When The Air Hits Your Brain Essays - Neurosurgery,

When The Air Hits Your Brain This is the book that every neurosurgeon would like to have written his or her version of, but probably hadn't the time. It is the account of a neurosurgeon's training from medical school to the end of residency, in this case in an American training programme in the 1970s and 80s. Although aimed at the public rather than at neurosurgeons, I could not put it down. Of course, I am biased: I am probably much the same age as the author and shared many of his experiences, or at least the British version of them. I recognise the same pressures on junior staff, the same developments in our specialty, and the same types of character, and I could tell as many tales. He even worked for a spell at the National Hospital for Neurology and Neurosurgery, and, though they are disguised, I certainly recognised several of the doctors described. In his excellent preface, the author sets out the raison d'?tre for the book?to desanctify neurosurgeons and to expose the random nature of their selection and the dehumanising aspect of neurosurgical training which produces a standardised product. That he fails in some of these objectives is not really a criticism. His bosses and colleagues, as all surgeons, were not standardised but shared some common characteristics. Despite the training process, he seems not to have been dehumanised, for he writes about neurosurgical tragedies with sensitivity, even if he suggests that some of his friends were. The random selection does not seem to have been too bad a thing either; I am sure it leads to a more interesting group of trainees. For the author, and for me as well, training was a wonderful time, learning from a bunch of real characters who central casting could not have dreamed up. It was extremely tiring in those far off days of rotas of one in two and worse, but always exciting and totally involving. Only after training the anguish begins, when the buck stops with the surgeon at the top. Vertosick's story is admirably clear. It is enthralling my mother as I write, and she says it all makes sense. Explaining neurological disease to your patients is difficult; to do it effectively throughout a whole book is a real achievement. It is all there?the ghastly experiences of severe brain injury, the macho world of subarachnoid haemorrhage and aneurysms, the frustration of pain management, the tragedies of primary malignant brain tumours, the sometimes unexpected triumphs of benign tumour surgery, and much more besides. Medicine Essays

Ted Talk Patricia Kuhl Essay Example

Ted Talk Patricia Kuhl Essay Example Ted Talk Patricia Kuhl Paper Ted Talk Patricia Kuhl Paper Essay Topic: Talk Patricia Kohl discusses amazing discoveries about how babies and young children learn language. Professor Kohl explains that language has a critical p eroded for learning. Babies and children are geniuses until the age of seven, and then the ere is a decline. After a child goes through puberty, the universal listening skills are n inexistent. Kohl refers to babies as Citizens of the World, which means that they can did fraternity all the sounds of all languages. Adults are culture bound listeners. We are ex PERTs at the sounds of our native language but not foreign languages. Through her rest reach, Professor Kohl has discovered that there is a very crucial two month period d ring a childs language acquisition. When babies are listening to the production of SP each, they are taking statistics on that specific language. These statistics being absorbed by the baby changes their brain. It changes them from universal listeners (or Citizen s of the World) to culture bound listeners. Professor Skulls presentation was intriguing and her findings are truly extraordinary and quite interesting. She discovered through her research that babies brains will only take statistics when there is physical interaction with a human Ewing. If language is presented to the child through television or audio, then there is n o learning at all. An infants social skills play an important role in learning. Even though the presentation was very thorough, there are still a few remain nag questions that I have. Do all children learn at the same rate? What happens if a child does not learn a language before puberty? Child language acquisition is a very interesting and intriguing topic. I learned a lot about how children acquire Ian gauge and hope to further educate myself about the subject in the future.

Iron Hans (Children literature) Essay Example | Topics and Well Written Essays - 1250 words

Iron Hans (Children literature) - Essay Example Due to the story’s narrative style and visual development, it is classified as a children’s story. The story reflects a clear pattern of attitude towards children during the time and the literary methods have been markedly shaped by the social and cultural trends of the time. Most of the tales by the Grimm brothers have been influenced by German folklores and have been creatively transformed into fairy tales. An analysis of the population studies in Germany during the 19th century shows a high infant mortality rate during the time (Gehrmann, 839). Today infant mortality rates are regarded as central indicators of the standards of living and the state of a particular society’s development. During late 19th century, high infant mortality rates in Germany started being acknowledged as a social issue and hence several studies were carried out in order to find the reasons for high mortality rates. Hygiene, food, female labor, living conditions and climatic conditions were identified as important factors affecting infant mortality rates (Gehrmann, 840). Female workload was also a critical factor in infant mortality and attitude towards children during the time. The family context has also been incorporated in order to assess the impact of family structures on attitude towards children. ... The collection spurred a completely novel notion of considering fairy tales as children’s literature. Belonging to the German Romantic Movement, the Grimm brothers pioneered in the creation of literary fairy tales. An exemplary attempt was made by the Grimm brothers so as to retain and preserve the original essence of German folk tales and by transforming them into creative fairy tales for children they were able to circumvent the loss of German folk lore literature. The fame of the Grimm’s fairy tales as children’s literature was supported by the 1679 publication of The Tales of Mother Goose by Charles Perrault (Susina, n.pag.). Perrault had successfully collected 80 fairy tales in his work with moralistic principles and ingenious story lines. This work started being recognized as children’s stories due to its graphic illustration of the title which characterized an old lady reading out stories to children (Susina, n.pag.). This introduced a concept of fa iry tales as children’s stories as narrated by older individuals. Subsequently the Grimm’s tales provided an adroit collection of stories that were suitable to be read by or out to children. Hence, the publication by Perrault supported the popularity of the Grimm’s fairy tales as children’s literature. Irons Hans, among the many fairy tales written the in the collection by Grimm brothers demonstrates a certain socio-cultural pattern towards children during the time. This story, along with other fairy tales in the collection, has had a thoughtful impact on children since the 19th century. However, writers today have been examining Grimm brothers’ writings and have concluded that these writings contain false apprehension and augment a

Macbeth Essay Example | Topics and Well Written Essays - 500 words - 2

Macbeth - Essay Example The lady here unsexes herself and questions the manliness of Macbeth. A powerful witch in her is active now to tempt and unsex a powerful nobleman, to lead him into his tragedy. The devices she uses make the lines highly poetical. She plays upon words like hope, drunk, dress, pale, love, valour, and coward. She knows that Macbeth’s strength is in his valour. His weakness is his ambition, overvaulting ambition. Using the metaphor of dress, which pervades throughout the play, she questions the rationale behind cherishing a hope for which either Macbeth is not courageous enough to fulfill, or it was merely a hope in him born in a drunken moment. Whatever the case is, she cleverly hurls the words like desire, valour, fear, and love and waits for his reaction. â€Å"I dare do all that may become a man†, answers Macbeth. This answer compels his wife is to resort to stronger spurs. Still harping on the word â€Å"man†, Lady Macbeth now asks whether he was not a man when he had cherished a beastly ambition. She now strikes upon the most sensitive chord of a gentle character by asking Macbeth whether breaking an oath is manly or beastly. Unsexing herself, she tells him that â€Å"had I so sworn as you†, she would have plucked her nipples from her smiling baby and â€Å"dashed the brain out†. The structure of the passage under discussion here is clear; it is used by Shakespeare to reveal the true character Lady Macbeth. She is shown as a witch, a monster, whose concern as a wife is selfish and mechanical. The passage also shows that Macbeth is dominated by his wife, which precipitates his tragedy. At the same time, the metaphors in this passage reverberate again and again in the play to heighten the qualities of the character in Macbeth. He admits that it is â€Å"better be with the dead† than live a tortured life. Macbeth, like Hamlet, is aware of the predicaments from which a man

International law Research Paper Example | Topics and Well Written Essays - 2000 words

International law - Research Paper Example However, the term genocide was not formed until 1944. Literature has evidenced that genocide is any act committed with the intention to destroy completely or in partiality, a racial, an ethnic, a religious, or a national group. The recorded genocides include 1904 in Namibia, 1915 in Armenia, 1932 in Ukraine, the 1944 Holocaust, 1975 in Cambodia, 1982 in Guatemala, 1994 Rwandese genocide, and the 1995 Bosnian genocide. This resulted in the signing of an international treaty to form the International Criminal Court that has the mandate to prosecute crimes of genocide. Under the international law, genocide is considered as a crime. In this perspective, the paper will discuss the genocide with reference to international law. The effort to define genocide dates back to 18th century. According to Scott, various conventions tried to give formal statement of war crimes as well as laws of war. The Geneva Conventions were a series of international treaties concluded in Geneva between 1864 and 1949 with an aim of restructuring the impact of war on civilians, prisoners, and soldiers. In 1864, the international negotiations resulted in the Convention for the Amelioration of the Wounded in time of War. It stipulated that: immunity from capture as well as destruction of all establishments from the treatment of wounded soldiers, unbiased treatment and reception of all combatants, and protection of civilians giving aid to the wounded, in addition to recognizing the Red Cross symbol as a means establishing people and equipment covered by the agreement. In 1864 the convention was ratified by all major European powers. It was amended and extended by the second Geneva Convention in 1906. The provisions were applied to t he maritime conflict via the Hague conventions of 1899 to 1907. They are the first multilateral treaties to address warfare conducts based on the Lieber Code. The codified law stipulated regulations, for example, in protection of civilians and

Whats Involved In Knowing A Word English Language Essay

Whats Involved In Knowing A Word English Language Essay What is involved in knowing a word? Is it significant for learners of a second language to manage a great amount of vocabulary? How can teachers help vocabulary learning? In this essay, I am firstly going to analyse, what really a word is, and the aspects involved when knowing and using vocabulary. In the second section of this paper, I am going to discuss and analysed some authors and linguists point of view about lexicon and its importance in learning a foreign language. Finally, I am going to focus on some useful learning strategies to be applied when teaching vocabulary to second language learners. When thinking about teaching and learning of a second language, the first aspect which comes to our minds is the syntactic aspect, the rules by which we construct intelligible ideas. To know how to use grammatical rules is, indeed, important to native and non natives speakers, it could make the difference between a good and a bad user of the language. Nevertheless, as important as knowing about grammar is knowing about vocabulary. During decades, lexis was kept aside and was not considered as an important aspect of language to be concerned about. Linguists have had remarkable little to say about vocabulary and one can find very few studies which could be of any practical interest for language teachers (Wilkins, 1972:109). Though, after ignoring it for a long time, Lexical knowledge is now been appreciated as one of the most important aspect in the learning process. (Gass and Selinker, 1994:270). According to Nation (2001:26) meaning is just an aspect of knowing a word. Identifying its Form (whether it is spoken, written as well as word-parts) recognising its use (grammatical functions, collocations or constraints on use) are strands involved too. As stated before, words embrace much more than a meaning and to be familiar with them, a learner must be aware of its formation and its meaningful parts. For that reason , I am going to focus this essay on Morphology, which is defined by R.L. Trask (1997:145) as the branch of linguistics dealing with the study of word structure, conventionally divided into inflectional and derivational morphology. From now, the term word-form is also going to be used in this essay to refer to a word. The first assumption a learner should make is that a word-form consists of meaningful pieces of language ( Ronald Carter et Michael McCarthy, 1988:18) called morphemes, which is commonly defined as the smallest grammatical and meaningful unit.(Aitchison, 1994:122) In the word-form useless two morphemes with different meanings ( use/less) are arranged to create another word-form with a new meaning. In this case, the morpheme use is a free morpheme, due to it can stand by itself, whereas the affix less is a bound morpheme, since despite having own meaning it is not freestanding. The same phenomenon occurs in unhappy. No one may consider un as a word, but its meaning is well- known (opposite in this case), instead of happy that is a lexeme by itself. In the English Language as in many others, the affix found in one word-form, may also occur in others. That feature, Nation claims, is another aspect involved in knowing a word, (2001:46) and this semantic knowledge, may facilitate students acquisition of vocabulary, especially in the first stages of learning word-forms, thus learners may apply word-formation to decode the meaning of other words. The same learner who realized that unhappy could be considered as opposite of happy, due to the affix un, will interpret the word uneducated correctly thanks to that learner already recognises one of the meanings of the specific bound morpheme un. There is no doubt that being aware of word-formation contributes in the learning process of a non native speaker. Although, it should be mentioned, that morphemes not always behave as in the examples above. As not all words consists of two or more morphemes, some words may create misunderstandings in a learner. Whether the affix un enables to create an opposite meaning, a beginner student who is trying to formulate a sentence in English with the language he or she handles, may easily say I unwork on weekends assuming that unwork is the opposite of work, which is actually erroneous. Owing to that fact , in the last section of this paper I am going to concentrate in the ways teachers can help learners to achieve accuracy in learning vocabulary. Another significant morphological feature in word-forms, is the grammatical factor. Bolinger and Sears mention that by the point of view of grammar, morphemes may be grouped into inflectional or derivational ones( 1981:71). The former group is related to those morphemes which affect the syntactic role of a word-form, without modifying its inner meaning. Aitchison illustrates Inflectional by saying that the only difference between the words Dish and Dishes is the suffix plural ending -es (1994:124). The author agrees with Bolinger and Sears in that when inflectional morphemes are attached to a word, it continues being the same, but with a different form(1981:66). The latter group, derivational morphemes, are the bits of language that attached to an existing word make a new word. Aitchison exemplifies it using the word-form Learn. When the suffix -er is attached, a new word appears: learner. In this case, the observable change may be in word class or in Sense.(1994:124) The diagram below illustrates the difference between both Derivation and Inflection. DERIVATION INFLECTION PREFIX SUFFIX SUFFIX Dis- agree -ment Hate -s Until now, it is been explained the morphological aspect of knowing a word. It was also said that being familiar with this feature is useful when learning a foreign language, but the fact that vocabulary learning and teaching was a neglected theme for so many years, placed the task of vocabulary acquisition on learners hands (Hedge, 2000:110). I concur with McCarthy in saying that Studying how words are formed offers one way of classifying vocabulary, for teaching and learning purposes(1990:5). As a non-native speaker, I truly believe that vocabulary development is essential to communicate in a foreign language, and I do not hesitate in declaring that Morphology is one of the most important tool learners may have command of when acquiring a new language, and English Teachers may contribute in achieving this task, by using vocabulary learning strategies in the classroom. As a language is made up of an endless amount of words, it may be slightly demanding for teachers and learners to select the appropriate number and words to be acquired. Nonetheless, coping with learning strategies is a conscious process which enables people to control their own learning at their own speed and may be employed in any subject, not just in teaching a foreign language. Learning strategies promote learner autonomy in the learning process, whereas, these techniques must be taught and trained. At this point, is when teachers emerge to become a facilitator in the learners acquisition of the proper knowledge. Tricia Hedge classifies learners strategies into four groups: Cognitive, Metacognitive, Socio-affective and Communication strategies (2000:77-79). The author gives some examples to be applied within each category. TYPES OF LEARNER STRATEGIES Socio-affective strategies Communication strategies Metacognitive strategies Cognitive strategies *Initiate conversations. * Collaborating on tasks. *Listening to the radio in the target language. *Watching TV in the target language. *Use of body language. *Paraphrase. *Use of cognates. *Self-monitoring. *Evaluation of the learning process. *Analogy: to compare the meaning of a new Word in L1 and L2. *Memorization: Visual or auditory *Repetition: imitating a model. *Inferencing: guessing meanings. Focusing on acquiring vocabulary by learning word-formation, a teacher may wish to make use of affixes in first place. Recognizing the composition of words is important; the learner can go a long way towards deciphering new words if he or she can see familiar morphemes within them (Michael McCarthy, 1990:4). Nation states (2001:275) that learners should attain some essential skills in order to acquire the appropriate knowledge; these are the Receptive and Productive skills. The former refers to the ability of recognizing that some words are made up of meaningful bits of language, the ability of knowing the meaning those bits of language. Nation grades derivational affixes according from the easiest to the more difficult to learn. (Nation 2001: 268) and the ability of recognizing that a new word has been made. e.g. use / useful The latter skill refers to the ability of realising the shifts in pronunciation and spelling of the new word-form; the ability of identifying the changes in class of the new word-form. To teach vocabulary throughout affixes may result in an attractive experience for learners, but first, it is imperative to create an appropriate environment to develop the activities. The purpose of the tasks must be clear enough(what it is going to be learnt and why) as well as the instructions for the class work. Equally important is the fact that learners may know that the new knowledge is pertinent and relevant for their learning process. As brainstorming learners may well start analyzing some authentic material from a magazine, where they underline all the suffixes or prefixes. In comparing with the whole class, learners will acknowledge and discuss the overlap among some words regarding, for example, the endings, and in which way they affect the word-forms. It is appropriate displaying tasks which enable learners to recognize those shifts clearly. The PPP (Presentation, Practice, and Production) approach seems suitable when working with affixes. First, the teacher presents one affix, emphasizing its meaning and its use. Then, students identify that affix in the words by underlining them, for instance; and finally learners are encourage to apply the new knowledge, by matching words with the appropriate affix and using the new word in a new sentence. Still, educators must be careful. Exposing the learners to too many morphemes at the same time, may cause confusion and rejection amongst students, therefore, it is important to consider frequency when choosing the proper morphemes to teach, that motivates learners since they will feel familiar with the content. (Nation 2001:268) Another way to deal with affixes is using the dictionary as a tool. Learner could be asked to look up as many words containing the prefix -anti (maybe any other), before giving its meaning (against), so they will guess it and share their predictions with the rest of the class. The following list contains suggestions about how to work with morphemes in the classroom: Matching columns. Column A containing the affix, and column B the root. Playing memory cards with roots and affixes. Giving extra points to the learners when they use affixes properly. Team contest, where the team with more correct words having affixes and roots, will obtain extra points. Using Hangman game with words including morphemes to strengthen spelling. Reinforcement may be fulfilled by creating a chart for the classroom with roots, suffixes and prefixes with their meanings, that students will make use of when requiring.

Finland: Nationalism, Development, and Values Essay -- World War II, Ru

While Finland is a rather young country in terms of independence, seeing that it was only in 1917 that it became independent, it is a country that has had a constant development of nationalism, values, and national identity. Finnish nationalism is highly shaped by its past before it was an independent country and by its neighbor, Russia. It also is affected by the three Wars which would involve its neighbor Russia. The three wars fought in WWII, events leading up to them, and their end results are all key points in developing Finnish Nationalism. These wars are the Winter War (1939-40) and the Continuation War (1941-44) in which Finland fought the Russians during WWII. Lastly, is the Lapland War (1944-45) in which the Finnish retreated from the Germans. These wars had lasting effects up until 1991 and dissolution of the USSR, making them huge factors on Finnish nationalism (Historical Highlights) . The effects of WWII would be gruesome for Finland and help shape its nationali sm for Finland today. Finland was originally an independent country when it was settled by Laps in about the year 700. This independence was short lived after it was incorporated into the Kingdom of Sweden in the twelfth century for nearly 700 years. Swedish would become the dominant language. Under Swedish rule, Finland would be introduced to Roman Catholicism. This would help to include Finland with the western culture. Also, Finland would come to experience similar economic and social experiences that Sweden would. Finland would nearly have no sense of national identity for a period of time. Finland would essentially be considered a part of Sweden. Then, in 1807, Finland would be conquered by Russia and remain a part of Russia up until its inde... ...allenge to Peacemakers (Mar., 1944), pp.33-38. Kirby, David (2006). A concise history of Finland. Cambridge: Cambridge University Press. p. 343. Manninen, Laura. "War and Remembrance: An Aftermath of the Lapland War." Ethnologia Scandinavica 21(1991):53-63. Reese, Roger R. "Surrender And Capture In The Winter War And Great Patriotic War: Which Was The Anomaly?." Global War Studies 8.1 (2011): 87-98. Historical Abstracts. Web. 5 Dec. 2013. Tillotson, H.M. (1993). Finland at peace & war 1918–1993. Michael Russell. Trueman, Chris. "The Winter War 1939." The Winter War 1939. HistoryLearningSite.co.uk, n.d. Web. 9 Dec 2013. . cited Vares, Vesa. "Creating A State And National Identity. Finland And Europe: 1918-1922." Valahian Journal Of Historical Studies 14.(2010): 79-104. Historical Abstracts. Web. 7 Dec. 2013.

Philippines still divided on RH Bill Essay

Philippine society remains divided on the reproductive health (RH) bill, as it is being opposed by concerned citizens, especially the pro-life, pro-family and pro-God groups, regardless of creed or religion. Pro-life groups, and many professionals in the medical and nursing fields, believe that physicians and policy makers should understand and respect the beliefs of patients who consider human life to be present and valuable from the moment of fertilization. Other aspects of the bill being contested by concerned citizens include the classification of family planning supplies as essential medicines when their safety profile and legal permissibility are questionable. Very pertinent to the debate about reproduction rights is the right to life. The Philippine Constitution says that the State shall equally protect the life of the mother and the life of the unborn from conception, if artificial contraceptives are medically proven to induce abortion as one of their mechanisms of action, then procurement and distribution of such family planning supplies are unconstitutional and illegal. Harapan†, a debate sought to clarify issues about the bill now pending in Congress, amid vitriol spilled by both sides on social media, the pulpit, on the streets, and elsewhere, aired by ABS-CBN and ANC on Sunday night. Key proponents of movements either supporting or rejecting the RH bill took part in the discussion, which was hosted by Julius Babao and Karen Davila. House Minority Leader Edcel Lagman, one of the proponents of the measure now called Responsible Parenthood-Reproductive Health Bill, cited United Nations data showing that 11 women in the country die every day due to complications related to pregnancy and childbirth. He also mentioned surveys made by Social Weather Stations and Pulse Asia showing that a majority of Filipinos support the RH bill. â€Å"Ang RH bill ay hindi tungkol sa religion. Ito ay tungkol sa karapatan, kalusugan, at kaunlaran,† he said. Lagman added that it is not only about contraceptives but also maternal health, abortion prevention, HIV-AIDS management prevention, and efforts to stamp out violence against women. Paranaque Rep. Roilo Golez, who is opposing the bill, took the opposite road and said he and the other guests would not be present at the debate if their mothers followed family planning. He also claimed that contraceptives raise breast cancer rates and do not prevent HIV infections, citing Thailand. Golez also said the Philippines’ population growth rate is going down. â€Å"Di na kailangan ng RH para bumaba. † The Catholic Bishops Conference of the Philippines’ Fr. Melvin Castro said that tubal ligation, a popular medical method involving the cutting women’s Fallopian tubes to prevent them from becoming pregnant again, is considered as a sin by the church. Pro-life activist George Balagtas and Dr. Sylvia Estrada Claudio, director of the University of the Philippines’ center for women’s studies also presented their arguments either rejecting or supporting the RH bill. Claudio focused her attention on the Catholic Church’s influence on the debate and said that Catholic leaders in the country should respect diversity of religion and opinion. â€Å"I’m not a Catholic. Hindi totoo na lahat ng Pilipino ay Katoliko. That is not society,† she added. Castro, meanwhile, insisted that the RH bill is against God’s laws. â€Å"We are opposing God’s will to procreate. † Other personalities from the 2 sides of the fence also crossed swords over sensitive issues such as sex education and abortion. UST’s Dr. Aguirre, meanwhile, used another angle in attacking the RH bill. She said sex education has been around for years and cited a study stating that 9 of 10 Filipino youths are not sexually active. Akbayan’s Risa Hontiveros, on the other hand, believes that sex education must begin in the fifth grade, when changes occur in the bodies of boys and girls. Even the results of the SMS and online polls held during the show failed to end arguments on key issues. In the SMS poll, 69. 58% of votes cast reject the RH bill while 30. 42% support it, while in the separate online poll held on the Harapan micro site that live streamed the debate, 63. 91% support the RH bill while 36. 09% oppose it.

Comparing Blue Remembered Hills with High School Musical 2

In this essay I'm going to compare two total different plays that are set in a different period of time. I'm going to compare my scripted piece called â€Å"Blue Remembered Hills† written by Dennis Potter and set in the year of 1979 which I preformed for my drama exam and can be seen as a comedy and a tragedy play. The other play I'm going to compare it to is called â€Å"High School Musical 2† directed by Kenny Ortega and set in the year 2007 and can be seen as a comedy and romantic. The play â€Å"Blue Remembered Hills† is about a group of seven year olds playing in the Forest of Dean during a summer afternoon called ‘Willie' , ‘Peter', ‘John', ‘Raymond', ‘Angela', ‘Audrey' and ‘Donald' whilst parts of the ‘Second World War' were happening. This play shows how victimisation and stereotypical views occur even in young children, and ends abruptly when the character of ‘Donald' is burned to death due to an outcome of the other children's actions. However, the most striking feature of this play is that though the characters were young children they were played by adult actors and actresses. The play starts and the first character we are introduced to is Willie eating an apple and pretending to be a pilot a war plane, when pretends he's parachuting from a tree. Once done after arguing over an apple, in which a way Peter acts how a hard bully should be, they gradually spot a squirrel and chase it. Meanwhile in a nearby farm we are introduced to Donald who is playing with Angela and Audrey. We notice and learn how vulnerable Donald is as she suffers some teasing from Audrey and Angela after their fantasy game of mummies and daddies. I'm going to compare this with â€Å"High School Musical 2† which is about a group of teenagers called ‘Troy', ‘Gabriella', ‘Sharpay', ‘Ryan', ‘Chad' and ‘Taylor' who attend East High Wildcats as they think about their plans over summer break from school. Sharpay and Ryan (who are brother and sister) are planning as usual to spend their summer vacation holiday at their families ‘Lava Springs Country Club'. Whilst Troy tried to get a job and gets most of the East High students employed at the country club. Only for Sharpay being the mean girl she is, trying to get the manager ‘Mr. Fulton' to fire them. Throughout the play we begin to see songs being sang from the students at East High, including ‘What Time is it', ‘Everyday' and ‘All for One' which is the last song we hear. With both plays being set from a total different time period, these plays are completely different along with the characters. Sharpay can be compared to Angela who likes to think she is in charge of everything and everyone. They both think of themselves as if they are the â€Å"top dogs† around their friends and like to control people and what says must definitely go. Although the character Gabriella is some sort of a laid back girl who is in between Troy and Sharpay, with Sharpay trying to take Troy off her and can be similar to Audrey from ‘Blue Remembered Hills ‘. But Gabriella and Sharpay are not friends and never really talk to each other unlike Audrey and Angela. ‘Blue Remembered Hills' and ‘High School Musical 2' are not alike in anyway, as their are songs being sung by the characters and there is nothing like that in ‘Blue Remembered Hills'. The times these plays were aired were very different in addition to the society. High School Musical 2†² with it being American were long out of the war and now that America is suppose to be one of the richest countries in the world, there were no great depression, everyone was wealthy and that America had everything going for itself. But as we look at ‘Blue Remembered Hills' it's a lot different. As this was set in England with children living in the English country-open-side who were evacuees from the ‘Second World War' so times were hard when living at this current time period. There were shortage of money income of jobs; children were ‘dragged' up instead of being brought up the correct way only wearing nothing but dirty and stinky rags. Also another problems was shortage of money so young children were unable to have fun with toys etc. Young children had to find environment child-friendly things to make with such as twigs for pretend guns. Although, with the amount of soldiers were getting injured from the war, healthcare at this current time was quite minimal, due to government spending the money to help the wounded and injured from the war. But in the time ‘High School Musical 2' was set, just one year ago, healthcare was fantastic for every American citizens and provided to comfort the patients life-style whilst in hospital. The story about ‘High School Musical 2' is all about a group of teenagers who go off to do summer jobs at Sharpay's & Ryan's country club and Troy forget he used to be whilst his girlfriend, Gabriella and best friend, Chad and others out of the group said he's changed and not the lad he used to be. But by the end of the play, it seems Troy has realised where is priorities are laid and becomes him old self with all the group coming together as one, with the most unexpected character, Sharpay, by Troy taking Sharpay's hand whilst doing a sound called ‘Everyday' and taking her up on stage with the rest of the East High and you could see there were a connection of love and friendship. However, there are a lot of songs used throughout the story with significant characters almost singing a song that shows their feelings and emotions. Compared to ‘Blue Remembered Hills' where that this is all about a group of kids, once again that can be compared with ‘High School Musical 2', but in this case they are older actors playing young youth children during the near-end ‘Second World War'. But by the end of the play â€Å"the killing of the squirrel from Angela and Audrey baiting of the character of Donald have just been rehearsals for a much more horrific persecution at the end of the play†. Donald Duck eventually dies. So ‘Blue Remembered Hills' compared to ‘High School Musical 2' have both finished in a completely different way. As ‘Blue Remembered Hills' never ended in the way with love and friendship and songs unlike ‘High School Musical 2'. ‘High School Musical 2†² is indeed a musical performance, in some sense it can be seen as a comedy and romantic as stated before. The characters have a tendency to lose themselves and become someone they're not. But when we look at' Blue Remembered Hills' this is very different due to the fact of the timing when the ‘Second World War' took place and the characters aren't teenagers, their children. Also ‘High School Musical 2' was originally written for Disney, but because it was such a franchise it was turned into a play, as ‘Blue Remembered Hills' was just written for television. These both plays are very diverse and dissimilar from each other.

Resolution Paper UNICEF Essays - Law, Foreign Relations, Free Essays

Resolution Paper UNICEF Essays - Law, Foreign Relations, Free Essays Resolution Paper UNICEF Topic : Combating Child Labour in Developing Countries Sponsors: Pakistan , USA, Brazil Signatories: Democratic Republic of Congo, Zimbabwe, Portugal , Belgium, Afghanistan Committee: UNICEF Recalling the UN Declaration on Human Rights which states that all children should have the right to free compulsory education for at least the elementary level of education , Bearing in mind the continual worldwide atroci ty that child labour presents in today's economic society, Observing that despite the growing awareness of this scandalous form of exploitation of the most vulnerable within our society, child labour continues to exist in many forms, including bonded labour; Noting that an estimated 179 million children are exploited in such forms of labo u r as (1) child slavery in all forms, (2) child pornography , (3) child trafficking and (4) any labo u r that is detrimental to the well-being of the child, Admonishing this practice for its negative effects on the i nternational society of children, Noting, with pride , that as of today 132 nations have ratified the "Worst Forms of Labo u r Treaty" established in 1999, Endorsing the remarks of the Director General of the ILO: Childhood is a period of life which should be devoted not to work, but to education and training; Child labour compromises children's potential to become productive and useful adults in society; F inally, the use of child labour is not inevitable, and progress toward its elimination is possible wherever there is political will t o oppose it with determination; Noting that this exploitation of childhood is increasing in both industrialised and developing countries; Condemns employers who exploit children to increase profits and who thereby deny children their right to education and their right to childhood; Condemns the fact that governments in many countries turn a blind eye to the plight of abandoned children, street children, economically and sexually exploited children, child prostitution and the use of children as soldiers; Encourages all nations to continue ratifying the treaty established at the Worst Forms of Labo ur Convention in 1999, and withholding all responsibilities of the individual nation thereof; Urges individual nations to take it upon themselves to s elf-regulate the success of the standards applied within their nation, due to the aforementioned treaty; Recommends that the status of each nation be checked on a five-year basis, as to the progress each has incurred since the last period, to extend the time allotted for change; Upholds the pledge of the international pact to continue moving forward in the abolition of child labour and slavery Reminds the international community that a task such as the elimination of child labo u r will take an indefinable period of time to achieve, so that all nations committed to this task are able to do so, to the best of their ability and in the best interest for their own country. The Education International First World Congress meeting in Harare (Zimbabwe) from 19 to 23 July 1995: 5. Condemns the fact that governments in many countries turn a blind eye to the plight of abandoned children, street children, economically and sexually exploited children, child prostitution and the use of children as soldiers; 7. Denounces governments which fail to enforce legislation or to enact legislation on this issue ; 8. Welcomes the increasing action being taken on child labour by the ILO, UNICEF, UNESCO, the ICFTU and ITSs associated with the ICFTU ; 9. Supports the boycott on the importation of goods produced by child labour and further measures to eliminate the exploitation of child labour. The Congress determines that the Education International shall : 10. Continue to publish material itself and in conjunction with ICFTU and International Trade Secretariats in connection with the issue of child labour ; 11. Continu e to work with other appropriate organisations in developing appropriate strategies to develop the campaign ; 12. Work with EI affiliates in the countries where child labour is prevalent to seek advice and assistance and particularly highlighting the fact that provision for proper primary education together with the provision of free school meals is the most important component in any programme to tackle the problem of child labour. The Congress calls on member

Lewins Planned Change Model Case Study Example | Topics and Well Written Essays - 1750 words

Lewins Planned Change Model - Case Study Example The paper considers the problem identification from the different sides. From the perspective of the initial step, i.e. entry or problem identification, it has been viewed that the morale of the employees in Peppercorn Dining was lowering irrespective of the fact that the organization attempted to largely value the productivity of its staffs. In this regard, the organization was willing to make changes in order to create a better workplace for everyone. In relation to the second step of contracting, the assessment of employees’ thoughts, beliefs and attitudes were conducted. Moreover, the evaluation of the kitchen environment, in which the staffs of Peppercorn Dining prepared attractive stuff for the customers, was performed in the case. With regard to the third step of the Action Research Model, the i.e. diagnosis which concentrates on data gathering and preliminary diagnosis, different operational service areas and administrative information have been gathered. Furthermore, in relation to preliminary diagnosis, the recruitment, as well as the perseverance of a professional management staff who can comply with any sort of challenges that might arise while performing operational functions, was also adopted in the case. With reference to the case of Peppercorn Dining, the OD consultant, i.e. Roger and the management of the restaurant, initiated a data collection process which was focused on accumulating adequate information by means of personal interviews and continuous observations. The management also scrutinized the organizational goals, rules, regulations, and policies among others when obtaining data with the sole intention of identifying the need for change in particular managerial areas. It is in this context the techniques of informal interviews and continuous observations in the natural setting of the workplace provided with the vital scope for obtaining actual data to support the change program. It can also be observed as a time-efficient and co st-effective process. Apart from these advantages, the used techniques also imposed a few significant limitations. For instance, the use of unstructured interviews through informal interactions implied that the findings were much depended on the perceptions of the interviewers, which created discrepancies in data interpretation. Moreover, reassessment of the data gathered and information interpreted was not considered, which further limited the reliability of the process implemented. In this regard, the management and the OD consultant could have used structured survey process to obtain feedback from the participants, i.e. the employees along with the observation method. This would have reduced the influence caused by the perceptions of the interviewers and the observers thereby assisting in the generation of highly reliable information. Furthermore, no specification was made by the management or Roger regarding the sample size of the data collection process.

Is Oil a Blessing or a Curse for the Middle East Essay

Is Oil a Blessing or a Curse for the Middle East - Essay Example The reality that many nations face with regards to being nearly entirely dependent upon their natural resources as the basic foundation of their economies is referred to as both â€Å"renterism† and the â€Å"Dutch disease†. The first term, renterism has to do with the fact that these nations ultimately rent out the access to their resources in exchange for direct payments for such an agreement. Similarly, the term Dutch disease is with regards to the Dutch nation’s dependence upon the revenues from the natural gas fields in the 1960’s and 1970’s. For purposes of this brief analysis, the issue of the resource curse will be viewed within the prism of seeking to understand it as it is exhibited within the nations of Saudi Arabia and Iran. These two nations have been selected due to the fact that they are both regional powers that have defined their economies around the oil wealth that they possess; albeit through slightly different means. Moreover, ev en though a similar economic stance has been taken with regards to a centrally planned economy in both nations, the overall levels of extreme wealth and pervasive poverty, social divisions, non-democratic forms of governance, problems with radical forms of Islam, and a host of other byproducts of the uneven economic development that oil wealth dependence portends crates a great deal of similarity between these two nations. History and Background: Prior to the discovery of oil in Saudi Arabia and Iran, both of these regions were seeking to integrate at a rather rapid rate with the rest of the world by developing their economies and seeking to industrialize. Although it is not fair to say that these nations were particularly backwards as compared to their neighbors, they exhibited a relatively low level of growth and change as compared to Western Europe and parts of Asia at that time. It can be noted that within both Iran and Saudi Arabia, there existed and much more decentralized und erstanding of governance and power. Although it is not the purpose of this analysis to go into a great deal of defining the means by which resource wealth encourages further levels of despotism, it should be understood that once a high level of valuable resources are located within a given region, it necessarily encourages individuals within government to more fully and completely exert their control over these resources as a means of promoting sovereignty, stability, and deriving profitability; both for themselves and for the nation in general. A byproduct of this increased level of centralization and control is necessarily the loss of specific civil liberties and freedoms. Aside from the collapse of the Ottoman Empire and redefining the post-colonial borders, the discovery of oil and natural gas resources has had the most profound impact upon the course of development, politics, war, and even radical forms of Islam. With respect to the actual discovery of oil within the Middle Eas t, Iran was the first in 1908 (Neilberg, 2012) followed by Saudi Arabia in 1923 (Jones, 2012). Oil came to be an even more coveted resource to which all developed nations sought to procure. Accordingly, it was not abnormal to merely take over another country as a means of extracting its mineral wealth and diverting it back to the homeland. Such a model was utilized for nearly 25 years as the British extracted oil wealth from Saudi Arabia and Iran (Mainuddin, 2007). The ways in which key actors within