Unit 5 P1 the Functions of the Main Cell Components of the...

In this report i will be writing brief description on the functions of the main cell components of the body cell. The cell membrane : is something that lets some things in and some things out of the cell. It is an outer cover for the cell. If the cell membrane was non existences the cell would spill all over the place. Its function is to protect the integrity of the interior of the cell by allowing certain substances into the cell, while keeping other substances out. It is composed of a thin, double-layered sheet of lipids, around the Cell and is a protective membrane layer around every Cell. Nucleus [pic] The nucleus is the control centre of a cell. It contains genetic material such as DNA and controls the cells growth and†¦show more content†¦It acts as a storage organelle. It is important in the creation and storage of steroids. It also stores ions in solution that the cell may need at a later time. Steroids are a type of ringed organic molecule used for many purposes in an organism. They are not always about building muscle mass like a weight lifter. The ion storage is important because sometimes a cell needs ions fast. It might not want to search the environment for ions, so it is easier to have them stored in a pack for easy use. Rough ER - looks rough on the surface because it is stubbed with very small organelles called ribosomes. Ribosomes are made of RNA and protein and are the site of protein synthesis. They are very important in the synthesis and packaging of proteins. Some of those proteins might be used in the cell and some are sent out. The ribosomes are attached to the membrane of the ER. As the ribosomes builds the amino acid chain, the chain is pushed into the ER. When the protein is complete, the rough ER pinches off a vesicle. That vesicle, a small membrane bubble, can move to the cell membrane or the Golgi apparatus Golgi apparatus[pic] The function of the Golgi apparatus is to modify, sort, and package proteins and other materials from the endoplasmic reticulum for storage in the cell or secretion outside the cell. Lysosome [pic] Lysosomes are single, membrane-bound sacs that containShow MoreRelatedAssignment Brief to Break Down Unit 5 Health and Social Care Level 11545 Words   |  7 PagesBTEC Extended Diploma Level 3 Assignment Brief Course Title: Extended Diploma Level 3 in Health and Social Care Unit : 5 Assignment Title: Anatomy Physiology Scenario/Vocational Context: This unit introduces core knowledge of cellular structure and function, and the organisation of the body as a whole, and then builds on this to develop a more detailed knowledge of the fine anatomy and physiology of the systems involved in energy metabolism. Functional Skills Development: This assignmentRead MoreUnit 5 - P1,P2,P36290 Words   |  26 PagesP2, P3 4/27/2015 Khadra Ali | P1 – Outline the functions of the main cell components The human body is made up of millions of tiny cells that can only be seen under a microscope, cell also vary in shape and size. Cells are the basic structural of all living things. The human body is poised of trillions of cells. They give structure for the body, take in nutrients from food, convert those nutrients into energy, and carry out specialized functions. Cells also contain the body’s hereditary materialRead MoreSports Nutrition3880 Words   |  16 Pagesenvironment are taken up in the body to provide the energy and nutrients which are needed to keep us alive and healthy. Also providing the body with growth and repair to our muscles. Apart from water and oxygen, the needs of the body must be met by the intake of foods. 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Vitamin B12, only found in animal foods, is needed for nerve function and to activate folate. Vitamin C is needed to form connective tissue and acts as a watersoluble antioxidant. Vitamin A is essential for vision, and it regulates cell differentiation and growth. Vitamin D is necessary for bone health. Vitamin E is a fat-soluble antioxidant. Vitamin K is essentialRead MoreKoko13281 Words   |  54 Pagesa.|the address of the last memory location| b.|the number of instructions| c.|zero| d.|the address of the first memory location| ____ 4. 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The Battle Of Iwo Jima - 1732 Words

The Battle of Iwo Jima was one of the most costly battles of the Pacific theatre of WWII. The fighting was fought in February and March, 1945. About 6,800 U. S. Marines and other military personnel lost their lives in seizing the island from the Japanese. The Japanese losses were estimated at more than 21,000. The American victory at Iwo Jima provided American air units with the first base inside Japanese territory. This allowed American Bombers to cause major damage to Japans industrial factories. On the 15 of June, 1944, the Iwo Jima was being bombarded by the navy. Along with Heavy Air raids from the Air Force. So technically the attack started 9 months before the actual Invasion. Each of the major warships was assigned†¦show more content†¦Which was made up of big rocks, volcanic ash. Which put the Marines at a disadvantage, not allowing them to dig in or build foxholes to take cover from enemy fire. The only good thing that came out the ash was that it absorbed some fragments from Japanese artillery. The Japanese heavy artillery in Suribachi was reinforced with steel doors and would only open them to fire, and then would closed them immediately to prevent receiving damage from the Marines and naval gunners. This made it a challenge for American units to destroy the heavily fortified Japanese artillery position. To make things harder for the Marines, the bunkers were connected to tunnel systems so that the Japanese bunkers that got cleared with flamethrowers and grenades were re-occupied by the Japanese troops moving through the tunnels. This tactic used by the Japanese caused many casualties to the Marines, as they walked past the bu nkers they thought were cleared. Didn’t expect to take fire from the enemy. The Marines would cautiously and slowly advance while taking heavy machine gun and artillery fire. With the arrival and help of armored tanks, and heavy naval artillery and aerial bombing on Mount Suribachi, the Marines were able to advance past the beaches with a lot less stress. With previous experience, the Marines expected the same Banzai Charge in the middle of the night. This had been a standard attack plan for the Japanese, but were not orderedShow MoreRelatedThe Battle Of Iwo Jima1702 Words   |  7 Pageshe Battle of Iwo Jima was one of the bloodiest and fiercest battles of the Second World War in which the US Armed Forces captured the Iwo Jima Island from the Japanese. More than 6800 American servicemen lost their lives in the battle and thus the battle has come to known as the deadliest battle in Marine Corps history. Iwo Jima was an island strategically positioned and highly fortified as its three airfields were used to stage attacks on the US at the Pacific War. It was therefore Americas targetRead MoreBattle of Iwo Jima2584 Words   |  11 PagesThe Battle of Iwo Jima By James P Wilfrom Jr. Course: History 465 History of World War II UMUC Asia 2013 The Battle of Iwo Jima Thesis Statement The Battle of Iwo Jima, one of the most ferocious battles of the Pacific Campaign in World War II. This battle would be fought between the United States and Japan, and would begin in February 1945 and end in March 1945 causing well over 48,000 casualties of war. The main goal of this battle for the United States was to provide a tactical advantageRead MoreThe Battle of Iwo Jima1975 Words   |  8 Pagestactician not to be underestimated. Thirty six days later and Iwo is finally taken. The debate on cost continues to this date. What value did the cost verse gain equation play into the planning phase? Was Iwo Jima truly a vetted and viable target? Operation Detachment (19 February – 26 March 1945) - The thirty six days of unforgiving hell on a small, wretched patch of volcanic sand and rock named Sulfur Island ( IÃ… jima - Iwo Jima in Japanese), will forever be immortalized in the iconicRead MoreThe Battle Of Iwo Jima1484 Words   |  6 PagesDefine The Subject: The Battle of Iwo Jima took place on the volcanic island of Iwo Jima, which consisted of seven and one-half square miles. The battle was fought between the United States and Japan during February 19 and March 26, 1945. It was fought during the Pacific campaign led by General MacArthur during World War II. Review The Setting: During the Pacific campaign it was very important for the United States to establish airfields in Marianas, Tinian, and Saipan to provide bomber missionsRead MoreThe Battle Of Iwo Jima1091 Words   |  5 Pages The Battle of Iwo Jima, February 19th through March 17th of 1945, was one of the most significant battles in World War II. Part of the Japanese island chain, it was the site of one of the bloodiest battles of the Pacific Theater. !!!The Battle of Iwo Jima - Origins Edgar L. Jones, a writer for The Atlantic Monthly and an eyewitness to the battle had this to say about the conflict after the battle was over: No one who was at Iwo Jima can analyze the battle objectively. The carnageRead MoreBattle Of Iwo Jima During World War II1077 Words   |  5 PagesMary Kathryn Mclaughlin Mrs. Sehorn and Mr. Hills 1st History and 2nd English 11 March 2015 Battles in the Pacific In World War II, there were numerous Battles in the Pacific ocean. Some were scary and some were bloody and some were quiet and some were loud, but most of all some were deadly, life threatening. The troops that had to go out and fight the battles were brave. Especially to go fight on water in boats and submarines and in the air with planes. You would never know whenRead MoreUS and Japanese Strategy in the Battle of Iwo Jima Essay585 Words   |  3 Pagesthe Battle of Iwo Jima, n.d.). Though their whole defense was based on the waves themselves. Sixty-eight Tracked Landing Vehicle, comprising the first wave, were to hit the beach. The armored amphibians would use their 75 mm howitzers and machine guns to the utmost in an attempt to keep the enemy down, thus giving some measure of protection to succeeding waves of Marines who were most vulnerable to enemy fire at the time they disembarked from their LVTs (Planning for the Battle of Iwo Jima, nRead MoreRecounting the Story of The Battle of Iwo Jima Essay example1112 Words   |  5 Pages There are countless depictions of The Battle of Iwo Jima from the standpoint of Veterans and military historians. All of which are vivid interpretations of how monumental this battle was for the Marine Corp and 1944 American moral. The Battle of Iwo Jima was the single most contested piece of land that the Marine Corp had ever fought. In fact, the Marines lost more soldiers in this battle than any other battle they had fought, in their 238-year history. It was tough terrain with an enemy instructedRead MoreThe Battle At Iwo Jima, But Instead, Looking At First Person Accounts And Eyewitnesses1608 Words   |  7 PagesA. Plan of Investigation The purpose of this investigation is to go beyond the perceived thoughts and facts about Iwo Jima, but instead, looking at first person accounts and eyewitnesses. Iwo Jima is known as â€Å"Thirty Six Days of Hell† which takes place from the 19th of February in 1945 to the 26th of March, 1945. During these thirty six days the goal of this battle was to obtain the island because of the location and how they would be able to utilize it for a landing strip for damaged aircraftsRead MoreFilm Review: Letters from Iwo Jima Essay929 Words   |  4 PagesIt would be near insanity to say Letters from Iwo Jima constitutes an everyday war movie. Clint Eastwood not only created a film that sympathizes with the Japanese, but also acknowledges the fact that both the Japanese and Americans were wrong. The Japanese assumed Americans were cowardly fools and the Americans had been taught the Japanese were mindless imperial machines. These stereotypes are quickly cast aside as viewers of th is movie acquaint themselves with Saigo and his friends. However

Loyalty Of Employee Essay Example For Students

Loyalty Of Employee Essay Different cultures place varying values on loyalty to the employer. In some countries, most notably in Asia, there is a high degree of loyalty to one company. However, in most European countries and the United States, loyalty at ones employer is not highly values; instead it is considered more rational and reasonable for an employee to change jobs whenever it is warranted to achieve the optimal overall career. Both of these positions have advantages and disadvantages. In cultures that value loyalty to the employer, a kind of family relationship seems to develop between employer and employee. It is a reciprocal arrangement, which the employer is concerned with assisting the employee to develop to his or her full potential and the employee is concerned about optimizing the welfare of the company. The negative aspect to absolute loyalty to one company is that an employee may stay in one job that he or she has outgrow and may miss out on opportunities to develop in new directions. From the employers point of view, the employee may be burdened with employees whose skills no longer match the needs of the company. In cultures in which it is quite acceptable to change jobs every few years, employees can build the career they choose for themselves. They can stay with one company as long as it is mutually beneficial to the company and employee. As long as good relationship exists and the employees career is advancing at an acceptable pace, the employee can remain with a company. But at any time the employee is free to move to another company, perhaps to achieve a higher position, to move to a new area, or to find anew situation that is more suitable for his or her personality. The advantage of this situation is employees tend to move around a lot. Although both these systems have advantages and disadvantages, it is much better for employees have the opportunity to move from job to job if it is necessary to have a better career. Words / Pages : 335 / 24 .

Soft Skills free essay sample

ACME Memo To: Company President From: ME Date: Soft Skills Training After the last project review one area that needs to be improved is our communication not only with the stakeholder, but vendors and our team as well. Having gone through soft skills training before while in the Marine Corps, before I was assigned to recruiting duty, I know that soft skills training will have a positive impact on our team and improve our overall bottom line and limit communication breakdowns that have caused extra costs and completing projects after the due date. Due to the size of our company and that we are always involved in ongoing projects I would suggest that we use an online training company. This will also reduce costs because we will not have reimburse for travel costs. Using an online company will also allow us to control the environment in which our staff in being trained. We will write a custom essay sample on Soft Skills or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another option would be to bring in a company to do in house soft skills training. Train Smart would be a company that I would suggest they offer many services, but the one that would benefit us and our customers the most would be heir tailored soft skills training. This would benefit all parts of our company as they offer leadership, HR, management, communication, and team building soft skills programs. They also work with a wide variety of industries many of who we also work with this can only help us in the long run if we decide to partner with them. The online tools that they offer can also assist us after the initial training. Part of our Job as project managers is to evaluate each project and find ways to improve for the next project while making our customers happier with our service, hich in the end will only bolster our profits and reputation. Soft Skills are very important as you know and if we as a company can get all levels from the installation team to upper management on the same page while communicating we can have the entire company speaking the same language. I have attached a link to the website for Train Smart for you to review whether we decide to use Train Smart or another company soft skills training is without a doubt a needed item for us to improve for our customers. Soft Skills By FightingIrish0414

Embrasser (to Embrace) French Verb Conjugations

Embrasser (to Embrace) French Verb Conjugations The French verb  embrasser  means to embrace or to kiss. Its resemblance to English makes it an easy one to remember and its an essential part of your French love vocabulary. When you want to say embraced or kissing, a verb conjugation is required. A quick French lesson will show you how thats done. Conjugating the French Verb  Embrasser Embrasser  is a  regular -ER verb  and it follows a very common verb conjugation pattern. The infinitive endings are just like those for similar verbs such as  admirer  (to admire),  adorer  (to adore), and countless others. This makes learning each new verb just a little easier than the last. When conjugating, we must first recognize the verb stem. In the case of  embrasser, that is  embrass-. To this, the various endings are added to match the present, future, or imperfect past tense. Yet, in French, we must also take into account the subject pronoun. For instance, I embrace is jembrasse and we will kiss is nous emrasserons. Subject Present Future Imperfect j' embrasse embrasserai embrassais tu embrasses embrasseras embrassais il embrasse embrassera embrassait nous embrassons embrasserons embrassions vous embrassez embrasserez embrassiez ils embrassent embrasseront embrassaient The Present Participle of Embrasser The  present participle  of  embrasser  is formed by adding -ant  to the verb stem to give us  embrassant.  This is rather useful as it is not only a verb, but can act as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © A  common way to express the past tense in French is the  passà © composà ©. To construct it, you must conjugate the  auxiliary verb  avoir  to fit the subject pronoun, then attach the  past participle  embrassà ©. For example, I embraced is jai embrassà © and we kissed is nous avons embrassà ©. Notice how the past participle remains the same and that  ai  and  avons  are conjugates of  avoir. More Simple Embrasser  Conjugations Among the simplest conjugations of  embrasser, French students should focus on the present, future, and past tenses at first. When youre ready, add these verb forms to your vocabulary as well. When the verbs action has some degree of uncertainty or dependency, use either the subjunctive or the conditional verb mood. In writing, the passà © simple or imperfect subjunctive may be used. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' embrasse embrasserais embrassai embrassasse tu embrasses embrasserais embrassas embrassasses il embrasse embrasserait embrassa embrassà ¢t nous embrassions embrasserions embrassà ¢mes embrassassions vous embrassiez embrasseriez embrassà ¢tes embrassassiez ils embrassent embrasseraient embrassà ¨rent embrassassent ​To express  embrasser  in a direct command or request, the imperative verb form is used. In this case, the subject pronoun is not required. Keep it short and sweet with embrasse rather than tu embrasse. Imperative (tu) embrasse (nous) embrassons (vous) embrassez

NASA on Watch for Killer Asteroids

NASA on Watch for Killer Asteroids While NASA astronomers said the chances of the 1.2-mile-wide (2 km) asteroid called 2002 NT7 actually hitting the Earth on Feb. 1, 2019, are slim, they are still watching it and other orbiting doomsday rocks very closely. Detecting and Tracking Dangerous Asteroids While given less than a one in 250,000 chance of actually hitting the Earth, scientists at NASAs Near Earth Object (NEO) program have no intention of turning their backs on any of the Potentially Hazardous Asteroids discovered so far. Using the Sentry System developed by NASAs Jet Propulsion Laboratory, NEO observers continually scan the most current asteroid catalog to identify those objects with the greatest potential to hit the Earth over the next 100 years. These most threatening asteroids are cataloged in the Current Impact Risks database. To each near-Earth approaching object, NEO assigns a risk of impact factor based on the Torino Impact Hazard Scale. According to the ten-point Torino scale, a rating of zero indicates the event has no likely consequences. A Torino Scale rating of 1 indicates an event that merits careful monitoring. Even higher ratings indicate that progressively more concern is warranted. To further study near-Earth orbiting objects, their potential threats, and ways in which they may be prevented from impacting the Earth, NASA is currently undertaking this fascinating group of Spacecraft Missions to Asteroids. For professional and amateur asteroid trackers, JPLs Solar System Dynamics Group provides this handy set of software tools. Protecting Earth from Asteroid Strikes Calling them the only major natural hazard that we can effectively protect ourselves against, NASA has suggested two possible methods of protecting the Earth from an asteroid or comet determined to be on a collision course. Destroying the object before it hits the EarthDeflecting the object from its orbit before it hits the Earth To destroy the Earth-approaching object, astronauts would land a spacecraft on the surface of the object and use drills to bury nuclear bombs deep below its surface. Once the astronauts were a safe distance away, the bomb would be detonated, blowing the object to pieces. Drawbacks to this approach include the difficulty and danger of the mission itself and the fact that many of the resulting asteroid fragments might still hit the Earth, resulting in massive damage and loss of life. In the deflection approach, powerful nuclear bombs would be exploded up to half a mile away from the object. The radiation created by the blast would cause a thin layer of the  object on the side nearest the explosion to vaporize and fly into space. The force of this material blasting into space would nudge or recoil the object in the opposite direction just enough to alter its orbit, causing it to miss the Earth. The nuclear weapons needed for the deflection method could be launched into position well in advance of the objects projected Earth impact. Best Defense is Adequate Warning While these and other methods of protection have been considered, no definite plans have been fully developed. Scientists of the Asteroid and Comet Impact division of NASAs Ames Research Center warn that at least ten years will be needed to send a spacecraft to intercept an incoming object and deflect or destroy it. To that end, scientists say, NEOs mission of detecting threatening objects is critical to survival. In the absence of active defense, warning of the time and place of an impact would at least allow us to store food and supplies and to evacuate regions near ground zero where damage would be the greatest, says NASA. What is the Government Doing About This? In 1993 and again in 1998, Congressional hearings were held to study the impact hazard. As a result, both NASA and the Air Force are now supporting programs to discover Earth-threatening objects. Congress currently budgets only about $3 million per year for programs like the Near Earth Object (NEO) project. While other governments have expressed concern about the impact hazard, none have yet funded any extensive surveys or related defense research. That Was Close! According to NASA, a soccer field-sized asteroid came within a mere 75,000 miles of Earth in June  2002. Missing us by less than one-third of the distance to the moon, the asteroids approach was the closest ever recorded by an object of its size.

Taylors Law and the Right to Strike by Public Employees Essay

Taylors Law and the Right to Strike by Public Employees - Essay Example Following the need to include transit public workers who were caught up in the strikes in 1966, George W. Taylor designed a law that was named after him. The chairman was a labor researcher who was not in great support of the public worker strikes. It is believed that other panel members did not want their name in the law as they considered the unions for public employees to be very articulate in opposing the new law2. His law gives the involved Public Employment and Relations Board that is selected by a governor the authority to solve contract disputes between the government and its workers. The Taylors law is also referred to as the fair employment act for The Public Employees and  is defined as article 14 of the New York civil service law. The Taylors law gives a framework for the public employee unions basic rights and limitations3. The Taylors law does not give the public employees and their unions a voice during strikes pertaining to injustices in their working environments. The law, for example, has been quoted as being extremely unjust to municipal workers in New York. The workers claim that the law does not give the government an incentive to rectify contracts problems on a timely basis. Through binding arbitration and mediation, it ensures that public employees are punished heavily for strikes. The Taylors law fails to protect them from work stoppages an illegal act that is punishable by jail time and fines4. Although the public employees feel abandoned by the Taylors Law during strikes on contract issues, the law made better amendments to the Condon-Wadlin Act that called for the firing of the employees upon participation in strikes5. The Taylors law gives employees  in the public sector the right and freedom to organize a governing union and freely appoint their union leaders6. As defined by the law, it gives public employees permission to engage and negotiate terms of agreements with the

Brazilian Worker's Party System Essay Example | Topics and Well Written Essays - 1000 words

Brazilian Worker's Party System - Essay Example According to Borges (2011), the Brazilian party system has always been associated with clientelism; hence, today, the country has a more stable party system. However, the two parties that seem to overrule the rest during presidential elections are the worker’s party (PT) and the party of Brazilian social democracy (PSDB). Hence, according to Love (2009, pp 38), during the times of President Lula, the Brazilian politicians were known to bribe citizens in poor regions by offering them pork so that they could vote for them; cash handout was also common during polling. Some of the political parties also created a client group, whose aim was to vote for a certain party. According to Mainwaring (1999 pp 5), â€Å"parties have weak roots in society and limited legitimacy and exercise little influence over congressional representatives.† He adds that Brazil has severally reshaped and dissolved party systems formation as follows, in 1889, 1930, 1937, 1965 and 1979. Moreover, Mai nwaring (1997 pp 8) notes that the Brazilian political systems are less disciplined compared to the American political parties. Further, â€Å"instability, fragility, fragmentation, non-differentiation, lack of cohesiveness and representativeness are the words to describe political parties in Brazil† (Kinzo, 1993, pp 139). This is due to lack of democracy in any party in the country in the earlier years.Rules have also been put in place; however, these rules tend to favor parties that are undisciplined, decentralized, and individualistic. In addition, the author describes the weak parties as a hindrance to popular representation in politics, thus sustaining elicit politics. Politicians were hence seen as the main drive to represent their parties. However, the weak parties disadvantaged the establishment of accountability through parties; for instance, the weaknesses of some political parties interfered with leadership in Brazil (Mainwaring, 1999, pp 6). According to Mainwarin g (1997 pp 3), party discipline is essential in any political system since it influences how well the legislatures and executives function and interact. When parties are undisciplined, there is a high possibility of the government to be unstable and ineffective, and interferes with the

People in the film Essay Example for Free

People in the film Essay The creation of the monster involves the use of gadgets. The storm detector was needed to show when to lift the monster on to the roof. After lifting the monster up onto the table and elevating it up through a hole in the roof. It was then shocked by lightning, to bring it to life. The table the monster is position on in the centre of the room this is to put emphasis on him and to show that this is the most important aspect of the film. Dr Frankenstein brings the monster to life. A low angle is used on the monster to make him look big and scary, this is created due to the bold features of the monster. A low angle, which gives the effect that, the audience are actually watching the table rise. A tracking angle is used to follow the monster up onto the roof but when the table is on the roof a low is used, we cant see what is happening on the roof, this creates unpredictability, which creates suspense and tension. The lighting is used on the monster, this is used to define the bold features of the face, and this lighting is low lighting. The people appear shocked, amazed and scared as if they dont know what is happening, this influences the audience to feel the same way also this makes the audience feel insecure also because the camera angles and sound draw us into the film it makes the audience feel the same emotion as the people in the film. When the creature moves its hand a close up shot is used, this is to show that the monster is alive. When this happens the sound effects get louder, this is to increase the tension and suspense. The Dr Frankenstein shouts hes alive, its alive, he then shakes around and he is restrained as if he was mad, this creates more tension due to Dr Frankensteins unpredictability and this scares the audience. In the novel we are slowly set into the scene but in the movie we are straight into the storyline this is due to that it would be boring if we were slowly set into the scene also this is a horror movie so there should be no moments where there isnt tension. In the novel and the movie there are differences this is because there are only certain things that you can do with a book but in a film you can do more for e.g. in a film you have sounds and you can have camera angles to add to suspense and tension. In the novel Dr Frankenstein doubts what he is doing (a moral dilemma) but in the film he is very excited by what he was doing. In the book Frankensteins room is described as a small candle lit room but in the movie it is a big tall room with high tech equipment. In the novel Dr Frankenstein is not evil and the monster is not really evil but in the film Dr Frankenstein and the monster are perceived as evil. This is because the film is a horror movie. In the novel there are less gadgets (if any) described but in the movie there are many gadgets this is because in a movie the audience want to shocked amazed and interested, these gadgets do all of these things. In the film Frankenstein is perceived as a loner but in the novel he has a loving family and background. This is because if Frankenstein came from a loving family we couldnt see Dr Frankenstein as evil and evil is needed to create a good horror movie. In the novel, he doesnt have an assistant but in the film he does. In the novel the monster is created without anybody there but in the movie there are witnesses to his creation, this is because in the film the director wanted to involve the audience, which makes them scared. James Whale needs to create tension, suspense, and unpredictability to create a good horror movie. He did this by using different lighting and camera angles. He used certain camera angles to put us into the scene such as p.o.v and long shot, this shows where things are and shows whats happening in a certain areas. He used some shots for emphasis such as close up and extreme close up; this draws your attention towards something so that you notice it. Some of the shots he used were to involve us in the scene such as low angle, rolling shot, tracking this is to make us more scared because it makes us sense what we are seeing so therefore its makes us feel mise-en-scene. The lighting that James Whale uses is under lighting, filler lighting and there is flashes of lightning these are all used to create suspense from the same building in different ways.

20th century music :: essays research papers

By the turn of the century and for the next few decades, artists of all nationalities were searching for exciting and different modes of expression. Composers such as Arnold Schoenberg explored unusual and unorthodox harmonies and tonal schemes. French composer Claude Debussy was fascinated by Eastern music and the whole-tone scale, and created a style of music named after the movement in French painting called Impressionism. Hungarian composer Bà ©la Bartà ³k continued in the traditions of the still strong Nationalist movement and fused the music of Hungarian peasants with twentieth century forms. Avant-garde composers such as Edgard Varà ¨se explored the manipulation of rhythms rather than the usual melodic/harmonic schemes. The tried and true genre of the symphony, albeit somewhat modified by this time, attracted such masters as Gustav Mahler and Dmitri Shostakovich, while Igor Stravinsky gave full rein to his manipulation of kaleidoscopic rhythms and instrumental colors throughout his extremely long and varied career. While many composers throughout the twentieth-century experimented in new ways With traditional instruments such as the "prepared piano" used by American composer John Cage, many of the twentieth-century's greatest composers, such as Italian opera composer Giacomo Puccini and the Russian pianist/composer Sergei Rachmaninoff, remained true to the traditional forms of music history. In addition to new and eclectic styles of musical trends, the twentieth century boasts numerous composers whose harmonic and melodic styles an average listener can still easily appreciate and enjoy. The advance of technology has also had an enormous impact on the evolution of music in this century, with some composers using, for instance, the cassette player as a compositional tool or electronically generated sounds alongside classical instruments, the use of computers to compose music, and so on.

Katherine Kolcaba’s Comfort Theory Essay

Katherine Kolcaba’s Comfort Theory fits best with my philosophy of nursing and my current work environment. As a hospice nurse comfort is the top priority. The goal of hospice care is to provide comfort and dignity at the end of life. The technical term for comfort for health care is the immediate state of being strengthened by having the needs for relief, ease, and transcendence addressed in the four context of holistic human experience: physical, psychospiritual, sociocultural, and environment. The change goal would be to implement Kolcaba’s taxonomic structure of comfort as a way for the hospice unit staff to measure comfort. Katherine Kolcaba’s Comfort Theory Kolcaba was born as Katherine Arnold on December 8th, in Cleveland, Ohio. She received her diploma in nursing from St. Luke’s Hospital School of Nursing in 1965. She graduated from the Frances Payne Bolton School of Nursing, Case Western Reserve University in 1987. She graduated with a PhD in nursing and received a certificate of authority clinical nursing specialist in 1997. She specialized in Gerontology, End of Life and Long Term Care Interventions, Comfort Studies, Instrument Development, Nursing Theory, and Nursing Research. She is currently and associate professor of nursing at the University of Akron College of Nursing. She published Comfort Theory and Practice: a Vision for Holistic Health Care and Research (Nursing Theories, 2011). Description  Comfort Theory is a middle range theory for health practice, education, and research. Comfort is viewed as an outcome of care that can promote or facilitate health-seeking behaviors. Increasing comfort can result in having negative tensions reduced and positive tensions engaged. Kolcaba (as cited in McEwin & Wills, 2011) defined comfort within nursing practice as â€Å"the satisfaction of the basic human needs for relief, ease, or transcendence arising from health care situations that are stressful† (p. 34). Purpose According to Kolcaba, (2010) â€Å"the overall purpose of Comfort Theory, was to highlight the importance of comforting patients in this high tech world. It is what they want and need from us. † Origin. To describe the origin or development of Comfort Theory, Kolcaba conducted a concept analysis of comfort that examined literature from several disciplines including nursing, medicine, psychology, psychiatry, ergonomics, and English. First, three types of comfort (relief, ease, transcendence) and four contexts of holistic human experience in differing aspects of therapeutic contexts were introduced. A taxonomic structure was developed to guide for assessment, measurement, and evaluation of patient comfort (Nursing Theories, 2011). Major concepts. Major concepts described in the Theory of Comfort include comfort, comfort care, comfort measures, comfort needs, health-seeking behaviors, institutional integrity, and intervening variables (Kolcaba, 2010). Propositions. Kolcaba (as cited in McEwin & Wills, 2011) defines eight propositions that link the defined concepts: * Nurses and members of the health care team identify comfort needs of patients and family members * Nurses design and coordinate interventions to address comfort needs * Intervening variables are considered when designing interventions * When interventions are delivered in a caring manner and are effective, the outcome of enhanced comfort is attained * Patients, nurses and other health care team members agree on desirable and realistic health-seeking behaviors * If enhanced comfort is achieved, patients, family members and/or nurses are more likely to engage in health-seeking behaviors; these further enhance comfort * When patients and family members are given comfort care and engage in health-seeking behaviors, they are more satisfied with health care and have better health-related outcomes * When patients, families, and nurses are satisfied with health care in an institution, public acknowledgement about that institution’s contributions to health care will help the institution remain viable and flourish. Evidence-based practice or policy improvements may be guided by these propositions and the theoretical framework (P. 234). Population According to the National Hospice and Palliative Care Organization, (NHPCO, 2012) in 2011, an estimated 1. 65 million patients received services from hospice and an estimated 44. 6% of all deaths in the United States were patients under hospice care. In 2001, an estimated 36. 6% of cancer patients accessed three of more days of hospice care. The median length of service in 2011 was 19. 1 days. 56. 4% of hospice patients were female and 43. 6% were male. 83. % of hospice patients were 65 years of age or older, and more than one-third of all hospice patients were 85 years of age or older. 82. 8% of hospice patients were white/Caucasian. Patients of minority (non-Caucasian) race accounted for more than one fifth of hospice patients. Today cancer diagnoses account for less than half of all hospice admissions (37. 7%). Currently less than 25% of U. S. deaths are now caused by cancer, with the majority of death due to other terminal diseases. The top four non-cancer primary diagnoses for patients admitted to hospice in 2011 were debility, dementia, heart disease, and lung disease (NHPCO, 2012). Level of care  There are four general levels of hospice care: routine home care, continuous home care, general inpatient care, and inpatient respite care. The facility where I currently work is a unit for general inpatient care. General inpatient care is care received in an inpatient facility for pain control or acute or complex symptom management which cannot be managed in other settings. In 2011, 2. 2% of hospice patients received general inpatient care. The percentage of hospice patients receiving care in a hospice inpatient facility increased from 21. 9% in 2010 to 26. 1% in 2011 (NHPCO, 2012). The main reason for a general inpatient admission is for comfort care that cannot be achieved at home or in another setting. Nursing Role  My current role at the hospice unit is one of a staff nurse. I work three, twelve hour shifts on the dayshift. My responsibilities include the day to day care of the patients that I am assigned. I provide the patients with comfort care and symptom management based on the physicians orders. I do have certain standing orders that can be put in place without making a call to the physician and using my nursing judgment alone. I report directly to the unit manager on my unit. Power I feel that I have informal power at my facility. I have been there the longest of all the nurses, including the manager. I am the person that all the nurses turn to when there is a question regarding policy and procedure. I am the person that others seek out for advice and unfortunately the person that most nurses vent to. I am always willing to pick up extra shifts without complaining. I continually hear from the other nurses, â€Å"you never complain. † I love what I do! I love providing comfort care for patients in need. Are there days when things get crazy? Are there things I wish I could change? Absolutely, but complaining doesn’t change anything and I feel that being around someone that complains all the time bring others down as well. I always try to stay positive and encourage others. The management team comes to me as well to ask me my opinion about certain changes. I feel that I could be a positive influence for change, but ultimately the decision would not be mine to make. Any decision has to go through my unit manager and then up the chain of command to the clinical director, and executive director. Comfort Theory â€Å"Best Fit† for Hospice According to Kolcaba, (2010) health is considered to be optimal functioning, as defined by the patient, group, family, or community. There are several major assumptions in Comfort Theory. Human beings have holistic responses to complex stimuli. Comfort is a desirable holistic outcome that is germaine to the discipline of nursing, human beings strive to meet, or to have met, their basic comfort needs. It is an active endeavor. When comfort needs are met, patients are strengthened (Kolcaba, 2010). The mission statement of the company that I work for includes: * Recognize that individuals and families are the true expert in their own care; * Support each other so we can put our patients and families first; * Find creative solutions which add quality to life; * Strive for excellence beyond accepted standards, and; * Increase the community’s awareness of hospice as a part of the continuum of care. I feel that the mission of my company falls in line with the assumptions of Kolcaba’s Comfort Theory. The main goal of hospice care is comfort care. Currently we assess pain using a number scale or a face/FLACC cale depending on if the patient is able to verbally respond. The majority of our patients are unable to communicate. Pain using a face or FLACC scale can vary from nurse to nurse. The FLACC scale measures pain using face, legs, activity, cry, and consolability. Kolcaba’s taxonomic structure would be an excellent way to measure comfort on a hospice unit such as the one where I work. Development. Katherine Kolcaba developed an interest in the concept of comfort during her practice as the head nurse of a dementia care unit. Her understanding that comfort lead to optimal functioning of the dementia patients, was the beginnings of her comfort theory. Kolcaba realized the relationship between behaviors such as aggression, fighting with others, refusal to cooperate, or tearing up the environment and a patient’s comfort level. Interventions to reduce these behaviors were called comfort measures (Kolcaba, 2003). Since that time, the theory has been utilized in the fields of hospice (Kolcaba, Dowd, Steiner, & Mitzel, 2004; Vendlinski & Kolcaba, 1997), orthopaedic care of adult patients (Panno, Kolcaba, & Holder, 2000), pediatrics (Kolcaba & DiMarco, 2005), and perianasthesia nursing (Kolcaba & Wilson, 2002). Kolcaba (1994) stated, â€Å"the first dimension of the theory of comfort consists of three states of comfort called relief, ease, and transcendence† (p. 1179). Relief is having a specific comfort need meet. An example would be relief from pain. Ease is the state of calm or comfort (Kolcaba, 1994). Individuals who feel ease are in a relaxed state. Ease can add to an individual’s health seeking behavior. Transcendence is each individual’s ability to rise above one’s pain or trouble (Kolcaba & Kolcaba, 1991). The second dimension of the theory consists of the contexts in which comfort occurs. This is a holistic concept. It can be examined in the physical, psychospiritual, sociocultural, and environmental perspectives. Physical comfort pertains to the body. Musculoskeletal pain, urinary discomfort, gastrointestinal upset would fall into this category. Psychospiritual comfort pertains to self-esteem, the meaning of one’s life, and one’s connection with a higher power. Sociocultural comfort pertains to family, personal relationships, and one’s cultural background. Environmental comfort pertains to the external surrounding (Kolcaba, 1994). The theory consists of three parts. Part one describes how comfort needs are assessed, appropriate nursing interventions are implemented, and the patient experiences increased comfort. The second part of the theory describes the relationship between comfort and health seeking behaviors. Kolcaba reports that patients whose comfort needs are meet are better able to participate in positive behaviors, which promote health and well-being. The third part of the theory describes the relationship between client’s health seeking behaviors and the integrity of the institution (Kolcaba, Tilton, & Drouin, 2006). Outcome measures for institutions can be improved when staff utilizes comfort measures. It is desirable that nurses caring for hospice patients are skilled in the art of comfort. Providing physical comfort such as managing pain, positioning an individual with advanced musculoskeletal problems, keeping bowel patterns regular, assisting residents in a toileting program to avoid incontinence, and protection fragile skin are skills used on a daily basis. Nurses in hospice care must address psychospiritual concerns such as depression, the loss of physical functioning, as well as the loss of loved ones and friends. Most patients in hospice care have been forced by illness and debility to give up their homes and independence. Sociocultural comfort is provided when nurses understand a person’s cultural background. Encouraging family support and understanding a resident’s background and accomplishments assist nurses in developing interventions to support comfort. The environment also plays a part in an individual’s comfort and well-being in the long-term care environment. Providing a home-like, active, and joyful environment filled with children, animals, and treasured items from home are very important. Comfort theory has been utilized as a framework for hospice nursing (Vendlinski & Kolcaba, 1997).

How Internet Addiction Affects Student’s Academic Performance

How Internet addiction affects student’s academic performance Internet addiction in the twenty-first century is as common as the flu. Technology has expanded, and about anyone, anywhere on earth has access to the web and is about to go online. The effect of this addiction may seem harmless but it has a great toll on the body and their academic performance. It can drastically change their life. The addiction, like any other, starts around the first few experiences.In the twenty-first century it starts roughly at the young age as ten to about anywhere in their adult-hood. Internet addiction isn’t only about the famous social media chat sites such as Facebook or twitter. It has a lot to do with v-logging, videos, forums, and various types of internet gaming. Technology nowadays is progressing at such a rapid speed that it makes virtually any task as simple as one click process. When the addiction is in affect, the mind doesn’t think of anything else but that.Especia lly when he/she has found himself online to what may seem a few hours but may actually be the entire day or two before realising. This affects greatly the sleep one needs in order to function on a daily basis, and everyone understands the importance of sleep. The person may also be deprived of food, the nutrition the body needs. The academic performance of the individual decreases tremendously. People in this addiction sub-consciously put tasks aside for another day or plan to do it in the very last minute.Procrastination on homework/assignments lead to marks falling quickly. They also start being late or even start missing classes due to the effect. This will easily lead to failure and/or being laid off work. In conclusion, the last generation has a lot on their plate and also have a lot of issues. The issues of health benefits, life changes, and the effects it has on their academic performances. A lot of something is a lot worse than a little of everything. Majority of the people have a lot to work on but have a lot of assistances on the way.

Green Card Program for Rich Foreigners is Fraud Risk, GAO Says

Green Card Program for Rich Foreigners is Fraud Risk, GAO Says A federal government program that helps wealthy foreigners get temporary U.S citizenship â€Å"green cards† is a bit too easy to trick, says the U.S. Government Accountability Office (GAO). The program is called the EB-5 immigrant investor program. The U.S. Congress created it in 1990 as an economic stimulus measure, but legislation funding the program is due to expire on December 11, 2015, leaving lawmakers scrambling to revise and revive it. One proposal would raise the minimum required investment to as much as $1.2 million, while retaining same the job creation requirements. To qualify for the EB-5 program, immigrant applicants must agree to invest either $1 million in a U.S. business that is to create at least 10 jobs, or $500,000 in a business located in an area that is considered rural or has an unemployment rate at least 150% of the national average rate. Once they qualify, the immigrant investors are eligible for conditional citizenship status allowing them to live and work in the United States. After 2 years of living in the United States, they can apply to have the conditions for legal permanent residency removed. In addition, they can apply for full U.S. citizenship after 5 years of living in the United States. So, What Are the EB-5 Problems? In a report requested by Congress, the GAO found that efforts by the Department of Homeland Security (DHS) detect and prevent fraud in the EB-5 visa program have been lacking, thus making it hard to determine program’s actual positive impact on the economy, if any. Fraud in the EB-5 program ranges from participants overstating job creation figures to applicants using illegally gained funds to make their initial investments. In one example reported to the GAO by the U.S. Fraud Detection and National Security Directorate, an EB-5 applicant concealed his financial interests in a number of brothels in China. The application was ultimately denied. Drug trade is one of the most common sources of illicit investment funds used by potential EB-5 program participants. While the GAO gave no details for reasons of national security, there is also a possibility that some applicants for the EB-5 program may have ties to terrorist groups. However, GAO reported that U.S. Citizenship and Immigration Services, a DHS component, relies too heavily on outdated, paper-based information, thus creating â€Å"significant challenges† to its ability to detecting EB-5 program fraud. The GAO noted that the U.S. Securities and Exchange Commission reported getting more than 100 tips, complaints, and referrals related to possible securities fraud violations and the EB-5 Program from January 2013 through January 2015. Overstated Success? When interviewed by the GAO, U.S. Citizenship and Immigration Services (USCIS) reported that from 1990 to 2014, the EB-5 program had generated more than 73,730 jobs while contributing at least $11 billion to the U.S. Economy. But the GAO had a major problem with those figures. Specifically, the GAO stated that â€Å"limitations† in the methods Citizenship and Immigration Services uses to calculate the program’s economic benefit may cause the agency to â€Å"overstate some economic benefits derived from the EB-5 Program.† For example, the GAO found that the USCIS’s methodology assumes that all immigrant investors approved for the EB-5 program will invest all the money required and that that money will be spent totally on the business or businesses in which they claim to be investing. However, GAO’s analysis of actual EB-5 program data revealed that fewer immigrant investors successfully and fully completed the program than were approved in the first place. In addition, â€Å"the actual amount invested and spent in these circumstances is unknown, noted the GAO.

New 2016 SAT Whats a Good Score

New 2016 SAT What's a Good Score SAT / ACT Prep Online Guides and Tips The SAT underwent significant changes in 2016, so it's important to know how to set score goals based on the newest version of the test. The test is now out of 1600 points instead of 2400 (i.e., the maximum score on the old, pre-2016 SAT). In this article, I’ll explain what a good score on the new SAT is and show you how to calculate an appropriate goal score for yourself based on where you're applying for college. 2017 National SAT Score Percentiles In our article on how to find your target SAT score, we go over the most recent national statistics for SAT scores. The condensed table below shows the2017 SAT percentile rangesto give you an idea of what kinds of benchmarks you can aim for on the SAT. All scores are composite scores (i.e., your Math and Evidence-Based Reading and Writing scores combined). As a reminder, percentiles indicate what percentage of test takers you scored higher than on the SAT. Thus, the higher your percentile, the more test takers you've outperformed. SAT Composite Score Range Percentile Score 1320-1600 90 to 99+ 1230-1320 80 to 90 1160-1230 69 to 80 1100-1160 59 to 69 1050-1100 49 to 59 1000-1050 40 to 49 940-1000 29 to 40 880-940 19 to 29 800-880 9 to 19 400-800 1- to 9 Source: College Board SAT Understanding Scores 2017 For all students who take the SAT, the average SAT score is1060. The 25th percentile score (higher than only 25% of scorers) is 910-920, and the 75th percentile score (higher than 75% of test takers) is between 1190 and 1200. On the new SAT, then, we can say the following: 1200 = a very good score nationally 1060 = an average score nationally 910 = a very low score nationally If you’re curious about how the scores on the current and old SAT relate to one another, check out our article on how to convert your new SAT scores to old scores (and vice versa). What's a Good SAT Score Based on Your College Goals? It’s important to consider your personal circumstances and goals when deciding what a good SAT score means for you. If you're aiming for highly selective colleges, national averages aren't going to mean much to yousince these schools typically only look at the top 1% of students.On the flip side, if you’re considering less selective schools, you might not need a super high SAT score to get accepted. Nowadays, most colleges provide average SAT scores based on the new SAT scoring system (out of 1600); however, it's highly possible you'll come across a few schools that still have the old scoring system on their website. We recommend searching for "[College Name] admissions requirements PrepScholar." Click on the first link to get to our college admissions page for that school. On this page, you'll see tons of information about your school's SAT scores and admissions statistics. If you’re just looking up information for one school, use our old-to-new SAT score converters to find out what the new SAT score ranges are for a particular school. If a school you’re looking at only has information on Critical Reading and Math scores for the old 2400 SAT, you can use the Critical Reading score as an approximation of what you’ll want your new Evidence-Based Reading and Writing (EBRW) score to be. In general, you’ll want to aim for the 75th percentile score for your school (that is, higher than 75% of accepted students) to give yourself the best chance of getting accepted. Let’s use Texas AM as an example. Currently, its 75th percentile SAT score is 1360, its 25th percentile score is 1130, and its average score is 1250.Within this 75th percentile composite score, students earned around 690 on Math and around 680 on EBRW (based on the College Board conversion charts). Thus, if you’re hoping to attend Texas AM, the 75th percentile composite score of 1360 should be your goal score on the new SAT. The football stadium at Texas AM. If you like football, this is probably a good place for you. New SAT to Old SAT Score Conversion: Potential for Variation Since the scoring on the new SAT is divided into two sections out of 800 points each rather than three sections out of 800 points each (as it was on the old 2400 SAT), it's safe to say thatthere might be some imbalance in score conversions. Reading and Writing now make up a single section- Evidence-Based Reading and Writing, or EBRW- and count for 800 points total, whereas Math has the same 800-point weight as it did on the old SAT.If you’re especially good at math, you might have an advantage on the new SAT, since the Math section now makes up half of your score rather than one-third of it. On the other hand, suppose you’re not so good at mathbut are reasonably strong at reading and writing. I won't encourage you to lower your standards for a good SAT score, soconsider doing more extensive math prep.This will probably lead to a score disparity of only around 50 points or so, but you should be prepared to contend with slightly lower scores initially if your math skills are weaker. If this seems like something you would make, then you're probably going to be fine on the Math section. Conclusion: A Good Score on the New SAT On the new SAT, scores are out of 1600 instead of 2400 (as they were on the pre-2016 SAT). Based on the most recent data released by the College Board in 2017, the average SAT score is 1060, the 75th percentile score is 1190-1200, and the 25th percentile score is 910-920. By looking up colleges you want to attend and finding their75th percentile scores for admitted students, you can calculate a more appropriate SAT score goal for yourself. If the scores listed by your school are for the old SAT, simply use our conversion charts to get a solid approximation of the new composite score you'll need to beat. For schools that only provide average Critical Reading and Math scores for the old SAT, you can use the Critical Reading score to estimate what your new EBRW score should be. What's Next? Still wondering if you should take the SAT or the ACT? Our article explainshow to decide between the two tests and figure out which one is ultimately right for you. Need help studying for the SAT? Thencheck outour collection of top study tips to get some pointers. In addition, see what our top 21 SAT tips and tricks are. For a comprehensive overview of all of the changes that came to the SAT in 2016, read our complete guide to the new SAT. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

MEMO Research Paper Example | Topics and Well Written Essays - 500 words

MEMO - Research Paper Example By using the mobile application automated services, the county government will be in a position to curb many of their challenges such as corruption as all payments will be done on a particular banking pool, leaving no chance of the money into person individual pockets as has been the previous occurrence. Despite the fact that this particular study is still in its preliminary stages, I have it in plan to organize the proposal by describing various sub-topics of research, which addresses various aspects pertaining to the automation of services at the county offices by the use of mobile application systems. †¢ The first aspect of the proposal would be the identification of the common problems at the county government offices, which include corruption, availability of ghost workers in payroll lists, and slow processing of services. †¢ The major challenges attributed to the problems stated above include reduced revenue collection as more money ends in the pockets of few individuals, funds needed to run the government services. Additionally, poor management and use of outdated systems equally contribute towards loss of cash from double payments made in particular workers’ accounts together with the payment of wages to non-existent workers. †¢ Finally, the mobile application system would work to provide solutions to the challenges mentioned above in such a way that payments would be done to a single pool ensuring that no cash lands in the handle of individual county government workers. In addition to such, automation of services would eliminate the instances of ghost workers emergence. For the successful application of the proposal, I have structured a number of methods that will be necessary for working the plan. The process involves developing a particular mobile application to be used by the clients in connecting with the government. Currently, the application is ready for use. What remains for the use of project is the development of the necessary

Managers and Communication Essay Example | Topics and Well Written Essays - 4750 words

Managers and Communication - Essay Example The study has scrutinized the nature and function of communication. In addition, the methods of interpersonal communication have been identified namely; personal and interpersonal communication methods. Barriers to effective interpersonal communication and ways of overcoming those barriers have been discussed. In addition, the ways in which communication flow from to lower levels of management has been put forth. Additionally, the impact of technology in communication has been discussed. The research methodologies employed in this study include Survey research design because under consideration the entire population under investigation. Moreover, questionnaires were utilized to collect data. Questionnaires were piloted and later distributed to 21 managers. Quantitative data was analyzed statistically using pie charts as indicated. The findings were obtained and recommendations were made. Managers and Communication entail the integration of communication by managers to ensure that there are seamless operations within an organization. Managers utilize communication to ensure proper coordination between the employees, suppliers, customers and all stakeholders within and outside the organization. Managers utilize communication to make decisions and solve organizational problems. Through communication, managers can be in a position to direct employee’s skills and efforts towards achieving organizational goals and objectives.  Further communication help to solve problems that affect employees, this may help to prevent the bigger emergence of bigger problems that may affect the entire organization operation. In addition, managers utilize communication to pass the necessary information to the relevant departments in order to ensure that everything with an organization is learning properly.  

STRATEGIC MANAGEMENT ASSIGNMENT Essay Example | Topics and Well Written Essays - 2750 words

STRATEGIC MANAGEMENT ASSIGNMENT - Essay Example Out of various strategies that businesses use for ensuring business success, change itself is a strategy that the business needs to take careful attention in implementing of it, managing it and managing its resistance as well. First part of this piece of research paper presents a brief discussion on organizational success and analyzes how Cadbury’s organizational structure will have to change especially in relation to Mintzberg’s theory of organizational structure. Second part of the paper discusses strategic change and how effectively it can be implemented and managed in Cadbury. Organizing for Success Organizational strategy and organizational structure are closely interrelated. Organizational strategy refers to a special way that the organization positions itself in relation to its stakeholders, given the organization’s resources, capabilities and mission etc (Stonehouse, Campbell, 2004, p. 354). Strategic choices of a firm influences the structure and design of the organization as well. As argued by Alfred Chandler, the structure follows the strategy mainly because the decision maker in a firm develops managerial and growth strategies that become the basis for designing the structure of the organization (Stonehouse, Campbell, 2004, p. 354). ... The strategy being implemented influences the structure and design of the firm. For instance, if a firm implements customer focus strategy or customer relationship strategy, it will have to focus on delivering greater values to customers by concentrating on value propositions and the whole organization attempts to gain attractions from the customers. Strategy thus affects organization’s structure. Though there are various approaches to organizational structure, Mintzberg’s theory of organizational structure seems to have gained considerable attention in recent years as many researchers have widely studied its significance in organizational behaviour. According to his theory, there are two basic approaches to the formation of organizational structure, they are contingency approach and configuration approach (Stonehouse, Campbell, 2004, p. 364). Contingency approach has been described as a structure that the organization depends largely on various factors like the nature of its business, nature of its strategy, its size, geographical span of its activities, its age and history etc. according to Mintzberg’s view, it is better for an organization to base its structure on configuration approach rather than basing on contingency approach because factors like span of control, need for formalization, centralization or decentralization etc are to be logically configured in to internal consistent groups (Stonehouse and Campbell, 2004, p. 364). Contingency approach and configuration approach are considered to be the main determinants of organizational structure according to Mintzberg’s theory. According to Mintzberg’s organizational structure theory, an existing organization will be fit in

Scene Analysis Of Casablanca Film Studies Essay

Scene Analysis Of Casablanca Film Studies Essay Second Essay Question: Deconstruct a scene from one of the films weve seen this semester. Address how the director used the actors, dialogue, lighting, camera movement, sound, editing, and production design to get their point across in the film. Casablanca was released in 1942 by the director Michael Curtiz. The film was considered one of the best motion pictures ever made. The films actors, strong emotions, and loving triangle all helped out in having a classical film. The last scene in Casablanca where Rick Blaine (Humphrey Bogart) and Ilsa (Ingrid Bergman) were saying their final goodbyes as an airplane was in the background setting was one of the greatest scenes in the history of cinematic. Actors: Rick Blaine (Humphrey Bogart): Rick Blaine was the owner of Ricks Cafà © Amà ©ricain. He apparently appears in the whole film to be a man who is not moved by anyone. He refuses to take drinks from the customers of the cafà ©. He also didnt seem to care about the war and that refugees have gathered in Casablanca. From the start of the film and Rick shows himself as a mysterious and complicated man but on the other hand he is also generous, discriminating, and political. After Ilsa has arrived to Casablanca, flashbacks came across Ricks mind and reminded him of the time they spent in Paris. He appeared to be so much happier than he is without her. Another difference is also that back in Paris he was called Richard. After the attack of the Nazis, Rick and Ilsa agreed to leave Paris together. But Ilsa stood Rick up in the train station, and this was their separation. Rick was in so much pain of what Ilsa did to him and suffered from heartbreak. After that, Ilsa showed up at the bar, Rick reacted so angrily and refused to give her and Victor Laszlo the letters they need of transit. Finally, at the end of the film Rick becomes the hero and he sacrifices his love to Ilsa and his life in Casablanca so that Victor Laszlo can get away with Ilsa and finish his political work. So basically there were three characters that Ricks appeared in the movie with. First, In Paris he was so romantic, then in Casablanca he was hard-hearted, and finally at the end of the film he appeared to be self sacrificing hero (Turner, Casablanca, 1999). Ilsa Lund (Ingrid Bergman): Ilsa is extremely loyal to her husband, Victor Laszlo. She believes she love Laszlo, but on the other hand she also says that she is in love with Rick, back when they were in Paris and also after she arrived to Casablanca. She had a very good reason to tell Rick that she loves him when she was in Casablanca so that she can get the letters of transit that she needs. Her feelings are always dreamy and vague which makes it hard to understand her right. Long time ago when Rick was in Paris, she sent him some letters claiming that she cant see him anymore. And that now can be a proof of her capability to protect her real feelings from those people who loves her. From all the characters in Casablanca, Ilsa was one of the most people who clearly had a lot of pain from the unexpected change of wealth. First of all, her husband Victor got arrested and reported to be dead. Then, when he came, she was supposed to escape with him throughout Europe with the Nazis. After that, in Casablanca she met Rick once again and fell in love with him all over, but unfortunately she was suppose to leave him once again. Ilsa didnt had an easy life, and one of the greatest tragic in the whole film is her fate. Finally, at the closing scene of the film, we can feel that the chances of Ilsa living happily ever after ending do not exist. Victor Laszlo (Paul Henreid): One of the main characters in Casablanca is Victor Laszlo, who is the least complicated person. He is an absolute noble hero. Victor Laszlo is a handsome and confident man. His wife was Ilsa and he loves her so much to the extent that when he knew about her and Rick he accepted the fact and claimed he understands. He was ready to give anything for Ilsa to get away safely from Casablanca. Victor likes politics. His want of beating the Nazis is the best ambition for all the actions he ever took. He places himself as a favored to battle through it. As much as Victor Laszlo is priceless to the Allies as much as he is critical to the Nazis. Captain Louis Renault (Claude Rains): Louis is not a man of strong opinion, but was a friend to whoever had power. He never likes Strassers believes but he works with him. For a part in the film, Louis was shown as a careless and selfish man who cared about absolutely nothing but himself. He takes advantage of pretty women refugees and usually gets fixed winnings from the casino of Rick. He told Rick not to count on him as a friend, but he couldnt hide his feelings for his friend (Rick). Towards the ending scene of the film, the men committed to their friendship when they committed themselves to the Allied cause. Rick committed by shooting Strasser and letting Ilsa escape with Victor out of Casablanca, while Louis committed by choosing to get away from Casablanca along with Rick. Lighting: The lighting has a great effect on the mood of the whole film. At the beginning of the movie most of the scenes and shots were brighter than when the film came towards the end where they were darker. There was a scene close to the ending scene of the film in Ricks cafà © where Victor Laszlo was taking refuge after the meeting was attacked. The scene inside the cafà © was at night and it had an absolutely low key lighting. The drama of the movie was being built slowly through the beginning up till the end of the movie. The dimness of the film increases the drama and the worry of the viewers more. The shots towards the end of the film become more extreme due to the gap among special parts of the shots. This Chiaroscuro effect also helped in raising the worry due to the clear bright lights and deep dark shades. Against the light of the background, there was Captain Renault, a poster boy, wearing his black uniform. Those two were shots from the final scene when Rick holds Cap tain Renault as a hostage and pressure him into letting Victor Laszlo getaway. Moreover, there was a fog in this final scene in the airfield, that had a gray invading of the scene and actors, which generate a feeling of suspicious. That resulted in making the viewers not knowing how the fight is going to be solved. Here the lighting technique was sharp and differs from the cinematography that is in all the other parts of the film. Sound: The director used the sound in this scene effectively. While filming the movie, he discovered that the sound stage was very small to be suitable to an actual airplane. So he decided to put the actors on a soundstage at Warner Bros where there was no real airplane. He also puts up half and quarter size models of Lockheed Electra 12A. The scene was raped around the machine that produces fog to cover up the artificiality of the background set. In this last scene of the movie, the actors never left the soundstage of the airplane. Also, towards the last scene of the movie, there was a shot that shows very quick two aircraft engines that has dramatic noise from the strong piston engines driving up and the fan spinning round in a high speed. One of the shots was showing the right side of the engine of the aircraft. And the other shot shows the left side of the engine. Along with those shots, the fog was being spread to go with the cloudy smoggy look that covers the rest of the closing scene. The director was so talented in making a great job in sound editing so that the sound of the engines makes the film mix together well with the soundstage of the film. Camera Movements and Dialogue: The ending scene of Casablanca had many camera movement techniques. After Captain Renault (Claude Rains) and Victor Laszlo depart, the camera starts to follow Rick and Ilsa, where it was neither of their view points. The camera was from the side. After that, Rick sends Ilsa to escape with Victor. After a cut away to Captain Renault, the camera builds up again to highlight the remarkable conversation; the camera was also from the side. As the camera follows up again at the final minute it shifts to Rick. Then the camera goes into a series of reverse angle shots first from Rick to Ilsa, then to Rick again, then to Ilsa, then to Rick again, and finally back to Ilsa one more time. The camera shifted either to the face of the person who was talking or to the other person. There was a hidden meaning in these shifts of the camera. It either meant stressing the conversation or drawing attention to understanding what is said. Another frame got both characters (Rick and Ilsa) in, that changed into an analytical point of view shot of Ilsa. Her tears were glowing in her eyes and the feeling of the light was becoming softer at her face. At the same time, Rick was talking to her and said Im not good at being noble, but it doesnt take much to see that the problems of three little people dont amount to a hill of beans in this crazy world. After that, Ilsa dropped down her chin, because she felt that she was crushed by fate. Then Ricks hands held Ilsas chin and raised it up again saying Now, now . And this was a close up in the camera movement. After that there was a cut of the point of view of Ilsa, and the hidden meaning here is so that women viewers will be able to understand her situation. Rick said Heres looking at you kid. Then a shot of a close up happened again, where it demonstrates that Ilsa understood that Rick wants the best for her and that she accepted his decision of letting her escape with her husband. Then there was a cut back to the point of view of the guy that she really loves. After that the emotions stopped for a few seconds with a fast cut away to Major Strasser, who is the Nazi commander in charge of Casablanca, who was walking fast to reach to the airport. The camera then goes back to the airport, where a private conversation was held between Rick and Victor who were facing each other. Ilsa was at the background of the scene trying to wipe her tears away. Then there was a fast shot of Captain Renault from Ricks point of view. There was again couple of reverse angles which were used to highlight the speakers conversation. First, from Victors point of view there was a fast cut away to Ricks point of view of Ilsa. Here all three of them were in the frame together. And she backs up what Rick is saying. The shot after that returns to Rick then to Victors face who believed what Rick said and accepted his brave explanation. Then there was a three shot right after the two shots of Rick and Victor, with Ilsa on the right side wiping her tears away and she was considered in the staging position. Then a shot went back to Rick and Victor alone when Victor was saying: Welcome back to the fight. This time I know our side will win. After that a shot went to the engines of the plane. Then there was a three shot of the characters looking at the plane. Then a few series of close ups follows with a great awareness of the eyes of the actors as they act in response to the actions. First, Rick looks at the plane then at Ilsa, and Ilsa looked back at him, then both Rick and Ilsa looked at Victor, then Victor looked right into Ilsa and said: Are you ready, Ilsa?, so she turned her head for the last time and looks at Rick, then at Victor and she said: Yes, Im ready. In this scene Rick is giving up on Ilsa and making her getaway with Victor, and Ilsa on the other hand is accepting Ricks decision in letting her go. Next, a cut to a wide shot of all the three actors appeared. Ilsa stepped in front and the camera movement started following in and to the left to set up some characters significant. For the first time, Ilsa stands next to Victor and Rick was alone facing them. Ilsa said: Good-bye, Rick. Then there was a close up of Ilsas face that softly softened the light at her face and completed saying: God bless you. Next, there was a high angle shot of Rick, the Director is trying to emphasize that we are looking for the first time down to Rick, because Ilsa was gone from his life forever, and was back with Victor. Then he said: Youd better hurry. Youll miss that plane. We were seeing this scene from Victors point of view because now the couple is Ilsa and Victor. After that, the camera was far away from the staging position when Ilsa and Victor were walking away towards the plane. That scene was taken again from Ricks point of view, where he was seeing both of them walking out of his life. And by that he realized the generous sacrifice he has done. After that, the camera showed a reverse angle shot of Victor and Ilsa, as a couple this time, walking to the camera. Then they looked at one another and we can see that Ilsa was trying to hold herself together. And as they get closer to the camera, we see that Victor was slowly cut off when the camera was slowly moving to the left side. The director wanted to focus the attention here on Ilsas face because she was walking away from the man she loves. After that the camera cuts into a close up to Rick alone in the frame (Turner, Casablanca, 1999). After that, the camera cut away to both Captain Renault when Major Strasser just came. Major Strasser tries to make a phone call for help, when Rick asked him not to, but since he didnt respond, Rick shot him. Then the police arrived, and in few seconds Captain Renault said: Round up the usual suspects. Now, Rick and Captain Renault are alone at the closing scene of the film. They watched the plane as it took off from both their point of view and then from a revered angle shot. The director tries here to make the viewers feel the loss of Rick in his eyes. After that another revered angle shot to their point of view appeared then the plane faded away within the fog (Turner, Casablanca, 1999). Finally, Rick and Captain Renault walked away together. Then the camera gets into a crane shot by rising up by looking down in a high angle shot at them as they keep walking from the staging position. Then Rick says: Louis, I think this is the beginning of a beautiful friendship. Then as they continue walking the music arise (Turner, Casablanca, 1999). As for this Dialogue, the beautiful friendship that will start to begin between Rick and Captain Renault was the last closing sentence in Casablanca. Moreover, the dialogue of Casablanca was all filmed on a soundstage, but that doesnt make it any less of great dialogue. Editing: The editing of Casablanca was attractive and high in excellence. At the closing scene of the film, the close ups of the airplane with the engines represented the scene as if it was in a real airport with a real plane, and was so hard to find out that all of that was acting in front of a fake plane. Moreover, when the shot was on the airplane taking off, it appeared that the first part of the airplane was the real one and the second part was the studio effect. All together, the story, casting, acting, dialogue, staging, music, sound, lighting, camera movement, editing, and production are so great that viewers just cared about whats happening, not about how the film was created and done. Third Essay Question: Some historians argue that films reflect the political and social mores of society at the time of its creation, is this accurate statement? Is the subject matter of the movies weve watched driven by society or does society drive the entertainment industry to create films within a specific moral, social, or political context? Discuss. More frequently, American movies reflected the absolute influence of the society. The industry is willing to sell more products. That case was mainly right when it came to studio era. J. Dudley Andrew, who is a movie scholar, saw and noticed that in The Major Film Theories: A natural rapport grew up between the public which went to the movies weekly and the producers who needed to supply the people with a variant of what they liked and were used to. (Gehring, 1997). Some movies influence society. For instance: Star Wars it still has a continuing force, which was released again in 1997. Gehring, who is a professor and an author of lots of film books, his occupation covered a some of his adolescence of the 1967s which is called dark comedy to get back on the1930s fashion of clothings. Hollywood tries to safegaurd its contribution, because they are not new nor warrantied. Furthermore, the film production is more involved in reflecting societys desires and needs than in directing them. People who puts all the responsibility and guilt on Hollywood for the most part of the societys troubles are not noticing nor considering real life mores and films (Gehring, 1997). The fiction part in Hollywood has been acknowledged for a long time by the majority of critics and reviewers of the genre between high art and mass culture. For the common audience of those fictions, there has been a lot of questioning about the behavior and sexual mortality in the film trade; there was also a concern about the moral value of films and their impact on the society as a whole (Springer, 2008). Some Hollywood movies reflect social attitudes or generalize from specific films. Fictional films are very difficult and hard to make. Social products are completed, distributed, and received by the audience. The critics examine completely in order to evaluate their roles as historical evidence. For instance: it is too risky to take into consideration only some films from a particular period of time as an easy reflection to the American society. Furthermore, the attitudes that are represented in a particular film might symbolize a chain of compromises cautiously designed to be non-offensive. Also, some individual firms and companies might point out indicate very unusual attitudes toward race relations or womens rights for example. Approaches about class, gender, ethnicity, work, and all other aspects of life are represented in fictional films and movies as they are novels and plays. As a mass visual entertainment, those fictional films reflect the social attitudes in a precise dramatic manner. Some movies which were released from 1915 to about 1955 were Americas mainly popular structure of narrative entertainment. At that time, movies tended to be targeted to larger group of audience, who are even larger than most of the audience of plays and novels. Moreover, movies by then reflected social attitudes more precisely than any other medium, as they got into the maximum number of people. The huge amount of audience doesnt necessarily mean that movies in America characterized all points of view. In filming a movie, directors and staff tries to avoid certain controversial points of view in order not to offend a huge number of people. Also, the producers of films try not to insult any wide groups of people and they normally stay away from political controversial, so that they can be able to sell the film internationally to make profit. A film that is driven by the society is basically stating whats really happening in the real world in a movie. Some movie directors try to reflect the picture of whats happening in the world or society by exaggerating a little more. Other film directors might just mirror real life in their movies. Others might be brave and in their movies that they show what is hidden in the society and represent it in their movies. A great example of a movie that is driven by the society could be Casablanca. Since it was filmed during War World II and it has some political and social mores of the society. Another example is the movie Amadeus, since it was a story about the lives of Amadeus Mozart and Antonio Salieri, who are two composers and that was during the latter half of the 18th century On the contrary, some movie director wants to add something to the society or want to drive a new idea or message into it, so they do that in their movies. This is what its called society drives the entertainment industry to create films within a specific moral, social, or political context. Those kinds of movies are more open minded, because it requires more creativity and imagination to come up with something new more than the movies that are driven by the society. Most of those kinds of movies are imaginary movies. Another issue of argument of the same field might be that modern society is addicted to media entertainment. Simply, people in society couldnt live without all the noises, the images, the technology weve reached to nowadays. Media and films might affect society as well. It could have positive or negative influence on people. For example, violence movies might affect children, teenagers, or adults as well. They might get influenced unconsciously with what they watch in those violent movies. It can affect ones moral values, political, and social mores and make them more aggressive. Moreover, films of teenagers drinking or dealing with drugs also affect adolescence negatively. On the other hand, movies that have great morals affect people positively. For example, movies that might deal with family gathering throughout the whole film, can teach the audience the importance and the value of a family. In conclusion, a lot of writers, historians, and people argue about weather films reflect our political and social mores of our society or vice versa. The subject of the matter here is still and will remain a subject of argument and discussion, although it defers from one movie to another. Some movies combine both. For instance, a movie can be driven by society and also could be that society drove the entertainment industry to create the film or parts of it within a specific social moral and political context.

The Enlightenment Period and Napoleons Rule Essay -- European History

The time of the Enlightenment was a time of great change, reform, and the emergence of great minds such as Isaac Newton, Johannes Kepler, Galileo Galilei, and even Copernicus. These men cleared the path to thinking in a new way and brought about the change necessary for the Scientific Revolution. The Enlightenment allowed people to think more critically and even was the time in which the â€Å"Experimental Method† was consolidated by Galileo Galilei (1564-1642, Buckler, J., Crowston, p.592 para. 6). It allowed people to begin to think â€Å"out of the box† if you will. Monarchies and the power of the king before this time ruled over the general population unthreatened and very rarely did opposition come to stand. Quite often if opposition did stand it was shortly met with a quick disbanding, or even the death of the â€Å"heretic† that created the uprising. Napoleon was a good example; he did not stand for freedom of speech and quite often worked to regulate publ ic opinion. However, with the Enlightenment around the corner, it helped to pave the way and prepare the country of France for the French Revolution. Commoners, as well as the clergy, and nobility began to stand up more against monarchical rule, and voiced their opinions on controversial subjects. With the emergence of Napoleon Bonaparte the future of France seemed to be a dictatorship under his rule inevitably. The French Revolution was a time also of great change. The hopes of the people were moving from an absolutist monarchy to a hopeful constitutional rule by the peoples, with the help of the Estates General which had not been called upon since 1614 (Buckler, J., Crowston. P.689, para. 3). In July, of 1788 King Louis XVI listened to his people and called a spring sessions of the est... ...lution by commanding the states as emperor. Although he did solve many economic crises, won many victories in strategic battles, and helped progress equal rights among citizens, he did not uphold the most important ideal of the French Revolution which was to be more about a people governed constitution not a dictatorship under Napoleon. In Conclusion, Napoleon was a very charismatic leader, and did many great things for France. As an emperor he was more than well liked and was probably one of the most intriguing individuals of his time, he was a brilliant strategic thinker, and got what he aimed at done generally. However, his over ambitious thoughts led to his downfall at the battle of Waterloo in which the allies of Austria, Prussia, Russia, and Britain defeated him and imprisoned him on the island of St. Helena far off the western coast of Africa.

Life Affirming Teaching

How can we as a people introduce a life affirming way of teaching? A liberating and human freedom approach. I will attempt to show you that is can be a more excellent way of teaching. Through liberation, accountability, creativity, critical consciousness a nd human freedom. In the Webster's dictionary it says that â€Å"Life -Affirming means to indicating that life is value: positive and optimistic. And Albert Einstein has been quoted as saying, â€Å"The important thing is not to stop questioning. Curiosity has its ow n reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.   It is enough if one tries merely to comprehend a little of this mystery every day.† (â€Å"NOVA|Einstein Quotes| PBS† 2018) It is said that â€Å"Liberation is a praxis; the action and reflection of men and women upon their world in order to transform it† (Freire,79). Learning can bring a liberating experience for a student. It can open up one's imagination to recognize th at they, the student, as they learn, can teach also. In Paulo Freire's book â€Å"Pedagogy of the Oppressed† it is mentioned that the way that we have been taught is more of the banking system. It has a narrating â€Å"subject† which is the teacher and the â€Å"object† which is the student. The teachers task is to â€Å"fill† the students with the content of the teacher's â€Å"narrative†. (Freire,71) In a way that exemplifies empty words as one teaches, with no dramatic change or power behind them. Education becomes an act of dep ositing, in which the students are the depositories and the teacher is the depositor. (Freire,72) This reminds me of the hierarchy way of thinking, because the way the banking concept of education according to Freire is that â€Å"knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing† (Freire,72) When the educator can minimize the educated it can bring a sense of pervasive insecurity to the student, which can produce more of an oppression.ED Darlene Hooks Sring/2018 2 Gain ing an education has been one of the most forced way of being in our society. One is not able to gain employment without a certain certificate or masters. It is said that an education can make you rich, while others without an education have become wealthy . Education be it, Christian or secular has played a huge role in reproducing people who have not or will not think for themselves. It's alm ost as if they are based in fear, because according to society, one cannot obtain wealth without an education. Accor ding to Entrepreneur website, an education can either be a stepping stone or a road block on the path to achievement. (Smale) We must then approach education in a way to liberate one's mind and replace an oppressive way of thinking to educate others that they too can be creative. The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that struc ture so that they can become â€Å"beings for themselves†. (Freire,74) Our responsibility as educators should be to engage our students into partnership to help them have a sense of security. † Feelings of insecurity bring chaos in one's life and with them a shi ft in perspective which leads to a decrease in quality of life and ability to experience happiness. In fact, feeling insecure affects all aspects of oneself: decision making, relationships, self -view, creativity, etc.† (Pitaru) If insecurity is capable of effecting all aspects of our lives then we need to attempt to make the learning experience as secure as possible for the students. Learning takes place within the interrelatedness of all aspects of human experience. (Miller,1995) Our human experience or so me might say human freedom is something we all have a legitimate right to. As Groom says, People who suffer a lack of freedom knows it, in its absence. (Groom,83) He also states that â€Å"The starting point for affirming our possibility for freedom is the bibl ical claim that we are created by a free creator. (Groome, 84) We are created in the image and likeness of a divine being that has showed us how to live in freedom. We are free primarily forED Darlene Hooks Sring/2018 3 God because it is only by saying yes to the image of whom we are a reflection that we can say yes to our own authentic selves, and only as our own true selves can we be free. (Groome,84) With freedom comes a beautiful thing called liberty. Liberation requires critical consciousness a nd creative thought. The most important reason for liberation in education lies in its drive towards reconciliation. (Freire,72) The banking system will not work in a liberated education setting because that system mirrors oppression. Oppression can be a controlling mechanism that can stifle one's growth and can cause death to one's being. Oppression – overwhelming control – is necrophilic; it is nourished by love of death, not life. (Freire,77) Once a person learns this there is no going back to the old way of thinking. There is a stretching of sorts, in a person's mind and one recognizes that they will not be oppressed any longer. There is a freedom in knowledge and it is there to set the oppressed free. â€Å"To educate as the practice of freedom is a way of teaching that anyone c an learn. (Hooks, 13) It is attainable for anyone of us, and anyone can teach it, with an open heart, mind and a sense for changeability. According to Groom in the three dimensions of human freedom, we have, in our freedom for God the capacity to â€Å"know† g ood (rational freedom), to freely â€Å"choose† the good, (freedom for choice, freedom for inner compulsion), and to â€Å"do† the good (freedom for action, freedom from external constraint or servitude). (My emphasis) (Groome,85) If we know then we can choose and then we can move with action and do. That's how we can move forward in recognizing that we can learn as well as teach in a way that can bring us liberation. We can eventually teach with a life -affirming way. According to Groom, the rational of our freedom is rooted in our ability for self -reflection, which expresses the transcendent aspects of being human. This can give us the capacity to know the good with sufficient clarity to be held responsible. (Groome, 85) Without this accountabilityED Darlene Hooks Sring/2018 4 freedom would be non -existent. In other words, we have freedom of choice even to the point of being able to choose unfreedom. (Groome, 86) Action is the next phase of freedom, how do we act out our true freedom? Well, according to Groome, our freedom for God and thus for ourselves is realized in our freedom for others. (Groome, 86) We want to be free but we are not truly free until we live in a way of thinking that we are to be of service to others. That is a beautiful definitio n of giving back to our communities and students. True freedom is â€Å"Freedom for God is a possibility of authentic freedom for oneself†. (Groome, 87) How do we live out this â€Å"freedom† we have been generously given? According to Groome its through Jesus Chris t, with a Christian perspective. (Groome, 88) In James 1:25 (NRSV) â€Å"But those who look into the perfect law, the law of liberty, and persevere, being not hearers who forget but doers who act — they will be blessed in their doing† . We can and will be blessed when we make the conscious decision to help others. The freedom we gain is not for us alone but for those whose lives we touch. Those who we can share our truth with and show that God's freedom is an everlasting one, not a superficial one. 1 Peter 2:16 , it says, â€Å"As servants of God, live as free people, yet do not use your freedom as a pretext for evil†. To be faithful, is a choice and to serve is a way we can thrive in freedom. Freedom is not just a self -serving freedom of â€Å"I can do whatever I want, when I want† True freedom in Christ is being free to free others. Freedom for God is the possibility of au thentic freedom for oneself. (Groome,87) In Christ we can now be free from anything that is attempting to stop our freedom. For those of us who are of the Christian faith we believe that we have a freedom in our belief system, however, for those who are n ot believers. I have found out that they too have a freedom in or if they have a spiritual encounter. One can say my way is truth yet another personED Darlene Hooks Sring/2018 5 might say, â€Å"but no, my way is truth†. I have found that whoever or whatever we believe, we can come to a pl ace of freedom and live a life affirming way of being. To live a life -affirming way of being, we must teach that it is possible. Christian faith and human freedom can be hand in hand, if it is being taught without manipulation or judgment. According to Groome, â€Å"Any form of manipulation or indoctrination is both bad education and blatantly counterproductive to the purposes of Christian education† (Groome,98) That's why we must make a difference when we teach. My using a life affirming way of teaching, we ar e helping the student to think for themselves and to trust themselves in their learning process. It's a responsibility that some might not want to take but if we want society to be a more loving and compassionate one we must be patient and teach in a lovin g environment and not with a controlling way of being. â€Å"Our intentions must be to sponsor people toward a lived Christian faith that is both free and freeing†. (Groome,99) We must be intentional in helping others when we teach. We must be aware of their li ves and cultures and be authentic and show a genuine love and care for them. We should meet them at their individual needs, not mirror superiority over them. We can show as we learn more about our own freedom in our humanism. â€Å"Human freedom within history will always be an ongoing journey rather than a point of arrival†. (Groome,99) According to Nurten Gokalp, â€Å"Education can be defined as the process of developing and completing of human being†. â€Å"The purpose of education is to provide the appropriate condit ions to people for maintaining themselves as a whole†. (Gokalp,2012) Education should be a way of helping others meet their own personal potential and not make them into robots or people who have no way of thinking or creating their ow n way of being. There should always be a freedomED Darlene Hooks Sring/2018 6 in education to allow the person to help create their own guidance in themselves. There is a wholeness in a life affirming way of teaching that can usher the person into their own greatness. â€Å"Freedom is an important factor in t he process of determining one's self and others†. â€Å"Freedom in this sense is usually regarded as a presupposition of moral responsibility: the actions for which I may be praised or blamed, rewarded or punished, are just those which I perform freely†. (Gokal p,2012) . Now that's human freedom in a life affirming way, in every sense of the word. â€Å"Human being can not choose to be free or not, but with education he can realize his freedom and learn to use it.† And finally, â€Å"real freedom is to choose to comply with the enlightened mind† (Gokalp,2012) This is what Freire calls problem -posing education and that is the education we need to flourish in, in these days and times. â€Å"Problem -posing involves a constant unveiling of reality† he says it, â€Å"strives for the emerge nce of consciousness and critical intervention in reality†. He mentions that students will meet the challenges of the world and instead of running from them they will run into it. (my interpretation) He says, â€Å"Their response to the challenge evokes new cha llenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom -as opposed to the education as the practice of domination -denies that man is abstract, isolated, independent, a nd unattached to the world.† (Freire, 81) I'd like to say that we all should want to live a life of freedom and liberty. It is something that comes naturally to some and is very hard for others. If we being the part of the education system, can help to shap e a person's perspective on life then we should attempt to do it in a holistic approach. There should be an authentic liberation and freedom that emulates from us intoED Darlene Hooks Sring/2018 7 our students, so we can draw out their talents and abilities so that we can make a more peaceful and compassionate way of being in this world. The banking system will not work for this generation. We have too many minds that won't just sit and be still and take it, like other generations before us did. We will ask questions and we will expre ss our differences. There is a self -justice that is beginning in our society and its used in self -expression and in all the ways of communication. Education is a praxis of freedom and a way for people to practice their rights in learning and contributing to society. We are an awake society and live in a more conscious frame of mind. We won't go back to sleep, we won't lay down and roll over every time someone wants us to. We will be a positive contributing factor to our world and be conscious of it. We wil l teach others to love the earth and to more kind in its evolving. Education is a beautiful example of liberation, especially in one's way of giving back. We will fight for our freedom from oppression. We will make others recognize that we are humans and that we will not have anything less then, full humanity. We won't live in a dehumanizing way of being any longer. Because once you've tasted freedom, one can never go back. We won't go back to laying down and allowing others to speak violence into our bein gs. â€Å"Any situation in which some individuals prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate human beings from their own decision -making is to change them into objects. (Freire,85) W e will not be objects any more. We can't any more, especially when we have an open consciousness and revelation that we don't have to live this way any longer. Now we have a mandate to live out and bring life to our students. ED Darlene Hooks Sring/2018 8 Bibliography †¢ â€Å"NOVA | Einstein's Big Idea | Einstein Quotes (Non -Flash) | PBS†. 2018. Pbs.Org . http://www.pbs.org/wgbh/nova/einstein/wisd -nf.html. †¢ Freire, Paulo. 2000. Pedagogy Of The Oppressed . New York: Continuum. †¢ Smale, Thomas. 2018. â€Å"8 Hugely Successful People Who Didn't Graduate College†. Entrepreneur . https://www.entrepreneur.com/slideshow/299620#9 . †¢ Pitaru, M.S., L.P.C, Di ana C. 2018. â€Å"Identifying And Tackling Feelings Of Insecurity†. Blog. Unleash Your Creativity . https://blogs.psychcentral.com/unleash – creativity/2015/10/insecurity/ . †¢ Miller, Randolph Crump. 1995. Theologies Of Religious Education . Birmingham, Ala.: Religious Education Press. †¢ Hooks, Bell. 1994. Teaching To Transgress . Routledge. †¢ Gokalp, Nurten. 2012. â€Å"Philosophy Education And Human Freedom†. Procedia – Social And Behavioral Sciences 47: 477 -479. doi:10.1016/j.sbspro.2012.06.683.