck and Hansen 2010). Before settling on choices as a person who has confidence in worldwide citizenship I need to comprehend the financial nature and take the planet as the environment that joins each being on the planet. As an identity strolling in the way of worldwide citizenship, I am mindful of the more extensive world and has built up my very own feeling parts as a worldwide national. One the parts I need to guarantee is the acknowledgment of different groups of people social practices and values. Aside from learning and authority of my own way of life I have additionally learnt a few other imperative qualities from different groups leaving in another nation (Isin 2013). The dressing in the past time used to various despite the fact that the design as another method for making word one place has as of late diminish dressing society. Despite the fact that the dressing society has been lessened I have learnt a great deal from the Mexican method for dressing which is constantly cutting edge and is adequate to practically every person on the planet. I have likewise learnt the utilization of eating sticks when eating and eating conduct from china. As a man I have learnt a few methods for getting things done from various nations. I have learnt political thoughts and social lifestyle from different nations. Being a worldwide resident has empowered me to acknowledge and put into practice different qualities learnt from alternate nations. Moral Reasoning and Erhical Decision Making Models Every country has got different social, cultural and traditional values cherished by individuals residing in that country. As an individual who believes in global citizenship I have respect and have respect for other peoples culture and opinions. I have learnt a lot from varied cultures (Isin 2013). I have learnt leadership qualities from various cultural practices in the world. In the recent past I visited some parts of world like Thailand where I learnt of cultural food recipes. I have also learnt about cultural code of dressing from various cultures. I have learnt a lot from traditional music cultures. As global citizen I have learnt of several sociocultural practices from several nations as well as political way of life. How I can make a decision on circumstance when residing in a country other than mine Different nations on the planet have a superior method for managing circumstances. Settling on of a correct choice relies on upon the qualities, social conventions, otherworldly and in addition the social existence of the general population living inside that country (Edwards and Gaventa 2014). For instance settling on choice in china concerning debasement will unique in relation to settling on a similar choice concerning same defilement plot. When I am confronted with defilement plot in china the choice to be made will follow the standards of the nation which firmly censure and lay harsh punishments on debasement. In this way settling on of a choice in china will require the sort of the move I make to be unforgiving to the dependable gatherings not at all like Australia where standards on defilement might be not that brutal contrasted with the Chinese (Lim 2008). It is consequently obvious that the sort of choices I make in Australia will be very not the same as those I make as individual leaving in another nation. Settling on of choice in this manner relies on upon accepts and comprehension of how the world functions in connection to estimations of every person. It is likewise essential to have as a primary concern the idea of worldwide citizenship and a moral perception when deciding. How the decision I make in Australia may be different from the one I might make in another country. The initial step I generally take while in another nation is to apply the learning of worldwide citizenship which includes appropriate comprehension of how the world function. I then mull over the qualities and social assorted qualities to maintain a strategic distance from shameful acts which may emerge subsequently of the decision of move I make (Solomon 2012). Settling on choice in a remote nation requires the information of how that nation function. For instance the helpful method for illuminating clashes requires the capable individual to comprehend the estimations of that nation and regard every gathering's sentiment. The last judgment must depend to the need and estimations of the gatherings. As an individual if confronted with a condition that obliges me to settle on a choice I would set aside opportunity to comprehend what both the gatherings esteem most and make a move which may not come about into negative impact to the worldwide environment and additionally to the country . References Durkheim, E., 2013. Professional ethics and civic morals. Routledge. Davis, J.R. and Welton, R.E., 2011. Professional ethics: Business students' perceptions. Journal of Business Ethics, 10(6), pp.451-463. Held, V., 2006. The ethics of care: Personal, political, and global. Oxford University Press on Demand. Solomon, R.C., 2012. Corporate roles, personal virtues: An Aristotelean approach to business ethics. Business Ethics Quarterly, 2(03), pp.317-339. Edwards, M. and Gaventa, J., 2014. Global citizen action. Routledge. Lim, C.P., 2008. Global citizenship education, school curriculum and games: Learning Mathematics, English and Science as a global citizen. Computers Education, 51(3), pp.1073-1093. Davies, L., 2006. Global citizenship: abstraction or framework for action?. Educational review, 58(1), pp.5-25. Spitzeck, H. and Hansen, E.G., 2010. Stakeholder governance: How stakeholders influence corporate decision making. Corporate Governance: The international journal of business in society, 10(4), pp.378-391. Isin, E.F., 2013. Democracy, citizenship and the global city. Routledge.

Friday, November 29, 2019

Burial Ceremonialism Essays - Recent African Origin Of Modern Humans

Burial Ceremonialism Throughout the course of human history, anthropological findings have assisted archeologists in creating an excellent archeological record. Findings such as burial ceremonialism and certain behaviors that accompany this humanlike ritual are factors that may aid archeologists in the creation of past records. Through the ritual of burial ceremonialism of our ancestors we are able to determine certain behaviors that may have been expressed by the participants. Such examples are our ancestors' view of death, its significance, and the mere fact that they exhibited humanlike practices. Thus, helping determine how similar they may have been to us. Archeologists have determined that the first group of ancestors to show any type of ritual burial ceremonialism was the Neandertals. "At sites such as Le Moustier, La Chapelle-aux-Saints, and La Ferrassie in France; Teshik-Tash in Uzbekistan; Shanindar in Iraq; and Amud, Tabun, and Kebara in Israel, there is evidence that shows that the Neandertals buried their dead in the ground" (175). It would have been much easier for the Neandertals to discard of their dead by ignoring it or leaving it in the woods or forest to be decomposed by natural processes and scavenging animals. This would then have shown that the Neandertals did not recognize the significance of death, but instead, Neandertals took it upon themselves to ceremonially bury their dead. Not only were the dead buried in the ground, but a certain position was assumed, which consisted of a flexed form in which their knees were drawn up to their chest and their arms bend in an upward position (175). One postulate as to why the Neandertals used this position was to "mimic the position of the fetus in the womb, which may have been used to symbolize death as the end of the circle of life (176)." Other forms have been found as well. An example of this is a skeleton of a Neandertal male, which was found in Kebara Cave in Israel. "This skeleton was intentionally buried, having been laid on his back in an east-west orientation, his head facing west" (182). Excavators found that his right arm was laid across his chest and his left arm on his stomach. Throughout the cave, animal bones showed evidence of gnawing by carnivorous animals, but the skeleton on the other hand showed no evidence of such damage what so ever. This lead excavators to believe that he was buried there by companions of some sort. It was completely intact with the exception of a missing cranium, which to this day still remains a mystery. This skeleton further proves to archeologists that our Neandertal ancestors recognized the significance of death. In addition to the fact that Neandertals recognized the significance of death, the skeleton provided additional insight into their culture. The Kebara skeleton, located in Kebara Cave in Israel, provided information to archeologists that Neandertals possessed the ability to speak due to a certain position of the hyoid bone in the throat. Excavators also found that the pelvic inlet size of a Neandertal differs from that of a modern day human. Before this finding in Kebara Cave, it was believed that the gestation period of a Neandertal female was greater than that of a modern human female, due to the different sizes of children at the same age. This is now known to be incorrect. "So the relatively large size of Neandertal children when compared to anatomically modern children of the same age is probably related to accelerated development after birth, not faster or longer parental development" (181). An additional behavior that has been recognized of the Neandertals is that they have many humanlike practices, one such ritual is that of ceremonial burials. Through this behavior, it has been found that Neandertals possessed the ability to show and feel compassion.. "The best, though not only, example comes from the skeleton of an adult male found in Shanidar Cave in Iraq" (174). In this cave, an individual was found that had experienced an incredible deal of trauma, consisting of severe damage to the left side of his head in which the eye socket had been impaired to the point of probable blindness. His right arm was smashed and partially amputated and his right leg showed signs of disease. Despite all this, the skeleton of this Neandertal man showed that he led quite an eventful life because of the amount of stress fractures in his bones. The only possible way for him to survive would have been with a great deal of help and understanding of his situation from his companions. Another example that

Monday, November 25, 2019

File Sharing essays

File Sharing essays Dont take something that doesnt belong to you. A common sentence many parents tell their children as theyre growing up. At that young age, usually the punishment was a timeout or something taken away. Yet we grow older, and thus the punishment is worse. Its now called stealing, and as they say, you do the crime, you pay the time. Stealing by law is illegal, so then I ask, well if thats the case, why do we have such a thing as file sharing. WWW..the first three letters on a website. The world wide web, and truly it is, the worldwide web. File sharing has most likely been around since the internet was, but back then it wasnt seen as too much of a threat, for only a few knew about it. Today though, millions turn on the computer and file share. So you ask, well how do we stop this. But to respond, I say, there is no way to stop it..all efforts are a waste of time and money, for the more you try to stop it, the more people will find a way against it. ****In the past year or so, the RIAA has tried to file lawsuits against those who illegally trade files on the internet. Though this may be true, why do we still have as many file shares out there today. According to the RIAA some 61 million people in just the US regularly share music online. In general the P2P (peer to peer) activity has not diminished. P2p traffic is likely to stay around and grow in the future. While the RIAA tries to stop this activity with its numerous lawsuits, one has to ask the question, how can they fairly sue people for their activities, and is their a way to guarantee all violators are prosecuted? Well no, there isnt. It will always be an unfair business, those trying to sue against file sharers. There is no way to guarantee the fairness of this. Too many people file share and will continue to file share. As long as there is internet service, we will have filesharing. *****Many say that money is lost in the music indus...

Friday, November 22, 2019

Hydrology hw 9 Assignment Example | Topics and Well Written Essays - 750 words

Hydrology hw 9 - Assignment Example High precipitation results into high surface runoffs which instantaneously increase the streams volume causing floods downstream, the data is generated using long- range radar systems and used to give Early warning systems on floods. Besides, there is also data on climate change and air quality over time and scale in the entire United States which determines the weather patterns. Describe what's available meteorological/hydrological information you have observed from the website at USGS’ Surface Water Information Pages: http://water.usgs.gov/osw/ The site provides data on surface water systems including the river systems, lakes, dams and other related surface water storage systems. This data (R.G. Wetzel & G.E. Likens) II used in analyzing the various surface characteristics such as surface water flows, surface water storages, and its effects on the human and natural environments. There are also data on the threatened and discontinued stream gages due to reasons. There is also information on stream flow measurements using various methods. This is very important in relaying accurate observations and prediction on stream characteristics such as changes in stream volumes, stream discharge, stream composition and velocity. Besides, there is information on climate change and changes in the global atmospheric systems used in making accurate prediction of the global water patterns, both atmospheric water systems, underground water systems as well as the surface water systems. Describe what you learned about both subjects on â€Å"Areal Precipitation Estimation† and â€Å"Hydrologic Loses: Initial Loss and Hydrologic Abstraction† The lesson on areal precipitation estimation is very important on a practical basis as it is very important in determining the surface water bud get. This can for the base line in relating water uses to water availability in different parts of the world. An estimate of the balance between the losses and inlets is a derivat ion for the surface water budget. What are bare, wet HSG’s minimum infiltration rates and other four infiltration estimate methods introduced in the class? Bare, wet HSG infiltration is one of the methods used in estimating infiltration rates referring to the mode of infiltration which takes place after the bare ground overland soil after thorough wetting. HSG is not determined by any other factor such as the effects of vegetation, land use types, ground conditions, slope angle, type of bedrocks among others. HSG however, varies from soil to soil depending on the soil characteristics in each case i.e. highest in loose sandy soils and lowest in clays. Infiltration estimation methods discussed in this class include the use of the Empirical Method: SCS (NRCS) Runoff Curve Number (CN). The curve number CN, is a function of five major variables including: function of land use, cover, soil classification, hydrologic conditions and antecedent runoff conditions. The equation is as sh own; where Q is runoff, P is rainfall, a is initial abstraction, S is potential maximum retention after run off begins, and CN is the curve number, percent of runoff. Holtan Equation, also known as Horton’s infiltration capacity estimation, is another method of estimating infiltration rates. The equation is; f = GI A Sab + fc Where â€Å"

Wednesday, November 20, 2019

Lockheed Martin Corporation Essay Example | Topics and Well Written Essays - 250 words

Lockheed Martin Corporation - Essay Example Ethics in sustainability, good citizenship, and asset responsibility are fundamental ethical standards that the corporation’ marketing team can use in convincing customers (Lamb, Hair & McDaniel, 2012). Ethical standards set by Lockheed Martin are among key aspects that help the company in luring large markets that it controls across the globe. Most of their ethical standards are elements that form good marketing gears for the marketing team. To acquirer long-term and continual market survival, the business must maintain high ethical standards. Tough rules on ethics are a good indication of competence and high standards of service provision.Lockheed Martin products face stiff competition from some of the major players in the aerospace industry such as Boeing. The only advantage that Lockheed Martin enjoys is customer confidence, even though Boeing also has its loyal customers (Lamb, Hair & McDaniel, 2012). The competing companies, in many cases, violate their set ethics to com pete favorably. Although violation of ethics may be beneficial in the short run, it affects the continuous customer loyalty.

Monday, November 18, 2019

Discuss, analyze, and evaluate Robert Frank's famous photo- New Oleans Research Paper

Discuss, analyze, and evaluate Robert Frank's famous photo- New Oleans - Research Paper Example ty, he happened to show the photographs to a writer named Jack Keruoac, who immediately agreed to give him a good write up in response to his photographic works. From then on, there was no turning back as he embarked on a fruitful an interesting journey of success. One of his most successful photographs was titled â€Å"New Orleans† that Frank clicked while he was on one of his holiday trips with his family. All through the journey he had taken out many photographs, in fact about 27,000 thousand of them of which the photograph titled ‘New Orleans’ was one. From these photographs Frank chose 83 images for a vote which he published in 1958 and titled ‘Les Americains.’ All of Frank’s photographs speak volumes as each character seems so lifelike and filled with emotion. This famous photograph that was titled â€Å"New Orleans† was one that has stood the test of time, just for the sheer way in which it was captured. The photograph portrays an acute consciousness of the prevailing conditions in America when discrimination and segregation were at its peak. Frank’s camera explicitly captures the essence of a segregated trolley car of New Orleans, which shows its passengers seated one behind the oth er. The passengers were five in number comprising of three white individuals and two who were black. The photograph speaks for itself because as soon as you cast eyes on it, you could easily make out the social injustice with which the black population was treated. This particular photograph is filled with melancholic meaning and evokes a sense of sincerity and truth of what America was during the 50’s. This photograph is one of Frank’s most popular ones and finds its honorable place in most of the exhibitions around the world. During the editing of the photographs for the book ‘The Americans’, he placed two of his best images together placing them on the same negatives. These photographs were â€Å"Canal Street - New Orleans  " and the shot was a reverse angle

Saturday, November 16, 2019

Qualitative Research Methods in Organisations

Qualitative Research Methods in Organisations Provide a justification for qualitative research in organisations Qualitative research is a field of inquiry in its own right. It crosscuts disciplines, fields and subject matters. A complex, interconnected family of terms, concepts, and assumptions surround the term qualitative research. These include the traditions associated with foundationalism, positivism, postfoundationalism, postpositivism, poststructuralism, and the many qualitative research perspectives, and/or methods connected to cultural and interpretive studies. (Denzin and Lincoln, 2000:2) qualitative researchers can access fascinating data by observing mundane settings or by finding everyday features in extraordinary settings. (Silverman, 2007:37) This essay provides a justification for the use of qualitative research methods in organisations. In the past, qualitative research methods have always been sidelined and quantitative research methods have been preferred for undertaking organisational research. One of the reasons for this is that qualitative research is always influenced by the researchers personal disposition. According to Creswell, Qualitative Research is a form of interpretive inquiry in which researchers make an interpretation of what they see, hear, and understand. Their interpretations cannot be separated from their own backgrounds, history, contexts, and prior understandings. (Creswell, 2009:176) Another reason for this is given by Silverman when he says that Policy makers and managers have been pushed away from ethnographic research because it takes a relatively long time to complete and appears to use unrepresentative samples. Even though some ethnographers are able to produce powerful arguments about what c an be read from a single, well researched, case, others muddy the waters by political posturing and by suggesting that they want no truck with conventional scientific standards. (Silverman, 2007:86) The pull of quantitative research for organisations is that it tends to define its research problems in a way that makes immediate sense to practitioners and administrators. (Silverman, 2007:86) More recently many organisations have started recognising the merits of using qualitative research methods to undertake research in the organisation. Qualitative research methods enable a thorough scrutiny of the researched topic which is not possible in quantitative research. Even within qualitative research, the researcher is provided with a vast range of options and opportunities for exploring diverse issues within the area of organisational research. What are the different methods used to adopt qualitative research? The most commonly known and most used method of qualitative research is ethnography which had its origins in social anthropology, with particular reference to the study of the culture of social groups and societies. The culture of a social group is made up of these complex networks of meaning and the key task of ethnography is to develop an interpretation and understanding of culture. (Thorpe and Holt, 2008) Ethnography can be described as a longitudinal research method that is often associated with participant observation, but can also draw on other research approaches such as contextual and historic analysis of secondary data published by or on the group being studied. The ethnographic approach to developing an in-depth understanding of peoples behaviour makes it well suited to studying organisations. (Marshan-Piekkari and Welch, 2004) But It bends reality considerably to imply that ethnography is today the main method of qualitative research and that observational material is the main data source. This is hardly surprising given the plethora of materials that invite our attention. These extend beyond what we can observe with our own eyes to what we can hear and see on recordings, what we can read in paper documents and electronically download on the internet, to what we can derive by asking questions in interviews or by providing various stimuli to focus groups. (Silverman, 2007:37) Grounded theory research, discourse analysis, deconstruction, content analysis, narrative method, action research (Humphreys, 2006), participatory enquiry, participant observation (Denzin and Lincoln, 2000), autoethnography, interviewing are just a few of the current approaches to qualitative data collection and analysis. All these methods are appropriately used in different forms of organisational research. I will be looking at autoethnography, grounded theory research, critical discourse analysis and the narrative approach towards qualitative research and will study the use of these methods in conducting organisational research. Autoethnography Ethnographers have started undertaking the observation of participation where they reflect on and critically engage with their own participation within the ethnographic frame thus giving birth to autoethnography. (Denzin and Lincoln, 2005:467) Karra and Philips have defined autoethnography as, the generation of theoretically relevant descriptions of a group to which one belongs based on a structured analysis of ones experiences and the experiences of others from ones groupIt is an attempt to produce sense from ones experience of a group that can be set down in a text and shared with interested others. It does not mean that the researcher studies only himself or herself, but that the researcher is an insider who can draw upon personal experience, cultural competence, and linguistic resources to frame and shape research in a way that an outsider cannot. (Karra and Phillips, 2008:547) Autoethnography has been very efficiently used by Karra and Phillips, in their article about internatio nal management researchers conducting studies in their own cultural context. They say that, autoethnography provides a methodological frame for understanding and managing their research. Even more importantly, it acts to sensitize the researcher to the importance of carefully managing the complex dynamics of this form of cross-cultural research including questions of authorial voice, role conflict, and power. (Karra and Phillips, 2008:543) Autoethnographic approaches have four important strengths- ease of access, reduced resource requirements, ease of establishing trust and rapport, and reduced problems with translation- but at the same time pose three important challenges- lack of critical distance, role conflict, and the limits of serendipity. (Karra and Phillips, 2008:541) The strengths of this mode of research are considerable and despite all the criticisms this method of qualitative research has acquired it can be used very successfully in organisational research where the need is to draw upon personal experiences. One of the uses of autoethnography is to allow another persons world of experience to inspire critical reflection on your own. (Ellis and Bochner, 1996:22) Experience is given a lot of importance in organisations and autoethnography enables the researcher and the organisation to use this experience in a positive manner and in a way which can be very beneficial to the organisation and its employees. Grounded Theory Grounded theory, developed by Glaser and Strauss, is a kind of theory generated from the data collected. The methodology refers to a style of conducting qualitative data analysis whose aim is to discover what kinds of concepts and hypotheses are relevant to the area one wishes to understand. Grounded theory, therefore, provides new insights into the understanding of social processes emerging from the context in which they occur, without forcing and adjusting the data to previous theoretical frameworks. (Cassell and Symon, 2004:242) Grounded theory is a method that is more appropriate for some questions than others. It is most suited to efforts to understand the process by which actors construct meaning out of intersubjective experience. Grounded theory should be used in a way that is logically consistent with key assumptions about social reality and how the reality is known. It is less appropriate to use grounded theory when you seek to make knowledge claims about an objective realit y, and more appropriate to do so when you want to make knowledge claims about how individuals interpret reality. (Suddaby, 2006:634) While the grounded theory approach appeared at a time when methods discourse was decidedly modernist, forty years of development reflect he paradigmatic plurality of current qualitative research. (Thorpe and Holt, 2008) The application of grounded theory in organisational research has been gaining popularity in recent times. This is because organisational psychology has been marked by a trend of moving from an individualistic point of view towards a more collective view. Grounded theory has been applied in studies focusing on organisational culture, organisational growth, change and innovation, team work and company survival to name a few. Grounded theory produces descriptions of organisational reality which elicit positive discussions around important themes in the organisation among the employees and, thus, form a basis for positive organisational development trends. (Cassell and Symon, 2004) Critical Discourse Analysis According to Cunliffe, Discourse analysis is a term covering a number of approaches to research that analyze language use. These approaches range from a focus on language itself, to a broader examination of the relationship between language use, social action and social theory. (Thorpe and Holt, 2008:81) Discourse analysis provides a theoretical and methodological framework for exploring the social production of organizational and interorganizational phenomena. (Phillips, Sewell and Jaynes, 2008:1) As a methodology, critical discourse analysis allows for the use of different kinds of methods in specific research projects. However, this kind of research in particular demands the ability to make sense of the linkages between specific textual characteristics and particular discourses on the one hand, and between the discourses and the relevant socio-cultural practices and historical developments on the other. This means that research of this type generally tends to favour in-depth scrut iny of and reflection on specific texts. (Marschan-Piekkari and Welch, 2004) Discourse analysis has become an increasingly popular method for examining the linguistic elements in the construction of social phenomena. It has been increasingly adopted by organization and management scholars interested in the social construction of specific organizational ideas or practices. (Varra, Kleymann and Seristo, 2004:3) There are three important problems facing researchers wishing to adopt a critical discourse perspective in their work. First, like ethnography, discourse analysis results in quite lengthy analyses that are often a poor fit with the requirements of journal editors. Second, discourse analysis often involves major data-management issues because of the volume of data that is often available. Finally, as this is a fairly new are of activity, there are few standard models available to follow. Developing innovative data analysis techniques for each study thus remains a final challenge facing researchers. (Phillips, Sewell and Jaynes, 2008) Narrative Approach According to Oswick, Narratives are an inevitable and unavoidable aspect of social life and, as such, are integral to the processes of managing and organizing. (Thorpe and Holt, 2008:141) Although the narrative approach is one with many merits which are being acknowledged by researchers, it is still a field in the making and is not very commonly used. Researchers new to this field will find a rich but diffuse tradition, multiple methodologies in various stages of development, and plenty of opportunities for exploring new ideas, methods and questions. (Denzin and Lincoln, 2005:651) A recognition that discourse is the principle means by which organization members create a coherent social reality that frames their sense of who they are has led to an increased interest in narrative approaches in organization studies. A narrative approach explicitly recognizes that, in organizations, language is the primary medium of social control and power, and that the analysis of linguistic practices is key to an understanding of how existing social and power relations are reproduced or transformed. (Humphreys and Brown, 2007) In the article, An Analysis of Corporate Social Responsibility at Credit Line: A Narrative Approach by Humphreys and Brown (2008), the authors adopted a narrative approach to the analysis of organizational processes in a bank, Credit Line, in order to explore how individuals in a financial institution dealt with relatively novel issues of corporate social responsibility. The authors used narratives to successfully draw attention to the plurivocity of orga nisational life. Use of qualitative research methods to undertake organisational research in a public sector organisation Public sector organisations are those organisations which are managed by the government. The main aim of these organisations is not to make a profit but to provide a service to the people under the government. Some example of public sector organisations are airports, public hospitals, railway stations, government run schools and colleges. Governments nowadays are looking to privatize most of the public sector organisations in order to increase their efficiency and effectiveness. Thus most of the above given examples have now been partially or completely privatised in most countries. Public sector organisations are common grounds for research amongst qualitative researchers. This could be due to the fact that public sector organisations are more easily accessible than the private sector organisations. Many public sector organisations have also started coming up with their own research and development department which undertakes the organisational research. In my opinion participant observation and interviewing together make an ideal combination to undertake organisational research within a public sector organisation or for that matter any organisation. The shortcomings of participant observations are covered by interviewing and vice versa. Thus, the two methods complement each other perfectly. Participant Observation The methodology of participant observation is appropriate for studies of almost every aspect of human existence. Through participant observation, it is possible to describe what goes on, who or what is involved, when and where things happen, how they occur, and why at least from the standpoint of participants things happen as they do in particular situations. (Jorgensen, 1989) Participant observation is one of the most popular ways of conducting fieldwork in an organisation. This is because through observation of the participants going through their daily routine researchers pick up information which they might not have access to in a more formal setting, an example of which is interviews. Participant observation can be of two types. In the first, the identity of the researcher is known to all and the researcher has a choice of forming relationships with the participants or to stand back and eavesdrop. This form of participant observation is ethically correct but the researchers pe rsonal disposition and identity may influence the participants behaviour and this may have an effect on the research material gathered. The second type of participant observation is covert participant observation where the identity of the researcher is hidden. This form of participant observation raises many ethical questions and is just another form of deception. Thus, covert participant observation should be avoided. The researchers ability to build relationships and develop rapport with subjects is crucial in participant observation. The danger here is that the researcher may feel so embedded and sympathetic to the group being studied that interpreting events objectively becomes difficult. Another demerit of participant observation is the time-consuming and open-ended nature of this kind of research which means it often doesnt get done. In a cost-conscious research climate in which specific and often short-term, definitive objectives are required to secure funding, sustained part icipation is a risky strategy. (Thorpe and Holt, 2008) Interviews The qualitative interview can be seen as a conversation with a purpose, where the interviewers aim is to obtain knowledge about the respondents world. (Thorpe and Holt, 2008:118) The goal of any qualitative research interview is to see the research topic from the perspective of the interviewee and to understand how and why they came to have this particular perspective. (Cassell and Symon, 2004) Interviewing is the most popular method of conducting organisational research. The method has three important advantages. Firstly, interviewers allow the researcher to discover new relationships or situations not previously conceived. Secondly, interview based research may be optimal when there is a small population of possible respondents as interviewers offer an opportunity to acquire a richness of information from each respondent. Finally, interviews may allow researchers to develop a deeper rapport with informants which is necessary to gain honest and accurate responses and to add insights that lay the groundwork for larger or follow-up studies. (Marschan-Piekkari and Welch, 2004) But the interviewing method also suffers from three disadvantages. Firstly, developing an interview guide, carrying out interviews and analysing their transcripts, are all highly time-consuming activities for the researchers. Secondly, qualitative interviews are also tiring to carry out as they involve considerable concentration from the interviewer. Thus, no more than three interviews, each of the duration of one hour, should be carried out in a day. Finally, interviews are also time-consuming for the interviewees and this may cause problems in recruiting participants in some organizations and occupations. The latest trends in interviewing have come some distance from structured questions; we have reached the point of the interview as negotiated text. Researchers are not invisible neutral entities; they are a part of the interaction we seek to study. Interviewers are increasingly seen as active participants in an interaction with respondents, and interviewers are seen as negotiated accomplishments of both interviewers and respondents that are shaped by the contexts and situations in which they take place. (Denzin and Lincoln, 2005) Depending on the type of organisational research which the public sector organisation needs to carry out and its goals and aims, either participant observation or interviewing or a combination of both the methods can be used appropriately in acquiring the required research material. Conclusion Thus, I conclude by saying that qualitative research methods have formed a niche for themselves in organisational research. The importance of organisational research is growing day by day and qualitative research methods are now an important part of organisational research. Although many forms of qualitative research make the use of figures and numbers to support a point of discussion, thus incorporating a characteristic of quantitative research methods, they also provide an in depth analysis on the topic of research and use one or more of the methodologies of qualitative research which include participant observation, interviewing, autoethnography, use of secondary data, grounded theory, ethnography, discourse analysis, narratives and rhetorical analysis. In this essay I introduced qualitative research and outlined its increasing importance in organisational research. I followed this up by describing approaches to qualitative research specifically concentrating on autoethnography, grounded theory, critical discourse analysis and the narrative approach, and critically analysing their use in organisational research. Finally, I concentrated on public sector organisations and why I think that participant observation and interviews are the best methods of qualitative research to undertake organisational research in public sector organisations. In doing this I feel that I have justified the use of qualitative research in organisations. References Cassell, C. Symon, G. (2004) Essential Guide to Qualitative Methods in Organizational Research. London: Sage Creswell, J.W. (2009) Research Design: Qualitative, Quantitative and Mixed Methods Approaches (Third Edition) Thousand Oaks: Sage Denzin, N.K. Lincoln, Y.S. (2000) Handbook of Qualitative Research (Second Edition). Thousand Oaks: Sage Denzin, N.K. Lincoln, Y.S. (2005) The SAGE Handbook of Qualitative Research (Third Edition). Thousand Oaks: Sage Ellis, C. and Bochner, A.P. (1996) Composing Ethnography: Alternative Forms of Qualitative Writing. Walnut Creek: Altamira Humphreys, M. (2006) Teaching qualitative research methods: Im beginning to see the light. Qualitative Research in Organisations and Management: An International Journal Vol. 1(3) 173-188 Humphreys, M. and Brown A.D. (2008) An Analysis of Corporate Social Responsibility at Credit Line: A Narrative Approach. Journal of Business Ethics Vol. 80 403-418 Jorgensen, D.L. (1989) Participant Observation: A Methodology for Human Studies London: Sage Karra, N. Phillips, N. (2008) Researching Back Home: International Management Research as Autoethnography. Organizational Research Methods Vol. 11(3) 541-561 Marschan-Piekkari, R. and Welch, C. (2004) Handbook of Qualitative Research Methods for International Business. Cheltenham:Edward Elgar Phillips, N., Sewell, G., and Jaynes S., (2008) Applying Critical Discourse Analysis in Strategic Management Research. Organizational Research Methods 1-30 Silverman, D (2007) A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research. London: Sage Suddaby, R (2006) From the Editors: What Grounded Theory is Not. Academy of Management Journal Vol. 49(4) 633-642 Thorpe, R. Holt, R. (2008) The Sage Dictionary of Qualitative Management Research. London: Sage Varaa, E., Kleymann, B., Seristo, H. (2004) Strategies as discursive constructions: The case of the airline alliances. Journal of Management Studies Vol. 41(1) 1-35

Wednesday, November 13, 2019

Karl Poppers Falsifiability Essay -- Scientific Method Science

Karl Popper's Falsifiability Sir Karl Popper's lecture was very thought provoking concerning "where to draw the line." Unlike most people, the validity of the theory was not his concern as much as how that validity is determined. This is an issue that really does not get the attention that it deserves. Popper's claims concerning, "When should a theory be ranked as scientific?" and "Is there a criterion for the scientific character or status of a theory?" seems to be put together in the following summary. At first Popper seems to just be criticizing the integrity of some sciences and/or scientists who nebulously back their vague and general theories with references to observations that may be inconclusive or scanty which they presumably call "scientific method." He cites Freud and Adler's psychological theories, as well as the socio-economic or historical theory or Karl Marx as theories in which "Whatever happens always confirms it." The overarching or oversimplification of these theories which seem to many to be a strength, for Popper was actually a weakness. With theories such as these anything could be interpreted into them (or the theory could be interpreted into the evidece). Thus, Popper came to the conclusion that unless a theory can be proven wrong, it cannot be labeled as scientific. He also claimed that risky predictions should be made and be testable. Also, confirming evidence should not count unless it is an attempt to falsify the theory. Now, Popper's concern the problem of the "logic of science" or the "logical problem of induction." Popper sees induction as having the same basic problem as the overgeneralization principle of the psychological, historic theories, ect. He regards no actual rule of induction ... ...et who is to determine the evidence and theory to determine whether it is ad hoc? More importantly, when interpreting this, no matter who does it, how will you get past induction when interpreting the theory and/or evidence? I seem to hop off the boat when Popper completely throws out induction. Induction may be used loosely, but Popper even quotes Born in saying "valid induction" putting it in the realm of logic (p. 25). I could understand being skeptical of personal inferences, but valid induction seems crucial. This happens to bring up another point. It is the "conjectures: to jump to conclusions--often after one single observation" that he cites as the way science is done (p. 25). Is this not diametrical opposed to his main point that we must be more stringent and not allow people with personal conjectures (like Freud or Marx) to call what they did science? Karl Popper's Falsifiability Essay -- Scientific Method Science Karl Popper's Falsifiability Sir Karl Popper's lecture was very thought provoking concerning "where to draw the line." Unlike most people, the validity of the theory was not his concern as much as how that validity is determined. This is an issue that really does not get the attention that it deserves. Popper's claims concerning, "When should a theory be ranked as scientific?" and "Is there a criterion for the scientific character or status of a theory?" seems to be put together in the following summary. At first Popper seems to just be criticizing the integrity of some sciences and/or scientists who nebulously back their vague and general theories with references to observations that may be inconclusive or scanty which they presumably call "scientific method." He cites Freud and Adler's psychological theories, as well as the socio-economic or historical theory or Karl Marx as theories in which "Whatever happens always confirms it." The overarching or oversimplification of these theories which seem to many to be a strength, for Popper was actually a weakness. With theories such as these anything could be interpreted into them (or the theory could be interpreted into the evidece). Thus, Popper came to the conclusion that unless a theory can be proven wrong, it cannot be labeled as scientific. He also claimed that risky predictions should be made and be testable. Also, confirming evidence should not count unless it is an attempt to falsify the theory. Now, Popper's concern the problem of the "logic of science" or the "logical problem of induction." Popper sees induction as having the same basic problem as the overgeneralization principle of the psychological, historic theories, ect. He regards no actual rule of induction ... ...et who is to determine the evidence and theory to determine whether it is ad hoc? More importantly, when interpreting this, no matter who does it, how will you get past induction when interpreting the theory and/or evidence? I seem to hop off the boat when Popper completely throws out induction. Induction may be used loosely, but Popper even quotes Born in saying "valid induction" putting it in the realm of logic (p. 25). I could understand being skeptical of personal inferences, but valid induction seems crucial. This happens to bring up another point. It is the "conjectures: to jump to conclusions--often after one single observation" that he cites as the way science is done (p. 25). Is this not diametrical opposed to his main point that we must be more stringent and not allow people with personal conjectures (like Freud or Marx) to call what they did science?

Monday, November 11, 2019

Great Soliloquies of Shakespeare †Research Methods Assignmnet Essay

Academically Shakespeare has created some of the most well-known works, literature, and characters in our field, one such example of a character whose existence resembles that of a double-edged sword to critics is Hamlet and his famous verse â€Å"To Be or not to Be: That is The Question†. This lead to research delving into the idea of Shakespeare’s characters being considered as so ‘human’ that they also communicate with their conscience through their soliloquies. Therefore how does one distinguish between a character’s persona among other characters and the character’s inner persona often labeled as the Conscience? In the opening part of his book Shakespeare: The Invention of the Human, Harold Bloom, who had taught the subject of Shakespeare and Shakespearean Literature and Performance at Yale for a long time, recommends that before Shakespeare, the characters in plays would unravel however not really expand and grow. On the off chance that a character simply expands, we already guess that we definitely know everything there is to know about them when they initially are showcased in front of an audience on stage or in the pages of a book. Their creators have denied them of the one element that would make them intriguing: the limit with regards to self-analyzing that may uncover something surprising to us readers as well as to the characters themselves. They show us little since they can’t bewilder us in any way, basically on the grounds that they can’t amaze themselves. This might be the present reality similar to the scholar who leaves an information session and thinks to himself , â€Å"Nothing I haven’t heard before,† and afterward says to themselves, â€Å"I figure I am what I am!† or â€Å"I have my way of doing things, and some people like it and some people don’t.† Shakespeare does not let us free so easily though. He insinuates to us that we are not just who we say we are, but rather are comprised of many clashing and obscuring parts. As Bloom claims, Shakespeare’s characters grow due to the fact that they can hear themselves talk, either to themselves or to other characters, and are in this way ready to re-examine themselves. By supplying his characters with elaborate inner worlds, Shakespeare treats us, 400 years ahead of Freud, to expert presentations of what to the academic ear sounds especially like self-revelation. There isn’t just one single Hamlet yet numerous. Subsequent to learning of his Father’s sudden death, he finds (in Soliloquies) that he can’t stand to stay as he is at that moment in time. He is so torn by his internal struggles of conscience that he considers, in maybe the most well-known discourse in all writing, the advantages and disadvantages of suicide (â€Å"To Be or Not To Be: THAT is the Q uestion.†). Shakespeare indicates to us through Hamlet and numerous other characters not just the sine qua non of human growth — that with a specific end goal to change ourselves we should first discover our true selves — yet also what that improvement sounds like, resembles, and feels like. He demonstrates to us that it is the moment when Hamlet is so close to falling into despair and spiraling out of control that he finally finds himself. In similar ways, the young Prince Hal, in Henry IV, Part 2, on getting the Throne, neglects his then friends (â€Å"Presume not that I am the thing I was†) and starts his Incredible change from degenerate ruler to King Henry V, Hero of Agincourt. *** In order to explore the theme of Consciousness in Shakespearean characters, one must first delve into the idea of what Consciousness is. Kant speaks of his Theory of Mind and Consciousness with regards to the concept of Apperception: â€Å"The most central and specifically Kantian concept of consciousness is that of apperception. It is argued that ‘apperception’ is not to be understood as self-consciousness or self-awareness. Rather, apperception is a capacity to be aware of one’s spontaneous activities, and it can be further analyzed as the ability to respond to rules and norms.† Therefore, ‘apperception’ assumes a focal part in Kant’s hypothetical reasoning as well as in his hypothesis. ‘Inward sense’ is another focal idea for Kant. In the primary studies and later works, Kant distinguishes the differences between apperception and inward sense: the inward sense is the awareness of what happens inside the brain instead of a pperception, which is the awareness of one’s exercises. These two ideas of awareness, ‘inward sense’ and ‘apperception’, produce two altogether different questions concerning the connection between cognizance and nature. From one viewpoint, there is the subject of how inward or mental nature is identified with physical nature; then again, there is the topic of how suddenness is identified with the entire of nature, internal nature and in addition external. So how does this apply itself to works such as Hamlet? Hamlet is riddled with inward and outward conflicts, which ultimately forges his path to his end. The internal clash experienced in Hamlet lies in the mental disgruntlement of the play’s main character, Hamlet himself. At an inside level, Hamlet is by all accounts postponing his vengeance since he is ‘divided’ by his mother’s treachery of his deceased father and her marriage to Claudius, which is a constant distraction to him. This inward distraction is inconsistent with the apparition’s request for retaliation. Tabassum Javed in â€Å"Perfect Idealism in Shakespeare’s Prince Hamlet† attributes Hamlet’s internal struggles to a conflict between his own despondency and the ghost’s insistence for retribution. Javed states, â€Å"He can save himself and Denmark by killing Claudius, but to kill Claudius is to act out his father’s wish and the disaster for Hamlet is that this course of action perfectly coincides with the solution of his own problem. Hamlet is torn between two courses of action, both equally painful† (327). To this reality, Hamlet’s inward distraction lies mainly with the connection between his mother and uncle. The principal line he expresses is, â€Å"a little more kin and less than kind† (Shakespeare I.2.65). Hamlet battles with the idea that his mother Gertrude could double-cross his father. The double-crossing of his father weighs heavily on Hamlet’s mind since he doesn’t know how to manage his subdued emotions about his mother and his own particular oedipal bitterness towards his father. Likewise, the mental stun of losing his father is expanded by an apparent disloyalty to the sacredness of marriage and family ties. Kawsar Uddin condenses Freudian investigations of Hamlet’s parental relationship expressing, â€Å"Hamlet in his unconscious had an incestuous desire for his mother and had a murderous desire towards his father† (695). In the conversation that takes place in Act 1 Scene 2, where his mother, Gertrude, questions Hamlet’s despondency his psychological state and inner conflict become very obvious and apparent; â€Å"If it is, why seems it so particular with thee? †¦ Seems, madam? Nay, it is. I know not ‘seems’ †¦ Together with all forms, moods, shapes of grief, †¦ That can denote me truly†¦ These indeed ‘seem,’†¦ For they are actions that a man might play†¦ But I have that within which passeth show, These but the trappings and the suits of woe† (line 74– 85). Hamlet communicates his actual mental anguish to his mother and is by all accounts shocked at her indifference and lack of dejection for her deceased husband. Hamlet’s issues with his mother turn into an internal whirlwind that pushes the story forward. Sandra Young discusses the idea of Hamlet suffering from a severe form of the Oedipus Complex in her essay â€Å"Recognising Hamlet.† Young contends, â€Å"â€Å"Oedipus offers an explanation for this vigorous Hamlet’s indecision in the matter of avenging his father’s death — he can’t kill the usurping Claudius because he unconsciously identifies with him† (14). The possibility that Hamlet immediately detests his uncle for killing his dad yet in the meantime is envious in an oedipal framework strikes at the heart of the internal anguish that Hamlet is experiencing from the absolute starting point of the play. After an encounter with his uncle and mom, he states, â€Å"Fie on ’t , ah fie!. Things rank and gross in nature possess it merely†¦ So loving to my mother is it her face too roughly!† (Act I, Scene 2, Lines 135– 141). He attests that the garden (his family) isn’t being kept and growing rampant and wild. He doesn’t express his discontent towards his mom however holds it inside enabling it to rot and push aside all forms of logic from his mind. The topic of birth-right to Hamlet isn’t just about taking his father’s place, but also the overthrow of his father’s powerful position on the throne with respect to his mother. It is this internal battle characterised by Hamlet’s delay of his father’s retaliation that enlightens the gathering of people into his inward battle. Javed clarifies, â€Å"Hamlet could be a man of decisive action, capable of anything — except the avenging of acts, his conscience intuited, that was in keeping with his own repressed desires†. This inward hesitancy between his deep-seeded hatred for his uncle who killed his father yet at the same time profound respect for doing what he may have wanted himself is indicated at in the content as he doubts the apparition of his father. At the point when the king’s ghost uncovers the killer, Hamlet asks, â€Å"O my prophetic soul! Mine uncle?† (Act I, Scene 5, line 41). Hamlet all of a sudden wavers to believe — and later act — when a couple of minutes before he was excitedly expressing how eager he was to exact his revenge in the name of the late king of Denmark. (Act I, Scene 5, line 29– 31). The give and take occurring inside Hamlet’s mind is quite substantial. His uncle and mother’s depraved relationship is despicable to him, as we have talked about beforehand and, yet, with regards to his uncle and exacting his vengeance on him, Hamlet can’t force himself to act, even leading him to muse over the idea of suicide in hi s epic soliloquy; â€Å"To be or Not To be, that is the Question†¦Ã¢â‚¬  (Act 3, Scene I, Line 57-92). The mental clash moves the powers of Hamlet and this play along and gives a vehicle to the plot to come to fruition internally and also, as we will see, outwardly. Hamlet has the essential components to build up the anguish inside yet additionally demonstrates that Shakespeare understands the many-sided quality of legitimate frameworks and the give and take of political power and position. At the core of the play the external clash circles around the topic of the crown and succession. Michael Taylor in â€Å"The Conflict in Hamlet† outlines this theory in a nutshell; â€Å"The essential conflict in Hamlet, I believe, is that between man as a victim of fate and as controller of his own destiny† (150). The topic of destiny identifies with Hamlet in connection with the Political Position of King. Driven by the ghost’s thirst for revenge (as well as his own) Hamlet actually contemplates escaping along with Claudius’ banishment to England. In this play, Shakespeare beautifully harmonizes and balances internal and external clash into his play. The major internal clash is set apart by Hamlet’s subdued wants and his refusal to trust his father’s apparition and later to rapidly retaliate for him. Hamlet, suffering from an almost debilitating oedipal complex, immediately is hollowed against a curbed want for his mother and envy of his uncle. He, who is engrossed continually by — what he describes — as the forbidden idea of his mother’s association with his uncle, harbors wants that he can’t put into words and that at last led him to delay his act of vengeance. In the meantime, the inward associates with the external and the fight for the crown of Denmark turn into the concentration of the outward clash. Dedication to the crown and the implications of who fairly merits the crown can be felt when King Claudius tells Valtemand, â€Å"Farewell, and let your haste commend your duty† (Act I, Scene 2, Line 39). The political play for the crown provides a perfect backdrop for the play, with the outward clash the moves the plot along. In this way, Shakespeare makes a show utilizing both internal and outward clash to connect with audiences that span the centuries. References; Bloom, Harold, â€Å"Hamlet† (New York: Chelsea House, 1990) Brook, Andrew, â€Å"Kant And The Mind† (Cambridge: Cambridge University Press, 1994) Heinämaa, Sara, and Martina Reuter, â€Å"Psychology And Philosophy† (Dordrecht: Springer Netherlands, 2009) Javed, Tabassum, â€Å"The Dialogue, V.8, No.3†, Perfect Idealism In Shakespeare’S Prince Hamlet, V. 8 (2013) Young, S, â€Å"Recognising Hamlet†, Shakespeare In Southern Africa, 26 (2014), 13 Zamir, Tzachi, â€Å"Shakespeare’s Hamlet†, 1st edn (Oxford University Press, 2018) Shurgot, Michael W, and Yu Jin Ko, â€Å"Shakespeare’s Sense Of Character† (London: Taylor and Francis, 2016) Talyor, Michael, â€Å"The Conflict In Hamlet†, The Shakespeare Quaterly, 22 (1971)

Saturday, November 9, 2019

Ethics in My Life Essays

Ethics in My Life Essays Ethics in My Life Essay Ethics in My Life Essay â€Å"Ethics† in my life. â€Å"Ethics† are many things. Ethics are personal and, at the same time, a very public display of your attitudes and beliefs. Ethics are not: a religion and a political stance. Ethics are also not something that can only be understood by extremely intelligent people. It is because of ethical beliefs that we humans may act differently in different in situations. Ethics can and do change, whether we are with family, at work, at a sports event, with friends, alone, etc. The list is endless. There are a couple of items about ethics that may seem a little confusing. First, some people believe that ethics are legal and binding; however, ethics are not the same as laws. Things that are legal may not be ethical, and things that are ethical may not be legal. For example: it may be illegal to assist a felon, but many people could not stand by and not provide assistance if the person was critically injured and dying. You should also know that in ethics there are no perfect explanation of right and wrong. Ethical values have a tremendous range. That is why it is so important for you to discover your ethical stances. What do you believe and why? It is impossible to teach someone ethics, but you can learn it. In my experience I had a personal situation when I came to the army. The first year of the army is always the hardest because of the moral and physical pressure. The soldiers who were in the army for the second year are the ones who put the new recruits through misery. They give them all the hard and embarrassing work. And during all this experience I felt horrible and brought down, I remember that feeling until this day. The next year when the new recruits arrived, I reminded myself at how bad I felt when I was one of the new guys, so I tried my best to treat all the new recruits the best possible way, because I knew how hard that was. After all this I started to understand the importance of good ethics and now my principle in life is, treat other how you want to be treated. We all have many different moments of embarrassment or bullying which might have happened when we were small or even now, it doesn’t have to be physically it could also be mentally and emotionally, but will we carry this anger around or will we turn this bad situation into a good one and help a friend in need.

Wednesday, November 6, 2019

Free Essays on Tuberculosis

Speech: Tuberculosis General Purpose: To inform those that don’t know the seriousness of tuberculosis and how not to take it likely because it is contagious. Specific purpose: To let everyone know exactly what is tuberculosis, how is it spreaded , the symptoms, and what they can do prevent it. Introduction: Attention getting material: I’m planning on showing the difference between a unaffected and a affected lung. Which will signify how bad tuberculosis really affects the lungs in the body when it has been affected with the disease. The whole purpose of this attention getter is to get everybody to see how important tuberculosis is and how important to get tested if haven’t done so already. I. Tuberculosis is an infectious disease. A. Over eight million cases of active TB occur in the world each year. B. TB attacks the lungs, but the infection can spread to other organs in the body. II. Tuberculosis is spread from person to person through the air. A. When people with TB in their lungs or throat cough, laugh, sneeze, sing, or even talk, the germs that cause TB may be spread into the air. B. The disease may occur within weeks after the primary infection or it may lie dormant for years before causing disease. III. A person with TB disease may feel perfectly healthy or may only have a Cough from time to time. A. TB comes with several symptoms. 1.cough 2.fever 3.fatigue 4.weight loss 5.coughing up blood 6.night sweats 7.diarrhea 8.chest pain IV. Find out if you’re infected with TB. A. Everyone should be skin tested at least once and know whether their test results is positive or negative.... Free Essays on Tuberculosis Free Essays on Tuberculosis Speech: Tuberculosis General Purpose: To inform those that don’t know the seriousness of tuberculosis and how not to take it likely because it is contagious. Specific purpose: To let everyone know exactly what is tuberculosis, how is it spreaded , the symptoms, and what they can do prevent it. Introduction: Attention getting material: I’m planning on showing the difference between a unaffected and a affected lung. Which will signify how bad tuberculosis really affects the lungs in the body when it has been affected with the disease. The whole purpose of this attention getter is to get everybody to see how important tuberculosis is and how important to get tested if haven’t done so already. I. Tuberculosis is an infectious disease. A. Over eight million cases of active TB occur in the world each year. B. TB attacks the lungs, but the infection can spread to other organs in the body. II. Tuberculosis is spread from person to person through the air. A. When people with TB in their lungs or throat cough, laugh, sneeze, sing, or even talk, the germs that cause TB may be spread into the air. B. The disease may occur within weeks after the primary infection or it may lie dormant for years before causing disease. III. A person with TB disease may feel perfectly healthy or may only have a Cough from time to time. A. TB comes with several symptoms. 1.cough 2.fever 3.fatigue 4.weight loss 5.coughing up blood 6.night sweats 7.diarrhea 8.chest pain IV. Find out if you’re infected with TB. A. Everyone should be skin tested at least once and know whether their test results is positive or negative....

Monday, November 4, 2019

Economics of Organisations TAKE HOME EXAM (For Second Writer) Essay

Economics of Organisations TAKE HOME EXAM (For Second Writer) - Essay Example When there is a team effort like this, you have information problems: it is hard to tell who is shirking. "The essence of the classical firm is identified here as a contractual structure with: 1) joint input production [team efforts]; 2) several input owners [e.g. each laborer owns himself]; 3) one party who is common to all the contracts of the joint inputs [the employer/owner]; 4) who has rights to renegotiate any input's contract independently of contracts with other input owners [e.g. can hire, fire, etc. to reward inputs that contribute more]; 5) who holds the residual claim [i.e. gets the "residual" income; see below]; and 6) who has the right to sell his central contractual residual status [i.e. can sell the company]." In earlier literature regarding the theory of the firm, many argued with Alchian and Demsetz. According to Organizations and Markets.com (2009 p. 1), "The striking insight of Alchian and Dernsetz (1972) and Jensen and Meckling (1976) is in viewing the firm as a set of contracts among factors of production. In effect, the firm is viewed as a team whose members act from self-interest but realize that their destinies depend to some extent on the survival of the team in its competition with other teams." Fama criticizes Alchian and Demsetz, however, for failing to eliminate the entrepreneur from the picture; their theory still includes an employer who, like an entrepreneur, polices shirking because he collects the benefits of doing so." Alchian and Demsetz had their own unique view of the firm. It is presented in the following diagram: Figure 2: Organizational Chart Source: Emerald Insight (2009 p. 1) Their arguments have their good points and their bad points. I do believe authority plays a large role in the success of organization and that too much authority and/or too little authority can certainly bring a firm down, but I also believe that information is way more than valuable to the rise of a firm, and therefore the cost of it is duly justified. I am just not sure at this point which is more important. Perhaps they are of equal importance. One could argue that every little function within an organization could make or break that organization. These are just two points of view that we are presented with. Perhaps a broader spectrum of ideas would help to justify one side or the other of the argument. The ideas would come from multiple departments within the organization instead of a few elite professionals. The broader the spectrum is from which to choose, the better conclusion one can make. References Alchian, AA. Principles of Professional Advancement 1996. Economic Inquiry, Vol. 34. Alchian, AA, JM Buchanan; H Demsetz, A Leijonhufyud, et.al. 1996. Economic Inquiry. Vol. 34. Alchian and Demsetz: Production, Information Costs, and Economic Organization 2009. Wikisum. Available at

Saturday, November 2, 2019

Analysis of Color Adjustment Movie Review Example | Topics and Well Written Essays - 1000 words - 7

Analysis of Color Adjustment - Movie Review Example Albeit with little variations, they still depict past â€Å"bad† images. The producer also brings to light the continuing identity crisis that continues in American television. He is able to contrast the ideal blacks depicted in sitcoms and sagas with the angrier, harsher ones presented in the news (Riggs et. al. 0:12). In a rather informative and straightforward manner, Marlon draws opinions from producers and stars from notable shows in the history of black television. He occasionally pauses to observe James Baldwin’s literature. Every one of the shows he discusses comes out as a show of both pride and pain. Tim Reid and Diahann Carroll, who were the main actors in popular television series significant in Mr. Riggs’ argument, openly talk about their varied response to â€Å"Amos ‘n’ and Andy†, a television show in which the N.A.A.C.P did say: â€Å"every temperament is either a crook or a clown.†(Riggs et. al. 0:32) As the film progresses, Ms. Carroll opens up about her family being adamant concerning not watching â€Å"Amos ‘n’ Andy.† It is only later that she could see the offensiveness in the show to see its humor (Riggs et. al. 0:25). With the chronological procession of the movie, it depicts Beulah, a jolly black servant who is committed to the white family who employs her. â€Å"That was a maid from Hollywood,† (Riggs et. al. 0:29) Esther, who starred in â€Å"Good Times† quips. In this case, she is referring to the Louse Beavers who was popularly called the grinning actress. She is the one responsible for making Beulah be acceptable to the white viewers. Beulah is black. The film, which debuted at the Anthropology Movie Archives, devoted attention to Nat Cole’s variety show. It signaled the initial non-comedic episodes that that starred black actors, but which was called off due to lack of sponsorship for an entire season.  Ã‚  

Thursday, October 31, 2019

Care analysis Acute Appendicitis of a 77 year old woman Research Paper

Care analysis Acute Appendicitis of a 77 year old woman - Research Paper Example This ultimately leads to accumulation of pus and necrotic tissue. In advanced cases, appendix can perforate and the pus can ooze into the peritoneal cavity leading to peritonitis, sepsis and other consequences (Craig, 2010). B. At least 4 symptoms of acute appendicitis. Answer the question why does the body develops each symptom? Explain the reason for the development of each symptom? Pain is the most important symptom in appendicitis. The pain typically begins in the navel and then shifts to right lower quadrant. Pain in umbilicus is related to inflammation of the peritoneum surrounding the appendix. Later, the whole organ gets inflammed and hence the pain shifts to the right lower quadrant, at the McBurney's point, the anatomical location of appendix. Nausea and vomiting are other important symptoms and occur due to irritation of the peritoneum covering the appendix. Fever is an indication of infection of the appendix and impending rupture due to accumulation of pus (Craig, 2010). C. The medications provided to the patient were (all intravenous) Protonix, magnesium sulfate, Unasyn, and Azactam, Lasix. Based on the symptoms written above why do you think the Dr. ordered these meds? Compared the treatment provided above with what the Medical-surgical literature of acute appendicitis says about managing this condition.

Tuesday, October 29, 2019

Mickey and Eddie Essay Example for Free

Mickey and Eddie Essay As part of our Drama GCSE unit on Blood |Brothers we were requires to use a vast amount of sills and drama techniques in order to improve our understanding of Blood Brothers; in order to do this we completed various exercises to develop our explorative skills. One of the improvisations we had to partake in was the re-enactment of the finale scene in Blood Brothers. As we had already seen the Blood Brothers production, this acted as both an advantage and a hindrance. This acted as an advantage as we had an idea of both characters and therefore an insight into how we could perform this re-enactment, however the disadvantage was that this may prevent us from having our control over the character, this may also prevent us from using our own imagination to interpret the character and their actions as we would have been heavily influenced to mimic what we had already seen. However though we already had familiarity with the production, as it had been a considerable amount of time from when we had seen the production, our drama teachers refreshed our memories by establishing a class discussion on the subject, and the main themes of Blood Brothers. As a group discussed the main themes, scenes and then discussed the finale scene into depth; while doing this we discussed what body language and facial expressions were used and what we all found particularly effective in the scene. Once we had completed our discussion, we were then given a time frame to work towards. Once we had dispersed into our groups we divided the roles in the scene amongst ourselves; Adrian as Eddie, I was Mickey, Tamara was Mrs Johnston and both Zion and Emma acted as the police officers. I felt that this particular exercise was particularly interesting and beneficial for us all; this is as we had a new insight and understanding of Blood Brothers on a higher level. Through the re-enactment of the Blood Brothers production I also found a new knowledge of each character, particular Mickey (the character I played), this is because as you take on the role and youre in a maximum involvement level you absorb the character and believe in the scene although it is actually happening. This lead to me felling more empathetic towards Mickey as I really felt able to relate to his feelings and his situation, therefore understanding what made him react in the way he did. Mickey reacted in the way he did as he was angry and felt completely betrayed by Eddie, his feelings werent helped by what hed already been through in prison and with him now having to be on medication. Our own re-enactment was fairly accurate to what we had seen in the reduction, however I genuinely feel that we added our own input and originality into the way the final scene was devised and appeared to be (this is inevitable as when you relate to a character, your own feelings and opinions are bound to show through). In our own finale, Adrian (Eddie) opened the scene by thanking the audience for being elected as councillor, while doing so my character then interrupts by running down the stairs and onto the stage. I felt that y my character (Mickey) running down the tiered seating stairs, the audience became more involved in the scene. My character then started pushing Eddie and shouting about his infidelity with Lynda, Eddie then tries to reassure Mickey and justify himself by claiming that both him and Linda are only friends. At this point my character becomes enraged and grabs him by his collar. In our re-enactment there was more physical violence and confrontation on Mickeys part, I felt that this would portray his rage more effectively. I also took a conscious decision to make Mickeys tone of voice, behaviour and body language very erratic; this was in order to portray t the audience that he wasnt in a completely stable state of mind. As b5h character continued in their confrontation, Eddie continues to try and make peace with Mickey and when it reaches the heightened tension of Mickey raising a gun to Eddies head, Mrs Johnston shouts stop and runs onto the scene. At this point both police officers run to the bottom of the stage from separate sides, a voice then circulates the room, saying we have you surrounded, put the gun down. At this point my character then starts to look around, suspicious about where the noise is emerging from; at this point I lower the gun. I feel this part of our re-enactment is particularly effective and original as all the other groups used the same approach as the one used in the production whereas in our own improvisation we devised it to appear as though the police have surrounded the building on the outside and are ready to burst in at any time. At this not Mrs Johnston (Tamara) then reveals to both Mickey and Eddie that they are literally Blood Brothers as they are twins that were separated at birth, at this point both brothers ask why, at this point Mrs Johnston continues to explain. However in the middle of her explanation Mickey makes his final outburst screaming that because of being with her hes ended up with no career or money whereas Eddie has managed to become some great councillor; Mrs Johnston then tries to calm Mickey down and t this point his voice raises, as does his hand and gun and he screams It should be me, at this point the gun goes off and Eddies killed. Meanwhile at the same point one of the police officers (Emma) emerges on scene and reacts to the sound of the bullet by shooting Mickey. I felt particular sympathy for the police offer that shot Mickey as she only reacted to the gun shot she had heard. I also feel that this particular situation gives the audience a real understanding into how difficult the job of a police officer can really be as they are often put in compromising situations in which quick instinct decisions have to be made. Another improvisation we re-enacted was the kids play scene. Our drama teachers explained that the purpose of this is to enable us to lose all inhibitions and feel in essence what its like to be a child again. We were then told about Starkravskis theory on the three essential skills tat needed in order for a person to be a god actor, the most important factor being that of naivatiae. This means to be in a child like state, oblivious to anyone there and t feel completely free, this is as children are extremely nai ve and innocent and with this they can believe in anything, allowing them to have a vivid imagination.