Nurse Initiated Thrombolysis

Coronary disease contributes to a high mortality and morbidity each year (Cowie, 2002). Thrombolytic therapy during elevated S-T segment elevation in acute myocardial infarction and new left bundle branch block (STEMI) has been found to have advantages in coronary disease management (Fibrinolytic Therapy Trialists Collaborative Group, 1994; Clare and Bullock, 2003) which include symptomatic delay and 30/1000 mortality reduction. Evidentiary studies suggest that six-hour delay in thrombolytic treatment implicates significant reduction in the mortality rate of thrombolytic therapy recipients (i.e. 30/100 before 6 hour treatment to 10/1000 upon 13-18 hour treatment) thus invoking systematic methods on the management of cardiology department to reduce time delays (Fibrinolytic Therapy Trialists Collaborative Group, 1994). The National Service Framework for coronary heart disease devised the 20 minute intervention (Department of Health, 2000) from the clinical onset of the disease, the so called ‘door-to-needle-time’, in response to heart malady. The door to needle time has been changed to 30 minutes as of April 2002 indicated for patients with myocardial infarction (Smallwood, 2004). To reduce the possible time delay and to reach the 75 % goal reception of thrombolytic myocardial infarction (MI) patients at 30 minutes, an alternative model, Phase III, were set by Coronary Heart Disease Framework (Department of Health, 2000) with an overall inclusion or additive roles of nurses that would cover initial assessment and administering thrombolytic therapy to uncomplicated myocardial infarction cases. Nurse-initiated thrombolytic (NIT) practice is relatively new, and the studies, qualitative or quantitative in approach, are few. Most of the topics for NIT study would include NIT feasibility, reliability, and perceptive dimensions. In the following paper, there is an attempt to create a review of the different studies concerning nurse-initiated thrombolysis. Elucidation of roles and nurse’s pivotal roles are deducted from the studies. II. Assessment Quin et al. (1998) conducted a study on the assessment of coronary nurses’ ability to determine patient suitability for the thrombolytic therapy using clinical and electrocardiographic standards and they found that majority of the nurses, 85 % of sample population, showed safe and appropriate management decisions.   The study population was limited to only ten Coronary Care Units (CCUs) in Yorkshire and Northern England and the methodology and data collection consists of vignettes and questionnaire forms for finding out suitability of nurses decisions. Andrews et al (2003) attempted to test track records of two acute chest pain nurse specialists (ACPNS) for 9 months within Accident and Emergency (A&E) Department of Diana, Princess of Wales Hospital and they found that the NIT diagnosis and administration by ACPNS achieved a median door-to-needle time of 23 minutes compared to 56 minute fast track system thus indicating time reduction and over-all efficacy in thrombolytic therapy in the Coronary Care Unit. Data obtained for tracking period from 91 patient records and 72 % (acute chest pain nurse specialists) ACPNS reception. A remarkable 51 % significant difference in patient proportion within 30 minute thrombolytic therapy was found between ACPNS and fast track system initiated by the on-call-medical-team. Qasim et al (2002) conducted comprehensive analyses and compared statistical variances of door to needle times for patients with acute myocardial infarction amongst three phases (I:1989-95; II: 2:1995-7; 1997-2001) at Princess Royal Hospital in Telford, England. Their study indicated 9 %significant difference by patients treated within 30 minutes from Phase 1 (range 5-300 minutes) and Phase 2 (range 5-180 minutes) treatment audits. Systematic clinical review showed 0% improper NIT administered by coronary care thrombolysis nurses from a population of 24 patients which indicate 100% NIT efficacy. CCU (Coronary Care Unit) thrombolysis nurses accomplished set requirements prior to NIT practice— F and G grades and electrocardiogram interpretation. Qasim reported that fast-track and NIT may provide for myocardial infarction and bundle branch block management. Other studies similarly agreed on the adoptive role of nurses in thrombolytic treatment and suggested improvement in the coronary department by focusing at A&E department to improved thrombolysis (Heatherington et al., 2002). Loveridge (2004) on her study on the diagnostic interpretation of district general hospital (DGH)-, teaching house-, Coronary Care Unit (CCU)- and Minor Injury Nurses (MIU) nurses, indicated otherwise when she concluded that NIT is not feasible because of their lack of diagnostic skill and ECG (electrocardiogram) interpretation. Loveridge reiterated Savage and Channer’s (2002) concerns regarding risk of rapid assessment which includes intracerebral hemorrhaging from inappropriate drug administration and misdiagnosis. She finally concluded that NIT is un-feasible and requires education and training, a developmental program to secure NIT practice. III. NIT experiential dimension and ethics Humphreys and Smallwood (2004) counseled on the ethical aspects of nurse-initiated thrombolysis which focuses on the awareness and responsibility of NIT practice addressing related issues on the morality of professional practice and medical malpractice. Patient autonomy should always be considered and consent from the patients must always be obtained. Nurse’s perception or amicability towards NIT are positive in terms of attitude-orientation as indicated by the qualitative study conducted by Smallwood and Humphrey (2007) on thrombolytic agent administrators. Twelve nurses from a MidWestland Hospital in England that were authorized to administer thrombolytic agent were asked to complete an open-ended questionnaire on the expansive role of nurses on NIT. The study suggested overall acceptability of NIT work and other major themes that emerged were perception of ‘pressure’ to deliver best practice and patient management under NIT conditions. Thrombolytic activity and the additive roles, as suggested by the results of the study were ‘desirous’ based on a personal motivation to do good for the patients and to reach professional growth. IV. Criticisms Nurse feasibility based from the limited collation of studies was generally ‘agreed upon’ strategy to reduce time delays in coronary management. The authors (Quin et al., Andrews et al., and Qasim et al.) concluded that nurse-initiated thrombolysis is a safe and effectual practice for MI infarction and STEMI but, it is noted that there were the statistical ‘weakness’ on the methods that they adapted. Most notable is that they all have an extremely limited sample population for the NIT nurses and the administered population (i.e. MI patients). Additionally, the studies were all focused on the speed of thrombolytic delivery and not on patient safety. There are no studies yet constructed on massive or consolidated studies for the NIT nurses in the A&E and CCU departments. Although Loveridge attempted to compare feasibility of different departmental nurses for NIT, she adopted Quin’s ‘vignette’ method and concluded that NIT is not feasible for the current clinical environment. In reality, although nurses may have positive outlooks for the NIT management and their expansive roles, more consideration should be made on actual NIT efficacy. Aside from Andrews et al., there were no clinical studies yet on NIT which may determine actual field efficacy. On the level of practical practice, nurse initiated thrombolysis requires improvement in the nursing professional community. Methodologically poor studies on nurse-initiated thrombolysis indicate the need for further study of its’ clinical outcomes and efficacy. Works Cited A. Andrews, S. Chida, S.I. Kitchen, M.I. Walters, RJI Bain, and S.M. Heath. â€Å"Nurse initiated thrombolysis in the accident and emergency department: safe, accurate, and faster than fast track.† Emergency Medicine Journal, 20 (2003):418-420. Cowie M. â€Å"Introduction Cardiovascular risk: a UK priority–it's time to act.† Heart; 89(2002): 1. Claire C.and Bullock I. â€Å"Door-to-needle times: bull's eye or just bull? The effect of reducing   door-to-needle times on the appropriate administration of thrombolysis: implications and recommendations. EurJ Cardiovasc Nurs, 2(2003): 39-45. Department of Health. National Service Framework for Coronary Heart Disease. Modern Standards and Service Models. London: HMSO,2000. Fibrinolytic Therapy Trialists Collaborative Group. â€Å"Indications for fibrinolytic therapy in suspected acute myocardial infarction: collaborative overview of early mortality and major morbidity results from all randomised trials of more than 1000 patients.† Lancet; 343(1994): 311–322. Heatherington, CJL,  P Doyle,  JA Kayani,  and  DF Gorman.  Ã¢â‚¬Å"Focus on emergency departments to reduce delays in thrombolysis. (Letters).  Ã¢â‚¬ Ã‚  British Medical Journal, (901)  2002: 1. Loveridge, N. Nursing Diagnostics and Electrocardiogram Interpretation in Relation to Thrombolysis. Emergency Nurse, 12 (2004):28-34. Qasim A, Malpass K, O'Gorman DJ, Heber ME. Safety and efficacy of nurse initiated thrombolysis in patients with acute myocardial infarction. BMJ, 324 (2002);1328-31. Quinn T, McDermott A, Caunt J.. â€Å"Determining patients’ suitability for thrombolysis: coronary care nurses' agreement with an expert cardiological gold standard as assessed by clinical and electrocardiographic vignettes†. Intensive Critical Care Nursing, 14(1998): 219–224. Smallwood, A. and M. Humphreys. â€Å"Nurses’ perceptions and experiences of initiating thrombolysis: a qualitative study.† Nursing in Critical Care, 12(2007):132-140.      

Friedrich Froebel, Founder of Kindergarten Essay

Friedrich Froebel was a German educator of the nineteenth century who developed an Idealist philosophy of early childhood education. He established kindergarten and education for four and five-year-old children. Kindergarten is now a part of education worldwide. Friedrich Froebel was born in the small town of Oberwiessbach, Germany in 1782. His mother died when he was a baby. His father remarried, but Froebel never liked his stepmother. His feeling of rejection and isolation remained with him for life. This had a strong effect on his theory of early childhood education. He believed the kindergarten teacher should be loving, kind and motherly. Froebel also had an unsatisfactory relationship with his father which, along with his shyness, caused him to be â€Å"introspective and socially inept† (Gutek, 2005, p. 261). Therefore, he wanted his kindergarten to â€Å"foster a sense of emotional security and self-esteem in children† (Gutek, 2005, p. 261). At the age of ten, Froebel went to live with his uncle. As a young child, Froebel spent a lot of time playing in the garden around his home. This led to his love of nature and had a profound effect on his educational philosophy. When he was fifteen years old, Froebel apprenticed with a forester and surveyor and studied forestry, geometry and surveying in school. He briefly attended the University of Jena from 1800-1802. Then he studied architecture at Frankfurt University. Although he ended his studies without receiving a degree, Froebel gained a sense of artistic perspective and symmetry he later used to design his kindergarten â€Å"gifts† and â€Å"occupations. † While in Frankfurt Froebel was hired as a teacher at the Frankfurt Model School, which was a Pestalozzian school. He studied the Pestalozzi method of instruction which emphasized using objects to teach. His method rejected the use of corporal punishment and emphasized respecting the dignity of children. This method of teaching very much appealed to Froebel. Froebel wanted to incorporate Pestalozzi’s method and creation of a loving and secure environment for children in his own teaching methods. After teaching at the Model School for three years, Froebel studied with Pestalozzi for two more years Froebel also decided to study languages and science at the University of G? ttingen. He wanted to identify linguistic structures that could be used in language instruction. During this time he became very interested in geology and mineralogy, and also pursued this in his studies. Froebel believed that the process of crystallization (moving from the simple to the complex) emulated a â€Å"universal cosmic law that also governed human growth and development† (Net Industries, 2008, Biography section,  ¶ 3). He would later incorporate the geometric shapes and formations in crystals to create his kindergarten â€Å"gifts. † In 1816, Froebel started a school in Griesheim called the Universal German Educational Institute. He enrolled students who were 7 years old or older. The school eventually moved to Keilhau. The school remained opened until 1829 when it struggled and was forced to close. However, Froebel was able to test and develop some of his educational ideas in his school. In 1818 Froebel married Henrietta Hoffmeister. She shared Froebel’s love of children and assisted in his educational work until her death. Froebel established an educational institute at Wartenese in 1831. Later, he was invited to establish an orphanage at Burgdorf. Here he conducted a school for the town children and a boarding school for those who lived away. He trained teachers and established a nursery school for 3 and 4 year olds. He developed songs, rhymes, games, physical exercises and other activities for the nursery school. He experimented with the objects and other materials that eventually became his kindergarten gifts. He also stressed play and its role in education. In 1837, at the age of 55, Froebel relocated to Blankenburg and established a new type of school for early childhood education. He called it â€Å"kindergarten,† or â€Å"the children’s garden† (Smith, 1999,  ¶ 5). This word expressed Froebel’s vision for early childhood education: â€Å"Children are like tiny flowers; they are varied and need care, but each is beautiful alone and glorious when seen in the community of peers† (Smith, 1999,  ¶ 6). He used play, songs, stories, and activities to establish an educational environment in which children, by their own activity, could learn and develop. According to Froebel, this meant that children, in their development, would learn to follow the â€Å"divinely established laws of human growth through their own activity† (Net Industries, 2008, Biography section,  ¶ 5). This is where he used his kindergarten gifts and occupations. â€Å"Gifts were objects Froebel believed had special symbolic potential. Occupations were the raw materials children could use in drawing and building activities that allowed them to concretize their ideas† (Gutek, 2005, p. 265). Froebel became famous as an early childhood educator in Germany and by 1848, forty-four kindergartens were operating in Germany. Froebel began training young women as kindergarten teachers. Kindergarten achieved its greatest influence in the United States. It was brought to America by the Germans after the European Revolution of 1848. Kindergartens appeared wherever there was a large concentration of German immigrants. Henry Barnard, the first United States Commissioner of Education, introduced Froebel’s kindergarten into educational literature in the 1850’s by including it in the American Journal of Education, of which he was the editor. He also recommended to Congress that a public school system be established for the District of Columbia that would include kindergartens. In 1873, William Torrey Harris established a kindergarten at a school in St. Louis, Missouri and incorporated it into the public school system. This event led to more public schools incorporating kindergartens into their systems. Eventually, Harris became the U. S. Commissioner of Education and he continued to press for the incorporation of kindergartens into public school systems throughout the United States. Before Froebel started his kindergarten, children under the age of seven did not attend school as it was believed that these young children did not have the ability to develop the cognitive and emotional skills needed to learn in a school environment. However, Froebel believed in early childhood education: â€Å"because learning begins when consciousness erupts, education must also† (Pioneers, 2000,  ¶ 7). In his book, Education of Man, Froebel states the idealist themes of his philosophy: â€Å"(1) all existence originates in and with God; (2) humans possess an inherent spiritual essence that is the vitalizing life force that causes development; (3) all beings and ideas are interconnected parts of a grand, ordered, and systematic universe† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This is what Froebel based his work on, claiming that each child had an â€Å"internal spiritual essence – a life force† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). This life force seeks to be manifested through self-activity. He also believed that â€Å"child development follows the doctrine of preformation, the unfolding of that which was present latently in the individual† (Net Industries, 2008, Froebel’s Kindergarten Philosophy section,  ¶ 1). Froebel’s kindergarten created a special educational environment in which this self-activity and development occurred. Froebel used his kindergarten gifts, occupations, social and cultural activities, and especially play to promote this self-activity. Froebel also believed that children were to learn that they were members of â€Å"a great universal, spiritual community† (Gutek, 2005, p. 266). Thus the use of games and social activities. According to Froebel, play was essential to educating the young child. He believed that through engaging with the world, understanding would develop. That is why play was so critical – it is a creative activity through which children become aware of their place in the world and the world around them. Education was to be based on each child’s interests and spontaneous activity. The kindergarten teacher’s job was to create an environment that would stimulate the child’s development. She was also to create a safe, secure environment that prevented anything from disturbing this process. It was essential to the kindergarten children’s progress that the teacher did not hinder the child’s free play and individuality. Each child would learn what he was ready to learn when he was ready to learn it. As Froebel states: â€Å"Education in instruction and training, originally and in its first principles, should necessarily be passive, following (only guarding and protecting), not prescriptive, categorical, interfering† (Sniegoski, 1994, p. 8). Froebel believed the kindergarten should have a pleasant physical environment. He recommended the use of an adjoining garden or a brightly painted room with plants, animals and pictures. This should also be a prepared environment which would provide the teacher with the proper tools which the teacher felt would be most beneficial to the learning environment. And instead of traditional books, the kindergarten should teach using geometrical play objects of different shapes, sizes and colors (â€Å"gifts†). He also believed in symbolism and that if a child played with the â€Å"gifts,† they would help the child to understand fundamental truths. Froebel’s gifts consisted of: six soft colored balls; a wooden sphere, cube, and cylinder; a large cube divided into eight smaller cubes; a large cube divided into eight oblong blocks; a large cube divided into twenty-one whole, six half, and twelve quarter cubes; a large cube divided into eighteen whole oblongs with three divided lengthwise and three divided breadthwise; quadrangular and triangular tablets used for arranging figures; sticks for outlining figures; wire rings for outlining figures; various materials for drawing, perforating, embroidering, paper cutting, weaving or braiding, paper folding, modeling, and interlacing. (Net Industries, 2008, The Kindergarten Curriculum section,  ¶ 1). Also, Froebel designed â€Å"occupations† to be used in the kindergarten. These allowed more freedom and were things that children could shape and manipulate. Examples of â€Å"occupations† are string, sand, clay, and beads. As always, there was an underlying meaning in all that was done in Froebel’s kindergarten. â€Å"Even clean up time was seen as a reminder to the child of God’s plan for moral and social order† (Nichols, n. d. , Occupations section,  ¶ 1). Froebel’s careful study of the nature of children and their part in the world continues to be of great importance, as it opened a door to a new world in childhood education. Froebel attached importance to what â€Å"originated in children, not merely what adults gave them to do or learn† (Sniegoski, 1994, p. 15). He also discovered the educational value of play and the use of new non-book, hands-on materials in teaching children. Froebel provided a â€Å"theoretical basis for early childhood education that recognized stages of intellectual growth† (Sniegoski, 1994, p. 15). The one aspect of Froebel’s theories that has disappeared for the most part is the mysterious symbolism that overcastted his educational philosophy. However, his ideals of freeing children to develop according to their own interests and needs and giving them a bright, playful, nurturing environment in which to learn remains an important and vital part of early childhood education today. References Gutek, Gerald Lee. (2005). Friedrich Froebel: Founder of the kindergarten. In Historical and philosophical foundations of education: a biographical introduction (4th ed. ) (pp. 256-273). Upper Sadle River, NJ: Pearson Education, Inc. Lucas, Bill. (2005, October 24). Studying the creation of kindergarten. In Boxes and Arrows: The Design Behind the Design, July, 2008. Retrieved July 12, 2008, from http://www. boxesandarrows. com/view/studying_the_creation_of_kindergarten. Net Industries. (2008). Friedrich Froebel (1782-1852): Biography, Froebel’s kindergarten philosophy, the kindergarten curriculum, diffusion of the kindergarten. In Education Encyclopedia. Retrieved July 10, 2008, from http://education. stateuniversity. com/pages/1999/ Froebel-Friedrich-1782-1852. html. Nichols, Rachel. (n. d. ). Friedrich Froebel: Founder of the first kindergarten. Retrieved July 11, 2008 from http://hubpages. com/hub/ Friedrich-Froebel-Founder-of-the-First-Kindergarten. Pioneers in our field: Friedrich Froebel: Founder of the first kindergarten [Electronic version]. (2000). Scholastic: Early Childhood Today, August, 2000. Retrieved July 11, 2008 from http://www2. scholastic. com/browse/article. jsp? id=3442. Smith, Mark K. (1997). Friedrich Froebel. Retrieved July 12, 2008 from http://www. infed. org/thinkers/et-froeb. htm. Sniegoski, Stephen. (1994). Froebel and early childhood education in America. Retrieved July 12, 2008 from the Educational Resources Information Center Web site: http://www. eric. ed. gov/ERICDOCS/data/ericdocs2sql/content_storage_01/ 00000196/80/14/19/02. pdf.

Case Study Analysis Of Job Sharing At Motorola †Free Samples

1.How does Motorola’s job sharing system fit with their business needs? 2.What particular needs do female employees face in work-life balance arrangements such as job sharing? 3.What are the advantages and disadvantages of job sharing to job sharers and their managers? 4.What cultural factors come into play in introducing job sharing into other organisations in an Australian context? 1. Motorola in order to remain competitive implement various work life balance practices which includes a job sharing system. A job sharing system requires the employees to work in a 12 hours shift for seven hours for seven days divided into four and three days a week. The full hour shift is divided into two employees equally. As mentioned in a case study Motorola plant operates 24 hours and 7 days a week, which means the work pressure is very high. Job sharing reduces the work burden on employees and helps them to remain productive throughout their work shift. This also enables the two individuals to work together and achieve the organizational goals effectively. It also creates loyal workers and helps the organization to retain talented and hardworking people who want more flexibility in their work hours due to personal commitment (Michael Page, 2016). The operators feel valued and satisfied at the workplace which directly increase their productivity and reduced the absenteeism ra te. It also prevents external recruitment and the cost associated with hiring and training new individual. Job sharing have enabled Motorola to operate 24 hours and 7 days with each employee committed to work efficiently to give them a competitive edge in the industry (Weinreb, 2011). 2. Job sharing for female employees is an appreciated arrangement in which they can effectively manage the work life balance but still there are certain issues female faces in work life arrangement. Female attrition rate is very high in organization due to the lack of flexibility in their workplace roles and responsibilities. When the work hours are reduced there are chances that the base pay will also get reduced accordingly. This directly affects their career development. In order to successfully carry out job sharing arrangement the availability of a job sharer is also very important. The job sharer should have same set of skills and abilities to complement the role of other employee. If it is not possible then the work performance gets affected. Women who perform night duty as a part of their job sharing may confront security issues and sexual harassment issues. The chances of performance appraisals also get reduced as the performance is measured as a team and not individually ( Richardson, 2009). Job share can mostly work in supportive roles; women who are into the role of senior level have to resume a full time responsibility or either compromise on their career (ACAS, 2011). Disadvantages to Job sharers and managers: 4. The successful implementation of job sharing arrangements depends a lot on Cultural factors of the country. While introducing Job sharing practices in Australia there are several factors that are to be kept in mind: Â  By taken into account these factors Job sharing can be introduced in Australian organization. Acas. (2011). Help & advice for employers and employees. Retrieved from https://www.acas.org.uk/index.aspx?articleid=3568 on 4 May 2017. AIM. (2012). MANAGING IN A FLEXIBLE WORK ENVIRONMENT. Retrieved from https://www.wgea.gov.au/sites/default/files/AIM-Managing-in-a-Flexible-Work-Environment.pdf on 4 May 2017. Anderson, C. (2016). Why Flexible Work Is The Way Of The Future, And How Small Business Can Help. Retrieved from https://www.huffingtonpost.com.au/2016/04/01/flexible-work-jobs_n_9579456.html on 4 May 2017. Crampton, S., Douglas, C., Hodge, J. & Mishra, J. (2003). Job Sharing: Challenges and Opportunities. Retrieved from https://core.ac.uk/download/pdf/10683863.pdf on 4 May 2017. Daniels, L. (2011). JOB SHARING AT SENIOR LEVEL: MAKING IT WORK. Retrieved from https://www.thejobshareproject.com/3434hjkv97fgb378fbv/jobsharefullreport.pdf on 4 May 2017. Michael Page. (2016). The benefits of job sharing. Retrieved from https://www.michaelpage.co.uk/advice/career-advice/making-your-next-career-move/benefits-job-sharing on 4 May 2017. Richardson, M. (2009). Making job share work: Australian women share their success secrets. Retrieved from https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahUKEwj6uMLu1tXTAhWBQI8KHXeTBKEQFggtMAE&url=http%3A%2F%2Fwww.moirgroup.com.au%2F_literature_56452%2FMaking_job_share_work&usg=AFQjCNF7_NxEjodbJDqGfCm1aaumODrYhA on 4 May 2017. Weinreb, E. (2011). How Job Sharing May Be The Secret To Work-Life Balance. Retrieved from https://www.forbes.com/sites/work-in-progress/2011/10/24/how-job-sharing-may-be-the-secret-to-work-life-balance/#83dc967129c1 on 4 May 2017.

The Use of Memory, Development of Communication Skills, and Applies Se Essay

The Use of Memory, Development of Communication Skills, and Applies Self-Derived Solutions to Solve Simple Problems - Essay Example Avery began touching a bunch of keys that I had in my hand keenly examining one key after the other as he asked me questions about them. ‘’Your door key?’’ He was trying to ask me if the keys were for my door. ‘’Yes,’’ I said to him. After they had been released to go to the playground, I sat back in the same corner as last time to observe Avery. When he got out of the classroom, Avery ran quickly to join the other children in the playground where they were kicking the ball. He shouted, ‘’Ball!’’ ‘’Ball,’’ as he ran towards the ball. Avery then got hold of the ball and held it to his chest. ‘’Avery, Avery,’’ shouted the other children. The teacher then said to him, ‘’Avery put the ball down and play with the others.’’ He then put the ball down and hurriedly kicked it hard until he fell down. Another child began to laugh at h im. He got annoyed and stood up quickly and slapped the child on his cheek. The child began to cry as Avery ran away and squatted down at a drainage that connected the water tank and the flower garden. The teacher then quickly responded to the cry of the other child and cautioned Avery not to beat others again even when they wronged him. The teacher then gave a sweet to the crying child who then stopped crying afterward. ‘’You need to tell me in case anyone annoys you and I will deal with them personally,’’ said the teacher to Avery. Avery then began scooping the wet soil from the drainage as he tried to make a hole where more water collected. With the scooped soil, he began molding it into a structure that looked like a car. Even before the molding was done, Avery had begun dragging his car down with his knees down on the ground. Suddenly, he saw an insect in the nearby grass and he left his car made of soil and ran towards the insect. ‘’Look !’’ ‘’Look!’’ ‘’Look!’’  Avery and other few children began chasing after the insect until they caught it.   As they were struggling for it, one of its wings pulled out and was left in Avery’s hands.   Avery began looking at the wing keenly as he ran towards the teacher. He asked the teacher,’’ What is this Teacher?’’   Ã¢â‚¬ËœÃ¢â‚¬â„¢That is an insect’s wing,’’ replied the teacher.   Ã¢â‚¬ËœÃ¢â‚¬â„¢Wing is for what?’’ Asked Avery. ‘’A wing is used by an insect to fly,’’ replied the teacher as she demonstrates using her hands how flying takes place.  

Teen Drinking Essay Example | Topics and Well Written Essays - 750 words

Teen Drinking - Essay Example However, our society has not caught up with the evolution of the teenager. They are still viewed as members of our society who need to be constantly policed and told what to do and when. This is the situation that applies to the drinking laws in relation to American teenagers. The rest of the world though, have come to acknowledge that it is better to recognize that teenagers will drink alcohol due to exterior influences and, therefore, society must learn to adapt and ensure that they drink responsibly instead. That is the focus of the T.R. Reid essay â€Å"Let My Children Drink†, while Joseph Califano Jr. chooses to oppose the view of Reid in his own essay titled â€Å"Don't Make Teen Drinking Easier†. Although I see the point of Mr. Califano, I must agree with the benefits as described in Mr. Reid's essay. That is because teenage drinking does happen and it cannot be ignored. The three points that I will be raising in this paper are that: 1. Teenagers who know their p arents trust them to drink responsibly make for more mature adults. 2. Anything done illegally is more likely to draw teenagers to try the activity and go overboard in the process. Teens will also commit crimes regardless of being drunk or not. 3. Lowering the drinking age will make teenagers mature faster in terms of personal responsibility and logical thinking. The worst age that a human being can be stuck in would have to be the wild, wonderful, and sometimes wacky teenage years. It is during this time in a teenagers life that he learns to experiment and differentiate for ourselves what, as adults, shall be the right and wrong actions for him. This is the time when releasing the parental restraints slowly reaps its benefits most specially in terms of teenage drinking. As Mr. Reid put it so effectively in his essay (Reid): As a wandering Post correspondent, I have raised teenagers in three places: Tokyo, London and Colorado. No parent will be surprised to read that high school and college students had easy access to alcohol in all three places. In all three countries, kids sometimes got drunk. But overseas, they did their drinking at a bar, a concert or a party. There were adults -- and, often, police -- around to supervise. As a result, most teenagers learned to use alcohol socially and responsibly. And they didn't have to hide it from their parents. By allowing teenagers to drink in a supervised situation, they are forced to take responsibility for their actions stemming from alcohol consumption. The presence of adults and other persons of authority is a clear indication to them that they will be allowed to have fun but not go overboard about it. This is the kind of situation that directly appeals to teenagers. It is obvious that the lower drinking age works for the teens mentioned in Reid's article because they are given full responsibility for their actions. You choose to drink, you take responsibility for whatever happens if you get drunk. End of story. That is the kind of maturing life lesson that teenagers so badly need in their lives. It is probably a stand that, if presented to most underage teenagers in America today, they would gladly agree to in order to prove that they can actually be as responsible as their adult counterparts if not more. However, Mr. Califano strongly disagrees with Mr. Reid simply because he is overprotective and unable to trust that a teenager, when given the freedom to choose, will choose to do the right thing. His data that explains that (Califano); â€Å"British fifteen and sixteen year olds were more than twice as likely as Americans to binge drink (50% vs. 24%) and to have been intoxicated within the past thirty days (48% vs. 21%).†

Industry Analysis Research Paper Example | Topics and Well Written Essays - 4500 words

Industry Analysis - Research Paper Example This would also help in understanding the position of Macy’s Inc in the industry and the threat it possess on grounds of the five forces in the Porter’s Five forces analysis model. Finally the study would be concluding with an insight into the sum-up of the entire study followed by recommendations for further improvement. Company Analysis Macy’s Inc. is one of the American multinational holding companies which is headquartered in Cincinnati, Ohio. The company is the owner of all the departmental stores of Rich’s and Macy’s Bloomingdale’s that specializes in sale of footwear, clothing, furniture, bedding, accessories, beauty products, jewelry and house ware. The organization operates almost 850 stores in the entire United States. It is renowned for possessing the most prominent flagship stores in the country specifically Macy’s in New York, Los Angeles and San Francisco. The organization is the biggest fashion good retaining company in the world and 36th biggest retailer from overall perspectives on the basis of the sales revenue amount of $ 25 billion in the Company’s annual report of 2010. ... nancial analysis is defined as the procedure for evaluating relationship in between different components within the financial statement fir having a clear understanding of the position and performance of an organization. The financial analysis of Macy’s Inc would help the management in taking a concrete decision and avoid the chances of flaws. For avoiding any faulty decision, it is very important to analyze and interpret the results in a systematic manner. A comparative analysis of the performance of the organization with its competitors would also be performed in order to understand its position within the industry (Sinha, 2009). The competitors of the company include Dillard’s Inc and SAKS Inc (Hoovers, 2013). The next portion of the project would be displaying the income statement of Macy’s Inc. Year 2009-01 2010-01 2011-01 2012-01 2013-01 Revenue 24892 23489 25003 26405 27686 Cost of revenue 15009 13973 14824 15738 16538 Gross profit 9883 9516 10179 10667 11 148 Operating expenses                Sales, General and administrative 8481 8062 8260 8281 8482 Other operating expenses 5780 391 25 -25 5 Total operating expenses 14261 8453 8285 8256 8487 Operating income -4378 1063 1894 2411 2661 Interest Expense 588 562 579 447 437 Other income (expense) 28 6 5 4 -122 Income before income taxes -4938 507 1320 1968 2102 Provision for income taxes -135 157 473 712 767 Net income from continuing operations -4803 350 847 1256 1335 Net income -4803 350 847 1256 1335 (Source: Morning Star, 2013a) In the year 2009, the company was incurring losses. The aforementioned table shows that the company has started making profit from the next year i.e. 2010. The company has made impressive performance in terms of generating net earnings. The net earnings figure has increased yearly

Marketing Communications Assignment Example | Topics and Well Written Essays - 2250 words

Marketing Communications - Assignment Example Audi AG is a German manufacturer of automobiles, involved in designing, engineering and distributing of the same. Since 1966, the brand is majorly owned by Volkswagen Group, who has re-launched the brand through Audi F103 edition. Bayerische Motoren Werke AG, famous by the name of BMW, is a German motorcycle and automobile manufacturing company, which was founded in 1916.Both the brands, Audi and BMW, are hugely successful worldwide. They have loyal consumer base and immense brand equity. Both these companies are well-known for upgraded technology and innovation. These are the brands that feature in the upscale mid-size car segment. Presently, with these two products, they are fiercely competing in the automobile market in the USA. Audi A4’s turbo-charged four cylinder engine generates huge power to the car. The front wheel drive models are provided with a continuously variable transmission (CVT). Whereas, the models with all wheel drive gets either an eight speed automatic transmission or a six speed manual. Drivers opined that with the precise and nicely-weighted steering system and powerful brakes, this car is favored by most. It has brilliant interior, balanced handling and also scores high in fuel economy (US News, 2014a). BMW 320i is equipped with turbo-charged four cylinder engine as well. This car equals in the mileage obtained with Audi 4, which is 24-36 mpg. 320i has a spacious interior with more cargo carriage space than Audi A4. 320i has impressive handling and acceleration (US News, 2014).The car is fuel efficient. It is through balance in operation that Audi A4 can compete with BMW 320i. The output of both the cars in terms of torque and power of the engine has been almost similar. Both the cars are considered to be luxury vehicles and purchased by consumers as status symbol products in the market. Through the range of power within each car is different, but it is noted that power steering facilities,

Natural hazard and disasters - floods Assignment

Natural hazard and disasters - floods - Assignment Example Floods are very devastating natural phenomenon. It is a temporary condition wherein dry lands are swamped with waters coming from the outflow of rivers, tidal waters, or from the unusual rapid accumulation of water from any source. Types of floods are riverine floods, flash flooding, storm surge, and dam failure. Riverine floods are caused by heavy rainfall when catch basins are no longer able to hold excess water. Storm surge in coastal areas due to a tidal wave, high tide, tsunami or hurricane. Dam failures are explosion of dams due to earthquake that cause great floods in down streams. Another kind of flood and most common is the â€Å"flash floods† that can occur almost anywhere when there is a sudden burst of intense rainfall wherein drainage is either clogged or it has not enough capacity to absorb. Usually, flash floods stay only for short hours. It is unlike river flooding that occurs in low-lying areas adjacent to river and streams that stays flooded for several days. (Geoscience Australia, August 2013.) 2. Explain the system used to classify floods. Several systems of floods classifications have been suggested by engineers and scientists, but I have not found a universal application that is appropriate for a region. For instance, Luke Howard Classification System (n.d.), depends on clouds classification. Accordingly, his system has been used for many years. For Luke, the appearance of clouds formation dictates the amount of rainfall. But to me, this is not the systematic way of classifying floods. Experts today have arrived at a more methodological manner of classifying floods. The National Geographic (2013) said hydrologists used past flood patterns to predict when and where floods could happen, but since these are only estimates, climate , weather, and land can change. Soil scientists study how much water the soil can absorb. The type of soil and the amount of groundwater tells the hydrologist how much more water the earth can absorb. They als o determine the amount of water a runoff can absorb. Runoff water comes from natural processes such as excess irrigation, industrial wastes and sewage. Hydrologists also evaluate snowfall and snowpack. Snowfalls are also said to be contributory to flooding, and when snow melts, the grounds may not be able to absorb too much water (National Geographic 2013). Today, our weather stations use modern technology such as Doppler radar. This system helps meteorologist predict floods, it also shows them how severe a storm would be. Doppler system allows scientists to detect weather pattern and to create computerized images of rainfall. There are also automated gauges placed in rivers that measure the height and speed of river currents, and the amount of rainfall received. Scientists also designed a geographic information system that helps them to warn people if the river will overrun its banks and floods are expected. 2. Discuss the 1913 flood which occurred in Dayton, Ohio with regards to: a. The nature of the event. The Great flood in Miami in 1913 has been described as the worst flood ever experienced in the region. A large amount of rainfall that fell continuously in three days, coupled by snow melting winter produced a run-off of streams in the Miami River and other rivers to overflow. These run-offs caused every city along the river to be inundated with floodwaters . b. Issues directly related to the impact of the event . According to the report of Miami Conservancy District, â€Å"more than 360 people lost their lives and property damage exceeded $100 million (that’s more than $2 billion in today’s economy).  The amount of water that passed through the river channel in Dayton equaled the amount of water that flows over Niagara Falls in a four-day period† (MCD, 2009)   . c. Lessons learned and actions taken as a result of the event. People were really unprepared for this tragedy so that the citizens of Miami, came together to make plans t o prevent

Business information system Case Study Example | Topics and Well Written Essays - 250 words

Business information system - Case Study Example The relevance of the case is to show the need for a strong internal control system which will help in fraud detection. It also emphasizes on the need to have a clear separation of duties and responsibilities to ease fraud detection (IT Governance Institute 19). The alternative solution is the implement of a preventive and detective internal control in order to detect fraud and any irregularities. Alternatively, the company should make use of passwords in different departmental systems. Internal control is part of business information systems and is inseparable from technology and this shows how the concepts learned from the course on business information system integrate with technology (IT Governance Institute 19) The case is an indication of ignorance on the part of the company. The company did not frequently check the system to ensure it is strong. The article on the benefits of a strong internal control system from http://www.nysscpa.org/cpajournal/2005/305/essentials/p58.htm justifies this point of view. There is need to monitor and frequently check the internal control system of any company to ensure no fraudulent or criminal activities takes place. With the rapid change in technology, there is the need to take any necessary measures to enhance security of all systems in the company or for personal

The reserch paper on The Euro Crisis Essay Example | Topics and Well Written Essays - 4000 words

The reserch paper on The Euro Crisis - Essay Example This common national currency Euro is utilised by over 300 million people in the world’s most developed economic region, which is considered as a record in the international monetary system. The common currency Euro was established by the European nations with the objectives of acquiring better integration among member nations as well as to enhance the currency value in the global economy (Feenstra & Taylor, 2012). In the year 1999, Economic and Monetary Union (EMU) was also established with the motive of utilising the single national currency i.e. Euro for all the trade activities performed by the European nations. In the starting of 2002, there were 12 countries in Europe Union (EU) which include Germany, Austria, Belgium, Ireland, Finland, Italy, France, Greece, Netherlands, Spain, Luxembourg and Portugal that utilised Euro as their national currency. Later on many countries also joined EU and adopted Euro as a national currency. However, three EU member countries namely Sw eden, United Kingdom and Denmark do not used Euro as their national currency. By the year 2010, there were 27 countries as members of EU. In Euro zone, the main objective of EMU was to establish a common monetary currency for EU members and to coordinate the monetary affairs of the member nations through European Central Bank (ECB). The euro zone has faced financial crisis due to sluggish economic growth as well as high rate of underemployment. Moreover, economic recession of 2008 has also raised many economic problems in the European nations (Arestis & Sawyer, 2012). Considering this aspect, the review will emphasize on the factors accountable for crisis in the European nations. The objective of the review is to recognise the reasons for Euro crisis. Moreover, review will also focus on remedies necessary for minimising the effects of Euro crisis in the European nations and other countries. The review includes other aspects related to the Euro crisis along with economic problems fac ed by the European nations. Background The Euro system of the European countries consists of ECB and 11 central banks of different nations. The Euro system has four major jobs with respect to economic growth and sustainability. The first job is to execute the monetary strategies implemented by Central Council of ECB. The second job is to undertake foreign exchange functions and the third job is to maintain money reserves of euro area nations. The Euro system is responsible for coordinating as well as managing monetary policy of EU. Euro was considered as a single common currency by EU members with the objective of acquiring a stabilised price for a long period of time. Moreover, with common currency it was expected that it would help to expand the market and also would assist in better integration of capital, goods and service. Furthermore, it was anticipated that with the introduction of common currency, Euro would be an important currency relating to foreign exchange markets (Euro pean Central Bank, 2009). Economic and Monetary Union (EMU) EMU was set up with the motive of stabilising the monetary operations as well as for prosperous economic development of the European nations. The vision of EMU is to develop an integrated framework for the financial sectors which enables the banking

Virtual Classroom Essay Example for Free

Virtual Classroom Essay In the rapidly changing way that information exchange takes place during our times, the Virtual Classroom Information System, or simply Virtual Classroom, demonstrates very effectively that technology can be explored and utilized to make new ways to do old things, and at the same time be more efficient in doing it. The Virtual Classroom is a web-based information system that basically allows a class to take place over the internet and through a website, breaking the restrictions imposed by distance. It provides a venue where students and teachers can meet, albeit virtually, and do the things that are normally done inside actual classrooms. Although communication is limited through the computer as compared to meeting personally, the Virtual Classroom provides alternative ways that were still effective in providing the users with the information they need. The Virtual Classroom provides functionalities for the following different kinds of users: system administrator, teacher, and student. The system administrator, or sysad for short, is not necessarily the system owner. The system owner is the school who bought a copy of Virtual Classroom and had it installed in a server to be used by that particular school. The system administrator is preferably someone from the school administration. The system administrator has complete control over the system as he/she is the one who has the highest privileges in accessing the system. It is up to the sysad to populate the database with the available classes, and later assign teachers to handle those classes. He/she has the responsibility of managing all other user accounts, be it a teacher or a student account, involved in the system. The system administrator is like a moderator that sees to it that everything is in place and working well. The teacher has lesser privileges compared to the system administrator. He/she is allowed to upload files such as documents, pictures, or animations for the students to download. Also, the teacher can give exams or quizzes through the internet, which are automatically corrected and computed when answered by the students. The teacher is also in charge of the management of the forum of the class which he or she is teaching. At the end of the semester, the teacher can submit the final computed grades through the system. The system developer is preferably someone involved with the system as he or she needs to be well aware of the concerns and requirements asked by the system. The developer should have at least made thorough consultations with the members of the faculty, the students, and most especially the school administration. The Knowledge Building Block The knowledge building block is basically the information available for the system. This is mainly about populating the database with enough data for it to run effectively. With regards to the Virtual Classroom, the knowledge building block contributed by the system administrator consists of the list of students currently enrolled in a particular school, and the list of teachers who are currently available for teaching. This also includes personal information such as student number, name, course, year level and other basic information that the school needs to know. Also, the list of available classes that students can enlist to is populated by the system administrator. The teacher is left with the uploading of the necessary lecture files for the classes assigned to him. Also, exam questions would come from the teacher with the corresponding answer key for the system to automatically check the paper and compute the scores when answered. The Process Building Block This part of the information system is concerned about what the system does with the information, or knowledge, that is made available to it. Basically, a process takes input data and modifies it based on the conditions and logic provided by the system, then finally, outputs the data needed by the users. With the Virtual Classroom, one process is the assignment of the teachers for each class offered by the school. The system should see to it that there will not be conflicts with the schedule. When uploading the files of newer version, the system would automatically replace the old ones and sees to it that the concerned students will be notified either by email or through SMS, if the phone number is supplied by the user. Also, when a student finishes answering an exam, the system automatically checks it and outputs the results for the teacher to see. The Communications Building Block This block involves sending and receiving data between the users of the system. In terms of the Virtual Classroom, the communications block plays a major part in it, because the classroom is basically having a teacher communicate with a group of students so that the students will learn something from it. In this regard, there are several ways that the concerned users can communicate through the system. First, there is a general messaging system. The system allows any user to send a private message to another user, or group of users as long as the sender has prior knowledge of the recipient’s username. Upon receiving the message, the user has options to reply. In addition to this, there is also a message board per class. The management of this board is the responsibility of the teacher because this is where class discussions will take place, and although slow and not as efficient compared to the real classroom experience, information is guaranteed to be transmitted. An important part of this system is the notification system that contacts the needed users through email or through SMS, whichever is available, when something of great importance and ugency demands his or her attention.

Advanced Electrolyte System Essay Example for Free

Advanced Electrolyte System Essay BENEFITS 1.Replenish fluid losses 2.It helps in sustaining mental and physical performance PROMISE â€Å"complete sports drinks† REASON TO BELIEVE 1.It has 15 g of Carbohydrates which is the bodys main source of energy. It is also primary fuel source for muscles which are working at a moderate to high intensity and prolonged endurance. 2.It has sodium, potassium, calcium and magnesium which replenish the electrolytes commonly lost through sweat. Electrolytes regulate body’s water and blood pH level. UNIQUE SELLING PROPOSITION To male and female that are active in sports. It is designed to balance the body fluids to give fast hydration and energy. It has Electrolytes (sodium, potassium, calcium and magnesium) and Carbohydrates which is effective and ideal in maintaining performance in sports. Go for the Complete Sports Drink. They are designed to effectively replace the fluids and minerals that are lost by sweating. They also provide a boost of carbohydrates (fuel) and help to sustain physical performance. New POWERADE ION4 ® helps replenish fluid losses and the four key electrolytes in the same ratio typically lost in sweat: sodium, potassium, calcium andmagnesium. It also contains carbohydrates at 15 calories per 100mL. POWERADE ION4 ® encourages the body to absorb fluid and maintain fluid balance. Carbohydrates are replaced as well, supplying your working muscles with fuel, helping you sustain mental and physical performance as you exercise. To help you fight off dehydration, POWERADE ION4 ®doesn’t switch your thirst receptors off prematurely. It keeps you feeling thirsty until you’re properly rehydrated. When sweating, the body loses more than just water. It loses these electrolytes which are important in exercise. The importance of each was reviewed by The American College of Sports Medicine, American Dietetic Association and Dietitians of Canada and it was learned that: Sodium is a critical electrolyte, which helps you sweat effectively and aids in muscle contraction; Potassium, on the other hand, is important in the overall energy metabolism; Third of the four key ions is calcium, which essential for overall bone metabolism; Lastly, magnesium plays a vital role in regulating cardiovascular and neuromuscular functions to sustain your performance. Drinking Powerade Ion4, completely packed with these four vital ions, is the most effective way to replace fluid and fuel losses. mountain Blast, Orange Burst and Silver Charge.

Discovery of a Novel Oral Antithrombotic Drug Apixaban

Discovery of a Novel Oral Antithrombotic Drug Apixaban Shuangyu Ma Background Thrombosis, which is generally defined as the formation of blood clot inside blood vessels, is a major health issue in western world. Thrombosis associated disease, such as ischemic stroke and high blood pressure, remain to be the leading causes of morbidity and mortality each year in developed countries [1]. To make things worse, thrombosis is also known as a chronic disease with episodic recurrence [2]. According the American Heart Association, thirty percent of the patients diagnosed with venous thromboembolism develop recurrence within the next 10 years [2]. The balance between thrombosis formation and bleeding is prudently regulated by the blood coagulation cascade, one of the most delicate systems in human body (figure 1, [3]). The signal transmission and amplification along the cascade was conducted by a series of trypsin-like serine proteases with high specificity, often referred as zymogens [4]. The zymogens are cleaved by the previous coagulation factor to become activated proteases, which can thereby cleave the next zymogen along the cascade and achieve the signal amplification. Blood coagulation process can be triggered by intrinsic pathway or extrinsic pathway; both are followed by the activation of common pathway. The prothrombin is then cleaved by activated factor X to generate thrombin, eventually lead to the formation of stable fibrin clot. Fig 1. Blood coagulation cascade: (figure extracted from Haematology (2nd edition) by C. J. Pallister and M. S. Watson [4]) Until now, the most well-known oral anticoagulant is warfarin, which is the current standard therapy for clinic thrombosis treatment and prevention. Despite its widely application, warfarin has a huge draw back on its dosing issue. Many of the coagulation factors, including factors II, VII, IX and X are Vitamin K dependent; the ÃŽ ³-carboxylation by Vitamin K is essential for their biological activity. Targeting on vitamin-K conversion cycle, warfarin produces an anticoagulation effect by reducing activities of the four vitamin K-dependent coagulation factors. However, the responses to warfarin can be interfered dramatically by genetic and environment factors, such as the common mutation on cytochrome P450 encoding gene, disease states variation, drug-drug interaction or even diet change [5]. Hence, warfarin treated patients need blood test regularly (often once a week or even worse) to determine a safe dosage case by case. Despite handling with great cautious, the anticoagulant-asso ciated intracerebral hemorrhage keeps increasing [2]. Thus, many efforts have been put on developing a novel antithrombotic drug with low risk and high potency. From lead to drug: the development of apixaban The drug Apixaban, approved by FDA in 2012 for thromboembolism treatment and prevention, is developed by Pfizer and Bristol-Myers Squibb to serve as an optimized risk-benefit oral anticoagulant. The mechanism of apixaban is entirely different with warfarin it specifically targets on activated coagulation factor ten (FXa), rather than vitamin K. Several clinical trial has proved its higher efficacy compared to asparin and lower risk compared to warfarin treatment [6]. Given the central position in the blood coagulation cascade, FXa evolved as an attractive drug target for developing anticoagulants. The DuPont Merck Pharmaceutical Company first launched a high throughput screening on FXa inhibitor in 1997 [7]. Because of the substrate similarity between FXa and the GPIIb/IIa receptor, they screened the compound library which was originally designed to be GPIIb/IIa receptor antagonist. A hit was found with low micromolar FXa affinity (coumpound 1, Ki= 38.5 ÃŽ ¼M). However, most of the reported FXa inhibitor in literature at that time posse the bisamindinoaryl structure, such as 2 and 3 (figure 2a). Inspired by these compounds, they modified the hit to be bisamidines and obtained the first list of leads (including compound 4), as shown in figure 2b. Aiming at a higher potency, molecular modeling studies were conducted to further optimize the lead compound, which resulted in the removal of methylene unit between the isoxazoline ring and the amidine carbonyl together with the à ¯Ã¢â‚¬Å¾Ã†â€™ substitution to the carbonyl. After the comparison of different substitution groups, they obtained compound 5 with Ki of 94 nM (Figure 3) [7]. Fig 2 a. The structure of hit compound and several known FXa inhibitor b. The bisamidine lead compounds (figure extracted from [7]). Fig 3. Effects of the amidine group position and à ¯Ã¢â‚¬Å¾Ã†â€™ substitution (figure extracted from [7]) However, as an oral drug candidate, this dibasic lead compound might not have good oral absorption due to its hydrophilicity. Therefore, the next goal is to reduce its basicity by replacing one of the amidine groups with a neutral species. The molecular modeling of compound 5 bound to FXa indicated that the p-amidine group fits in an hydrophobic aryl-binding pocket of FXa, which is consist of three aromatic residues (Trp215, Tyr99 and Phe174, figure 4a) [8]. Therefore, it is possible to replace the p-amidine with aromatic functional groups without largely interrupt the affinity. They employed a biaryl group and obtained compound 6 with only 2-fold decrease in potency. Further investigation on different substitution at the terminal phenyl ring resulted in large enhancement on potency, such as compound 7 (Ki = 6.3 nM). (Figure 4b) Fig 4 a. Effects of substitutions on terminal phenyl ring (figures extracted from [8]). b. Chemical structure of compound 6 and 7 Nevertheless, another concern emerged to be the metabolic instability, as compound 7 bears an ester side chain, which is labile to esterase once it gets inside human body. Since the corresponding acid metabolite is three-fold less potent than the original ester [9], replacing the ester side chain appears becomes the imperative next step. Again, a list of compound 7 analogs bearing different side chains were synthesized and tested. Among all the functional groups, tetrazole substitution was found to be most potent, and compound 8 (Ki= 0.52 nM) was developed with additional modification on the biaryl ring motif (figure 5a). Variation on the position of amide moiety attachment and isoxazoline aromatization resulted in compound 9 (Ki= 0.15 nM, figure 5b) [10], while further investigation on a series of five-membered heterocyclic ring gives compound 10 with equal potency (Ki= 0.15 nM, figure 5c) and lower basicity [11] . Fig 5. Chemical structure of compound 8, 9 and 10 Despite the high potency and selectivity, compound 10 is still far from perfect due to potential mutagenicity of the biarylanilines motif [12]. Therefore, the cleavage of amide bond must be prevented by either ligating or eliminating the nitrogen (figure 6). Compound 11 was developed to have the optimized pyrazole with an even higher FXa affinity (Ki = 0.03 nM). After the scaffold was settled, more compound 11 analogs with various substitution groups and terminal aromatic rings were synthesized and compared to afford the final drug candidate as compound 12 (apixaban, Ki= 0.08, figure 7a) [1]. The optimized drug selectivity towards FXa was shown in figure 7b. The therapeutic index of the final drug compared to warfarin was demonstrated in rabbit thrombosis models and shown figure 7c) [6]. The drug candidate was sent for preclinical studies followed with several clinic trials, and eventually approved by FDA for venous thromboembolism prevention after hip/knee replacement and artrial fibrillation treatment. Another clinical trial for acute venous thromboembolism is still in progress. Fig 6. Compound 11 bearing the optimized pyrazole. Fig 7 a. Apixaban (compound 12) b. In vitro Ki values of apixaban for FXa and other human enzymes with structural or functional similarities (figure extracted from [6]). c. Therapeutic index of apixaban and warfarin in rabbit models (figure extracted from [6]). Conclusion Comparing to the initial lead compound, the eventual drug changed dramatically in chemical structure, while its FXa inhibiting potency was enhanced by 107. Tracing back to each modification step, the comprehensive consideration in drug potency, selectivity, absorption, metabolism and toxicity is truly impressive and reveals the tremendous efforts embedded in a single drug. It is worth noting that molecular modeling with FXa structure played a critical role during the rational drug modification process. The discovery of apixaban also demonstrated the importance of defining new drug target in modern drug development. The success of apixaban is largely attributed to the better drug target FXa. However, the clinical trial of apixaban on acute coronary syndrome was discontinued due to increased bleeding events [6], which suggests that other anticoagulants are still in demand for treating various type of thrombosis. Reference [1] Pinto, D. J.; Orwat, M. J.; Koch, S.; Rossi, K. A.; Alexander, R. S.; Smallwood, A.; Wong, P. C.; Rendina, A. R.; Luettgen, J. M.; Knabb, R. M.; He, K.; Xin, B.; Wexler, R. R; Lam, P. Y. Discovery of 1-(4-methoxyphenyl)-7-oxo-6-(4-(2-oxopiperidin-1-yl) phenyl)-4, 5, 6, 7-tetrahydro-1 H-pyrazolo [3, 4-c] pyridine-3-carboxamide (Apixaban, BMS-562247), a highly potent, selective, efficacious, and orally bioavailable inhibitor of blood coagulation factor Xa.Journal of medicinal chemistry. 2007,50, 5339-5356. [2] Go, A. S., Mozaffarian, D., Roger, V. L., Benjamin, E. J., Berry, J. D., Borden, W. B., Turner, M. B et al. Heart Disease and Stroke Statistics: 2013 Update: A Report From the American Heart Association. Circulation. 2013, 127, 143-146. [3] Pallister, C. J.; Watson, M. S. Haematology, 2nd ed. Scion Publishing: Banbury, 2010; pp 336–347. [4] Krishnaswamy, S. Exositeà ¢Ã¢â€š ¬Ã‚ driven substrate specificity and function in coagulation. Journal of thrombosis and haemostasis. 2005, 3, 54-67. [5] Hirsh, J., Fuster, V., Ansell, J., Halperin, J. L. Foundation guide to warfarin therapy. Journal of the American College of Cardiology. 2003, 41, 1633-1652. [6] Wong, P. C.; Pinto, D. J.; Zhang, D. Preclinical discovery of apixaban, a direct and orally bioavailable factor Xa inhibitor.Journal of thrombosis and thrombolysis. 2011,31, 478-492. [7] Quan, M. L.; Pruitt, J. R.; Ellis, C. D.; Liauw, A. Y.; Galemmo, R. A., Jr.; Stouten, P. F. W.; Wityak, J.; Knabb, R. M.; Thoolen, M. J.; Wong, P. C.; Wexler, R. R. Bisbenzamidine isoxazoline derivatives as factor Xa inhibitors.Bioorganic Medicinal Chemistry Letters. 1997, 7, 2813-2818. [8] Quan, M. L.; Liauw, A. Y.; Ellis, C. D.; Pruitt, J. R.; Carini, D. J.; Bostrom, L. L.; Huang, P. P.; Harrison, K.; Knabb, R. M.; Thoolen, M. J.; Wong, P. C.; Wexler, R. R. Design and Synthesis of Isoxazoline Derivatives as Factor Xa Inhibitors 1. Journal of medicinal chemistry. 1999,42, 2752-2759. [9] Quan, M. L.; Ellis, C. D.; Liauw, A. Y.; Alexander, R. S.; Knabb, R. M.; Lam, G.; Wright, M. R.; Wong, P. C.; Wexler, R. R. Design and Synthesis of Isoxazoline Derivatives as Factor Xa Inhibitors 2. Journal of medicinal chemistry. 1999,42, 2760-2773. [10] Pruitt, J. R., Pinto, D. J., Estrella, M. J., Bostrom, L. L., Knabb, R. M., Wong, P. C. Wright, M. R., Wexler, R. R. Isoxazolines and isoxazoles as factor Xa inhibitors.Bioorganic medicinal chemistry letters,2000, 10, 685-689. [11] Pinto, D. J.; Orwat, M. J.; Wang, S.; Fevig, J. M.; Quan, M. L.; Amparo, E.; Cacciola, J.; Rossi, K. A.; Alexander, R. S.; Smallwood, A. M.; Luettgen, J. M.; Liang, L.; Aungst, B. J.; Wright, M. R.; Knabb, R. M.; Wong, P. C.; Wexler, R. R.; Lam, P. Y. Discovery of 1-[3-(Aminomethyl) phenyl]-N-[3-fluoro-2-(methylsulfonyl)-[1, 1-biphenyl]-4-yl]-3-(trifluoromethyl) -1H-pyrazole-5- carboxamide (DPC423), a Highly Potent, Selective, and Orally Bioavailable Inhibitor of Blood Coagulation Factor Xa 1.Journal of medicinal chemistry. 2001, 44, 566-578. [12] Pinto, D. J.; Orwat, M. J.; Quan, M. L.; Han, Q.; Galemmo, R. A., Jr.; Amparo, E.; Wwllsg, B.; Ellisj, C.; Hek, M. Y.; Alexanderf, R. S.; Knabbb, R. M.; Mersingerg, L.; Kettnera, C.; Baih, S.; Hed, K. Wexlera, R. R.; Lam, P. 1-[3-Aminobenzisoxazol-5†²-yl]-3-trifluoromethyl -6-[2†²-(3-(R) -hydroxy-N-pyrrolidinyl) methyl-[1, 1†²]-biphen-4-yl]-1, 4, 5, 6-tetrahydropyrazolo-[3, 4-c]-pyridin -7-one (BMS-740808) a highly potent, selective, efficacious, and orally bioavailable inhibitor of blood coagulation factor Xa.Bioorganic medicinal chemistry letters. 2006,16, 4141-4147.

Foreclosure Essay -- Real Estate

Recent setbacks in the mortgage and financing sectors of the economy have modified the process of real estate acquisitions. Specifically, entry level investors with un-established or insignificant credit history have experienced difficulty securing collateralized loans with competitive interest rates. This is not to say that a weak credit history was disregarded prior to the real estate and bond market collapse in 2008, though, it has certainly become more difficult to attain financing for the purchase of real property.1 Fortunately, the proposed scenario for this essay indicates that I, the investor, acquired $150,000 cash to purchase a distressed property, which presents a unique opportunity from both investment and financing perspectives. However, achieving the greatest return on my investment requires a solid financial strategy, which includes: 1. Defining my risk parameters, familiarizing myself with the process of purchasing a distressed property, and performing thorough due diligence, prior to engaging in the purchase. 1. Exploring my financing options 1. Estimating a potential return on investment (ROI) For this exercise, I will focus on purchasing a distressed property to generate rental income, as a long-term investment. Therefore, the following sections of this essay will discuss my financial strategy as is relates to a distressed real estate purchase. DEFINING RISK PARAMETERS A Brief Discussion of Risk Management Regardless of investment type, an investor’s portfolio must account for risk. Whether it relates to stock or real estate acquisitions, risk directly correlates to the returns one can expect on an investment. Accepting higher levels of risk typically indicates that potential returns c... ...ategy, given $150,000, I chose to pursue an all-cash purchase of a distressed property, located in a generally stable area along the outskirts of Philadelphia. The property will likely be a two-story, 2 bedroom, tenant- occupied row home, priced between $115,000 and $125,000. The purchase price leaves approximately $25,000 - $35,000 cash, which I can use towards capital expenditures, and as a financial buffer in the event of tenant default. Additionally, from my knowledge of rental rates in the area, I am confident that I can earn $800 - $950 per month, which yields a ROI of 8% to 12%. My decisions were based on a logical and well-planned approach. Although accounting for risk is imperative, and success is never guaranteed, following my detailed financial and investment approach for acquiring a distressed property can maximize my present and future returns.

Women and Interfaith Dialogue :: Essays Papers

Women and Interfaith Dialogue The word dialogue implies a personal encounter, a meeting face to face, where the aim is not to change the other partner in the dialogue, but to risk being changed through the process. For women, the main point of dialogue is to build relationships or to conserve them. "Dialogue among women are more life-oriented; they come out of actual experiences, and they are more clearly oriented to bringing about concrete changes in perception and practice at the very basic level of the lives of people." Women's dialogical practice is an alternative to the traditional men's approach. Most men approach their religious tradition primarily with an intellectual, theological, and doctrinaire commitment. Women's religious positions, however, are not as strict as men's. They initiate discussion, reflection, dialogue, and different opinions. It accentuates the diversity of life styles, types of thinking, tolerance and freedom in expressing individuals' ambitions, and it distinguishes the unique charact er of personalities. There are discernible differences between men and women in their approach to and practice of dialogue; however, these generalizations are not made to stereotype all men as exclusively intellectual and dogmatic and all women as experiential and instinctive. This is not an attempt to idealize women and the dialogue among them; it is only to emphasize the distinctive features that characterize dialogue among women, and introduce some of the conflicts and obstacles that arise. The first unique characteristic of dialogue is the ability of a group of women from all different religious traditions to bond. Women develop interfaith understanding through their relationships with other women. Women tend to know the person first and her faith second. It is through such intentional relationship building that women relate to each other best. In experiencing the other, women also come to know themselves better. They are able to confirm their own faith, convert to another tradition, or become educated about another religious community that exists. As a result, interfaith dialogue enables women to understand each other, other faiths, and their own traditions. In a meeting of men, such a diverse group might have become rather controversial. The second factor is women's flexible approach in representing their traditions. In religious dialogue women tend to make contributions based on the content of their religion in scripture and tradition without being defensive or obstinate. In general, women seem to have a more tolerant understanding of religion, while most men approach their religious tradition as a responsibility that has become part of their understanding of life and reality.

One Life To Give Essay example -- Legal Court Essays

One Life To Give On December 9, 1981, a white Philadelphia police officer was fatally shot. On July 3, 1982, Mumia Abu-Jamal, a black man, was convicted of his murder and sentenced to death. On May 22, 1996, he received a second trial and was again convicted of the same charge. He is sentenced to die on December 2. The hours grow short until this man, who has promoted through his writings and speeches an image of himself as falsely accused, is ushered into the record books as one more name dealt justice by the American people. But who constitutes the American people? Is it a judge in a courtroom, or the thousands of people who have protested Abu-Jamal's death as the death of an innocent, an intellectual, and above all, a black man in a white man's system? The validity of the conviction has been widely questioned in the press. Stuart Taylor Jr., who covered the case for Court TV, states that Abu-Jamal "received an unfair trial, tainted by . . . flagrantly biased judging and, in all probability, police fabrication of evidence and intimidation of witnesses." However, more interesting and more important than the legal aspects of the trials is the emotional aspect, the outpouring of support for Abu-Jamal. Bill Bickel, after having recently made an extensive survey of the opinions voiced about the case, found literally hundreds of websites protesting the death sentence and only one website supporting it-created by the police officer's family. It has been pure gravy for Mumia, a wealth of public indignation for, as the organization Refuse & Resist dubs him, "an unrepentant Black political prisoner who is the voice of the voiceless." This near canonization of the man goes beyond anything which can be attributed to charisma or ... ...it can potentially undermine the only means we have to attempt to effect equal justice. The protest signs of angry crowds call for "Justice for Mumia," and in effect justice for all black people. But how can we achieve this if the very means of justice are dismantled to save one man? Works Cited Bickel, Bill. "Mumia Abu-Jamal and the Murder of Daniel Faulkner: Using the Internet to Search for the Truth." 16 Nov. 1999 <<http://crime.about.com/culture/crime/library/weekly/aa070698.html>> Davis, Angela Y, June Jordan, and Alice Walker. "The Life of a Black Man." The Nation. 15 Nov. 1999 <<http//www.thenation.com/>> Refuse and Resist. Home page. 16 Nov. 1999. <<http://mojo.calyx.net/~refuse/mumia/index.html>> Taylor Jr., Stuart. "Jamal's Last Stand." Court TV Casefiles. 11 June 1996 <<www.courttv.com/casefiles/mumia/analysis.html>> One Life To Give Essay example -- Legal Court Essays One Life To Give On December 9, 1981, a white Philadelphia police officer was fatally shot. On July 3, 1982, Mumia Abu-Jamal, a black man, was convicted of his murder and sentenced to death. On May 22, 1996, he received a second trial and was again convicted of the same charge. He is sentenced to die on December 2. The hours grow short until this man, who has promoted through his writings and speeches an image of himself as falsely accused, is ushered into the record books as one more name dealt justice by the American people. But who constitutes the American people? Is it a judge in a courtroom, or the thousands of people who have protested Abu-Jamal's death as the death of an innocent, an intellectual, and above all, a black man in a white man's system? The validity of the conviction has been widely questioned in the press. Stuart Taylor Jr., who covered the case for Court TV, states that Abu-Jamal "received an unfair trial, tainted by . . . flagrantly biased judging and, in all probability, police fabrication of evidence and intimidation of witnesses." However, more interesting and more important than the legal aspects of the trials is the emotional aspect, the outpouring of support for Abu-Jamal. Bill Bickel, after having recently made an extensive survey of the opinions voiced about the case, found literally hundreds of websites protesting the death sentence and only one website supporting it-created by the police officer's family. It has been pure gravy for Mumia, a wealth of public indignation for, as the organization Refuse & Resist dubs him, "an unrepentant Black political prisoner who is the voice of the voiceless." This near canonization of the man goes beyond anything which can be attributed to charisma or ... ...it can potentially undermine the only means we have to attempt to effect equal justice. The protest signs of angry crowds call for "Justice for Mumia," and in effect justice for all black people. But how can we achieve this if the very means of justice are dismantled to save one man? Works Cited Bickel, Bill. "Mumia Abu-Jamal and the Murder of Daniel Faulkner: Using the Internet to Search for the Truth." 16 Nov. 1999 <<http://crime.about.com/culture/crime/library/weekly/aa070698.html>> Davis, Angela Y, June Jordan, and Alice Walker. "The Life of a Black Man." The Nation. 15 Nov. 1999 <<http//www.thenation.com/>> Refuse and Resist. Home page. 16 Nov. 1999. <<http://mojo.calyx.net/~refuse/mumia/index.html>> Taylor Jr., Stuart. "Jamal's Last Stand." Court TV Casefiles. 11 June 1996 <<www.courttv.com/casefiles/mumia/analysis.html>>

A Comparative Analysis of Early Greek Rhetorical Theory

The Rhetoric word has been derived from the Greek word Rhetor meaning speaker and meaning of the term is an art of public speaking. (Habib, 2005) The art implies various techniques applied by the speaker to create dramatic, intellectual and emotional appeal while delivering the speech. It also implies composition and arrangement of the text making it more appealing and persuasive for the listeners.Since last two hundred years, the scope and application of rhetoric has considerably changed in the changing literary, social and intellectual contexts.The art of rhetoric has been modified to meet various needs in the political sphere, in the sphere of institution and discipline of philosophy, in the institution of theology whereby rhetoric has been placed in context to the expression of divine revelation, in the entire sphere of education practices and literary criticism. In all these areas, rhetoric is placed and articulated to meet their specific interests.Rhetoric was originated in Anc ient Greece in the fifth century B.C and got into existence by Sophists, Aristotle, and then from the Roman world to Cato, Cicero and Quintilian. The father of Church St Augustine enlisted the form of rhetoric during the service of Christian doctrine.Classical rhetoric had five parts: invention, arrangement, style, memory and delivery. There is also held opinion that the art of rhetoric was founded in 476 BC by Syracuse whose student Tisias spread the teachings of this master and brought it into the main stream. All theorists and historians have acknowledged the fact that rhetoric was used profoundly in the political activities and was the most important component in democracy.The ruling powers had all the right to express independently and in an articulate way and had judged that it was only through the control of language, ideas and worldviews that a particular class could have a control over the economic and political spheres. The trend was true in our ancient and is very well pr evalent in the democratic world of today. (Habib, 2005) The following essay will be the analytical comparative study of the two Greeks theological perceptions on rhetoric and the way they developed the same.Socrates was living during the age of what classicist Eric Havelock has named â€Å"the crisis . . . in the history of human communication, when Greek orality transformed itself into Greek literacy† (Havelock, 1988, p. 1).Before this education was imparted orally and through poetic tradition going back hundreds of years and the Socrates opposed this form of education by proposing that education be made professional and should be imparted through dialectical examination of ideas and he was sentenced to death for the same.   (Havelock, 1988)Socrates developed his form of rhetoric from differences between the older tradition and the new literacy forms offered by the Greek alphabet. Greeks used different words to develop two different forms of communication-epos also known a s discourse that was both in written as well as in oral form.The public speaking and public discourse were so important in Ancient Athens that new form of rhetoric emerged and this gave birth to many professional teachers of rhetoric. These teachers were called as Sophists emerged from Sophos meaning wise and they were used to teach the art of rhetoric for their use in the courts, legislatures, political forums as well as in the political debates and philosophical dispositions.Among the Sophists, Protagoras was considered as the most influential among all, and his most important idea was â€Å"man is the measure of all things.† (Habib, 2005, p. 65) Protagoras laid his bases on the fact that each argument has two sides and there is equal rationale behind these two sides.He was accused of expediency in argument, as it could induce the people to think about the worst as best and best thoughts as worst. Another to enhance the concept rhetoric into the public sphere was Gorgias (4 85-380BC), whose disposition of rhetoric lay on the language of poets. He looked at the world as the world of opposites, contradictions and polarities, which could be reconciled by only the words of poetry. He viewed that rhetoric touched the soul and so poetry.Styli devices of poetry and sounds of music was rhetoric which could make the speech very interesting and soul touching, while the teachings of Isocrates were dependent on the political events and emphasized on the education as a form or rhetoric device.Like Socrates, he believed that education should impart moral values and emphasized on truth and virtue as the most important part of rhetoric and should include training of the mind and body as complementary form of activities. All in all their formation of the techniques of rhetoric emerged from the struggles out of the need of their political, educational and cultural causes.

In the extract where Pip Essay

When Estella is told to play with germinate she feels shamed to play him because he is of a demoralise division. With this male child Why he is such(prenominal) a common labouring- boy daughter Havishams response gives us evidence of how she wants to fuddle pullulate feel she wants to hurt him perceptionally. You back break his heart To make it worse for bump off, it seems as though the exclusively actor she agrees to play with him is because she has the ability to hurt and humble him. Estella also refers to mop as boy covering that she odors shore on him with trade and gives him no respect.What do you play boy? Nothing solely beggar my neighbour, send away Albeit she disrespects him he continues to be respectful by referring to her as miss. The particular that he doesnt k today any some other games, reflects that he has a really dependent childhood and doesnt play as often as we would pass judgment a child to. The setting is continuously organism describe d which readily mirrors sadness and lifelessness. corpse-like, grave-clothes Estella is ever adding to his distress by using her role to make him feel condescension and exceedingly inferior.She deliberately criticises his lower-class language, features and footwear, provided to step up his emotions. He calls the knaves, Jacks, this boy And what plushy turn over he has. And what thick boots She has the ability to open fire inexperienced emotions within him, emotions that he has never come across ever before. Her scorn for me was so inviolate, that it became infectious and I caught it. rack up understands that he shouldnt upset Estella because of the oddment in class between them. So he therefore does as she would expect him to.I misdealt, as was only natural, when I knew she was lying in wait for me to do wrong No matter how ofttimes Estella criticises and hurts scald, he is still very civil to her and lets her reckon what she wants, only because she is of a high class. she denounces me for a stupid, clumsy labouring-boy touch is unendlessly pathly towards Estella and seems nervous, scared and threatened by her. I dont like to say, I stammered. I replied, in a verbalise also mirrors his timid ness, and the fact that he doesnt want here to overhear.Estellas Dialogue has been used very strongly to create savvy for Pip and her contempt has niftyly abnormal him. As we relieve oneself seen Pip isnt someone who would say anything to hurt another individual and in particular someone of a higher class. however he is so hurt that he actually says that he thinks Estella is very bruise. This makes us fell sorry for him because he is a child that has been greatly insulted and admits to cutaneous understandings that way. Pip has started to feel extremely self-conscious and belittled by Estellas demeanour.I think I should like to go home Despite the fact that Pip is willing to go home, Miss Havisham makes him cling and play. Pip erstwh ile again sightnot bind Miss Havisham and does as he is told. bend the game bulge out Estella wins the game and once again looks at him despicably cause him more hurt. Once the game was over, Miss Havisham asks Pip to come again aft(prenominal) six days and even by and by all the pain and trauma he had just been through he doesnt say no to her, only because she was of a higher class and he wouldnt ever dare say no to her.Yes, maam As Pip is about to leave, Miss Havisham asks Estella to give Pip some food, in a adept which seemed of pity. Estella once again refers to Pip as boy and speaks to him in a very rude manner. You wait here, you boy this creates an emotion of sympathy within the reader towards Pip due to Estellas harsh boldness to Pip. Whilst waiting for Estella to return with some food, Pip takes the opportunity to look at coarse hands and common boots theses were the two features that Estella had forward on criticised.They had never before affected him but she had had too strong an impaction on him that he had now father extremely conscious about them and had started to look down on them. Neither had the fact that he called knaves instead of Jacks, but now he was willing to ask his uncle why he never taught him to call them Knaves. His thoughts endure gone so far that he wishes his uncle was brought up more genteelly and whence maybe he would have been as well. two here has managed to generate great sympathy for Pip by showing us how an individual of an upper class can hurt someone just due to their financial status.When Estella returns with some food, she puts it down in such a manner that a dog would be set with. This shows how disgraceful she thinks Pip is and form sympathy within the reader because we know that Pip shouldnt be treated in such a way and that he deserves more respect than he receives. His emotions overtook him and disunite started to fall but this signalled to Estella that she had succeeded and this gave Pip the sp ecialisation to hold back his tears, but in return she just gave him a scornful toss to show the endless wickedness and contempt she has for him.As soon as she left his emotions just started to uncontrollably flow. In this scene his tears were what initially make sympathy within the reader but as the scene progressed the fact that he tried to fight his emotions from flowing out in front of Estella, comprehensively intensifies our empathy for Pip. Her behavior has left Pip emotionally scarred. His feelings for her only comprised of anger, frustration and hatred. So bitter were my feeling, and so sharp was the smart without a name, that necessitate counteraction Pips strong and genuine feelings in this concluding business line leave a lasting sense of commiseration in favour of Pip.Dickens has successfully used his unique skills and techniques of writing, which contained efficient vocabulary, an eccentric setting, a crucial voice, pragmatic characters and dialogue, a powerful beginning and affecting ending to create sympathy for Pip. Batool Rafay 10Ck express poke only The above preview is unformatted text This student written foregather of work is one of many that can be found in our GCSE coarse Expectations section.

Contraversy in Play Doubt Essay

In an immoral place such(prenominal)(prenominal) as that presented in John Patrick Shanleys award- winning dramatist Doubt, it would be unwise to assume the architect of the turn of events would honor and comfort us with a greater and certain ending of the masterpiece. This brings us to the obvious uncertainty of what is certainty and how we can be certain of anything. jibe to Stanford Encyclopedia of Philosophy, There are various kinds of certainty. A belief is psychologic from each one(prenominal)y certain when the subject who has it is supremely convinced of its truth.Certainty in this sense is correspondent to incorrigibility, which is the property a belief has of cosmos such that the subject is incapable of giving it up. If we are enjoin and instructed by this statement, a reader cannot pack a firm grasp on whether generate Flynn did in fact physically abuse the vulnerable, colored oddball of Donald Muller, living in 1964, surrounded by a rising discontent of the whit e privileged workings class society (also responsible of the death of Martin Luther exponent Jr. that same year).However Iafforded to be unwise, biased, and by my best judgment, decide (with break demonstrate) yield Flynn did in fact harass Donald. This decision was obvious to me by three subliminal pieces of inferences awarded by the author. The inaugural evidence is the suspicion and the accusations attacking Father Flynn of giving teen Donald Muller wine-coloured when called to the rectory.Now, of course Flynn defends himself by disputing Donald drank the wine by himself because of the nerves of being a solitary(a) black boy in 60s Bronx. However, when confronted with this exclamationby Sister Aloysius, Flynn immediately assure into a cornered cat, with a sharp, witty demurral strategy. I dont wish to proceed this conversation at all further, said Father Flynn upon exiting.Father Flynn says he covered for the boy because he cared, yet the story is immediately make th in when Sister Aloysius grabs a more delicate and undergo grasp on the situation. The symbol of the wine portrays this in one case glorified saint as a contrary and twisted character.The logic inserted in the context is thefollowing if Father Flynn could be corrupted enough to infect a young, innocent child, he could also be able to retort advantage of this boy. The second evidence is the shady character Father Flynn becomes through out the strategic play. In various examples, Father Flynn is jolly shadier of what it would have been expected. The first example of this is seen in figurative examples and that is Father Flynns noticeably long fingernail. These are first portrayed to the young boys when Flynn is disgusted by the dirtiness in the boys fingernails.This shows Flynn as a man who goes against the purification and the morale of society. The second example is portrayed when Father Flynn outreaches his hand for a young boy named William capital of the United Kingdom and the boy flinches, as if disgusted or terrified. The pull round example is involving a black crow outside(a) a window that hadnt stopped snapping all day. Finally, Father Flynn has enough and roars viciously to this bird being shown as an ill-tempered man who masks his emotions to the people. Sister Aloysius made an intelligent and constructedremark, youre controlling the expression on your face right now. Towards the end of the play, Sister Aloysius becomes accordant on her accusation towards Father Flynn. She framed each sentence perfectly charging forwards and creating significant wardrobe on Father Flynn. She rammed with exclamations such as, I result not stop and I will set the truth By the end, Flynn had resigned to his post and was expected to take a discreet leave. This, along with his response to the accusations, call down a hap assumption Flynn is guilty and he knows his days of beingconsidered an innocent, kind man were skeleton to an end.By the end of the play, doubt plays a clear role in the mind of the curious reader. Of course, at that place is more than one possibility of what might have gone on between the priest and the communion table boy. If we were to have a completely objective thought, we would be puzzled and disturbed by the fact that incomplete one nor the other choice is correct or clear. My personal impression is the one mentioned earlier, yet I am not the omnipresent author of this bright story. ? Work on grammar and spelling.

Social Policy – Discipline or Area of Study?

hearty constitution is that case of public insurance that focuses on astir(p) clement conditions i. e. well- beingness of the public. companion sufficient constitution, therefore, is around welf ar. It concentrates on kindly problems much(prenominal) in circumstance issues of education, health, housing, well-disposed earnest and income escort. fit to Beveridges accounting that was produce in 1942 and include in the advertize fellowships 1945 manifesto, vanadium dollar bill devil affectionate Evils had undermined the British companionship out front the struggle ignorance, disease, squalor, idleness and want.These argon the five briny evils that brformer(a)ly constitution centers on. In my view, affable insurance cause _or_ system of predominatement is interdisciplinary as it draws on umteen neighborly attainment messages except it is a appargonnt schoolman t al nonp arily in its witness right, some(prenominal)(prenominal) in cost of its points of concentration and its methods of analysis. The education of friendly constitution as a indemnity and its ontogeny as a check up on are well-nigh linked. organize in 1884, the Fabian high society, which was influenced by the create of dig up MP Sidney Webb and that of carrell and Rowntree, challenged the traditionalist governmental conjecture that stinting markets could decent the eudaemonia ask of all was challenged and argued that polity preventative by the cite was compulsory to give up those forms of support and trade protection which the markets failed to provide. companionable polity was because k flat as an schoolman subject area of importance when The Webbs Sidney Webb and his wife Beatrice Webb, twain conspicuous Fabians established the capital of the United Kingdom cultivate of sparing erudition (LSE). inwardly it, they corporate the jack ladder government activity Societys give instruction of Sociology to form a in the altogether department of companionable acquirements and garbage disposal in 1912. Its offset lector was tender-hearted Attlee, who became vertex take care of the UK by and by the irregular macro instructioncosm War, and in 1950, Richard Titmuss was ordained as the firstly professor of amicable governance in the UK.Until 1987, companionable judicial system and sociable polity were apply inter variety showably, that afterward the break was changed to kindly form _or_ system of government as it was felt up that sociable system think by and large on analyzing the carrying into action of existent public assistance serve where as what was now cognise as neighborly constitution as well crumbvass the governmental and ideological bases of emolument supplying. friendly form _or_ system of government is a handsome provided decided academic check up on as it is fast triumphant to umteen hearty erudition disciplines, four-spot of th e more authorized ones being Sociology, frugal science, semi policy- reservation sparing and policy-making skill, precisely it only when draws on them to achieve what are believed to be the objectives of a victorious societal policy equality, favorable justice, license and the rights of a citizen. Sociology helps one project the causes and do of kindly divisions much(prenominal) as those on the hind end of race, gender or class.Its subject egress ranges from the micro level of face to face interaction to the macro level of societies at large, and traditionally, sociologists slang pore on topics such(prenominal) as affectionate traffic, brotherly stratification, companionable interaction, finishing and deviance. friendly insurance policy, on the other hand, is more or less provision of welfare to these variant pile and draws on Sociology to buzz off awake(predicate) of the several(a) hearty divisions in pose to discover substantiate the ne edfully of from each one particular concourse and how welfare can be provided to them.Economics explores the concepts of scarcity and choice allocation. In his 1932 essay, British economic expert Lionel Robbins describe economic science as the science which studies military personnel behaviour as a birth surrounded by ends and exactly path which fork over alternative uses. It too provides brainwave into the concepts of rectitude and efficiency. These concepts are rudimentary to the survey of kind Policy as it is the incomparable resources that policy-makers convey to deal in a route that ensures the greatest wellbeing of the people.They moldiness besides be able to ratify that their policies are both effectual i. e. they are the least(prenominal) high-priced and of close to benefit to those think and good or fair(a) i. e. those in correspondent categories are considered in kindred modal values. policy-making frugality in the beginning was the la ndmark for analyze production, buying and selling, and their relations with law, custom, and government. However, in the 18th century, it true as the breeding of the economies of states polities, wherefore policy-making economy. It is the deal of political ideologies and economic management.For a policy-maker, an sensation of these unlike political ideologies is immanent as many of these arguments govern the unconscious process of making fond and economic policies. semipolitical Science focuses on the interaction between institutions and kind carriage and studies the way in which institutions incarnation choices and how humanness change institutional frameworks. It provides an soul of intact arrangements in contrastive countries and their strike on policy formulation. governmental Science introduces the assimilator of accessible Policy to concepts of equality, kindly justice, shore leave and citizenship.