Eddie’s death Essay

In a view from the bridge, the theme of justice is consistent throughout, particularly at the end. The five main points I am going to talk about in this essay are Alfieri and his monologues, Eddie phoning immigration on the cousins, Marco’s hatred towards Eddie at the end of the play, leading swiftly on to Eddie’s death. Other words associated with justice are vengeance, betrayal and revenge. Starting with Alfieri and his monologues, we can see that, being a lawyer, Alfieri values the law, more than justice. We can see this when he says ‘most of the time we settle for half and I like it better’, by this, we can see that when he says ‘settle for half’ he means that the written law may not always act in favor of justice, yet it is better to follow the law than to take it into your own hands. He says that he likes it ‘better’ like this, which also supports this, he sees that when people go against the law to assert justice, it can lead to conflict and death, which he does not support. Alfieri also says ‘Justice is very important here’, the keywords in the quote are ‘important’ and, evidently, ‘justice’, they show how meaningful justice is in the neighborhood in which the play is set, which subtly informs the audience of an ongoing theme which is to be raised at some point in the play, maybe more than once. This prepares the audience for coming conflicts because when one thinks of justice, like Alfieri, they know it can lead to conflict and death, therefore creating dramatic tension. In addition, Alfieri says ‘Only God makes justice’, which further supports the quote above, suggesting that Alfieri is a strong believer of the law, and that people should not take justice into their own hands, that is God’s job. This may lead the audience to believe that Alfieri believes in fate, what’s meant to be is meant to be, and if that one person deserves justice, God will serve it to them. Moving on to the next point, Eddie phoning immigration on the cousins. Eddie says, ‘Give me the number of the immigration bureau’, using the imperative ‘give me’, like an order, rather than asking politely for the number suggests to the audience that Eddie is making an irrational move, out of spite, maybe, because of his anger towards the cousins. Throughout the play, Eddie shows his status as high and powerful, trying to force this onto the cousins, too. When the cousins arrived, his status was knocked, and because of his delusions about Rodolpho being gay, he subconsciously created divides in his relationships with Beatrice and Catherine, because they were not seeing what he thought he saw. This angered him, and lead the audience to believe that, by turning the cousins in, Eddie thought he was rightfully serving justice, when, in fact he was purely making a selfish move to reclaim his status and have his relationships with Beatrice and Catherine restored. Furthermore, Eddie later says, after having had Marco spit in his face, ‘I’ll kill you for that you son of a bitch’. By using the threat, ‘I’ll kill you’ suggests that Eddie wants to get revenge on Marco for embarrassing him in public, and deliberately lowering his status. The language and tone that Eddie uses is both violent and aggressive, which are also key traits and features of someone seeking justice. An example of this in everyday life are stories like 9/11, where a group of terrorists believed that had been wronged, they therefore committed an illegal act, driving two planes into the twin towers and consequently claiming the lives of hundreds of innocent people in a violent and aggressive manner. In their minds, however, the terrorists thought they were claiming their justice on the world who they believed had been unfair to them. Eddie’s story is like this in the way that he felt his status fading, he felt betrayed by Beatrice and Catherine for not backing him up, so, by phoning immigration on the cousins, he felt he was serving his justice, they would be deported back to Italy, and he would reclaim his status in the house he shares with Beatrice and Catherine. In his mind, he felt the victims, Rodolpho and Marco were getting the justice they deserved, when, in fact, they were completely innocent, Eddie had only deluded himself with his obsession that Rodolpho was gay, and his love for Catherine that he made the irrational decision of turning the cousins in. Another story of revenge like this, is in Hamlet, when his father’s ghost came to him, telling him that Claudius had poisoned him. Hamlets swears revenge, and does so violently and aggressively, killing Polonius, the eavesdropping court chamberlain. Several events occur, leading to a duel between Polonius’ son, Laertes, and Hamlet. This example also supports Alfieri’s view that revenge can lead to conflict and death, because the result of the duel ends with the death of Gertrude, Laertes, Claudius and Hamlet. Marco’s hate towards Eddie, is similar to that of Laertes’ towards Hamlet, whose actions lead to the death of Polonius, Laertes’ father, and Ophelia, Laertes’ sister, who loved Hamlet but was driven to madness by his actions and died by drowning. Eddie’s actions, phoning the immigration bureau on the cousins lead to Marco’s hate towards Eddie. Marco says ‘That one! He killed my children! That one stole the food from my children! ‘, he says this because once he is sent back to Italy, he will no longer have a job and will no longer be able to provide for his children. Because of this, Marco, like Laertes, wanted to get revenge, and spat in Eddie’s face, embarrassing him in front of the whole neighborhood. Marco also says ‘In my country, he would be dead by now. He would not live this long’, this suggests that although his action of spitting in Eddie’s face was, while being degrading towards Eddie, was actually quite minimal, because this quote suggests that, given the chance, Marco would have killed Eddie for betraying his family. Marco feels that this would be the rightful punishment for Eddie’s actions. Consequently, later in the play, Marco gets his wishes. When him and Eddie confront, a fight is initiated and Eddie pulls a knife. Eddie yells ‘You lied about me, Marco. Now say it. Come on now, say it! ‘, this behavior by Eddie is completely out of spite and is irrational anger, he is so obsessed with his opinions about Rodolpho, and further angered by the previous events when the immigration officers showed that he is using provoking language and tone which leads Marco to lunge, screaming ‘Anima-a-a-a-l! ‘ and resultedly leads to Eddie’s death. The word ‘animal’ is lengthened and is shouted in action. Marco is so angered by Eddie and is so taken over by emotion that he lunges towards Eddie and kills him, therefore avenging him for what he has done to his family. These points effectively highlight some of the main events in the play that are related to the theme of justice. They show that justice was a theme not only brought up once, but consistently throughout the play. Justice is evidently a main theme in the play, and, without it, would result in a boring play with no proper story. This shows that justice is an effective theme and keeps the audience’s attention because it creates tension and therefore, interest.

Persuasive Essay- Ipads in Kindergarten Essay

In 2011, ten years after Maine began issuing laptops to all seventh graders, the Auburn School System launched an initiative to provide an iPad 2 for each of its students entering kindergarten. At a cost of roughly $200,000- representing a 5% increase in the school budget (Opinions Divided†¦) some taxpayers were less than pleased- calling it a complete waste of money. But in Auburn- and schools around the country- trends are emerging and showing the iPad to be a powerful learning tool and a necessary investment in our children’s future. For over a decade, Maine has been at the forefront of integrating technology into public schools and there is no reason to stop now. Despite the high cost to institute this program, Auburn should continue to provide iPads to students entering kindergarten. Auburn is not alone in providing iPads to kindergarteners. In fact, kindergarten students in Maine, Tennessee, and South Carolina have received iPads to supplement their teacher’s instruction. While the iPad cannot replace the human interaction of a teacher, it is a great addition to the classroom, at a time when the teacher to student ratio keeps getting larger and larger. Laura Shaw, principal of Sherwood Heights School recently said, â€Å"When you have eighteen kids in the classroom and you see ten kids, hands raised up, the teacher does her best to get around. But sometimes with the iPads and certain apps the kids get immediate feedback. They know what they’ve done is correct and they can move on, or they know ‘Oh, I need to ask for help,’† (Porter). For example, a child can play â€Å"Feed the Hippos Hot Peppers. † In this app the child counts aloud while feeding the hippo. The teacher can adjust the app difficulty to â€Å"count† or â€Å"add† peppers, depending on the child’s capabilities. When the child answers the problem correctly, the iPad responds with a round of applause; an immediate cue to the child that they were correct (Lemeshow). Initially, Auburn Schools split the children into two groups when first issuing the iPads in 2011. Half of the children received iPads during the first week of school, the other half received their iPads in mid-November; effectively creating a control group to gage learning. Although the study lasted just 9 weeks, the results were promising. When tested, students who received their iPads in the first week of school scored higher in 9 out of 10 areas, compared with children who did not. One area in particular really stood out: recognizing sounds and writing letters. Kindergartners with iPads gained 13. 72 points, compared to an 11. 58-point gain for students who did not have iPads. That difference is significant, said Mike Muir, the Multiple Pathways leader for Auburn schools (Auburn Report: iPads). When pupils use iPads, more learning does not seem like a far stretch. With 100’s of learning apps available for download, teachers are able to customize the iPad and tailor the lesson to the individual child’s needs. This way, advanced children can reach their highest potential without becoming bored while the rest of the class catches up. On the other side, if one or two children are struggling, the rest of the class can move on, while the child receives the help she needs. Sherwood Heights Elementary School kindergarten teacher Susan Lemeshow called the iPads â€Å"one of the most powerful teaching tools I’ve ever used. †¦ I can put her on one book, her on a different level book,† she said of two girls in her class. Pupils are doing the same lesson, â€Å"but at the level they need,† she said (Report Say Giving†¦). So what is the problem? Those who oppose the program site the cost- around $800 per student entering kindergarten- as a major issue and wonder if a kindergartener is responsible enough to handle such an expensive piece of equipment. Others worry children may not learn to read and write properly. Auburn hopes the high level of testing done in the beginning of the school year will line them up for educational grants to relieve taxpayers of the burden from having to foot the bill. At the end of the year, the school system will also be able to compare this year’s kindergarten to previous years, with hopes of even better results. Regarding concerns of the students learning to write, it is important for people to understand that children are not using the iPads all day. The use of iPads is balanced. Students are still using crayons, markers, and traditional books. They are still learning how to hold pencils or crayons, and how to write (3 Auburn Teachers†¦). The iPads are a â€Å"center-based† activity with the children using them in 15-minute increments 2 to 3 times per day. Each iPad has a protective case, and students are not allowed to bring them home (Lemeshow). Providing iPads to students as an educational tool is invaluable. With the iPads children have become excited about learning. â€Å"We are seeing high levels of student motivation, engagement and learning in the iPad classrooms,† said Sue Dorris, Principal of East Auburn School (NooNoo). Children born in today’s world grow up bombarded by technology in every aspect of their lives- except school- so an iPad as a learning tool is appealing to them. It really gets their attention and keeps them engaged. The results are more learning and better test scores. With technology always evolving, newer apps, and programs, the possibilities really are endless. Auburn’s plan is to purchase and iPad for each new pupil entering kindergarten. The iPad will stay with the student from kindergarten through 6th grade. With this plan Auburn hopes to have an iPad in the hands of every elementary student in the district by 2017. If every student is equipped with an iPad, the world of digital text books emerges- which could amount to huge savings. In this digital world, it is not really a question of if we can afford this; but more a question of if we can afford not to? Works Cited Lemeshow, Susan. Telephone interview. 27 Apr. 2012. NooNoo, Stephen, ed. â€Å"Kindergarten iPad Initiative Reveals Modest Literacy Gains. † T. H. E. Journal. 1105 Media, Inc. , 2012. Web. 29 Apr. 2012. . Porter, Tim. â€Å"A School System in Maine Gives iPads to Kindergartners. † Voice of America. N. p. , 23 Nov. 2011. Web. 28 Apr. 2012. . Washuk, Bonnie. â€Å"Auburn Report: iPads Help Kindergartners’ Learn. † McClatchy – Tribune Business News (Feb. 2012): n. pag. ProQuest Central K12. Web. 28 Apr. 2012. . – – -. â€Å"Opinions Divided Over iPads for Auburn Kindergartners. † Sun Journal [Lewiston, Maine] 8 Apr. 2011, Lewiston-Auburn ed. : n. pag. Sun Journal. Web. 28 Apr. 2012. . – – -. â€Å"Report Says Giving iPads to Auburn Kindergartners Increases Test Scores. † Bangor Daily News 16 Feb. 2012: n. pag. BangorDailyNews. Com. Web. 28 Apr. 2012. . – – -. â€Å"3 Auburn Teachers Give iPads High Grade. † Sun Journal [Lewiston, Me. ] 20 Oct. 2011.

Forensic Handwriting Analysis Essay Example | Topics and Well Written Essays - 500 words

Forensic Handwriting Analysis - Essay Example The field of scientific handwriting analysis determines the authenticity of a signature or document. On the other hand, Graphology is the study of handwriting analysis that assesses the writer's traits and personality stating that any two writers are highly unlikely to share similar handwriting characteristics as style, (macro feature) and opening in characters, (micro features), smoothness, size, slant, curvature and angularity etc. Questioned Document Examination or QDE which has been a profession since at least 1870, is related to any "questioned" document in any signature, handwriting, typewriting, computer crime detection, historical dating, fraud investigation or other marks whose source or identity is in dispute or doubtful. The most questioned documents are wills, passports, suicide notes, lottery tickets, organized crime, white collar crime, art and sex crime etc. therefore, to check their authenticity certain methods of forensic analysis have been developed. The method of indented writing or second page writing is the impression captured from the writing instrument on sheets of paper below the one that contains the original writing and is useful in identifying invaluable investigation procedures when medical records are suspected of containing alterations.

Chronic fatigue syndrome, mitochondrial dysregulation and oxidative Essay

Chronic fatigue syndrome, mitochondrial dysregulation and oxidative stress - Essay Example Its treatment also is through suppression of the symptoms (Myhill 2014). The onset of symptoms of this disorder occurs at the age of early 20s to mid-40s, with a higher group reporting the onset of their symptoms at their early 30s. They can also occur in children aged between 13 and 15 years. Anyone is prone to this syndrome no matter the sex. However, it appears that females are more prone and have a greater chance of ailing this disease; 60-70% are female. The ratio of females to males suffering CFS is 3:1. In the UK, some research reports indicated that the illness was present in 0.5-2% of the population; this estimates about 250000 people in the UK with chronic fatigue syndrome (Thew & Mckenna 2009). Mitochondrial dysregulation is the impairment of the mitochondrial physiological processes (Lalsh, 1993). As we know, the role of mitochondria in the cells of the human body is to provide energy for the body that helps humans to do work. Once these regulatory processes are interfered with, the process of energy manufacturing is also affected: there may be less energy produced or more or imbalanced regarding the time that it is needed. It may be related to chronic fatigue syndrome in the sense that, it may be a causative agent. Lack of enough energy that the body needs is what makes one feel tired hence fatigued (Lalsh, 1993). Therefore, those having chronic fatigue syndrome are likely to have mitochondrial dysfunction. Oxidative stress can be described as the constant imbalance between the manufacturing of the reactive oxygen species, also known as the free radicals and their neutralisation by the antioxidants. The unstable nature of the reactive oxygen species makes them very react ive and renders them the ability to cause great cell damage through breaks and DNA mutation (Shankar & Srivastava, 2012). This phenomenon often leads to irreparable cellular damage. The mitochondrial respiratory cycle plays an

Marketing channel essay Example | Topics and Well Written Essays - 500 words - 1

Marketing channel - Essay Example In light of this definition, an evaluation of the article Disney’s Powerful Marketing Machine by Ryan Tracy can sufficiently form a basis from which the various aspects of marketing channel can be weighed. Disney’s Powerful Marketing Machine by Ryan Tracy looks at the various marketing and business tools used by Disney as a company. The article tries to evaluate the various successes that Disney has achieved, and looks at these successes in relation to the history that Disney as a company has. It is based on Disney CEO’s remarks on the company, and while the article acknowledges various company CEO’s wont for braggadocio, it draws the line by stating that Disney can actually stand up to the success story behind it. As such, one of the major reasons behind Disney’s success is its intellectual property resulting from an array of highly popular and prosperous characterization in the film industry. This is also backed by years of experience in the logistics involved in making a product and its merchandise as successful as possible. Disney’s worldwide presence means that they have virtually unlimited reach, and coupled with their experience at marketing their merchandise and effectively pricing them anywhere, the Disney magic has always ensured very high success rates. Moreover, Disney has spread its wings to cover almost all the relevant aspects of its scope, from animations, films, books, videogames, magazines, mobile apps, and even its own network channel. Nonetheless, the Disney has not had a very successful implementation of the internet-based media consumption that characterizes the younger generation. While this has caused losses for the company, it has out measures in place to rejuvenate its interactive division. In all, the article foresees a successful future for Disney, particular in consideration of its past and the recent acquisition of Marvell, another giant in action heroes. This article highlights various aspects of marketing

Shock at the cellular level Essay Example | Topics and Well Written Essays - 750 words

Shock at the cellular level - Essay Example Hypovolemic shock occurs when there is loss of blood or plasma, as in burns, hemorrhage and trauma. Septic shock occurs as a result of systemic microbial infection. Other types of shock have also been defined: distributive and obstructive (Schwarz, eMedicine). Distributive shock occurs when the normal peripheral vascular tone becomes inappropriately relaxed leading to relative hypovolemia. It is caused by anaphylaxis, neurologic injury, sepsis, and drug-related causes. Obstructive shock is seen in newborns with obstructive congenital heart disease like coarctation of aorta, interrupted aortic arch, and severe valvular stenosis (Schwarz, eMedicine). In older children and adults, rheumatic fever, subacute bacterial endocarditis, and hypertrophic cardiomyopathy can lead to direct obstruction of cardiac output (Schwarz, eMedicine). 1. Non-progressive stage: This is an initial stage where in the reflex mechanisms of the body are activated, thus maintaining normal perfusion of the vital organs. The various neuro-humoral mechanisms maintain the cardiac output and blood pressure. The hypothalamus situated in the brain secretes adrenocorticotrophic releasing hormone which in turn stimulates the adrenal or the suprarenal glands to secrete the catecholamines, aldosterone and the cortisol. Blood is diverted from the less vital to more vital organs like brain, heart and kidneys, heart rate increases to supply more blood quickly, blood pressure increases to supply blood efficiently, respiratory rate increases to get more oxygen from the atmosphere, glycogen stores in the liver and muscle are broken down to get more glucose (glycogenolysis) and beyond a certain level, glucose is formed from non-carbohydrate sources like fats and proteins (gluconeogenesis) (Ron de Kloet, p.187). In the heart, adrenaline causes increase in the heart rate and also the force of contraction leading to increased

EMBA 555 Executive coaching discussion 1 Essay Example | Topics and Well Written Essays - 250 words

EMBA 555 Executive coaching discussion 1 - Essay Example Just as the Week 1 lecture stated, other people reinforced what we thought we should be in our lives by repetition and instilling strong emotions in us, but these may have actually distracted us from the aspirations we had for ourselves and for which we should have strived. One of the obstacles that hinders us from discovering ourselves is other people’s opinions which are dispensed as truth or wisdom, and which affect us well into adulthood. Some parents tend to be quite hard on their kids in an attempt to mold them into good adults. Such discipline is good in some sense when it inspires children to strive harder and realize their capabilities. But when those people we look up to – parents, guardians, and role models – provide the wrong kind of influence or pressure, although they harbor the best of intentions, they are unaware that the young minds they seek to mold are actually hindered from discovering their true selves (Del Toro, 2009). Del Toro, M S (2009) Parental Discipline Styles: A Study of Its Effects on the Development of Young Adults at the University Level. Retrieved 25 March 2013 from

The Omnivore's Dilemma Essay Example | Topics and Well Written Essays - 1250 words

The Omnivore's Dilemma - Essay Example Subjects such as cattle industry, the capon industry, the hidden costs of industrial farming, local versus industrial organic farming, fast-food, the ethics of eating animals, the meaning of food in our lives are analyzed aptly. The basic question clarified by Pollan is ‘what type of food should be laid on the table?’ The meaning of food in our lives is discussed in relation with ideas from the Pollan’s ‘The Omnivore’s Dilemma’. Aspect, Origin and Significance of Food Human beings are scientifically classified as omnivores, hence are capable of consuming both flesh and plants. The fact still stands that not all foods are nutritious and edible; thus man tends to be choosy on what to love and hate. Pollan has remarkably assisted his readers on what to consider when selecting food. He states that innumerable individuals eat what their culture perceives as healthy food; therefore, are restricted to try other types of food (Murcot, 203). â€Å"The lack of a steadying culture of food leaves us especially vulnerable to the blandishments of the food scientist and the marketer†¦Ã¢â‚¬  (Pollan, 5) In his quest, Pollan explores to find differences amid solar-powered food and fossil fuel-powered food. Feedlot is examined by Pollan and finds out that it has made more problems than solutions in producing substantial food. He does this through finding disparities amid economic logic and evolutionary logic; and systems that manufacture food without problems and those with problems. Anxiety is stirred up when a person has to choose on the type of food to eat. Pollan states this statement strongly believing how the process is remarkably difficult. Majority of the Americans struggle to get thin whilst they get fat as time elapses. The Omnivore’s Dilemma illustrates how American citizens are dysfunctional eaters, and fail to make precise choices in selecting appropriate food for consumption. Consequently, Pollan tries to find a solution to this problem by beginning to analyze the raw foods grown in the soil and ends with cooked and refined meal. Pollan also approaches this journey of emphasizing on the implication of food to omnivores by examining corn. He does his research in supermarkets by analyzing the type of foods grown in the area. He explains the origin of corn and the use of chemical fertilizers (Pollan, 15). Corns are the center of the innumerable foods put up for sale in supermarkets. The Omnivore’s Dilemma states that ingredients of industrial foods contains corn, which is broken down to simple molecules and matter that are combined with other substances to come up with a done produce. The populace and the community should watch on the pervasive diseases such as ‘obesity’, ‘diabetes’ and ‘heart disease’ that are majorly caused by too much of industrial foods. It has been established that corn and oil is the heart of the food industry. Examples of f oods that are extracted form oil and corns are burgers, fries that are exceptionally admired in American food shops center and fast food hotels (Pollan, 109). Corn makes up more in than a quarter of the types of foods sold in supermarkets. In his research, he visited the Chicken Mc Nuggets and found out that corn makes up 13 of the 38 constituent. This proves how essential corn is in the production of foods in industries. The food chain that he presents initiates form the corn. The human society is now facing difficult food choices

Investment Account Essay Example for Free

Investment Account Essay What is the meaning of Al-Awfar? Al-Awfar means â€Å"prosperous investment†. 3. What is the difference between Al-Awfar Savings Account and Investment Account-i and the normal Bank Islam Savings Account-i and General Investment Account-i (GIA)? Al-Awfar Savings and Investment Account-i is a rewarding account that offers a host of additional features, which include expected Mudharabah returns on savings and investments (if any). This is in addition to the opportunity to receive cash prizes from the bank through a quarterly prize draw. 4. Is Al-Awfar Saving and Investment Account-i a form of gambling? NO. Al-Awfar Savings and Investment Account-i is free from any elements of gambling. 5. Is Al-Awfar Savings and Investment Account-i Shariah-compliant? YES. The Shariah Supervisory Council of Bank Islam approved this product in its 102nd meeting dated 7th April 2008 (30 Rabiulawal 1429H). 6. Are prize draws allowed according to the Shariah Law? YES. Prize draws are permitted if there is no elements of riba (usury), gharar (uncertainty) and maysir (gambling). 7. What is the basis on the permissibility of draw in Islam? 1. Al-Quran, in Surah Ali ‘Imran verse 44 This is a part of the news of the Ghaib (unseen, i. e. the news of the past nations of which you have no knowledge) which We inspire you with (O Muhammad ). You were not with them, when they cast lots with their pens as to which of them should be charged with the care of Maryam (Mary); nor were you with them when they disputed. . Is the draw performed in a manner that is transparent to the public? YES. There is an external independent draw committee who will observe the draw process. 9. What is the difference between Al-Awfar Savings and Investment Account-I and other competitors’ product? Al-Awfar Saving and Investment Account-i is the first product of its kind introduced by an Islamic bank, which meets all Shariah requirements. 10. Where does Bank Islam invest the funds deposited by customers? Bank Islam invests the fund in Shariah-compliant investments pproved by the bank’s Shariah Supervisory Council. 11. Can the cash prizes received be used for Ibadah purposes, e. g. performing the Hajj and Umrah or given away as Zakat and Sadaqah? YES. The cash prizes come from a Halal source. Upon receiving the cash prize, the customer is free to use it for any purpose 12. Are the cash prizes taken from the profit earned through Al-Awfar Savings and Investment Account-i? NO. The cash prizes are provided by the Bank and are not specifically derived from profits of Al-Awfar Savin gs and Investment Account-i.

Shakespeares treatment of evil in Macbeth Essay Example for Free

Shakespeares treatment of evil in Macbeth Essay It is clear right from the beginning of the play that the witches play a key role in the play. The opening scene shows the witches planning their meeting with Macbeth. Not only does this scene hold suspense and capture the audiences attention from the start of the play, it sets the atmosphere also. They meet on a moor in thunder and lightening, this portrays an evil image. This is how Shakespeare portrays evil at the start of the play. Shakespeare used rhyming couplets for lovers and magical characters, as well as at the end of a scene to round it off. The Witches speak this certain way to stress their mysteriousness and sense of confusion. Some of their lines contradict each other and this can be very effective and powerful. All: Fair is foul, and foul is fair Hover through the fog and filthy air. (1.1) This is to emphasise the witches hate for good, and love for evil. Also, this would have caused tension among an Elizabethan audience. Witches were believed to be associated with the evil powers of Hell, and that they had diabolical powers and could take demonic power over anybody they chose. The image of them being able to fly would frighten them. In the Royal Shakespeares Companys production, starring Anthony Sher and Harriet Walter, the witches are shown as extremely mentally unhinged and deranged. They run around Macbeth and Banquo as they tell them their prophecies. Their evil is portrayed by the camera shots used, and fuzzy effects that a stage performance could not achieve. This gives them a sense of mystery. The theatre production I saw did not have a very effective or powerful opening. The witches seemed disturbed but I felt they spoke too quickly, this could have been connected with evil forces, but I feel that if the audience did not know the script very well, it could be confusing. Though I felt the parts of the witches were not acted very well, they did depict their power over Lady Macbeth very well. This was achieved in the unsex me here speech in Act One, Scene Five. The witches were shown behind Lady Macbeth in green light, which both created an eerie atmosphere but showed that perhaps they were the evil behind all of Macbeth and Lady Macbeths plans. Maybe they had some control over what was happening. In the witches foul is fair and fair is foul speech, it was sung in a way that made them sound very mentally disturbed. They also did mysterious movements with their arms. Both of these actions made the scene more powerful and interesting for the audience, and also created a feeling of evil and the unknown. The witches were not only in the play to put emphasis on evil; Shakespeare had intended to please King James I, which Macbeth was performed before. The king was very fascinated by witchcraft at the time, but witches were feared by almost everyone during the reign of Elizabeth I, as England was a Christian country, that believed literally in Heaven and Hell and as they thought that witches were associated with Hell, witches must have been evil, and if they were anything to do with them, they were to be condemned to eternity in Hell. Hundreds of people, many women were convicted as witches and tortured and executed. Towards the beginning of the play, King Duncan, his sons, and Lennox meet a captain who was wounded from a battle. Macbeth is well spoken of, and even though the audience have not yet seen Macbeth himself, they are given the impression he is a noble and respectable man. The captain tells of Macbeths victory in having captured the Thane of Cawdor, a traitor to the king. Hearing this, Duncan is overjoyed with Macbeth and gives Macbeth the title of Thane of Cawdor for himself. For brave Macbeth (well he deserves that name) Distaining Fortune, with his brandishd steel, Which Smokd with bloody execution, (Like Valours minion) carvd out his passage. Captain (1.2) Macbeth therefore has good qualities at the beginning of the play that makes his abrupt change terrifying. He is simply a human being with human weaknesses, particularly his ambition, which makes him vulnerable when it comes to being tempted be the idea of having power He does not seem evil at all at the beginning of the play, infact he seems very far from it. He is a man who, as Lady Macbeth says: Too full o th milk of humane kindness to catch the nearest way. (1.5) From the opening scene, Macbeth is chosen as a target for temptation by the witches. This suggests that perhaps he was not an evil person, but just a victim of his ambition and moral weaknesses. He is tempted when he first meets the three witches when they say that he was to be king. But when Macbeth is told that he had been made Thane of Cawdor, he asks: The Thane of Cawdor lives, why do you dress me in borrowed robes? (1.3) This seems to suggest that at the stage, Macbeth wants no honour that is not rightfully his? At first, Macbeth does not want to murder Duncan, as his fears were that he would be eternally damned, especially as Duncan was a good king to his country. But eventually, ambition takes over and he does not let his thoughts get in the way. The witches are not the only reason for why Macbeth becomes so unhinged and obsessed with the idea of becoming king. Lady Macbeth was very responsible for Macbeths decision to kill Duncan; it was she, who mocked Macbeth when he did not want to carry on with their plans to kill him. Lady Macbeth says: When you durst do it, then you were a man: And to be more than what you were, you would Be so much more the man. (1.7) Lady Macbeth is an extremely strong and power craving woman. She is tremendously ambitious for herself and who is astute enough to recognise her husbands strengths and weaknesses, and also ruthless enough to make the most of them, this is shown when as she mocks him when he did not want to murder. The idea of becoming queen is incredibly tempting to her, and she realises that without her, he will never win the Crown. She therefore calls on the powers of darkness for his and her sake. Come you spirits, That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe, top-full Of direst cruelty (1.5) Lady Macbeth describes in violent terms what she herself would be prepared to do in this situation, she explains how willing she would be to kill for the Throne, by stating that she would go as far as murdering her own child if necessary. I would, while it was smiling in my face, Have plucked my nipple from his boneless gums, And dashd the brains out, had I so sworn As you have done to this. (1.7) The idea she expresses here certainly fits perfectly with the fair is foul and foul is fair speech. This shows that appearances may be deceitful. Lady Macbeth seemed like a very feminine, weak lady. This is shown when the murder of Duncan had just been discovered, Macduff says to Lady Macbeth: O gentle Lady, Tis not for you to hear what I can speak: The repetition in a womans ear, Would murther as it fell (2.3) She is also a very cautious criminal; she remembers details well such as in Act Two, Scene two, when Macbeth had just murdered Duncan, he forgets to leave the daggers back to the scene of the crime. Macbeth, at this point, is shocked after what he had just done. He is frightened, and very guilty, he is not in the state to return the daggers. So Lady Macbeth does it for him to cover their tracks. Not only does she influence Macbeth to such actions, but she is ambitious enough to finish off any things he had begun. At this stage, Macbeth still has a conscience, he panics after he had sinned. Ill go no more: I am afraid, to think of what I have done: Look ont again, I dare not. (2.2) But as time passes, he realises he will have to carry on killing people to cover up the truth that it was him who murdered Duncan. One of those people was his friend, Banquo, who knew about the witches prophecies. Banquo was suspicious, as he had always thought the witches were misleading Macbeth in some way. If anyone knew who had killed Duncan, it would be Banquo. Macbeth therefore needed to rid of him, and also his son, Fleance, as it was said by the witches that he would also become king. First Witch: Lesser than Macbeth, and greater. Second Witch: Not so happy, yet much happier. Third Witch: Thou shalt get Kings, though thou be none. (1.3) This is the point where Macbeth gets carried away with his ambition. He tries to stop what the witches said would happen. This is proved impossible when Fleance flees from the murders, leaving his father, dying. Macbeth carries on murdering innocent people including Lady Macduff and her son. Macbeth returns to the witches to hear more of what was going to happen, in Act Four, Scene One. His ambition had already taken over by then. He is obsessed with keeping the throne. The apparitions one by one tell him bad news, but Macbeth is over confident and is now almost certain he would not be defeated. The power of man: for none of woman born Shall harm Macbeth. Macbeth shall never vanquishd be, until Great Birnam Wood, to high Dunsinane Hill Shall come against him. Apparitions two and three (4.1) Again, not all things are what they seem. This is again, another example of the half-truths that Shakespeare uses. They play a large role in Macbeth, and are what was used to draw Macbeth into doing evil deeds. Evil is also emphasized by clothing in productions and films. In the production that I saw, and in the RSC production, the actors were wearing mostly black all of the time. Lighting was very effective in the live performance; green lighting was used for the witches which gave a supernatural atmosphere. Smoke was also used to create a feeling of mystery in the opening scene. The consequences of evil develops drastically throughout the whole play, starting off with doubts and indecisions, and ending with empty, ruthless cruelty. If Macbeth is viewed as a psychological study of a murderers mind, both Macbeth and Lady Macbeth both show symptoms of schizophrenia. Schizophrenia is defined as a psychotic disorder characterised by loss of contact with the environment, by noticeable deterioration in the level of functioning in everyday life, and by disintegration of personality expressed as disorder of feeling, thought, and conducts. They may also hallucinate, and can not distinguish between what is real and what is not. Macbeth imagines Banquos ghost at the dinner. This scene was done very effectively in the live performance. Banquo appeared onstage, and slipped in and out of the stage through the iron gates, which normally, the actors would have to open to walk through. Stepping through the gate broke the boundaries and gave a very supernatural edge to the scene. Some schizophrenics withdraw emotionally, for example, their outlook on life is deadened and they show little or no warmth. This is exactly what happens to Macbeth near the end of the play. I have livd long enough; my way of life Is falln into the sear, the yellow leaf. I have almost forgot the taste of fears (5.5) Lady Macbeth is so mentally disturbed by what she and her husband have done that she cannot sleep peacefully, resulting in her sleep walking. This signifies that she can not get it out of her head, and she is beginning to become crazy because of it. She is even re-acting some of the past out, including the letter writing, which symbolises the letter that her loving husband wrote to her to inform her of the news that he was to be king. She feels unclean after touching the daggers and the blood of the king. She has hallucinations that her hands are covered in blood and that she cannot remove the smell of blood from her hands either. Yet who would have thought the old man to have had so much blood in him. The Thane of Fife, had a wife: where is she now? What will these hands neer be clean? Heres the smell of blood still: all the perfumes of Arabia will not sweeten this little hand. (5.2) She also knows her husband is getting out of control, and she feels that it is all getting unbearable. This is first shown when Macbeth is planning to kill Banquo. Lady Macbeth tries to discourage him, but fails: Lady Macbeth: You must leave this. Macbeth: O, full of scorpions is my mind, dear wife: Thou knowst, that Banquo and his Fleance lives. (3.2) It is towards her death, when she is seriously psychologically damaged by the events. Shakespeare shows this through the way that she speaks. While throughout most of the play, Lady Macbeth spoke in unrhymed iambic pentameter. At the end when she was sleep talking, she spoke in prose, which showed how disjointed her mind was: Wash you hands, put on your nightgown, look not so pale: I tell you yet again Banquos buried; he cannot come out ons grave. (5.1) In conclusion, I think Macbeth was extremely influenced by the witches. They were the main reason for spread of evil. There is certainly with little doubt, without the witches, and their prophecies, Macbeth would not have murdered Duncan. Though the witches were the main reason, the others was also his ambition, his weakness to temptation, and the power his wife had over him to tempt him to do what his conscience knew was wrong. Lady Macbeth is incredibly determined, and powerful, and eventually, the two of them lost their passion they had for each other because of their evil deeds and desire for control Your hand, your tongue, look like th innocent flower, But be the serpent under t. He thats coming, Must be provided for: and you shall put This nights business into my dispatch, Which shall to all out nights, and days to come, Give solely sovereign swat, and masterdom. Lady Macbeth. (1.5) Upon the sightless couriers of the air, Shall blow the horrid deed in every eye, That tears shall drown the wind. I have no spur To prick the sides of my intent, but only Vaulting ambition, which oerleaps itself, And falls on th other. Macbeth (1.7)

The Human Services Worker

The Human Services Worker Human Services Worker is a generic term for people who hold professional and paraprofessional jobs in such divers settings as group homes and hallway houses; correctional, mental retardation, and community mental health centers; family, child, and youth service agencies, and programs concerned with alcoholism, drug abuse, family violence, and aging (Harris, Maloney, and Rother, pg. 205). Human services have helped lots of people to manage their life or get them back on their feet. Human services are broad, and contain a lot of job titles. One thing that human service workers all have in common is their desire to help others. The primary purpose of human service worker is to assist individual and communities to function as effectively as possible in the major domains of living (NOHS, 2012). They are people who have the patience, understanding, and caring in their dealings with others is highly valued by employers (NOSH, 2012). Case worker refers to an individual who possesses a degree in social work from a school or program accredited by the Council on Social Work Education (NASW, 2010). Case worker, is a primary method of social work that is concerned with the change and improvement of helping people towards a satisfying human relation. Case worker are employed by large number of organizations. In America, most government agencies that provide social services to children in poor or troubled families have a staff of caseworkers, each of whom is assigned a proportion of the cases under review at any given time (Enwikipedia, 2012). Case worker does a lot each day depending on where the work and their level of expertise. The kind of services that they provide varies widely. They can work with people who are without shelter or home, ill, or with family that has issues. Case worker provides resources to the people who are in need of them. An example would be like, providing families a parenting class that can help fix their family difficulties. They set up programs that will provide some sort of help. There are many case workers who give out counseling help. Case worker (social work profession) has increasingly highlighted the importance of racial diversity and cultural competency training in social work education and pra ctice (Freeman, 2010). There are two types of case worker (social worker): direct-service social worker who help people solve and cope with problems in their everyday lives, and clinical social workers, who diagnose and treat mental, behavioral, and emotional issues (Occupational Outlook Handbook, 2012). Direct-service case workers usually help address everyday problems from finding work or applying for government aid. Direct-case social workers typically do the following (Occupational Outlook Handbook, 2012): Identify people who need help Assess clients needs, situations, strengths, and support networks to determine their goals Develop plans to improve their clients well-being Help clients adjust to changes and challenges in their lives, such as illness, divorce, or unemployment Research and refer clients to community resources, such as food stamps, child care, and healthcare Help clients work with government agencies to apply for and receive benefits such as Medicare Respond to crisis situations, such as natural disasters or child abuse Advocate for and help clients get resources that would improve their well-being Follow up with clients to ensure that their situations have improved Evaluate services provided to ensure that they are effective Direct-service workers and clinical case workers both help out people to improve their living situation in some ways, but the services they provide can be different as well. Clinical case workers generally help address mental health problems. Clinical case workers typically do the following (Occupational Outlook Handbook, 2012): Diagnose and treat mental, behavioral, and emotional disorders, including anxiety and depression Provide individual, group, family, and couples therapy Assess clients histories, backgrounds, and situations to understand their needs, as well as their strengths and weaknesses Develop a treatment plan with the client, doctors, and other healthcare professionals Encourage clients to discuss their emotions and experiences to develop a better understanding of themselves and their relationships Help clients adjust to changes in their life, such as a divorce or being laid-off Work with clients to develop strategies to change behavior or cope with difficult situations Refer clients to other resources or services, such as support groups or other mental health professionals Evaluate their clients progress and, if necessary, adjust the treatment plan They both can be employed in a variety of settings like in the government agencies, nonprofit agencies, school or the hospitals. Case workers are employed to help people direct the social services that are available to them. They both work as an encouraging help for people to become emotionally and financially stable so they can support themselves. In order to build a good relationship with their client, there are specific needs that clients would need to know. The principles of building a good relationship with a client are crucial. According to Diane Depanfilis and Marsha K. Salus (2003): The client has a need to be treated as a unique individual rather than a case, a type, or a category. Clients need to express both negative and positive feelings. Clients need sympathetic understanding of and response to the feelings expressed. There is a delicate balance between being personally and emotionally involved with a client and maintaining a degree of professional objectivity. Clients need to be accepted as people of worth and inherent dignity regardless of personal problems and past failures. Clients have a need to be neither condemned nor judged for the difficulties in which they find themselves. Clients have a need to make their own choices and decisions. Clients have a need to keep personal information as secret as possible. It is important to have this kind of relations with their client as their case worker. Before we can fully understand what case workers do, we need to know the history of case worker (social worker) in the United States and its roots in the struggle of society to deal with problems that are associated with them. Case worker developed in the United States reflected on an ongoing mixture of ideas derived from different kind of cultures throughout history. Just as social workers appreciate the necessity of viewing individuals within context- be they social, cultural, or physical- so social work as a practice and a profession must be viewed within its sociohistorical context (Pozzuto Arnd-Caddigan, 2008). Even before the American Revolution, services to the poor, to children, and to the mentally ill had been established in North America, many used the poor laws that were established in England to define who should receive services and the content of those services (SagePub.com, 2012). By the early 19th century, it was said that the states had begun providing relief through towns and counties. Their efforts were often poor and were self-help organizations that began to add-on to their efforts. There were lots of social welfare policies and programs that were taken for granted that occur within U nited States history. Since the first social work class was offered in the summer of 1898 at Columbia University, social workers have led the way developing private and charitable organizations to serve people in need (NAWS, 2012). Social workers continue to address the needs of society and bring our nations social problems to the publics attention. The case worker profession devised standards and training and advocates social research and scientific methods. Their profession lead to a more consistent and focused on care for individual who are in need and a desire for social change. Our states take in responsibilities for distributing relief from towns and counties. Many of the benefits were taken for granted came about because social worker working with families and institutions spoke out against abuse and neglect (NASW, 2012): The civil rights of all people regardless of gender, race, faith, or sexual orientation are protected. Workers enjoy unemployment insurance, disability pay, workers compensation and Social Security. People with mental illness and developmental disabilities are now afforded humane treatment. Medicaid and Medicare give poor, disabled and elderly people access to health care. Society seeks to prevent child abuse and neglect. Treatment for mental illness and substance abuse is gradually losing its stigma Case worker falls under the human services that are broadly define in maintaining to improve the quality of life services to the populations has standards that must be followed or met through the National Organization for Human Service Education (NOHSE). The National Organization for Human Service Education (NOHSE) developed the Ethical Standards of Human Services Professionals. Case worker functions in many ways, carries many roles and responsibilities. Case workers have a long tradition with the concern of ethical dilemmas. There are several methods for dealing with ethical dilemmas. One of the most common and accepted method is the development and implementation of a professional code of ethics. The development of a code of ethics for the purpose of ethical dilemmas is involved in the development and recognition of a profession by society. Professional ethics are concerned with the correct course of professional actions when dealing with ethical dilemmas. Human Services ethics are designed to help case workers decide whether two or more challenging goals are the correct one for the given situational background. Case worker makes decisions that may affect only a few but in some case their decisions may also affect a crowd of people . There is no sure way of resolving ethical dilemmas but by knowing and honoring the ethical standards will help the case worker in making decisions that will be of the greatest benefit for the client. The ethical standards of the human services professional are a set of fifty-four guidelines developed by NOSHE to outline the human service professional responsibility to clients (NOSHE, 2012). There are lots of ethical issues and dilemmas that case worker will face, such as confidentiality. Case worker must have a capacity to handle any situation. As a case worker, they need to make sure that their clients are aware of their rights and responsibilities, such as confidentiality. By maintaining confidentiality of information is very important. The rights and responsibilities are often laid down in legislation, codes of practices and policy documents. Case worker should always think carefully before talking to their colleagues and clients, and always ask whether a person really needs to know about your client. The confidentiality must be kept within certain borderlines, and can be broken when other service users rights come into conflict. Case worker should respect their clients right to keep any information private. There may be certain information that may need to be passed to a senior member of the staff when there is someone who might be in danger. Clients can expect that you do not discuss their details with anyone else without their permission. Trust is very importan t. Case worker does provide a variety of resources and help to the people who need it. Human service profession is one that promotes improved service delivery systems by addressing not only the quality of direct services, but by also seeking to improve accessibility, accountability, and coordination among professionals and agencies in service delivery (Harris, Maloney, Rother, pg. 205). Case worker is here to assist people towards a better life as possible. They are there to help people overcome problems and make their lives better. They might work with people who are homeless, sick, or having family problems. They should be prepared to challenge attempts to undermine the professions traditional values through case work that will withstand commitment to vulnerable and worried people. They can work within government agencies, non-profit agencies, to school and to the hospitals. They must attempt to anticipate the emergence of ethical issues that, while perhaps unimaginable today, are li kely to arise in the future as a function of societal and other changes. Maybe perhaps as a result of technological developments that may have ethical implications.

Manipulation of Truth in Oliver Stones JFK Essay -- essays research p

Manipulation of Truth in Oliver Stone's JFK   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Oliver Stone is a master of manipulation. Being an expert in the art of directing, Stone is able to make an audience believe whatever he wishes. In the 1991 film JFK, Oliver Stone manipulates facts in order to convey a fictional conspiracy involving the assassination of John F. Kennedy. The Zapruder film and the magic bullet theory are two facts that Stone employs to trick the audience into believing his fabricated tale.   Ã‚  Ã‚  Ã‚  Ã‚  Stone unfolds this film through the eyes of Jim Garrison, the district attorney of New Orleans, who believes that there is more to the assassination than what has been presented in the past. Although three years have gone by since the conclusion of the trial, Garrison feels personally obligated to uncover classified information that will prove a complex government coup d'etat. Garrison's idea that the United States government is somehow related to Kennedy's assassination is first seen in the opening of the film. Stone flashes scenes from the Zapruder film (an eight millimeter live video of the shooting) where he mutes the original audio sounds and replaces them with ceremonial music, representative of the United States government. Being that the Zapruder film is a piece of documented evidence; a general audience does not question its validity. This replacement of sound is a conscious attempt to foreshadow the conclusion that Stone wants the audience to come to at the end of the film. By linking together visual images of the assassination with military music, Stone sends a subliminal message that two are somehow related. In reality, this connection is nothing more than a fictional interpretation contrived by Oliver Stone.   Ã‚  Ã‚  Ã‚  Ã‚  Where does reality end and fiction begin in Garrison's conspiracy theory? This is a question that one must ask themselves before viewing the final episode of JFK. The final element of the movie is made up of an intense and captivating courtroom scene. It is here where Garrison culminates the entirety of his speculations and presents them in front of a court of law. Are Garrison's suppositions valid, or is it the way in which he presents these conjectures that makes them appear to be true? Garrison's passionate and charismatic rhetoric makes his accusations exce... ... righteousness in the name of their former president. Testimonies from witness present at the assassination, in reality, do not exist. Because of the emotional high being experienced, viewers do not take the time to separate what is fact in Garrison's testimony from what is fiction. Stone successfully uses his final presentation of the factual Zapruder film to coerce a majority of both audiences into believing his contrived tale.   Ã‚  Ã‚  Ã‚  Ã‚  Oliver Stone incorporates facts such as the Zapruder film and the magic bullet theory into his 1991 film, JFK. This film is not intended to be a documentary, but rater a persuasive work of art that uses facts in order to convey fiction. Being a master of manipulation, Stone is able to alter the way in which he presents these facts, causing viewers to believe that there is a conspiracy involving the Kennedy assassination. By using techniques such as replacement of sound and repetition of footage, Oliver Stone forces viewers to make false connections and experience intense emotions. Through careful manipulation of evidence in JFK, Stone successfully persuades a majority of viewers to believe an ultimately fictional conspiracy.

Anorexia and Bulimia :: Eating Disorders, Anorexia, Bulimia Nervosa

Why does food become a deadly enemy for some people? Well, society continues to send the message to young women and even to a small number young men (more and more men are becoming victims of eating disorders these days) that to be happy and successful one must be thin, which causes them to starv and/or binge and purge themselves in an attempt to gain what the media considers an ideal figure. The media is full of "toothpick" thin models, in which women desire to be like. Women often need to be in the feel of being in control, it is an ongoing battle they encounter with perfection. Bulimia nervosa is a disorder with psychological, and physiological effects. It is an eating disorder, common especially among young women of normal weight, that is characterized by episodic binge eating. Bingeing is defined as the rapid consumption of a large amount of food, often a bulimic person will eat more in two hours than a normal person would consume in an entire day. Binges are often followed by feelings of guilt, shame, loss of control, anxiety and depression. These negative feelings, especially anxiety and shame lead to bulimic behaviors, such as purging. The most common purging behavior is vomiting, which is a way to dispose of the calories and fat taken in that causes weight gain orally. The other way of diposing calories and fat are the use of laxatives, it is not as common as vomiting. There is more pain caused to the anus when using laxitives, then there is pain to the throat when vomiting, thats why laxatives are a less common way and vomiting is a more common way. Exact causes of bulimia nervousa are unknown even though in studies there is some evidence that an occurring brain chemical may influence eating behaviors, because it is in connection to the regulation of food intake. Growing/constant peer pressure is also a big help of causing bulimia, as well as low self-esteem. Young women with an older sister, mom, or even friend that has an eating disorder is ten times more likely to develop one herself, than any other child on their own. There are psychological factors of body dissatisfaction, self-esteem (as said before), perfectionism and abuse-associated with bulimia nervosa and women. While perfectionism and abuse have been risk factors in the models of bulimia, body dissatisfaction and low self-esteem seem to contribute more to bulimic behavior.

My Best Friend Essay

My Best friend. My best friend is a very special lady I grew up with, my sister Roberta. My sister Robert is two years younger than me, but everyone always assumes she is older than me. She always laughs at me when I tease her by saying it must be because I look younger than her. We have been there for each other through all the important milestones in our lives; from our wild and fun childhoods, to our first day of school, to the births of our first born children.My sister Roberta loves working and being outdoors when she can. She also loves building things and using power tools; sometimes I think she is half man and half woman. And she loves playing volleyball with a passion, when we play for fun or in any volleyball tournament; we always play on the same team. She was my maid of honor when I married my husband twelve years ago, when I walked up to the alter, she jokingly told my husband, â€Å"I’m giving her to you, and once your married, you can’t give her back ok. She made all of us laugh. She has been there for me and my husband and children when we needed help for anything. My sister has been there through the births of all my children, and she has seen me through the darkest times of my life when I lost two of my children and when I went through post-partum depression. She has always been a source of strength, and happiness throughout my life. There isn’t anything I wouldn’t do for my sister Roberta, as she has done so much for me.She calls me mom sometimes, because I am always looking out for her and everyone in my family after we lost our mother. We make sure we get together at least once or twice a week for a girls night of stories, jokes, movies and laughter, or when we travel somewhere, we try to travel together and we always have tons of fun. We are always joking around; there is never a dull moment when we are together. I thank the good Lord for blessing me with my awesome sister.

A Dysfunctional Family Essay

Families are supposed to be there for each other and what have you. The families of today are more or less normal, but in the book The Glass Menagerie by Tennessee Williams the Wingfield family is very dysfunctional. What makes this family dysfunctional are the members of it, such as Amanda, Tom, and Laura. Amanda was a very talkative mother. Amanda Wingfield was how the book called her, â€Å"A little woman of great but confused vitality clinging frantically to another time and place.† (p. 5). This is very true on top of that Amanda was loquacious and always bragging about how many gentleman callers she had. By doing this Amanda made her daughter Laura feel bad. An example of such is â€Å"One Sunday afternoon in Blue Mountain- your mother received – seventeen – gentleman callers! Why, sometimes there weren’t chairs enough to accommodate them all.† ( i, p. 26). Tom on the other hand took care of his family. Tom Wingfield was the man of the house be cause his father had â€Å"fallen in love with long distance† and he was caring for the girls. When Amanda gets in the way or tries to make things even more difficult for Tom he decides to go out to the movies or rather drinking. Tom finally flipped at Amanda one day and told her how he felt about her and the warehouse. He said, â€Å"You think I’m in love with the Continental Shoemakers? You think I want to spend fifty-five years down there in that – celotex interior! With – fluorescent – tubes! Look! I’d rather somebody picked up a crowbar and battered out my brains – than go back mornings! I go! Every time you come in yelling that Goddamn â€Å"Rise and Shine!† â€Å"Rise and Shine!† I say to myself â€Å"How lucky dead people are!† But I get up. I go!† ( iii, p. 41). Laura can’t really handle all that much. Laura Wingfield is Amanda’s daughter. She is a very shy girl who does not take a well to meeting new people. Laura’s problem is she has â€Å"A childhood illness that has left her crippled, one leg slightly shorter than the other, and held in a brace.† (p. 5). Laura was attending Rubicam’s Business College. Her mother had went to the business college to see how Laura was doing and to her surprise the teacher had told Amanda, Laura was not attending anymore. She told her mother she had gotten sick in front of all her classmates and couldn’t go back so she’s been â€Å"All sorts of places – mostly in the park.† ( ii, p. 32). The Wingfield family just doesn’t seem  normal. In conclusion, the Wingfield family is very dysfunctional in many ways. Each person in that family makes it that way too. Amanda still living in the past, Tom always going to the movies, and Laura being crippled and shy. Some things can be dealt with and some things can’t. Everyone has their problems and the Wingfields are just more open about it. The core of The Glass Menagerie rests on the dysfunctional relationship of the Wingfield family and the distinctive quirks that plague them. The matriarch, Amanda, is unable to move past the days of old with her memories of southern hospitality and idyllic youth. Laura, the â€Å"peculiar† daughter, has such an extreme case of social anxiety that she rarely ventures from the house, mostly retreating into another realm with her glass collection. Tom is the more social son who also serves as narrator of the play. He prefers to use cruelty and indifference to separate himself from the needy women in his life while using nighttime outings as a physical escape from the doldrums of life. Tom and Amanda, the two more domineering personalities, each have a unique way of reacting to their view of reality, and the subsequent effect of entrapment, and each attitude takes its owner in a different direction. Tom is the seemingly normal member of the highly dysfunctional Wingfield clan. He holds down a decent though boring job to care for his mother and sister since their father has been long gone. But Tom longs for a much more adventurous life than the one he presently occupies. His reality is one of obligation and frustration. When Tom tells his mother â€Å"I give up all that I dream of doing and being ever!† it is coming from the remorse he feels over the course his life has taken (Williams 13). He views the reality of his father leaving as his own coming into the head of the household position and that road is not easily taken. Tom’s father’s absence traps Tom with a family who need him even though he longs to be anywhere but home. Once he has spoken these words, however, he promises to devalue the statement by accomplishing new goals that will hopefully release him from his mother’s grip. Tom’s opinion â€Å"I’ve got no thing; no single thing in my life here that I can call my own!† shows that he feels out of co ntrol of his own life (Williams 25). The feeling that nothing is his leads him to use escapes like the movies, dance hall, and alcohol to lift his spirits by temporarily making choices by himself for  himself. The movies represent a major escape Tom uses before going it alone in the world. Viewing his life as an uncontrollable force causes him to attend a movie almost nightly and not return home until the early hours of the morning. He believes he is getting a glimpse into the exciting â€Å"real† world that he wishes to be a part of but eventually gets sick of all â€Å"those glamorous people-having adventures-hogging it all, gobbling the whole thing up† and makes the decision to move on from his demanding family into a life of journeys and exploration of the world (Williams 60). Another means of escape for Tom that pushes him to leave the Wingfield apartment is the fact that he feels not one person understands him. He tells his family â€Å"There’s so much in my heart that I can’t descri be to you!† (Williams 55). The pain Tom feels in not being able to verbally articulate his thoughts flows onto paper through poetry and other writing. In doing so he is able to alleviate some pressure but still comes to the decision to move on from his family. Tom reacts to the reality of a severe mother, dull surroundings, and frustrating situations with escapes that take him out of the present and into a world filled with illusions. Amanda physically lives in the year 1937 but prefers to immerse herself in the memories from a seemingly pre-Civil War era. The abandonment of her husband years before continues to manifest itself into self-misery for Amanda and harsh actions onto her children. Even though she uses her nostalgia as a defense mechanism it seems to only bring about bitterness about a life unlived especially when she exclaims, â€Å"I could have been Mrs. Duncan J. Fitzhugh, mind you! But I-I-picked your father!† (Williams 6). She prefers to relive her past as an escape from the present reali ty because it is so unbecoming to her. Amanda usually uses her runaway husband as an excuse to be a recluse into the past with remarks comparing her former suitors to her current spouse but instead of these statements jolting her into a realization about the pathetic state of her life they simply continue to trap her in a cycle of unhappiness. This unhappiness causes her to then become impatient with her children, Tom and Laura; a perfect example being a time when Amanda tells Laura she has so embarrassed the family that she â€Å"wanted to find a hole in the ground and hide [herself]† (Williams 45). These are harsh words for a daughter with little self-esteem and a son with even less motivation for life. It seems the only feelings she knows how to feel are ones of resentment and animosity which clearly rub off  on both her children, although it different ways with Laura becoming emotionally weaker and Tom mentally distant. Amanda’s past life is not only visible in her mental state but also appears physica lly as well. When Laura sees her coming to the door from a women’s meeting, â€Å"She has on one of those cheap or imitation velvety-looking cloth coats with imitation for collar. Her hat is five or six years old†¦ and she is clutching an enormous black patent-leather pocketbook with nickel clasps and initials† (Williams 46). Although it’s unclear what is the fashionable style for the time period, the tone in which the passage is set clearly suggests Amanda being quite behind the times. Amanda’s obvious wish is for a less stressful life than the one she previously occupies but her way of escaping her entrapment through daydreams and past experiences holds her back from ever achieving anything worthwhile or moving forward with her golden years. Every action taken by an individual incites a reaction from either themselves or another. Tennessee Williams’ play The Glass Menagerie is, therefore, realistic in the way it displays the struggles of its characters, Tom and Amanda. Although each person suffers from entrapment in their daily lives, they both handle themselves in drastically different ways. Reacting to the reality they believe exists causes each character’s life to take a different turn. Tom prefers to drive himself to leave his family so as to escape his frustration while Amanda favors reliving the past to avoid the present

The Vampire Diaries: The Struggle Chapter Five

November 2, Saturday Dear Diary, This morning I woke up and felt so strange. I don't know how to describe it. On the one hand, I was so weak that when I tried to stand up my muscles wouldn't support me. But on the other hand I felt†¦ pleasant.So comfortable , sorelaxed. As if I were floating on a bed of golden light. I didn't care if I never moved again. Then I remembered Stefan, and I tried to get up, but Aunt Judith put me back to bed. She said Bonnie and Meredith had left hours ago, and that I'd been so fast asleep they couldn't wake me. She said what I needed was rest. So here I am. Aunt Judith brought the TVin,but I don't care about watching it. I'd rather lie here and write, or just lie here. November 3,Sunday (10:30 p.m.) I've just read over yesterday's entry and I'm shocked. What was wrong with me? I broke off in the middle of a sentence, and now I don'teven know what I was going to say. And I didn'texplain about my new diary or anything. I must have been completely spaced out. Anyway, this is the official start of my new diary. I boughtthis blank book at the drugstore. It's not as beautiful as the other one, but it will have to do. I've given up hope of ever seeing my old one again. Whoever stole it isn't going to bring it back. But when I think of them reading it, all my inner thoughts and my feelings about Stefan, I want to kill them. While simultaneously dying of humiliation myself. I'm not ashamed of the way I feel about Stefan. But it's private. And there are things in there, about the way it is when we kiss, when he holds me, that I know he wouldn't want anybody else to read. Of course, it hasn't got anything about his secret in it. I hadn't found that out yet. It wasn't until I did that I really understood him, and we got together, really together, at last. Now we're part of each other. I feel as if I've been waiting for him all my life. Maybe you think I'm terrible for loving him, considering what he is. He can be violent, and I know there are some things in his past that he's ashamed of. But he could never be violent toward me,and the past is over. He has so much guilt and he hurts so much inside. I want to heal him. I don't know what will happen now; I'm just so glad that he's safe. I went to the boarding house today and found out that the police had been there yesterday. Stefan was still weak and couldn't use his Powers to get rid of them, but they didn't accuse him of anything. They just asked questions. Stefan says they acted friendly, which makes me suspicious. What all the questions really boil down to is: where were you on the night the old man was attacked under the bridge, and the night Vickie Bennett was attacked in the ruined church, and the night Mr. Tanner was killed at school? They don't have any evidence against him. So the crimes started right after he came to Fell's Church, so what? That's not proof of anything. So he argued with Mr. Tanner that night. Again, so what? Everybody argued with Mr. Tanner. So he disappeared after Mr. Tanner's body was found. He's back now, and it's pretty clear that he was attacked himself, by the same person who committed the other crimes. Mary told the police about the condition he was in. And if they ever ask us, Matt and Bonnie and Meredith and I can all testify how we found him. There's no case against him at all. Stefan and I talked about that, and about other things. It was so good to be with him again, even if he did look white and tired. He still doesn't remember how Thursday night ended, but most of it is just as I suspected. Stefan went to find Damon Thursday night after he took me home. They argued. Stefan ended up half-dead in a well. It doesn't take a genius to figure out what happened in between. I still haven't told him that I went looking for Damon in the graveyard Friday morning. I suppose I'd better do it tomorrow. I know he's going to be upset, especially when he hears what Damon said to me. Well, that's all. I'm tired. This diary is going to be well-hidden, for obvious reasons. P.S. I wonder who our new European history teacher will be? She tucked the diary under her mattress and turned out the light. Elena walked down the hallway in a curious vacuum. At school she was usually peppered with greetings from all sides; it was â€Å"hi, Elena,† after â€Å"hi, Elena,† wherever she went. But today eyes slid away furtively as she approached, or people suddenly became very busy doing something that required them to keep their backs to her. It had been happening all day long. She paused in the doorway of the European history classroom. There were several students already sitting down, and at the chalkboard was a stranger. He looked almost like a student himself. He had sandy hair, worn a little long, and the build of an athlete. Across the board he had written â€Å"Alaric K. Saltzman.† As he turned around, Elena saw that he also had a boyish smile. He went on smiling as Elena sat down and other students filed in. Stefan was among them, and his eyes met Elena's as he took his seat beside her, but they didn't speak. No one was talking. The room was dead silent. Bonnie sat down on Elena's other side. Matt was only a few desks away, but he was looking straight ahead. The last two people to come in were Caroline Forbes and Tyler Smallwood. They walked in together, and Elena didn't like the look on Caroline's face. She knew that catlike smile and those narrowed green eyes all too well. Tyler's handsome, rather fleshy features were shining with satisfaction. The discoloration under his eyes caused by Stefan's fist was almost gone. â€Å"Okay, to start off, why don't we put all these desks in a circle?† Elena's attention snapped back to the stranger at the front of the room. He was still smiling. â€Å"Come on, let's do it. That way we can all see each other's faces when we talk,† he said. Silently, the students obeyed. The stranger didn't sit at Mr. Tanner's desk; instead, he pulled a chair to the circle and straddled it backward. â€Å"Now,† he said. â€Å"I know you all must be curious about me. My name's on the board: Alaric K. Saltzman. But I want you to call me Alaric. I'll tell you a little more about me later, but first I want to give you a chance to talk. â€Å"Today's probably a difficult day for most of you. Someone you cared about is gone, and that must hurt. I want to give you a chance to open up and share those feelings with me and with your classmates. I want you to try to get in touch with the pain. Then we can start to build our own relationship on trust. Now They stared at him. No one so much as moved an eyelash. â€Å"Well, let's see†¦ what about you?† Still smiling, he gestured encouragingly to a pretty, fair-haired girl. â€Å"Tell us your name and how you feel about what's happened.† Flustered, the girl stood. â€Å"My name's Sue Carson, and, uh†¦Ã¢â‚¬  She took a deep breath and went doggedly on. â€Å"And I feelscared. Because whoever this maniac is, he's still loose. And next time it could be me.† She sat down. â€Å"Thank you, Sue. I'm sure a lot of your classmates share your concern. Now, do I understand that some of you were actually there when this tragedy occurred?† Desks creaked as students shifted uneasily. But Tyler Smallwood stood up, his lips drawing back from strong white teeth in a smile. â€Å"Most of us were there,† he said, and his eyes flickered toward Stefan. Elena could see other people following his gaze. â€Å"I got there right after Bonnie discovered the body. And what I feel is concern for the community. There's a dangerous killer on the streets, and so far nobody's done anything to stop him. And – † He broke off. Elena wasn't sure how, but she felt Caroline had signaled him to do it. Caroline tossed back gleaming auburn hair and recrossed her long legs as Tyler took his seat again. â€Å"Okay, thank you. So most of you were there. That makes it doubly hard. Can we hear from the person who actually found the body? Is Bonnie here?† He looked around. Bonnie raised her hand slowly, then stood. â€Å"Iguess I discovered the body,† she said. â€Å"I mean, I was the first person who knew that he was really dead, and not just faking.† Alaric Saltzman looked slightly startled. â€Å"Not just faking? Did he often fake being dead?† There were titters, and he flashed that boyish smile again. Elena turned and glanced at Stefan, who was frowning. â€Å"No – no,† said Bonnie. â€Å"You see, he was a sacrifice. At the Haunted House. So he was covered with blood anyway, only it was fake blood. And that was partly my fault, because he didn't want to put it on, and I told him he had to do it. He was supposed to be a Bloody Corpse. But he kept saying it was too messy, and it wasn't until Stefan came and argued with him – † She stopped. â€Å"I mean, we talked to him and he finally agreed to do it, and then the Haunted House started. And a little while later I noticed that he wasn't sitting up and scaring the kids like he was supposed to, and I went over and asked him what was wrong. And he didn't answer. He just – he just kept staring at the ceiling. And then I touched him and he – it was terrible. His head just sort offlopped †¦Ã¢â‚¬  Bonnie's voice wavered and gave out. She gulped. Elena was standing up, and so were Stefan and Matt and a few other people. Elena reached over to Bonnie. â€Å"Bonnie, it's okay. Bonnie, don't; it's okay.† â€Å"And blood got all over my hands. There was blood everywhere, so much blood†¦Ã¢â‚¬  She sniffed hysterically. He stood up and paced around the center of the circle, his hands opening and shutting nervously. Bonnie was still sniffling softly. â€Å"I know,† he said, the boyish smile coming back full force. â€Å"I'd like to get our student-teacher relationship off to a good start, away from this whole atmosphere. How about if you all come around to my place this evening, and we can all talk informally? Maybe just get to know each other, maybe talk about what happened. You can even bring a friend if you want. How about it?† There was another thirty seconds or so of staring. Then someone said, â€Å"Your place?† â€Å"Yes†¦ oh, I'm forgetting. Stupid of me. I'm staying at the Ramsey house, on Magnolia Avenue.† He wrote the address on the board. â€Å"The Ramseys are friends of mine, and they loaned me the house while they're on vacation. I come from Charlottesville, and your principal called me Friday to ask me if I could take over here. I jumped at the chance. This is my first real teaching job.† â€Å"Oh, that explains it,† said Elena under her breath. â€Å"Does it?† said Stefan. â€Å"Anyway, what do you think? Is it a plan?† Alaric Saltzman looked around at them. No one had the heart to refuse. There were scattered â€Å"yeses† and â€Å"sures.† â€Å"Great, then it's settled. I'll provide the refreshments, and we'll all get to know each other. Oh, by the way†¦Ã¢â‚¬  He opened a grade book and scanned it. â€Å"In this class, participation makes up half your final grade.† He glanced up and smiled. â€Å"You can go now.† â€Å"The nerve of him,† somebody muttered as Elena went out the door. Bonnie was behind her, but Alaric Saltzman's voice called her back. â€Å"Would the students who shared with us please stay behind for a minute?† Stefan had to leave, too. â€Å"I'd better go check about football practice,† he said. â€Å"It's probably canceled, but I'd better make sure.† Elena was concerned. â€Å"If it's not canceled, do you think you're feeling up to it?† â€Å"I'll be fine,† he said evasively. But she noticed that his face still looked drawn, and he moved as if he were in pain. â€Å"Meet you at your locker,† he said. She nodded. When she got to her locker, she saw Caroline nearby talking to two other girls. Three pairs of eyes followed Elena's every move as she put away her books, but when Elena glanced up, two of them suddenly looked away. Only Caroline remained staring at her, head slightly cocked as she whispered something to the other girls. Elena had had enough. Slamming her locker, she walked straight toward the group. â€Å"Hello, Becky; hello, Sheila,† she said. Then, with heavy emphasis: â€Å"Hello, Caroline.† â€Å"What's going on?† she demanded. â€Å"Going on?† Caroline was obviously enjoying this, trying to draw it out as long as possible. â€Å"Going on with who?† â€Å"With you, Caroline. With everybody. Don't pretend you're not up to something, because I know you are. People have been avoiding me all day as if I had the plague, and you look like you just won the lottery. What have you done?† Caroline's expression of innocent inquiry slipped, and she smiled a feline smile. â€Å"I told you when school started that things were going to be different this year, Elena,† she said. â€Å"I warned you your time on the throne might be running out. But it isn'tmy doing. What's happening is simply natural selection. The law of the jungle.† â€Å"And just whatis happening?† â€Å"Well, let's just say that going out with a murderer can put a cramp in your social life.† Elena's chest tightened as if Caroline had hit her. For a moment, the desire to hit Caroline back was almost irresistible. Then, with the blood pounding in her ears, she said through clenched teeth, â€Å"That isn't true. Stefan hasn't done anything. The police questioned him, and he was cleared.† Caroline shrugged. Her smile now was patronizing. â€Å"Elena, I've known you since kindergarten,† she said, â€Å"so I'll give you some advice for old times' sake: drop Stefan. If you do it right now you might just avoid being a complete social leper. Otherwise you might as well buy yourself a little bell to ring in the street.† Rage held Elena hostage as Caroline turned and walked away, her auburn hair moving like liquid under the lights. Then Elena found her tongue. â€Å"Caroline.† The other girl turned back. â€Å"Are you going to go to that party at the Ramsey house tonight?† â€Å"I suppose so. Why?† â€Å"Because I'll be there. With Stefan. See you in the jungle.† This time Elena was the one to turn away. The dignity of her exit was slightly marred when she saw a slim, shadowed figure at the far end of the hallway. Her step faltered for an instant, but as she drew closer she recognized Stefan. She knew the smile she gave him looked forced, and he glanced back toward the lockers as they walked side by side out of the school. â€Å"So football practice was canceled?† she said. He nodded. â€Å"What was that all about?† he said quietly. â€Å"Nothing. I asked Caroline if she was going to the party tonight.† Elena tilted back her head to look at the gray and dismal sky. She remembered what he had told her in his room. He could see better than a human, and hear better, too. Well enough to catch words spoken down forty feet of corridor? â€Å"Yes,† she said defiantly, still inspecting the clouds. â€Å"And that's what made you so angry?† â€Å"Yes,† she said again, in the same tone. She could feel his eyes on her. â€Å"Elena, that's not true.† â€Å"Well, if you can read my mind, you don't need to ask me questions, do you?† They were facing each other now. Stefan was tense, his mouth set in a grim line. â€Å"You know I wouldn't do that. But I thought you were the one who was so big on honesty in relationships.† â€Å"All right. Caroline was being her usual bitchy self and shooting her mouth off about the murder. So what? Why do you care?† â€Å"Because,† said Stefan simply, brutally, â€Å"she might be right. Not about the murder but about you. About you and me. I should have realized this would happen. It's not just her, is it? I've been sensing hostility and fear all day, but I was too tired to try and analyze it. They think I'm the killer and they're taking it out on you.† â€Å"What they think doesn't matter! They're wrong, and they'll realize that eventually. Then everything will be the way it was again.† A wistful smile tugged at the corner of Stefan's mouth. â€Å"You really believe that, don't you?† He looked away, and his face hardened. â€Å"And what if they don't? What if it only gets worse?† â€Å"What are you saying?† â€Å"It might be better†¦Ã¢â‚¬  Stefan took a deep breath and continued, carefully. â€Å"It might be better if we didn't see each other for a while. If they think we're not together, they'll leave you alone.† She stared at him. â€Å"And you think you could do that? Not see me or talk to me for however long?† â€Å"If it's necessary – yes. We could pretend we've broken up.† His jaw was set. Elena stared another moment. Then she circled him and moved in closer, so close that they were almost touching. He had to look down at her, his eyes only a few inches from her own. â€Å"There is,† she said, â€Å"only one way I'm going to announce to the rest of the school that we've broken up. And that's if you tell me that you don't love me and you don't want to see me. Tell me that, Stefan, right now. Tell me that you don't want to be with me any more.† He'd stopped breathing. He stared down at her, those green eyes striated like a cat's in shades of emerald and malachite and holly green. She never got to finish the sentence. It was cut off as his mouth descended on hers.

Write a Conscious Summary to Demonstrate Your Understanding of Your Role and Responsibilities as a Teacher.

Lesson aim (s)| The aim of this lesson is to teach new language. This lesson also aims to help the students to learn the techniques of scanning and skimming. | Room | Training Room| Characteristics of learners| The learners are of intermediate level. Majority of them come from Asian background. The age group is between 30 to 45 years. | Objectives| The learners will be learn some new vocabulary and will be able to use English properly| Resources| Wipe board, markers, hand outs| Duration| 60 Minutes| Lesson Plan Course: General English Topic: Reading and VocabularyName of teacher: Anisur Rahman Khan Time and date: 15/03/2012, 13. 00 Timing| Teacher activity| Learner Activity| 0-5 mins| Greet learners, introduce myselfIce breaker activity to engage the learners| Learners will be attentive to the class, then will interact with fellow learners and teacher | 06-15 mins| Show them a picture. Introduce and explain the topic to help the learners to participate| Learners will interact activel y to complete the task. First individually, then will check in pairs| 16- 30 mins| Ask learner to read the text and answer the exercise. Learners will interact actively to complete the task. First individually, then will check in pairs| 31-35 mins| Then go through all the answers from the students and show them to correct statements, using evidence from the text. | Learners will answer| 36-42 mins| Ask them to answer the next exercise then go through the answer| Learners will complete the task individually then check in pairs| 43-55 mins| Ask learners to discuss the next exercise with their partners| The learners will discuss in pairs| 56-60 mins| Recap the session| Learners will ask any questions if they have any|

A literature review of disinfectants commonly used

A literature review of disinfectants commonly used The purpose for this literature review was to examine the literature currently available to the general public on the application of a range of disinfectants used within a microbiology laboratory in both the public e.g. hospital laboratories and the private sector e.g. university laboratories. This literature review was carried out on the effectiveness of disinfectants so that previous and current knowledge on the use of these disinfectants can be analysed. This will help give an insight into the subject area and help with the preparation and production of the final report based on the research being carried during the literature review and research project. The main purpose of the research project being conducted was to compare the effectiveness of a variety of disinfectants especially Trigene which has been endorsed for use in the microbiology laboratories of the Greater Glasgow and Clyde health board and that of Virkon which is currently used by the microbiology laboratory at the University of the West of Scotland. The literature examined showed that the disinfectants used in clinical laboratories and any other area where microorganisms can cause a problem with cross-contamination, should be evaluated for their effectiveness against the range of organisms which might be encountered. It is an important requirement that the disinfectants being used are able to inhibit or kill the microorganisms quickly and by using the lowest concentration available. (Isenberg, 1985) A study conducted by Kasthjerg et al (2010) which looked at the effects of a range of disinfectants on the expression of virulence genes present in the bacterium Listeria monocytogenes. This study showed that effects on the virulence gene in the bacterium could be linked to the chemicals found in the disinfectant with some causing an inhibition of the gene while others showed an induction of the gene Disinfectants A disinfectant is a chemical which is widely used to eradicate a variety of microor ganisms that are currently found in the samples received into a laboratory or are currently used within an educational setting for the teaching of microbiology to students. Disinfectants can have any of the following chemicals as their main active ingredient: halogenated tertiary amines, chlorine containing compounds, phenols, quaternary ammonium compounds and peroxygen’s. (Tyski et al, 2009) Thus the disinfectants can be divided into groups relating to the chemical present as the active ingredient and these groups will be discussed later in the report. It is important that certain criteria are met when classifying a chemical as a disinfectant, these include:- That the chemical components of the disinfectant will not have an adverse effect on the health of the user and if any health issue is realised then appropriate action can be taken to remove this risk i.e. use PPE such as gloves or respiratory mask. (Severs & Lamontagne, 2002) It. is also important that the disinfectant has the ability to render inactive or kill a wide range of microorganisms including viruses, bacteria and fungi. (Severs & Lamontagne, 2002) It is also important that a disinfectant does not have an adverse effect when used on equipment.

Blockbuster Organizational Failure Research Paper

Blockbuster Organizational Failure - Research Paper Example At the same time, it also created numerous challenges in the market place regarding competitiveness, innovativeness as well as sustainability, which has greatly influenced company sustainability in many sectors. Focused on a similar notion, this paper will entail critical analyzes regarding the failure of Blockbuster LLC, which was formerly recognized as Blockbuster Inc. Overview of Blockbuster Organization Blockbuster is a global retail chain, which offers a vivid array of video games, home movie and rental services for DVDs and VCDs at reasonable price to its discriminating global customers. Besides, the organization is also dedicated to provide its customers with adequate product choices and unique purchasing experiences. Currently, Blockbuster is operating with more than 2,500 retail stores spread worldwide. Being an American MNC, the company owns its maximum number of retail stores in the US, apart from Europe, Asia and Australia. The primary objectives of the company over the y ears have been to provide a world class entertainment experience to the consumers with a vivid assortment of movie and game genres, serving to around 90 million people all around the world (Blockbuster, 2013). Irrespective of its success since its establishment, with the increasing pressure of competition in the global platform, the company had to witness a decline in its revenue structure. It was in the year 2010 that the organization filed for bankruptcy and was consequently acquired by Dish Network (Almeida, 2011). Analysis of the Organizational Failure Factors In order to analyze the reasons behind the failure of Blockbuster, the following subject areas will be taken into consideration, which shall be helpful to obtain an in-depth understanding of the role played by various external and internal business environment factors to secure the sustainability of a company in the long-run. Competitive Advantage According to Michael E. Porter (2008) competitive advantage is a strategy of gaining benefit over competitors by offering customers high value through reasonable price, good product quality, product variety, innovativeness as along with other value added services (Porter, 2008). In the current phenomenon, competitive advantages are not only necessary to assist a company in obtaining larger market share, greater profit and brand value, but it is also necessary to assure long-term leadership position of the company, in the modern era. However, when studying the incident of Blockbuster’s failure, it can be observed that the most significant aspect of competitive advantage is to guarantee the sustenance of a company, apart from the aforementioned benefits. It is in this context that apparently, due to its business model limitations, Blockbuster was in a competitively disadvantageous position. The industry context can be accounted as responsible in this regard, to a large extent. The current market structure of the entertainment industry tends to be highl y volatile, where both the suppliers and the customers possess high degree of bargaining power, majorly due to the availability of close substitutes. Additionally, with frequent occurrences of forward and backward acquisition and mergers, Blockbuster also had to witness the threat of new entrants. Hence, given the limitations of the business model followed by the organization in terms of ill fit with external environmental changes, rigidness to adapt innovative ideas and cost as well as time intensive characteristic, the organization failed to preserve its