Avoiding Type 2 Diabetes - Free Essay Example

Sample details Pages: 5 Words: 1506 Downloads: 3 Date added: 2019/05/08 Category Health Essay Level High school Tags: Diabetes Essay Did you like this example? With the growing global epidemic of type 2 diabetes, people can do their part to avoid becoming a statistic of this disease. This disease is preventable with important daily routines. Among them include exercise, managing a healthy diet, increasing fiber intake, and maintaining a good sleep schedule. My initial diagnosis of this disease was anger and frustration, because the first thing that I remember saying to myself and my wife was, this cannot be happening, this disease should not have affected me. I got angry at myself because I had the opportunity to stop this disease from going full blown on me when I was diagnosed as being prediabetic. At that point is when I realized that I should have taken care of myself by eating healthier and exercising on a daily basis to have reduced the risk of being diagnosed with this disease. Don’t waste time! Our writers will create an original "Avoiding Type 2 Diabetes" essay for you Create order Once I got over the initial shock and anger stage, I began my journey of living with this disease by doing research and learning about the serious complications that can come out of this if I did not do my part to take care of my health. Going to support groups and gathering as much information as I could and establishing a daily exercise routine were one of the first steps that I did to begin to take control of my life and combating the serious long-term symptoms of type 2 diabetes. I had the opportunity to combat this disease when I was first diagnosed as being prediabetic. My doctor recommended me to make lifestyle changes to avoid type 2 diabetes, I told him that I would do them, but I did not listen and now I have to live with the consequences of being so stubborn and very naive. That is the main reason that this disease is so near and I wouldnt say dear to my heart because I failed at the prediabetes stage and I made a promise to my mom, dad, wife and daughter that I would do everything in my power to live a healthy and prolonged life without any major complications from this disease. My father was diagnosed with type 2 diabetes but it was way too late to try and help him neutralize or even control it. As his health began to deteriorate due to complications that were left untreated from this disease, doctors began by amputating one of his toes on his right foot that had contracted gangrene, they then proceeded to amputate a secondary toe, then his ankle, and eventually up to his knee before he succumbed to his ultimate death due to the complications that were brought on by this terrible disease. My father was and still is my hero today and that is why I want to show him that I can defeat or at least maintain this disease in check. I also made a promise to my wife and my now eighteen-year old daughter that I would do everything in my power to be there for both of them because I wanted to see my little girl grow up and eventually be able to walk her down the aisle when she decides to get married. Information accumulated by the Centers for Disease Control and Prevention (CDC) demonstrates that more than 100 million American adults have prediabetes or type 2 diabetes. (Masters par. 2). According to data from the CDC, of the 30.3 million Americans that have type 2 diabetes, 7.2 million, or 1 in 4 adults are not aware that they are currently living with this disorder. (Masters par. 3). Globally, these numbers are even more astounding. As of 2012, more than 371 million adults had diabetes with an astonishing 90% of these diabetes cases being diagnosed as type 2 diabetes. Forecasts are that by 2030, the number of people who will be diagnosed with this disease will rise to an estimate of 552 million adults worldwide. (Pratley par. 2). Due to these staggering statistics, diabetes has become one of the top ten leading causes of premature deaths mainly due to associated cardiovascular disease (CVD). (Pratley par. 2). In Richard E. Pratleys article, The Early Treatment of Type 2 Diabetes, he discusses that globally, type 2 diabetes is among the leading causes of early deaths among people who contract this disease. Even though there have been many medical advances in the health care industry, diabetes continues to be a major epidemic that is mainly due to associated cardiovascular disease (CVD). (Pratley par. 2). Type 2 diabetes has many complications that can be fatal if management of this disease is not taken seriously. Heart disease, stroke, kidney disease, blindness, nerve damage, leg and foot amputations, and even death are among the results that a person can wind up with if they do not manage this disease appropriately. Diabetes occurs in two stages with the initial one being a warning that you are at a high risk of being diagnosed with type 2 diabetes. The first stage is known as prediabetes, this stage occurs when your blood (glucose) sugar level is higher than normal but not yet high enough to be type 2 diabetes. At this point, if drastic lifestyle changes are not made by a person, then it will inevitably progress to type 2 diabetes. Good news is that by eating healthy foods, adding physical activity to your daily routine, and managing a healthy weight can help bring your blood (glucose) sugar level back to normal. The next stage is the full diagnosis of type 2 diabetes. Type 2 diabetes is diagnosed in a person when their A1C level is of at least 6.5 or higher on two separate occasions. A1C is a persons average blood (glucose) sugar levels over a two to three-month period. When a person is diagnosed with type 2 diabetes, it is because their body does not make enough insulin or the body cannot use the insulin it produces. Type 2 diabetes has many complications that can be fatal if management of this disease is not taken seriously. Heart disease, stroke, kidney disease, blindness, nerve damage, leg and foot amputations, and even death are among the results that a person can wind up with if they do not manage this disease appropriately. A person can prevent diagnosis of this disease through diet, exercise, weight control and, if needed, medication. For a healthy diet, a person can begin by reducing portion sizes, attempt to eat smaller portions. Attempt to keep chicken, meat, fish, and turkey rations to 3 ounces. (NIDDK par. 2). Drink a large glass of water about ten minutes prior to eating so you feel less hungry. (NIDDK par. 2) Choose to eat more vegetables, fruits, and whole grains. Cut back on high-fat foods like whole milk, cheeses, and fried foods. Utilize teaspoons, child-size forks, spoons and knives to assist you in taking smaller bites, therefore you eat less. (NIDDK par. 3). Eat slow, it takes approximately twenty minutes before your stomach sends a signal to your brain to let it know you are full. Incorporate music listening instead of TV viewing (people tend to eat more while they watch TV). (NIDDK par. 3). Exercising is a great way to burn calories and lose weight. Walking is the perfect way a person can begin to incorporate an exercise regimen to their daily lives. Begin with walking at least thirty minutes, five times a week. As you become a little bit more active, you can begin to incorporate bike riding, swimming, and even dancing into your daily routine. Maintain a continuous activity all day by using stairs instead of elevators and move around if possible. Strength training (lifting light weights) is very beneficial and you can do these types of exercises a couple of times a week. Lose weight and keep it off is the best way to avoid running the risk of being diagnosed with type 2 diabetes. A person should lose five to seven percent of their beginning weight. As an example, my weight was at 226.1 on November 1, I began to eat less and do a lot of walking (averaging 15K steps daily) and as of yesterday night, my weight had dropped to 217.6. I still need to get down to about 210 to lose the seven percent that I need to lose. Granted, I am already living with type 2 diabetes, but I am doing this to help myself feel healthier and overall feel much better than having those extra additional sixteen pounds that I had. Metformin is the medication most prescribed by doctors that along with lifestyle changes can help reduce a persons A1C blood sugar (glucose) levels. There are many ways that a person can incorporate a healthy diet, exercise, and maintain a healthy weight to avoid falling victim to this disease. A person should not make the same mistake I did and ignore the recommendations that your doctor tells you to do (lifestyle changes) before it is too late and you unfortunately are diagnosed with type 2 diabetes. A person that has a wife/husband and children should use his/her family as motivation to push themselves to eat healthier and exercise as a whole family, that way you can be the driving force behind protecting your family from this disease.

How Different Aspects Of Economics Affect The Consumer And...

Introduction To Economics Music Video Essay Caitlin Brice St. Petersburg College Abstract This essay will be explaining how different aspects of Economics affect the consumer and how helpful it is for people to understand them. Different economic ideas and concepts will be explained in detail and will include examples displaying how it applies to the average consumer. The vocabulary being explained will be terms that will indefinitely affect every consumer and will show how important it is for society to be familiar with economics. Introduction To Economics Music Video Essay Every consumer, whether they realize it or not, participate in activities that relate to economics. Purchasing gas, buying insurance, or†¦show more content†¦For a consumer, this means paying a lower price for goods than one would pay in any other market type (Pettinger 2012). An example of perfect competition can be seen in a small amount of wheat being grown by a farmer because no matter how much is grown, the market price will not change (O’Sullivan, Sheffrin, Perez 2014). Perfect c ompetition is helpful for a consumer because the prices are usually low and stable as demand meets with price to create equilibrium. The next topic discussed in the music video was monopolies (AP Econ Music Video Microeconomics SPHS 2009). A monopoly can be seen when the number of people selling is large, products being sold are different, and coming into and leaving the market is simple. Zero economic profit will be made by the competitor in the long run, but this still creates the issue of the consumer overpaying for goods and services (O’Sullivan, Sheffrin, Perez 2014). The consumer will not be able to replace the good because it is difficult to find substitutes for monopolized products (Manuel n.d.). Anti- trust laws were put into act in order to create fair competition between businesses (O’Sullivan, Sheffrin, Perez 2014) and this is positive for the consumer. The consumer needs to understand monopolies because there are many existing today and they can be harmfu l.

Most Important Line In Hamlet Essay Example For Students

Most Important Line In Hamlet Essay The most important line in Hamlet is, â€Å"The plays the thing, wherein Ill catch the conscience of the king. † (II, ii, 617). In the play, the issue of a clear conscience forms a key motif. When the conscience of the characters appears, it does so as a result of some action; as in the case of the aforementioned line, which follows Hamlets conversation with the player. This line is of particular significance because it ties action and its effect on the conscience of the characters. The nature of Hamlet is conscience, and action plays an important role in creating the development of the plot. No where is this development seen clearer than with Hamlet. The Princes development comes as a result of the self-evaluation of the actions that have taken place, and the ensuing actions that he takes are a clear result of this self-evaluation. So, in essence, the actions cause him to think of his conscience and then act upon these feelings. Hamlets several soliloquies are a testament to this method. His first soliloquy, following a conversation with his recently wed mother and uncle reflect the uneasiness he feels. He feels betrayed. O, most wicked speed, to post, with such dexterity to incestuous sheets but break my heart, for I must hold my tounge. † (I, ii, 156-159). Hamlets conscience tells him what is wrong-in this case, the hasty marriage-but he is ambivalent as to how to approach it; before he meets the ghost, silence is his method. When Hamlet meets his fathers ghost however, he feels sure of himself, and knows what he must do. As a result of the dialogue with the ghost, Hamlets conscience makes him feel that revenge is the best method to deal with the problems that face him. The consciences of Hamlet, and to a lesser extent, Claudius, affect their decisions in the play. However, both characters only question themselves after they have been prompted by some specific action or dialogue. By self-evaluation, the characters then make the conscious decision to take action with their feelings. An example of this is at the end of act II, following Hamlets conversation with the player. In the soliloquy to end the act (whereupon the most important line is derived), Hamlet questions his passion for the plot he has planned, and his conversation has clearly affected this ambivlance. However, after mulling over his passion- or lack thereof-towards his plot, Hamlet ends the soliloquy determined to carry out the play. Hamlet is questioning his allegiance to the â€Å"pact† he made with his father in Act I, but by the end of the soliloquy, he has a clearer conscience and knows what action he is to take. Claudius is prompted by the Murder of Gonzago to do penance for his sins. He does this to absolve himself of his guilty conscience, and it is the first time we see the king show any penitence towards the sins he committed, and it offers a different perspective towards Claudius. Although he is a man who is crafty and wicked in the play, and his actions following this confessional do little to offer anything to the contrary, it is possible to say that the penance is the action which follows a conscience mulling action by the king. At the beginning of Act III, Claudius states, â€Å"How smart a lash that speech doth give my conscience. † (III, i, 49-50). The remark is made in response to a statement by Polonius speaking of â€Å"sugaring the devil†, which Claudius alludes to himself. By doing this, the kings conscience is brought up because this is the first time he confesses to comitting the â€Å"crimes†. .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .postImageUrl , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .centered-text-area { min-height: 80px; position: relative; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:hover , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:visited , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:active { border:0!important; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .clearfix:after { content: ""; display: table; clear: both; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:active , .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .centered-text-area { width: 100%; position: relative ; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:hover .ctaButton { background-color: #34495E!important; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83 .u97afbb3c8a7c7a2f6cdeea0fa8f64c83-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u97afbb3c8a7c7a2f6cdeea0fa8f64c83:after { content: ""; display: block; clear: both; } READ: Shylock is a tragic figure, trapped by prejudice and driven to revenge by the treatment he receives EssayWith a little insight, even the actions of the king follow suit with the conscience to action motif. All of the soliloquies in Hamlet are prompted by some sort of action, and they all serve to clear the Princes conscience. From the aforementioned first soliloquy to his last soliloquy following his conversation with the captain of Fortinbras forces, Hamlets conscience is affected by some action. Hamlets decisions are keyed by pondering over his conscience and it is the decisions he makes which further the actions of the play. It is action which prompts Hamlet to mull ove r his conscience, and the clearing of his conscience which prompts action.

World History Change Gathers Steam 1800

World History: Change Gathers Steam: 1800-40 Essay French ideals and empire spread. Inspired by the ideals of the French Revolution, and supported by the expanding French armies, new republican regimes arose near France: the Batavian Republic in the Netherlands (1795-1806), the Helvetic Republic in Switzerland (1798-1803), the Cisalpine Republic in N Italy (1797-1805), the Ligurian Republic in Genoa (1797-1805), and the Parthenopean Republic in S Italy (1799). A Roman Republic existed briefly in 1798 after Pope Pius VI was arrested by French troops. In Italy and Germany, new nationalist sentiments were stimulated oth in imitation of and in reaction to developments in France (anti-French and anti-Jacobin peasant uprisings in Italy, 1796-99). From 1804, when Napoleon declared himself emperor, to 1812, a succession of military victories (Austerlitz, 1805; Jena, 1806) extended his control over most of Europe, through puppet states (Confederation of the Rhine united W German states for the first time and Grand Duchy of Warsaw revived Polish national hopes), expansion of the empire, and alliances. We will write a custom essay on World History: Change Gathers Steam: 1800-40 specifically for you for only $16.38 $13.9/page Order now Among the lasting reforms initiated under Napoleons absolutist reign were: establishment of the Bank of France, centralization of tax collection, odification of law along Roman models (Code Napoleon), and reform and extension of secondary and university education. In an 1801 concordat, the papacy recognized the effective autonomy of the French Catholic Church. Some 400,000 French soldiers were killed in the Napoleonic Wars, along with 600,000 foreign troops. Last gasp of old regime. Frances coastal blockade of Europe (Continental System) failed to neutralize Britain. The disastrous 1812 invasion of Russia exposed Napoleons overextension. After Napoleons 1814 exile at Elba, his armies were defeated (1815) at Waterloo, by British and Prussian roops. At the Congress of Vienna, the monarchs and princes of Europe redrew their boundaries, to the advantage of Prussia (in Saxony and the Ruhr), Austria (in Illyria and Venetia), and Russia (in Poland and Finland). British conquest of Dutch and French colonies (S Africa, Ceylon, Mauritius) was recognized, and France, under the restored Bourbons, retained its expanded 1792 borders. The settlement brought 50 years of international peace to Europe. But the Congress was unable to check the advance of liberal ideals and of nationalism among the smaller European nations. The 1825 Decembrist prising by liberal officers in Russia was easily suppressed. But an independence movement in Greece, stirred by commercial prosperity and a cultural revival, succeeded in expelling Ottoman rule by 1831, with the aid of Britain, France, and Russia. A constitutional monarchy was secured in France by the 1830 Revolution; Louis Philippe became king. The revolutionary contagion spread to Belgium, which gained its independence (1830) from the Dutch monarchy, to Poland, whose rebellion was defeated (1830-31) by Russia, and to Germany. Romanticism. A new style in intellectual and artistic life began to replace Neoclassicism and Rococo after the mid-18th cent. By the early 19th cent. , this style, Romanticism, had prevailed in the European world. Rousseau had begun the reaction against rationalism; in education (Emile, 1762) he stressed subjective spontaneity over regularized instruction. In Germany, Lessing (1729-81) and Herder (1744-1803) favorably compared the German folk song to classical forms and began a cult of Shakespeare, whose passion and natural wisdom was a model for the romantic Sturm und Drang (Storm and Stress) movement. Goethes Sorrows of Young Werther (1774) set the model for the tragic, passionate genius. A new interest in Gothic architecture in England after 1760 (Walpole, 1717-97) spread through Europe, associated with an aesthetic Christian and mystic revival (Blake, 1757-1827). Celtic, Norse, and German mythology and folk tales were revived or imitated (Macphersons Ossian translation, 1762; Grimms Fairy Tales, 1812-22). The medieval revival (Scotts Ivanhoe, 1819) led to a new interest in history, stressing national differences and organic growth (Carlyle, 1795-1881; Michelet, 1798-1874), corresponding to theories of natural evolution (Lamarcks Philosophie Zoologique, 1809; Lyells Geology, 1830-33). A reaction against classicism characterized the English romantic poets, beginning with Wordsworth (1770-1850). Revolution and war fed an obsession with freedom and conflict, expressed by both poets (Byron, 1788-1824; Hugo, 1802-85) and philosophers (Hegel, 1770-1831). Wild gardens replaced the formal French variety, and painters favored rural, stormy, and mountainous landscapes (Turner, 1775-1851; Constable, 1776-1837). Clothing became freer, with wigs, hoops, and ruffles discarded. Originality and genius were expected in the life as well as the work of nspired artists (Murgers Scenes from Bohemian Life, 1847-49). Exotic locales and themes (as in Gothic horror stories) were used in art and literature (Delacroix, 1798-1863; Poe, 1809-49). Music exhibited the new dramatic style and a breakdown of classical forms (Beethoven, 1770-1827). The use of folk melodies and modes aided the growth of distinct national traditions (Glinka in Russia, 1804-57). Latin America. Haiti, under the former slave Toussaint LOuverture, was the first Latin American independent state (1804). All the mainland Spanish colonies won their independence (1810-24), under such leaders as Bolivar 1783-1830). Brazil became an independent empire (1822) under the Portuguese prince regent. A new class of military officers divided power with large landholders and the church. United States. Heavy immigration and exploitation of ample natural resources fueled rapid economic growth. The spread of the franchise, public education, and antislavery sentiment were signs of a widespread democratic ethic. China. Failure to keep pace with Western arms technology exposed China to greater European influence and hampered efforts to bar imports of opium, which had damaged Chinese society and drained wealth overseas. .u6660753d3318798f3e93d2e0afddf2d9 , .u6660753d3318798f3e93d2e0afddf2d9 .postImageUrl , .u6660753d3318798f3e93d2e0afddf2d9 .centered-text-area { min-height: 80px; position: relative; } .u6660753d3318798f3e93d2e0afddf2d9 , .u6660753d3318798f3e93d2e0afddf2d9:hover , .u6660753d3318798f3e93d2e0afddf2d9:visited , .u6660753d3318798f3e93d2e0afddf2d9:active { border:0!important; } .u6660753d3318798f3e93d2e0afddf2d9 .clearfix:after { content: ""; display: table; clear: both; } .u6660753d3318798f3e93d2e0afddf2d9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6660753d3318798f3e93d2e0afddf2d9:active , .u6660753d3318798f3e93d2e0afddf2d9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6660753d3318798f3e93d2e0afddf2d9 .centered-text-area { width: 100%; position: relative ; } .u6660753d3318798f3e93d2e0afddf2d9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6660753d3318798f3e93d2e0afddf2d9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6660753d3318798f3e93d2e0afddf2d9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6660753d3318798f3e93d2e0afddf2d9:hover .ctaButton { background-color: #34495E!important; } .u6660753d3318798f3e93d2e0afddf2d9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6660753d3318798f3e93d2e0afddf2d9 .u6660753d3318798f3e93d2e0afddf2d9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6660753d3318798f3e93d2e0afddf2d9:after { content: ""; display: block; clear: both; } READ: Irish Research Paper EssayIn the Opium War (1839-42), Britain forced China to expand trade opportunities and to cede Hong Kong. Triumph of Progress: 1840-80 Idea of Progress. As a result of the cumulative scientific, economic, and political changes of the preceding eras, the idea took hold among literate people in the West that continuing growth and improvement was the usual state of human and natural life. Darwins statement of the theory of evolution and survival of the fittest (Origin of Species, 1859), defended by intellectuals and scientists against theological objections, was taken as confirmation that progress was the atural direction of life. The controversy helped define popular ideas of the dedicated scientist and ever-expanding human knowledge of and control over the world (Foucaults demonstration of earths rotation, 1851; Pasteurs germ theory, 1861). Liberals following Ricardo (1772-1823) in their faith that unrestrained competition would bring continuous economic expansion sought to adjust political life to the new social realities and believed that unregulated competition of ideas would yield truth (Mill, 1806-73). In England, successive reform bills (1832, 1867, 1884) gave representation to the new ndustrial towns and extended the franchise to the middle and lower classes and to Catholics, Dissenters, and Jews. On both sides of the Atlantic, reformists tried to improve conditions for the mentally ill (Dix, 1802-87), women (Anthony, 1820-1906), and prisoners. Slavery was barred in the British Empire (1833); the U. S. (1865); and Brazil (1888). Socialist theories based on ideas of human perfectibility or historical progress were widely disseminated. Utopian socialists such as Saint-Simon (1760-1825) envisaged an orderly, just society directed by a technocratic elite. A model factory town, New Lanark, Scotland, was set up by utopian Robert Owen (1771-1858), and utopian communal experiments were tried in the U. S. (Brook Farm, Mass. , 1841-47). Bakunins (1814-76) anarchism represented the opposite utopian extreme of total freedom. Marx (1818-83) posited the inevitable triumph of socialism in the industrial countries through a historical process of class conflict. Spread of industry. The technical processes and managerial innovations of the English industrial revolution spread to Europe (especially Germany) and the U. S. , causing an explosion of industrial production, demand for raw materials, and competition for markets. Inventors, both trained and self-educated, provided the means for larger-scale production (Bessemer steel, 1856; sewing machine, 1846). Many inventions were shown at the 1851 London Great Exhibition at the Crystal Palace, the theme of which was universal prosperity. Local specialization and long-distance trade were aided by a revolution in transportation and communication. Railroads were first introduced in the 1820s in England and the U. S. More than 150,000 mi of track had been laid worldwide by 1880, with another 100,000 mi laid in the next decade. Steamships were improved (Savannah crossed Atlantic, 1819). The telegraph, perfected by 1844 (Morse), connected the Old and New Worlds by cable in 1866 and quickened the pace of international commerce and politics. The first commercial telephone exchange went into operation in the U. S. in 1878. The new class of industrial workers, uprooted from their rural homes, lacked job security and suffered from dangerous overcrowded conditions at work and at home. Many responded by organizing trade unions (legalized in England, 1824; France, 1884). The U. S. Knights of Labor had 700,000 members by 1886. The First International (1864-76) tried to unite workers nternationally around a Marxist program. The quasi-Socialist Paris Commune uprising (1871) was violently suppressed. Factory Acts to reduce child labor and regulate conditions were passed (1833-50 in England). Social security measures were introduced by the Bismarck regime (1883-89) in Germany. Revolutions of 1848. Among the causes of the continent-wide revolutions were an international collapse of credit and resulting unemployment, bad harvests in 1845-47, and a cholera epidemic. The new urban proletariat and expanding bourgeoisie demanded a greater political role. Republics were roclaimed in France, Rome, and Venice. Nationalist feelings reached fever pitch in the Hapsburg empire, as Hungary declared independence under Kossuth, as a Slav Congress demanded equality, and as Piedmont tried to drive Austria from Lombardy. A national liberal assembly at Frankfurt called for German unification. But riots fueled bourgeois fears of socialism (Marx and Engels, Communist Manifesto, 1848), and peasants remained conservative. The old establishment the Papacy, the Hapsburgs with the help of the Czarist Russian army was able to rout the revolutionaries by 1849. The French Republic succumbed o a renewed monarchy by 1852 (Emperor Napoleon III). Great nations unified. Using the blood and iron tactics of Bismarck from 1862, Prussia controlled N Germany by 1867 (war with Denmark, 1864; Austria, 1866). After defeating France in 1870 (annexation of Alsace-Lorraine), it won the allegiance of S German states. .u626210629c09b8f756059b71ca099e62 , .u626210629c09b8f756059b71ca099e62 .postImageUrl , .u626210629c09b8f756059b71ca099e62 .centered-text-area { min-height: 80px; position: relative; } .u626210629c09b8f756059b71ca099e62 , .u626210629c09b8f756059b71ca099e62:hover , .u626210629c09b8f756059b71ca099e62:visited , .u626210629c09b8f756059b71ca099e62:active { border:0!important; } .u626210629c09b8f756059b71ca099e62 .clearfix:after { content: ""; display: table; clear: both; } .u626210629c09b8f756059b71ca099e62 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u626210629c09b8f756059b71ca099e62:active , .u626210629c09b8f756059b71ca099e62:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u626210629c09b8f756059b71ca099e62 .centered-text-area { width: 100%; position: relative ; } .u626210629c09b8f756059b71ca099e62 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u626210629c09b8f756059b71ca099e62 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u626210629c09b8f756059b71ca099e62 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u626210629c09b8f756059b71ca099e62:hover .ctaButton { background-color: #34495E!important; } .u626210629c09b8f756059b71ca099e62 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u626210629c09b8f756059b71ca099e62 .u626210629c09b8f756059b71ca099e62-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u626210629c09b8f756059b71ca099e62:after { content: ""; display: block; clear: both; } READ: In 1451, a boy named Christopher Columbus (See App EssayA new German Empire was proclaimed (1871). Italy, inspired by Mazzini (1805-72) and Garibaldi (1807-82), was unified by the reformed Piedmont kingdom through uprisings, plebiscites, and war. The U. S. , its area expanded after the 1846-48 Mexican War, defeated (1861-65) a secession attempt by slave states. The Canadian provinces were united in an autonomous Dominion of Canada (1867). Control in India was removed from the East India Co. and centralized under British administration after the 1857-58 Sepoy rebellion, laying the groundwork for the modern Indian State. Queen Victoria was named Empress of India (1876). Europe dominates Asia. The Ottoman Empire began to collapse in the face of Balkan nationalisms and European imperial incursions in N Africa (Suez Canal, 1869). The Turks had lost control of most of both regions by 1882. Russia completed its expansion S by 1884 (despite the temporary setback of he Crimean War with Turkey, Britain, and France, 1853-56), taking Turkestan, all the Caucasus, and Chinese areas in the E and sponsoring Balkan Slavs against the Turks. A succession of reformist and reactionary regimes presided over a slow modernization (serfs freed, 1861). Persian independence suffered as Russia and British India competed for influence. China was forced to sign a series of unequal treaties with European powers and Japan. Overpopulation and an inefficient dynasty brought misery and caused rebellions (Taiping, Muslims) leaving tens of millions dead. Japan was forced by the U. S. Commodore Perrys visits, 1853-54) and Europe to end its isolation. The Meiji restoration (1868) gave power to a Westernizing oligarchy. Intensified empire-building gave Burma to Britain (1824-85) and Indochina to France (1862-95). Christian missionary activity followed imperial and trade expansion in Asia. Respectability. The fine arts were expected to reflect and encourage the progress of morals and manners among the Victorians. Prudery, exaggerated delicacy, and familial piety were heralded by Bowdlers expurgated edition (1818) of Shakespeare. Government-supported mass education inculcated a ork ethic as a means to escape poverty (Horatio Alger, 1832-99). The official Beaux Arts school in Paris set an international style of imposing public buildings (Paris Opera, 1861-74; Vienna Opera, 1861-69) and uplifting statues (Bartholdis Statue of Liberty, 1884). Realist painting, influenced by photography (Daguerre, 1837), appealed to a new mass audience with social or historical narrative (Wilkie, 1785-1841; Poynter, 1836-1919) or with serious religious, moral, or social messages (pre-Raphaelites, Millets Angelus, 1858) often drawn from ordinary life. The Impressionists Monet, 1840-1926; Pissarro, 1830-1903; Renoir, 1841-1919) rejected the formalism, sentimentality, and precise techniques of academic art in favor of a spontaneous, undetailed rendering of the world through careful representation of the effect of natural light on objects. Realistic novelists presented the full panorama of social classes and personalities, but retained sentimentality and moral judgment (Dickens, 1812-70; Eliot, 1819-80; Tolstoy, 1828-1910; Balzac, 1799-1850). Veneer of Stability: 1880-1900 Imperialism triumphant. The vast African interior, visited by European xplorers (Barth, 1821-65; Livingstone, 1813-73), was conquered by the European powers in rapid, competitive thrusts from their coastal bases after 1880, mostly for domestic political and international strategic reasons. W African Muslim kingdoms (Fulani), Arab slave traders (Zanzibar), and Bantu military confederations (Zulu) were alike subdued. Only Christian Ethiopia (defeat of Italy, 1896) and Liberia resisted successfully. France (W Africa) and Britain (Cape to Cairo, Boer War, 1899-1902) were the major beneficiaries. The ideology of the white mans burden (Kipling, Barrack Room Ballads, 1892) or of a civilizing mission (France) justified the conquests. W European foreign capital investment soared to nearly $40 billion by 1914, but most was in E Europe (France, Germany), the Americas (Britain), and the Europeans colonies. The foundation of the modern interdependent world economy was laid, with cartels dominating raw material trade. An industrious world. Industrial and technological proficiency characterized the 2 new great powers Germany and the U. S. Coal and iron deposits enabled Germany to reach 2d or 3d place status in iron, steel, and shipbuilding by the 1900s. German electrical and chemical industries were world leaders. The U. S. post-Civil War boom (interrupted by panics 1884, 1893, 1896) was shaped by massive immigration from S and E Europe from 1880, government subsidy of railroads, and huge private monopolies (Standard Oil, 1870; U. S. Steel, 1901). The Spanish-American War, 1898 (Philippine Insurrection, 1899-1902), and the Open Door policy in China (1899) made the U. S. a world power. England led in urbanization (72% by 1890), with London the world capital of finance, insurance, and shipping. Sewer systems (Paris, 1850s), electric ubways (London, 1890), parks, and bargain department stores helped improve living standards for most of the urban population of the industrial world. Westernization of Asia. Asian reaction to European economic, military, and religious incursions took the form of imitation of Western techniques and adoption of Western ideas of progress and freedom. The Chinese self-strengthening movement of the 1860s and 70s included rail, port, and arsenal improvements and metal and textile mills. Reformers such as Kang Yu-wei (1858-1927) won liberalizing reforms in 1898, right after the European and Japanese scramble for concessions.

Teacher Emotional Management in the Classroom

Teacher Emotional Management in the Classroom Introduction Teacher burnout is a significant problem that affects effective delivery of educational services to students. Although there are many factors that contribute to teacher burnout, emotional reactions that teachers experience in classroom is one of the factors that cause burnout and emotional enervation.Advertising We will write a custom critical writing sample on Teacher Emotional Management in the Classroom specifically for you for only $16.05 $11/page Learn More Disruptive behaviors of students in classroom elicit unpleasant emotional reactions in teachers when they make appraisals and thus contribute to burnout. Teachers usually strain to comprehend disruptive behaviors in an attempt to bring order and appraisal of disruptive behaviors is emotionally taxing leading to burnout. Therefore, disruptive behavior in classroom is the main factor that contributes to teacher burnout since appraisal reactions elicit unpleasant emotions that are emotional ly taxing. According to Chang (2009), the purpose of the study, â€Å"Teacher Emotion Management in the Classroom: Appraisal, Regulation, and Coping†, is to explore how novice teachers appraise disruptive behaviors of students in classroom and how unpleasant emotional responses contribute to burnout (p.11). The study further investigates how teachers can cope with unpleasant emotions by regulation them to alleviate emotional exhaustion and subsequent burnout. The hypothesis of the study is that, effective emotional regulation of unpleasant emotions can significantly alleviate burnout that emanates from disruptive behaviors of students in classroom. The problem statement of the study is very appropriate since literature review confirms that teacher burnout is the major problem that affects effective delivery of educational services to students. When teachers are in classroom, they experience varied disruptive behaviors that trigger appraisal and consequently unpleasant emotion s. The unpleasant emotions cause emotional strain that leads to teacher burnout and thus interfere with effective delivery of services by teachers. The problem of teacher burnout due to disruptive behavior is therefore plausible because it has its basis on personal experience and literature review.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The purpose of the study is very objective as it aims at identifying disruptive behaviors and experiences of novice teachers with a view of formulating appropriate interventions of regulating unpleasant emotions emanating from teachers’ appraisals and subsequently preventing emotional exhaustion and burnout. The hypothesis of the study is clear and consistent with the objective of the study, which states that effective management and regulation of unpleasant emotions can help alleviate impacts of disruptive classroom behaviors of s tudents and thus prevent burnout in teachers. Moreover, for clarity, the study defined operational terms such as emotional appraisal, burnout, coping, emotional exhaustion, and emotional regulation amongst others. Definitions of operational terms enable readers to understand varied concepts and scope of the study. Methodology Process The study utilized online survey by selecting 555 novice teachers, females, 437, and males, 113, from a region of Midwestern United States. The online surveys targeted novice teachers who had teaching experience of 1-5 years and employed email as means of inviting and administering questionnaires to 4500 teachers. Out of the 4500 teachers, 713 teachers were willing to participate but only 555 filled their questionnaires accurately and thus participated in the study. To examine thoroughly how disruptive behaviors contribute to teacher burnout, the study design focused on general measurement and context-specific measurement. Concerning general measurement s, the study aimed at collecting data that depicts how teachers view unpleasant emotions, experience burnout, regulate motions, and efficacy of teaching. To obtain comprehensive data, the study employed scales such as emotional regulation questionnaire, sense of efficacy scale, and burnout scale in the administered questionnaires. Regarding context-specific measurement, participants identified and described a disruptive behavior that recently challenged them and further explained how they appraise and cope with unpleasant emotions.Advertising We will write a custom critical writing sample on Teacher Emotional Management in the Classroom specifically for you for only $16.05 $11/page Learn More In this case, to measure specific variables, the study used emotional appraisal scale, discrete scale, and coping scale. Ultimately, the study utilized statistical design of structured and closed questionnaire to enhance collection and analysis of the data. Evaluation Selection of 555 novice teachers was quite random thus eliminates selection bias that usually affect validity of research findings. Moreover, the survey targeted 4500 teachers using online surveys out of which 555 teachers qualified to participate in the study, hence signifies randomness in selection of participants. Furthermore, the online surveys are cost-effective and eliminate suggestive influence of interview on data collection. The study design that involved general and context-specific measurements is also appropriate because it focuses on both general views and recent personal experiences of novice teachers thus provide an in-depth focus of disruptive behaviors of students, appraisal tendencies of teachers, and regulation of unpleasant emotions. In the study, questionnaire was an integral component of the survey as it provided assessment of numerous variables and measurements using different scales such as emotional regulation scale, efficacy scale, appraisal scale, coping s cale, and discrete scale. Hence, different types of scales provided a broad perspective of collecting comprehensive data for analysis. Structured and closed form of questionnaires is appropriate in minimizing huge amount of data, which would otherwise be bulky if collected using other methods. Moreover, structured and closed questionnaire enhances statistical analysis of data and accurate determination of research findings. Results Process To analyze collected data effectively, the study employed technique of structural equation modeling (SEM) to determine relationship of various variables collected in survey. Structural equation modeling is a set of statistical techniques, which test how different variables and constructs of the study relate to each other. Using structural equation modeling, the study analyzed data in four steps viz. screening of data, model identification, model testing, and model estimation. Subsequently, the study used statistical package for social sciences (SP SS) to come up with various statistical analyses. Concerning presentation of the results, the study employed tables and figures in explaining research findings.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The tables presented how different scales rank varied parameters such as emotional regulation, coping, appraising disruptive behaviors, unpleasant emotions, burnout and efficacy of teaching. The figures demonstrated how various variables such as disruptive behaviors, teachers’ appraisals, unpleasant emotions, and regulation of emotions interact in bringing about emotional exhaustion and burnout in teachers. Thus, SEM and SPSS analyzed collected data and the findings presented using tables and figures. Evaluation Since the study used two hypothetical models viz. unpleasant emotions regulation model and process of coping model, SEM technique of analyzing numerous variables and establishing their relationships was quite appropriate. Given that the study has numerous questionnaires, which are also detailed, preliminary analysis using multiple statistical techniques of SEM provides a basis of carrying further analysis and drawing reliable inferences from research findings. Moreove r, the ordinal nature of data collected required statistical analysis package of SPSS, which is quite accurate and reliable in carrying out various statistical analyses. SPSS is appropriate in analyzing both descriptive and inferential statistics with regard to multiple variables that affect burnout, for instance disruptive behaviors, appraisals, unpleasant emotions, and burnout. The study also employed tables and figures in presentation of the results to enhance clarity. The figures demonstrated how hypothesized models and numerous variables interact, resulting into burnout. Therefore, tables and figures enhanced presentation of the research findings for readers to comprehend. Discussion Process The research findings were consistent with earlier findings dealing with emotional management and burnout among teachers. Moreover, the study has also added significant contribution to growing body of research on teachers’ emotions and burnout. Since the study established that novice teachers experience unpleasant emotions after appraising disruptive behaviors of students, it has demonstrated that unpleasant emotions considerably contribute to burnout in teachers. In this context, the study suggests that, unpleasant emotions emanate from disruptive behaviors of students that strain teachers’ appraisals and lead to burnout. The study further asserts that effective regulation of emotions can cushion teachers from experiencing unpleasant emotions and consequently alleviate burnout and thus, it has formulated a model that demonstrates how disruptive behaviors, teachers’ appraisals, emotional regulation, and burnout interact. In addition to educational importance of the study, it has also made considerable contribution to appraisal theory in terms of enhanced unpleasant emotions on secondary appraisals and that appraisal of disruptive behaviors elicits significant unpleasant emotions that contribute to burnout and emotional exhaustion. The study conclu sively found out that emotional regulation of unpleasant emotions due to disruptive behaviors in classroom determines extent of burnout in teachers. Evaluation The study findings were quite valid because the study employed different models to elucidate relationships between different variables that contribute or mediate burnout in classroom. Research design, random selection of participants, use of comprehensive models, and statistical techniques has considerably enhanced internal validity and credibility of the findings. However, the study has low external validity that limits generalization of the findings because the participants were novice teachers who had experience of 1-5 years, hence did not represent teachers across all ranges of experience. Moreover, it is difficult to generalize the findings because the study occurred in one state; moreover, it targeted only participants who can access internet and there was low response rate of questionnaires. Thus, the study has more in ternal validity as compared to external validity, hence limits extrapolation of the findings. Reference Chang, M. (2009). Teacher Emotional Management in the Classroom: Appraisals, Regulation, and Coping with Emotions. American Educational Research  Association, 1-122.

Bonnet Rouge

Phrygian Cap/Bonnet Rouge The Bonnet Rouge, also known as the Bonnet Phrygien / Phrygian Cap, was a red cap which began to be associated with the French Revolution in 1789. By 1791 it had become de rigueur for sans-culotte militants to wear one to show their loyalty and was widely used in propaganda. By 1792 it had been adopted by the government as an official symbol of the revolutionary state and has been resurrected at various moments of tension in French political history, right into the twentieth century. Design The Phrygian Cap has no brim and is soft and ‘limp’; it fits tightly around the head. Red versions became associated with the French Revolution. Sort of Origins In the early modern period of European history many works were written about life in ancient Rome and Greece, and in them appeared the Phrygian Cap. This was supposedly worn in the Anatolian region of Phrygian and developed into headwear of liberated slaves. Although the truth is confused and seems tenuous, the link between freedom from slavery and the Phrygian Cap was established in the early modern mind. Revolutionary Headwear Red Caps were soon used in France during moments of social unrest, and in 1675 there occurred a series of riots known to posterity as the Revolt of the Red Caps. What we don’t know is if the Liberty Cap was exported from these French tensions to the American Colonies, or whether it came back the other way, because red Liberty Caps were a part of American Revolutionary symbolism, from the Sons of Liberty to a seal of the US Senate. Either way, when a meeting of the Estates General in France in 1789 turned into one of the greatest revolutions in history the Phrygian Cap appeared.There are records showing the cap in use in 1789, but it really gained traction in 1790 and by 1791 was an essential symbol of the sans-culottes, whose legwear (after which they were named) and their headwear (the bonnet rouge) was a quasi-uniform showing the class and revolutionary fervor of working Parisians. The Goddess Liberty was shown wearing one, as was the symbol of the French nation Marianne, an d revolutionary soldiers wore them too. When Louis XVI was threatened in 1792 by a mob which broke into his residence they made him wear a cap, and when Louis was executed the cap only increased in importance, appearing pretty much everywhere that wanted to appear loyal. Revolutionary fervor (some might say madness) meant that by 1793 some politicians were made by law to wear one. Later Use However, after the Terror, the sans-culottes and the extremes of the revolution were out of favor with people who wanted a middle way, and the cap began to be replaced, partly to neuter opposition. This hasn’t stopped the Phrygian Cap reappearing: in the 1830 revolution and the rise of the July monarchy caps appeared, as they did during the revolution of 1848. The bonnet rouge remains an official symbol, used in France, and during recent times of tension in France, there have been news reports of Phrygian Caps appearing.

Reported earnings or actual earnings Essay Example | Topics and Well Written Essays - 2750 words

Reported earnings or actual earnings - Essay Example Companies employ accountants to make financial reports. Thus, from the perspective of accounting, what can we say on the situation? Are accountants being used by banks to misstate company profits? On a related point, how do we assess the â€Å"earning management techniques† with regard to their potential to be used by companies to understate company profits? In relation to the said issues, what do the professional ethics for accountants require for accounting professionals on the matter? What are some of the relevant literature on the issue? II. Literature review Some of the relevant materials on the subject matter being addressed by this work were the works of Mitre and Rodrigue (2002), Turner and Wheatley (2003), Laux (2003), and Lev (2003). Mitra and Rodrigue (2002, p. 185) defined earnings management as management’s â€Å"intentional and opportunistic manipulation of financial reports for personal gain†. According to Mitra and Rodriguqe (2002, p. ... 185) clarified that earnings management does not always a negative connotation because management may have implemented an earnings management to provide a conservative or more realistic earning figures based on the GAAP or Generally Accepted Accounting Principles. Mitra and Rodrigue explained (2002, p. 185) that opportunistic behaviour arise from earnings management because it is empirically difficult to differentiate earnings management that is opportunistic from what is done in the interest of a conservative portrayal of the company situation. The Mitra and Rodrigue (2002, p. 185) assessment is that management or researchers â€Å"generally take an opportunistic perspective† in view of the difficulty of separating legitimate from what is illegitimate in earnings management. Turner and Wheatley (2003, p. 61) acknowledged that current accounting principles, auditing standards, and SEC reporting regulations allow managers to implement an â€Å"inappropriate earnings management †. To support their claim, the authors identified 34 companies that published financial misstatements but which also corrected the misstatements a year later (Turner and Wheatley 2003, p. 61). According to the authors, management subsequent â€Å"correction† of â€Å"astute control over the creation of a misstatement† benefits a company just as a misstatement may have been deliberately made in the interest of the company. The authors narrated that the Financial Executives Research Foundation reported that the number of companies restating published financial statements due to an error were higher than earlier figures: the figure of 464 for the 3-year period 1998-2000 for the United States was higher than the earlier 10-year period (Turner and Wheatley 2003, p. 61). Turner and

Fairytale with Child Psychology Essay Example | Topics and Well Written Essays - 1500 words

Fairytale with Child Psychology - Essay Example eriences, though mostly in a metaphorical way, so that they automatically develop the required psychological flexibility to cope up with ever changing nature of the entire socio-cultural system. The most important contribution of fairytales in the context of child psychology development is its universality of approach, which helps a child to expand the horizon of his/her imagination. The adult world that children are about to enter is full of surprises and different types of attractions that may appear interesting primarily but at the same time, those also can create psychological problems if a child is incapable of being adapted to those aspects. A fairytale familiarizes a child withy such unknown fathoms of life through known objects and experiences so that he/she feels free to encounter the world with in a easeful manner; consequently, can appreciate everything that suits the process of his/her psychological development and denounce all those aspects that appear to hinder such pro cess (Kready 28-29). Thesis Statement: Fairytales, within its broad scope, encompass continuous overlapping of experience and non-experienced, familiar and unfamiliar, usual and unusual, finally leading into the creation of such an ambiance which churns out the humane spontaneity and in the longer run, helps to contribute in the larger social context, â€Å"The essence of the fairy tale is natural life in a spiritual world, the usual child in the unusual environment, or the unusual in the natural environment. The combination of the usual and unusual is the chief charm †¦ where a natural child wanders through a changing environment that is unusual† (Kready 29). The literary tradition of human civilization is fertile with numerous pieces of fairytale literature, among which certain pieces are considered as classics. The Beauty and the Beast, by Jeanne Marie, Le Prince de Beaumont, is one such example that transcends the barriers of time, place, action and attained the position of one of

The Turkish Gambit by Boris Akunin Essay Example for Free

The Turkish Gambit by Boris Akunin Essay The Turkish Gambit is the third novel by Boris Akunin to be translated from Russian to English. It is also the second novel among the Erast Fandorin detective-fiction masterpieces written by Akunin. This novel is set during 1877-1878 when the Russian-Ottoman war was marking its place in World History. It revolves around the search of protagonist Erast Petrovich Fandorin for a Turkish spy among the ranks of Russian soldiers. In his plight, he was accompanied by a female sidekick named Varvara Andreevna Varya Suvorova who has gone in Bulgaria to find her fiancà ©. The novel involves the death of Russian hussar officer Count Zurov and Officer Ivan Kazanzaki. Apparently, these deaths are very much planned by the Turkish- secret agent Anwar Effendi disguised as the French journalist Charles Paladin. Paladin’s story that he was able to see that the Turks were smaller in number may have been his chance to talk to this army and tell them that he was about to convince the Russians to attack Plevna with smaller troops. Thus, the Russian army attacked Plevna with no exact knowledge of the Turks’ strength. The death of Zurov occurred when he was ordered by Russian General Sobolev to fetch reinforcements from their headquarters as they were being beaten by the Turks during their battle at Plevna. This attack was lead by incorrect information from Paladin who said that the Turks were already on the losing end when in fact, they were gathering more strength against the Russian army. Zurov may have been killed on his way to their headquarters by Paladin as he was still in Bucharest where he killed Colonel Lukan (Lukan may have also been able to find out that Paladin was the spy) so as not to be able to call the said reinforcement.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Akunin’s novels that feature Fandorin, there is always a homosexual character that is usually blamed of a crime but ends up innocent. In The Turkish Gambit, this character is portrayed by a Russian Greek gay officer named Ivan Kazanzaki who was accused of treason. He was sent to jail and suffered because of this accusation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   But as Fandorin relayed what he found out about Paladin, Kazanzaki was proven innocent. The detective said that all along, it was Paladin who was causing so much trouble on the Russian army because of severe treachery. He revealed that no one from Paladin’s paper has ever seen him and why Paladin’s stories were filled with information at cities where Anwar was said to be located. He was also the one who changed Plevna to Nikopol on the telegram by distracting Peter Yablokov telling him that Varvara was at their place. It was Paladin who was supposed to be accused of treason and not Yablokov or Kazanzaki.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   And as the novel ended, with the problem on the espionage resolved, Akunin imparts another predicament to his readers as Fandorin was able to predict that although Russia was able to win over Turkey, they are still up to a new set of problems. And that is for sure is another installment of the Fandorin series that should be anticipated. SOURCES: Kiem, Elizabeth. â€Å"The Turkish Gambit by Boris Akunin: Random House†. Flak Magazine 1999-2006. 10 December 2006.http://www.flakmag.com/books/turkishgambit.html Weidenfeld Nicolson. â€Å"The tsar’s Man†. The Guardian 29 Jan. 2005. 10 December 2006. http://books.guardian.co.uk/reviews/crime/0,6121,1400851,00.html

Julius Caesar Essay: Reaching from the Grave -- Julius Caesar Essays

Reaching from the Grave of Julius Caesar It is assumed that the title of a work should reflect the nature of its content. The title should relate to the to the central influence which controls the flow of the work. Shakespeare's Julius Caesar seems to contradict that convention. Caesar meets his bloody end at the hands of conspirators in the first scene of Act III, barely halfway through the play. He is not the tragic hero; that distinction lies with Brutus and Cassius, around whom the play revolves before and after the assassination. This essay will show that although Caesar is not the hero of this tragedy, he certainly is the title character. Like the storm in the first scene of The Tempest, Caesar's victory over Pompey at the beginning of Julius Caesar sets the workings of the plot into motion. The plebians and senators become increasingly separated in their loyalties. In a time of brutal civil war, the plebians feel they need a single strong ruler such as Caesar. The senators, on the other hand, fear that he might become ambitious and continue killing off his competition, i.e., the senators themselves. At the celebration of Caesar's victory, Brutus remarks, "What means this shouting? I do fear the people choose Caesar for their king" (I.ii.78-79). Cassius turns bitter towards Caesar, because he thinks Caesar is physically weak, and deserves none of the praise that the public heaps upon him. Very early on, Cassius mistrusts Caesar, and becomes just as ambitious himself as he fears Caesar to be. Why, man, he doth bestride the narrow world Like a Colossus, and we petty men Walk under his huge legs and peep about To find ourselves dishonorable graves. Men at some time... ...art mighty yet! Thy spirit walks abroad, and turns our swords in our own proper entrails" (V.iii.94-96). Scene v shows Brutus finally giving in and joining his fellow senators in death, unable to bear the grief of their loss nor the guilt at killing Caesar in the first place. Thus Caesar, though dead and physically gone, remains a powerful presence throughout the second half of the play. The guilt that he inspires in the conspirators, and the vengeance he stirs up among the plebians, force the play to its tragic conclusion. This is the only way that Julius Caesar can remain the title character, by maintaining a powerful influence throughout the play, whether dead or alive. Shakespeare called the play Julius Caesar not because Caesar is the tragic hero, but because it is Caesar's ambition, his downfall, and his presence after death which cause the tragedy to occur.

Case Study Retailmax

Case Study RetailMax: Role for Cam Archer and Regan Kessel Elizabeth Smith Grand Canyon University, LDR 610 April 10, 2013 Everyone has power to some degree. French and Raven (1959) distinguished five types of power: referent power, expert power, reward power, coercive power, and legitimate power and with each of the five types, the stronger the basis of power the greater the power. Power is defined in terms of the influence a person has over the ability to change behavior, opinions, attitudes, goals, needs, and values (French & Raven, 1959).Cam Archer is in a position of power at RetailMax; she has the CEO’s support to accept either a more lucrative position in the Professional Services (PS) Department or a marketing position with Regan Kessel, the Vice President of Product Management and Marketing (PMM) (McGinn & Witter, 2006a). Which position will provide Archer with the power to meet her needs; will Kessel’s power be affected if Archer accepts the position within hi s department? The power bases and social influence of both Cam Archer and Regan Kessel will be evaluated to determine which of the two most effectively used their power sources.Cam Archer is in an interim position as a retail account executive with RetailMax, Inc. , a software company based in Boston. Upon graduating with her MBA from a leading business school, Cam began working for RetailMax, a company providing merchandise optimization software. While working in business development where she was responsible for managing strategic alliances and partnerships, RetailMax was forced to downsize and all areas that were not directly involved with making or selling software were laid off.Cam was asked to join the sales team, an avenue she was not interested in, but one she agreed to accept because of her belief and faith in the entrepreneurial culture and service commitment RetailMax could provide to retailers during the current recessionary period (McGinn & Witter, 2006a). Cam’s dedication, drive, sacrifice, and social influence paid off; within the first year of sales she had built solid internal and external customer bases. Cam’s potential power was great. She had the trust and respect of the executive team and the support to decide which position she would accept; her fate was in her own hands.Cam’s referent and expert power is recognized by the CEO when he recruits her to handle an emergency situation with a new RetailMax customer who was one of the largest â€Å"big-box† retailers in the country (McGinn & Kessel, 2006a). Regan Kessel, a seasoned software executive, was recruited by Todd Elman, CEO of RetailMax to head product management and marketing because of his task, knowledge, and personal power. Kessel was put in place during Elman’s turnaround of RetailMax, and upon assessing his team he determined his product managers did not have the time or skill set to develop a consistent and clear marketing message.Although Kess el had the legitimate power to determine a strategy for his marketing dilemma, the solution came through another avenue. An informal meeting with Elman and Archer led to a brainstorming session that produced a plan of how to move Cam into the marketing department and provided a product marketing strategy. A new position, Director of Product Marketing, would be created for Cam, a position that would utilize her knowledge and expertise (McGinn & Witter, 2006b).Kessel is in the position to create a competitive compensation package, will Cam’s gender influence Kessel’s decisions because of stereotypical gender roles? It does not appear that Kessel made compensation decisions based on Archer’s gender; instead, his desire was to come up with a fair proposal based on Archer’s current and potential financial successes for the company, her skills, education, and qualifications; the same factors he utilized in determining the salary base for each of his employees.B ut, Kessel was going to have to make a tough decision. What was he going to offer Archer to incentivize her to accept the Director position, and would there be negative social factors such as resentment and envy toward Archer for her relationship with the Executive team? Cam is in a position of power. Not only does she have power over which position she will take at RetailMax, she also has strong personal and relationship power with both internal and external customers in addition to her close and personal relationship with the CEO and VP of sales.Kessel also possesses strong relationship power, if Cam accepts the position in Professional Services; he knows he can quickly locate a qualified candidate to replace her because of his strong ties and connections in the industry. What assumptions did Kessel make regarding Cam, and what if any assumptions did Cam have regarding Kessel? Kessel is aware that Cam does not want to stay in sales and she is tired of all the travel, he knows she is ambitious and assumes his compensation package will have to match the package being offered by Mangini (McGinn & Witter, 2006b).Cam assumes Kessel may resent not being able to select his own candidate for the Director position. She has researched the salary structure for the product managers and assumes Kessel will offer her a compensation package that is in line with the market, but since her role will have a broader more strategic scope she hopes to be compensated for this. On the other hand if she accepts the professional service position she will not be in a position to receive any credit if she is able to help with the turnaround of a chaotic professional services department (McGinn & Witter, 2006a).Cam has a decision to make, which position will strengthen her power? While the professional service position provides the opportunity to work closely with customers, involves revenue generation activities, and connects her compensation to revenue goals, Cam knows the position wi ll require as much travel as her recent sales position, while the marketing position is a more stationary position which means the opportunity to reestablish friendships and social activities, something Cam has missed.Cam is also drawn to the marketing position because it moves her toward her career goals of being in management. Although Cam would not have any direct reports, she would work with all five product managers to develop and implement marketing strategies for the corporate level, a level with more social networking, power, and prestige (McGinn & Witter, 2006b). Should Kessel be concerned with Archer’s career advancement, Archer does have the â€Å"ear† of the CEO, a close working relationship with the VP ofSales, and now she is being recruited internally by another VP? The benefits of hiring Archer means Kessel will gain an intelligent, dedicated employee with proven success for RetailMax and whose social connections and charisma could bring positive attenti on and promotion to the department; while the deficits being related to the team’s morale and how they may respond to a socially connected internal transfer who had a position created for her.Hiring an external candidate at a lower salary opens up the opportunity for Kessel to reward his current employees with a pay raise above cost of living, something they have not received in two years (McGinn & Witter, 2006b). Kessel has a decision to make. Kessel has put together his compensation package and made Archer an offer. Kessel reminded Archer of the benefits of the position: limited travel, social benefits and stability, and career advancement along with offering her a compensation package of $138,000 (15% above the market) because of her experience and proven success record for RetailMax (McGinn & Witter, 2006b).Archer believes the marketing opportunity makes good use of her education and skills, meets her personal needs and career goals, and positions her with the power and i nformation sources for the company; because of this she believes this is the best choice for her. Upon evaluation of both case studies, Cam Archer used social power most effectively through taking career risks that not only helped to develop and enhance her skills, but which brought visibility and attention to her reputation for being an innovative and resourceful employee whose charisma and business acumen brought much success to RetailMax.References French, J. R. P. , & Raven, B. H. (1959). The bases of social power. In D. Cartwright (Ed. ), Studies in Social Power (pp. 259-269). Ann Arbor, MI: Institute for Social Research Retrieved from http://www. communicationcache. com/uploads/1/0/8/8/10887248/the_bases_of_social_power_-_chapter_20. pdf McGinn, K. , & Witter, D. (2006a). RetailMax: Role for Cam Archer. Boston, MA: Harvard Business School Publishing McGinn, K. , & Witter, D. (2006b). RetailMax: Role for Regan Kessel. Boston,

Extending High School

I don’t think high school should be extended to five years. Many students can barely make it past the first couple years. If high school is extended, then there will be an increase in the number of student dropouts. There will be a decrease in the number of high school graduates. Many students don’t like school, so an additional year may just be too much. Eventually, they will decide to drop out. More conflict will arise for those students who do not get along well with others. Most students think of school as a chore and not a privilege.They are desperate to get out of school. Adding another year will only discourage them in continuing their education. They will begin to feel like school will get them nowhere because they have been there for so long. Educationally speaking, there is little academic reason to extend high school. Increasing the time will only decrease the difficulty of the courses and not prepare students for college classes. Most middle schools do a gre at job in keeping students that want to excel in their studies get a head start for high school.In most districts, students who excel academically, and need less time in high school, have opportunities to take college level classes before graduating. If a student did not do well in high school, and decides to go back and receive his/her diploma, he/she can take remedial classes at a community college. They can then get a better job or begin their college education. Socially speaking, the school would then be a mix of students between the ages of fourteen and nineteen years of age. Social issues will arise between the younger and the older students because of the age difference between the groups.High school performs an important social role in guiding students through their teenage years. At eighteen years of age, a person is already an adult and should be socialized with adults, such as other college students or fellow employees. In conclusion, high school should continue to be fou r years. This extension will only make high school dull and unbearable for many students. It does not matter how many years a student stays in high school. It is the quality of learning and the students’ own will to succeed.

Australian School Excursion Policies Essays

Australian School Excursion Policies Essays Australian School Excursion Policies Essay Australian School Excursion Policies Essay An educational excursion is a student activity, organised by the school and approved by the principal or student council that will take place outside of the school grounds. School excursions play an important role in educating students based around the curriculum. In Australia, each state provides public schools with an Excursion Policy for all schools to abide by. The policy document used for this analysis is the Victorian Excursions Policy retrieved from the Victorian Government Education website, education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm. The apparent rationale of this policy is to ensure duty of care to the students with a safe environment and to prevent any foreseeable risks through careful planning and sound knowledge of everything involved in the school excursion. The policy also covers matters required during an emergency situation. The policy covers all aspects of duty of care for the students, teachers and others involved in the excursion. Planning plays a major role in the decisions of having an excursion. A policy is the main guideline for planning and covers all aspects that are important to maintaining a safe environment, including making decisions when unforeseen circumstances occur. Under section 4.4.2 headed school excursionsâ„ ¢, this covers many areas relevant. Under section 4.4.2.2 is information regarding approvals of any excursions. Appropriate approval, based on initial planning must be obtained by the school principal or school council prior to implementing pre-preparation of the excursion. Joint school excursions will need corresponding approval and planning consistently between principals of both schools. Section 4.4.2.2.4 obtains key aspects regarding selection of the venue for a camp or excursion activity. Areas of consideration and assessment are; health, hygiene and safety, building and facilities, activity equipment and the conduct of activities, certified qualifications of staff, participant supervision, emergency plans, fire precautions, first aid facilities, accreditation of camp site, quality assurance and consumer protection and references from other schools whom have already attended the venue are also of good value. These factors must be considered based on risk management principles. When considering a venue for the first time, it should be inspected by the teacher in charge of the excursion and constant discussions should take place with the camp manager in order to prepare risk management documentation. Further risk management criterion must be assessed when travel interstate or overseas is involved. Section 4.4.2.3, Emergency Management refers to a comprehensive process, which is put in place to ensure the safety of staff and students before, during and following an emergency situation. The Departmentâ„ ¢s requirements and guidelines relating to preparation and safety must be observed in the conduct of all excursions. Four key elements for the process of emergency management are preparedness, prevention, response and recovery (Roberts Stephens, 2002, p 3). Preparedness: the school should prepare an emergency management plan prior to an excursion covering all bases of foreseen and unforeseen circumstances that may occur. Prevention: the main part of a school plan is focused on strategies to help prevent emergencies. Response: Some emergencies are not preventable and therefore planning to minimise the effects of any emergencies that do occur. Recovery: is the process following an emergency where students and families may require support from available school resources (Roberts Stephens, 2002, p 3). Section 4.4.2.4 emphasises the importance of parental / guardian approval and information. They must be given clear, detailed and true information regarding all aspects of the excursion and then give the school written consent for their child to participate in the excursion. Section 4.4.2.5 covers the importance of retrieving confidential medical reports from the parents / guardians and these reports should be copied with one set going with the teacher in charge on the excursion and one set of copies obtained at the school. Section 4.4.2.6 and sections under 4.4.2.7 considers appropriate supervision, excursion staff and instructors that will be involved with the students on excursion. Matters to consider would be qualifications / experience, age / maturity, size of the group, ages of the students, nature / location of the excursion and activities that would be conducted throughout the excursion. In deciding what constitutes sufficient excursion staff, the principal should consider the factors listed above as well as the Safety Guidelines for Education Outdoors website. Section 4.4.2.8 is a guideline of staff-student ratios for different excursion types. Student behaviour and discipline under section 4.4.2.9 should correspond with the schoolâ„ ¢s student code of conduct, along with the state-wide Student Discipline Procedures 1994. Students and parents should understand the schools code of conduct and under extreme cases of misbehaviour the principal may decide that it is best for the child to return home. The parents will be informed and any expenses will be paid for by the parents of the student. Under sections of 4.4.2.10, 4.4.2.11 and 4.4.2.12 is detailed requirements regarding use of private transport. All students must be accompanied by a school staff member in any form of transport. Light aircraft must be a licensed charter operator with full liability insurance. Private motor vehicle transportation should be avoided at all times unless corresponding with an approved pre-licensed driver education program. Overseas travel requires further criteria and the smart traveller website should be checked for any travel warnings. A policy is a predetermined course of action which is established to provide the essential duty of care. This policy is important because it allows teacher to understand their roles and responsibilities within predefined limits with appropriate procedures to ensure the safety and to protect the rights of students. This policy identifies key activities and provides a choice of alternatives that can be used to guide their decision making process. This policy helps to control excursions in advanced and assists in preventing possible risks. The requirements of the policy is subject to the principal, school council, teachers and excursion supervisors, parents, students, venue staff and activity guides on the excursion. Everyone involved in the excursion needs to have a common understanding of the policy. Listed below are three hypothetical scenarios which the policy document would have impact on: Scenario One; A school takes the grade 6 students away on a 5 day camp. Teachers become concerned when one student repeatedly ignores safety rules which can put others at risk. After discussion with the school principal, it was decided to notify the parents of the studentsâ„ ¢ misbehaviour. On day 3 of the camp, the same student was found striking another student with considerable force. So, the teacher contacted the principal who arranged with parents to pick their child up. The decision was made because the student was causing significant risk to their peers.â„ ¢ Section 4.4.2.9 of the policy relates to student behaviour and discipline and that principal approval must be obtained before sending a misbehaved child home. Scenario Two; A class of grade 3 students were on a day excursion, bushwalking through a national park. A student gets bitten by a snake. The teacher immediately identifies the wound and applies a crepe pressure bandage and a splint as initial treatment. These items retrieved from the first aid kit provided by the national park (section 4.4.2.3.5). The rangers were contacted immediately to arrange a safe pick up for the student. Whilst waiting for the rangers, the other students were kept together in their groups with their selected supervisor (section 4.4.2.6). The rangers picked up the injured student assisted by one supervisor and returned to the educational centre at the national park where an ambulance was waiting, prearranged by the national park staff. The student was taken to the local hospital accompanied with a school supervisor. In the mean time, the school principal was notified who contacted the studentâ„ ¢s parents with continual up to date knowledge of the studentâ„ ¢s conditi on prior to their arrival at the hospital. The principal also contacted the Departmentâ„ ¢s Emergency and Security Management Unit (section 4.4.2.3.4). The student was soon released with appropriate medication with no serious condition. During recovery, the school had constant contact with the family.â„ ¢ This scenario covers all sections under 4.4.2.3 excursion emergency management. Scenario Three; A joint school camp was organised for grade 5 students for the duration of 5 days. Thorough planning between the two schools was conducted prior to camp approval and checks of the camp site were again conducted at arrival (section 4.4.2.2.4). Local authorities had already been informed of the school camps details and were given full contact details for the school management team at the camp. Unfortunately a deliberately lit fire occurred within the area and authorities immediately contacted the camp managers of the high fire dangers ahead with unpredictable wind changes. It was advised that an evacuation should be conducted as soon as possible. Evacuation plans had already been trialled and were put into action with students understanding the procedures instantly, the fire and police authorities lead the groups to a safe area (section 4.4.2.3). School supervisors stayed with their designated group at all times with continuous head counts conducted during the evacuation. The school pr incipals were immediately informed of the situation who then contacted the Departmentâ„ ¢s Emergency and Security Management Unit and the principal also informed all parents / guardians of updated knowledge of the studentâ„ ¢s safety (section 4.4.2.3.4). The students soon arrived safely back at school and once the dangers were lifted, all belongings were then returned. Students, camp supervisors and others involved in the camp had continuous support from the school during recovery (section 4.4.2.3). The State of Victoriaâ„ ¢s policy on school excursions is an essential guide for teachers to abide by to ensure that students are always protected by duty of care under all circumstances. Teachers should refer to this policy whenever conducting a curriculum based activity outside of the school grounds ensuring that the students are always in a safe environment. References: Medowie Public School. (2000) Educational Excursion Policy. Retrieved from medowie.ps.education.nsw.gov.au/policydocs.html Warrumbungle National Park. Judd, J. (1998) Safe Walking In The Warrumbungle National Park. Retrieved from www.warrumbung-e.schools.nsw.edu.au//safe%20walking%20booklet%20for%20web.pdf State of Victoria (Department of Education and Early Childhood Development) (2007) Student Safety Risk Management. Retrieved from education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm Roberts, M., Stephens, M. Department of Education and Training, Victoria. Emergency and Security Management Branch. (2002) Emergency Management in Schools Vic. Retrieved from aic.gov.au/en/events/aic%20upcoming%20events/2002/schools.aspx

Understanding Different Types of Colleges

Understanding Different Types of Colleges Colleges and universities in the United State can be divided into two categories: four-year colleges and two-year colleges. Within those categories, there are a variety of subdivisions and distinctions between schools. The following article explains the differences between types of colleges to help you make the best decision when considering your higher education options.   Key Takeaways Colleges and universities can be divided into two-year institutions and four-year institutions.Four-year institutions include public and private colleges and universities as well as liberal arts colleges.Two-year institutions include community colleges, trade schools, and for-profit universities.Other institutional distinctions include Historically Black Colleges and Universities, women’s colleges, and Tribal Colleges and Universities.   Four-Year Colleges A four-year college is an institution of higher learning that provides programs of study that take approximately four academic years to complete. Students that complete these programs earn bachelor’s degrees. Four-year colleges are the most common institutions of higher education in the United States. According to the National Center for Education Statistics (NCES), undergraduate enrollment in four-year colleges is 65 percent, nearly 11 million students. These institutions often include strong student communities, complete with sports teams and extracurricular activities, students clubs and organizations, student body leadership, on-campus housing opportunities, Greek life, and more.  Harvard University, University of Michigan, Carroll College, and Bates College are all examples of four-year institutions, though they are all different types of colleges.   Public vs. Private Public colleges and universities are owned and operated by the state board of education within the state where the college is located. Funding for public institutions comes from state and federal taxes, as well as student tuition and fees, and private donors. Boise State University and the University of California are examples of public universities. Private institutions are owned and operated by individuals or organizations and do not receive federal or state funding. Private institutions often receive funding from alumni and corporate and individual donations. Though private institutions are not operated by the state in which they are located, they must still meet state and federal criteria in order to be accredited academic institutions. Yale University and Notre Dame University are examples of private universities. College vs. University   Traditionally, a college was a small, often private institution that only offered undergraduate programs, while universities were larger institutions that offered undergraduate, graduate, and doctoral degrees. Since these two terms have been commonly used to describe four-year institutions- and many small colleges began offering graduate and doctoral degree programs- the terms college and university are now completely interchangeable.  Ã‚   Liberal Arts Colleges Liberal arts colleges are four-year institutions that focus on the liberal arts: humanities, social and physical sciences, and mathematics. Liberal arts colleges are often small, private institutions with higher tuition rates and lower student-to-teacher ratios. Students at liberal arts colleges are encouraged to engage in interdisciplinary academia. Swarthmore College and Middlebury College are examples of liberal arts colleges.   Two-Year Colleges Two-year colleges provide lower-level higher education, commonly known as continuing education. Students that complete programs at two-year institutions can receive certifications or associates degrees. Hudson County Community College, Fox Valley Technical College, and the University of Phoenix are different examples of two-year institutions. Approximately 35 percent of undergraduates are enrolled in two-year institutions, according to the NCES. Many students choose to enroll in two-year institutions to obtain associate’s (or two-year) degrees before attending a bigger, often more expensive four-year institution to obtain a bachelor’s degree.  This cuts down on the cost of general education requirements, making college more achievable for many students. Other undergraduates enroll in two-year programs because they provide job-specific training and a direct pathway to a career.  Ã‚   Community Colleges Sometimes called junior college, community colleges offer higher education opportunities within communities. These courses are often geared toward working professionals, with classes offered outside of regular working hours. Students often use community colleges to gain job-specific certifications or as affordable stepping stones for completing bachelor’s degrees. Western Wyoming Community College and Odessa College are examples of community or junior colleges.   Trade Schools Also called vocational schools or technical colleges, trade schools provide technical skills for specific careers. Students that complete trade school programs can move directly into the workforce with ease. Students at trade schools often become dental hygienists, electricians, plumbers, computer technicians, and more. North Central Kansas Technical College and the State Technical College of Missouri are both examples of trade schools. For-Profit Schools For-profit colleges are educational institutions that are privately owned and operated. They run like a business, selling education as the product. For-profit schools can provide bachelor’s and master’s degrees, as well as technical education, though these programs are often offered online or via distance learning. According to the NCES, enrollment in for-profit institutions has increased by 109 percent since 2000, though that number has been declining since the financial crisis in 2007.   Other Types of Colleges Schools either fall into the two or four-year college categories, but there are a variety of other distinctions between colleges that make the campuses stand out. Historically Black Colleges and Universities Historically Black College and Universities, or HBCUs, are educational institutions founded before the Civil Rights Act of 1964 with the goal of providing higher education to African-American students. There are 101 HBCUs in the United States, both private and public. HBCUs admit students of all ethnicities. Howard University and Morehouse College are examples of HBCUs. Women’s Colleges Women’s colleges are education institutions founded to provide single-sex education for women; these institutions only admit female students. Traditionally, women’s colleges prepared women for assigned societal roles, such as teaching, but they evolved into degree-granting academic institutions after World War II. There are 38 women’s colleges in the United States. Bryn Mawr College and Wesleyan College are examples of women’s colleges. Tribal Colleges and Universities Tribal Colleges and Universities are accredited educational institutions that provide undergraduate, graduate, and doctoral degrees as well as vocational training to both Native and non-Native students with curricula designed to pass on tribal history and culture. These institutions are operated by Native American tribes and are located on or near reservations. There are 32 accredited Tribal Colleges and Universities operating in the United States.  Oglala Lakota College and Sitting Bull College are examples of tribal colleges. Sources   Fain, Paul. â€Å"Enrollment Slide Continues, at Slower Rate .†Ã‚  Inside Higher Ed  , 20 Dec. 2017.â€Å"More Than 76 Million Students Enrolled in U.S. Schools.†Ã‚  Census.gov, U.S. Census Bureau, 11 Dec. 2018.â€Å"Undergraduate Enrollment .†Ã‚  The Condition of Education, National Center for Education Statistics, May 2019.

The Pathophysiology of Hepatitis B Term Paper Example | Topics and Well Written Essays - 1000 words

The Pathophysiology of Hepatitis B - Term Paper Example Infection with HBV may result in acute, fulminant or chronic hepatitis, sometimes even resulting in a chronic asymptomatic carrier state, apart from hepatocellular carcinoma and liver cirrhosis (Davis 179). The disease is transmitted when an individual comes in contact with infected blood or objects. It may also be transferred from an infected mother to her infant either during or after birth (Harrison, Dusheiko and Zuckerman 211). Transmission may also occur by accidental inoculation from infected needles and hospital equipment, intravenous drug abuse, body piercing, tattooing, and mouth-mouth kissing (Harrison, Dusheiko and Zuckerman 210). The risk of Hepatitis B is particularly high in individuals with multiple sex partners, and in homosexuals. The HBV virus occurs in morphologically different forms in the serum of infected individuals. HBV infection has an incubation period of about 75 days. Systemic symptoms of the disease include fatigue, fever, dyspepsia, arthralgia, malaise, and rash, while local symptoms include hepatomegaly, jaundice, dark urine, and pale stools (Davis 179; Harrison, Dusheiko and Zuckerman 210). Anatomical/physiological/biochemical changes that lead to the disease Hepatitis B results from cellular injury to the liver, subsequently affecting its metabolic functions. However, the HBV is not cytopathic by itself. The pathogenesis of Hepatitis B occurs as a result of the interactions between the host’s immune system and the virus. The host immune system targets HBV in liver cells (hepatocytes), inadvertently causing damage to the liver. HBV derived proteins (nucleocapsid antigens – HBcAg and HBeAg) present on the surface of infected hepatocytes are recognized and targeted by activated CD4+ and CD8+ lymphocytes, resulting in an immunologic reaction that leads to hepatocellular damage (Pyrsopoulos & Reddy; Harrison, Dusheiko and Zuckerman 221). The immune response against hepatitis B is T-cell mediated. These immune responses against infected hepatocytes result in liver cirrhosis or hepatocellular carcinomas. Damage to hepatocytes also manifests as spotty acidophilic necrosis and lymphohistiocytic lobular inflammation in the liver (UPMC). Anatomical/physiological/biochemical changes the disease causes Hepatitis B disease pathology is mainly a result of impaired liver function due to hepatocellular damage. The anatomical and physiological changes that result from HBV infection are arthralgia, cholecystitis, cholangitis, bradycardia, irritability, lethargy, jaundice, fever, erythema, nausea, spider angiomas, splenomegaly and bile duct obstruction in some cases (Turkington and Ashby, 148; Davis 181). Patients experience extreme fatigue and malaise, and discharge dark urine and pale stools. In addition, there is significant weight loss. Chronic hepatitis may result in liver cancers (hepatocellular carcinomas). The incidence of hepatocellular carcinoma is highest in individuals with HBV infected cirrhotic liv er (Harrison, Dusheiko and Zuckerman 234). These cancers develop due to integration of viral DNA in host genome, apart from a variety of other factors. Biochemical changes as a result of HBV infection include elevated aspartate aminotransferase (AST) levels due to liver damage. Jaundice, a common symptom in HBV infections, results from impaired bilirubin metabolism in the liver. Bilirubin is a yellow pigment that results from the breakdown of hemoglobin. Hemoglobin breakdown mainly occurs in the hepatocytes, where the resulting bilirubin is converted into a water-soluble compound and excreted through bile into the gut. Impairment of the hepatocytes due to HBV infection prevents the liver from carrying out this function effectively. Inability to excrete bilirubin results in its redistribution