Neonatal Medicine: CPAP and Ventilation in Neonatal Respiratory Distress

You are reviewing Nathan, a 12 hour old neonate with respiratory distress. He is 37 weeks gestation and was born by caesarean section following failure to progress. The oxygen saturation is 94% in 50% FiO2, the respiratory rate is 80. There is moderate intercostal recession and an occasional grunt. Your hospital participated in the â€Å"bubbles for babies† trial and you have just started to use CPAP in your unit now the trial is finished. Your registrar suggests using CPAP on this neonate, but the nursing staff have called you to arrange transfer. Questions: Would you use CPAP or ventilate and transfer this neonate? Please give reasons for your choice with reference to the current literature. In your answer you should also consider the following main points: †¢ the benefits of CPAP over ventilation, particularly with reference to your current practice environment †¢ the potential complications of CPAP †¢ reasons why ventilation may be required even though CPAP is in situ. The baby Nathan is suffering from Neonatal respiratory distress syndrome, which is a condition most often seen in newborn babies and is characterized by a difficulty in breathing.   The condition more frequently develops in prematurely born babies as their lungs are not fully developed.   The lubricant that lines the inner membranes of the lungs (known as ‘surfactant’) is deficient, thus causing difficulty in inflating the lungs and resulting in the air sacs collapsing. Surfactant helps to lower the surface tension of water that is present on the alveoli, thus helping to prevent the lung sacs from collapsing.   Usually, the condition develops in infants born before the 38 week.   The baby is cyanosed and has difficulty in breathing.   The accessory muscles of respiration are active and a frequent grunting sound is heard.   The other symptoms that may be observed include nasal flaring, shallow breathing, swollen legs, unusual movement of the chest wall, etc. The infant may be hypoxic and the CO2 levels in the blood rise.   The symptoms usually develop at birth, or a little while after birth.   The symptoms tend to worsen and may progress to respiratory failure and death.   As the prematurity increases, so does the chance of developing this condition.   This is because surfactant is produced only during the later stages of gestation in the infant.   The diagnosis of RDS in babies is made based on the history, presence of certain risk factors, Chest X-ray, Blood tests, CSF studies, lung tests, blood gas analysis, etc (Greene, 2007 & Merck, 2005). When a neonatal is born, certain signs are observed which include:- a heart rate between 110 to 150 beats per minute a respiratory rate between 40 to 70 breathes per minute absence of cyanosis, nasal flaring, grunting sounds, forceful use of accessory muscles during respiration, etc Oxygen saturation which is about 95 % the P ao2 is higher than 50 % the FiO2 is about 40 to 50 % (CCM, 2007, NGC, 2008, & Millar et al, 2004) Previously, for the treatment of RDS, ventilatory support was utilized.   This may be utilized if the blood carbon dioxide levels are high, the blood oxygen levels are low, and if acidosis sets in.   To some extent ventilation helps to reduce the infant mortality rate arising from RDS, but the morbidity to develop Bronchopulmonary dysplasia (a condition characterized by oedema of the air sacs and of the connective tissues due to persistent inflammation) is high as the young neonatal lungs are damaged from ventilation. One of the treatments that have been developed in order to overcome the limitations of ventilation is Continuous Positive Airway Pressure (CPAP).   This is an advanced form of therapy in which the upper and the lower airways receive a continuous distending pressure through the infant’s pharynx and/or nose throughout the respiratory cycle.   An endotracheal tube can also be utilized.   The device is connected to a gas source that provides humidified warm air continuously (NGC, 2008, Millar et al, 2004, Tidy, 2007). CPAP has several benefits including:- helps to maintain a normal breathing pattern helps to arrive at normal functional residual capacity helps to lower any airway resistance in the upper respiratory tract helps to prevent development of apnea prevents the airways and the air sacs from collapsing helps stimulate release of surfactant helps to increase the lung volume and lung function After expiration, CPAP helps to keep the air sacs open The chances of developing lung trauma such as barotrauma and atelectotrauma are lesser (CCM, 2007, Sehgal, 2003, NGC, 2008, Millar et al, 2004). CPAP is required in several situations that arise from RDS including:- When it is difficult to maintain the Pa02 above 50 %. When the respiratory rate is above 70 breathes per minute Excessive use of the accessory muscles of respiration The oxygen saturation falls to between 90 to 95 % The presence of apnea It can be utilized along with administration of surfactant that develops out of the   Ã‚  need to treat RDS (CCM, 2007, Sehgal, 2003, NGC, 2008, Millar et al, 2004). As the patient is not suffering from a severe form of RDS and the oxygen saturation levels have not dropped to a serious extent, ventilatory support is not required, and the patient can be treated with CPAP.   Besides, the findings do not suggest that the patient is suffering from a cardiovascular complication, an upper respiratory tract abnormality or intractable apneic episodes.   Along with CPAP, several other measures are required such as using larger nasal prongs, ensuring that the baby is in a prone position and keeping a towel below the neck.   This helps to ensure that the certain areas are aerated better (CCM, 2007, Sehgal, 2003, NGC, 2008, Millar et al, 2004). CPAP has several complications including:- mucous from the upper respiratory tract may block the nasopharyngeal tube that delivers CPAP Sometimes blockages may result in the pressure rising to higher levels in the tube If the peak pressure is very high, then gastric complications can develop The nasopharyngeal tube has to be placed in exact position.   Any deviation from the position can result in fluctuation of the air pressure The nasal devices may be swallowed or aspirated resulting in severe complications Sometimes harnesses may be utilized to place the head and the neck in position.   This may cause serious dermatological and musculoskeletal complications in the infant Air leakage problems in the lungs Abdominal distention Decrease in the cardiac output Higher working of breathing pneumothoraces and air embolism can also develop Cardiac monitoring needs to be performed more closely in the case of CPAP compared to ventilation often air leaks from the nose and the mouth it may be very difficult to control the air press ure in the lower airways If CPAP is applied to an infant with normal lungs, several problems can develop Several respiratory complications such as pneumothorax, pneumomediastinum, and pneumopericardium can develop (CCM, 2007, Sehgal, 2003, NGC, 2008, Millar et al, 2004, Halamek et al, 2006) References: California College of Midwives (20080, Guidelines for Assessing the Neonate, [Online], Available: http://www.collegeofmidwives.org/Standards_2004/Standards_MBC_SB1950/Assess_HealthyNeonate_Oct2004_OOO.htm [Retrieved on: 2008, April 2]. Greene, A. (2007), Neonatal respiratory distress syndrome, [Online], Available: http://www.nlm.nih.gov/medlineplus/ency/article/001563.htm [Retrieved on: 2008, April 2]. Halamek, L. P. Et al (2006), Continuous Positive Airway Pressure During Neonatal Resuscitation, Clin Perinatol, 33, pp. 83-98. http://www.mdconsult.com/das/article/body/91421747-3/jorg=journal&source=MI&sp=16080552&sid=690389052/N/525142/s0095510805001235.pdf?issn=0095-5108 Millar, D., & Kirpalani, H. (2004), Benefits of Non Invasive Ventilation, Indian Pediatrics, 41, pp. 1008-1017. http://www.indianpediatrics.net/oct2004/oct-1008-1017.htm NGC (2008), Complete Summary, [Online], Available: http://www.guideline.gov/summary/summary.aspx?ss=15&doc_id=6516&nbr=4085, [Retrieved on: 2008, April 2]. Sehgal A. Et al (2003), Improving Oxygenation in Preterm Neonates with Respiratory Distress, [Online], Available: http://www.indianpediatrics.net/dec2003/1210.pdf, [Retrieved on: 2008, April 2]. The Merck Manual (2005). Respiratory Distress Syndrome, [Online], Available: http://www.merck.com/mmpe/sec19/ch277/ch277h.html, [Retrieved on: 2008, April 2]. Tidy, C. (2006), Infant Respiratory Distress Syndrome (RDS), [Online], Available: http://www.patient.co.uk/showdoc/40000462/, [Retrieved on: 2008, April 2].

Motivational Leadership Essay

Effective leadership has a tremendous impact on the success of an organization. Darling & Heller (2011) infers that â€Å"with regard to individuals in leadership roles, their thoughts and feelings, fundamentally based on attitudes, thereby also control the levels of organizational success and every other aspect of an organizational leader’s arena of endeavor† (p. 9). Achieving optimal organizational performance is very much so dependent on the effectiveness of that organization’s leaders. Five topics interrelated to leadership effectiveness will be addressed in this paper. (1) Feedback works for leadership and tell why you think it could be beneficial. (2) Present an overview of the Contingency Theory of Leadership effectiveness to include Situational Leadership II. (3) Share some ways that you as a leader could lead your company in being socially responsible and creating an ethical organization. (4) Provide a brief analysis of empowerment; be certain to include the relationship between delegation and empowerment. (5) Discuss how leaders can foster teamwork within a group. All of these topics and/or concepts are essential aspects to achieving high levels of quality, roductivity and satisfaction within an organization. The concept of 360-degree Feedback is to formally evaluate an organization’s leaders through feedback from individuals that work closely with those leaders (e. g. subordinates, colleagues, direct supervisors, other superiors, suppliers and/or customers). According to Dubrin (2010), 360-degree Feedback is also referred to as multisource or multirater feedback, and is systematically derived from a full sampling of parties who directly interact with the leader (p. 110). One particular method for organizations to easure leadership effectiveness through the 360-degree Feedback concept is to set up a system utilizing the internet or the organization’s intranet. That system should be based on the attributes that organization deems to be the most significant and valuable. The 360-degree Feedback is of great benefit to leaders in providing them insight into the effectiveness of their behaviors and styles. The feedback mainly serves for developmental purposes (behaviors, attitudes, and styles), and not for the purposes of evaluating the leader’s performances. The 360-degree Feedback not only benefits the ndividual leaders, but it also is a vital component to the organization, as a whole. Organizations benefit from 360-degree feedback instrument in the following ways: (a) individual performance improvement, (b) impact on business goals, and (c) impact on organizational culture (Rehbine-Zentis, 2007, p. 160). The Contingency Theory of Leadership is the assumption that a leader’s ability to lead is contingently based on various situational factors, internally and externally. The following are various factors that could greatly influence a leader’s effectiveness within heir organization: the capabilities of the workforce, the culture within the organization, and the competiveness of market. Leaders who are have been highly effective within one organization, may not deliver that same effectiveness within a different organization. An important perspective on implementing contingency leadership is that the leader must be flexible enough to avoid adhering to old ideas that no longer fit the current circumstances or situation (Dubrin, 2010, p. 133). I can definitely see the validity of the theory in reference to my own experiences in previous leadership positions. It is absolutely about he ability to successfully and effectively adapt to different organizational environments. Like the Contingency Theory of Leadership, the Situational Leadership II style is a contingency leadership approach that is solely based on the theory that there is no one particular best style of leadership that fits all situations. This leadership style focuses mainly on the capabilities or behaviors of individuals and/or groups that one leads. Blanchard (1997) asserts, â€Å"Situational Leadership II advocates that the best leaders provide the amount and kind of direction and support which best fits the developmental evel of the employee† (p. 38). As a leader, I can encourage my organization to focus on ethical business practices and social responsibility, beyond profit pursuit, based upon our strategic organizational goals, mission and vision statements. I would initially ensure that the organization’s environment was a positive, engaging culture conducive to intellectual development. Individuals within an organization invest about one-third of their time at work, a pleasant work environment increases the chances that their life will be enriched (Dubrin, 2010, p. 181). There would be a significance placed on competing fairly and onestly, not causing harm to others (internally/externally), and communicating truthfully. I would ensure that my organization is offering goods and services that are valuable and essential to consumers. We would be consistent in providing quality employment to individuals which would benefit them in providing for their families, in the forms of, paying them salaries/wages, offering quality health insurance and/or child care services, matching retirement plan contributions, etc. We would also benefit society in maintaining ethical practices in our financial obligations through paying taxes which elps fund education, support government, build highways, as well as provide funds to enhance our local, state and national public safety/defense systems. According to Forsyth (1997), â€Å"genuine changes to business practices have to be made in order to protect the environment† (p. 272). I would ensure that, as an organization, we were utilizing the most up-to-date technology and economic solutions to reduce or alleviate any environmental issues that we faced. My organization would take every possible precaution to not generate unnecessary waste and pollution through the improper onsumption of resources, as well as from the possible emission of toxic air pollutants caused by our manufacturing processes. The concept of empowerment involves a power transfer from higher levels of employees to lower levels of employees within an organization (Khalid & Sarwar, 2011). Leaders that utilize positive empowering practices with their employees are more likely to increase their organization’s productivity. When employees are given the opportunity to share in the responsibilities of their leaders and/or managers, they feel more powerful and valued. Empowerment is also advantageous to an organization, in respect to owering labor costs through the sharing of those managerial responsibilities with its lower-level employees. According to Dubrin (2010), leaders can promote empowerment within their organization through fostering initiatives and employee responsibility, linking work activities to the organization’s strategic goals, providing ample information to their employees, and by allowing group member or individual employees to choose their preferred method for meeting a goal (p. 205-206). One contributing factor to empowerment is the act of delegation which is more of a formal ssignment of tasks and responsibilities. Delegation, as well as, empowerment can be a very motivational tool which offers individuals the benefit of skill development. The bottom line is that both concepts represent the core principle of accountability. Teamwork is vital to an organization’s success. Being that teams consist of individuals with different backgrounds, beliefs, ideas and points of view, it is imperative that we always be respectful and embrace the rewards that diversity brings within the team. As leaders, we can foster teamwork within a group through providing team embers with clear descriptions of the team’s goals, mission and tasks, commanding performance commitment and excellence, providing direction and feedback, alleviating micromanagement practices, forming virtual teams utilizing e-leadership, and encouraging power sharing which ensures that each team member is being heard, taken seriously and treated respectfully (Dubrin, 2010). More importantly, encouraging teamwork and utilizing teams are essential in increasing an organization’s productivity and achieving cohesiveness throughout the organization. A leader’s ability to build ffective teams committed to organizational goals tops the list of priorities in todays dynamic business landscape (â€Å"Work at fostering teamwork on the job,† 2011). Teams can produce higher-quality solutions, as well as foster creativity and positive energy. Effective teams are capable of being more adept at solving difficult, complex problems than that of the organization’s â€Å"top-performing† individuals. Creating teams can also cause an increase in commitment, lower stress levels, diminish internal-competiveness, and promote flexibility in responding to the organization’s needs, in relation to, â€Å"business† changing.

Analysis and Summary of If by Rudyard Kipling

English ISU Rudyard Kipling was born in 1865 and through the years of living in Bombay, he learned about the British Empire. Kipling gave much too English literature and wrote poetry, short stories, and novels1. When Kipling was five, his parents sent him to boarding school in England so he could learn more about his British background. While living in England, Kipling was inspired by the imperialistic views of the British demonstrated around the world. During his school years, Kipling had a very difficult at boarding school. He was physically abused throughout his time in college.After finishing college in 1882, he returned back to India to work as a journalist and editor. Also in 1882, Kipling married an American woman Caroline Balestier and immediately moved to America to live with her. He stayed in Vermont until 1899, and went back alone to England to write literature. The majority of his poems dealt with his opinion of inspiration and imperialism. An analysis of â€Å"If† and â€Å"The White Man’s Burden† makes it clear that Rudyard Kipling uses literary devices effectively to fortify his message of inspiration and imperialism. If† is one of Kipling’s best known poems and it contains one of his most powerful messages of inspiration. In the beginning of the second stanza in â€Å"If†, Kipling uses personification â€Å"If you can dream- and not make dreams your master. † The beginning of the stanza focuses on reality; dreaming is good, but do not let it take control of yourself. Meaning, there are other important goals in life that are needed to be achieved. The second personification used by Kipling is on line 10 and 11 â€Å"If you can meet with triumph and disaster/ and treat those two imposters the same. This explains that failure is a benefit; mistakes are guaranteed to happen. No one is perfect and people learn from their missteps. The final personification on line 21 and 22 Kipling uses is â€Å"If yo u can force your heart and nerve and sinew/ To serve your turn long after they are gone. † This means to put your heart and nerve into your actions in the future and learn from the past. Also, having to accept the past and move on from it with your heart and gut. Alliteration is expressed twice in â€Å"If† to fortify Kipling’s thoughts and expressions throughout his poem.In line 12, the alliteration â€Å"treat those two imposters just the same. † emphasizes Kipling’s point of treating people with equity and respect. This quote implies how Kipling sees society's disapproval towards other people and he interprets that everyone including (imposters) should be fairly treated without criticism or judging based on societal influences. Another example of Alliteration is â€Å"With sixty seconds' worth of distance run,† on line 30, expressing Kipling’s opinion of time. Meaning to try and put an effort in constantly; even when feeling exhaust ed.Repetition and diction is used in â€Å"If† to strengthen Kipling’s message of inspiration. First off, â€Å"you† is used repeatedly in the poem to enrich Kipling’s message directly to the reader â€Å"The white man’s burden†, is one of Kipling’s best views of imperialism throughout the poem. In lines 19 and 20, Kipling uses the personification â€Å"Fill full the mouth of famine/ and bid the sickness cease. † Thus Kipling proclaims that the imperialist nation is going to aid and feed the conquered land.Kipling uses another personification in the sixth stanza â€Å"Nor call too loud on freedom/ To clock your weariness†. Thus, Kipling explores the meaning of individual freedom and that the use of individual freedom should not be an excuse to cover up ones weariness. Also, not aiding others by refusing to â€Å"Take up the White Man`s burden†. Anaphora is used in â€Å"The White Man’s Burden† to giv e emphasis to Kipling’s points. The first example is found in the fourth stanza, â€Å"The ports ye shall not enter, /The roads ye shall not thread,† have the same â€Å"The _ ye shall not _†.This represents Kipling’s repetitive thoughts of the imperial nation being denied to enter and live in the captured nation. Another example of anaphora is used in the sixth stanza â€Å"By all ye cry or whisper, / By all ye leave or do†. Kipling is poetically conveying the ruling of the conquered nation founded by the bequest of the imperial territory. Kipling also expresses the poems theme of Imperialism with the significant use of repetition and allusion. The line â€Å"Take up the White Man’s Burden-† is used at the start of each stanza establishing the basis of the poem.

Perfectly competitive markets Essay Example | Topics and Well Written Essays - 1500 words

Perfectly competitive markets - Essay Example No seller has a bargaining power over another because the products sold in perfectly competitive markets are assumed to be homogenous in nature. Lastly, the motives of the seller participants is maximization of profit, hence they sell where marginal revenues equal the marginal cost. From these characteristics is driven the 'price taker' nature of firms in the market. Hence it is safely inferred that in such markets the prices set by individual firms and the industry are same; and is determined by the interaction of total market demand and total market supply. The prices set by individual firms and the industry is same; and is determined by the interaction of total market demand and total market supply. From the above graph, it is visible that when both quantity demanded and quantity supplied is at the same level i.e. 800 kgs, there the market will reach equilibrium. At that point, the equilibrium price is $11 per kg. The prices of products are impacted either by a change in the demand of that product, or when the supply of that particular product changes. Bade, Parkin and Wesley (2008) said on the demand side, the change in demand factors including changes in consumer tastes by preferring a certain product over another, when then is an increase in the number of buyers for the product, or when income of the buyer changes (increases or decreases) depending on whether the product is normal good or inferior good. The change in the prices of related products also impacts the demand. On the supply side resource prices, technology, taxes and subsidies, prices of other goods and anticipation of future price changes and the number of suppliers affect the supply. Cyclone Larry increased the price of bananas because it wiped out the banana crop in Queensland, which reduced the quantity supplied of bananas into the market, hence a movement on the supply curve; which led to the increase in the prices of bananas. Price Quantity Supplied Quantity Demanded in A $ in kgs in kgs 15 1000 400 13 900 600 11 800 800 9 700 900 8 600 1100 7 0 1300 6 0 1600 In the diagram, we can see that at $ 15, the quantity demanded is less than quantity supplied, which means 'many consumers could not afford to buy them'. Question 3: In controlling the price of bananas, which have reached a certain high and is unaffordable for consumers, the government intervenes to control the prices that it thinks are unfavorably high for the buyers. Thus, using its legal right, government limits the high prices by imposing the price ceiling (Lipsey & Chrystal, 2007). Here, we demonstrate the impact of price ceilings graphically. In our case, Cyclone Larry has adversely impacted the crop of bananas, and has reduced the supply of bananas. At this level, quantity demanded increases relative to quantity supplied. This increases the equilibrium or the market price. This rapidly rising prices of bananas greatly burdens low and moderate income house holds , which leds government to intervene for making it affordable for the masses. It imposes a ceiling price of A $ 8 per kg. For this to be effective, the price ceiling is less than the equilibrium price, which in our example as earlier

Merger, Acquisition, and International Strategies Essay

Merger, Acquisition, and International Strategies - Essay Example Now in the context of the study the two chosen companies are Apple Inc and Prismo Graphics. Before getting into deep the report will present brief overviews of both the companies. After that, the report will offer merger and acquisition strategies of both Prismo Graphics and Apple. Also in this segment recommendation will be also provided regarding the business level and corporate level strategies. Apple Inc: A Brief Overview The roots of Apple Inc. can be traced back to the early 1976 when the company was established by Steve Jobs, Ronald Wayne and Steve Wozniak. The company is presently headquartered at Apple Campus, 1 Infinite Loop, Cupertino, California, USA (Yahoo Finance, n.d.). Along with its subsidiaries, the company manufactures and sells desktop computers, laptops, mobile communication devices, portable music players, and various other digital gadgets. Some of the best sellers of the company are I-pad, I- Phone, Mac OS, and I-pod. From the time of its inception, the company has always focused on manufacturing innovative and unique products. The company also has the knack of producing those products, which the world has never seen. It has a worldwide presence and operates with 370 exclusive Apple stores. Apart from the hardware department, the company is also famous for its software division. Some of the noteworthy software embraced by Apple is Mac OS, I-tunes, Quick time player, I-work and logic studio among others (Apple Store, n.d.). In the context of merger and acquisition, Apple also has a long tradition. The first acquisition came in the year 1988, when Apple acquired Network Innovations. Prismo Graphics: A Brief Overview Prismo Graphics was founded in the year 1987. The company has its operation throughout USA. Prismo Graphics is presently headquartered at Oregon, United States. The company is basically involved in the business of developing animated stuff for the corporate and broadcast media arena. However the primary goal of the company is to create prospects for the ‘Digital Content Creator’. In this context the company improves the messages of the web, corporate video, print and broadcast media by adding graphics and animation. The company has employee strength of 50-100 and the total revenue us around $10 million - $25 million. In the year 2002, the company was acquired by Apple Inc (Wit & Meyer, 2010, p.688). Merger and Acquisition Strategy of Apple Apple is a company which always focuses on the development of unique and innovative products (Whetten & Cameron, 2008, p.208). However having speciality in every field of business is complex and therefore Apple has the philosophy of acquiring small and medium firms and integrating it within the existing projects. Furthermore the company also strives to increase their product line. This can be cited as one of the rationales behind the acquisition of Prismo Graphics by Apple. It has helped the company to start their operations in the field of animation. The pu rchase also continued Apple’

Open Essay Example | Topics and Well Written Essays - 500 words - 1

Open - Essay Example An objective and critical look at the main arguments advanced in favour of death penalty shows that the arguments are flawed and not based on facts. For the purposes of objectivity, let us critically analyse the two main arguments advanced in favour of death penalty. To begin with, let us critically look at the argument that death penalty deters crime. This argument is actually one of the main arguments advanced by the proponents of death penalty in support of their view that death penalty is an effective form of punishment. The proponents of capital punishment contend that, by killing criminals through capital punishment, we deny the criminals any other opportunity to commit crime, hence reducing crime in the society; also, the proponents of capital punishment argue that through subjecting criminals guilty of grave crimes to capital punishment, we scare other potential criminals from committing such crimes in future. A critical view at this position, however, shows that capital punishment does not deter crime. This is because there is absolutely no scientific proof that capital punishment deters crime. On the contrary, studies in social sciences have shown that there is actually no correlation between death penalty and crime; studies in social sciences have actually shown that death penalty does not deter crime (Goel, web). For this reason, therefore, death penalty is an ineffective form of punishment because it does not deter crime. The second argument advanced by the proponents of capital punishment is the argument that death penalty is an effective form of punishment because it ensures that justice is done to both the offended party and the offender. The main argument here is that heinous crimes are extraordinary forms of injustice to the victims of the crimes; for that reason, it is only an extra-ordinarily grave form of punishment that can compensate for the grave

A Model for a State Surveillance and Militarization Essay

A Model for a State Surveillance and Militarization - Essay Example While this sounds to be very appealing for an effective and efficient state and government, this brings about the concern of the state as being totalitarian in nature. To maintain order in society, the government must keep close monitoring of its citizens and create a strong-armed force and police to defend that social order. The view of this form of state and society is very familiar to the totalitarian form government. State surveillance and a highly militarized state are, after all, distinct characteristics of nation or country under totalitarianism. The question that could be asked right now is whether Plato would support state surveillance and militarism based on his writings and ideas found in his work the Republic. Does this mean that Plato's ideal system of government curtails certain rights of citizens to maintain order and justice? Discussion of this matter will be discussed further in this paper with a few real-world examples of totalitarian states as references. At the same time, such examples will be analyzed and placed into context with Plato's idea of his Republic. With the ever-growing threat of terrorism, both internationally and locally homegrown, and the possibilities of uprisings or revolutions, it is not a surprise that many governments of the certain nations around the world have created their own state security agencies or organizations and highly strengthened military. There are various reasons as to why such state groups were set up by different national governments. Contemporary times and recent history shows that many governments have been very concerned and active when it comes to counter-insurgency and counter-revolutionary activities. It can also be considered that governments develop such organizations to prevent terrorist or revolutionary from even having the chance to form up.  

An Analysis of Mrs. Sirleaf's Speech Essay Example | Topics and Well Written Essays - 1000 words

An Analysis of Mrs. Sirleaf's Speech - Essay Example Pathos influences the addresses to through eliciting emotions. The speakers and audiences do this through a careful use of language. The speakers or the authors use their personal stories to paint a good picture of their speech. This illuminates the truth and legitimacy of the conversation in hand. Logos involves use of reasoning to back up one’s ideas or claims. The speaker or the author gives sufficient reasons that explain a subject matter. Logos incorporates both inductive and deductive reasoning. Inductive reasoning examines a specific representative of facts and then the speaker draws general conclusions from them. However, in deductive reasoning, the speaker starts with general implications of a fact then narrows down to specifics (Metcalfe 3). The well use of the three rhetorical appeals describes the effectiveness of a speaker or an author. This paper will analyze Mrs. Sir Leaf’s Speech which she delivered in the graduation ceremony in Harvard University in Jun e 17th 2011. The dialogue had some political connotations because this is the period when there was an imminent election in Liberia. The paper will endeavor to seek whether the speech uses the Ethos, Pathos, and Logos sufficiently to persuade the audience. The paper is organized into three sections. The first paragraphs will examine the use of Ethos in the speech. The middle section looks at the application of pathos in the conversation in hand. The last section will describe the employment of logos in Mrs. Sirleaf’s speech. Ethos in speech ensures that audience is attentive, listening, and ready to speaker’s coaxing ideas. Ethos is about the audience perception of the speaker. This entails trustworthiness, reputation, association, and authority of the presenter. In Sirleaf’s speech, the speaker presents herself as a likeable character in several parts. Ellen opening remarks of the speech draw the attention of the audience that she is an honorable person. This c reates an impression of respected person in the minds of the listeners. The audience is set to capture the conversation and they can associate with her. Therefore, it means that the addressee will have a keen interest of the ideas that Mrs. Sirleaf puts across. Ellen gives the precedence of the events that culminated to her current position. Her interest to lead Liberia stems from the conference she attended as a subordinate employee in the Liberian Department of Treasury. National Planning Council and advisors from Harvard sponsored the conference. The core agenda of the symposium was to forge development projects in Liberia. In this meeting, the politician expresses displeasure about the unlovable status of things in her country. She points out that direct attack on the Liberian authority plunged her into a political mess (Yifeng). This paints a picture of a bold and patriotic lady who has the interest of her country at heart. In this way, the speaker persuades the audience to kee p a firm grip of the speech as it unfolds. Audience is enthusiastic to get the flow of events that culminates in her political achievements. The speech acknowledges the leadership program at Harvard University that shaped her. The poise she got from this university makes her make another attempt to challenge the Liberian authority ever the long and expanding gap between the poor and the rich. The result of her activities was an expulsion from her country.

Health Care Delivery Model Essay Example | Topics and Well Written Essays - 2500 words

Health Care Delivery Model - Essay Example This essay declares that United States of America have numerous key health care models which are based on organization, social life, economy and public health care. Both individuals and the organizations have developed quite a number of perceptions regarding the perspective of issues like health access, the quality itself, availability of health services, and its efficiency too, effectiveness and finally the quality of health services. The health care delivery model is composed of a composition of if various informal systems which are interchangeable separated into various segments and at the same time, not coordinated at all. This model also focuses on the resources of the four components of health care. This paper makes a conclusion that the computerized clinical support systems have generally improved decision making process among physicians and doctors themselves for proper patient care. It also provides physicians with patients’ information and recommendations through analysis of specific patients’information. Therefore characteristic of individuals patients are matched to computerized knowledge base and software algorithms will generate patients’ specific recommendations.These recommendations can be delivered through electronic medical records for retrieval of patient characteristics. The success of implementing electronic decision making technology, however, depends on a greater deal on whether clinicians have a role to play in designing such solutions.

Contextual Analysis of Rodney Graham's Halcion Sleep Term Paper

Contextual Analysis of Rodney Graham's Halcion Sleep - Term Paper Example The pill has been presented as the leap from the societal pressures that an individual takes to escape the pressures of society, which is certainly inappropriate for him. In the film Halcion Sleep, Rodney Graham has been filmed on the backseat of a car in the state of unconscious due to the dose of drug. The whole film is a sequence of Graham’s journey in an unconscious or sub-conscious state from the room of the motel, where he has consumed the drug, to his apartment in the center of Vancouver city. In the film, the city lights and life of Vancouver is being focused through the rear windshield of the car. The total length of the film is twenty six minutes in which the journey of sleeping Graham has been presented; however, the production of the film is contained with deeper interpretations which will be explicated in the following paper (Graham 0:01-26:21). Halcion Sleep is metaphoric representation of the average human individuals who bears significant and severe societal pr essures to survive in the society. ... Although these problems are diverse and multilateral in nature, but it can be categorized in multiple dimensions from which the pressure on individuals builds up. The most significant and grave problems, which develop pressure in individuals are social problems which are further correlated with political problems (Sterba 103-114). The political structure of a society determines the quality of life, economic conditions and stability and individual’s status and roles in a society. These determinations are necessarily coupled with several responsibilities for each individual to survive in the society. In the traditional or modern, that is capitalist system, systems, every individual cannot be pertained to be considered on similar grounds. These grounds are being measured in terms of social economic status of individuals. As this dissimilarity among the individuals of society is developed, the society becomes divided into classes in which individuals belonging to lower or middle c lasses are pertained to struggle more than the higher economic class. These struggles are largely focused on the acquisition of better economic status by which there social status can be raised (Sterba 120-126). These striving life of individuals make them mentally fatigued and pressurized due to the political and social structure of the society. It is the class difference, which inevitably creates the divide in individuals of the society. It is because of the class difference, there is status divide and with this discrimination, individuals are brought to mental and physical pressures. Life’s struggle which is actually futile in a sense has to be made by each member of the society, because the society sets a tradition that every man is part of this competition. Consequentially the

Presentation in History of the English Language Essay Example for Free

Presentation in History of the English Language Essay When studying the development of English as a language, it can be argued that early modern English is perhaps the most vital point of reference. This period brings with it a richness in material that provided clues as to how the tongue developed phonetically and geographically from its roots as a secondary, regional language in an arena dominated somewhat by the French language, and largely by Latin. Although the amount of available information isn’t enough to paint a sufficient scenario of the linguistic lay of the land at the time, these materials are a great help in discerning the stages of development of the English language. During the latter age of transition from Middle English, the language was mostly spread about in regions. This period is â€Å". . . notoriously [known] as the time when linguistic variation is fully reflected in the written mode . . . † (Nevalainen 13). Due to the heavy presence of French and Latin as the dominant vernaculars, middle English didn’t have enough room to develop as a real language and was limited to regional variants that were shaped by the grammar rules of the more prominent languages at the time. This was, mostly, due to the lack of standardized spelling – it was difficult to come up with a fixed set of grammar rules if the people didn’t have any idea of how to spell the words to be used in each situation. This changed during the sixteenth century. With the shift to early modern English came the streamlined version of the language, thanks to major standardizations in the way words were spelled throughout various regions. But you can’t ever get rid of local variations in language, and the early form of modern English is no different. Most of the available materials from the period concern themselves mostly with grammar reforms and the instruction of the language. The most curious thing about these documents is that despite dealing with a language that was gaining more and more popularity as a serious vernacular, the method of instruction was still largely conducted in Latin. This proved to be difficult in unifying the language since the two tongues were different from each other both grammatically and in inflection. Alexander Gil wrote Logonomia Anglica in 1619 as an attempt to describe the chief variants of English according to region. These are the general, northern, southern, eastern, western and poetic variants. Interestingly, these are the same regional distinctions of middle English, save for the unifying general vernacular that could be similar to what we call standard English. The weakness in Gil’s study is his partiality to the northern style although this feature gives us an outstanding view of how the morphology of early modern English developed. His renditions of spelling and pronouncing some words are indicative of the Germanic roots of English, including the use of /v/ for /f/ (the example given by Nevalainen is vill for fill). Another method of dialectal segregation was recorded by George Puttenham in The Arte of English Poesie (1589). Here, Puttenham gives us a view of how early middle English was segregated according to social standing, and was focused mostly on improving the aesthetic appeal of the language by identifying the speech of the court and the aristocrats as well-sounding and favorable, as opposed to the speech of a craftsman, or that of the thieves (thieves’ cant). Still, the dominant tongue at the time remained to be Latin, and it was in Latin that the English grammar was taught and written. This was to accommodate foreigners who wished to learn English; these people learned English via the structure of Latin, whereas locals who already practiced English learned Latin through the structure of their mother tongue. The effect of Latin in the grammar manuals during the first part of the sixteenth and seventeenth centuries were apparent – the use of Latin categories, or at least a system derived from Latin, to describe English grammar left out a chunk of what formed the structural core of English, and while the regional dialects flourished, very little attention was given to them and the focus of learning instead went to the General dialect, which would eventually go on to become the basis for the structure of the language today. A lot of the development that transformed the English language occurred at this time. In Pamphlet for Grammar (1586), William Bullokar gives us insight to the transformation of the personal noun ye into modern-day you. He also noted the possible conversion of the suffix –eth ¬ (e. g. loveth) into the more economical –s pronounced with a /z/-like crescendo. The latter, incidentally, is an example of northern dialect curiosities that made it to the general dialect. The continuous development and popularity of English as a language both written and spoken led to the precursors of modern-day newspapers. Newsletters by eminent individuals were handwritten and sent out as manuscript circulations back in 1620 as a means of spreading important information around. A fair example is the Newdigate Newsletters that were addressed to Sir Richard Newdigate of Warwickshire from the Secretary of State’s office. A selection of the newsletters would go as follows: â€Å"The King of Poland desireing a nearer Correspondence with this Crowne then has been formerly and haveing sent Over to desire his Maty to be godfather to his Daughter, his Maty was preparing to send an Envoy ExtraOrdnary thither to stand for him, when the last post brought news ye young Princess was dead. † (21) This selection, in its original form, contains plenty of scripting nuances of the period – such as superscripts for the abbreviations – and resembled, in all intents and purposes, formal letters of the period. In closing, it is worth to note that while the instruction and growth of English as a language during the early modern period isn’t as clear as we’d like it to be, there really is no denying that this period yielded a huge wealth of material to study. Thanks to works like Gil’s Bullokar’s and the missives to sir Newdigate, we can continue to study and piece together the broken pieces of the puzzle of how today’s universal language evolved into what it is. WORKS CITED Nevalainen, Terttu. Introduction to Early Modern English, An. USA: Oxford University Press, 2006. 12-27

The Roots and Origins of Islamic Terrorism Essay Example for Free

The Roots and Origins of Islamic Terrorism Essay Since the 1970s terrorism against the US has been growing and on September 11th it became apparent that terrorism will be a major problem the US will face in the years ahead. The question this essay seeks to explore is: what is terrorism and what are some the causes of this anti-US terrorism? In order to find the causes of anti-US terrorism, this essay will research various academic works in an effort to find some explanations of what causes anti-US terrorism. I will examine a couple different hypothesis that try to explain the causes of terrorism, but my research I plan to argue that anti-US terrorism is rooted in political and social movements by angry Islamic fundamentalists who believe using non-conventional tactics are the most rational way to fight the US and the western powers. Terrorist groups, such as Al-Qaeda, do not see diplomacy with the US as an option to voice their demands because they see the US as a superpower that is unwilling to listen to their demands and also because most of the Arab governments are friends with the US. Because diplomacy is not an available option and there is an inability to formally fight the west militarily, terrorists groups have chosen to use non-traditional tactics to fight the west. Research into this issue is very important for political research because terrorism has become a major security issue for the US and other countries around the world. Also, research into the causes of terrorism is important because it is a tactic that non-state actors can and will be using the years ahead as a form of leverage against the US and the West. In my conclusion I will present some possible solutions how terrorism can hopefully be stopped in the future. Defining terrorism as one definite thing is not an easy task, but generally terrorism is considered to be non-conventional form of warfare that individuals or groups can use to fight for their agenda, whether it is a political, social, religious and/or economic cause. Terrorists use many non-conventional ways of fighting such as car bombs, keeping people hostage, and in some cases hijacking air planes. As a ‘weapon of the weak’, terrorism is deployed by groups to gain media attention and visibility as the first step in gaining ‘name recognition’ within the international community. (Nacos 1994). Through the publicity generated by their violence, terrorists seek to obtain the leverage, influence and power they otherwise lack to create political change on either a local or an international scale. The traditional laws of war do not apply  to terrorism, partly because terrorist groups do not abide to treaties on war, and also because terrorist groups use fear as their form of leverage, which is why it is okay for them to kill innocent people. In cases of groups such as Al-Qaeda killing innocent people is not considered a bad thing because to them there is a religious justification. Power has always played a crucial role in the international system and based on this principle we can believe that the struggle for power has a major influence on the decision of terrorist groups to commit acts of terrorism. (Sobeck Braithwaite 2005) In a study by David Sobek and Alex Braithwaite the two researchers hypothesize that as political, military, and diplomatic capabilities become concent rated into American and allied hands, the amount of terrorism directed against Americas interests will increase as a way to counter balance this power. Because terrorists are non-state actors they do not have access to conventional forms of fighting or the diplomatic channels that states use to resolve their disputes, they must use non-conventional forms of fighting. The choice to employ terrorist activities arises rationally from the environmental context within which these groups find themselves in, in that terrorism is the most cost-effective way for the terrorists to accomplish their goals. (Ajami 2001) The United States’ predominant position in the world affects the decision of terrorist groups to launch terrorist attacks against US interests internationally. As the United States becomes increasingly dominant, the amount of terrorism directed against it is likely to increase. Terrorism is seen by the terrorists as a counter-balancing mechanism. (Sobeck Braithwaite 2005) Increasing American dominance limits the ability of groups with revisionist views of the international system, such as that of the Palestinians, to be h eard, let alone changed. (Sobeck Braithwaite 2005) The options available for these groups to act are diplomacy, perhaps through a NGO or their home state if they are willing to listen, or terrorism, which is intended to create an instant response (Most Starr, 1989) From these choices, terrorist groups choose strategies that they see as rational that will maximize their expected outcome. (Sobeck Braithwaite 2005) This means that the decision to engage in terrorism relates directly to the expected efficacy of an action and the likely payoffs received if it is successful. For example the terrorist activities of 9/11 cost Al-Qaeda roughly 400,000  dollars and nineteen lives were lost in the process, but the outcome of causing thousands of deaths, several billion dollars of damage, and most importantly creating fear in the minds of millions of people world-wide was a very ‘cost-effective’ decision by Al-Qaeda to put world spotlight on their anti-US position. (Sobeck Braithwaite 2005) The desire to counter-balance the US and west and remove from the Middle East a long with belief that it possible has caused the creation of many terrorist groups since the 1970s. This anti-western feeling had been around for a long time, but the creation of Israel and the growing amount of western influence in the region really sparked terrorist movements in this time period. Groups such as Hezbollah, a Lebanese group that has been around since the 1980s, have realized that using non-conventional warfare, such as blowing up the US Embassy in Beirut, can be a way to fight and neutralize the conventional military superiority of a superpower. (Cannistraro and Giraldi 2007) This action seemed to be a victory for Hezbollah as US and French forces withdrew from the country after the bombing. This act of removing western countries using terrorism inspired other terrorist groups to try to fight Western influence in their home countries and to fight western countries in their homeland as see n by the attacks of 9/11 and the bombings in Madrid. It is a common misperception that terrorists are insane and not rational actors because they use tactics such as suicide, but this is not necessarily the case. Marc Sageman, a former CIA officer, studied the rationality of terrorists and found that the popular depictions of brainwashed or poor and uneducated terrorists are generally not true. He profiled 382 terrorists and his work reveals that terrorists are more likely to be normal, well-educated types with families and good professional-level jobs. (Sageman 2002) Most are middle or upper class and not poor, young, single, and/or deluded. (Sageman 2002) Only a small percentage had any religious education, and many, more than 70 percent, had some university education. (Sageman 2002) Sageman concluded that Al Qaeda and its associated groups are generally composed of men who are very well educated, well off, and stable. According to Vincent Cannistraro and Philip Giraldi terrorists act as they  do not because they are crazy but beca use they believe what they do will bring about change to the global political status quo. Terrorists see terrorism as a way to create power where there is none or to consolidate power where there is very little. (Hoffman 1998) For the global Salafist terrorists, the objective is to put an end to corrupt Arab regimes, replacing them with theocracies, and to bring and end to western influence from Muslim lands. For the regionally based groups such as Hamas, the purpose of terrorism is national liberation from occupying powers e.g. Israel. (Cannistraro and Giraldi 2007) It can also be argued that even though acts of terrorism are universally condemned, they stimulate media coverage of an issue and provide an opening for moderate organizations to ask the public to consider the legitimacy of what the terrorists are fighting for as a separate issue from the tactics the groups use i.e. it can be argued that the terrorism in Israel has increased awareness of poor conditions of the Palestinian people. (Adamson) Along with being a political movement, terrorism has now also become a sociological phenomenon in parts of the Muslim world and in the west. In parts of the Middle East terrorists groups begin to form when members of the society feel upset with their home government for working with the US or other reasons that make them feel outcast i.e. economic reasons, feeling less dignified than people of the west, etc. It usually takes a charismatic leader to take the frustration of the many outcast people and channel it into a movement. In the words of Eric Hoffer, it is usually â€Å"an externalizing hatemongering leader† who â€Å"manipulates the slime of discontented souls.† (Hoffer 1989) Terrorist group leaders, such as Osama Bin Laden, are considered to be a therapist for the group and they blame an external cause for their difficulties of the group and righteously justify aggression against the believed source i.e. the US. (Robins Post, 1997). Once members are recruited in to these groups, there is a clear fusing of individual identity and group identity, particularly among the more radical elements of each organization. This is true both for the Islamist terrorists of Hamas as well as Al Qaeda and the global Salafi jihad. (Post 2005) For members of these terrorist groups ‘success’ within the community is defined as fighting for ‘the cause,’ which can be thought of as political, social,  and religious growth of the groups beliefs. As young men adopt this view of success, their own self image becomes more intimately intertwined with the success of the organization. (Post 2005) With no other means to achieve status and ‘success,’ the organization’s success becomes central to individual identity and provides a â€Å"reason for living† for group members. (Post 2005) As an individual’s identity succumbs to the organization, there is no room for individuality, meaning no individual ideas, identity, and decision-making. At the same time self-perceived success becomes more and more linked to the organization This creates a cycle where group members have a direct need to increase the power and prestige of the group through increasingly dramatic and violent operations because this will increase their own perceived ‘success’ (Post 2005) This fusion with the group seems to provide the necessary justification for their actions and loss of responsibility to the individual. Guilt or remorse by the individual is not tolerated because the organization does not express it. This is intensified among Islamist groups who feel they have a moral obligation to the cause and a religiously sanctioned justification for their actions e.g. Jihad (Post 2005). In Europe and in the US terrorist groups have formed from a different social phenomenon. When Marc Sageman did his detailed study on 382 terrorists, he found some interesting information about the origins of many Al-Qaeda terrorists. Sageman found that the average al Qaeda–type terrorist has traveled, frequently studied in the West, and that many terrorists developed their radicalism while they were studying or working in the West. (Sageman 2002) He discovered that most terrorists entered into the jihadi cause from the bottom up, meaning that they volunteered and were not actively recruited. Sageman explains that these terrorists frequently drifted into radical mosques as an act of cultural assertion, often because they felt homesick or alienated from the dominant Western culture. Once there, they joined cliques or friendship groups of the like-minded people also searching for a new identity. (Sageman 2002) According to Sageman, â€Å"The groups are characterized by a sense of anomie, their social and political alienation eventually being attributed to the decadence, corruption, and immorality of the West.† The next step for these outcast individuals is to  join an organization that is doing something to combat and roll back the western values. Sageman concluded from his study that it is the â€Å"alienation arising from the misguided multiculturalism that treats Muslims like a group needing to be protected that creates its own sense of victimization.† (Sageman 2002) Another explanation that some might give to explain terrorism is that it is a psychological disorder that is caused by a pneumopathological consciousness that involves the construction of an imaginative â€Å"second reality† where terrorism has intended and magical effects. (Cooper 2005) This belief that terrorism is caused by a second reality says when individuals, who out of necessity exist within commonsensical or â€Å"first† reality attempt to live within the imaginative or fantasy-based second reality and characteristic frictions between the two arise. With respect to modern terrorism, the chief conflicts are between religious or spiritual realities and their symbolization and the realities of unfavorable living conditions in the Middle East relative to countries of the West. The tension between the first and second reality is brought to life by the perverse logic of this second reality that interprets murder as self-sacrifice according to this theory. (Cooper 200 5) No matter how pragmatically destructive these acts of political violence may be in commonsense terms, for the people existing imaginatively within a second reality, they â€Å"are sanitized by virtue of the fact that they are religiously symbolic. They are stripped of their horror by being invested with religious meaning.† (Juergensmeyer 1996) Of the different academic works I have looked into, this theory that terrorism is caused by a psychological disorder seems to be the least plausible. The problem with the theory is that it is not possible to test the psychological dysfunctions of the terrorists partly because of an internal belief in this theory that the terrorists are able to live in the ‘first reality.’ Also since other researchers such as Marc Sageman have done case studies that show that terrorists are rational and normal people, there is strong evidence that contradicts this theory. This theory does not take into account the strong evidence put forth by the other works I have  researched that convincingly explain how terrorism is a rational way for the terrorists to fight the west of social and political reasons. While it is true that some terrorists groups are fighting in the name of religion, most terrorists groups have used religion as a justification and cover up for doing violent acts that are politically and socially motivated. Overall, this belief that terrorism is caused by a pneumopathological consciousness does little in supporting my hypothesis. Some of the articles I read gave me support for my hypothesis that terrorism is caused by political and social forces. â€Å"The Long War† by Vincent Cannistraro and Philip Giraldi was one of the articles that supported my hypothesis. The general theme of the article was that social alienation from the West, revenge for previous blood debt, a desire to put an end to corrupt Arab regimes and replace them with theocracies along with bringing about a retreat of the West, particularly the United States, from Muslim lands is what causes terrorism. Also â€Å"Victim of Success† by David Sobeck and Alex Braithwaite supported my hypothesis because it explained terrorism as political maneuver by groups like Al Qaeda to counter balance the military and political superiority of the US. An article that supported my notion that terrorism also has social motivations was the case study of terrorists my Marc Sageman, which explain how social alienation by Muslims living in the west cau ses these groups to feel hatred toward the west and act on their feelings. With a better understanding of the political and social causes of terrorism better efforts should be made by US foreign policy makers to tackle these root causes. It will be difficult to stop Muslim extremists from feeling outcast from their home governments, but better efforts need to be made by people living in the west to understand Islam and the problems Muslims in the Middle East face. Also people in the west need to do a better job of helping Muslims living in the west to assimilate into western society so they do not feel social alienation. A lot of this social tension between Muslims and the west can possibly be fixed with better education of Islam in schools and less negative depictions of Muslims and the Middle East in the media. The political causes of terrorism will be a little bit more difficult to fix. It is not likely that the US will lessen its power, but the US could try to do more to change its policy that affects the millions of Muslims living in the Middle East. First, the US should stop this double-standard of promoting peace in Isreal, while at the same time giving full support militarily and economically to the Israeli government, which doing very little to help the Palestinians. Next, the US should try to stop supporting Arab governments which are very oppressive towards their people. Although it is unlikely, the US and US companies should try to reduce their presence in the Middle East because we are clearly not welcome and many of the people living in the area think we are exploiting them while also corrupting their way of life with our more liberal social values. Also what the US should do to help stop terrorism is to increase the legitimacy of using diplomacy in the region because doing so would make terrorism not the most rational option for these angry groups. The implications of US foreign policy in the Middle East are very important if we want to see terrorism come to an end. It is unfortunate that the Islamic fundamentalists had to resort to using terrorism to fight for their political and social causes, but if the US does more to understand their needs and frustrations of these peoples and also act on this information, then hopefully we will see an the end of this era of terrorism. References: Adamson, Fiona B. (2005). Globalization, Transnational Political Mobilization, and Networks of Violence. Cambridge Review of International Affairs, retrieved November 5, 2007, From Academic Search Premier database Ajami, F. (2001). The Uneasy Imperium: Pax Americana in the Middle East. How did this happen? Terrorism and the new war. Public Affairs Reports, Retrieved November 11, 2007, from Academic Search Premier database Cannistraro,Vincent; Giraldi,Philip.(2007). The Long War Mediterranean Q., (Duke University Press) Retrieved November 5, 2007 from Academic Search Premier database Cooper, Barry. (2005). Terrorism and Globalization. Perspectives on Global Development and Technology. Retrieved November 5, 2007 from Academic Search Premier database Hoffer, E. (1989). The true believer: Thoughts on the nature of mass movements. Harper and Rowe Perennial Library. Retrieved November 5, 2007 from Academic Search Premier database Juergensmeyer, Mark (1996) The Worldwide Rise of Religious Nationalism. Journal of International Affairs. Retrieved November 5, 2007 from Academic Search Premier database Most, B. and Starr, H. (1989). Inquiry, logic, and international politics. University of South Carolina Press. Retrieved November 11, 2007 from Academic Search Premier database Nacos, B. (1994). Terrorism and the Media: From the Iran Hostage Crisis to the Oklahoma City Bombing. Columbia University Press. Retrieved November 5, 2007 from Academic Search Premier database Post,Jerrold M. (2005). When Hatred Is Bred in the Bone: Psycho-Cultural Foundations of Contemporary Terrorism. Polit.Psychol. Retrieved November 5, 2007 from Academic Search Premier database Robins, R Post, J (1997). Political paranoia: The psychopolitics of hatred. New Haven: Yale University Press. Retrieved November 11, 2007 from Academic Search Premier database Sageman, Marc. (2002). Understanding Terror Networks. University of Pennsylvania Press. Retrieved November 5, 2007 from Academic Search Premier database Sobek,David Braithwaite,Alex (2005). Victim of Success: American Dominance and Terrorism. Conflict Management and Peace Science. Department of Political Science, Louisiana State University Department of Political Science, Pennsylvania State University Retrieved November 11 2007, From Academic Search Premier database

Functions of Child Learning Through Play

Functions of Child Learning Through Play In New Zealand, play is considered as an important aspect of children’s learning especially in Early Childhood Education. Dockett and Fleer (2002) explain that Play is considered as a potentially powerful medium for learning and a strong experience for those involved in it. According to Oliver and Klugman (2002), â€Å"play is the way a child explores his world, builds skills and exercises his imagination and learns through experiences† (p. 66). What did I do or think in relation to children learning through play before the discussions and presentation? :- Before discussions I did think that play is just for fun, amusement and good time pass for children. Earlier play was important for me, but wasn’t that important as it comes clear after the discussions. What do I think now in relation to children learning through play :- Undoubtedly, play is the strong base for children’s physical, cognitive, emotional and social development. Importance of social confidence long-term effects (MoE, 1996). Physical play strengthens children’s gross motor skills through activities like riding bikes, swings, water play, running, climbing, kicking balls as well as fine motor skills by involving in activities of drawing, painting, cutting, playing with dolls. Play also holds significant importance for children’s cognitive development. It helps them in problem solving, reasoning and thinking while they are involved in plays such as puzzles, dramatic play, block play and storytelling. (Bruce, 2001) explains that language development through play is also fostered in children by verbal and non-verbal communication while expressing their feelings, interacting with playmates and listening to other’s language (Cited in New Zealand Tertiary College [NZTC], 2012). According to Glover (2001), through play, children develop and extend their social skills and develop relationships when they interact with others. Playing in groups or pairs (Cooperative play) allows them to practice their skills of sharing, turn taking, self-control and co-operating while participating in dramatic and creative plays. Children extend and practice their knowledge of the wider world through role play such as: fire fighter, doctor, father, etc. During group plays, children get the opportunity to express and control their feelings, understand others feelings, learn to resolve internal fears and conflicts. Active participation of children in their own world fosters mastery and control resulting in providing the feelings of competency and self-efficacy. Play also helps children to discover about self-including likes and dislikes (Klien, Wirth, Linas, 2004). According to the principle of holistic development in Te WhÄ riki, learning and development includes opportunities for open-ended exploration and play. For example, children love to play in sandpit, water, papers where there is no limit of amount of things that they can do with them. Materials can engage them for hours as they watch the effects that their actions can have on them (Ministry of Education [MoE], 1996). This theory is also linked with goal 4 of strand of exploration which explains that â€Å"children experience an environment where they develop working theories for making sense of the social, physical and natural worlds.†(MoE, 1996, p.90) and learning outcomes also include knowledge, skills and attitudes. Piaget believes that stages of development are directly related to stages of play (cited in Grey, 2010) .For example: Functional play (birth- 2 years) fosters sensory-motor skills in infants when they explore objects in a variety of ways using their different senses and physical abilities, can be linked to Te WhÄ riki, Goal 2 of Exploration strand and learning outcomes of â€Å"developing strategies for actively exploring and making sense of the world by using their bodies and all the senses† (MoE, 1996, p.86). Pretend play, which enables children to socialise, incorporate others in their play, use substitutions for real objects, respect other’s ideas and learn to negotiate. Lev Vygotsky’s theory is another perspective to explain the impact of play on children’s learning in early childhood education. According to McNaughton and Williams (2004), Vygotsky’s theory explains that play generates imagination through which children understand their feelings and desires. It also gives importance to rules to follow during the play to make it successful and also emphasize the importance of the social settings in which learning takes place. According to Docket and Fleer (2002), Vygotsky believes that play held greatest developmental significance in early childhood years. Children have rules and roles during the play and they learn and develop within a social and cultural context, which can be further linked to goal 3 of Contribution and strand of Communication mentioned in Te WhÄ riki. In his theory, play is explained as social learning and sometimes play is directed by the social world and children transmit social and cultural informati on and knowledge (cited in Dockett Fleer, 2002) . For example: If a child is playing alone and being mother, father or farmer, what these roles act and what social and cultural origin they have, varies with different social and cultural settings. It is also explained in goal 3 of Communication in Te WhÄ riki. Moreover, Vygotsky also emphasised that parents and educators assume an important role in children’s learning which is again a vital component of Te WhÄ riki as mentioned in goal 1 of belonging. To summarise, Play is the central component in The New Zealand Early Childhood Curriculum which fulfils all curriculum requirements and learning outcomes needed by the infants, toddlers and young children as mentioned in Te WhÄ riki. Moreover, above mentioned two theories strongly supports the role of play for development and learning of children in early childhood years. The strands, goals and principles of early childhood curriculum Te WhÄ riki also explain the significance of play in children’s learning and holistic development and make it a framework in early childhood education in Aotearoa/New Zealand. What does this teach me about future my role as a beginning teacher?:- Early childhood teacher plays an important role in children’s learning and development. Children need a safe and secure learning environment in which they should be given opportunities to explore and understand their feelings, emotions, experiences from which they will construct knowledge. Teachers can offer children with a range of quality learning experiences which will encourage active learning, problem solving, effective communication, creativity, social adjustment and participation. To provide children with active learning environment, teachers should understand the individual child by knowing children’s background, family situations, parental expectations play experiences and prior learning experiences. Dunkin and Hanna (2001) believe that teacher plays various roles such as facilitator (by providing ideas and strategies to extend their thinking and reasoning), co-learner (by using open-ended q uestions, supporting them in difficult tasks and by modelling of language), co-partner, listener/decoder, observer, planner, while involved in child’s learning through play. They also emphasize that a teacher should also have formal or informal observation of child’s strengths, interests and stages of development and should discuss and share the observation results with colleagues and families/whÄ nau. While engaging in children’s play, teachers should encourage them to express their ideas through communication. At the same time, allow children to play themselves to develop their own learning, providing different kinds of play such as physical, sensory, explorative, creative and individual and group play (Dunkin Hanna, 2001). To implement a play-based curriculum, the role of a teacher is very crucial. For example: In physical play, young children need opportunities to further develop their physical skills and practice to control their body movements, teachers need to facilitate these opportunities with availability of space and equipment. By providing sufficient range of equipment and materials, time and space, a teacher can support to develop their concentration skills by explorative play. Teachers can be play-partners or co-constructors for sensory play such as by providing opportunities to explore a variety of natural materials (sand, water, dust etc.) (NZTC, 2012). Teachers should also use strategies of problem solving, encouraging, praising and helping, questioning and suggesting (Macnaughton and Williams, 2009). They should use open-ended questions rather than direct answers and allow children to share their knowledge, ideas, beliefs and thoughts to extend their interests. Another very useful teaching strategy is following children’s Interest, where teacher can adjust the activities according to child’s lead rather than using own pre-planned activities. Implication for my teaching role in future;- Play is very important aspect of children’s learning especially in Early Childhood Education in New Zealand. It focuses on the learning and holistic development of child through various types of plays (social, physical, sensory, explorative and creative) and creates the right atmosphere for children to learn life skills and paves the way for holistic development (MoE, 1996). As children spend most of their waking hours in Early Childhood Education in New Zealand, so teachers play central role in their lives. As a future teacher I will focus on encouraging children for play and will create an environment which is non-violent, inviting, informative, fun loving and homely. Therefore, I will follow specific and effective teaching strategies which are already discussed earliar in previous section, to enhance and extend children’s learning through play. Reference List: Bruce, T. (2001). Learning through play: Babies, toddlers and the foundation years. London: Hodder Stoughton. Dockett, S., Fleer, M. (2002). Play and pedagogy in early childhood: Bending the rules. Southbank, VIC: Thomson. Dunkin, D., Hanna, P. (2001). Thinking together: Quality adult-child interactions. Wellington: New Zealand Council for Educational Research. Glover, A. (2001). The role of play in development and learning. In E.Dau (Ed.), Child’s play: Revisiting play in early childhood settings. Rosebury, NSW: MacLennan Petty. Klien, T., Wirth, D., Linas, K. (2004). Play: Children’s context for development. In D. Koralek (Ed.), Spotlight on young children and play. Washington, DC: National Association for the Education of Young Children. Grey, A. (2010). Developmental theories in early childhood education. In B. Clark A. Grey (Eds.), Perspectives on early childhood education. Ata kite ate pae – scanning the horizon (pp. 46-54). North Shore, New Zealand: Pearson. MacNaughton, G., Williams, G. (2004). Techniques for teaching young children: Choices in theory and practice (2nd ed.). Frenchs Forest, NSW: Pearson Education Australia. Ministry of Education. (1996). Te WhÄ riki: He whÄ riki mÄ tauranga mÃ…Â  nga mokopuna o Aotearoa/Early childhood curriculum. Wellington, New Zealand: Learning Media. New Zealand Tertiary College. (2012). Play as framework for learning 1 study guide. Auckland, New Zealand: New Zealand Tertiary College Oliver, S. J., Klugman, E. (2002). Playing the day away. Child Care Information Exchange, 5, 66-69

Both Sides of Stem Cell Research Essay -- essays research papers

Stem Cell Research Paper Stem cell research has been quite a controversial topic since its origin in the 1960s by Gopal Das and Joseph Altman. Of course, anything that uses a human embryo would be. Stem cell research could open a vast number of new doors for modern science, it could let us test new drugs, one of which could be the unfound cure for AIDS or Alzheimer’s disease. However, this branch of science comes at a high price, the price of a human life that is only five to six days old (NIH). It is quite nearly impossible to take a stand in this argument from an unbiased viewpoint. What is a stem cell? A stem cell is an unspecialized cell, meaning it is not a heart, brain, or any other type of cell that has a special purpose, so it can take the form of any other type of cell. In other words, the fate of these cells has not been determined yet! This means that once inserted and given the right signal or trigger, the stem cell can adapt and divide like all of the cells in the area. Many leading Health Institutes are actively trying to find another way of getting such unspecialized cells. One way that many scientists are supporting is the freezing of the Placenta (Wikipedia). The Placenta is the mother’s tissue to the umbilical cord of the fetus is attached. If frozen, placenta can later help the baby that the female gave birth to by providing unspecialized stem cells. The major drawback of this method is that the Placental stem cells will only work for the baby that was attached to it through the umbilical cord (Wikipedia). There are four types of stem ce lls, Totipotent, Pluripotent, Multipotent, and Unipotent. Totipotent cells can become any type of tissue in the body (including the Placenta) and are only found in the ... ...ls it takes, to treat a patch or maybe even a microscopic patch (CNN). Researchers, Religious figures, and political figures opposing stem cell research hotly argue if killing a baby for some stem cells is a void reason. Right now, no one side has gained favor over the other. Stem cell research has been an extremely notorious topic of debate in today’s world. Both sides have been trying to gain the edge for many years, but it is still hard to tell who is winning this debate. Those in favor of stem cell research believe that stem cells will help open doors in modern science to cures, ideas, and new methods. On the opposing side, however, the people believe that killing a baby is a inhumane act, and will only hurt humankind. All in all, the balance in this debate seems to be even, however, this might change if one side brings forward convincing piece of evidence. Both Sides of Stem Cell Research Essay -- essays research papers Stem Cell Research Paper Stem cell research has been quite a controversial topic since its origin in the 1960s by Gopal Das and Joseph Altman. Of course, anything that uses a human embryo would be. Stem cell research could open a vast number of new doors for modern science, it could let us test new drugs, one of which could be the unfound cure for AIDS or Alzheimer’s disease. However, this branch of science comes at a high price, the price of a human life that is only five to six days old (NIH). It is quite nearly impossible to take a stand in this argument from an unbiased viewpoint. What is a stem cell? A stem cell is an unspecialized cell, meaning it is not a heart, brain, or any other type of cell that has a special purpose, so it can take the form of any other type of cell. In other words, the fate of these cells has not been determined yet! This means that once inserted and given the right signal or trigger, the stem cell can adapt and divide like all of the cells in the area. Many leading Health Institutes are actively trying to find another way of getting such unspecialized cells. One way that many scientists are supporting is the freezing of the Placenta (Wikipedia). The Placenta is the mother’s tissue to the umbilical cord of the fetus is attached. If frozen, placenta can later help the baby that the female gave birth to by providing unspecialized stem cells. The major drawback of this method is that the Placental stem cells will only work for the baby that was attached to it through the umbilical cord (Wikipedia). There are four types of stem ce lls, Totipotent, Pluripotent, Multipotent, and Unipotent. Totipotent cells can become any type of tissue in the body (including the Placenta) and are only found in the ... ...ls it takes, to treat a patch or maybe even a microscopic patch (CNN). Researchers, Religious figures, and political figures opposing stem cell research hotly argue if killing a baby for some stem cells is a void reason. Right now, no one side has gained favor over the other. Stem cell research has been an extremely notorious topic of debate in today’s world. Both sides have been trying to gain the edge for many years, but it is still hard to tell who is winning this debate. Those in favor of stem cell research believe that stem cells will help open doors in modern science to cures, ideas, and new methods. On the opposing side, however, the people believe that killing a baby is a inhumane act, and will only hurt humankind. All in all, the balance in this debate seems to be even, however, this might change if one side brings forward convincing piece of evidence.

Amerigo Vespucci :: essays research papers

Amerigo Vespucci Amerigo Vespucci, an Italian explorer was born in Florence, Italy in the year of 1454. Florence was a good city to grow up in for young Amerigo, because of the growing interest in the field of exploration. Some of the adults told young Amerigo about the wonders and riches of the Indies. Like the other Italian boys in his village, undoubtedly Amerigo was fascinated with by those tales.   Ã‚  Ã‚  Ã‚  Ã‚  Amerigo lived in the Ognissanti section of Florence with a lot of the Vespucci family. The Vespucci family was pretty well off, so Amerigo thought that he was in line for a lot of money after his father's passing, but his brother Antonio was highly favored over the rest of the children. Most of the Vespuccis living with Amerigo were merchants dealing in wine, olive oil, or wool. Not all of the Vespuccis were merchants, a small percentage of the Vespuccis were bankers. All of the family liked art and learning, poetry and music just like the rest of the Florentines. The ruler of these interesting Florentines was Lorenzo de' Medicior, who was also know as Lorenzo the Magnificant.   Ã‚  Ã‚  Ã‚  Ã‚  When Amerigo was older, but still a young man, his father Antastagio Vespucci sent him to the Monestary of San Marco to study with his uncle Giorgio. In his new school, Amerigo along with the other European boys learned Latin, math, grammar, history, Italian and Greek Literature, geography and astronomy. Amerigo learned to love astronomy, because he was fascinated about all of the shapes the stars made, that his uncle called constellations. Amerigo thought about traveling about the Earth, but he thought it to be impossible, because he was tought in school that the equator was a ring of fire that made the waters boil there.   Ã‚  Ã‚  Ã‚  Ã‚  Amerigo's hopes of traveling the world were become more realistic over time. The first thing that sparked this was the invention of the caravel, a light, narrow, 60 to 70 foot boat. The Portugese, that started making this boat had learned to rig the caravels to sail well against the winds and currents of the rough oceans. Another reality check occured when Amerigo was 19. What happend was the Portugese finally sailed to the equator and found no boiling seas, which proved the Roman theory that young Amerigo was taught in school wrong. But then came a period in his life that Amerigo realized he would never

Tom and Daisy Buchanan of The Great Gatsby by F. Scott Fitzgerald :: The Great Gatsby

During The Great Gatsby it was apparent that Tom and Daisy had an unstable relationship.   While reading the novel, I questioned the reason behind the continuation of their relationship.   Tom and Daisy are from the same world and are united by a background of money, and in a bizarre way I think they might have loved one another.   Ã‚  Ã‚   Tom and Daisy both came from the upper crust of society.   Daisy married Tom because his house was covered with ivy.   Tom was from the old money; his family had been wealthy for many years.   Daisy claims that she was in love with Gatsby, but he did not have the money she was expected to marry.   Therefore, when Tom was introduced to Daisy, she saw an opportunity to marry a person she could love and who was wealthy enough to provide the life she was accustomed to.   Ã‚  Ã‚   At the beginning, when Daisy is talking to Nick on the porch, Nick’s wording was interesting.   Nick talks about the restless way her eyes flashed, resembling Tom’s habit, and her whole performance pleased her because it represented their "membership in a rather secret society to which she and Tom belonged."   Tom and Daisy play their roles in a rich, bored society, and the drama of it all is the reason that they do it.   Daisy plays the air-headed, pretty wife, while Tom plays the hulking, brute of a man.   They thought they were a perfect combination of the ideal wealthy couple.   Ã‚  Ã‚   Daisy has been brought up being a pretty object.   She was an object to Tom; however, he did truly love her.   When Tom’s mistress, Myrtle, called out Daisy’s name, Tom became outraged and   hit her.   He felt it was permissible to have a mistress, yet he still honored Daisy by not allowing Myrtle to talk about her.   Ã‚  Ã‚   Throughout the novel Tom manages to speak sensitively to Daisy.   For example, when Tom and Daisy are in the kitchen eating chicken, he takes time to remind her of all the intimate moments they have had together.   I think that this scene shows that Tom really does love Daisy in his own way.   Ã‚  Ã‚   Nick speaks of Tom and Daisy at the end of the novel.   He talks about how they smashed people up and then "retreated back into their money or their vast carelessness, or whatever it was that kept them together†¦"   Nick points out the similarity between Tom and Daisy’s characters and attitudes about money.

Orensic Anthropology Field School Essay

Assignments: Detailed descriptions, expectations, and grading rubrics will be posted for each assignment and made available for students to download from blackboard. Late Assignment Policy: Late assignments will not be accepted. Students will receive a 0 for any assignment not turned in on time. Hard copies of assignments are due at the beginning of class on the due date (except for labs, which are due at the  end of the lab class). If you are ill and have a doctor’s note, you may email the assignment to me prior to the class in which it is due. Policies regarding religious holidays and accommodations for religious activities from Section 3.1 of the 2006-2007 Faculty Handbook: Absent for Religious Holidays: †¢ The general tenor of the University’s policy regarding accommodations for religious observances is that no student should suffer academic penalty because of the observance of their faith. For example, students may wish to be excused from classes or examinations for religious reasons on Holy Days or on the Jewish Sabbath (one-and a-half hours before sunset Friday to one-and-a-half hours after sunset on Saturday), or on Friday at 1:00 p.m. for Muslim community prayers. †¢ Students have a responsibility to alert members of the teaching staff in a timely fashion to upcoming religious observances and anticipated absences. Every effort should be made to avoid scheduling tests, examinations or other compulsory activities at these times. If compulsory activities are unavoidable, every reasonable opportunity should be given to these students to make up work that they miss, particularly in courses involving laboratory work. When the scheduling of tests or examinations cannot be avoided, students should be informed of the procedure to be followed to arrange to write at an alternate time. †¢ While the University’s policy makes no special provision for Holy Days of other faiths, the same general consideration is understood to apply: no students should be seriously disadvantaged because of their religious beliefs. Final Grades: Final grades will be calculated according to the weights listed in the Grading Scheme. There will be no make up assignments or extra credit assignments. The grades you earn on your assignments are the grades you will receive. The breakdown of percentages into letter grades, GPA, and grade definitions is viewable here: http://www.artsandscience.utoronto.ca/ofr/calendar/rules.htm#grading Student Participation Policy: Students are expected to do the required readings before attending lecture/lab. There will be no time to read the text before starting the lab. Each lab is based upon text and assigned materials. Lectures will NOT be posted online. It is the student’s responsibility to come to class and take notes. A handout listing tips on efficient note taking is linked in the recommended reading section, below. Students are encouraged to take advantage of workshops in note taking and other study skills provided by The Robert Gillespie Academic Skills centre. Student questions are encouraged during lecture and lab. Course Rationale: This course provides students with theoretical knowledge and practical skills related to searching for, documenting, and recovering human remains and associated exhibits from outdoor scenes. Crime scene protocols and the role of the forensic anthropologist during crime scene investigations are emphasized. This course encourages students to develop their critical thinking skills and focuses on a reflective learning approach to create an experience-based learning opportunity. Goals and Learning Objectives Goals: ââ€" ª Introduce students to the main techniques used in a forensic anthropological search, recovery, and analysis of human remains at outdoor scenes ââ€" ª Highlight the importance of collaboration and teamwork in forensic science ââ€" ª Show students how to incorporate the scientific method in crime scene analysis and reconstruction ââ€" ª Help students develop public speaking skills and professionalism ââ€" ª Emphasize the importance of ethics and safety in forensic anthropology and forensic science ââ€" ª Build critical thinking and reasoning skills through an iterative process as new variables are introduced Learning objectives By the end of the course: ââ€" ª Students will have the skills to volunteer as members of a search team  in cases of found human remains and missing persons presumed dead ââ€" ª Students will be able to verbally explain their rationale for adopting particular protocols ââ€" ª Students will gain knowledge and understanding of the proper methods of processing a crime scene Required Reading: Gardner, R. 2005 or 2012. Practical Crime Scene Processing and Investigation. CRC Press. Please see the class schedule for assigned readings for each lecture. Recommended Reading: How not to plagiarize: http://www.utoronto.ca/writing/plagsep.html) Writing tips and study skills (including note-taking, referencing, lecture listening, test writing): http://www.utm.utoronto.ca/asc/Students/tips.htm E-Culture Policy: Students should treat email as professional correspondence, using a formal tone and phrasing questions clearly. Email without ANT306 in the subject line will not be answered. Students must use their UTOR email to ensure that their messages get delivered and is not filtered out as spam. Blackboard will be used to inform students of important course-related information. It is the student’s responsibility to check the website regularly. Statement on Learning Technology: Laptops are permitted in class for word processing only. Due to the sensitive nature of the subject matter, the use of voice recorders, digital photography and video recorders is prohibited. Classroom Conduct: Disruptive behaviour during lectures (e.g. cell phones ringing, chatting,  text messaging, etc.) is a show of disrespect to the speaker, as well as an academic offence (see Code of Behaviour on Academic Matters), and as such, will not be tolerated. If someone is being disruptive, he/she will be asked to leave. During the field component of the course we will follow briefing and debriefing protocols – students are expected to be aware when the person in charge of briefing enters the room and should immediately give that individual their undivided attention. Note taking is permitted and expected. What I expect from students: Students are expected to arrive at lecture/lab prepared to work on their mock cases. In this context, prepared means having read the assigned textbook chapter; generating and bringing relevant data sheets, such as inventory forms; etc. Forensic anthropology is a field requiring attention to detail, professionalism, careful, and critical analysis. I expect students to bring these qualities to the field and the lab What students can expect from me: I will provide as complete, organized, and detailed an overview of the process of a forensic anthropological search and recovery, including crime scene protocols, as possible to give you the most realistic experience possible. I will make your health and safety a priority, outlining the potential hazards one can encounter at a crime scene, and addressing the ethical issues associated with the excavation and recovery of human remains in a medico-legal context. I will emphasize professionalism and help you achieve a professional note taking style, demeanor, and manner of public speaking. I will be available to discuss your course work and career goals during office hours or by appointment. I want you to do your best and will support you in your efforts to achieve success. Academic Integrity: From the Code of Behaviour on Academic Matters: It shall be an offence for a student knowingly: (d) to represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism. Wherever in the Code an offence is described as depending on â€Å"knowing†, the offence shall likewise be deemed to have been committed if the person ought reasonably to have known. The full policy can be found here: http://www.governingcouncil.utoronto.ca/policies/behaveac.htm Plagiarism is considered an academic offense and will be dealt with according to the Code of Behaviour on Academic Matters. Please be advised that while it is necessary and desirable to work in groups to complete the mock case, generating discussion and leading to additional learning opportunities, each student must write his/her own reports. Copying sections from someone else’s report (with or without a few word changes) is considered plagiarism. Drop Policy: Nov 5, 2012 is the final day to drop this course from academic record and GPA. By this time students will have completed 45% of their final grade. Academic Support: Robert Gillespie Academic Skills Centre: The Robert Gillespie Academic Skills Centre (Room 390, Hazel McCallion Academic Learning Centre) offers a range of workshops, seminars and individual consultations to help students develop the academic skills they need for success in their studies. For more information on the Centre’s services and programs, go to www.utm.utoronto.ca/asc or phone 905-828-3858. AccessAbility Policy: â€Å"Students with diverse needs are welcome in this course, although it is physically demanding. The UTM AccessAbility Resource Centre offers services to assess specific student needs, provide referrals, and arrange appropriate accommodations. Students with questions about disability/health accommodations are encouraged to contact their instructor and/or the  AccessAbility Resource Centre when the course begins. The AccessAbility Resource Centre staff can be contacted by phone (905-569-4699), email (access@utm.utoronto.ca) or in person (Room 2047, South Building).†