Dystopian Fiction Essay

Dystopian fiction is a world where everything is misery and is under strict order by the government and the people have no control and rights in the world they live in. The general reason why authors write dystopian fiction based books is to have criticism on society today or give warnings on the possibility of what could happen to our world and the devastating effects that can happen if we were to have a dystopian world. 1984 is set in a totalitarian society and this book gives us a message that too much government is a bad thing people should be able to have the right and should not be influenced under a totalitarian society. Harrison Bergeron is set in a world where everyone is equal and are handicapped to make sure everyone is equal and nobody can be different the book makes criticism of social engineering allowing stupidity. The calorie man is set in New Orleans and a smuggler Lalji as he tries to bring back fertility in crops and stop genetic manufacturing of food sources and c rop and stop the business making the profit. All of these book of us strong warnings of the possibility’s that our world could sir come to, if we don’t treat things with serious care the some mistakes made in the past could be made in the future, and that the world should not be shaped to only be benefited by a single man or company This book is all a totalitarian society. The author of the book is George Orwell, published in 1949, which back then made this books time zone was about the future. This is a story were the world is all controlled by 1 party. This party sets a lot of demands that the society has to follow day by day or they will be punished. The whole society is being watched through electrical devises, whom some are not aware of where they are located. In this story, there is a guy named Winston who is a part of the party whom is making all the rules and restriction for the society to follow. All of a sudden Winston does not want to be a part of the party and starts to give warning to people that there is too much government control and starts to warn people about the danger of living in a totalitarian society. The warnings from this story talk about how the government in the real world are in control of all of us and the fear is that one day they will take privilege of the power and start to make strict restriction just like how the party did in the book. In the book Harrison Bergeron tells a completely different version to 1984 instead of a world of a totalitarianism society it  is in a world where they make everyone equal and compared to the normal world where if you are different to the normal way we live you are silenced, but everyone is given handicaps in order to be equal. His parents one who is handicapped because of his intelligence are watching and he is on TV trying to inspire a revolution against handicapping the gifted, he is then latter shot on TV but his parents are to handicapped to of noticed what had happened. Anyone who has. This has warnings of socials engineering, society being dumbed down in order to be equal and warning about being difference being seen as a bad thing. The calorie man is set in the future were resources have dried up and scientist a genetically making food in the New Orleans, The author Paolo Bicigalupi and warns us of the effects that can happen of corporations having control over food sources and genetic engineering and the corporate control This book offers us warnings against failing to act on climate change, the risk of corporations dominating public life, and the risks of using genetic engineering to solve food problems, the possibility of terminator seeds becoming a reality. That could happen, He wants to give us a warning of intrusting too much to science and not doing anything to save and fix the environmental issues we face today. Story is about Lalji a smuggler who agrees to take a job ferrying a geneticist out of the calorie company’s lands and bringing him to New Orleans. It’s discovered that he has the ability to reintroduce fertility into crops again to break the control of the calorie companies. The purpose of dystopian fiction is to give us warnings and tell us the possibility’s to what could happen under a totalitarian society and it tells us that we should have our own rights and everybody should be equal, The point of 1984 was to tell us the consequences of what happens in a dystopian world and under totalitarian society and government.

Learning by Experience Essay

Project Synopsis This project involves the study of social and cultural background of Maheshwar Situated in a town in Khargone district of Madhya Pradesh through this project we are expected to reflect upon the experience which we had gained by engaging in a field work in the town Maheshwar and inculcating the good aspects which we have learned so that we could cater to the need of the society which demands the managers with sociological perspective, change agents and societal leaders. REVIEW OF LITERATURE Maheshwar is a town in Khargone district of Madhya Pradesh state, in central India. It is located 91 km from Indore, the commercial capital of the state. The town lies on the north bank of the Narmada River. Maheshwar is on the bank of mighty Narmada River and is famous for its Maheshwar temple and Fort. The fort was built by renowned queen Ahilayabai Holkar. The beauty of Narmada River and the fort is worth seeing. Maheshwar has been a centre of handloom weaving. Maheshwar is also famous for its finely woven Maheshwari Sarees. Maheshwari sarees were introduced 250 years ago by Rani Ahilyabai, the ruler of princely Indore State from 1765 to 1795. She brought in weavers from Surat in Gujarat and Mandu and established them at Maheshwar, to weavespecial nine-yard saris for the ladies of royal household, and turban fabric. Rani Ahilyabai moved her capital to Maheshwar, constructing the splendid 18th century Maratha-architecture based, Ahilya Fort, on the banks of the sacred Narmada River . Besides her capital being an industrial enterprise for textile, it was also a thriving destination for literary, sculpture, music and arts. Fort Built by Mata Ahilyabai Holkar Ahilya Fort is a magnificent structure that is around 250 years old. Overlooking the Narmada River, it is perched-up high on a hill and thus offers an amazing view of the ghats below. The fort includes ancient- style  courtyards, verandahs and stone walkways. It was once the residence of Ahilya Bai Holkar, one of the most celebrated women rulers of India during the 18th century Handloom in Maheshwar Handloom weaving in Maheshwar has an ancient history dating back more than 1500 years. The current tradition owes its resurgence to Maharani Ahilyabai Holkar, who ruled the state of Indore from 1765 to 1795, and it was under her patronage that the weavers prospered. Baneshwar Mahadev Temple On an island in the middle of the river stands the Baneshwar Mahadev Temple. It is believed that a heavenly line (an axis of sorts) from the North Star passes through this temple to the earth’s centre

Causes Effects And Solutions To Famine

Causes Effects And Solutions To Famine Famane can be caused for many different reasons, some, like floods, droughts are natural, and others, like lack of food and shortage in food distribution to specific parts of a region. Parts of the world that are difficult to reach. Famine has managed to spread around many parts of the world, from Ireland to sudan to Afghanistan and Ethiopia, and at different times. For every time famine stroke a region it would be as a result of many causes, and these causes differ from a period of time to another, and from a place to another. The main causes of famine as we see it are government policies, natural disasters, and malnutrition. Political issues , Government policies, and Civil Wars Specific governments around the world have put policies that unintentionally caused famine to spread in those regions. Bad government policies have once led China to one of the greatest famine in history, when Mao Zedong has planned to improve China’s industry and agriculture. In order for this to h appen, China was reformed into communes. Chinese citizens have worked for the commune and everything they had was owned by their commune. Workers were assigned to do work they were not capable of doing. A year later, machinery broke down, workers were injured, and buildings fell down because the steal produced and used in the buildings was week. Soon enough hunger was spreed all over china, around 9 million died from starvation in 1960, and other millions of Chineese workers suffered illness for the lack of food. This plan which led china to famine was called the Great Leap Forward. Similarly, unwise government policies has led North Korea to experience famine in the mid-1990s, and Zimbabwe in the early-2000s. in the early 1970s and 1980s,both Ethiopia and Sudan has suffered from famine due to their dictatorship governments, as food was shipped from Wollo in Ethiopia to its capital city in order to be sold with higher prices, Which led famine to strike Wollo. In the 1950s, chinaâ₠¬â„¢s resources depended greatly on government actions, as it was the governments responsibility to distribute food among provinces equally. As well as it is their responsibility to provide education and proper health care during the famine, with more education people the healthier their choices might be, as that might have decreased the resultant death rates in the Chinese famine. P24 Due to unequal distribution of food, as governments usually prefer suppling urban resadants over rural residants. The food accessibility was more devastating in the rural areas, which also led the severity of famine to vary from a region to another, as what happened to china in the 1950s. Natural disasters The reason why natural disasters cause famine is that they temporarily reduce the carrying capacity of the land. (also 2) Many natural disasters tend to hit countries and reduce the carrying capacity of the region sharply but temporarily. The most common natural disasters that encouraged famine to a rise are droughts, earthquakes, and floods. In 1845 to 1850, plague of fungi caused the large population of Ireland to drop down sharply, resulting in 500,000 deaths.

Essay .... Pay As You Go Example | Topics and Well Written Essays - 750 words

.... Pay As You Go - Essay Example He supports the government legislation that credit card amounts given to college students should be limited. I think Estrada is right. Students at their tender age have a tendency to be impulsive buyers, therefore their credit card usage and access should be limited. However, in my opinion, credit card companies should not be the only ones that are to be blamed upon for causing these problems. However, as a whole, the students themselves, their parents and the legislators should also be held responsible for the same. As the disadvantages of using credit cards weigh more than its advantages, it should be used wisely without abuse. (Can you give some more details? Not required to expand the catchy introduction) Is it clearly state the thesis statement?) And did you clearly state these points in the body paragraph?) (Is the topic sentence here, connect to the body paragraph, and also clearly show in the Introduction-Yes up to a great extent) The ease and comfort of using credit cards is what lures the young and financially inexperienced students into debt. According to Estrada in his article, â€Å"Pay as You Go†, it is so easy for people to go into debt and that young people, particularly the students for example, can take out a loan of $3,000.00 to spend on a top-of-the-line laptop. Although they may need the computer, this is too much waste of money. Estrada further states that young people under the age of 21 are not responsible enough to borrow money, wisely. They do not realize that they have to pay this back at a certain time and if they are not able to do so, they will only end up one day with bad credit. They are too inexperienced to understand the long term financial consequences. This becomes a burden on them which I think, is true because, I can relate to this situation and m ay be for other students too. I remember that when I graduated from high school, I did not know anything about credit cards. When I received my first credit card, I bought

Oswestry Mutual Insurance Essay Example | Topics and Well Written Essays - 3500 words

Oswestry Mutual Insurance - Essay Example In 1991, the company decision-making process was highly centralized. The growth experienced by OMI in the mid to late 1980's and the need to become more responsive to the dynamics of the industry, top management decided to change the operating structure. In 1991, they reorganized into 6 sectional-regional profit centers. The branch offices remained at 68, each branch office reports to a specific sectional profit centre and sectional office. The sectional office is responsible for approving all policies written and claims filed through both branch offices and the independent agents located in that region. The head office's is suppose to establish overall corporate policy and provide support to 6 sectional offices. The head office in Oswestry and the sectional offices were organized on a functional basis. The functional units in all locations are: Premium Audit, Underwriting, Sales, Claims/Losses, Finance, Human Resources, Loss Monitoring and Support. However, even though the operational structure was decentralized, most of the information services still remain centralized in the head office, which includes related planning, control, budget authority and decision- making stays at the head office. Computers were used, at first, for financial and statistical report production: standard MIS reports included, profit/loss, operations, claim data, loss ratios, and marketing information. In the 1980's, it became painfully obvious to OMI that the companies method of processing policy and claim data needed a major overhaul. John Robson, at the time, director of Information Systems called for a serious review of information service operations. He wanted to know what data was being collected, processed, and how the information was being used by every department and branch office. In 1991, a committee was established. Representatives came from Information Systems, and the major functional area user groups. They studied current information system problems, determined future requirements, and developed specifications for new systems to meet their needs. The project was completed in 1993, implemented was: an automated policy-writing system which would issue policies, cancellations, changes and renewals, marketing and financial reports were regularly prepared, directly from the data already entered into the policy writing and claim system, an automated claim input system which automatically issue claims cheques, online retrieval of policyholder information became possible at all branch offices, online retrieval of claim information became possible at all branch offices Overall Process To Implement Change The new systems were not perfect, but was a great improvement. When a new application for insurance was received by the Underwriting department in a sectional office, relevant data was entered by a sectional office by a PPD clerk over a telephone line link into the company's large IBM 3090 central mainframe located in Oswestry. Data would then be processed in overnight batch mode to produce a policy which could be printed in multiple copies the next day in Oswestry, and on a remote printer in the sectional office. Also, an online policy-holder file would also be available the next day for retrieval on the sectional office terminal which was also connected to the 3090 in Oswestry. Prior to the systems development, work that took place between 1991-1993 and before, the establishment of the sectional offices, handling personal policy information was a semi-automated clerical

ANTIGENS, ANTIBODIES AND THE IMMUNE RESPONSE Essay

ANTIGENS, ANTIBODIES AND THE IMMUNE RESPONSE - Essay Example This essay shall discuss antigens, antibodies, and the immune response, including what can happen when a patient has an immune reaction to a blood transfusion. First and foremost, the skin itself is the body’s first line of defence. The skin defends the body as it makes it impenetrable to organisms (Kauffman, et.al., 2002). The oil and sweat glands of the skin helps prevent the growth of microorganisms; moreover, sweat has lysozymes which then break down bacterial cell walls. Aside from the skin, the digestive and respiratory tracts also have natural defence mechanisms (Raven, 2006). The cells lining these tracts contain bronchi and bronchioles where mucus is secreted and where microorganisms are then trapped. They are then naturally expelled through coughing, sneezing, vomiting, and diarrhoea. The second line of defence of the body is the cellular level line of defence. Such line of defence includes cells of the body which mostly function for the specific management and elimination of microorganisms (Gorbach, et.al., 2003). The macrophages are the large and irregularly shaped cells. They usually eliminate microbes by ingesting them using the process of phagocytosis. In the macrophage, the lysosome is fused with the bacteria and the microbe is then killed with free radicals in significant quantities released (Raven, 2006). Macrophages also consume viruses and dust particles. They are located in the extracellular fluid and their actions support the actions of other parts of the body, mostly the spleen and the bone marrow. The neutrophils are another type of cell which helps fight off microorganisms (Hornef, et.al., 2002). These are leukocytes which ingest and then kill bacteria, also applying the process of phagocytosis. They also release chemicals which kill the bacteria. The natural killer cells do not directly attack the

Innovation 2 Essay Example | Topics and Well Written Essays - 6000 words

Innovation 2 - Essay Example In light of all the approaches presented in this literature review pertaining to the usefulness of customer knowledge in defining the Key Performance Indicators for any organization, it can be rightly stated that in contemporary time the reliance upon closed innovation process has become adequate and thus is obsolete, because of the major requirements of this process which can not be fulfilled in the contemporary era of increased globalization. Therefore, incorporation of the open innovation process is not only essential but also necessary in order to succeed and progress. Within this process, customers play a significant role on every step of the product development process, and their immense contribution could not be ignored, since they are the end users thus the utilization of their knowledge could spell success for the firm if it is handled appropriately. This paper makes a conclusion that with this the KPIs of the organization have to be restructured into more qualitative tools in order to account for different intricate and complex sources of knowledge base. When these are properly restructured and evaluated it leaves the organization with the dilemma of solving the issue of lost intellectual property, thus proposing that the outside-in method of open innovation should be used and external sources should be used for commercialization once the idea has been licensed, in order to ensure protection of Intellectual Property and also effectiveness in marketing.

Starbucks related to Pacific North West Research Paper

Starbucks related to Pacific North West - Research Paper Example To succeed in the Pacific Northwest market therefore, Starbucks must position itself strategically through knowing and understanding the needs of the customers in the region, particularly during hard economic times. This report therefore will be attempting to determine the most appropriate strategy for Starbucks to apply in this area, between the pricing and quality strategy, in efforts to retain its huge customer base during hard economic times (Kotelnikov 1). Considering the modern challenging economy plus the competitive business world, retention of the customer base is crucial for any business success, including Starbucks. If Starbucks fails in satisfying their customers fully, to encourage them to stay, competitors will take the opportunity to meet those needs, thus leading to increased customer turnover rates (Kotelnikov 1). This is a great risk to the company because customer satisfaction and retention drive profits. Managing the existing customer base moreover will cost less, while increasing sales, as compared to seeking new customers. Starbucks business relies heavily on repeat customer purchases and customer loyalty. The company must therefore devote in developing its customer experiences and loyalty. Starbuck thus has to be increasingly strategic in succeeding in different regions, and in this case, the Pacific Northwest market. Identifying the needs of this market will help the company in positioning itself strategically to win customer loyalty, thus retaining its huge customer base. Lowering the prices or continuing to develop the quality of its brand could be the two strategic options Starbuck can choose to succeed in this market (Auch-Roy 17). The Pricing Strategy: Starbucks needs to adjust its prices downwards as trends have shown that the company’s coffee is more price-elastic as compared to coffee demand,

Group Analysis Essay Example | Topics and Well Written Essays - 1000 words

Group Analysis - Essay Example The work environment also teems with groups, either of friends or groups put together to facilitate the achievement of a specific organizational goal. The next stage in life is to form families of their own which are also groups with the cycle beginning all over again. Almost all activities carried out by people are done in groups, making them a core element of study with relation to understanding human behaviour. According to Forsyth, groups have long been the subject of interest to both researchers and scholars (2006). Extensive studies have been carried out with regard to how groups are conceived and how they are later dissolved; this includes how they are transformed and how they are used to either realize set aims, or how they can be used to execute offenses (Forsyth 2006). This paper discusses group dynamics and communication within a group of first year undergraduate nursing students’, participating in a peer-led team learning group. I participated in a peer-led team le arning group in my first year as a nursing student; therefore, this assignment is an overview of my observations of the group. The use of peer learning is a practice that has been adopted in many universities worldwide, as a means to improve students understanding of concepts through supportive discussions that take place in small groups, and where the discourse encourages as many questions as there might be, from students (Peer-Led Team Learning 2013). It is a fact that most students feel free around their fellow students, rather than around their lecturers and professors. This makes them more inclined to discuss concepts and questions with other students, than with a lecturer or professor. Peer-led team learning holds the strengths of being a method that enhances student engagement and motivation in learning, as well as overall performance (Centre for the Study of Higher Education 2002). This is due to the fact that in the process, students learn to communicate effectively as they work in teams, while peer leaders gain self-confidence, learn a number of group management skills, and how to teach. In this context, students were requested to band themselves into groups of four. Two peer leaders (i.e. group leader and assistant group leader) for each group were then selected from third and fourth year students, who had displayed exemplary performance in class. As a way of equipping them with the necessary skills, the peer leaders were taken through brief training mainly focussed on how to handle groups. When this was set, each group was given a structured problem to solve. According to the guidelines, each group was required to meet twice every week, and members were given the privilege to choose the best time for their discussions. Description of Peer Leaders and Group Members Characteristics and Behaviours 1. Tom (Group leader) He is a fourth year nursing student. He is firm, confident, and resourceful. His resilience and optimism helps him conquer complex pro blems. He also has a very open minded approach to things. He is however quite poor in time management since he often comes late for the discussions, and is usually late to meet deadlines. His lack of respect for time and set deadlines is at times considered as lack of respect towards the assistant group leader and group members. 2. Olivia (Assistant group leader) She is a third year nursing stud

Books and e-books Essay Example for Free

Books and e-books Essay Some people believe that printed books are no longer necessary in this digital era, as all writings can be stored electronically. Others think print books till play important role. Discuss both views and give your opinion.  In the past few years, e-books have been sold or downloaded for free in large numbers on the internet. These books and e-readers are challenging convention reading habits making the sales of traditional books decreased. But it still needs much consideration before eliminating altogether the need for printed books. There is no doubt that e-books are able to offer huge amount of information with feather like weight. Readers do not have to face the difficult choice of which book should be taken with on vacation, as one single e-reader like kindle or Nook would hold all the books you might want to read on the trip with no extra space in suitcase being wasted. E-books are also strong contenders when it comes to pricing. Because they are delivered in digital format, a part of the overhead including printing, storing and distribution can be avoided. And many classic books are free online, which is a boon to readers who only need a partly review or reference from those books. However, we cannot ignore a fact that the popularity of digital books can be a bit daunting for many readers who are used to going to the local book store, browsing the aisles and perhaps reading any chapter before purchasing. Or, there still are some senior readers who are reluctant to buy and learn to use an e-reader instead of holding a real book and making note wherever they want. Then when we talk about personal book collections, electronic ones can hardly be involved. Privately owned printed books can typically be displayed neatly as part of the household collection. These books may build up a reader’s spirit world and be good company as having friends being around. The bottom line is that both printed books and e-books have something to offer. We cannot simply eliminate the use of any single format because they are needed in different situation by various kinds of readers. They are all  making life better.

Seedling Production Of Mud Crab Scylla Serrata Biology Essay

Seedling Production Of Mud Crab Scylla Serrata Biology Essay Seedling production of mud crab Scylla serrata has the potential to be an effective tool to support the demand of mud crab due depleted seed stock from the wild. Moreover, there is high consumer demand on the global production of mud crab Scylla serrata from 1999 to 2000. Generally, consumer for mud crab Scylla serrata is Chinese communities which particularly at China, Vietnam, Singapore, Taiwan, Hong Kong and also Malaysia (Liong, 1993). Further, Malaysia aquaculture only practices a growth out of mud crab until the marketable size. Malaysia is currently in progress to develop mud crab industry by not relying on seed stock from Thailand. The crab production is relatively small about 650 tonnes per year (Liong, 1992). In Malaysia, not many studies have been done on mud crab culture. Studies on the larvae culture by Jamari (1992) shows that the high mortality of the megalopa and crablet stages cause by cannibalism among the larvae. Several studies of rearing mud crab larvae had been reported in Indonesia (Marjono and Arifin ,1993), Philippine (Quinitio, 1997) ,Vietnam (Hoang, 1999) and Japan ( Hamasaki,2002 ) that shows the high percentage of survival rate were 3.2 % , 3.7 % ,24 % and 30%-40%. However, the survival rate is still low ranged from 1% to 30% from zoea to megalopa. Current status In Malaysia, the production of mud crab has been decreased begin 1995 to 2005 (625 tonnes to 162 tonnes). However, the production of mud crab in other countries such as Indonesia, Philippines and china were increased significantly. Recently, the market demand for mud crabs has exceeded wild harvest. Mostly, mud crabs were imported from India, Sri Lanka, Indonesia and Bangladesh. The present improvised status of mud crab stock in Malaysia is also compounded by other factor. These included a recent increasing interest in soft-shell and growth out mud crab framing .In addition, more conventional culture method were invented such as compact crab farming system for growth out mud crab. Further, this new breeding system has been widely implemented by Perlis state community under the Perlis State Economic Development Corporation. In addition, the most factors that contribute interest to the mud crab culture is due to high demand and fetches a good price compare to other crabs species such as blue crab (Callinectes sapidus). During this time, the price has increased from RM 10.00/kg in 2009 to RM 30.00/kg in 2010 (Khalidah, 2009).It seem that the increasing of mud crab price has encourage many coastal fishing communities to initiate trials in floating cage, in specially designed earthen ponds and more recently in pen enclosures in mangrove forests. Other factor that contributed to increase of mud crab farming is the physical characteristic of mud crab itself which is high tolerance to both nitrate and ammonia. High tolerance is beneficial for mud crab culture due to ammonia is often the most limiting factor on closed aquaculture systems. Their high ammonia tolerance may be attributed to various unique physiological responses which may have arisen due to their habitat preferences (mangrove forest). However, the larval survival is low and need to further investigate using alternative approaches. The first studies of crab seed has been done in Malaysia since 1995 by the Inland Fisheries Branch, Department of Agriculture, Sarawak (Tan, 1997) but the survival rates of megalopa are low. Since there is still no commercial-scale hatchery production of S.serrata, all forms of mud crab culture depend on natural seed supply. Currently, we still do not have any mud crab stock enhancement in Malaysia such as habitat improvement and restocking. However, there are studies has been made by Kosuge(2001) in brief assessment of stock of mud crab Scylla sp. in Matang forest, Malaysia and proposal for resources management. He proposed to the management plan of Matang Mangrove forest by provided separate fishing restrictions area and other indirect effect and basis information for management of mud crab resources. Broodstock management Berried S.serrata female were caught in open sea by using Trawl net. The broodstock were migrated to the shore for their spawning. The broodstock are commonly scrubbed to remove mud, encrusting algae, infestations and detritus before introducing the wild broodstock into the hatchery. Selection of good quality of broodstock has been discussed by several researchers in term of captive spawning pattern, environment manipulation, fecundity, egg size, egg quality, nutritional status, broodstock husbandry and stress and microbial influence. Mating process occur when the female is in soft shelled state just after moulting .While the female in soft shelled, the male of S.serrata were inseminated to the female for mating(Phelan et al,2007). Maturing and spawning in S.serrata species for tropical country shows high incidences of maturation in females appear to be associated with seasonal rain fall. During the spawning, the female mud crab were migrates to the sea to spawn and release their planktotrophic larvae (Vay, 2001). Normally, the duration of eggs to hatch may take 30 to 40 days. Factor that contribute to hatching success are environmental control such as salinity, temperature and photoperiod. Normally, the broodstock were kept in salinity at range of 30-35 g/L for captive maturation and spawning of S.serrata in the hatchery (Mann et al., 1999).Salinity is a one of the factor that can stimulate the hatching rate of mud crab S.serrata. A high hatching rate (93.6 %) of mud crab at salinity of 35 ppt was reported by Rusli et al. (1994) when incubated at water temperature of 29-30 oC. This report also indicated low hatching rate achieved when incubated at salinity 20 ppt to 30 ppt which is hatching rate dropped to 65. 9%-69.6 % .Moreover, Salinity at 15 ppt were lowered the hatching rate (15.2%) and the larvae died within 4 hours after hatching. In the mud crab, egg incubation period is stimulated by temperature in the range of 25 oC and 35 oC. A shorts period of egg incubation of broodstock is 10 days were recorded by Hamasaki (2003) .The temperature were varied seasonally as the broodstock were incubated. Different season has different range of temperature and as increasing temperature in the ranges 20.3-30 oC, the egg incubation period were decreased from 30 day to 10 day. In addition, lower temperature in the range of 18- 22 °C (Mann et al., 1999) has higher hatch rate and larger egg. It seems that temperature can affect the period of egg incubation and hatch rate of mud crab S.serrata. In term of fecundity, mud crab at large size has high fecundity (7.98  ± 1.79 million eggs) with crab size between 146 and 181 mm carapace width (Churchill, 2003).To get a good quality egg ,many factors have been study to determine the egg quality of mud crab. Effect of colour egg and diet were observed by Churchill (2003) to determine a good egg quality. However, the egg colour varies at pale yellow, orange and orange red are not an indicator of egg quality due to indifference of hatch rate. In addition, there is no difference on female size and fecundity was reported on egg quality. Moreover, there have been few studies of diet for mud crab broodstock in effects on larval health and reproductive performance. Millamena et al. (2001) highlighted the importance diet feeding for mud crab broodstock on egg development and larval production. Three difference diets were tested (natural food (mussel and fish), mixed diet (natural food and formulated diet) and formulated diet), each diet is capable to improve maturing and spawning of broodstock mud crab S.serrata. However, Broodstock performance and larval quality were improved when fed with mixed diet. In all treatment, all zoea larvae were successful reared to megalopa when fed mixed diet and the female were ablated. In addition, High fecundity and total zoea were obtained when the female are performed eyes stalked ablation method. Low survival rate of larvae may occur due pathogen and disease from the broodstock. Broodsrtock mud crabs are usually infested with ectoparasite, fouling organism, fungal and bacteria. Leaňo (2002) identified two species of Haliphthoros, namely H. philippinensis and H. milfordensis .Normally, Haliphthoros spp. were founded among broodstock which aborted their eggs prior to hatching. They reported that H. milfordensis was pathogenic to spawned eggs of S.serrata and it was observed the infection rate of H. milfordensis is 2-5 % at two day after inoculation of zoospores with increasing infection rate ( reaching up to 10% ) at five days. While, H. philippinensis is not pathogenic to spawned eggs of S.serrata. Other research on the ectoparasite is Lagenidium. The parasites may infest the recently hatched zoea of mud crab and ended in mass mortality (Prastowo and Wagimsan, 1996) .According to Zafran et al. (1993), Lagenidium grew best at 35oC and tolerated temperatures from 20-40oC and pH from 4 to 11. Fungus can be killed by exposure to 10 ppm formalin for 24 hours and it safe for zoea compare to 20 ppm formalin for 5 hours. To improved survival rate of larval, research on control Lagenidium in mud crab larval rearing has been conducted by Zafran and Taufik (n.d) and Prastowo and Wagiman (1996). Five kinds of fungicide (treflan, malachite green, formalin, potassium permanganate and caltocyn) have been studied in controlling the fungus and their toxicity to mud crab larvae. The minimum effective concentrations of treflan, malachite, formalin and permanganate to inhibit zoospore production were 0.1 ppm, 0.2 ppm 14 ppm and 9 ppm. High survival rate and hatching rate were reported by Prastowo and Wagiman (1996).Healthy zoea were recorded when zoea where treated with mixtures of caltrocyn (1.3 ppm) and treflan (0.02 ppm) in combination with water exchanged at the rate of 50% every three days. Effect of antibiotics (Penicillin G and Polymixin-B) in feeding treatments (rotifers and Artemia nauplii) has been tested by Kasry (1986).From his experiment, Kasry (1986) found that higher larval survival (52.1 %) at zoea 5 were obtained when the larval fed with combination of antibiotics (35 ppt Penicillin G and 7 ppm Polymixin-B), rotifer and artemia at density of 15 individual per ml. Previous studies on the luminescent vibriosis were originally reported in culture shrimp (Penaeus vannamei larvae).It is also a devastating disease in crab larvae. The experiment on the vibrios to zoea of mud crab were reported by Parenrengi et al (1993).They conclude that V. catch, V. alginolyticus and V. Parahaemolyticus are pathogenic to zoea but considered moderate compared to V.harveyii (Boer et al. ,1993; Parenrengi et al.,1993). It seems that zoea is very sensitive to luminous bacteria and it may contribute to the high mortality during early larval stage. Larval rearing Several studies were done in various aspects such as feed, stocking density, feeding protocol, disease and cannibalism to improve the survival of mud crab larvae. Moreover, others species of crab such as Chinese mitten crab (Eriocheir sinensis) in China (Zhang et al. ,1998; Li et al. ,2001), and blue crab (Callinectes sapidus) in Chesapeake Bay (Secor et al. ,2002; Zmora et al. ,2005) has been successful culture at the hatchery scale. Studies on the hatchery scale larval cultures of mud crab were conducted extensively by Australia country begin 1992. Seed stock of mud crab in Australia is dependent on hatchery while the wild seed stock is banned under their management plan in order to control mud crab fisheries. Low survival of mud crab larvae cultures for zoea to megalopa were recorded by Quitino (2001), Fortes (1999) and Nguyen Co Thach (1997) and had survival rate of 10%, 25 % and 1.5% respectively. Feeding and nutrition During the growth and moulting of mud crab larvae, the larvae are going through 5 zoea stages from zoea 1 to zoea 5 and metaphases to megalopa and crablet (Phelan et al., 2007). The hatched larvae leads a planktonic life and when they moult to megalopa stage, they migrated to the estuarine area and grow into adult in estuaries as a benthic juveniles (Vay,2001) .Moreover, early zoea stage shows the digestive system is not well develop and lack of enzyme to support the process of breakdown of food particle (Kumlu, 1999). The early zoea is 1 mm long (Phelan et al., 2007) and occupied with forked tail. The forked tail of larvae is used to capture food and transfer to their mouth (Zeng et al., 1991). During the megalopa stage, the pincher are developed and this development can causes the increasing of cannibalism by grasping among the larvae as survival rate is low (1.55-8%) recorded by Quinitio et al. (2004). Effects of feed and feeding on growth and survival of mud crab larvae have been tested by  several researchers. Yunus (1992) and Wang (2005) found that a higher density of rotifer at 60 ind/mL and 40 ind/ml are required to attain higher survival rates. A study on early feeding has been tested by several researchers such as live Artemia, cryst Artemia, copepod and rotifer. They found that, the early larval stage (Z1 and Z2) were physically weak to search food comparing to Z3, Z4, Z5 and megalopa due to physically active searching food. Currently, survival rate during Z1 and Z2 were improved when larvae fed rotifer. Further, decapsulated cyst of Artemia were tested by Jerome et al. (2005) to improve survival larval at early stage but the result were reported poorly. It seem that a high mortality at Z1 and Z2 due to unsuitable diet size where the size of SS type rotifer (147 ±11  µm) is bigger than size of the mouth opening of Z1 (100  µm) (Setyadi et al. ,n.d). Instead of live feed, there is a development of microbound diets for larval culture of mud crab S.serrata. Currently, the research on the nutritional requirements of S.serrata is limited. May-halen et al. (2006) tested three different microbound diets (fish meal, dried rotifer and dried artemia).The survival rate of megalopa to crablet stage showing lower survival those fed microbound containing dries rotifer and dried Artemia compare to microbound containing fish meal or squid (46.7% to 60.0%). The highest survival of megalopa to crablet was fed live Artemia (80%).Other studies on microboud diet were tested from zoea 3 to zoea 5, a high survival rate and development rate at the zoea 3 to zoea 5 stage (66%) were recorded for larvae fed the 50%:50% combination of microbound diet and Artemia from his experiment .They concluded that the microbound diet particle has a great potential for both zoea and megalopa diet and it is cost-effective for seedling production of mud crab S.serrata. Another factor that contributes to mortality in mud crab larva culture is due to poor nutritional, especially in highly unsaturated fatty acids (HUFA) in live food and cannibalism among megalopa and crablet (Truong, 2008). A study conducted by Suprayudi (2004) showed that the effects of Artemia enriched with eicosapentaenoic and docosahexaenoic acid on survival and occurrence of molting failure in megalop larvae .The larvae were fed enriched Artemia with different type of oil. Enriched Artemia appears to be superior to unenriched Artemia. High survival of larvae can be maintained and accelerating intermolt by provided an optimum EPA and DHA at 0.71-0.87% and 0.49-0.72% for larvae feeding. Further, the finding result on the level of EPA and DHA for survival larval were supported by Mann et al. (2001) as his found there were no significant improvement in larval survival as the mud crab larvae fed enriched Artemia at the levels of EPA (39 mg/g) and DHA (15 mg/g) .Moreover , Mann et al. (2001) found that the phospholipid is one of the nutritional component need to study in effect of survival of mud crab larval .Currently ,there are no study on phospholipid in the diet of mud crab larvae. Another report by Suprayudi et al. (2002) where indicated that survival rate of S.serrata increase with the increase of the total (n-3) highly unsaturated fatty acid (ÃŽ £ (n-3) HUFA) content of rotifers. From his experiment, Suprayudi et al. (2002) found that the total (n-3) highly unsaturated fatty acid (ÃŽ £ (n-3) HUFA) in rotifer can be increase from 3-5 mg/g to 7.6-8 mg/g. In term of survival for each larval stage, Suprayudi et al.(2002) found that high mortality through the moult to megalopa to first crab were recorded after fed boosted rotifer at 31 mg/g ÃŽ £(n-3) HUFA. Other research on the boosted rotifer indicated that a high mortality at metamorphosis to megalopa with fed boosted rotifer containing ÃŽ £(n-3) HUFA levels above 6 mg/g(Hamasaki et al. ,2002 ) .It seem that the specific (n-3) HUFAs may be more important for growth mud crab of mud crab larvae To improve survival rate of zoea and larvae nutrition, Suprayudi et al. (2004) examined the effect of essential fatty acids (EFA) on the survival, development and bioconversion of fatty acids in mud crab S.serrata larvae. From his experiment, he found that the content of EFA in Artemia were strongly influenced the survival of mud crab larvae compared to rotifers. They found that EFA deficiency were reported at each larvae fed unenriched Artemia, enriched Artemia and enriched rotifer, indicating that DHA was superior to that of EPA. They conclude that mud crab larvae have a limited or negligible capability to convert C18 unsaturated fatty acids to highly unsaturated fatty acids. Disease of mud crab larvae Bacteria infestations are major problem for rearing larvae and contribute high mortality. Studies on the bacteria profile in rearing water with Scylla serrata larvae was noted high mortality from zoea 5 to megalopa due to the increase in luminescent bacterial load in the larvae (Quitino, 2001). Further, protozoa can contribute high mortality during egg and larval stages. This protozoon has an ability to interfere with gas exchange that blocked respiratory surfaces of the egg and larvae (Lavilla-Pitogo et al., 2004). Although these organisms do not invade the underlying tissues, they make it difficult for the affected larvae to move and to feed. Cannibalism Cannibalism behaviour of mud crab larvae indicated high mortality when metamorphosis from megalopa and crablet stage. Study by Juliana (1999) showed that high survival at crablet stage when reared with mud substrate and without shelter. Crablet were tested with different treatment such as coconut leave, mangrove twigs and mud substrate. In addition, asynchronous moulting of mud crab larvae is a one of the factor that contributed to the increased mortality during zoea 4 and zoea 5 (Quinitio, 2001). Water quality parameter The optimal condition in rearing mud crab larvae has been conducted in China, Vietnam, South Africa and Australia. Parameters that have been studies are temperature, salinity and total ammonia. The early larvae has a ability to tolerate with range temperature between 25 oC to 30 oC but shorten their development time when reared at a upper temperature ( 29-30 oC) (Dat ,1999; Li et al. ,1999; Quinitio et al. ,1999; Mann et al. ,2001; Quinitio et al. ,2001). In addition, the highest survival rate and growth rate were recorded when the larval reared at higher temperature ranged 28.5 oC to 31 oC and the minimum were recorded when the larval reared at low temperature ranged 22-24 oC (Marichamy, n.d). The optimal salinity for all larval stages larvae are 27 ppt to 31 ppt (Gui-Zhong, 2005).Other experiment on the optimal salinity for larval rearing was observed by Marichamy (n.d).From his experiment, he found that the optimal salinity for larvae rearing was 35 ppt with the highest production of larval and poor survival when reared at the lower salinity (32-33 ppt).However, high salinity at 36 ppt were not suitable for larval growth. To improve survival of zoea, Baylon (2001) were investigated the effect of salinity on survival and metamorphosis from zoea to Megalopa of the mud crab S.serrata. Each of larval stages (Z1, Z2, Z3, Z4, and Z5) of Scylla Serrata was tested with different salinity (12, 16, 20, 24, 28 and 32 ppt) and different salinity regime. In all treatment, highest metamorphosis to megalopa occurred where salinity was constant at 32 ppt. Further, there is no significant difference on the duration of development of the surviving larvae in all salinity regimes. Other factor that contributes to high mortality is ammonia. However, there is a few research has been conducted on the ammonia tolerance in mud crab larvae. Churchill (2003) tested concentrations of total ammonia ranged (NH3 and NH4 +) ranged from 25 ppm to 450 ppm at 25 ppm intervals. They concluded that S.serrata larvae are highly tolerated with high levels of nitrogenous waste. From the stress test ammonia, the optimum concentrations of total ammonia for zoea mud crab are 20 and 30 mg/l where the zoea activity was remained normal during total ammonia test. Currently, there is no research has been conducted on the tolerance of Scylla larvae to extremes in pH and oxygen concentration. Culture systems Attempt to develop techniques for mud crab (S.serrata larvae) culture system has been made since 1999. Most of the culture systems were adapted from culture shrimp (Penaeus vannamei larvae) system. Currently, there are three different culture system have been used in larvae rearing ranged from exchanged of water system, mesocosm system and green water culture system. To control water quality during the larvae rearing, exchanged of water were done by either a constant flow-through basis, or by draining or siphoning 50-85% of the tank volume daily and replacing it with clean seawater, or by recirculation a biofilter (100% every 2-3 hours) (Nghia et al. 2001).Under green water culture system ,the water were not exchanged for the first three day .Thereafter, water exchange is slowly increased from 10-20% per day for Z2-Z3 to between 40 and 50% per day at the end of the rearing cycle (Z4-M) (Mann et al. ,1999 ;Quinitio et al. ,2001). For the mass culture,mesocosm system has been used in Japan where the tank are partially filled with green-water at Z1 (20-25% volume. As the larvae metamorphosis to Z2 and Z3 stages, clean seawater were used instead of green water and the water exchanged on flow-through basis (Hamasaki et al., 2002) during the Z4 and M stages. To improve water quality on the bottom of tank, dead larvae and uneaten food that accumulate on the tank bottom are daily siphoned out of rearing vessels (Quinitio et al., 2001; Baylon and Failaman, 2001) and care must be taken to avoid siphoning out larvae which have sunk to the bottom of the container. Another problem during larvae rearing is a development of biofilm on tank sides .A high survival were achieved when the biofilm was removed daily (Williams et al., 1998).In addition, improper cleaning the biofilm can release large amounts of bacterial flock into the water column. Green water culture system is functioned by provide the larvae with microalgae such as Tetraselmis, Skeletonema, Chlorella, Nannochloropsis, Chaetoceros and Isochrysis at densities ranging from 5104 to 5105 cells/ml (Djunaidah, et al. ,1998; Dat ,1999; Mann et al. ,1999; Williams et al. ,1999; Zeng and Li ,1999; Mann et al. ,2001; Quinitio et al. ,2001) in order to increases survival and to serve as food for rotifers and Artemia. However, there is not scientific study on the effect of background algae on larval survival and growth of mud crab S.serrata. Basically, the mud crabs inhabit a turbid estuaries and it seems to require phase. However, there is no significant effect on survival between 12 and 18 hour photoperiods (Nghia et al. ,2001).Further, there is a experiment on the effect of tank colour (black, dark green, maroon, sky blue and white) on larval survival and development of mud crab Scylla serrata .From his experiment, Abed Golam et al.(2005) found that a higher survival and shorter development of zoea were recorded in darker colour background compare to white background .Moreover, the larvae where reared with black background have more efficient feeding as reduced settlement on the bottom of rearing tank. They concluded that background colour was significantly affecting larval survival.

Essay --

â€Å"America the land of opportunities is currently going through one of the worst poverty rates in over 50 years† said Michael Karibian researcher and journalist on poverty. Many people are in poverty and they have no one to blame but themselves. People remain in poverty for the reason that they do not have the desire to change and be successful and take charge of their own life; anyone can avoid poverty although the problem is people’s attitudes towards change. It can be easy to simply give up and blame others for their misfortune but in reality those people only have themselves to blame for their own misfortune in life. Getting out of poverty is difficult but it is not impossible for those who are willing to take control of their lives and no longer be a victim of thee own mistakes. America has opportunities for everyone who desires to avoid poverty by making smart choices, getting a good education and neglecting bad influences. People are quick to blame the government for all the poverty in America when in reality they only have themselves to blame for their own misfortune. â€Å"They didn’t run as fast as everyone else, and if they ran faster, they’d do better† said Allan G. Johnson. The point of this quote is that if people do not try to get themselves back up they will not succeed and stay where they are at. It is true that there are uncontrollable external factors built into politics that can intensify the challenges to make the smartest choices, which are not always the easiest or obvious, but the blame must be placed on individuals because poverty has a partial but direct correlation to individuals choices they make. A reason for the poverty rates in America are because communities have established a poverty culture. An article ... ... the line by trying them. Girls who get pregnant at a young age have no one to blame but themselves unless they were raped. All these things can happen to both rich people and poor people although people that live in poverty will have a harder time getting past all the negative influences then rich people, but that does not mean it is not impossible for them to have a successful life as long they focus on being successful anyone form any background can make it in life. Living in poverty is not a matter of bad luck it is a matter of individuals lacking the determination to be someone in life and always trying to take the easy way out. Those who are determined in life can be anything they want no matter their background. America has opportunities for everyone who desires to avoid poverty by making smart choices, getting a good education and neglecting bad influences.

Attack in Pearl Harbor Essay example -- History

Attack in Pearl Harbor Attack in Pearl Harbor in December 1941 shocked United States to its core. It signaled not only an utter destruction of an important naval base and the loss of many lives, it in the first place signified the beginning of a great struggle for nation’s survival. At time when France fails to Germany, and Russia and Great Britain are at the verge of failing, nothing seemed to prevent the Nazi and its powerful allies to conquer the world. And though Attack in Pearl Harbor was shocking, the nightmare of expected upcoming tribulations was much greater. While incidents similar to that in Pearl Harbor were perhaps unconsciously expected by many Americans as they were observing great struggles on European scenes of war, they still couldn’t accept so miserable defeat of their naval base. As Hitler came to blame the German Jews for the defeat of Germany in WWI, Americans came to blame the American Japanese for the defeat of their forces in Pearl Harbor. As there was no solid evidence of the German Jews treacheries activities against their German government also there was no conclusive evidence of even a single American Japanese engaged in treason against America. Regardless how justifiable Internment of Japanese though to be during World War II (and by some today), it occupies, according to most historians an infamous place in American history. However it is possible to learn how to shape foresight policies during similar cases, if we learn from hindsight. â€Å"What did the Internment of Japanese American Mean† book, edited by Alice Yang Murray introduces through 5 different essay, different aspects of Japanese internment: â€Å"Reasons for internment†, â€Å"Legality of internment then and after†, â€Å"Precedents of Japanese internment abroad†, â€Å"Resistance to internment by Japanese Americans†, â€Å"Perception of internment by the Japanese American families and communities†. In the first part Roger Daniels describes the rise of paranoia against Japanese, and its underling racist motifs. He then goes into describing with some details on how the decision for mass evacuation evolved in the upper echelons of the government and military. The process of arriving to the decision is described by Daniels as intermingled with prejudices and lack of evidence. â€Å"Catch 22 situation† is particularly notable in this essay, which occurred when the absence of evidence ... ...tensively and genuinely (that is by advocates of interment camps themselves). Even while most historians condemn Japanese Internment, a balanced debate of both sides is more informative than unilateral presentation of the issue. We could relate Japanese Internment to current history, by referring to Patriot Act. While Patriot Act doesn’t force Arab Americans into internment camps, it could be used to prosecute, and deny civil liberties to many Arab Americans, including citizens. It is possible to argue that Patriot Act is justified out of security reason as the attack during September 11 occurred from interior of the country, rather from exterior, as it happen at Pearl Harbor, nonetheless most of the Arab terrorists, lived a relatively short time in the United States and did not hold citizenship. As United States is a melting pot, even if its effect is not always apparent, the likelihood for Arab American naturalized (and especially born) citizens, as for Japanese American, to commit sabotage, is not significant greater than for a Anglo-Saxon naturalized citizen (like Timothy McVeigh) to do so. Respect for civil liberties of all Americans thus is not only just but justifiable.

The Great Gatsby :: essays research papers

Book Review   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby by F. Scott Fitzgerald is set in the 1920’s during the Jazz Age. Nick Carraway is a man in his late twenties residing on West Egg island in Long Island, New York living a â€Å"normal† life. That is, until he meets his mysterious neighbor, a wealthy man named Jay Gatsby. He is a man of mystery, living in a mansion that is constantly full of people, music, and fun. Nick’s â€Å"normal† life gets thrown topsy-turvy when he gets involved in the life of this extraordinary millionaire. Marred by jealousy, cheating, and lying, Nick begins to feel the essence of living a glamorous life in the ‘20’s. He showed this when he said, â€Å"Everyone suspects himself of at least one of the cardinal virtues, and this is mine: I am one of the few honest people that I have ever known.†   Ã‚  Ã‚  Ã‚  Ã‚  All along, I felt sorry for Nick being dragged into more and more tragedy, but I especially felt bad for him during one instance. His friend Daisy was married to Tom, but Tom was having an affair with Mrs. Wilson and Daisy had a thing for Gatsby. Daisy and Gatsby were driving home from town after an argument amongst the group of friends when they passed the Wilson’s gas station. Mrs. Wilson ran out to Gatsby’s car, because they were driving Tom’s car, and was hit. Mr. Wilson went positively crazy, and Nick felt torn by his mixed feelings towards his supposed friend Gatsby. â€Å"I disliked him so much by this time that I didn’t find it necessary to tell him he was wrong.† Gatsby’s insensitivity brought on by his lifestyle made Nick despise him. This is the part where I think Nick really started opening his eyes to how Gatsby really was.   Ã‚  Ã‚  Ã‚  Ã‚  This book really displays how the life of an important person is, especially in that time period. At first, Nick is awed and drawn in by the glamour and prestige, but he eventually figures out for himself how rough it really was. Although this book was set back in the ‘20’s, the lessons you learn from it still apply to society and life in general today. Anyone could read this book and draw a few lessons about life from it. Summary   Ã‚  Ã‚  Ã‚  Ã‚  The Great Gatsby was set in the 1920’s. It’s about the lives of a group of people who all become entangled in a web of, lying, scandal, and cheating together. Nick Carraway lives a â€Å"normal† life on Long Island, until he meets his neighbor, Jay Gatsby. Parties went on every weekend, and Nick

Academia and Classroom Essay

Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults. ? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493. Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc.). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009 EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date. Academia and Classroom Essay Question 1 1. 1 Conflict> The practice of recognizing and dealing with disputes in a rational, balanced and effective way. Conflict is an expressed struggle between at least two interdependent parties who perceive incompatible goals, scare resources, and interference from others in achieving their goals. † 1. 2 Decision- making > Is the choice of the most suitable way of solving a problem or handling a situation . 1. 3 Communication> Is a means by which the teacher and pupils’ different needs, feelings and attitudes are conveyed to each other in order to establish cooperation and achieve goals. 1. 4 Motivation> Is the process by means of which motives are provided by, amongst others, a manager or situation in order to bring about certain actions and thus to achieve certain goals. 1. 5 Leadership> Leadership consists of actions that help the group to complete its tasks successfully and maintain effective working relationships among its members. Leadership is a set of skills that anyone can acquire Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When dealing with pupil behaviour the teacher will intervene and try to control the behaviour of the pupils. The teacher is mainly interested in the pupils’ completion of tasks and learning performance . Pupils’ participation in the classroom situation is limited to listening, working and doing. The following are some advantages of this approach: ? Some pupils may feel secure in this kind of situation. ? Because the teacher lays down fixed rules and procedures, pupils know what is expected of them and what they can expect in the classroom. The following are some disadvantages of this approach: ? The classroom atmosphere is characterised by competition, unwillingness to work together and poor discipline when pupils are left unsupervised. ? Creative thinking is suppressed. ? There is no cooperation. ? Pupils may develop a negative attitude towards the subject. 1 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 1. 2 DEMOCRATIC CLASSROOM MANAGEMENT STYLE A democratic style of classroom management correlates with an interactive teaching style. This teaching style requires that teachers should have a sound knowledge of their subject and of human nature so that they can encourage their pupils to participate actively and meaningfully in teaching and learning activities. The control of pupil behaviour in the classroom is jointly controlled by the pupils and the teacher. As a management style it requires the teacher to maintain a balance between the task aspect and the human aspect of the classroom situation. Teaching and learning tasks are completed with the pupils’ willing cooperation and co responsibility which are the hallmarks of democratic classroom management. The following are some advantages: ? ? ? Pupils participate confidently in classroom activities. It encourages initiative and creativity. The classroom atmosphere is relaxed, yet productive. ? Pupils feel that they are involved in teaching activities. 2. 2 Five styles of conflict management ? Avoidance: avoiding conflict is a short-term solution because the conflict will not go away. Sometimes, however, avoidance could be a temporary measure to calm emotions. ? Giving in or accommodating: teachers who badly want the pupils to accept them use this style. With this style the real differences are underemphasized. Sometimes teachers have to give in to avoid hostility in the classroom and to ensure that the work can get done. ? Domination: teachers who want to impose their will on pupils use this style. In the long run this style is seldom effective, although teachers sometimes have to dominate. ? Compromise or settle: this style is marked by a search for compromises and settlement. The teacher will try to meet everyone halfway and to let the majority view prevail. Because a settlement might not satisfy everybody, the dissatisfaction could again cause conflict at a later stage. ? Integrate or collaborate: this style is also known as the problem-solving approach. The parties cooperate in order to find a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human relations aspects, required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher’s management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a significant influence on pupil performance. ? Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important. ? The psychosocial and academic aspects of teaching are interrelated. 2 Student no : 43713009 EDA 201W Ass no : 2. 719493 ? Variables that relate directly to teaching-learning activities in the classroom have a special, unique influence on pupil performance. The following are the guidelines for teachers to cultivate positive attitudes in their pupils: ? Put the pupils in the centre. ? Respect pupils’ opinions and treat all pupils respectfully. ? Give pupils a group feeling. ? Help pupils to feel secure in school. ? Make sure that pupils understand their assignments. ? Realise that pupils are children, not adults.? Deal with individual behaviour problems in private interviews with the pupil rather than in front of the whole class. ? Involve pupils in decision making where appropriate. ? Do not label pupils. 3 Student no : 43713009 EDA 201W Ass no : 2 719493 2. 4 CLASSROOM POLICY 1. In all instances, civility and respect for classmates and the instructor are expected. 2. Book bags, briefcases, etc. are not allowed on your desk during class. They must remain on the floor near your chair. 3. You may not use cell phones in class. a. All ringers must be turned off. b. You may not text message, place or answer calls. c. All earphones, headphones, headsets or any other accessory for your cell phone may not be used in class – that means, out of sight and not on your head or in your ear. 4. You may not use any device (for example, IPod, MP3 player) to listen to or view music or other programming in class. 5. You will be asked to leave class if you disregard classroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the course is conducted in a seminar format, your attendance is mandatory. 2. You will sign the Attendance Signature sheet at the beginning of each class. 3. Your class participation points may be reduced from if you are late in class. 4. You may be withdrawn from COS 133 if you are absent from 20% of the class. LATE WORK 1. No late work will be accepted. MAKE-UP QUIZ POLICY 1. There are no quiz make-ups. No exemptions. GRADING POLICY 1. Your grade for COS 133 will be based on the points you accumulate for assignments, quizzes, and class participation. 2. Your grade for COS 133 is calculated as follows: Topic 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30% 55% 15% 4 Student no : 43713009 EDA 201W Ass no : 2 719493 Topic Weight A 94 -100 1. Assignments 30% A- 90 – 93 2. Quizzes 55% B+ 87 – 89 3. Classroom Participation 15% B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F < 60 1. Assignments = 30 Points COS assignments consist of a variety of activities designed to promote a successful college experience at MCC. Your assignments will consist of reading textbook chapters and answering related exercise questions. In addition, you may be using your MCC student email to submit Web assignments. Assignments are due at the beginning of the class. However, you may submit your assignments before the due date. Distribution of points are as follows: 10 textbook assignments (3 points each) = 30 points 2. Quizzes = 55 Points Quizzes are based on your chapter reading assignments. o You may use your textbook to answer the questions. However, be well prepared for a very challenging quiz. o If you are late for class and miss the quiz, you will receive a zero for the quiz. Distribution of points is as follows: o 11 textbook quizzes (5 points each) = 55 points 3. Classroom Participation = 15 Points Classroom participation points are earned by behaviors that demonstrate o prompt attendance for class 3 o active listening o positive involvement in small group work o thoughtful contributions during whole class discussions o civility and respect for classmates and the instructor Distribution of points is as follows: o 1 point per week = 15 points o You cannot earn classroom participation points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic process, it is assumed that intellectual honesty and integrity are basic responsibilities of any student. However, faculty members should accept their correlative 5 Student no : 43713009 EDA 201W Ass no : 2 719493 responsibility to regulate academic work and to conduct examination procedures in such a manner as not to invite violations of academic honesty. Such violations consist mainly of cheating and plagiarism. For more details regarding MCC’s Academic Honesty policy regarding definitions, disciplinary action, and procedure for appeal check the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to recognize human dignity and therefore does not tolerate sexual harassment or any other type of harassment within or connected to this institution. 2. Sexual harassment is illegal and unfairly interferes with the opportunity for all persons, regardless of gender, to have a comfortable and productive education and work environment. 3. We are committed to taking all reasonable steps to prevent sexual harassment and to discipline those who do harass. Code of Conduct The following actions or conducts are prohibited. 1. The obstruction or disruption of any College function or activity, including the classroom instructional environment, administration of the parking program and service functions and activities. 2. The detention, physical abuse or intimidation of any person, or threat thereof, or any 4 conduct which threatens or endangers the health, safety, or welfare of any person on College-owned or operated property or at College-sponsored activities. 3. The use of obscene or abusive language or any other means of expression, language, or action which may reasonably be expected to provoke  or encourage physical violence by other persons. 4. The refusal to obey any reasonable or lawful request, order, or directive of a College public safety officer, a teacher, College administrator, or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a number of Learning Centers at Brighton (for example, Accounting, Math, Psychology, Writing, the Electronic Learning Center, etc. ) and at Damon (for example, the Integrated Learning Center, Electronic Learning Center, etc. ). 2. Learning centers are staffed with instructional personnel and may be equipped with computers and software to assist students. 3. It is recommended that students use the Learning Centers to get additional help with concepts learned in the classroom and with their homework. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented learning difficulty should make an appointment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to arrange for support services. 2. All deaf or hard of hearing students should contact the Counseling and Advising Center. 3. You must provide the instructor with appropriate documentation regarding accommodations within the first two weeks of class. EMERGENCY CLOSINGS 1. If the College is closed due to inclement weather or some other emergency, all Rochester area radio and television stations will be notified no later than 5:30 a. m. 2. In addition, the homepage on the MCC website (www. monroecc. edu) will display a message indicating the College is closed. 3. Please do not call the College to avoid overloading the telephone lines. 5 6 Student no : 43713009. EDA 201W Ass no : 2 719493 CLASS CANCELLATION To access a list of daily class cancellations, you may 1. Call the Public Safety Department (292-2066) at MCC, press 1 for a list of cancelled classes at Brighton and press 2 for a list of cancelled classes at Damon; 2. Go to the Internet, access MCC, go to the A-Z listing to C for Class Cancellations and see the list of cancellations; 3. Check your student email for a cancellation notice from your instructor 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus (course information sheet) is a written legal covenant between you and your professor. 2. It clarifies the professor’s expectations and your responsibilities. Your professor expects you to meet deadlines for assignments, papers, projects and tests. 3. It is your responsibility to review the course syllabus and clarify any aspect of the syllabus. Therefore, read it carefully and ask questions you may have about its content. Check the appropriate box. I have read the course information sheet for COS 133 – Introduction to College Studies. I understand my responsibilities for this course. I do not have any questions. I do not understand the requirements stated in the COS 133 Course Information Sheet. I will schedule an appointment to discuss my questions with my professor. List your questions for discussion here: ______________________________________ _____________________ Signature Date 7.

Science Teaching: Yesterday, Today, and Tomorrow

Science Teaching: Yesterday, Today, and Tomorrow Science instruction can take on many forms. From the lecture hall, to the laboratory there are a variety of ways science can be taught. This essay explores the historical events and changes that have effected science education and made it what it is today and where it may be heading in the future. (Martin, 2009) Science education was created to share scientific data and events with students who are not part of the scientific community but benefit from scientific understanding. It is a way to make students scientifically literate about general concepts that pertain to scientific discovery. Elementary science education usually includes the subject areas of physical, life, earth, and space sciences. (Martin, 2009) The early days of science education began in the United Kingdom near the end of the 19th Century. Decades later the push for science education reached the United States. In the US science was taught in a somewhat disorganized manner until it was standardized in 1890. Following standardization, science curriculum slowly evolved without a great deal of mainstream excitement and focus until the 1950’s with the dawn of the space age. After the Soviet Union’s Sputnik program successfully launched several objects into space the United States became painfully aware that they were behind in science technology. From this point on in true American fashion the desire to compete on the world stage became the driving force for scientific discovery, specifically a race into space. This awareness that the United States had some catching up to do in order to rival the advances of other countries inspired support for higher quality science programs in classrooms across America in hopes that a crop of science- minded students would emerge. Martin, 2009) With the new focus on science education came billions of dollars to fund it. Educators were given the materials to teach ever-changing scientific concepts as well as the tools to provide a hands-on experience to students in the form of laboratories and field studies. Because discovery was changing at a rapid pace, science curriculum during this time was based on concrete scientific theory rather than the latest discoveries. The main goal was for students to gain a general understanding of science and to inspire students to become inquisitive and scientifically minded. Martin, 2009) Science teachers of the past and present share a common responsibility. They must convey a positive attitude about the subject of science to their students. Science teachers must present materials in and interesting, factual and creative way. They must engage their students in hands-on experiences. Teachers must give students the sense that they are able to gain an understanding of the world of science and build upon it to add to their knowledge. Teachers must make scientific understanding obtainable for students, sparking future inquisition and research. Martin, 2009) The ability for students to understand general sciences and beyond is a necessity. In the modern world, students will be required to use scientific information as they make choices on a daily basis. Also, students who are scientifically literate benefit from their ability to discuss, in an informed manner, many of the scientifically based issues the world community faces. Additionally, students will use scientific literacy in an ever-demanding workplace environment where they will be required to think creatively, solve problems, reason, and make decisions. National Academies Press, 1996) The science curriculum of today is moving in the direction of making students of the Unites States competitive on a worldwide stage. With technology changing at an extremely rapid pace it is essential that American science education prepare students to stay on pace with advances as well as forge new paths in the science of technology. Also, the sciences that focus on the natural Earth have taken center stage as the world addresses issues like global warming, and the availability of natural resources. In an article that promotes the new National Science Education Standards it is proposed that new American standards â€Å"will require major changes in much of this country's science education. The Standards rest on the premise that science is an active process. Learning science is something that students do, not something that is done to them. †Hands-on† activities, while essential, are not enough. Students must have â€Å"minds-on† experiences as well. † (National Academies Press, 1996) Today’s science curriculum should continue on their current path and focus on technological science and physical science. Although the space sciences are still fascinating, given the current needs for the United States to lead the world community in other areas it important that the most relevant sciences receive the most focus. References Martin, D. J. (2009). Elementary science methods: A constructivist approach (5th ed. ). Belmont, CA: Thomson Wadsworth. National Academies Press. (1996). National science education standards: An overview. http://www. nap. edu/openbook. php? record_id=4962&page=1

Clinical Diagnosis and Treatment Worksheet Essay

A clinincal assessment is way for a professional to diagnose a patient. This involves evaluating the patient by asking questions and having the patient answer them. This is used to determine why and how a person is behaving the way that they are. This can also be used to see how a patient has made progress after treatment. For example: What brings you in today? What are your symptoms? Are you married? What is your family history? Have you ever thought about hurting your self or any one else. This can also include clinical interventions, clinical tests, and clinical observations. Diagnosis A diagnosis the the determination of a perso’s psychological issues that include a disorder. This can include several different steps and options. Some may include: Categorical information Demensional Information And Additional information such as medical history such as heart issues or diabetes. Treatment Laslty, the therapist will decide upon a treatment. Thwy will decide what particular therapy is best for the patients issues. Thi is when the DSM-5 can come in. They will decide on what will work best for the patients. The professional may decide on a combination of drug therapy and psychotherapy. This type of treatment has been known to treat issues such as depression. Answer the following questions in 150-200 words each. 1. What role does the DSM-5 play in clinical assessment, diagnosis, and treatment? The DSM-5 is a handbook that is used by health care professionals. This is an imposing guide to the diagnoses to mental disorders.This contains the descriptions, symptoms, and other criteria for identifying mental disorders. This helps to provide a common language for clinicans to communicate about patients and come up with a diagnoses that can be used to research the disorder. 2. What is an example of abnormal psychology that you have seen in your community? I believe that the most popular abnormal psychology that I have seen in my community is dysfunction. I believe that this is something that is present in all communities at this point in time. Take for example the recent riots surrounding the Ferguson shooting. This is an example of dysfuntion. The people did not protest the verdict they rioted and looted.

Taming the shrew

In a Rom-Com characters and staging can be very important as an audience will usually expect a main and sub plot. In act 5 scene 2 this is shown by the fact that the two main characters Petruichio and Katrina, the two main sub-characters Bianca and Lucientio and two of the sub characters Hortensio and the Widow-who is a new character- and all main characters from both plots are in one room,-which shows the importance of this scene. -talking and celebrating. The women then leave which shows that the men are now the most important characters of the moment. The limelight then shifts to each man in turn. – Petruichio, Hortensio, Lucientio, and Baptista, before moving on to the servants. When the women return, the limelight brings Katrina's character to centre stage, whilst also bringing Bianca's and the Widow's shame to light. The way Shakespeare has structured the play is so that that the focus of the audience is never on one person or persons for any sustained amount of time. This allows the audience t experience the play from multiple characters point of view. This is done to illustrate how different males and female are as social groups; Shakespeare then uses Katrina as a pivotal character to bring the male and female groups together. There are various themes throughout the play; there was however two main themes, being marriage and appearance versus reality, both of which are split into several sub-themes. The sub-themes for marriage include Language-being the frequent use of sexual innuendos such as the common use of the words â€Å"head, horn† and â€Å"butt†-and consummation. shown when Petruichio asks Katrina to bed. The sub-theme for appearance versus reality disguise and deception, the main plot of this theme is disguise of language and appearance- Petruichio disguises his language to tame Katrina, and Lucientio and Tranio use physical disguises so that Lucientio can woo Bianca. The end of the play is quite interesting as Shakespeare sexual innuendos and puns to lighten the mood and to create a merry atmosphere. Read this – Puns in the Importance There is also the mentioning of hunting â€Å"O sir, Lucientio slipped me like his greyhound, Which runs himself and catches for his master† which is used as an analogy for wooing the women as well as the wager, â€Å"Let's each one send onto his wife, and he whose wife is most obedient to come at first when he doth send for her shall win the wager which we will propose† that ends in the most unexpected outcome; When the wager is resolved Katrina begins her monologue which includes similes twinned with alliteration. â€Å"It blots thy beauty as frosts do bite the meads†-which means frowning can spoil a woman's beauty but also uses alliteration to make the similes effect more profound-as well as lists, repetition, â€Å"Thy husband is thy lord, thy life thy keeper, thy head thy sovereign, one that cares for us† commands, † Come, come, you froward and unable worms â€Å"and rhetorical questions. â€Å"What is she but a foul contending rebel and graceless traitor to her loving lord? † The language of the speech dampens the mood, which is then lifted by light jesting at the end. In conclusion I would say that Taming the Shrew fits with most Rom-Coms but does however differ in many ways; the main discrepancies are the problem of not knowing whether the main couple is happy or not, as well as the introduction of a new character in the final scene and the fact that the final speech which is usually given by a male and is normally inviting and merry not witty, cynical, sarcas tic and critical.