Introduction to Critical Thinking Essay Example | Topics and Well Written Essays - 500 words - 1

Introduction to Critical Thinking - Essay Example e of cancer is highly reported on men as compared to women since men are likely to be affected 3 times as compared to women (AGNEW, GILCHREST & BUNKER, 2005). Age bracket highly affected are those between 45 and 54 of age. Many cancers are caused by the ultra-violet radiation as this tends to suppress the immune functionality and the aging. Basing on the above fact about cancer there is an issue that tomatoes protect the skin against skin that would later prevent it against cancer infection (DELMAS, JANNIN & LATRUFFE, 2005). In this regard, this is the issue that I have chosen to discuss on in my paper. It is worthwhile noting that ultra-violet radiation from the sun exerts aging and carcinogenic effects on the skin through the oxidative stress, inflammation and damage of DNA. Due to these facts, there has been a lot of desire to find out more on skin cancer by the scientist community in using antioxidants from plant foods to protect against these damages. Through use of animal study, photo-protection has been demonstrated. This was achieved by use of variety of antioxidant supplements that involved green tea catechins, proanthocyanadins, resveratrol, and silymarin (SUN-WATERHOUSE, 2011). These substances are antioxidant. In addition, they are also able to absorb ultra-violet rays from the sun when applied typically, more so enable repair of damaged DNA and also reduce inflammations. Pink and red fruits such as tomato, grapefruit and papaya are thought to have lycopene a carotenoid antioxidant which is well known for its prostate cancer protective effects. This is usually of high content in well cocked tomato products such as tomato pastes. Lycopene is well known to be a very powerful antioxidant that is vitro which is a known to prevent or repair the damaged DNA that could lead to cancer development. Moreover, lycopene stimulates the production of antioxidant enzymes and hinders signals that could lead to development of tumours. Through recent research, it

Placement at a mental health rehabilitation centre

Placement at a mental health rehabilitation centre The purpose of this write up is to explore and analyse how learning theories informed knowledge development and competence in promoting health and psycho education in clinical settings. I will examine the principles underpinning the facilitation of learning and assessment. I will demonstrate my knowledge and understanding of the theoretical concepts in an episode in which I facilitated learning to clients while on placement at a Mental Health Rehabilitation Centre. Finally, I will use the reflective model by (Gibbs, 1988) to reflect on the strategies used within the episode and discuss the implications in relation to my future role as a nurse. The NMC (2008) stipulates that as nurses we must maintain our professional knowledge and competence regularly. You must keep knowledge and skills up to date throughout your working life and that you must take part in an appropriate learning and practice activities that will maintain and develop your competence and performance. In view of the aforementioned this essay is aimed at enhancing my knowledge and competence in facilitating learning through understanding of the underpinning concepts. I observed most residents having fast foods such as burgers, kebab, and chocolate as well as fuzzy drinks which are rich in saturated fatty and sugar for lunch regularly and they were also smoking a lot. I was really concerned because of my duty of care as a nurse (NMC, 2004) and due to findings from several researches for example (Bottomley and Mckeown, 2008 and Hallpike, 2008) which shows the risk of malnutrition was commonly associated with people with psychosis which predisposes them to host of physical health problems. I had a chat with my mentor of my intention to use the weekly communal meeting to carry out a teaching session to raise awareness and sensitise the residents on the effects of fatty foods and fuzzy drinks on their body chemistry and the need to improve and develop a healthier eating habits and life styles, considering the fact that most of them were on various antipsychotic medication which predisposes them to becoming obese. Timms (2008) said that a huge majority of people with mental health problems are most likely to have weight issue due to side effects of their antipsychotic medication. My mentor agreed to table it before the resident in the next meeting to gain their consent in compliance with NMC (2008). The residents consented to it and were quite interested because some them were really concerned about their weight and really wanted to do something about it. We agreed on a date for the teaching. The onus was now on me to facilitate the learning process that will empower the residents to take responsibility for their health and make a positive change. A vast majority of physical health problems are caused by people life styles and their failure to see the risk associated with their daily habits. Kiger (1995) defined health as state of balance between different facets of life suggesting that it is a dynamic concept which he termed movable. What this means is that our life styles can alter the balance resulting in an adverse effect on our health. As facilitators it is essential that we have a clear understanding of the different learning styles in order to tailor our teaching to meeting the varied approach of our learners. This is because learners are intrinsically different and preferred different ways of learning. Teaching is an act of imparting knowledge, a purposeful intervention aimed at promoting learning and causing learning to happen. Kemm and Close (1995) defined teaching is an act of assisting others to learn and putting it to use in their life. While Kiger (2004) defined teaching as a process of enabling people to learn through the dissemination of information and advice; it creates room for people to express their feeling, clarify their thought and acquired new skills. Learning is the acquisition of knowledge through education and experience. It is essentially important because it enable people to make informed choice about their own health. Roger (1996) defined learning as a kind of change often in knowledge but also in behaviour. Reece and Walker (2002) stated that learning brings about change and that teaching and learning proceeds pari passu and cannot be considered in isolation. I spent time engaging with the residents so as to build a therapeutic relationship based on trust whilst observing their behaviours as I gather information to facilitate the learning process. This was to enable me identify their preferred style of learning so as to increase ease of transmission of knowledge. There are a host of approaches available in health promotion. Ewles and Simlet (2003) identified five approaches which include medical, client-centred, behaviour, education and societal change. In his word all these approaches must be taken into cognition when undertaking health promotion to clients. Kolb (1984) developed the experimental learning theory (learning by doing) by this he suggested that learning is not fixed but formed from previous experiences. Kolb learning theory which is cyclical affirmed that people have different learning style and he identified four distinct learning styles as shown in figure 1 below includes concrete experience (having an experience ), reflective observation( taking time to reflective on their experience from different perspective), abstract conceptualization ( drawing their conclusions) and active experimentation ( putting theory into practice). For effective learning to happen Kolb said all this four must be taking into context when planning a teaching session. Honey and Mumfords learning cycle is slightly different from Kolb system. http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html Figure 1 Honey and Mumfords variation on the Kolb system Honey and Mumford (2000) said that there four different types of learners which must be taken into consideration when planning a teaching session as shown in figure 1 above. These include the activists, like learning situation that presents them with new challenges, problem solving, and role play and uses the first opportunity to experiment; reflector like brainstorming and learning activity that gives room for observation, thinking and reflecting on they have learned; theorist like to research into fact before taking it onboard, they prefer a step by step approach and pragmatist like practical based learning and been given the opportunity to try out techniques and getting feedback in return. In view of fact that people have varied approach to learning considering the fact that its a group teaching. I intend to present my teaching to my mentor first to get feedback on whether I have considered all the four learners identified by both Kolb and Honey and Mumford. As nurses the education of our clients about their health is a vital aspect of our nursing process. It is important that we use an approach that encompasses congruence, empathy and respect in assisting our client (Roger, 1996) instead of coercing them to change their life style. Therefore it is imperative that we aware that teaching the client requires consent and that the client has the right and autonomy to refuse any intervention even when it can result to death provided they have the mental capacity to make informed decision (Mental Capacity Act, 2005 and NMC, 2008). DH (1996) states that the client must be provided with vital information about their health, so that they can make informed choice about the treatment options, life styles changes and behaviour. The subject was brought before the residents for them to make informed decision with regards to the teaching and they consented to because they wanted to do something about their weight. Kemm and Close (1995) wrote that there is high tendency for client to learn if teaching is directed to meeting their needs, interest and within their ability. Effective communication plays a vital role in facilitating learning. As nurses the way we communicate and the kind of rapport we build with our client plays an essential role in empowering or disempowering them (Brown, 1997). Good communication skills act as therapeutic tool in delivery a holistic and person-centred care (Burnard, 1992). Our role as facilitator should be to explore and support our client to build that intrinsic motivation to make a change in their life, strengthen their commitment to change and then develop a plan to fulfill that change (Miller and Rollnick 2002). The responsibility for change lies purely on the client however as facilitator we should use an approach that confront the client with the idea of need for change without been persuasive and argumentative rather we should create an environment that show a sense of genuinity, respect and empathic understanding through collaboration and working in partnership with the client. Based on my assessment of the residents needs and considering the fact that they were adult learners capable of self-directing their learning, I decided to use andragogical instead of the pedagogical teaching style so as to enhance collaboration and for it to have a positive impact in residents lives. Pedagogy is the art and science of teaching children, it is a teacher- centred education and the teacher decided what, how and when it will be learned while andragogy is the art and science of assisting adults to learn and it is learner-centred education. Andragogical approach help learning to take place because of the clients own effort or willingness and it helps learners to learn what they want to learn (Knowles, 1990). Over the years educational psychologist and educationalist have developed models and learning theories (Hincliff, 2004). These include the behaviourist, cognitive or humanistic. Three domain of learning exist; Cognitive, psychomotor and affective (Bloom, 1972). The way we learn is however dependent on some other factors even though these three domains are the dominant. Individuals personal values, beliefs and altitude are motivating factors for self-directed learners. I decided to use the humanistic approach in facilitating the awareness and sensitization of the need for them to improve their diet and life style In order to meet the residents learning needs. The humanist theory as explained by (Maslow, 1943) is concerned with individual fulfillment and self-actualisation. The influence of the environment on the residents and their relationship with others is explained by the socio-cognitive theory. Bandura (1977) stated that learning take place as a result of social interaction throu gh observation and mimicking others whom the learner look up to for example family , peers and health professionals. To facilitate learning; a conducive learning environment, learning material suited to the learners need and their literacy level must be considered (Quinn, 1995).In view of this, I gathered all the necessary resource taking into account the residents individual learning styles and planned the teaching in such a way that it is tailored to meeting their varied learning styles. Based on my engagement with the residents I identified that majority of them belong to the theorist, pragmatist and reflector learning styles from (Honey and Mumford, 1982). Prior to the start of the teaching session I made sure the environment was conducive for leaning, spacious, quite and with the right temperature. I introduced myself to the residents and my mentor and other member of staff present. I explained the rationale for the teaching session. I gave them handout I prepared for the session which contain literature and pictures, which were simple to understand and which they could keep with them and refer to later at their convenience and I also use video from YouTube http://www.youtube.com/watch?v=pp0nc4kY-tc to explain the potential side effects of fatty food and fuzzy drink on their heath and I highlighted the main topic, which is the makeup of the food they eat and its functions in the body and the calories recommended daily. I brought in several fatty foods like ground oil, butters in different make to explain to them the difference between the good product and the bad product. I explain to them that the one that contain high saturated fat and low unsaturated is not good because the body find it difficult to break down the saturated fatty into small unit which is used by body instead they are gradually deposited thereby raising their cholesterol level. The deposition of fat gradually blocks the artery wall which could lead to anterosclerosis, stroke and heart diseases while product rich in unsaturated fats and low saturated fats are better. I encouraged them to always check for this information on the food product whilst shopping. I asked them if they know what cholesterol means and if anyone has check out their cholesterol level. I then brought out some more products for them to point out which one was better to check if the understood the lectures and they did perfectly well in identifying the good and the bad product and I offered them praise f or a job well done. I then showed them they kind of food that is good for the body from you Tube http://www.youtube.com/watch?v=mAFTcfaA-pcfeature=channel and what constitute a balance diet. The teaching session was an interactive one and as facilitator I suggested and encouraged them to adopt a healthier lifestyle by eating more fruit and vegetable instead of chocolate, drink more water instead of fuzzy drink and to cook their meal which was more nutritious and economical and to exercise by going to gym or taking a light work every day. I suggested that we could contribute one pound to cook for the weekly communal meeting and then see how it goes from there and the feedback was positive. I gave room for question and answer session. I thanked them for their collaboration and for making the teaching successful. Their willingness to learn was quite beneficial. I provided information on what make a balance diet and some activities aim at dealing with weight issues in the communal loung e. As nurses its imperative that we take time to reflect daily on our professional and clinical practice. Gibb et al (2005) stated that constant reflection allows learning to occur at every given opportunity and it improves practice. I felt competent though initially nervous teaching the residents on the need for healthy eating and life style change. Ewles and Simnett (2003) stated that health promotion is the process of empowering people to take proactive action over and improve their health. I was able to facilitated residents learning by building a rapport and through process I observed their learning styles and knowledge base which made it possible for me to tailor the teaching to their varied approach of learning. I believe the teaching session had a positive impact in enlightening the residents on the need for them to improve their diet and lifestyles change from the feedback I got at the end of the teaching. I use the humanistic approach clearly stating the rationale for the sess ion because I wanted them to have the knowledge so that they can take responsibility for their own health. The session was collaborative and interactive with the residents fully involved in the discussion and asking appropriate when seeking clarification. During the evaluation Amos felt that the learning outcome had been achieved and also said that the handouts and leaflets given during the teaching session were very useful and helpful. My mentor suggested that I could have done more and it would have been good, if I had used an overhead projector. But his feedback was encouraging. I had to rush towards the end of the session due to time factors. But I realised that as a student nurse, my professional development is still in progress and as my course develops I will become confident in dealing with this type of situation. My experience of teaching on this occasion will improve my professional practice. During the session I adopted a personal counselling approach based on the Beattie (1991) model, (cited in Ewles and Simnett 2003), which is a combination of the educational and client centred approach. According to Rogers (1983) people experience the world differently and know their own experiences better than anyone else. Amos ability to take responsibility for his actions helped to be more independent. In conclusion, I have been able to facilitate a teaching session by building a therapeutic relationship with Amos and through achieving effective communication. I found out from this experience that empowering clients does not mean that nurses should enforce decisions on clients but rather that; they should encourage and motivate them to achieve a desired result. I feel the experience was an interesting one. Looking back on the teaching skills demonstrated and the assessment of the clients need, I think the aim of the teaching was achieved. The feedback received from the learner and my mentor has given me an insight on how to improve in my teaching in future. I hope to use video clips and overhead projector in future teaching and to continue using the lecture learnt in taught module to enhance my skills and knowledge in my future role as registered mental health nurse.

Harriet Tubman Essay -- essays research papers

Early Years Her real name was Harriet Beecher Stowe. Born as a salve on June 14, 1820 on a plantation in Maryland. There were 8 children in her family and she was the sixth. When she was five, her Mother died. Her Father remarried one year later and in time had three more children. Her Father always wanted her to be a boy. When Harriet was only 13 years old, she tried to stop a person from being whipped and went between the two people. The white man hit her in the head with a shovel and she blacked out. From then on she had awful migraines and would sometimes just collapse on the ground while she was working. She served as a field hand and house servant on a Maryland plantation. In 1844 she married John Tubman, who was a free black. In 1849 she escaped to the North, where slaves could be free before the outbreak of the American Civil war. In 1861 she made 19 trips back to help lead other slaves. She led them to freedom along the clandestine route known as the Underground Railroad. She also led a n estimated 300 slaves to freedom including her mother and father and six of her 11 brothers and sisters. Adult Years Harriet ¡Ã‚ ¦s first rescue was in Baltimore, where she led her sister, Mary Ann Bowlet and her two children to the North. In 1849, Harriet was to be sold to a slave trader. She was taken from her husband and didn ¡Ã‚ ¦t know where she was going to end up. She escaped that night. She traveled only when it was dark and slept during the day. She would hide in haystacks, barns, and houses. Harriet would always carry a revolver during her many trips to the South because a slave who returned to slavery could reveal people who facilitated the passages of escapees by offering them food ad shelter. Harriet would threaten to shoot anyone who out of fear of being caught decided to return during the trip north. Slave owners offer a $40,000 reward to release the free slaves. Harriet was a legendary figure. The black children would call her  ¡Ã‚ §Aunt Harriet ¡Ã‚ ¨. Harriet got a letter from Queen Victoria in the mail. She was the Queen of England. She invited Harriet to her birthday and also sent her 2 boxes filled with a black silk shawl, and a medal which showed the queen ¡Ã‚ ¦s family. It was her Diamond Jubilee Medal. Towards the end of the war Harriet went to the hospital at Fort Monroe. She cleaned up the hospital... ...ar. She made claims against the government for black soldiers pay and/or pension. „h Harriet was sold and separated from her family, so she ran away at age twenty-eight and found her way to freedom on the  ¡Ã‚ §Underground Railroad. ¡Ã‚ ¨ There she led slaves out of the South to freedom in the North or Canada. These fearless blacks were called  ¡Ã‚ §Conductors ¡Ã‚ ¨ on the Underground Railroad. Blacks called her  ¡Ã‚ §Moses ¡Ã‚ ¨ because she led her people to freedom. „h Harriet appeared as a guest speaker with Elizabeth Cody Stanton and Susan B. Anthony, pronouncing the rights of women ¡Ã‚ ¦s suffrage and control of property and wages. „h Harriet made over nineteen trips to the South in which she led over three hundred slaves to freedom. She never lost one person and was never captured. „h After the Civil War Harriet continued to devote her life to others and spoke for the rights of women as well as the newly freed blacks. She opened a home for the elderly and needy blacks. In conclusion, Harriet Tubman was an influence on everyone because of her courage, strength, and efforts. Harriet ¡Ã‚ ¦s wits, brains, and strength helped her live as long as she did and survive through the cold, dark world for blacks.

Literature Narrative

Hemingway's modernist style of storytelling requires an impersonal narrator. The narrator describes the scene, and interjects small actions into the dialogue, but remains a facilitator for the reader to concentrate on the dialogue and the action of the story. The narrator in this story seems to tell the story as if it were a video clip, a nameless railway station somewhere between Barcelona and Madrid, ghostly white hills, a faceless waitress and an anonymous couple.The use of this narrator makes the reader look much deeper into the dialogue of the couple, because without the narrator spelling out the action for the reader, one is forced to interpret much more from the character's words. This modernist device tends to separate the reader momentarily from the text, so that the full impact of the story is not truly felt until one is finished reading. However, this device serves to make the story connect on a deeper level, and to have more impact as it hits one suddenly, instead of bein g built into a slow climax.From almost the beginning of his writing career, Hemingway employed a distinctive style which drew comment from many critics. Hemingway does not give way to lengthy geographical and psychological description. His style has been said to lack substance because he avoids direct statements and descriptions of emotion. Basically his style is simple, direct and somewhat plain. He developed a forceful prose style characterized by simple sentences and few adverbs or adjectives.He wrote concise, vivid dialogue and exact description of places and things. Critic Harry Levin pointed out the weakness of syntax and diction in Hemingway's writing, but was quick to praise his ability to convey action The majority of his early novels were narrated in the first person and enclosed within a single point of view, however, when Hemingway wrote For Whom the Bell Tolls, he used several different narrative techniques.He employed the use of internal monologues (where the reader is in the â€Å"mind† of a particular character), objective descriptions, rapid shifts of point of view, and in general a looser structure than in his earlier works. Hemingway believed that â€Å"a writer's style should be direct and personal, his imagery rich and earthy, and his words simple and vigorous. The greatest writers have the gift of brevity, are hard workers, diligent scholars and competent stylistsTo explain Hemingway's style in a few paragraphs in such a manner as to satisfy those who have read his articles and books is almost impossible. It is a simple style, straight forward and modest. Hemingway's prose is unadorned as a result of his abstaining from using adjectives as much as possible. He relates a story in the form of straight journalism, but because he is a master of transmitting emotion with out embelli

Blood Promise Chapter Twenty-Two

I didn't cry very often. And I hated it when I did. The last time I'd done it around Dimitri, his arms had immediately encircled me. This time, all I got was a look of coldness and anger. â€Å"This is your fault!† he yelled, fists clenched. I cringed backward, eyes wide. â€Å"But he†¦ he attacked me†¦Ã¢â‚¬  â€Å"Yes. And Inna. A human! You let a human attack you.† He couldn't keep the sneer from his voice. â€Å"You are weak. You are incapable of defending yourself-all because you refuse to be awakened!† His voice was terrifying, and the look he gave me†¦ well, it scared me almost more than Nathan had. Reaching forward, he jerked me up to my feet. â€Å"If you had just been killed, it would have been your own fault,† he said. His fingers dug into my wrist as he shook me. â€Å"You have the chance for immortality, for incredible strength! And you're too blind and stubborn to see it.† I swallowed back more tears and rubbed my eyes with the back of my free hand. No doubt I was ruining the makeup I'd so painstakingly put on. My heart was ready to explode out of my chest, I was so afraid. I expected rage and threats from Nathan-but not Dimitri. You've forgotten he's a Strigoi, something whispered in my mind. I'd gone long enough without a bite and had enough adrenaline kicking me to alertness that my nagging voice was speaking more loudly than it had in a very long time. Dimitri said I was weak because I wasn't Strigoi, but there was more to it than that. I was weak and had been subdued by Nathan and Inna because I was an addict, because I was living a life of blissful ignorance that was taking a toll on my body and my mind. The thought was startling, and I could barely hold onto it. My yearning for vampire endorphins flared up, and the two factions warred in my mind. I had enough sense not to voice any of those thoughts. I tried for something that would pacify Dimitri instead. â€Å"I don't think I'd be stronger than Nathan, even if I was turn-awakened.† He ran a hand over my hair, his cold voice thoughtful. He seemed to be calming down, but his eyes were still angry and impatient. â€Å"Perhaps not initially, but your strength of body and will carries over with the change. He's not that much older than either of us-not enough to make a noticeable difference, which is why he keeps backing down when we fight.† â€Å"Why do you keep backing down?† I felt his body go rigid, and I realized my question might be read as a slam against his prowess. I swallowed, my fear returning. He hadn't let go of my wrist, and it was starting to hurt. â€Å"Because he's right about one thing,† Dimitri said stiffly. â€Å"Killing him would bring Galina's wrath down on us. And that's not something I can afford. Yet.† â€Å"You said before that you†¦ that we†¦ had to kill her.† â€Å"Yes, and once we do, it'll be easy to seize control of her assets and organization.† â€Å"What is her organization exactly?† If I kept distracting him, the anger might go away. The monster might go away. He shrugged. â€Å"All sorts of things. This wealth isn't bought without effort.† â€Å"Effort that's illegal and hurts humans?† â€Å"Does it matter?† I didn't bother with an answer. â€Å"But Galina used to be your teacher. Can you really kill her? And I don't mean physically†¦ I mean, doesn't it bother you?† He considered. â€Å"I told you before. It's all about strength and weakness. Prey and predator. If we can bring her down-and I have no doubts we can -then she's prey. End of story.† I shivered. It was so harsh, such a stark and scary way of viewing the world. Dimitri released my wrist just then, and a wave of relief ran through me. On shaky legs, I backed up and sat on the couch. For a moment, I feared he'd grab me again, but instead he sat down beside me. â€Å"Why did Inna attack me? Why did she defend Nathan?† â€Å"Because she loves him.† Dimitri didn't bother hiding his disgust. â€Å"But how†¦?† â€Å"Who knows? Part of it is that he's promised to awaken her once she's put in time here.† Sydney's warnings came back to me, about why the Alchemists feared that humans would learn about vampires-because humans might want to turn too. â€Å"That's what most of the human servants are told.† â€Å"Told?† â€Å"Most are unworthy. Or, more often than not, someone gets hungry and finishes the human off.† I was getting sick to my stomach, independent of Dimitri's proximity. â€Å"This is all a mess.† â€Å"It doesn't have to be.† I didn't think he would shake me again, but there was a dangerous glint in his eyes. The monster was only a heartbeat away. â€Å"Time's running out. I've been lenient, Roza. Far more lenient than I would be with anyone else.† â€Å"Why? Why have you done it?† I wanted-needed-then to hear him say it was because he loved me and that because of that love, he could never force me into anything I didn't want. I needed to hear it so that I could blot out that terrifying, furious creature I'd seen a few minutes ago. â€Å"Because I know how you think. And I know awakening you of your own free will would make you a more important ally. You're independent and strong-minded-that's what makes you valuable.† â€Å"An ally, huh?† Not the woman he loved. He shifted so that his face hovered over mine. â€Å"Didn't I tell you once I'd always be there for you? I'm here. I'll protect you. We're going to be together. We're meant to be together. You know this.† There was more fierceness in his voice than affection. He kissed my lips, drawing me close. The usual heat flooded me, my body instantly responding to his. But even as my body did one thing, other thoughts were spinning through my mind. I had always thought we were meant to be together. And he had once told me he'd always be there for me. I'd always wanted that too-but I had wanted to be there for him in return. I wanted us to be equals, always watching each other's backs. Today hadn't been like that. I'd been defenseless. Weak. Never, never in my life had I been like that. Even in horrible, outmatched moments, I'd put up a decent fight. At the very least, I'd had the will to fight. Not now. I'd been terrified. I'd been ineffectual. I hadn't been able to do anything except sit there pathetically and wait for someone to rescue me. I'd let a human get the best of me. Dimitri said me becoming Strigoi was the solution. For the last week, he'd said that over and over, and while I hadn't agreed to it, I hadn't been as repulsed as I once had been. Lately, it had become a thought floating around out there, a far-off way for us to be together. And I did want to be together, especially in moments like this, when we kissed and desire crackled around both of us. But this time†¦ the desire wasn't quite as intense as usual. It was still there, but I couldn't shake the image of how he'd just been. It occurred to me with startling clarity that I was making out with a Strigoi. And that was†¦ weird. Breathing heavy, Dimitri pulled away from my lips for a moment and stared at me. Even with that composed Strigoi expression, I could see that he wanted me-in a lot of ways. It was confusing. He was Dimitri and not Dimitri. Leaning back down, he kissed my cheek, then my chin, and then my neck. His mouth opened wider, and I started to feel the points of his fangs†¦ â€Å"No,† I blurted out. He froze. â€Å"What did you say?† My heart started thumping again, as I braced myself for more rage. â€Å"Um†¦ no. Not this time.† He pulled back and looked at me, seeming both shocked and annoyed. When he didn't respond, I began to ramble. â€Å"I don't feel good†¦ I'm hurt. I'm afraid to lose the blood, even though I want†¦Ã¢â‚¬  Dimitri always said I couldn't lie to him, but I had to try. I put on my best, most passionate and innocent face. â€Å"I want it†¦ I want to feel the bite†¦ but I want to rest first, get stronger†¦Ã¢â‚¬  â€Å"Let me awaken you, and you'll be strong again.† â€Å"I know,† I said, still keeping my voice slightly frantic. I looked away, hoping to increase the facade of confusion. Okay, with my life lately, faking confusion wasn't that hard. â€Å"And I'm starting to think†¦Ã¢â‚¬  I heard a sharp intake of breath. â€Å"Starting to think what?† I turned back to him, hoping I could convince him I was seriously considering turning. â€Å"I'm starting to think that I don't ever want to be weak again.† I could see it in his face. He believed me. But then, that last part hadn't been a lie. I didn't want to be weak. â€Å"Please†¦ I just want to rest. I need to think about it a little more.† There it was, the moment this all weighed on. The truth was, I wasn't just lying to him. I was lying to myself. Because seriously? I wanted that bite. Badly. I'd already gone a long time without one, and my body was screaming for it. I needed the endorphins, needed them more than air or food. And yet, in only one day without them, I'd gained a tiny shard of clarity. The part of me that wanted nothing more than the joy of ignorant ecstasy didn't care about my mind growing clearer, yet I knew, deep inside, that I had to try for a little bit more, even if it meant depriving myself of what I most wanted. After a lot of thought, Dimitri nodded and stood up. He'd read my words like I'd reached a turning point and was on the verge of accepting. â€Å"Rest, then,† he said. â€Å"And we'll talk later. But Rose†¦ we only have two days.† â€Å"Two days?† â€Å"Until Galina's deadline. That's how long she gave us. Then I make the decision for you.† â€Å"You'll awaken me?† I wasn't entirely sure if death was on the table anymore. â€Å"Yes. It'll be better for all of us if we don't reach that point.† He got off the bed and stood up. He paused a moment and reached into his pocket. â€Å"Oh. I brought you this.† He handed me a bracelet encrusted with opals and tiny diamonds, almost like it was no big deal. The bracelet was dazzling, and each opal shone with a thousand colors. â€Å"Wow. It's†¦ it's gorgeous.† I slipped it on my wrist, yet somehow, gifts like this didn't mean as much anymore. With a satisfied look, he leaned down and kissed me on the forehead. He headed for the door then and left me lying back against the couch, trying desperately to think of anything else except how I wished he would turn around and bite me. The rest of the day was agonizing. I'd always read about addicts, about how hard a time people had breaking away from alcohol or illegal drugs. I'd even once witnessed a feeder go kind of crazy when he was removed from service. He'd grown too old, and it was considered hazardous to his health to keep on giving blood to Moroi. I'd watched in amazement as he begged and pleaded to be allowed to stay, how he'd sworn he didn't mind the risk. Even though I'd known he had an addiction, I just couldn't understand why it would be so worth it for him to risk his life like that. Now I did. In those hours that passed, I would have risked my life to be bitten again. That was actually kind of funny because if I did allow another bite, I would be risking my life. I had no doubt more of that cloudy thinking would lead to an acceptance of Dimitri's offer. But with each miserable, bite deprived second that passed, my thoughts grew incrementally sharper. Oh, I was still a long way away from being free of the dreamy haze of vampire endorphins. When we'd been captured in Spokane, Eddie had been used as a Strigoi blood source, and it had taken him days to recover. Each bit of clarity now made me realize how important it was for me to stay bite free. Not that that knowledge made it any easier on my body. I had some serious problems here. It seemed like either way, I was destined to become a Strigoi. Dimitri wanted to turn me so that we could reign together as the vampiric equivalent of Bonnie and Clyde. Nathan wanted to turn me in the hopes of hunting down Lissa-and then kill me. Clearly, Dimitri's option was more appealing, but not by much. Not anymore. Yesterday, I would have said becoming a Strigoi was something I wasn't going to worry about too much. Now, the harsh reality of what it truly meant hit me, and my old feelings returned. Suicide versus existence as a creature of evil. Of course, being a creature of evil meant I could be with Dimitri†¦ Except it wasn't Dimitri. Was it? It was all so confusing. I again tried to remind myself of what he'd said long ago-that no matter how much a Strigoi seemed like the person I used to know, they weren't. Yet this Dimitri said he'd been wrong about that. â€Å"It's the endorphins, Rose. They're like drugs†¦Ã¢â‚¬  I groaned and buried my face in my hands as I sat on the couch, the TV droning in the background. Lovely. I was talking to myself now. Supposing I could break this hold Dimitri had over me and this addled state that kept making me think I'd misunderstood Strigoi†¦ well, then what? I was back to the original dilemma. No weapons to fight Strigoi with. No weapons with which to kill myself. I was back at their mercy, but at least now I was closer to putting up a good fight. Sure, it would be a losing fight, but I felt that if I stayed off the endorphins a little longer, I'd at least be able to take down Inna. That had to count for something. And there it was. Off the endorphins. Each time my mind ran through my options and hit a wall, I would spiral back to the physical reality in front of me. I wanted that high back. I wanted that haze of joy back. I needed it back, or surely, I would die. That would be what killed me and freed me from being a Strigoi†¦ â€Å"Damn it!† I stood up and began pacing around, hoping to distract myself. TV wasn't doing it; that was for sure. If I could just hold out a little longer, I could shake the drug from my system, I could figure out how to save myself and Lissa, and Lissa! Without any debate, I dove into her. If I was in her body and mind, then maybe I wouldn't have to deal with mine for a while. My withdrawal would pass more quickly. Lissa and her group had returned from the Royal Court a bit more grimly than they arrived. The cold light of morning had made Lissa feel incredibly idiotic about the party's events. Dancing on a table wasn't the worst thing in the world, but looking back over other parties she'd been to that weekend and her social life with Avery made her wonder what had gotten into her. Sometimes, she didn't even feel like herself. And the kiss with Aaron†¦ well, that was an entirely different guilt-inducing matter altogether. â€Å"Don't worry about it,† Avery told her on the plane. â€Å"We all do stupid stuff when we're drunk.† â€Å"Not me,† groaned Lissa. â€Å"This isn't like me.† Despite this claim, Lissa had nonetheless agreed to drink mimosas-champagne mixed with orange juice-on the ride back. Avery smiled. â€Å"I don't have anything to compare it to. You seem okay to me. But then, you aren't trying to run off with a human or some non-royal guy.† Lissa smiled back, and her eyes went to Jill, sitting a little ahead of them on the plane. Adrian had spoken to the younger girl earlier, but she was busy with a book now, her biggest concern seeming to be to stay away from Reed. He sat with Simon again, and Lissa was a little surprised to see the guardian eyeing Jill suspiciously. Maybe Reed had told Simon that the younger girl was some kind of threat. â€Å"You're worried about her?† asked Avery, following Lissa's gaze. â€Å"It's not that†¦ I just can't shake the way she looked at me last night.† â€Å"She's young. I think she's easily shocked.† Lissa supposed that was true. Yet young or not, there had been something refreshingly clear and honest in the way Jill had called Lissa out. It reminded Lissa of something I might do. And Lissa couldn't rest easy knowing someone like that thought badly of her. Lissa stood up. â€Å"I'll be right back,† she told Avery. â€Å"I'm going to talk to her.† Jill was obviously astonished when Lissa sat beside her. The younger girl put a bookmark in what she was reading, and whatever she might be feeling, her smile for Lissa was genuine. â€Å"Hey.† â€Å"Hey,† said Lissa. She hadn't had much of the mimosa yet and still controlled enough spirit to see Jill's aura. It was a rich teal blue, interspersed with purple and darker blue. Good, strong colors. â€Å"Look, I wanted to apologize for what happened last night†¦ what I said†¦Ã¢â‚¬  â€Å"Oh,† said Jill flushing. â€Å"It's okay, really. I mean, things were kind of crazy, and I know you weren't thinking straight. At least, I don't think you were. I don't really know. I've never actually had a drink, so I can't say.† Jill's nervousness always seemed to make her oscillate between rambling and silence. â€Å"Yeah, well, I should have been thinking straight before I got in that situation. And I'm really sorry for what happened with Reed.† Lissa lowered her voice. â€Å"No clue what happened there†¦ but that wasn't right, what he did and said to you.† Both girls found themselves studying him. He was deep in a book, but suddenly, as though he could sense them watching, his gaze turned toward Jill and Lissa. He glared, and they immediately looked away. â€Å"That definitely wasn't your fault,† said Jill. â€Å"And, you know, Adrian was there and everything. So it turned out okay.† Lissa worked to keep a straight face. Adrian was sitting out of their view, but if he hadn't been, Lissa had a feeling Jill would have been gazing at him dreamily. Adrian was doing a good deal of gazing of his own at Avery lately, and Lissa could see Jill was never going to leave that little-sister role for him. Yet it seemed clear that Jill was developing a little bit of a crush. It was cute, and even though Lissa knew it was stupid on her part, she couldn't help feeling a bit of relief that Adrian was the object of Jill's affections and not Christian. â€Å"Well, here's hoping for better choices,† said Lissa. â€Å"And hoping no one thinks too badly of me.† â€Å"I don't,† said Jill. â€Å"And I'm sure Christian won't either.† Lissa frowned, confused for a moment. â€Å"Well†¦ there's no point in stressing him out over it. It was my stupid mistake; I'll deal with it.† Now Jill frowned. She hesitated before speaking, that old nervousness returning. â€Å"But you have to. You have to tell him the truth, right?† â€Å"It's no big deal,† said Lissa, surprised at how defensive she suddenly felt. That unpredictable anger started to raise its head. â€Å"But†¦ you guys are in a serious relationship†¦ You have to always be honest, don't you? I mean, you can't lie to him.† Lissa rolled her eyes. â€Å"Jill, you haven't been in a serious relationship either, have you? Have you even gone on one date? I'm not lying to him. I'm just not telling him stuff that's going to freak him out for no reason. It's not the same.† â€Å"It is,† argued Jill. I could tell how much it killed her to talk back to Lissa, but I admired her boldness. â€Å"He has a right to know.† Lissa sighed irritably and stood up. â€Å"Forget it. I thought we could have an adult conversation, but apparently not.† The withering look she gave Jill made the girl flinch. Still, back at the Academy, guilt plagued Lissa. Christian greeted her return happily, showering her with kisses and hugs. She firmly believed Jill had overreacted, yet each time Lissa looked at Christian, she kept thinking about that kiss with Aaron. Was it as wrong as Jill had implied? It had been casual and under the influence of alcohol. Lissa knew telling Christian would upset him, though, and she hated to bring that on. Avery, listening as Lissa deliberated, agreed that there was no need to worry about it. Yet, as I looked at her through Lissa's eyes, my impression was that Avery was more worried about what Lissa's emotional reaction would be if she and Christian had a blowout. The morals seemed beside the point; Avery wanted to protect Lissa. It seemed like it was all going to blow over†¦ until later in the day, when Lissa met up with Christian to walk to dinner. His face was a storm cloud as he approached Lissa in her dorm's lobby, his pale blue eyes looking like they could shoot lightning bolts. â€Å"When were you going to tell me?† he demanded. His voice was loud, and several passing people turned in surprise. Lissa hurried him to a corner, pitching her voice low. â€Å"What are you talking about?† â€Å"You know what I'm talking about. You using your weekend getaway as a chance to hook up with other guys.† She stared at him for several heavy seconds. Then the truth hit. â€Å"Jill told you!† â€Å"Yes. I had to drag it out of her. She showed up to practice with me and was on the verge of tears.† Uncharacteristic anger suddenly burned through Lissa. â€Å"She had no right!† â€Å"You had no right. Do you honestly think you could do something like that-without ever letting me know?† â€Å"Christian, it was a stupid drunk kiss, for God's sake. A joke because he saved me from falling off a table. It meant nothing.† Christian's face grew pensive, and Lissa thought for sure he was about to agree with her. â€Å"It would have been nothing,† he said at last, â€Å"if you'd told me yourself. I shouldn't have had to hear it from someone else.† â€Å"Jill-â€Å" â€Å"-isn't the problem. You are.† Shock stunned Lissa for a moment. â€Å"What are you saying?† â€Å"I†¦Ã¢â‚¬  Christian suddenly looked weary. He rubbed his eyes. â€Å"I don't know. It's just†¦ things have been rough lately. I just†¦ I'm just not sure if I can deal with all this. You were picking fights with me before you left, and now this?† â€Å"Why won't you listen? It was nothing! Even Avery agreed.† â€Å"Oh,† said Christian sarcastically, â€Å"if Avery agreed, then it must be okay.† Lissa's temper raised its ugly head. â€Å"What's that supposed to mean? I thought you liked her.† â€Å"I do. But I don't like how you're confiding in her more than me lately.† â€Å"You didn't have a problem with me confiding in Rose.† â€Å"Avery's not Rose.† â€Å"Christian†¦Ã¢â‚¬  He shook his head. â€Å"Look, I don't really want to go to dinner anymore. I just need to think.† â€Å"When am I going to see you again?† she asked frantically. Her anger had been supplanted by fear. â€Å"I don't know. Later.† He left without another word. Lissa stared after him, aghast as he walked out of the lobby. She wanted to go throw herself at him, beg him to come back and forgive her. There were too many people around, however, and she refused to make a scene-or intrude on his space. Instead, she took off to the only resource she had left: Avery. â€Å"Didn't expect to see you again,† Avery said, opening the door to her room. â€Å"What are you-Jesus Christ. What's the matter?† She ushered Lissa in and demanded the story. With a lot of tears and near-hysteric rambling, Lissa related what had happened with Christian. â€Å"And I don't know what he meant. Does he want to break up? Will he come talk to me later? Should I go to him?† Lissa buried her face in her hands. â€Å"Oh God. You don't think there's anything going on with him and Jill, do you?† â€Å"Jailbait? No,† exclaimed Avery. â€Å"Of course not. Look, you need to calm down. You're freaking me out. This is going to be okay.† Anxiety lined Avery's face, and she went to get Lissa a glass of water. Then, reconsidering, she poured a glass of wine instead. Sitting alone, Lissa felt her wild emotions torment her. She hated what she'd done. She felt like there was something wrong with her. First she'd alienated me, and now Christian. Why couldn't she keep her friends? What did it take? Was she really going crazy? She felt out of control and desperate. And she Bam! Suddenly, and without warning, I was shoved out of Lissa's head. Her thoughts disappeared completely. I'd neither left of my own choice, nor had I been snapped back because of something in my own body. I stood in the room alone, having come to a standstill while pacing and thinking. Never, never had anything like that happened to me. This had been like†¦ well, like a physical force. Like a glass wall or force field slamming down in front of me and pushing me back. It had been an outside power. It hadn't come from me. But what was it? Had it been Lissa? To my knowledge, she'd never been able to feel me in her head. Had that changed? Had she kicked me out? Had her spinning feelings grown so strong that there was no room for me? I didn't know, and I didn't like any of it. When it had happened, aside from the sensation of being pushed, I'd experienced another strange feeling. It was like a fluttering, as if someone had reached in and tickled my mind. I'd had brief warm and cold flashes, and then it had all stopped once I was out of her head. It had felt invasive. And it had also felt†¦ familiar.

US Role in Foreign Policy essays

US Role in Foreign Policy essays The role of foreign policy in the United States is a widely disputed area of politics. There are two distinct schools of thought that I believe, upon combining, will lead to a better approach to foreign policy. The first school of thought is hegemonic realism, the second, prudent realism. Through these two approaches America will be able to do a better job in helping other nations, while achieving our national interests. The advantage of combining these two schools is in a sense, combining the best of both worlds. It is not my belief that this approach is in any way the best. However, I firmly believe that this is the best of our current options. When considering foreign policy we, (The US) must take into account and constantly remind ourselves that the US makes up a small population of the world. The importance of this reminder is quite obvious. We can not without justification put national interests ahead of our humanity. We have learned from mistakes in the past that harsh reparations drive a country to instability, resulting in the rise of dangerous leaders. For instance, Adolf Hitler rose to power because of the harsh reparations after WW I. The ideals behind prudent realism stem from the results of WW I. My approach to prudent realism is to synthesize only a couple points from that school of thought and apply them to hegemonic realism. One aspect of prudent realism that is beneficial is, the analysis of the importance of different global affairs. Prudent realism breaks the severity of threats down into three different categories. The exact details of what the categories are, are irrelevant. The important part about this is the notion that we can apply our resources to the most needed areas of the world, while still protecting our national interests. Humanitarian disasters will be more successfully diminished when all life comes into the national interests of the United Stat ...

How to Study for a Test or Final Exam

How to Study for a Test or Final Exam The end of the term is drawing near, and that means final exams are looming. How can you give yourself an edge this time around? The most important thing you can do is give yourself plenty of time to prepare. Then follow this simple plan: 1) Study2) Test yourself with a practice test3) Discover your weak areas4) Study again5) Test yourself again That’s the simplified version. For really great results on your finals: Science Says Start Early There are many recent studies that show  that it is important to study in stages. The findings say that its best to  start early and give your brain a rest, then study again. If youre preparing for a comprehensive exam, gather together all the material you’ve received during the term. You probably have handouts, notes, old assignments, and old tests. Don’t leave anything out. Read through your class notes twice. Some things will sound familiar and some things will sound so unfamiliar you’ll swear they were written by somebody else. That’s normal. After you study all your notes for a term, try to come up with themes that connect all of the material. Establish a Study Group or Partner Schedule at least one meeting time with a study partner or study group. If you absolutely can’t get together, then exchange email addresses. Instant messages will work well, too. Invent and use learning games with your group. You could also consider communicating through an online forum like the Homework / Study Tips forum. Use Old Tests Collect your old exams from the year (or semester) and make a photocopy of each one. Whiteout the test answers and copy each one again. Now you have a set of practice tests. For best results, you should make several copies of each old exam and keep taking the tests until you score perfectly on each one. Note: You can’t white out the answers on the original, or you won’t have an answer key! Build Up Your Class Notes Organize your notes by date (do the best you can if you didn’t date your pages) and make note of any missing dates/pages. Get together with a study partner or group to compare notes and fill in any missing material. Don’t be too surprised if you missed key information from the lectures. Everybody zones out once in a while. After you organize your new set of notes, underline any keywords, formulas, themes, and concepts. Make yourself a new practice test with fill-in sentences and term definitions. Print out several tests and practice several times. Ask the members of your study group to make practice tests as well. Then swap. Re-Do Your Old Assignments Gather any old assignments and re-do the exercises. Many textbooks have exercises at the end of every chapter. Review those until you can answer every question with ease. Use Different Textbooks If you’re studying for a math or science exam, find another textbook or study guide that covers the same material that you’ve studied this term. You can find used books at yard sales, used book stores, or in the library. Different textbooks will provide you with different explanations. You might find one that makes something clear for the first time. Other textbooks can also give you a new twist or fresh questions on the same material. Thats exactly what your teacher will do on the final! Invent Your Own Essay Questions For history, political science, literature, or any theory class, focus on themes. Read your notes again and mark anything that looks like it would serve well as an essay question. Which terms make good comparisons? For example, what terms could a teacher use as a â€Å"compare and contrast† question? Try coming up with your own long essay questions by comparing two similar events or similar themes. Have your friend or study partner come up with essay questions and compare.

What to Do If Your College Roommate Uses Your Stuff

What to Do If Your College Roommate Uses Your Stuff In college, roommates have a lot to deal with: in addition to the stress of being in school, youre squished into a space that would be incredibly tiny for one person - not to mention two (or three or four). Just because youre sharing a space, however, doesnt necessarily mean that youre sharing all of your stuff, too. As the lines begin to blur between where one persons space ends and the others begins, its not uncommon for roommates to begin sharing things. Why have two microwaves, for example, when you really need just one? While some things make sense to share, others can create conflict. If your roommate has started using your stuff in a way that you dont like, hasnt been talked about, or was previously talked about but is now being disrespected, a simple act can quickly turn into something much bigger. If your roommate is borrowing (or just plain taking!) your stuff without checking with you first, there are some questions you can ask yourself when trying to figure out what to do about the situation: How Big of an Issue Is This for You? Maybe you talked about sharing items and your roommate has disregarded the agreement you made together. How much does that bother, annoy, or anger you? Or does it make sense that he or she used your things without asking? Is it a big deal or not? Try not to think about how you think you should feel; think about how you do feel. True, some people may not care if a roommate borrows their iron, but if it bothers you, then be honest with yourself about that. Conversely, if your friends seem outraged that your roommate borrowed your clothes but you dont really mind, then know thats okay, too. Pattern or Exception Your roommate might be absolutely great and she took a little of your cereal and milk just once because she was super, super hungry late one night. Or she may take your cereal and milk two times a week and now youre just sick of it. Consider whether this is a small incident that likely wont happen again or a larger pattern that you would like stopped. Its okay to be bothered by either one, and its especially important to address any bigger issues (e.g., the pattern) if and when you confront your roommate about his or her behavior. Is It a Personal Item or Something General? Your roommate may not know that, for example, the jacket he borrowed was your grandfathers. Consequently, he may not understand why youre so upset that he borrowed it one night when it was unseasonably cold. While all of the things you brought to college matter to you, your roommate doesnt know the values you assign to everything. So, be clear on what was borrowed and why its not okay (or totally fine) for your roommate to borrow it again. What Bugs You About the Situation? You may be bothered that your roommate took something that you told him not to; you may be bothered that he did it without asking; you may be bothered that he didnt replace it; you may be bothered that he takes a lot of your stuff without checking with you first. If you can figure out what bugs you the most about your roommates use of your stuff, you can better address the real issue at hand. So sure, your roommate may have a reason for taking your last energy drink, but its harder to explain why he is constantly helping himself to the last of your things. What Resolution Do You Want? You might just want an apology or an acknowledgment that your roommate took something he or she wasnt entitled to take. Or you may want something larger, like a conversation or even a formal roommate contract about what its okay and not okay to share. Think about what you need to feel better about the situation. That way, when you do talk to your roommate (or RA), you can be focused on a larger goal instead of just feeling frustrated and like you dont have any options. How to Best Come to a Resolution Once you figure out what kind of resolution you want, its important to also figure out how you can get there. If you want an apology, youll need to talk to your roommate; if you want clearer rules in place, youll need to think about what those rules might be before starting a conversation. If you can take the time and mental energy to focus on the causes of and solutions to the problem, your roommates use of your stuff doesnt have to be anything more than a minor issue you thought about, addressed, and resolved during your time as roommates. After all, you both have much bigger things to worry about.

Scariest food additives Essay Example | Topics and Well Written Essays - 500 words

Scariest food additives - Essay Example Mostly hydrogenated oil is an essential source of trans fat. Makers like it because it lessens expenses, expands timeframe of realistic usability and settles flavor; however a loss for customers. Trans fats are twice as troublesome for the body to break down as soaked fats, and due to their support of terrible (LDL) cholesterol and have been indicated to lessening great (HDL) cholesterol. They are dynamic executors of coronary illness, diabetes, healthful insufficiencies and cell weakening. Note: Products that hold incompletely hydrogenated oils however have short of what 0.5g of transfat for every serving can convey a "trans-fat free" name. Likewise remember that "completely hydrogenated oil" does not hold Trans fats. Result: Avoid sustenance holding Trans fats, including margarine, vegetable shortening, saltines, and treats, heated products, mixed greens dressings, breads and chips (Ornelas, 2007). Aspartame: Used in breakfast grains, soda pops drink blends, gelatin sweets, solidified pastries, yogurt, mulling over gum, diet nourishment, and as a tabletop sweetener under the brand names Equal and NutraSweet. Studies have proposed that it cause disease — particularly with deep rooted utilization or neurological issues. Aspartame additionally brings down the acidity of pee and may make the urinary tract more powerless to contaminate. High fructose corn syrup like table sugar (sucrose) is less expensive option and is a profoundly handled manifestation of glucose that has changed over into fructose. Fructose is a type of sugar usually found in apples and oranges. The argument against HFCS ranges from claims that it restrains leptin the hormone in charge of telling ones cerebrum is fully harmed, and tissues can hold poisonous levels of mercury. The contentions against HFCS are uncertain, yet one thing is sure: an excessive amount of sugar will hurt substantial methodologies in incalculable ways, including expanding danger for diabetes, heftiness

Fiscal policy and the US economy Essay Example | Topics and Well Written Essays - 1250 words

Fiscal policy and the US economy - Essay Example 'Auerbach and Feenberg (2000) have estimated that automatic tax stabilizers offset about 8% of the impact of an economic shock to GDP.'(Economic Research and Data. The Role of Fiscal Policy. 2002) Mere anticipation of projected fiscal action can have an impact on the U.S. economy. Households and business enterprises will operate their individual spending habits based on both present economics as well as future economics. For instance, a tax cut will leave households will more disposable income, however, if the tax cut is looked upon as a temporary measure it will not contribute to increased consumer expenditure. Similarly, investment tax credits which will only lower the cost of investment ventures on a temporary basis will likely encourage investors to time their spending so as to capitalize on the tax credit initiatives. It is therefore imperative that fiscal policy be considered and conducted in such a manner as to take into consideration the likely impact of both the current and future implications. 'When expectations of future fiscal policy are important, "expansionary" fiscal policy-an increase in government spending, for example-may actually be contractionary'. (Economic Research and Data. The Role of Fiscal Policy. ... It can also influence financial markets to anticipate future tax hikes. The implications are detrimental to the general economy. As a result, long-term interest rates will go up, investors will hold back somewhat on investments thereby circumventing the government's intended expansionary effects of its spending. During the country's recession of the 1990-1991 fiscal year the President Bill Clinton's Council of Economic Advisers (CEA) made a similar observation: 'an attempted stimulus that abandoned, or was perceived to abandon, serious discipline on the growth of future spending or on the reduction in the multiyear structural deficit probably would produce a substantial rise in interest rates. That would offset a large portion of the direct stimulus in the short run and would leave the economy thereafter with a higher cost of capital, which would be detrimental to investment necessary for long-run growth.'(US President. 1992. p.25) According to Alesina, Perotti and Tavares a reduction in deficits are more likely to be expansionary when they entail government spending cuts and government salaries as well as transfers. These cuts have the effect of indicating decreases in government spending activity on a permanent basis and as a result there is a general public perception that taxes will be decreased in the future. On the other hand, decreases in the deficit which are accomplished via tax increases appear to be 'contractionary'.(Alesina. 1998. pp-197-248. The US government's role in the nation's economy cannot be accomplished by merely regulating its fiscal spending and management. The government can only achieve the best results possible for the good of the US

Marketing planning Essay Example | Topics and Well Written Essays - 2750 words - 1

Marketing planning - Essay Example This part critically evaluates and assesses the techniques used in developing products and services. Clear evidence has been demonstrated of the critical analysis to the recommendations for pricing, distribution and communication of services and products. Measures that are used to monitor and review marketing performance have been creatively specified. A consistent marketing plan for a product has been critically presented. The forth and last part of this report critically evaluates two different organisations’ responses to ethics in marketing. The implications of ethical issues in the marketing for an organization have been described in detail. Statistical surveys carried out by the World Health Organization were used extensively in this research paper. Observational research method was used because it does not interfere with the phenomenon being studied. A case study of Vodafone, Philip Morris International and Diageo Plc was carried out. Unique insights were offered by the case studies. Vodafone Group Plc is a British multinational mobile telecommunications company that has its headquarters in Newbury, England. Based on revenue, Vodafone is the world’s leading mobile network operator that has significant presence in Europe, the United States, Africa and Asia Pacific. Vodafone has a market value of 71 billion pounds (Stevens & Loudon 2006). Based on subscribers, Vodafone is the second largest mobile network operator after China Mobile. As of 2009, Vodafone had 427 million subscribers. Vodafone has established operations in over 70 countries through joint ventures, subsidiary undertakings, associate undertakings and investments. Vodafone has over 79000 employees worldwide (Taylor 1997). In the UK, Vodafone has been having brisk changes in administration, which has resulted in the company performing badly in its home market. The name Vodafone was chosen from the first two letters of the words voice data fone so as to show

Health Economics by Bolnick Essay Example | Topics and Well Written Essays - 1000 words

Health Economics by Bolnick - Essay Example It shall also discuss the personal, political, and ethical drivers of these two chosen health care systems. Bolnick emphasizes that there can be no ideal model for the health care system to apply. He also points out that pigeon-holing the health care system into a model is not a prudent move because the health system has unique peculiarities based on personal, social, and political factors. According to Bolnick (2003), the wants and needs of the health care system is driven by ethical and political considerations. The politics of nations differ from each other. For instance, the public health care system of the United Kingdom was adapted in response to the turmoil and chaos that the Second World War created (Bolnick, 2003). After the war, its people were also in a favourable state of mind to accept a socialised and public health care system, hence, the conditions were favourable in the UK for the introduction of such system. And, it proved to be beneficial for the people. In fact, â €Å"since the implementation of the NHS, the United Kingdom has experienced longer life expectancy rates and concomitant change sin disease patterns† (McCarthy and Schafermeyer, 2007, p. 525). Tulchinsky & Varavikova (2000) also describe the United Kingdom as a unitary state; as such, its health system is rooted at the local authority level. They further point out that UK’s national health system slowly developed since the 19th century and evolved to the comprehensive system it is today.

Estimation of Weighted Average Cost of Capital Essay

Estimation of Weighted Average Cost of Capital - Essay Example The paper also discusses the various project evaluation techniques like Net Present Value Method, Internal Rate of Return, and so on. The paper takes a quantitative approach for the explanation of various concepts in Capital Structure and Project Evaluation Techniques/Capital Budgeting Techniques. Cost of capital is an important phenomenon in determining the overall/weighted average cost of capital. In fact, the financial risk is judged by investors and other stakeholders in line with cost of capital and nature of capital structure. The overall cost of capital can be reduced and value of the firm can be improved by maximizing the debt content in the capital structure. But, as debt content goes on increasing, equity investors expectations about risk will also change. Investors feel risk in investment with highly levered firms and vice versa. Capital structure theories postulate the various possibilities of capital structure. It does not speak about which approach is most beneficial to companies in various situations. Capital structure is not a static phenomenon. It keeps on changing with every change in the mix of various sources of capital/fund. The profitability of a business proposal/ project can be evaluated in various ways using both discounted and non-discounted project evaluation methods.

Marketing Communication and Branding Assignment Example | Topics and Well Written Essays - 750 words

Marketing Communication and Branding - Assignment Example This essay demonstrates that advertisement poster is one of the most effective elements of integrated marketing communication. Keeping the objectives of the marketing communication for Travel worth in mind, certain posters can be prepared to use in the campaign planned by the company. The posters for the company would include an attractive message to catch the eyes of the viewer, which would help the company to get customers. The main objective of Travel worth is to obtain travelers for their adventure tours and in order to achieve it; the posters should contain certain facts about the adventure world and certain images related to fun in the tours. The tagline for the posters can be ‘Payless, Have more, Do more’, which would represent that the cost of the tour would be less, fun and adventure would be more. There should be certain schemes on the poster to attract the customers such as, ‘Be the first one to avail the discounts on the Tour, and be the last one to ava il the discounts on the Fun’. These lines would also attract the adventure lovers to avail the schemes offered by Travel worth. The poster should preferably be bright in colors such as yellow or red, which would easily catch the eyes of the customers. The poster should contain certain images of the previous tours arranged by the company and the experiences that the travelers had. All these factors would make the poster meaningful as well as effective for the company to attract the customers and grab their interests for the products offered by the particular company.... In relation to the mentioned objectives in question number one, it can be stated that the model would help to identify the situation, the crisis in the market, and it would also help to plan a campaign to attract new or existing customers. The model would help to take different strategies. To spread awareness about company and its existing Tour programs, the campaign will be effectively used as a strategic objective. In order to create a different image of the organization and to attract the consumers, a tactical approach will be taken by providing various schemes and discounts. In relation to existing situation of economic downturn the company can take a decision to propose certain discounts or sale to their customer, which would help them to acquire new travel lovers. In keeping with the strategic viewpoint, up gradation in the better news paper or in other media for advertisement of the company would be made and which would be implemented through the actions. Travelworth would get ample scope to maintain the sustainability with the help of IMC and SOSTAC model. In the period of downturn in the European economy the companies are basically fighting for the sustainability in the market, and to save the existing customers and the brand name. SOSTAC model would help Travelworth to be stable in the market and to gain new customers and revenue2. Question 3 Q.3. Advertisement poster is one of the most effective elements of integrated marketing communication. Keeping the objectives of the marketing communication for Travelworth in mind, certain posters can be prepared to use in the campaign planned by the company. The posters for the company would include an attractive message to catch the eyes of the viewer, which would help the company to get

Estimation of Weighted Average Cost of Capital Essay

Estimation of Weighted Average Cost of Capital - Essay Example The paper also discusses the various project evaluation techniques like Net Present Value Method, Internal Rate of Return, and so on. The paper takes a quantitative approach for the explanation of various concepts in Capital Structure and Project Evaluation Techniques/Capital Budgeting Techniques. Cost of capital is an important phenomenon in determining the overall/weighted average cost of capital. In fact, the financial risk is judged by investors and other stakeholders in line with cost of capital and nature of capital structure. The overall cost of capital can be reduced and value of the firm can be improved by maximizing the debt content in the capital structure. But, as debt content goes on increasing, equity investors expectations about risk will also change. Investors feel risk in investment with highly levered firms and vice versa. Capital structure theories postulate the various possibilities of capital structure. It does not speak about which approach is most beneficial to companies in various situations. Capital structure is not a static phenomenon. It keeps on changing with every change in the mix of various sources of capital/fund. The profitability of a business proposal/ project can be evaluated in various ways using both discounted and non-discounted project evaluation methods.

Evaluate the arguments for and against collective bargaining in the UK Essay

Evaluate the arguments for and against collective bargaining in the UK - Essay Example Informational differences provide an appealing explanation for bargaining inefficiencies. Even the development of noncooperative bargaining theory, which provided the tools and served for the collective bargaining, did not work out so well as it was expected. However a general aim of this theoretical development is followed i.e., to inform policy makers of the efficiency and equity effects associated with different labour laws and institutions that govern and shape the collective bargaining process1. While these laws and policies are still in developing phase, they can already offer many insights into the interplay between policy and the bargaining process. (Bargaining, 2005a) Collective bargaining is specifically an industrial relations mechanism or tool, which is applicable to the employment relationship in order to avoid unpredicted disputes. In collective bargaining the union always have a collective interest since the negotiations are for the benefit of several employees as well as for the organization. Where collective bargaining is not for one employer but for several, collective interests become a feature for both the parties to the bargaining process. In labor relations, negotiations involve the public interest such as where negotiations are on wages, which can impact on prices. This is implicitly recognized when a party or the parties seek the support of the public, especially where negotiations have failed and work disruptions follow. Governments intervene when necessary in collective bargaining because the negotiations are of interest to those beyond the parties themselves. In collective bargaining certain essential conditions need to be satisfied, such as the existence of the freedom of association, a labor law system etc. Further, since the beneficiaries of collective bargaining are in daily contact with each other,

Development of Japans Industrialisation

Development of Japans Industrialisation Why was Japan able to industrialize? Japan is an island nation in East Asia. Located in the Pacific Ocean, it lies to the east of the Sea of Japan, China, North Korea, South Korea and Russia, stretching from the Sea of Okhotsk in the north to the East China Sea and Taiwan in the south. Japan is the second world’s strongest capitalism economy country. Japan’s research capacity, industrial base and manufacturing technology are among the highest in Asia. Japan’s economy is very well, citizens have a high quality of life, GDP per capita more than forty thousand U.S. dollars in the world. Japan is one of the richest countries in the world, the most economically developed and the highest standard of living. Japan’s economy is so well because of industrialized. There were three main factors that Japan industrialized, introduction foreign technology, stable import dependence and hard working cautious labors. These three main factors caused Japan’s economic prosperity and became the only Asian member of â€Å"Group of eight† (G8). The factor â€Å"introduction foreign technology† let Japanese technology more advanced than before. The factor â€Å"stable import dependence† let Japan had stable industrial raw materials to industrialize, and the factor â€Å"hard working cautious labors† was indispensable in Japan industry. Japan was able to industrialize because introduction foreign technology, stable import dependence, and hardworking cautious labors. Thesis Statement: Japan was able to industrialize because of the introduction of foreign technique, stable import dependence and hardworking cautious labors. The Tokugawa Shogunate, also known as the Tokugawa Bakufu and the Edo Bakufu, was a feudal Japanese military government which existed between 1600 and 1868. The heads of government were the shoguns, and each was a member of the Tokugawa clan. The Tokugawa Shogunate ruled from Edo Castle and the years of Shogunate became known as the Edo period. This time is also called the Tokugawa period. In 1868 the Tokugawa shogun, lost his power, than emperor Meiji started to control Japan. During 1868~1912, the important revolution in government system; traffic; education; new technology†¦Japan became a strong country. Japan had regained complete control of its foreign trade and legal system, by fighting and winning the wars. Japanese industry expanded, both in light export industries like textiles, which were necessary to pay for the raw materials needed from abroad, and also in heavy industries like steel and shipbuilding. Cities grew, as more Japanese moved from farming into jobs in factories and offices. In the countryside larger landlords came to own more and more land, and the number of poor tenants increased. Always dependent on foreign trade, Japan was hard hit by the world depression that began in 1929. The farmers who had grown the silk that was exported to the United States found no market for their product once the roaring twenties and the craze for silk stockings collapsed with the stock market crash. Japans dramatic economic growth slowed, and social problems increased, especially in the countryside. At the same time that the leaders of imperial Japan pursued modernization and economic growth, they continued to address the issue of Japans unequal status in the international order. In 1894, m ore than forty years after Commodore Perry pried Japan open to the outside world, Japan finally succeeded in revising the unequal treaties so that it regained its legal parity with the Western powers. In Sino-Japanese War(1894~1895), Japan defeated China in the war for Korea, Japan over the control of Korea and also gained Taiwan and Penghu island. In Russo-Japanese War, Japan went to war with Russia over Russian eastward encroachment in Asia, and in 1910, Japan expanded its empire, annexing Korea. Japan became a huge empire. From the proto-industrial base, Japans agricultural productivity was high enough to sustain substantial craft (proto-industrial) production in both rural and urban areas of the country prior to industrialization. When the United States forcibly opened Japan in the 1850s, Japans prospects seemed dim indeed. However, Tokugawa achievements: urbanization, road networks, rice cultivation. Tokugawa Japan (1600~1868) the development of proto-industrial (craft) production by merchant houses in the major cities like Osaka and Edo (now called Tokyo) and its diffusion to rural areas after 1700, and the promotion of education and population control among both the military elite (the samurai) and the well-to-do peasantry in the eighteenth and early nineteenth centuries. Tokugawa political economy: daimyo and shogun preventing daimyo from cementing alliances with other countries .The samurai military were forced to abandon rice farming and reside in the castle town. As a result irrigation ditches were extended throughout the valleys, and riverbanks were shored up with stone embankments, facilitating transport and preventing flooding. Quick emulated western organizational forms and western techniques in energy production, like coal and the other fossil fuels to generate steam power. During 1887 to1938 infrastructure and manufacturing expand. In 1852, Shimazu Nariakira, built Japan’s first industrial complex. On the basis of the Japanese sprit of craftsmanship for iron and pottery which had attained pre-eminence in the pre-industrial. Strongly motivated by considerations of national security, heavy industry emerged successfully and competitively, Japanese simply borrowed the best of Western technology and moulded it to fit the needs. Iron and steel production, shipbuilding and armaments, fuelled by abundant Kyushu coal created a new foundation for Asia’s first industrial revolution. Technology was transferred from Satsuma to northern Japan, Kamaishi, to make the first large-scale iron furnace. In the Meiji period, Japan’s history of trial and error iron-making bore fruit and contributed to the birth of the first large scale furnace, in Kitakyushu, in 1901. The first modern coal mine in Japan was on Takashima Island. Iwasaki completed to develop it as Japan’s first modern coal mine. Peopleâ€⠄¢s efforts, dreams, ingenuity, and sweat in a drive to build a nation strong enough to survive under any circumstances. These industrial heritage sites are of the highest cultural significance. The first modern coal mine in Japan was on Takashima Island. Iwasaki completed to develop it as Japan’s first modern coal mine. People’s efforts, dreams, ingenuity, and sweat in a drive to build a nation strong enough to survive under any circumstances. These industrial heritage sites are of the highest cultural significance. 1853, when the United States sent Commodore Matthew C. Perry to Japan with a letter to the emperor, and orders to obtain a treaty. The first involved the lucrative China trade. The second was the need for a refueling station for the coal-powered, Japan happened to have plenty of coal. It appeared as if Japan might be headed for the same fate as China, to eventually lose central control to competing spheres of foreign influence. The Tokugawa clan was now blamed for the shame which the unequal treaties had inflicted upon Japan, in the end, the Tokugawa Shogunate was overthrown. At the same time a new emperor ascended the throne. From 1867 to 1912, remains unparalleled in history. 1876, the old class system of Japan was abandoned. With astounding speed, universities were founded, telegraph and railroad lines cross-crossed the country and a national postal system set up. The shipping and textile industries took off. How was such progress at such a rate possible? They borrowed the best of the West and molded it to fit Japans needs. A simple baseball story illustrates how enthusiastically and effectively the Japanese borrowed and adapted from other countries during the Meiji Era. 1871, Iwakura Tomomi, they spent several months each in the United States, England and Europe, and studied everything they encountered from banking systems to zoos. Some students stayed behind in different countries with host families for years of foreign education before returning home. The new innovations seemed, they also came at a price. Harsh working conditions and exploitation of workers, this threatened traditional culture. We would do better to treat China and Korea in the same way as the Western nations. In this idea lay the roots of Japanese imperialism. The First World War was -in excellent chance for manufacturers. Japan foreign trade increased four-fold during the war. At the same time, a larger market opened up for the underdeveloped countries of the Pacific area. In Japan, price rose hit all consumers .There were serious social strains and unrest, culminating in the rice riots of 1918. In short, the war benefited Japan both directly and indirectly and when it was over she was apparently poised to make further gains. Tokyo earthquake of 1923, consolidating the position of the zaibatsu. Rapidly growing cotton textile and light manufacturing industries. After 1931, the war-related industries, which used advanced technology, began to grow rapidly. Conditions of labors: A system of seniority which virtually guaranteed lifelong employment to the loyal male worker. Economic crisis: From 1937, industrial effort was concentrated on iron and steel, aircraft, tanks and automatic weapons. Once the conflict had been begun by the attack Pearl Harbor in December 1941, aggravated the hardships of the civilian population. The armed forces were abolished. Recovery: In 1946, a major land reform was initiated aimed at abolishing the allegedly militaristic landlord class by transferring land ownership to the peasants. Reform thus tended to have a two-fold action. It expanded the home market for industrial goods of the kind consumed by rural households, and it released labors for employment in the cities. Meanwhile, the whole capitalist world, from the early 1950s, entered into an unprecedented long-term phase of expansion and prosperity. By the early 1960s, Japans rapid resurgence had begun to attract the attention of outside observers who saw it as one of the most astonishing success stories of all time. â€Å"TheMeiji Restoration and Modernization.†Asia For Educators1994.Web.18.Oct.2013 â€Å"Japan’s Modern History : An Outline of the Period ~~Imperial Japan: Industrialization and Expression 1890~1930.†Asia For Educators.1994.Web.20.Oct.2013 Mosk Carl. â€Å"Japanese Industrialization and Economic Growth†. EH.net Encyclopedia.2010.Web.20.Oct.2013 â€Å"Story of Japanese modern industry†. World Heritage promotion office.2012.Web.16.Oct.2013 Richard H.Minear. â€Å"The Meiji Era and the Modernization of Japan†. The Samurai Archives Japanese History Page. 1994.Web.17.Oct.2013. â€Å"Commodore Perry and the Opening of Japan†. U.S. Navy museum website.2012.Web.17.Oct.2013. Sarah Lyons Watts. â€Å"Japan: â€Å"A meteoric rise .†. Wake Forest University. N.D.Web.19.Oct.2013.

Gus in James Duncans The River Why Essay -- James Duncan River Why Es

Gus in James Duncan's The River Why James Duncan’s book entitled, The River Why, focuses around the main character, Gus, and how he changes throughout the book. In this book Gus is discovering what life really is and that the whole world does not revolve around fishing. After moving out of his erratic house he spends all of his time fishing at his remote cabin, but this leaves him unhappy and a little insane. He embarks on a search for him self and for his own beliefs. Duncan changes Gus throughout the book, making Gus realize that there are more important things to life than fishing, and these things can lead to a happy fulfilled life, which in turn will help Gus enjoy life and fishing more. Duncan introduces a character, Eddy, who significantly changes Gus’s views on what he needs in his life and she gives Gus a sense of motivation or inspiration. Eddy changes Gus by their first encounter with each other, when Eddy instills in Gus a need to fulfill his life and when they meet up again, completing his ne ed. Fishing is Gus’s first passion but he loses it after he puts all of himself into it, and when Eddy comes into his picture Gus feels a need to have more in his life, like love. Through finding love he re-finds his passion for fishing and learns more about himself. When Eddy and Gus finally get together, he sees this â€Å"equilibrium† between his old passion, fishing, and his new one, Eddy. Duncan’s use of Eddy gives Gus a new found sense of purpose and to have a more fulfilled life is a critical step in Gus’s development as a character. This is why Eddy is the most important character to this book, because she gives Gus inspiration to find himself. On their first encounter with one another Gus is compelled by her differences in dress, techniques and gear. After she leaves, Gus feels a â€Å"need† to fulfill his empty life. Finally when she shows back up in his life, Gus then has everything he could ever ask for: a beautiful woman who loves to fish, just like him. He explains how he first sees Eddy on page 151 as: â€Å"A barefoot girl. A full-grown one. One who wore the top tenth or so of what had long ago been a pair of blue jeans. One who wore a short, skin-tight, sleeveless sky-colored t-shirt through †¦which revealed the shape of the†¦Ã¢â‚¬  After sneaking his way up to the tree where she sat â€Å"motionless†, not noticing Gus, his attention is diverted, if not comp... ...fter hearing stories of Gus the great fisherman. Eddy sees more in Gus than she thought she would, so she decides to come back the next day to talk. The next day she gives Gus a plan that he must follow of catching a fish with her techniques. He finds his equilibrium on page 274 â€Å"Equilibrium derived from a kind of inner balance: it transmitted itself from the soul to the mind, and from the mind to the body, and when a man possessed of it put his hand to an art or craft he was capable of unheard of feats.† Gus’s equilibrium was his love for Eddy and he states on the same page â€Å"Why shouldn’t love be my Equilibrium? Why shouldn’t love be the forceless force running through the wound and into the fish? Couldn’t love create that sacred balance? Wouldn’t love dissolve all stress?†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Eddy also changes as person because she stays longer and longer with Gus, doing all sorts of things together, eventually marrying Gus. They both find their equilibrium in each other. Gus re-finds his fishing passion through Eddy, but looks on everything in a whole different way. Eddy gave Gus motivation to know himself and he fulfills the emptiness. He got the two loves of his life: fishing and Eddy.

Robert Gagnés Instructional Design Approach :: Psychology Psychological Papers

Robert Gagnà ©'s Instructional Design Approach Introduction When Robert Gagnà © initially published his influential book, The Conditions of Learning (Gagnà ©, 1965), his instructional design theories were heavily rooted in the behaviorist psychology paradigm. However, in later editions of The Conditions of Learning (Gagnà ©, 1970, 1977, 1985), Gagnà ©'s theories evolved to incorporate cognitivist psychology theories, specifically the information-processing model of cognition. According to Gagnà ©, "This model posits a number of internal processes that are subject to the influence of a variety of external events. The arrangement of external events to activate and support the internal processes of learning constitutes what is called instruction" (Gagnà ©, 1974). In the preface to the second edition of The Conditions of Learning, Gagnà © commented further on this shift to the information-processing model of cognition and it’s influence on his approach to designing instruction. He stated, "I consider this form of learning theory to represent a major advance in the scientific study of human learning" (Gagnà ©, 1977). In 1989, Michael J. Striebel noted, "Instructional design theories such as Gagnà ©'s theory, take the cognitivist paradigm one logical step further by claiming that an instruction plan can generate both appropriate environmental stimuli and instructional interactions, and thereby bring about a change in cognitive structures of the learner (Striebel, 1989). This paper will define and explore the three major aspects of Gagnà ©Ã¢â‚¬â„¢s approach to instructional design, which include: nine events of instruction, conditions of learning and learning outcomes. How Gagnà ©Ã¢â‚¬â„¢s theory correlates to the Walter Dick and Lou Carey’s systems approach to instructional design will also be considered (Dick and Carey, 1996). A Seminal MODEL Gagnà ©Ã¢â‚¬â„¢s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagnà © proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagnà ©, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities. In The Conditions of Learning, Gagnà © acknowledges that he was considering the question "What factors really can make a difference to instruction?" when developing his learning and instructional design theories. His model proposed that the conditions of learning—some internal and some external to the learner—that affect the process of learning make up the events of learning.

The Power Of Language Is The Most Dominant Means

In addition, ‘Worthy Sebastian' is used which has a double meaning, it means that he is worthy enough to become king and be better than Alonso; however, it can also mean that he is valuable to Antonio right now. What this does is makes Sebastian realize that if he is getting epithets such as ‘worthy' when he isn't a king then imagine all the compliments he would get if he was to become king. Furthermore, Antonio uses imagery when saying â€Å"My strong imagination sees a crown dropping upon thy head. This makes Sebastian feel as is the crown is rightfully his, if the Duke of Milan can see the crown on Sebastian then that is reinforcement for it to happen. This is because if someone who is as high up as Antonio is giving him the go ahead to do the deed and kill the king then he would do is as he thinks it's the right thing to do. Also, the verb ‘dropping suggests that it was sent from above e. G. God and at a time when religion was at the top of the hierarchy it wou ld make Sebastian feel as if God has chosen IM to become king and who is he to defy God.As Sebastian is having doubts as to whether to commit regicide Antonio uses god as a persuasive technique for him to make him kill the king, its as if Antonio wants Sebastian to believe that God has told him to kill the king. Also, Antonio says that he will kill Alonso with ‘this obedient steel' He doesn't say sword, but uses the adjective ‘obedient' which makes Sebastian think that the sword will do whatever it is being told which further reassures him that it is the right thing to do and that no harm will happen to him.However, Sebastian believes that Antonio is owing this to benefit Sebastian when in actual fact he is doing it so that he doesn't have to pay money to the King of Naples, this is where manipulation comes in as Sebastian is so blinded by greed and hope to become powerful that he is oblivious to Notation's true intentions which is why it is very easy for him to be convi nced. The effect this would have is that they would despise both characters as they are thinking of committing regicide which at the time was unheard of.However, some would argue that power and greed is the most dominant means of control because it is due to these factors that Antonio is able to convince Antonio to kill the king. People argue that magic is the most dominant means of control as Prospers has many books which gives him magical powers which means that he can control almost anything including the sea thus causing the Tempest to happen, but the magic is only used through language, only Prospers uses magic which gives the impression that he is the one with the strongest language therefore is the one who has the most control over everyone and everything.Prospers has control over the spirits such as Ariel However this is counter argued by the fact that Prospers as exiled by his brother to the island which would suggest that he isn't as powerful as he initially seems. Prosper s appears to be all powerful with his magical staff at the beginning of the play, but in order to become powerful in Milan where it really matters he must give up his magic. His learning and his books led to his downfall in Milan allowing his brother to take over. This is why magic is not the most dominant means of control in the Tempest.In addition, when Prospers talks to the audience he is controlling them without them releasing, he asks the audience to ‘release me from my bands with the elf of your good hands' he is still the dominant one and wants the audience to forgive him for all the wrong he has done by applauding him and this will ‘set me free. ‘ Prospers was powerful when he had magic, but he only got what he wanted when he got rid of his magic and used his words to become the rightful duke of Milan and to be forgiven for all the wrong doings he has done.Furthermore, knowledge can also be seen as being the most powerful means Of control. This is because w hen Prospers was exiled all he had were his books which kept him alive; however, whilst he had his books he was exiled ND usurped by his brother, when Prospers swears that he will ‘drown my book' he becomes the Duke of Milan, what this tells the audience is that magic and knowledge are both vital, but without language Prospers wouldn't have been able to fight his case and make everyone believe that he is the rightful heir to being the Duke of Milan.Also, right at the end Prospers ends the play with a soliloquy which gives him the most power out of all the characters in the play and then over the audience, he begs the audience for forgiveness by ‘help of your good hands' which means that when the audience clap they will forgive him, this gives him rower over the audience as he is telling them what to do and they listen to him, he also asks the audience to forgive him, by making himself kick weaker than the audience he is gaining control and being more powerful as they lis ten to everything that he has got to say.