Much Ado About Nothing By Kenneth Branagh - 1272 Words

When a play is transferred from paper to screen, minute details are amplified and can have large impacts on the story. Camera angles, sounds, and editing all must be added in. In the â€Å"Forever a Bachelor† clip from the movie version of Much Ado About Nothing, directed by Kenneth Branagh, these details serve to convince the viewer of Claudio’s love for Hero. In order for the rest of the scene to make proper sense, the director must quickly establish that Hero and Claudio love each other. In the first few moments of this scene, Hero is shown on up on a balcony. The camera is positioned below her, presumably from the perspective of Claudio. This shows how Claudio has already lifted Hero up onto a pedestal in his mind. Hero and Claudio do not break eye contact during this scene until Hero is forcibly pulled away from the balcony by Beatrice. The only exception to this continued eye contact is a small glance that they give to the person that they are next to, a glance th at is mirrored between the two of them. Such mirroring is a common sign of rapport building, and sometimes a sign of love as well. Film techniques in the opening moments help quickly create a sense of love for the viewer. Hero’s eyes and chest are kept along the upper and lower rule of thirds lines; these are four lines, two vertical and two horizontal, that divide the image into nine equally sized rectangles. Things placed along these lines or their intersections naturally stand out to the human eye. WhenShow MoreRelatedKenneth Branaghs Much Ado About Nothing Essay1588 Words   |  7 PagesThe scene opens in the beautiful hills of Tuscany, Italy. Lying about on the slopes of grass are the humble townsfolk basking in the sunshine as a soft voice introduces; â€Å"Sigh no more ladies, sigh no more.† This dreamlike setting is the opening scene of the major motion picture Much Ado About Nothing as envisioned by film director Kenneth Branagh. A far cry from its Shakespear ean origins, Branagh’s Much Ado has a look and feel all of its own. This film seeks to capture its audience with visual majestyRead MoreEssay about Much Ado About Nothing Movie Review627 Words   |  3 PagesMuch Ado About Nothing Movie Review Cast: Kenneth Branagh, Emma Thompson, Denzel Washington, Keanu Reeves, Robert Sean Leonard, Kate Beckinsale, Richard Briers, Brian Blessed, Michael Keaton, Ben Elton Running Time: 1hr 5mins Introduction ============ If youre studying the Shakespeare play, Much Ado About Nothing, be sure to watch Kenneth Branaghs interpretation of this play. This film will provide you with an enhanced understanding of the playRead MoreBenedick And Beatrice In William Shakespeares Much Ado About Nothing1042 Words   |  5 PagesWilliam Shakespeare’s classic comedy Much Ado About Nothing follows the story of the two famous pairs of young lovers; Claudio and Hero, and Benedick and Beatrice. Although mainly following the first pair throughout the text, the relationship between Benedick and Beatrice is followed throughout the text with less attention from the reader, not noticing love forming between the two. Shakespeare sets his text in Messina, a town located on the island of Sicily in Italy. The play mainly takes place atRead MoreDifferences Of Shakespeare And Much Ado About Nothing By William Shakespeare1668 Words   |  7 Pageswriter who was known for the many plays and sonnets he wrote. This 16th century writer wrote a play called Much Ado About Nothing in the year 1598 (Alchin). This play consists of many characters meddling into ea ch others lives, causing chaos, lots of drama, and even romance making for some very comedic entertainment. The title gives away a lot about the plot that it really is a lot about nothing. Shakespeare is regarded as a very influential writer in British literature and has been an inspiration forRead MoreCape Literature Ia Much Ado About Nothing by William Shakespeare2242 Words   |  9 PagesThe 1993 film adaptation of William Shakespeare’s Much Ado about Nothing, by Kenneth Branagh, differs in many aspects from the original script written by Shakespeare. Branagh employs brilliant cinematography, manipulating lighting, camera angles to produce a carefree version to the original text. The soundtrack is dazzling and his interpretation breathes life and vitality into this old world play. According to critic Vincent Canby, â€Å"He has taken a Shakespearean romantic comedy, the sort of thingRead MoreEssay about Film Versions of Shakespeare Comedies2208 Words   |  9 Pagesexe mplified in comparing two of the more recent cinematic adaptations of Shakespeare’s comedies, Trevor Nunn’s Twelfth Night and Kenneth Branagh’s A Much Ado About Nothing [‘Much Ado’]. Although both films can to an extent be seen as comedies with serious, almost tragic aspects inherent throughout, Nunn’s film deals with these serious facets as central to the depiction, whereas Branagh, although not entirely ignoring the deeper issues, prefers a more light-hearted and visually attractive adaptation.   Ã‚  Ã‚  Ã‚  Ã‚  TwelfthRead MoreBranaghs Interpretation of Much Ado About Nothing Essay2331 Words   |  10 PagesBranaghs Interpretation of Much Ado About Nothing    Shakespeares wonderful comedy, Much Ado About Nothing, is an entertaining tale of the trials and tribulations of two pairs of lovers, who must face and overcome both malicious schemes plotted against them and also their own flaws and shortcomings before finding happiness together. Although clearly a comedy, the play is not without its darker moments. Don John plots to ruin Claudios marriage; he nearly succeeds because Claudio, and mostRead More Movie Essays - Narrative Holes in Films of Shakespeares Plays2130 Words   |  9 PagesNarrative Holes in Films of Shakespeares Plays My subject in this essay in playtexts and in films of those playtexts. Drama offers the storyteller a simple choice about how to communicate each element of the story to the audience: show it, or have a character describe it. Often in drama narration is used because an event cannot be shown, but occasionally telling is used when showing is perfectly possible and Shakespeare uses this device self-consciously to draw attention to the mediumRead More Much Ado About Nothing - A Feminist Perspective of Hero Essay919 Words   |  4 PagesA Feminist Perspective of Hero in Much Ado About Nothing  Ã‚     Ã‚   Unlike the title of this piece suggests, Hero did not undergo her transformation in Much Ado About Nothing through magic.   Rather, Hero was a victim of the double standards and illogical fears that the men of Shakespeare’s plays commonly held.   The following quote sums it up quite well:   In the plays female sexuality is not expressed variously through courtship, pregnancy, childbearing, and remarriage, as it is in the periodRead MoreHow Does Shakespeare Present Love and Marriage in ‘Much Ado About Nothing and How Might a Modern Audience Respond to the Presentation of These Themes?1736 Words   |  7 PagesThrough rich imagery and a comic context Shakespeare uses characters to explore his ideas about love and marriage, using relationships to show the trials of love. In his play Shakespeare makes Beatrice and Benedick the critics of love and through them the modern audience is shown how Elizabethan society maltreats the female role and how the male code of honour and pride can lead to devastation. Shakespeare portrays Claudio and Hero as a pair of conventional lovers who go through an unadventurous

Psychology 101 Free Essays

We all come in different shapes and sizes. We all have strengths and weaknesses. What is right for one person may not be right for another. We will write a custom essay sample on Psychology 101 or any similar topic only for you Order Now How we feel, think, behave and react in different situations are shaped from when we are born throughout the rest of our lives. Our environment influences our personality, our experiences from when we first walk to the last day we breathe. There are a number of psychologists who support that individuals environment is the key aspect to influencing personality. Sigmund Freud believed that our childhood experiences are what influence our personality as an adult. The nurture theory proposes that environment is what influences each individual and determines their personality. B. F. Skinner and John Watson both suggest that personality is a result of interaction between the individual and the environment. The case study of â€Å"Genie, the wild child† comes to show how much we require all of the environmental factors in Maslow’s Hierarchy of needs to live a healthy and standard life. Sigmund Freud (1856- 1939) believed that the psychosexual stages affect your personality and your experiences as you grow up influence your personality as an adult. Each of Freud’s five stages determines certain characteristics in our personality as we become adults (see appendix 2 for details on stages). It was developed from patients’ recollections, dreams and free associations. He â€Å"asserted that sexual instinct was the most important influence on personality. † (WiseGEEK, 2011). The oral stage develops a sense of trust and comfort. The next period, the anal stage, increases accomplishment and independence. The differences between males and females are developed throughout the phallic stage, as the individual wants to possess the opposite sex parent and has the desire to replace the same gender parent. The latent period is important in the improvement of social and communication skills and self confidence. The individual will develop a strong sexual interest in the opposite sex throughout the last stage, the genital stage. â€Å"Fixation gives each problem at each stage a long-term effect in terms of our personality or character. †(Boeree, George. 1997) This means that if difficulty occurs in the stages, it can affect your personality, such as independence can transform to becoming dependant on others. Everything you become is determined by your first few years. The adult is exclusively determined by the child’s experiences, because whatever actions occur in adulthood is based on an outline laid down in the earliest years of life. Personality comes from adaptive patterns associated to an individual’s specific environment. Nature versus nurture is a debate upon the importance of an individual’s inborn qualities against personal experiences in influencing or causing individual’s personality and traits. Nurture is the influences on development occurring ‘from prenatal, parental, extended family and peer experiences, extending to influences such as media, marketing and socio-economic status. (Answers, 2011). Nature is the genetic predispositions that determine how people behave. It provides us with inborn abilities and traits. A case study that supports the influence of nurture is John B. Watsons and his partner, Rayners, experiment on ‘Little Albert’. This case study conveys that Little Albert did not display any fear towards the white rat or anything furry, until associating the rat with the load noise. This event produced Little Albert’s fear of furry objects and demonstrates that experiences play a large role in developing our personality and particularly our traits. If environment didn’t play a part in shaping an individual’s personality, then identical twins should, supposedly, be exactly the same. â€Å"Although identical twins are genetically identical and share the same family environment, identical twins raised together do not have identical personalities. These differences must then be explained entirely by non-shared environmental effects. † (Haimowitz, Avi. 2005) It is evident through the case study of ‘Little Albert’ and the quote above, that people think and behave in certain ways because they are taught to do so. B. F. Skinner (1904 -1990) proved that human behavior could be conditioned and individuals condition their behavior accordingly to each role and responsibility they undertake. You may find yourself juggling different roles as a parent, child, husband or wife, sibling, worker, and friend. The way we act and react in different positions and situations has been formed by our environment and how we have been taught to respond through our experiences. The ‘Skinner box’ is an example of operate conditioning (see appendix 1 for image of the Skinner box). It is an experiment, created by B. F. Skinner to demonstrate a behavior followed by a reinforcing stimulus, which results in an increased likelihood of that behavior occurring in the future. B. F. Skinner placed a rat in the Skinner box. The rat pressed the response lever, releasing a food pellet into the food dispenser. It was not trying to do anything when it first touched the lever, but once the rat learned how to release the food, it began repeating the process. â€Å"The behavior is followed by a consequence, and the nature of the consequence modifies the organism’s tendency to repeat the behavior in the future. (Boeree, George. 1997). As you learn from your experiences and environment, you condition yourself in response to it. Skinner suggests that psychologists focus on observables, that is, the environment and our behavior in it. â€Å"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select†¦ regardless of his talents, penchants, tendencies, abilities, vocations and race of his ancestors. †- John Watson. This well known behaviorist, John Watson, conveys that no matter what the individual’s nature is, the environment and experiences in one’s life can condition the individual and shape their personality. Genie, a thirteen year old girl, was found on the 4th of November in 1970. She had suffered severe sensory and social deprivation as a result of being locked in her room, completely isolated, for almost her entire life. She was haunted by her traumatic upbringing and trapped by memories of her suffering. Her father, Clark Wiley, turned his back on the world after his mother had been killed by a hit and run driver. The result of his lose was taken out on his family. Genie was particularly targeted by her father, after he was told she may have a slow development. This case study expresses how important parenting is on a child’s personality. The lack of interaction and speech from Genie resulted in having no language or cognitive ability. â€Å"The left part of the cerebral cortex in Genie’s brain, which is responsible for speech and language, has not received the stimulation required for normal development† (ExtraOrdinaryChildren, 2008)(See appendix 4 for image). This lack of development has left her speech centres irreparably damaged. Maslow’s hierarchy of needs show that Genie did not meet any of the levels of need (see appendix 3 for Maslow’s hierarchy of need’s pyramid). According to this theory â€Å"they are the literal requirements for human survival. If these requirements are not met, the human body simply cannot continue to function†. (Wikipedia, 2011) She had the physical development of a 7-year old due to her prolonged malnutrition. Genie had a poor quality diet consisting of milk, oatmeal and sometimes an egg. The house was completely dark, all the blinds were drawn and there were no toys, no clothes, nothing to indicate that a child of any age had lived there†. (ExtraOrdinaryChildren, 2008)These experiences of Genie’s entire life, comes to show how much each individual needs their environment and the result of not having nurture in one’s life. Bibliography A2zpsychology, 2006, Freud ’s Psychosexual Theory. Viewed March 16, 2011, http://www. a2zpsychology. com/great_psychologists/freud_psychosexual_thoery. htm About, 2011, Personality Psychology. Viewed March 21, 2011, http://psychology. about. com/od/personalitydevelopment/Personality_Psychology. htm Answers, 2011, Nature or Nurture. Viewed March 4, 2011, http://wiki. answers. com/Q/What_influences_personality_more_nature_or_nurture#ixzz1HIvrEH1D Boeree, George. 1997, Sigmund Freud. Viewed March 13, 2011, http://webspace. ship. edu/cgboer/freud. html. Boeree, George. 1998, B. F. Skinner. Viewed March 12, 2011, http://webspace. ship. edu/cgboer/skinner. html Changingminds, 2011, Freud’s Psychosexual Stage Theory. Viewed March 15, 2011, http://changingminds. org/explanations/learning/freud_stage. htm Dr. Westrope. 2010, Personality. ViewedMarch 18, 2011, http://answers. yahoo. com/question/index? qid=20091119000820AALKEuL ExtraOrdinaryChildren, 2008, Genie Wiley. Viewed March 13, 2011, http://www. mymultiplesclerosis. co. uk/misc/wild-child. html Haimowitz, Avi. 2005, Heredity vs. environment. Viewed March 21, 2011, http://www. personalityresearch. org/papers/haimowitz. html Powell, Kimberly. 2011, nature vs nurture. Viewed March 22, 2011, http://genealogy. about. com/cs/geneticgenealogy/a/nature_nurture. htm Stennes Barbara (2009), How Different Roles Influence Your Personality. Viewed March 14, 2011, http://www. resourcesunlimited. com/How_Different_Roles_Influence_Your_Personality. asp Wikipedia, 2011, Personality Psychology. Viewed March 21, 2011, http://en. wikipedia. org/wiki/Personality_psychology#Trait_theories Wikipedia, 2011, Maslow’s Hierarchy of Needs. Viewed March 14, 2011, http://en. wikipedia. org/wiki/File:Maslow%27s_Hierarchy_of_Needs. svg How to cite Psychology 101, Essay examples Psychology 101 Free Essays Course Information Fundamentals of Acoustics: Applications in Speech, Hearing and Language Description: This course will provide students with a basic and working knowledge of acoustics and the physics of sound. It will provide the basis for measurement and description of speech stimuli. It will have direct application to Speech, Hearing and Language intervention as well as application into communicative sciences. We will write a custom essay sample on Psychology 101 or any similar topic only for you Order Now CSD 221 Student Name __________________ Course Fundamentals of Acoustics Course Code CSD 221 Faculty Phyllis J. Washington College of Education and Human Sciences Faculty Department Communicative Sciences and Disorders Suggested prerequisite None Length of Course One semester Degree Bachelor of Arts Credit 3 credit hours Assessment Tasks Assessment 1 Test 1 Test 2 Test 3 Assessment 2 Assignments/Labs/Quizzes Assessment 3 Acoustic Study Prepared by Al Yonovitz, PhD  © University of Montana First published 2010 Contents Introduction UM Mission Statements Welcome About the Instructor Class Organization Learning Objectives Class Times Class Attendance Policy Private Study Commitments Occupational Health and Safety Learning approaches Classroom Lectures Moodle Study Resources Required Texts Additional Resources Support Services and Resources Student Resources Students with Disabilities Foreign Exchange Students and Scholars Directory of Assistance Study plan/Course Outline Assessment information Overview Delivery and submission Helpful tips for submission of your assessments Extensions and late submission Resubmission University Plagiarism Policy Assessment and examination rules Special examinations and special consideration Assessment tasks Introduction UM Mission Statements MISSION STATEMENT THE UNIVERSITY OF MONTANA The University of Montana capitalizes on its unique strengths to create knowledge, provide an active learning environment for students, and offer programs and services responsive to the needs of Montanans. The University delivers education and training on its four campuses and through telecommunications to sites inside and outside of Montana. With public expectations on the rise, the University asks its students, faculty, and staff to do and accomplish even more than they have in the past. The dedication to education for and throughout life reflects the commitment to service learning and community building on and off the campuses. The University enhances its programs through continuous quality review for improvement and remains fully accountable to the citizenry through annual audits and performance evaluations. MISSION STATEMENT THE UNIVERSITY OF MONTANA-MISSOULA The University of Montana-Missoula pursues academic excellence as indicated by the quality of curriculum and instruction, student performance, and faculty professional accomplishments. The University accomplishes this mission, in part, by providing unique educational experiences through the integration of the liberal arts, graduate study, and professional training with international and interdisciplinary emphases. Through its graduates, the University also seeks to educate competent and humane professionals and informed, ethical, and engaged citizens of local and global communities. Through its programs and the activities of faculty, staff, and students, the University of Montana-Missoula provides basic and applied research, technology transfer, cultural outreach, and service benefiting the local community, region, state, nation and the world. Welcome Welcome to CSD 221 – Fundamentals of Acoustics: Applications in Speech, Hearing and Language Understanding the nature of the speech and acoustic stimulus form the primary bases for your clinical education and your career in speech pathology. As you progress in your program the role of understanding the bases of the sound and acoustics will become evident. It is a great privilege to be your instructor in this inaugural autumn class within the new program in Speech Pathology at the University of Montana. I have been a practicing audiologist and speech and hearing scientist for many years. I look forward to offering you both the historical speech and hearing perspective and that of current practice. These perspectives will provide you with a basic understanding of the needed vision and available opportunities for Speech Pathologists. Your study will, in turn, help improve diagnosis and service delivery within the practice of Speech Pathology. Acoustics of speech production and the auditory stimulus will provide you with a foundation for your clinical process. It will also offer you the basic skills necessary to assess speech and hearing disorders and to plan intervention programs. This is a course which will enable professional preparation. Through study, your increased knowledge and skills will greatly benefit your future clients. In this course, I believe you will also experience the joy of learning and satisfaction of understanding new concepts and procedures. I will do my best to present the material in a clear and understandable manner. Finally, I want you to think that you are here to learn and not here to just ‘earn the grade’. If you concentrate on learning, the grades will take care of themselves. Make sure that you design a reliable study schedule and I guarantee your efforts will be rewarded. I hope to have the chance to meet all of you (including the external students) sometime soon in the near future. Of course, you may contact me at anytime via the information in the announcements. Kind Regards Al Yonovitz, Ph. D. , CCC-A, MAudSA (CCP) Professor Communicative Sciences and Disorders The University of Montana Missoula, MT 59812-6386 Telephone:   406-243-2408 Fax:   406-243-2362 Email: al. yonovitz@umontana. edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and Disorders Curry Health Center, Lower Level University of Montana Missoula, MT 59812 About the Instructor Dr Yonovitz has been active in research issues in abnormal development of central auditory processing abilities in Aboriginal and non-Aboriginal children. His concentrated interest has been in deaf and hearing-impaired children. He has also published widely in areas of speech and hearing science. He has been the Unit Head for the Ear Health and Education Unit of the Menzies School of Health Research and a Manager for Australian Hearing, a Commonwealth Agency, providing hearing improvement for children and pensioners. He was with Charles Darwin University in Darwin, NT Australia before accepting the position as Chair of the new Department of Communicative Sciences and Disorders. Phone: (406) 243-2408 Email: al. yonovitz@umontana. edu Mobile: (406) 241-2364 Postal: Al Yonovitz Department of Communicative Sciences and Disorders Curry Health Center, Lower Level University of Montana Missoula, MT 59812 Course Organization The Spring 2012 semester is 16 weeks long, beginning January 23, and ending May 4, with a 1-week spring vacation. This class is duplicated as both a face-to-face (F2F) section and an online section. The F2F class meets 2 times each week, 8:10 – 9:30 am Monday and Wednesday in the CSD classroom in the lower level of the Curry Health Center. All lectures and laboratory demonstrations will be uploaded that day. Grading opportunities will be consistent between sections. Any questions regarding the course, any unit, or any assignment should first be posed to the instructor via the discussion board on Moodle called â€Å"Queries†. Before you submit your question, however, please check to be sure your question has not already been answered in that forum. These questions will be addressed within a 24-hour period, M-F. Learners who have signed up for the face-to-face mode should expect to attend every lecture. Learners who have signed up for the online mode are welcome to attend the face-to-face lectures at any time. There are five (5) summative assessments. Summative assessments include multiple choice tests and a number of assignments. Formative assessments, which are indicative of student progress, will be conducted in class. These formative assessments can be viewed either synchronously or asynchronously by online learners. Formative assessment will include review of multiple choice questions at the end of chapters of the text. You will also notice a discussion board entitled â€Å"Student Lounge. † You may use this board to communicate with your classmates. Course Organization 1. Introduction to wave analysis 2. Standing Waves 3. Resonance . Wave Analysis 5. Speech Production 6. Acoustics of Speech Signals 7. Computing and Measurement Techniques for Acoustics Lectures can be accessed either in real time or asynchronously from the CSD website. (There is a tutorial for website access under ‘Start Here’). Lectures are usually posted to the website the same day. On rare occasions, the lecture is posted the next day. Learning objectives This course is divided into areas that will allow the student to gain mastery of the following topics: 1. Describe the acoustic signals in the time and frequency domain 2. Understand how the structures of the speech system are used to produce speech (consonants and vowels). 3. Analyze acoustic and speech signals with both Hardware and Software 4. Utilize their knowledge finding application in clinical matters Any questions regarding the course should be directed to the course instructor, Al yonovitz. Hours and Required Discussion Lectures – 8:10-9:30am Mondays Wednesdays The class will be live at the times above. Students may access the live classes and all other archived class meetings this semester by going to the Elluminate links posted to the Calendar of Moodle. The PowerPoint presentations, discussion board, etc. will be available via Moodle. For UMOnline students it is not necessary to view live classrooms, but you must watch the archived class sessions. Attendance will be taken for students attending class. In class discussion for internally registered students and discussion board submission for UMOnline students will be recorded. Study Commitments You should expect to spend 8 to 12 hours per week on this course. This time should be spent completing the required reading for this course, reflecting on your reading, completing the weekly activities and preparing your assignments. Occupational Health and Safety There are no out of the ordinary risks associated with this unit. General Content overview 1 Introduction to wave analysis Mathematics and calculating systems Types of Waves Wave Shapes Propagation Velocity and Medium Velocity Sinusoidal Waves: More Terminology Oscillating Systems and Sinusoidal Waves Application of the Concept of Waves to Sound Relationship Among v, f and[pic] Wave Velocity and Properties of the Medium Elastic Properties of Air Reflection and Transmission of Waves Interference and Superposition 2. Standing Waves Longitudinal Displacement Waves Normal Modes for an Air Column Closed at Both Ends Normal Modes for an Air Column Open at Both Ends Normal Modes for an Air Column With One End Open a and One End Closed 3. Resonance Resonance in Mechanical Systems Resonance in the Speech Production System Resonance in the Outer and Middle Ear 4. Wave Analysis Wavefronts Wavefronts and Space Interference Diffraction of Wave Phase of a Wave Complex Wave Forms Complex Traveling Waves Complex Standing Waves Beats Sound Quality Non-Repetitive Sounds 5. Speech Production Vocal Organs Vocal Fold Vibration Acoustic Properties of the Vocal Tract Sound Spectrographs . Acoustics of Speech Signals Vowels Consonants Glide and Liquid Consonants Nasal Consonants Fricative Consonants Stop Consonants Coarticulation 7. Computing and Measurement Techniques for Speech Analysis Sound Spectroscopy Fourier Analysis Learning approaches Moodle Moodle is the University of Montana’s on-line learning system. It is critically important that you maintain an accurate e-mail address with the University of Montana. In this unit, Moodle will be used to: Provide important announcements regarding your course †¢ Provide discussion questions and responses †¢ Provide assessment documents CSD 221– Fundamentals of acoustics relies significantly on Moodle participation. The Discussion Board is the mode of communication which allows for face-to-face and online learners to share. Postings should be succinct, yet comprehensive (about one paragraph). In addition to your posting, you must reply to at least one other learner’s posting in, again, a succinct, yet comprehensive posting. The instructor facilitates the discussions, carefully monitors the Discussion Board, and provides considered responses. These responses are usually provided after the particular Discussion Board question has closed for the week. Learners are encouraged to use the Discussion Board for ‘Questions to the Instructor’. Postings will be viewed daily and instructor responses will be offered daily. Netiquette expectations are expected on any online submission. For the Core Rules of Netiquette, please visit http://www. albion. com/netiquette/corerules. html. In addition, the instructor expects formal rules of standard American English language to be followed in the Discussion Board. Informal, non-standard English language approaches are not acceptable. You will need to connect to the Internet to access Moodle, at: http://umonline. umt. edu/ Conceptual Framework This course provides a learning community that a) integrates ideas, b) encourages cooperative endeavors, and c) respects diversity and individual worth. These concepts are illustrated through the following activities:   a) by understanding acoustics you will be able to appreciate the linkage between this course and other CSD courses, you will have an understanding of the nature of the conversational element; b) you will also participate in laboratories designed to mutually assist each other, and c) you will be challenged to combine both the science and mathematical nature of speech with some reference to various dialectical patterns. )  Ã‚  Ã‚  Integration of Ideas:   Members of a learning community look beyond the traditionally subject-oriented curriculum and think about the interrelationships among and between subject areas. They work with a variety of fields of study and search for unifying themes that cross disciplinary lines. There is an emphasis on explaining realities an d bringing differing kinds of knowledge to bear on dealing with actual problems. b)  Ã‚  Cooperative Endeavors:   In a learning community knowing and learning are viewed as communal acts, and members are encouraged to assist each other o learn and grow. There is a commitment to engage all learners cognitively and emotionally in acquiring knowledge that is personally meaningful. In the process members create a cohesiveness that encourages personal responsibility and commitment to the group and its goals. c)  Ã‚   Respect for Diversity and Individual Worth:   A learning community embraces diversity with respect to ideas, abilities, viewpoints, experiences, learning styles, cultural backgrounds. Diversity is valued because of the inherent worth of each individual who brings his or her strengths to the community. The ethics of caring and mutual respect are viewed as essential for supportive learning environments that enhance each member’s self-esteem and foster risk-taking, creative conflict, and excellence. Study resources Required text: Required texts: INTRODUCTION TO SOUND, Acoustics for the Hearing and Speech Sciences. Charles E. Speaks, Singular Publishing, 1999. Several additional readings will be assigned throughout the semester. These may include journal articles, chapters from books other than your textbook, and other related materials. Support services and resources UM Academic Honesty Policy The student Conduct Code, embodying the ideals of academic honesty, integrity, human rights, and responsible citizenship, governs all student conduct at The University of Montana-Missoula. You are expected to adhere to this code: (http://liffe. umt. edu/SA/documents/fromWeb/StudentConductCode1. pdf). Student Resources Two tutoring programs are available to students, one administered by the TRiO and the other by the Undergraduate Advising Center; both are located in Corbin Hall. More information on TRiO, visit TRiO at Lommasson Center 154, call 406-243-5032, or log on to www. mt. edu/eop. The Undergraduate Advising Center is located in the Lommasson Center 269, or you can visit www. umt. edu/ucoll/. The Writing Center is available to help you improve your writing skills. Writing instructors are available to help you plan and develop your thoughts. For more information, visit them online at: http://www. umt. edu/writingcenter/, email growl@mso. umt. edu or call (406) 243-2266. Students with Disabilities Students with disabilities are encouraged to plan ahead and can contact Disability Services for Students (DSS). For additional information, contact DSS Director Jim Marks, Lommasson Center 154 or (406) 243-2243 (Voice/Text) or jim. marks@umontana. edu. Please visit http://www. umt. edu/dss/ to find details about the available services. Foreign Exchange Students and Scholars The office of Foreign Student and Scholar Services (FSSS) is available for general counselling and provides direct support services, consultation, and liaison. Staff members at FSSS are available to help with academic advising, cultural adjustment, financial problems, and other issues. The FSSS office is in the Lommasson Center, Room 219. For more information, contact fsss@umontana. edu or visit http://ordway. umt. edu/sa/fsss/. |DIRECTORY OF ASSISTANCE | |Concern |Contact |Contact details | |Matters concerning the course |Instructor – Al Yonovitz |al. yonovitz@umontna. edu | |General academic issues relating to |Department Chair – Al Yonovitz |al. onovitz@umontana. edu | |your course | | | |Moodle difficulties |UM Online Tech Support Desk |Ph: (406) 243-4999 or (866) 225-1641 (toll free) | | | |E-mail: courseware-support@umontana. edu | | | |Website: http://umt. du/xls/techsupport | |Difficulties accessing your Student |IT Helpdesk |Ph: (406) 243-4357 | |Computer account | | | |Technical difficulties in PC Labs | | | |Library enquiries |UM Library |Ph: (406) 243-6866 | |Help with library databases, Internet| | | |searching and Reference queries | | | |Purchasing of text books and |UM Bookstore |Ph: (406) 243-1234 | |stationery | |Fax: (406) 243-2001 | | | |email: contact@umtbookstore. com | | | |website: http://www. umtbookstore. om | | | |University of Montana Bookstore | | | |University Center, 1st 2nd Floor | | | |5 Campus Drive, Missoula, MT 59801 | |General administration enquiries |Registrar |Ph: (406) 243-2995 | |e. g. admissions/ enrolments, course | | | |information, graduation | | | Class Schedule Week |Lecture Topic |Readings |Assessments | | | | | Labs | |Week 1 |The Nature of Sound Waves |Chapter 1 | | |1/23/11 | |The Speech Chain, Chapters 1 | | |Week 2 |The Nature of Sound Waves |Chapter 1 | | |1/30/11 | | | | |Week 3 |Simple Harmonic Motion |Chapter 2 | | |2/6/11 | | | | |Week 4 |Simple Harmonic Motion |Chapter 2 | | |2/13/11 | | | | |Week 5 |Logarithms and Antilogarithms |Chapter 3 |Exam 1 (20%) | |2/20/11 | | | | |No Class on 2/20/11 | | | | |Week 6 |Logarithms and Antilogarithms |Chapter 3 | | |2/27/11 | | | | |Week 7 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/5/11 |Decibel | | |Week 8 |Sound Intensity and Sound Pressure: The |Chapter 4 | | |3/12/11 |Decibel | | | |Week 9 |Complex Waves |Chapter 5 | | |3/19/11 | | | | |Week 10 |Complex Waves |Chapter 5 |Exam 2 (20%) | |3/26/11 | | | | |Week 11 |Spring Break | | | |4/2/11 | | | | |Week 12 |Resonance and Filtering |Chapter 6 | | |4/9/11 | | | | |Week 13 |Resonance and Filtering |Chapter 6 | | |4/16/11 | | | | |Week 14 |Distortion |Chapter 7 | | |4/23/11 |Sound Transmission |Chapter 8 | | |Week 15 |Summation and Revision | | | |4/30/11 | | | | |Final Exam | | |Exam 3 (20%) | |5/7/11 | | | | Topical Description of Course Material Assessment Information 5 Assessment items are required. All assessment tasks must be completed for you to obtain a pass in this course. I would expect a significant commitment on your part to achieve a deep and effective understanding of topics in this course. I would therefore expect a high commitment to learning. Note: unless stated otherwise, the due date for an assessment refers to the date by which the assessment must be received by the Instructor. Assessments for CSD 221 – Fundamentals of Acoustics Assessment |Focus |Percent Value |Length |Due date | |item | | | | | |Assessment 1 |Test 1 |20% |50 M/C Questions |Week 5 | |Assessment 2 |Test 2 |20% |50 M/C Questions |Week 10 | |Assessment 3 |Test 3 |20% |50 M/C Questions |Week 16 | |Assessment 4 |Submission of Acoustic Study |20% |4-6 Pages |Week 14 | |Assessment 5 |Assignments/Labs/Quizzes (10) |20% |TBA |Throughout Semester | Descriptions of Assessments Three tests (20% each test) Test 1 (20%) Available from Monday, February 23–Sunday, February 26 Test 1 must be submitted electronically by 11:55pm Sunday, February 26 2-hour timed test Multiple choice true/false Test 2 (20%) Available from Monday, March 29 – Sunday, April 1 Test 2 must be submitted electronically by 11:55pm Sunday, April 1 2-hour timed test Multiple choice true/false Test 3 (20%) Available from Wednesday, May 7 – Thursday, M ay 10 Test 3 must be submitted electronically by 11:55pm Thursday, May 10 2-hour timed test Multiple choice true/false Assignments/Labs/Quizzes (20%) There will be ten assignments/quizzes during the semester. Each assignment/quiz will be discussed in class demonstrated in class and a teaching assistant will be available for individual help. Separate descriptive hand-outs will be available for each lab. Acoustic Study (20%) The acoustic study will be a project that you will be able to accomplish. The project should not relate to speech but should consider the analysis of an interesting acoustic event. A separate handout will be available. *Note – Tests are electronically marked and are automatically submitted to Gradebook. After taking a test, your mark will be immediately available; however, your test will only be made available for you to view after the closing date of the test. Delivery and submission of Assessments Note: The three tests are electronically marked by Gradebook. You are expected to keep your own copy of the assignments. On the PowerPoint assignment, please attach an introductory slide with the following details: Your name and student number Course code, title and date submitted Helpful tips for submission of your Assessments There are several ways that you can assist with the efficient processing and return of your assessments. †¢ Turn in your assessments on time. Additional time will not be readily offered. Extensions and late submission Note: Apply for extensions before the due date. You must apply for extensions at least 2 university business days before the due date. All extension requests must be in writing to the Instructor. If you do not follow these procedures and have an extension formally approved, your assessment will be considered late if it arrives after the due date. Extenuating circumstances do arise from time to time such as illness or a family crisis. In such circumstances, you are required to contact your tutor to discuss your options. Poor time management is not considered an extenuating circumstance and is not grounds for an extension. Normally work commitments will not be sufficient grounds for an extension. Resubmission In this course, you cannot resubmit your work for reassessment. Plagiarism Policy Plagiarism is the presentation of the work of another without acknowledgement. As defined by the University of Montana’s Student Conduct Code, plagiarism is â€Å"Representing another person’s words, ideas, data, or materials as one’s own. † Staff and students may use information and ideas expressed by others, but this use must be identified by appropriate referencing. Students who plagiarize may fail the course and may be remanded to Academic Court for a possible suspension or expulsion from the University. More information regarding student policy, academic misconduct, and plagiarism can be found at: http://www. umt. edu/catalog/policy_procedure. htm Assignment and examination rules Exams will involve multiple choice and true/false questions. They will cover the material provided both in the lectures and in the assigned readings. Exams/tests must be submitted by the assigned date. If you do not submit a test by the assigned date, you will not receive credit for the test, unless arrangements are made with the instructor in advance. Test 1 (20%) Test 2 (20%) Test 3 (20%) Assignments/Labs/Quizzes (20%) Acoustic Study (20%) Applying the university assessment grading to Assessments A | | | |Demonstrates imagination, originality or flair, based on proficiency in all learning outcomes of the unit; | |(90. 0-100) |work is interesting or surprisingly exciting, challenging, well read or scholarly. | | | | | |-For this assessment an A response answers all the set questions in a very informed, app lied, cogent manner. | |B | | | |Demonstrates awareness and understanding of deeper and less obvious aspects of the unit, such as ability to | |(80. 0-89. ) |identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and| | |apply ideas to new situations, and ability to evaluate new ideas. | | | | | |-For this assessment a B response answers all the set questions in an informed manner and applied manner. | |C | | | |Demonstrates ability to use and apply fundamental concepts and skills of the unit, going beyond mere | |(70. 0-79. ) |replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, | | |some use of analytical skills, and some originality or insight. | | | | | |-For this assessment a C response answers all questions correctly. There is a basic application of ideas. | |D | | | |Satisfies all of the basic learning requirements of the unit, such as knowledge of fundamental concepts and | |(60. 0-69. ) |performance of basic skills; demonstrates satisfactory, adequate, competent, or capable achievement of the | | |objectives of the unit. | | | | | |-For this assessment a D response answers most the questions correctly. Theses answers cover only the | | |fundamentals and lack application. | |F | | |(59. 9 and below) |Fails to satisfy some of the basic requirements of the assessment task. | ———————– [pic] [pic] [pic] How to cite Psychology 101, Papers

Australian Taxation Legislation Commentary -Myassignmenthelp.Com

Question: Discuss About The Australian Taxation Legislation Commentary? Answer: Introducation The present case is concerned with the determination of whether the unexpected or voluntary payments constitute ordinary income as the benefit in the form of incident of employment. As the general rule stated in the case of FCT v Dixon (1952) it is stated that the unanticipated and voluntary payment is classified as the ordinary income depending upon the nature of the payment (Robin 2017). An assertion can be bought forward by stating that whether the benefit received constituted remuneration or the return for the service to the taxpayer. If it so then the reward will be considered as the emolument from the employment. Application: According the evidence in the case of Laidler v Perry (1965) a Christmas bonus was paid to the every current and past employees as the voucher which could be redeemed for goods (Tran-Nam and Walpole 2016). The vouchers were paid in respect to the taxpayers employment to enable employees to go on working. As per the decision of the court of law it was held that the voucher would be regarded as the income since it originated from the employment even though the same originated from the voluntary payment. Similarly, the court of law stated that the unanticipated payment is considered as the ordinary income depending upon the nature of the payment. Conclusion: Conclusively, it can be stated that the voucher would be regarded as income under the ordinary concept and would be considered for assessment. Reference list: Barkoczy, S., 2017. Core Tax Legislation and Study Guide.OUP Catalogue. Woellner, R.H., Barkoczy, S., Murphy, S., Evans, C. and Pinto, D., 2016.Australian Taxation Law Select: Legislation and Commentary 2016. Oxford University Press. ROBIN, H., 2017.AUSTRALIAN TAXATION LAW 2017. OXFORD University Press. Tran-Nam, B. and Walpole, M., 2016. Tax disputes, litigation costs and access to tax justice.eJournal of Tax Research,14(2), p.319.

To what extent is Of Mice and Men more effective t Essay Example For Students

To what extent is Of Mice and Men more effective t Essay han Rainman in giving us understandings of loneliness and friendshipSteinbecks novel Of Mice and Men cannot accurately be compared in effectiveness of its themes with the movie Rainman. The importance of each theme differs in both- in Steinbecks novel, loneliness is the most dominant theme, and in Rainman the major theme is friendship. Levinson and Steinbeck both do a brilliant job at showing the major themes in both materials to the greatest of their potential, and the minor themes are somewhat overpowered because of this. One extremely clever way that Steinbeck has more effectively conveyed the theme of loneliness to the reader is by never letting the characters develop or change in Of Mice and Men. Very early in the novel we are introduced to George and Lennie as they are about to start new jobs on the ranch. The reader is made aware directly that Lennie has a mental disability, and really has no attachment to anyone or anything except George. We will write a custom essay on To what extent is Of Mice and Men more effective t specifically for you for only $16.38 $13.9/page Order now Throughout the novel, this fact never changes. Lennies disability never alters, and he only cares for George. George is also never developed in the story. He feels greatly burdened by the responsibility of caring for Lennie. On page 7, he says, I could get along so easy and nice if I didnt have you on my tail. George almost wishes that he could lead a normal life; not the one hes living now. This mindset of wishing for more than he has continues throughout the novel. As well as wishing to not have to look after Lennie, he and Lennie share a common wish- to one day own their own land. Although George is a lot less enthusiastic (and a lot more realistic) about achieving this, he still longs for it. Its still something he hopes can be accomplished in his lifetime. Through the main characters thinking and acting the same for the course of the story, it doesnt give the reader any window of opportunity to bond or become closer to them- therefore escalating the overall feeling of loneliness much more effectively than Rainman does. The character development in Rainman is much more obvious. One of the main characters, Charlie, is extremely materialistic and self absorbed when we are first introduced to him. Throughout the course of the story we view major changes in his attitude and ways of thinking. An example of such an instance would be in the beginning of the story. We are shown Charlies ignorant, narrow minded way of thinking towards Rays disability, and as the story continues, Charlies thoughts towards Ray, and how he perceives his mental condition drastically change. By the end of the movie, we see to the full extent of how Charlies way of thinking and life in general have been changed and affected by Ray. Because of the actions of Charlie throughout the movie, and the way his character has developed, the writer does not accurately portray the theme of loneliness. This is because the viewer is shown and made aware of the growing love and friendship that develops between Ray and Charlie. The main characters, however, are not the only characters who have limited change and growth in Steinbecks novel. Crooks, the black man, is a prime example. He has to live in the harness room, away from the other men. Because racism was socially acceptable in the books time frame, he was isolated and degraded. This was a constant in the novel. He was referred to as Nigger constantly, and was even verbally assaulted by Curleys Wife- a character who was also slandered and labelled, but because of her gender. Well, you keep your place then, Nigger. I could get you strung up on a tree so easy it aint even funny. pg 85. None of the characters change their opinion on Crooks in the novel- hes always the crippl ed old Nigger. Of Mice and Men has limited development in the characters thoughts towards other characters, which more effectively fuels the sense of detachment and loneliness. This heightens the feeling of loneliness much more than Rainman does, because in Levinsons movie the minor characters also grow and show some development as the plot continues. The minor character Susanna, from Rainman, shows major changes in her mindset towards Ray by the end of the movie. Looking back in the film to when she is initially introduced to Ray, she extended her kindness towards him only as a means of keeping the peace between the two brothers, rather then through a genuine wish to make him feel welcome. As the story evolves, Susannas friendship towards Ray becomes something of her own free will rather then a forced gesture. This shows a strong development in Susannas mindset towards Ray, and because of this it does not effectively convey the theme of loneliness as powerfully as Steinbeck has in his novel. .ucb48207e17d2b4d91dd0435c6f18bcdf , .ucb48207e17d2b4d91dd0435c6f18bcdf .postImageUrl , .ucb48207e17d2b4d91dd0435c6f18bcdf .centered-text-area { min-height: 80px; position: relative; } .ucb48207e17d2b4d91dd0435c6f18bcdf , .ucb48207e17d2b4d91dd0435c6f18bcdf:hover , .ucb48207e17d2b4d91dd0435c6f18bcdf:visited , .ucb48207e17d2b4d91dd0435c6f18bcdf:active { border:0!important; } .ucb48207e17d2b4d91dd0435c6f18bcdf .clearfix:after { content: ""; display: table; clear: both; } .ucb48207e17d2b4d91dd0435c6f18bcdf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucb48207e17d2b4d91dd0435c6f18bcdf:active , .ucb48207e17d2b4d91dd0435c6f18bcdf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucb48207e17d2b4d91dd0435c6f18bcdf .centered-text-area { width: 100%; position: relative ; } .ucb48207e17d2b4d91dd0435c6f18bcdf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucb48207e17d2b4d91dd0435c6f18bcdf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucb48207e17d2b4d91dd0435c6f18bcdf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucb48207e17d2b4d91dd0435c6f18bcdf:hover .ctaButton { background-color: #34495E!important; } .ucb48207e17d2b4d91dd0435c6f18bcdf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucb48207e17d2b4d91dd0435c6f18bcdf .ucb48207e17d2b4d91dd0435c6f18bcdf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucb48207e17d2b4d91dd0435c6f18bcdf:after { content: ""; display: block; clear: both; } READ: Kabuki A Japanese Form EssayAnother way Steinbeck effectively conveys the feeling of loneliness throughout his novel is by having only slight changes in the setting of the story The very beginning and the very end take place in the brush- the place George told Lennie to go if he did anything wrong. However, the rest of the book is set at the ranch, where Lennie and George work picking barley. This limited setting change gives Steinbeck a solid foundation, from which he can build upon to effectively portray loneliness to the reader through other means- such as the characters. This works excellently, because in Rainman, the backdrop is constantly changing, and this presents the viewer with a broad range of changing scenery. By having restricted setting change in Of Mice and Men, it lets the reader focus fully on the more important things, and therefore the themes are presented more efficiently. An additional theme that both these pieces share is the theme of friendship. Of Mice and Men, however, is nowhere near as effective in presenting this theme as Rainman is. Levinson lets us watch as Charlie and Ray go from not knowing each other, to forming a deep bond with one another. This development in their characters reels us further into the story, and the journey. Through the growth and change we can clearly see in Charlie and Ray, the theme of friendship is much more successfully displayed in Rainman. Because of Steinbecks intention to expand on the theme of loneliness, the friendship that George and Lennie have is left in the background. Rather then concentrating on the strong bond between the two, he instead chooses to pounce on the flaws which other characters possess. This, in turn, makes the reader somewhat forget about the special friendship of George and Lennie. Because both of these characters were never developed, the reader doesnt feel a part of their relationship. This pushes George and Lennies friendship even further out of the readers mind- making it very hard for them to identify with it. This greatly differs from the presentation of this theme in Rainman. The journey- both physically and emotionally- portray the theme of friendship much more effectively, through its gradual change. The physical journey, that is, the trip from Rays institute to Charlies car company, invites the viewer to see the bond that slowly develops throughout the film between Charlie and Ray. If this part of the plot never came to be, it would be extremely hard for the viewer to identify with their growing friendship. Because of the car trip, the viewer feels like they are right there with Charlie and Ray- through the good times and the bad- and feels extremely close to them. We bond with the characters and truly embrace the friendship they eventually possess. This varies from Of Mice and Men, because George and Lennies friendship was a constant, and like many other things in the novel, never changed. This factor isolated the reader away, which in effect amplified the sense of loneliness, rather than friendship. The emotional journey of Charlie and Ray also effectively showed the viewer the theme of friendship. Through meeting Ray, Charlie transformed himself spiritually into everything Ray needed- a loving, caring companion. Ray also changed slightly- which is amazing for an autistic person who bases their lives around routine and familiarity. By developing the characters personalities and thoughts on one another, the viewer is taken on the journey of change too. In Of Mice and Men, the reader is looking down on the happenings at the ranch, rather than being in the heart of the action. These differences overall portray the theme of friendship a lot more effectively in Rainman than in Of Mice and Men. In conclusion, the differing importance of loneliness and friendship in both pieces make it extremely difficult to say exactly how effective Of Mice and Men is in conveying these themes to the reader, in comparison with Rainman. Initially, superficial comparisons are made about each conveying a n equal amount of significance for both of the themes. However, after exploring what the major and minor themes were in the novel and film, and how both Steinbeck and Levinson efficiently portrayed only their major theme, it is easy to see that these two cannot be effectively compared to one another because of these differences.

Human Liver Anatomy and Function

Human Liver Anatomy and Function The liver is an important vital organ that also happens to be the largest internal organ in the body. Weighing between 3 and 3.5 pounds, the liver is located in the upper right area of the abdominal cavity and is responsible for hundreds of different functions. Some of these functions include nutrient metabolism, detoxification of harmful substances, and protecting the body from germs. The liver has a unique ability to regenerate itself. This ability makes it possible for individuals to donate part of their liver for transplantation. Liver Anatomy The liver is a reddish-brown organ that is located below the diaphragm and superior to other abdominal cavity organs such as the stomach, kidneys, gallbladder, and intestines. The most prominent feature of the liver is its larger right lobe and smaller left lobe. These two main lobes are separated by a band of connective tissue. Each liver lobe is internally composed of thousands of smaller units called lobules. Lobules are small liver segments containing arteries, veins, sinusoids, bile ducts, and liver cells. Liver tissue is composed of two main types of cells. Hepatocytes are the most numerous type of liver cells. These epithelial cells are responsible for most of the functions performed by the liver. Kupffer cells are immune cells that are also found in the liver. They are thought to be a type of macrophage that rids the body of pathogens and old red blood cells. The liver also contains numerous bile ducts, which drain bile produced by the liver into larger hepatic ducts. These ducts join to form the common hepatic duct. The cystic duct extending from the gallbladder joins the common hepatic duct to form the common bile duct. Bile from the liver and gallbladder drain into the common bile duct and are delivered to the upper portion of the small intestines (duodenum). Bile is a dark greenish or yellow fluid produced by the liver and stored in the gallbladder. It aids in the digestion of fats and helps eliminate toxic wastes. Liver Function The liver performs a number of vital functions in the body. A major function of the liver is to process substances in the blood. The liver receives blood from organs including the stomach, small intestines, spleen, pancreas, and gallbladder through the hepatic portal vein. The liver then processes, filters, and detoxifies the blood before sending it back to the heart via the inferior vena cava. The liver has a digestive system, immune system, endocrine system, and exocrine functions. A number of important liver functions are listed below. 1) Fat Digestion A key function of the liver is the digestion of fats. Bile produced by the liver breaks down fat in the small intestines so that it can be used for energy. 2) Metabolism The liver metabolizes carbohydrates, proteins, and lipids in the blood that are initially processed during digestion. Hepatocytes store glucose obtained from the break down of carbohydrates in the foods we eat. Excess glucose is removed from the blood and stored as glycogen in the liver. When glucose is needed, the liver breaks down glycogen into glucose and releases the sugar into the blood. The liver metabolizes amino acids from digested proteins. In the process, toxic ammonia is produced which the liver converts to urea. Urea is transported to the blood and is passed to the kidneys where it is excreted in urine. The liver processes fats to produce other lipids including phospholipids and cholesterol. These substances are necessary for cell membrane production, digestion, bile acid formation, and hormone production. The liver also metabolizes hemoglobin, chemicals, medications, alcohol and other drugs in the blood. 3) Nutrient Storage The liver stores nutrients obtained from the blood for use when needed. Some of these substances include glucose, iron, copper, vitamin B12, vitamin A, vitamin D, vitamin K (helps blood to clot), and vitamin B9 (aids in red blood cell synthesis). 4) Synthesis and Secretion The liver synthesizes and secretes plasma proteins that act as clotting factors and help to maintain proper blood fluid balance. The blood protein fibrinogen produced by the liver is converted to fibrin, a sticky fibrous mesh that traps platelets and other blood cells. Another clotting factor produced by the liver, prothrombin, is needed to convert fibrinogen to fibrin. The liver also produces a number of carrier proteins including albumin, which transports substances such as hormones, fatty acids, calcium, bilirubin, and various drugs. Hormones are also synthesized and secreted by the liver when needed. Liver-synthesized hormones include insulin-like growth factor 1, which aids in early growth and development. Thrombopoietin is a hormone that regulates platelet production in bone marrow. 5)Immune Defense The K​upffer cells of the liver filter the blood of pathogens such as bacteria, parasites, and fungi. They also rid the body of old blood cells, dead cells, cancer cells, and cellular refuse. Harmful substances and waste products are secreted by the liver into either the bile or the blood. Substances secreted into bile are eliminated from the body through the digestive tract. Substances secreted into the blood are filtered by the kidneys and excreted in urine.

Battling Boycotts Essay Example for Free

Battling Boycotts Essay 1) Question: What type of boycotts the article is addressing? Answer: The type for the boycott is the company’s nationality, it would seem that nothing could be done. The business is boycotted through no fault of its own. And a growing class of boycotts has very little to do with the actions or policies of an individual company. Instead they are related to the company’s country of origin. After all, it is neither easy nor desirable to change the nationality of a company to shield it from a boycott attempt. 2) Question: What are the two dimensions along which the four strategies are developed? Explain? Answer: The two dimensions along which the four strategies are developed are: the visibility of the brand and the intensity of the boycott. Brand visibility is defined as an extent to a brand which is related to a country in its customers’ minds all over the world. The more visible the brand, the more likely it is to be targeted by boycotters. In people’s eyes, visibility is very important. For example, the brand is very popular in a given country where the customers don’t strongly consider about its original country. However, another situation is that, the foreign brand is associated with a country in customers’ minds. Intensity can be measured in terms of size, duration and aggressiveness. Size which means how many people are boycotting the brand or product. Duration refers to how long the boycott is likely to continue. And aggressiveness takes into account whether, in addition to boycotting products, violent acts are conducted against the outlets or offices of the company being boycotted. 3) Question: What strategies does the article suggest for businesses to adopt to handle boycotts of this type? Answer: The strategies that the article suggest for businesses to adopt to handle boycotts of this type are: emphasizing their connections to the local community, to countering misinformation with advertising and public-relations campaigns, to simply adopting a low profile. McDonald’s is a high-visibility U.S. brand that has faced boycotts in different parts of the world. An anti-U.S. boycott was initiated in Egypt in recent years and has spread to other Arab countries. This action was because of the supporting to Israel by U.S.. Thus, local McDonald established some management to connect with their communities including tailoring menus to local tastes, including the introduction by McDonald’s Egypt of the McFalafel sandwich, which was launched with the help of an ad jingle by a famous Egyptian singer. McDonald’s franchisees in the Middle East and elsewhere also have long made contributions to local charities. What’s more, McDonald’s franchisees also presented a local face in Islamic countries, Argentina, and the Philippines, such as launched TV ads, wore traditional clothing, changed slogan and set charitable programs. For P&G, they also changed logo and set some slogans to respond quickly to the rumors. In the case of a high-visibility brand facing a low-intensity boycott we suggest a strategy of monitoring and blending in. in a high-intensity boycott environment, a company with low visibility may be better off adopting a strategy of lowering its profile, rather than actively trying to offset any potential damage by touting its local connections. For example, a Saudi furniture store in Khobar that sells American furniture has tried lowering its visibility by changing its name from the Saudi-American Furniture Store to the Saudi Furniture Store. Because furniture isn’t often distinctly associated with countries in the public mind, at least in the Middle East. A low-visibility company in a low-intensity boycott environment can simply maintain the status quo. But, they still must pay attention to the potential threats. 4) Question: In your opinion, what can companies do to influence their home governments policies that may affect their success in international markets? Answer: In my point of view, I think we can not leave our own national interests in dealing with foreign affairs of other countries. Of course, we are not only talking about the national interests, but also the fact of reason in a rational and favorable circumstances to select the struggle strategy. In addition, we must also realize that, in today’s globalization economic, countries in economic are interdependent which is extremely popular. To be successful, there are some factors. First, they must make sure they have an appropriate team, such as the CEO, the CFO, legal counsel, auditors, accounting. Then, they have to fit the actual schedule and the host countries’ customs. Secondly, they need to know some of the weaknesses in their own businesses, identify problems that may arise in other countries, employ a high-quality team, and improve operational efficiency. Finally, there is a high level of management support. Battling Boycotts. (2016, Sep 10).

(DNRC) Essay Example | Topics and Well Written Essays - 750 words

(DNRC) - Essay Example Risk assessment procedures comprise of identifying, assessment of the threat impact, and approval of measures to lessen the risk. Additionally, risk mitigation comprises of prioritizing, upholding, and executing the suitable risk-reducing controls endorsed by the risk assessment. Finally, evaluation and assessment puts emphasis on the frequent assessment process and the important factors for an effective risk management program. Therefore, the purpose of this report is to offer practical guidance on the security and public safety committee of the DNRC on assessing risks through examining these issues and detailing the opportunities and benefits available to the organizations that embrace and implement the risk assessments to their business processes. Therefore, the Security and Public Safety Subcommittee of DNRC was headed by the Samantha Salerno who is in the United States secret service, and the sub-ordinates were Felicia Fontaine, ASAC FBI Miami, Melanie Duncan, Director Miami-Dade Police Department, Gregory Jameson, SAC ATF Miami, Robert Waters, Director Miami-Dade Fire-Rescue Department, Jean-Louis Joseph, Chief Miami Police Department, and Geoff Goldman, Chief, Miami Beach Police Department (DRNC). The aim of this committee is to ensure that it looks at the culture of the organization, the stakeholders, and the levels of vulnerability and risks of the seven critical infrastructure assets to come up with an effective risk management program. This is because the analysis will be used to manage the risks of DNRC’s critical infrastructure assets effectively and go a long way in assisting them to find out how the allocated resources will be used in the best way possible leading up to the present and future events. The co mmunication, external and internal environment, culture and the overall risks of the critical infrastructure

Company law Reform Bill Essay Example | Topics and Well Written Essays - 2500 words

Company law Reform Bill - Essay Example These directors together are called the Board of Directors. Since all the directors cannot execute individually they elect one among them as a Managing Director. The board of Directors will take all policy decisions in the Board meeting and the Managing Director executes the decision taken by the board. The proviso 741(1) deals with the definition of directors, this proviso is an inclusive provision which says the directors include properly appointed directors, "de jure" directors like "governor", not properly appointed directors such as "de facto directors" and "shadow" directors. [Charlesworth & Morse, Company Law (1999)] a De facto Directors: De facto Directors are those who act openly as directors and they claim to be directors on they being performed the functions of the directors, though they are not properly appointed. These directors are recognized as de facto directors for only that period during which they acted so. [Charlesworth & Morse, Company Law(1999)] b It is a decided law that person who claims to be director by de facto has to make a plea and establish that he has undertaken such function of the company which would have been undertaken by the director only, but not simply to show that he has under taken the and discharged the functions which the management below the directors could not be under taken and discharged. Re Richborough Furniture Ltd 2 In this case it was held that De facto director should satisfy either of two tests such as (a) he is sole person directing the affairs of the company or (b) he was acting on par with other directors in directing the affairs of the company, if there are other properly appointed directors. Secretary of State for Trade and Industry v. Lating 3 In this case while approving the two tests it was held that by simply satisfying either of the two test is not sufficient to claim as de fact director, but he should be still acting as such, which means that the de facto director is recognized as director only during the period in which he is acting as per the two tests. Once he ceased to be acting as such he would be ceasing to be de facto director. The court in another case Secretary of State for Trade and Industry v. Hickling 4 approved this Shadow Directors: Section 741(2) of the companies act 1985 defines shadow director as 'a person in accordance with whose directions or instructions the directors of a company are accustomed to act'. Professional persons on whose, advise the directors act are excluded from this definition. Shadow directors are vicariously liable for the action of the directors whom they appoint or control. This provision aims at preventing the persons escaping from the liability under the shelter of a board of marionette. The directors of a subsidiary who are working under the directions of the directors of the parent company then the directors of the parent company are called the shadow directors. (LS Sealy, Cases and Materials in Company Law) c Re Hydrodam(Corby)ltd 1 The court held in this case that one has to satisfy the four conditions for adjudicating a person as shadow director such as (i) he is properly appointed or de facto director (ii) the director directs the other directors in which manner they have to function in relation to the company (iii) the other directo

Mr. Mallards Story of an Hour Essay Example for Free

Mr. Mallards Story of an Hour Essay Experimental procedures where destined to be made about the emotion filled story, â€Å"The Story of an Hour† by Kate Chopin. The story details Mrs. Mallard’s situation about how she feels about her husband and the result when she finds that he is not dead. Kate Chopin does a great job telling the reader Mrs. Mallard’s feeling’s, but not at all tells the reader about Mr. Mallard’s point of view. I will be creating a point of view for Mr. Mallard to try and get a better understanding of what could have been the situation between the two. Since the very day I laid eyes on her, I knew she was the one for me. Her beautiful smile and her ecstatic personality made me come to realize that, I had to claim what was spiritually mine. Her name was Louis, a creative and ambitious young woman. All throughout my days of monitoring her every motion, I gained the courage to grow out of my shy state, and make my approach towards her. So from that point on we started engaging in conversation and growing closer to each other day after day. It seemed as if time had flown by faster than it had ever done before in my life. It came to the point that I loved this woman so much; all of my hard earned money I made from my small job down at the local grocery store in town, I took it upon myself to buy a wedding ring. So then I asked her for her hand in marriage, and ever so joyously she replied with such excitement in her voice, yes! Immediately, tears started rolling down my face and all of my best memories were erased, in storing the special memory that took place that very day. We had a simple but elegant wedding ceremony in the local chapel that she and I were both attending previously. â€Å"Mr. and Mrs. Mallard, I now pronounce you husband and wife. The moment I heard those very words, is when I knew I had accomplished my life goal at being happy. She had gone all around town screaming to her family that she is married now and that she will forever be happy for as long as she lives. I took it that we would always be united as one, and that nothing could ever come between the love we both shared. Several years went past and Louise and I seemed to be doing very well in our marriage. I had given her all of me and it seemed that she had given me all of her as well, but I would get an internal feeling that she was not happy in our marriage. Adding up reasons of why she may be unhappy with how things were going, it just did not seem to add up. It had dawned upon me that maybe she did not want to be with me anymore. Personality wise, she had become the total opposite. Before we got married she was kind, passionate, and had a smile that was golden; then she started to grow silent and mean towards me and others around her. For a while I blamed myself for reasons that seemed to be undeserving, and thought that I mistreated her in some unknown way. Unfortunately, Louise was found to have a very bad heart problem and often times she would blame me for her misfortune. As a caring man I would just accept the blame and try to do anything possible to try to make her forget about the condition and live her life fully. My plan always appeared to not succeed and I grew tired of the mistreatment that I clearly did not deserve. I took matters into my own hands and came up with a plan that would determine just how much she felt about me. I came across the daily paper and read about a local railroad disaster that left a number of people dead and injured. My good friend Richards was the side kick in the situation, I had him tell Louise’s sister, Josephine, that my name was on the death list and that she should tell Louise immediately. After receiving notice that my plan was fulfilled, I began to observe Louise’s reactions towards the situation. I hid in the main bedroom closet in a secret passage way that I created for emergency situations years ago. I heard Louise come in crying and sobbing about the news, I became excited that she was crying over my so called death and I felt that she did still love me very much. Hours went past and I became comfortable with the results that I got in my little experiment, but little did I know, Louise became happy with my death and stated that she was â€Å"free† numerous times to herself really loud and joyously. Very confused I asked myself how she switched feelings so quickly and how could she be happy about the situation. She would talk to herself very in-depth about how her life is now that she is independent and fantasizing about all of the days and years to herself that she wanted for so long. I felt so crushed inside because I had given her any and everything that she could possibly want. I took care of her when she was sick, made all of her wishes come true, and took it upon myself to do anything to make her smile. Why she would treat me this way, I asked myself over and over until I became fed up with it. When Louise went to the bathroom I snuck over to Richards’s house and told him what all I found out about and wanted to give her the news that I was not dead. Richards and I walked over back to the house to tell Louise that I was mistakenly put on the death list, and that I was indeed very much alive. I waited outside and let Richards go in the house first to make the plan free of suspicion and got ready to make my approach inside. Boom Boom! My heart was beating very loudly as I was nervous to go inside. I opened the door and Josephine is first to see me; she screams very loudly in shock of my appearance. Richards tries very hard to prevent Louise from seeing me, but was too late in the action. Louise dropped to the floor immediately and had no sign of life in her. I ran to her to see if she was ok holding her very tight, screaming for someone to call the doctor. The doctor arrived within twenty minutes, after only observing her for five minutes he pronounced her dead due to a heart attack. Tears ran down my face as if someone had poured a bucket of water on my head. I began to feel guilty for her death thinking maybe she would still be alive if I had never made that stupid plan in the first place. Thought maybe if I had known how she really felt, I would have just let her be free from me and live her life happily instead of me standing in her way. I learned a very important lesson that day; things in life should not be taken for granted no matter how much you want it to go your way.

Te Reo Maori Essay -- Literary Analysis, Maori Legends and Myths

The Te Tiriti o Waitangi was a contract that Maori people believe to be an acknowledgement of their existence and their prior occupation to the land, give respect to their language, culture and belief and â€Å"it established the regime not for uni-culturalism, but for bi-culturalism† (Sorrenson, 2004 p. 162). This essay discusses the historical events, attitudes and beliefs regarding Te reo Maori, its relationship to the Te Tiriti o Waitangi and the significance of bicultural practice in early childhood education. According to Maori legends and myths Te reo Maori is one of the treasures give to them by Tane, (God of the forest) when he climbed to the twelfth heavens to collect the three kete of knowledge that man-kind needed for survival (Pohatu, 2000). Te reo Maori is a unique identity of all Maori people, it is sacred and indigenous language because it was handed to them by their ancestors to be treasured, nurtured and encourage to positive influence the future generations (Barlow, 1991). In the Maori tradition they used Te reo to pass down their history, tell myths and legends, to korero through karakia, waiata and education from ear to ear (Pohatu, 2000). For instance the significance of Te reo Maori still can be seen when they have gathering at the Marae to welcome, waiata and do karakia before kai. Aotearoa is the home to Te reo Maori where is should be promoted and encouraged. In fact, Te WhÄ riki and New Zealand Early Childhood curriculum acknowledge Te reo Maori by encouraging the teachers to promote and implement it in early childhood settings allowing all children the opportunity to understand and develop an understanding of Maori heritages; Te reo, and partnership to Te Tiriti of Waitangi(Ministry of Education [M... ... childhood education. Implementing of biculturalism is a social as well as political basis of sharing the power in decision making process of the country, learning and understand about other cultures, values and beliefs (Walker, 1996). To conclude, Te reo Maori is one of the treasures given to Maori people as one of their taonga from their God as part of their identity. It is important for the Maori people to keep their language survives for the mokopuna as well as connecting them to the land, values and beliefs. The principles of Te Tiriti o Waitangi were partnership, participation and protection that the Crown failed to act upon which result in Waitangi Tribunal. Te Whariki and New Zealand curriculum promotes and implement bicultural to revitalised Te reo Maori as well as strengthening the partnership between Maori and Pakeha of the Te Tiriti of Waitangi.

Product Launch

This essay will discuss the way to launch a new product onto the market. There are different aspects which need to be considered such as marketing, market research, advertising and market segmentation. This essay will show some pros and cons of these methods. When you want to introduce a new product onto the market, market research is important. This means to collect and analyse marketing data. There are different ways to get information about consumer preferences. An advantage of qualitative research is that you can get attitudes, opinions and observe behaviours of customers relating to a new product. I think that tasting is a good example. I could gather positive experiences with tastings. When I go grocery shopping I am sometimes able to try new products. It is a good way to get to know the flavours of new products. The quantitative research is also helpful to get numbers and statistics. In my opinion market research is necessary for product launches but it is also very time-consuming. Another aspect concerns market segmentation. Market segmentation is to divide a market into distinct groups of buyers. Market segments could be age, income, hobbies and family size. Each segment consists of people with common characteristics. The advantage of segmentation is that you can serve potential customers with the appropriate advertising activities concerning the new product. Marketing in general is highly relevant when your intention is to introduce a new product onto the market. Marketing is the management process involved in identifying, anticipating and satisfying the consumer requirements profitably. In marketing, the marketing mix is sometimes referred to as the four Ps: promotion, price, placement and product. Additions could be profit, processes and physical evidence. However, in any of these contexts the most important aspect is advertising. Advertising means to describe the product publicly and to try and to persuade people to buy it. The help of an advertising agency could be useful. An advantage is that they have resources such as knowledge about all aspects of advertising and advertising media. In addition, it consists talented advertising people who develop a media plan specifying which media – newspapers, magazines, posters, emails will be used and in which proportions. One possibility is to use advertising slogans to attract attention. In Germany it is popular to take English slogans (Come in and find out) or wrong grammar slogans (11880 – Da werden Sie geholfen). An advantage of these slogans is that you can keep the message, vision or jingle in mind. Other activities could be commercials on TV or radio, free gifts, Billboards along the road, print advertising like flyers or posters and banners on websites, are also popular mediums for advertising your product or service. To conclude, I have shown the most important activities relating to product launches. The message is that these activities are necessary to increase the level of awareness of new products. In addition I have demonstrated that product launches are very time-consuming and to evaluate in terms of success.

Medieval society and contemporary times

The Dark or Middle Age is usually the time that stretches from year 400 to 1000 which, historically speaking, points us to the European Early Middle Ages. The Italian scholar Francesco Petrarca coined the idea of a dark age. Though it was originally projected as a comprehensive critique of the nature of Latin literature in later times, later historians stretched the concept to contain not only the insufficiency of Latin literature but also a lack of present-day written historical accounts and material cultural achievements in the larger context.The term itself has been further enlarged by popular culture as a means to clearly illustrate the Middle Ages as an age reeking of backwardness, lengthening its pejorative practice and increasing its span. In the 20th century, the consequent emergence of archaeology and other related field in the sciences has removed much dust on the period and provided a more nuanced comprehension of its positive and contributory advancements. Other expressio ns of periodization were put forward: the Early Middle Ages, Late Antiquity, and the Great Migrations, depending on what fraction of culture is being highlighted.Petrarca noted that even though Classical Antiquity lacked the sense of Christianity it nevertheless had much of advancement in terms of culture whereas in Petrarca’s time was now labeled as the age of darkness because of the lapse in such cultural achievements.Two periods in history were observed and written by Petrarca: the Greek and Roman classical period trailed by an age of darkness in which Petrarca saw himself as still existing. The Roman Empire is believed by humanists to rise again one day and bring back classic cultural stainlessness. The promotion of classical culture championed as an ideological campaign by humanists was the beginning foundation of the concept of the European Dark Ages, and was for that reason not a neutral historical examination. It was conceived to convey disapproval and dissatisfaction of one period in time and the endorsement of another.Humanists such as Leonardo Bruni believed they had attained this new age during the late 14th and early 15th century, and that a third, Modern Age had commenced. With Petrarca labeling their age as â€Å"dark†, the age before their own had in effect become a â€Å"middle† age sandwiched between the classic and the modern. Around 1439, the first use of the term â€Å"Middle Age† appears with Flavio Biondo.The very definition of feudalism calls for the use of many qualifiers primarily because there is no broadly established agreement of what it stands for. A working definition is desirable in order for one to start to comprehend feudalism.During the middle ages, the idea of Feudalism points to a general and broad set of reciprocal legal and military obligations and responsibilities among the warrior nobility of Europe which revolved around the three major concepts of vassals, fiefs, and lords and on how these t hree crucial elements fit together inn the society. A lord was a noble who possessed land, a vassal was an individual who was permitted or rewarded custody of the land by the lord, and the land was branded as a fief. The vassal would present military service and assistance to the lord in exchange for the fief. Thus, the very obligations and connected relations between lord, vassal and fief form the structural basis of feudalism.The lord should have to make a certain individual a vassal before the former could grant the fief to the latter. Composed of the two-part act of homage and oath of fealty, this was practiced at a formal and symbolic ritual called a commendation ceremony. The vassal would give his word to battle in the side of and for the lord at his command during homage. Fealty is rooted from the Latin fidelitas, or faithfulness. Hence, the oath of fealty is seen to be a promise that the vassal will be faithful and devoted to the lord. The lord and vassal were now in a feuda l relationship with agreed-upon mutual obligations to one another right after the completion of the commendation.Granting a fief, or its revenues, to the vassal is one of the lord’s major obligations in a feudal system inasmuch as the fief is primary reason as to why the vassal preferred to engage himself into the relationship with the lord. Moreover, the lord from time to time had to accomplish other responsibilities to the vassal and fief which includes, among other else, the maintenance of such a relationship. It was still the lord's responsibility to sustain and keep the land in good condition since the lord had not given the land away but merely loaned it to the vassal while the latter had the privilege to amass revenues produced from the fief. The protection of the land and the vassal from harm is another rightful responsibility of the lord.On the other hand, the core obligation of the vassal towards the lord was to impart â€Å"aid† mostly in the form of militar y service through the utilization of available equipment the vassal could get hold of through the revenues generated from the fief. In essence, the vassal was responsible to take heed of the calls for the service in the military on lord’s behalf. It is quite notable that this guarantee and protection of military assistance was the ultimate motivation the lord preferred to form a junction with the vassal into the feudal relationship.Likewise, the vassal also had to fulfill other obligations to the lord from time to time which includes providing the lord with â€Å"counsel† so that the lord, when faced a major decision, would summon all his vassals and hold a council. One common illustration to this is when the lord had to decide whether or not to go to war. Moreover, the vassal may have been mandated to offer a consented quantity of his farm’s produce to his lord, and that the vassal was occasionally prescribed to grind his wheat in the mills and bake his bread i n the ovens owned and taxed by his lord.During the medieval times, there was a conception of three orders in the medieval society. These three can be briefly identified as those who work or the peasants, those who fight or the warring class, and those who pray or the members of the clergy.For the most part, the peasants provide the manpower in the upkeep or maintenance of the whole system through their labor in the fields and other economic institutions within the feudal system in the middle ages. These are the men and women who comprise the bulk of the system who toil not only to sustain their existence in the smaller scale but also to provide the necessary development of the system right at its very foundation.The estate of warriors in the system naturally has the obligation of fulfilling the task of protecting the system from outside invasion which may root from other systems in its proximity, or from internal disputes which may range from the peasant class up to the nobles. Thei r role is crucial in the sense that their responsibility is crucial to the safekeeping of the entire system by regulating the possibility of intrusion which can inevitably lead to the collapse of the ruling men and of the feudal system in general.Lastly, the clergymen were tasked to look after the spiritual life of the people within the medieval manor. A few of these duties include the administration of the needed sacraments with steadiness and to function as an ideological guardian of the ruling order, the absolution men and women from their sins through confession, and proclaiming secular and ecclesiastical pronouncements. In essence, the function of the clergymen in the medieval village was well beyond the ordinary functions of peasants and of the warriors for the reason that it was the village priest with whom medieval men and women identified the Church, reflecting its teachings, and authority as an utmost concern of the medieval people within the system.Apparently, there are s trands of similarities which can be observed from this class distinction between the medieval times and the contemporary generation. For the most part, the contemporary age also has within it counterparts of the medieval clergymen (priests in the Roman Catholic Church or elders in several other religious faiths), peasants (the modern working man and woman), and warriors (the military forces of nations). However, the structure of the contemporary society does not merely revolve around this three classes. Quite on the contrary, the contemporary society has a bounty of classes from which the structure of almost every nation is reflected. We now have, among other things, Non-Government Organizations which seems not be fit in any of the medieval classes.In a society based on class hierarchy, it is expected that roles are quite distinct and the functioning of every individual is separate from those of the rest. Roughly speaking, the hierarchy of classes entails the supremacy of one over t he other in both economic and social terms where the distribution of power and obligations are directly proportional the attainment of classes. To live in a hierarchy is to basically involve oneself in a system where tasks are delegated accordingly depending on the roles imminent to the class one might fall under. In contemporary society, there is a striking and undeniable existence of a hierarchy which is based on several factors such as economic, legal, and political elements to name a few.ReferencesMaliszewski, James, Lisa J. Steele, and C. A. Suleiman. Dark Ages: Europe. 160 vols: White Wolf Publishing, 2002.Russell, Frederick H. The Just War in the Middle Ages. New Ed ed. Cambridge: Cambridge University Press, 2003.

Depression

Depression Free Online Research Papers Depression is a mood disorder that is becoming more and more common. The effects this disorder has on its victims is horrible. Diagnosing this disease is not easily done. Luckily when it can be diagnosed there are effective treatments known. Depression affects up to 18.8 million Americans in any given one year period (10 depression myths debunked: knowing the facts about this mood disorder can help you combat it more effectively, 2007). A person with this disorder feels overwhelmed with sadness. Most lose interest in activities they were once interested in (Morris, 2002). Some symptoms also include the display of excessive guilt or feelings of worthlessness. In some cases people lose interest in food and sex. Feeling tired is also common. Trouble thinking or concentrating is common in serious cases. Some people who have depression seem to have no emotion (Morris, 2002). Some serious cases lead to suicide. There are two different types of depression. There is the type of depression that everyone goes through from time to time. Perhaps a person feels depressed after a loved one dies, when a relationship ends, or when there are problems at work but the person is able to overcome the feelings (Morris, 2002). Clinical depression is diagnosed when it is serious, lasting, and well beyond the response to a stressful event (Morris, 2002). Diagnosing this disorder can prove to be difficult. Due to resistance from patients and a lack of societal acceptance, physicians are hesitant to diagnose depression (Are Physicians Hesitant to Diagnose Depression?, 2007). Physicians also report it is difficult to diagnose depression because patients may show different symptoms based on gender and ethnicity (Are Physicians Hesitant to Diagnose Depression?, 2007). A survey administered by Epocrates, Inc. reported that 30 percent of clinicians said it was more difficult to discuss depression with men. In the same survey clinicians found it more difficult to link depression to some symptoms, such as anger or addiction, in men (Are Physicians Hesitant to Diagnose Depression?, 2007). The study also proved that physicians were twice as likely to experience depression as the general public. A national survey determined that depression is the leading cause of missed work days (Are Physicians Hesitant to Diagnose Depression?, 2007). The most common treatment for depression is medication. There are many different types of antidepressants. There is evidence that leads scientists to believe depression is the result of abnormalities in brain chemicals such as serotonin and norepinephrine. Each antidepressant works on brain chemistry a little differently. They all improve the transmission of serotonin and norepinephrine (Koenig, n.d.). Each antidepressant has side effects. Some antidepressants result in weight loss. If a symptom of the patients depression is overeating or weight gain a doctor could prescribe a type of antidepressant with the side effect of weight loss. Medication has proven to be very effective in treating depression (Koenig, n.d.). Depression can also be treated with psychotherapy or counseling. A person with depression can talk to someone who will listen and try to understand what the individual is going through (Koenig, n.d.). Tips and advice about how to get through the troubling situation can be given to the individual suffering from depression. It is about eighty to ninety percent effective with medication (Koenig, n.d.). Another treatment for depression is electric shock therapy. This type of treatment is extremely effective especially for people who do not respond to medication or who can not take the side effects (Koenig, n.d.). Electric shock therapy has come a long way from 20 or 30 years ago. Today an anesthetic is used when doing the procedure. People are unconscious while the procedure is happening. Only part of the brain receives the treatment (Koenig, n.d.). Usually it is an outpatient procedure. The patient may have to wait an hour or two but are normally released the same day the procedure is completed. There are very few side effects to electric shock therapy and it works to end depression quickly (Koenig, n.d.). Overall depression is a disorder that effects peoples emotions. It is not always an easy disorder to diagnose but when it is there are effective treatments to overcome it. Each treatment has proven to be effective. Medication is the most common treatment. Therapy and electric shock therapy have also proven to be effective. Depression is a disorder that is becoming more common but the research being done is making it easier to recognize and treat. References 10 depression myths debunked: knowing the facts about this mood disorder can help you combat it more effectively [Electronic version]. (2007). Mind, Mood, Memory, 3.4, 7. from Gale Apollo Library (A171539178). Morris, C.G., Maisto, A.A. (2002). Psychology: An Introduction (12th ed.). Upper Saddle River, NJ: Prentice Hall. Are Physicians Hesitant to Diagnose Depression? (2007, June 7). PR Newswire. Retrieved October 14, 2009, from Gale Apollo Library (A164584386). Koenig, H. (n.d.). What Are The Most Common Treatments For Depression?. Retrieved October 14, 2009, from abcnews.go.com/Health/DepressionOverview/story? id=4355869 Research Papers on DepressionThe Effects of Illegal ImmigrationAppeasement Policy Towards the Outbreak of World War 2Marketing of Lifeboy Soap A Unilever ProductThe Relationship Between Delinquency and Drug UseGenetic EngineeringEffects of Television Violence on ChildrenThree Concepts of PsychodynamicRelationship between Media Coverage and Social andResearch Process Part OneThe Fifth Horseman