An Obsession the World Doesn’t Share Essay

In his essay, â€Å"An Obsession the World Doesn’t Share†, Roger Cohen describes in detail the way other countries view the actions of the United States Government and President Bush (New York Times, 2004). Mr. Cohen’s main idea throughout the article is how the United States government is reacting, or not reacting, to world issues due to the focus on 9/11/01. The author uses countries such as South Africa, and Brazil to make his point that these countries are facing severe problems and the USA, which has always been seen as a â€Å"helping country† is now focused on terrorism. Supporting viewpoints of his main idea are the fact that in Canada, a recent statue of President Bush was erected in the same form as Iraq’s past leader, Sadaam Hussein. In addition, the author notes the AIDS epidemic in South Africa; and the economic factors in Latin America. Mr. Cohen continues his main idea by making the suggestion that any good the USA government has done (i. e. – giving money to support AIDS education), is overshadowed by the fight on terrorism. Mr. Cohen’s point in this article is to inform Americans about how the rest of the world views their country. His central argument seems to be that despite the good our government has done, it is completely overshadowed by our dire need to revenge for 9/11 terrorist attacks. The author uses facts to back up his argument from what seems to be reliable sources, such as the government of these nations, and Ambassadors for these countries. The tone of this article is informative, the author presents his arguments without bias and his personal judgments are few. The author uses a logos appeal, presenting his argument as a logical, reasonable one. Although it does not appear that there are many weaknesses in his argument, some information is excluded, namely that of President Bush’s view, because Bush’s view was not clearly stated, this alone may make the author slightly biased towards the other countries, who are in effect asking for our help. This writer accepts Mr. Cohen’s argument. I believe that all the good the USA may be doing for other countries, IS overshadowed by what seems to be revenge for not only 9/11 but for the Gulf War as well. The fact that our government is intent on punishing Middle Eastern countries, which had little or no involvement in 9/11, speaks volumes about what is important (fighting and not assisting). In this article, the author states, â€Å"The problem is the perception that Bush uses immense power in an egotistical way. (NY Times, 2004) This writer strongly believes this to be the truth as evidenced by the fact that Hussein of Iraq was a main focal point of the terrorism instead of the one who committed the crimes (Bin Laden). As assumed from this article, President Bush is not well-liked by other countries and even Americans are growing tired of Bush’s so-called priorities. In sum, Mr. Cohen has presented an aptly named title of how the world negatively views our government. Unfortunately, most Americans do not differ on this viewpoint.

Incident of the French Camp

Incident of the French Camp Reference to Context Introduction These lines have been extracted from the poem Incident of the French Camp written by Robert Browning. The poem describes an act of chivalry, gallantry, patriotism and sacrifice on the part of a young French Soldier. The French Army had attacked the German city of Ratisbon. After they had achieved triumph, the news of the victory was conveyed to the Emperor Napoleon Bonaparte by that young soldier who was brimming with pride and glory although he was on the verge of death. Thereafter, the wounded soldier breathed his last.Lines YOU KNOW, WE FRENCH STORMED RATISBON: A MILE OR SO AWAY, ON A LITTLE MOUND, NAPOLEON STOOD ON OUR STORMING DAY; WITH NECK OUT-THRUST, YOU FANCY HOW, LEGS WIDE, ARMS LOCKED BEHIND, AS IF TO BALANCE THE PRONE BROW OPPRESSIVE WITH ITS MIND. Explanation In the lines given for explanation, the poet is describing the scene of the French attack on the German city of Ratisbon. Marshal Lannes led the French a ggression in the year 1783. On that occasion, the French emperor Napoleon stood on a hillock just a mile away from the scene of the onslaught.He appeared to be in a pensive mood. He had his neck sticking out and his legs were wide apart. He had his arms joined behind his bark and a cloud on his brow was quite visible. It seemed that something very important was weighing upon his mind and he was perhaps working out his future strategy and line of action. Lines JUST AS PERHAPS HE MUSED, MY PLANS THAT SOAR, TO EARTH MAY FALL, LET ONCE MY ARMY. LEADER LANNES WAVER AT YONDER WALL,’- OUT ’TWIST THE BATTERY SMOKES THERE FLEW A RIDER, BOUND ON BOUND FULL-GALLOPING; NOR BRIDLE DREW UNTIL HE REACHED THE MOUND. ExplanationThese lines bring to light the contemplative nature of Napoleon, and the courage and enthusiasm of the young soldier who was heading towards him to convey the good news of victory. Napoleon was lost in his thoughts pondering over the events of the days to come. All his future planning depended upon his success at Ratisbon. He was eagerly waiting to see the French flag flutter over the German City. As he concentrated upon his future strategy, he observed a young French soldier rushing towards him, riding at top speed. The rider pierced through the blanket of smoke.He came straight to the place where Napoleon was standing and was waiting to receive the good tidings. Lines THEN OFF THERE FLUNG IN SMILING JOY, AND HELD HIMSELF ERECT BY JUST HIS HORSE’S MANE, A BOY: YOU HARDLY COULD SUSPECT – (SO TIGHT HE KEPT HIS LIPS COMPRESSED, SCARCE ANY BLOOD CAME THROUGH) YOU LOOKED TWICE ERE YOU SAW HIS BREAST WAS ALL BUT SHOT IN TWO. Explanation In the given lines, the poet appreciated the heroic behaviour of the young soldier. Although he was fatally wounded, he displayed extraordinary courage, confidence and self-control. He jumped off his horse and stood at attention before his chief.His mouth was full of blood but he had his lips so ti ghtly sealed that not a drop of blood oozed out of it. He maintained his cool and composure, and with confidence and chivalry, conveyed the cheerful news of victory. One could never realize that the young soldier’s breast was shot into two unless one has very keen and observant eye on him. Lines ‘WELL, CRIED HE, ‘EMPEROR, BY GOD’S GRACE WE’VE GOT YOU RATISBON! THE MARSHAL’S IN THE MARKET-PLACE, AND YOU’LL BE THERE ANON TO SEE YOUR FLAG-BIRD FLAP HIS VANS WHERE I, TO HEART’S DESIRE, PERCHED HIM! ’ THE CHIEF’S EYE FLASHED; HIS PLANSSOARED UP AGAIN LIKE FIRE. Explanation In the lines given for explanation, the poet is describing the way in which the young soldier informed Napoleon of their success and the reaction of the Emperor to this good news. Although the young man was in intense pain and suffering, he finally opened his lips, and with a great sense of pleasure and personal pride, informed Napoleon of the annexati on of the German City. Napoleon was delighted to learn that Marshall Lannes had reached the heart of the city and the emperor was eagerly awaited by the triumphant forces.The soldier felt a special kind of joy and pride in the fact that he, with his own hands, had flown the French flag over Ratisbon. The flag had the figure of a bird on it. Thus when the flag fluttered in the air, it seemed as though the bird on it. Thus when the flag fluttered in the air, it seemed as though the bird was flapping its wings. No sooner did Napoleon get the news of victory, a sparkle of joy and satisfaction came to his eyes. He once again started thinking about his future strategy. Lines THE CHIEF’S EYE FLASHED; BUT PRESENTLYSOFTENED ITSELF, AS SHEATHES A FILM THE MOTER-EAGLE’S EYE WHEN HER BRUISED EAGLET BREATHES: ‘YOU’RE WOUNDED! , ‘NAY’, HIS SOLDIER’S PRIDE TOUCHED TO THE QUICK, HE SAID: ‘I’M KILLED, SIRE! † AND HIS CHIEF BESIDE, SMI LING, THE BOY FELL DEAD. Explanation These lines bring to light Napoleon’s loving and affectionate behaviour towards the young soldier who was about to breathe his last. The good news of success had brought to Napoleon’s eyes a special kind of glitter which faded away no sooner had he noticed that the soldier was fatally wounded.The feelings of Napoleon at that moment were just like those of the mother eagle who gets confused when she finds her young ones badly bruised and on the verge of death. She fails to understand how to save their lives. Similarly, that maternal affection surged up in Napoleon’s heart and he inquired whether the boy was wounded. The soldier proudly declared that he felt joy and thrill in giving his life for his country. There was a smile of pride and satisfaction on the young soldier’s lips as he fell dead near his emperor’s feet.

Compare and contrast obama and mc cain Essay Example | Topics and Well Written Essays - 1500 words

Compare and contrast obama and mc cain - Essay Example President Obama went to high school in Hawaii, and attended college at Columbia University in New York. At Columbia, Barack attained his B.A. in political science with a specialization in International Relations. (Wikipedia 2009, 1) Later on, after being a community organizer for awhile on the South Side of Chicago—helping Blacks, Latinos, and whites in the midst of an economic crisis due to steel mill closures—Barack decided to attend law school. Barack matriculated to Harvard Law School in 1988. He was selected as the first Black student to become the head of the Harvard Law Review. (Wikipedia 2009, 1) For twelve years, Barack was a constitutional law professor at the University of Chicago; for seven years, he was appointed state legislator in the Illinois Senate; and finally, for four years, Barack was a U.S. Senator for Illinois. (Wikipedia 2009, 1) Dreams From My Father: A Story of Race and Inheritance is a memoir that the President wrote telling about the time from the beginning of his life in Hawaii up until his entry into Harvard Law School. (Wikipedia 2009, 1) This book told about the challenges he had growing up in a household, where his father was a Kenyan and his white mother from Kansas raised him. In his next book, The Audacity of Hope: Thoughts on Reclaiming the American Dream, Obama based his work on a speech at the 2004 Democratic National Convention, and also was inspired by a sermon of his then-pastor, Rev. Jeremiah Wright. (Wikipedia 2009, 1) It was at the Convention that Obama first rose to national prominence, where there was talk of him becoming a Presidential contender. (Wikipedia 2009, 1) John McCain, like Obama, had a very solid educational background. McCain, like his father and grandfather, followed his male antecedents into the service of the Navy, graduating from the U.S. Naval Academy in 1958. (Wikipedia 2009, 1) McCain, also a strong writer, having written five books. His book titles are as

English Paper Essay I will upload for what is needed

English Paper I will upload for what is needed - Essay Example Terry Bisson is a fantasy author, best known for his short stories. Several of his stories are award winning. He also wrote several comic books including â€Å"Web of horror†, which is a horror comic magazine. â€Å"Bears discover fire† is one of the most preferred short science fiction stories. As claimed by the author, the story is exactly what its title suggests. Once upon a time in a place called Appalachia, all of the bears started burning bonfires in the widespread freeways. They used to assemble themselves in a circle and stare into the flame all night long. During the ritual, they intermittently get up from the fire to find barriers or hunt for firewood. The news media and police wanted to capture the occurrence and made sure they kept the local folks away from the ritual. The story begins when one family manages to get to a very close proximity of the bears’ social gathering due to a flat tire. (Whyte) The story begins with Chronicler driving with his brother and nephew, Wallace jr. to the North of Bowling Green, when he experienced a flat tire near a bear military camp. Their flash light goes out and the narrator had to change the tire in the dim glow of orange light that was coming from the torches held by two bears. â€Å"They just held the torches up, whether out of curiosity or for helpfulness, there was no way of knowing† (P:2, Bisson ) Afterwards, in the car, the narrator’s brother comments that it seemed like finally the bears had discovered fire. Use of fire is the well-built western icon of civilization and intelligence. This symbol is often used to separate humans from the animal kingdom. Fire describes humanity in a cultural level. The narrator states a number of events in the story that depict the decline of humanity in human beings. Meanwhile, bears are discovering what humanity and civilization is. One event was the disappearance of the narrator’s mother from a nursing home and

Reflections on the First Amendment Essay Example | Topics and Well Written Essays - 2000 words

Reflections on the First Amendment - Essay Example Law in society is best understood as an endeavor – a living institution performing social tasks. The legal order is more than a system of norms or rules. It is also a set of agencies responding to social needs, pressures, and aspirations. In most human interaction, people have to accept the risk that others will not do what is expected of them. Some expectations are formally recognized and can be the basis of claims of rights. Buchanan (2010, par. 2) averred that the First Amendment â€Å"was written because at Americas inception, citizens demanded a guarantee of their basic freedoms†. As a â€Å"blueprint for personal freedom and the hallmark of an open society, the First Amendment protects freedom of speech, press, religion, assembly and petition† (Buchanan, 2010, par. 3). In this regard, this essay is written to proffer at least one Supreme Court case of significance related to three of the provisions of the First Amendment. In addition, the rights and responsibilities that the Constitution provides an individual as an American citizen would be evaluated. These issues would be discussed in terms of the rationale for determining the need to discuss each case to be heard and interpreted by the Supreme Court. Finally, the essay would determine how the Supreme Court’s decision in each case continues to affect the rights of American citizens today. The First Amendment clearly and explicitly stipulated rights pertinent to speech, assembly and religion. Buchanan presented these provisions in concise and abstracted terms, as quoted to wit: â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances† (Buchanan, 2010, par. 1). The Rosenberger v. Rector & Visitors of the University of Virginia, U.S. (1995, 1) is an example of a Supreme Court

Assessment and intervention in Addiction Essay Example | Topics and Well Written Essays - 2500 words

Assessment and intervention in Addiction - Essay Example Paul, a 27 year old, has been an injecting drug user and has been presented at a local Alcohol and Drug Assessment Service, six weeks after release from prison. He opposes treatment but attendance is a condition of his parole and has numerous convictions for burglary, assault and possession of drugs for supply. Paul has been convicted for burglary, assault and possessions of cannabis, numerously. Initially, he had had a motor cycle accident at 19 and has not worked since. Since then, he has had anger and impulse control problems. Assessment reveals that Paul had no specific plans to harm anyone in particular, but possesses a firearm and states his willingness to shoot himself and others with him. The head injury also left him prone to anger, impulse control problems, short-term memory impairment, poor concentration and inability to work. Paul has a history of childhood conduct disorder and abuse of drugs and substances such as alcohol and cannabis, benzodiazepines and polydrug. He also used intravenous opioids regularly from 19 years of age and continues to use cannabis daily and occasional benzodiazepines. On direct questioning, Paul has admitted to depressive symptoms since his most recent incarceration, and met DSM IV-R criteria for a diagnosis of Major Depressive Episode over the past six weeks. The patient is also hepatitis C positive and admits to having shared needles, besides engaging in unprotected sex especially when using benzodiazepines. He has also had little contact with his family and lives with friends who use intravenous opioids on a daily basis. From the foregoing it is clear that there may have been correlations between the prevailing affairs in Paul’s social environment and his penchant for substance reliance and drugs abuse. This is underscored by the fact that Paul began to engage in drugs abuse and substance reliance at a relatively young age. Particularly, Paul has a history of childhood drugs and substances abuse of such as alcohol

Article meta-analysis Essay Example | Topics and Well Written Essays - 750 words

Article meta-analysis - Essay Example The article argues that the limited amount of earning in the labor market is implicated to the individual poverty and the difference in groups’ rates poverty. The main goal of the article was to give an alternative view of how labor markets work to generate poverty that provides that provides a richer basis for generating good policy advice. The article believes that the working class, who are the main contributors of the poverty, is seriously limited and flawed. Because of this, they provide a poor basis for generating good antipoverty policy advice (Swinton 221) Economic theory related to the issue As stated above, the article tried to expound the issue of poverty among the working class individuals from the economic point of view. The article argues that the kind of poverty affecting the working class occurs primarily due to the interaction between the supply and demand forces in a competitive market environment. It states that the difference in levels of poverty experience d by different families who are exposed to the same poverty standards occurs strictly from differences in the ownership of or willingness to supply labor. The article therefore, states that poverty, unemployment, or underemployment can be corrected only through adoption f efficient market processes. The article found out that the working class povert

Criminal law- Actus Rea and Mens Rea Essay Example | Topics and Well Written Essays - 1000 words

Criminal law- Actus Rea and Mens Rea - Essay Example In criminal law it is the basic principle that a crime consists of a mental element and a physical element.A person's awareness of the fact that his or her conduct is criminal is the mental element, and 'Actus Reas' is the physical element and 'Actus Reas' (the act itself) is the physical element.The concept of Mens Rea started its development in the 1600s in England when judges started to say that an act alone could not create criminality unless it was adjunct with a guilty state of mind. The degree for a particular common law crime varied for Mens Rea. Murder required a malicious state of mind, whereas larceny required a felonious state of mind.Mens Rea is generally used along with the words general intent, however this creates confusion since general intent is used to describe criminal liability when a defendant does not intend to bring about a particular result. On the other hand specific intent describes a particular state of mind above and beyond what is generally required. (An swers, 2008)To secure a conviction, the prosecution side must prove that the defendant committed the crime while in a certain state of mind. The definition is specified of every crime before a person can be convicted as a prerequisite for Mens Rea. There are three states of mind which constitute the necessary Mens Rea for a criminal offence. These are intention, recklessness and negligence and are described below. (Law Teacher, 2006)Direct intent is the normal situation where the consequences of a person's actions are desired. Oblique intent comes in the situation where the consequence is known by the defendant as virtually certain, although it is not desired for its own sake, and the defendant goes ahead with his actions anyway. (Law Teacher, 2006) Intention Based On Foresight of Consequences For a person to get acquitted for some charges, then that person should have the full knowledge that his/her actions would definitely result in a specific consequence. A probability that something can occur or might occur is not enough to subject a person on criminality. The Section 8 of the Criminal Justice Act 1967 explains how intention or foresight must be proved by the following paragraph: "A court or jury in determining whether a person has committed an offence, (a) shall not be bound in law to infer that he intended or foresaw a result of his actions by reason only of its being a natural and probable consequence of those actions; but (b) shall decide whether he did intend or foresee that result by reference to all the evidence drawing such inferences from the evidence as appear proper in the circumstances." (Law Teacher, 2006) The cases where they were applied are listed below. The relationship between foresight and intention was considered by the House of Lords in: Hyam v DPP [1975] AC 55 R v Moloney [1985] 1 All ER 1025 It is important to note that foresight of consequences is not the same as intention but only evidence of intention: R v Scalley [1995] Crim LR 504. The most recent case in this area is the decision of the House of Lords in: R v Woollin [1998] 4 All ER 103. The law says - For the prosecutors to come up with evidence that the defendant had directly intended to perform a certain action to get a specific result would be extremely difficult (R v Moloney, 1985). This is because one cannot know what is or what was inside the defendant's mind when the action was taken. Therefore in criminal law, the proof of only the foresight intent is required as opposed to direct intent. (Law Teacher, 2006) Recklessness Recklessness is taking an unjustified risk. In most cases, there is clear subjective evidence that the accused predicted but did not desire the particular outcome. When the accused committed the act, the risk of causing the given loss or damage was taken. There is always some

Marketing Management Essay Example | Topics and Well Written Essays - 2000 words

Marketing Management - Essay Example A primary marketing research is needed. What does the customer want, what kind of product, which price is he willing to pay for the particular product and how is this particular customer group going to be approached. Who is the customer, what are his habits, what kind of media does he watch. Why should the customer prefer our business instead of the competitor's. How does s/he like to be served. The answers of these questions will provide the company with valuable info which will help it to gain sustainable competitive advantage. The business London Bites (a takeaway sandwich and snacks shop) is not an innovative one, it does not sell anything exceptional so the customers will not come to it without some efforts from the business side. It also works in a market which is at the maturity stage of the life cycle i.e. competition is intense and there is a strong need for differentiation. This differentiation can be achieved through customer focus. The steps needed to be done for the customer focus are the following: customer research, the information of the research will help to develop the product range and finally customer satisfaction is checked and corrective actions will be taken. Due to its nature, London Bites can go even further and adapt the personal marketing orientation approach i.e. ... Ancillary services like food home delivery should be offered. Due to its nature, London Bites can go even further and adapt the personal marketing orientation approach i.e. the product offerings will be designed for individual customers e.g. offering a wide range of sandwiches that could be prepared in front of the customer based on his/her own preferences. 2. How market segmentation can help this business to operate more effectively Market segmentation is when we divide the market into smaller groups. This is done because all people in the market are not the same. These smaller groups we call them segments. People of each segment are similar to each other i.e. in their preferences, attitudes etc. Due to these similarities it is believed that people will respond the same way to a particular marketing strategy (4Ps). A segmentation in order to be successful it require the segment to be homogeneous and the different segments should heterogeneous among them. The segments have to be stable, measurable, identifiable, accessible and actionable. The segments should also be large and profitable. The variables used for segmentation are the following: geographic (region, climate etc.), demographic (age, gender income, socioeconomic status etc.), psychographic (life-style, personality etc.) and behavioral (benefit sought, product usage rate, brand loyalty etc.) When we combine numerous variables in order to understand in-depth a market segment this is what we call depth segmentation. Market segmentation helps the business understands customers better and therefore target the most profitable and the easier for the business to serve and position the products accordingly. This way i.e. by selecting careful the customers, know their preferences and address to

The morality of hunting Essay Example for Free

The morality of hunting Essay Do animals have feelings? We may never know for sure, but for those of us who think they do, there are animal rights groups. For those of us who dont think so, or just dont care, theres indifference and theres hunting. The morality of sport and commercial hunting has been in question for centuries. I could open a economy size can of worms about fox hunting in England, whale hunting in Japan, and tiger hunting in Africa. I think its safe to say that most of us are supportive of protecting endangered species, but what about the plentiful fauna of Missouri? Chock full of birds, fish, deer, and rodents, should they be protected as well? In November of 1997, singer Fiona Apple teamed up with People for the Ethical Treatment of Animals (PETA), to speak out against Butterball and their How To Cook A Turkey Hotline. Please join me in calling Butterball, implored Apple, to tell them there is no proper way to kill and cook these beautiful birds. Okay, so maybe you love animals but youre not a vegetarian. The next question is about the affects of one killed or injured animal on many. Take deer for example. Many hunters claim that any deer that escapes from a hunt later returns to the herd without suffering any ill effects. Even if they dont get away, there is no damage done to the population and the hunters have done nothing but their part in keeping populations to a healthy low. Apparently, according to the League Against Cruel Sports, this is entirely untrue. The babies that eventually die of starvation are lost along with their mothers. They also same that by the end of a long day of running for their life, the deer may have lost so much body heat that they succumb to hypothermia and pneumonia. Another cause of deer fatalities during hunting season is myopathy, which is due to the stress and over-exertion of a long pursuit. The lactic acid builds up, which causes extreme pain, it breaks down muscle tissue. Death finally comes, usually as a result of kidney failure. The organizations website also lists a pack of lies. They are quotes which many have believed to be true but by scientific evidence and statistics, really arent. Farmers currently tolerate deer on their farms and suffer consequent crop losses because the deer provide them with ? sport as a compensation. Without this incentive, farmers would not tolerate deer on their land and would shoot the deer lawfully by day and unlawfully at night. The League disproves this by a poll taken in February 1985 which found that 58% of farmers either opposed or had no view on hunting Of course there are may others who would argue this. One of them being C. M. Dixon whose website is entitled The Banning Of Hunting Is An Affront To Freedom. Here Dixon states that, The concept of personal freedom means the ability to choose ones lifestyle activities and pursue those activities without hindrance from other individuals or the state? While I can quite understand that a number of people find the concept of hunting objectionable, in order for such a ban to have merit in a free and democratic society, the proponents must go one step further and demonstrate why the continued pursuit of hunting is contrary to the public interest or that those members of our society that indulge in hunting are impinging on the freedom of others. This they cannot do. While he is commenting on a proposed ban on fox hunting in England, his views are relevant here. Dont agree with his opinion? Heres a fact. Without hunting, wildlife populations will grow to an unhealthy size and the same number of animals that would have been killed during hunting season, if not more, will die slow deaths of disease and starvation. They will invade farmland and cross roads to get there. Although one of these probably affects you indirectly, and the other one affects you as directly as a set of antlers through your windshield.

Heart transplant: An overview

Heart transplant: An overview Introduction Heart transplant is a transplant procedure surgery where the malfunctioning heart or end-stage heart-related disease are replaced by a function heart. Indeed, this is a very complicated, risky and time-consuming operation since it needs a function heart from the person who has just died and implant it into the patient. It is usually done in emergencies and to find a donor heart is difficult. Have you ever thought of how was the first heart transplant done? Who was actually the first person in the world that conducted this sound seemed â€Å"impossible† surgery? Who was the first courageous patient who willing to put his life in such a great risk? And have you ever wondered how exciting it would be to cause a breakthrough in medical world that could end up saving millions of lives from all over the world? This great success was from a heart surgeon, Dr. Christiaan (Neethling) Barnard from South Africa. He was the first person who carried out a human-to-human heart transplant on December 3, 1967 in Cape Town, South Africa. It was done at Groote Schuur Hospital in Cape Town on Louis Washkansky, a South African grocer who would most certainly die without the heart transplant. Meanwhile, the donor was from a young woman, Denise Darvell who was killed in an accident. The heart transplant surgery had surprised the whole world. Dr. Christiaan (Neethling) Barnard also became a well-known heart surgeon overnight. Besides heart transplant, he had other astonishing achievement in kidney transplant and gastrointestinal pathology. Dr. Barnard is also attributed in mounting a new design for artificial heart valves, doing heart transplanting on animals, and correcting the problem of the blood supply to the fetus during pregnancy. With the efforts of Dr. Barnard and his surgical team, the survival rates of 50% of the patients to at least 5 years of living after heart surgery. Background of Christiaan Barnard Christiaan Barnard was born in Beaufort West, Union of South Africa on 8 November 1922.[1] His father, Adam Barnard was a minister of the Dutch Reformed Church for the mixed race population of the town. When he was a child, he always pumped the bellows of the churchs primitive organ which his mother played during services. After a long time, he told a joke that the heart was not the first organ he had had to deal with in his life. One of his four brothers, Abrahim died at the age of five because of the heart problem. After that incident, Barnard determined to be a surgeon to help people who faced heart problem since he was young. Christiaan Barnard came from a very poor family and he studied at the local public school. He matriculated from the Beaufort West School in 1940. After that, Barnard got a place at the University of Cape Town Medical School. He obtained Bachelor of Medicine, Bachelor of Surgery in medicine at the University of Cape Town in 1946. He worked as a general practitioner in Ceres, South Africa when he was a resident doctor at the Groote Schuur Hospital in Cape Town. In 1951, he returned to Cape Town and worked as a Senior Resident Medical Officer at the City Hospital. Besides, he was also a registrar in the Department of Medicine at the Groote Schuur Hospital. Since Christiaan Barnard was interested in his research and gaining a new surgical skills and experiences, he furthered his postgraduate studies at the University of Cape Town and at the University of Minnesota. He acquired Master of Medicine in medicine for a dissertation entitled Meningitis† from the University of Cape Town in 1953[2] whereas he was awarded Doctor of Philosophy degree for his dissertation entitled The aetiology of congenital intestinal atresia at the University of Minnesota. [3]After that, he went back to South Africa to be a cardiothoracic heart surgeon. Before he left for America (1953-1955), Barnard had gained recognition for research in gastrointestinal pathology. He proved that the fatal birth defect known as congenital intestinal atresia (a gap in the small intestines) was due to the fetus receiving an inadequate supply of blood during pregnancy and that it could be remedied by a surgical procedure. [4] He was a specialist in cardiothoractic surgery and heart transplantation. His first successful open heart surgery program is at Groote Shuur Hospital. In 1967, he led a team to perform in the worlds first human-to-human heart transplant. Barnard was contributed the treatment of cardiac diseases, such as the Tetralogy of Fallot and Ebsteins anomaly. In 1972, he was promoted to be Professor of Surgical Science in the Department of Surgery at the University Of Cape Town. He got an appellation Professor Emeritus in 1984. Christiaan Barnards advances in heart surgery brought him honors from a host of foreign medical societies, governments, universities, and philanthropic (charitable) institutions. He had also been presented many honors, including the Dag Hammarskjold International Prize and Peace Prize, the Kennedy Foundation Award, and the Milan International Prize for Science. Since 1960, Christiaan Barnard had been bothered by rheumatoid arthritis (a severe swelling of the joints). This limited his surgical experimentation in later years. As a result, he turned to writing novels as well as books on health, medicine, and South Africa. At the same time, he also served as a scientific consultant. Christiaan Barnard died on September 2, 2001, when he was seventy-eight years old. Contributions of Christiaan Barnard in Science Doctor Barnard with some of his medical team 1. Proof Of The Fatal Birth Defect Christiaan Barnard showed that the fatal birth defect that was known as congenital intestinal atresia was a gap in the small intestines. The fetus did not receive sufficient blood during pregnancy cause the defect.[5] This research made him being recognised in gastrointestinal pathology which is about intestinal diseases. Besides, he also proved that surgical procedure could treat this condition. 2. Heart Transplantation Christiaan Barnard was a pioneering cardiac surgeon but his advances were based on work that came before him. The first use of hypothermia in 1952 and the introduction of a heart-lung machine in 1953 were crucial important for his advances. In 1960, these advances which combined with other techniques enabled him to undergo the first heart operation. Ø The First Heart Transplantation Preparation for the first heart transplant Upon he returned to South Africa, he introduced open-heart surgery and designed artificial valves for the human heart. During 1967, in the preparation for the first heart transplantation, he spent 3 months with the pioneer kidney transplant surgeon who was David Hume in Richmond, Virginia and another 2 weeks with Thomas Starzl in Denver, Colorado. He learnt the basics of immunosuppressive therapy in organ transplantation from these attachments. Furthermore, he got the chance to watch an orthotopic heart transplant on a dog which was performed by Richard Lower, head of cardiac surgery when he was at the Medical College of Virginia. Lower spent many years with Norman Shumway at Stanford University to develop, perfect the surgical technique and study other kinds of experimental heart transplantation. In addition, Christiaan Barnard underwent a single kidney transplant in Cape Town was to gain some experience about immunosuppressive therapy. The patient did exceptionally well. Therefore, Barnard claimed that he was the only kidney transplant surgeon in the world with a 100% 20-year patient and graft survival. The First Patient—Louis Washkansky Making history: The First Patient Louis Washkansky After a decade of heart surgery, Christiaan Barnard was ready to accept the challenge posed by the human heart transplantation. In 1967, he performed the first human-to-human orthotopic heart transplant in his patient, Louis Washkansky who was a fifty four years old patient, suffering from extensive coronary artery disease, peripheral vascular disease and also diabetic. He could either wait for death or risk transplant surgery with an 80% chance of surviving. He at last chose the surgery. As Barnard wrote, For a dying man it is not a difficult decision because he knows he is at the end. If a lion chases you to the bank of a river filled with crocodiles, you will leap into the water convinced you have a chance to swim to the other side. But you would never accept such odds if there were no lion. [6] On December 2, 1967, Washkanskys heart was replaced by the heart of a young woman killed in an accident. Barnards assistants immediately opened the chest, initiated pump-oxygenator support, cooled the heart to a low temperature, and excised it once medicolegal official announced that the young woman was dead. The heart was kept alive in a heart-lung machine that circulated Washkanskys blood before removing the patients diseased organ and replacing it with the healthy heart. All the procedures were run well and the heart functioned satisfactorily by using the technique which was developed in dogs by the Stanford group[7]. Washkanskys daily progress was followed intensely. In the beginning, he recovered very well. His peripheral edema was lost rapidly as his new heart functioned strongly. However, after 12 days, his condition started to deteriorate and his lungs were developed radiographic infiltrates. The surgical team was not sure if these were associated with cardiac failure from rejection or with infection. Mistakenly, they elected to treat for rejection and intensify the immunosuppressive therapy. They made a wrong decision because Washkansky had pneumonia. As a result, Louis Washkansky died on December 21, 1967. Ø The second patient—Philip Blaiberg Not daunted by the failure, within a year, Christiaan Barnard replaced the diseased heart of Philip Blaiberg who was a fifty eight years old retired dentist. On this occasion, Barnard slightly modified the surgical technique. The incision in the right atrium of the donor heart was extended from the inferior vena cava into the atrial appendage to avoid the area of the sinus node at the root of the superior vena cava.[8] This is the first time when antilymphocyte serum was used in the patient. After heart transplantation, Blaiberg recovered well and he was the first heart transplant patient who can leave hospital. Nevertheless, he died on the 19th month. His autopsy showed that he infected a severe and widespread coronary artery disease. The medical profession was shocked because he had not expected that atherosclerosis could develop such rapidly. This was the first example of graft atherosclerosis, otherwise known as chronic rejection that now dominates as the major cause of graft failure after the first post transplant year. Blaiberg wrote a short book about his experience which was Looking At My Heart[9] before he died. Ø Twin-Heart Operation Christiaan Barnard performed a twin-heart surgery in the year 1974, November 25 as the history of medical had been changed by him again. The only infected part of heart of Ivan Taylor (58 years old) was being removed and replaced with the heart of a child who was only 10 years old. The heart of the child was used to support the patients diseased organ. Although Barnard was confident in this new operation since this was less dangerous compared to the heart implantation, the patient passed away in four- month time. Double transplants was included in twin-heart operation by combining a well heart to the patients heart to produce a double pump, manipulating synthetic heart valves and making the lives of seriously ill people longer by using monkeys hearts. Ø Orthotopic heart transplantation Barnards medical team had only performed ten orthotopic heart transplants between the year 1967 and 1973.[10] The results were outstanding even though the medical standards last time were not as high as todays, as one considers the ancient nature of the immunosuppressive therapy accessible at the time which are mainly azathioprine, corticosteroids, and antilymphocyte serum, and the team was not expert enough in diagnosing and treating rejection episodes since they did not have many experiences in these aspects. Dirk Van Zyl who was the sixth patient was notable in orthotopic heart transplant. His ischemic heart disease was too bad that he had a cardiac arrest when he was anesthesia.[11] At the time of giving external cardiac massage, he was attached to the pump-oxygenator via cannulation of the femoral vessels. He made an ordinary healing from the heart transplant surgery. He did not receive any cyclosporine, only being maintained on azathioprine and prednisone. He died when he was 24 years old from a cerebrovascular accident. Ø Heterotopic heart transplantation Jaques Losman, a junior surgeon, was being set by Barnard on his team in order to develop a surgical technique of heterotopic heart transplantation. This is a kind of transplantation where the second heart is located in the chest and the two hearts have the chance to work in parallel. There are two techniques were successfully developed in the laboratory, in one of which the donor heart help the left ventricle only and another in which biventricular support was offered[12]. Only two left ventricular assist procedures were carried out in patients, the remaining processes were related to biventricular assist. Forty-nine following heterotopic heart transplants were done in Cape Town between 1974 and 1983 with rather excellent results for that period. 3 out of the first 5 of patients managed to live more than 10 years. Two 14-year-old boys, both of whom firstly received heterotopic transplants, went through second (orthotopic) heart transplants for joining atherosclerosis, and were thus the first patients in the world to have two donor hearts in their chest at the same time. The first of these two boys stays alive and healthy 20 years more. In the other, the second transplant also finally failed and he underwent a third graft, again in the orthotopic site, and therefore turned into one of the few humans to have had four hearts in his life-time. One of the advantages of heterotopic heart transplantation was that information on the retrenchment of both the recipient and donor left ventricles could be supplied by an outer pulse trace. The changes in the ratio of these two pulses as the donor pulse deteriorating in relation to the recipient pulse, recommended that rejection was happening.[13] Increase immunosuppressive therapy could then be controlled. If there were any doubts, an endomyocardial biopsy could be performed. The other hypothetical benefit is that, in patients with a severe myocarditis, the back-up that given by the transplant might allow the myocarditis to resolve and the patients own heart to recover. In fact, this had happened in one patient, making it feasible to remove the transplanted heart while it developed a fairly acute rejection episode. Ø Xenotransplantation The heterotopic heart is able to provide temporary circulatory support to a failing native heart, in the hope that the native heart would recover, was extended into the realm of xenotransplantation.[14] On two occasions in 1977, when a patients left ventricle failed acutely after routine open heart surgery and when no human donor organ was available, Barnard transplanted an animal heart heterotopically. On the first occasion, a baboon heart was transplanted, but this failed to support the circulation sufficiently, the patient dying some 6 hours after transplantation. In the second patient, a chimpanzee heart successfully maintained life until irreversible rejection occurred 4 days later, the recipients native heart having failed to recover during this period. Barnard abandoned further attempts at xenotransplantation since, in his own words, â€Å"I became too attached to the chimpanzees.†ÃƒËœ Hypothermic perfusion storage of the donor heart A young biochemist working in Barnards department, Winston Wicomb, a hypothermic perfusion system was developed for storing hearts ex vivo for up to 48 hours. It proved possible to remove a baboons heart, store it by hypothermic perfusion for 24 or 48 hours, and then replace it in the original baboon, the baboon having been maintained alive during this period by an orthotopic cardiac allograft. With the success of this storage system in the laboratory, Barnard encouraged his juniors to use it in the clinical transplant program. This phenomenon of delayed function, suggesting temporary depletion of myocardial energy stores, was believed to be related to the fact that, whereas in the baboon experiments the heart had been removed from a healthy anesthetized animal, in the clinical situation the heart had been excised from a brain-dead subject. 3. Books Barnard had been bothered by rheumatoid arthritis since he was young, and advancing stiffness in his hands forced his retirement from surgery in 1983. He took up writing, however, and wrote a cardiology text, a (sometimes sensational) autobiography, and several novels, including a thriller about organ transplants. Christiaan Barnard wrote two autobiographies. His first book, One Life, was published in 1969 and subsequently sold copies worldwide. Some of the proceeds were used to set up the Chris Barnard Fund for research into heart disease and heart transplants in Cape Town. His second autobiography, The Second Life, was published in 1993. Apart from his autobiographies, Dr Barnard also wrote several other books including The Donor, Your Healthy Heart, In The Night Season, The Best Medicine, Arthritis Handbook: How to Live With Arthritis, Good Life Good Death: A Doctors Case for Euthanasia and Suicide, South Africa: Sharp Dissection, 50 Ways to a Healthy Heart and Body Machine.[15] Christiaan Barnard had influenced much in the current scientific knowledge. His first heart transplant done in 1967 had contributed a lot in the knowledge of heart transplant. In December 1967, Dr. Barnard placed the heart of a 25-year-old woman who had died in an auto accident in the chest of Louis Washkansky, a 55-year-old man dying of heart damage. Barnard and his team of cardiac specialists gave the patient large doses of drugs in order to suppress the bodys defense mechanism that would normally reject a foreign organism. However, Washkanskys body was unable to defend itself against infection and only survived for 18 days.[16] However, Washkanskys brave election to be the first heart transplant recipient had proved the technique feasible. After Barnards successful operations, surgeons in Europe and the United States began performing heart transplants, improving upon the procedures first used in South Africa. Despite many failures worldwide in heart transplant, this relative success did much to generate guarded optimism that heart transplantation might eventually become a feasible therapeutic option. Barnard then developed the operation of heterotrophic heart transplantation which had some benefits in the pre-cyclosporine era when immunosuppressive therapy was very limited. In 1981, his group was the first in successfully transporting donor hearts using a hypothermic perfusion storage device. Several studies on the hemodynamic and metabolic sequelae of brain death were carried out in his Departments cardiovascular research laboratories at the University of Cape Town. The concept of hormonal replacement therapy in organ donors was also developed. In the Chris Barnard Division of Cardiothoracic Surgery at Groote Schuur Hospital and the University of Cape Town, an active heart transplant program still continues. The thrust of clinical activity within the Division and the research within its state-of-the-art cardiovascular research laboratories is now directed towards valvular and ischaemic heart which are common in the African population.[17] Dr. Barnard had learned much of his technique from studying with the Stanford group. This first clinical heart transplantation experience stimulated world-wide notoriety, and many surgeons quickly co-opted the procedure. However, because many patients were dying soon after, the number of heart transplants dropped from 100 in 1968, to just 18 in 1970. It was recognized that the major problem was the bodys natural tendency to reject the new tissues. Advances in tissue typing and immunosuppressant drugs Over the next 20 years, important advances in tissue typing and immunosuppressant drugs allowed more transplant operations to take place and increased patients survival rates. The most notable development in this area was the discovery of cyclosporine, an immunosuppressant drug derived from soil fungus, in the mid 1970s. It was the first immunosuppressive drug that allowed the selective immuneregulation of T cells without excessive toxicity. Todays surgical techniques and procedures are more sophisticated. Refinements in patient selection, newer immunosuppressants, better myocardial protection, and the use of right ventricular endomyocardial biopsy to identify rejection have resulted in better survival rates. After his breakthrough, he continued to work with a professional passion that excited the public and frightened his colleagues. He was the first to explore further cardiac techniques. These included double transplants which involved the of joining a healthy heart to the patients to create a double pump, designing artificial heart valves and using monkeys hearts to keep ill people alive. [18] Following the determination of Dr. Barnard, coronary assist devices and mechanical heartsare being developed to perform the functions of live tissues. Since the 1950s, artificial hearts have been under development. A booster pump was first implanted successfully as a temporary assist device in 1966. Barnard made medical history again when he performed a twin-heart operation in 1974, which is seven years after his first heart transplant. This time, he only removed the diseased part of the heart of a 58-year-old man and replaced it with the heart of a 10-year-old child. The donor heart acted as a booster and back-up for the patients disease-ravished organ.[19] However, the patient died within four months even though Barnard was optimistic about this new operation which he believed was less radical than a total implantation. Conclusion Barnard retired as Head of the Department of Cardiothoracic Surgery in Cape Town in 1983 after developing rheumatoid arthritis in his hands, which prevented him from operating. At the time of his retirement, Barnard investigated the controversial â€Å"rejuvenation† therapy offered by the Clinique La Prairie in Switzerland. In particular, he received considerable adverse publicity over his comments with regard to an anti-ageing skin cream, known as Glycel, which was intended to reduce wrinkling. Barnard was also invited to act as a consultant at Baptist Medical Center in Oklahoma City where a new heart transplant program was being planned. In later life spending much of his time at the Baptist Medical Centre in Oklahoma, where he tried to find a way of slowing the ageing process. It seemed he was searching for a miracle to match his first. Despite the problems and techniques faced, Barnard continued to further his knowledge and researches in heart transplant. This has become a n inspiration to the others in the aim to perform more successful heart transplant. The hard-work of Dr. Barnard and his team will be memorized by people forever. Reference 1. Barnard, Christiaan. (n.d.). Retrieved August 21, 2009, from http://www.encyclopedia.com/doc/1G2- 3437500078.html 2. Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://en.wikipedia.org/wiki/Christiaan_Barnard 3. Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 4. Christiaan N. Barnard. (n.d.). Retrieved August 21, 2009, from http://www.novelguide.com/a/discover/ewb_02/ewb_02_00449.html 5. Christiaan Barnard Biography. (n.d.). Retrieved August 24, 2009, from http://www.notablebiographies.com/Ba-Be/Barnard-Christiaan.html 6. Dr Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.dinweb.org/dinweb/DINMuseum/Dr%20Christiaan%20Barnard.asp Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 8. Heart Transplant, History of Heart Transplantation. (n.d.). Retrieved August 25, 2009, from http://www.cumc.columbia.edu/dept/cs/pat/hearttx/history.html 9. http://www.springerlink.com/content/q3266367g54588th/. Retrieved 24.8.2009. 10. BBC News | HEALTH | Christiaan Barnard: Single-minded surgeon. (2001). Retrieved August 25, 2009, from http://news.bbc.co.uk/2/hi/health/1470356.stm 11. Dr. Christiaan Barnard: Biography. (n.d.). Retrieved August 25, 2009, from http://www.answers.com/topic/dr-christiaan-barnard 12. Lower, R.R., Shumway, N.E. (1960). Studies on orthotopic homotransplantation of the canine heart. Surg Forum, 11, pp. 18-20. 13. Barnard, C.N. (1968). What we have learned about heart transplants. J Thorac Cardiovasc Surg, 56, pp. 457-468. 14. Blaiberg, P. (1969). Looking at my heart. London: Heinemann. 15. Cooper, D.K.C., Lanza, R.P. (1984). Heart transplantation at the University of Cape Town—an overview (appendix). In Cooper, D.K.C. Lanza, R.P. (Eds.), Heart transplantation (pp. 351-360). Lancaster: MTP Press. 16. Brink, J. (1996). Twenty-three year survival after orthotopic heart transplantation [letter]. J Heart Lung Transplant,15, pp. 430-431. 17. Barnard, C.N., Losman, J.G. (1975). Left ventricular bypass. S Afr Med J, 49, pp. 303-312. 18. Novitzky, D., Cooper, D.K.C., Rose, A.G., Barnard,C.N. (1984). The value of recipient heart assistance during severe acute rejection following heterotopic cardiac transplantation. J Cardiovasc Surg, 25, pp. 287-295. 19. Barnard, C.N., Wolpowitz, A., Losman, J.G. (1977). Heterotopic cardiac transplantation with a xenograft for assistance of the left heart in cardiogenic shock after cardiopulmonary bypass. S Afr Med J, 52, pp. 1035-1039. 20. Cooper, D.K.C. (2001). Christiaan Barnard and his contributions to heart transplantation. The Journal of Heart and Lung Transplantation, 20 (6), 599-610. 21. Brink, J. G., Cooper, D.K.C. (2005). Heart transplantation: The contributions of Christiaan Barnard and the University of Cape Town/Groote Schuur Hospital. World Journal of Surgery, 29 (8), 953-961. 22. (Heart Transplantation: The Contributions of Christiaan Barnard, 2005; Heart Transplantation: The Contributions of Christiaan Barnard, 2005) [1] Barnard, Christiaan. (n.d.). Retrieved August 21, 2009, from http://www.encyclopedia.com/doc/1G2- 3437500078.html [2] Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://en.wikipedia.org/wiki/Christiaan_Barnard [3] Christiaan Barnard. (n.d.). Retrieved August 21, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 [4] Christiaan N. Barnard. (n.d.). Retrieved August 21, 2009, from http://www.novelguide.com/a/discover/ewb_02/ewb_02_00449.html [5] Christiaan Barnard Biography. (n.d.). Retrieved August 24, 2009, from http://www.notablebiographies.com/Ba-Be/Barnard-Christiaan.html [6] Dr Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.dinweb.org/dinweb/DINMuseum/Dr%20Christiaan%20Barnard.asp [7] Lower, R.R., Shumway, N.E. (1960). Studies on orthotopic homotransplantation of the canine heart. Surg Forum, 11, pp. 18-20. [8] Barnard, C.N. (1968). What we have learned about heart transplants. J Thorac Cardiovasc Surg, 56, pp. 457-468. [9] Blaiberg, P. (1969). Looking at my heart. London: Heinemann. [10] Cooper, D.K.C., Lanza, R.P. (1984). Heart transplantation at the University of Cape Town—an overview (appendix). In Cooper, D.K.C. Lanza, R.P. (Eds.), Heart transplantation (pp. 351-360). Lancaster: MTP Press. [11]Brink, J. (1996). Twenty-three year survival after orthotopic heart transplantation [letter]. J Heart Lung Transplant,15, pp. 430-431. [12] Barnard, C.N., Losman, J.G. (1975). Left ventricular bypass. S Afr Med J, 49, pp. 303-312. [13] Novitzky, D., Cooper, D.K.C., Rose, A.G., Barnard,C.N. (1984). The value of recipient heart assistance during severe acute rejection following heterotopic cardiac transplantation. J Cardiovasc Surg, 25, pp. 287-295. [14] Barnard, C.N., Wolpowitz, A., Losman, J.G. (1977). Heterotopic cardiac transplantation with a xenograft for assistance of the left heart in cardiogenic shock after cardiopulmonary bypass. S Afr Med J, 52, pp. 1035-1039. [15] Christiaan Barnard. (n.d.). Retrieved August 24, 2009, from http://www.answers.com/main/ntquery?s=christiaan+barnardgwp=13 [16] Heart Transplant, History of Heart Transplantation. (n.d.). Retrieved August 25, 2009, from http://www.cumc.columbia.edu/dept/cs/pat/hearttx/history.html [17] (Heart Transplantation: The Contributions of Christiaan Barnard, 2005; Heart Transplantation: The Contributions of Christiaan Barnard, 2005) [18] BBC News | HEALTH | Christiaan Barnard: Single-minded surgeon. (2001). Retrieved August 25, 2009, from http://news.bbc.co.uk/2/hi/health/1470356.stm [19] Dr. Christiaan Barnard: Biography. (n.d.). Retrieved August 25, 2009, from http://www.answers.com/topic/dr-christiaan-barnard

To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays

To Kill a Mockingbird is set in the town of Maycomb, Alabama. The story is told through the eyes of Jean Louise "Scout" Finch, who is the age of six in the beginning of the tale. She tells the story in sequential order for the period of three summers. Jean Louise ‘Scout’ Finch She narrates the story describing her life between the ages of six and nine.   She is a tomboy and well educated, mainly due to her father, and she has an optimistic view of the world and people around her. She lives with her widowed father, older brother and their black cook. Atticus Finch Scout’s father is a lawyer in Maycomb and is descended from a well-respected local family. He has had to raise his children alone and has instilled in them a strong sense of morality and fair play.   During the 1930’s there were great problems between the races, and he was one of the few committed to attaining equality for both blacks and whites.   He agrees to defend a local black man charged with rape which exposing himself and his family to anger from the white community. Jeremy Atticus ‘Jem’ Finch Scout’s brother is four years her senior, but is her constant playmate at the beginning of the story.   Towards the end of the tale he moves into adolescence and is shaken badly by the evil and injustice, which he witnesses during the trial of Tom Robinson. Tom Robinson A black sharecropper who is accused of rape of a white woman, a member of the Ewell clan. Calpurnia The old family cook of the Finch family, she is a stern disciplinarian and provides a link between the white world of the children and her own black community. Arthur ‘Boo’ Radley A recluse who has never set foot outside his house for fifteen years who becomes a source of intrigue for the children, adding fuel to their fertile imaginations. The Characters seem very real to me . The situations and lessons learn in the book ,seem as if I was there myself. Also the framing of the black man, shows the racism that I've read about in other books. Also what I've experienced myself before. The main conflicts of the story involve Tom Robinson and Boo Radley. Boo has been shut away from the world by his father and then later his brother through an incident which occurred fifteen years earlier when he stabbed his father with a pair of scissors. To Kill a Mockingbird by Harper Lee :: To Kill a Mockingbird Essays To Kill a Mockingbird is set in the town of Maycomb, Alabama. The story is told through the eyes of Jean Louise "Scout" Finch, who is the age of six in the beginning of the tale. She tells the story in sequential order for the period of three summers. Jean Louise ‘Scout’ Finch She narrates the story describing her life between the ages of six and nine.   She is a tomboy and well educated, mainly due to her father, and she has an optimistic view of the world and people around her. She lives with her widowed father, older brother and their black cook. Atticus Finch Scout’s father is a lawyer in Maycomb and is descended from a well-respected local family. He has had to raise his children alone and has instilled in them a strong sense of morality and fair play.   During the 1930’s there were great problems between the races, and he was one of the few committed to attaining equality for both blacks and whites.   He agrees to defend a local black man charged with rape which exposing himself and his family to anger from the white community. Jeremy Atticus ‘Jem’ Finch Scout’s brother is four years her senior, but is her constant playmate at the beginning of the story.   Towards the end of the tale he moves into adolescence and is shaken badly by the evil and injustice, which he witnesses during the trial of Tom Robinson. Tom Robinson A black sharecropper who is accused of rape of a white woman, a member of the Ewell clan. Calpurnia The old family cook of the Finch family, she is a stern disciplinarian and provides a link between the white world of the children and her own black community. Arthur ‘Boo’ Radley A recluse who has never set foot outside his house for fifteen years who becomes a source of intrigue for the children, adding fuel to their fertile imaginations. The Characters seem very real to me . The situations and lessons learn in the book ,seem as if I was there myself. Also the framing of the black man, shows the racism that I've read about in other books. Also what I've experienced myself before. The main conflicts of the story involve Tom Robinson and Boo Radley. Boo has been shut away from the world by his father and then later his brother through an incident which occurred fifteen years earlier when he stabbed his father with a pair of scissors.

Old Man and Old Woman as Marital Guide :: Old Man Old Woman Essays

Old Man and Old Woman as Marital Guide  Ã‚   "Old Man and Old Woman," a retelling of a Native American myth by Chewing Blackbones, a Blackfoot Indian, should serve as a lesson to all couples in how a good relationship works. In today’s society there is a great need for people to understand how to make their relationships successful. As the divorce rate gets higher every year; small children have begun to think that getting a divorce is something that is normal and to be expected. This story shows how to work through problems with a give-and-take approach where you make compromises, yet still stand up for yourself when you believe your convictions cannot be compromised. The Old Man and Old Woman agree on certain rules from the beginning. It is important for couples to agree on certain points when they begin a relationship. Problems might arise later if certain ideals and standards for behavior are not established from the onset. The man and woman in the story agree that the man will have the first say in all decisions and the woman the second. For couples in today’s society the ideals that are established are more likely have something to do with religion, the number of children a couple wishes to have, or who should work in the family. The establishment of these principles will help couples to stay together longer and also be happier. While the Old Man and Old Woman agreed, from the beginning, that the man should have first say and the woman the second, they both had equal input into decisions. When they were discussing the duty of tanning the hides, the man said "the women will have the duty . . . they will rub the animals’ brains on the hides to make them soft and scrape them with scraping tools. All this they will do very quickly, for it will not be hard work" (539). The woman did not completely agree with the man’s ideas about how this should be done. The woman suggested, "they must tan hides in the way you say; but it must be very hard work, so that good workers may be found out" (539). The Old Man and Old Woman used compromise in making this decision. While the woman had the final say, she did agree to part of the man’s original idea, while also adding some input of her own.

Amyotrophic Later Sclerosis Essay examples -- Health, Diseases

There are many known diseases in the world that we live in today affecting a wide range of individuals of different ages, ethnicities, and genders. With each type of disease comes a diagnosis, prognosis, and potential for a cure from one of life’s many ailments. Over the course of time, technology has began to lead the way in discovering as well as treating many disease in which doctors previously knew little about. Amyotrophic lateral sclerosis (ALS), often referred to as Lou Gehrig’s disease, was first described in 1869 by French neurologist Jean-Martin Charcot. In 1939 ALS brought international attention when Lou Gehrig abruptly retired from baseball after being diagnosed with the disease(6). Today there are as many as 20,000 to 30,000 people in the United States that have ALS with an estimated 5,000 people being diagnosed with the disease each year. While the disease can affect all races and ethnic backgrounds, it is more common among men than in women. The typical onset of ALS is generally between the ages of forty and sixty, however, individuals that are younger and older can also develop the disease as well. There are no clear risk factors associated in 90 to 95 percent of all sporadic or noninherited forms ALS. Only five to ten percent of all diagnosis’s are inherited from one parent who carries the gene responsible for the disease(2). It is clear that there are many statistics surrounding ALS with such a wide range of unknown potential causes, but what do medical professional know about it thus far? ALS is a rapidly progressive motor neuron disease that affects nerve cells in the brain and spinal cord. Upper motor neurons within the brain are responsible for transmitting vital communication links betw... ...BIPAP(bi-level positive airway pressure)to allow for proper breathing while asleep. Inevitably, patients may even consider the use of other forms of mechanical ventilation for survival. Although ventilation support can help ease problems with breathing as well as prolong survival, it does affect the patient’s quality of life and cost. Over the course of time, advancements in technology have helped to find many potential causes for ALS, however, it is yet to be completely understood. Perhaps on day there will be efficient test(s) to effectively determine a cause of ALS. Once a determination is made on the exact cause of the disease, medical professionals can then began discovering new means of treatment, thus potentially leading to a cure some day. Until then, ALS will remain difficult to diagnose with limited treatment options and an inevitable outcome.

School Essay

7 PERIOD IF I WERE PRESIDENT ESSAY! If I were president, two of my main focuses would be reducing job cuts and going make more jobs. My first plan of action would be to reduce gas prices by not importing oil; I would drill it here in the U. S. That would slowly build us more money, meaning less job cuts. Also, we could reduce the mass production of sweets and would save money by not using factories as much, also reducing pollution in the air, which is one way to go green. Recently the company of IBM in San Francisco cut 1,500 employees.Getting fired for no reason is hard, harder than being fired for a reason. What Peter Arnett once said, â€Å"I am still in shock and awe at being fired. † This is what every one of those 1,500 employees were thinking. So, once we slowly earned enough money by keeping the candy production reduced and oil drilled in our country, we might be able to stop job cuts for good. Another act would be to raise cigarette prices. My reason for this action i s that if I did raise the price, it would give smokers yet another reason to quit smoking, lowering the death rate a little bit too.After that, I then would make marijuana legal for medical purposes, because marijuana can be healthy in certain cases, for example, if you have arthritis, it can help a bit, but it will only be legal if prescribed by your doctor, or citizens could easily use it for the wrong purposes. Also I would keep the tax level in the United States the same, because the government would need the money for the plans I would have just executed, and to keep your money balanced, similar to how wolves keep the deer population balanced.My last and final act would be trying to make peace with as many countries as I could, but at the same time still having war with the countries I haven’t made peace with. Then, with the countries I made peace with, I would trade with them goods with goods so both of us could easily get what we can’t reach. Plus, if I don†™t make peace with other countries, I would make or try to grow goods here in the US so we don’t have to import and waste time, gas, and money.While we are superpowers in the eyes of the world, I believe there are things that must be changed to reflect the fame and superiority associated with America in the international arena. If I were a president, I would strive to accomplish three major issues. To begin with, to ensure food security and better health care, second, would improve the education system of our country, third, I would ensure that our every American is secure. I have to admit that a government which is not able to feed its citizens has no reason of being in power.A healthy nation is very vital in sustainable development since a nation cannot develop when the citizen continuously suffer from different diseases. As stated above, my first task is to strive to enhance food security in my country. According to Mwaniki (‘n. d’), food security is a situa tion in which all people, at all times, have physical and economic access to adequate, safe and healthful food to meet their dietetic needs and food preferences for active strong life.Having minded the challenge it offers. There is need for targeted food security interventions, including food support in the form of direct food relief, food stamps, or indirectly through subsidized food production. Most of the farmers in the rural areas are poor and therefore cannot manage to purchase heavy machines for mechanization. As the president I strive for the introduction of Rural off farm opportunities to enable even the poorest people to engage in and provide additional food supply.This mechanism will even provide financial assistance for the farmers, processing firms to be introduced in these places. This mechanism provides alternative sources of food and change in feeding habits. Another important aspect that is needed is facilitation of market access. To achieve this, I intend to ensure good governance. This plays an integral part in implementation of this intervention. Without good governance, the strategies cannot be fully implemented due to problems for instance corruption.In essence, where there is sufficient supply of food, the nation becomes healthy hence rapid economic growth. Ensuring substantial education for all citizens is the foundation of the rationality of a particular community. A learned society is easy to govern compared to a society full of ignorant individuals. To improve our education system, I have considered the following measures; Training colleges for teachers must be restructured to more extensive teaching mechanisms. This intends to have more qualified and motivated teachers.This I intend to achieve to restore the dignity of institutions and the teaching profession. Free forum for teachers where teachers and students can exchange their ideas, experiences, and information must be adopted. This is to create a conducive atmosphere for learnin g. As the President I will give direction to execute some reforms in the curriculum and examination system. Since education should form the whole person, it should be made relevant to the lives of the citizens particularly the students.The system of education should be more pragmatic rather than being abstract and examination should not be geared towards obtaining grades and papers but towards achieving the whole personhood. Since the world is dynamic, there a need to introduce the use of information and communication technology system in our schools. This is to facilitate and enhance coordination among different departments in our schools. This requires installation of computer software as well as connectivity facilities. Lastly, everyone has a right to access to education and therefore I will ensure that no one is deprived of education.Even the minorities are to benefit fro this plans which also intends to offer free high school and college education to accommodate even the less f ortunate. Food security and health services, education and security within our borders play an integral role in sustainable development and the general welfare of the people. To eliminate ignorance in people by improving the education system from a theoretical sense to a pragmatic one will help to improve the economy of the country. I believe with my natural feeling to lead this country can drive me on towards achieving these goals

Frankenstein V Bladerunner Essay

In what ways does a comparative study accentuate the distinctive contexts of Frankenstein and Blade Runner? The comparative study of texts, allows audiences to investigate the changing nature and interpretation of issues relating to humanity as they are interpreted in different contexts. Context allows audiences to relate to and understand the thoughts, decisions and actions of individuals within a text. Context provides the opportunity to develop and shape a new genre or interpret an existing genre in a new way. The comparative study of context allows for audiences to compare the changing values of societies over time. Literary techniques such as allusions, imagery and dialogue is used to shape context and can be used by composers to entertain, inform or persuade an audience or highlight and provide insight into interesting or noteworthy points. Mary Shelley’s Frankenstein (1831) and Ridley Scott’s Blade Runner (Directors Cut-1992) individually utilise literary techniques to establish the context of their text within its time. The comparative study of these two texts highlights how texts are inevitably a product of their time however both texts present issues that explore the intricacies and complexities of all human experience. Shelley and Scott utilise distinctive contexts to explore the nature of humanity and ultimately question what makes us human. Frankenstein and Blade Runner exist to highlight how context affects the perceptions of the audience in regards to how a text is received over time thus highlighting how a comparative study of texts can accentuate distinctive contexts. The comparative study of texts depends on the context used to establish a relationship with the audience. Mary Shelley’s fiction novel Frankenstein (1831) is a hybrid product of 18th century Gothic-Romanticism. The text reflects recent challenges to the social order as a result of the English industrial revolution and the French revolution during the second half of the 18th century which highlighted the empowerment of the working class. Frankenstein is a work of epistolary prose fiction that is explored through multiple narrators such as the ‘monster’, Victor Frankenstein and Robert Walton. Frankenstein exists as a didactic tale that explores the morality of trying to subvert god thus providing a lesson in patriarchal hubris highlighting the arrogance of scientific discovery without any consideration of the moral or ethical implications. Frankenstein consequently explores the nature of obsession in undermining parental and moral responsibility and evoking fear in the creation-fear of the world, fear of man. Subsequently the leading antagonist of Blade Runner, Roy Batty, further elucidates the arrogance of obsession as he explains his plight, stating, ‘Quite an experience to live in fear, isn’t it? That’s what it is to be a slave†. Batty provides insight into the failure of creators to understand the emotional development of the creation which leads to its isolation and fear, causing the ensuing destruction of the ‘natural order’. Frankenstein utilises the characterisation of Victor, ‘I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature’ to explore the obsession for knowledge that formed part of Shelley’s context. The text therefore reflects the influences of recent scientific development such as Galvanism and evolutionary thought. The comparative study of contrasting textual forms allows context to influence different interpretations of a text. Ridley Scott’s speculative science fiction film Blade Runner (1992) employs extensive mis-en-scene to subvert the audience’s sense of setting and history-a suspension of belief- enabling contextually dependant perceptions of the film. The films’ setting reflects its context as it echoes the concept of imperfect vision that conceptualises the short-sightedness inherent in the pursuit of perfection. The film juxtaposes the seemingly inherent ethical pretexts of discovery with the scientific community that seeks to create a perfect race, thus Blade Runner’s scientific context becomes reminiscent of fascist Nazi Aryan ideology, IVF programs and the Human Genome project. Conversely Frankenstein utilises its sublime Swiss setting to increase the plausibility of the themes which allow them to resonate with audiences as they relate to the texts context. Contrasting textual form is used to highlight how the context of each text enables their concurrent themes to resonate and remain relevant to 21st century audiences. Distinctive contexts are accentuated through similar theme content. Frankenstein and Blade Runner similarly indicate that efforts to ‘defy’ the natural order are responsible for the enduring sense of misery and alienation that sustains the overall melancholic tone of both texts. Animal Imagery is used extensively within Blade Runner to reveal the primal nature of raw, native emotionof the ‘replicants’, a reflection of parental neglect which renders them incapable of understanding their emotions. Similarly Frankenstein juxtaposes the idyllic nature of childhood with the abandonment of parental responsibility to highlight the confusion behind the monsters ‘ugly’ exterior, therefore provide insight into creations’ place as the ultimate innocent of both texts. Frankenstein and Blade Runner establish the creations’ as the victims of both physical and emotional negligence who ultimately confront their creator to correct the flaw which isolates them from the world. Frankenstein and Blade Runner similarly utilise content to highlight the creations as the source of destruction to reveal the true nature of monstrosity, the senseless creators. The pursuit of knowledge at the expense of a moral framework is identified as the creators’ ultimate fatal flaw. As the creations of both texts reflect upon and highlight their unnatural qualities, they reveal how their creators can no longer attain the sublime. Victor highlights his exile from the sublime as he recounts how his actions and subsequent inaction ‘deprives the soul both of hope and fear’ contributing to his demise. Frankenstein and Blade Runner similarly evoke a development of critical literacy and knowledge of genre at a macro level that enables distinctive contexts to gain prominence and influence the understanding or interpretation of their respective genres as a whole. The contextualisation of Frankenstein and Blade Runner is used to provide insight into the reception of texts as it challenges the contemporary values of the audience. Frankenstein draws parallels with Greek mythology as it establishes Victor as a modern Prometheus while also addressing elements of Jewish mysticism as the ‘monster’ exhibits qualities similar to the golem of Prague. The text is also reminiscent of Godwin and Wollstonecraft, however, is inherently less optimistic about society’s realistically attainable level of perfection, both physically and economically. In stark contrast, Blade Runner addresses perfection as achievable in a commercial sense ‘commerce is our goal here at Tyrell’ however as Deckard states ‘nobody is perfect’ he highlights the shortcomings of forgoing the moral obligations inherent in the pursuit of commerce which ultimately enable an evaluation of humanities moral boundaries. Blade Runner pays homage to the representation (particularly through film and television) of the 1950’s detective film-noir to reveal a rendition of post-modern expressionism. The reflection of commerce as a postmodern cultural imperative establishes the relationship between socio-economic status and pastiche consumption. Consequently, humanity is ‘created’ and traded with this ‘transformation of everything into commodity’ (Byers, 1990) becoming a reflection of the context of Blade Runner following the collapse of the Soviet Union and the economic strength of the United States during the films production. In essence the distinctive context of Frankenstein and Blade Runner reflects the interpretation and perception of the genre, textual form and content over time. The comparative study of these distinctive contrasting contexts allows audiences to reflect on the enduring power of parental and moral responsibility, deliberate action or inaction and the features that define humanity. The key reflections in which the audience understands how they are positioned by composers as a result of their context is especially important in allowing moral assessments throughout the text. Frankenstein and Blade Runner are two texts who successfully explore the nature in which humans interpret their humanity as a response to a contextualised stimulus. Blade Runner ultimately reveals the establishment of emotional understanding as a definitive characteristic of being human, while incidentally Frankenstein explores the features of humanities collective consciousness which enable an individual to belong through emotional dependence. The comparative study of Frankenstein and Blade Runner allows audiences gain a further understanding into the way contexts are accentuated through assessments of conceptualised fiction which explore the themes and issues which forms the unique identity of humanity.

The Hunters: Moonsong Chapter Ten

The pub where Elena and Damon ended up was lively and ful of people, but of course Damon made sure they didn't have to wait for a table. He lounged across one side of the booth, looking as arrogant and relaxed as a big gorgeous cat, and listened peaceably as Elena talked. Elena found herself gaily chatting away, fil ing him in on al the minutia of her campus life so far, from finding out that Professor Campbel knew her parents to the personalities of the other students she'd met in her classes. â€Å"The elevator was real y crowded, and slow, and my lab partner's back was against the buttons. Somehow she accidental y pushed the alarm button, and the alarm started going off.† Elena took a sip of her soda. â€Å"Suddenly, a voice came out of nowhere and asked, ‘Do you have an emergency?' And she said, ‘No, it was an accident,' and the voice said, ‘What? I can't hear you.' It went on like that, back and forth, until she started shouting ‘Accident! Accident!'† Damon stopped tracing patterns in the condensation on his glass with one finger and glanced up at her through his lashes, his lips twitching into a smile. â€Å"When the doors opened on the ground floor, there were four security men standing there with a medical kit,† Elena finished. â€Å"We didn't know what to do, so we just walked past them. When we got out of the building, we started to run. It was so embarrassing, but we couldn't stop laughing.† Damon let his slight smile expand into a grin – not his usual cool twist of the lips or his brief, bril iant, and enigmatic there-then-gone smile, but an honest-to-God cheek-puffing, eye-squinching grin. â€Å"I like you like this,† he said suddenly. â€Å"Like what?† Elena asked. â€Å"Relaxed, I suppose. Ever since we met, you've been in the middle of some crisis or another.† He raised his hand and brushed a curl away from her face, gently touching her cheek. Elena was vaguely aware of the waiter standing by the booth, waiting for them to look up, as she answered with just a touch of flirtation, â€Å"Oh, and I suppose you had nothing to do with that?† â€Å"I wouldn't say I am the one who's been most to blame, no,† Damon said cool y, his grin fading. He looked up, his eyes sharp and knowing. â€Å"Hel o, Stefan.† Elena froze in surprise. Not the waiter, then. Stefan. One look at him, and she winced, her stomach dropping. His face could have been carved from stone. He was looking at Damon's hand, stil stretched across the table toward Elena. â€Å"Hey,† she said tentatively. â€Å"How was your study group?† Stefan stared at her. â€Å"Elena, I've been looking everywhere for you. Why didn't you answer your phone?† Pul ing out her phone, Elena saw that there were several messages and texts from Stefan. â€Å"Oh, no, I'm so sorry,† she said. â€Å"I didn't hear it ring.† â€Å"We were supposed to meet,† Stefan said stiffly. â€Å"I came to your room and you were just gone. Elena, people have been disappearing al over campus.† He had been scared, afraid that something terrible had happened to her. His eyes were stil anxious. She started to reach out to comfort him. The fact that she'd lost the Power she'd had so briefly was hard for Stefan to accept, she knew. He thought her mortality made her fragile, and he was afraid he'd lose her. She should have thought it through, should have left him more of a message than a quick text saying she would return soon. Before she could touch him, Stefan's gaze turned to Damon. â€Å"What's going on?† he asked his brother, his voice ful of frustration. â€Å"Is this why you fol owed us to col ege? To zero in on Elena?† The look of hurt that crossed Damon's face was only a subtle shadow and was gone so quickly that Elena wasn't entirely sure she had actual y seen it. His features settled into an expression of lazy disdain, and Elena tensed. The peace between the brothers was so fragile – she knew that – and yet she had let Damon flirt with her. She'd been so stupid. â€Å"Someone should be keeping her safe, Stefan,† Damon drawled. â€Å"You're too busy playing human again, aren't you? Study groups.† He lifted an eyebrow scornful y. â€Å"I'm surprised you've even noticed that there's something going on around this campus. Would you rather have Elena alone and in danger than have her spending time with me?† Tense lines were forming around Stefan's mouth. â€Å"You're saying you don't have an ulterior motive here?† he asked. Damon waved a hand disparagingly. â€Å"You know what I feel for Elena. Elena knows what I feel for Elena. Even that sports-loving Mutt of yours knows how things are between us. But the problem isn't me, little brother – it's you and your jealousy. Your wanting to be an ‘ordinary human'† – Damon made quote marks with his fingers – â€Å"and stil carry on with Elena, who is hardly ordinary. You want to have your cake and eat it, too. I haven't done anything wrong. Elena wouldn't have come with me if she didn't want to.† Elena winced again. Was this the way it was always going to be? Was any minor misstep on her part going to set Damon and Stefan at each other's throats? â€Å"Stefan†¦ Damon,† she implored, but they ignored her. They were glaring at each other. Stefan stepped closer, flexing his fists, and Damon clenched his jaw, silently daring Stefan to make a move. For the first time, Elena saw a resemblance between them. â€Å"I can't do this,† she said. Her voice sounded smal and soft to her own ears, but both Salvatore brothers heard her and whipped their heads toward her with inhuman speed. â€Å"I can't do this,† she said again, louder and more firmly this time. â€Å"I can't be Katherine.† Damon scowled. â€Å"Katherine? Believe me, darling, nobody here wants you to be Katherine.† Stefan, his face softening, said, â€Å"Elena, sweetheart – † Elena interrupted him. â€Å"Listen to me.† She wiped her eyes. â€Å"I've been walking on eggshel s, trying to keep this – this thing between the three of us from tearing us apart. If anything good has come out of al the stuff that's happened, it's that you found each other, you started being brothers again. I can't – † She took a deep breath and tried to find a sensible matter-of-fact voice somewhere inside herself. â€Å"I think we should take a break,† she said flatly. â€Å"Stefan, I love you so much. You're my soul mate, you're it for me. You know that.† She looked up at him pleadingly, silently begging him to understand. Then her eyes moved past him to Damon, who was staring at her with a furrowed brow. â€Å"And Damon, you're part of me now. I †¦ feel for you.† She looked back and forth between them, her hands clutching each other. â€Å"I can't lose either of you. But I need to figure out who I am now, after everything that's happened, and I need to do it without worrying about destroying the relationship between you. And you need to figure out how you can be friends with each other, even if I'm in both of your lives.† Damon let out a skeptical noise, but Elena kept talking. â€Å"I'l understand† – she gulped – â€Å"if you can't wait for me. But I wil always, always love you. Both of you. In different ways. But for now, I just can't be with you. Either of you.† She was tearing up again, and her hands shook as she wiped her eyes. Damon leaned across the table, a smal twisted smile hovering on his lips. â€Å"Elena, did you just break up with both of us?† The tears dried up instantly. â€Å"Damon, I never dated you,† she said angrily. â€Å"I know,† he replied, and shrugged. â€Å"But I've definitely just been dumped.† He glanced at Stefan, then quickly away, his expression closed off. Stefan looked devastated. For a moment, his face was so bleak that it wasn't hard to believe he was more than five hundred years old. â€Å"Whatever you want, Elena,† he said. He started to reach for her, then pul ed his own hand back to his side. â€Å"No matter what, I wil always love you. My feelings aren't going to change. Take whatever time you need.† â€Å"Okay,† Elena said. She stood up shakily. She felt like she was going to be sick. Half of her wanted to pul Stefan to her, kiss him until that broken expression on his face went away. But Damon was watching her, his own face inscrutable, and touching either of them felt †¦ wrong. â€Å"I need to be by myself for a while,† she told them. At any other time, she knew, both of them would have objected to the idea of her walking the campus alone. They would have argued, fol owed her if she wouldn't walk with them – anything to keep her safely under their protection. Now, though, Stefan moved aside to let her out of the booth, his head bowed. Damon sat very stil and watched her go, his eyes hooded. Elena didn't look back at them as she crossed to the door of the pub. Her hands were shaking, and her eyes were brimming with tears once more. But she also felt as if she'd carried something very heavy for a while and had final y been able to put it down. This might be the best choice I've made in a long, long time, she thought. Dear Diary, Every time I remember the look on Stefan's face when I told him I needed space, my chest aches. It's like I can't breathe. I never wanted to hurt Stefan. Never. How could I? We're so close, so wrapped up in each other that he's like a piece of my soul – without him, I'm not complete. But†¦ I love Damon, too. He's my friend – my dark mirror image – the clever, plotting one who will do whatever it takes to get what he wants, but who has a kindness deep inside him that not everybody sees. I can't imagine living without Damon, either. Stefan wants to hold on to me so tightly. He cares for his brother – he does – and Damon cares for him, too, and having me between them is messing that up. All three of us have been held so closely together by the crises we've had to deal with recently – my death and rebirth, Klaus's attack, Damon's return from the edge of death, the phantom's attack – that every move we've made, every thought we've had, has been wrapped up with the other two. We can't go on like this. I know I've done the right thing. Without me between them, they can become brothers again. And then I can sort out the tangled threads of my relationships with both of them without having to worry that any move I make will snap the tenuous bond between us. It's the right decision. But still, I feel like I'm dying a slow death. How can I live for even a little while without Stefan? All I can do is try to be strong. If I just keep going, I'll get through this time. And in the end, everything will be wonderful. It has to be.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%