Environmental Impact Essay

Sanchez and Hudson opened small pediatric office in Riverside, California is an example of having a dream come true without planning for the future. The building has become too large for the staffing that the Two Doctors /entruenpuers have been in for five years, Records are being lost, and waiting rooms packed medical records systems are overloaded with the possibility of patient’s records getting lost. Long lines cause patients to get in patients and staff to get stressed from their inability to serve their customers. The Two business men are spending most of their time now working on expanding the building hiring staff, talking to community services all important things with the except ion of continuing to fulfill their dream of excellent care for their patients. Sanchez and Hudson have to immediately implement immediate organizational change plan and organize for success. Some steps that could be taken to assist change would be to research other clinics of the same size or Hire a consultant firm. The company should research how the Economic, Political, Techno logical, legal and Social/Culture, Demographic trends impacts their continued growth in the community. There are many ways the company could move forward, they will have to look inside and take a complete inventory of the whole clinic, from the paper, the qualifications of employees, the job description of employees, how many employees will be needed or eliminated. Since cast study says they are busy working on the expansion, it’s safe to assume that they have either found a new location in the community and that they do have the financial backing of the banks and the stakes holders involved during the process. Managing the change for this company will be challenging for all that is involved, so there will definitely have be a Leader chosen to lead the transition team forward and to motivate the team during this time of change. The eight stage model for change used in our class room will be a go example of how Hudson and Sanchez should move forward. The first thing they should do is hire a consulting firm to manage the day to operation of the office. During this will free up Hudson and Sanchez to begin to develop a more in-depth business plan for future operations. The consulting firm will research the company’s operations to see how it can be improved, they will talk to the management team, and (if there is one in place) they will look at staffing and staffing schedules. Also they will talk to the clients to discussion their wants and needs. The consulting firm will also go outside through the community to find out how they feel about new improvements and thoughts of expansion. I had firsthand experience working with a team of consultants during an organization change at the University of Maryland. The team came 6 months before the present organization was to leave and revamped the entire system. The consulted did all of the things mentioned above plus they provided counseling, resume writing, interview procedures, and job search assistant for employees and managers that were not being retained. This consulting team tried to ensure that people remained motivated by holding classes, having lots of one conversation with staff and consistently informing the staff of almost every change that was going too happened before it happened. This would help the Hudson team because of their stress level and insecurities’ about the future of the company would motivate them. The consulting team system works even for the people who will not be retained in the company. Having a consulting team would let them always have a place to go for answers during the change. Using other people to create constructive change can only help team members feel better about the transition that is happening. (www. managing-change. net) when people don’t trust what is happening they become distrustful and resistant to the change which can cause a slowdown of events. Leaders must communicate the need for change widely and how that change will help everyone. Leaders need to be proactive and talk to and listen to what the employees have to say, this will help them feel involved and important doing the process. Researching how the Economic, Political, Techno logical, legal and Social/Culture, Demographic trends impacts their continued growth in the community. The economic trends if expanding the company is feasible at this time, financial concerns of the clients have a direct effect on the progress of the company. Such as what kind of disposable income are available, interest rates, inflation and the unemployment rates? All this reflect on the manner of how the company will received payment for services rendered. If unemployment is too high some previous clients will not be able to afford services, , but if inflation and interest rates drop there would be more money for surgery and other projects that could be done around the building. The political trends could involve official’s policies and the wants and needs of their constituents throughout the community. For instance if Hudson and Sanchez where to offered abortions and it wasn’t an excepted norm in that neighborhood it could cause a political hot spot with people for and against their expansion. At the same time if they offered a service the community badly needed like, free health screenings, of cancer, high blood pressure, or diabetes officials would jump on the brad wagon to help promote the expansion of the organization Technological trends will help identify the different resources available to improve the service given by Hudson and Sanchez. They can see what agencies/companies are using to keep medical records. At one hospital I worked they now keep all records on computer and no paper copies. At another Unit all medical records are stored using cloud technology where all information is sent to another location and pulled up on the computer when needed, which saves time, space and money. Technology can also provide quicker way to set-up appointments, review medicines the doctor has prescribed. Legal trends can help with knowledge about legal actions taken on the patient area; this will provide valuable information about compensation and liability cases. Social/Culture trends will indentify the culture and belief that are the norm in the area of the clinic. All of these trends will help Hudson and Sanchez to develop a better plan for the growth of their clinic and help with the change that will be occurring as they move forward. After the research is done Dr Harold s Resnick of worksystems suggests that there are 10 steps to change management, Confirming the compelling need for change, identifying the boundary conditions, creating the vision of the desired end state, developing the core work processes, defining key roles and responsibilities, modifying the organizational structure, establishing the key performance measure, reviewing system wide tools, develop training that enables performance ,aligning the reward system. http://worksystems. com) His steps correlates with the 8 stage model of planned organizational as outlined in our text manual. T o be successful should follow the procedures outlined in both. Stage one identify the problem Hudson, cannot provide service, they are not happy with the service provider, so this should be communicate to the staff. They should get the feedback from the staff and their feelings. Hudson and Sanchez should provide them with the research they have found. Stage 2 with this knowledge base they can get the consultant team they can get in this case indentify who should be managers, supervisors , team leaders so that they will be involved in the process moving forward. Here they can devise how new policies and procedures will be enacted and who perform what tasks. The consultant team I was involved with spoke to all managers daily to see if the implementation of new policies or procedures where going well or if there was problems. Problems where dealt with immediately. Stage 3.  Develop their Vision what kind of clinic do they want to be now, 5 years, ten years or 20 years from now. Developing a â€Å"Mission Statement â€Å"which is a summary of their Vision will help both the public and staff understand what the company striving for. When they first started it was â€Å"To provide excellent care to children† Now it might be to provide the best care possible children and families of the community meetings with ’. The Vision has to be where they want to take the practice. Stage 5: Empowering the employees to put the vision together and performance to level necessary to reach the goals. One way would be to have daily team meetings, monthly client meetings, and semi-annual town meetings for the whole community to express ideas, complaints and to get know one another better to develop a partnership. Stage 6 when something goes well let the team knows. One example My Shock trauma Team used was to mail Thank You notes to employee’s homes for jobs well done, birthday cards and when the budget allowed gift cards. This made team members feel special, motivated, they enjoy sharing with co-workers and family members. Stage 7.  When one thing is accomplished keep striving for the vision of the big picture. Stage 8 Inspect what you expect, people have a tendency to fall back on the old way doing things once the urgency seems to settle down. It is up the supervisors, manager not to fall bad into the habits of doing things. In closing the main changes I see that Hudson and Sanchez will have to do start their organizational change is Establish a unified set of policies and benefits, intergrate management structure and redefine all reporting relationships Establish best-in- industry cost structures. ross train employees to perform non-crictal tasks, add new computer system or invest in a networking system with other healthcare services in their area. Every new decision will need to be evaluated to determine if it will suit their operation, . All goals should be specific, attainable, realistic and measurable. If Hudson And Sanchez stand firm their company will grow and they will be force in the commun ity for years to come.

Chapter 13 Gryffindor Versus Ravenclaw

It looked like the end of Ron and Hermione's friendship. Each was so angry with the other that Harry couldn't see how they'd ever make up. Ron was enraged that Hermione had never taken Crookshanks's attempts to eat Scabbers seriously, hadn't bothered to keep a close enough watch on him, and was still trying to pretend that Crookshanks was innocent by suggesting that Ron look for Scabbers under all the boys' beds. Hermione, meanwhile, maintained fiercely that Ron had no proof that Crookshanks had eaten Scabbers, that the ginger hairs might have been there since Christmas, and that Ron had been prejudiced against her cat ever since Crookshanks had landed on Ron's head in the Magical Menagerie. Personally, Harry was sure that Crookshanks had eaten Scabbers, and when he tried to point out to Hermione that the evidence all pointed that way, she lost her temper with Harry too. â€Å"Okay, side with Ron, I knew you would!† she said shrilly. â€Å"First the Firebolt, now Scabbers, everything's my fault, isn't it! Just leave me alone, Harry, I've got a lot of work to do!† Ron had taken the loss of his rat very hard indeed. â€Å"Come on, Ron, you were always saying how boring Scabbers was,† said Fred bracingly. â€Å"And he's been off-color for ages, he was wasting away. It was probably better for him to snuff it quickly — one swallow — he probably didn't feel a thing.† â€Å"Fred!† said Ginny indignantly. â€Å"All he did was eat and sleep, Ron, you said it yourself,† said George. â€Å"He bit Goyle for us once!† Ron said miserably. â€Å"Remember, Harry?† â€Å"Yeah, that's true,† said Harry. â€Å"His finest hour,† said Fred, unable to keep a straight face. â€Å"Let the scar on Goyle's finger stand as a lasting tribute to his memory. Oh, come on, Ron, get yourself down to Hogsmeade and buy a new rat, what's the point of moaning?† In a last-ditch attempt to cheer Ron up, Harry persuaded him to come along to the Gryffindor team's final practice before the Ravenclaw match, so that he could have a ride on the Firebolt after they'd finished. This did seem to take Ron's mind off Scabbers for a moment (â€Å"Great! Can I try and shoot a few goals on it?†) so they set off for the Quidditch field together. Madam Hooch, who was still overseeing Gryffindor practices to keep an eye on Harry, was just as impressed with the Firebolt as everyone else had been. She took it in her hands before takeoff and gave them the benefit of her professional opinion. â€Å"Look at the balance on it! If the Nimbus series has a fault, it's a slight list to the tail end — you often find they develop a drag after a few years. They've updated the handle too, a bit slimmer than the Cleansweeps, reminds me of the old Silver Arrows — a pity they've stopped making them. I learned to fly on one, and a very fine old broom it was too†¦Ã¢â‚¬  She continued in this vein for some time, until Wood said, â€Å"Er — Madam Hooch? Is it okay if Harry has the Firebolt back? We need to practice†¦Ã¢â‚¬  â€Å"Oh — right — here you are, then, Potter,† said Madam Hooch. â€Å"I'll sit over here with Weasley†¦Ã¢â‚¬  She and Ron left the field to sit in the stadium, and the Gryffindor team gathered around Wood for his final instructions for tomorrow's match. â€Å"Harry, I've just found out who Ravenclaw is playing as Seeker. It's Cho Chang. She's a fourth year, and she's pretty good†¦I really hoped she wouldn't be fit, she's had some problems with injuries†¦Ã¢â‚¬  Wood scowled his displeasure that Cho Chang had made a full recovery, then said, â€Å"On the other hand, she rides a Comet Two Sixty, which is going to look like a joke next to the Firebolt.† He gave Harry's broom a look of fervent admiration, then said, â€Å"Okay, everyone, let's go –â€Å" And at long last, Harry mounted his Firebolt, and kicked off from the ground. It was better than he'd ever dreamed. The Firebolt turned with the lightest touch; it seemed to obey his thoughts rather than his grip; it sped across the field at such speed that the stadium turned into a green-and-gray blur; Harry turned it so sharply that Alicia Spinnet screamed, then he went into a perfectly controlled dive, brushing the grassy field with his toes before rising thirty, forty, fifty feet into the air again — â€Å"Harry, I'm letting the Snitch out!† Wood called. Harry turned and raced a Bludger toward the goal posts; he outstripped it easily, saw the Snitch dart out from behind Wood, and within ten seconds had caught it tightly in his hand. The team cheered madly. Harry let the Snitch go again, gave it a minute's head start, then tore after it, weaving in and out of the others; he spotted it lurking near Katie Bell's knee, looped her easily, and caught it again. It was the best practice ever; the team, inspired by the presence of the Firebolt in their midst, performed their best moves faultlessly, and by the time they hit the ground again, Wood didn't have a single criticism to make, which, as George Weasley pointed out, was a first. â€Å"I can't see what's going to stop us tomorrow!† said Wood. â€Å"Not unless — Harry, you've sorted out your Dementor problem, haven't you?† â€Å"Yeah,† said Harry, thinking of his feeble Patronus and wishing it were stronger. â€Å"The Dementors won't turn up again, Oliver. Dumbledore'd go ballistic,† said Fred confidently. â€Å"Well, let's hope not,† said Wood. â€Å"Anyway — good work, everyone. Let's get back to the tower†¦turn in early†¦Ã¢â‚¬  â€Å"I'm staying out for a bit; Ron wants a go on the Firebolt,† Harry told Wood, and while the rest of the team headed off to the locker rooms, Harry strode over to Ron, who vaulted the barrier to the stands and came to meet him. Madam Hooch had fallen asleep in her seat. â€Å"Here you go,† said Harry, handing Ron the Firebolt. Ron, an expression of ecstasy on his face, mounted the broom and zoomed off into the gathering darkness while Harry walked around the edge of the field, watching him. Night had fallen before Madam Hooch awoke with a start, told Harry and Ron off for not waking her, and insisted that they go back to the castle. Harry shouldered the Firebolt and he and Ron walked out of the shadowy stadium, discussing the Firebolt's superbly smooth action, its phenomenal acceleration, and its pinpoint turning. They were halfway toward the castle when Harry, glancing to his left, saw something that made his heart turn over — a pair of eyes, gleaming out of the darkness. Harry stopped dead, his heart banging against his ribs. â€Å"What's the matter?† said Ron. Harry pointed. Ron pulled out his wand and muttered, â€Å"Lumos!† A beam of light fell across the grass, hit the bottom of a tree, and illuminated its branches; there, crouching among the budding leaves, was Crookshanks. â€Å"Get out of here!† Ron roared, and he stooped down and seized a stone lying on the grass, but before he could do anything else, Crookshanks had vanished with one swish of his long ginger tail. â€Å"See?† Ron said furiously, chucking the stone down again. â€Å"She's still letting him wander about wherever he wants — probably washing down Scabbers with a couple of birds now†¦.† Harry didn't say anything. He took a deep breath as relief seeped through him; he had been sure for a moment that those eyes had belonged to the Grim. They set off for the castle once more. slightly ashamed of his moment of panic, Harry didn't say anything to Ron — nor did he look left or right until they had reached the well lit entrance hall. Harry went down to breakfast the next morning with the rest of the boys in his dormitory, all of whom seemed to think the Firebolt deserved a sort of guard of honor. As Harry entered the Great Hall, heads turned in the direction of the Firebolt, and there was a good deal of excited muttering. Harry saw, with enormous satisfaction, that the Slytherin team were all looking thunderstruck. â€Å"Did you see his face?† said Ron gleefully, looking back at Malfoy. â€Å"He can't believe it! This is brilliant!† Wood, too, was basking in the reflected glory of the Firebolt. â€Å"Put it here, Harry,† he said, laying the broom in the middle of the table and carefully turning it so that its name faced upward. People from the Ravenclaw and Hufflepuff tables were soon coming over to look. Cedric Diggory came over to congratulate Harry on having acquired such a superb replacement for his Nimbus, and Percy's Ravenclaw girlfriend, Penelope Clearwater, asked if she could actually hold the Firebolt. â€Å"Now, now, Penny, no sabotage!† said Percy heartily as she examined the Firebolt closely. â€Å"Penelope and I have got a bet on,† he told the team. â€Å"Ten Galleons on the outcome of the match!† Penelope put the Firebolt down again, thanked Harry, and went back to her table. â€Å"Harry — make sure you win,† said Percy, in an urgent whisper. â€Å"I haven't got ten Galleons. Yes, I'm coming, Penny!† And he bustled off to join her in a piece of toast. â€Å"Sure you can manage that broom, Potter?† said a cold, drawling voice. Draco Malfoy had arrived for a closer look, Crabbe and Goyle right behind him. â€Å"Yeah, reckon so,† said Harry casually. â€Å"Got plenty of special features, hasn't it?† said Malfoy, eyes glittering maliciously. â€Å"Shame it doesn't come with a parachute — in case you get too near a Dementor.† Crabbe and Goyle sniggered. â€Å"Pity you can't attach an extra arm to yours, Malfoy,† said Harry. â€Å"Then it could catch the Snitch for you.† The Gryffindor team laughed loudly. Malfoy's pale eyes narrowed, and he stalked away. They watched him rejoin the rest of the Slytherin team, who put their heads together, no doubt asking Malfoy whether Harry's broom really was a Firebolt. At a quarter to eleven, the Gryffindor team set off for the locker rooms. The weather couldn't have been more different from their match against Hufflepuff. It was a clear, cool day with a very light breeze; there would be no visibility problems this time, and Harry, though nervous, was starting to feel the excitement only a Quidditch match could bring. They could hear the rest of the school moving into the stadium beyond. Harry took off his black school robes, removed his wand from his pocket, and stuck it inside the T-shirt he was going to wear under his Quidditch robes. He only hoped he wouldn't need it. He wondered suddenly whether Professor Lupin was in the crowd, watching. â€Å"You know what we've got to do,† said Wood as they prepared to leave the locker rooms. â€Å"If we lose this match, we're out of the running. just — just fly like you did in practice yesterday, and we'll be okay!† They walked out onto the field to tumultuous applause. The Ravenclaw team, dressed in blue, were already standing in the middle of the field. Their Seeker, Cho Chang, was the only girl on their team. She was shorter than Harry by about a head, and Harry couldn't help noticing, nervous as he was, that she was extremely pretty. She smiled at Harry as the teams faced each other behind their captains, and he felt a slight lurch in the region of his stomach that he didn't think had anything to do with nerves. â€Å"Wood, Davies, shake hands,† Madam Hooch said briskly, and Wood shook hands with the Ravenclaw Captain. â€Å"Mount your brooms †¦ on my whistle †¦ three — two — one –â€Å" Harry kicked off into the air and the Firebolt zoomed higher and faster than any other broom; he soared around the stadium and began squinting around for the Snitch, listening all the while to the commentary, which was being provided by the Weasley twins' friend Lee Jordan. â€Å"They're off, and the big excitement this match is the Firebolt that Harry Potter is flying for Gryffindor. According to Which Broomstick, the Firebolt's going to be the broom of choice for the national teams at this year's World Championship –â€Å" â€Å"Jordan, would you mind telling us what's going on in the match?† interrupted Professor McGonagall's voice. â€Å"Right you are, Professor — just giving a bit of background information — the Firebolt, incidentally, has a built-in auto-brake and –â€Å" â€Å"Jordan!† â€Å"Okay, okay, Gryffindor in possession, Katie Bell of Gryffindor, heading for goal†¦Ã¢â‚¬  Harry streaked past Katie in the opposite direction, gazing around for a glint of gold and noticing that Cho Chang was tailing him closely. She was undoubtedly a very good flier — she kept cutting across him, forcing him to change direction. â€Å"Show her your acceleration, Harry!† Fred yelled as he whooshed past in pursuit of a Bludger that was aiming for Alicia. Harry urged the Firebolt forward as they rounded the Ravenclaw goal posts and Cho fell behind. Just as Katie succeeded in scoring the first goal of the match, and the Gryffindor end of the field went wild, he saw it — the Snitch was close to the ground, flitting near one of the barriers. Harry dived; Cho saw what he was doing and tore after him — Harry was speeding up, excitement flooding him; dives were his specialty, he was ten feet away — Then a Bludger, hit by one of the Ravenclaw Beaters, came pelting out of nowhere; Harry veered off course, avoiding it by an inch, and in those few, crucial seconds, the Snitch had vanished. There was a great â€Å"Ooooooh† of disappointment from the Gryffindor supporters, but much applause for their Beater from the Ravenclaw end. George Weasley vented his feelings by hitting the second Bludger directly at the offending Beater, who was forced to roll right over in midair to avoid it. â€Å"Gryffindor leads by eighty points to zero, and look at that Firebolt go! Potter's really putting it through its paces now, see it turn — Chang's Comet is just no match for it, the Firebolt's precision — balance is really noticeable in these long –â€Å" â€Å"JORDAN! ARE YOU BEING PAID TO ADVERTISE FIREBOLTS? GET ON WITH THE COMMENTARY!† Ravenclaw was pulling back; they had now scored three goals, which put Gryffindor only fifty points ahead — if Cho got the Snitch before him, Ravenclaw would win. Harry dropped lower, narrowly avoiding a Ravenclaw Chaser, scanning the field frantically — a glint of gold, a flutter of tiny wings — the Snitch was circling the Gryffindor goal post†¦ Harry accelerated, eyes fixed on the speck of gold ahead — but just then, Cho appeared out of thin air, blocking him — â€Å"HARRY, THIS IS NO TIME TO BE A GENTLEMAN!† Wood roared as Harry swerved to avoid a collision. â€Å"KNOCK HER OFF HER BROOM IF YOU HAVE TO!† Harry turned and caught sight of Cho; she was grinning. The Snitch had vanished again. Harry turned his Firebolt upward and was soon twenty feet above the game. Out of the corner of his eye, he saw Cho following him †¦She'd decided to mark him rather than search for the Snitch herself†¦All right, then†¦if she wanted to tail him, she'd have to take the consequences†¦ He dived again, and Cho, thinking he'd seen the Snitch, tried to follow; Harry pulled out of the dive very sharply; she hurtled downward; he rose fast as a bullet once more, and then saw it, for the third time — the Snitch was glittering way above the field at the Ravenclaw end. He accelerated; so, many feet below, did Cho. He was winning, gaining on the Snitch with every second — then — â€Å"Oh!† screamed Cho, pointing. Distracted, Harry looked down. Three Dementors, three tall, black, hooded Dementors, were looking up at him. He didn't stop to think. Plunging a hand down the neck of his robes, he whipped out his wand and roared, â€Å"Expecto patronum!† Something silver-white, something enormous, erupted from the end of his wand. He knew it had shot directly at the Dementors but didn't pause to watch; his mind still miraculously clear, he looked ahead — he was nearly there. He stretched out the hand still grasping his wand and just managed to close his fingers over the small, struggling Snitch. Madam Hooch's whistle sounded. Harry turned around in midair and saw six scarlet blurs bearing down on him; next moment, the whole team was hugging him so hard he was nearly pulled off his broom. Down below he could hear the roars of the Gryffindors in the crowd. â€Å"That's my boy!† Wood kept yelling. Alicia, Angelina, and Katie had all kissed Harry; Fred had him in a grip so tight Harry felt as though his head would come off In complete disarray, the team managed to make its way back to the ground. Harry got off his broom and looked up to see a gaggle of Gryffindor supporters sprinting onto the field, Ron in the lead. Before he knew it, he had been engulfed by the cheering crowd. â€Å"Yes!† Ron yelled, yanking Harry's arm into the air. â€Å"Yes! Yes!† â€Å"Well done, Harry!† said Percy, looking delighted. â€Å"Ten Galleons to me! Must find Penelope, excuse me –â€Å" â€Å"Good for you, Harry!† roared Seamus Finnigan. â€Å"Ruddy brilliant!† boomed Hagrid over the heads of the milling Gryffindors. â€Å"That was quite some Patronus,† said a voice in Harry's ear. Harry turned around to see Professor Lupin, who looked both shaken and pleased. â€Å"The Dementors didn't affect me at all!† Harry said excitedly. â€Å"I didn't feel a thing!† â€Å"That would be because they — er — weren't Dementors,† said Professor Lupin. â€Å"Come and see — â€Å" He led Harry out of the crowd until they were able to see the edge of the field. â€Å"You gave Mr. Malfoy quite a fright,† said Lupin. Harry stared. Lying in a crumpled heap on the ground were Malfoy, Crabbe, Goyle, and Marcus Flint, the Slytherin team Captain, all struggling to remove themselves from long, black, hooded robes. It looked as though Malfoy had been standing on Goyle's shoulders. Standing over them, with an expression of the utmost fury on her face, was Professor McGonagall. â€Å"An unworthy trick!† she was shouting. â€Å"A low and cowardly attempt to sabotage the Gryffindor Seeker! Detention for all of you, and fifty points from Slytherin! I shall be speaking to Professor Dumbledore about this, make no mistake! Ah, here he comes now!† If anything could have set the seal on Gryffindor's victory, it was this. Ron, who had fought his way through to Harry's side, doubled up with laughter as they watched Malfoy fighting to extricate himself from the robe, Goyle's head still stuck inside it. â€Å"Come on, Harry!† said George, fighting his way over. â€Å"Party! Gryffindor common room, now!† â€Å"Right,† said Harry, and feeling happier than he had in ages, he and the rest of the team led the way, still in their scarlet robes, out of the stadium and back up to the castle. It felt as though they had already won the Quidditch Cup; the party went on all day and well into the night. Fred and George Weasley disappeared for a couple of hours and returned with armfuls of bottles of butterbeer, pumpkin fizz, and several bags full of Honeydukes sweets. â€Å"How did you do that?† squealed Angelina Johnson as George started throwing Peppermint Toads into the crowd. â€Å"With a little help from Moony, Wormtail, Padfoot, and Prongs,† Fred muttered in Harry's ear. Only one person wasn't joining in the festivities. Hermione, incredibly, was sitting in a corner, attempting to read an enormous book entitled Home Life and Social Habits of British Muggles. Harry broke away from the table where Fred and George had started juggling butterbeer bottles and went over to her. â€Å"Did you even come to the match?† he asked her. â€Å"Of course I did,† said Hermione in a strangely high-pitched voice, not looking up. â€Å"And I'm very glad we won, and I think you did really well, but I need to read this by Monday.† â€Å"Come on, Hermione, come and have some food,† Harry said, looking over at Ron and wondering whether he was in a good enough mood to bury the hatchet. â€Å"I can't, Harry. I've still got four hundred and twenty-two pages to read!† said Hermione, now sounding slightly hysterical. â€Å"Anyway†¦Ã¢â‚¬  She glanced over at Ron too. â€Å"He doesn't want me to join in.† There was no arguing with this, as Ron chose that moment to say loudly, â€Å"If Scabbers hadn't just been eaten, he could have had some of those Fudge Flies. He used to really like them –â€Å" Hermione burst into tears. Before Harry could say or do anything, she tucked the enormous book under her arm, and, still sobbing, ran toward the staircase to the girls' dormitories and out of sight. â€Å"Can't you give her a break?† Harry asked Ron quietly. â€Å"No,† said Ron flatly. â€Å"If she just acted like she was sorry — but she'll never admit she's wrong, Hermione. She's still acting like Scabbers has gone on vacation or something.† The Gryffindor party ended only when Professor McGonagall turned up in her tartan dressing gown and hair net at one in the morning, to insist that they all go to bed. Harry and Ron climbed the stairs to their dormitory, still discussing the match. At last, exhausted, Harry climbed into bed, twitched the hangings of his four-poster shut to block out a ray of moonlight, lay back, and felt himself almost instantly drifting off to sleep†¦ He had a very strange dream. He was walking through a forest, his Firebolt over his shoulder, following something silvery-white. It was winding its way through the trees ahead, and he could only catch glimpses of it between the leaves. Anxious to catch up with it, he sped up, but as he moved faster, so did his quarry. Harry broke into a run, and ahead he heard hooves gathering speed. Now he was running flat out, and ahead he could hear galloping. Then he turned a corner into a clearing and — â€Å"AAAAAAAAAAAAAARRRRRRRRRRRRGGGHHHHHHH! NOOOOOOOOOOOOOOOOOOOOOOO!† Harry woke as suddenly as though he'd been hit in the face. Disoriented in the total darkness, he fumbled with his hangings, he could hear movements around him, and Seamus Finnigan's voice from the other side of the room. â€Å"What's going on?† Harry thought he heard the dormitory door slam. At last finding the divide in his curtains, he ripped them back, and at the same moment, Dean Thomas lit his lamp. Ron was sitting up in bed, the hangings torn from one side, a look of utmost terror on his face. â€Å"Black! Sirius Black! With a knife!† â€Å"What?† â€Å"Here! Just now! Slashed the curtains! Woke me up!† â€Å"You sure you weren't dreaming, Ron?† said Dean. â€Å"Look at the curtains! I tell you, he was here!† They all scrambled out of bed; Harry reached the dormitory door first, and they sprinted back down the staircase. Doors opened behind them, and sleepy voices called after them. â€Å"Who shouted?† â€Å"What're you doing?† The common room was lit with the glow of the dying fire, still littered with the debris from the party. It was deserted. â€Å"Are you sure you weren't dreaming, Ron?† â€Å"I'm telling you, I saw him!† â€Å"What's all the noise?† â€Å"Professor McGonagall told us to go to bed!† A few of the girls had come down their staircase, pulling on dressing gowns and yawning. Boys, too, were reappearing. â€Å"Excellent, are we carrying on?† said Fred Weasley brightly. â€Å"Everyone back upstairs!† said Percy, hurrying into the common room and pinning his Head Boy badge to his pajamas as he spoke. â€Å"Perce — Sirius Black!† said Ron faintly. â€Å"In our dormitory! With a knife! Woke me up!† The common room went very still. â€Å"Nonsense!† said Percy, looking startled. â€Å"You had too much to eat, Ron — had a nightmare –â€Å" â€Å"I'm telling you –â€Å" â€Å"Now, really, enough's enough!† Professor McGonagall was back. She slammed the portrait behind her as she entered the common room and stared furiously around. â€Å"I am delighted that Gryffindor won the match, but this is getting ridiculous! Percy, I expected better of you!† â€Å"I certainly didn't authorize this, Professor!† said Percy, puffing himself up indignantly. â€Å"I was just telling them all t o get back to bed! My brother Ron here had a nightmare –â€Å" â€Å"IT WASN'T A NIGHTMARE!† Ron yelled. â€Å"PROFESSOR, I WOKE UP, AND SIRIUS BLACK WAS STANDING OVER ME, HOLDING A KNIFE!† Professor McGonagall stared at him. â€Å"Don't be ridiculous, Weasley, how could he possibly have gotten through the portrait hole?† â€Å"Ask him!† said Ron, pointing a shaking finger at the back of Sir Cadogan's picture. â€Å"Ask him if he saw –â€Å" Glaring suspiciously at Ron, Professor McGonagall pushed the portrait back open and went outside. The whole common room listened with bated breath. â€Å"Sir Cadogan, did you just let a man enter Gryffindor Tower?† â€Å"Certainly, good lady!† cried Sir Cadogan. There was a stunned silence, both inside and outside the common room. â€Å"You — you did?† said Professor McGonagall. â€Å"But — but the password!† â€Å"He had 'em!† said Sir Cadogan proudly. â€Å"Had the whole week's, my lady! Read 'em off a little piece of paper!† Professor McGonagall pulled herself back through the portrait hole to face the stunned crowd. She was white as chalk. â€Å"Which person,† she said, her voice shaking, â€Å"which abysmally foolish person wrote down this week's passwords and left them lying around?† There was utter silence, broken by the smallest of terrified squeaks. Neville Longbottom, trembling from head to fluffy slippered toes, raised his hand slowly into the air.

The Correlation Between Personal Responsibility and College Success

The correlation between personal responsibility and college success Roland Miner GEN/200 November 30, 2012 Sara Martin The correlation between personal responsibility and college success Even though some may say there is no direct correlation between personal responsibility and college success, the relationship with how responsible you are and how that affects your college success becomes evident with higher Grade Point Averages and overall pride in your work. With these tools, high GPA, intrinsic motivation, and self-efficacy, you receive during your college years there is evidence of achieving greater success after graduation.Another vital tool that will be explored, that is not being taught but comes naturally to some students, is emotional intelligence or common sense. The relationship between how responsible you are and your college success is apparent in many ways. A good strategy is to follow the syllabus and set up a game plan or schedule. Following an agenda will help you sp read out your work load over the week, it will show that you are on the right track and is a great indicator of how responsible you are.One of the worst traits that many people possess is procrastination. According to â€Å"California Polytechnic State University, Cal Poly Academic Skill Center† (n. d. ) â€Å"The procrastinator is often remarkably optimistic about his ability to complete a task on a tight deadline; this is usually accompanied by expressions of reassurance that everything is under control. (Therefore there is no need to start. )† â€Å"At some point, he crosses over an imaginary starting time and suddenly realizes, â€Å"Oh no! – I am not in control! There isn’t enough time! (Characteristics) The University states, later in their paper, the benefits of overcoming procrastination â€Å"Peace of mind, a feeling of strength and purpose, and healthy feeling of being in charge of your life. While procrastination makes you feel week, useless , and helpless, taking charge of your life will make you feel strong, competent, and capable. You will experience increased personal freedom! † (Benefits of overcoming procrastination) A responsible person will not wait until the day the paper is due to write it. The final day should be set up for proof eading and any last minute tweaks. As any responsible person will tell you, following a schedule and turning your work in on time and producing higher grades will bring you an overabundance of self-pride other wise know as intrinsic motivation, and self-efficacy. Spitzer found that (2000) â€Å"Academic self-efficacy is one’s confidence to succeed at the academic tasks rather than one’s actual ability. Students with high self-efficacy show greater cognitive effort, intrinsic motivation, persistence, and self regulation in their academic performance. The pride you feel knowing that you did the best job you could in the time you were allotted. This very same drive to internal satisfaction that will continue not just throughout your college years but will stay with you in all that you do. Intrinsic motivation and self-efficacy are not the only rewards you will gain. By taking your time and producing outstanding work you will see a substantial increase in your Grade Point Average which is also your defining mark of greatness in college and beyond. â€Å"All college students share at least two goals during their college career.First, they must perform academically, usually measured by GPA (grade point average). Second, they must progress in career development. † (Spitzer, 2000) Your GPA will stay with you throughout your college career and is important to keep track of and strive for higher marks. It is after you graduate that your higher achievements will continue to count. Many employers will take you GPA into consideration when looking for new employees. The job you are applying for may come down to you and one other person and somethi ng like a GPA could loose you that career.It will help distinguish you from others applying for positions that you desire. Your high Grade Point Average will set you apart from mediocrity. A final important asset to consider is emotional intelligence. According to a study conducted by Sparkman, Maulding, and Roberts (2012) â€Å"Emotional Intelligence is the set of skills that a Pearson needs to function effectively in the world and what might be referred to as â€Å"common sense† (p. 644). Their study with EI, although very new and controversial, points to ow well an individual will â€Å"handle frustration, control emotions, and get along with other people† (p. 644). There is a wildly popular television show that is currently broadcasting which shows a group of twenty to thirty something year old nerds trying to function in the typical day to day environment. They are depicted in what we would call normal day to day functions and interactions and shown how even thou gh they are the Einstein’s of our time they fail miserable on a social level. One of the nerds in particular lacks the emotional intelligence to even function with his own fellow intellectuals.Studying this comedic group flounder their way through life is a perfect, all be it extreme, example of Sparkman, Maulding, and Roberts points on how important common sense is a must to function in today’s society. They even go so far as to suggest that â€Å"Universities wishing to increase student retention and graduation should use these scores to develop curriculum and extracurricular activities to encourage student growth in emotional intelligence which will specifically help students and institutions alike reach their educational goals† (p. 50). To be a successful student there are many tools for you to use, intrinsic motivation, self-efficacy, GPA, and even emotional intelligence, just to name a few. Each student will have to find what tool it will take to enhance t heir achievements. There are those they may disagree, they may say that being responsible has no correlation to a successful college education. They may even say that your Grade Point Average has no impact on landing a stable career.Zupek (2008) â€Å"While grades and GPA play a small role in the job-search process, the good news is that chances are, your GPA is not going to make or break you when it comes to getting a job† (what matters the most? ). With this economy and in these times why run that risk? Why would you not want to give your all? With a higher Grade Point Averages and a greater sense of self-pride there is no end to what you can accomplish. References California Polytechnic State University, Cal Poly Academic Skills Center. (n. d. ). Retrieved from http://sas. calpoly. edu/asc/ssl/procrastination. html Sparkman, L.A. , Maulding, W. S. , & Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College Student Journal, 46(3), 642-652. Ret rieved from University of Phoenix Online Library Spitzer, T. M. (2000). Predictors of college success: a comparison of traditional and nontraditional age students. NASPA Journal (National Association Of Student Personnel Administrators, Inc. ), 38(1), 82-99. Zupek, R. (2008) Does your gpa matter to employers? Retrieved from http://msn. careerbuilder. com/Article/MSN-1577-College-Internships-First-Jobs-Does-Your-GPA-Matter-to-Employers/

Write an outline and critical assessment for financial article 3 Essay

Write an outline and critical assessment for financial article 3 - Essay Example General theory is fundamentally about the factors which determine level of employment. His theory integrated the concepts revolution of economy and public policy. It insisted on making probable changes in the structure of payment, investment and profit to bring a long term difference in the economy, especially, the budget policy to prevent repetition of depression and to stabilise national economy. Keynes was accustomed of international environment of economy. Therefore, he proposed general theory by assuming a closed economy. His theory was easily adaptable and realistic in approach. The theory offered flexibility to the diverse economic cases of foreign trade and in case of transactions of capital. 3. In liquidity preferences, the minor probable savers need to be satisfied with the rate of interest to increase the aspiration of saving in a narrow zone. Thus, it in turn shifts the profit in all status of people when one wants liquidity; the ample hoarders provide a mean of increase in satisfied liquidity. Wealth is the reason for remoter preoccupation. Thus, it is acquired to produce potential results in an indefinite time. Therefore, it is an unsuitable subject for classical economical method. It would have worked, if the conventional structure of economy had a rapid system of consumption in the shortest possible time after the production. Modification in the economical plan is must, if growth of wealth for an indefinite delayed period is a vital factor for sustenance. However, Keynes has emphasized that the modification becomes necessary when the quantity of participation of wealth accumulation increases (Keynes, 1937). Keynes also proposed that high incomes tend to generate savings in ample amount. If one attains full employment objective consequently, level of savings will be on a satisfactory level then. Thus, aggregated demand enables substantial

Ecological Modernization Essay Example | Topics and Well Written Essays - 2500 words

Ecological Modernization - Essay Example It is a new approach that makes the society become more concerned with the environment issues that are affecting it. It is a new approach that is aimed at making the world have a new outlook at how it can integrate the modern technology not only in meeting g its n needs but also in meeting the needs of the environment as well. This new approach is taking place in several spheres including the changing role of science and technology, increasing important of marketing dynamics and various economical agents, the transformation in the role of the nation and state, modification in the new position and ideology of social movement in the society, and the changing discursive practices with integration to the new emerging ideologies. (Fisher and Freudenburg, 2001) There are many ways in which the concept of ecological modernization can be applied in the modern world and as far as we deal with the environment and the need to advance in technology. There are many supporters of the concept who have argued that the rationale behind the ecological Modernization is the need to develop in all aspects of the life. In this regard, the society needs to develop economically and socially and at the same time take care of the environment. What have been happenings in the world has acted as a wake up call to the whole world on the need to be conscious to the needs of the environment. In this regard, there is need for the world to become more focused on the changes that are taking place in the environment. The theory of ecological modernization assume that there are some way in which the world cause the modern technological in order to help to reduce consumption of the resource and at the same time increase efficiency in the use of resources. In this regard it calls for a change in the production process to be focused on reducing wastage of resource using some means like waste recycling and others. This has been one of the positions of the industrial ecology which has taken the concept of using the raw material sparingly in order to enhance sustainable development. (Cahill, 2002) Therefore one of the most important aspects of this theory is that the support needed to have sustainable development. As defined by the United Nations, sustainable development is the development that meets the needs of the present generation but in a way that it does not compromise the ability of the future generations to meet their needs as well. Therefore it postulates that we are guardians of the world for the future generation. In this regard we have to use the resources that we have in a sparingly manner so that we can enhance the ability of the future generation to meet their needs from the same resource. Ecological modernization calls for the use of modern technology in a way that it will help use to use our resources and at the same time help the future generation to use the same recourses. One of the strength in the development of the theory has been the support that the theory has been receiving from the civil societies. In this regard the rise of the civil society has been one of the most important factors that has enable the growth for the theory. This has been due to that fact that the civil

Cultural Immersion Experience Assignment Example | Topics and Well Written Essays - 500 words

Cultural Immersion Experience - Assignment Example From the rich ethnic Diversity at Sparks Hall, I observed an interesting aspect. People of extremely different diversities and races worked together harmoniously and seemed to get along well despite their differences. I also observed that people were allowed to exercise their beliefs and tastes in fashion or code of dressing unlike in the previous case where there were conservative norms of dressing and fashion. Importantly, I observed increased tolerance and respect for personal beliefs and values though these personal beliefs were not much integrated in the workplace. There seemed to be set codes of conduct that each employee had to stick to in the workplace. The group had a norm of not interfering with other’s personal lives as no instance was noted where employees crashed over personal issues. However, most of those whom I noted to be from the Asian origin seemed to enjoy a conservative company and dialogue with each other compared to interacting more with others. I did interact with some of them slightly just to understand what goes on in the place. I was involved in short conversations with several employees on general issues regarding their daily work to note how they interacted with persons of different ethnic diversities; I was from a different race compare to other employees at Sparks Hall. Through the short conversations, I was able to note how they interacted with different ethnic people, as they were willing to participate in the conversation and even to answer my questions. The group was very receptive and even made a few jokes with me to welcome me at Sparks Hall. They were particularly interested in knowing much about where I come from, how I could compare life at my home place to Murray State University community, and how best I was fairing. Regardless of gender, most of the native people seemed to enjoy the rich ethnic diversity and willing to welcome even more to their group. At first I was nervous

Managing Change at Faslane Essay Example | Topics and Well Written Essays - 1000 words

Managing Change at Faslane - Essay Example Faslane requires managed change that would find this company at a better position compared to its previous state. To begin with, Faslane was entirely operating under the watch of Ministry of Defense and the Royal Navy. Due to need to cut costs and retain operations at the top of the base’s interest, Faslane introduced change that enabled the company decide to establish partnering program with an independent entity that would help reduce the cost of operations and at the same time provide the most effective services. Therefore, Faslane collaborated with Babcock, a subsidiary branch of Babcock International. The Ministry of Defense signed this partnership with Babcock in 2002 that would last for five years (Schank, 2005:17). Babcock’s task, under the charge of John Howie, was to deliver cost savings of $76 million without affecting the activities or services provided to the UK Navy. In this case, Faslane took measures that would manage their strategies with absolute effic iency since the cut cost would come to Babcock in form profits. Subsequently, Faslane introduced change that it managed by contracting an independent company that would ensure delivery of effective and quality services at a lower cost. In addition, Faslane comprises of a large number of employees and cost of maintaining them is always high. Therefore, in order to make sure it cuts costs to the lowest amount possible, it seconded Babcock close to 300 Royal Navy personnel and over 1,000 civil servants. It also left the remaining number of civil servants within the site together with the police, Royal Marines, and sailors to Babcock (Gapes, 2010:114). This change of reducing the number of employees under Faslane watch ensured easier and cheaper management of the company. With respect to these alterations, it is clear that change is manageable at Faslane provided the kind of change introduced maintains the best interests of the company and adheres to its protocol. Furthermore, the strat egy Faslane used to manage change was competent since its changing styles resulted in the company’s transition of mindset. This is because; collaborating with Babcock would ensure that Babcock changed the mindset of all the previous employees present at the site. As elaborated, these employees were mostly civilians who worked at the site for quite a long time and had established empires. This deterred them from seeing the importance of delivering service to the Royal Navy, which is their customer. Hence, for Babcock to achieve its set goals and objectives, it was necessary to change the mindset of these employees who guarded the submarines as well as the ships. Changing the mindset would incorporate means of delivering service at the lowest possible expenditure (Schank, 2005:21). This means that, even if Babcock does not renew its contract at the end of five years, Faslane employees would still have the knowhow of cutting costs and ensuring effectiveness at the same time. Thu s, strategic management of change at Faslane is long-term figurative. Previously, if there were any change at Faslane would take 56 days for it to reach approval. This was due to strings attached by government officials such as politicians. Therefore, to some extent, Faslane had its hands tied up by unscrupulous and lengthy procedures. Nevertheless, after Faslane introduced a strategic management change that witnessed the establishment of a partnership between them and Babcock,

Personal Service Failure Story Essay Example | Topics and Well Written Essays - 1000 words

Personal Service Failure Story - Essay Example The check in time was scheduled at 9 p.m. on December 19, 201x. On that particular night, the weather was identifiably difficult with strong winds and a downpour of rain that made travelling from work to the hotel difficult. One therefore arrived at XYZ Hotel at exactly 9:45 p.m. and approached the front desk clerk to check-in through the previously made and paid reservation. Upon checking on the reservations and the room assignments, the front desk clerk apparently found out that the room previously reserved for me has been given to another guest who arrived earlier and needed the room due to the bad weather. After waiting for 30 minutes and since I did not arrive on time, they surmised that I would not arrive and gave the room to the other guest. Since the hotel was then fully booked for the night, without available rooms, the front desk clerk advised me to go to the next hotel (ABC Hotel), which is their affiliate hotel, which is several miles away. The service failure story is common in the hotel industry. The proximate cause of the failure to deliver the expected and appropriate service was the need to have abided by the reservation within a stipulated time frame, which differ depending on hotel policies. In this case, the hold time stipulated was just 30 minutes and if customers did not relay any message that they would be late but would come, the reserved rooms would be given to other guests who need it. In other hotels, the moment that the customers defaulted on the time of arrival, without giving prior notice or advise for any delay, the customer would already consider the reservation in default and could provide the previously reserved room to other guests. There was a failure on both parts regarding enhancing awareness for the hold time for reservation. Since I made the reservation one week ago, there was no apparent knowledge for any weather disturbances to occur on the date of booking. On

The existence of botnets is the most serious threat to the information Essay

The existence of botnets is the most serious threat to the information security today - Essay Example In other words, when one downloads bot software embedded in an email using a computer, the computer gets infected with the bot software and becomes part of the botnet. For a botnet to qualify as a botnet, it must always take action on a client machine through IRC channels, without the intervention of a bot herder. This means that the hacker (or group of hackers) need not personally log onto the client’s computer. Botnets usually are host to several threats as one package. Typically, the botnet is made up of the bot server and at least one botclients. History of Botnets The origin of bots is associated with positive objectives, mainly to automate activities, the first real botnet being established in 1993. Botnets for example were used to run activities such as internet games, protect channels and perform conversions (Hudak, nd). Over time, the positive attributes evolved and started to be exploited for malicious purposes. Today, the negative activities carried out by botnets i nclude sending of spam, controlling of client PCs against their wishes and to propagate viruses and worms. Botnets first existed with DoS and DDoS with hackers creating better ways of managing the bots over time. From the traditional Command and Control (C&C) mechanism, botnets became transmitted signals based on P2P, IRC and HTTP according to Hudak (nd). The potential of botnets today cannot be understated. It is not uncommon for example for one botnet to consist of over 10,000 computers. It is also not rare to find a botnet consisting of over 400000 computers.The potential of having so many bots interconnected makes the potential of any botnet go beyond common imagination. In fact, it is this potential that is normally harnessed by botmasters (whether with positive or negative intentions) to achieve their goals or accomplish goals fast and efficiently. How Botnets Work and What they are used for The establishment of a botnet depends on the existence of a hacker, a server and clien t computers. The hacker creates and transmits commands to a computer through a server. The server performs this function repeatedly thereby creating an army of bots that lie in the control of the botmaster. Botnets having been created may be used for a myriad of activities including spamming, phishing, executing click fraud, transmitting Ad-ware as well as for Distributed Denial of Service (DDos) among pother purposes. In 1988 for example, a person by the name of Morris infected over 6,000 computers with Worm worm which represented about 10 percent of Fi (Schiller, 2007). The loss associated with this infection was approximated at between 10 and 100 million USD. Impact of Botnets on Information Security Those in favor of the establishment of botnets argue that botnets make work easier and is a creative way of making cash just like any other job (Schiller, 2007). In consideration of the fact stated above, botnets have been used before to make mega kills by persons with malicious inte ntions as they seek financial motivation or publicity. It has, for example, been reported that Jeanson James in 2006 earned over 60,000 US dollars using a botnet of 400,000 computers that transmitted ad-ware. The amount of publicity that botnets draw to their creators is usually amazing when they are discovered. Apart from the economic benefits of botnets to their creators, a lot of harm is associated with their existence especially considering that a lot of important information is stored by individuals and

Program Theory - 2 Essay Example | Topics and Well Written Essays - 1500 words

Program Theory - 2 - Essay Example Besides social evils, the high rate of unemployment especially among the graduates could have led to an increase in the dependency ratio meaning that earnings of those who are employed would dwindle significantly because of many people relying on such people, which mean that there will be less economic activities (Rushe, 2013). According to Bhatia (2013) in the recent past the issue of unemployment in the U.S featured prominently especially during the past economic crisis which crippled the economy of the country and thereby affecting the financial performance of many institutions in the country. Subsequently, during this period, there was a massive job loss for many Americans and most of the companies were financially incapable of retaining the various jobs that it had previously offered. Paul (2013) further lamented that another significant fact that promotes unemployment in the U.S is the outsourcing of various jobs from various companies in the United States to other countries wh ere the cost of labor is quoted as being low and there is an abundant supply of qualified workers. For example, by outsourcing some of the jobs that could be done by American engineers to countries such as China and India it means that American engineers will be unable to get employment opportunities and therefore, they will remain unemployed because of the fact that American companies are keen on saving on cost. According to Rushe (2013), in the past two years, the economy of the country has made significant improvements and more Americans have been absorbed into the employment sector thereby decreasing the severity of the problem. Despite of this improvement, the Bureau of Labor Statistics noted that as of August 2013, the rate of unemployment in the U.S stood at 7.3%, which is slightly above the average mark of 5.8%. Anyway, the significant drop is not a consolation prize because it still means that more than 12 million Americans are still unable to find gainful employment opport unities. Therefore, there is a warranted cause for seeking to find a solution to this problem because according to Rushe (2013), the figures released by the U.S Bureau of Labor Statistics showed that 3.4 percent of engineers in the U.S have so far been unable to be employed. These significant levels of unemployment means that the government is also spending huge sums in paying benefits to these people while it is also unable to generate additional revenues from the taxes that could have been paid by this group of people if they were employed. Therefore, the problem of unemployment in the U.S can be quantified with the amount the government is spending on issuing benefits to this group of people and the amount of income tax it is unable to generate from more 12 million Americans who are unemployed. The proposed solution / program theory In order to tackle the problem of unemployment in the U.S especially among graduate engineering students, this present study proposed a program theor y that is â€Å"employed an engineering student in USA.† Under this theory, there is posed to be minimal government intervention and more in particular, engineering students will be looked upon to solve this problem through their various initiatives or projects that not only solve societal

Politics and the AIDS epidemic Research Paper Example | Topics and Well Written Essays - 1250 words

Politics and the AIDS epidemic - Research Paper Example The part of the world that is affected worst by HIV infection is the sub-Saharan Africa. As of now, their is neither a cure nor a vaccine for AIDS. Thus, combating the disease is a major challenge for health care providers and biomedical scientists. AIDS and HIV infection represents one of the most public -pressing public health policy and public health problem in the world. Currently AIDS is pandemic and has significant impact on the health care costs. In the current era, HIV infection is considered to be in the end stage of a chronic disease with rapid spread among Hispanics and Blacks (Fox, 1990). Though the disease was first identified in 1981, the mode of transmission of the disease and causating agent was discovered only in 1984. In 1985, detection of the virus was developed and applied to blood transfusions. In 1987, anti-retroviral agents were manufactured and since then there has been constant upgrading of drugs to combat infection, but with no cure or vaccine for the diseas e. Currently, it is estimated that 850,000 to 950,000 Americans are living with HIV infection/AIDS (Kates, 2004). The disease is a national epidemic with severe effect on specific groups like injection drug users, gay and bisexual men, young individuals and racial and ethnic minorities. Currently, it is also increasingly affecting communities which are economically backward and also women. Since the time AIDS was diagnosed for the first time in the United States, the relationships among politics, science and health care policy have changed drastically. In the 1980s, the HIV epidemic's politics were dominated mainly by four interacting factors fear and fascination, individuals involved in the contraction and spread of the disease, endemic problems of the social policy of United States and the impact of scientific knowledge advances on policy (Fox, 1990). During the initial years, politics was considered as inimical for prevention, but not it is considered as central. The main challen ge is to facilitate prevention of spread of the virus through policies that protect the most vulnerable population. During the first decade of the AIDS epidemic in the US, the policies were hostile to several areas of research like sexuality and meedle exchange. The political climate last decade was more sympathetic and effective health policies were not there because of two important issues. One was the issue as to whether efforts towards prevention was to be targeted for high risk populations and high risk geographic areas alone, or, must be broadly based. The other was issue was uncertainty of involvement of democratic participation including various local health departments, federal government agencies and community-based organizations (Bayer, 1997). As far as international politics with regard to HIV infection/AIDS is concerned, World Bank has a major role to play for international health with regard to AIDS pandemic. The bank is mainly responsible for various efforts to combat factors contributing to the AIDS like poverty, in countries of Asia, Africa and Latin America. Initially, several structural adjustment programs which were often criticized by the critics were promoted. These developed several negative consequences and the World Bank, along with International Monetary Fund focused on health related issues. AIDS evoked political response and also government action. It was initially

The Public Need to Know Essay Example for Free

The Public Need to Know Essay Research has shown that children born in the 2000‘s have a 1-3 chance of developing type two diabetes, and 7% of obese five to seventeen year olds has at least one risk factor for cardiovascular disease. â€Å"Over the past 30 years childhood obesity has more than tripled in the United States. According to the American Academy of Child and Adolescent Psychiatry, obesity in children is one of the easiest medical conditions to recognize but most difficult to treat. (Wittman,2010 pg.75).† are now federal guidelines now in place that all school are required to meet. These new federal nutrition guidelines are now tough, due to the changes in state and federal laws the government has banned the use of pesticides in crop growing. The federal government has finally step in and made new laws to save the children of our future. Infusing the new health and nutrition program to ensure meals are well balanced and nutritional for students growth and development is one of the best thing they come have ever implemented, many of these new meal requirements as part of their â€Å"program nutrition standards set forth by the USDA require most schools to increase the availability of whole grains, fat-free and low-fat fluid milk in school meals; reduce the levels of sodium, saturated fat and Tran’s fat in meals; and meets the nutritional needs of school children within their calorie requirements (Johnson, RK, et al. 1998).† This brochure will identify the economy issues, special need for the students been served, developing a standard health and nutrition menu for schools and the benefits of changes that’s have been made in the school lunch menu. Some of economy issues for school lunch and breakfast pr ograms were re-authorized with significant improvements to make it easier for eligible children to be enrolled. By doing the re-authorization will allow underprivileged children in families that receiving government asseds to automatically receive free school meals without having to complete an application, and school districts will have to review a sample of applications more carefully to make sure families are  eligible. With nutrition and health meals in school that are high in fat, sodium, cholesterol and they were very unhealthy meals. All of this was done to cut the cost of foods. The National School Lunch Program (NSLP) that started in 2006 was the second largest food and nutrition assistance program which and provided over 28 million low-cost or free lunches to children on a typical school day at a Federal cost of $8 billion for the year (Economic Research Report 1998). The NSLP report provides background information on the, including historical trends and participant characteristics. It also addresses steps being taken to meet challenges facing administrators of the program, including tradeoffs between nutritional quality of foods served, costs, and participation, as well as between program access and program integrity. The special need is for students to be offer a variety of healthy foods in school meal and snack programs that will prevent childhood obesity and diabetes. Schools are required by law to offer school meals and snacks that are consistent with the federal government’s dietary guidelines. Having these programs has allowed students to develop healthy eating habits and to learn to enjoy many different foods. Healthier meals provide energy and nutrients for students. These are special needs because schools where given students food that was unhealthy and causing childhood deaths. These new programs that have been enforced has help decrease childhood diabetes and obesity. FIGURE 5-1 Excerpt from a late version of the Menu Development spreadsheet for estimating and evaluating the average daily energy and nutrient content that would be provided by possible meal patterns for breakfast, using preliminary targets for schoolchildren ages 5–10 years kindergarten through grade 5. (Joh nson, RK, 1998 pg. 295) TABLE M-6 Sample Lunch Menus: High School MONDAY| TUESDAY| WEDNESDAY| THURSDAY| FRIDAY| WEEK 1| | | | | Choice of:| Choice of:| Choice of:| Choice of:| Choice of:| Sloppy Joe (3.6 oz) on WW Roll| Regular or Spicy Chicken Strips (3oz)| Pineapple Glazed Turkey Ham (2 oz)| Nachos Grande with Tortilla Chips (2 oz)| Teriyaki Chicken Dippers (3 oz) with White Rice (1 c)| Cheese Lasagna (1oz) with Marinara Sauce ( ½ c)| Chicken Patty (2.5 oz) on WW Roll| Hamburger (2.7 oz) on Bun| Chicken Patty (2.5oz) on WW Roll| Corn Dog  (4oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3oz)| Assorted Pizza (6.3 oz)| Assorted Pizza (6.3 oz)| Cheeseburger (2.7oz meat, 1 oz RF cheddar cheese) on Bun| Grilled Chicken Salad (2 oz chicken, 2 oz black beans, 1 c spinach, cherry tomato)| Chef Salad (1 oz turkey, 1 oz ham, 0.5 oz LF cheese,  ½ egg, 1 c dark green leafy blend, cherry tomato, cucumber)| Taco Salad (2 oz taco meat, 1 oz shredded cheddar, 0.25 oz tortilla chips, 1 c dark green leafy blend)| Black Bean Salad ( ½ cromaine, 2 oz black beans, 1⠁„8 c corn, 1⠁„8 c p ineapple)| Deli Roll Salad (1oz turkey, 1 oz LF cheese, 1 c romaine blend, tomato)| Sub Sandwich (1.5 oz turkey, 0.5 oz RF cheese) on Hoagie Bun (4†)| Roast Beef Sub (2 oz roast beef, 1 oz RF cheese, romaine leaf, tomato) on WW Hoagie Bun (5†)| Veggie Sandwich (2 oz RF cheese, lettuce, tomato, cucumber) on Hoagie Roll (5†)| Deli Turkey Sub (2 oz turkey, 1 oz RF cheese, lettuce, tomato, cucumber, red onion) on WW Hoagie Roll (5†)| Sub Sandwich (0.75oz turkey ham, 0.75 oz turkey salami, 0.75 oz turkey bologna, 0.5 RF cheese) on WW Hoagie Roll (5†)| Veggie Wrap (romaine, 2 oz monterey jack cheese, cucumber, red pepper, tomato, matchstick carrots) in WW Tortilla| Buffalo Chicken Wrap (2.5 oz chicken, 1 oz LF cheese, romaine leaf, 1 oz ranch dressing) in WW Tortilla| Turkey Club Wrap (2 oz turkey, 1 oz RF cheese, lettuce, tomato, 1 oz ranch dressing) in WW Tortilla| Italian Wrap (1 oz turkey salami, 1 oz turkey ham, 1 oz LF cheese, romaine leaf, tomato) in W W Tortilla| | Green Beans ( ½ c)| Sweet Potatoes ( ½ c)| | Baked Potato Wedges ( ½ c)| Vegetarian Beans ( ½ c)| Fresh Mini Carrots ( ½ c)| Fresh Zucchini Slices ( ½ c)| Golden Corn ( ½c)| Sliced Summer Squash ( ½ c)| Developing a standard health and nutrition menu for schools involve there were five major steps taken to help develop the menu : (1) consideration of the adequacy of the meal planning approaches in current use; (2) the selection of the new meal planning approach; (3) the identification of an established food pattern guide to serve as a basis for school meal patterns for planning menus that are consistent with Dietary Guidelines for Americans; (4) the design and use of spreadsheets to test possible meal patterns against the preliminary nutrition targets established in Chapter 4; and (5) the testing of a series of possible standards for menu planning and evaluation of the resulting menus in terms of nutrient content, cost, and suitability for school meals (School Meals: Building Blocks for Healthy  Children) The benefits of these programs are typically acquired during person’s childhood according to The Dairy Council. Therefore, healthier school lunches would lead to healthier nutritional choices throughout childrens entire lifetimes. By making healthy school lunches the norm as opposed to the exception, children will inadvertently learn about nutrition and healthy eating. The reverse is also true; children who are provided with sugary, fatty foods at school can develop poor eating habits that can last a lifetime but by have this program is has decrease childhood diabetes and cholesterol. References Wittman, Demand Media; Candy Vs. Vegetables Healthy, Unprocessed Lunch Choices, 2010 Johnson, RK, et al. Journal of Child Nutrition and Management, 1998. 2:95-100. Gettlinger, MJ, et al. Journal of the American Dietetic Association,

Functions of the Digestive System

Functions of the Digestive System Healthcare Support John Fenton PART A: Identify the parts of the Digestive System on the diagram overleaf(see Diagram 1) Explain the function of each part of the Digestive System identified in the diagram above ? Introduction: The branch of medicine focused on the digestive system is Gastroenterology. The digestive system is a set of organs that work on food and drink to break them down into substances the body can absorb so that our body can grow, repair itself, have energy to live life. The Digestive system also gets rid of the waste that the body cannot use. Some organs have a direct input into the breakdown of food where others have an indirect input in the breakdown. The digestive system is made up of 2 parts the alimentary canal is made up of the oral cavity, pharynx, esophagus, stomach, small intestines, and large intestines. In addition to the alimentary canal, there are several important Accessory organs that help your body to digest food they are teeth, tongue, salivary glands, liver, gallbladder, and pancreas. Mouth is where food and drink enter the body and it has many parts that aid in breaking up the food. The teeth which there is 32 of them made up of incisors canine and molars which cut and tear the food breaking it into smaller pieces (mechanical digestion) the tongue moisten the food with mucus and the saliva glands secrete saliva to help break it up into a pulp and amylase work on starch to break it down.so as the food leaves the mouth to go down the throat(pharynx) it is formed into a bolus or pulp which makes swallowing easier. At the top of the larynx there is a flap called the epiglottis which prevents food going towards the lungs but instead letting into the esophagus. Esophagus or windpipe is a muscular tube connecting the throat to the stomach this foodpipe forces the food down to the stomach using muscular waves called peristalsis and along with mucus from the esophagus. At the end of the esophagus there is the cardiac sphincter that allows the bolus into the stomach but prevents the food going back up the esophagus. Stomach: It is C shaped bag that hold food until it is ready to go into the small intestine. The stomach release hydrochloric acid which aid digestion but kills bacteria. The stomach mixes and churns the food with the help of the wave like muscles(peristalsis) and enzymes help to chemically break down the food when food leaves the stomach through the pyloric sphincter it is creamy and is called chime. Small Intestine: It is 7 metre long and it is like a coiled hose and is made up of 3 parts the duodenum, jejunum ileum 90% of the digestion both chemical and mechanical takes place here and some absorption into the bloodstream .The liver produces bile and sends it to the gall bladder and then empties the bile into the duodenum and pancreatic juices are also go into the duodenum in order to help in the breakdown of food. There is villa in the walls of the small intestine which makes absorption into the bloodstream possible. Large Intestine: is a long, thick tube about 2 Â ½ inches in diameter and about 5 feet long. It wraps around the small intestine. It has 3 parts ascending colon, the transverse colon, the descending colon. The large intestine receives undigested food from the small intestine and reabsorbs water back into the bloodstream from the faeces. Some undigested carbohydrates cannot be absorbed and form part of the waste that needs to leave the body. There are bacteria in the large intestine which make important substance called vitamin K. Faeces in the large intestine exit the body through the anal canal. The liver is the largest gland in the body it is soft and reddish and brown in colour. It is not considered as a direct part of the digestive system. It produces bile that aids in digestion by breaking down material and help creating waste products that will later need to be eliminated from the body. It destroys harmful bacteria that come from the digestive tract and it stores important vitamins that is in the food The gall bladder is a pear shaped sac attached by the cystic and bile ducts to the liver, stores bile which is made by the liver in a concentrated form until it is needed. the lining has many folds.it secretes the bile when it is needed.it is a thick liquid. The Pancreas is a greyish pink gland organ shaped like a fish it is connected to the duodenum at its tail. The pancreas secretes digestive enzymes into the small intestine to complete the chemical digestion. The cells of the pancreas are divided into the islets of Langerhans(which produce insulin glucagon) help regulate the sugars in the blood pancreatic juice help to breakdown food. The juices contain lipose, amylase, trysin. Appendix: Is between the small and large intestine it a thin tube 4inches long, it is not known what its function is but it is suggested that it stores good bacteria. Rectum: Is 12cm long it is always empty except when it receives the contents of the colon(faeces) which it stores until it is excreted from the body through the anus. Anus:This is where the faeces leave the body it contains 2 muscles one involuntarily and the other voluntarily which means faeces can be held inside until the person is ready to excrete. The functions of the digestive system. are now complete they are ingestion, digestion, propulsion, absorption and elimination.(Course Notes (2015) (Tucker, 2012) Outline the composition of Proteins, Fats and Carbohydrates, and explain how each of them are digested and absorbed by the body? Introduction; All the food we eat needs to be broken down by the body in order for the body to be able to use it. Our diet has to be balanced in order that our body received the correct nutrients necessary for it to be maintained and for our bodies to function properly. The food pyramid outlines the components necessary for balanced healthy diet. See diagram below that helps us to understand the foods that contain Proteins Carbohydrates and fats and how they are beneficial to the body. (Course Notes (2015) (Tucker, 2012) Type Source Function Digested by Body Absorbed by the body Proteins eg Beans,fish,Cheese, Chicken, Meat Repair Maintain Body (Building blocks) Source of Energy for body Create some Hormones eg Insulin Stores Moves Molecules Creates Antibodies to prevent infection Important Enzymes The Enzymes Pepsin from Pancreas/Stomach/Small Intestine. As Amino Acids Fats eg Chocolate,milk,Butter, Olive Oil,Nuts. Provides Vitamins A,D,E,K. Insulates the body sustains body Temperature. Turns Fat into Energy Lipase Enzymes breakdown fat in small intestine Fatty Acids Glycerol Carbohydrates eg Potatoes, Cereal,bread Main Source of fuel. Easily used by the body for Energy. Stored in some Organs for use later. Important in Intestine and helps in waste Elimination Pancreatic Amylase works on Carbohydrates in the Duodenum As Monosaccharides PART B: Draw a diagram of a typical cell, and state the function of each of it’s Organelles.(See Diagram 2) Introduction: The cell is the smallest living unit there are 50 trillion cells in the human body that cannot be seen by the naked eye. Cells vary in shape and size and each part in a cell has a job to do which contribute to the function of the cell. A group of similar cells working together form tissue and a number of tissues make up an organ and a number of organs make up an organ system like the digestive system and when these systems work together the result is an individual with all system working together. Below is outlined the main components of an animal cell. Cell Membrane: Regulates and controls transport in(food Oxygen) and out(CO2 Waste) of the cell and also provides a boundary around the cell. Cytoplasm is a gel like material that lies between the cell membrane and the nucleus, contains water and nutrients and protects the cell. Rough Endoplasmic Reticulum: It has bumpy tissue and produces and moves proteins and hormones around the cell. Smooth Endoplasmic Reticulum: making and distributing molecules depending on the type of cell with a smooth surface. Ribsomes: They are a circle shape and they build protein from amino acids for the cell. Golgi Body: It gathers simple molecules makes them into more complex molecules then packages them into vesicles and then either holds onto the material or sends it out of the cell. Mitochondria: The Powerhouse of the cell as they provide the energy for the cell. The DNA is also found here.it breaks down food and it releases energy to the cell. ATP (Adenosine triphosphate) is produced here and it powers the cells processes. Neuclear Membrane: holds substances inside the Nucleus allows material in and out between nucleus and cytoplasm.it is a protection layer for the nucleus. Neuleous:The main parts are DNA,RNA and proteins, the main function is helping in making ribosomes. Nucleus is a fibrous material, it is the control centre of the cell. It contains chromosomes with the DNA and materials leave the nucleus through the pores. Lysosomes: The disposal system of the cell, they breakdown complex proteins into simplier structures.it digests waste material and helps repair damage to the cell. Cilla: Is a hair like structure on the cell membrane moves substances along the surface of the cell and also helps to move the cell.(Course Notes (2015). Classify tissues into the four main groups; epithelial, connective, muscle, and nervous, give an example of each ? (Table format will suffice) Introduction: The study of tissue is called histology. Tissues are the collection of cells with a similar structure and function. When the tissues work together they form into an organ. There are 4 types mentioned in table below. (Tucker, 2012) Type: Function: Example: Epithelial Tissue – covers body surfaces lines hollow organs Absorbs/Protects/Secretes/Filters Skin,Lines of organs body cavities ducts in glands,Intestines Connective Tissue – connects all other tissue in the body Gives support Rigidity to the body. Transports Oxygen Co2 in the body. Provide a cushion where bones meet Connecting Supporting other tissues Helps retain heat in the body Protects against disease Stretch Recoil Outer Protection of Organs Bones Cartilage Blood Areolar Adipose Lymphoid Yellow Elastic White Fibrous Muscle Tissue – bound together in bundles made up of water, proteins, fats,mineral salts, glycogen Mechanical digestion Body Movement Moves blood, food and waste through organs of body Smooth-Organ Walls –Involuntarily(not straited) Skeletal –Arms Legs – Voluntarily(striated) Cardiac – Heart Wall – Involuntarily (striated) Nervous Tissue made up of neurons neuralgia Controls transmit the impulses between the body organs via the neurons which are nerve cells Brain,Spinal Cord Nerves Explain the difference between benign and malignant tumours ? Benign Tumours: are not cancerous but are a mass of tissue that grow in an uncontrolled way but they can be removed. They do not spread to any other parts of the body and can be quite painful. Malignant Tumours: they are cancerous and they include cells that grow out of control and they often invade other cells and spread to other parts of the body. When a malignant tumour is removed there is a possibility that cancer will reappear in another part of the body for example a malignant tumour in the pancreas may reappear in the liver.(Course Notes (2015). PART C: Label the urinary system using the diagram overleaf. (See diagram 3) Explain the structure and function of each element of the Urinary System ? (5 marks) Introduction to Urinary System: Theurinary systemhelps get rid of waste product called urea from the body, which is produced when certain foods are broken down. The whole system includes two kidneys, two ureters, the bladder, two sphincter muscles and the urethra. Urine produced by the kidneys travels down the ureters to the bladder, and leaves the body through the urethra. The kidney is bean shaped and 11cm long. 25% of the blood that is in circulation goes through the kidneys there are 2 of them and they are reddish brown in colour it is made up of cortex on the outside and the medulla on the inside. Each kidney has on its surface more than a million twisted tubes called nephrons. The function of the kidneys is to filter out waste and toxins, reabsorb nutrients such as glucose and protein and then excrete waste. It is also responsible for osmoregulation which balances water and salts in the blood., Ureter carries urine from the kidney to the bladder and when there is fluid in them it makes the urine flow towards the bladder like the kidney there are 2 of them one attached to each kidney. The walls are thick and are able to contract they are situated between the kidneys and the bladder. Bladder it is a muscular sac like organ situated between ureter and urethra.it can expand when urine goes into it and then contract when urine leaves it. Its function is to store urine and send a message to the brain when it needs to be emptied. Urethra is a narrow tube longer in men that women its function is to take urine from the body to the outside but also takes semen to outside in men.(Course Notes (2015). Draw the structure of a Nephron and explain how it produces urine Diagram 4 ? (Google Images) There are over 2 million nephrons in the kidneys of an adult. (Tucker, 2012) There are a several structures that make up the nephron. The Glomerulus are tiny capillaries that look like a ball of wool and act as sieve where the blood is filtered. The glomerulus is surrounded by the Bowman’s Capsule. The Bowman’s capsule absorbs the material that is filtered from the glomerulus. As a result of the filtration process useful substances flow into the Tubule and from there they are reabsorbed into the bloodstream.The remaining substances in the tubule and any water that is useful is absorbed into the bloodstream. The material that is leftover is 95% water and cannot be used by the body it is called urine and this needs to be eliminated from the body. The urine moves from the tubule to the ureter. see diagram attached on separate sheet Name and explain three diseases / disorders which affect the urinary system ? Kidney Stones: The medical name for stones in the kidneys is Nephrolithiasis. It occurs when a solid mass of material forms together within the renal pelvis, bladder or ureters, After the Kidney stone has formed it will try to pass out in the urine but because of its size it will not be able to do so and this can cause severe pain in the abdomen or groin. There are several procedures to remove or break them down. Depending on the size will determine the treatment required if they are small your GP can give you medication that will reduce the kidney stone in size and then allow them to be passed out in the urine if they are much larger surgery may be required. This condition happens more frequently in men than in women. Urethritis:Is the swelling of the urethra resulting in a very painful discharge of urine sometimes caused by infection. There is 2 types of urethritis Gonococcal and nonspecific urethritis and this is caused by a big number of bacteria, yeast or chlamydia, it is diagnosed by sending a sample of a discharge from the urethra to the lab. Treatment will depend on the cause and appropriate antibiotics would clear the problem. Pyelonephritis is a bacterial or viral infection of the kidney and it can spread if not treated. People most at risk for pyelonephritis are those who have a bladder infection or a problem in the urinary tract. the possible symptoms are painful urination, groin pain, nausea and fever. In most cases the bacterial infection can be treated by antibiotics, it can be diagnosed in a variety of different ways through analysis of a urine sample and looking for the presence of white blood cells and bacteria, and through Ultrasound. http://www.niddk.nih.gov/health-information/health-topics/kidney-disease/pyelonephritis-kidney-infection/Pages/index.aspx#1 Bibliography/References Tucker, L., 2012. An Introductory Guide to Anatomy Physiology. 4th ed. London: EMS Publishing. John FentonPage 1

Statue of David: Donatello and Bernini Comparison

Statue of David: Donatello and Bernini Comparison The Biblical character of David has been the inspiration for many works of art throughout history. The young David, as Goliaths adversary, has been sculpted by such artists as Verrocchio, Donatello, Michelangelo, and Bernini. Although all of these sculptures are comparable in some aspects, the ones by Donatello and Bernini present significant differences. Donatello was an Italian sculptor of the Early Renaissance whose work is seen as a link from classic to modern art. He trained in Florence with Lorenzo Ghiberti and began working on his own in 1408. Donatello is considered one of the founders of modern sculpture because of he created realistic human expressions and stressed action and character. He is eminent for his use of perspectives, including physical distortions for dramatic effect, and was a master craftsman with a talent for innovation. Probably the most famous example of fifteenth-century sculpture is the bronze David by Donatello. Dates for the work vary from the 1430s to the 1460s. It is recorded as the centerpiece of the first courtyard in the Palazzo Medici during the wedding festivities of Lorenzo de Medici and Clarice Orsini in 1469. Some have argued that it was commissioned by Cosimo de Medici in the 1430s to be the centerpiece of the courtyard of the older Medici house on the Via Larga. Another great creator of the sculpture of David was Gian Lorenzo Bernini. Bernini was a sculptor, painter and architect and a shaping influence as an outstanding advocate of the Italian Baroque. He was an exceptional portrait artist and owes to his father his accomplished techniques in the handling of marble and also an impressive list of patrons that included the Borghese and the Barbarini families. Bernini originally worked in the Late Mannerist tradition but rejected the contrived tendencies of this style. By 1624 he had adopted an expression that was passionate and full of emotional and psychological energy. His figures are caught in a transient moment from a single viewpoint, bursting into the spectators space. Bernini created a life-size marble statue of David that was part of a commission to decorate the villa of Berninis patron Cardinal Scipione Borghese, the Galleria Borghese where it still resides. It was completed in the course of seven months from 1623 to 1624. One major variation between the statues of David is that Donatellos is very early Renaissance, he is going towards more realistic features, whereas, Bernini is working in a more baroque style, combing action and attentiveness, for instance in Davids face, to achieve a vitality in the work that is not seen in Donatellos David. Berninis David was created during the Baroque Period, a time of great liveliness when artists were captivated by movement and the activities of the human body. This sculpture implies action and captures David as he is actually throwing the stone at Goliath. Davids muscles are tense and contracted. His face is a grimace of concentration, somewhat contorted by the physical effort of his movements. His loosely flowing robe also adds to the idea of movement. Berninis sculpture of David was an innovative sculpture for its time, it represents the beginning of a new sculptural artistic. Another major distinction between Donatellos and Berninis sculpture is Berninis captures David during the fight with Goliath while Donatellos portrays David after the fight. Berninis David depicts movement in a way not previously attempted in stone. The biblical youth is taut and poised to shoot his projectile. The twisted torso, furrowed forehead, and granite grimace of Berninis David epitomize Baroque fixation with dynamic movement and emotion over High Renaissance inaction and classical severity. The sculpture communicates to an unseen entity, in the form of Goliath, the object of Davids aggression, as well as to the observer, caught in the middle of the conflict. The warrior even literally oversteps the boundaries between life and art, putting his toes over the edge of the plinth. Bernini captures the moment when he becomes a hero. In the work of Donatello, the sculpture is portraying the scene after David has cut off the head of Goliath. His foot is raised on the severed head in a stance of contropposto. His sword is in the right hand with the stone in the left. Donatello has softened the static balance and firm stance of the traditional male figure. This softening is evident in the placement of the two hands as well as the way Davids free leg gently rests on the head of Goliath. An additional differentiation between the sculptures is that Donatellos David is nude whereas Berninis is semi-clothed. Donatello made history when he created this masterpiece, which became the first free-standing bronze sculpture that was completely unsupported and in nude form in the Renaissance period. The art work caused much controversy due to the depiction of the nude male body. There are a few symbolic elements to this David. The style of the figure refers to antiquity for the balance and composition of the nude. Energy in the sculpture animates the emotions and is a new technique used in this David, once again showing qualities from antiquity. This energy is not used in Berninis David. Another differences between the sculptures is Bernini depict David as more of a man, while Donatello shows him as a young boy. Berninis David was an action man, determined by his great skill and his likewise great ego to create a new visual ideal, full of action and incredible determination and self-belief. His hero is full-grown and fully engaged both physically and psychologically, as he takes aim and twists his tensed, muscular body a split second before slinging the stone, grasped in his left hand. Although Donatello was inspired by Classical figures, he did not choose a Greek youth in his prime as a model for his David. Instead, he chooses a barely developed adolescent boy whose arms appeared weak due to the lack of muscles. After defeating Goliath, whose head lies at Davids feet, he rests his sword by his side, almost too heavy to handle. It seems almost impossible that a young boy like David could have accomplished such a task. David himself seems skeptical of his deed as he g lances down towards his body. Apparently, Davids intellect, faith and courage made up for his lack of build. The sculptures of the heroic David are significantly efficacious, Donatello shows David in a moment of thought and triumph, whereas Bernini shows David right in physical preparation for hurling the stone at his opponent. Donatellos sculpture is iconic. It could be said that practically anyone in the world could recognize it, and when asked to name a sculpture would name it. Berninis is less known, but that doesnt make it the lesser sculpture. Both men were achievers in the field of marble sculpture, the likes of which the art form may never see again, and both works can be considered masterpieces in their own right.

The Story we Tell :: essays research papers

America and Race have a long and entangled history. The concept of Race, like America is a recent invention. Race is an idea constructed by society to further political and economic goals. Race was never just a matter of how you look, it's about how people assign meaning toward how you look. It is ironic that a nation that takes great pride in one the foundation â€Å"All men are created Equal† can at the same time portray the idea of Race in such a scale that would repress and kill so many people. In this essay I will address what necessitated the creation of the story of race in American history. In the beginning of colonial America people used religion and wealth to define status. As the years progressed fewer people migrated to America. This resulted in a labor shortage of indentured servants. Farmers turned to the transatlantic slave trade, and started replacing indentured servants with African slaves. African slaves worked for nothing, could be easily identified by their skin separating them from indentured servants, and were valued for their farming skill. Plantation owners found what they an ideal and endless labor supply and developed the first slave system where all slaves shared a common appearance and ancestry. The abundance of this new labor source brought poor whites new rights, opportunities, and a sense of superiority for whiteness. Many were elevated to manager’s plantations and bounty hunters. White societies for the first time started to identify themselves with each other not based on wealth or status because they were white. As slave labor increased, slavery became inherently identified with blackness. This perpetuated white Americans belief that Africans were a different kind of person and stimulated the theory that Africans maintained a "natural" inferiority. This theory of "natural" inferiority rationalized for many white Americans the stealing of Indian lands. Indians, another â€Å"racially inferior† group, were initially viewed as naturally white. They explained they were tan because of exposure to the sun. Many felt that they were good human material, and the problem was not race but culture, that the Indians were primitive but they could be civilized. Whites sought to civilize Indians though English education and Christian religion, turning hunters into farmers and businessmen. They tried to assimilate them into American culture. The "civilization" process and way of life began to be seen as the only way for Indians to live in peace with whites.