Natural Products

Natural products isolated from various sources especially derived from plants, have long been used in treatment of human ailments. For long time, the approach to new drugs through natural products was proved to be the single most successful approach for the discovery of new drugs. Despite the initial success, chemical diversity and specific action on target, drug discovery from natural products, has been deemphasized by many pharmaceutical companies in favour of approaches based on combinatorial chemistry and genomics. Natural products have a large unexplored range of compounds, which is almost incredible to imitate, they will always remain a prospective source of future drug discovery (Gurnani et al., 2014). Nature have been explored by people in search of new drugs particularly plants. Medicinal plants have curative properties to treat various diseases due to this reason use the large number. Almost 95 % of the prescriptions were plant based in the traditional system of Unani,Homeopathy,Ayurveda and Siddha in Indian traditions. The study of plants continues principally for the discovery of unique secondary metabolites. Bark, leaves, flowers and seeds are any part of the plant may contain active compounds, plant products have been holding phytomedicines these can be derived from plant. In recent years, there has been a gradual revival of interest in the use of medicinal plants in developing countries because herbal medicines have been reported safe and without any adverse side effect especially when compared with synthetic drugs. Thus a search for new drugs with better and cheaper substitutes from plant origin is a natural choice. The medicinal values of these plants lie in some chemical substances that produce a definite physiological action on human body (Savithrama et al., 2011). An oxidative stress is the result of free radicals, which form stable electron pairing with biological macromolecules such as proteins, lipids and DNA in healthy human cells and cause protein and DNA damage along with lipid peroxidation. It is answerable for many of today's diseases that results from an imbalance between formation and neutralization of prooxidants. In defense against this oxidative stress, body have their own system including various enzymes, proteins, and vitamins, which are known as antioxidants (Aruna kumari and Sharma 2017). The method of scavenging of DPPH radicals was developed by Blois (1958). The method is rapid, inexpensive, simple, and the results are reproducible. This method has been widely used by various researchers to evaluate free radical scavenging activity of plants (Raghavendra et al., 2017). Bioinformatics is a key factor in rapid growing advanced in genomics, proteomics, medicine, drug invention and development. Bioinformatics has become a very significant part of different areas of biology is tool and technique to aid in the processing extraction and determination of large amount of raw data, textual mining of biological literature, analysis of Deoxyribonucleic acid (DNA), Ribonucleic acid (RNA), Protein structure, Gene expression, Genetic genomic data and help analyze biological pathways that are imperative part of the system biology (Nahla et al., 2016).

Mutual Mistake Essay

Abstract Mutual Mistake of fact is when both parties of a contract make an assumption of fact when contract is formed and signed. The mistake must significantly change what you have to do under the contract, almost to the point where it’s an entirely different agreement. Although, if you knew there was a strong chance or probability of mistake at the time the contract was signed, you may have assumed the risk of that mistake. You therefore cannot use the mutual mistake defense. Not all cases of Mutual Mistake are strong enough to void a contract. Contract Law: Mistake of Fact In the given case: Josh Hartly was interested in purchasing a new car and visits his local auto dealer. In the course of his negotiations, he tells the salesperson that he wants the car with a 3.2 liter V6 engine and not the one with a 3.9 liter engine because he has concerns regarding the fuel economy of the 3.9 liter engine. Josh then signs a contract agreeing to purchase the car with a 3.2 liter V6 engine. What neither Josh nor the salesperson knew was that the manufacturer had already stopped manufacturing both the 3.2 liter and the 3.9 liter engines, and was equipping the cars with a newly designed 3.5 liter engine. This is a mutual mistake of fact that makes the signed contract void due to the lack of knowledge by both parties that the manufacturer had stopped making the cars with either a 3.2 liter or a 3.9 liter V6 engine and now only makes a 3.5 liter V6 engine for there cars. Someone trying to avoid his or her obligation under a contract can raise a mutual mistake defense. The defense states that both parties to the contract relied on a mistaken assumption when entering the contract, which then makes the contract void. A mistaken assumption is a fact that both John Hartly and the auto salesman believed to be true at the time the contract was signed, in this case the fact in question was that John Hartly was to receive a car with a 3.2 liter V6 engine. However, due to the manufacturer discontinuing production of the 3.2 liter engine, this fact is no longer true. As a result, the salesman can no longer perform the contract as he originally intended. (LaMance, 2011) It is absolutely agreeable that in these types of situations that a contract be deemed void from a mutual mistake of fact. If, for example, someone was contacted to dig a whole in someone’s backyard but after the contract had been signed both parties had found out that under a thin layer of dirt was solid rock, a mutual mistake of fact could make the contract void since neither party knew of the rock under the surface. If a mutual mistake defense was not possible then the person contracted to dig the whole would have to dig the whole under any circumstance and run the risk of destroying their equipment and/or having to spend more money for equipment capable of doing the job. In the case of John Harlty neither party acted unethically. Though one could argue that the salesperson should of known that the manufacturer was to stop production on cars with either a 3.2 liter and 3.9 liter V6 engine and begin production on a new model with a 3.5 liter engine before trying to sell a discontinued car to a customer. This would make it a unilateral mistake of fact because the salesperson had a reason to know of the mistake and it was his fault that led to the mistake (Emanuel, 2011). But, on the other hand, buying a new car is a pretty big deal and the potential customer should have done their own research and found out that a certain model of car was to be changed in the coming weeks, months, years, or however long it was until the change. The Uniform Commercial Code or UCC is a model statute that has been adopted by every state in the United States in its entirety. The UCC is most often used to resolve contract disputes for the sale of goods (LaMance, 2013). The UCC only deals with merchants, which is defined as anyone with a special knowledge in a given commercial field. Therefore, a sale of goods between two private, non-merchant parties will not be subject to UCC requirements (Rivera, 2013). In terms of winners and losers, there are no winners. One could say that the winner would be the buyer because they won the defense of mutual mistake of fact but they are still with out what they were trying to buy in the first place. The loser, though, would be the seller because they have lost business with the possible customer and made no profit in the sale that is now void. References Emanuel, S. L. (2011). Mistake. In Wolters Kluwer MBE Bar Prep. Retrieved from https://www.inkling.com/read/wolters-kluwer-mbe-bar-prep/mbe-contracts/chapter-4-mistake LaMance, K. (2011, November 8). Revoking contracts: mutual mistake lawyers. Legal Match. Retrieved from http://www.legalmatch.com/law-library/article/revoking-contracts-mutual-mistake.html LaMance, K. (2013, August 28). Uniform commercial code lawyers. Legal Match. Retrieved from http://www.legalmatch.com/law-library/article/uniform-commercial-code-lawyers.html Rivera, J. (2013, November 12). When does the UCC not apply to sale of goods? Legal Match. Retrieved from http://www.legalmatch.com/law-library/article/when-does-the-ucc-not-apply-to-a-sale-of-goods.html

Billie Holiday and her influence on Jazz Essay Example | Topics and Well Written Essays - 750 words

Billie Holiday and her influence on Jazz - Essay Example The way she sang was completely new to the genre of Jazz at that time and her contributions are still followed by Jazz musicians in today’s time period. There are several legends and myths regarding the personal as well as her life as a musician. Even though she was surrounded with several scandals and was in trouble for a major portion of her life, he life experiences became the real inspiration of her music. The huge amount of contributions she made to Jazz music can never be forgotten. She can easily be said to have been the one who made major transformations to the way Jazz music was being practiced during her time. If a survey of modern Jazz history is conducted, the survey would prove that the Jazz music that is experienced in current times was her innovation. When she started practicing jazz music, there were hardly any jazz musicians who were personalizing their own tunes. There were only a few singers at her time who were singing different from rest of the singers. These singers were not a part of the Jazz music industry. These singers were representative of the Blues genre of music. One of these singers was Bessie Smith wh o along with another great Jazz singer and trumpeter named Louis Armstrong influenced Billie Holiday’s Jazz music (Henderson 295). During her early life she was singing most of the songs that were quite popular. She found this form of music quite monotonous and she started experimenting with her music. During her experiments she altered both the melody as well as the rhythm of the songs. To create her own music, she started phrasing music in relation to the beat and she even included different harmonies that were played by some of her personal favorite horn players including Louis Armstrong (Henderson 295). This mixture of music and experimentation resulted in the development of music that was regarded as magical. Current Jazz musicians use their own vocals as instruments for songs.

How the Manifest Destiny Affected Native Americans in the U.S Research Paper

How the Manifest Destiny Affected Native Americans in the U.S - Research Paper Example The paper tells that almost four decades after the ratification of the Relocation Act, the removal procedure keeps on. Even though the initiative has been seriously and constantly denounced, it has had merely narrow modifications and has never been severely pressured with closure. The hesitance of Congress to financially support it at a point that would have terminated it more quickly may partly reveal the undecided sentiments of several of those who permitted its continuation. Opposition from the targets of relocation, under the headship of quite a few religious leaders and aged Navajo women, resulted in a chain of constitutional measures, the most triumphant being the case of Manybeads claiming that relocation infringed their religious rights. Just like in numerous other cases of relocation, the underlying reason of the relocation of the Navajo people had nothing do with their interests or welfare. The case of Navajo is distinctive in the sense that it does not require the ravaging of their territories and does not belong to any development plan. Nevertheless, as in other instances of displacement, Navajos target for relocation were not permitted to choose freely whether to abandon or stay in their lands. Scudder and Cernea emphasize in their relocation classifications that triumphant relocation plans should take into account the needed socioeconomic elements for building enduring bonds to the new land. Nevertheless, both scholars argue that majority of relocation plans was unsuccessful. The senior consultant on social policy for the World Bank, Michael Cernea (1998), supports positive collaboration between sociological and economic disciplines for the purpose of decreasing relocation and improving the subsistence of relocatees.4 The Navajos’ relocation from the Hopi Partitioned Land (HPL) has been disastrous. It was badly premeditated and executed forcibly. The relocation procedures have been performed in lack of knowledge of the Navajo people’ s land possession and dwelling patterns, livelihood, and economic production.5 A number of the most unfavorable outcomes of this relocation could still be alleviated with sufficient subsidy, developmental design, and practical conditions for actual community involvement. However, with no such dedications, aimed at reviving or regaining abandoned economic production prospects, it is not likely that complete economic resurgence will ever happen.6 Examining the responses of the Navajo people to forced relocation from HPL clarifies several common features of the response differences of the displaced people, the vitality of economic production self-rule, and importance of traditional land possessions. Relocation is comparatively triumphant merely when the targets of the relocation revive or broaden their economic production tasks.7 Nonetheless, forced removal harms inhabitants and no measure can quantify the difficulties of these people against the actual reparation they get. The U.S. Go vernment versus the Navajo John O’Sullivan, an American correspondent, introduced the concept of ‘manifest destiny’ in 1845 to characterize American westward expansion. As stated by this principle, white Americans were fated to expand westward by God’s will. American merchants, as early as the 1820s, disseminated encouraging accounts of the Navajo People and frequently conveyed compassion and high regard for their attempts to oppose the Mexicans inhabiting contemporary New Mexico.8 Frontiersman Josiah Gregg, for instance, assumed that the New Mexican people and their chief had â€Å"greatly embittered the disposition of the neighboring savages, especially the Navajos, by repeated acts of cruelty and ill-faith well calculated to provoke

ECA Essay Example | Topics and Well Written Essays - 2250 words

ECA - Essay Example Second, she is not entitled to tax credits because she has no child. A mother with a child is entitled to tax credit even if she is working part time. 1.3 The total tax credit would increase because the working tax grows as their income dropped. Even if Magdi is working less than 30 hours per week, he is entitled to working tax credit because his father needs care. 1.4 a. Option A will bring more income into the household because the loss of income will be recovered. Furthermore, caring for his father can be done by Sara. The household will still be entitled to a working tax credit thus increasing the source of income which would include the attendance allowance given for the father that is tax free. Also, when Magdi works until the age of 65, he will not incur losses in his pension. b. Option B might bring new source of income for the household because the Magdi would be entitled to Carer’s Allowance. The Carer’s allowance can be paid to both Magdi and Sara. Carer’s allowance is designed to replace earnings that are lost through being a full-time care giver. 2.1 a. Their insurance payout does not match the full amount of their income loss because of state benefits will produce only a well below average income, thus the payout is insufficient to sustain an existing standard of living. Also, the payout is subject to inflation rates. When insurance is a level type the value of the payout income is lesser because it is affected by the inflation rate during such pay out. 2.2 a. Asymmetric information is a situation where one party knows something that another party does not. It is used to refer to information on insurance. Insurers have the information about probabilities of adverse events occurring and base their pricing decisions on those probabilities which they have worked out from their years of claims experience. Individuals, on the other

Implementation of a COP program based on the scenario given Assignment

Implementation of a COP program based on the scenario given - Assignment Example There is also a citizen’s patrol project which will help the police with monitoring areas where there may not be a patrol at that moment so help can be called in immediately. An outline and overview of the project is given in this paper as to how it will be implemented. Introduction This is a proposal memo to address the problems at the Anytown Shopping Mall in our city which has had a 75% increase in crime and robberies over the years 2009 to 2011. In light of the fact that it is determined that homeless people have set up camps in parking lot areas where there is very little lighting installed, and that there have been numerous robberies conducted in parking lot sections, the Anytown Police Department is designing a project to help with cutting down crime and restoring a safe environment for our citizens to be able to shop and work safely in, and around, the Anytown Shopping Mall. It is our plan to bring back businesses to this area as a number of the shopping mall businesse s have left recently because of the unsafe conditions for both workers and customers (Class information 2013). The community-oriented policing program being created is called ANYTOWN ANYTIME FREEDOM SHOPPING program which will address several issues: eliminating transit camps in parking lots, a system of patrols that covers all sections of the parking area and in the mall as well, a protection system for workers and customers of the mall and finally, a determination of what public works projects must be developed, such as a new lighting strategy, for all areas of the parking infrastructure (Class information 2013). 1. The social forces that exist for this problem are that there are numerous homeless people who are camping out in the poorly lit areas of the shopping mall’s parking sections, particularly in underground parking. This creates an unsafe hazard for those workers who must come in early and leave late at night (Craven 2009). For shoppers, the danger is the high chanc e of being robbed, particularly when carrying packages. Aside from the obvious dangers from robberies, muggings, and potential car jackings, the areas where there are camps are very unsanitary, particularly as there are no restrooms (Dempsey & Forst 2013). It is unclear at this time whether the homeless also go into the shopping mall, when it is open, in order to use the restroom facilities. Preparation 2. The first steps in preparing for the program is to have a meeting, or several meetings, with shop owners in the mall in order to hear what incidents they have encountered, which would help in designing the plan of action (Craven 2009). This would also include those businesses which have left the area and finding out specifically what issues they had as regards conducting business in the mall. In addition to the meetings, it is also important to assess from crime reports where crimes in that area have occurred the most and what type they are (Hunter & Barker 2011). Once this inform ation has been developed, then more strategic planning can take place. 3. The social and special interest groups that should be involved in this process are the business owners in the mall, the shopping mall administration officers, any current security teams that are already in place, as most malls have their own team, and also the city manager and district representative. It is important to have reflections from all the above people and to have them

Astrological Essay Example | Topics and Well Written Essays - 1000 words

Astrological - Essay Example They are also good story tellers. I think that I am imaginative in a positive way. I am very much interested in riding a horse. Whenever I am free, I look forward to taking a horse ride because it gives me immense pleasure. I enjoy riding a horse because I had always imagined riding a horse from my early childhood. I don’t know it was cartoons or films but I am interested in horse riding from childhood. During horse riding I love to see beautiful sites. This has always been my dream and it has something to do with my astrological sign. Another good example that explains my imaginative power is that I like to try new things very often. I quickly get bore of doing the same thing. For example, I often rearrange of my room after every other month even if it only involves shifting my bed from one side to another. I have different posters set up on my bedroom walls and I keep on changing them as well. I try to make my room look different using my different posters and art work. I of ten am the one who persuade my friends to try out new and different things. Going out to same places very often is boring to me. I keep on planning different picnics and other activities with friends just to keep the spice in my life. For me, different is always better. Another interest of mine is to read short stories. I love to read short stories as they give me great pleasure. I also keep on thinking about writing a short story and think about different topics. These are some of the examples of my imaginative power. The second personality trait of my personality is cleverness. I think I am a clever person because I can pick new things very quickly. I am a fast learner as I quickly apply things that I see around me. I learned how to ride a horse with any major help. Also I prefer going through a website and reading about different things instead of relying on other people. I am also clever in a good way

Apple's Loyal Customer Base Assignment Example | Topics and Well Written Essays - 1750 words

Apple's Loyal Customer Base - Assignment Example The researcher states that Apple’s product lines mainly include the iPod and iTunes, desktop and laptop computers, the revolutionary iPad and iPhone, and the OS X operating system. The company’s main competitors are Microsoft, Sony, Dell, Acer, Samsung, Toshiba, Nokia, and HTC. As of 2011, the organization has 364 retail stores across 13 countries. As scholars point out, a well-developed business model, competitive products, an innovative marketing strategy, and a potential operational model constitute the key elements affecting Apple’s overall corporate strategy. The company organizes workshop programmes and promotes other personal customer relationship practices like e-mails and surveys as part of building a long-term relationship with its customers. This paper will discuss various strategies used by Apple to enhance its customer communication practices and drive customer relationship management effectively. Target marketing to build customer relations As of 20 11 data, Apple operates in 13 countries including United States, United Kingdom, Australia, Canada, China, France, Germany, Japan, Netherlands, Italy, Switzerland, Spain, and Sweden. Majority of these countries are economically developed, and the remaining are rapidly emerging economies. In terms of geographic targeting, Apple focuses on market segments like cities where the density of people is very high. In addition, the organization gives specific attention to geographic market segments that have a well-developed infrastructure. By following such a geographic targeting approach, the firm tries to enhance the easy flow of raw materials and labor. In terms of demographic segmentation, Apple mainly focuses on young people and business executives, because most of the Apple products offer extensive and innovative features that may not be appealing to a middle-aged or senior person. In addition, Apple particularly targets high-income groups while dividing its market segments on the bas is of demography. To illustrate, Nokia and Samsung are major competitors of Apple in the smartphones market. Relative to Nokia or Samsung products, Apple’s smartphones are very costly as the company does not consider the needs of low-income people much. The company also practices psychological or behavioral segmentation approaches effectively. Referring to a report by Jaques, many of the people consider Apple as a luxury brand and hence they are willing to buy Apple products regardless of the prices in order to increase their social status. With the intent to take advantages of this favorable condition, Apple’s management designs and sets prices for products particularly for high-class social groups. In addition, the company identifies the potential market for a planned product in advance by exploring the psychological needs and requirements of customers effectively. For instance, Apple’s management identified the music sector as the broad market for its iPod be fore even the company began the product research or development process. Customer communications Apple gives great significance to customer communications as the company extremely values customer suggestions and feedbacks. A company uses various traditional and modern communication channels to be in line with changing customer tastes and preferences. Apple uses many ways to collect their customer information.

Use of Computer based Technology in Engineering Design Assignment

Use of Computer based Technology in Engineering Design - Assignment Example Use of Computer based Technology in Engineering Design Many software applications have been developed to help engineers in this course of design. The most utilised software is AutoCAD. It is an application capable of achieving 2D and 3D designs. The founders of AutoCAD made a decision to code it using C programming language. That is the main reason why AutoCAD is able to support object customization through C++ Application Programming Interface (API). The design tool has a set of basic modelling tools for solids in 2D and 3D orientations. Earlier versions of the design tool made use of lines, arcs, circles and polylines while modern tools have additional functionalities like mental ray engine. The modern design tool has made quality designs achievable. The design is done on a space with provision of user interface aid standards. The standard tool bar is at the top, it lists label from left to right. The designer uses the menu bar; tool sets palette and command line at the bottom to access the very many available objects and commands. By clicking on them the cursor changes to the object of interest. The drawing space displays an XY axis of a rectangular. This is a coordinate system (UCS). Before starting a design, select units for the line and angle of the drawing (Gindis). The CAD tool allows the designer to draw, format, edit, save and retrieve drawing. Like all the other applications, to save a drawing click FILE then proceed to save. To retrieve, click on FILE and proceed to open an existing drawing. The software allows importing of objects from other external sources so ling as they are of compatible formats. Ones a drawing has been imported, editing can be done and even saving of changes made. AutoCAD has calculation functionalities that ensure engineers use the shortest time possible to complete a given project. The application provides the Cam Generator and the Beam Calculation at your disposal. The Cam generator allows plate and cylindrical cam creations. It performs the calculations of velocity and acceler ation. In addition to calculations, the design tool plots cam path. Mechanical engineering has almost the trickiest design set where designs need be of utmost accuracy. The tool offers shaft calculations including deflection lines, bending moment, torsion moment, supporting force, torque rotational angle, equivalent tension and other safety factors. Mechanical designs require perfect fit and that is why the screw pre-calculation tool comes in handy. Other calculation tools include Bearing and screw calculations. With this tools functionalities like stress points, load and line loadings can be analysed with ease (Gindis). Functionalities of Integrated circuit design are available within the software standards. The library has a number of the components that make up integrated circuits and standard integrated circuit that have been made. By selecting the components, the designer is able to create a complete circuit that follows electrical engineering standards of design. The CAD softw are allows the designer to simulate and check the performance of the circuit. The simulation tool can plot graphs of the various parameters as the designer may see fit. This is performed for both AC, DC and transient analysis. Capturing a schematic design is of importance to electrical engineers when using the electronic design automation tool. Electronic circuit design can also become a complex idea to undertake; especially in the design of integrated circuits. For this reason CAD software, have schematic editors. AutoCAD electrical has

Improvement store Case Study Essay Example for Free

Improvement store Case Study Essay Mrs. Debbie Morgan is a 45-year-old female who works as a stocking clerk for a local home improvement store. While she was at work today a large box of metal rivets fell from a 20-ft.-high overhead shelf, striking her outstretched arm and knocking her to the ground. The ambulance personnel reported that she had lost quite a bit of blood at the accident scene and was knocked out when they arrived. To minimize further hemorrhage, the paramedics applied a pressure bandage to her arm. You meet the paramedics as they bring Mrs. Morgan into the emergency room and begin to assess her for injuries. She is awake and alert, but complaining of severe left arm and back pain, plus she has a killer headache. To fully examine her injuries you remove four blood-soaked bandages from her arm. You notice a large open wound on her arm with what appears to be bone tissue sticking out of the skin. She also has bruises covering her left shoulder, left wrist, and lower back. To determine the extent of her injuries Mrs. Morgan undergoes several x-rays, which reveal the following 1) fracture of the left humerus at the proximal diaphysis, 2) depressed fracture of the occipital bone, 3) fracture of the 3rd lumbar vertebral body. Short Answer Questions 1. Define the following terms, used in the case and also in associated questions hemorrhage fracture proximal diaphysis 2. One way bones are classified is by their shape. How would you classify the bones fractured by Mrs. Morgan 3. The body of Mrs. Morgans vertebra is fractured. What type of bone tissue makes up the majority of the vertebral body Describe the structure and function of this type of bone. 4. The diaphysis of Mrs. Morgans humerus is fractured. What type of bone makes up the majority of the diaphysis of long bones like the humerus Describe the layers of bone tissue found here. 6. Within days after a fracture, a soft callus of fibrocartilage forms. What fibers are found in this type of cartilage Identify the cells required for fibrocartilaginous callus formation and list their functions. 7. As a fracture is repaired, new bone is added to the injury site. What term is used to describe the addition of new bone tissue Identify which bone cell is responsible for this process and explain how it occurs. 8. In the final stage of bone repair, some of the osseous tissue must be broken down and removed. What term is used to define the breaking down of osseous tissue Which bone cell would be best suited for this task 9.

Education throughout history

Education throughout history Introduction Education has been defined (Ukeje, 1966) as a process by which people are acclimatized to the culture into which they are born in order that they may advance it. It is the process through which people are prepared to live effectively in their environment. Today, the environment refers to the universe. This definition suggests that various cultures from time immemorial patterns and systems of education (formal or informal) suitable for their needs and environment. In many cases the content of educational programme may differ in terms of method and/or approach but the import (i.e. the purpose) is usually the same maintenance and transmission of culture (knowledge, beliefs, attitudes, skills, technology, values, etc). As the form, content, method and approach to education continue to be dynamic following the changing circumstances of the culture, it became necessary to pass on more and more knowledge and skills from one generation to the next. Records have it that every culture started educational process through informal method. As more needs arose and life became more dynamic and complicated, it became expedient that the process of education must change to reflect the changing circumstances of the culture. Various cultures therefore evolved formal systems of education so as to be orderly in their approach to transmission of knowledge and skills. Educational activities usually involve training in socio-economic activities of the environment in form of skill training in technological, recreational and intellectual subjects. It is pertinent at this point to have an idea of how education was organized in nations of early civilization and note the contribution those ancient communities have made to the development of modern day education. Educational Practice In Ancient Greece Greece is known as the cradle of civilization. The ancient Greece covered very large expanse of territories in Europe and parts of Asia. Invention of writing by the Greeks was one of the greatest achievements in the history of Education. Greek language had a great influence on English and other modern European languages and so it was essential for Western civilization. City state is the unit of political administration in Greece. Sparta and Athens are the main city states of Greece world. So, our discussion will centre on education in Sparta and Athens. Spartan Education: Only Spartans who were regarded as the citizens received any education and this was mainly physical, military and moral. Spartan education was geared towards physical vigor, determination, courage, military skill, obedience to law and constituted authority. Only healthy Spartan children were raised to become citizens, unhealthy ones were either exposed to die early or left to be adopted by the subject classes. Education Of The Boys: Spartan boys were exposed to military training very early as from the age of 7. They were organized in smaller groups in the barracks where they had a leader to whom they were responsible rather than their parents/families. The physical education was to make them tough and develop the spirit of endurance. They were to put on minimum clothing, eat less food, have little rest, etc. Mental and moral training were involved in their dances and music. Their religion was largely patriotism. Reading and writing were not included in the public education. As from age 18-20, they were exposed to practice in professional battle (mock battles) and at 20 they were matured enough to seek for active service among the hostile groups. Up to age 30, they lived in the barracks as active soldiers until age 60 when they disengaged to take active part in politics. Education Of Girls: Greek girls received public athletic training in sports, jumping, throwing discus and javelin, but not boxing. They were organized into troops like boys by ages. They engaged in dancing, singing, marching and took part in public religious rites, but they lived at home. If a Spartan girl failed her test, she would lose her right of citizenship and became perioikos (a member of the middle class). Objectives Of Spartan Education: Spartan education was determined by the desire for military efficiency. It aimed at providing patriotic, obedient and military efficiency in citizens so as to defend the integrity of the state. It prepared women for womanhood. Appraisal Of Spartan Education. Positively, the Spartan education was efficient in its organization and relevant to the needs and aspiration of the people of the time. There was provision of equal education for men and women. Negatively, the Spartan education was too narrow, short-sighted and inadequate. It was tied strictly to the defense of the state. Other areas of need were neglected (e.g. economic and socio cultural aspects) It failed to take care of individual differences and it had no regard for human rights and dignity. The Athenian Education: Athens was one of the city-states of the Ancient Greece. In ancient Athens the purpose of education was to produce citizens trained in arts, to prepare citizens for both peace and war. Athenians believed that their form of education was better than that of the Spartans and so they did not share the kind of admiration other city-states had for Spartans. Athenians felt that they were more superior to the Spartans in terms of their training and upbringing like the Spartans, the Athenians boys are taught at home by the mother or by a male slave until they attain the age of 7. As from that age, they attended elementary school until they were 13 part of their training was gymnastic. The younger boys learnt running, jumping, wrestling, discus and juvenile throwing. They also learnt to play musical instruments and sing. They learnt to count, read and write. They took a lot of lesson and practice in dictation, memorization and ac ting. Books were very expensive and rare, so subjects were read out loud and the boys had to memorize everything. Pioneers Of Practical And Popular Education: The Great Teachers (a) The Sophists and the Philosophers: Apart from elementary school masters, instructors and the like. The first professional higher education in the world was the group of brilliant talks and keen thinkers who appeared in Greek during the 5th Century B.C. (500BC). They were called Sophists meaning professional wise men. Later they were known as philosophers i.e. lovers of wisdom for it own sake. They were the first to discus whether there were any absolute standard of morality or nearly artificial conversion. Whether justice is consistent or simply means the way of the ruling class. They were phenomenally graceful and subtle talkers (orators) usually to fairly large audiences. They toured the large cities giving carefully prepared flowering speeches. They were highly paid and widely advertised and welcome by a reception committee and entertained by ambitious hosts. They claimed to be authority on everything and that they could lecture on any subject under the sun. They demonstrated that almost anything could be proved by a smooth talker. Their main legacy to the Greece and the modern world is that thought alone is one of the strongest forces in human life. The respect they create for the thinkers is enduring till today. (b). Socrates: He was an Athenians and he stayed in Athens talking to his fellow citizens instead of the whole world like the Sophist. He distrusted and opposed almost everything done by the Sophist. He refused regular payment, living and dying for. He wore worn clothes and was barefooted. He talked to people at street corners and in the gymnasium rather than specially prepared hall. He trained people to think. He said he knew nothing and try to find out. While we can consider Sophist to be the first lecturer Socrates was the first tutor. He made the other fellow to do most of the talking, he merely ask questions. Socrates questioned all sorts and conditions. His methods were: (A) The modest declaration of his own ignorance which imperceptibly faulted the other man and made him eager to explain to such an intelligence burnaivel enquires. (B) His adaptability which showed him the side on which each man could best be approached. (C) His unfailing good humour which allowed him always to keep the conversation going and at crises when the other lost his temper, he would now dominate the discussion. (c). Plato (428BC 347): He was the greatest of the Socrates students. He founded a college called Academy to pursue the study of the Socrates. Socrates had launched him to engage himself in teaching, studying and writing books on philosophical problems all his life. In all his books and teachings, he acknowledged his teacher (Socrates) and subordinated himself entirely to the personality and methods of Socrates. In all different situations, Plato combined the steady unflinching aid in the pursuit of truth with the most subtle adaptability of approach to different peoples. Plato talked more systematically and more exclusively than his master. He established a college rather than going about the street. He had entrance examination and disciplinary rule. Instead on chatting on everybody he preferred specially selected pupils. He gave lectures instead of spontaneous speech. He was a noble man, rich and gifted. He limited his effort to highly trained and carefully chosen listeners. He was the founder of examination system. Through his teachings and books, he made many pupils including Dionysius of Syraccus (a tyrant) and a superlative (good one) Aristotle probably the best and single mind the human species has ever produced. (d). Aristotle (385 322 BC): He was a rich doctors son and he always preferred thescientific habit of thought. He was admitted to Plato Academy at the age of 17 and he remained there until when he was about 40 years i.e. until Plato dies. After traveling and doing independent research for some years he founded a college of his own call ‘LYCEUM. Apparently, he thought of research and teaching as two sides of the same coin Aristotle organized his teaching very thoroughly. His Lyceum resembled a modern research institute with the vast number of specimens for his biological work which he collected from many parts of the known world, which must have been examined by squad of his research students. His mastering political to treaties was the distillation of important analysis of numerous existing constitutions made by his assistants under his supervision. Much of Aristotles teaching then was the type of very high level discussion which goes on in similar institutions today. Much of his teaching also was done on a slightly lower level to less advanced students who were still much more highly educated than the average citizens. Many of the works was handed down under his name were not books he personally wrote but collection of lecture notes taken down by his pupils and perhaps later corrected from his own personal note. We see from them (note) that he combined lecturing with class discussion but put the emphasis on the lecture i.e. he set out a series of topics which link together to form a complete survey of a subject. He took each topic separately, broke it down into a number of problems and then examined each of them separately. The note showed him talking on continuously, analyzing one suggestion after the other, explaining where each falls short and why and finally working his way to the solution. (e) Other leading philosophers and educators whose thoughts influenced the development of formal education in the world include: (i) J. H. Pestalozzi (1746 1827) (ii) Fredrick Froebel ((1782 -1852) (iii) John Dewey (1859 -1952) and (iv) Maria Montessori (1880 -1952) Traditional Education In Nigeria Islam and Christianity, which have influenced Nigerian education in no small measure, are of recent development compared with the indigenous system of education which is as old as man himself in Africa. Every society whether simple or complex has its own system of training and educating its youth. In old Africa society the purpose of education was clear, it was functionalism. African education emphasizes social responsibility, job orientation, political participation, spiritual and moral value. Although Nigeria consists of many ethnic groups and societies, each with their own culture and tradition, they all have common educational aims and objectives but methods differ from place to place chiefly because of social, economic and geographical imperatives. The education of the child phical imperatives. The education of the child from Nigerian society starts from infancy. At this initial stage, the child is more intimately involved with his mother than anybody else until he is about the age of 5 or 6, this is understandable and universal. The father is out most of the day and the mother stays at home with the child. His mother is his first teacher and he watches and learns everything his mother does. At about the age of 4 and 6, other members of the family become involved in the education of the child. They send him errand, tell him story, teach him obedience and respect for elders, code of behaviour, and history of the family or ethnics group. Traditional education is all embracing and every social institution involves an educational activity which leads the individual to acquire behaviour pattern, abilities and skills necessary for effective citizenship in the society in which he lives. The traditional African educational system finds expression in the age group. Age is an important element in the life of the African. The elder is assumed to be a custodian of wisdom and he is expected to demonstrate this in speech and action if he is to keep his position among those who look unto him for leadership. Goals Of Traditional African Education: The broad goal of Traditional African Education is to produce an individual who is honest, respectable, and skilled and conforms to the social order of the day. This broad goal can be split into the following objectives: (1) To develop the child latent physical skills (2) To develop character (3) To inculcate respect for elders and those in position of authorities. (4) To develop intellectual skills (5) To acquire specific vocational training and to develop a healthy attitude towards honest labour (6) To develop a sense of belonging and to participate actively in family and community affairs. (7) To understand, appreciate and promote the cultural heritage of the community at large. Muslim Education In Nigeria Islam was brought to Hausa land in the 14th Century by traders and scholars. The first set of mosques was built in Kano in 1349 1385. Kano then was a commercial city. The elementary Arabic schools in Nigeria were called Quranic schools and both Arabic, as a language and Islam as religion were taught simultaneously. When a pupil began to read the Arabic alphabet, he did so with an intention to read the Holy Quran. One of the Islamic Tradition says â€Å"The best man among you is one who learnt the Quran and the care to teach it†. Therefore teaching religion to others was considered a duty for which a person should expect no earthly reward. The system of teaching and learning the Quran and Arabic language started in Northern Nigeria where the teacher in the early stage depended on living on charity. The Islamic education was well entrenched in the North and it became highly organized that centres of advanced Islamic education started springing up. The Jihad period of Shehu Uthman dan Fodio assisted the spread of Islam in the North and consequently the establishment of Quranic Schools in the North. Jihad spread to Southern Nigeria through Ilorin which became a centre of Islamic learning up till this time. At about 1830, Islamic along with Quranic school spread to other parts of Yoruba land and a large number and small Quranic schools and institutions of higher learning similar to those already existing in the North sprang up in many Yoruba cities including Iwo, Ofa, Oyo, Shaki, Iseyin, Ogbomoso, Osogbo, Lagos, Epe, Abeokuta, Ijebu-Ode, etc. A Quranic school is usually found in or outside the mosque. The Ustaz (teacher) sits under a tree or in his parlour, verandah, porch, or in the mosque surrounded by volumes of the Quran and other Islamic books. A little distance to the Ustaz but near enough to be within reach of his long whip squatting are some 10 to 40 pupils in semi-circle, folding broad wooden slates from where they chant different Arabic alphabets, words or Quranic verses. The teacher in most cases is assisted by the brightest or the oldest or both among the pupils. Muslim children begin their Quranic education as from about the age of 3. At this stage learning was by repetition and rote (learning by heart) in a sing-song pattern. The teacher recite to his pupils the verse to be learnt and they repeat it after him, he does this repeatedly until he is satisfied that they have mastered the correct pronunciation. The pupils, sometimes in group, are thereafter left on their own to continue repeating the verse until he has thoroughly memorized it. The verse is then linked with the previously memorized verses and in this way; the pupil gradually learns by heart the whole chapters of the Quran. Islamic education could be dividend into the following stages: 1st Stage: Learning of Arabic alphabets and words. 2nd Stage: Learning and committing the first 2 essus and memorizing it. They also learnt basic tenets of Islam and Hadith. 3rd Stage: Had a broader and wider curriculum. The pupil begins to learn the meaning of the verses he had committed to memory. The teacher does his best to explain the Arabic text. The pupils are introduced to other writings such as hadith. 4th Stage: This may be considered the post secondary level. At this stage, the pupils begin to learn grammar and vocabulary in Arabic. The course of study also includes Logic, Mathematic, Jurisprudence, Geography, Medicines, etc. 5th Stage: It is after the 4th stage that the student decides in what area he wishes to specialize. This marked the beginning of university education. He proceeds to University at Fez, Lahore, Timbuktu, Al-Azeez. In the alternative, he continued home learning from local specialists called Sheiks. After finishing, he is free to practice as a teacher, Imam or Sheik, depending on his area of specialization. The Early Mission Schools And Their Problems Missionary contacts with the people of Nigeria started at the later part of 15th Century when the Portuguese set their feet on the soil of what is now called Nigeria. The Portuguese on arrival at Lagos and Benin ports in 1472 felt the need for introducing Christian religion and establishing schools for the purpose of sharing common faith and language with their customers. By 1515, the Catholic Missionary activities had started in Benin with a school established in the palace of the Oba of Benin for the sons of both the Oba and his Chiefs who had been converted to Christianity. This initial effort of the Portuguese missionary led to the establishment of trading posts, host churches and schools in Benin, Brass, coastal towns in Delta, Bayelsa and Lagos States and a seminary on the highland of Sao Tome off the coast of Nigeria. The main objective of the seminary was to train Africans as priests and teachers to manage the churches and schools that had been established. It is on record that the 1st set of schools was wiped out by the slave trade that ravaged West Africa for nearly 300 years. Sierra Leone became a territory acquired by the British Empire as a colony where the liberated Africa could settle when slave trade was abolished late 18th Century. Within a short time, some librated Africans, including Ajayi Crowther had been converted and educated in the formal school system in Freetown. The second coming of the Missionary was after the abolition of a slave trade. The Wesleyan Methodist became the 1st Christian organization, to arrive Badagry in Nigeria. The contact was made by Reverend Thomas Birch Freeman and Mr. Mrs. de Graft. With the contact schools started, other missions started sending their men to Nigeria. The first known school was established by Mr. Mrs. de Graft (an African born in Cape Coast) in Banditry and was named Nursery of the Infant Church. Later, many other schools were established by various other missions in Abeokuta, Lagos, Calabar, Ogbomosho, Onitsha, Bonny and other coastal towns. The history of secondary education started with the establishment of CMS Grammar School in Lagos in 1859 by Reverend Thomas Macaulay with 6 students. The primary objective of the early Missionary was to convert the native to Christianity through religion. The knowledge of the bible, ability to sing hymns, to recite catechism and to communicate both orally and in writing were considered essential for good Christianity. So the primary education curriculum was geared toward the achievement of the above. The early secondary schools taught mostly Latin, Greek and the 3Rs i.e. reading, writing, and arithmetic. They taught little or no science for nearly half a century. The entire educational provision was dependent upon the effort of the Christian Missions supported by the home- churches and gifts from friends. The government, both local and imperial, did not make any provision on education until 1877. Problems/Features of Early Mission Schools: In the process of implementing the educational policies, the missions faced the following problems: (1) There were no central schools laws and as a result there were no standard for running the schools. (2) Varying administrative techniques were adopted for school management. (3) No standard qualification for teachers. (4) No regulation to guide the school attendance and regularity of teachers and pupils. (5) In all the schools emphasis was on conversion to Christianity and religious instruction remained the basic core of the school curriculum during the period. (6) There was inadequate finance. (7) There were no trained teachers and no training colleges. (8) There was no common syllabus and no standard text books. (9) There was inadequate supervision of schools. (10) No central examination system. (11) There was no uniformity in the conditions of service for teachers. (12) There was intense missionary rivalry in the Southern part of Nigeria which led to uneven distribution of School. Education During The Colonial Era Educational Ordinance Of 1887: This ordinance laid down the principles which have become the foundation of educational laws and policies in the country. The principles included: (1) The constitution of a Board of Education made up of Governor as the Chairman. Members of legislative council Four nominees of the Governor Inspector of schools (which Dr. Henry Cars was the first inspector). (2) The appointment of inspectors of schools. (3) Extension of grants-in-aid to teacher training colleges. (4) Power of the board to make, alter and revoke rules for regulating the procedures for grants-in-aid. (5) Empowering the governor to open up and maintain schools. (6) Rates and condition of grant-in-aid to schools were based partially on subject taught and partially on degree of excellence in the school. (7) Safeguard as to religious and racial freedom. (8) Certification of teachers. (9) Admission of poor and alien children as may be directed by the Governor. (10) Establishment of scholarship for secondary and technical education. Even though, the 1887 Ordinance was meant primarily for Colony of Lagos, it influenced the gradual expansion of schools into Yoruba land and the Calabar area of the eastern part of what was to be known as Nigeria. Dr. Henry Carr, a Nigerian in 1891, was appointed the first indigenous inspector of schools for the Colony of Lagos. He advocated for greater government involvement in schools, particularly in the area of finance and control. Major Enactments That Shaped The Nigerian Education Since The Colonial Era (a) The 1916 Education Ordinance was promulgated by Lord Lugard to provide for the whole country, education based on good character and the usefulness to individuals and the society at large. (b) The Phelps-Stoke Commission on Education in Nigeria (1920). This was meant to review the existing educational practices in Africa and make recommendation to reform education in Africa. The commission visited Nigeria and other British control countries in West Africa. The commission report was published in 1922. Its recommendations were far reaching and they intimidated the British Colonial Government to issue the 1925 memorandum on education. (c) The 1925 memorandum on Education in British Territories. The memorandum was: (1) The first statement of the intention of the colonial government on Africa since 1842 when western education was introduced in Nigeria. (2) The outcome of Phelps-stoke report which brought into light the apathy of colonial government to the education and the incompetence of the Christian mission in the field of education. (3) The document that piloted Nigerian Educational policies and development from 1925-1945. (d) The 1926 Education Code. Sir Hugh Clifford, Nigerian Governor, in 1926, enacted education (colony and Southern provinces) Ordinance No 15 of 1926 to curb the development of sub-standard schools that were mushrooming beyond the control of the missionary. The Ordinance made provision for improvement on the qualities of teachers, providing schools with experienced leadership and guidance, creating a conducive atmosphere for realistic co-operation among the agencies/stakeholders and generally supplying the educational needs of individual and the community at large. (e) Other policies that assisted in shaping the Nigerian Educational sys tem included: (i) Davidsons 10 year Education Plan (1942-1952). (ii) Asquith Commission, 1943. (iii) Elliot Commission, 1943. (iv) Self determination educational policies of the regions (1952-`1959). (v) The Ashby Commission, 1960. (vi). National Policy on Education 1977, 1982, 1998, 2004. Tutorial Questions (1) Attempt a distinction between the Sophists and the Philosophers in the Ancient Greek education and explain how the contributions of Aristotles, Plato and Socrates influenced the education system of various nations of the world. (2) The early Greek education prepared citizens for rigorous life. Examine this statement by presenting the nature of the Spartan and Athenian education. (3) Write short notes on the contributions of the following to education: (a) Perstalozi (b) Froubel (c) Montessori (d) Dewey (4) Explain the nature of the African indigenous education and the goals the system was set to achieve. (5) Attempt the comparison of early Christian Mission School with the Muslim Education. What are the main problems faced by this educational system? (6) Discuss 3 of the enactments (ordinance, commission, memorandum, etc) that shaped the Nigeria Educational system during the colonial period. (7) To what extent will you say that the National Policy on Education has brought order to the Nigerian educational system? (8) With your knowledge of the functions of the various commissions overseeing various levels of Nigerian educational system, make a case for the establishment of National Commission for Senior Secondary Education. (9) Justify the fact that the National Policy on Education is the major post independence achievement of government in bringing order to Nigerian educational system. References: i. Achunine, R. N. and Irondi, E. O. (Ed.) (1998). Management administration of secondary education. Owerri: Totan Publishers Limited ii. Adesina, Segun, Adeyemi, K. and Ajayi, K. (Ed.) (1983).Nigerian education: trends and issues. Ibadan: University of Ife. iii. Ajayi, T., Fadipe, J. O., Ojedele, P. K. Oluchukwu, E. E. (Ed.) (2002).Planning and administration of universal basic education (UBE) in Nigeria. Ijebu-Ode: National Institute of Educational Planning and Administration, Ondo. iv. Babalola, J.B. (Ed.) (2003). Basic text in educational planning. Ibadan: Department of Educational Planning, University of Ibadan. v. Fagbamiye, E. O., Babalola. J. B., Fabunmi, M. Ayeni, A.O. (Ed.) (2004) Management of primary and secondary education in Nigeria. Ibadan: NAEAP. vi. Fafunwa, A. B. (1974). History of education. London: George Allen Unwin. vii. Oyekan, S. O. (2000). Foundations of teacher education. Ibadan: Ben Quality Prints viii. Osokoya, I. O. (1989).History and policy of Nigerian education in world perspective. Ibadan: AMD Publishers. ix. Ukeje, B. O. (1967). Education for social reconstruction.

The Twenties and Thirties :: American America History

The Twenties and Thirties The twenties and the thirties were very unusual time periods in American History. In some ways they are alike, but in most ways they are very different. The twenties were a time of fun and partying. This is probably the reason it is called the Roaring Twenties. All of the thirties were known as The Great Depression. It was probably called that because of the stock market collapse and the millions of people without jobs. In the twenties, industry took a very big step. The automotive industry was the largest industry there was. The assembly line made mass production possible, and the industry boomed. Henry Ford's assembly line, located in Detroit, Michigan, was the largest one in the country and possibly in the world. When Ford first started making cars, the only car he made was a black Model-T. Almost everybody in the United States had a car. Three-out-of-four families owned one or more cars. With the assembly line they made a lot more cars in one day than they did before. Instead of paying for the cars with cash, people could now use credit to purchase items. Since most families didn't have the money, they would buy the car with credit and pay off the debt later. The thirties was a bad time for the automotive industry. By now Ford had made a Model-A and had three new colors: tan, purple and black. All of the companies were making more cars than they could sell. Nobody had enough money to buy a car because of all of the banks going under. Millions of people lost whole fortunes. Since no one had the money for a car, the cars were not being sold. This caused a big problem. The dealers were very optimistic. They continued to make cars hoping that sales would go up. The new credit law was a wonderful idea. It allowed people to purchase items like a television or radio. The invention of the radio united the nation. The news that was heard on the radio was heard by everyone that had a radio. It was the best form of entertainment of its time. Soon thereafter, the television was invented. Once again people took advantage of the credit and purchased televisions. The television still did not take place of the radio. The radio was still used for listening to music. Many people were spending more money than they had.

Flight Training for the Fighter Wings :: Creative Writing Short Stories Flying Essays

Flight Training for the Fighter Wings First Installment.   Ã‚  Ã‚  Ã‚  Ã‚  The shuttle landed at 0430 hours. Linkan, sitting in the rear of the shuttle looked out the cockpit window to glance out at the huge complex. The system was clear out to Phare's Star. Linkan could almost feel the power of the Emperor’s Hammer. As they had come in system from Setti, they had passed the SSSD Sovereign and her taskforce. He had been in the right seat to see the huge ship. It was beautiful and emanated power from within her structure, the turbo laser batteries sticking out likes tiny pricks along her hull.   Ã‚  Ã‚  Ã‚  Ã‚  As they cleared her bow, Linkan leaned forward and saw Daedalus. The place he’d be living for the next three months. Well from what he heard, he knew this was the best place to go to learn to be a pilot. Linkan thought back to the last four months. It had been a long road since he had been accepted to the TIE Corps. Most people thought that you came straight to the platform and hopped into a fighter. Boy, was that not the case.   Ã‚  Ã‚  Ã‚  Ã‚  Back on Setti, Linkan had attended the local Imperial Fighter wing’s school and basic training program. Nine weeks of hell later, Linkan had graduated from basic training and had moved onto the Search and Rescue school run jointly with the Hammer’s Fist on Carida II. There he had been under the tutelage of a certain First Lieutenant Havz, a very forceful commander who had taught him and his class of pilots what to do in the case of ejection or having to crash land your fighter. It had been a very stressful three weeks as they tested to see if he could withstand the stress of such operations. The last mission had been a simulated crash. Him and his partner, Dru Stavenal of Aurora Prime, were dropped off by shuttle in the middle of Carida’s forest. They were to survive together for a period of 96 hours in the wild, under difficult circumstances. Dru had broken his ankle on the second day, and Linkan had to care for him during the rest of the 72 hours until they could reach the pickup point. He had barely been able to carry the human the last five klicks to the waiting shuttle. He had passed the test with flying colors the instructor had said, now only if he would pass the

Lincoln :: essays research papers

Over the past few years we’ve seen the glamorous acquisitions and mergers of some of the world’s largest companies. Looking towards consolidating resources, minimizing risk and greater control over the product from inception to marketing, these mergers incorporate both vertical integration and horizontal integration.   Ã‚  Ã‚  Ã‚  Ã‚  Times Warner’s’ merger with Turner broadcasting created the largest media company in the world. It owns cable distribution, cable channels, production, music publishing, book and magazine publishing, retail interests, film production and theater chains. An example of possible problems: The 1996 controversy over Time Warner’s cable provider not wanting to distribute Fox’s 24 hour channel, a competitor with Turner’s CNN. Add to this that TCI, the country’s largest cable provider, is now the third largest shareholder in the corporation through its stake in Turner.   Ã‚  Ã‚  Ã‚  Ã‚  These new organizations have the ability to control and promote a product from multiple angles. However, the size doesn’t tell the whole story. A greater measure of the level of competition comes in terms of market share and the barrier for new companies to enter the industry. While the current trend seems to be toward both vertical and horizontal integration, there are possible reasons for the trend to reverse itself. Because of the financial risk involved with new, large-scale ventures, companies that compete in one market find themselves in partnerships elsewhere. This could cause conflicts should these competing ventures find themselves in the same market.   Ã‚  Ã‚  Ã‚  Ã‚  We have witnessed many mergers in recent months. Here are some mergers that might happen in the future: Names of Co. Merging  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New Name W.R. Grace Co., Fuller Brush Co., Mary Kay:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hale Mary Fuller Grace John Deere & Abitibi-Price:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Deere Abi Honeywell, Imasco, and Home Oil:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Honey, I’m Home 3M, J.C. Penney, Metropolitan Opera Co:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3 Penney Opera Grey Poupon & Dockers Pants:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Poupan Pants Over the past few years we’ve seen the glamorous acquisitions and mergers of some of the world’s largest companies. Looking towards consolidating resources, minimizing risk and greater control over the product from inception to marketing, these mergers incorporate both vertical integration and horizontal integration.   Ã‚  Ã‚  Ã‚  Ã‚  Times Warner’s’ merger with Turner broadcasting created the largest media company in the world. It owns cable distribution, cable channels, production, music publishing, book and magazine publishing, retail interests, film production and theater chains. An example of possible problems: The 1996 controversy over Time Warner’s cable provider not wanting to distribute Fox’s 24 hour channel, a competitor with Turner’s CNN. Add to this that TCI, the country’s largest cable provider, is now the third largest shareholder in the corporation through its stake in Turner.

Performance of Cardboard Carton Forms

PERFORMANCE OF CARDBOARD CARTON FORMS Abstract: Cardboard carton forms (void boxes) are commonly used to form the void space between the bottom of grade beams and slabs over expansive soils. However, other than laboratory compression tests and 100% humidity tests, there is little documentation for the actual performance of these boxes in place. This paper summarizes field tests done in an attempt to simulate actual conditions to answer the following questions: †¢ Do the boxes deteriorate at an acceptable rate? Does the wax coating or impregnation and a polyethylene vapor barrier affect deterioration? †¢ Will the boxes fail under heave conditions? Are trapezoidal boxes appropriate and do they perform in an acceptable manner? †¢ Which type of boxes are appropriate in each situation? †¢ What are some of the construction considerations necessary to insure proper function of the boxes? Two configurations of boxes were used: Vertical Cell and Diagonal Type II. Initial T est 1 procedure: It was initially decided to pour a test slab over 4 sets of void boxes.Each box was 4 ft x 4ft x 8 in deep. Concrete was poured on top and all around each box to simulate actual conditions. Four 1 ft x 1 ft steel forms were placed on top of each box for the purpose of loading each box at different intervals to determine if they had deteriorated. All boxes for the first test were vertical cell. Each box was placed with different conditions: †¢ Void box with no poly anywhere †¢ Void box with poly wrapped all around †¢ Void box with poly on top only †¢ Void box with poly on bottom only Test set up with boxes and loading pads Placing concrete over boxes.The procedure was to pour the concrete and test the capacity of the boxes once a week to determine the rate of deterioration. Description of results: †¢ Week 1: Each box was loaded with 200 psf and no deflection was observed †¢ Week 2: Each box was loaded with 400 psf with no deflection â₠¬ ¢ Week 3: Each box was loaded with 400 psf with no deflection. The box with poly on bottom was flooded with water to accelerate deterioration †¢ Week 4: Each box was loaded with 400 psf. The box that had been flooded with water had 3/8† deflection.All the other boxes had no deflection †¢ Week 5: The test pad on the boxes with no poly and the one with poly on bottom were removed to view the boxes. It was discovered that the top of the cardboard had stuck to the concrete causing the cardboard to span across the opening thus giving erroneous information. Both of the boxes appeared to have significant strength but were destroyed in the removal process and could not be tested. †¢ Week 6: The two remaining boxes, the one with poly all around and the one with poly on top had the concrete removed to expose the boxes.The boxes were tested with over 400 psf and still had plenty of capacity with little deterioration. The box with poly wrapped all around had a little wate r in the box, maybe a cupful, but this did not deteriorate the box. The source of the water is unknown, possibly from when the adjacent box was flooded with water. III. Test 2 Procedure: 1. Two vertical cell boxes with no wax were buried in sand and uncovered after one week to view the rate of deterioration: The boxes and loaded with a 50 pound weight and they immediately. 2.A Vertical Cells beam box with wax and a Diagonal Type Beam Box with wax were buried in sand for one week. The buried boxes were tested by standing on them, there was nominal deflection which indicates the wax has a definite impact on the deterioration rate. 3. Two vertical boxes with wax were buried in sand for three weeks. One was completely covered in poly and the other had no poly. Both boxes showed no appreciable deterioration after three weeks. Since the boxes with no wax failed after one week under the same conditions, it is assumed that the wax and the poly significantly slow deterioration.IV. Test 3 Pr ocedure: Two boxes, one diagonal type box and one vertical cells were wrapped in poly with a cup of water added to simulate a 100% humidity condition. The next day, the vertical box collapsed immediately. The Diagonal box did not collapse Two boxes with no wax were buried in sand Box after one week sitting 50 pound block in middle except on the sides. A box with a capacity of only 200 psf was tested and failed with normal construction loads and therefore, considered not acceptable. V. Summary of Observations From Tests 1-3: 1. Testing the boxes from the top gives unsatisfactory results. . The bottom of the boxes deteriorate first and destroys the glue between the verticals and the bottom on the Vertical boxes. 3. Covering the bottom of the boxes with poly (the top of the sub-grade) slows down or stops the deterioration of the boxes. 4. There is not enough moisture coming out of the slab to deteriorate the boxes. 5. The Diagonal boxes are very weak on the sides and very strong in the middle. 6. The Diagonal boxes deteriorate slower because of the wax impregnation. 7. Boxes with no wax seem to deteriorate at an acceptable rate. 8.Covering the entire box with poly stopped any deterioration. VI. Initial Conclusions: 1. Boxes should be tested from the bottom, not the top. Since expansive soil heaves, the boxes should be tested from the bottom. The initial deterioration is on the bottom and therefore, the box is weaker when loaded from the bottom. 2. Boxes under the slab should be constructed with no wax if possible. 3. Diagonal Type boxes which are wax impregnated and have strong vertical and diagonal members deteriorate much slower and they possibly stay too strong under slabs. . New tests were devised using waterbeds to load the void boxes from the bottom. Refer to the description of waterbed tests. VII. Test 4: Water Bed Test It was determined by the initial testing procedure that the void boxes need to be tested in place from the bottom. A 25 ft x 37 ft test sl ab was built with one of the purposes to test the void boxes and another purpose was to test analytical methods of designing flat slabs for houses. Five waterbeds were placed below the sub-grade under the void boxes. One was queen size and four were twin size.Three of the waterbeds had Vertical Boxes with no wax on top of them, one had fully waxed Vertical beam boxes and one had a Diagonal slab box. The purpose of using the waterbeds was an attempt to simulate actual heaving of soil and to test an in place situation on an actual project. The waterbed was buried in the subgrade while constructing the slab. After a period of time, the waterbeds were filled to see if the void boxes collapse or if pressure is exerted on the slab indicating full capacity boxes without deterioration. Steel rods were welded to plates which rested on top of the sub-grade above the waterbed.This rod was sleeved through the slab with pvc pipe. The purpose of these indicator rods was that when the waterbed fil led up, if the top of the rod raised up also, the void boxes collapsed. VIII. Results The Water Bed Test: Three weeks after the slab was poured, the waterbeds were filled. All five waterbed indicators rose quickly and to a maximum height of 7 inches. The void boxes were 8 inches deep at these points, therefore, the boxes were fully collapsed. No deflection or distress was observed in the slab therefore, the test was successful. Three of the test were done with a subgrade that had ? nch rain on it the night before placing the concrete. The waxed boxes were placed in a very dry, sandy subgrade in over 100 degree weather, trying to simulate the driest of conditions. Observation holes which were 4 inch in diameter were located to monitor the deterioration of the void boxes. It was observed that for approximately two weeks after the slab was poured, the humidity was very high in the void space with a great deal of heat generated. Slab indicators showing the â€Å"heaving† of the s oil and therefore the failure of the boxes IX. Conclusions From Water Bed Tests: 1.After three weeks all boxes had lost enough strength to protect the slab from pressure. 2. After three weeks, even boxes which are waxed will fail adequately. All boxes tested were of the vertical cell type. 3. This test was very successful and the use of waterbeds is an excellent method to test void boxes. X. Test 5: Effect of Integral Retainers and Earth Forming: As published in the Fall, 1997 Proceedings of the Texas Section of The American Society of Civil Engineers, Mr. Robert Davis, P. E. tested trapezoidal void boxes to determine if they fail under construction loads.His conclusion was that trapezoidal boxes of the diagonal type fail when used under a grade beam. We have also seen this in the field and agree with the findings. However, some engineers still use the integral concrete retainers. This test was to determine if earth formed grade beams with trapezoidal boxes and the integral concrete retainers are appropriate. A testing apparatus was constructed to test different box and retainer configurations. The test was constructed to push up from the bottom with highly expansive fat clays below the simulated grade beam.Hydraulic jacks were used under the expansive soil to simulate the heaving of expansive soil. A weight equivalent to 200 psf was applied to the grade beam. The friction of the soil plus the bearing on the end of the concrete retainer caused the box to freely move upward. XI. Project Experience-Performance of Boxes under Grade Beams About the time of our tests, a construction project was completed using diagonal type beam boxes under formed concrete beams. Approximately 1000 feet of grade beams were set up in dry weather and normal conditions. The concrete was placed at inch slump and vibrated. After the forms were removed, it was discovered that approximately 20 percent of the void boxes failed. The contractor was instructed to chip off all excess concrete that invaded the void space which took approximately three days to accomplish. The next 1000 feet of grade beams were set up using vertical cell boxes under the same conditions with the same contractor. No boxes failed on this second pour. View of failed boxes XII. Suggested Procedure for Filling Gaps The weakest point of failure for void boxes is on the ends and especially at the intersection with piers.After experimenting with several methods, I have found that common expandable foam as found in hardware stores works excellent in filling gaps and providing a tight form during construction. I recommend all gaps and holes between boxes and at the intersection with piers be filled with this foam. The cost is nominal for a typical project. Expandable Foam used to fill gaps XIII. Final Conclusions and Recommendations 1. All boxes must have moisture in order to deteriorate properly. Therefore, the boxes should not be completely wrapped in poly which is a common practice of contractors. . The moisture from the subgrade plus the hydration of the concrete appear to provide adequate deterioration of the boxes. The void boxes appear to fail from the bottom to the top. 3. A moisture barrier (polyethylene) should not be used below the boxes because it does not allow deterioration from the subgrade below. 4. A moisture barrier (poly) on top of the boxes may affect the hydration of the concrete and therefore the humidity in the void space. This barrier also increases the probability of excessive shrinkage cracks and therefore should not be used for that reason.The question of if this barrier is necessary to prevent moisture migration through the slab and thus affect any floor covering is not a subject of this paper. However, this author has not encountered this problem and therefore, does not recommend placing a vapor barrier on top of the boxes. 5. A layer of ? inch thick masonite should be used on top of all boxes under a slab area. This distributes the concentrated load s due to the rebar bolsters and construction loads. It is our experience that the cardboard cover sheets supplied by the box manufacturers are not adequate for the construction loads.Masonite of less thickness will curl and is not recommended. Plywood or OSB board is not recommended because of termites. 6. Trapezoidal boxes should not be used because the concrete retainers transfer forces from the expanding soil to the concrete beam above. There is also evidence that these boxes fail during construction if they are of the diagonal cell configuration. 7. Expandable foam should be used to fill all gaps between boxes and at pier locations. REFERENCE: www. foundationperformance. org AUTHOR NAME _ DAVID K. ISBELL, P. E.

How does the author create suspense in chapter two of the novel, in which Carl Heine’s body is discovered?

In this essay I am going to explain how the author, David Guterson creates suspense in chapter two. The author helps create suspense by using the typical technical structure of story writing and emphasises their use. David Guterson throughout the whole of the book uses a lot of descriptive imagery, especially in this chapter, which makes a significant additive in the story line. The main protagonists in this chapter are Art Moran, the town's sheriff and Abel Martinson a young officer. The beginning of chapter two starts without informing the reader about the death of Carl Heine, so the reader doesn't know Carl is dead, this is not revealed until the end of the chapter. The setting and pace of this chapter I think are the two most important elements that help create the suspense. This is because they create the atmosphere. The setting of most of chapter two is set on Carl Heine's deserted boat, deserted as in the middle of the harbour and lonely in the thick fog, ‘A fog as palpable as cotton' Is the description used by the author to describe the weather. The suspense is built up thicker and leaves the reader wondering why the boat is alone and not moving. Just before Carl Heine's body is recovered the weather starts to change slightly and the fog starts to become clearer, which is a hidden meaning that the truth is becoming clearer, they are getting closer to the truth. On the boat Abel and Art find a lot of unforeseen objects that makes them wonder what is going on and again with the reader. ‘Silent fish' Is the word to describe the salmon that has been found and has obviously been there for a while. The word silent is the keyword as it represents the atmosphere and possibly Carls death. Then the coffee cup tipped on its side, which shows struggle. The most mysterious item found was the battery dead that I think is symbolic of Carl Heine being dead. The pace of this chapter starts off very, very slow which reflects Carl Heine's death. David uses a lot of history when describing the different characters, not to mention the specific details he goes in to describe them. ‘The sheriff was a lean figure, unimposing, who habitually chewed a stick of juicy fruit gum' Is just one example of the description used. Also the author uses very long sentences, which again slows down the pace of the chapter, this changes towards the end of the chapter. The pace increases in speed, which also increases the intensity and the fact that something is going to happen. This is similar to a movie when they use music to create the atmosphere, start it off slow and then increase the speed to let the audience know something is going to happen but music cant be used in a book so they use the sentences and words to create their atmosphere. When the author increases the pace he uses words like ‘Thrust' This is onomatopoeia, which David adds to create sound to the chapter. The pace slows down once Carl Heine's body is discovered which lets the reader come to reality that the body or what Abel and Art were looking for has finally been found. This creativity also comes into use with the language. The language often stays the same throughout the chapter, but in this sense it helps the reader create a vivid image or picture of the person in your head. The language is also very repetitive which builds up the atmosphere in a sense of panic. The author then leaves Carls face as the last thing the two see and the fact that they don't want to see it and they will have to eventually, is this sense of realisation. Not just for Abel and Art but for the reader, as it is such an intimate chapter. So therefore as seen the author very cleverly creates suspense by using and changing the language, pace, setting and using the characters wisely which makes this chapter more effective as it leaves the reader asking questions like, Why is the boat there? where's Carl Heine? And most importantly what's going to happen next? All these answered are eventually found out in the end of chapter two.

Compare the theme of outsiders in Frankenstein Essay

      D, so he wanted to join the terrorist group to seek revenge. In this respect Daz is similar to the monster, they are both willing to commit heinous crimes for vengeance. ‘ Del that’s my brovver thay catch im raiding wiv Dred. Top him don’t thay. ‘ This quote shows how Daz’s brother was killing in a raid with Dred. After the night in the Blue Moon where he saved Zoe and her friends, Daz finds himself an outcast from two societies. He was still physically a ‘chippy’, which means he is not allowed in Silverdale; however, he helped out the enemy ‘subbies’ which make him not an accepted chippy. After Daz and Zoe they contact each other through letters and finally when they meet, the reader recognise that Daz does not want to be a ‘chippy. ‘ Throughout this novel we are constantly reminded of this forbidden love. ‘ I seen this Subby girl, our mam. Forget her, Daz. Not easy, our mam. Not easy. ‘ Daz is given a negative response from his mum, when he explains that he has met Zoe. However, once Daz meets Zoe he realises he does not want to be an outsider any longer, Daz’s priorities and views of ‘subbies’ change. Like Victor, Daz is very determined; he takes a lot of risks for Zoe and to make his life better. It appears to the reader that Zoe has the perfect life, money, nice houses, cars and good facilities. However it becomes evermore clear that Zoe feels trapped and unhappy. Zoe is an outsider because after she meets Daz, Silverdale citizens see her as a ‘chippy lover. ‘ ‘That’s why we have fences and lights and guards†¦ some kids get fed up being cooped up†¦ a suburbs a pretty nice place†¦ but any place with a fence around’ll get to you, eventually. ‘ This quote shows the reader how a Subby teenager can become fed up with the enclosed lifestyle. Zoe feels this because she is brainwashed into believing her existence is happy and enjoyable. Similar to Daz, when the two forbidden lovers meet her priorities changes. Zoe the loyal and hard working daughter rebels against her parent’s old fashioned and single minded views. Unlike Daz, Zoe is an outsider by choice. Her easiest option could have been to lead a normal life as a young, well-educated Silverdale resident. Nevertheless, Zoe decides to leave the suburb and live in the city, choosing to become an outsider from two societies. Zoe chooses to be an outsider and is similar to Victor; she sees that defending things that are important to her holds great risks. ‘†¦ For the first time I contemplated the enormity of the step I had just taken†¦ ‘ This quote shows how Zoe realises that she has left her Subby life to live in the city; this is the first physical sign of her becoming an outsider. In Daz 4 Zoe Zoe’s Grandmother is not an obvious outsider. To begin with Grandma is not a visible outsider, although later we go on to find she is the founder of the illegitimate organisation. She is very similar to Robert Walton as they are both outsiders in their thoughts and views, however they are not outcasts. Grandma was part of an underground outfit called F. A. I. R, which stands for Fraternal Alliance for Integration through Reunification. Resembling Victor, Robert Walton and Zoe, she is an outsider through choice and these views influence Zoe. Daz 4 Zoe and Frankenstein both discuss outsiders in society, and how people can be born outcasts and how others chose to be secluded from society because of their ambitions, beliefs or interests. We read how Daz and the Monster we forced into seclusion, isolated from society. Also how Zoe, Victor, Grandma and Robert Walton choose to live their lives dangerously and even unhappily because of their thoughts. The nineteenth century literature and the contemporary novel are relevant to today’s society. In the present culture we have different castes, religions, races even different accents, Daz 4 Zoe shows an extreme version of abused power and prejudice. Due to advances in medical science in the present day limbs can be sewn on, body parts reshaped new skin tissue be formed. Frankenstein again shows excessive power, since the novel was written we have had cloning and artificial body parts The two novels both are severe results of social issues we have today. I feel the moral of the two novels combined is that with no action, modern society could find themselves in these difficult situations. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section. Download this essay Print Save Not the one? Search for

Warhorse: World War I

Explain how the combination of two of the following elements was used in one live production that you have seen and assess their contribution to the creation of specific mood(s) and atmosphere(s) at moments: set design, lighting, sound. The live performance I have chosen to write about is ‘Warhorse’ which I saw on the 3rd February at the New London Theatre. In this essay, I am going to explain and analyse how the staging and the lighting together created the different atmospheres and moods such as fear and tension. Throughout the play, numerous themes are illustrated such as the barbarity of war and the cruelty of man. The themes of loyalty and hope are also illustrated and portrayed. Not only did the set and lighting help portray these themes and atmospheres, they also helped making the transitions fluid and the change between the two locations were easily interweaved due to the composite set. The staging used was thrust upon stage with a circular revolve in the centre. The revolve in the centre allowed for separation of the two sections along with the outside edge. The revolve was also used in holding frozen images when other action was taking place along the edge. The use of the no-naturalistic staging in the non-naturalistic theatre form was effective in portraying the different journeys from the likes of Joey. Even the flooring of the stage was a fundamental part of the set. The shades of grey and black gave the look of creased and uneven farmland and also the floor distinctively helped with making the trenches and war land look effective. The different appearances depended a lot on the lighting. At one point, on the back wall, there was a projection of a page torn out from Major Nicholl’s notebook along with projections of dates. This helped the audience follow the events of the war in chronological order. The page torn was also accompanied with different pictures inspired from Paul Nash, the World War One artist. Poppies were also projected to highlight the deaths that were caused by World War One. At the back of the stage, there was a large black area. The depth of this area gave the idea of the vastness of war space and the large scale of war. It also gave the illusion that the actors appeared from nowhere. We saw the transformation and transition of Joey from foal to adult in this black area. This moment was marked by the adult horse jumping over he foal in slow motion. Another big and memorable moment when this black area was used was when the new soldiers first arrived in France and they entered walking through the black space and into the wounded soldiers. This action was accompanied with a harsh white light which made the men look skeletal. The revolve helped in creating different locations and atmospheres and also helped mark key moments. One example of this is the ploughing scene. The struggle of the horse was emphasised by the turning of the revolve as it gave the illusion of a far distance. When Joey got caught on the barbed wire, the revolve was elevated and raised to a higher level to emphasise it. Another example of the use of the revolve was during the enlistment scene. As the announcement of war was made, men were encouraged to sign up along with their horses. The fun and exciting atmosphere at the funfair was highlighted by the revolvement. Flags were put up on the stage and also in the first few rows of audience. This made the audience feel involved and echoed how many people were involved in the war. There was a sense of dramatic irony as we saw the celebration of glory while one of the main themes of the play is barbarity of war. The striking, frozen image was held on the revolve and the image of triumph and glory was hugely contrasted with the action outside as Joey is being enlisted without the knowledge of Albert. We see the father receive money and the uncle giving his son the hand-me-down knife and also we see Albert frantically search for Joey – each of these moments being marked by a spotlight. The non-naturalistic frozen image held on the revolve juxtaposed the naturalistic action and images that were performed outside of the revolve. When Joey gets caught in the barbed wire, I found this moment very moving and it was one of the key moments on the revolve. The revolve emphasises the struggle from the horse. When Joey is ploughing for Albert, the revolve is again used to emphasise his struggle and also it gives the illusion of the long distance Joey had to plough for. The puppeteers who manipulated Joey in these scenes had the tough job of lowering his head and making all of his body parts move as if they were real. When he stumbles backwards, his legs shook and it looked very realistic. At the moment where he is stuck in the barbed wire, there is a projection of barbed wire on the back wall and this really enhanced the illusion that Joey was really stuck. The audience were tense watching this as they really worried about whether he would be able to escape. This was also the moment when the revolve was elevated as it stressed how much pain Joey was in and the fear he would be been feeling. He was lifted higher than the trenches and this showed how much pressure the horses were under and also how much they suffered too; it wasn’t just the soldiers and their families that suffered. Joey was helped freed by the two sides of the war came together. This exemplified the unity of men. By having a composite stage, it was effective as two different scenes were allowed to take place at once. One example of this is when Nicholls dies; men’s bodies and horses bodies were lying dead on the stage as Albert’s mother walked through in Devon; her life had not changed unlike the lives of these men. This moment illustrated how while these men and horses were fighting in the war, the families and people at home were safe at home going about as usual. When these two locations and atmospheres were combined it was really effective. At one point, in no-man’s land, black sticks were lowered from the hatches in the ceiling and they portrayed dead trees as it resembled the amount of deaths that were caused. The trees were representations of the lack of life; this created a reminiscent mood and made the audience reflect on those that died. Paul Nash was also the inspiration behind this. Images of silhouetted men were projected; this also reflected the vast amount of soldiers that died. The lighting used was effective in illustrating the change of location as we moved from Devon to France. It also assisted the set in creating the different moods and atmospheres. The lighting used for Devon was warm and gave homely atmosphere. The audience generally received a warm sense when Devon was visited. In comparison however, when in France, the lighting was dramatically different as it changed from cal, to quiet harsh white lights. The monochrome lighting that was constantly used in France really emphasised the gloomy and startling nature of the war. The bright lights intensified to portray key moments such as Nicholls’ death. Strobe lighting was also used to partner the repetitive gun shots. Nicholls’ death was a major key moment and was marked in numerous ways; he was thrown off Topthorne and a spotlight was focused on him as he and his horse fell in slow motion. A green light was also used to represent the mustard gas attack. As the gas leaked towards the soldiers, the audience felt the climax as we watched it approach them. To show the transportation from Britain to Franc, blue gels were used and also a yellow glow shone on Joey and the others as it demonstrated the life within them. This contrasted hugely with the bright white lights that were used to portray the skeletal look of the men and horses at battle in France. These same bright white lights were used in representing the explosions. Projections were also used alongside the lighting to effectively portray settings. The projection of Joey galloping freely in the open land was juxtaposed with the lack of freedom he got while at war. There was a projection of a tank during the scene where Joey is on stage with a huge tank. This was to done to portray the intimidation Joey must have felt as it was man vs. machine. As I have previously mentioned, the projection of Nicholls’ notebook created a sincere atmosphere for the audience as they reflect on the reason why Albert has gone to war; to find his horse. The only projection that was not in black and white were the poppies; this represented the bloodshed caused and again, the audience were left with a solemn and reminiscent mood. However, the colour also gave the audience the chance to reflect as the red illustrated remembrance. To conclude, I thought that through the set design and lighting of ‘Warhorse’, a variety of moods and atmospheres were successfully created. Tension, hope, remembrance were all enhanced and the audience were often left feeling reminiscent of the horrors of war.

Conflict managment among nursing professionals Essay

Conflict managment among nursing professionals - Essay Example Therefore, this paper is meant to research on how efficient communication among nursing professionals is very crucial in conflict management, workplace satisfaction, patient satisfaction and safety. Proper communication mechanisms are essential for conflict management among nursing professionals. Good communication skills aid in streamlining the relationship among the nursing professionals which provide a level working environment. In fact, efficient communication skills allow the nursing professionals interact freely and without commotions and therefore are able to execute their duties more efficiently and in harmony. It is through efficient communication that the nursing professionals can get to share ideas and gain more skills. The nursing professionals must strive to develop smooth communication strategies to aid in managing conflicts. Effective communication strategies enhance solution of issues on time before they get out of hand. For instance, timely management of hostility between two nurses will promote workplace satisfaction since the disagreement will last for a short time. According to Arnold & Boggs (2011), a hostile situation between nursing professionals may emanate from mockery of one’s opinion by others. In essence, the conflict management department should ensure that any communication made to ridicule someone’s opinion is prohibited to prevent a conflict from arising. In fact, the management needs to provide a level ground for dialogue between the conflicting parties. Dialogue is among the most preferable mechanisms for conflict management. Successful dialogue between quarreling nursing professionals can inculcate respect between them which might aid team building and efficient performance. Efficient communication eliminates confusion by patients and this promotes their satisfaction. Conflicts among nursing professionals result