Schizophreni A Mental Illness - 1426 Words

Schizophrenia is a mental illness that is categorized as an s sever and debilitating illness, it is known to affect at least 1% of the world’s population. (Hirvonen, J., Hietala, J. 2011). Schizophrenia is seen to be a disease with functional abnormalities of different brain structures, for example like the striatum, hippocampus, and pre frontal cortex. ( Hirvonen, J., Hietala, J. 2011). Dopamine is always involved with schizophrenia and it’s known that schizophrenia isn’t caused by genetics, but it is seen as mixture of common and different environmental and interaction risk factors. (Hirvonen, J., Hietala, J. 2011). When a person is diagnose with schizophrenia it’s a mental illness they will have it for life but, with the correct†¦show more content†¦Also it ca be that they have powers that no one else has. Another thing can also be that there is something in their brain like a radar or a radio. (Carlson, 2014).The presence of hallucinations are also part of the positive symptom and what hallucinations is, it’s the presence of a vision that a schizophrenic sees that isn’t necessarily there, it can also be voices in their heads. A negative symptom can be the lack of presence of emotions or speech. The cognitive symptoms can be the lack of movement in the hands, feet, etc. It can be poor problem solving skills and problems in learning and memory. (Carlson, 2014). It can take up to three to five years for symptoms of schizophrenia to appear in a person. It begins with negative symptoms then cognitive and lastly positive which can appear months later. These three symptoms can give hints to a psychiatrics of the type of brain abnormalities that are at fault for this. (Carlson, 2014). Studies have showed that schizophrenia is not a genetic disease, there isn’t one single gene that causes schizophrenia. (Hirvonen, J., Hietala). There multiple risk factors that can cause schizophrenia in an individual. For example it can be an environmental or a genetic risk factor it can also be how they interact with others. (Hirvonen, J., Hietala).

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World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the f ollowing important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions; and (2) History. We will write a custom essay sample on Wh Review or any similar topic only for you Order Now The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450. The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain how the Crusades, the Black Death, the Hundred Years’ War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facil itated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750. The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizations. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750. The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China’s impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe’s Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and (16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi’s Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions mad e by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret soc ial studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? _____________________________________________________________________________ _______________________________________________________________________________ 2. List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early Classical civilizations of monarchies. _________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrews? What is the contribution to the development of ancient (and subsequent) societies? ________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two How to cite Wh Review, Essay examples

Comparative Business Ethics Responsibility â€Myassignmenthelp.Com

Question: Discuss About The Comparative Business Ethics Social Responsibility? Answer: Introduction The oil and the gas industry are considered the one of the vital industry in the economy of the world. One of the greatest challenges of the sustainability reporting is the management and its measurement that are considered as its key indicators. Various companies are found within the sector that has to navigate the risks on the global economy basis that has to invest on the new reserves and to make a continued operation of the large scale. In this report, the three questions will be addressed that is present at the end of the case study. The first question is managing the ethical risks that are found in the gas and the oil industry that will in reducing the accidents. The second question that will be addressed is on the risks that the Exxon and the BP industry will continue to face in the supply of the energy. Lastly, the ways by which the ethical leadership can help in the gas and the oil industry in managing the different risks will be discussed. Managing ethical risks in the gas and the oil industry that will help to reduce accidents Management of the ethical risk starts with that of the stakeholders of the company. The company has the sole responsibility to protect its stakeholders and it can only be possible if they save it from the various accidents. Sometimes, it is seen that the activity is determined to carry some high risks of damage or injury to the stakeholders. It is considered redesigned and the safeguards should be in place that will lower or might eliminate the risk of identification. Providing appropriate incentives to the various changes is for their safety culture. Minimizing the risk of the stakeholders is ultimately to lower occurrences of the accidents (Velsquezand Meunier 2017.). Managing the ethical issues related to the risks that are found in the gas and the oil industry that are related to reducing accidents. Managing the risks related to the gas and the oil industry is to keep the environment and the public at a safe and a high level. There is a need to keep at a safe environment the redu ctions of the spills, oil leaks and the explosions. This will not only affect the public and the community but also the reputation of the stakeholder and the pressures of the public as well as their criticism that needs to be further dealt with. Certification and training is another major thing that needs to be noted as well as the management for the change. In the oil and the gas industry, the accidents are highly censured. The danger in the ecology is linked to the accidents of the gas and the oil industry that is one of the main risks. (Thach et al. 2017) The contamination in the water and the release of the various air pollutants in the atmosphere are caused by the various gas and the oil drilling process (Hickle 2017). This eventually results in global heating that eventually also causes to deplete the ozone layer. The less the accidents related to the leaking of the gases that happens in this industry the less it will be contribute to the reduction in the melting of the polar ice caps. The oil spills are considered the biggest risk in our environment between the oil and the gas (Gallego?lvarez and Quina?Custodio 2017). The main motive behind this is that most of the oil wells are found underneath the oceans and the escape route has the serious possibility to harm in the shortest period. There is a need to decrease the ethical risks that are related to the leakages of the gas and the oil industry that has a lot of approved security plans. The biggest oil spill is known as the Exxon Valdez that has showed how the large companies are not ready for the upcoming disasters that has slow responses when in need. There was once a time that had proper time and gear to fight the oil spill that resulted in the oil spread that often slicks over 2600 miles in the sea and its coastline (Golob, Verk and Podnar2017). This could have been prevented if the money spent was for proper training and equipment that ultimately ended in the payments for the billion dollars that h as the cleaning strategy for the oil spills (Golob, Verkand Podnar 2017). There is a need to automatically fit a remote control that has switches close to the wells. There is a need to cement correctly the shafts so that it can act as the robust deterrent against the pollution of the water. The fracking resulted in sickness in the body of the humans and animals for several years and hence became banned all over the world (Devinney, Schwalbach and Williams 2013). In some Countries like France the fracking have already been banned and some are on its way. The methane gas that has been released in the process of the fracking is done and the results of the methane are done with a trapping radiation that is 20 times more than the gas in the atmosphere (Velsquez and Meunier 2017). This can be considered as a step towards the management of the ethical risks. The adopted culture of the big co operations needs to be stopped. There is a need for management in order to avoid the misbehaviors that might have created a co incidence and there is a need for education amo ngst the workers. The safety practices and the significant helps in monitoring the possible explosive surroundings that needs to have a presence of the combustible vapors. (Shim, Chung and Kim2017) The dangerous structure of the gas and oil business is situated in one of the distant environments that are mostly due to the nature of the fossil fuel and its removal and position. At deep in the ocean, the temperature has equipment that is freezing and the sea water has a considerable impact on its performance. The possessions in the monitoring are in a comparatively aggressive surrounding that is crucial for the reduction of the risk. The management of the remote asset needs to be performed in the technology of the cloud and the availability of the connectivity in the internet. (Park, Kim and Kwon2017) The storing of data and its continuous monitoring on the distant servers that could be at any place in the world and that needs to maintained by the cloud infrastructure. There is a need to monitor the equipment that has been stored on the central servers that has the transmitting of the information that needs to be monitored from those equipments that has central servers. Data such as the continuous emission monitoring system (CEMS) that is nourished in the real time software that the companies can easily report, collect ad record the data (Park, Kim and Kwon 2017). The cloud technology will help in telling the company about the various upcoming accidents that happened before and has a tendency to reduce the risk of the environment of all those workers working there. It can be concluded saying that the management of the risks in the gas and the oil industry that can easily be differentiated between the large scale disaster and the well management of the oil rigs (Wymer and Rundle-Th iele 2017). Comparison of the risks of the industries The fracking industry, Exxon and the BP are amongst those industries that face many risks that include the explosions, spills and environmental contamination. The potentiality is great to damage the stakeholders of the environment(Cuadrado?Ballesteros, Martnez?Ferrero and Garca?Snchez 2017). The Exxon and the BP made a face that has a decreasing supply of the resources that is considered to be apt in taking bigger risks to meet the demands of the customer. The fracking industry faces several uncertainties with the customers and no one has the positive safety measures of the activity. There is a need to encounter the three risks that have a negative reputation and must maintain as well as gain the trust of the public (Crane and Matten2016). Each company is bound to face the face leaks, explosions and thee spills. The reputation of the customers is to make them buy their oil. There is also a need to deal with the different risks that involves the financial and the political. The main r isk of each of this company is that it will face various leaks, spills and explosions that are happening all around. There is a need to deal with the reputation of the customers. Like for instance, it may be said that a loyal customer of any brand is about the oil spill that is going to harm the ocean and now will probably switch to the shell oil (Boulouta and Pitelis2014). A wide range of the impact that has an adverse impact on the drilling of the gas and the oil that is based on the environmental and the economic conditions that is quite dependent on the world of the commodity that cannot be ignored. The demand is very high of the crude oil that is almost 90 million per day and has been created on the significant challenges (Ali, Frynas and Mahmood 2017). The demand has increased on an outstripping supply of the various alternative energy resources that has been investigated. The oil and the gas industry are not free from the risks and its safety is considered the greatest concerns for the elements. The risks that is associated with the environment in the oil and the gas industry that includes the water pollution and the release of the various air contaminants that might affect the environment adversely (Shim, Chung and Kim 2017). These may be considered the harmful gasses that eventually result in the global warming and its contribution to the melti ng of the ice caps and other damages from the environment. The oil spills are considered the tragic and the worst-case scenario that largely affect the environment. The risks from the oil and gas industry have adopted several safety and procedures that might have a tendency for diminishing the negative impacts (Yasser, Al Mamun and Ahmed 2017). Image of Exxon Valdrez The oil spill of the BP has a wide range of the repercussions that is not only for this industry but also for the entire. This incident is quite recent and was found when there was leaking of the oil from the Gulf. This resulted in the beaches to turn black and make the people dependent in the Gulf of Mexico (Park, Kim, and Kwon 2017). The leak was later sealed and almost more than six hundred and forty miles across the coastline that was affected by a large amount of oil, that was present beneath the level of the water. The loss of the wildlife in the Gulf has witnessed the results in the patent threats to the marine lives and the coral reefs. In order to make the natural gas rise to the surface of the ocean, the chemicals and the sand was inserted in to the shale rock and that helped in the process of the fracking (Yasser, Al Mamun and Ahmed 2017). This process takes place near the drilling sites that has released various gas and chemicals that is known as the methane. This frackin g system has grabbed the attention of the media lately. An estimation may be reserved that has been conducted with the help of this fracking that will remain in the 100 years (Park, Kim, and Kwon 2017). The drilling of the gas has increased to almost 45% with the adoption of the hydraulic fracking techniques. Some of the proponents have opined that the sealing of the well shafts will be effective in addressing the contamination of the water. From the studies, it may be concluded that the hydraulic fracturing mud that is radioactive as well as toxic. The person who will climb up to clean the vats might suffer from migraine, inflation and the breathing problem. A critical stage may also arise and they may be admitted to the hospital immediately. Effectiveness of ethical leadership in managing the risks in the oil and the gas industry The leadership has the capability to set the tone for the culture of the company. The leadership makes several ethical decisions that are related to the commitment in protecting the different stakeholders and the company will follow the rest. The precautions and the policy need to be carefully followed by the company and there is a need to enforce the leadership model (Bice 2017). If it is seen that the operation is deemed excessively high for a risk then it will be aborted or redesigned before any change occurs due to an accident. The gas and the oil industry can easily benefit from the leadership that has focused particularly on protecting the environment and the stakeholders instead of just focusing on the bottomline. The ethical leadership and the management of the risk of the environment are usually done with the help of the organizations such as the IPIECA (Baumann-Pauly et al. 2013). This can be considered as a trustworthy organization that can stand up and speak of the variou s problems that is highly beneficial in gaining the level of the trust of the public. There is a need to take up responsibility on both the lower and the high level positions for the issue. The ethics is defined as the rule for the conduct that needs to be recognized with respect to the particular class of a particular group or human actions (Alvarado-Herrera et al. 2017). The term ethical is an adjective that can be best described as a pertaining power that deals with the principles of the morality that may be due to the pertaining powers in the conduct. This framework will help in the concept of the ethics and is defined as the sort of the leadership that needs to be focused on the leading manners that deals with respecting the rights, dignity and the individualism of others (Alrubaiee et al. 2017). There is no scope for forcing the viewpoints on the subordinates and there is a need to accommodate and understand the various positive differences and the views of others. There is a need to recognize the rule game that is based on the achievements and the objectives and also has an incentive to play outside the rules (Maon, Swaen and Lindgreen 2017). The case of the above three highlights the moral and the ethical failure of the various corporate executives who are encouraged to build a culture of the corruption and greed in the organization that has the sole purpose of the different competitive advantages and those of the financial (Ali,Frynas and Mahmood 2017). There is a culture of transparency and responsibility and the environmental risk management. The quality and the safety management should also be considered. The transparency and the cultural responsibility along with the risk management in the environment and the quality management all falls under the risk management. There is a need to provide ethical leadership that may have few practices that needs to be followed in an organization. As an ethical leader in the ethical leadership there is a need for the various values like the care, respect and integrity (Wymer and Rundle-Thiele 2017). The gas and the oil industry needs to be involved with various risks that needs to be seen from the case studies of the Exxon Valdez disaster and the Deepwater horizons of the oil spill. The ethical leadership helps in establishing the various cultural transparencies and its leadership. The incident that involves the Exxon Valdrez was missing this most important feature (Shim, Chung and Kim 2017). The captain of the Exxon Valdrez Joseph Hazelwood was not in command when the incident took place. It can be said that there was no one holding the licenses in the vessels. It can be said that Captain Hazelwood was above the permitted level in the alcohol consumption. He has an issue related to the drinking of the alcohol and the officials of the Exxon made him in charge of this largest tanker. This could have been avoided if along with the Captain and its management they became transparent and responsible. The ethical leadership needs to be effective as well as of real time that will prevent irresponsible and unethical behavior (Gallego?lvarez and Quina?Custodio 2017). Conclusion From the above research paper, it can be concluded that the work of gas and oil Company is a politically and socially complex as well as technically complex. From the last two decades it can be seen that some oil and gas industry are making great strides towards making their business great. They are even doing business in a more socially responsible way as well as sustainability. It can be summed up stating that all the three cases are based on the numbers from the total global demand for the oil and the natural gas. It is shown that there is huge dependency that is based on the commodity. Managing the various risks is important in order to reduce the accident that is the only possible way to go. The health risk management and the ethical leadership can be accessed with the help of the various environmental risks. Reference Ali, W., Frynas, J.G. and Mahmood, Z., 2017. Determinants of Corporate Social Responsibility (CSR) Disclosure in Developed and Developing Countries: A Literature Review. Corporate Social Responsibility and Environmental Management. Alrubaiee, L.S., Aladwan, S., Joma, M.H.A., Idris, W.M. and Khater, S., 2017. Relationship between Corporate Social Responsibility and Marketing Performance: The Mediating Effect of Customer Value and Corporate Image. International Business Research, 10(2), p.104. Alvarado-Herrera, A., Bigne, E., Aldas-Manzano, J. and Curras-Perez, R., 2017. A scale for measuring consumer perceptions of corporate social responsibility following the sustainable development paradigm. Journal of Business Ethics, 140(2), pp.243-262. Baumann-Pauly, D., Wickert, C., Spence, L.J. and Scherer, A.G., 2013. Organizing corporate social responsibility in small and large firms: Size matters. Journal of Business Ethics, 115(4), pp.693-705. Bice, S., 2017. Corporate social responsibility as institution: A social mechanisms framework. Journal of Business Ethics, 143(1), pp.17-34. Boulouta, I. and Pitelis, C.N., 2014. Who needs CSR? The impact of corporate social responsibility on national competitiveness. Journal of Business Ethics, 119(3), pp.349-364. Crane, A. and Matten, D., 2016. Business ethics: Managing corporate citizenship and sustainability in the age of globalization. Oxford University Press. Cuadrado?Ballesteros, B., Martnez?Ferrero, J. and Garca?Snchez, I.M., 2017. Board Structure to Enhance Social Responsibility Development: A Qualitative Comparative Analysis of US Companies. Corporate Social Responsibility and Environmental Management. Devinney, T.M., Schwalbach, J. and Williams, C.A., 2013. Corporate social responsibility and corporate governance: Comparative perspectives. Corporate Governance: An International Review, 21(5), pp.413-419. Gallego?lvarez, I. and Quina?Custodio, I.A., 2017. Corporate Social Responsibility Reporting and Varieties of Capitalism: an International Analysis of State?Led and Liberal Market Economies. Corporate Social Responsibility and Environmental Management. Golob, U., Verk, N. and Podnar, K., 2017. Knowledge Integration in the European CSR Communication Field: An Institutional Perspective. In Handbook of Integrated CSR Communication (pp. 273-291). Springer International Publishing. Hickle, G., 2017. Extending the boundaries: an assessment of the integration of extended producer responsibility within corporate social responsibility. Business Strategy and the Environment, 26(1), pp.112-124. Hofman, P.S., Moon, J. and Wu, B., 2017. Corporate social responsibility under authoritarian capitalism: Dynamics and prospects of state-led and society-driven CSR. Business Society, 56(5), pp.651-671. Jain, T., Aguilera, R.V. and Jamali, D., 2017. Corporate stakeholder orientation in an emerging country context: A longitudinal cross industry analysis. Journal of Business Ethics, 143(4), pp.701-719. Lee, H.Y., Bonn, M.A., Reid, E.L. and Kim, W.G., 2017. Differences in tourist ethical judgment and responsible tourism intention: An ethical scenario approach. Tourism Management, 60, pp.298-307. Maon, F., Swaen, V. and Lindgreen, A., 2017. One vision, different paths: An investigation of corporate social responsibility initiatives in Europe. Journal of Business Ethics, 143(2), pp.405-422. Marques, J.C., 2017. Industry business associations: Self-interested or socially conscious?. Journal of Business Ethics, 143(4), pp.733-751. Medeiros, K.E., Watts, L.L., Mulhearn, T.J., Steele, L.M., Mumford, M.D. and Connelly, S., 2017. What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction. Journal of Academic Ethics, pp.1-31. Park, Comparison of the risks of the industriesumer loyalty: An examination of ethical standard, satisfaction, and trust. Journal of Business Research, 76, pp.8-13. Shim, K., Chung, M. and Kim, Y., 2017. Does ethical orientation matter? Determinants of public reaction to CSR communication. Public Relations Review. Thach, S., Lukosius, V., Rizzo, A.M., Akin, M. and Rueda-Garcia, A., 2017. Exploring Ethical Awareness in Business: Global, Local, or Business?. Velsquez, A. and Meunier, L., 2017. COMPARATIVE MARKETING ANALYSIS OF THE UK AND GERMANY FOR GLOBAL SUSTAIN. Wymer, W. and Rundle-Thiele, S.R., 2017. Inclusion of ethics, social responsibility, and sustainability in business school curricula: a benchmark study. International Review on Public and Nonprofit Marketing, 14(1), pp.19-34. Yasser, Q.R., Al Mamun, A. and Ahmed, I., 2017. Corporate Social Responsibility and Gender Diversity: Insights from Asia Pacific. Corporate Social Responsibility and Environmental Management, 24(3), pp.210-221

Jazz Bio on Jazz musician Miles Davis

Introduction Miles Dewey Davis III is a renowned American musician and composer who was born on 26, 1926 at Alton, Illinois. He died September 28, 1991. He is remembered for his contribution towards the development of Jazz music. He was the son to Doctor Davis, who is credited to have nurtured the talent in his son of playing the guitar. His mother was Cleota Mae (Cook, 2007). This paper analyzes the life of Miles Dewey Davis III.Advertising We will write a custom research paper sample on Jazz Bio on Jazz musician Miles Davis specifically for you for only $16.05 $11/page Learn More Music Career His parents realized their son’s talent at the age of 13 where the father bought him a trumpet and enrolled him to music classes conducted by Elwood Buchanan. At the age of 16, Miles was playing as a professional musician whenever he was out of school. During his final year at high School he was so refined that he was playing as a reliable member of Eddie R andle’s band, the Blue Devils. At the same time Tiny Bradshaw was strongly persuading him to join their band but his mother insisted that he had to finish his secondary school education before joining the band. In 1944, after his high school education, he traveled to New York where he was to pursue his dream without the influence of his parents; however he had gone to the state to study music at Juilliard School of Music. In the midst of his studies he started playing at Minton’s Playhouse and Monroe’s night clubs. He did not finish his studies at Juilliard but dropped saying that the school offered a lot of classical European and â€Å"white† repertoire. He started playing in clubs as a freelance singer (Ward and Burns, 2000). In 1945, with Herbie Fields’s group, Miles entered into studio to record as a side man. For the next three years, he was looking for a good collaboration to start recording as a leader, however this was hard to come by. He d ecided to go it alone in 1948 (Cook Brian, n.d). 1948- 49 This is seen as the period that saw the birth of cool Jazz. In 1948, Davis made friends with Gil Evans, an established singer of the time who housed a lot of young singers in his apartment. This gave Davis a chance to interact with young and old singers of the time. Evans was the founder of Claude Thornhill orchestra where he tried incorporating a new style of music. In the time, a total number of ten people were involved in the move. Davis got interested in the new development that he was made a leader. Using the nonet, they performed in different places across New York and were applauded for quality. However, the group did not last past 1949, where there was a change of personalities. The level the project had reached was comfortable to Davis and could not leave it at the point so he held on to the new system. Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Before their break up, they recorded with Capitol Records a number of songs which were released in 1956 and named as Birth of the Cool. It later came to be known as cool jazz. After the break of the nonet, Davis and Evans remained good friends; they had similar mission and worked hard to benefit from it. 1950–54 Davis traveled to Europe and found a complete new development where African music had dominated the continent. The music was more appreciated than any other music. He got into a relationship with Juliette Greco (French singer and actress). When he went back to New York, Miles suffered depression partly as result of leaving his love in France and had no friends (his friends were left in Europe); he resorted to taking drugs. He got addicted to heroin and witnessed his friend die of the drug. His efforts to stop taking the drugs hit a hard rock until he decided to return to his father in St. Louis where he locked himself in a room. He p layed only in Detroit and vowed not to return to New York. 1955 – 58 After recovery from drugs, Davis decided to go back to New York and try his luck there. He attended Newport Jazz Festival where he played as a solo artist. He recruited young musicians and formed what came to be called â€Å"first great quintet†. 1960’s to 1991 This was the time that electric music had started to develop but he held to his style. He got married to a model and song writer Betty Mabry; however he divorced her after a year. This time he was still using cocaine but his music had already gotten in the system of Americans and Europeans. He made travels to Colombia, France, and United Kingdom among other European countries where his style of music was applauded. In 1979, he rekindled his love with actress Cicely Tyson who worked tirelessly to see him out of the drug menace. She was successful. After regaining health and form he continued doing what he liked most with a young band whi ch saw him play his last song in Columbia called You’re under Arrest. He also was able to make a strong band which had personnel like Mino Cinelu and guitarist John Scofield, who had adopted his kind of music. Advertising We will write a custom research paper sample on Jazz Bio on Jazz musician Miles Davis specifically for you for only $16.05 $11/page Learn More On the morning of September 28, 1991, he died in hospital after suffering stroke, pneumonia, and respiratory problems; this was in Santa Monica, California. His body was rested in Woodlawn Cemetery in The Bronx; he was 65 years and married to Cicely Tyson (Mandel, 2007). Legacy Davis is known as one of the most influential musician in history. He nurtured a number of talents and gave rise to Jazz music. The album Kind of Blue is unsurpassed in terms of sales. Though his music has aspects of African American, he is seen as one who was innovative and influenced people to sing. He has led to development of singers like, The Gaslight Anthem. Awards During his career, he was awarded a number of awards by different organizations for his contributions. Some of the awards that he got include Down Beat in 1955, 1957, and 1961, Grammy Award, 1960, 1970, and 1982, among others. Even after his death he was offered Hollywood’s Rock walk in 2006 (Fadoir, 2009). Conclusion Miles Dewey Davis III is a renown American musician and composer who was born on 26, 1926 and died on September 28, 1991. He is remembered for his contribution in Jazz music development. His music still remains as world’s best selling music. Though his life was influenced by Heroin addiction, his creativity led to the development of Jazz music. Reference List Cook, R. (2007). It’s About That Time: Miles Davis On and Off Record. New York: Oxford University Press. Cook, R. and Brian, M. (n.d). Entry â€Å"Miles Davis† in Penguin Guide to Jazz. New York: Penguin. Fadoir, N. (2009). Jazz and Hip Hop: You Know, for Kids. Michigan: Michigan State University.Advertising Looking for research paper on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Mandel, H. (2007). Miles, Ornette, Cecil: Jazz Beyond Jazz. New York: Routledge. Ward, G.C., and Burns, K. (2000). Jazz: a history of America’s music. New York: Alfred A. Knopf. This research paper on Jazz Bio on Jazz musician Miles Davis was written and submitted by user Sara Chapman to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Child Depression Inventory Essay Example

Child Depression Inventory Essay Example Child Depression Inventory Essay Child Depression Inventory Essay A brief self-report test that helps assess cognitive, affective and behavioral signs of depression in children and adolescents 7 to 17 years old. Application: The Children’s Depression Inventory contains 27 items, each of which consists of three statements. For each item, the individual is asked to select the statement that best describes his or her feelings for the past two weeks. The assessment is designed for a variety of situations, including schools, child guidance clinics, pediatric practices, and child psychiatric settings. Administration: The Children’s Depression Inventory is used by clinicians and counselors to help: * Assess self-reported key symptoms of depression, such as a child’s feelings of worthlessness and loss of interest in activities * Support diagnosis and treatment planning * Conduct clinical research Time Requirements: 10 – 15 minutes Scoring and Interpretation: * Negative Mood * Interpersonal Difficulties * Negative Self-Esteem * Ineffectiveness * Anhedonia Norms The normative sample used for scoring the CDI was divided into groups based on age (ages 7–11,12–17) and gender. The normative sample includes 1,266 public school students (592 boys, 674 girls), 23%of whom were African-American, American Indian or Hispanic in origin. Twenty percent of the children came from single-parent homes. The internal consistency coefficients range from . 71 to . 89 and the test-retest coefficients range from . 74 to . 83 (time interval two-three weeks). The CDI Manual documents the discriminant and concurrent validity research, the factor structure, and the CDI’s sensitivity to change. The manual also includes an annotated bibliography. Outline Research Question: Is Child Depression Inventory (CDI) a reliable and appropriate assessment for depression diagnosis in children ages 7 to 17 years old? Introduction: This section will be used for explanation and history of CDI. Body: Research and critical review of literature. o What studies have been conducted on CDI effectiveness? o How reliable are these studies? o Has CDI resulted in diagnosis of depression in children 7 – 17? Conclusion: Was CDI found to be effective? Is there any further research needed? References: At least 12 references about CDI effectiveness.

Where to Find the Best SAT Writing Practice Tests

Where to Find the Best SAT Writing Practice Tests SAT / ACT Prep Online Guides and Tips As you study for SAT Writing, you’ll need some sample tests to practice your new skills on. Resist the temptation to just start trying random questions, however. It’s vital that you only use practice tests that will actually help you improve, and those can be a bit tricky to find. In this post, I'll explain why you shouldstick to accurate practice tests, what makes for a good practice test, how to use them in your SAT writing prep, and where to find the best practice SATs. Keep in mind that although the general advice in this article applies to every standardized test, it only includes links to materialsfor the current SAT.For more info on how to study for the new SAT, try this full guide. Feature Image: Dennis Skley/Flickr 4 Reasons to Stick to Accurate Practice Tests For the most part, you should focus on practicing with official SAT writing tests.SAT writing questionshave their own logic and style, whichyou'll only become accustomed toby studying the actual test. In a perfect world, you couldalsosupplement the official tests with extrapractice materials designed to help you study specific concepts. Unfortunately, the majority ofunofficial SATpractice materials, including those made bywell-knowncompanies like Kaplan and Princeton Review, aren't true towhat's actually on the test. (Here at PrepScholar, we believe our program is an exception, but you don't need to take my word on that. Read the rest of this guide and then give it a try- for free!- yourself.) Using badpractice materials is awaste of valuable SAT studytime and can evenhurt your progress. Below, I've expanded on keyreasons not to use inaccuratepractice materials. #1: They Don't Coverthe Right Concepts SAT writingquestions only test a handfulof topics, butmost non-official practice tests either ask about concepts that aren't on the real test or skip some of the key ideas that are. Even when unofficial materialsdo stay focusedon the same concepts as the real SAT writing section, they generallydon't do soin the same ways. For example,a bad test might ask you about the difference between "who" and "whom," a concept that isn't covered on the real SAT writing section, or have Identifying Sentence Error questions that count style issues as errors or ask about punctuation, neither of whichwould ever happen on a real test. If you're using inaccurate tests, you're learning to take the test the wrong way- to look for errors you won't see on the real thing- instead of getting accustomed to the styleof question you'll actually see on theSAT writingsection. #2:Big Picture Strategies Won't Apply to Them One of the most important parts of studying for SAT writing is learning how to effectively approach the questions. If a practice test doesn't allow you to practice those big picture strategies, it probably isn't worth your time. Someof the worstpractice materials include questions that usedifferent formatsthan those onSAT writing. This change may not seem important, since you can still practicethe SAT writing grammar concepts. However,SAT writing isn't a regular grammar test, and succeeding on it is just as much about understanding how to attack the test as it is about knowing the rules. Make sure to use differently formatted questions sparingly, if at all. #3: They Don't Employthe SameLogic asSAT WritingQuestions I briefly mentioned this idea above, but it is really, reallyimportant: SAT writing questions follow specific patterns and the best way to learn them is to study official SAT writing tests. As such, even the best unofficial tests can't replacereal SATs in your prep plan. #4: TheyCanConvince You that You're Much Better (or Worse) at SAT Writing than You Actually Are A lot of unofficial tests feature questions that areeither considerablyeasier or markedlyharder than those on the actual SAT writing section. If you practice oneasier tests, you're likelyto end up thinking that you're moreprepared than you are and then panicking when faced with real questions. If you'reusing harder tests, on the other hand, you're likely to become discouraged because the tests feel impossible (sometimes they are!). In neither case do you get a good sense of what the material on the official SATis like, which is one of the main reasons topractice the SAT in the first place. You would never see this question on a real SAT, but you might on a bad practice test. Image: Duncan Hull/Flickr 3 Key Qualities to Look for in SAT Writing Practice Material Now thatwe've established some of the problems with bad study materials, let's go overwhat tolook for in goodSAT writingpractice materials. As I mentioned at the beginning of this post, the best approach is tostart with real SATs. Luckily, the College Boardhas released a total of 14official tests, which shouldbe enough to cover at least 40 hours ofstudying. (I'll go over where to find these tests, as well as other official SAT writing practice questions,below.) If you do find yourself in need of further study material, however, there arethree questionsyou need to ask yourself as you evaluatepotential practice materials. #1: Do the Questions Havethe SameFormats as Those on SAT Writing? The first step to evaluating practice materials isglancingover them and making sure they look the same as real SAT writing sections. Are the three different types of questions (Improving Sentences, Identifying Sentence Errors, and Improving Paragraphs) all represented? Doeseachtypelook the way it should? You'll likely be amazed by how many practice tests don't pass this basic screening. Make sure not to use materials that don't look right- they'll certainlybe off in other ways as well. #2: Does ItTest the Same Concepts as the Real SATWriting Section? This question can be very difficult to answer because it requires you to fullyunderstand what's actually on the SAT. This is one of the reasons thatyou should only turn to unofficial tests if you've already used up the majority of the materials available from the College Board. However, if you do need to find some more SAT writing practice, I recommend working through 10 of each type of SAT writing question (or just one passage for Improving Paragraphs) and trying tosee if anything jumps out at you as obviously unlike areal SAT writing section. Are there questions on topics you've never seen on the official tests? Or are there topics clearly missing? Do the explanations clearly lay out why the correctanswer is the only one that works? #3: Isthe TestRoughly asDifficult as the SAT? This problem is another issue that can be challengingto resolvewithout investing a lot of time into materials that may or may not be helpful. After testing some of the questions(as I recommendabove),compare how many you missed on the unofficial testswith youraverage from an official test. Is the numbermuch higher? Much lower? If so, think about why- is it fluke or are you doing measurably better or worse on the unofficial questions?If you suspect the unofficial practice materials differ significantly from official ones, don't usethem. The Best Waysto Use SAT WritingPractice Tests toPrep What you're using SAT writing practice for will depend on whatkind of prep program you're doing(independent, with a tutor, throughan online program), but there are three main types of SAT writingpractice: taking full tests, analyzing sections, and drilling withquestions. I've outlined some general advice on how to effectively practice forSAT writingbelow. Take at Least 3 Full Practice Tests One of the most important parts of studying for the SATis building up the endurance to stay focusedfor a three-hour test,andthe only way to do thatis bypracticing. No matter what type ofstudy program you use, you musttake at least three full practice SATswhere you closely simulate testing conditions: timing yourself, sitting in a quiet room, turningoff your phone, and taking only the SAT-allowed breaks. Make sure to use official SATsfor these full practice tests.The point of the exercise is to mimic the experience of test day as closely as possible, which is only possible with a real test. Analyzethe Questions Anotherreason to primarily useofficial SAT practice testsis that theirquestions have a unique style and logic. Therefore, it can be veryuseful to carefully pickapart real SAT writingquestions and think abouthow they work. When analyzing a question, ask yourself the following questions. What ideais the question testing? How are the wrong answers wrong? Are there traps meant to trick you into picking an incorrectanswer,and, if so,how canyou avoid them? The deeperyour understanding of how SAT writingquestions are built, the easier, and quicker,answering them becomes. You can also check outour post on reviewing your mistakesfor more tips on how to effectively analyze questions. Practice Both With and Without a Timer Although moving quickly through the questionsis an important part of succeeding on the SAT, you shouldn't focus only on timed practice- doing so will keepyou from getting the most out of your SAT writing practice. Afteryou’ve taken a full practice test and set a baseline, it’s better to start with untimed practice and work up to doing timed sections. That way ,at the beginning, you canfocus on gaining a deep understanding ofthe structure and style of SAT writing, which will then help you approach the timed questions more confidently. Know when and when not to use a timer. The Best SAT WritingPractice Tests I've said it before and I'll say it again:use official SAT writing practice testswhenever possible. To help with that, I've curated a list of everywhere you can obtainofficial SAT writingpractice materials- for free and for sale- and explainedthe best ways to use them. Free Official Tests There are a number of full-length official tests available online. These are great for taking as complete tests, but can certainly be used for other purposes as well. Most Recent SAT Practice Test On its website, the College Board offers a free practice test (broken) that anyone can download and take.You can even input your answers on the College Board site, and it will grade the test for you. (Otherwise make sure to download them here. [broken]) This test is great to use as your baseline test because there are full answer explanations available on the College Board website, as well as helpful explanation videos for some of the questions on Khan Academy. More Free Official Tests In addition to the most recent free PDF, there are some older officialSATs available through the links below. Official SAT Practice Test 2013-14(answers) Official SAT Practice Test 2007-08(answers) Official SAT Practice Test 2004-05(answers) Extra Free Official Practice In addition to the full length tests, you can find extra SAT writing practice questions in the following places. College Board Website The College Board offers some extra writing practice questions as well as the full tests:Identifying Sentence Errors (broken), Improving Sentences (broken), andImproving Paragraphs (broken).These aren'tas good for simulating the actual test, but they can help you get a general sense of the questions and style, especially since they include explanations. Khan Academy Online education non-profit Khan Academy has partnered with the College Board to create official studymaterials for the redesigned SAT, but they also have some greatpractice questions for the current version of the test. If you sign up for a free account you can access more official Identifying Sentence Erros and Improving Sentences questions (unfortunately there are none for Improving Paragraphs). The questions include explanations. Official SAT Writing Tests for Sale Finally, there are also some realSATs for sale, in the form ofThe Official SAT Study Guide,which includes 10 more official tests. The book is currently available for $11.81 on Amazon, so it's an excellent value. The book itself doesn't include full answer explanations, but they are available on the College Board website. You canlikely check the bookout of the library as well, but if you do so, make sure that it doesn't include other students' notes and keep in mind that you may not be able to access the online explanations. What's Next? If you still want more sources of SAT writing practice, check out our guide to the best SAT writing books (coming soon). Make sure that you know how to study effectively with these key tips(coming soon). Finally, brush up on your big picture strategies for Identifying Sentence Errors, Improving Sentences, and Improving Paragraphs. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Electrical Engineering Personal Statement Example | Topics and Well Written Essays - 500 words

Electrical Engineering - Personal Statement Example My father who was an engineer used to teach me about technological advances and has always encouraged me to learn more about this. My first interaction with computers was at the early age when I was only five years. In my primary school, I was very good in science subjects and the same was reflected in my secondary school. I used to perform as the best student in physics and computer subjects. As a result, my teachers continued to encourage me to engage in electrical engineering once I go for higher education. Once I joined the University I chose to undertake a bachelors degree in electrical engineering. While in college I found my studies very enjoyable as I engaged in what I was interested in. Spending most of my time in the laboratory was not something I dread but the best thing is that I take pride in my work. This has contributed to the successful completion of my graduate degree. During my college education, I have also been able to design a functional microprocessor which I pe rceived as an experience and achievement for learning. It was also a major focus for my technical and professional advancement which is now motivating me to undertake a post-baccalaureate study in electrical engineering. I always aspire to take what my heart feels comfortable with and since being an electrical engineer professional is my major goal that’s why I would like to enroll in this program. Having already completed my graduate degree I would like to undertake more research and engage in coursework which will help me enhance my competence in electrical engineering. My main goal is to finish my post-baccalaureate degree and then pursue my Ph.D. The type of research that I am mostly interested in is on optical properties on MEMS devices and develop faster electro-optical interfaces. My special interest in this area is derived from my undergraduate studies in MEMs in the development of advanced and favorable tri-axial accelerometers. Pursuing this type of research will be a challenge to me and at times I might feel defeated but my special interest in this field and learning will give me the courage to accomplish my goal.

The Opium Wars Commentary Research Paper Example | Topics and Well Written Essays - 500 words

The Opium Wars Commentary - Research Paper Example France, Britain and the United States deployed some of their citizens, as well as their army men, to go and settle in strategic regions of China. This put the country into pressure noting that its sovereignty was being mocked by the three other nations, which had decided to settle without consent in China. China’s endeavor to remove the foreigners from their land was what made the whole process seem like warfare as there were always tensions throughout the land of expected battles.However, even if it seemed that Britain, The United States and France were taking advantage of China’s weakness, China's regime was brutal and corrupt. It executed many of its citizens on trumped up charges and was not worthy of any sympathy. Even as it is correct for critics to argue that wars have been brought about by fewer issues, I believe the Opium Wars was a way of granting Britain the right to sell opium to the Chinese. It was also one of our less epic military ventures. The Chinese, a ccording to the source provided, seem to be quite touchy regarding that part of their history, as torching down the Summer Palace is quite a sore point. Also it would be an oversight for the British regime to push this matter too far as it will weaken China’s reliability when objecting to genuine injustices.Another question that might arise from this topic is how weak the Chinese regime was just to allow the sale of tobacco to their people from other nations. In addition, they were forced to accept the venture without their views being heard.

Emily Dickinson Essay Example for Free

Emily Dickinson Essay Emily Dickinson’s place in history has affected many aspects of social order. Dickinson’s writing touched on many issues that were very important to the life and development of Dickinson’s persona; such as religion, war, psychosis, and love. Dickinson’s insight into these issues has been the source of the majority of the interest in her work. Emily Dickenson, throughout her life, sought a personal understanding of God and his place within her life. Her place within the Calvinist Puritan Amherst, however, would not allow for her inquiry into the understanding of the nature of God other than within their specific doctrine. In her childhood Emily Dickenson was shy and already different from the others. Like all the Dickinson children, male or female, Emily was sent for formal education to Amherst Academy. Dickenson began to develop into a free willed person. Many of her friends had converted to Christianity, and her family was also exerting enormous amount of pressure on her to convert. Her father, along with the rest of the family, had become Christians and she alone decided to rebel against that and reject the Church. She had rejected the traditional views in life and adopted the new transcendental outlook. Dickenson’s questioning about God began at an early age. â€Å"Once (to Higginson) she recorded another bit of mystification at adult behavior†. (Sewell 326) As Sewell recounts, Dickinson’s reservations about the nature of God began as early as her genius. As a child, we are told Dickenson felt a disturbance in the speech of a clergyman during as funeral. â€Å"[She was] disturbed by the clergyman’s question, ‘Is the Arm of the Lord shortened that it cannot save? ’†(Sewell 326) Dickinson’s poetry is a window into her quest for this understanding. In poem number 1241, Dickinson concentrates on nature and its relativity to science. Dickinson looks upon a lilac in the late light of a setting sun. Set on a hill, it receives the last light of day, and subsequently, is the last thing that God sees of that day. The sun is given the action of intending the lilac to be meant for â€Å"Contemplation – not to Touch†. I think this is an allusion to the Calvinist ideal of seeking God through action. Dickinson felt that the actions of the church that surrounded her were hollow and led one no closer to understanding the true nature of God than she had attained in her poetic questionings. The flower is given, above humanity, the focus of God’s eye. â€Å"The scientist of Faith† that Dickinson speaks of in this poem is denied any furthering of his understanding when she says: â€Å"His research has but just begun / Above his synthesis / The Flora unimpeachable / To Time’s Analysis’’. Here, Dickinson is saying that it is not through active searching that one will find the true nature of God, but in the witnessing of His actions—such as the creation of lilacs. She ends the poem with the line â€Å"Eye hath not seen† may possibly / Be current with the blind / But let not Revelation / By theses be detained†. This tells the reader that Dickinson felt that the active search for God, (with the eye) will fail. However, the â€Å"blind† will not have their revelations detained. In the poem #564 Dickinson centers on the physical building of churches as a problem with her understanding of God. Within this poem Dickinson tells the reader that the deification of the man made houses of worship also distract from one’s understanding of God. The line â€Å"God grows above—so those who pray / Horizons—must ascend† illustrates Dickinson’s idea that limiting one’s view, as in focusing on a building rather than God himself, would hinder one’s ability to see God. Dickinson goes on to clarify, succinctly, her feelings on the worshiping of God through churches: â€Å"His house was not—no sign had He / By Chimney—nor by Door / Could I infer his Residence— / Vast Prairies of Air† Dickinson tells the reader that nothing tangible or built by the hand of man has been seen by God as His house. Dickenson contends that there is a separation between â€Å"praying and â€Å"worshipping†. The churches used by the people around Dickinson are used to â€Å"worship† and show the action of belief. Whereas praying is the only way to â€Å"reach† God and prove one’s heart as a believer. In the poem numbered 1499, Dickinson again questions the physical place worship by calling insecure the â€Å"Physiognomy† of the Calvinist theology. Dickinson begins this poem by acknowledging the temporality of the human visage: â€Å"How firm Eternity must look / To Crumbling men†. Dickinson obviously feels that the â€Å"face value† of religion is passing and worthless. She felt that the eternality of action and the long lasting effects of true faith were far more important and worth while. The questions raised by Emily Dickenson within her poetry, echoes the problems that people have had with religion for ages—where does the truth about God reside? Dickenson wanted to find a peace that accompanied the acceptance of God; however her exposure to the Calvinist Puritans stifled that. Her distain and mistrust from the sect resounded throughout her life and her poetry. Though not all of her poetry maintained such as hard line rejection of Puritan ideals, the ones selected here illustrate her desire to find something else, outside of the Calvinist dogma that better explained to her the nature of God. It has been â€Å"suggested that [the] contradictions in Emily Dickinson [‘s poetry] were due to her dual nature, which made her at once a pagan and a â€Å"sincerely religious woman. † (Voigt 193) This constant pull within her life, caused Dickinson to struggle throughout her lifetime with her desire to loved by God, and her inability to accept the blind faith that accompanies devotion to religion. The several poems that I am looking at are examples of how Emily Dickinson’s lack of center and acceptance manifested itself into poetry. In poem numbered 315, for example, the fumbling of the unnamed â€Å"he† at the soul of the narrator is immediately seen as the ultimate of personal invasions. The hap-hazard bumbling of this â€Å"he† is made worse by the â€Å"stun[ning]† that is caused by this invasion. The different degrees of this stunned soul hints at the multiple levels of invasion that is taking place—emotional, physical and, presumably, spiritual. The objectifying human â€Å"Nature† as brittle is an obvious tool to illustrate the suffering that humanity is plagued with throughout their lives. It also brings in the idea of death and mortality to the concept of human existence. The â€Å"he† deals the final blow the brittle human narrator with â€Å"One – Imperial – Thunderbolt† (315. 11) This assumed death, however, does not promise an escape from the constant suffering of life, but instead we learn that â€Å"The Universe – is still –â€Å" (315. 12) The final dash after â€Å"still† tells the reader that the universe is still moving, turning, and continuing the pain that the narrator wishes to be freed from. The Civil War was another issue that was addressed by Dickinson. With the poem, â€Å"The name – of it – is ‘Autumn’†, Dickinson uses natural imagery to describe the horrors of war. David Cody wrote, in his article on the poem, that Dickinsons poem continues both to beckon and to baffle its readers, and the present essay is devoted not so much to an attempt to guess its meaning as to the more modest task of recalling or reviving, palingenetically as it were, some faint ghost or echo at least of the rich, complex and increasingly remote cultural moment in which it came into being. Precisely because it seems to embody. (Cody 24) Ed Folsom wrote that her poem, numbered 754 â€Å"My Life has stood – a loaded gun†; â€Å"explicitly with the Master/slave relationship†. (Folsom) The poem identifies with the slave’s reality of being worthless until pressed into service by the master. The work that Dickinson did during her lifetime was as diversely inspired as it was cryptic. However, the subjects that were covered by her work still hold enough interest and importance to warrant a continued study. The questions that Dickinson raised about religion, echoed the questions of many people who were slowly becoming disenfranchised with the Calvinist movement. Her own issues with psychosis were also subject to her eye. The poems she wrote about her lack of understanding of the world, and the fear that kept her secluded from society offer a deep insight into her mind. WORK CITED The Complete Poems of Emily Dickenson. Johnson, Thomas H. Ed. Little Brown and Co. New York. 1961. The Inner Life of Emily Dickinson. Voigt, Gilbert P. College English. Vol. 3. No. 2. (Nov. 1941). 192-196. The Life of Emily Dickinson. Sewell, Richard Benson. Harvard University Press. Cambridge, MA. 1994. Emily Dickinson: Selected Letters, ed. by Thomas H. Johnson and Theodora Ward. Cambridge MA. Harvard University Press. 1958. Cody, David Blood in the Basin: The Civil War in Emily Dickinson The name of it is Autumn The Emily Dickinson Journal. The Johns Hopkins University Press. Volume 12, Number 1, Spring 2003, pp. 25-52 Folsom, Ed. â€Å"Walt Whitman, Emily Dickinson, and the Civil War†. University of Iowa. 2003. Date of Access: July 26, 2006. URL: http://www. classroomelectric. org/volume2/folsom/

The Character of Ophelia in Shakespeares Hamlet :: GCSE English Literature Coursework

Gunnar Boklund in â€Å"Hamlet† performs a partial-analysis on the character of Ophelia in Shakespeare’s tragedy, Hamlet: The only character who is presented almost entirely as a victim is Ophelia, a victim of the King’s fear and curiosity, her father’s servility and fundamental indifference to her, Hamlet’s misunderstanding of the situation and brutal treatment of her, and finally his fatal thrust through the arras in the closet scene. Her madness is, as I see it, a purely pathetic element in the play. In the world where Hamlet has been forced to act, there appears to be no room for passive and obedient innocence. It is crushed, and perishes. (123) It is the intent of this essay to examine the â€Å"passive and obedient innocence† of this victimized character, as well as many other facets of the interesting personality of Hamlet’s girlfriend – with input from numerous literary critics. The protagonist of the tragedy, Prince Hamlet, initially appears in the play dressed in solemn black, mourning the death of his father supposedly by snakebite while he was away at Wittenberg as a student. Hamlet laments the hasty remarriage of his mother to his father’s brother, an incestuous act; thus in his first soliloquy he cries out, â€Å"Frailty, thy name is woman!† Ophelia enters the play with her brother Laertes, who, in parting for school, bids her farewell and gives her advice regarding her relationship with Hamlet. Ophelia agrees to abide by the advice: â€Å"I shall the effect of this good lesson keep as watchman to my heart.† After Laertes’ departure, Polonius inquires of Ophelia concerning the â€Å"private time† which Hamlet spends with her. He dismisses Hamlet’s overtures as â€Å"Affection, puh!† Polonius considers Ophelia a â€Å"green girl,† incapable of recognizing true love: â€Å"These blazes . . . you mu st not take for fire.† He gets her assurance that she will not talk with Hamlet anymore.    When the ghost talks privately to Hamlet, he learns not only about the murder of his father, but also about the unfaithfulness and adultery of his mother. Gertrude was seduced by â€Å"that incestuous, that adulterate beast,/With witchcraft of his wit, with traitorous gifts† – Claudius himself – prior to his brother’s passing. â€Å"So lust, though to a radiant angel link'd,/Will sate itself in a celestial bed,/And prey on garbage.† In the mind of Hamlet, this drastically reduces the goodness of womankind generally. Hamlet chooses to use an â€Å"antic disposition† to disguise his actions as he maneuvers to kill the one who poisoned his father in the garden.

The Positive Effects of the French Revolution

Freedom of speech and press, equality before the law, right to property and security, and the separation of Church and State. All of these things we take for granted as our fundamental rights but until the French Revolution, these concepts were rare in most nations. The Revolution helped spread ideas of democracy through inspiring fear in the hearts of monarchs running absolutist governments as well as through the birthing of documents like the Declaration of the Rights of Man and of the Citizen and the Napoleonic Code. These texts influenced the constitutions of many other countries as well as giving more rights and power to the middle class, which in turn took power away from the aristocracy. The events and aftermath of the French Revolution caused other countries to become more liberal and eventually become democratic countries. One way the Revolution influenced democracy is by helping the middle class to emerge and gain more power. By giving all free men rights to property and to an equal chance at an occupation, Napoleon destroyed the aristocratic system. A man could no longer make a living just from being descended from royal blood. He had to work just as hard as the next man to secure his position in life. By creating this almost capitalist economy, the French had set the bar for the other countries for economy as well as for standard of living. Eventually the rest of Europe would have to catch up with France but they could not keep the same social structure and aristocratic system while having a mercantilist economy. This also encouraged countries to abandon their social structure and give their people more rights. By conquering many of the surrounding European nations, Napoleon helped spread his democratic ideas to other countries. One of his best tools for doing this was the Napoleonic Code, a French civil code written by a commission of jurists in 1804. France had never had a set of laws, just community rules, so writing these laws was a big step towards democracy. The Code was not just instituted in France, but every European nation Napoleon conquered. Countries like Italy, the Netherlands, Spain, Portugal and Belgium all cite the Napoleonic Code as the basis for their laws. It stated that government jobs were to be given to the most qualified person and forbade any privileges to be given based on birth. These points took away the basis of feudalism in many of the largest European nations and created equality, without which a democracy can’t survive. The code also gives freedom of religion, which was rare in Europe. Up until the Revolution, the church had always had a large part in ruling countries but this rule put more power in the hands of the people and took away power from the clergy. France was successful in spreading democracy largely because they led by example. They gave other countries the idea that they could get what they wanted. When they were unsatisfied with their king they revolted and got who they wanted on the throne to rule instead, demonstrating one of the major principles of democracy, the right to choose their leader. When they were starving, they marched on Versailles and threatened the king and got bread delivered to them. Many countries were inspired by the success of the French Revolution and led their own revolts. When the oppressed slaves in Haiti and Santo Domingue learned of the conditions in France they led their own revolt and slaughtered their masters and families. This revolution led to the abolition of slavery in Haiti, as well as it becoming an independant republic in 1804. Similarly, after Napoleon invaded Spain in 1807, some Spanish colonies took advantage of the opportunity and revolted while Spain was distracted. Many people believed that the revolution did not lead to democracy, but only produced violence and murder. While it is true that many people were killed during the Revolution, especially the Reign of Terror, it was necessary for the revolution to succeed. Although possibly over-doing it, Robespierre had the interests of the people at heart and was dedicated to removing any and all opposition to his cause. With many anti-revolutionaries around to criticize and hinder the revolution, it might not have been successful and never have planted the seed of democracy in the hearts of Frenchmen. Edmund Burke, a member of British parliament, wrote just months after the fall of Bastille that he thinks it is better for change to happen over time than for there to be a dramatic social upheaval. The problem with that is that the countries in Europe couldn’t just wait around for a king to come down the line that wasn’t greedy and corrupt and wanted to give their people rights and freedoms. Louis XVI had piloted France to a 12,000,000 livre debt, much of it spent on personal expenses and it was only getting worse when the revolutionaries interfered. The bloodshed and violence was a wakeup call to the rest of Europe that the oppressed people would to whatever it took to gain there rights and freedoms. If they hadn’t fought back, feudalism might have been the type of government for another few centuries. In Rights of Man by Thomas Paine, he argues that each government is not hereditary and each generation should have the right to choose their government. Therefore, the French had the right to depose Louis XVI and establish a republic. Although having some flaws, the French Revolution was highly successful in influencing the growth of democracy. It was the cause of the creation of multiple documents stating that all men are equal, one of the basic principals of democracy. Those documents also gave men freedom of religion, made obtaining a position by birthright illegal and prevented secret laws from being published. These laws were not only in effect in France but in every part of Napoleon’s empire. The revolution inspired other countries to revolt with Haiti becoming the first black republic because of it. People were killed during the revolution but sacrifices had to be made in exchange for success, and you can’t argue with success.

Outline current policies and legislation relating to children and how these affect your practice Essay

First of all what is the difference between â€Å"policy and legislation†. â€Å"A policy is a document that outlines what a government is going to do and what it can achieve for the society as a whole. It also outlines any and all methods and principles that the government or any entity, for that matter, will use to achieve its directive. Legislation is another term meaning statutory law. These laws have been enacted by a legislature or the governing body of a country. Legislation can also mean the process of making the law.† Before being able to take a position held in a school I would have to be DBS Disclosure and Barring Services which are replaced the CRB check**. This is a regulation within the law which will be looking at an individuals criminal history ranging from convictions, cautions down to warnings. In the Protection of Children Act 1999 it states that all adults working with children must be DBS checked. Any person who is found to have their name on this l ist with a criminal offense regarding children will not be allowed to work within this area. I would have to work under the law of the Children Act 2004 which is there to make sure the welfare and health of the child is protected, this also includes the Every Child Matters in which all children deserve and should expect the levels of care and adhere to this. This also includes in this green paper allowing all services to share information on children that they have concerns over, this is to help all the services have a better understanding and have the knowledge of that particular childs risk history so to evaluate what the next appropriate step is to take for this particular child.

The British Inventor and Industrial Designer Sir James Dyson

The British Inventor and Industrial Designer Sir James Dyson British industrial designer, Sir James Dyson is best known as the inventor of the Dual Cyclone bagless vacuum cleaner, which works on the principle of cyclonic separation. In laymans terms, James Dyson invented a vacuum cleaner that wouldnt lose suction as it picked up dirt, for which he received a  Ã¢â‚¬â€¹U.S. patent  in 1986 (U.S. Patent 4,593,429). James Dyson is also well known for his manufacturing company Dyson, which he founded after failing to sell his vacuum cleaner invention to the major manufacturers of vacuum cleaners. James Dysons company now outsells most of his competition. James Dysons Early Products The bagless vacuum cleaner was not Dysons first invention. In 1970, while he was still a student at Londons Royal College of Art, James Dyson co-invented the Sea Truck, with sales amounting to 500 million. The Sea Truck was a flat-hulled, high-speed watercraft that could land without a harbor or jetty. Dyson also produced: the Ballbarrow, a modified wheelbarrow with a ball replacing the wheel, the Trolleyball (also with a ball) which was a trolley that launched boats, and the land seafaring capable Wheelboat. Inventing Cyclonic Separation In the late 1970s, James Dyson began inventing cyclonic separation to create a vacuum cleaner that would not lose suction as it cleaned, inspired by his Hoover brand vacuum cleaner that kept clogging and losing suction as it cleaned. Adapting technology from the air filter in his Ballbarrow factorys spray-finishing room, and supported by his wifes art teacher salary, Dyson made 5172 prototypes to perfect his bright pink G-Force cleaner in 1983, that was first sold by catalog in Japan. (see additional images for photo) Say Goodbye to the Bag James Dyson was unable to  sell his new bagless vacuum cleaner design to an outside manufacturer or find a UK distributor as he originally intended, in part because nobody wanted to rock the huge market for replacement cleaner bags. Dyson manufactured and distributed his own product and a brilliant television advertising campaign (Say Goodbye to the Bag) that emphasized the end to replacement bags sold Dyson vacuum cleaners to consumers and sales grew. Patent Infringement However, success often leads to copycats. Other vacuum cleaner manufacturers began to market their own version of a bagless vacuum cleaner. James Dyson had to sue Hoover UK for patent infringement winning $5 million in damages. James Dysons Latest Inventions In 2005, James Dyson adapted the wheel ball technology from his Ballbarrow into a vacuum cleaner and invented the Dyson Ball. In 2006, Dyson launched the Dyson Airblade, a fast hand dryer for public bathrooms. Dysons most recent invention is a fan without external blades, the Air Multiplier. Dyson first introduced Air Multiplier technology in October 2009 offering the first real innovation in fans in more than 125 years. Dyson’s patented technology replaces fast-spinning blades and awkward grilles with loop amplifiers. Personal Life Sir James Dyson was born on May 2, 1947, in Cromer, Norfolk, England. He was one of three children, whose father was Alec Dyson. James Dyson attended Greshams School in Holt, Norfolk, from 1956 to 1965. He attended the Byam Shaw School of Art from 1965 to 1966. He attended the Royal College of Art in London from 1966 to 1970 and studied furniture and interior design. He went on to study engineering. In 1968, Dyson married Deirdre Hindmarsh, an art teacher. The couple has three children: Emily, Jacob, and Sam. In 1997, James Dyson was awarded the Prince Phillip Designers Prize. In 2000, he received the Lord Lloyd of Kilgerran Award. In 2005, he was elected as a Fellow at The Royal Academy of Engineering. He was appointed a Knight Bachelor in the New Years Honours December 2006. In 2002, Dyson set up the James Dyson Foundation to support design and engineering education among young people. Quotes I just want things to work properly.A lot of people give up when the world seems to be against them, but thats the point when you should push a little harder. I use the analogy of running a race. It seems as though you can’t carry on, but if you just get through the pain barrier, youll see the end and be okay. Often, just around the corner is where the solution will happen.

The Taming of The Shrew Themes

'The Taming of The Shrew' Themes Lets examine the two major themes that drive Shakespeares  The Taming of The Shrew. Theme: Marriage The play is ultimately about finding a suitable partner for marriage. The motivations for marriage in the play vary enormously, however. Petruccio is only really interested in marriage for economic gain. Bianca, on the other hand, is in it for love. Lucentio has gone to great lengths to win Bianca’s favour and to get to know her better before committing to marriage. He disguises himself as her Latin teacher in order to spend more time with her and to gain her affections. However, Lucentio is only permitted to marry Bianca because he has managed to convince her father that he is incredibly rich. Had Hortensio offered Baptista more money he would have married Bianca despite her being in love with Lucentio. Hortensio settles for marriage to the widow after his marriage to Bianca is refused. He would rather be married to someone than have no one. It is usual in Shakespearian comedies that they end in marriage. The Taming of the Shrew does not end with a marriage but observes several as the play goes on. Moreover, the play considers the impact that a marriage has on family members, friends and servants and on how a relationship and bond is formed thereafter. There is a form of elopement where Bianca and Lucentio go off and marry in secret, a formal marriage between Petruccio and Katherine where the social and economic contract is key, and the marriage between Hortensio and the widow which is less about wild love and passion but more about companionship and convenience. Theme: Social Mobility and Class The play is concerned with social mobility which is ameliorated through marriage in Petruccio’s case, or through disguise and impersonation.  Tranio pretends to be Lucentio and has all the trappings of his master while his master becomes a servant of sorts in becoming a Latin teacher for Baptista’s daughters. The Local Lord at the beginning of the play wonders whether a common Tinker can be convinced he is a lord in the right circumstances and whether he can convince others of his nobility. Here, through Sly and Tranio Shakespeare explores whether social class is to do with all the trappings or something more fundamental. In conclusion, one could argue that being of high status is only of any use if people consider you are of that status. Vincentio is reduced to a ‘faded old man’ in Petruccio’s eyes when he is encountered on the way to Baptista’s house, Katherine acknowledges him as a woman (who could get any lower on the social strata?). In fact, Vincentio is super powerful and rich, his social status is what convinces Baptista that his son is worthy of his daughter’s hand in marriage. Social status and class are therefore very important but transient and open to corruption. Katherine is angry because she does not conform to what is expected of her by her position in society. She tries to fight against the expectations of her family, friends and social status, her marriage ultimately forces her to accept her role as wife and she finds happiness in finally conforming to her role. In the end, the play dictates that each character must conform to his position in society. Tranio is restored to his servant status, Lucentio back to his position as a rich heir. Katherine is finally disciplined to conform to her position. In an additional passage to the play even Christopher Sly is returned to his position outside the alehouse having been stripped of his finery: Go take him easily up and put him in his own apparel again and lay him in the place where we did find him just underneath the alehouse side below.(Additional Passages Line 2-4) Shakespeare suggests it is possible to cheat class and social boundaries but that the truth will win out and one must conform to ones position in society if we are to live a happy life.

Reasons Gillette Is The Best A Brand Can Get Assignment

Reasons Gillette Is The Best A Brand Can Get - Assignment Example The researcher states that the mark-up that a brand commands without sacrificing on market share shows us the value attached to that particular brand by the consumer since he is willing to pay the extra amount for that particular brand because he associates the great value to it. Based on this criterion, there are a handful of brands that come to mind that charge a very big mark-up, however very few global brands come close to the mark-up commanded by Gillette. The razor series by Gillette commands a mark-up ranging from 3000% to a whopping 4750%. This mark-up is huge if we are to compare it with other global brands of our times. The cosmetic industry average is 80% to 90%, while that of brands like Coke is in the range of 300% to 600%. The mark-up of Gillette is all the more significant because in its field of operations it has a market share of close to 70%, which proves the value that the consumer sees in the brand. On another front, it proves the profitability of the brand. The h uge margin that Gillette products have clearly indicated to us that the brand is a star in the portfolio of companies P&G has. Thus the mark-up along with the market share it has and with no clear competitor insight makes Gillette the most enviable brand in the world today. The important factor in analyzing the company’s marketing strategy is to understand the 4Ps in their entirety and not as separate entities and more importantly one has to understand that every strategy comes from the vision and mission the company has and in the case of Gillette the vision is â€Å"to establish a brand value by delivering consumer value faster through innovation in customer leadership†.