Traditional Practice of Buddism in Asia Essay Example | Topics and Well Written Essays - 1500 words

Traditional Practice of Buddism in Asia - Essay Example Thesis statement: The contrast study proves that Buddhism practiced by contemporary Americans and traditional practices of Buddhism in Asia are different due to the difference in the role of women in religious matters, difference between text-based and meditation-centered practice, difference between traditional and reinterpreted Buddhism, and cultural differences (special references to American and Asian Buddhist practices). Buddhism practiced by contemporary Americans Buddhism practiced by contemporary Americans is a hybrid variety of Chinese, Japanese, Tibetan, Cambodian, Thai and Burmese Buddhist traditions. Seager made clear that â€Å"There are many forms of American Buddhism and many different Buddhist rituals, most of which have their origins in Asia but are being transplanted and adapted to the United States† (4). Besides, trade and commerce played an important role in the spread of Buddhist practice in America. To be specific, the American merchant ship, namely †˜The Empress of China’ aiming to expand trade and commerce with China, reached Canton in the year 1784 and introduced Buddhism in America. In addition, the immigrants from China who happened to reach the mainland of America in 1820s spread Buddhist practices in America. The World parliament of Religions (Chicago, 1893) deeply influenced the spread of Japanese Buddhism in America. Later, the influx of Tibetan immigrants to America due to Chinese holocaust in Tibet introduced Tibetan Buddhist practice in America. The instability in the Asian nations like Laos and Thailand resulted in the large scale immigration of Asians to America. Besides, this resulted in the introduction of Theravada tradition of Buddhism in America. So, Buddhism practiced by contemporary Americans is not rigid but flexible. To be specific, the amalgamation of different Buddhist traditions deeply rooted in the Indian Buddhism is the foundation of the Buddhist practices in contemporary America. This helped the American Buddhism to accept the core elements of American culture. Traditional practice of Buddhism in Asia The traditional practice of Buddhism in Asia is based upon Gautama Buddha’s preaching. Within this context, Buddhism does not believe in the existence of the God. Instead, Buddhism proclaims that one can attain salvation or ‘moksha’ through mediation. The Buddhist philosophy or the teachings of Gautama Buddha is the core aspect of the traditional practice of Buddhism in Asia. Besides, the traditional practice of Buddhism in Asia is able to incorporate different cultural aspects. To be specific, the Indian Buddhism can be considered as an extension of Hinduism. For instance, most of the practices of Indian Buddhism are deeply rooted in the practices of Hinduism. The only difference is that Hinduism believes in the existence of God but Buddhism discards the same. Within this context, Buddhism accepted some elements of Hinduism and became popular beyond In dian context. This characteristic of assimilation was helpful for Buddhism to spread to the different parts of Asia. Swearer made clear that â€Å"Buddhist monks in Southeast Asia have taken leadership roles in causes that have led to both direct and indirect political consequences† (132). In China, Japan, Tibet and other Asian nations, Buddhism accepted

HP computer systems organization

HP computer systems organization 1. Is this the time for HP-CSO to institute more changes? Based on the customer and sales audit it was identified that considerable opportunities existed in the area of Repurchase, replacement and expansion projects as well as the Innovation projects. But, there exist many challenges Customers were moving towards consolidating their supplier base increasing pricing pressure on HP 80% of the customer sales were initiated by the customer themselves Although HP was a preferred vendor, customers doubted its ability to deliver incase of Innovation projects With increasing demands on price and delivery terms, HP would find it difficult to meet customer needs due to the small sales force Sales force was spending significant amount of time doing things other than sales Sales force was having difficulty in converting sales opportunities in replacement and expansion projects Sales team was spending less time in the early stages of the sales cycle for Innovation projects Sales team lacked prioritization of opportunities Hence, it is critical for HP-CSO to make the right changes in the sales organization to capture opportunities in the high potential segments. How are selling instruments (HP traditional business) different from selling computer systems? Selling instruments can be viewed more like selling commodities. Selling instruments was engineering driven and marketing the product was on the basis of technological features. Selling computer systems involved marketing the product as solutions that could be highly customized to the customers needs to solve their issues. Why does HP treat its sales force as a cost center? What are the implications of such a structure? HP was grouped into three main divisions and each had its own sales force and others support departments and divisional business units. Divisional business units were measured as profit centers. HP allocated field personnel and capital expenditures among the divisions under the promise of additional profits. This type of mechanism ensured that sales force was kept as a cost center, responsible for revenues, field marketing and customer service. Such a structure resulted in two distinct cultures co-existing in HP. One centered in the product divisions focused on long-term profit objectives and the other in the field, on meeting short-term sales quotas. Sales force concentrated on achieving sales target without worrying about making profits and spending time in non-core activities. 3. Critically evaluate HP-CSOs approach to building relations with its Enterprise Customers HP reorganized its sales approach by providing greater autonomy to its divisions. CSO could draw on HPs resources while operating in a more entrepreneurial fashion. Freed from the constraint of a drawn-out approval process, CSO began to race to the market with new computers. By 1994, HPs business was growing at 40% annually against an industry growth of 5%. To capitalize on the new market position, sales force was re-organized and other dramatic changes were instituted in the manner in which CSO sold to customers. HP wanted to transform its salespeople from order takers into consultants. Advantages Sales reps were relieved of the unproductive tasks Centralized configuration support specialists enabled increase in the sales reps direct customer contact by 30-50% The domain specific approach enabled HP to focus and service large customers more effectively. Generate more sales through the specialized and competent sales force. Sales force was able to nurture the relationships developed over time with the enterprise customers. . Disadvantages Sales force was averse to change and didnt wanted to lose power over their regional fiefdoms Smaller customers resented being relegated to the channel partners or telephone reps. To transform salesperson from order takers to consultants required specifically designed training programs to de-emphasize on traditional focus on HP product capabilities and specification in favor of teaching salespeople how to evaluate customers circumstances and suggest ways that HP might improve them. Do you agree with the findings of two audits? Findings of the first audit are agreeable. However, the methodology adopted for the second audit is not convincing. The customer that was selected for the audit was the largest with whom HP had good relationship, HP was strong in the industry selected and the study chose only one region that HP was good in. This leads to an audit that encompasses a perfect customer, industry and region. The finding might not apply across all customers, industry and regions giving an obscure audit. What about the consultants recommendations? The recommendations provide deep insights into the strong and weak links in the sales strategy of HP-CSO The recommendations of the consultant seem very broad based and not properly structured The consultant hasnt provided an action roadmap based on his recommendations. How is this approach different from the current approach to managing enterprise customers? The approach of entering downstream and slowly making inroads upstream will face a lot barriers put up by competitors. The new approach would require re-training the sales force considerably. The effort and time involved in beating competition might be considerable. There is a high risk of failure and would require considerable time to bring in the change Comments on conclusions of audit The first audit conclusion is convincing, but the second audit conclusion is not detailed and devoid of an action plan. Recommendations Increase conversion rate in downstream and midstream segment Develop competence in midstream and upstream segment of the market to capture the high potential market share, instead of building the way through downstream Create a value proposition for the upstream market Eliminate the non productive tasks of sales reps and train them effectively

The Trail of Tears: Indian Genocide Essay -- Cherokee Indian Removal

â€Å"Our nation was born in genocide when it embraced the doctrine that the original American, the Indian, was an inferior race.† -― Martin Luther King Jr. The Trail of Tears is a historical title given to an event that happened in 1838.In this event, the Cherokee community of Native Americans was forced by the USA government to move from their native home in the Southern part of the contemporary America to what is known as the Indian territories of Oklahoma. While some travelled by water, most of them travelled by land. The Cherokees took 6 months to complete an 800 miles distance to their destination. The Cherokee marched through, biting cold, rains, and snow. Many people died during this trip from starvation, diseases, exposure, and vagaries of unknown terrains. Those who recounted this journey in later years spoke of a trip that was filled with tears borne of immense suffering and deaths during this trip and thus the name Trail of Tears. Modern scholars and champions of human rights have described this event as one of the most notorious genocides during the 19th Century. This paper will therefore attempt to prove that, the Cherokee community suffered human right atrocities from the American government shortly before and during the Trail of Tears. The Cherokee lived in the present day United States of America hundreds of years before its occupation by the Europeans. History proclaims that members of this community migrated from the Great Lakes and settled in the Southern Appalachians. When the Europeans started settling down in America, the Cherokee decided to co-exist peacefully with her foreign neighbors. The Cherokee lands consisted of Alabama, parts of Virginia, Kentucky, North and South Carolina and Georgia. ... ...Tears: removal in the South. New York: InfoBase Publishing, 2007. Burgan, Michael. The Trail of Tears. Minneapolis: Compass Point book, 2001. Byers, Ann. The Trail of Tears: A Primary Source of History of the forced Relocation of the Cherokee Nation. New York: The Rosen Publishing Group, 2003. Gilbert, Joan. The Trails of Tears across Missouri. Missouri: University of Missouri. Hook, Sue. Trails of Tears. New York: ABDO, 2010. Marsico, Katie. The Trails of Tears. Singapore: Marshall Cavendish, 2009. Rozema, Vicki. Voices from the Trails of Tears. Winston-Salem: John F. Blair, Publisher,2003. Salas, Laura. The Trails of Tears,1838. Mankato: Capstone Press, 2003. Sioux, Tracee. Native American Migration. New York: The Rosen Publishing Group, 2004. Sturgis, Amy. The Trails of tears and Indian Removal. Westport: Greenwood Publishing Group,2007.

College Life

I said. WOW. Then I went next to my Chemistry Class. College life is a life of freedom. I remember my first day at college. I had looked forward to this day from my school days. Life at college meant for me a new life. When I entered my college for the first day, I looked around with a mixed feeling of perplexity and joy. I was puzzled as I was not habituated to the ‘college-ways’ of things. The students in batches were moving up and down the corridors for their classes. The professors were coming smilingly and exchanging greetings with the students in a friendly manner. The first item on the routine was a lecture on Plane and Trigonometry.I joined my class in room GV208. I arrived earlier than my Professor. I sat beside a white guy with blue shirt, next to him was another guy with fair complexity. With too much confidence, I introduced myself and asked their names. Bon Axl and Keil Cerbito. I remembered the girl who’s sitting next to me, she’s just using h er cell phone that time. AS IF SHE WAS TEXTING HAHA ?. I know that she’s shy. Afraid to socialize. It was Ms. Josephine Macasieb’s Math class. The professor came with the attendance register. After finishing roll-call, she gave us our assignments. What impressed me most was the way she smiles.She advised us to take the maximum advantage of college-life. Consulting my day’s routine I found that the next was my break. This gave me a chance to make a tour round the college premises. I noted with a sense of relief that I would no longer be confined to the same room for hours together as I used to be in high school. I went to the Canteen with my newly met friend. It was a big room with plenty of noise. The senior students were there, talking, gossiping or discussing things. Then I saw my seatmate who’s texting with my other classmate and Jennifer Pulongbarit was her name. Pulong for short and Krina Doria, a valedictorian.

Narrative and Group Essay

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3

Frame the Case JohnsonJohnson and Dow Corning

Frame the Case JohnsonJohnson and Dow Corning Both companies Johnson Johnson and Dow Corning were framed particular issues which helped the make a decision in their cases. However, those frames also presupposed the effectiveness of the decision in cases under consideration. The choice of the tools for solving the problem and the vision of the problem are effective aspects which are to be considered while making a decision.Advertising We will write a custom report sample on Frame the Case: JohnsonJohnson and Dow Corning specifically for you for only $16.05 $11/page Learn More Looking at the cases under consideration, it should be stated that the difference in the outcome of the politics held by Johnson Johnson and Dow Corning was caused by the frames which were used as windows and tools. The main idea of the Johnson Johnson’s Code of Ethics is to make sure that the customers are satisfied and the products do not harm their health. Additionally, there are a lot of other items which make sure tha t the frames have been correctly chosen. Thus, applying to the human resource frames, political frames and symbolic frames, Jonson Jonson managed to remain successful and conserved its positive image. The company’s measures were based on the roles, policies, needs and relationships of the organization towards its customers. Many other ethical aspects played their role. At the same time, the failure of the Dow Corning company may be explained by the reference only to the political frames. The company was bothered for the conflicts which may appear and wanted to prevent those by means of closing the factories and refusing from the manufacturing. Therefore, it may be concluded that the choice of frames, both the windows and as tools, plays a great role in considering the image of the company and its mental map. Dwelling upon the differences in ethical stances of the Johnson Johnson and Dow Corning, the Code of Ethics as well as the goals of the companies should be considered. Johnson Johnson is the company which takes care for its customers and for their health. Only the great care for the clients and the guarantee of their satisfaction may create the successful business for the company. Johnson Johnson deals with many different products and covers many niches at the world market. The problems and the shade of one particular product may cause the company failure if successful marketing of other products. Dow Corning is the company which produces only one kind of the products and they believed that the arguments they had were enough. The lack of interest in the company image may be explained by the great assuredness of the company leaders in the inability of the company failure or the fact that the issue cannot be proved. The failure to combine the company image and the purposes of the manufacturing has lead to the fact that others became interested in the failure. Looking for the problems, the information was found. Therefore, it may be concluded that the company has lost the whole manufacturing only because they did not want to lose some income.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The loss in case of accepting the failure and withdrawal of the failure product could be less than the closure of the whole manufacturing. The politics and the frames chosen by Johnson Johnson were directed at the benefit of customers with the reference to the personal profit, while Dow Corning was directed at the personal profit with making the interests of the customers the secondary concern.

Merendar Conjugation in Spanish, Translation, and Examples

Merendar Conjugation in Spanish, Translation, and Examples The Spanish verb merendar means to snack or to have a snack. It is similar to verbs like desayunar, almorzar, and cenar because the verb itself tells you what meal you are having. In the case of merendar, it can be a small snack anytime during the day, but in some cultures it can refer to an afternoon coffee or tea time, usually accompanied by a small snack, or to the meal eaten during a snack break at school. Another way to say merendar is comer una merienda (to eat a snack). Merendar is a stem-changing -ar verb. This means that in some conjugations where the second e of the stem is part of a stressed syllable, the e changes to ie. This is similar to other stem-changing verbs such as querer. This article includes merendar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Merendar Present Indicative In the present indicative, the stem change e to ie occurs in all the conjugations except nosotros and vosotros. Yo meriendo I snack Yo meriendo a media maà ±ana. Tà º meriendas You snack Tà ºmeriendaspor la tarde. Usted/à ©l/ella merienda You/he/she snacks Ella meriendapan con queso. Nosotros merendamos We snack Nosotros merendamos a la hora del cafà ©. Vosotros merendis Yousnack Vosotros merendis fruta para mantener la dieta. Ustedes/ellos/ellas meriendan You/they snack Ellos meriendandos veces al dà ­a en la escuela. Merendar Preterite Indicative There is no stem change in the preterite tense. Yo merendà © I snacked Yo merendà © a media maà ±ana. Tà º merendaste You snacked Tà ºmerendastepor la tarde. Usted/à ©l/ella merendà ³ You/he/she snacked Ella merendà ³pan con queso. Nosotros merendamos We snacked Nosotros merendamos a la hora del cafà ©. Vosotros merendasteis Yousnacked Vosotros merendasteis fruta para mantener la dieta. Ustedes/ellos/ellas merendaron You/they snacked Ellos merendarondos veces al dà ­a en la escuela. Merendar Imperfect Indicative There are no stem changes in the imperfect tense. The imperfect can be translated to English as was snacking or used to snack. Yo merendaba I used to snack Yo merendaba a media maà ±ana. Tà º merendabas Youused to snack Tà ºmerendabaspor la tarde. Usted/à ©l/ella merendaba You/he/she used to snack Ella merendabapan con queso. Nosotros merendbamos We used to snack Nosotros merendbamos a la hora del cafà ©. Vosotros merendabais Youused to snack Vosotros merendabais fruta para mantener la dieta. Ustedes/ellos/ellas merendaban You/they used to snack Ellos merendabandos veces al dà ­a en la escuela. Merendar Future Indicative There are no stem changes in the future indicative, since its conjugation includes the whole infinitive merendar. Yo merendarà © I will snack Yo merendarà © a media maà ±ana. Tà º merendars You will snack Tà ºmerendarspor la tarde. Usted/à ©l/ella merendar You/he/she will snack Ella merendarpan con queso. Nosotros merendaremos We will snack Nosotros merendaremos a la hora del cafà ©. Vosotros merendarà ©is Youwill snack Vosotros merendarà ©is fruta para mantener la dieta. Ustedes/ellos/ellas merendarn You/they will snack Ellos merendarndos veces al dà ­a en la escuela. Merendar Periphrastic  Future Indicative   Yo voy a merendar I am going to snack Yo voya merendar a media maà ±ana. Tà º vasa merendar You are going to snack Tà ºvasa merendar por la tarde. Usted/à ©l/ella vaa merendar You/he/she is going tosnack Ella vaa merendar pan con queso. Nosotros vamosa merendar We are going to snack Nosotros vamosa merendar a la hora del cafà ©. Vosotros vaisa merendar Youare going tosnack Vosotros vaisa merendar fruta para mantener la dieta. Ustedes/ellos/ellas vana merendar You/they are going tosnack Ellos vana merendar dos veces al dà ­a en la escuela. Merendar Present Progressive/Gerund Form The present progressive is formed with the present participle or gerund. Present Progressive ofMerendar est merendando Is snacking Ella est merendando pan con queso. Merendar Past Participle The present perfect is formed with the verb haber and the past participle. Present Perfect of Merendar ha merendado Has snacked Ella ha merendado pan con queso. Merendar Conditional Indicative There are no stem changes in the conditional tense, since it also uses the whole infinitive merendar. Yo merendarà ­a I would snack Yo merendarà ­a a media maà ±ana si tuviera hambre. Tà º merendarà ­as You would snack Tà ºmerendarà ­aspor la tarde pero no tienes tiempo. Usted/à ©l/ella merendarà ­a You/he/she would snack Ella merendarà ­apan con queso si no estuviera a dieta. Nosotros merendarà ­amos We would snack Nosotros merendarà ­amos a la hora del cafà ©, pero nos da hambre ms temprano. Vosotros merendarà ­ais Youwould snack Vosotros merendarà ­ais fruta para mantener la dieta, pero no os importa romperla. Ustedes/ellos/ellas merendarà ­an You/they would snack Ellos merendarà ­andos veces al dà ­a en la escuela si los maestros lo permitieran. Merendar Present Subjunctive Notice that in the present subjunctive the stem change e to ie occurs in all the conjugations except nosotros and vosotros, just like in the present indicative tense. Que yo meriende That I snack La maestra quiere que yo meriende a media maà ±ana. Que tà º meriendes That you snack Tu madre espera que tà º meriendes por la tarde. Que usted/à ©l/ella meriende That you/he/she snack La doctora recomienda que ella no meriende pan con queso. Que nosotros merendemos That we snack El jefe prefiere que nosotros merendemos a la hora del cafà ©. Que vosotros merendà ©is That you snack El nutricionista sugiere que vosotros merendà ©is fruta para mantener la dieta. Que ustedes/ellos/ellas merienden That you/they snack El padre quiere que ellos merienden dos veces al dà ­a en la escuela. Merendar Imperfect Subjunctive There are two different ways of conjugating the imperfect subjunctive. Neither option has a spelling change. Option 1 Que yo merendara That I snacked La maestra querà ­a que yo merendara a media maà ±ana. Que tà º merendaras That you snacked Tu madre esperaba que tà º merendaras por la tarde. Que usted/à ©l/ella merendara That you/he/she snacked La doctora recomendaba que ella no merendara pan con queso. Que nosotros merendramos That we snacked El jefe preferà ­a que nosotros merendramos a la hora del cafà ©. Que vosotros merendarais That you snacked El nutricionista sugerà ­a que vosotros merendarais fruta para mantener la dieta. Que ustedes/ellos/ellas merendaran That you/they snacked El padre querà ­a que ellos merendaran dos veces al dà ­a en la escuela. Option 2 Que yo merendase That I snacked La maestra querà ­a que yo merendase a media maà ±ana. Que tà º merendases That you snacked Tu madre esperaba que tà º merendases por la tarde. Que usted/à ©l/ella merendase That you/he/she snacked La doctora recomendaba que ella no merendase pan con queso. Que nosotros merendsemos That we snacked El jefe preferà ­a que nosotros merendsemos a la hora del cafà ©. Que vosotros merendaseis That you snacked El nutricionista sugerà ­a que vosotros merendaseis fruta para mantener la dieta. Que ustedes/ellos/ellas merendasen That you/they snacked El padre querà ­a que ellos merendasen dos veces al dà ­a en la escuela. Merendar Imperative The imperative mood is used to give commands. There are both positive and negative commands, some of which have the spelling change e to ie. Positive Commands Tà º merienda Snack!  ¡Merienda por la tarde! Usted meriende Snack!  ¡Meriende pan con queso! Nosotros merendemos Let's snack!  ¡Merendemos a la hora del cafà ©! Vosotros merendad Snack!  ¡Merendad fruta para mantener la dieta! Ustedes merienden Snack!  ¡Merienden dos veces al dà ­a en la escuela! Negative Commands Tà º no meriendes Don't snack!  ¡No meriendes por la tarde! Usted no meriende Don't snack!  ¡No meriende pan con queso! Nosotros no merendemos Let's not snack!  ¡No merendemos a la hora del cafà ©! Vosotros no merendà ©is Don't snack!  ¡No merendà ©is fruta para mantener la dieta! Ustedes no merienden Don't snack!  ¡No merienden dos veces al dà ­a en la escuela!

Writing Tips Shortening Sentences - Proofread My Papers Blog

Writing Tips Shortening Sentences - Proofread My Papers Blog Writing Tips: Shortening Sentences Brevity is famously the soul of wit, but it’s also highly valued in academia and the business world. Why? Because writing succinctly will help you get your point across clearly, making your work more impactful. Perhaps the simplest way to make your writing more succinct is to shorten your sentences. Handily, we have a few top tips for doing exactly that! 1. Avoid Redundancy â€Å"Redundancy† means using additional words that don’t add anything meaningful to a sentence. The phrase â€Å"twelve midnight,† for instance, means exactly the same thing as â€Å"midnight,† so the â€Å"twelve† is redundant. It’s therefore a good idea to check your sentences for unnecessary words, as cutting these out will make a long sentences shorter. For example: In actual fact, every single nurse worked from 3 am in the morning to twelve midnight. Could be easily rewritten to say the same thing with fewer words: In fact, every nurse worked from 3 am to midnight. Must be why Florence Nightingale always looked so tired. 2. Break Up Long Sentences Sometimes, long sentences are easier to follow if broken down into two or more statements. The following, for instance: Making a sentence too long can be confusing because it is easy to lose track of what was said at the beginning, since they do not give the reader enough time to process what they are reading and by the end of the sentence you might have forgotten where it started! That’s 51 words with barely a pause for breath. It would make sense to break it down into three shorter sentences: Making a sentence too long can be confusing. It is easy to lose track of what was said at the beginning, since they do not give the reader enough time to process what they are reading. By the end of the sentence you might have forgotten where it started! 3. Beware Padding Words Padding words and phrases are things like â€Å"in my opinion† or â€Å"as a matter of fact,† which make a sentence longer but don’t usually add much meaning. Saying â€Å"In my opinion, the political atmosphere is toxic,† for instance, means exactly the same as â€Å"The political atmosphere is toxic.† If you need to shorten a sentence, try looking for padding phrases you could remove. 4. Use the Active Voice We’re often taught to avoid the active voice in academic writing, but sometimes using the passive voice makes sentences unwieldy. For example, the passive sentence: The hypothesis was supported by the results. Could be made a little simpler by using the active voice: The results support the hypothesis. 5. A Final Thought†¦ Using only short sentences can make your writing lack fluency. To make your work engaging, the best thing to do is vary sentence length. You can then save shorter, punchier sentences for when you need to make a forceful point or ensure clarity.

Significant Importance of E-Commerce Security Research Paper

Significant Importance of E-Commerce Security - Research Paper Example In today’s dynamic world companies spent heavily on their IT departments for the technical support to smoothly run their e-commerce activities. Companies even develop e-commerce strategies to reduce the  cost of the business, expand sales and increase customer services and satisfaction in the long run. (Ghosh, 2001; Khosrowpour, 2004; Smith, 2004) The introduction of e-commerce into businesses has widened the scope of all business activities. Due to increasing use of e-commerce by the businesses and customers, it is now essential to provide a secure structure of e-commerce. Unfortunately, the current internet security policies don’t support these needs. In order to gain a competitive edge in the market company needs to adopt a security policy which caters the needs of everyone involved in the e-commerce process. (Al-Slamy, 2008) The businesses operating widely over e-commerce don’t want to lose their customers due to risks involved in using online services. Sol id security measures are now needed to run the businesses effectively and safely. (Oswald, 2005) E-Commerce in Organizations: In most organizations e-commerce total security programs are installed to protect firm’s resources and e-commerce operations. Such programs are necessary for e-commerce survival and their effectiveness in the organization. Such programs are kept updated and management practices and latest technologies are incorporated from time to time. (Khosrowpour, 2004) E-commerce is widely used for many business purposes like product research, order entry; customer’s related matters like support, services, communication, inquiry, invoicing etc., outbound and inbound logistics. E-commerce has revolutionized not only businesses but every aspect of life - the world is now a click away. (Smith, 2004) E-commerce system and related threats: Developing an e-commerce system is a challenging and crucial step to any organization. The initial process would be to conduc t a research regarding the importance of e-commerce program to the organization and impact of e-commerce on the long-term profitability. Leadership and commitment to upper management in the implementation of the e-commerce is essential. The next step is developing a privacy policy for the organization that outlines privacy issues, the sensitivity of information and purchasing guidelines. The next step would be to assess risks imposed by the system regarding its security, both internally and externally. It is often seen that identifying internal threats is difficult compared to external ones. For the purpose, many software packages are available and are installed in order to ensure that the system is safeguarded against the internal and external threats. (Khosrowpour, 2004; Epstein, 2004) An organization can face many problems due to poor security in e-commerce systems. An e-commerce continuity plan is extremely important which provides the outline to deal and prevent any problems in the system. The basic security step is the use of anti-virus programs and firewalls installation. The risks usually faced by an e-commerce system include loss of data due to fire or explosion or any other accident, intentional destruction and theft of hardware and software or important documents, loss of key e-commerce security personnel, loss of communication, vendors and technology etc.  

Preparing Risk Management Guidelines Assignment

Preparing Risk Management Guidelines - Assignment Example ated and economical application of resources to minimize, monitor and control the probability and /or impact of unfortunate events (Howells & Schulze, 2009, p. 89). There are various causes of business risks such as natural causes, financial risks, market risks, credit risks, accidents, legal liabilities, and projects failures among others. A business should have well defined strategies to manage and control various risks that may occur in business including the contractual and vicarious liabilities (Austen-Baker, 2011). The risk management guidelines will help the business management to establish resources for designing and delivering professional and effective risk management strategies during execution of business its operations. The parties in a contract must follow the right channel of communication in order to minimize liability. For example, if some conditions arise that makes discharge of the contractual duties impossible or delayed the party should communicate with the other party immediately and agree on the best course of action to take (Austen-Baker, 2011). The most common methods of managing risks in business includes averting of risks, transfer of risk to a third-party such as insurance, reducing the negative impact of risks and acceptance of some or all consequences of risks (Stone & Devenney, 2014). The parties to the contract should do all they can to avoid the occurrence of risk during the implementation of the contract. If one party failed to perform according to the contract and the other party had an opportunity to mitigate the loss suffered due to partial performance or lack of performance of the contract, both parties will be held responsible, and the offended will be liable for contribut ory negligence. The damages that the offender can pay in such a case are reduced by the amount of damage contributed by the offended person as stated in the case of Nettleship v Weston [1971] 2 QB 691 in which the trainee driver was held partly accountable

Reader Response to Bartleby the Scrivener Essay Example | Topics and Well Written Essays - 750 words

Reader Response to Bartleby the Scrivener - Essay Example It could be argued that the lawyer gets a scrivener after his heart to help him know himself better. In a significant piece of self-analysis, the narrator says, "though I belong to a profession proverbially energetic and nervous, even to turbulence, at times, yet nothing of that sort have I ever suffered to invade my peace." He is "one of those unambitious lawyers who never addresses a jury, or in any way draws down public applause; but in the cool tranquillity of a snug retreat, do a snug business among rich men's bonds and mortgages and title-deeds. All who know me consider me an eminently safe man"(par.3). The position of the subordinates in his office is also preeminently safe. His permanent staff of scriveners consists of a uniquely eccentric trio called Turkey, Nippers and Ginger Nut. Their idiosyncrasies may have led a less phlegmatic employer to dismiss them, but the narrator merely consoles himself with the thought that " I never had to do with their eccentricities at one time. Their fits relieved each other like guards. When Nippers' was on, Turkey's was off; and vice versa. This was a good natural arrangement under the circumstances" (par. 13). As for Ginger Nut, "to this quick-witted youth the whole noble science of the law was contained in a nut-shell" (par. 14), says the narrator with an almost paternal indulgent irony. The point is that this was the state of affairs in the narrator's office before Bartleby joined them to fill a temporary position. What of Bartleby at this time At least, he shows sufficient initiative to apply for the position and seems to have possessed enough enterprise to impress his employer. As the narrator remarks, "I engaged him, glad to have among my corps of copyists a man of so singularly sedate an aspect, which I thought might operate beneficially upon the flighty temper of Turkey, and the fiery one of Nippers" (par.16). And what of his first days at work The narrator describes it thus: As if long famishing for something to copy, he seemed to gorge himself on my documents. There was no pause for digestion. He ran a day and night line, copying by sun-light and by candle-light. I should have been quite delighted with his application, had be been cheerfully industrious. But he wrote on silently, palely, mechanically. (par. 18) Although, or perhaps, because, he had done an extraordinary quantity of work, Bartleby politely refuses to have anything to do with the checking of the documents for mistakes-he 'prefers' not to. No explanation is given by Bartleby, or by the narrator. Was it a supreme confidence in the infallibility of his written work No, because he also refuses all other kind of work such as reviewing the writing of others, running simple errands, or anything of the sort. Later, he declares that he has "decided upon doing no more writing"(par. 126) and he finally informs his employer "he had permanently given up copying" (par. 133). What is the cause of this change in Bartleby Is Bartleby perhaps the narrator's alter ego, providentially chosen to reveal to him his own essential inner self When he realizes that Bartleby had nowhere to go after office hours, "a feeling of overpowering stinging melancholy" overwhelms the narrator: "The bond of a common humanity now drew me irresistibly to gloom. A fraternal melancholy! For both I and Bartleby were sons of Adam" (par.89). After

The First Sino-Japanese War Essay Example | Topics and Well Written Essays - 1000 words

The First Sino-Japanese War - Essay Example The war proceeded for five years with the Japanese troops and navy triumphant over their Chinese adversaries until the capture of Weihaiwei after which the Chinese called for a ceasefire and peace in February 1895. Through the war, it could be seen that the Qing Dynasty had become a spent force after fighting in the Opium Wars in the nineteenth century. However, Japan under the Meijin Restoration had reformed considerably for the better and after the war; it exerted its superiority in all over East Asia to the detriment of the Self-Strengthening of the Qing Dynasty in China. The triumph of Japan in the First Sino-Japanese War can be attributed to its modern fleets as well as superior war tactics made possible through strategy, foresight and proper organization. The Chinese had an ineffective regime led by the inefficient and corrupt Qing Dynasty, which led to its defeat in the war. Japan, therefore, managed to reduce the influence of the Chinese in Korea with prosperity registered after the overthrow of the Korean king and a friendly Japanese government. Through this, the trade by Japan flourished thus making its economy to grow in bounds. However, the divisions created in Korea would later lead to the splitting of Korea into North and South Korea, each with an attachment to either Japan or China. The pro-Chinese Conservatives congregated around China forming North Korea while the pro-Japanese formed South Korea that leans towards Japan.

Biologic Manufacturing and the FDA Essay Example | Topics and Well Written Essays - 500 words

Biologic Manufacturing and the FDA - Essay Example Biologics combined with radioactive components are considered biologics, while biologics combined with non-radioactive components are drugs. While most analyses of the U.S. Food and Drug Administration (FDA) focus on the agency's authority to decide which new treatments reach the American marketplace, the FDA plays a regulatory gatekeeper role at another key point in the biological development process. In reviewing investigational new drug applications (INDs), the FDA determines which experimental therapies, vaccines, and other biological products advance from preclinical through clinical development to the licensing phase (Mark). Biopharmaceuticals are licensed under Section 351 of the Public Health Service Act (Mark)and in specific sections of the Food, Drug and Cosmetic Act. To obtain marketing approval for a new biologic, an applicant submits a biologics license application (BLA) (Koan and Ellis). The BLA must permit agency reviewers to make four principal determinations: The growth media falls under Federal food, Drug and Cosmetic Act (the act) and hence, controlled by the same, specifically, if the media is derived from any protein, a label stating the possibility of the media as an allergen should be stated.

Public argument Essay Example | Topics and Well Written Essays - 750 words

Public argument - Essay Example As a result, there has been an increase in the size of the deserts in the world. Initially people would rely on rain-fed agriculture (Bredahl 26). However, this is not possible anymore. The seasons have become more unpredictable. In addition, some adverse weather conditions have been experienced in various parts of the world. These conditions have affected the ability of the current resources to sustain the increasing population†. †Genetically modified crops produce high yields. The crops have been genetically engineered in order to produce more produce that other crops. As a result, the crops can be used to fight the increasing levels of food insecurity in the world. The statistics indicate one person dies each day as a result of hunger. Therefore, the genetically modified foods can close this gap by ensuring that the world has adequate food to feed the current generation. As a community we need to be in the forefront in fighting hunger in the world. However, we cannot achieve this noble idea with the current production practices†. â€Å"The increased use of pesticides by farmers has created strains of pests that are resistant to the pesticides. This aspect is affecting the level of production by the farmers across the world. In addition, some pest causes some crop diseases which affect the productivity of the crops. Nevertheless, genetically modified crops have the ability to resist the pests, an aspect that plays a significant role in increasing the yields†. â€Å"According to Bredahl (31) genetically modified foods have high nutrient contents. Currently, the world is struggling with the increasing number of people suffering from heart diseases, high blood pressure, and other chronic diseases that are associated with obesity. This results from consuming foods with unbalanced nutrients value. Genetically modified foods close this gap by ensuring that the foods have the correct nutrient content.

Biologic Manufacturing and the FDA Essay Example | Topics and Well Written Essays - 500 words

Biologic Manufacturing and the FDA - Essay Example Biologics combined with radioactive components are considered biologics, while biologics combined with non-radioactive components are drugs. While most analyses of the U.S. Food and Drug Administration (FDA) focus on the agency's authority to decide which new treatments reach the American marketplace, the FDA plays a regulatory gatekeeper role at another key point in the biological development process. In reviewing investigational new drug applications (INDs), the FDA determines which experimental therapies, vaccines, and other biological products advance from preclinical through clinical development to the licensing phase (Mark). Biopharmaceuticals are licensed under Section 351 of the Public Health Service Act (Mark)and in specific sections of the Food, Drug and Cosmetic Act. To obtain marketing approval for a new biologic, an applicant submits a biologics license application (BLA) (Koan and Ellis). The BLA must permit agency reviewers to make four principal determinations: The growth media falls under Federal food, Drug and Cosmetic Act (the act) and hence, controlled by the same, specifically, if the media is derived from any protein, a label stating the possibility of the media as an allergen should be stated.

Developing and Managing the Enterprise Essay Example | Topics and Well Written Essays - 3250 words

Developing and Managing the Enterprise - Essay Example Falling within the domain of entrepreneurship, small businesses need to have a good financial plan prepared in order to streamline the resources required to start a new business. For this purpose, a good financial plan is the crucial document which needs to be prepared wisely and as far as accurately in order to ensure that those who express their interest to finance the business must have a very clear idea of the resources required to successfully start the new business. This financial plan is being prepared for a small cookie manufacturing business involved in preparing and selling the same to a large chain store through its various stores located all across the state. Before attempting to present the financial plan, it is very important that the financial plan must outline some of the assumptions which would be taken into account while preparing the financial plan so that all the calculations made are justified. Our proposed business is going to work in retail industry. Though the industry for cookies exclusively has not yet developed however since most of the time they are being sold mostly through the retail stores therefore on broader terms, this product belong to retail industry. The recent trends in this business suggest that there is a growing trend in consumers shopping at the retail chain stores. Since these chain stores develop their own brand names as well as customer loyalty therefore the businesses which sale their products to these chain stores also get the exposures to their brands. On the whole industry is very lucrative, have good margins however there is a growing stress being placed on cost reductions as large chain stores like Wal Mart tend to buy at low prices therefore virtually forcing the suppliers to remain within their cost limits. This fact can alone dictate that in future, due to cost reductions, the margins for this business may increase and efficiencies gained. Customer Analysis Customers in this sort of business tend to develop their tastes on some particular brands and they prefer to buy their own brands. Therefore a good customer analysis is very necessary for the success of the business. (www.marketwise.net, 2008)There are various brands available in the market for cookies and each have their own market share however what is important to understand is the fact that most of the transactions are done in cash ensuring that the business have enough liquidity available in their business. This not only ensure that business has its funds but also help the business to have less reliance on the external funds. Further, it is of very important,

Social Stratification and Class

Social Stratification and Class Discuss what is meant by social stratification and evaluate the different ways that social class has been defined and measured. The term social stratification refers to the grouping of social classes within a society. This is a specific form of inequality, and the effect of this is that certain groups in society are seen as having a higher status or rank than others based on power and wealth. Social stratification works by society ranking which is based in four sections. Social stratification can be passed from one generation to the next, i.e. royalty, it is universal but varies over time and place, it is a trait of society not individual differences and lastly social stratification also goes on beliefs and not just inequality (Wikipedia, 2014). Sociologists argue that some form of social stratification occurs in every society in the world despite that everyone claims to want an equal society (Burton, 2013). Sociologists consider there to be three main systems of stratification in today’s societies. These are slavery, the caste system and the class system. Slavery has legally been abolished in many countries but there is still evidence of at least 400 million people living under conditions that amount to slavery. For those living in Sudan, Ghana, India, Pakistan, and many other countries with similar ideals, slavery is a common thing to happen and in certain parts of Asia sex slavery is also common. A caste system is a social system built on ascribed status. This is a status based on characteristics a person is born with, such as race, gender, religion, age etc. In a caste system there is no chance to change from one caste to another and marriage outside of a person’s caste is not generally permitted. Often in a caste system the marriages are pre-arranged between parents rather than a choice of the individual. A class system is a social system built on achieved status. This is status that a person either earns or chooses so is not dependent on where a person was born or a person’s parentage. Those born in a class system c an choose their education, career and partner. A person in a class system may also start off in one class but can move between classes (Spark Notes, n.d). For many sociologists the focus is on the caste and class systems of stratification and the amount of social mobility within that system. This social mobility is the ease of which a person can move up or down the class system and will be based on a person’s wealth or power. In modern western societies, stratification is organised by class and divided into three main layers, upper class, middle class and lower class. Each of these classes can then be broken down into further categories determined by things such as housing locations (Wikipedia, 2014). A person’s social class will depend on where they are from, what they do for a living, where they achieved their education, who they are connected to and how powerful them people may be, how much wealth they have and their position in society. When a person’s social class is being considered their education will not generally be considered, unless of course they attended a high ranking education facility. This person will also need to have some high connections to be considered for upper class status. If a person is lacking any of these factors they will be considered as middle or even lower class, depending on their postcode or bank balance, within a western society. In modern western societie s there are different categories for social stratification such as age, race, gender, class, race or disability and in some places there will be even more categories (Wikipedia, 2014). Social classification has taken place long before the modern form of classifying people began. Social stratification has been measured in different forms; from asking people which class they feel they belong in to using a person’s postcode. The two most used measures are both based on occupation. The Registrar General’s Standard Occupation Classification (SC) and the Socio-Economic Groups (SEG). The SC began in has been in the census since 1901 and is based on a person’s occupation which will fall into one of six categories: Professional, Intermediate, Skilled (Non-Manual/Manual), Partly Skilled and Unskilled. This is an ordinal measure that ranks occupation, by skill and social standing. The SEG is made up of 17 different categories and would in fact cover all eventualities of employment, house worker, student etc. This is a nominal measure that ranks occupation by employment status (Anon, n.d). The SC has strengths as well as weaknesses with its use. It is a simple system with easily generalizable categories. This system is also useful when wanting to compare the changes in occupations held over a period of time. However, this system does not appear to group people it focuses more on the occupation. Another problem with this system is that the categories do not consider the differences in income between certain occupations. The SEC also has some strengths and weaknesses to its reliability in measuring class. Its main strength is that it does have a wider range of categories for people to consider, however its biggest weakness is that is still fails to acknowledge certain people, such as women, students and the unemployed (Sociology Org, 2013). Having more than one way of measuring social class has caused many problems. As occupations have changed dramatically over the years there are many problems with the way the SC and the SEG measures class. The biggest of the problems is that they are not designed to measure the occupations of women, housewives, students or even the unemployed adequately. Although this will generally be the most reliable as people will accept what is told to them by a government body such as the Registrar General. In 1994 a government review of social classifications took place with the aim to review the reliability of using occupation to measure social class, to review the social class categories and to assess the effectiveness of the changes made. These changes took place in 1998 and a new classification system, NS-SEC, was introduced beginning in the 2001 census (Anon, n.d). This change made to the way occupation is measured comes in eight categories to include the differences in set locations. The categories of the NS-SEC are: higher managerial and professionals, lower managerial and professionals, intermediate occupations (clerical, sales and services), small employers and own account workers, lower supervisory and technical occupations, semi-routine occupations, routine occupations and never worked or long term unemployed (Wikipedia, 2013). References Anon. (n.d) Definition and Measurement of Social Class [online]. Available from: http://www.uwic.ac.uk/shss/dom/newweb/classdefinition/Difficulties.htm [Last Accessed Jan 2014]. Anon. (n.d) Social stratification [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=1sqi=2ved=0CDAQkA4oADAAurl=http%3A%2F%2Fwordnetweb.princeton.edu%2Fperl%2Fwebwn%3Fs%3Dsocial%2520stratificationei=TIw5U6OlM6viywP42IIIusg=AFQjCNFPiQoB3wnfTRpv0MM_X4Pr_XWEMwsig2=f2pVumGz7bpiGO8bUQIBnQ [Last Accessed Jan 2014]. Burton, J. (2013) Class and Stratification [class hand-out]. Access to Social Science: Class and Stratification, Northampton College. Nov 2013. Sociology Org. (2013) Measuring Social Class [online]. Available from: http://www.sociology.org.uk/s3a.pdf [Last Accessed Jan 2014]. Spark Notes. (n.d) Social Stratification and Inequality [online]. Available from: http://www.sparknotes.com/sociology/social-stratification-and-inequality/section3.rhtml [Last Accessed Jan 2014]. Wikipedia. (2013) National Statistics Socio-economic Classification [online]. Available from: http://en.wikipedia.org/wiki/National_Statistics_Socio-economic_Classification [Last Accessed Jan 2014]. Wikipedia. (2014) Social Stratification [online]. Available from: http://en.wikipedia.org/wiki/Social_stratification [Last Accessed Jan 2014]. Bibliography Anon. (2010) What does â€Å"Social Stratification† mean? [Online]. Available from: https://uk.answers.yahoo.com/question/index?qid=20100529054226AAF1wY9 [Last Accessed Jan 2014]. Boundless. (n.d) Social Stratification [online]. Available from: https://www.boundless.com/sociology/definition/social-stratification/ [Last Accessed Jan 2014]. Iiser (n.d) NSSEC [online]. Available from: https://www.iser.essex.ac.uk/archives/nssec [Last Accessed Jan 2014]. Rose, D. Pevalin, D. (2010) Re-basing the NS-SEC on SOC2010 [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=1ved=0CC8QFjAAurl=http%3A%2F%2Fwww.ons.gov.uk%2Fons%2Fguide-method%2Fclassifications%2Fcurrent-standard-classifications%2Fsoc2010%2Frebasing-the-ns-sec-on-soc2010.pdfei=MNI5U7nYCujOygO0-4Jousg=AFQjCNGQRPlUIA8sgVVcnseWNnreDM-o-Asig2=gpMzKE9XFYtaHKlPa4trYgcad=rja [Last Accessed Jan 2014]. Sociology Guide. (n.d) Questions on Social Stratification [online]. Available from: http://www.sociologyguide.com/questions/social-stratification.php [Last Accessed Jan 2014].

Employment Letter :: essays research papers

Employment Letter To Whom It May Concern On the light of your announcement at the AUB careers and placement office I read with interest your Ad for the position of Sr Store Supervisor. I am applying for the position as I believe it offers challenges and responsibilities and as I believe it matches my qualifications and my education on professional basis. I am an undergraduate of the American University of Beirut majoring in Business Administration. I will earn my degree in June 2004 and currently seeking an acceptable position that allows me to develop and explore my skills, furthermore to learn and excel in my position in the right direction.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout my years of education at the American University of Beirut, I have participated in several projects (mainly Strategic Management and Marketing) and I went through the condensed educational environment of AUB which pushed me to work through several teams, moreover, to experience their value and to become an active team player. In addition to that, I learned to apply my theoretical skills into practical functional ideas which contributed in broadening my creativity and developing my analytical, conceptual and organizational skills. I also learned how to manage my time and finish on due dates which enabled me to deal with stressful situations and develop my sense of responsibility. Besides that, the multicultural aspect that represents AUB exposed me to different backgrounds and cultures which entitles me to cope and integrate with a large cultural and educational base especially with my linguistic capabilities(fluent in English, French and Arabic). In addition to that, through my internship assignment and especially throughout my interactions with employees and customers, I’ve been given the opportunity to strengthen my confidence in my interrelation personal skills and my capabilities and to learn more about customer’s behaviors and expectations and new â€Å"group work† issues, which also affected my motivation level. Employment Letter :: essays research papers Employment Letter To Whom It May Concern On the light of your announcement at the AUB careers and placement office I read with interest your Ad for the position of Sr Store Supervisor. I am applying for the position as I believe it offers challenges and responsibilities and as I believe it matches my qualifications and my education on professional basis. I am an undergraduate of the American University of Beirut majoring in Business Administration. I will earn my degree in June 2004 and currently seeking an acceptable position that allows me to develop and explore my skills, furthermore to learn and excel in my position in the right direction.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout my years of education at the American University of Beirut, I have participated in several projects (mainly Strategic Management and Marketing) and I went through the condensed educational environment of AUB which pushed me to work through several teams, moreover, to experience their value and to become an active team player. In addition to that, I learned to apply my theoretical skills into practical functional ideas which contributed in broadening my creativity and developing my analytical, conceptual and organizational skills. I also learned how to manage my time and finish on due dates which enabled me to deal with stressful situations and develop my sense of responsibility. Besides that, the multicultural aspect that represents AUB exposed me to different backgrounds and cultures which entitles me to cope and integrate with a large cultural and educational base especially with my linguistic capabilities(fluent in English, French and Arabic). In addition to that, through my internship assignment and especially throughout my interactions with employees and customers, I’ve been given the opportunity to strengthen my confidence in my interrelation personal skills and my capabilities and to learn more about customer’s behaviors and expectations and new â€Å"group work† issues, which also affected my motivation level.

Curlys Wife--of Mice And Men :: essays research papers

Curley’s wife in Of Mice and Men is given a fairly one-dimensional portrayal throughout the novella, as her character stays, for the most part, enigmatic. The most obvious example would be her lack of a name. She is continually referred to as a possession of her husband and without a name she becomes almost insignificant. The author, however, drops hints throughout the book telling his audience that there may be more to Curley’s wife than what is easily deduced.   Ã‚  Ã‚  Ã‚  Ã‚  One scene involving a sympathetic portrayal of Curley’s wife is when she is looking for Curley in Crooks’ quarters after Lennie and Candy enter. She knows where Curley and the rest of the men have gone, and grows angry at the cold treatment she is given by the three men in the room. Curley’s wife confesses her loneliness of being stuck in the house all the time and to not liking Curley’s company. She becomes even more angry about the lie of the circumstances of Curley’s hand injury and it is now obvious that her and Curley’s relationship is extremely dysfunctional and probably emotionally damaging to the wife.   Ã‚  Ã‚  Ã‚  Ã‚  Another important scene in which Curley’s wife is portrayed in a sympathetic manner is during her conversation with Lennie before her death. She confesses to Lennie that she dislikes Curley because he is angry all the time and says that she comes around because she is lonely and just wants someone to talk to. She speaks to Lennie not because she specifically cares for him, but because she lacks human interaction. Like George and Lennie, she once had a dream she sought for, of becoming an actress and living in Hollywood.

How To Handle Information Essay

1.1 Identify legislation and codes of practice that relate to handling information in social care settings Data Protection Act 1998 – it gives rights to individuals in respect of personal data held about them. Freedom of Information Act 2000 – it gives you the right to ask any public sector organisation for all the recorded information they have on any subject. Employees Policies & Procedures – to make sure that all records that are kept in the office are put away in a locked secure cabinet or securely saved on the computer. Health and Social Care Act 2008 – it requires us to publish a code that sets out the practice we will follow in obtaining, handling, using and disclosing confidential personal information. 1.2 Explain how legal requirements and codes of practice inform practice in handling information Legal requirements give us guidance and support when it comes to storing and handling personal / confidential information about the service users. It helps us to store information correctly and safely. For example we use key safes every day and we have to make sure not to tell anyone the number combination. Worst thing you can do is to right down the number on your rota next to the service user’s name where the address is also given. 2.1 Explain how to maintain records that are up to date, complete, accurate and legible A good way of maintaining records is on a computer or in a file that can be kept confidential and kept up to date. Records should be updated each time the service user is reviewed. 2.2 Describe practices that ensure security when storing and accessing information Passwords on computers blocks unauthorised people from accessing records. Locked away in a filing cabinet with a key that only someone who is authorised to open it has the key. Not leaving notes everywhere in the office with information on them about the service users. 2.3 Describe features of manual and electronic information storage systems that help ensure security Records saved electronically can be protected by passwords. Some PC systems only allow access by authorised person signed in with their unique password. Some computers are not connected to the internet to avoid the risk of intervention. If the records are not saved electronically then these have to be locked away when not in use (lockable filing cabinets). 3.1 Explain how to support others to understand the need for secure handling of information Ensure that others understand the need for secure handling of information by completing induction training and shadowing. Make sure that they understand the importance of keeping records safe and not leaving them where anyone can read them. They have to understand what information they can share and what to report if something unusual happens to the service user. 3.2 Explain how to support others to understand and contribute to records The best way to support others is by shadowing, when a new carer spends a few days with a senior carer who has a lot of experience. The senior carer should take time explaining what to do before each visit and to ask the new carer to complete all care tasks by themselves. Of course they can ask questions and the senior carer can always stop them if they think they are not carrying out the tasks correctly. I personally do not believe in the method where the new carer is just watching the senior carer. The best way to learn is by doing it.

School and Workplace Violence

Violence in schools and at workplaces is a common incidence in the American community. They are indeed a major threat to the guarantee of health and safety security in these crucial institutions of our nation’s economy. There are a number of events which can lead to school or workplace violence such as unfavorable environmental and interpersonal relationships between mates (Anthony, 2000). Just like any other act of violence in the community, law enforcement agencies are bound to safe the life of the victims and arrest the offender for interrogation. Due to our nation’s concern for the sustainable safety of the people, many rules, regulations, and practices have been developed to mitigate the problem. This essay is written as a discussion on school and workplace violence. The author identifies the events, facts and those involved in violence as well as how law enforcement respond to such incidences. A discussion on changes that have been made by those made by the institutions affected by violence incidents is also given. Workplace or school violence has been defined as any act of violence physical or psychological that as the end result of compromising the health and/or safety security of the victims (Rugala, 2003). Therefore, workplace and school violence encompasses; physical or threat of physical violence, harassment, and even intimidation. However, the most common form of violence is homicide (Kelleher, 1996). According to available statistics, such incidences can affect or involve staff, students (workers), and visitors. There are a number of events which can lead to violence at workplace or schools. First are poor interpersonal relations among individuals (Anthony, 2000). Understanding and appreciating others in a society is an important factor in the realization of sustainable relationships. Just to be stated here is the fact that different people have different worldviews as well as different ways of reacting to issues and circumstances. However, strong interpersonal relations serve to control risks of overreaction by enhancing communication (Anthony, 2000). Therefore, lack effective interpersonal relationships can lead to violence. Another event that can lead to violence is peer influence (Hunt, 2010). According to available research findings, most incidents of violence among students or workers are influence by groupthink mentality (Hunt, 2010). Just to be stated here is the fact the association can have the psychological impact of compromising individual reasoning and judgmental ability. Discriminative behavior can also cause violence. School of workplace bullying based on race, social-economic and personality are cited as having a major role in causing violence (Wodarski, Roberts & Rapp-Paglicci, 2002). This is because they can result to stress and depression on the victims, thus resulting into revenge mentality. School and workplace violence is marked with numerous facts. First, they threaten the health and safety of those involved. Homicide is the leading cause of fatal injuries in schools and workplace (Hunt, 2010). Such include school or workplace shootings and/or stabbing. Therefore, violence in such institutions can be attributed to prior threats rather than instantaneous reactions. It is due to this reason that threat assessment is found to be a crucial tool for preventing violence. Another fact is that most incidents of violence are caused by lack of proper institutional policies (Wodarski, Roberts & Rapp-Paglicci, 2002). Violence like harassment and intimidation are common between management and staff or students. Just to be noted is that the management must serve as a role model for the other members of the organization. Therefore, failing to ensuring respect for the personality, ethnical and cultural diversity in the organization evidently serves to influence workers and/or students negatively. According to statistic on incidents of school and workplace violence, most of the cases involve indoor members (Rugala, 2003). This has been closely attributed to the fact that it is in the institution where conflict among members can be more pronounced. Based on this, most offenders on incidents of homicide are students or workers (Rugala, 2003). On the other hand, in incidents of harassment and intimidation, the common offenders are the institutional managers such as teachers and company managers (Kelleher, 1996). This is closely attributed to misuse of power by instituting oppressive or discriminative behaviors towards certain members. Visitors are also common offenders particularly for homicide incidents but can also be victims of intimidation and harassment by members of the organization (Rugala, 2003). It is the sole purpose of the law enforcement agents to ensure the rule of law in the society. Incidents of school and workplace violence particularly homicide and assault are legally regarded as criminal offenses (Rugala, 2003). Therefore, the initial response by law enforcement is usually to intervene to save the life of the victim and arrest the offender for interrogation (Wodarski, Roberts & Rapp-Paglicci, 2002). This is important not only in mitigating further health and safety harm to the victims but also for setting the initial step towards the realization of justice for the incident. However, the process of realizing justice for violence incident requires adequate investigations not only to collect evidence for criminal charges against the offenders but also to seek lasting solutions to such incidents in the institution (Rugala, 2003). This is why law enforcement engages with members for establishing how, why and who were involved in the incidents. Still, since some incidents occur without the presence of law enforcement agents, the process of investigation can involve forensic crime analysis. This is mainly used as a technical way of qualifying evidence given by witnesses of the incident thus enhancing its admissibility during prosecution. Incidents of school and workplace violence have evidently led to many changes to those affected. First, the government, as the sole custodian of the people, has engaged in the development of effective rules and regulations for enhancing workplace and school safety (Anthony, 2000). Such actions by the government have led to the founding of the National Institute for Occupational Safety and Health (NIOSH) which seeks to educate institutions on the importance of having an environment free of violence for workers (Wodarski, Roberts & Rapp-Paglicci, 2002). On the side of law enforcement, incident prone zones are usually marked with presence of police as a measure of ensuring fast and effective response to acts of violence. Another change is that most organizations respond to violence incidents by sucking the offender and developing anti-violence policies. Creating awareness among the parties involved in an institution is quite important (Anthony, 2000). Therefore, most of these anti-violence policies by organization are mainly tailored to advice people of how to identify and report or prevent violence threat incidents. An example is the requirement for training employees to be resources of the Employee Assistance Program (Anthony, 2000). In conclusion school and workplace violence incidents are evidently preventable mainly due to their predictable nature (Rugala, 2003). It is due to this reason that all stakeholders should cooperate in the identification and finding viable solutions to the problem. Such an effective strategy should involve creation of awareness and development of stiffer rules and regulation to govern school and workplace conduct. Still important is that institutions should engage in efforts for establishing an anti-violence corporate culture for the sustainable future of school and workplace safety. References Anthony, B. (2000). Violence in the Workplace. A Prevention and Management Guide for Business. Oxnard, CA: Pathfinder Publishing. Inc. Hunt, O. (2010). School and Workplace Violence. Retrieved March 27, 2010, from http://www.streetdirectory.com/travel_guide/204655/careers_and_job_hunting/school_and_workplace_violence.html Kelleher, M. (1996). New Arenas for Violence: Homicide in the American Workplace. Westport, CT: Praeger. Rugala, E. (2003). Work Place Violence: Issue in Response. Retrieved March 27, 2010, from http://www.fbi.gov/publications/violence.pdf Wodarski, J., Roberts, A., & Rapp-Paglicci, L. (2002). Handbook of Violence. New York: John Wiley & Sons. Inc.

Premature Baby

A new medical practice for premature babies -Touching or No Touching- In the world, more than 300 thousand people are born in a day, but 10 percent of them are born as premature babies. The premature birth rate has increased by about 36 percent since the early 1980s, and many of them have died. Fortunately the good news is that the survival rate of the preterm has increased remarkably due to improvements in neonatology, such as using incubator transport. However, compared with in utero transport, incubator transport, based on separation between with mother and infants, is not natural thing, and it still has risks.Incubator transport for preterm still has some known disadvantages including infant instability by lack of adequate systems for securing the infant, and separation of mother and infant. Even though it has some risk, it has been known as an optimal practice for care of extensible number of premature infants. According to Statehealthfacts. org, in the United States in 2009, th ere were 502,306 preterm births born. This is 12. 2% of births in the United States, 2009. Table. 1 Number of births, number of preterm births, and preterm births as a percent of all births in the United States 2009 Normal full term babies are born at 38 weeks.Babies born before 37 weeks are defined as premature babies, and those born between 24 and 29 weeks are ‘extremely premature’. They usually have less weight than 1. 5kg (3. 3lb). And all babies born with less than standard birth weight, 2. 1kg (4lb) are at risk. Therefore, babies born early need special care and monitoring to help them to gain weight. To reduce disadvantages of incubators and improve care preterm babies, ‘Kangaroo care,’ a new medical practice for preterm babies, was introduced and being conducted in some united states medical facilities.Kangaroo care is also known as kangaroo mother care, kangaroo baby care, and skin to skin care. Although the name varies, the concept is that holding an infant, naked except for a diaper and hat, against the bare chest of an adult for the purpose of providing the infant with a natural thermal environmental, nurturing touch, and enhanced opportunity to breast-feed. â€Å"Although numerous studies have explored the value of kangaroo care for premature or stressed newborns, the literature informing the effects of kangaroo care to people is scarce† the study by Janice Collisons said.Mostly, the incubator as a present medical system is being used. The current predominant model of neonatal stabilization like incubators involves placing the infant in an open warmer immediately after delivery. This practice immediately separates the mother and infant during a crucial period of extra uterine adaptation, and may be a venue for delayed neonatal physiological adaptation, reduced breast-feeding, and impaired maternal infant bonding. The goal of my research is to know the benefits of kangaroo care as a stabilization method for preterm infants, and to figure out how it contributes the health of infants.In March of 2010, a mother gave birth to a premature infant son, named Jamie. She was told that the baby had died despite the best efforts of the medical staff. She was given a chance to hold and cuddle him on her chest in order to say goodbye. When placed on her chest, his breath began coming in short bursts, and his parents and the medical staffs were astonished when Jamie opened his eyes with stable breathing. Jamie is now a normal active 2 year old boy. What this mother and child experienced is kangaroo care because it is similar to the same care a baby kangaroo receives in its mother’s pouch.Doctor, Susan Ludington says â€Å"many people don’t understand this situation, but there are eight reports of other babies revived by kangaroo care. The mother can stimulate the baby to live. I think the Kangaroo care helped† In fact, this method had been used in Colombia. Due to increasing mortality r ates in Bogota, Colombia, in 1978, Dr. Edgar Rey introduced kangaroo care to alleviate the shortage of caregivers and lack of incubators. This care was found to be an inexpensive and very beneficial experience to babies in Bogota, Colombia.The mortality rate finally fell to 30 percent from 70 percent. Most studies have proven that Kangaroo care has positive impacts on babies and their parents; some studies have proven there is no change; but no study has proven that kangaroo care has hurt either parent or baby. By offering it to newborns, they have a stable heart rate, more regular breathing, improved oxygen saturation levels, no stress, longer periods of sleep, more rapid weight gain, and earlier hospital discharge. The first benefit of the kangaroo care is that preterm babies can have longer periods of sleep.Researchers have come a long way in determining the major cause of colic. The common conclusion in 1999 is that colic is caused by a baby’s inability to transition from one sleep state to another – like from an alert state into a sleep state and back again. Kangaroo care performed in a quiet, low light environment with any baby has been proven to reduce crying and help the baby learn to transition from one sleep state to another. A study done by Patricia Messmer in 1997 found a significant increase in sleep time for the neonates during Kangaroo care.The kangaroo care can relieve the pain of preterm babies during treatment such as blood test, injection of medication, and several physical tests which give significant pain to the babies. Because the premature babies are really vulnerable to surroundings, doctors need to take blood samples to check their health every day. They usually take 3cc amount of blood from the babies. The volume of blood drawn (3cc) from babies is proportionate to that drawn (400cc) from adults. How painful it is for the babies to stand.The experiment that measured the pain level to premature babies from the blood test was conducted while kangaroo care procedure. The result of the experiment showed that the babies felt less pain when they were on mother’s chest. According to the article ‘Kangaroo care is effective in diminishing pain response in preterm neonates’, it concludes ‘Kangaroo care was effective in significantly decreasing pain response on the behavioral components of a validated composite measure of pain in preterm babies.Given the many invasive procedures that are part of clinical care in preterm babies, KC may be a safe analgesic alternative in neonates in whom it is feasible and with mothers who are comfortable providing KC for painful events’ The newest studies that are being done in Sweden and other countries concentrate on full term babies in respiratory distress. They take these babies, who would normally be put on respirators, and place them on the mom's chest immediately after birth in the Kangaroo Care position. Babies stayed on mom until the r espiratory distress was gone – within 48 hours for most babies.Oxygen hoods and cannulas (small tubes) were used if needed. In preterm babies, the effects of Kangaroo Care on these functions are just as dramatic. In 1998, Dr. Susan found a four-fold decrease in apnea during Kangaroo Care and ventilated babies were able to tolerate transfer and position changes without increased oxygen requirements. In 1997, GM Cleary, et al concluded there was no increase in bradycardia(slow heart rate –below 60 beats per min) episodes during Kangaroo Care. In 1998, Gay Gale and Kathleen Vandenburg concluded that the heart rate was more regular for Kangarooed infants.All-in-all, the baby fared much better when placed in Kangaroo Care. â€Å"With my own ventilated preemie (1 pound 12 ounces at birth) I noticed a 50% reduction in oxygen requirements, no apneas, more stable heart rate, and more spontaneous respiration when I held her skin-to-skin. † Holly Richardson concluded that more rapid weight gain was observed in Kangarooed infants. Kangaroo care allows the baby to fall into a deep sleep by conserving their energy for far more important things. This increased weight gain also leads to shorter hospital stays.Kangarooed infants can have as much as a 50% shorter hospital stay than babies who are not kangarooed. This means less expense for the parents and children. In 1990, Dr. Susan Ludington demonstrated that mothers showed thermal synchrony with their babies. A recent study placed babies in Kangaroo Care position on the mother's chest and temperatures were taken periodically of both the mother's chest and the baby. The study revealed that when the baby got cold, the mother's body temperature would increase to ‘warm' the baby up. The reverse was also true.Given a suggestion of â€Å"Your baby looks warm to me† by a nurse, the mother's chest temperature would decrease within minutes to compensate. Extra blankets and monitoring of baby's temper ature might be needed when Dad or others practice Kangaroo Care, but in 1997, Karl Bauer wrote that one hour of skin-to-skin contact (Kangaroo Care) was no cold to preterm infants. In 1998, Papi A Gomez found infants in Kangaroo Care for more than 50 minutes were 8 times more likely to breast feed spontaneously. Kangaroo Care allows for easy access to the breast, and the skin-to-skin contact increases milk let-down.A receiving blanket, strategically placed to catch extra milk is extremely helpful – especially if the baby is unable to breast feed. Otherwise, some doctors argue that there is risk of a bacterial infection if vulnerable infants come out from incubators. However, by using kangaroo care the immunity of premature babies is built up so they are not easily affected by any bacterial infection. Why? It’s because of the breast milk, containing lymphocytes and macrophages that produce antibodies. The kangaroo care facilitates an easy access breast feeding for both moms and babies than incubators.As long as mothers are in good health and can produce healthy breast milk, the premature babies’ immune system will develop. Richardson proposed that brain development is more rapid in the baby who benefits from Kangaroo care. Her research reveals that ‘alpha waves double in a baby being â€Å"kangarooed† versus a baby in an incubator. Alpha waves are the brain wave patterns associated with contentment and bliss. Delta brushes are a pattern formed when tracking brain activity that represents the creation of new neural synapses.Delta brushes are higher during Kangaroo care than during incubator care. ’ Through some cases and studies, kangaroo care can contribute to give an efficient treatment, as well as a miracle revival, to premature infants as long as it comes into wide use in a medical institution rather than using of artificial facilities which give stress to vulnerable infants. These benefits of kangaroo care are basica lly from mother’s love and communication. The incubator transport may give the stable care to the babies but it’s not perfect and not natural to them. It cannot be compared with mother’s bosom.Some hospitals, combining both this touching system and the incubator, experience the positive results from the kangaroo care. However, there is still a huge lack of the knowledge of the kangaroo care. How to encourage people to know about the kangaroo care? Telling is the best way to spread it out to people. When people become parents with knowledge of the kangaroo care, they may use this touching in their home. It’s easy for every parent to use. Parents should know that their love and touching are what vulnerable babies need, not a cold and impersonal facility.Bibliography Articles Barb Morrison. â€Å"Kangaroo Care: ‘Natures Best for our Little Ones’† (2006) Web Feb 22. 2012 <http://www. preciousimagecreations. com/presentations/kangaroocar e. pdf> Maria Blois. â€Å"Hold Me Close: ‘Encouraging essential mother/baby physical contact’† (2007) Web Feb 22. 2012 < http://www. babywearinginternational. org/Blois_research_summary. pdf> Dieter Sontheimer. â€Å"Kangaroo Transport Instead of Incubator Transport†(2004) Web Mar 11. 2004 < http://pediatrics. aappublications. org/content/113/4/920. full > Celeste Johnson. Kangaroo care is effective in diminishing pain response in preterm neonates† (2003) Web Mar 11. 2012 < http://archpedi. ama-assn. org/cgi/reprint/157/11/1084 > Leornard A. Herzenberg. â€Å"Soluable CD14 enriched in colostrum and milk induces B cell growth and differentiation† (2000) Web Mar 20. 2012 <http://www. pnas. org/content/98/2/603. full> Books Ludington-Hoe. â€Å"Kangaroo Care: The Best You Can Do for Your Premature Infant. † New York: Bantam Books(1993). Web Feb 22. 2012 Bergman. â€Å"Kangaroo Mother Care†. Geddes Product ions (2003). Web Feb 22. 2012 Web Mhaire Fraser. Mom Uses Kangaroo Care to Revive Child Pronounced Dead. † Care2 Make a Difference. Web. 22 Feb, 2012 Holly Richardson. â€Å"Kangaroo Care: Why Does It Work? † Midwifery Today. Web. 22 Feb, 2012 Krisanne Larimer. â€Å"Kangaroo Care Benfits† Premature Baby. Web. 22 Feb, 2012 Kaiser Family. â€Å"United States: Number of Birth, 2009† â€Å"United States: Number of Preterm Births, 2009† â€Å"United States: Preterm Births as a Percent of All Births, 2009† Statehealthfacts. org. Web Mar 14, 2012 Jane Sheppard. â€Å"Breastfeeding for a strong immune system†. Web. 20 Mar, 2012 Rebecca M. Pugh. â€Å"Supporting the birth that is right for you†. Web. 20 Mar, 2012