What are the ultimate principles of morals for both Hume and Kant Essay

What are the ultimate principles of morals for both Hume and Kant - Essay Example He goes on to observe that only good will is good sans qualification. Good will is always good in itself and not just for the things that it produces. Will is good if will comes from duty, as well as other moral motives, which do not simply conform to duty. For instance, grocers who give the right change because of fairness, rather than from the fear of being caught, do so from good will. The reasoning goal is not in producing happiness but rather producing will that can be seen to be good in it. The satisfaction of man’s desires, which is happiness, is not determinate enough to use as a workable guide. Good will cannot act as the complete and sole good, although it is the worthy condition of being happy and the highest good. Complete good can only be goodwill combined with happiness. Rationality possesses its own laws of objectiveness. Because man is rational only partially, he experiences the various laws as constraints and imperatives that he is required to follow. These im peratives are grounded on the premise that is valid for all rational beings as such. These imperatives, according to Kant, could be hypothetical, i.e. if one wants to get to end E, then he should do A, or categorical, which is he ought to perform A. Ethics that are based on imperatives that are hypothetical are heteronymous because they involve following laws set by another. Categorical imperatives are hard to understand, although their content is clear. The basic imperative of category states that man acts on principle and these principles can be willed on everybody (Laursen 21). Ethics and morals are autonomous if they are based on categorical imperatives because man follows their own laws. Kant’s supreme moral principle is the universal law formula, which contends that man should act on a maxim that they follow to be used as a universal law (Laursen 23). Kant continues by applying his formula to two duties that are perfect and exception-less. These are not making promises with deceit and not committing suicide, as well as two imperfect duties, which to help those who have needs and development of one’s talents. These ideas can be expressed more loosely in two ways. Firstly, it is to treat all humanity, both you and others, not as a means only, but also as an end in itself (Laursen 23). Secondly, man should act as if one’s action maxim would be turned into nature’s universal law. Kant also connects freedom with morality. According to him, to be free means to follow one’s own principles of rationality rather than following our desires only. This means that one should follow their own legislation and act on maxims that they would follow, rather than the universal laws (Laursen 24). Therefore, freedom is morality. So morality and freedom, ultimately, are the same mystery. It is not possible to explain what free will is. It is only possible to assume what it is and reject all objections against it. Man knows that he/she is free through knowledge of his/her duties. Since probably an individual could have acted in a different way, then one is free. In order for man to recognize himself as free, he needs to see himself as being a member to two worlds. These worlds are a higher intelligible world and a sensible world. Acting in a moral way, therefore, has a supreme moral worth since through it, one participates in an existence of a higher order. This can be perceived as the foundation of human dignity as an end to itself (Laursen 24). Hume, on the other hand, contends that reason and moral sense combine to make our moral judgments. He says that moral sense is essential in making a distinction between virtue and vice,

Nurse Anesthetists Essay Example for Free

Nurse Anesthetists Essay In a career in nursing, one must possess a need to help people, as well as the scientific and educational knowledge to perform the duties required. As I complete the final years of my high school education, I realize that I must focus on my goals and interests in order to make intelligent college curriculum decisions. I have always been considering a career in health, but the opportunities and diversification in the health field have perplexed me. I have always thought the job of a nurse anesthetist was extremely interesting, and it would be a great way to contribute to helping the lives of others. In the United States, a Certified Registered Nurse Anesthetist (CRNA) is simply an advanced practice registered nurse (APRN) who has acquired graduate-level education and board certification in anesthesia and they are the oldest nurse specialty group in the U. S. However, their job isn’t that simple. Anesthesia describes drugs and gases that help to block sensation, and they keep patients unconscious while in surgery. The main goal of the CRNA (Certified Registered Nurse Anesthetist), which is extremely important, is to have the patient awake free of pain. CRNAs, or Nurse Anesthetists, are responsible for administering, supervising, and monitoring anesthesia related care for those patients undergoing surgical procedures. Before the surgery, the CRNA obtains information regarding the patient’s medical history, evaluates the patient’s anesthesia needs, and develops a treatment plan with the goal of a risk-free and uncomplicated surgery. CRNA then explains the planned procedure to the patient, and answers any question that they may have. However, there are big steps that you have to take to become a CRNA. According to the American Association of Nurse Anesthetists (AANA), here is what you need to do to become a nurse anesthetist. All would-be nurse anesthetists must have an active registered nurse (RN) license, which requires a minimum of two years of study. Applicants to nurse anesthetist programs should have at least one year of work experience as an RN working in acute care, such as an intensive care unit. Once admitted to the Anesthesia program, the registered nurse must complete twenty-four to thirty-six months of classroom and clinical experience. A bachelors degree is the minimum required educational credential for certification as a nurse anesthetist. Many training programs are structured as masters degree programs, which always require a bachelors degree. Accredited Training Programs is the most important requirement to become a nurse anesthetist. Different programs have different specific requirements for application. Upon completion of the training program, prospective nurse anesthetists need to pass the certification examination offered by the Counsel on Certification of Nurse Anesthetists, and then maintain certification by regularly taking continuing educational units. Nurse anesthetists must obtain the appropriate licenses to practice in their state by contacting the state board of nursing for more information.

Pseudomonas Aeruginosa Gene Expression

Pseudomonas Aeruginosa Gene Expression Pseudomonas aeruginosa is the gram negative rod shaped bacteria is found in all natural and man made environments. the organism is so stubburn so that it can grow in any environment and also at high temperatures such as 420C. The unique ability of the organism is forming biofilm. The biofilms are formed by the organism with the association with a surface. The surface may be anything such as cloth, paper, glass etc and any artificial surface. It is the opportunistic pathogen which behaves neutral to the normal tissues but it infects once the defences of them are compromised. The development of the biofilm starts with the attachment of the freely moving planktonic cell to a surface. Generally the twitching motility of the P.aeruginosa helps to use its unipolar flagellum to adhere a surface. The bacterium develops colonies known as microcolonies and adhere to the surface strongly which are known as pili structures (Baron S et al.,1996). During the biofilm development several factors pla ys a key role mainly the exopolymeric matrix. The EPS matrix is not visualised directly, but it can be done by using some fluorescent dyes. The functioning of the EPS matrix in holding cells of Pseudomonas aeruginosa together and forming the mature biofilms. The biofilm develops with cell division and recruitment. The cells interacts via quorum sensing and these interactions are studied under scanning electron microscopy. The biofilm formation takes place in stages and many changes are observed in its size and shape during the development. The EPS matrix is made up of polysaccharides, proteins and nucleic acids. The exopolysaccharide matrix is the important component of the biofilm. The exopolysaccharide genes such as pilB, pslA, lecA, ureB and alginate genes are responsible for the formation of pseudomonas biofilms. The locus of the psl polysacchide genes encode the cells to adhere to a surface and thus maintaining the biofilm structure. In this research project we try to quantify the gene expression of the above genes pilB, pslA, lecA, ureB using rpoD as the house keeping gene. The biofilms are grow invitro on microcarriers. The microcarriers made up of dextrons in the range of 60-90 µm in size are used as a surface for Pseudomonas aeruginosa to form biofilms. The microcarriers are spherical in size where the bacteria can easily adhere on surface. In this present work we try to grow planktonic cultures and biofilms cultures on the microcarriers in a fermentor separately. The genes responsible for the biofilm formation are quantified by comparing the planktonic and biofilm samples. The planktonic cells grow very rapidly whereas the bacterial adhering takes some time to form biofilm in other case. The samples are collected at regular intervals and mRNA is extracted. The gene expression is quantified using real time PCR. The relative quantification method of qPCR or real time PCR method does not require any standard curve for the analysis where the samples are normalised by using an internal control. The threshold CT values obtained from the curve are used to calculate relative quantification by comparative à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  CT method. The results from the planktonic and biofilm gene expression results are compared. On the other hand we also assay the nutrients such as glucose, ammonia, phosphorus and protease during the fermentation. The concentration levels of the nutrients are also compared for both biofilm and planktonic fermentation. Review of literature: Pseudomonas aeruginosa is a member of gamma proteobacteria class of bacteria. The bacteria is gram negative, rod shaped and aerobic belongs to the bacterial family of pseudomonadanceae. The recent developments in the taxonomy based on the 16s ribosomal RNA or conserved macromolecules, the family members are divided into eight groups. Pseudomonas aeruginosa is a species present in this group sharing the with other twelve members. Pseudomonas aeruginosa is a free-living bacterium, commonly found in soil, water, skin flora and in all man made environments. The organism regularly occurs on the surfaces of the plants and animals. Pseudomonas aeruginosa is an occasional pathogen to plants. It is also an increasingly emerging pathogen of clinical relevance. The organism not thrives in the normal atmosphere but also in the places with little oxygen and thus forms the colonies in natural and artificial environments. Pseudomonas aeruginosa is an opportunistic pathogen for humans, which means that it exploits some break in the host defences to initiate an infection. The bacteria never infects the uncompromised tissues, but it can infect any if the tissue defences are comprised. It can cause infections such as urinary tract, respiratory system infection, soft tissue infection dermatitis, gastro intestinal infections. It causes a variety of systemic infections in patients particularly with severe burns and immune suppressed in cases of cancer, AIDS, cystic fibrosis in lungs. Characteristics Pseudomonas aeruginosa is rod shaped gram negative bacteria. The size of it ranges between 0.5 to 0.8  µm by 1.5 to 3.0  µm. almost all the strains of Pseudomonas are motile with a unipolar flagellum. It is ubiquitous in soil ,water and on the surfaces in contact with water or soil. It has respiratory metabolism and can grow in the absence of oxygen if NO3 is available as respiratory acceptor for electron. Generally the bacterium is found in nature in the form of biofilm attached to a surface or substrate, or in the planktonic form as a unicellular organism swimming actively with its unipolar flagellum. It is one of the most vigorous and fast swimming organism found in pond waters. It can grow at temperatures at 42OC or high, but the optimum temperature is 30 to 37OC. it is resistible to a wide variety of physical conditions such as temperature and can even resist the salts, dyes, antiseptics and most commonly used antibiotics. Pseudomonas aeruginosa produces different types of colonies from the source they have isolated. They appear like small and rough colonies. Moreover the samples collected from the clinical sources look like a fried egg like structure which is smooth, large with elevated appearance. The other type of colonies obtained from the respiratory and urinary tract secretions looks like mucoid.this mucoid appearance is attributes for the production of alginate slime. These smooth, mucous colonies presumably plays an important part in the colonization and virulence. Pseudomonas aeruginosa produces two types of soluble pigments. Pyocyanin which is a blue-green and a yellow-green and fluorescent pigment called as pyoverdin. Pyocyanin is produced abundantly in the media with low levels of iron and also functions for the iron metabolism of the organism. Many strains of Pseudomonas aeruginosa produces pyocyanin but not all the strains does it. Although the organism is classified as the aerobic, sometimes the organism is considered as facultative anaerobe where it can adapt and proliferate the conditions with less or total O2 depletion. The organism can grow in the absence of oxygen if NO3 is available as respiratory acceptor for electron. It can ferment arginine by substrate level phosphorylation where the layers of alginate present surrounding the mucoid cells of the bacteria controls the diffusion of oxygen(Collins FM, 1955), this is witnessed in the cystic fibrosis of the lung infection. Pseudomonas aeruginosa which is found in the biofilm form is responsible for a variety of activities involved which are natural and artificial. Resistance to antibiotics Pseudomonas aeruginosa is opportunistic pathogen, has a notorious resistance to antibiotics. The organism is very resistance towards many antibiotics due to the potential permeability barrier provided by the gram negative membrane. Pseudomonas aeruginosa in the biofilm form makes the cells impervious to the concentrations of the therapeutic antibiotic. The organism gets associated with others like actinomycytes, moulds and bacillus because of the natural environment they live. Moreover the organism have antibiotic resistance plasmids R factors and RTFs, the genes are able transferred by conjugation and transduction following the mechanism horizontal gene transfer(HGT) (Todar.K,2008). Biofilms Biofilms are defined as a matrix enclosed bacterial populations which are adherent to each surfaces or interfaces. Microbial aggregates and floccules and also adherent populations within the pore spaces of the media are spoken in the definition (Costerton J.W, et al 1995).bacterial biofilms came into existence and became significant from their first recognition in their ubiquity. The past researches show that profoundly the growth phase of the biofilms is distinct from the planktonic. In response to the surfaces proximity, bacterial cells alter their phenotypes (Costerton J.W, et al, 1995). The early stages of biofilm formation the bacteria is in stable juxta position with those of same and other species. The micro environmental conditions, cellular juxtapositions and the extra cellular polysaccharide matrix constitute to the development of the bacterial biofilm. Different bacteria responds to the specific environmental conditions with certain growth patterns, and a structurally comp lex and mature biofilm develops(Hamilton W.A et al, 1987). Physiological cooperation is the major criteria in shaping structure and juxta positions establishment to make biofilms adherent for the surfaces. It has been proposed that large suites of genes are expressed differentially regulated. Formation The formation of the biofilm initially starts with the attachment of the freely floating bacterial cells to a surface. The bacterial colonies adhere to the surface with weak vander wall forces. These colonies can lead themselves to more adhesion called as pili structures (Baron S et al.,1996). The organism adheres more to the available surface by binary fission, exopolymeric matrix is produced to develop mature biofilms. The matrix produced holds the biofilm together. Biofilm develops with cell division and recruitment, the cell in the biofilm communicate via quorum sensing. We can observe changes in shape and size in the final stages of biofilm formation. Distribution and ubiquity of biofilms The general phenotypic strategy of organism is to change in the mode of growth that to adopt to the altering growth conditions. The cells of Pseudomonas aeruginosa which is a ubiquitous bacterial species respond to all favourable nutrient conditions. The organism adheres to the available surface by binary fission, exopolymeric matrix is produced to develop mature biofilms. The rod shaped bacteria grows in matrix which is enclosed in a sessile growth mode. The cells are protected from the biological, antibacterial, chemical agents and adverse environmental conditions. The periodically shed planktonic cells from the biofilm provide and sacrifice the protection to the new fresh habitats can colonize with the biofilm. The adherent biofilm populations has a significant metabolic activities( Fletcher.M, 1986). The extent of biofilm formation is predicted in the particular system is based on the following principles: Metabolically active bacteria show tendency towards the surfaces for adhesion in all natural environments. In all environmental conditions the extent of biofilm formation is controlled by the available nutrient for cell respiration and exopolysaccharide production. The organic nutrients sometimes tend to associate with the surfaces, in such cases the local biofilm is difficult to trigger. This is more in extremely oligotrophical environments, but bacteria normally does not adhere to surfaces in nutrient less environments. Pseudomonas aeruginosa Biofilms The communities of microbial bacteria(Pseudomonas aeruginosa) forms a definite structures with the association with surfaces are abundantly available environment. These structures are often called as biofilms which are less susceptible to antimicrobial agents. These biofilms causes chronic infections and very difficult to remove. The extracellular polymeric matrix(EPS) are known to holds the biofilm structure and it performs as a matrix. The EPS matrix holds the biofilm cells together and protects them from shear forces in fludic environments. The extra cellular matrix for Pseudomonas aeruginosa forms the biofilm development in different stages. The matrix holds the cells together on the surface and forms a critical structural design resists to many environmental changes. Pseudomonas aeruginosa biofilm develops in a five stage multicellular cycles, the process is initiated by the attachment of planktonic (free) cells to a surface. This is followed by the formation of microcolonies. T he microcolonies are seeded and gets dispersed where the cells form the microcolonies comes out to occupy a new surface( Ma. L et al, 2009;Stoodley.P et al,2002). The EPS of Pseudomonas aeruginosa composed of polysaccharides, proteins and nucleic acids. It is the important component of the biofilms. The exo polysaccharide genes lec A , Pil B, Psl A, alginate are responsible for the formation of Pseudomonas biofilms. The locus of the Psl exopolysaccharide encodes bacterial cells to surface and thus maintaining the biofilm structure. The matrix which is anchored by the Psl is not visualised directly during the developmental stages of Pseudomonas aeruginosa biofilm. In addition to the present scenario of exopolysaccharides, extracellular DNA also plays an important part in . P.aeruginosa biofilm matrix (Allensen-Holm M et al, 2006). The extracellular DNA is derived from the chromosomes and it functions for signalling between the cells interconnecting the biofilm matrix. In the biofilm matrix, extracellular cellular DNA promotes cation gradients, release of genomic DNA and induces antibiotic resistance ( Mulcahy H, et al. 2008). Real time PCR Polmerase chain reaction or simply PCR is introduced by Kary mulis in 1980, which really a revolution in the molecular biology. PCR is the standard procedure to amplify small quantities of DNA molecule into large quantities. The method depends on thermal cycling which involves the continuous heating and cooling of reaction for DNA melting and enzymatic replication of DNA. PCR applications employ a general heat stable DNA polymerase such as Taq polymerase enzyme isolated from the bacterium Thermus aquaticus. PCR method is involves three major steps.1) Denaturation 2) Annealing 3) Elongation. In the first step DNA template is denaturated to single strand at high temperature of 940C. In the second step, single stranded DNA template annealed with primers, the temperature is 650C. At 720 C the DNA starts elongation which is third step. DNA polymerase synthesizes new complementary strand to the template DNA strand. Real time polymerase chain reaction or qualitative polymerase chain reaction is a laboratory technique which not only amplifies but also quantifies the target DNA molecule. it helps the user for detection and quantification(absolute and relative) of many specific genes in a present in a given DNA sample. The general principle of polymerase chain reaction (PCR) is also used in the RT PCR. Unlike PCR, RT PCR is a new technology product is detected at the end of the reaction. There are two common methods for the product detection in RT PCR 1) Non -specific fluorescent dyes which interacts with the double stranded DNA molecule 2) Sequence specific DNA probes consists of oligonucleotides that are fluorescently labelled with reporter. The product is detected after the hybridization of the probe and complementary strand. The RT PCR is used to amplify the reversly transcribed cDNA products from the mRNA, which is becoming the effective and powerful tool in the field of molecular biology to quantify and study the gene expression. The RT PCR method is very easy to apply provides the reliable, accuracy and rapid gene expression quantification. The accurate nucleic acid quantification requires mathematical application for data analysis(Michael W.P., 2001). The real time PCR provides the very accurate and reproducible quantification of gene copies (Heid C.A., 1996). Unlike other PCR methods, RT PCR does not require post process sample handling, prevents product contamination, provides faster and accurate assay results. Real time PCR is very accurate and less labour usage than the present gene quantification methods. Nucleic acid sequence quantification has an important role in the biological research. Measuring the gene expression have been extensively used in the biological responses to various external s timuli( Tan et al, 1994; Huang et al,1995). Gene and genome quatification also used for HIV demonstrates the change in the expression level of virus in the disease period( Conner et al. 1993); (piatak et al, 1993). There are two types of quantification methods used in real time PCR: Absolute quantification Relative quantification Absolute quantification determines the input copy number generally by relating the PCR signal to a standard curve. In this method equal input amounts of sample, each sample under analysis amplifies with identical efficiency up to the point of qualitative analysis( Heid et al,1996). We quantitate the unknowns based on a known standard quantity. The unknown samples are compared to the known by creating a standard curve. The input copy number of the PCR signal is related to standard curve in absolute quantification method. Sometimes it is not necessary to know the copy number but it is important to calculate the relative change gene expression (Livak.K.J et al, 2001). The second method is relative quantification, we analyse the changes in gene expression in a given sample relative to another reference sample(untreated control sample). Relative standard again consists of two types of methods they are relative standard curve and comparative Ct method. In the relative quantification the PCR signal is related to the targeted transcript of the samples in the group. The new applications of comparative Ct method is the 2-à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  Ct method which is efficiently useful for the analysis of qPCR data. The 2-à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  Ct method(Livak.K.J et al , 2001): Derivation of 2-à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  Ct method: The equation for the amplification of PCR can be written as: Xn=X0 (1+Ex)n(1) Where Xn is the number of target molecules at cycle n of the reaction. X0 is the initial number opf target molecules. Ex is the efficiency of the target amplicon. n is the number of cycles CT is the threshold cycle, indicates the fractional cycle at which the amount of amplified target reaches a fixed threshold. XT =X0 (1+Ex)CT.X=Kx(2) Where XT is the threshold number of target molecules. CTX is the threshold cycle for target molecule and Kx is constant. A similar reaction for the internal control gene is RT =R0 (1+ER)CTR=KR-(3) Where RT is the threshold number of reference molecules R0 is the initial number of reference molecules ER is the efficiency of the reference molecule. CT.R is the threshold cycle for reference amplicon. KR is a constant. Dividing XT and RT, we get , (XT/ RT )= (X0 (1+Ex)CT.X) / (R0 (1+ER)CT.R )= (Kx / KR ) = K-(4) For real time amplification using Taqman probes the exact values of the XT and RT depend upon the number of factors including the reporter dye and fluorescence properties of the probes, efficiency and purity of the probe, florescence threshold setting. Thus k cannot be equal to one. Assume the efficiencies of target and the reference as equal. ER = Ex=E (X0 / R0) (1+ E) CT.X- CT.R =K(5) XN (1+E)-à ¢Ã‹â€ Ã¢â‚¬  CT =K-(6) Where XN is equal to the normalised amount of target gene (X0 / R0) and à ¢Ã‹â€ Ã¢â‚¬  CT is the difference of the threshold cycles of target and reference (CT.X- CT.R ). The expression can be written as XN=K(1+E) -à ¢Ã‹â€ Ã¢â‚¬  CT -(7) If we divide the whole equation by XN for any sample q by XN as the calibrator(cb) XN.q /XN.cb ={[ K(1+E) -à ¢Ã‹â€ Ã¢â‚¬  CTq ]/[ K(1+E) -à ¢Ã‹â€ Ã¢â‚¬  CTcb ]} =(1+E) -à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  CT Here -à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  CT = -(à ¢Ã‹â€ Ã¢â‚¬  CTq -à ¢Ã‹â€ Ã¢â‚¬  CT.cb) For amplicons which are designed less than 150 bp, primer and magnesium concentration are optimised, the efficiency is nearly equal to 1. Therefore the amount of target gene, normalized to an endogenous reference which is relative to a calibrator, taken as Amount of target =2-à ¢Ã‹â€ Ã¢â‚¬  Ãƒ ¢Ã‹â€ Ã¢â‚¬  CT . When the threshold is set for n standard deviations in the plot , above the mean of the base line emission from cycles 0 to n. The standard deviations is calculated from the data attained from base line of the amplification plot. When the fluorescence exceeds the threshold limit, CT values are determined at that point. The CT values are ten times more than the standard deviation of base line. The point at which amplification plot crosses the threshold can be defined as CT (Heid et al, 1996). Materials and methods Identifying pseudomonas aeruginosa Gram straining: Prepare a small amount of smear on a clear glass slide. Heat fix the smear to slide. Add a drop of crystal violet on to smear allow for 60 seconds. Rinse the slide with water. Add a drop of grams iodine to the smear allow for 60 seconds. Rinse the slide with water. Add 95% absolute ethanol to destain the crystal violet. Rinse again with water. Add a drop of saffronin over the smear, allow for 60 seconds. Rinse with water. Blot dry the slide, do not rub. Observe the smear under microscope. 10. If the colour of the bacteria appears pink it is gram negative, it is gram positive if it appears purple. Rod shaped pink coloured bacteria is clearly observed for gram negative pseudomonas aeruginosa. Shake flask method Prepare media of nutrient broth about 13 grams per litre of distilled water. Mix well and pour 50 ml of media into a 250ml conical flask. Plug the conical flask and wrap the mouth with aluminium foil. The less volumes of media in the flask increases surface area and oxygen transfer rate(OTR). The flasks are autoclaved at 1210 C and 1.5 lbs pressure for 1 hour 15 minutes. Planktonic-contains 50 ml of nutrient broth Biofilm-contains 25ml of PBS with microcarriers plus 25 ml of nutrient broth. Inoculate a loopful of pseudomonas aeruginosa into 50 ml nutrient broth aseptically. Allow the bacteria to grow overnight. Take the optical density at 550nm using spectrophotometer.The amount of the inoculums to be added to the shake flasks for analysis is calculated using the formula below: Amount of sample to add into shake flask = [working concentration X volume(ml)] / stock(OD) obtained After inoculation the flasks are kept in the orbital shaker at 300C. The samples of 1 ml is collected for RNA extraction at particular time intervals at 0,1,2, 4,24 and 48 hours for planktonic. In respect the biofilm samples are collected at time 0,22,24,26,44,46 and 48 hours as their growth is slower than the freely suspended planktonic cells. Then 2 ml of RNA later solution is added to the collected samples for RNA stabilization. The optical density is regularly monitored to check the growth of pseudomonas aeruginosa . Fermentation The fermentation process we perform here is batch fermentation. The bioreactor used for the study is a small scale fermentor from APPLICON BIOTECHNOLOGIES. The process will take place in a 3L fermentor(consists the working volume of 2.5L) for about 24 hours. During the run the criteria of temperature is kept at 300C . The pH is run free, stirrer speed is set at 600rpm for planktonic culture. The fermentor is run free for 24 hours overnight to check the production of foam. The cold finger helps to control the temperature by feeding water from/to the reactor. The o ring is checked for any leakage. The sample port is a tube for sampling using back pressure and forces the liquid into a glass recipient. The inlets for acid, alkali and antifoam are linked to durham bottles, going through the pumps. The durham bottles are blank, because above parameters are not controlled in this process. Air is pumped through a filter. The condenser is connected to water that comes out of the fermentor. Wh en the water is warmer than outside, condensed water reaches the condenser. The gas goes from an outlet connected to the condenser. The dissolved oxygen probe is connected to dO2 cable from the machine. It measures the amount of dO2 in the media. This probe needs to be kept in the buffer, when not in use. The probe should be plugged for 10 to 12 hours before the inoculation inorder to polarize. The stirrer is placed on the top of fermentor. The vessel is heated with the help of heating pad and temperature is detected using temperature probe. The air inlet is set up through the pumps and its volume is controlled with a rotometer in front of the machine. In this case 2.5L of air/min is supplied to the fermentor. For the gas analysis of oxygen and carbon dioxide the gas is passed through a drying column and reaches the monitor which is already set up for calibration. we run two runs of fermentor for both planktonic and biofilm cultures. The parameters such as temperature, aeration for planktonic and biofilm cultures are almost same. The only parameter varies for both is stirring is maintained at 600rpm for planktoni c and 200rpm for biofilm fermentation. Procedure: The fermentor is sterilised and all the valves are sealed with foil before going into the autoclave. The fermentor is run for about 24 hours before adding the inoculum to check any formation of foam. About 20 ml of an overnight culture is added to the fermentor. Sampling :About 7ml of sample is collected for every 20min for planktonic and every 2 hours for biofilm until the exponential phase is reached. The sample collected is preserved in the freezer for different analysis. The sample is assayed for gene expression by adding 2 ml of RNA later solution for RNA stability. The samples are assayed for ammonia, phosphorus, glucose and protease. The fermentation conditions are listed below. RNA EXTRACTION (protocol provided by applied biosystems) Materials required: 2-mercapto ethanol,100% ethanol, 10% SDS(in RNase free water), 0.5  µl/sample. Lysozyme solution: 100  µl/ sample 10mM Tris HCl (PH 8.0)mM EDTA 10mg/ml lysozyme (in RNase free water) Lysis buffer: Before beginning the lysis and homogenization steps, prepare a fresh amount of lysis buffer containing 1% 2-mercapto ethanol for each purification procedure. Add 10 µl 2-mercaptoethanol for each 1ml lysis buffer. Use 350  µl of freshly prepared lysis buffer for 1109 bacterial cells. Lysis and homogenization: Harvest 1109 bacterial cells and transfer them to an appropriately sized microcentrifuge tubes. Centrifuge at 500xg for 5 minutes at 40C to pellet cells. Discard the supernatant. Add 100  µl of prepared lysozyme solution to the cell pellet and resuspend by vortexing. Add 0.5  µl 10% SDS solution vortex to mix well. Incubate the cells in the tube for 5 minutes at room temperature. Add 350  µl lysis buffer prepared with 2-mercaptoethanol. Vortex to mix well. Transfer the lysate to a homogenizer inserted in an RNase free tube and centrifuge at 12,000xg for 2 minutes at room temperature. Remove the homogenizer when done. Purifying the RNA from bacterial cells: These steps are followed to bind wash and elute the RNA from the P.aeruginosa cells sample. Add 250  µl 100% ethanol to each volume of bacterial cell homogenate. Mix thoroughly by vortexing to dispersing any visible precipitate that may form after adding ethanol. Transfer the sample(including any remaining precipitate) to a spin cartridge( with a collection tube. Centrifuge both the spin cartridge and collection tube at 12,000xg for 15 seconds at room temperature. Discard the flow through and re-insert the spin cartridge in the same collection tube. Add 700  µl of wash buffer I to the spin cartridge. Centrifuge at 12,000xg for 15 seconds at room temperature. Discard the flow through and the collection tube. Place the spin cartridge into a new collection tube. Add 500  µl wash buffer II with ethanol to the spin cartridge. Centrifuge at 12,000Xg for 15 seconds at room temperature. Discard the flow through and re insert the spin cartridge into the same collection tube. The steps are repeated once again. Centrifuge the spin cartridge and collection tube at 12,000Xg for 1 minute at room temperature to dry the membrane with attached RNA. Discard the collection tube and insert the spin cartridge into a recovery tube. Add 50  µl of RNase free water to the centre of spin cartridge. Incubate at room temperature for 1 minute. Centrifuge the spin cartridge and recovery tube for 2 minutes at 12,000Xg at room temperature. Store the purified RNA or proceeded for DNase treatment after RNA treatment. (store purified RNA at -800C for long term). Agarose gel electrophoresis: The RNA samples after extraction are checked for the RNA signal. To visualise the RNA 1% agarose gel electrophoresis. The materials required for agarose gel electrophoresis is TAE buffer and agarose. TAE buffer(50x Tris acetate) 242 g of Tris base 57.1 ml glaciel acetic acid 100 ml of EDTA 0.5M PH .8.0 700ml of dH2O . About 20 ml of above solution is mixed with 980ml of distilled water to make it 1X. 1 gram of agarose is added to 100 ml of TAE buffer. The solution is mixed well. The solution is heated until the agarose is completely dissolved and solution becomes colourless. About 2.5  µl of ethidium bromide is added to the solution to visualise the RNA bands. Special care is taken while adding the ethidium bromide because it is bio-hazardous. Then about 5  µl RNA sample is mixed with 1  µl of DNA loading dye. The RNA samples are RUN with the potential difference of 80V with DNA Hyper ladder II as a standard. DNase treatment (protocol and kit provided by applied biosystem) The DNase I treatment is performed to remove any traces of genomic DNA from the eluted RNA. Protocol: Add 10x DNase buffer and DNase I to the RNA sample in the following composition: Amount component 1/9 th volume 10x DNase buffer 4  µl DNase I The components are mixed with gentle pippeting. Then the mixture is incubated at 370C for 90 minutes. DNase inactivation reagent is added to the solution and mixed well, leave at room temperature for 2 minutes. The samples are centrifuged at maximum speed for 1 minute to pellet the DNase inactivation reagent, after that the RNA solution is transferred to a new RNase free tube. The samples are run on 1% agarose gel electrophoresis to check the DNA contamination. We fou

DISCUSS HOW FAR JOHN PROCTOR, ELIZABETH PROCTOR AND REVEREND HALE CAN :: English Literature

DISCUSS HOW FAR JOHN PROCTOR, ELIZABETH PROCTOR AND REVEREND HALE CAN BE SAID TO REMAIN TRUE TO HIS OR HER BELIEFS The Crucible is a container that resists hear or the hollow at the bottom of an ore furnace. However its connotations include melting pot, in the symbolic sense, and the bearing of a cross. Elizabeth, John Proctor's wife; a cold, childless woman who is an upright character who cannot forgive her husband's adultery until just before he died: she is accused of being a witch. Reverend Hale, a self-proclaimed expert on witchcraft; at the play's end tries to save the accused. John Proctor, a good man with human failures and a hidden secret, a affair with Abigail, he is often the voice of reason in the play; accused of witchcraft. "I do not judge you. The magistrate that sits in your heart judges you." This is where Elizabeth suspects that John has committed adultery, but knows how good of man he is and tries to look over it. "Adultery, John." This is where John tells her and she makes it sound like it is news to her even though she has known for a while. She is trying to have John have a "good" name and not be a name that everyone discards. "No, sir." Here she is protecting his name but she doesn't know that John has just come out and said that he committed lechery. She thought that she was saving him but she was actually making it worse for him. "I mean to crush him utterly if he has shown his face." Here he is talking about if he ever encountered the Devil that he would literally kick his ass. This shows how he is a hipper rite against being a Puritan. Even though he is a religious man he still has the human character of having an evil side to himself. "But I will cut off my hand before I ever reach for you again." John is talking to Abigail and how he is finished with seeing her and that he doesn't want any part of her. John goes through from being amoral to immoral and then to moral, then back to amoral at the end. "It's winter in here yet." Elizabeth and John were talking about how he was working all day seeding even though he was at Salem to see what the fuss was all about. Here he shows his character toward Elizabeth by lying to her and she can't trust him. "Let Rebecca go like a saint, for me it is a fraud." This shows how he changes and starts to take

Mainstreaming: Special Education and Regular Classroom Essay

Mainstreaming is an important issue and realism that has a direct impact on all parties involved, including educators, students and parents. Mainstreaming is a matter that has become very controversial and therefore it requires important awareness and understanding from all peoples involved. One essential way of gaining this understanding and awareness is by reviewing what mainstreaming really is, as well as the positive and negative aspects that may arise from it. Defining the Issue: Mainstreaming. Mainstreaming, now more commonly referred to as inclusion, is thought of as the integration of exceptional students into regular educational settings, in which emphasis is placed on participation rather than placement (Perry, Winne & Woolfolk, 2000 p. 136). A classroom that is mainstreamed, is one which includes many different types of learners; in other words, mainstreaming is a classroom that accommodates students with disabilities and those without, as well as those students who are thought of as being gifted with an IQ score of above average. Disabled children in a mainstreamed classroom may vary greatly in the types of disability they might have. For example, children may have one or more of the following disabilities: physical, behavioral, mental or learning disability. It is evident then, that a classroom that is mainstreamed will indeed present a number of challenges for the teacher, since he or she must accommodate to so many different needs of the students. The main purpose of mainstreaming is to â€Å"equally support and promote a typical classroom experience for all students† (Lyness, 2001, p.3). However, this does not exclude the usage of outside support services such as teachers’ assistance or resource rooms. Therefore, the basic idea of mainstreaming is for students to receive assistance, while also benefiting from a regular classroom atmosphere. Positive Viewpoints of Mainstreaming There are a number of interesting points that support the idea of mainstreaming. For example, in a mainstreamed classroom all special education students must have an Individual Education Program (IEP). An IEP is an â€Å"annually revised program detailing present achievement level, goals and strategies, drawn up by teachers, parents, specialist and if possible the student† (Perry, Winne, & Woolfolk, 2000, p. 138). The use of the IEP is geared to meet the needs of the special education student. This is an issue that should be further educated and explained to the parties involved, most importantly the parents, since most of them feel that their child may not be receiving the support that they need in order to perform adequately in a regular classroom. As mentioned previously, students in a mainstreamed classroom receive support services such as teachers’ aids and access to resource rooms. Resource rooms are generally equipped with materials that are designed to meet the needs of the special educational student. A student may spent as much time as they need in the resource room with a special education teacher in order to receive the extra help they need. Another point that supports the idea of manstreaming is the fact that it seems to be beneficial for all students, both disabled and non-disabled. For example, placing special education students in a regular classroom reduces the risk of the student as being labeled or stigmatized. This point stands out clearly in the statement by Perry, Winne & Woolfolk (2000) that Segregation away from the mainstream in special classes robs disabled students of the opportunity to learn to participate fully in society, robs non-disables students of the opportunity to develop understanding and acceptance of the disabled, and increases the likelihood that the individual will be stigmatized (p. 139). Also, a classroom that includes and involves different types of learners is one that will be more accepting of the differences present amongst the students. According to studies by Lyness (2001), research has shown that students without disabilities who are in a mainstreamed classroom accept and value the differences in their classmates, have enhanced self esteem, and a genuine capacity for friendship. It is important for students to respect the differences of their peers, which is what a mainstreamed classroom helps to accomplish. Negative Viewpoints of Mainstreaming Along with the good points of mainstreaming come a number of interesting points that do not support the idea of mainstreaming. For example, in a mainstreamed classroom a child may not feel a sense of belonging from other children. This may been displayed in the form of teasing or ridicule, in which the special education students self esteem is greatly affected. Feelings of inadequacy to keep up with non-disabled students may also arise amongst special education students. Perry, Winne & Woolfolk (2000), state that â€Å"disabled students can be just as socially isolated in a regular class as they would in a special education class, across the hall across the country† (p. 139). Another pessimistic viewpoint of mainstreaming is the great demand that is places on the teachers. With so few teachers available and the large amount of students in need of assistance, it is impossible for teachers to focus special attention on individual students with special educational needs. This creates a problem for both the teacher, whose job becomes absolutely over whelming and stressful, as well as the special education student who lacks the vital support and attention that he or she may need. Mainstreaming may also place pressure on special education students. For example, a special education student may feel that he or she may have to perform at the same level as his or her fellow classmates even though the disability they possess prevents them from doing so. Fracine McNamara states how â€Å"mainstreaming is very difficult for special needs children ?and it is hard enough for a regular education child to keep up with the curriculum and the world, it is even harder for a children with road blocks† (Pantazis, 2000, p. 11). My Opinion As this paper demonstrates, I also agree that there are positive and negative aspects that are associated with mainstreaming. I do agree that children should have individual programs that support their needs, as they would receive in a special education program; if these needs can be met within a regular classroom, all the better. I also believe that by placing special education students in a regular classroom, this can increase their motivation to perform well in school. Often, when children are placed in special education classrooms, they do not perform to the best of their ability because they are stigmatized into thinking they can not do better. I also believe another advantage of mainstreaming is the fact that special needs children may begin to model the positive behaviors of regular students  such as completion of homework, improved social skills and age appropriate behaviors. This is especially important for children with behavior problems, since they often may need a positive role model in order to perform to the best of their ability. I also believe that in some cases exceptional students are very good in non-academic areas such as sports, drawing and mainstreaming allows these students to share their skills with regular students. This, in turn, is beneficial for both parties. However, I also believe that in some cases mainstreaming is not the best option for all special needs children. Some children’s needs go far beyond what a regular classroom can offer. Self-contained programs are necessary for these types of children, programs that teach children skills that will be useful to the in the real world, and also prepare them for community living. These life skills may include personal hygiene, money managing, basic household chores and safety. Also, severely handicapped children need to be in contact with other students who share a common affliction. This is not likely to happen in a mainstreamed classroom since regular students outnumber special education students. By taking a closer look at the definition of mainstreaming as well as the positive and negative aspects associated with it, one can perhaps acquire better understanding and awareness of the issue. As this paper has demonstrated, there are both positive and negative viewpoints of mainstreaming, which in turn, cause large amounts of controversy. However, the most important issue, which must not be forgotten, is it is vital to help all students obtain the best education possible. References Lyness, D. (2001). http://www. kidsheath. org Pantazis, S. (2000). http://www. epinions. com Perry, N. , Winne, P. , Woolfolk, A. (2000). Educational Psychology. Scarborough: Allyn and Bacon Canada.

Analyzing Thе Orеstеia by Aеschylus as thе Political Play

Analyzing ThÐ µ OrÐ µstÐ µia by AÐ µschylus as thÐ µ Political Play Analyzing ThÐ µ OrÐ µstÐ µia by AÐ µschylus as thÐ µ Political Play AÐ µschylus' grÐ µatÐ µst surviving achiÐ µvÐ µmÐ µnt is thÐ µ trilogy known as thÐ µ OrÐ µstÐ µia, which trÐ µats thÐ µ suprÐ µmÐ µ difficulty of undÐ µrstanding and obtaining a just social and rÐ µligious ordÐ µr. ApparÐ µntly thÐ µ sÐ µts of four dramas that playwrights Ð µntÐ µrÐ µd in thÐ µ compÐ µtition gÐ µnÐ µrally involvÐ µd thrÐ µÃ µ tragÐ µdiÐ µs followÐ µd by a lightÐ µr work known as a satyr play, but thÐ µ thrÐ µÃ µ tragÐ µdiÐ µs did not nÐ µÃ µd to trÐ µat thÐ µ samÐ µ thÐ µmÐ µ, and frÐ µquÐ µntly thÐ µy didn't. In thÐ µ casÐ µ of thÐ µ OrÐ µstÐ µia, howÐ µvÐ µr, thÐ µ thrÐ µÃ µ plays comprisÐ µ onÐ µ grand and complÐ µx drama, and this work is thÐ µ only Attic trilogy that Ð µscapÐ µd dÐ µstruction to bÐ µ Ð µnjoyÐ µd today (ConachÐ µr 56). ThÐ µ point of origin for thÐ µ OrÐ µstÐ µia was Ð µvidÐ µntly ЕphialtÐ µs' rÐ µstriction of thÐ µ powÐ µrs of thÐ µ ArÐ µopagitÐ µ Council, for thÐ µ trilogy culminatÐ µs in prÐ µcisÐ µly thÐ µ sort of trial that rÐ µmainÐ µd within thÐ µ Council's purviÐ µwa murdÐ µr trial. It sÐ µÃ µms likÐ µly that AÐ µschylus supportÐ µd thÐ µ rÐ µforms and chosÐ µ this drama as a tool by which to rÐ µassurÐ µ consÐ µrvativÐ µ AthÐ µnians that thÐ µ trying of homicidÐ µ casÐ µs was in fact thÐ µ anciÐ µnt mission of this body. In this way hÐ µ could draw attÐ µntion away from thÐ µ significant limitations that had bÐ µÃ µn placÐ µd on its jurisdiction. ThÐ µ matÐ µrial with which AÐ µschylus chosÐ µ to convÐ µy his mÐ µssagÐ µ was thÐ µ familiar talÐ µ of thÐ µ cursÐ µd housÐ µ of thÐ µ anciÐ µnt hÐ µro PÐ µlops and his dÐ µscÐ µndant AgamÐ µmnon, commandÐ µr-in-chiÐ µf of thÐ µ lÐ µgÐ µndary Ð µxpÐ µdition against Troy (ConachÐ µr 59). This papÐ µr, by rÐ µfÐ µrring to thÐ µ thÐ µmÐ µs and charactÐ µrs prÐ µsÐ µntÐ µd in AÐ µschylus ThÐ µ OrÐ µstÐ µia, sÐ µÃ µks to analyzÐ µ AÐ µschylus as thÐ µ dramatist and poÐ µt; and aims to study thÐ µ OrÐ µstÐ µia as thÐ µ political play, focusing on thÐ µ mÐ µthods and tools usÐ µd by thÐ µ author to convÐ µy thÐ µ social and political mÐ µssagÐ µ of thosÐ µ days. ThÐ µ first play, AgamÐ µmnon, portrays thÐ µ GrÐ µÃ µk gÐ µnÐ µral's murdÐ µr upon his victorious rÐ µturn from thÐ µ Trojan War in a plot hatchÐ µd by his faithlÐ µss wifÐ µ ClytÐ µmnÐ µstra and his cousin AÐ µgisthus, who has bÐ µcomÐ µ ClytÐ µmnÐ µstra's lovÐ µr. AgamÐ µmnon's murdÐ µr posÐ µs an agonizing dilÐ µmma for his childrÐ µn OrÐ µstÐ µs and ЕlÐ µctra, for thÐ µy arÐ µ facÐ µd with a choicÐ µ bÐ µtwÐ µÃ µn killing thÐ µir mothÐ µr and allowing thÐ µir fathÐ µr's dÐ µath to go unpunishÐ µd. ThÐ µir pain and OrÐ µstÐ µs' Ð µvÐ µntual murdÐ µr of ClytÐ µmnÐ µstra and AÐ µgisthus form thÐ µ subjÐ µct mattÐ µr of thÐ µ sÐ µcond play, ThÐ µ Libation BÐ µarÐ µrs. As thÐ µ play closÐ µs, OrÐ µstÐ µs finds himsÐ µlf pursuÐ µd by thÐ µ avÐ µnging Ð µarth goddÐ µssÐ µs known as thÐ µ FuriÐ µs. His suffÐ µring Ð µnds in thÐ µ final play, ThÐ µ ЕumÐ µnidÐ µs. This play is sÐ µt in AthÐ µns, whÐ µ rÐ µ OrÐ µstÐ µs has takÐ µn rÐ µfugÐ µ, hoping that a rÐ µsponsiblÐ µ govÐ µrnmÐ µnt will afford him a fair trial. AthÐ µna's chargÐ µ to thÐ µ jury proclaims thÐ µ gloriÐ µs of thÐ µ ArÐ µopagus, thÐ µ importancÐ µ of justicÐ µ, and thÐ µ cÐ µntrality of law. To continuÐ µ, as a drama and a poÐ µm thÐ µ ЕumÐ µnidÐ µs is oftÐ µn analyzÐ µd by critics in tÐ µrms of its consistÐ µncy It brings thÐ µ OrÐ µstÐ µia to a conclusion; but its account of AthÐ µns and thÐ µ ArÐ µopagus sÐ µÃ µms to many scholars inspirÐ µd morÐ µ by patriotism than a sÐ µnsÐ µ of dramatic unity. HÐ µncÐ µ much attÐ µntion has bÐ µÃ µn dÐ µvotÐ µd to AÐ µschylus supposÐ µd political mÐ µssagÐ µ in thÐ µ play. As a rÐ µsult, thÐ µ quÐ µstion of its fitnÐ µss to complÐ µtÐ µ thÐ µ trilogy is oftÐ µn raisÐ µd. On thÐ µ othÐ µr hand, thosÐ µ whosÐ µ concÐ µrn is with AÐ µschylus poÐ µtry tÐ µnd to ignorÐ µ his politics. In 1960 Е. R. Dodds publishÐ µd an articlÐ µ callÐ µd Morals and Politics in thÐ µ OrÐ µstÐ µia. SomÐ µ of thÐ µ valuablÐ µ insights this piÐ µcÐ µ of work providÐ µs about AÐ µschylus is rÐ µflÐ µctÐ µd in this papÐ µr. Critics oftÐ µn notÐ µ a numbÐ µr of fÐ µaturÐ µs that makÐ µ this play a political onÐ µ. First, it is important to undÐ µrstand thÐ µ concÐ µpt of politiÐ µs WhÐ µn it is said of thÐ µ OrÐ µstÐ µia that thÐ µ play has a political Ð µlÐ µmÐ µnt, that usually mÐ µans that it is commÐ µnting on thÐ µ Ð µvÐ µnts of thÐ µ writÐ µrs timÐ µ; it is clÐ µarly in that sÐ µnsÐ µ that Dodds usÐ µs thÐ µ tÐ µrm (Dodd 48). SÐ µcond, thÐ µ political charactÐ µrs of thÐ µ protagonists should bÐ µ undÐ µrstood rathÐ µr diffÐ µrÐ µntly; it will bÐ µ nÐ µcÐ µssary to considÐ µr how far thÐ µ play is in thÐ µ usual sÐ µnsÐ µ political. Third, it is Ð µssÐ µntial to closÐ µly Ð µxaminÐ µ of a numbÐ µr of individual passagÐ µs to undÐ µrstand thÐ µ political Ð µlÐ µmÐ µnt in thÐ µm. 1. AthÐ µnian Campaigns WhÐ µrÐ µvÐ µr shÐ µ iswhÐ µthÐ µr in distant Libya, thÐ µrÐ µ by thÐ µ strÐ µam of Triton whÐ µrÐ µ shÐ µ was born, Ð µnthronÐ µd or on thÐ µ march to hÐ µlp hÐ µr friÐ µnds, or whÐ µthÐ µr likÐ µ a dauntlÐ µss lÐ µadÐ µr shÐ µ ovÐ µrsÐ µÃ µs thÐ µ PhlÐ µgrÐ µan plainO lÐ µt hÐ µr comÐ µ (a god can hÐ µar Ð µvÐ µn from far away), and savÐ µ mÐ µ from thÐ µ troublÐ µs that hound mÐ µ still (AÐ µschylus 160, linÐ µs 330-340). Dodds suggÐ µsts that in this passagÐ µ thÐ µrÐ µ is an allusion to thÐ µ AthÐ µnians who wÐ µrÐ µ thÐ µn fighting in thÐ µ NilÐ µ DÐ µlta on bÐ µhalf of thÐ µ Libyans (49-50). SpÐ µaking about thÐ µ charactÐ µrs, thÐ µ author arguÐ µs that if Akamas and DÐ µmophons valuablÐ µs in thÐ µ Ð µpic wÐ µrÐ µ purÐ µly privatÐ µ onÐ µs, hÐ µrÐ µ thÐ µ trÐ µasurÐ µ is a piÐ µcÐ µ of land for thÐ µ wholÐ µ stalÐ µ. Now thÐ µrÐ µ wÐ µrÐ µ strugglÐ µs bÐ µtwÐ µÃ µn MitylÐ µnÐ µ and AthÐ µns ovÐ µr SigÐ µum in thÐ µ sixth cÐ µntury; possibly this piÐ µcÐ µ of mythology was invÐ µntÐ µd to support AthÐ µns claims thÐ µn (Dodds 51). But thÐ µsÐ µ linÐ µs do not rÐ µfÐ µr, so far as wÐ µ know, to any spÐ µcific disputÐ µs or battlÐ µs at thÐ µ timÐ µ of thÐ µ play. ThÐ µir purposÐ µ is rathÐ µr to point back from a distancÐ µ to thÐ µ sack of Troy which bulkÐ µd so largÐ µ in thÐ µ AgamÐ µmnon (Dodds 52). ThÐ µrÐ µ thÐ µ dÐ µstruction of thÐ µ town madÐ µ thÐ µ AtridaÐ µ guilty, Ð µvÐ µn as thÐ µy triumphÐ µd, and it lÐ µd to a divinÐ µ punishmÐ µnt for thÐ µ AchaÐ µans as a wholÐ µ, thÐ µ storm which shattÐ µrÐ µd thÐ µir flÐ µÃ µt. HÐ µncÐ µ, whÐ µn thÐ µ mÐ µssÐ µngÐ µr tÐ µlls of that storm hÐ µ comparÐ µs his words to thÐ µ nÐ µws of a city conquÐ µrÐ µd (linÐ µ 526): it is a victory-hymn of thÐ µ ЕrinyÐ µs for thÐ µ GrÐ µÃ µks. But hÐ µrÐ µ thÐ µ sack of Troy is thÐ µ causÐ µ of an honorablÐ µ rÐ µward: thÐ µ AthÐ µnians havÐ µ conquÐ µrÐ µd, but conquÐ µst for thÐ µm is not ruinÐ µd by thÐ µir lÐ µadÐ µrs guilt (DovÐ µr 164). Thus thÐ µrÐ µ is hÐ µrÐ µ a myth corrÐ µsponding to thÐ µ formation of thÐ µ alliancÐ µ with Argos latÐ µr in thÐ µ play: both show a unitÐ µd pÐ µoplÐ µ gÐ µtting a just rÐ µward for thÐ µir labors (DovÐ µr 166). FurthÐ µr, both storiÐ µs validatÐ µ somÐ µthing about contÐ µmporary AthÐ µns, onÐ µ of hÐ µr tÐ µrritorial claims or onÐ µ of hÐ µr alliancÐ µs; and that also appliÐ µs to thÐ µ account of how thÐ µ ArÐ µopagus and thÐ µ cult of thÐ µ SÐ µmnai wÐ µrÐ µ sÐ µt up, which is thÐ µ mythical chartÐ µr for two of hÐ µr institutions. 2. ThÐ µ ArgivÐ µ AlliancÐ µ And now bÐ µforÐ µ I lÐ µavÐ µ for homÐ µ, I swÐ µar to your country and your pÐ µoplÐ µ, now and forÐ µvÐ µr, up to thÐ µ fullÐ µst ripÐ µning of timÐ µ that no hÐ µlmsman of my rÐ µalm, spÐ µar poisÐ µd for battlÐ µ, will comÐ µ against thÐ µm I'll sap thÐ µ spirit from thÐ µir marchÐ µs, and bÐ µsÐ µt thÐ µir way with ominous wingbÐ µats But only if thÐ µy kÐ µÃ µp an upright coursÐ µ, and givÐ µ Ð µnduring honor to thÐ µ city of Pallas with thÐ µir loyal spÐ µars, will I rÐ µmain a blÐ µssing to thÐ µm (AÐ µschylus 178, linÐ µs 880-890). It is gÐ µnÐ µrally agrÐ µÃ µd that this passagÐ µ impliÐ µs approval of thÐ µ ArgivÐ µ alliancÐ µ of 462 BC, which rÐ µvÐ µrsÐ µd thÐ µ pro-Spartan policiÐ µs of Cimon, thÐ µ lÐ µading consÐ µrvativÐ µ at AthÐ µns at thÐ µ timÐ µ, and rÐ µsultÐ µd in a radical dÐ µmocracy (Goldhill 37-39). HowÐ µvÐ µr, somÐ µ scholars notÐ µ that thÐ µ ArgivÐ µ alliancÐ µ is also a motif which forms a significant part of AÐ µschylus play (SommÐ µrstÐ µin 67-68). Paris guilt, his offÐ µncÐ µ against hospitality, brought war bÐ µtwÐ µÃ µn Argos and his own city: AthÐ µns, which has frÐ µÃ µd OrÐ µstÐ µs from guilt, is now bound by an Ð µtÐ µrnal alliancÐ µ to his city. AlliancÐ µ is prÐ µsÐ µntÐ µd hÐ µrÐ µ as a rÐ µlationship of hospitality in its military aspÐ µct (SommÐ µrstÐ µin 70). MorÐ µovÐ µr, thÐ µ phrasÐ µ I'll sap thÐ µ spirit from thÐ µir marchÐ µs, and bÐ µsÐ µt thÐ µir way with ominous wingbÐ µats, so that thÐ µy rÐ µg rÐ µt thÐ µy Ð µvÐ µr did what thÐ µy havÐ µ donÐ µ rÐ µcalls thÐ µ situation at Aulis dÐ µscribÐ µd in thÐ µ story of thÐ µ AgamÐ µmnon: thÐ µ bad omÐ µn of thÐ µ Ð µaglÐ µ and thÐ µ harÐ µ, thÐ µ gloom of thÐ µ AchaÐ µan troops and thÐ µir lÐ µadÐ µrs hopÐ µlÐ µss dÐ µcision. Similarly, if in AgamÐ µmnons casÐ µ rÐ µspÐ µct for his alliÐ µs lÐ µd to a crimÐ µ, thÐ µ sacrificÐ µ of his daughtÐ µr, thÐ µ ArgivÐ µs rÐ µspÐ µct for thÐ µir alliancÐ µ with AthÐ µns will bring thÐ µm good fortunÐ µ (Dodds 56-57). FurthÐ µr, OrÐ µstÐ µs position should bÐ µ comparÐ µd to that of thÐ µ ЕrinyÐ µs: thÐ µy rÐ µmain, hÐ µ goÐ µs homÐ µ. This alliancÐ µ is a continuing rÐ µlationship which Ð µxprÐ µssÐ µs both partiÐ µs gratitudÐ µ Both also arÐ µ to protÐ µct thÐ µ city for thÐ µ futurÐ µ and bring it victory. In othÐ µr words, thÐ µ alliancÐ µ will savÐ µ it in war, thÐ µ ЕrinyÐ µs will guarantÐ µÃ µ its intÐ µrnal harmony and prospÐ µrity. Scholars alto notÐ µ that thÐ µ alliancÐ µ is closÐ µly linkÐ µd to thÐ µ ArÐ µopagus (DovÐ µr 170). In short, what is significant about thÐ µ ArgivÐ µ alliancÐ µ is not what it impliÐ µs about AÐ µschylus political viÐ µws, but what it rÐ µprÐ µsÐ µnts within his dramatic crÐ µation. It is a good and guiltlÐ µss rÐ µlationship bÐ µtwÐ µÃ µn statÐ µs; it is thÐ µ Ð µxprÐ µssion of OrÐ µstÐ µs gratitudÐ µ; and it is onÐ µ guarantÐ µÃ µ of AthÐ µns safÐ µty. AbovÐ µ all, it rÐ µflÐ µcts, but rÐ µvÐ µrsÐ µs, thÐ µ horrors and suffÐ µrings of thÐ µ past (DovÐ µr 171). It is somÐ µtimÐ µs hÐ µld that AÐ µschylus chosÐ µ to sÐ µt thÐ µ cÐ µntÐ µr of AgamÐ µmnons kingdom in Argos rathÐ µr than in MycÐ µnaÐ µ in ordÐ µr to prÐ µparÐ µ for an allusion to thÐ µ ArgivÐ µ alliancÐ µ of 462 BC in thÐ µ ЕumÐ µnidÐ µs (ConachÐ µr 24-25). That is no doubt truÐ µ as far as it goÐ µs, Ð µvÐ µn if thÐ µ tÐ µrm allusion in such a contÐ µxt nÐ µÃ µds carÐ µful dÐ µfinition. YÐ µt, thÐ µrÐ µ arÐ µ also artistic rÐ µasons for this choicÐ µ. AÐ µschylus rÐ µprÐ µsÐ µnts AgamÐ µmnon and MÐ µnÐ µlaus as rÐ µigning togÐ µthÐ µr in Argos, a notion hÐ µ dÐ µrivÐ µd from somÐ µ passagÐ µs in thÐ µ OdyssÐ µy. Argos is a suitablÐ µ placÐ µ for this joint rulÐ µ, bÐ µcausÐ µ thÐ µ city carriÐ µs thÐ µ samÐ µ namÐ µ as thÐ µ wholÐ µ rÐ µgion thÐ µ two AtridaÐ µ govÐ µrn, and bÐ µcausÐ µ it is not thÐ µ traditional sÐ µat of Ð µithÐ µr of thÐ µm; so to sÐ µt thÐ µir kingdom thÐ µrÐ µ avoids subordinating onÐ µ to thÐ µ othÐ µr (ConachÐ µr 34). RÐ µturning to thÐ µ discussion of litÐ µrary Ð µlÐ µmÐ µnts that, in addition to political fÐ µaturÐ µs of thÐ µ play, form a largÐ µ part of OrÐ µstÐ µia, it is critical to analyzÐ µ AgamÐ µmnons guilt and its consÐ µquÐ µncÐ µs. In this rÐ µgard, onÐ µ may notÐ µ that AgamÐ µmnons guilt bÐ µlong to thÐ µ old rÐ µgimÐ µ. In turn, thÐ µ murdÐ µr of AgamÐ µmnon is thÐ µ act that brÐ µaks up thÐ µ old rÐ µgimÐ µ and brings in thÐ µ nÐ µw. This givÐ µs thÐ µ tragÐ µdy of AgamÐ µmnon its pÐ µculiar charactÐ µr and dÐ µtÐ µrminÐ µs its uniquÐ µ tÐ µchniquÐ µ. ThÐ µ ChoÐ µphoroÐ µ and ЕumÐ µnidÐ µs, as consÐ µquÐ µncÐ µs of thÐ µ AgamÐ µmnon, wÐ µrÐ µ bound to possÐ µss a diffÐ µrÐ µnt charactÐ µr and tÐ µchniquÐ µ. ThÐ µ murdÐ µr of ClytÐ µmnÐ µstra plays a diffÐ µrÐ µnt rolÐ µ and has a diffÐ µrÐ µnt dramatic function from that of AgamÐ µmnon, and thÐ µ ЕumÐ µnidÐ µs is thÐ µ non-tragic rÐ µsolution of both. NÐ µithÐ µr spÐ µctators nor chorus know, at thÐ µ outsÐ µt of thÐ µ AgamÐ µmnon, what is thÐ µ wisdom that ZÐ µus tÐ µachÐ µs by suffÐ µring, bÐ µcausÐ µ ZÐ µus himsÐ µlf has not yÐ µt taught it. ThÐ µ suffÐ µring of AgamÐ µmnon not only illustratÐ µs a moral principlÐ µ, it sÐ µts in motion thÐ µ Ð µvÐ µnts which crÐ µatÐ µ a nÐ µw moral principlÐ µ and clarify thÐ µ ambiguity of thÐ µ old principlÐ µ. ThÐ µrÐ µ is a diffÐ µrÐ µncÐ µ bÐ µtwÐ µÃ µn total tragÐ µdy and tragÐ µdy that is simply onÐ µ morÐ µ illustration of thÐ µ doubtful naturÐ µ of mankind (BowiÐ µ 22-24). Critics claim that thÐ µ rÐ µlation of thÐ µ structural diffÐ µrÐ µncÐ µs to thÐ µ Ð µthical-thÐ µological diffÐ µrÐ µncÐ µs of thÐ µ diffÐ µrÐ µnt plays in thÐ µ trilogy is clÐ µar (ConachÐ µr 62). ThÐ µ OrÐ µstÐ µia altÐ µrnatÐ µs bÐ µtwÐ µÃ µn an Ð µmphasis on ZÐ µus and thÐ µ Olympians and on thÐ µ family Еrinys or ЕrinyÐ µs. Up to thÐ µ Cassandra, thÐ µ problÐ µm has bÐ µÃ µn AgamÐ µmnons guilt as sÐ µÃ µn in thÐ µ contÐ µxt of thÐ µ Trojan War and thÐ µ Olympians (ZÐ µus XÐ µnios as motivator of thÐ µ war, ArtÐ µmis as motivator of thÐ µ sacrificÐ µ of IphigÐ µnia, thÐ µ GrÐ µÃ µk affront to thÐ µ Olympians by thÐ µir tÐ µmplÐ µ-dÐ µsÐ µcrations at Troy). ClytÐ µmnÐ µstras charactÐ µristics arÐ µ rÐ µvÐ µalÐ µd only indirÐ µctly, by hints and by silÐ µncÐ µ. With Cassandra thÐ µ ЕrinyÐ µs of thÐ µ housÐ µ arÐ µ givÐ µn a dominating rolÐ µ (DovÐ µr, SomÐ µ NÐ µglÐ µctÐ µd AspÐ µcts of A gamÐ µmnon's DilÐ µmma, 139-140). ClytÐ µmnÐ µstra Ð µmÐ µrgÐ µs as thÐ µ Ð µvil gÐ µnius of thÐ µ trilogy In thÐ µ ChoÐ µphoroÐ µ thÐ µ initial mÐ µntion of Apollo as thÐ µ chiÐ µf motivator of OrÐ µstÐ µs matricidÐ µ is supÐ µrsÐ µdÐ µd by thÐ µ diffÐ µrÐ µnt Ð µmphasis of thÐ µ kommos, in which OrÐ µstÐ µs is sÐ µÃ µn as thÐ µ agÐ µnt of his fathÐ µrs rÐ µstlÐ µss spirit and thÐ µ family ЕrinyÐ µs (ConachÐ µr 78). His motivÐ µ is pÐ µrsonal vÐ µngÐ µancÐ µ for thÐ µ horrors of his fathÐ µrs infamous dÐ µath and burial. HÐ µ sÐ µÃ µms for a momÐ µnt to cravÐ µ thÐ µ matricidÐ µ. At thÐ µ timÐ µ of thÐ µ murdÐ µr, whÐ µn thÐ µ dÐ µsirÐ µ shrinks to nothing and OrÐ µstÐ µs sÐ µÃ µms on thÐ µ point of rÐ µjÐ µcting thÐ µ snakÐ µ-rolÐ µ hÐ µ had voluntarily assumÐ µd, thÐ µ ApollinÐ µ thÐ µmÐ µ rÐ µÃ µmÐ µrgÐ µs with PyladÐ µs dramatic brÐ µaking of his long silÐ µncÐ µ. At thÐ µ Ð µnd thÐ µ appÐ µarancÐ µ of thÐ µ FuriÐ µs sÐ µÃ µms to disrupt this thÐ µmÐ µ in an ambiguous and fÐ µarful conclusion in which oncÐ µ morÐ µ thÐ µ dÐ µmons of thÐ µ housÐ µ assÐ µrt thÐ µir prÐ µdominancÐ µ. This is thÐ µ indispÐ µnsablÐ µ condition of thÐ µ confrontation of thÐ µ two divinÐ µ Ð µlÐ µmÐ µnts in thÐ µ ЕumÐ µnidÐ µs: thÐ µ trial and thÐ µ long final kommos bring thÐ µm to thÐ µ point of crisis and rÐ µconciliation (ConachÐ µr 80). To continuÐ µ, thÐ µ ЕumÐ µnidÐ µs has oftÐ µn bÐ µÃ µn lookÐ µd at as anthropological history, thÐ µ mythically disguisÐ µd clash of patriarchal and matriarchal sociÐ µtiÐ µs. It is hard to sÐ µÃ µ how AÐ µschylus could havÐ µ thought in thÐ µsÐ µ tÐ µrms. Matriarchal sociÐ µtiÐ µs had long bÐ µÃ µn Ð µxtinct Ð µvÐ µn if thÐ µy had oncÐ µ Ð µxistÐ µd, a dubious hypothÐ µsis in itsÐ µlf. AÐ µschylus wantÐ µd to diffÐ µrÐ µntiatÐ µ thÐ µ primitivÐ µ and obscurÐ µ powÐ µrs of vÐ µngÐ µancÐ µ from thÐ µ Ð µthical and rational Olympians and providÐ µ a solid thÐ µological basis for thÐ µ justicÐ µ of thÐ µ polis. ThÐ µ contrast of thÐ µ rolÐ µs of fathÐ µr and mothÐ µr, wifÐ µ and husband, blood kinship and marriagÐ µ, was of dramatic importancÐ µgivÐ µn AÐ µschylus wish to rÐ µconcilÐ µ two compÐ µting rights without an obtrusivÐ µ ovÐ µrriding of onÐ µ by thÐ µ othÐ µrbut it was a dramatic mÐ µans to a thÐ µolog ical and Ð µthical Ð µnd which was not thÐ µ assÐ µrtion of fathÐ µr-right or husband-right but of divinÐ µ and human justicÐ µ (Griffiths 73-74). In thÐ µ Ð µnd, AthÐ µna brÐ µaks thÐ µ dÐ µadlockÐ µd jury's tiÐ µ, and hÐ µr grounds arÐ µ rÐ µvÐ µaling Following Apollo's proclamation that it is thÐ µ malÐ µ and not thÐ µ fÐ µmalÐ µ who is thÐ µ truÐ µ parÐ µnt, and bÐ µaring in mind hÐ µr own birth (fully dÐ µvÐ µlopÐ µd from thÐ µ hÐ µad of hÐ µr fathÐ µr ZÐ µus), shÐ µ dÐ µcidÐ µs that thÐ µ claims of thÐ µ fathÐ µr trump thosÐ µ of thÐ µ mothÐ µr, justifying ClytÐ µmnÐ µstra's dÐ µath. Now tamÐ µd, thÐ µ FuriÐ µs arÐ µ givÐ µn a nÐ µw namÐ µ, thÐ µ ЕumÐ µnidÐ µs (Kindly OnÐ µs). Plainly AÐ µschylus concÐ µivÐ µs thÐ µ crÐ µation of rÐ µsponsiblÐ µ govÐ µrnmÐ µnt in AthÐ µns as thÐ µ antithÐ µsis not only of tyranny but also of a disordÐ µrÐ µd chaotic univÐ µrsÐ µ in which Ð µmotional and fÐ µmalÐ µ forcÐ µs of vÐ µngÐ µancÐ µ wÐ µrÐ µ paramount. ThÐ µ nÐ µw world will bÐ µ govÐ µrnÐ µd by ordÐ µrly, rational institutions plannÐ µd and staffÐ µd by mÐ µn, with vÐ µngÐ µancÐ µ rÐ µplacÐ µd by justicÐ µ (ConachÐ µr 70-73). ThÐ µ gÐ µnrÐ µ Ð µstablishÐ µd by AÐ µschylus would bÐ µcomÐ µ onÐ µ of thÐ µ dÐ µfining art forms of GrÐ µÃ µk civilization. Tragic drama, as it Ð µvolvÐ µd throughout AÐ µschylus' carÐ µÃ µr and in thÐ µ hands of his succÐ µssors SophoclÐ µs and ЕuripidÐ µs, was in many ways thÐ µ hallmark of AthÐ µnian grÐ µatnÐ µss. Through ShakÐ µspÐ µarÐ µ and othÐ µr grÐ µat tragÐ µdians of ЕuropÐ µ, this rÐ µmarkablÐ µ tÐ µstamÐ µnt to thÐ µ hÐ µroic strugglÐ µ against human limitations forms an important part of a lÐ µgacy that has Ð µndurÐ µd to our own timÐ µ.

Journal and topic paper

Journal and topic paper Journal and topic paper Journal Entry 1- Myths 28/02/12 Today in class each group was given a different myth, which we all discussed. The one that was given to my group was, ‘Australia hosts more refugees than any other countries’. I felt very ignorant because I wasn’t aware of the actual statistics and facts about asylum seekers. This has to do with media influence. I wasn’t aware that over 90% of asylum seekers come by plane rather than by boat. I also wasn’t aware that Australia hosts less asylum seekers than other countries. I think that the media, especially the popular media has really influenced the way I think about wider issues such as asylum seekers. This has forced me to rethink and to question what is said in the paper, on TV and on the radio. The course facilitator, Sue, gave me information that SBS and the ABC actually reference their media stories unlike channels 7,9 and 10 who don’t need the validation as to where they get their information. This made me feel like watching the more popular TV stations was like reading a woman’s day magazine or a gossip magazine, which I never do. This made me think about the statistics that were meshed out in class as well. I learnt that Pakistan hosted 1.78 million refugees, Iran, Jordon, Chad all hosted many times over the amount of refugees that Australia hosts. This got me thinking as to why these countries host more when they are developing countries and economies themselves and are ill-equipped to take adequate care of the refugees that they host. Take for example Pakistan, the reason I think they host so many refugees is that they share a porous border that is easily breached with Afghanistan, Jordon hosts many millions of Palestinians now some of these I learnt in my own study are second or third generation refugees. Chad shares a border with war torn Sudan. Australia on the other hand is fortunate enough to not have war or massive civil unrest. In the end I took the exercise from class with a grain of salt. Yes Australia is outperformed by many developing countries but then again our geography and our neighbors have helped us keep asylum seekers down to a low amount. This probably has left me feeling more confused than before because everything isn’t black and white, there are definite shades of grey where you have to look at the motive behind everything and every topic. Another myth that challenged me was ‘refugees get all sorts of handouts from the government.’ I thought that this was true. I’ve always heard that refugees get more money than people on the aged or disability pension. Again this myth made me question the integrity of the wider media. I always thought that they get upwards of 70 000 dollars per person. This seems to me like a massive case of the Chinese whispers as I learnt that they essentially have the same rights and entitlements as permanent residents but don’t have to wait for handouts. They also get 510 hours of free English classes and some get access to post-arrival assistance, depending on their particular needs. To sum this class up as I mentioned before its never black and white, there are definite shades of grey. This knowledge has impacted my way of thinking, as I now know, I can’t just believe everything I hear or read like I have previously. Check the source and the motive of the person telling that story to better understand the true meaning and to see through the popular myths. I think that I have definitely learnt this concept in this class, which I will carry outside these four walls. Journal Entry 2- Babakiueria 13/03/12 Today in class we watched Babakueria. This mockumentary used role reversal to critique Australia’s treatment of its Indigenous people. Aboriginal actors play the colonisers and white actors play the Indigenous. I found that it was reported in a very sarcastic and condescending tone, which I must say, was very clever of the producers. I found that the mockumentary

electronic music essays

electronic music essays Now, we are living in the 21st century. Most of the things are become electronic, such as the most music we listen today also become electronic. What called this music is electronic music. The mean of electronic music is music produced by machines that genre sound using electronic circuitry. I think the electronic music would be more popular and popular. The article Electronic music: from varese to radiohead have describe how the effect of the technology no recent classical and popular music has been nothing short of astonishing. Before the music only produce by instrument such as strings, pipes or drum. After World War II, the Musique concrete is the earliest experiments with the creation of electronic music (text. pp382). The Edgard Varese is the first practitioner of the musicque concrete. Later on in 1958 his proeme electronique being a landmark in the history of this fort of synthetic music. In years later, the pop artist are began to use the electronic music. The famous band Beatles songs also consider the muscique concrete. One member of the Beatles John Lennon used tape looping to create a novel background ambience for his song Revolution #9 (text. pp382). Few years later those films makers also considered the electronic music. For example, George Lucas used banging chains to create the sound of the Imperial Walkers for his Star War epics. In the 1980s the computer become miniaturized within the keyboard synthesizer. The synthesizer is a machine that creates, transforms, and combines electronic sounds, synthesizer is computer, so we can also call that computer music. So i n these days the fledging composer and rock band could own the hardware to create and doctor their own sounds. Now we hear the music on radio and television is also come from computer-equipped recording studio generate. The electronic music from the beginning to nowadays the computer music. and the ...

Alternatives to Incarceration Assignment Example | Topics and Well Written Essays - 500 words

Alternatives to Incarceration - Assignment Example Moreover, many a time juvenile offenders get involved in violent crimes in prison facilities that curtail their capacity and potential for rehabilitation (Coyle, 2005). An alternative to incarceration pertains to any punishment that can be extended to a juvenile offender, rather than confining one to prison. Over the years the community based alternatives to juvenile incarceration have shown much promise. Community corrections happen to be one such alternative which allows the juvenile offenders to remain within the community while putting limits to their freedom and the opportunities accessible to them (Jacobson, 2005). While being in the community corrections the juvenile offenders could be extended the possibility of probation tied to varied strict and stringent requirements like reporting diligently and punctually to a probation officer, remaining confined to one’s home during specific parts of the day, staying off drugs and attending substance abuse and mental health associated programs. The community based facilities have evinced much promise going by the fact that only 8 percent of the juvenile offenders in Missouri show recidivism on ce they are admitted to the community based programs (Gottesman, 2011). Community service is one other viable option to incarcerating the juvenile offenders. Community service could also be made to be a viable condition to probation or it could be used as an alternative to paying fines (Jacobson, 2005). Since the first three years of introducing the community service alternatives, the state of Illinois has saved almost $18.7 million (Gottesman, 2011). Community service involves making the offender dedicate oneself to some sort of unpaid work or service for a nonprofit or community organization. Mental health courts and drug courts are other alternatives to juvenile incarceration. Such courts

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EU Economy Issues and Policies - Essay Example ship and they include: Macedonia, Iceland, Serbia, Turkey and Montenegro and have also started negotiations for membership except Macedonia (Archick, 2005 p.255). Other countries that have signed Stabilizations and Association Agreements (SAA) with the European Union include; Western Balkans, Bosnia, Albania and Herzegovina. This agreement is a prerequisite for lodging membership applications thus are considered potential candidates. Many analysts have argued that the South-eastern enlargement of the European Union is not only a test for the European Union, but also for the member states and candidates as well. According to Nuroglu & Kurtagić (2012 p.42), this kind of enlargement with candidates as well as potential candidates is estimated to increase the number of population by 19%, the European Union area by 25%, and the absolute gross Domestic Product by 5% (Nuroglu & Kurtagić, 2012 p.42). Even though the accession time is not known yet, the European commission is contemplating starting with the first three applicants: Montenegro, Croatia and Iceland (Nuroglu & Kurtagić, 2012 p.43). It is however important to note that the GDP income for the countries are 3 times below 27 member EU average (Nuroglu & Kurtagić, 2012 p.43). This forms the basis of sceptics argument and question that â€Å"why expand the EU at all? (Nuroglu & Kurtagić, 2012 p.43). The following discussion looks into these is sues into details and outlines the compelling economic arguments in support of European Union enlargement. Proponents of European Union enlargement argue that such successful accession would accumulate a lot of benefits not only to the members of the union but also to the individual citizens. However, some economic analysts have differed with this point of argument stating that such enlargement would not benefit the European Union but the new members due to their small size economy and population. The main economic arguments for further enlargement of the European Union are

Write drafts of two blog posts for your blog website. Although the Assignment

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Microfinance Is The Panacea For Gender Empowerment Essay

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Operation management Essay Example | Topics and Well Written Essays - 1500 words - 1

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Book Analysis for the book I, Che Guevara Essay

Book Analysis for the book I, Che Guevara - Essay Example Ernesto Guevara used the word as ‘comrade’ because he was deeply influenced by principles of Marxism. He was responsible for ending rule of then ruler Batista and was commander of his guerilla warfare force. He played key roles in government where he advocated his policies designed for welfare of people. He had travelled across countries in his younger days which he chronicles in his diaries. This travel brought him closer to people, which helped him understand their problems, poverty and life. His revolution extended to Bolivia where he met his end in a military execution. His ideology, philosophy, his deep love for his country and his martyrdom has made him a hero worldwide. His life and death are viewed as an enigma and his love and selfless efforts for the betterment of his people makes him the most revered revolutionary so far. Che was executed in Bolivia in the year 1967 at the age of thirty-nine. Military officers and leaders present in Bolivia during the time rem ember him to be very intelligent, calm and charismatic although his appearance was ragged and dirty. The book ‘I, Che Guevara’ starts from the day of execution of Che. This is a history based political fiction presumes that Che was not executed on October 9th, 1967. He disappeared only to reappear as an old man who has travelled across to spread message of revolution among people. He appears in coastal villages and starts having intellectual conversations with inhabitants, eventually bringing them together to form a political party. Author John Blackthorn has successfully established the premise in the book. John Blackthorn is an alias Gary Hart took up for writing novels. Representing Democratic Party he was elected as senator. Later he was a front runner candidate for Democratic Party for presidential elections. However he had to withdraw his nomination because of his alleged extra marital affair with model Donna Rice. He withdrew from active politics only to return a s consultant on national security. He has authored and co-authored many books under his alias John Blackthorn. His active role in government when he was elected helped him considerably while writing his books. ‘I, Che Guevara’ although a political fiction, is reflection of Hart’s creativity and understanding of international affairs, which makes the book an interesting read. History does not have ‘ifs’ and ‘buts’ and yet when we look back and reflect on the subject we find several dots to connect to make a complete picture. Che Guevara or Ernesto Guevara appears on the scene as Ernesto Blanco. Although he is old and white haired he still holds a charismatic personality and engaging talks. He travels throughout his country to find that there is no or minimal change in people. He hides himself from soldiers and military for a considerable time and when he realizes that people have nearly forgotten him then appears on the surface. The plot revolves around Che’s resurfacing, his bringing of people together in yet another revolution and leading people from the front. What do you think about Revolution in Cuba? I said. What revolution is that senor? They said. What revolution is that? That’s the revolution to save your skinny little ass! I said. Oh senor, they said, there is no revolution in the world that can save my skinny little ass. 1 There is an entire generation who gets inspired by Che’s fiery speeches and fights revolution shoulder to shoulder with him. However when he wants to question people about any such revolution,

Microfinance Is The Panacea For Gender Empowerment Essay

Microfinance Is The Panacea For Gender Empowerment - Essay Example However, donors and advocates of microfinance constantly over-exaggerate the power of microfinance and related assistance while at the same time disregarding critical and deeply embedded concerns that can be regarded as apparent to the intertwining setback of poverty and empowerment of women. The present wave of euphoria over microfinance overlooks the salient question: since a majority of women has been inducted into microenterprises, why is women’s empowerment still elusive? It is apparent that microfinance is hardly a panacea for gender empowerment; besides, microfinance has failed to triumph over overbearing patriarchal structures that propel subordination of women at either households and/or society level. The paper examines the assertion â€Å"microfinance is the panacea for gender empowerment†, the associated problems/concerns, and available proof and appreciates that micro lending plays a critical function in revolutionizing women’s economic empowerment; however, microfinance possesses the possibility of adversely affecting the general health of gender empowerment endeavours, especially if it exclusively spotlights the financial aspect of women’s empowerment. The paper discovers that there has been an exaggeration regarding the gender empowerment impact of microfinance. In practice, however, microfinance is only a step in the long road of empowering poor rural women and not a panacea for gender empowerment. ... Remarkably, the UN General Assembly adopted a resolution (A/60/210), recognizing the significance of microfinance in attaining the MDGs, outlining the significance of microfinance in attaining the MDGs, especially concerning goals 1 (reducing poverty) and goal 3 (revolving around gender parity and women’s empowerment). The accomplishment of some microlenders working with the poor, especially in Asia has put microlending high on the agenda of numerous development agencies. Numerous microfinance initiatives have been undertaken right from South America, to Asian and Africa, undoubtedly registering contrasting results (Onyuma and Shem 2005, p.199). Over the last two decades, microfinance initiatives have primarily been directed at poor women populations with the argument taking root on the question regarding whether microlending is, in essence, a decisive element to gender empowerment. This contest can be regarded as bordering west/south divide, and envelops theoretical analysis of studies touching on empowerment, especially on the link between microlending/microenterprise and gender empowerment that has constantly shaped microfinance discourse (Khandker 2005, p.263). The sociocultural landscape in target groups plays a critical function in shaping the results that can be derived from microenterprise projects and their relation to gender empowerment, rebutting one of the overriding hypotheses detailing that gender empowerment entails a routine result of micro lending (Mayoux 2002, p.77). In one phase of the continuum, proponents advance that microfinance bear constructive influences on aspects such as equality between genders, gender empowerment, and overall domestic/household wellbeing. In line with this thought, microfinance is considered as the

Book Analysis for the book I, Che Guevara Essay

Book Analysis for the book I, Che Guevara - Essay Example Ernesto Guevara used the word as ‘comrade’ because he was deeply influenced by principles of Marxism. He was responsible for ending rule of then ruler Batista and was commander of his guerilla warfare force. He played key roles in government where he advocated his policies designed for welfare of people. He had travelled across countries in his younger days which he chronicles in his diaries. This travel brought him closer to people, which helped him understand their problems, poverty and life. His revolution extended to Bolivia where he met his end in a military execution. His ideology, philosophy, his deep love for his country and his martyrdom has made him a hero worldwide. His life and death are viewed as an enigma and his love and selfless efforts for the betterment of his people makes him the most revered revolutionary so far. Che was executed in Bolivia in the year 1967 at the age of thirty-nine. Military officers and leaders present in Bolivia during the time rem ember him to be very intelligent, calm and charismatic although his appearance was ragged and dirty. The book ‘I, Che Guevara’ starts from the day of execution of Che. This is a history based political fiction presumes that Che was not executed on October 9th, 1967. He disappeared only to reappear as an old man who has travelled across to spread message of revolution among people. He appears in coastal villages and starts having intellectual conversations with inhabitants, eventually bringing them together to form a political party. Author John Blackthorn has successfully established the premise in the book. John Blackthorn is an alias Gary Hart took up for writing novels. Representing Democratic Party he was elected as senator. Later he was a front runner candidate for Democratic Party for presidential elections. However he had to withdraw his nomination because of his alleged extra marital affair with model Donna Rice. He withdrew from active politics only to return a s consultant on national security. He has authored and co-authored many books under his alias John Blackthorn. His active role in government when he was elected helped him considerably while writing his books. ‘I, Che Guevara’ although a political fiction, is reflection of Hart’s creativity and understanding of international affairs, which makes the book an interesting read. History does not have ‘ifs’ and ‘buts’ and yet when we look back and reflect on the subject we find several dots to connect to make a complete picture. Che Guevara or Ernesto Guevara appears on the scene as Ernesto Blanco. Although he is old and white haired he still holds a charismatic personality and engaging talks. He travels throughout his country to find that there is no or minimal change in people. He hides himself from soldiers and military for a considerable time and when he realizes that people have nearly forgotten him then appears on the surface. The plot revolves around Che’s resurfacing, his bringing of people together in yet another revolution and leading people from the front. What do you think about Revolution in Cuba? I said. What revolution is that senor? They said. What revolution is that? That’s the revolution to save your skinny little ass! I said. Oh senor, they said, there is no revolution in the world that can save my skinny little ass. 1 There is an entire generation who gets inspired by Che’s fiery speeches and fights revolution shoulder to shoulder with him. However when he wants to question people about any such revolution,

Bahasa Indonesia Essay Example for Free

Bahasa Indonesia Essay My Educational background, academic and extra curricular and work experience are as follows. I am currently pursuing an international Baccalaureate education in Sekolah Pelita Harapan in Tangerang Indonesia that is equivalent to a 2 year diploma. The courses I have undertaken include business management (Higher Level / HL), English A2 (HL), Theatre Arts (HL), Bahasa Indonesia A1 (SL), Mathematics (SL), and Environmental Systems (SL). I hope to score a distinction on my final exam. I have been involved in extra curricular activities since primary level these include theater arts where I have participated in plays like the Sandbox by Edward Albee, Shakespearean Monologues and the Importance of Being Earnest by Oscar Wilde. My key role has been in charge of costume design, setting and construction. I have been involved in painting and drawing, participated in music especially playing the piano as well as learnt Japanese language. I have participated in many sporting events during my school time and received awards such as fitness where I was awarded with gold equivalent to the international standard, hockey as goal keeper, ice-skating and become first runners-up and basketball. I also participated in the athletics where I become third winner. Apart from sports, during my leisure time I get engaged in charity work such as volunteer as English teacher in local orphanages and organize special events like in Christmas 2007. I have participated and coordinated the Indonesia’s 2007 charity walk where we raised money to help flood victims for purchase of medicine and personal effects. In addition am involved in Sunday school teaching. During my summer holidays I work in the family businesses dealing in supplying of merchandise to companies in Indonesia and in the printing firm contracted by large companies. I have learnt a lot of business skills from my family members especially dad and grand father. They have introduced me to the business world which makes me consider expanding my knowledge and skills that will make me better and productive. I am applying for consideration for admission to FIDM in the following majors’ i. e merchandise marketing, visual communication and business management. I am aware that FIDM offers all these majors. I believe I will be able to undertake these courses so that I can sharpen my skills. For instance in Merchandise marketing I would like to get knowledge and skills about planning, purchasing, promotion of merchandise, technology application, human resource development and critical thinking among others. In Visual communications am much interested in acquiring skills in visual presentation, exhibition and trade show design, retail display, store keeping, event planning, trend analysis and computer graphics. While in business management am quite excited if I get these chance to broaden my knowledge on entrepreneurship, financial management, human resource management and organization, global influence, involvement and management. I have considered this field of profession since my childhood. I have thought about it over and over again for a long time. Given the fact that I was born in business environment, my interest for really integrating fashion and business tickles me. Am persuaded this is the area of my interest and career fulfillment. The reasons for me to chose this college among all your other choices is that Fashion Institute of Design Merchandising (FIDM) is an institute that is reputed internationally in the fashion industry. It has experience of over 35 years in teaching with a unique nature by which the college delivers its curriculum such as being industry driven and practically oriented to the present development. The institute has a diverse community of students and staff from different backgrounds which gives opportunity for broader understanding of global issues. It has well equipped academic materials. This exposure will enhance my understanding of global issues and help me appreciate diversity. The other support services provided such as international student support classes, work experience, transfer offers, student resources and career development services and opportunities such as networking, graduate alumni and career placement after college are other important reasons I would like to attend FIDM than other colleges. I consider this college as a place where I can gain knowledge and skills to help me in my career goals and future plans. After I have completed my college studies I would like to pursue a career in fashion industry especially costume design, creativity and business management. I like watching fashion modeling events with a keen eye on creative design. I have intention of creating my own designs that I would like to be involved in and become one of the world fashion designers. The exposure I have gained from family businesses I have worked and knowledge I expect to gain from attending FIDM will surely enhance my entrepreneurship skills and ambition to own a fashion store business with wide collection of world fashion designs. I would like also to pursue my education to an advanced level so that I can train and nature talents in my country. I am convinced that this is where I want to go and make an impact in the fashion industry. REFERENCES Fashion Institute of Design and Management. (2008). Curriculum. Retrieved April 17, 2008 from http://www. fidm. edu/academics/majors/business-management/curriculum. html