Extreme tourism and Antarctica Essay

What is Extreme Tourism? Extreme tourism is an offshoot of mainstream tourism that involves the tourist going to areas with a hazardous landscape combined with a dangerous climate or remote areas that are either sparsely populated or not populated at all. More and more people are taking part in activities like rock climbing, white-water rafting, paragliding and more. Who Takes Part? More often than not, the typical adventure tourist will be 30 years old, unmarried person and have no children. Due to the expensive nature of these holidays, those taking part will most likely be in high power jobs, which would allow them to earn a high income. Most people will come in small groups but there are a few wealthy individuals who go by themselves. As very few people go on these types of holidays, the sector will never be as large as other tourism sectors like eco-tourism. What are the Attractions? The most popular areas for extreme tourism are Peru, Chile, Argentina, Azerbaijan and Pakistan. These areas boast difficult landscapes, hard climates and even unstable political situations. A notable example of this would be the mountainous regions of north Pakistan. They are often described as some of the most difficult landscapes in the world and, as mentioned earlier, some feel that the risky political situation (as it is near an Al Qaeda base) adds an extra thrill. Other more mainstream attractions include desert trekking, canoeing in areas like the Amazon and hiking in the Himalayas. Antarctica: What Activities are there? Most of the activities available in Antarctica are based around the unique climate and wildlife present there. The activities vary from sporting activities such as skiing and hiking expeditions, to viewing the native wildlife like whales and penguins. Activities like living with the Emperor Penguins are very popular among tourists as you aren’t required to be very physically fit and it can be very touching to be around them. Other activities like skiing across large distances or hiking up mountains like Mount Vincent are a lot more demanding physically and as such fewer people go on these expeditions, yet they are still quite popular due to the thrill achieved by taking part in these dangerous activities. How has the Number of Tourists going to Antarctica Changed? Tourism in the Antarctic regions started in the late 1950’s (approximately 1958), half a century after Amundsen and his team first arrived at the South Pole. At this time the numbers of people visiting the area were very low, a stark contrast with the numbers of tourists arriving today which is somewhere around 28,000 people per year. The number of people visiting is only expected to go up as more activities are made and marketing of the area increases. What are the Impacts of Tourism? While those in charge of the tours do their best to ensure that any impacts caused by the tourists are minimal or don’t even happen, it is nigh impossible for them to remove the risk altogether. As a result, there are impacts caused by the tourists and the extent of some of them can be quite considerate. The most obvious impact brought on by tourists is the disturbance of the native wildlife such as the emperor penguins. Human interaction with these animals can cause major effects such as a change in migration patterns leading to further effects in the ecosystem as a whole. Impacts can come in other means as well. The sinking of the MS Explorer showed that access to the area needed to be restricted and lead to fuel spilling in the water, doing untold damage to the marine life. How have the Impacts been managed? All tour operators, of which there are more than 100, are members of the International Association of Antarctica Tour Operators (IAATO) and are urged to be environmentally friendly in their practices and are asked to convince tourists to be as well. In order to preserve more delicate areas, there are certain Sites of Special Scientific Interest (SSSI’s) which tourists are not allowed to visit so that the wildlife and inhabitants are protected. Anyone wishing to take part in activities on the island must have a permit and are banned from leaving any waste/litter behind and being closer than 5m to an animal. Any ships going to the area is limited in the amount of passengers it can have (500 max of which only 100 can disembark at once).

Differences of Private and Public Language Essay

â€Å"I remember to start with that day in Sacramento when I first entered a classroom, able to understand some fifty stray English words† (Rodriguez 535). Richard Rodriguez, who is the author of the essay â€Å"Private Language, Public Language†, introduces how he was raised and lived as well as how he felt growing up in the States as an immigrant family. After reading the Rodriguez’s essay, there are several points as well as the experiences that I was able to relate, perhaps because I share a similar background as the writer himself. Language as he says is separated by â€Å"Just opening or closing the screen door† (Rodriguez 537), the differences were simple as being home speaking his own language and staying within the world of the gringos, or white English speaking person. He also explains the differences on how Rodriguez expressed Spanish as a private language and English as a public language, and what those two languages meant to him emotionally as well as mentally. Rodriguez expresses his emotional feeling as he entered the classroom and heard the nun call out his name in English for the first time. â€Å"Quickly I turned to see my mother’s face dissolve in a watery blur behind the pebbled glass door† (Rodriguez 535). Being in a different environment and without anyone to rely on he was feeling confused and scared, and even seeing his mother with in a watery eyes did not give him any more comfort to begin with. Rodriguez was also very sensitive to the sounds. â€Å"I heard her sound out: Rich-heard Road-ree-guess† (Rodriguez 535). He was not used to the soft spoken sounds of the words especially with his name. Hearing his name spoken out in English made him even more feel like an outsider that did not belong with the crowd. Another characteristic can be not having sense of belonging to the society.  Ã¢â‚¬Å"We lived among gringos and only a block from the biggest, whitest houses† (Rodriguez 535). Although his family had a pride for being hard working family and being able to cope with in America, his family never felt welcome by the neighbors as well. His personality also changes when he is in public with stranger, which is a non-family member. â€Å"Walking down the sidewalk, under the canopy of talk trees, I’d warily notice the suddenly silent neighborhood kids who stood warily watching me† (Rodriguez 537). Rodriguez was not the only one who did not have the confidence and felt comfortable in English. â€Å"In public, my father and mother spoke hesitant, accented, not always grammatical English† (Rodriguez 536). They were not ashamed of where they came from but because they were well aware of the fact that they did not sound like gringos. Their voice and the tones were lower compared to when they spoke in Spanish. â€Å"I was unable to hear my own sounds, but I know very well that I spoke English poorly† (Rodriguez 536). He was never too embarrassed about how his parents did not speak English fluently because they went about with their life very well and coped with their issues on their own. However, he could not hide the fact that he got nervous when he was at presence with his father. â€Å"Hearing them, I’d grow nervous, my clutching trust in their protection and power weakened† (Rodriguez, 537). â€Å"The very first chance that I got, I evaded his grasp and ran on ahead into the dark, skipping with feigned boyish exuberance† (Rodriguez 537). On the other hand, the situation completely changes when his family is at home and being able to express their feelings and thought in their own language. â€Å"Spanish seemed to me the language of home. It became the language of joyful return† (Rodriguez 537). He also felt loved and made him feel like he was valued. â€Å"My parents would say something to me and I would feel embraced by the sounds of their words† (Rodriguez 537). Regardless of location and the times, whenever he encounters and hears the private language, the Spanish, he expresses how he feels close to home and finds himself at ease. â€Å"Spanish speakers, rather seemed related to me, for I sensed that we shared – through our language-the experience of feeling apart  from los gringos† (Rodriguez 537). Overall, after reading Rodriguez essay, I was able to relate and understand every aspect of the points. I grew up in the States forced to learn English just like Rodriguez had to in his childhood. I was able to connect with the fear he had, the feeling of being an outsider, and not being able to find comfort with the surrounding. Rodriguez referred Spanish as a private language due to the fact that Spanish was spoken only at home and only his kind of people, which are gringos can understand. On the other hand, English was referred as public language not only because he was forced to speak in order to go about his daily routine and able to blend in with others but also every non gringos spoke English. However, as he reached his adulthood he found comfort with his background, his ancestors and learned to appreciate the multicultural experiences. Rodriguez states in his essay, drawing a complete line between private and public language is not a healthy thought to have, but being proud o f having the opportunity to understand two different cultures is a great gain after all. Works Cited Richard, Rodregez. â€Å"Private Language, Public Language.† Strategies for Successful Writing: A Rhetoric, Research guide, Reader, and Handbook, Ninth Edition. Ed. Reinking, James A., R.v.d. Osten, and First Osten. Boston: Prentice Hall, 2011. eBook.

Analysis Of Athena In The Odyssey English Literature Essay

Analysis Of Athena In The Odyssey English Literature Essay After ten years, the Trojan War is over and the Achaeans head home. Some heroes of the war, like Nestor, come home quickly to find things pretty much as they left them. Others, like Agamemnon, arrive home to find things considerably changed. Still others, like Menelaus, wander around for a time but eventually return home safely. Odysseus, on the other hand, has been having no end of trouble getting home. As the story opens, we find ourselves in the tenth year since the end of the war, a full 20 years since Odysseus first left his home and wife Penelope to sail off for Troy with the rest of the Achaean forces. Since then Telemachus, the son of Odysseus has grown up without a father wondering if he will ever come home. Imagine, if you will, that you are in a world that is not of your own. Hear you can walk freely in any form you want. Every word you speak and every action you take can affect the lives of millions and cost them everything. But if you can bring those people together, an d engage them in the test of their lives you would have been the savior and protector of those people. This is the role of Athena in Homer’s epic â€Å"The Odyssey†. In this essay I will analyze Athena’s major role of protection and guidance throughout the epic, and how her use of disguise and transformation affects their motivation and choices in the epic poem. Athena the goddess of wisdom and strategy, a shape shifter of many forms, and daughter of Mà ©tis and Zeus, plays as significant role throughout â€Å"The Odyssey. While she does occasionally judge human actions, the dominant role she plays is to offer challenge and protection to both Odysseus and Telemachus. The goddess Athena becomes their chief protector, and she is seldom far away from Odysseus or his son. Throughout the epic Athena instills confidence into Telemachus and aids him in his travels and journey into manhood. She continually helps Odysseus, giving him advice and practical assistance. At hena’s role is not just that of helping Odysseus and Telemachus; she also helps in their development as characters, teaching them patience, humility, and restraint. From her first act of assistance to her final peacemaking, she is largely responsible for the development and conclusion of the plot. Telemachus’ daydreams before meeting Athena for the first time: â€Å"à ¢Ã¢â€š ¬Ã‚ ¦sitting among the suitors, heart obsessed with grief. He could almost see his magnificent father, hereà ¢Ã¢â€š ¬Ã‚ ¦Ã¢â‚¬  (B1:L134-136). Growing up without his father Odysseus, the only knowledge Telemachus knows of him are only the stories told to him by his consorts. With all the suitors roaming freely through the great halls of his father’s palace, chasing after his mother Penelope’s hand in marriage, Prince Telemachus is left hopeless to stop them. Athena uses her great skills of strategy and wisdom to quickly find a way to inspire our hero Telemachus to journey to find his father. She shape shifts into Odysseus’ old friend Mentes, and predicts that Odysseus is still alive and that he will soon return to Ithaca.†Take my words to heart. At daybreak summon the islands lords to full assembly, give your orders to all and call the gods to witnessà ¢Ã¢â€š ¬Ã‚ ¦ sail in quest of news of your long- lost father,† Athena declared (B1:L315-325). With these words of encouragement, Athena uses her disguise to influence the prince to find his father. If it not for Athena, Telemachus might have taken his father for dead and encouraged his mother to marry one of her suitors.  The journey is also important because the journey of Telemachus plays an important part of him becoming a man on his own.

Critical Analysis Essay Example | Topics and Well Written Essays - 750 words - 6

Critical Analysis - Essay Example In this paper, the authors report on the effects of PDNF on tyrosine hydroxylase (TH) activity, a rate-limiting enzyme during the synthesis of dopamine and other catecholamine neurotransmitters. TH is important because it is involved in increasing the production of neurotransmitters. The study came up with the following additional actions of PDNF: Strengths. The paper has many strengths. First, it presented data that was based on solid experimentation that covered a wide range of immunological, molecular, and imaging techniques. The data was clearly presented using graphs and images. The discussion was straightforward and concise. The strongest point of the study is the methodology followed to arrive at the results. The authors arrived at their results through a series of experiments that each showed the action of PDNF on TH. To show that PDNF increased the TH expression in PC12 cells and primary mesencephalic neurons, the authors grew the cells in media that was treated several times with PDNF. Results obtained with immunostains were confirmed using immunoblots. Western blots and SDS-PAGE were also utilized. The study also used a luciferase gene assay to check the effect of PDNF on the promoter of TH. The method used to confirm the mechanism of action of PDNF on TH was done in a simple manner, where a construct of a mutation for the cAMP response element (CRE) labelled with luciferase transfected to PC12 cells. This step was able to show the effect of CRE on the action of PDNF on TH promoter activity. The discussion portion was able to summarize in a clear manner the results of the experiments, and related these to previous work done in the field of TH activation. The paper points to the mechanisms that could explain the action of PDNF. As an example, it was pointed out that PDNF mediated the phosphorylation of serine residues in the catalytic sites of TH. The phosphorylation activity of PDNF was

Comparison between two advert Essay Example | Topics and Well Written Essays - 750 words

Comparison between two advert - Essay Example The paper analyzes the two memorable ads presented by the Nike and Adidas. The two companies have very different approaches to their advertising techniques and style. Adidas normally focuses in the notion that any of their sportswear is strong and can withstand impossible pressures. For example, this ad http://www.youtube.com/watch?v=8TnG7jyfoWI shows a man running and a background description that the man wears Nike. The other man, apparently carrying a 50-pound camera and filming the running man, wears Adidas. This theme of strength and durability presented by the ad reflects Adidas’ slogan of â€Å"Impossible is Nothing!† The idea this ad is trying to feed into the minds of the viewers is that with Adidas, you’re assured of a durable product which can withstand a heavier load than Nike can do. Nike on the other hand presents a different perspective of their slogan, â€Å"Just Do It!† For instance, in this YouTube video, http://www.youtube.com/watch?v=BO M1k4oLGJU Nike presents a commercial of Good vs. Evil which creates an illusion that skills are better than shear strength. Shot through the eyes of the soccer legends like French’s Zinedine Zidane and Eric Cantona, Brazil’s Ronaldo among others, who represents Nike and others evil men representing evil. With skills, the soccer stars manage to outdo the seemingly strong evil men in the soccer pitch. The two companies have differentiated themselves in terms of brand value and attributes of their products. However, both Nike and Adidas use some complex multimodal choices in attempts to appeal to their brand identity. In order to understand the complex nature of the ads, it is important to look at the frameworks of social semiotics, film theory, and branding (Roy 2006, p.27) that have been adversely applied within the two ads. From the Nike’s ad, it is critical to note the emphasis is on the functional supernatural power of skills over strength. On the other hand, Adidas’ functional benefits are emphasized by their strong boot’s ability to withstand pressure in a rugged terrain. More importantly, it is prudent to note that Nike portrays the notion of hardworking players with winning mentality and strong attitude to compete. Adidas, on the other hand, portrays dedication, passion and active involvement of individuals in any activity. From the Nike’s ad and slogan, â€Å"Just Do It!† one can deduce the fact that Nike has maintained their tradition of not only producing quality shoes for professional athletes but also emphasizing activity of jogging in the everyday life of communities. The philosophy in this ad is that sports heroes associated with Nike products can build the brand. Through these sports heroes, Nike has managed to cultivate the image that their products can enhance hard work, competitiveness, and toughness (Aaker, 2002, p.129). The end result, however, is that its all about talent that matter. Nike em phasizes on talents, while Adidas stresses on hard work. Adidas has a different approach as indicated in the ad. Founded on the culture of quality and innovation, Adidas has emphasized on strength for their sportswear products, which can withstand any weather and diversity. Adidas emphasis is on quality and ability of its products to meet any physical challenge. In other words, rather than focusing on the renowned stars, the company emphasized team spirit, strength, and power to withstand pressure. Finally, the two commercials share some common film theories in the making of their

Article analysis about organizational culture Essay

Article analysis about organizational culture - Essay Example At a first level, a brief description of the article should be provided. After being 12 years in the firm, Greg Smith had realized that the behavior of the organization towards its clients was not appropriate. For this reason, Greg decided to leave the firm even if he had no complaints for his treatment as a member of the workforce (Urstadt 2012). The article is based on the experience of Greg, as an employee of the particular organization, and does not include details in regard to the firm’s employment policies. However, the article reveals an important characteristic of the firm: the lack of publicity in regard to the organization’s culture (Urstadt 2012). The article leads the reader to contradictory assumptions: at a first level, Smith had felt that he should terminate his contract with the specific firm as he could not tolerate the way that the firm’s employees had to treat the customers. On the other hand, Smith notes that despite his opposition in regard t o the firm’s practices the benefits that an individual can enjoy by working in the particular organization are significant. The article includes the personal views of the author, Urstadt (2012) in regard to the story of Greg Smith. ... A major firm, like Goldman Sachs, would be expected to have clear rules in regard to the promotion of ethics and fairness across its departments. Still, through the article of Greg it is revealed that well-known firms, such as Goldman Sachs, do not necessarily operate on the basis of a particular cultural framework. Rather, they can continuously alternate their policies, as appropriate, so that the success of their operations is guaranteed. In the context of a multidimensional analysis, the article would be analyzed by using different criteria. The article has been well-structured showing providing primarily a brief description of Greg’s qualities, as an employee, and of his position within the particular organization. Then, reference is made to the organizational practice that led Greg to leave the firm, i.e. the use of an offensive word by managers when discussing for customers (Urstadt 2012). At the next level, the author gives his personal view on Greg’s justificati ons in regard to his decision to terminate his employment contract with Goldman Sacks. Reference is made to the character of Greg, especially of his lack of awareness in regard to his actual capabilities. The benefits that Greg enjoyed as an employee of Goldman Sachs are also presented. In this way, readers are able to evaluate the appropriateness of Greg’s decision and his actual motives. Using the theory related to organizational culture, the following issues would be highlighted: the organizational culture of each firm needs to be clearly stated so that its stakeholders are able to understand their role in relation to the firm’s activities. However, it is possible, under certain terms, that the elements of organizational culture are not made known to the public.

Enhancing the Patient Experience Essay Example | Topics and Well Written Essays - 2250 words

Enhancing the Patient Experience - Essay Example Specifically, the patient journey and challenges incorporated the actual healthcare experiences with the textbook knowledge. The experience adds a new aspect to nursing care learning. The new knowledge delves into the importance of â€Å"person-centred care† (http:learn2.open.ac.uk 2012). Further, the journey experiences convince the nurse that learning includes gathering inputs from the healthcare environment (http:learn2.open.ac.uk 2012). The inputs include the patients’ inputs. The healthcare environment indicates that the patients have different culture-based inputs. The nurse compares the patients’ inputs with current medical databases. Tiago (2011, p. 268) reiterated â€Å"With the synergies and differences between the different theories and models that analyze and predict the acceptance of technology, its explanation identifies the advantages and disadvantages associated with them as well as a clear identification of variables that interpret end-user moti vation to accept IT/† Tiago (2011, p. 268) that a research of 43 Portugal medical doctors used the Electronic Medical Database system for their diagnosis and prescription activities. The doctors have different specializations. Consequently, the doctors tailor their database on their medical expertise. For example, the oncology expert keeps a cancer-related database Furthermore, the experience lessons persuade the nurse to search for references that will ensure positive outcomes from the patient-centred healthcare approach (http:learn2.open.ac.uk 2008). Positive output includes client’s receiving significant psychological benefits. Ella Stiles (2011, p. 35) theorised â€Å"To achieve best outcomes, patients must have a good understanding of the condition and should adopt a vigilant self-care approach. However, this may be difficult for patients with low health literacy because they may struggle with obtaining, understanding and applying health information.† The nu rses must encourage the patients to do their share in the healing process. The nurses cannot fully implement the healing process without the patients’ voluntary implementation of the medical doctor’s prescriptions. For example, the nurses should persuade the hypertensive patients to avoid fatty foods because fatty foods trigger the hypertension attacks. In addition, the positive outputs of the patient journey learning experiences include the nurses’ gaining psychological advantages from the patient-centred hospital experiences. Arturo (Bustamante, 2011, p 1921) states â€Å"physicians with 50 percent or more Latino patients were more likely than the reference group to report inadequate time with patients, patients' inability to pay, the lack of qualified specialists in their areas, not getting timely reports from other physicians, difficulties communicating with patients, and patient noncompliance with treatment.† ‘ The quote clearly shows that the language barrier reduces the implementation of a favorable communication between the Spanish-speaking Latinos and the English-speaking healthcare professionals. The research indicated that medical professionals serving more than 50 percent Latino patients’ medical needs had lesser confidence in their ability to communicate with the Latino patients, reducing the required healthcare quality service. Further, the patient journey experiences enrich the nurses’ knowledge that the healthcare practitioners, especially the nurses, must

HUMAN DEVELOPMENT AND LEARNING Essay Example | Topics and Well Written Essays - 750 words - 1

HUMAN DEVELOPMENT AND LEARNING - Essay Example This paper explores classroom and family environment and the influence both play in child development. Child Development and Learning 3 Dr. Maurice Elias begins his book, The Educator’s Guide to Emotional Intelligence, by summarizing what parents and community leaders have as goals of what they want children to know and be able to do when they leave school. He states, â€Å"This defines what we want our schools to teach.† (Elias, 2006). He offers the following list of what we want young people to be able to do when they leave school. ... that since â€Å"inner nature is good or neutral, rather than bad, it is best to bring it out and to encourage it rather than suppress it.† He continues, â€Å"If this essential core of the person is denied or suppressed, he gets sick, sometimes in obvious ways, sometimes immediately and sometimes later. All three of the psychologists cited in this paper predict a very negative consequence if a child does not mature Child Development and Learning 4 in the correct chronological sequence. There is consensus among these three psychologists that if a person does not have his needs met (Elias, 2006), if his essential core is denied or repressed (Maslow, 1968), if all of the aspects of what is the education of the whole child aren’t learned, if all eight of the stages aren’t successfully completed correctly and in the proper order, the person can expect to readdress what was missed as problems in the future (Erickson, 1980). There are long lists of skills and capabili ties which educators and psychologists agree children should develop. Here are three skills or personal capabilities that contribute to positive development in a wide range of life’s social roles and responsibilities: Creativity: thinking of, sharing and playing with new or unusual ideas Positive Self Image: valuing oneself and one's achievements Problem Solving: working towards a solution by analyzing a problem and forming strategies Two qualities of a family environment that contribute to development of the skills mentioned above may include the following possibilities. A family can make it a practice to introduce new opportunities of play, study or work and in that way address all three developmental issues. By carefully selecting the opportunity for creativity in thinking you will be teaching the person

GENDER macroeconomics Essay Example | Topics and Well Written Essays - 3000 words

GENDER macroeconomics - Essay Example Neither the individual nor gender has been a main concern of macroeconomic policy or macroeconomic theory. It is also clear that gender is ignored in the majority of the conventional means of macro-economic behavior that are representative of the manner in which individual women and men are affected by macroeconomics (Seguino, 2010: p1216). Individual economic indicators are rarely referred to with macroeconomic language being un-gendered and impersonal. In addition, the sex based labor division is rarely mentioned in macroeconomic policies. Although the policy impact on functional categories of actors in the economy like investors, savers, sellers, and buyers can be identified in debate on macroeconomic policy, absence of gender-specific references suggests that it is assumed to have an equal effect on men and women. Literature especially that covering women in developing nations shows that this is not so. Bringing a Gender Perspective into Macroeconomics Conventional policy framewo rks on the economy are ignorant of non-market work like voluntary, community work and unpaid care work. These activities are normally taken for granted and rarely discussed in monetary or fiscal policy. Rather than being considered as economic activities, these are thought of as social roles. However, these are economic activities because they need the utilization of scarce resources, as well as because they give vital inputs to private and public economic sectors. Unpaid care work can be described as a tax in kind levied on domestic sectors so as to reproduce the economy with the tax paid mainly by women (Elson, 2011: p240). Unpaid work can be incorporated into macroeconomic policy making through viewing national output as being a product of the domestic sector, the public sector, the private sector, and equally important the voluntary sector. Wealth creation in a country is dependent on output from the four sectors. At times, policy makers tend to assume that the sector that creat es wealth is the private sector with other sectors spending that is produced by the private sector. However, these four sectors depend on each other. The private sector cannot create wealth for use by families, the government, and the communities if these communities, families, and the government do not create wealth, in turn (Elson, 2011: p241). In particular, unpaid care by women, as well as voluntary work, proves vital for the creation of social and human capital. There are essential differences, of course, between looking after one’s own children and parents and being paid to care for children or old people as an employee for the private and public sector (Elson, 2011: p241). This difference is not personal in nature. The costs for the care given to children and old people in the public and private sector appears in the national accounts, being taken into consideration in decisions on policy. However, the costs regarding unpaid care for children and old people in domestic sectors are not reflected in the national accounts and are, therefore, not accounted for in decisions of policy. However, this care imposes energy and time costs on those who do

End of the novel Essay Example for Free

End of the novel Essay This is similar to Victors pursuit for glory, as both men (Victor and Walton) are putting the life of themselves and other men in danger by continuing to try and achieve their ambition. From Victors above words we can see that he is still motivated to seek revenge on the monster, despite the danger to his life. He also attempts to put the life of others in danger, as he asks Walton to murder the monster if he gets a chance:  If I do (die), swear to me, Walton, that (the monster) shall not escape; that you seek him, and satisfy my vengeance in his death.   (Volume 3, Chapter 7, p212) When Victor enters the novel, he is portrayed as a noble and kind person who is capable of both love and friendship. He has strong ambition and eager to learn. However, one gets the impression that when he starts to create life, he is trying to take the role of God, and becomes obsessed with gaining glory and power so much, that he forgets the importance of love and family. Victor also fails to care for the monster, which in my opinion is highly monstrous as it just like abandoning a new born baby. Furthermore, Victor acts selfishly in many occasions throughout the play. He decides to create a female companion for the monster, to stop the monster chasing him. But he goes against his promise when he thinks about what the world will think of him, if a race of monsters attacks the world. Everything Victor does is centred on himself and he only thinks about what benefit it would be to himself, when he considers an action. Now that I have considered Victor as a character, I will now examine the monster. The monster starts off his life as an innocent creature; however his abnormal figure and demented shape caused people to be scared of him and reject him. When the monster walked into an old mans home to obtain food and shelter, the old man:  -turned on hearing a noise; and, perceiving (the monster), shrieked loudly, and, quitting the hut, ran across the fields.  (Volume 2, Chapter 3, p108) All the man had to see was monsters figure to make him run away without any enquiry. This suggests that the creatures look posed a threat to everyone who saw him, and led to him being alienated from society.  However the monster is quite kind to start off with. While he was observing the De Lacy family, he demonstrates his kind gestures by gathering a great pile of wood for the De Lacy family to use as firewood. He also put their well being before his starvation, as he stopped stealing a part of their store for (his) own consumption when he found out that it inflicted pain on the cottagers. During the beginning period the monster spends with the De Lacy family, he perceives that the words they spoke sometimes produced pleasure or pain, smiles or sadness, in the minds and countenances of the hearers. He too wanted to be able to interact in this way and ardently desired to become acquainted with speech. This shows that the monster is eager to learn and wants to become just like other humans. Once the monster has mastered the use of speech, his desire to be like humans motivated him to enter the house of the De Lacy family, and speak to the blind old man when he was left alone at the cottage. This shows that the monster has some wit and cleverness as he selects a person who cant judge him by his figure, but his personality and speech. However, whilst he is talking to the blind old man, the rest of the De Lacy family return home and were shocked by the appearance of the monster to such an extent that Felix, a male member of the De Lacy family, beat the monster violently with a stick using supernatural force. It is this mistreatment of the monster that sparks a deadly hatred within himself for his creator. The monster had received abuse from the De Lacy family after he had helped them, all because of the way that Victor had made him look, and the fact that he had failed to protect him. It is this anger that makes the monster monstrous by personality and drives him to kill William (Victors younger brother):  Frankenstein! You belong then to my enemyto him towards whom I have sworn eternal revenge; you shall be my first victim.  (Volume 2, Chapter 8, p144) The monster also seems to be jealous of Victor, as he knows that he can never have love and relationship like him and other humans because of the way he looks. We know this because the monster frames Justine for murder of William, as he knew he could never possess anything as beautiful as her. And it is this feeling that brings the monster to demand Victor to make a creature of another sex, but as hideous as himself. From this, we can see all that the monster wants is a bit of love and companionship, to make him lead a life which is similar to humans. However Victor cheats the monster by first agreeing to create the female monster, but then tearing (her) to pieces in front the monster at the final stages of her production. This upsets the monster as Victor has effectively destroyed the monsters only chance of love in front of his eyes. This antagonism caused the monster to become monstrous once again, as he murders both Henry Clerval and Elizabeth (now Victors wife): -what I now held in my arms had ceased to be the Elizabeth whom I had loved and cherished. The murderous mark of the fiends grasp was on her neck, and the breath had ceased to issue from her lips. (Volume 3, Chapter 6, p199)  Despite this, the monster does illustrate some humane characteristics towards the end of the novel. He presents great grievance for the death of Victor, and heartfelt remorse for his malicious actions:  Oh, Frankenstein! generous and self-devoted being! What does it avail that I now ask thee to pardon me? I, who irretrievably destroyed thee by destroying all thou lovedst.

Post-Traumatic Stress Disorder Symptoms, Risks and Treatment

Post-Traumatic Stress Disorder Symptoms, Risks and Treatment Post-Traumatic Stress Disorder Bryan Hines Abstract Posttraumatic Stress Disorder is a very dangerous mental health condition. It effects a great many people who have been victims of traumatic events that change their outlook on life and the world around them. The purpose of this paper is to provide basic insight to the disorder, the risk factors, symptoms, and treatment options used by the many trained professionals to assist people with PTSD. Keywords: PTSD, Cognitive Therapy, Exposure Therapy, Eye movement desensitization and reprocessing (EMDR), intrusive memories. Post-Traumatic Stress Disorder Post-Traumatic Stress Disorder (PTSD) is defined as a mental health condition thats triggered by a terrifying event by either witnessing it or experiencing it. According to Dr. Matthew Friedman, Ph.D, M.D., â€Å"Individuals can only develop PTSD if they have been exposed to a traumatic event. As operationalized in the DSM-IV (2) and shown in Table 1 (as the A1 criterion), traumatic events involve actual or threatened death or serious injury, or a threat to the physical integrity of oneself or others. (Friedman, 2000). Post-Traumatic Stress is not new to us. For most, Post Traumatic Stress Disorder is mainly associated with military veterans and active duty soldiers who have been deployed to a combat zone and have been involved in or have witnessed very traumatic events. However, Post Traumatic Stress Disorder does not just affect military members. It can affect first responders, such as Police, Fire Fighters, and hospital Emergency Room staff. People who have been in natural disasters such as floods, tornados, hurricanes, Tsunamis, to name a few can also be inflicted with PTSD. PTSD can and does affect a great many people. There is a difference, however, from PTSD and severe stress. Not everyone is susceptible to PTSD. Many who experience a traumatic event or an extremely stressful event often after a few months have no further thoughts or dreams about the event. PTSD refers to the individuals who have these symptoms for a prolonged period and for those who may never lose these symptoms. The hard part is to identify these symptoms and help those who need help but do not believe they have problems. The key is being able to identify these symptoms. Symptoms The symptoms are grouped into four types according to the Mayo Clinic. The first is intrusive memories. Intrusive memories involve reliving the event again as if it were happening all over again in the present. Having recurring memories of the event over and over again and not being able to get away from it. Intrusive memories also include having recurring dreams about the event as we all have seen in movies where the person affected by these â€Å"dreams† and seems to be reliving these events in the dreams. Intrusive memories also include being very emotional and distressed about something that reminds them of the event. Anything could trigger this reaction in someone. A certain noise or surroundings, something someone says which may have occurred prior to the event or during the event could trigger these intrusive memories. Avoidance, is exactly what it implies. Some people go to extremes to avoid anything that will remind them or trigger anything that will remind them of the event. Often going miles out of their way, when it involves and accident they witnessed or were in, to avoid bringing up the negative images in their minds. They will avoid people they knew for many years, because they remind them of the incident or event. For those who have driven on the streets of Iraq, they are often very aware of their surroundings when driving even when they get back home. If closely observed, one can see the anxiety and the â€Å"head on a swivel† motion of these individuals, where they look rapidly and in all directions. They become very anxious when they see debris on the side of the road or new construction, or even dead animals in the middle of the road, often slowing down or avoiding the spot all together. Negative changes in thinking and mood are often the most obvious signs of PTSD but certainly not the only signs. These changes deal with how the person perceives themselves. They have lost self-worth, and see very little hope into the future. They have problems dealing with loved ones and often fail to have or remain in a relationship for any length of time. This may be because they no longer feel anything emotionally. Inability to feel love, or affection toward anyone or anything. They once loved t o do things and now have no desire to do anything they once did, such as sports or socializing. They do not see the point of doing anything because they have no desire to or have no thought about the future. They often have memory issues, especially when it comes to the traumatic event. Emotional reactions, or as they are often called, Arousal Symptoms (AS), include difficulty sleeping, concentrating on little things, anxiousness or extreme angst, always on guard as in the example above. Individuals will always be looking for something to happen, and can be easily scared or startled, which may bring along with it a very negative and destructive reaction. This is caused by irritability, anger, and outbursts or aggressive behavior, which are prominent emotional reactions in those that are affected by PTSD. The severity and frequency of these symptoms are dependent on the nature and severity of the traumatic event and the ability of the person to cope with these emotions. Risk Factors Risk factors vary with respect to the individual. Theses certain risk factors include family history of mental illness, depending on age what childhood years were like, what life was like prior to traumatic event, having other mental or health issues, and of course how often one is exposed to traumatic events. Being exposed repeatedly to these types of risk factors has a significant effect on whether one develops PTSD. However, if a person has strong support system of family, friends, and trained psychiatric personnel significantly diminishes the effects that these stressors have on a person, and can often help to ward off significant stress and the potential to develop a stress disorder. For some, however, no matter how often we are able to talk to someone, these events can trigger a reaction from any event in the past. According to Dr. Friedman physical attributes also play a part in PTSD, he states â€Å"Abnormalities in brain structure and function have been demonstrated in PTSD patients. In three independent laboratories, magnetic resonance imaging (MRI) has shown reduced hippocampal volume among male and female PTSD patients who had been exposed to combat trauma, sexual assault or motor vehicle accidents† (Friedman, 2000). If identified then one should expect that identification of such findings could result in identifying potential PTSD issues in individuals attempting to join the military, first responders, and even those jobs which are susceptible to higher stressors. This could lead into some rather serious discussions into what would be legal into prescreening candidates for certain positions. But that is a different subject. If risk factors are pre-identified then it should be possible for those individuals to obtain the necessary treatment to and to learn strategies to manage their stress levels. Women according to the Veterans Administration are more likely to succumb to chronic PTSD than their male counterparts. Which is probably the result of women being more at ease with talking about their concerns and thoughts and seeking treatment. Men are less likely to do so. It is also noteworthy that recent openings of combat jobs in the military has exposed women to more stressful and traumatic events than in previous years. Coupled with the fact that women more likely the victims of sexual assault, or at least more likely to report it, than men are. According to studies 34% of women will experience some sort of sexual assault in their lifetime both as adults and as children. Women are twice as likely to be diagnosed with PTSD as men are. Children are especially susceptible for obvious reasons, especially in their younger years since they have not built up the cognitive skills required to deal with such stressors as child abuse, sexual molestation, being neglected, the death of a parent or sibling, or domestic violence. Younger children are often susceptible when one or both parents have PTSD and would possibly suffer the same consequences as they grow older because the neural development occurs faster when children are at a younger age and is determined by their experiences. Extended exposure to this type of trauma at such an early age can change the development of the brain and cause major damage to the mental state of a child. It has been shown that the elderly also are at risk for PTSD. There a few reasons for this. One reason is that with age cognitive function is diminished somewhat. With this declining function it becomes more difficult to cope with stressors that occur during this period of time. The fact is that elderly people feel a decreased role in society as they are often â€Å"pushed† aside for younger people in the workforce and often times in to nursing homes when they reach a certain age. These health problems show us that we are slowly but surely withering away, which is a depressing thought. Our desire to feel needed is also affected as we get older. Children often become too busy to visit, or have others take care of their aging parents and relatives. Money also is an added stressor for the elderly. It is quite often the case that once the retirement age is reached financial income is not the same as it used to be, and the ability to create more income is extremely difficult. The c ost of medications from chronic illness, which normally increase as we get older. Even if one prepares for retirement, it is a burden to live within means based upon a fixed income and having no means of adding income to counter rise of medication dn healthcare costs, insurance, and growing living costs. Military personnel and first responders are at an increased risk for PTSD simply based upon the operational environment that they may find themselves in. For the military the constant stress of daily life of being combat situations plays a tremendous role on the psyche. The images and horrors of war, having been viewed or seen can have an extreme traumatic effect on one’s mental state. These exposures are often the major cause of PTSD in military veterans. First responders also have to deal with very gruesome events when responding to accidents, shootings, or just death in general. It is quite possible that just one event could trigger PTSD. Even while remaining in this type of environment, the individual can show signs and symptoms and need to be diagnosed and treated as soon as possible. There is increased risk for all of these different groups when these individuals have dealt with some sort of traumatic event in the past or have other mental health issues that may make them more susceptible to a new traumatic event. Without a strong support system many of these individuals will certainly be more at risk to succumb to PTSD. Delayed diagnosis makes treatment more difficult. There are numerous treatment options available depending on what stage the individual is in and what severity the traumatic event occurred. Treatment Although there are many potential treatments for PTSD, the primary treatment is psychotherapy. In some cases medication may be prescribed to assist with the therapy and will be combined to assist the more extreme or difficult cases. Exposure therapy is a behavioral treatment for PTSD. For PTSD patients it targets the behavior that the patient has learned in order to â€Å"deal† with the traumatic event. Most often this deals with avoidance. In this treatment type, these individuals are asked to try and recount the traumatic event, without the trauma of the event, with hope that new learning via extinction will occur and allow the patient to hinder the effects of the traumatic thoughts versus eradicating them entirely. Cognitive therapy assist the person by allowing them or giving them a new way to deal with the detrimental thoughts they are having about the traumatic event and to help them understand the event or events that took place. It helps by showing how the event changed the thought process of how they view the world, people, and themselves. The way we see things and what we perceive to be accurate has been skewed by the traumatic event. By learning about the symptoms, the way they view things and the way they feel, and understanding how the event changed what they believe in, cognitive therapy arms the person with a new way of dealing with this trauma. Eye movement desensitization and reprocessing (EMDR) according to the Mayo Clinic, combines exposure therapy with a series of guided eye movements that help you process traumatic memories and change how you react to traumatic memories.† (Mayo Clinic Staff, 2014). EMDR is a therapy based upon physiology and helps a person see, in a similar way to what they see during Rapid Eye Movement (REM) sleep, these disturbing events in a new and less troublesome or traumatic way. After going through the session EMDR a patient should no longer view these events in a similar view that they had prior to the therapy session. The event will still be in memory, however, how the patient views the event should be less traumatic for them. Pharmacotherapy is another approach to dealing with PTSD. While most drugs cannot remove symptoms they can offer assistance in dealing and coping with them. Antidepressants, anti-anxiety, and other drugs that assist with sleep issues may be prescribed. Pharmacotherapy should not be viewed as a primary treatment. According to The Journal of Behavioral Health Services Research, â€Å"While à ¯Ã‚ ¬Ã‚ rst-line pharmacotherapy for PTSD, depression, and anxiety/panic disorder is a SSRI, consensus statements recommend that patients with PTSD also have specialized MH counseling, with structured cognitive behavioral therapy (CBT) or psychotherapy, as part of a comprehensive treatment plan.† (73521271) Patients requiring drugs to assist in the treatment of PTSD should ensure that a list of current medications is provided to their therapist in order to prescribe proper medication and avoid negative interaction. Summary Posttraumatic stress can affect anyone at any given moment. Exposure to any type of traumatic event could set off previous events that have been buried in the past. As we get older we develop new ways to avoid thinking about certain events that have occurred in our lives. If we are no longer bothered by the event after a few months then it would not be classified as PTSD, rather a stressful event that was traumatic. If another event triggered a more significant and longer lasting effect, then it would be considered PTSD. For those of us who have seen PTSD and have known or have had traumatic events may recognize the symptoms. Even if there is any doubt, the first thing one should do is to let the person know that there is no shame in getting assistance and we are all there for them. It is essential to have a great support group and it is even more essential that the one affected by a traumatic event knows there is help and support. We are often too ashamed or unaware of what we do, o r how we act unless someone else points it out to us. The key here is to know the signs and symptoms and then do something about it. References Meltzer, E., Averbuch, T., Samet, J., Saitz, R., Jabbar, K., Lloyd-travaglini, C., Liebschutz, J. (2012). Discrepancy in Diagnosis and Treatment of Post-traumatic Stress Disorder (PTSD): Treatment for the Wrong Reason. The Journal of Behavioral Health Services Research, 39(2). (2012, April 1). Retrieved August 10, 2014. Yehuda, R. (1999). Biological Factors Associated With Susceptibility to Posttraumatic Stress Disorder. Canadian Journal of Psychiatry, 44(1), 34-39. (1999, January 1). Retrieved August 12, 2014. Mayo Clinic Staff. (2014, April 15). Diseases and Conditions Post-Traumatic stress Disorder (PTSD). Retrieved August 10, 2014, from http://www.mayoclinic.org/diseases-conditions/post-traumatic-stress-disorder/basics/definition/con-20022540 Friedman, M. (1995, January 1). Post-Traumatic Stress Disorder. Retrieved August 9, 2014, from http://www.acnp.org/g4/GN401000111/CH109.html

BEETHOVEN :: essays research papers

Ludwig Van Beethoven Born to a drunkard father and an unhappy mother, the young Beethoven was subjected to a brutal training in music at the hands of his father, who hoped that the boy would prove to be another prodigy like Mozart. Failing in this, the young Beethoven nevertheless embraced music and studied for a short time in 1792 with Franz Joseph Haydn in Vienna. Hailed as a genius and a master of improvisation at the piano, Beethoven soon made a name for himself, and by 1794 was known throughout Europe. He faithfully learned the Classical Viennese styles and traditions in music, and then proceeded throughout his career to completely revolutionize them. His earliest compositions reflect the classical restraint of Haydn and Mozart, yet there were always flashes of what was to come. The emotion he displayed while playing his own music was unheard of in his day, and the fiery intensity of his early Piano Sonata in C minor, known as the "Pathetique" is one of the first works in which Beethoven g ives vent to his own dramatic musical voice. By 1800, Beethoven had become aware of his advancing deafness -- surely a most horrible fate for a musician and unendurable to a composer. Agonizing over his fate, Beethoven contemplated suicide, but in the end embraced life, determined to go on composing, if no longer performing. Unhappy with his compositions up to that time and stating that he would now be "making a fresh start," Beethoven began composing music such as had never before been heard. His Symphony no. 3 in E-flat major, subtitle the "Eroica", was completed in 1804, and was almost twice as long as any symphony written up to that time. Taking the classical symphony as a starting point, it introduces more themes, more contrasts, more instruments, more weight and more drama than previously heard in the symphonic form. His sixteen string quartets span his creative life and developed from the classical restraint of the six "Early" quartets to the sublime late quartets which contain music of such personal pain and suffering, that one wonders if an audience was intended to hear them at all. The power of Beethoven's voice can be heard in the String Quartet no. 11 in F minor. Beethoven's musical ideas, the "themes" he used and from which he painstakingly constructed his works, were revolutionary for his day. The well-known opening motto theme of the famous Symphony no.

Portrait :: essays research papers

Portrait of the Artist as a Young Man Stephen Dedalus is born of a woman, created of the earth; pure in his childhood innocence. From this beginning stems the birth of an artist, and from this the novel, A Portrait of the Artist as a Young Man, James Joyce recounts Stephen's story. His journey is followed from childhood to maturity, and thus his transformation from secular to saintly to an awakening of what he truly is. The novel evolves from simple, childlike diction, to sophisticated, higher ideas and thoughts as Dedalus completes his transition into an artist. In the beginning, Dedalus sees the world in an almost sing-song nursery rhyme sense, with a "moocow" coming down the road. By the end of the novel, Dedalus is mature and worldly; a man who stands tall and who feels confident with "Old father, old artificer, stand me now and ever in good stead." (238). Through the use of the symbols of woman and earth, and white and purification, Joyce gives his novel depth and wonder. These symbols follow an array of transformations, changing throughout the novel much like Stephen himself. The figure woman goes from the mother figure, to that of the whore, and finally to the representation of freedom itself. As a child, the image of the mother figure is strong. It is nurturing and supportive, that of "a woman standing at the half-door of a cottage with a child in her arms . . ." (10) who shelters and protects and makes Stephen afraid to "think of how it was" to be without a mother. As Stephen grows, however, like any child his dependency of him mother begins to dwindle, as does his awe for her. He begins to question his relationship with her and she is suddenly seen as a dirty figure, beginning the transformation of Stephen's image of women; from that of mother to whore. He first begins to questions the purity of his mother, his creator, his earth, when confronted by class mates, who taunt and confuse the innocent act of kissing his mother. He suddenly wonders, "Was it right to kiss his mother or wrong to kiss his mother? What did that mean, to kiss? You put your face up like that to say good night and then his mother put her face down. That was to kiss." (24) However, later in the novel the image of the pure and novel mother appears once more, but not in the figure of Stephen's own mother.

Ethical Philosophies and the Hippocratic Physician :: Philosophy Medicine

Ethical Philosophies and the Hippocratic Physician Twenty four centuries ago, Hippocrates created the profession of medicine, for the first time in human history separating and refining the art of healing from primitive superstitions and religious rituals. His famous Oath forged medicine into what the Greeks called a technik, a craft requiring the entire person of the craftsman, an art that, according to Socrates in his dialogue Gorgias, involved virtue in the soul and spirit as well as the hands and brain. Yet Hippocrates made medicine more than a craft; he infused it with an intrinsic moral quality, creating a â€Å"union of medical skill and the integrity of the person [physician]† (Cameron, 2001). So, how do we who are aspire to be Hippocratic physicians achieve this goal? First we must look at the foundations for our personal ethical frameworks through meta-ethics. Meta-ethics refers to the systems by which we establish morals and ethical principles. Today there are many philosophies of meta-ethics, divided into two basic categories, moral absolutivism and moral relativism (Lawhead, 2000). The difference between these is in the nature of ethical principles, whether subjective or objective. Say something exists objectively, like a vase on a table. The subject’s perception of the vase must conform to the true vase. If, however, the subject is simply thinking about a vase, that vase exists subjectively, and its properties are contingent to the subject’s contemplations. So, how do these differing systems affect the physician in attaining the Hippocratic ideal? Let us first consider relativism. To the Moral Relativist, moral principles are created within cultures and communities, coming from cultural folkways and mores (Gerson Moreno-Riaà ±o, personal communication). These principles are normative only in the culture which created them. Already, the Hippocratic Oath loses its moral weight. For example, in the 1973 Roe v. Wade abortion, Justice Blackmun dismissed the centuries-long Hippocratic tradition as merely a â€Å"Pythagorean manifesto,† relegating it to minority status (Cameron, 2001). However, relativism does not end here. If moral principles are defined by cultures, how does one define a culture? If a social scientist were to dissect cultures into subcultures, and then divide those as well, he could logically continue making â€Å"cultural distinctions† until he comes to individuals as separate cultures. As a culture of one, each individual by relativism’s definition creates his own moral principles. This could be called ethical egoism (David Mills, personal communication). As logical conclusion extension of relativism, ethical egoism creates a world of moral lone rangers, with no one responsible to answer to any other.

Lawrence School Poems

David Herbert Lawrence was an English novelist, poet and playwright. In 1908 Lawrence qualified as a teacher and found employment at Davidson Road School in Croydon. According to the author of D. H. Lawrence: The Life of an Outsider (2005): â€Å"He found the demands of teaching in a large school in a poor area very different from those at Eastwood under a protective headmaster. Nevertheless he established himself as an energetic teacher, ready to use new teaching methods like performing the Shakespearean dramas they had as text. Best of School† and â€Å"Last Lesson of the Afternoon† are two poems about his experiences as a teacher. Quite extraordinarily, they present two completely contrasting views. â€Å"Best of School† is about the pleasure a teacher experiences while partaking his duties as a teacher, while â€Å"Last Lesson† speaks about the unpleasant task of teaching. â€Å"Best of School† begins with an image of the â€Å"boys and the roo m in a colourless gloom of underwater float†. The poet compares the boys working in a classroom to an underwater scene. Their ideas and thoughts are like â€Å"bright ripples†.Their ideas are defined as â€Å"bright† because they are young boys and full of creativity and innovation. These boys’ heads are ‘busily bowed† in pursuit of knowledge, they are completely blind to the outside world. The teacher separates himself from the boys as a passive spectator sitting â€Å"on the shores of the class†. The pupils require no external help from him; they are a single entity, united in their pursuit of knowledge. They tend to look up to him from time to time to gain morsels of inspiration for their work and then carry on working busily. Having got what was to be had†, he stresses the fact that he does not actively take part in the children’s learning process, it is natural and voluntary. The â€Å"ripening morning† echoes th e ripening thoughts of the young boys and in the â€Å"sunlight† reflects the light of knowledge and intellect. â€Å"Last Lesson†, on the other hand is an exact opposite view. It begins with an image of weariness and disgust, the teacher begins by conceding defeat. Both the students and the teacher are being forced to sit in the classroom, waiting for the bell to ring.He says â€Å"I can haul them and urge them no more†. The teacher is experiencing great despair by having to sit in the classroom with his â€Å"pack of unruly hounds†, who are straining to be free. There is a sense of utter frustration; neither is the teacher interested in teaching and nor are the boys interested in gaining knowledge. The teacher can â€Å"no longer endure the brunt† of teaching a mass of uninterested children. The speaker in â€Å"Best of School† goes on to say that the boys are â€Å"like birds that steal and flee†.The boys raise their heads from tim e to time for getting the discipline necessary for concentration; the very presence of the teacher is an unspoken motivation for the students. He compares the glances of the students to the movement of tiny birds. â€Å"Touch after touch I feel on me†, he can almost feel the bright, inspired eyes of the students looking up to him for inspiration. He calls this inspiration â€Å"grain/Of rigour† that â€Å"they taste delightedly. † In complete contrast, the teacher in â€Å"Last Lesson† calls his students’ work â€Å"insults of blotted pages† and â€Å"slovenly work†. It is a sharp negative feeling that he expresses.He turns to the pile of sickly books on his desk and exclaims that it is impossible for him to plough through his corrections. To him it is a Herculean task, it is tedious and tiresome. The students are not interested in learning so the work seems to be a vivid insult to the teacher. He asks himself in desperation â€Å"sh all I take/ My last dear fuel of life to heap on my soul? † and ascertains, â€Å"I will not! †, â€Å"I will not waste my soul and my strength for this. † He realizes that it is a complete waste of both his time and energy to try to discipline his students and take them on a path to knowledge.He declares that he no longer cares how his students will fair because his students are so disinterested that both the teaching and their apparent learning, â€Å"goes down the same abyss†, down a deep dark hole of forgetfulness and oblivion. He continues the argument deliberately reducing the scope of education to inconsequential things like â€Å"A description of a dog† and saying that all his efforts are going to waste because his students are completely frustrated and not at all enthusiastic about learning. The larger picture of holistic education is lost due to their unwillingness to learn but the teacher also deviously justifies his argument.He says that the whole situation is rubbish and that nobody cares so there’s no point in this unnecessary pursuit. His final analogy in â€Å"Best of School† is probably the strongest and most beautiful one. The minds of his young pupils are like the â€Å"tendrils that reach out yearningly†. The young enthusiastic minds cling to the teacher for support. It is merely for inspiration and not learning. The teacher (tree) is wise, tall and firm. The students need the support and guidance of the teacher like a silent and strong beam of enlightenment on which they can fall back in times of trial.The teacher and student relationship is shown to be a beautiful one. The teacher is sitting at a distance but feels his students â€Å"clinging† to him. This is not an actual dependence for notes and explanation but it is spiritual and emotional, self-motivational. A stout and sturdy tree covered in tendrils seems to be covered in a green coat. Their lives are closely entwined and they grow together. The speaker says, â€Å"my time/Is hidden in theirs, their thrills are mine. † It is a delightfully rewarding experience for him to be able to contribute to the student’s spiritual growth and enlightenment in an unobtrusive way.The two poems, as mentioned earlier, present complete contrasts to each other. While the speaker in the â€Å"Last Lesson of the Afternoon† is tired of teaching and disturbed by just being in the classroom, the speaker/teacher in â€Å"Best of School† enjoys a fresh look at his job. Education is believed to be an individual process. Each one learns at their own pace and in their own way. When pupils find pleasure in learning by themselves, the process of teaching becomes an extremely rewarding one for the teacher. When the student is motivated, education is most worthwhile.The teacher believes that the pupils should make the journey on their own as only then will the journey be meaningful. It is surprising that whereas in one poem the teacher delights himself by inspiring his students, in the other the teacher is under a terrific compulsion to sit and wait for the bell before he can rush out of class. These two poems, present together, a great insight into the two perspectives of gaining education and knowledge. One is a tiresome, hauling process while the other demands independence and free thinking.

Dell’s Business Ethics

Dell Inc’s Business Ethics Gwynedd-Mercy College Abstract Business Ethics is a very important part of having and running a successful business. Your business ethics consist of the behavior that a business adheres to in daily dealings within the world. There are a few key components that are covered under the business ethical umbrella within the Dell Computer Corporation they are as follows: Corporate Social Responsibility, Corporate Governance, Environmental Responsibility and Corporate Accountability. These key components are what make Dell Inc. successful company within the computer industry. Dell Inc’s Business Ethics. Dell Inc. is one of the largest computer manufactures in the world and they have grown tremendously over the years. Their evolving business strategy combines their revolutionary direct customer model with new distribution channels to reach commercial customers and individual consumers around the world. Dell’s Direct Model business approach is la rgely responsible for the success of the company, it provides a fast cost-efficient and customer friendly means of production and distribution (Dell, 2009). Since this market is ever changing, competitors are challenging Dell with new and unique products in effort to overcome the superiority of the Direct Model. The growth and development of the laptop computers is a primary area in which Dell Inc. can work for continued success, despite the threat posed by its competitors. Dell initiates the latest and appropriate technology much more promptly and efficiently than any other computer company (Dell, 2010). Also, Dell’s refined strategy to building an adequate infrastructure establishes market creditability against its better-known rivals. Their approach to the computer industry had two advantages: First they wanted to bypass distributors and retail dealers which will eliminate markups of resellers, and second building to order greatly reduced to the cost and risks associated with carrying large stocks of parts, components and finished goods (Dell, 2009). Business Ethics Business ethics is a personal moral manner where people try to decipher right and wrong within their daily and organizational lives. With the terms â€Å"business† and â€Å"ethics† put together can create a more powerful influential understanding of cultural beliefs of what is important to you on the judgments that are made of good or bad behavior. Dell Inc’s business ethics consist of its Global Ethics and Compliance Team (Dell, 2010). This team initiates education and awareness to all of Dell’s employees on highlighted issues such as privacy and data protection, workplace conduct, and gifts and entertainment. This team also delivers consistent training to prepare all the employees for effectively, legally and safely performing their jobs on a daily bases. Dell has two mandatory training courses for all employees: Winning with Integrity which is the Code of Conduct overview of the company and Information Security Polices and Standards. Employees are also encouraged to complete three additional global ethics courses: Dell Corporate Governance, Records Management, and the newly developed Privacy and Data Protection Awareness. Dell’s code of conduct adheres to the values and beliefs of the Soul of Dell. The Soul of Dell is accompanied by five core elements Customers, The Dell Team, Direct Relationship, Global Citizenship and Winning. These core elements/values define what kind of company they are and have become. Ethically Dell is indeed committed to understanding and respecting the laws, values and cultures wherever they do business. Profitability growing in all markets while promoting a healthy business climate globally contributes positively in every community that they call home both personally and organizationally. Ethical Umbrella Corporate Social Responsibility Corporate Social Responsibility also known as CSR is the actions of an organization that are targeted toward achieving a social benefit over and above maximizing profits for its shareholders and meeting all its legal obligations (Ghillyer, 2010, p. 78). It can also be referred to operating a business in a manner that accounts for social and environmental impact created by the business. Corporate Social Responsibility at Dell Inc. s about demonstrating through action their values of corporate citizenship. In the itinerary of the integration of economic, social and environmental responsibility into everything they do and ensuring diversity remains a Dell cornerstone. Dell has a full-time commitment to being a responsible corporate citizen. It’s a commitment driven by the types of goals, strategies and accountabilities that characterize every part our business. And it’s one that persists through all business cycles (Dell, 20 10). Dell focuses on the ideals of environmental responsibility, corporate responsibility and the social responsibility to further strengthen the beliefs of addressing issues will support the realization of financial goals and can be critical to their long-term corporate achievement. Dell must continue to grow responsibly protecting their natural resources and practicing sustainability in all its forms and improve the communities where they live and work through their financial and volunteer efforts. Their commitment to social responsibility is about making a meaningful difference and seeking innovative ways to help others through their technology resources and employees by partnering with non-governmental organizations to address some of the key issues facing our world today. Corporate Accountability Integrity to inspire trust is Dell’s corporate accountability. They succeed when they earn the utmost trust and respect from their customers through the actions and innovations of the company. Ethics and integrity is built into their key corporate growth, which encourages people to accept the responsibility and enables then to take actions. The undisclosed key to Dell’s corporate accountability is the pride that the employees take in the company. Within that it is more than just simple meeting all the compliance requirements and following the rules it is about creating a culture that people can simply act with integrity. Corporate Governance The Board of Directors and management team have jointly responsibility, thics and integrity at Dell Inc. In that regard, the Board expects each director, as well as each member of the senior management, to lead by example in a culture that emphasizes trust, integrity, honesty, judgment, respect managerial courage and responsibility. Moreover, the Board also expects each director and each member of senior management to ac ethically at all times and adheres to polices as well as the spirit, expressed in Dell’s Code of Condu ct. The Board will not permit any waiver of any ethics for any director of executive officer. Corporate governance is also the commitment to the achievement of business success and the enhancement of long-term stockholder value with the highest standards of integrity and ethics. Primarily the success is an approach to corporate governance that will extend beyond simple compliance with the authorized necessities. Environmental Responsibility Dell Inc. aspires to be the greenest technology company on the planet. They dare to motivate by engaging with others and sharing what they have learned. They strive to innovate by improving the efficiency and design of their products. Dell’s greatest innovation is their leadership. They realized that a top-notch management strategy would not fulfill Michael Dell’s goal. In addition, it would propel Dell’s vision into everyday workings of their business. S. W. O. T. Analysis One of Dell’s greatest strengths in targeting the business executive category is that roughly 75% of all sales revenue comes from large businesses and government organizations. Dell has already established relationships with large companies, and this provides most of their business. These companies pass the relationship on through their employees, providing them with Dell products. Dell has a considerable weakness in targeting the college student segment of the market. This is due to the fact that only 5% of Dell’s total sales revenue currently comes from educational institutions such as colleges. Unlike Dell’s business customers, Dell lacks a large amount of relationships with educational institutions. Many students purchase their PC’s through their schools, Dell is clearly not in a position to take advantage of the college at this time. Their greatest weakness is that buyers can not physically touch or see the product that they want to purchase. The Direct Model provides many great opportunities, however the disadvantage is that customer cannot go to retailers and try a few different products and go home with a computer all in one visit. The thing that differentiates Dell from its competitors is customization. Many computer buyers are suspicious of a product that they can’t personally examine before purchasing. Moreover, an anxious buyer would have to wait a number of days before their computer was delivered. Personal computers are being purchases and used more than ever before. The market for laptops, in particular, is growing much faster than that of the desktop computers. This general trend lends itself as a great opportunity for Dell’s laptop business to grow in all segments. Another opportunity for a; the targeted segments relates to the first trend that was mentioned. Customers are becoming more educated about personal computers, as an increasing number of them are second-time buyers. Consumers who have purchased computers in the past know what they want, and Dell can cater to them. The Direct Model can provide the framework for customers to make truly personalized computers in a qualified hassle-free environment. Increased communication and technological integration also create great opportunities for Dell. Customers can now go on the Internet to personalize their computer, place an order, or just simply get information. This is more efficient and effective for both Dell and the customer, and its benefits are many. In such a volatile market as personal computers, threats are great and many. Because of the ever changing nature of the computer industry, companies are constantly being challenged to produce higher quality, lower priced products, and do it faster and more efficiently than the competition. One to Dell primary external threats is that the prices between brands are getting smaller all the time. Dell’s Direct Model benefits the consumer in many ways, one of which is cost savings. Now that other companies are finding ways to combat the low costs of Dell, they can to pass along savings to their customers. As a result, price differential is becoming less of an issue, if not nonexistent, for buyers. Many of Dell’s competitors are therefore becoming closer substitutes. Another serious threat is simply that the growth rate of the computer industry is slowing. At this current time, Dell owns a greater market share than any of its competitors throughout the world. However, as the market slows down, competition for market shares will intensify. Companies will have to work harder than ever before to distinguish their brand from substitutes. If a company has trouble differentiating its brand from its competitors, they will find it hard to hold a significant market share. Finally, the face pace of technological advancement, while being a tremendous opportunity, is also a great threat. The newest, fastest, most efficient technology and most durable, user-friendly products are going to sell. If the company fails to keep up-to-date with innovations in technology, they will quickly see decline in performance. Conclusion With the competitive advantage that Dell Inc. has they have a product that every consumer and organization wants. Besides the fact that Dell is the preferred desktop and laptop of enterprises in the United States and Europe and winning more than 400 product awards in 2007, Dell is a company that believes in what they are doing and will stop at nothing to become the best in the computer industry. The current market trends in the personal computer industry, for laptops in particular, are being driven by ever changing consumer needs, wants, and demands. As a result, companies like Dell Computer Corporation are forced into constant state of adaption in order to satisfy their customers. By taking full advantage of their strengths, paying close attention to their weaknesses, and identifying both opportunities and threats from the macro-environment, this company can position themselves as significant shareholders in an intensely competitive market. References About Dell. (n. d. ). Retrieved June 29, 2010, from http://content. dell. com/us/en/corp/about-dell. aspx? c=us&l=en&s=corp Corporate Responsibility. (n. d. ). Retrieved June 29, 2010, from http://content. dell. com/us/en/corp/cr. aspx Ghillyer, A. W. , (2010) Business Ethics: A Real World Approach. New York, NY: The McGraw-Hill Companies. Sliver, R. , (2002) the 21st Century Executive: Innovative practices for building leadership at the top, San Francisco, Jossey Bass.

Hofstede Cultural Dimensions Essay

India is a vast country known for its diversified culture and traditions. The unique characteristic of India is its â€Å"unity in diversity†. In India Relationships and feeling plays a larger role in decisions. Indians tend to take larger risks with a person whose intentions they trust. Thus, one’s credibility and trustworthiness are critical in negotiating a deal. Indians are ‘polychronic’ people, ie they tend to deal with more than one task at the same time. Indians are cautious in accepting a new idea or proposals. The information about who has implemented it or who has proposed it has a major influence on the decision about a new idea. One of the most significant culture influences on Indian culture is that of hierarchy. For example, only the owner or the most superior person of a company will make business decision. Even if you are dealing with a manager, they will always go to the boss for a final decision. Hofstede’s Research on National culture: Power Distance (77): Power Distance describes how a society deals with the inequalities in power that exists among people. Societies characterized by high power distance are relatively indifferent to inequalities and the gap between powerful and weak is maximum. By contrast, in societies with low power distance the gaps between the powerful and weak are minimal. In India most of the people belongs to the middle class category. So the upper category people control most of the decision making and buying power. In Organizations, the degree of centralization of authority and autocratic leadership determines power distance. The social structure of organizations in India is based on superior – subordinate relationship. Once the hierarchy is establishes, juniors yield to seniors on every conceivable occasion. For example, they standup when the boss enters the office, speak humbly and politely. India has to change a lot in this dimension. Even though they are many politicians caught in scams like 2G scams, still they are not arrested beacuse of there power and corruption. I wish India will become a low power distance country very soon. Individualism/Collectivism (48): This dimension is based on the extent to which individuals value personal independence or group membership. Individualist culture values personal goals, independence and privacy. Collectivist culture is showing the loyalty to groups. Members of the collectivist society are expected to subordinate their individual interests for the benefit of their in- groups ie, family or organization. Hofstede classified India as dominant on the collectivism dimension. In Organizations, people work as a team rather than individual. Employees are seen as hard working, as loyal to the company and highly motivated to do new things. Masculinity/Femininity (56): Masculine cultures tend to value competitiveness, ambitions and accumulation of wealth. Feminine cultures emphasize nurturing roles, interdependence among people and taking care of less fortune people. Indians are more focused on career and earning money as well as they takes care for others. In workplace employees help each other’s instead of emphasize their work. Hofstede classified India as Masculinity country. However, the culture in organizations is more feminine. That means there is a slight preference for achievements and material success. Uncertainty Avoidance (40): The extent to which people can tolerate risk and uncertainty in their lives. People in India do not accept or deal with ambiguous or risky situations. Recently, with the raise of literacy rate among the people, some section of the people is taking risk by engaging in entrepreneurial activities without thinking about the job security. Gradually people will adapt or encourage new innovations and accept the different approaches in dealing with the situation. Long-term/Short-term orientation (61): It denotes the degree to which people and organizations defer gratification to achieve long-term success. In India people and organization with a long-term orientation culture tend to take the long view to planning and living. With this long-term orientation India has experienced a remarkable economic growth while most of the western countries experienced an economical downfall. Indulgence/Restraint: Indulgence denotes the society that allows the free expression of thoughts and allows the gratification of needs related to enjoying life and having fun. Restraint denotes the regulation of the gratification of needs by means of strict rules or norms. In India everyone has a right to express and live freely as they like. In organizations even though employees can express their ideas or thoughts they have to be approved by top level people to bring them in to action.

Preschool Education System Essay

Ramona is a hard-working, loving, single mother of two preschool aged girls, Theresa and Rosa. She works overtime every week, just to make ends meet for her and her children. Ramona and her children are in poverty. Unfortunately, statistics indicate that Theresa and Rosa will struggle to receive the quality preschool education they need to in order to succeed throughout Kindergarten, grade school, high school and into adulthood. According to one study by Sum and Fogs, students living in poverty rank in the 19th percentile on academic assessments, while their peers who are part of mid-upper income families rank in the 66th percentile on the same assessments (Lacour and Tissington, 2011). â€Å"The achievement gap refers to significant disparity in low educational success between groups of children: low-income and minority children as compared to higher income and non-minority children† (Early Education for All). This academic achievement gap is unacceptable and every child dese rves the chance to excel to their fullest potential in school, in order to prepare for adulthood. Preschool is a pertinent part of a young child’s education, which has been proven successful many times in preparing children for grades K-12, and beyond. â€Å"Practitioners and researchers alike contend that the enrichment of preschool makes a difference especially for children living in poverty† (Loucks, Slaby, and Stelwagon). By providing all children with access to preschool programs, the educational achievement gap can be reduced. Unfortunately, since preschool is not a government mandated educational requirement, preschool must be privately funded, leaving families who are unable to pay tuition costs are. This is an opportunity that Theresa and Rosa would miss out on because Ramona cannot afford the tuition. Because of these lasting cognitive and social development benefits that preschool can provide, it should federally funded educational requirement. Quality preschool education needs to be regarded as a constitutional right, not a socioeconomic privilege. There is an increasing educational achievement gap in the United States, between children of low-income families, and their peers, due to their limited access to a preschool education. It has been proven time and time again, that underprivileged children, who are not provided with the access to a preschool education, perform lower in later academic learning, than those who were afforded a preschool education. One study in California revealed that second and third grade students of low-income families who did not attend preschool were significantly less proficient in English and Mathematics (Loucks, Slaby, Stelwagon, 2005). Another California survey illustrated that poverty stricken children entering kindergarten were six months behind their wealthy peers in pre-reading skills. (Loucks, Slaby, Stelwagon, 2005). Children of low-income families are also much more likely to encounter environmental and health risk factors. (Early Education for All). These risks can potentially impede on a child’s readiness for school. For example, children living in poverty have been proven to begin kindergarten with significantly less mathematical knowledge than their peers. â€Å"This would suggest that the preschool experience is a mechanism to level the playing field and fully prepare students to succeed in kindergarten† (Loucks, Slaby, Stelwagon, 2005). By entering the early grades without having the proper pre-requisite education and skill sets, children run the risk of falling behind in class. When a student enters kindergarten unprepared, the students risk of grade retention increases, not only in kindergarten, but also in the grade school years to follow. Catching up to the required proficiency level becomes harder and harder for the student, and in some cases, the student will simply giv e up and either fail or drop out. Access to preschool education for these children can help to close the educational achievement gap, and prevent grade retention, by providing these children with the tools and skills necessary to prepare for Kindergarten and beyond. The United States of America prides itself on its educational standards, and even has ratified educational laws which require children to meet proficiency standards in reading and mathematics at certain grade levels, as indicated in the No Child Left Behind Act. The law incentivizes those school districts which show improvement in test scores, and enforce corrective actions upon those districts who continuously fail to improve student proficiencies. Still, these underprivileged children are left behind, and find it continually challenging to catch up, as the school grades progress. A child’s odds of academic accomplishment are maximized when attending a high quality preschool program, especially within the lower-income communities. This theory has been put to the test. In New Jersey lays a group of the thirty one most poverty stricken districts in the state called the Abbott Districts. The state of New Jersey granted these districts a program which funds preschool education within the districts to their children in order to close the achievement gap for poverty stricken students. The results were noteworthy, and the funds allocated to this cause were well spent. Children who attended this program improved on their math, language and literacy skills. The kindergartners who had previously attended the program closed the academic achievement gap by a remarkable fifty percent between their own literacy scores and those of the national average (Early Education for All, 2005). These results proved the program to be a great success. Studies have been conducted all over the United States, pertaining to children in poverty and the profound effect a preschool program can have on each child’s continued education. In a fifteen year follow up study in Chicago, Illinois, children who attended preschool were proven to be significantly more academically successful than their peers who did not attend preschool. At the age of thirteen, this group of children’s academic scores was sixty percent higher than those who did not attend. By the age of twenty, this same group who had attended preschool was thirty percent more likely to complete high school, and forty percent less likely to experience grade retention or be enrolled in special education classes (Early Education for All, 2005). It is important to remember, however, that although the strongest support for the advantages of preschool education indicates that underprivileged children benefit most, all children, regardless of socioeconomic status can benefi t academically from a preschool education. When a child has had the privilege of attending a quality preschool program, that child is also much more likely to adjust socially in adulthood, than those who did not attend a preschool program. According to Loucks, Sharon, Slaby and Stelwagon, those who have attended a quality preschool program are also less likely to have long periods of unemployment or welfare, and drop out of school. (â€Å"Why is preschool essential in closing the achievement gap?† par. 1). Adults who attended preschool as a child also have been proven to reduce delinquency and crime throughout adulthood (Barnett, 2008). Preschools are not only about cognitive learning, but they give a formal education to pre-kindergarten aged children on the developmental concepts of interaction with their peers. These lessons stay with the children through the remainder of their life. Without those lessons, many do not develop the social skills needed to succeed in our society. Preschool education is not only beneficial to the individuals who attend the programs, but it also benefits community and the local economy as a whole. Funds invested into preschool programs provide a significant return to the community. The RAND Corporation, a non-profit organization which provides objective analysis through surveys and research (The RAND Corporation), recently performed a study which found that for every on dollar invested into quality preschool programs for underprivileged children, two dollars and sixty-two cents was returned into the labor force and economy (Loucks, Slaby, and Stelwagon, Fall 2005). That is a two hundred and sixty percent return on investment. The direct return on this investment alone is more than enough to warrant a universal program. This study does not even include other potential indirect financial returns. Other financial returns from a public preschool investment would also be present in the lowering of state Medicaid costs, law enforcements costs, and other low-income assistance costs, such as food vouchers, homeless shelters and unemployment pay, which cost the government and tax payers a significant amount of money every year. Preschool is a necessary business investme nt for our economy to yield a higher return rate, than the current K-12 requirements today. The concept of a universal preschool program is not unheard of, not even in the United States. Most state government funded preschool programs are targeted toward children of lower income households. These programs have been put into place in a collaborative effort to close the educational achievement gap that exists in our society. However, some states, and even entire countries have already begun governmentally funding preschool programs, not just for underprivileged children whose families cannot afford the tuition, but for all pre-kindergarten aged children. In 1998, Oklahoma legislation ruled to make all four year olds eligible for a universal quality pre-kindergarten program (Sacks and Brown Ruzzi, 2005). Of course, a program as significant as this would not go without continued research and analysis. In a study performed between 2002 and 2003, significant supporting evidence was found which indicated that the program was a success. The study showed increased academic test scor es in the subjects of reading, spelling, writing and mathematics skills (Gormley, Gayer, Phillips and Dawson). Oklahoma is not the only state to equalize education for all children, regardless of their socioeconomic status. With the revenues from a state lottery, and the leadership of, then governor, Zell Miller, Georgia was the first state in the United States to offer a publically funded preschool program (Early Education for All, 2005). Similar to the findings in the study of Oklahoma’s program, Georgia’s program was also proven to be successful. A study found that more than eight percent of students who had attended the program ranked average or above upon evaluation third-grade readiness (Sacks and Brown Ruzzi, 2005). A universal preschool program is not just a theory waiting to be tested, it is already in effect in some areas, and is proving its value in this country’s educational achievement. If we do not put into place the appropriate interventions in the society, the educational achievement gap will only widen, costing more and more tax dollars, and most importantly, costing children the equal opportunity of prosperity in this country. This gap can be diminished significantly by providing each and every child in this country with the equal educational opportunity of a quality preschool program. Such a program provides this nation’s youngsters with the skills they need in order to meet the countries educational standards throughout the span of their education. It is unfortunate that in this land of opportunity and prosperity, that in order to grown and succeed; our children are subject to exclusion of such a beneficial educational tool, because of his or her parents’ inability to afford tuition costs. With our current economic status, our children, the future of this nation, must be provided every advantage possible in order to change this economy around. An investment should be made in our future today by providing a constitutional right to a quality and inclusive preschool program to all children. Works Cited Loucks, Sharon, Slaby, Robert, and Stelwagon, Patricia. â€Å"Why is preschool essential in closing the achievement gap?† Educational Leadership and Administration Fall 2005: 47+. Academic OneFile. Web. 7 Oct. 2012. Document URL: http://go.galegroup.com.ezp1r.riosalado.edu/ps/i.do?id=GALE%7CA142874683&v=2.1&u=mccweb_riosalado&it=r&p=AONE&sw=w Strategies for Children. â€Å"Early Childhood Education: A Strategy for closing the Acheivement Gap†. Spring 2005. Web. 06 Oct. 2012. Document URL: http://www.strategiesforchildren.org/eea/6research_summaries/07_AchievementGap.pdf Marcon, Rebecca A. â€Å"Moving up the Grades: Relationship between Preschool Model and Later School Success.† Early Childhood Research and Practice 4.1 (2002). 06 October 2012. Document URL: . Gormley, William T., Jr., Gayer, Ted, Phillips, Deborah and Dawson, Brittany. † The Effects of Universal Pre-K on Cognitive Development.† National Institute for Early Education Research. 06 October 2012. Document URL: http://www.crocus.georgetown.edu/reports/oklahoma9z.pdf Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved 10/06/2012 from http://epicpolicy.org/publication/preschooleducation Sacks, Lynne and Brown Ruzzi, Betsy (2005). Early Childhood Education: Lessons from the States and Abroad: 2005. National Center on Education and the Economy. The New Commission on the Skills of the American Workforce. Retrieved 1027/2012. Document URL: http://www.ncee.org/wp-content/uploads/2010/04/Early-Childhood-Education.pdf Lacour, Misty and Tissington, Laura D. (2011). The effects of poverty on academic achievement.. Retrieved 11/03/2012. Document URL: http://www.academicjournals.org/err/pdf/pdf%202011/july/lacour%20and%20tissington.pdf The RAND Corporation. (n.d.). RAND Corporation: Obective Analysis. Effective Solutions. Retrieved November 03, 2012, from The RAND Corperation: http://www.rand.org/