A Tale of Two Forces free essay sample

Greed and Jealousy versus Love and Justice The human condition is not in any way, shape or form perfect. In fact, man is prone to both greed and Jealousy. But when man is overwhelmed by these, he is blind to the beauty of the divine love and Justice received by all. This point is emphasized In Peter Shaffer Amadeus. Antonio Saltier prays as an adolescent for just one thing: fame. HIS quest for fame becomes the central goal In his life. However, his Insatiable greed for musical fame leads to Jealousy of his colleague, Amadeus Mozart.This pattern of moral destruction continues as Saltier turns against his god, lamming that God had become his enemy when He picked Mozart over him. Saltier is the proof that when greed and jealousy become the main influences on a mans life, he is no longer able to see the beauty in divine love and Justice. We will write a custom essay sample on A Tale of Two Forces or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This drama is one of character. There are really only two dynamic characters in the whole novel. First, Saltier, the protagonist. Sealers wanted fame from a young age. At 16, he prayed to God that he would be virtuous and evangelical If only God would grant him fame (Shaffer 8).At first it appears that his prayer has been answered: he goes to study music in Vienna, and eventually becomes court composer for Emperor Joseph II. Mozart arrival in Vienna and his extreme talent turns Saltier a lovely shade of green. He becomes obsessively jealous of Mozart, leading to a volatile and harassed state. Saltier makes It his lifes goal to destroy Mozart If not to kill his body, to kill his social status and reputation. This to spite the god that was merciless, who supplied so little in terms of blessings.Callers determination to spite God through the thorough destruction of Mozart career and eventually mental health is what dads to his ultimate demise: a suicide attempt, and the proclamation that he is the [p]tarot [s]mint of [m]discretion (Shaffer 95). Amadeus Mozart, the plays title character, is ironically the antagonist of the story. This conjures Ideas that Mozart was purposefully evil, that he strives to cause harm to Sealers. But Mozart never actually did anything to make Sealers his enemy.Mozart extraordinary musical ablest Is what causes sealers to hate Mozart. It Is the Idea that God granted him, the Creature, with these capabilities, and left Saltier to mediocrity. Some would argue that Mozart is a Christ figure. This is indicated by his name, which means love of God and it has been discussed that his glorious music is Gods love for human beings made manifest (Fulbright, CTD. In Robbins Mozart). In this way, he Is a fool to Saltier. Where Mozart has been blessed, Saltier feels cursed.It is what they both do with their situations that makes them so different. Sealers chooses to make God his enemy, and vows to destroy Mozart, while Mozart just continues with his life, amplifying the ridiculous tantrum Saltier throws against God. The wrath of Saltier was never incurred by Mozart himself, ironically, it was Gods grace on Mozart hat stirred the vengeful feelings inside Saltier. In Amadeus, there are many biblical allusions. The first, and most obvious, is the terms of Gods love. However, he soon discovers that his bargain with God was only one-sided. The talent he bargained for was never truly bestowed upon him. Unlike Saltier, Mozart was extremely talented, and though he didnt realize it, he was more of an evangelist than he thought. He didnt necessarily preach the gospel, but through his music, he discovered and praised God. This infuriates Saltier, and he begins to think of murder. His hunger for the approval of God and the new of Mozart because f it spawns a Cain-like reaction. Saltier manages to kill Mozart reputation and sanity, and claims to have taken his life.This is proof that Gods divine love and lustier is not something to question. Galleries human nature, his greed, his Jealousy, blinded him to this. He couldnt help but ask, Why not me? and it brought him to his bitter end. Yet another biblical allusion is Saltier as Satan. Dennis A. Klein states that Saltier is a literary echo of Satan in Isaiah 14:[13]-15 (CTD. In Achaeans 45). These three Jerseys are the struggle of Saltier. Saltier [says in his] heart that he will become the retreat composer of all time, and he will then give Him his life.Galleries mistake was this: in trying to become so great, he made his quest to achieve personal greatness rather than praising God. This caused him to be brought down to the realm of the dead, to the depths of the pit (Holy Bible, Isaiah 14. 12-15) in scene nineteen when he cuts his throat. Amadeus is told in a relatively typical dramatic fashion. Antonio Saltier narrates as himself in 1823. The story of his rivalry with Mozart is told as a flashback, so the audience knows what Saltier remembers, and also what he reflects on.However, the audience is not Just watching the action, but they are invited into it through many asides and the occasional 2nd person narrative. Realistically, Galleries account would be told to another person, but instead, he presents the story directly to the audience, and even includes them in some of the dialogue (Mains 25). In Galleries opening monologue, Saltier addresses the audience as the Ghosts of the Future and asks that they be [his] confessors (Shaffer 5). The audience must now form their own conclusions and Judge Saltier based on what they decide, and not what has been told to them. In this way, they can see that Galleries greed and Jealousy have become the main influences on his life, so much so that he can no longer see the beauty in divine love and Justice. Most of this play is set in the decade of 1781-1791, when Saltier was court composer. Scenes mostly take place in extravagant libraries, gilded opera houses, palaces or great homes, or in Mozart or Galleries apartment. The setting is symbolic of Mozart himself. The more grand, austere settings stand for what Mozart is not.He is grand, yes, but he is immature, and not exactly a functioning citizen in the adult Nor he has been a part of for so long. However, places such as Mozart apartment, or the many luxurious libraries he is in are a perfect representation of Mozart: fanciful yet deliberate. On stage, the actual changing of the sets is also supposed to represent Mozart. According to Shaffer, the sets are constantly and fluidly changing, and this is to aid the play to be acted throughout in its proper manner: with the sprung line, gracefulness and energy for which Mozart is so especially celebrated (Shaffer xvi). Pep the audience captivated hungry for more, greedy even Shaffer ends most of his scenes in foreshadowing. This tactic is an excellent way to keep the action boning. One interesting aspect of Galleries character is his struggle with female temptation. Shaffer finds a way to satisfy Galleries lustful cravings through sweets. For instance, while trying to seduce Constance, Saltier tells her: I live on ink and sweetmeats. I never see women at 11). Another stylistic technique is the use of the Ventricles. These Little Winds serve as the Greek chorus of 1781.The lentils are Galleries second and third sets of eyes and ears. They illuminate events that cannot or are not displayed on stage, such as Mozart and Consonants marriage Shaffer 39). They also inform Saltier that Leopold Mozart will be enraged at the news that Mozart married without his consent. The various stylistic techniques employed by Shaffer emphasize the action of the plot, and therefore the theme of the story. The story line of Amadeus is mostly chronological, not counting the times when it reverts forward to 1823 so Saltier can narrate from his present perspective.He begins the story with an account of his life in Italy, as a young boy. At the age of 16, he made a bargain with God. This is the beginning of his downfall. Though Saltier promised his life to God, God never rewarded him with the fame he asked for. What Saltier never realizes is this: it was his mistake to believe that he could bargain with the creator of the universe. The climax of the play, occurring at the end of Act One is En Saltier rages against God after discovering his true mediocrity compared to Mozart: From this time we are enemies, You and l!Ill not accept it from Youdo you They say God is not mocked. I tell You, Man is not mocked! .. . I am not mocked! You are the Enemy! I name Thee nowAnemic Teeter! And this I swear: To my last breath I shall block You on earth, as far as I am able! What use, after all, is man, if not to teach God His lessons? Shaffer 47) This declaration is truly climactic in all aspects of the term. From this point on, Saltier vows to destroy the Creature, and succeeds quite nicely. The beginning of the falling action marks the beginning of Galleries moral fall, as well as Mozart fall from favor within the court.Amadeus has many characteristics of a classic tragedy. One interesting difference is the ending. The antagonist, dies in the end, and the protagonist lives. However, this is similar to the traditional ending because Saltier, the persona of evil through Jealousy and greed, is the one who lives, and Mozart, and innocent and talented spirit, dies racially. Throughout the novel, there is a motif of mediocrity. Galleries disdain for mediocrity is immediately made evident, through his description of his parents.Saltier wishes for nothing more than to be extraordinary, and is thoroughly disgusted Ninth himself and his god when he discovers he is merely average compared to Mozart. As Saltier puts it, We were both ordinary men, he and l. Yet from the ordinary, he created Legendsand I from Legends created only the ordinary! (Shaffer 70). Saltier resents God for his lack of musical fire and Mozart for having the musical fire he wishes to acquire. His distaste for the mediocre is finally somewhat absolved Ninth his final quote: Mediocrities everywherenow and to comel absolve you all.Amen! (Shaffer 96). Galleries absolute hate for the mediocre is what truly sparks his Insane Jealousy that causes him to lose sight of Gods love for him, and of the divine Justice in this world. Greed and Jealousy are both powerful forces on a mans life. They can blacken the soul, and cloud solid Judgment. The maelstrom created by these is one that cannot be easily overcome once it has reached its peak. Unfortunately, this is the main cause hat fogs over mans vision of the divine.

Nicaragua No parasan essays

Nicaragua No parasan essays In the documentary Nicaragua: No Pasaran, David Bradbury has presented a biased impression of reality, and has used many techniques to present this reality to the viewer. The aim of the documentary is to cause the viewer to feel sympthatetic to the Sandanista's and become distanced and "anti" towards the Americans. Both these two parties are portrayed very differently to achieve Bradbury's desired viewer positionment. The start of the documentary presents the Nicaraguan society with a community type spirit, giving off a festival type atmosphere. There is local-type music, and people present from all walks of life. They all seem to be happy, and the Sandanistan military is shown very briefly. Suddenly, this mood is juxtaposed with footage from a Nicaraguan mass funeral, which outlines the extreme differences in the Nicaraguan society. It becomes apparent that this conflict has political roots, and the viewer questions the motives of the enemy to the people at the funeral. The crowd is chanting "no pasaran" which translated means "no entry." Later in the documentary, it becomes apparent that the Nicaraguan's do not want American control of their county as a "puppet." A low camera angle shot of a soldier is seen in a stance which indicated to the viewer that the Nicaraguan people would prefer to protest by passive means rather than by aggressive ones, but is prepared to fight if it is deemed necessa ry for their survival. Already, in these opening scenes, Bradbury has positioned the viewer to begin to feel sympathetic toward the Nicaraguan's. The featured leader in the documentary of the Sandanista's and the Nicaraguan government is that of Thomas Borhes. This is done because Borhes is the one that the viewer can feel more sympathetic and supportive towards, because of what happened to him in the past. Plus, if they feel more sympathetic and supportive toward Borhes, then they can feel the same way (to) about the Nicaraguans as a whol...

Continuing Personal and Professional Development Essay

Continuing Personal and Professional Development - Essay Example Children as they grow, begin to sort out what is more of the value of them and also those items that are hazardous to their lives. In this instance, a child will be undergoing development in him or her that enables her or him to be able to detect such changes taking place and also make the right choice (Tassoni, 2007). As learning topic, child care, tries to cover all this aspects of the treatment that the young children need as they mature into their adulthood. Some institutions set the coverage of this topic in the section on the primary education (P.E) as a lesson of its own. Action plans are those simple tools that assist in the small scale planning of small activities. In this case, for example, the action plan will be useful in planning of all the activities that will be in place towards ensuring that the young children get the quality education they deserve. Action plans outline the step-step plans in place that ensures in the realization of the objectives that and individual has in mind. In this case, the plan assists the individual in doing some particular tasks that seems not attainable because of the congestion of the schedules or the program of activities (Charlesworth, 2011). In the case of physical education planning, action plans are more vital. It is because it enhances the coverage of the broad areas that needs to be in place for the teaching of the young children as they grow and develop in their lives. Children need to grow with healthy mind and body. As a result, they have to go through some physical exercise daily and in an organized manner. It is, for this reason that necessitates the application of the action plans by a teacher or any other physical trainer that takes the children through the physical education lesson. The plans also ensure that the set objectives meet the deadline to which each is set for within a

First Migration of Humans Research Paper Example | Topics and Well Written Essays - 1500 words

First Migration of Humans - Research Paper Example The early human migrations, or the movement and expansion of the first humans, can be classified into three main categories, based on the geological period in which they migrated and moved out of the area in which they lived in and around. The species of Hominid up to the Australopithecines and the early Homo habilis have occupied and inhabited the chained mountain valleys located in the eastern portion of the African continent. Approximately, between two to one million years ago, a group of people, the Homo ergaster who may possibly have descended from the Homo habilis moved out of the mountain valleys into a vaster and larger expanse of land. After a while, they moved around again, travelling on to eastern and central Asia. Along this journey of migration, these hominid species have evolved into the next group of hominids, the Homo erectus. The Homo erectus, the next Hominid species after the Homo habilis had a more robust body than the body type of modern human. They were the firs t group of hominids to be able to create rafts in order to cross over bodies of water, the first ones to live in a nomadic hunter-gatherer lifestyle, and they were considered as the first to be able to create and make use of fire. One hundred twenty five thousand years ago, these people migrated to the Sahara, which at that time was green. However, they died out by ninety thousand years ago. This area was later reoccupied by the Neanderthals. Around eighty thousand years ago, a new Hominid species, the Homo heidelbergensis, emerged in Africa. Just like the earlier groups of Hominid species such as the Homo habilis and Homo ergaster, it too, migrated all the way through the entire continent of Africa and then later on, also notably, they became the first to move to Europe. This group of people showed similar characteristics as the Homo erectus in that it used the same Acheulean stone tool manufacturing and industry. However, their physical features were slightly different, their bone structures were larger and heavier and their hunting strategies were more strategized and systematic compared to the Homo erectus. The entire human population all over the world who are living today all belong to the classification of Homo sapiens, the final hominid species. This group of people is the only member of the genus Homo that was able to survive and live out the tough and harsh conditions in the early past. Based on the various facts and findings gotten from the oldest skull on Earth, which were found in Africa, the earliest Homo sapiens must have originated from the great continent about two hundred thousand years ago. The Homo sapiens are set apart from the earlier groups of Hominid species by their ability to think in a higher level, communicate with other humans through the use of a more developed language and to be able to live in a more complex manner. Current discoveries and results implicate that this species have appeared for the first time in East Africa. Later on, archeological and anthropological expeditions came across numerous skulls located at several places in East Africa such as in Ethiopia and Tanzania. After eighty five thousand years since their first appearance, they have started to expand their populace to South, Southwest and central Africa. Each skull found showed an advanced transition in physical form, implying that migration has taken place. Mitochondrial DNA studies have confirmed these results. After this migration, the Homo sapiens move out of Africa, moving on to the

Smith v. United States Research Paper Example | Topics and Well Written Essays - 1500 words

Smith v. United States - Research Paper Example The petitioners, as well as their parents, had beforehand involved in parallel activities, and they chose to partake in the program. The school had instituted a policy sanctioning students to put on arm bands carrying political symbols, but had prohibited the wearing of armbands disapproving the Vietnam War (Farish, 1997). The policy detailed that any student putting on an armband to school would be requested to remove it, and if the subject declined, he would be suspended till he resumed schooling without the armband. The petitioners wore black bands on December 16, to their school while John Tinker donned his armband the next day. The petitioners were told to go back home and suspended from school and advised to go back without their armbands (Thomas & Dale, 2009). The petitioners sought nominal damages and an injunction in opposition to a regulation that the respondents had transmitted prohibiting the wearing of armbands (Farish, 1997). ... the 1st Amendment, the school district subsequently contravened the safeguards established in the 14th Amendment that guarantees that constitutional rights are extended to all citizens, inclusive of students and teachers (Gold, 2007). The Background and Issue of the Case The petitioners, John F. Tinker (15 years old) and the Christopher Eckhardt (16 years old), were High school students in Des Moines, Iowa. The other petitioner, Mary Beth Tinker, was a junior high school student and John’s sister. Subsequent to an evidentiary hearing, the District Court threw out the complaint and sustained that the prohibition was reasonable and constitutional so as to safeguard disorder of school discipline (258 F. Supp. 971 (1966). The case was discharged since the law allowed the Board to exercise its power, notwithstanding the absence of any finding of considerable intrusion with the conduct of school activities (Burnside v. Byars, 363 F. 2d 744, 749 (1966). The Court of Appeals confirmed by an evenly divided court by holding that: in putting on armbands, the petitioners were quiet and passive and were not upsetting and did not intrude on the liberties enjoyed by others. As such, their conduct was agreeable to the safeguards availed by the 1st Amendment, plus the 14th Amendment. The court also asserted that the 1st Amendment rights are applicable to teachers and students alike, subject to application within exceptional circumstances such as the school environment (Thomas & Dale, 2009). A ban on expression of opinion devoid of any evidence on the necessity to circumvent considerable meddling with school discipline or the liberties of others is not allowable under First and Fourteenth Amendments. Constitutional Question(s)/ Issue Raised by the Case The core issues centres on the

Cuban Missile Crisis Decision Making

Cuban Missile Crisis Decision Making Introduction A decision can be defined as the culmination of a thought process analysing a problem. Good decision making is vital for the well being and safety of a man. Many men who have not given it a thought have come to grief because of poor decisions. Naturally we make poor decisions all from time to time, but a man needs to rediscover himself and identify those qualities, which are critical to good decision making. Historical perspective Background After the Second World War, most of the countries in Europe and Latin America became a fertile land for proxy wars between the two superpowers, i.e. USSR and USA. While the Soviet Union campaigned for communism in their areas of influence the USA promoted liberal democratic values and capitalism. The race for world domination was such that both the superpowers escalated the nuclear arms race and always prepared for a nuclear strike in their soil from the opposing camp. Naturally, they wanted to place nuclear missiles in areas that could reach the enemy state in terms of the range of the missiles. The Cuban Missile crisis was an example of such strategies. American intelligence The crisis came to surface on 14th October 1962 when the intelligence images provided by American U2 reconnaissance flights showed some spots in Cuba which were installing and moving nuclear missiles. President Kennedy and principal foreign policy and national defense officials were briefed on the U-2 findings and discussions were held about the course of action to be taken in response to the nuclear threat. Two principal plans were formulated an air strike and invasion, or a naval quarantine with the threat of further military action. President Kennedy decided to keep the findings confidential from the public eye, so as to avoid the chaos that would follow in response to such as dangerous nuclear threat. As American military units started being deployed in bases in South Eastern US, President Kennedy’s official schedules were maintained while secret discussions were periodically held with advisers to monitor the developments and come up with strategies to diffuse the situation. During this time, Soviet Foreign Minister Andrei Gromyko in a visit to President Kennedy said that the Soviet aid being provided to Cuba were for defensive purposes and would pose no threat to the US. The US president kept the information he had about the nuclear missiles confidential. However, he also mentioned to the Soviet Foreign Minister that any threat to American national security would be dealt with in a harsh manner. Meanwhile, more images of from another U2 flight showed additional sites and the number of missiles were estimated to be between 16 to 32. American Response plans After 5 days of deliberations about the response to be taken, it was decided to go ahead with the plan to quarantine Cuba by US Navy ships. A decision to inform the American citizens was also taken. On the sixth day, President Kennedy was informed by General Walter Sweeney of the Tactical Air Command who tells him that an air strike could not guarantee 100% destruction of the missiles. To seek the advice of his predecessors former Presidents Hoover, Truman, and Eisenhower were briefed about the situation on the 7th day. The president also established the Executive Committee of the National Security Council to monitor the crisis everyday, and also informed his ally the British Prime Minister Harold Macmillan of the situation. A letter was also sent to Soviet leader Khrushchev in which President Kennedy argued about the futile effort of a nuclear confrontation which would result in a catastrophic destruction of all parties concerned as well as the whole world. The president addressed the American citizens about the situation the same day in a televised conference. On the 23rd of October, the USA starts diplomatic maneuvers to gather international support against the aggression of the Soviets. Assistant Secretary of State for Inter-American Affairs Edwin Martin seeks a resolution of support from the Organization of American States. Ambassador to the United Nations Adlai Stevenson lays the matter before the U.N. Security Council. In this period, the American ships of the naval quarantine fleet move into place around Cuba. Soviet submarines threaten the quarantine by moving into the Caribbean area. However, Khrushchev orders Soviet ships on their way to Cuba to stop in the Atlantic about 750 miles away. This prevents a confrontation but, the oil tanker Bucharest continues towards Cuba. In the evening Robert Kennedy meets with Ambassador Dobrynin at the Soviet Embassy. Russian Response and American Counter response On the 24th of October the Soviet premier sends a letter to President Kennedy. President Khrushchev’s response to the letter sent by US president Kennedy indicated that the Soviets were not willing to take away Missiles and blamed the US for showing aggression by carrying out a naval quarantine. According to the Soviets, the US was trying to intimidate them by threatening to use force against the Soviet ship thereby, endangering international peace. The next day, Kennedy writes a letter to Khrushchev to urge him to step down. He had been briefed that some of the missiles in Cuba had already become operational. Meanwhile, the U.N. tries to negotiate a settlement by suggesting a short period for cooling down the tension. However, it is rejected by the US because the missiles could be deployed at any time given that it had already become operationally ready. U.S. Ambassador Adlai Stevenson in a debate at the Security Council shows the photographs of the missiles in presence of the Soviet ambassador Valerian Zorin. The US president also orders his Air Force to increase the number of flights over Cuba from once a day to twice a day, so as to gather more intelligence.Photographic evidence shows accelerated construction of the missile sites and the uncrating of Soviet IL-28 bombers at Cuban airfields. During this period Cuban president Fidel Castro urges the Soviets to initiate a nuclear first strike, but Khrushchev is not prepared for a nuclear war. So, he sends a letter to Kennedy with an offer to remove the missiles if the Americans agree to lift the quarantine along with a promise that it will not invade Cuba. American intelligence in this period shows that construction activities of missile sites are progressing at an alarming speed, so the USA starts discussing about invading Cuba to control the missile sites. However, they become concerned that invading Cuba would definitely result in a war that could turn nuclear. On the 12th day of the crisis another letter from Moscow is received in Washington. This letter demands the removal of American missile from Turkey in exchange for removal of missiles from Cuba. Deliberation in Washington decides to ignore this second letter and respond only to the previous one. At the mean time the American Air force is kept in high alert to be ready for an invasion, if it is decided. Later that night, Robert Kennedy, President Kennedy’s confidante meets secretly with Ambassador Anatoly Dobrynin where it is agreed that the Soviets would remove the missiles under United Nations supervision in exchange for an American pledge not to invade Cuba. Theories used in crisis decision making Rational actor model Rational actor model attempts to describe a states behavior as that of a perfectly rational individual, who is normally assumed to have perfect situational knowledge, and who attempts to optimize whatever values/goals are sought in a given situation. (Slantchev, 2005). The basic assumption of this model is that in a difficult situation nation consider all options and act rationally to maximize their utility. Under this model: Governments are treated as the primary actor. The government examines a set of goals, evaluates them according to their utility, then picks the one that has the highest payoff. The action is chosen as a calculated solution to a strategic problem Explanation consists of showing what goal the government was pursuing when it acted and how the action was a reasonable choice given the nation’s objective The formal way of defining rational actor model is by using four key concepts.In order to determinethe possible cause of actions of nations following criteria must be analyzed. Scrutinize reading of this concept also reveals the process of development of decision by national leader. (1) The Goals and Objectives of the Nation, (2) The Alternatives, (3) The Consequences, 4) The Choice the nation made Organization process model An organizational process model is one of the decision making model in which there is time and information limitations and Decision makers involved does not seek an optimal solution rather attempts to find a solution which achieves a set (minimum) goal, and minimizes risk of failure. The organizational model focuses mainly on four concepts On the type of group and office involved Type of information The task being done The task that the groups are actually capable of doing This model attempts to forecast thefuture activities of organization based on its present activity. The organizations involved in the decision making were military, Intelligence, White house. The personnel involved were some core group decision makers. The type of information that the group got was from the CIA efforts of collecting data on Cuba and a standard protocol that planned airreconnaissance in the Cuban air space .The detail information about the presence of missile proved to be important. But there were also criticism that the information provided was not in time Kennedy chose the option of naval blockade in Cuba. It was made possible by the factthat, A big and strong navy already existed in U.S. and Navy had already prepared and rehearsed a comprehensive operational plan. The organization process model attempts to define action that is otherwise not described by rational actor model. It explains all the actions during the crisis are not only the result of rational decision making but also the consequence of normal organizational processes. For example, in Cuban missile crisis, the strategy of Russians was different at different time period. While the ships were being taken to Cuba, the secrecy and camouflage was given the highest priority. But once the ship reached Cuba, there priority shifted on building missile bases. The government politics model The third model is recognized as thegovernmental politics model or bureaucratic model and is characterized by the use of various decision makers and committee leadership.(Sexton, 2007) . The Government politics model adopted by the administration of the US president highlights The personalities of individuals, Their backgrounds and Theinterdependent influences among each other in a group. President Kennedy selected the core group advisors and depended on them for taking decision. The advisors also comprised of his own brother Robert, the nations Attorney General at the time and TheodoreSorenson. Governmental Behavior Model A Governmental Behavior Model focuses on the individuals that took part in the decision making , their background , their personality traits , the level of information they had and their overall influence in overall decision making process. It emphasizes that actions may not be the result of one monolithic entity choosing the most rational action, but rather the integrated and refined effort of many people with different background, objectives, information and estimates of outcomes that were discussed and compromised. For example, Kennedy put together a committee of advisors, including his national security advisor, the head of the state department, the head of the DoD, and other acting government leaders, a former ambassador to Russia, a retired State Department administrator, and others. The Transcripts of tapes of the White House discussions, the book that were made public later clearly shows the debating and decision-making process. It includes how various members of the discussi on brought up ideas, changed sides, and fused their ideas together.. (John, 2010) Small group model In the Cuban missile crisis, The decision making process reflected the small group model . The decision was solely made by the EXCOMM and the president. This model emphasize on the need for secrecy, decisiveness in policy making, speed and an extraordinary degree of liquidity in the flow of information to and from the White House.(Gopalan, 2014). President Kennedy created the Executive Committee of the National Security Council (EXCOM) to advise him on the Cuban Missile Crisis. The EXCOMM was formally established by National Security Action Memorandum 196 on Oct 22, 1962. Outcome of Cuban missile Crisis Kennedy certainly came out of the crisis with a reputation greatly enhanced in the west. Khrushchev, for his part, was deemed by his colleagues to have suffered a humiliation, and the crisis was one of the issues that led to his being deposed in October 1964. They both have showed responsible leadership and a means to find a peaceful resolution. They both have rejected hard-line advices and were careful not to escalate the crisis. Khrushchev might even be said to have shown greater courage in making what was publicly seen as the larger concessions. In the aftermath of the crisis they both worked to improve relation and prevent a recurrence of such a confrontation. The â€Å"hotline† allowing direct communication between both leaders was installed and the Partial Test Ban Treaty of September 1963 signified a 1st step towards arm control. Kennedy’s hope to build on these steps, brutally ended by his assassination in November 1963, further heightened his statesman- like image. However both men had acted recklessly in bringing the crisis about. Khrushchev and Castro should have realized the danger of secretly introducing nuclear weapons into Cuba. They could not be kept secret, and the US reaction should have been predictable. Conventional forces, perhaps a couple of Soviet armored brigades, should have been enough to deter a US invasion of Cuba, without risking a major confrontation. And Kennedy could have too secretly requested to remove the missile, might have avoided a confrontation. Finally, the world was fortunate that the greatest crisis of the Cold War era was deescalated. If the technology advances have made missile launch shorter and submarines quitter and when decisions could be made in minutes, the consequences could easily have been catastrophic. After the Cuban Missile Crisis both sides were careful to avoid such circumstances. One Missile Crisis was enough. Bibliography Allison, G. P. (1999). Essence of Decision. New York: Longman. http://en.wikipedia.org/wiki/Bureaucracy Cuban Missile crisis. (2014). Retrieved April 18, 2014, from HISTORY: http://www.history.com/topics/cold-war/cuban-missile-crisis Cuban Missile Crisis. (2014). Retrieved April 23, 2014, from John of Keneddy Presidential Library and Museum.: http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx. Elite theory. (2014, 25 April). Retrieved April 30, 2014, from Wikipedia: http://en.wikipedia.org/wiki/Elite_theory Essence of Decision. (2014, May 03). Retrieved May 03, 2014, from Wikipedia: http://en.wikipedia.org/wiki/Essence_of_Decision Gopalan, K. (2014). Kennedy and the Cuban Missile Crisis. Retrieved April 24, 2014, from FOREIGN POLICY JOURNAL : http://www.foreignpolicyjournal.com/2010/08/16/kennedy-and-the-cuban-missile-crisis/ John, M. (2010, January 12). Essense of Decision: Explaining the Cuban Missile Crisis. Retrieved april 23, 2014, from Essense of Decision: Explaining the Cuban Missile Crisis: http://marieljohn.blogspot.com/2010/01/essense-of-decision-explaining-cuban.html L.Slantchev. (n.d.). Chapter 13. Decision Making in Politics. . Retrieved April 24, 2014, from The Challenge of politics , the introduction of political science: http://college.cqpress.com/sites/challenge/Home/chapter13.aspx 1

Cellular Reproduction :: science

Cellular Reproduction Cellular Reproduction is the process by which all living things produce new organisms similar or identical to themselves. This has to happen because if a species were not able to reproduce, that species would quickly become extinct. Reproduction consists of a basic pattern: the conversion by a parent organism of raw materials into offspring or cells that will later develop into offspring. The reproductive process, whether asexual or sexual always involves an exchange in hereditary material from the parents so that the new organism may also be able to reproduce. Reproductive processes can be categorized into either asexual reproduction or sexual reproduction. Asexual reproduction is any form of reproduction that does not require the union of male and female reproductive material (sperm or egg). Most single celled organisms reproduce by the asexual process known as fission, which is commonly called mitosis. Fission is The splitting of a nucleus into two roughly equal parts accompanied by the release of a pretty large amount of energy. Interphase, the first phase of the cell cycle and also the phase before mitosis, starts as soon as the cell is born. Interphase is broken up into three phases, G1, S, and G2. During the G1 phase, the cell increases in mass except for the chromosomes, which stay the same. Protein synthesis is also occurring during this phase. If a cell doesn't divide further, it remains in the G1 phase. Next is the S phase, in which the mass of the cell continues to increase, and DNA is duplicated, and then the chromosomes divide. During the G2 phase of Interphase, the cell becomes double its mass at birth, the chromosomes beg in to shorten and coil, and the centrioles appear, the cell is now ready to enter into mitosis. In the first phase of mitosis, prophase, the chromosomes become visible and the centrioles split in half and then move to opposite sides of the cell. At this point chromosomes have formed into two chromatids separated by a structure called a centromere. Spindle fibers are barely visible. During metaphase, the second phase of mitosis, the two chromatids line up along the equator of the cell. Each chromatid has its own spindle fiber. Next comes the third phase of mitosis, Anaphase, in which the centromeres break in half, causing each of the two chromatids to start to be pulled to different sides of the cell.

Educating African American Men

  In the last quarter century, the social and economic status of the African American male in the US has been described to be steadily deteriorating (Johnson, Farrell, & Braithwaite, 2001).   Ã‚  There are an estimated 18 million African American men in the US today, but majority of this number encounter problems and challenges unique to the African American community (Independent Lens, 2007).Numerous studies have shown that the rates of school failure, unemployment, homicide, incarceration, and other anti-social behaviors for African American males far exceed those for their Caucasian, Hispanic, and Asian male counterparts (Johnson et al., 2001).Statistics from the Bureau of Justice show that African American victimization rates in 2000 alone were higher by 20% as compared to those in the general population, while homicide rate for African Americans have been 5 times higher than that of the general population for several decades.Homicide has been the primary cause of death for A frican American males between the ages of 15 to 34.   And while the percentage of African American men graduating from college has almost quadrupled since the passage of the 1964 Civil Rights Act, more and more African American males are earning their high school equivalency diplomas in prison each year instead of graduating from college (Independent Lens, 2007).The Bureau of Justice Statistics further provide that less than half of African American boys graduate from high school four years after entering the ninth grade.   More than half of the US’ 5.6 million African American boys (below 18) live in fatherless households, 40% of which are impoverished.And while the ranks of professional African American men have experienced a huge increase in the last four decades (for instance, as of 2004 there were 78,000 African American male engineers, which was a 33% increase in 10 years), 840,000 African American men remain incarcerated, with the chances of an African American boy serving time increasing nearly threefold in the last three decades (Independent Lens, 2007).Related studies further support the evidence presented by the Bureau of Justice Statistics.  Ã‚   Edelman and Offner (2006) in their study indicate that in inner cities, more than half of all African American men do not finish high school.   In 2000, 65% of African American male high school dropouts in their 20s were jobless – meaning, they were unable to find work, or were not seeking work, or were incarcerated.   By 2004, the number of jobless African American men increased to 72%, compared to 34% for Caucasian men, and 19% for Hispanic male high school dropouts.   In 2004 as well, half of African American men in their 20s were jobless, and these numbers unfortunately included African American men who had earned their high school diplomas (Edelman & Offner, 2006).Furthermore, the movement of the labor force away from factory-based jobs has left unskilled workers of all races with fewer and fewer job options.   As of 2004, 50% of African American men in their 20s who did not have a college education were jobless, while 72% of African American male high school dropouts remained jobless (Western, 2006).These staggering statistics perhaps sadly reflect the difficult life that many African American men in the US have to face.   The inequality and punishment that lower-income African American men must deal with on a daily basis has been much documented in many studies.These economic and social challenges may be rooted in the African American subculture, and would require an extensive analysis of the cultural patterns and behaviors.The statistics showing the unemployment rate of lower-income African American males have also shown that they do not receive the same kind of opportunity that their Caucasian counterparts may have – however, the statistics also show that this status of being unemployed may be largely attributed to the lack of education o f the African American male.Dropping out of high school, not completing a college education, incarceration – all these are factors which contribute to the social and economic deterioration of the African American male.As a way of addressing this social and economic deterioration of the African American male, this study will attempt to draw up a learning community which will allow for the African American adult male to achieve his fullest potential.  Ã‚   The paper will seek to establish a system of adult education wherein African American males may have the opportunity to elevate and improve their social and economic status in society.Section 11.  Ã‚  Ã‚  Ã‚   Background  Subsection 1.1.1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Definition of a Learning CommunityThe concept of a â€Å"learning community† involves two distinct words which have been used in varying but traditionally separate contexts (â€Å"Learning Community – A Definition,† 1998).   The Encyc lopà ¦dia Britannica defines learning as â€Å"the alteration of behavior as a result of individual experience.   When an organism can perceive and change its behavior, it is said to learn† (â€Å"Learning,† 2007).On the other hand, TheFreeDictionary defines community as â€Å"a group of organisms or populations living and interacting with one another in a particular environment.   The organisms in a community affect each other’s abundance, distribution, and evolutionary adaptation† (â€Å"Community,† 2007).Taking the two definitions together, a learning community can then be understood to be an environment wherein a population lives and interacts with each other in order to perceive and change their behavior.Within the academic setting, more specific definitions of a learning community have been provided for in previous research studies.  Ã‚   The concept has been defined as something located in the context of education for the young â€⠀œ 4 or 5 years old until 17 years old – as composing â€Å"a group of students and at least one educator who, for a while and motivated by common vision and will, are engaged in the pursuit of acquiring knowledge, abilities and attitudes† (â€Å"Learning Community – A Definition,† 1998).Kowch and Schwier (1997) in their study defines a learning community as â€Å"a collection of individuals who are bound together by natural will and a set of shared ideas and ideals† (p. 1) and as composed of â€Å"autonomous, independent individuals engaged by influencing each other with a learning process† (Kowch & Schwier, 1997, p. 1).Cross (1998) provides for a similar definition of learning communities as â€Å"groups of people engaged in intellectual interaction for the purpose of learning† (p.4).In her outline, Kirby (2000) identifies different types of learning community models: · Technological learning community.   This model involves stu dents who are connected through technological communications.   The educational program, which is linked to schools, is offered online to students. ·Community education involvement.   This model involves entire communities participating in the operation of public schools and their educational outcomes. ·Cohort learning community.   This last model identified by Kirby involves students who go through an entire educational program or set of courses as cohorts.   Student cohorts are students â€Å"commencing a course of study in a particular year with a particular higher education provider† (â€Å"Glossary A-Z,† 2007).A cohort learning community may be presented in different ways: 1) college undergraduate students with the same major housed in the same dorm, with special arrangements provided for group study; 2) courses taught as a unit, whether for a semester or a school year, with the same students enrolled in each of the classes in the unity; 3) students be ginning an academic program together, being exposed to the same knowledge base, and eventually graduating together (Kirby, 2000).Each of these three learning community models may be applied in various ways and at various educational levels.   Past studies on learning communities have also identified different learning community models.   For instance, Shapiro and Levine (1999) categorized learning community models as paired/clustered courses, freshman interest groups, team-taught programs, and/or residential learning communities.On the other hand, Lenning and Ebbers (1999) categorized learning community models as curricular, classroom, residential, and student-type.  Ã‚   In their study, Freeman, Field, and Dyrenfurth (2001) integrate these previous models and have come up with four general categories for learning community models: ·Collateral course-based learning community model.   This category is identical to Kirby’s (2000) cohort learning community model.   S tudents may take two or more courses together as a cohort group.   This model may involve only two classes or the students’ entire course program for one or more semesters.   Educational programs may be discipline-based or cross-disciplinary theme-based. ·Residential learning community model.   Again, this is similar to Kirby’s (2000) cohort learning model, in that students live together in the same house or dormitory.   Unlike Kirby’s model however, this model proposed by Freeman, et al. (2001), does not necessarily require that the students take common classes or the same course.According to Shapiro and Levine (1999), the residential learning community model integrates the living and academic environment of the students involved. ·Freshman interest groups.   This learning community involves entering a freshman with a particular subject interest, not necessarily in the same major, and allowing the freshman to take grouped or linked courses around that specific area of interest. ·Student-type learning community model.   This learning model, such as honor students, and students with disabilities.   It may or may not involve common courses or living arrangements (Freeman et al., 2001).For purposes of this paper, it is important to understand the definition of a learning community since the latter basically pertains to a group of learners.   In this case, the particular group of learners are African American male adults.   It thus becomes relevant to provide a background on what a learning community is in order to understand how to set about developing an appropriate learning community for African American male adults.It is noteworthy to point out that application of one learning community model does not necessarily mean the exclusion of another model or models.  Ã‚   According to Freeman et al. (2001), a learning community may be structured by following either one model or a combination of models, or even an entirel y new and different model.There is no required or strict standard which must be followed since the needs of the student population or target audience will necessarily vary per environment.  Ã‚   Rasmussen and Skinner (1997) in their landmark study on learning communities provides for the following insight:â€Å"The best design will depend on [the] institutional environment and the specific disciplines to be integrated as well as the characteristics of the faculty and students who will participate.The goal is to provide a richer range of learning experiences to our students and contribute to a more vibrant and supportive campus environment for students and faculty alike† (Rasmussen & Skinner, 1997, p. 15).Regardless of the learning community model selected however, the essence of a learning community should be producing a collaborative, harmonious environment between the teachers and the students.   It should allow for greater interaction of students with their teachers an d peers.   Correlational evidence shows that students who participate in learning communities display more intellectual growth and get more out of their education than less involved students (Cross, 1998).

Cost Reduction Strategy The WritePass Journal

Cost Reduction Strategy Introduction Cost Reduction Strategy ). Horizontal integration Supermarkets have economies of scope when they offer a variety of products or services that do not comprise the usual basic goods and services available in supermarket stores (Abernathy et al, 2000). Such products and services may include ready cooked meals, financial services (such as retail banking), fuel stations, clothing and furniture, among other diverse provisions through a single service infrastructure, the store. These not only meet today’s busy shopper’s preference for a one-stop shop, but also lead to the provision of a complementary variety of products concentrated on the supermarkets core competence (Hines et al, 2004). This results in the distribution of costs over a wide and diverse range of products resulting in overall savings. The expansion of stores such as Morrisons, Tesco and Sainsbury into various service-provision segments (demand-driven diversification) so as to appeal to the modern consumer illustrates this strategy (Morrisons, 2012). A supermarket chain may also pursue related diversification building upon and extending existing capability, resources or expertise to achieve greater competitiveness. Cost savings are enabled when a business transfers expertise in one business to a new business, as well as in the businesses sharing operational skills and know-how, facilities, equipment or other existing assets including intangible assets such as corporate core competence (Handï ¬ eld and Nichols, 2002). This can be illustrated by the entry of supermarket chains such as Morrisons, Tesco and Sainsbury into the convenience store segment in pursuit of customer preference for smaller stores and small frequent shopping trends. This venture is in order to supplement waning revenues of larger stores (Morrisons, 2012). Outsourcing The progress of the general-purpose technology such as information technology (IT) enables the reduction of market transaction costs which leads to increased capacity for outsourcing (Abernathy et al, 2000). Outsourcing for a supermarket chain may entail contracting suppliers to undertake time-consuming and logistically challenging tasks such as warehousing and distribution, as well as new services such as the ready-cooked food segments. Such a strategy is necessitated if the existing mode of in-house performance of these tasks is more costly than obtaining it through market transactions or some form of long term contractual relationship (Hines et al, 2004). Efficiency is thereby enhanced in the conduct of the supermarket’s core activities, reducing costs associated with outsourced tasks and enhancing potential revenues increases. Product or service redesign Many supermarket chains are seeking to tap into new segments such as the online marketplace not only to meet customer preferences but also to reduce costs associated with its usual processes (Abernathy et al, 2000). In this customers order for product items which are then sent to their stated locations cutting off a number of processes that were hitherto undertaken thereby enabling significant savings. Morrisons, Tesco and Sainsbury, among other supermarket chains are pursuing such new market segments in pursuit of enhanced competitiveness and customer preference (Morrisons, 2012). Airline We consider an airline whose business provides basic services of passenger travel including scheduling, preparation and planning for flights, check-in, actual flight to destinations, and customer service. Pursuit of scope economics, outsourcing and product or service redesign which are the cost reduction methods focused upon in this paper are herein discussed with regard to an airline business. Economies of scope In this regard, vertical and horizontal integration mechanisms are discussed outlining their contribution to cost reduction. Vertical integration Vertical integration for an airline may entail the uptake of activities beyond its usual scope such as ticketing commonly undertaken by local service providers along its supply chain. Progress into such fronts is greatly enhanced by developments in internet technologies which enable customers to book flights, buy and print out tickets online, reducing the need for staff and investment on facilities dedicated to this task (Abernathy et al, 2000). This removes the costs of commissions paid out to the service providers as well as related organizational costs resulting in cost savings and greater efficiency. Horizontal integration To achieve economies of scope and thereby reductions in cost, an airline might venture into the cargo segment, customizing some of its existing planes for this purpose and delegating some staff under its organizational structure to run processes associated with cargo handling and transport. Through this related diversification of operations, the firm is able to build upon or extend its existing capability, resources or areas of expertise to achieve greater competitiveness (Handï ¬ eld and Nichols, 2002). An airline could also pursue mergers or scope acquisitions, to enhance or extend its product portfolio. This is a common trend in the industry with airlines frequently collaborating and coordinating their activities to achieve efficiency gains as well as to widen their geographical markets, reaching to routes across the globe and specific markets served by partner airlines which might not be feasible for it as a single entity (VBA, 2011). It has also become a common trend for airlines to invest in hotels and other facilities in the hospitality industry so as to tap onto an existing demand, as well as to reduce their costs in cases of delays and other unforeseen circumstances which usually result in added costs for the airline. This strategy turns the airlines previous challenges into strengths, as well as providing a revenue stream from related divestiture. Horizontal integration can be illustrated by Virgin airlines in its strategic alliances with Etihad Airways and Delta Air Lines which enhance its reach to the TransPacific Los Angeles route and the Abu Dhabi route, its gateway to Europe, Africa and the Middle East, with the collaboration benefiting all the partner airlines (VBA, 2011). Outsourcing Outsourcing for an airline is undertaken to streamline operations and enhance service quality (Wynstra et al., 2001). Tasks such as aircraft maintenance and ground support, as well as food processing for service on-board are labour-intensive and specialized tasks that can be outsourced if costs of contracting them are favourable. This would enable the airline to enhance focus on customer service and operations related to flight reducing overheads and other cost requirements. An example is Navitaire, a service supplier for airlines, which offers an extensive global distribution suite enabling low-cost reservations which has enabled the improvement of profitability especially among the low-cost airlines using the service, lower operational and distribution costs   and generation of ancillary revenues (Abernathy et al, 2000). Product/service redesign To enhanced service offerings in the competitive business environment and, as well, to rein in on rising costs, it is incumbent upon airline companies to conduct frequent network reviews, fleet realignments, operational integration so as to ensure that they remain profitable, effective and efficient in their processes. The company in the redesign and realignment should be bold enough to undertake thought-out exit from the non-profitable routes lowering its liabilities and costs. An example is Virgin Australia’s endeavour at restructuring in 2011 following its poor performance evident in its 2010 financial results (VBA, 2011). Conclusion For sustainability, the aim of the cost-cutting strategy is to maximize efficiency without compromising growth potential. To achieve this, companies need to identify core competencies upon which focus is enhanced and efficiency improved, with the non-core functions being trimmed and consolidated to achieve reduction in unnecessary costs (Hines et al, 2004). Such savings can be reinvested in critical assets, enhancing core competencies and thereby improving overall efficiency. References Abernathy, F., J., Dunlop, and J., Hammond, 2000. â€Å"Retailing and supply chains in the information age.† In: Technology in Society, Vol. 22, pp. 5-31. Campbell, A., 1992. Building Core Skills. In: Andrew Campbell and Kathleen Luchs: Strategic Synergy. London: Butterworth Heinemann. Handï ¬ eld, R., and E., Nichols, 2002. Supply Chain Redesign: Transforming Supply Chains into Integrated Value Systems. Financial Times. Prentice-Hall, Englewood Cliffs, NJ. Hill, M., R., Ireland, and R.., Hoskisson, 2001. Strategic Management: Competitiveness and Globalization. Fourth Edition. South-Western College Publishing, Hines, P., M., Holweg, and N., Rich, 2004. â€Å"Learning to evolve: a review of contemporary lean thinking.† In: International Journal of Operations Production Management, Vol. 24 No. 10, pp. 994-1012. Morrisons, 2012. Food with thought: Corporate responsibility review 2011/12. Wm Morrisons Supermarkets PLC. Sanchez, R., 2000. â€Å"Modular architectures, knowledge assets and organizational learning: new management processes for product creation.† In: International Journal of Technology Management, Vol. 19, No 6. Salvador, F., C., Forza, and M., Rungtusanatham, 2002. â€Å"Modularity, product variety, production volume, and component sourcing: theorizing beyond generic prescriptions.† In: Journal of Operations Management, Vol. 20, pp. 549-75. Silverman, B., 1999. â€Å"Technological resources and the direction of corporate diversification: Toward an integration of the Resource-Based View and Transaction Cost Economics.† In: Management Science, 45 (8), 1109–1124. VBA financial report, 2011. Virgin Australia group of companies. 30th June. Viewed from: virginaustralia.com/au/en/about-us/media/2011/VA-FY11-ASX/ Womack, J., and D., Jones, 2003. Lean Thinking, 2nd ed., Free Press Business, London. Wynstra, F., A., Weele, and M., Weggemann, 2001. â€Å"Managing supplier involvement in product development: three critical issues.† In: European Management Journal, Vol. 19 No. 2, pp. 157-66. Hampson, , 1999. â€Å"Lean Production and the Toyota Production System: the Case of the Forgotten Production Concepts.† In: Economics and Industrial Democracy, Volume 20: 369-391

Geophysics essays

Geophysics essays Being a geophysicist is a very interesting career. It has many of the job qualities that I want. I would only work with a select few and it is outdoors. If I work hard I can become quite wealthy too. There are many duties included in being a geophysicist. I may have to investigate and measure seismic, gravitational, electrical, thermal, and, magnetic, forces, affecting the earth. For this I may have to use drafting tools, seismic graphs, explosives, or maps, charts, or computers. Geophysicists often work outdoors, exposed to all of the elements. They often go onto boats or aircrafts. Geophysicists may work as part of a team but may work alone part of the time. They can only work when the correct weather is about. If you become a geophysicist, you may have to travel. There may be heavy lifting involved in this line of work. The amount of schooling needed is at least a Bachelors Degree. Math and science would be the main type of classes you need to take. Other classes needed would be careers, communications, computers, and technology. With being a geophysicist, you will have to work all year round. Due to many agencies, there is a wide job market. Due to a growing demand for oil and gas, agencies are spread all throughout the United States plus all of the foreign countries that are rich in oil and natural gasses so that geophysicists may be employed anywhere in the world. The starting salary is very good at $25,705 to $44,970. A select few of the top geophysicists make $100,000. I hope that if I succeed at this job, I can retire early and accomplish any of my dreams. I like many things about this job. Explosives draw me in the most, since I love to find how hard objects are to break. Also I would enjoy the math, science, computers, and salary. There isnt that much that I dont like but those few are working with people and traveling away from my family. This job is very appealing t...

Stress and work Essay Example | Topics and Well Written Essays - 1500 words

Stress and work - Essay Example Work is necessary to earn income to support man’s basic needs and to give one of the privileges for leisure. The objective of this essay is to discuss the results obtained from three assessments required to be completed in relation to conflict resolution, healthy behaviors, and barriers to behaving healthfully. The assessment for health behaviors covers six sections: safety; alcohol, tobacco and drugs; sexual behavior; eating habits; exercise and fitness; and stress control. Concurrently, a stress management technique focusing on diverse kinds of meditation is suggested to be practiced during the course of the exercise. A discussion of the expectations prior and after engaging in the activity would likewise be presented. The kinds of meditation one can select from are as follows: nadam, mantra, koans, pranayama, napanasati. Conflicts arise when the interests of people do not coincide. A number of approaches have been developed to resolve conflicts between individuals and groups. They range from avoidance strategies to third-party mediation and intergroup training. Conflicts cannot actually be eliminated. However, its scope and intensity can be controlled. The assessment on conflict resolution revealed that I basically resolve conflicts through compromise. I got a score of 26. I agree with the results in terms of engaging in mutual exchange of concessions to arrive at a decision which is amenable to conflicting parties. I would not like to impose terms which would be detrimental to the other party – as I would likewise not like to be at the disadvantaged end. I perceive this method of conflict resolution the fairest as the solution is acceptable to both sides. The scores to the following assessments are itemized as follows: 1. Safety – 90; 2. Alcohol, tobacco and drugs – 99; 3. Sexual behavior – 90; 4. Eating habits – 75; 5. Exercise and fitness – 69; and 6. Stress Control – 85. Therefore, I garnered excellent

RCT Appraisal Article Example | Topics and Well Written Essays - 750 words

RCT Appraisal - Article Example The study explores the various support services that are offered within the hospital to parents who have lost their child during or after birth. The hospital staffs play a vital role in helping the parents especially the mother to fully understand the cause and significance of the death of their child which would greatly help them to come to terms with the loss. The study analyses the current services that are being offered and also provides recommendations to improve the quality of support provided to mother who have lost their children due to stillbirth or neonatal death. This is an exploratory research as there is no evidence of prior research conducted on the experiences of bereaved mothers at Gauteng. The interviews were conducted by the one of the study authors and the respondent details, requirement of support, services that is being provided at the hospital including formal services such as counseling and suggestions for improving the present services were collected. No conflict of interest has been identified. The purpose of the study was to analyze the support services that are being offered to mothers who have lost their child due to stillbirth or neonatal death by hospital staff and to determine whether these services are sufficient. To include any recommendations provided by the mothers included in the study and other suggestions to improve the quality of hospital services in such cases. The study design included both quantitative and qualitative approaches with the quantitative approach more dominant than the later. A one-shot case study was employed by which a single group of mother who had the same experience were selected and research was conducted through as series of semi-structured personal interviews on the nature of the support services that are provided with the hospital and their suggestions to improve the present services were also incorporated. As the interviews were structured the quantitative data