Public Speaking Essay

PUBLIC SPEAKING INTRODUCTION When we heard the word, ‘public speaking’, what came to mind is standing in front of a crowded room packed with people and talking to them. The image alone sometimes create an enormous effect on most people, causing nervousness, and maybe even fear. Before we jump to that, let’s look at the definition of the word itself. According to Merriam Webster online dictionary, the words Public Speaking has a meaning of â€Å"the act or process of making speeches in public,† or â€Å"the art of effective oral communication with an audience.† Next, what is an audience? An audience is defined as â€Å"a group of listeners or spectators.† From the definitions, we can draw a conclusion that in public speaking, there is an act of both speaking and listening. So what differentiates public speaking from a conversation? While both public speaking and conversation involves a direct and face-to-face encounter, usually public speaking is more of a ‘one-wayâ €™ talking. Although nowadays most speakers claim that they want an interactive session, but usually the audience is given a specific time to do so. Next, in terms of language, public speaking uses a formal language. Because they are speaking in front of a group of people, speakers need to adress their audience in a more formal way. Third, and most importantly, public speaking needs to be structured. They need to have a tight grasp on their topic and do their research thoroughly. The reason the topic ‘Public Speaking’ is chosen is because it is something that everyone needs to do at some point of their lives. It is also based on the In conclusion, public speaking can be defined as the act of making a speech in front of a group of listeners, and is different from conversation in terms of approach, language, and structure. TYPES OF PUBLIC SPEAKING Naomi Rockler-Gladen, a former professor at Colorado State University, wrote on the website suite101 that there are three types of public speaking; informative, persuasive, and ceremonial. These types also defines the purposes, or the reasons the speech is made. More details on the three types of public speaking will be explained below. The first type, informative. Informative has the meaning of giving information, to inform. An informative speech has a purpose to inform, or give knowlegde to its audience about  something that they probably did not know of before. The end goal of an informative speech would be to equip the audience with a brand new knowledge that they can apply to a particular aspect of their lives. The important thing to watch about giving an informative speech is to not put in too much information. Imagine an empty bucket being filled with water. If being filled with too much water then the water will leak out for sure. The same thing applies to the audience. The ‘leaking’ must be avoided at all costs, so the information has to be kept simple, yet useful. The second type is persuasive speech. A speaker giving a persuasive speech needs to be able to persuade the audience to do, or believe in something. Usually, the speaker would try to change the mindset, perception, or behavior of the audience for their own good. Giving an informative speech is not an easy thing to do. The speaker needs to be really passionate about the cause they’re giving, in order to convince and persuade the audience to follow suit. The second thing that can be done is to look for common ground with the audience, try to relate to what they might agree on. Third, try to aim for a smaller scope of issue for a start. As mentioned before, a speaker is given a time limit to deliver his or her speech, and it will not be easy to change one’s mind in such a short time. Third, and last type is a ceremonial speech. There are so many ceremonies in our li ves, starting from graduation, engagement, wedding, to funeral. Usually this kind of speech is given to congratulate, or in the case of a funeral, remembering the dearly departed. Thus, the given speech tends to be less formal and more personal than the other types of speeches. The important thing to watch about giving a ceremonial speech is to be appropriate. No matter how well you know the person you are giving speech about, try to not say bad things about them, even if it is meant to be a joke. The point here is to make them feel special, not to bring them down, especially in front of a large group of people. From the three types of speeches mentioned above, we can draw a conclusion that all kinds of speeches will have have to cause some kind of an effect for the audience. Informative speech needs to result in the audience understanding or knowing something they did not know before. Persuasive speech is aimed to change someone’s perspective about something or to ask them t o do something, and ceremonial speech should be more personal, and make someone feel special and included in a certain ceremony. PREPARING The key of perfecting anything is through practice, and public speaking is no exception. However, merely practicing will not be sufficient to have a successful public speaking. Aside from practicing, there are also several things that can be done to prepare oneself for the often-dreaded experience. The first thing is to know who the audience will be. Try to get as much information as possible regarding this particular area. Age, gender, cultural brackground, sexual orientation, and religious views are among the most crucial things that a speaker needs to know. These informations will be very helpful to the speakers to determine their style of speaking, the approach that they are going to use, and to avoid offending a particular group. There are three questions that needs to be kept in mind when working on the speech: To whom am I speaking? What do I want them to know, believe, or do as a result of my speech? What is the most effective way to composing and presenting my speech to acco mplish that aim? (Lucas, 2004). The next thing that can be identified is the venue. Knowing the ‘battlefield’ in advance will give the speakers a huge advantage. They would be able to plan beforehand, for example, where they want to stand, and if they wish to walk around, what pattern would be best so the audience will not get too distracted, and how they are going to face the audience. Every speakers need to have a tight grasp on their topics. Therefore, they need to do a thorough research before they present their topic to their audience, especially if they are giving an informative speech. Speakers can acquire their materials from many different resources, whether it be the books from the library, the internet, or even their own knowledge and experiences. At the end of every session, usually the audience are given the time to ask questions regarding the topic, and the speaker needs to be able to answer them. There are two words that most speakers always have with the m during their seminar or presentation; visual aids. They are usually in the form of a Power Point presentation, which can include texts, audios, and videos. The essence of having a visual aid, aside from making the presentation more interesing, is so that the audience can have a better understanding of the topic. Speakers can include the main points of each of their ideas instead of the whole sentence in their slides, to keep the audience from getting bored. Last, as  mentioned above, practice is necessary. Sparing some time to practice will help build confidence, which is an important thing to have in delivering a speech or presentation in public. It will also help determine the length of the presentation, whether it is too long or too short from the given time. From the explanations above, it can be concluded that there are five things that needs to be prepared in public speaking, which are; knowing the audience, identifying the venue, doing a thorough research on the topic, ha ving a visual aid, and practicing. These five elements of preparation could be the key to ensuring the success of public speaking. PRESENTING When all the preparation has been done, comes the real challege; presenting. There are a few aspects speakers need to pay attention to while giving their speech. Language is the main aspect a speaker needs to pay attention to while giving a speech. Whether their purpose is to inform or persuade, language is their tool, their weapon. Therefore, how the use the language is crucial to the success of their speech. Language needs to be used clearly. Words are not limited to a universal meaning, which means that not everyone interprets a word in the same meaning or understanding. A speaker needs to choose their words carefully and make it clear to the audience what they mean of it. Language also needs to be used appropriately. When giving a speech, audience looks up to the speaker to give them something new, something useful. Thus, the speaker needs to know how to deliver their speech to fulfill the audiences’ expectation. Audience tends to prefer if their speaker can deliver their speech without any form of notes or texts. Speaking from the memory shows a great deal of confidence, and that will gain more respect from the audience. However, there is no harm from getting help from notes or flashcards. This can help the speaker remember and focus on their main points, and also keep their speech organized. Language and delivery alone will not be sufficient if the speaker does not have the right body language. Body language includes personal appearance, movement, gesture, and eye contact. The phrase â€Å"don’t judge a book by its cover† is often heard but rarely practiced. First impression will always matter in the way one person looks at another, so a speaker needs to dress appropriately. The movement and gesture of a speaker also affects the audience, for  example, if the speaker keeps pacing around the room, it willl distract the audience from the topic and confuses them. Sometimes, when a speaker is feeling nervous, he or she will tend to make move their hands around or play with their hair, etc. This should be avoided at all costs, as mentioned above, to avoid making the audience feels distracted. Eye contact needs to be maintained to hold the audience. Lucas explained in his book that when speaking in front of a small audience, you can look briefly from one person to another, but in a larger audience, it is better to just scan through the audience rather than look at each person directly. It has been mentioned above that it is best if the speaker could prepare visual aids beforehand. While presenting a visual aid, the speaker needs to be clear, but by doing so, they also need to still be connected to the audience, and not be too immersed in their own visual aids. The visual aid itself should be made as large and as intersting as possible. While closing the speech or presentation, speakers can restate their main points, just to remind the audience of the important things that has been said. They can also end it with a s pecial message and encourage the audience to ask questions. Speaking in public is all about confidence. Wearing the right clothes, movements, gesture, maintaining eye contact, and having visual aids can enhance the speakers’ confidence, and in return, will gain the respect and trust from the audience. BBIBLIOGRAPHY Lucas, Stephen. The Art of Public Speaking. 8th ed. Boston, MA: McGraw Hill, 2004. Print. Osborn, Michael, and Suzanne Osborn. Public Speaking. Boston: Houghton Mifflin, 2006. Print. Rockler-Gladen, Naomi. â€Å"Public Speaking Class Tips: Writing Great Speeches for Your Speech Course | Suite101.com.† Naomi Rockler-Gladen | Suite101.com. 13 Jan. 2007. Web. 10 Oct. 2011. .

John Dewey’s Education Essay

The future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind. ~John Dewey Science as Subject-Matter and as Method The salient and noteworthy features that highlight the significance of educational significance from 1880 through 1920 in regards to progressive education and pragmatism can best be described as engaging not only the students in an era of academic discipline but also on the levels of teachers and administrators. The lesson of cooperation is one that is a shared in each academic approach; progressive and pragmatism thus the development of education at the turn of America’s twentieth century entailed a refreshed focus on the individual student. The following paper will analyze the commonalities and differences of progressive education and pragmatism and how progressive education has many ties with other philosophies such as humanism and liberalism. Thus, the two main but subtle theorists who will be discussed in this paper are Dewey and Plato. Although structure of Dewey’s belief of progressive education over pragmatic education is different from Plato’s pragmatism and humanism the paper will seek to show how these philosophies are shared in education but how progressive education is needed in order for the student to learn how to adapt to certain situations as well as to find their own route of learning. Education at the turn of the twentieth century must be approached through the achievement of common goals; not through students’ learning alone, but by teachers and administrators. As such, typical classroom schematics that have in that past previous to the concepts of progressive education pointed towards competition, and independent work ethic must be overruled by the more efficient cooperative small group learning dynamic which is one definition of pragmatism. Pragmatism is similar to the concept and theories involved with child psychology prevalent today. The student then with regards to pragmatism is viewed as learning by their own set of standards and by relating current progress to past mistakes. Thus, in the discipline of pragmatism, a student is judged and allowed to learn at their own pace. While other disciplines heightened learning through an array of tests and were exclusively subject oriented, pragmatism guided the student at the early turn of the twentieth century through a varied education in several genres which would ultimately be considered a type of social studies education; combining subject matter into a common arena of education. Schools that have focused on working to deprive others through competitive classroom activities initiate a win/lose strategy that only heightens the disappointment in the kids that lose instead of pointing towards the positive aspects of learning new materials that kids should be excited to learn which was the interest of other schools of thought instead of the curriculum evolution presented by pragmatism. Although pragmatism did present new ideas about citizenship, social conduct, and evolution into the classroom, there was still hesitation on the part of the American about its utilization in the classroom. Progressive education teaches that every child learns differently and must be treated as an individual, and it is through pragmatism that the individual is taught in a scientific fashion to explore their surroundings. No child learns in the same manner and thus, progressive education was essential in the split from America’s past that education was singular in nature and disconnected. Cooperation, however, is the key by which a progressive education was being presented and it is truly through cooperation that progressive education takes it role. It is thus through the individual observation of the world that pragmatism was developed in an educational way. Learning goals in regards to pragmatism can only be realized if consensus is constantly challenged. That is what is meant by ‘Do not block the way of inquiry’. By generalizing education into separate genres the sociology and interrelated issues of each subject become a chaotic discord. Through this type of group learning, individuals learn that nothing is related and that one subject cannot breach another subject. This limits the possibilities of science, math, art, etc. By interrelating subjects, one student who is not interested in a certain genre may see how their study of choice hinges upon another subject such as math calculations to art (i.e. M.C. Escher’s tessellation). Dewey brought to the foreground of early American pragmatism in the 1900’s that teachers should teach according to how the student learns. Thus, the teacher must know the interest of the student, and therefore, the student will make an effort to learn if it is something for which they already have a propensity. Unlike Herbart, Dewey taught that a teacher cannot force a child to learn or even been interested in a subject, it is something the student has to choose. There are five components by which progressive education has worked: positive interdependence, promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Each of these components teaches students and teachers that learning is not achieved through route memorization but through actively taking part in lessons and developing independent thought. Active learning should be a base by which each classroom is structured. In analysis, active learning simply means that students aren’t spoon-fed the correct answers but instead they question the subject and come up with their own hypothesis and then are allowed to check to see if it is correct: They are not handed the answers and taught to memorize but instead are taught to actively engage in each school subject and come to their own conclusions through proper problem solving techniques (this is applicable in any genre). In active learning, questions are just as important as the answers. Plato highlighted that learners need to think as well as learn for themselves and take what they learn in a classroom setting as a guideline to real life as is stated in his forms. Teachers then are given the duty of making sure they engage students in becoming active learners. Through formal and informal learning, this accomplished. Progressive education in American History is then implemented in the learning strategy of all classrooms together. Cooperation means learning with a group and giving succor to everyone participating in that group. A school then, is merely a larger extension of the classroom group which in turn is an extension of the smaller learning groups within the classroom. The focal point of pragmatism then become the welding of Fine Arts in education. That is, fine arts as the fusion between art, math, history, languages and science. It is with Dewey’s definition of pragmatism that art is a bases by which teachers teach (he considered teaching an art) and how students learn (also an art form) and thus, subject matters were understood through art concepts. Â  Congruency is a term that permeates both progressive education and pragmatism, for the students and teachers. With the diverse relation of subject matters implemented in progressive education Dewey came to identify the hands on experience, thus Dewey believed that learning was manipulative in which the learner abided by the laws of situation in order to be properly stimulated and it is through this that Plato’s system of inquiry is found. In a progressive education then, the common and ultimate goal of the entire system is to improve learning, and the avenues by which material is learned by the students. Progressive education also entailed elements of Humanism as thought of by other philosophers and educators of the time period. In the concern for the individual that pragmatists exhibited, it was only natural that Humanism be involved in the philosophy. Humanism is the value of each person and that feeling extended throughout the human race. Dewey as well as Plato’s belief in humanism was only part of the interdisciplinary status of progressive education. Another strong element within the understanding of progressivism was liberalism. That is to say that liberalism combined with progressive education formed a cohesion of social justice and advocacy consent. Progressive education should be understood within a social context, and not be misguided by ideas pertaining to Constructivism which is similar but models itself towards pupils gaining their knowledge based purely and solely on individualistic efforts, instead of the hands on experience involved with pragmatism. Progressive education, as it is involved with the education system of America from the 1880’s throughout the 1920’s was a system in which pupils were encouraged to challenge themselves with their own knowledge paired with the knowledge they gained in a classroom. Pragmatism was about finding new solutions to old problems and continually challenging those solutions to find better answers. The combining of all subjects through fine arts application was essential to the development of pragmatism in the classroom and enabled students to find interest in areas which would otherwise be off limits because of their lack of attention in subjects which they were not interested. Progressive education has its origins in pragmatism and the separation of the two is problematic to the understanding of American education during the specified time period.

Behavior & Teams

The reading made me realize that group and teams alike have their own purposes. However, I could not help but notice that teams have more advantages as compared to a group. I believe that every teams starts out as a group and after some time they would then on develop into a team. Being a team is necessary if one needs to truly develop and flourish.I realized that people or organizations would have better use of a team than a group especially since in a team there could be no room for someone who does not wish to participate (in contrast to a group wherein a person could just sit around doing nothing at all).The reading also made me realize that in an organization there is both a team and a group. The group should do everything in their power to develop themselves into a team. In a group the individual importance of a person is minimized since Person A could still do Person B’s job even if Person B does not appear in a meeting. In contrast, a team could not operate without one of their members since a team was developed based on their own personal expertise which in turn could better ensure their success.The presence of dependence and independence makes a team something far better and more useful in an organization especially since in a team everyone could meet in the middle and discuss their own ideas which one could not do in a group since only one person has the power to decide (the leader). The reading also made me realize the importance of sensing the needs of others. In professional situations, sensing is very important so that one would be able to gauge the needs of the teams and resolve the conflicts in the process.After sensing what the problems or the issues may be I should then move on to diagnose what is to be done to resolve the issue and I could better do that by opening the issues in the team. By doing a constructive criticism or the like each member of the team could then move on to contribute what is to be done to better the team’ s position. We could also tell each other where one went wrong in order to ascertain that such things would never happen again.This is one of the most successful plans there could be in ensuring the harmony in a team which could address everyone’s need. References: Mackin, D. (2007). The Difference Between A Team And A Group [Electronic Version] from http://www. sideroad. com/Team_Building/difference-between-team-and-group. html. Williams, N. (2000). The Top 10 Key Differences Between a Team of Individuals and a Group of Individuals [Electronic Version] from http://topten. org/public/AE/AE244. html.

The emerging role of the nuclear medicine practitioner- enablers and Research Proposal

The emerging role of the nuclear medicine practitioner- enablers and barriers - Research Proposal Example There are three major types of people who are working and under the field of nuclear medicine, and they include, the nuclear physician, the nuclear medicine technologist, and the nuclear pharmacist. The nuclear physicians are responsible in diagnosing and treating a patient. Furthermore, they have the responsibility of carrying out research in this field of nuclear technology. The technician on the other hand, works with a patient, and he or she is a specialized individual who assists the physician in diagnosing and treating a patient. The pharmacist on the other hand, involves himself in the procurement, control, and distribution of radio-pharmaceutical products (Laake, Benestad & Olsen, 2007). This is an indication that this field on nuclear medicine is an independent specialty, and well organized, and hence it can cater for the needs of its patients. This paper is a proposal on the researcher to be carried out on the enablers and barriers to the practice of nuclear medicine. This paper takes a stand that in as much as there are some factors responsible for promoting the practice of nuclear medicine, there are also some barriers. One of the major challenges facing nuclear medicine is based on the dangers of radiation. Radiation is a very serious issue, and can have a very negative impact on the health of an individual. This includes the development of chronic diseases such as cancer, which are always difficult to treat. Furthermore, it is highly expensive to train nuclear medicine experts, and this is the reason there is a shortage of nuclear medicine practitioners in the world (Moniuszko & Patel, 2011). There is also a dilemma on where to place this field of nuclear medicine. This is because there is confusion on whether to categorize nuclear medicine under the field of medicine, or to give it an independent specialty.

Laws in the Employment Sector Research Paper Example | Topics and Well Written Essays - 1250 words

Laws in the Employment Sector - Research Paper Example The law sets a certain framework with which some industrial cases can be solved. Industrial researchers lament that the majority of employers were exploited by their rich and influential employers due to lack of appropriate laws to protect the employees. To date, there have been scenarios where multi-million companies are closed or charged for violating some employees’ rights. However, the laws are also meant to mean to protect the employer on any false allegations by the employee for compensations. The employment Act of the United States ensures that the employer would appreciate the health of his/her employees for increased productivity and national economy development. The government appreciates the fact that the nation can only be built by healthy citizens. The government is strict on expectant employees. The law compels the employer, either public or private sector to allocate a reasonable duration for the expectant employee to deliver then later return to work. The law f urther requires the male, whose wife is expecting a special leaf to accompany or comfort the wife during her maternity. The employee is entitled to full payment during the maternity and paternity leave. This law took time to be implemented more so in the private sector. The companies’ attorneys argued that the employee should be subjected to a half salary scheme during the leave. But the final verdict compelled the employer to offer full payment to both their male and female employees. Employees’ health must be insured by reputable insurance companies as per the contracts. This is to enable the employees and their family member’s access health care in any private or public hospitals depending on the insurance bonds. The law requires that all workers in a certain organization should have health insurance despite the role he/she plays in the organization (Jean, 2000). A few decades ago, only specialized professionals enjoyed health insurance. But the law intervene d and currently, all employees despite the experience or academic background are entitled to health insurance. The law also compels the employee to cater for the employee treatment bills in case of accidents and injuries within the working institution. This law has compelled several employers to ensure their employees work in a safe environment. Companies ensure there is enough light, air circulation and space to limit chances of accidents or injuries. The law requires that every employee should be subjected to clean and healthy environment to boost the employees’ productivity. Furthermore, employees in industrial or machinery environment should wear protective clothing like goggles, helmets, boots and overalls among others. This is to protect workers from minor injuries in their respective workplaces. There should working fire extinguishers in work places as a disaster preparedness response. Finally, the law requires the availability of fully equipped first aid kits to provi de first aid or primary treatment in case of emergencies in such workplaces. The law recognizes unions or cooperatives in the work places. This implies several employees in a certain organization or from different organizations with but with same interests forming defined groups of a certain number of individuals to run a specific saving scheme. The employees are entitled to some loans by the company and run their parallel business from that of the parent organization.

Comparison the education between saudi arabia and usa Essay

Comparison the education between saudi arabia and usa - Essay Example About 90 percent of Saudi nationals are Arabs† (Saudi Arabia). Because of these huge differences between these two countries, the educational system in these two countries is also different. This paper compares the educational system between Saudi Arabia and USA. The education in Saudi Arabia and the USA are similar in terms of government spending on education, freedom to choose the school and education for people with special needs, while differ in terms of attitude towards education, literacy rate, religion in school, gender roles, grading scales, and stages of education (Stevenson) America is one of the most advanced countries in the world which reflected in their educational system also. Historically, Christians are keener in providing better education to their children whereas Muslims are not much keener in providing education to their children, especially to the females. These differences in attitude towards education are reflected in the social life of these two countrie s. While most of the Americans are going to the schools and colleges irrespective of the gender differences, in Saudi Arabia, women are not much interested in getting educated because of the social systems prevailing there. The Saudi Arabian curriculum is mostly dominated by the Religious beliefs and the influence of religion can be witnessed at every corner in Saudi Arabian educational systems.

Critical thinking Essay Example | Topics and Well Written Essays - 750 words - 3

Critical thinking - Essay Example Be it spoken (oral) or written, it has a power to help achieve success in every walk of life. It should be noted that language is imperatively different in the field of medical. It is merely because the processes involve a number of stages and terminologies which can be understood by a person who is well-versed in medicinal studies. It has also been assessed that a number of people make use of the language translators to understand medical transcripts. Since I tend to join medical field for an assistant purpose, I am completely aware of the need of understanding relevant language (Skelton). Unlike many other fields of business, it can be well noted that medical field requires clear understanding of procedures. The vocabulary is far different in medical field which is only understandable to the medical practitioners. Considering my involvement in the field of medical, I am sure that if I am aware of language then I would be able to minimize risk of failures. If I will be ordained to perform a task, I will not be in a need to ask again and again because I will be able to understand the requirements as the first place. This is one of the crucial points that are needed to be understood (Skelton). The need of understanding language will also be crucial at the beginning of the day when I will be briefed regarding the goals of each day. Also to make sure that I am able to communicate with personals of administrative, I will have to make a translated version of transcripts. This cannot be done until core terminologies are not understood. This gives a clear idea that it is imperative to study language concerning medical procedures. Reflecting on my current position on language, it can be said that I still need a lot of exercise and practice. I think I am not effective and quick in understanding commands or writing up medicinal transcript to assist senior medical practitioners. I would

Purple hibiscus Term Paper Example | Topics and Well Written Essays - 250 words

Purple hibiscus - Term Paper Example Life at Aunty Ifeoma’s house in Nsukka was relatively peaceful for Kambili and Jaja when compared to the experience they had with their father, Eugene in Enugu. This is due to the fact that their father was a violent figure that was treating them harshly and beating them at any slight provocation. Aunty Ifeoma on the other hand, was a peaceful woman that was more accommodating than their father and so she treated the children very well during their stay with her in Nsukka. In Nsukka, Kambili and Jaja did not have to worry themselves over scenarios that had a violent husband striking his wife over trivial matters. While staying with their father in Enugu, Kambili and Jaja had to cope with the matrimonial quarrel that took place between their father and their mother as their father always beat their mother, Beatrice and treats her cruelly. While at Nsukka with Aunty Ifeoma, Kambili and Jaja were free to speak their minds as this privilege was not given to them during their daily life in Enugu with their father. They were far happier in Nsukka than they were in Enugu and were more open to air their views. It could then be argued that Kambili and Jaja lived in bondage during their daily life with their father in Enugu, while they lived like people just freed from the shackles of their bondage during their stay with Aunty Ifeoma in

Administrative office management Essay Example | Topics and Well Written Essays - 2000 words

Administrative office management - Essay Example Advances in telecommunication have changed managerial and administrative duties in the office environment.Leadership styles adopted are largely due to these pressures. Administrators no longer handle conflict management and group dynamics the way thy used to Career development, legal issues and ethics have also taken a shift from the conventional approaches. These changes will be examined in detail below. (Scholtes, 1988)There are three main schools of thought that determine leadership styles adopted. Some researchers claim that certain people are simply born with it. They have the ability to influence other people naturally. On the other hand, other experts suggest that leadership styles are dictated by the given situation facing a group. Groups will change their leadership styles to fit into these ideals. Lastly some people believe that strategies will define the leadership path taken in relation to the leadership traits present within the group.Depending on the three factors discu ssed, supervisors have the option of choosing one of four leadership styles. An autocratic leadership style is one characterized by leaders who utilize their positions to affect decision making processes. On the other hand, there are also Democratic leadership styles where members of a group or those being led have a say in leadership decisions; authority is not exclusive to one individual but is shared equally among all other stakeholders in the group. In 'Laissez faire' type of leadership, the group largely determines decisions made. Specific leaders play little or no role in the decision making process; tasks and objectives lay in the hands of the people. Lastly, there is the abdacratic leadership style. Here, no single individual takes up the role of a leadership and the group does not also bother with authority. Consequently, such a leadership style has been deemed as the most ineffective because it eventually leads to the breakdown of the group. However, because of the pressures exerted by the up rise in telecommunication and the effect that this has on office work, there is a need to adopt a more proactive approach to leadership. This was brought forward by MacGregor (1978). He asserts that true leadership is achieved through transformational leadership. The latter term means uniting members of an organization through a common vision. It also means applying the following processes; Value Integrity Trust The concept of transformational leadership became very relevant to the office environment due to advances in telecommunications. The latter changed people's role in the office from being mere tools to becoming part of the organizational strategy. Changes in telecommunications brought about shift from the conventional transactional leaders. These are leaders who focus only on making other people follow their strategic will. Such leaders are bale to make large numbers of employees follow them but lack the ability to yield quality results. Transformational leaders are those ones who focus on quality of work even when they do not have many numbers rallying behind them. Bass (1990) and Avolio (1995) developed a method of quantifying the extent of transformational leadership within nay one organization. It was achieved through five dimensions: intellectual stimulation, individualized consideration, inspirational motivation, idealized influence in both the behavioral and attributes realms. Telecommunications have also created more emphasis on the issue of employee satisfaction. This is because many workers now have access to vast amounts of resources about their rights through the internet. Consequently, employers have to ensure that they satisfy those needs. On the other hand advanced telecommunications have assisted leaders in the process of satisfying their staff. They now place a lot of emphasis on the path-goal model of leadership. In this approach, leaders aim at achieving organizational goals by eliminating all the

Chapter 14 Study Questions Essay Example | Topics and Well Written Essays - 750 words

Chapter 14 Study Questions - Essay Example Financial markets could make the economy worse if they cease to exist and similarly could up the economic basis of any nation with their presence. A financial market takes care of both the market economy as well as the non-market economy at a single time. (Lyons, 2001) A financial intermediary, technically speaking, is an institution that provides indirect fund means from the people who want to save or lend towards the people who wish to invest or borrow at the same time. The institution acts as the middleman between the firms that raise funds and the investors in essence. The financial intermediary is basically a financial institution in the most basic sense. As an example, this institution could either be a bank or a credit union. At times, the financial intermediary is seen in the instance of an insurance company as well. The financial intermediary could also be an individual who has the basic role of intermediation under a financial context between two or more parties. The funds are channeled in an easy way through the financial intermediary and the lenders and borrowers have a direct basis with the financial intermediary while indirectly they deal with each other. Money markets are those markets which act as substitutes for money. Capital markets are the markets for the long run basis of securities where they take care of both debt and equity. Money markets look at overnight to short term funds while capital markets mobilize long term savings so that financing of long term investments could be made. Money markets have maturity of one year or less than a year while capital markets have long term measures within them. Money markets collect different markets under them for a number of different instruments while capital markets look to include both the lending and borrowing regimes. Within money markets, the credit worthiness of the participants is deemed as significant while

Obesity is a problem that gives rise to more problems Essay

Obesity is a problem that gives rise to more problems - Essay Example How ever a measure commonly used by doctors to assess over weight and obesity is the body mass index (BMI). The body mass index does not measure body fat directly but is calculated by dividing a person's weight in pounds by his or her height in square inches and multiplying it by 703. As obesity has harmful consequences as mentioned earlier it is essential for individual to have routine check ups and keep a close watch on their body mass index so they can prevent them selves from becoming over weight or obese. Obesity does not occur overnight in fact it occurs slowly and steadily over time. For most people obesity is a result of an energy imbalance that is they end up taking in more calories than their body uses. But there can be many other causes as well including environmental and genetic causes. The environmental and social causes include decreased physical activity and intake of energy dense foods that are high in calories and fat and low in vitamins, minerals and proteins. The decrease in physical activity can be attributed to modern technology and a high paced life style. People would rather drive than walk, order things online than go out and shop for them, sit in front of the pc or TV than exercise and order in or go out and eat at fast food restaurants than waste their time cooking healthy food at home. Also advertising attracts consumers toward buying junk food and the fact that there are vending machines and fast food restaurants add to the temptation. Genetically obesity is ca used by hormonal imbalances such as an under active thyroid in which as the name suggests the thyroid gland does not make enough thyroid hormone, lack of the thyroid hormone slows down the body's metabolism system and consequently results in weight gain. Other causes include lack of sleep, depression, tension, stress and pregnancy cause weight gain as in all these situations people tend to eat more then usual. Also the intake of certain corticosteroids or medication for seizures results in weight gain. Ageing causes weight gain because as people age their metabolisms slow down. Also people who quit smoking gain weight as food tastes and smells better. (WIM, 2006) Obesity has serious impacts on health. Obesity can cause cardiovascular diseases such as heart attacks and strokes which are caused due to the build up of fatty tissues on the walls of arteries which restrict the supply of blood to the heart. Obesity can cause type 2 diabetes which is caused by high blood sugar levels and osteoarthritis which is the wearing away of the tissue that protects joints due to pressure that results from excess weight. Obesity increases the risk of colon breast gallbladder and endometrial cancers. Also obesity may cause sleep apnea in which breathing stops for short periods during sleep due to build up of fat around the neck and reproductive problems. (Kelly, 2008) Thankfully obesity is treatable it's just a matter of making healthy choices and setting do able goals. Obesity can be cured by making lifestyles alterations which include eating healthy food and staying physically active. An eating plan should be developed as to maintain an energy balance. This plan should be low in total, saturated, and trans fat; cholesterol; sodium and sugar. There fore processed foods like junk food and fast food should be avoided and replaced with fresh vegetables, fruits and meats. Also people should not indulge in over eating and aim for 60 to 90 minutes of daily moderate

Frankenstien essay Essay Example for Free

Frankenstien essay Essay How does Mary Shelley present Frankensteins monster and what is her message to readers? In this essay I shall be answering the question on how Mary Shelley present Frankensteins monster and what is her message to readers? I will also explore the irrational fears that existed, about the progress of science and scientific technology, in the 1800s and how they are addressed in the novel. I will conclude with a personal comment on Shelleys portrayal of the creature and scientific progress. Frankenstein or the Modern Prometheus was written by Mary Shelley in the early 19th century. At that time it was very unusual for women to write and even more so because she was only 19 years of age. At this time there were many ambitious scientists. These new scientists were eager to research things they had not researched before. She first published the book anonymously in 1818 when critics hailed it as the work of a genius and were very much surprised when they found out that a woman had written it. This was also how initially reacted. Many scientific advances took place in the 18th and 19th centuries such as the invention of the lightning conductor, and the creation of the first prototype electric battery. In some ways, the creation of the creature by Frankenstein shows the dangers of humans trying to overreach their potential with scientific research and knowledge. Victor Frankenstein, an ambitious Swiss university student, dedicates his entire life to trying to create life. Nonetheless, when he succeeds, the ugliness and repulsiveness of the creature forces Frankenstein to reject it. The creature faces a life of solitude and loneliness and society rejects him even when it tries to help. This leads to the death of Frankensteins brother, William, whom the creature kills, and the servant, Justine, is hung after being found guilty of the crime. Frankenstein then incurs the wrath of the creature by making a mate for it and then destroying it. This leads to the death of Henry Clerval, his best friend, and Elizabeth, his wife. In the end both the creature and Frankenstein die. The death of so many people can be a way of showing that scientific advance is not always the best way to go and that it can be dangerous at times. Themes which are, explored in Frankenstein; are madness, dreams and nightmares. During Shelleys time there was a fear of new technology because of the dread that machines would replace humans as workers; this would leave many of the peasants, and working class is out of a job. This led to riots and revolutions such as the Luddite riots of 1811, which saw machines smashed in violent reaction. This can be linked to riots and demonstrations today against abortion and test-tube babies that one sees in the media everyday. The novel begins with the expedition of an explorer named Walton. Walton is about to fulfill his ambition and go on his expedition to the North Pole. He wants to go to the North Pole because he wants to be remembered by discovering a place where no man has ever gone. Walton writes a letter to his sister from St. Petersburg. In his letter Walton says that he knows that ordinary people are worried about his ambitions. He says his sister regards it as an evil forbidding. Walton prepares for the expedition by being hard and very tough on himself as if he enjoys torturing himself. He states in the letter that he: Endured cold, famine, thirst, and want of sleep Victor Frankenstein wants to push back the boundaries of science. He wants to create life so that people would live longer. The reason he desires to bring back life is that no one else had accomplished this before. He is also a scientist and wants to be remembered like all scientists. Victor Frankenstein is also very excited because he not only thinks he can bring back life but he also thinks he could create life. He says: A new species would bless me as its creator and source He thinks hes going to be thanked and thought of like a god by the new species he is about to create. Frankenstein prepares for this by attending lectures, reading books, not sleeping and putting himself wholly into his work: Stars often disappeared into the light of the morning whilst I was yet engaged in my laboratory, meaning that Frankenstein spent so much time in the laboratory the nights passed quickly. This also shows the devotion to his work. His work appears to be dangerous because he went to places like charnel houses and vaults, which are considered to be very creepy. He spent days inside these places to collect raw materials, that is, body parts for his creation. This indicates that he is prepared to do anything to accomplish his ambition, to bring back life. When the creature is in the process of being created, Frankenstein is portrayed as a fanatic and maniac about what he is doing. He neglected his health due to his commitment to his work. I can discern this because he says: My cheek had grown pale with study, and my person had become emaciated with confinement. This tells me that he has become very ill because of his steadfastness on his mission to create artificial life. This can mean that he is too committed to reaching an objective that is out of any humans reach. In a way Mary Shelley also shows how Frankenstein is breaking societys taboos by: [collecting] bones from charnel houses; and disturbing, with profane fingers, the tremendous secrets of the human frame. This is shown as going against nature and as evil. He also describes his aim as filthy, with the use of the words: my workshop of filthy creation

Research Methodology Chapter: Communication Research

Research Methodology Chapter: Communication Research One communication-related aspect of the engagement debate concerns the fundamental nature of engagement and whether it can be considered an attitude, a psychological or motivational state, or a personality trait. The nature of engagement is a significant issue for corporate communicators since they are well-placed to influence workplace attitudes and stimulate employee motivation. Kahn (1990) presents engagement as a three-component construct influenced by three psychological states. Robinson et al. (2004) define the concept as a positive attitude. Conversely, Saks (2006) argues that engagement is not an attitude but a psychological state, while others (Sparrow and Balain, 2010) believe that engagement is an attitude. Macey and Schneider (2008a) regard engagement as a complex network encompassing trait, state, and behavioural constructs. Kahn (2010) contrasts his conception of dynamic engagement with steady-state (trait) views of motivation. Kahn describes engagement as both delicate and fragile, and quite resilient. So, Kahns view of engagement exhibits a mixture of attitudinal-type states together with more fixed steady-state predisposition traits. This complex state and trait view of engagement is useful for communicators since it highlights a need for employee communication to understand and serve internal stakeholders core (trait) communication needs, as well as surface (state and attitude) communication needs. Moreover, internal communication represents one of the organisational conditions that facilitate engagement. Pugh and Dietz (2008) consider leadership as a precursor of organisation engagement and organisational effectiveness as a consequence. The communication abilities of leadership teams are recognised as important in driving engagement (Wiley et al., 2010). Communication has been identified also as an underlying factor associated with employee engagement (Kahn, 1992). Likewise, MacLeod and Clarke (2009) highlight communication as a critical factor for enhancing performance through employee engagement. They argue that good quality internal communication enhances engagement as they emphasise that employees need clear communication from senior management to understand how their own roles fit with the organisation vision. Unsurprisingly, they cite poor communication as a barrier to engagement and a cause of disengagement. However, contributions from the professionals on communication disciplines are surprisingly meager given that internal communication is an organisational level interventio n which can positively impact employee engagement. Internal communication in any organisation has been stated to have a correlation with employee feeling of self-satisfaction and their productivity (Clampitt and Downs, 1992). High communication effectiveness is linked to better financial performance and organizational stability (Internal communication effectiveness enhances bottom-line results, journal of organizational excellence, Summer 2006, pp 71-71) Van Riel (1998, pp. 8-27) gives an overview of the elements of corporate communication as all the communication within an organisation, such as managerial communication, organisational communication, and marketing communication. This informs the employees willingness to meet the strategic mission, vision, and objectives of the organisation which creates a competitive advantage of the organisation. Research Design This section will discuss the research framework proposed for use in this study. This methodological framework is influenced by the research onion model develop by Saunders (2012) pp 128 which include general information regarding the research design and strategy, method of data collection, measurement of variable and data analysis as well as evaluate the credibility and validity of the study. There would be an examination of merits and demerits of the chosen methods use in this study, a consideration of ethical issues, as a result, the limitations. Research Design Available literature considers basically five different approaches ranging from experimental, case study, longitudinal, cross-sectional to comparative design (Bryman and Bell, 2011; Saunders et al, 2009). In view of the aim of this research, there will be a combination of approaches also known as a mixed method in the investigation of the research theme (Saunders et al, 2009). Also, a set of quantifiable data will be collected to help establish the relationship between two or more variables (Bryman and Bell, 2011). Research Strategy The strategy to be adopted for this research will be quantitative in nature, this is because will be formulation and testing of hypotheses which are tentative suppositions or proposed explanations made based on limited evidence as a starting point for further investigation which on the face of empirical evidence could hold true or false and as such be graduated to be theory or otherwise. According to Saunders et al, (2009) quantitative research is a strategy that lay emphasis on quantification in data collection and analysis that provides solid scientific fact of knowledge on the basis of positivism. Furthermore, Bryman and Bell, (2011) suggested that the application of a quantitative research strategy has the latent for statistical generalization as against qualitative research employed in many social and natural sciences academic disciplines which are more descriptive. This method of approach, therefore, is more useful to achieve the set aims and objectives of this research stated herein. Data Collection There will be the use of both primary and secondary data collection sources to collect appropriate and relevant data that will enable credible, complete and valid conclusions in accordance with the aims and objectives of the research. Primary data will include the conduct of interview of some members of the management team of the case study organisation and a questionnaire of other concerned employees. The use of these two methods is hoped to balance some of the limitations inherent in each. In addition, this research will use the content analysis approach which is a strategy for the review and analysis of relevant secondary documents from Abellio. Data Analysis All data collected for the purpose of this research will be careful analysis and tested against the theories with the aid of IBM SPSS statistical program. IBM SPSS Statistics is an integrated software product that addresses the entire analytical process, from planning to data collection to analysis, reporting, and deployment (Gaskin, J, 2012). It provides a range of statistical procedures suitable for many problems, including crosstabs, linear regression, Monte Carlo simulation, geospatial analytics, and the ability to extend built-in capabilities with Python, R, or Java code (IBM.com). I have opted for IBM SPSS statistical program for its effectiveness in data analysis and presentation quality of custom tables to help users and analysts to interpret data which could then be tested against the theoretical statements that could, in turn, lead to further generalisation statements (Bryman and Bell, 2011). Limitations of Study The following limitations are anticipated: 1. Data collected is based on interviews and questionnaires administered and as such respondents may not give the actual situation for fear that management of reprisal action against them 2. The data collected by the observation technique may be very limited. 3. The case study organisation has a large number of employees consequently, only one hundred of the affected will be sampled through the rank and file. 4. Equally important is the problem of time as the research will only be conducted within given three-month period. Frankenstein | Analysis Frankenstein | Analysis Frankenstein was a man whose ambition led to a disaster; and his actions led to evil. These are outcomes for which he is solely responsible. Is Frankenstein an innocent? In my opinion, he was not an innocent. The meaning of innocent is to free from evil or guilt. The word Frankenstein is defined in the Encarta dictionary as a creator of something that causes ruin or dest ruction, or brings about a personal downfall, this shows that his name was quite well suited. A common quotation is that One is innocent until proved guilty, If this quotation is applied to Victor Frankenstein, he would be innocent, however my argument is that he was not innocent, it was his fault his family suffered, he brought on his own destruction and was responsible for creating a human, which was morally and contextually incorrect; He would be innocent for allowing the murders of William, Justine, Elizabeth and Clerval to take place. It may be true that Frankenstein did not physically murder, however, he is the main cause, and the reason they died. Frankenstein never admitted to his families what he had done; he never took responsibility for his actions. The so called monster murdered for companionship, not to seek revenge from his victims, but to seek revenge from Frankenstein. The circumstances forced Frankensteins monster to do so, Victor was the instigator of these circumstances. My first thought was to discover what I knew of the murderer and cause instant pursuit to be made. But I paused when I reflected on the story I had to tell, this shows that Victor had the knowledge that he was the reason William was dead. He said my first thought, showing the clearness of his knowledge and that this thought had been lingering in his mind, he knew what he was doing. Frankenstein didnt need to know about the murderer, because he indirectly was the murderer, through the circumstances he created for the monster, as I mentioned briefly before. Which is why he paused half way through his thought and realised he was exactly who the murderer was, even though he blamed the creature. Frankensteins reason for creating the creature was his interest in his studies, which led him to the idea of bettering mankind. Victor thought he was doing a service to humanity by creating a new human. A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me. I might in process of time (although I now found it impossible) renew life where death had apparently devoted the body to corruption. This quote shows his ego behind these plans. He wanted to conquer death, something the average human could not do. He wanted this creature to revere him highly by as he was supposedly beautiful and perfect creature. According to him, it may have been acceptable to play the role of god; maybe his being a scientist is why he didnt think of what was morally correct, and he didnt think of how the society would react to his actions. However, having said that, he didnt admit his doings to his family, perhaps he knew they wouldnt accept it, or the deaths in the family could have a higher weightage in terms of being more important than letting his parents know the truth. If they did know the truth, they wouldnt be happy with him creating the creature. The quote does show that right from the start, Victor had an idea of how he would somewhat be stepping into the shoes of a godlike figure, he outlines the fact that he would be superior, and he would have the power to renew the dead. This proves that he had no innocence, or naivety in terms of knowing precisely what he was doing and what it would lead to. I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on. Is what the creature says after being shunned, on the basis of aesthetics. This shows his faults, and how he was wrong to shun the creature. He may have shunned it because he already conquered death, so in his view, he may have already obtained the status of god, or a superior power, something no one had achieved. He didnt think about anything past the ugliness of the creature, or his personal benefits. His selfishness is what ultimately destroyed him and others as well. The creature he created is more like a project to Frankenstein, his aim is to conquer death, and once he has done so, the project is over. Not once does he consider the fact that he has simply given birth to a new human being, with feelings and emotion, a live creature who has to be taught the ways of life as if it is a baby. Frankensteins abandonment of the creature is another factor that proves him guilty, and not an innocent, as shown in the quote I previously mentioned, with the creatures emotions towards being shunned. Its his own fault that the creature comes back saying I may die; but first you, my tyrant and tormentor, shall curse the sun that gazes on your misery. Beware; for I am fearless, and therefore powerful. The creature was deprived of the companionship, which he could only get from his creator. The creature figures that the only way he can get some attention, is by threatening his creator. This could be compared to a situation with a child and a parent. Frankenstein is somewhat the parent of his creature. His job is to nurture him, but because of his own ego, he runs away. If it were a parent and a child, the child would be defenceless because it hasnt even developed physically, however the creature is an example where he is an uneducated child, with a higher physical strength. Frankensteins creature thinks through intuition, as any child who hasnt learnt anything would do. He doesnt know whats right and wrong, so he doesnt know its wrong to threaten; he doesnt know its wrong to kill. Blaming him is like blaming a child for breaking a valuable, such as a vase. You cant blame the child because their knowledge hasnt developed, they havent yet learnt. However in the childs case, after making such a mistake, the child would be taught not to do so again, creating a basis of how it is wrong, this does not take place for the creature. It could be argued that the creature shou ld know through Victors fear, but does a child learn anything when it senses fear? No, it anything, it will only learn to keep intimidating. Frankensteins faults of his creation, or you could say his faults in parenting, were completely his responsibility. Frankensteins creature is described as having dark black hair, yellow skin, black lips and eyes sunk into his sockets (Shelly 56). Its quite ironic that Frankenstein feared his own creation, he is the one who hand-picked the features his so called perfect man would have. For him to say breathless horror and disgust filled my heart(56), towards a creation of his own, just shows his tendency towards aesthetics, and how backward he is in terms of being accepting, yet how forward he is in terms of doing something new. He is responsible for the way the creature turned out. This once more, proves his irresponsibility, and his view to the creation as a project. His attitude towards the creature is why he was incapable of acting the right way. He wasnt serious enough, or perhaps he wasnt ready to face negative consequences, seeing as he was a perfectionist. The background Frankenstein created in terms of nurture is what caused his creature to murder. Victor admitted to creating the monster, but he denied that he drove the monster to commit murder. He wouldnt admit to anyone; not himself, not his family, that he was the one who allowed the murders to take place. He allowed Clerval, his wife Elizabeth, his brother William and Justines death to take place because he didnt take the blame for his actions. If he had admitted to his actions earlier, less deaths would have been caused, if he had been responsible, and given the creature what it needed, he would not be guilty of four murders. In the end, Frankenstein was at loss of everything close to him, he blamed the monster, but it was his fault. He had a faint idea that it was his fault, although no one could possibly be able to admit to murdering the people close to them. The only way he could be innocent, is for not literally taking a knife and stabbing his relatives. However the pain he got from his creature was his own fault. Innocence lies in having no sense of guilt for any action of yours, this, Victor did clearly not have. The creature couldnt stop himself from destroying Victor, because Victor couldnt stop himself from creating the creature. The creature was an innocent; it only reacted to the actions of society. Victor was guilty in every way. Arrhythmogenic Right Venticular Dysplasia | Case Report Arrhythmogenic Right Venticular Dysplasia | Case Report Arrhythmogenic Right Venticular Dysplasia – A Rare case report from tribal zone of Central India Dr. Prakash Khunte, Dr. P. Beck, Dr. K. Yadav ABSTRACT Arrhythmogenic right ventricular dysplasia (ARVD) is under diagnosed cardiomyopathy which commonly presents in young adults with ventricular tachycardia or sudden death. It is characterized pathologically by progressive fibrofatty replacement of the myocardium, primarily of the right ventricular free wall. Clinically, it presents with life-threatening malignant ventricular arrhythmias which may lead to sudden death, most often in young people and athletes. ARVD/C is difficult to diagnose, although standardized diagnostic criteria have been proposed, based on the presence of major and minor criteria encompassing electrocardiographic, arrhythmic, morphofunctional, histopathologic, and genetic factors. Case report A 30 year male patient named Heeralal Diwakar R/o Baloda Bazar (C.G.) was admitted in department of Medicine, Intensive cardiac Coronary Unit at Pt. J. N. M. Medical College Dr .B.R.A.M. Hospital Raipur with the complain of palpitation ,dizziness, dyspnoea on exertion and left sided chest pain, cough with expectorant distension of abdomen since 8 days.patient having severe palpitation and dizziness in recent hours. Patients having similar complain and admitted two time in hospital in last two year and patient had episode of PSVT and had given DC shock and patient on aspirin,amidaron,metoprolol. There is no family history of sudden cardiac death and any heart disease. Patient was former by occupation and having addiction to tobacco and occasionally alcoholic. On admission patient on general examination pulse -100/min regular.blood pressure was 100/70 mmhg, height -161 cm,weight 58 kg,BMI- 22.39,Iteric ,no cyanosis, oedema were present .on systemic examination bilateral crepitatition present in infrascapular area ,apex beat present on 5 th intercosta space on midclavicular lines,s1 soft.s2 present,s3,s4 absent .No thrill ,murmur,parasternal heave were present. On investigation E.C.G. ST segment elevation seen in lead II,III,aVf, ST segment depression in lead I,Avl,Twave inversion in v1-v6, epsilon wave in V1-v3. Troponin card test was positive and patient diagnosed as acute inferior wall Myocardial Infraction with congestive cardiac failure. Other investigation were random blood sugar was 120 mg/dl, urea 90 mg/dl, creatinine 2 mg/dl,s.billirubin 3.7 mg/dl , direct billirubin 2.3 mg/dl,S.G.O.T S.G.P.T were high,alkaline phosphatase 12877 mg/dl ,sodium 130 mg/dl, potassium 4.9 mg/dl.s. protein 7 g/dl,serum albumin 4 gm/dl,s. cholesterol 114 mg/dl, triglyceride 64 mg/dl,LDL 84 MG/DL,VLDL 13 mg/dl,HDL-17 mg/dl. TLC count were 34000/cumm,Hb 14.5 gm/dl, platelet 222000 /cumm X ray chest cardiomegaly was present. On echocardiography Right ventricle dilated ,RV wall thickness 4 mm. Right Atrium dilated, severe non hypertensive TR , Right ventricle thinned out ,normal LV systolic function suggestive of Arrhythmogenic right ventricular dysplasia. Patient was advised to continue amiodarone ,aspirin ramipril and has been asymptomatic ever since. DISCUSSION The name arrhythmogenic right ventricular dysplasia(ARVD) was coined for the first time in 1978 by Frankand Fontaine. Arrythmogenic right ventricular (RV) cardiomyopathy (ARVC) is a cardiomyopathy characterized pathologically by fibrofatty replacement primarily of the RV and clinically by life-threatening ventricular arrhythmias in apparently healthy young people. The prevalence of the disease has been estimated at 1 in 5,000 individuals, although this estimate will likely increase as awareness of the condition increases among physicians. Arrythmogenic RV cardiomyopathy is recognized as a cause of sudden death during athletic activity because of its association with ventricular arrhythmias that are provoked by exercise-induced catecholamine discharge. Diagnosis may be difficult because many of the electrocardiographic abnormalities mimic patterns seen in normal children, and the disease often involves only patchy areas of the RV. he prevalence of ARVC in the general population is approximately 1 in 5,000 , but the disease is not widely recognized because of the difficulty in making the diagnosis . A familial predilection of the disease has been recognized since 1982 when Marcus et al. described 24 cases of ARVC, two in the same family. Subsequently, several groups have reported familial ARVC, and families with two or more affected individuals have been recognized in Asian, Japanese, Northern European, African and North American populations . Genectics The disease is typically inherited as an autosomal dominant trait with variable penetrance and incomplete expression. The genes responsible for ARVC have not been identified, but seven loci have been mapped to chromosomes 14 (14q23 to q24 and 14q12 to q22), 1 (1q42 to q43), 2 (2q32.1 to q32.2), 3 (3p23) and 10 (10p12 to p14) . The genetic products of these sites have not been easily identified because of incomplete penetrance and expression, age-related expression and difficulties with accurate diagnosis of the disease. Recently, plakoglobin has been identified as the first gene responsible for autosomal recessive ARVC . The gene was identified in Naxos disease where greater than 90% cosegregation of ARVC with cutaneous manifestations, woolly hair and keratodermia, facilitated case identification. Plakoglobin participates in forming cell-to-cell junctions. It is postulated that inadequate cell adherence damages the cardiac cell membranes leading to cell death and fibrofatty replaceme nt. The cardiac ryanodine receptor gene (RyR2) has also recently been implicated in ARVC and offers potential insight into the association of adrenergically mediated ventricular arrhythmias with this disease. The ryanodine receptor induces calcium release from the sarcoplasmic reticulum into the cytosol . The cardiac ryanodine receptor has also been identified as being responsible for catecholamine-induced ventricular tachycardia . Its skeletal muscle counterpart has been implicated in malignant hyperthermia and central core disease , a congenital myopathy, but the mechanisms by which mutations in the cardiac ryanodine receptor might mediate fibrofatty myocardial changes are not clear and will likely be the focus of future studies. Despite these advances, genetic analysis for ARVD is not clinically available and is restricted to research laboratories. Histopathology Characteristically, the RV in ARVC is replaced with a fibrofatty tissue. Morphologic alterations of ARVC usually begin in the subepicardium or mediomural layers of the RV and progress to the endocardium with fibrofatty replacement of myocytes and thinning of the wall. The regions of RV most frequently involved are the RV inflow area, the apex and the infundibulum. These three areas form â€Å"the triangle of dysplasia† . However, small amounts of fat are present in the epicardial layer and within the RV myocardium in normal subjects. Etiology In addition to a genetic cause of ARVC, disontogenetic, degenerative, infectious or inflammatory ( apoptotic and myocyte transdifferentiation theories have been proposed either as the cause of or as environmental factors facilitating gene expression. The disontogenetic theory is largely historical but suggests that ARVC is a milder form of â€Å"parchment RV† or Uhl’s anomaly a congenital hypoplasia of the RV myocardium, which presents in infancy as congestive heart failure (CHF) . The degenerative theory suggests that ARVC is a consequence of myocyte death due to an inherited metabolic or ultrastructural defect. A possible defect has been mapped to chromosome l4q23 to q24 . This area encodes for the alpha actinin gene, which shares structural homology with the amino terminal domain of dystrophin. This finding supports the concept of a genetically determined atrophy similar to that in patients with Duchenne’s or Becker’s muscular dystrophy. Some have suggested that ARVC should be considered as a â€Å"myocardial dystrophy† Furthermore, skeletal muscle involvement has been reported in a Swedish family with ARVC, and the defect has been tentatively localized to chromosome 10q22.3 The infectious or inflammatory theory maintains that the disease results from previous myocarditis. Inflammatory infiltrates are common in histologic specimens from patients with ARVC ECG The ECG in patients with ARVD/C usuallyshows sinus rhythm, QRS duration 110 ms in lead V1, a terminal deà ¯Ã‚ ¬Ã¢â‚¬Å¡ection within or at the end of the QRS complex (called epsilon wave) in leads V1–V3 (30% of patients), and inversion of T waves in the right precordial leads (50%–70% of patients). Complete right bundle branch block is found in approximately 15% of patients and incomplete right bundle branch block in 18% of patients with ARVD/C. In the presence of right bundle branch block pattern, selective prolongation of the QRS duration in leads V1–V3 compared with lead V6 (25 ms, parietal block) is an important hallmark of ARVD/C. . Additional ECG markers have been reported, such as the ratio of QRS duration in leads V1V2V3 vs V4V5V6 >1.2 and a prolonged S wave upstroke in V1–V3 >55 ms in the absence of right bundle branch block. Arrhythmia Left bundle branch block type VT on ECG, Holter monitoring, or during exercise testing Extrasystoles of more than 200 over a 24-h period. Echocardiography mild to Severe dilatation and reduction of right ventricular ejection fraction with no (or only mild) left ventricular impairment Localised right ventricular aneurysms (akinetic or dyskinetic areas with diastolic bulging) Severe segmental dilatation of the right ventricle. Radioisotope techniques Radionuclide angiography, by showing abnormal right ventricular function with left ventricular involvement, is usefulfor predicting subsequent cardiac death in ARVD/C.Myocardial perfusion scintigraphy allows noninvasive assessment of right ventricular damage in patients with arrhythmias due to ARVD/C This technique may distinguish patients with ARVD/C from those with idiopathic right ventricular outà ¯Ã‚ ¬Ã¢â‚¬Å¡ow tract tachycardias Cardiovascular magnetic resonance imaging This modality allows visualization of the right ventricle, not only anatomically and morphologically but also in functional and à ¯Ã‚ ¬Ã¢â‚¬Å¡ow dynamic terms. Functional ab normalities consist of right ventricular aneurysms, regional thinning, right ventricular dilation, failure of systolic thickening, and impaired global and diastolic right ventricularfunction. Clinical presentation The clinical presentation varies widely because ARVD/C includes a spectrum of different conditions rather than a single identity. Different pathologic processes may manifest a diversity of symptoms, such as fatigue, atypical chest pain, syncope, or acute coronary syndrome .ARVD/C is a disease that may have a temporal progression, and the disease may present differently according to the time of presentation There may be (1) a symptomatic form with transient or sustained ventricular tachycardia of left bundle branch block configuration, although right bundle branch block configuration also can be observed; (2) an asymptomatic form consisting of ventricular ectopic beats (1,000/24 hours); (3) right ventricular failure with or without arrhyth mias; and (4) a masked form in which sudden death, usuallyduring exercise, is the first clinical presentation. Overall, judging the accurate position of the patient on the time scale of the spectrum is difficult, and some patients may remain stable for several decades. Diagnosis A definite diagnosis of ARVD/C is based on histologic demonstration of transmural fibrofatty replacement of right ventricular myocardium at either autopsy or surgery. In 1994, McKenna et al established the criteria for diagnosing ARVD/C in a Task Force report on ARVD/C Criteria for Diagnosis of ARVD/C 1. Family history Major Familial disease confirmed at necropsy or surgery. Minor Family history of premature sudden death (,35 years of age) due to  suspected ARVD/C. Family history (clinical diagnosis based on present criteria). 2. ECG depolarization/conduction abnormalities Major Epsilon waves or localized prolongation (.110 ms) of QRS complex in  right precordial leads (V1–V3). Minor Late potentials on signal-averaged ECG. 3. ECG repolarization abnormalities Minor Inverted T waves in right precordial leads (V2 and V3) in people. 12  years of age and in absence of right bundle branch block. 4. Arrhythmias Minor Sustained or nonsustained left bundle branch block–type ventricular  tachycardia documented on ECG or Holter monitoring or during  exercise testing. Frequent ventricular extrasystoles (.1000/24 h on Holter monitoring). 5. Global or regional dysfunction and structural alterations* Major Severe dilatation and reduction of RV ejection fraction with no or mild  LV involvement. Localized RV aneurysms (akinetic or dyskinetic areas with diastolic  bulgings). Severe segmental dilatation of RV.   Minor Mild global RV dilatation or ejection fraction reduction with normal LV. Mild segmental dilatation of RV. Regional RV hypokinesia. 6. Tissue characteristics of walls Major Fibrofatty replacement of myocardium on endomyocardial biopsy. *Detected by echocardiography, angiography, magnetic resonance imaging,  or radionuclide scintigraphy. Modified from McKenna et al. Therapy Because clinical findings that predict long-term outcomeof patients with ARVD/C are incompletely known, no precise guidelines exist to select patients who should be treated with b-blockers, antiarrhythmic drugs, or a Implantable cardioverter-defibrillator. r. Management of patients with ARVD/C is individualized, and strategies are based on local experience of the different centers. References Siddiq I. Khalil), Amjad Kamal, Shakeel Ahmad Department of Medicine and Cardiology, Almana General Hospital, PO Box 10366,Jubail 31961, Saudi Arabia. Eur J Echocardiography (2004) 5, 394e398. Carol Gemayel, MD*; Antonio Pelliccia, MD† ; Paul D Thompson, MD J Am Coll Cardiol. 2001;38(7):1773-1781.doi:10.1016/S0735-1097(01)01654-0. Cristina Basso, Domenico Corrado, Frank I Marcus, Andrea Nava, Gaetano Thiene Lancet 2009; 373: 1289–1300 University of Padua Medical School, Padua, Italy. Philippine Kià ¨s, MD, Marianne Bootsma, MD, PhD, Jeroen Bax, MD, PhD,  Martin J. Schalij, MD, PhD, Ernst E. van der Wall, MD, PhD Heart Rhythm, Vol 3, No 2, February 2006,Department of Cardiology, Leiden University Medical Centre, Leiden, The Netherlands. Domenico Corrado, Guy Fontaine, Frank I. Marcus, William J. McKenna, Andrea Nava, Gaetano Thiene and Thomas Wichter, Circulation. 2000;101:e101-e106, doi: 10.1161/01.CIR.101.11.e101 Frank R, Fontaine G. Electrocardiologie de quatre cas de dysplasia ventriculaire droite arythmogene. Arch Mal Coeur Vaiss 1978;71:963–972. Rampazzo A, Nova A, Malacrida S, Beffagua G, Bauce B, Rossi V, et al. Mutation in human desmoplakin domain binding to plakoglobin causes a dominant form of arrhythmogenic right ventricular dysplasia. Am J Hum Genet 2002;71(5):1200e6 Bauce B, Rampazzo A, Basso C, Bagattin A, Daliento L, Tiso N, et al. Screening of ryanodine receptor type 2 mutations in families with effort induced polymorphic ventricular rhythmias and sudden death: early diagnosis of asymptomatic carrier. JACC 2002;40(2):341e9.

Reflection on Sending US Troops to Iraq

Reflection on Sending US Troops to Iraq Why The U.S. Should Leave Iraq. We have been in Iraq since President George Bush launched the invasion on Iraq in March 2003. Since then the war the U.S. has spent about seven hundred million dollars. While we still are in fighting to try to rebuild Iraq when we should be trying to save the U.S. from the down fall of our own economy since March of last year. From the National Priorities Project website I found this chart that shows the cost by year the money we are spending on the war in Iraq as well as Afghanistan. Another reason why staying in Iraq is just a bad idea, as John Weiss states, â€Å"We face a paradox in Iraq: the longer we stay, the stronger our enemies become. We cannot defeat either the insurgency or the civil war resulting from our invasion and occupation; in fact, both have grown stronger. Nor can we protect the Iraqis we came to save. A corrupt Iraqi government wastes the billions we have allocated for rebuilding, while the middle class flees to avoid the danger. The Pentagon trains Iraqis to fight, but we may well be training the army of our future enemies.†(Weiss) The longer we are there the more the people there will learn how to hurt the U.S. learn the ways to operate our own military forces. The longer we leave our troops the longer the people of Iraq have time to see what we do in the middle of war. The longer we stay the longer our nation stays unprotected, think about it we have all these troops across seas fighting when and if there is another terrorist attack we in a way have our shields down. It will take longer for us to get prepared or try to reassemble what just happened. Also I ask the question why are we sending more troops? Costing the nation more money, endangering the lives of more Americans? If we are doing what needs to be done and we are doing our job why send more? If they are fighting back harder than we are wasting our time trying to save a lost cause. Hurting our own nation to support a country just so oil prices will drop seems to be a little much some would say. Like Cenk Uygur says. â€Å"If were doing well, its because of the extra troops so we shouldnt pull them out. If were doing poorly, obviously we need more troops. Either way, we need more troops and need to stay in Iraq longer. This supposition is obvious nonsense, yet were taking it seriously.†( Uygur) On the other hand I guess you could say a reason why we should stay in Iraq is, by leaving our troops in Iraq and leave a few there set up a base to watch over operations of what is going on. In one article Marcus Fryman puts it, â€Å"You see, some people are just incapable of thinking long term. In the grand scheme of things, its better to keep US troops in Iraq just so theyll be ready to enter into combat operations in Iran. I mean, doesnt it seem pointless bringing them all the way back home only to deploy them back onto the streets of Tehran a month later?†(Fryman) Plus it could have the opportunity to set up more jobs in the future. Have you ever heard of the term PTSD (Posttraumatic Stress Disorder)? It is defined as a severe anxiety disorder can develop after exposure to any event which results in psychological trauma. This event may involve the threat of death to oneself or to someone else, or to ones own or someone elses physical, sexual, or psychological integrity, overwhelming the individuals psychological defenses. Symptoms include re-experiencing original trauma, by means of flashbacks or nightmares; avoidance of stimuli associated with the trauma; and increased arousal, such as difficulty falling or staying asleep, anger. Formal diagnostic criteria require that the symptoms last more than one month and cause significant impairment in social, occupational, or other important areas of functioning, meaning trying to fit back into society or trying to get back to work after experience PTSD. In a test given to 2525 soldiers returning from a year-long tour in Iraq, 124 (4.9%) reported injuries with loss of co nsciousness, 260 (10.3%) reported injuries with altered mental status, and 435 (17.2%) reported other injuries during deployment. Of those reporting loss of consciousness, 43.9% met criteria for post-traumatic stress disorder (PTSD), as compared with 27.3% of those reporting altered mental status, 16.2% with other injuries, and 9.1% with no injury. Soldiers with mild traumatic brain injury, primarily those who had loss of consciousness, were significantly more likely to report poor general health, missed workdays, medical visits, and a high number of somatic and post concussive symptoms than were soldiers with other injuries. However, after adjustment for PTSD and depression, mild traumatic brain injury was no longer significantly associated with these physical health outcomes or symptoms, except for headache. I found a story about a soldier call him Mr. K, a 38-year-old National Guard soldier, was assessed in an outpatient psychiatric clinic several months after he returned home fr om a 12-month deployment to the Sunni Triangle in Iraq, where he had his first exposure to combat in his 10 years of National Guard duty. Before deployment, he worked successfully as an automobile salesman, was a happily married father with children ages 10 and 12 years, and was socially outgoing with a large circle of friends and active in civic and church activities. While in Iraq, he had extensive combat exposure. His platoon was heavily shelled and was ambushed on many occasions, often resulting in death or injury to his buddies. He was a passenger on patrols and convoys in which roadside bombs destroyed vehicles and wounded or killed people with whom he had become close. He was aware that he had killed a number of enemy combatants, and he feared that he may also have been responsible for the deaths of civilian bystanders. He blamed himself for being unable to prevent the death of his best friend, who was shot by a sniper. When asked about the worst moment during his deployment, he readily stated that it occurred when he was unable to intercede, but only to watch helplessly, while a small group of Iraqi women and children were killed in the crossfire during a particularly bloody assault. Since returning home, he has been anxious, irritable, and on edge most of the time. He has become preoccupied with concerns about the personal safety of his family, keeping a loaded 9-mm pistol with him at all times and under his pillow at night. Sleep has been difficult, and when sleep occurs, it has often been interrupted by vivid nightmares during which he thrashes about, kicks his wife, or jumps out of bed to turn on the lights. His children complained that he has become so overprotective that he will not let them out of his sight. His wife reported that he has been emotionally distant since his return. She also believed that driving the car had become dangerous when he is a passenger because he has sometimes reached over suddenly to grab the steering wheel because he thinks he has seen a roadside bomb. His friends have wearied of inviting him to social gatherings because he has consistently turned down all invitations to get together. His employer, who has patiently supported him, has reported that his work has suffered dramatically, that he seems preoccupied with his own thoughts and irritable with customers, that he often makes mistakes, and that he has not functioned effectively at the automobile dealership where he was previously a top salesman. Mr. K acknowledged that he has changed since his deployment. He reported that he sometimes experiences strong surges of fear, panic, guilt, and despair and that at other times he has felt emotionally dead, unable to return the love and warmth of family and friends. Life has become a terrible burden. Although he has not been actively suicidal, he reported that he sometimes thinks everyone would be better off if he had not survived his tour in Iraq. Do we want more troops coming back with things like t his happening when they do not even what our help anymore? Is it worth it? I find myself asking the same question. With everything going on here in the United States I do not think we have the money and are running out of the resources to keep fighting a battle that just may be already lost. By pulling out bring most of our troops home back their families, saves lives, and makes a stronger nation. We can keep some troops there you know a small base let our presents be known. I think we need to keep an eye on them, but this fighting for lost cause just needs to end. Sources. Weiss, John. Why We Should Leave Iraq Now. History News Network. 10-9-06 . Uygur, Cenk. Three Reasons Why We Should Leave Iraq. Mo Rocca 180. 4-10-2008 . Cost of War. National Priorities Project . 2008 . Fryman, Marcus. 10 Reasons Why US Troops Should Stay in Iraq. Marcus Frymans 10 reasons why. 2-27-2009 . Mild Traumatic Brain Injury in U.S. Soldiers Returning from Iraq. The New England Journal of Medicine. January 31, 2008 . Friedman, Matthew. Posttraumatic Stress Disorder Among Military Returnees From Afghanistan and Iraq. Treatment in Psychiatry. 4, April 2006 .

Silas Marner: The Effect of Choice :: Character Analysis, Godfrey Cass, Eppie, Molly

3,847,295 dominoes were toppled on November 15, 2002 breaking the world record according to The Guiness Book of World Reocords. When dominos are placed in a line, standing on end, and one is pushed over, a chain reaction begins and the dominos fall as each is pushed over by its neighbor. Similarly, actions people take in life influence others and the domino effect continues. Silas Marner shows that each person’s choices affect themselves and others. First, Godfrey Cass makes unsound decisions and causes problems for people. Initially, Godfrey secretly marries Molly; he would have been better off if he had married her in the open or had not married her at all. Dunstan uses Godfrey’s marriage to threaten him and says, â€Å"‘I might tell the Squire how his handsome son [is] married to a nice young woman, Molly Farren and [is] very unhappy because he [can’t] live with his drunken wife’†(24). Godfrey’s disgraceful marriage was a bad decision. Later, Molly is unhappy about their marriage because Godfrey resides in his fine house while she dwells in a dingy, small room. Molly hated that â€Å"her husband would be smiling and smiled upon, hiding her existence in the darkest corner of his heart† (108). Then, many years after Molly succumbs to her drug addiction, Godfrey unwisely decides to try to adopt his daughter Eppie who grew up with Silas. When Godfrey breaks the news to Eppie that h e is her father, she â€Å"turns quite pale† (171) and replies, â€Å"But I can’t leave my father† (170). She is shocked that Godfrey had neglected her all of her life. It would have been nobler of Godfrey to claim Eppie as his own and reveal his marriage, but he was afraid of losing his reputation. Godfrey’s decision to marry Molly and not to claim Eppie creates turmoil in Raveloe. Additionally, Molly’s choices eventually bring Eppie to Silas, and Eppie makes decisions that make her happy. Molly sets off on her way to the Red House: â€Å"The journey on New Year’s Eve was a premeditated act of vengeance which she had kept in her heart† (108). Molly is unhappy because of her opium addiction and her marriage. When Molly collapses from the drugs, â€Å"The little one, rising on its legs, [toddles] through the snow†¦[toddles] on to the open door of Silas Marner’s cottage and right up to the warm hearth† (110). Because Molly yields to her addiction, Eppie is placed in the hands of Silas who raises Eppie happily.

Small Treasure Box :: essays research papers

Small Treasure Box   Ã‚  Ã‚  Ã‚  Ã‚  Beneath the glowing sensation of the sun, lies water throughout the miles, but the question Pam would ask herself was what were the really wondered what would lie beneath the sea. Looking out of her balcony, into the ocean she remembered that there might have been human forms, with just no legs. For there where legend of years ago that they had to chooses between the sea and land. They had chosen the sea rather then the land for it was safer out in the water then in land. For what they chose they would give up the ability to walk but they received fins so they could swim. The myth her grandma had told her made her wonder about many things she saw. She became as curious as a cat, she would look in every corner of the house just to what she could find.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  She became more and more curious as she got older. She would look in drawers and books to see what she could learn about each thing she found. On day she was roaming around her house like usual, she was walking so the hall when she spot a small treasure box made out of wood and strange symbols at the sides in a self. It had seemed strange to her that she had never seen it. She took it to her dad and asked if he could open it for her, for it had a slivery and goldish lock on it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Daddy, Daddy look what I found,† said Pam.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh, hold on a minute honey,† respond her father.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Look at this little wooden box that I found, Can you open the lock though† she exclaimed. Her father frozen and stared at the tiny object his daughter was holding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh, dear where did you find this Pam?†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Outside, in the hall way, the one that leads to the patio.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Pam, promise me that whatever people say to you, you won’t open this box!† he explained.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Why, daddy. Why can’t I open it and see whats inside? I found it. So it belongs to,† She replied angrily.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Pam, The only thing I am telling you is that you can’t and will not be opening this box until I have decided that you can, it that understood?† taking the wooden box out of her hands and dismissing her.   Ã‚  Ã‚  Ã‚  Ã‚  While leaving her father’s library she stood outside the door to spy where her father was going to hide it. Small Treasure Box :: essays research papers Small Treasure Box   Ã‚  Ã‚  Ã‚  Ã‚  Beneath the glowing sensation of the sun, lies water throughout the miles, but the question Pam would ask herself was what were the really wondered what would lie beneath the sea. Looking out of her balcony, into the ocean she remembered that there might have been human forms, with just no legs. For there where legend of years ago that they had to chooses between the sea and land. They had chosen the sea rather then the land for it was safer out in the water then in land. For what they chose they would give up the ability to walk but they received fins so they could swim. The myth her grandma had told her made her wonder about many things she saw. She became as curious as a cat, she would look in every corner of the house just to what she could find.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  She became more and more curious as she got older. She would look in drawers and books to see what she could learn about each thing she found. On day she was roaming around her house like usual, she was walking so the hall when she spot a small treasure box made out of wood and strange symbols at the sides in a self. It had seemed strange to her that she had never seen it. She took it to her dad and asked if he could open it for her, for it had a slivery and goldish lock on it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Daddy, Daddy look what I found,† said Pam.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh, hold on a minute honey,† respond her father.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Look at this little wooden box that I found, Can you open the lock though† she exclaimed. Her father frozen and stared at the tiny object his daughter was holding.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Oh, dear where did you find this Pam?†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Outside, in the hall way, the one that leads to the patio.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Pam, promise me that whatever people say to you, you won’t open this box!† he explained.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Why, daddy. Why can’t I open it and see whats inside? I found it. So it belongs to,† She replied angrily.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Pam, The only thing I am telling you is that you can’t and will not be opening this box until I have decided that you can, it that understood?† taking the wooden box out of her hands and dismissing her.   Ã‚  Ã‚  Ã‚  Ã‚  While leaving her father’s library she stood outside the door to spy where her father was going to hide it.

coma :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The book starts out with a woman, Nancy Greenly, going to the Boston Memorial Hospital because she is having an extra heavy period. After being examined, she is going to have an operation in OR room 8. Something happens during the operation, and Nancy becomes brain dead.   Ã‚  Ã‚  Ã‚  Ã‚  Susan Wheeler, a medical student, is waking up for her first day in the field after two years of studying to become a medical doctor. She is very attractive with blond hair. She has blue, brown, and flecks of green in her eyes. When she and five other medical students go the Boston Memorial Hospital, all that the nurses think of them is that they are nuisances. They find Mark Bellows, who will be watching over them while they were staying at the hospital. Bellows plans to give a lecture every morning, and have one of the students give a lecture every afternoon. After they go to an OR room to see a real operation, they see Nancy Greenly and Susan is shocked at what happened to her. Bellows tells her that the chance of something like that happening is one in one hundred thousand. When Bellows is talking to them, Susan gets paged and is needed to start an I.V. The patient, Sean Berman is having a minor knee surgery. When Sean is in surgery, the same thing that happened to Nancy Greenly happens to him too, and Susan decides to research the topic for her third year report and find out why these two things have happened in such a short time when the chances are so slim.   Ã‚  Ã‚  Ã‚  Ã‚   This is my least favorite part. The first thing that Susan does is go to the hospital library to research coma. She finds out that no one really knows why anyone goes into a coma, and that the subject is so vast it is unbelievable. She writes down everything she finds out in her notebook. She then finds the main computer of the hospital and fills out a request form for all cases of coma occurring to inpatients which were unrelated to the patients known disease. She didn't sign her name, though, and when someone else put their request in the box she put it under his so that the information would be sent to that person who was Henry Schwartz. When he got his information with Susan's on the bottom, she told him that there was a mix-up and her request was put with his, so he gave her the bottom part of the printout. coma :: essays research papers   Ã‚  Ã‚  Ã‚  Ã‚  The book starts out with a woman, Nancy Greenly, going to the Boston Memorial Hospital because she is having an extra heavy period. After being examined, she is going to have an operation in OR room 8. Something happens during the operation, and Nancy becomes brain dead.   Ã‚  Ã‚  Ã‚  Ã‚  Susan Wheeler, a medical student, is waking up for her first day in the field after two years of studying to become a medical doctor. She is very attractive with blond hair. She has blue, brown, and flecks of green in her eyes. When she and five other medical students go the Boston Memorial Hospital, all that the nurses think of them is that they are nuisances. They find Mark Bellows, who will be watching over them while they were staying at the hospital. Bellows plans to give a lecture every morning, and have one of the students give a lecture every afternoon. After they go to an OR room to see a real operation, they see Nancy Greenly and Susan is shocked at what happened to her. Bellows tells her that the chance of something like that happening is one in one hundred thousand. When Bellows is talking to them, Susan gets paged and is needed to start an I.V. The patient, Sean Berman is having a minor knee surgery. When Sean is in surgery, the same thing that happened to Nancy Greenly happens to him too, and Susan decides to research the topic for her third year report and find out why these two things have happened in such a short time when the chances are so slim.   Ã‚  Ã‚  Ã‚  Ã‚   This is my least favorite part. The first thing that Susan does is go to the hospital library to research coma. She finds out that no one really knows why anyone goes into a coma, and that the subject is so vast it is unbelievable. She writes down everything she finds out in her notebook. She then finds the main computer of the hospital and fills out a request form for all cases of coma occurring to inpatients which were unrelated to the patients known disease. She didn't sign her name, though, and when someone else put their request in the box she put it under his so that the information would be sent to that person who was Henry Schwartz. When he got his information with Susan's on the bottom, she told him that there was a mix-up and her request was put with his, so he gave her the bottom part of the printout.