Carol Ann Duffy Notes

The poem closes with reminders of oppression, control and confinement. Possibility that was once limitless for the dolphins now has ‘limits' imposed upon it that will become impossible to bear. The realisation will probably hasten the creatures' death, signalling that there is as much at stake from a psychological perspective as there is from the physical circumstances. Stifling of natural impulse and behaviour can have fatal consequences. The ‘plastic toy' is a further reminder of the indignity visited on this majestic creature of the ocean. The phrase until the whistle blows is potentially ambiguous. In one level it simply refers to the controlling device used by the keeper but on another the poet might be reminding us that this sort of cruelty will continue until somebody exposes it for what it is. Duffy does effectively ‘blow the whistle' on such practices. The final line, with its reference to ‘our mind', neatly links the plural possessive pronoun with the singular noun ‘mind' indicating a collective voice for a species. The tense change to ‘we will' draws attention to the contrast between what the dolphins had, what they have now and can expect in the future. As a result, the dolphins assume an almost mythic status in that they appeal to archetypal impulses in us and in nature; they are not just the creatures who form part of it. ‘The Dolphins' may just as easily be read as a poem about human disillusion, betrayal and loss of direction as it is about animals. As an interpreter of experience it offers us a new language into which we would do well to translate ourselves. Foreign Duffy's preoccupation with language is dealt with here form the perspective of its cultural significance as much as its ability to say anything. To the immigrant, the country to which he or she has moved out of economic necessity will always be ‘foreign' but the indigenous population will regard them as foreigners. The fact that living in a foreign culture is something that is not easy to get used to is emphasised in the opening line of the poem. Despite living in a city for ‘twenty years' it remains ‘strange'. The immigrant is aware of his or her own ‘foreign accent' as it sounds to others. The strain of thinking in one language and having to translate into the speech of another cannot always be sustained and this is sensitively pointed out through the physical detail in the final stanza: ‘And in the delicatessen, from time to time, the coins / in your palm will not translate. ‘ The breakdown in communication in an everyday, exposed transactional situation is intensified through the words ‘Inarticulate' and ‘point'. Duffy's empathic feeling for such people is further expressed in her presentation of other actions such as ‘writing home', a way of maintaining contact with others of the same culture. The ‘local dialect' in the immigrant's ‘head' is coupled with the memory of his or her mother singing. These are details with which any sympathetic person might identify and throw into sharp relief the actual experience of seeing racist graffiti ‘sprayed in red' (line 12). Duffy's use of the simile, ‘Red like blood' to describe the paint is effective because of its monosyllabic directness of observation. It also resonates with a famous and terrible speech given by the Conservative politician Enoch Powell who, on 20th April 1968 warned that increased immigration into Britain would result in a ‘river of blood'. There is, then, a stark contrast between the uses of language as a sign system of cultural inclusion (stanza 2) and its deliberate use as a weapon of racial exclusion (stanza 3). The ‘hate name' of the racists is sprayed on a ‘brick wall' the harshness and unyielding nature of which is symbolic of the mentality of those who do such things. The unfamiliar, snowy weather and artificial ‘neon lights' create the impression for the immigrant that the country moved to is ‘coming to bits'. This image of fragmentation is, though, not entirely imaginary as he or she has a life splintered from all that is familiar and constantly experiences a sense of alienation. The italicised words at the close of the poem give voice to the immigrant but this only gives away a difficulty with English. The unfinished verbs, ‘Me not know' and ‘It like they only†¦' are drawn attention to by Duffy in order that the reader may ponder what it would be like to face the same language problem. The final words of the poem, ‘Imagine that' remind us of the opening and there is quite a clear impression that Duffy is adopting an undisguised didactic stance. As a skilled and empowered user of the English language herself she is drawing attention to the lot of those who are marginalised because of their deficiency in its use. Head of English The poet is introduced to the class by the Head of English who has very fixed views about what poetry should be. As in ‘Comprehensive', the school in question is a multi-ethnic institution. It is significant that the teacher should be dismissing the live woman poet because she does not conform to the Keatsean ideal in the teacher's mind. She is not dead and she is not male. How anyone with ‘English second language' is expected to relate to dead white English men is clearly a challenge laid down in the poem. The five six line stanzas are indicative of a controlled, contained environment, the institution and the teacher are reflected in this. Duffy does not choose to use rhyme throughout (as the teacher predicted) but reserves some obvious rhymes for the teacher to use. This is a very subtle use of a poetic technique to satirise someone who is complaining about its absence from modern poetry. So, simultaneously, Duffy is using a poetic technique to show that the teacher is wrong about it being absent from modern verse whilst showing that the rhyme, being obvious, is the sort needed by the teacher. The reference to Rudyard Kipling (1865-1936) is significant for a number of reasons. His poems do rhyme very regularly, and a number of them are redolent of British imperialism and nationalism in the Victorian period. This is actually grossly offensive in a multicultural context. ‘Winds of change' is a wittily ambiguous phrase since it refers to the words of Harold Macmillan, British Prime Minister 1957-63 speaking of political events such as the civil war in the Congo following the granting of independence from Belgium. It also tells us that the teacher is referring to flatulence, as well as reinforcing her own entrenched views. Duffy is ironically drawing attention to the fact that Calliope, ‘the Muse' and source of afflatus, breath of inspiration for poets is interrupted by an unwelcome allusion to noxious gases. The control possible in adopting a persona in the dramatic monologue is clear. Single word sentences, a hallmark of Duffy's verse, work very well in capturing the terse, rude attitude of the teacher. ‘Still. ‘ (stanza 2); ‘Right. ‘ (stanza 4); and ‘Well. Really. ‘ (stanza 5) show that she is singularly unimpressed by what she has heard. Here, it is what is implied by Duffy's economical use of language that is so effective in building an impression of what this woman is like. The idea of someone being in charge of an English Department who cannot see that it is she who actually has the ‘outside' view is worrying. The fact that she devotes a whole lesson to assonance also indicates the deadly boring teaching methods she employs. She obviously teaches technique out of context in the same way that she cannot accept modern poetry as belonging to a literary tradition. Like any poor English teacher she views tradition as something strictly to do with an unreachable past. It is striking that it is the silent space between the fifth and sixth stanzas that the poet has been allowed to read. Despite having encouraged pupils to ask questions ‘after all we're paying forty pounds', the teacher's response to the poet's reading is telling as she instructs the class to ‘run along'. The reader wonders just what ‘insight' the teacher has actually gained. Also, her pupils are unlikely to derive much from her teaching. More worrying, though, are the entrenched attitudes of a person who should not be in charge of the most expansive of subjects studied at school.

How Successful Was Lenin’s Attempt to Create an Alternative Modernity in Russia by 1929?

How successful was Lenin’s attempt to create an alternative modernity in Russia by 1929? Overview The aim of this essay is to discuss how successful Lenin’s policies were in his attempt to create an alternative modernity in Russia by his death in 1924. By scrutinizing his actions and their individual impacts in relation to the desired modernity, historians can assess whether Lenin achieved the socialist dream he sought for. I will break down the essay into three components from which I can individually conclude their successfulness as an alternative modernity. These shall be established in the introduction. Introduction The introduction will firstly discuss the crisis of modernity in the inter-war period in order to put Lenin’s rise to power and subsequent desire for a new society in context. This includes the general political and social crisis surrounding the propagating theories of nineteenth century thought. I will introduce the notion of a ‘socialist utopia’ and state the aims such a society seeks to establish. I will indicate that my concluding thoughts are to be that Lenin undoubtedly created an alternative modernity in Russia; however it is clear that by the time of his death he regarded Russia as communist work in progress and realized that much had to be done in order to reach the preferred modernity envisioned by Marx and Engels. Russia achieved a society which was, in practice, a form of success but ideologically was less successful at achieving the state it required. Section 1 The first section will convey the new means and ways of the Russian government and compare this to what Lenin wanted for his party at the time and what Lenin had hoped would happen to the government eventually according to Marxist beliefs. I will consider the success of the revolution in 1917 and the way in which the government consolidated its power in the years thereafter. In order to do this I will need to examine the ways in which Lenin secured emancipation of the working class according to Marx teachings because it is using these beliefs that a utopia hoped to be established. This includes the interpretation that authoritarianism would fix inter-war society in a time of fear and doubt. Other successes to consider include the ‘dictatorship of the proletariat’, the support for the Bolshevik Party and communism, uniting the workers of the world for revolution, the ability to spread communism, and the path to the ultimate stateless society. Section 2 The second section refers to the economic alternative that communism had to offer and assesses the success of the new method in following the socialist tradition. I will note how the new forms of economic control were successful in that it transformed Russian economy into a more ‘modern’ system, however even though the system was undoubtedly communist, there were still capitalist elements that were not characteristic of the alternative modernity that Russia claimed allegiance to. I will discuss the success of Lenin’s policies such as ‘War Communism’ and the ‘New Economic Policy’ (NEP), considering how they adhered to the ideology on which they were based and whether they were economically successful or not. Section 3 The last section will establish whether society and culture was also revolutionized in the endeavor to create a new form of society. Modernism attempts to create culture and indeed, anything that could influence culture was used in order to consolidate and maintain support of communism from the Russian people. The egalitarian option that socialism offers was applied in many areas of society in the hope that it would create a better, stronger and more content social order. This includes the emancipation of women which is an ideological consideration concerning the communist ideas of equality between the sexes. In this case practical needs were judged more important than ideological needs as reversal of many reforms concerning women were deemed essential to the regimes survival. Other cultural revolts that must be assessed include the attitude and dealings with the Orthodox Church, the use of arts and popular culture and the rise of propaganda. Conclusion The conclusion will state that Lenin did create of form of modernity that was different from anything politics had ever seen and that he did enjoy variations of success in comparison to the state of tsar ruled Russia, however this success was often limited and short lived. Lenin had to adapt his Marxist beliefs many times in order to make them a feasible option for Russia. Indeed, he did successfully create an alternative modernity but he failed to obtain the socialist utopia which was his ultimate goal as practical want trumped the ideological battle. The quest for an alternative modernity was never meant to happen in Lenin’s lifetime, he was merely the instigator for what he hoped would develop into his idea of a perfect community. In this light, historians must conclude that Lenin was successful in achieving the starting point from which a utopia could emerge.

Management Techniques

Moreover, the manager hired also needs to have experience in planning, organizing, leading, and controlling a new service department in order to provide excellent customer service. Based on these qualifications, the following five questions will help determine If this candidate can take charge, organize things, and get people motivated and working again In a Service Department: 1 . Can you tell me of a situation wherein you think you're going to fall, but you were able to reverse the situation and succeed?Can you tell me what you did? (Burblers, 2004) This question ill assess the candidate's temperament particularly how he acts under pressure. Moreover, the answers provided will also indicate the level of the candidate's planning, organizing, leading and controlling skills as solving a dilemma successfully requires a more than average skills in these functions. 2. â€Å"Tell me about the most different employee situation you have ever had to handle. What did you do about it, what wa s the result† (Kodak, p. 39).This question will help me determine the candidate's core competencies as regards motivating people and getting available resources at hand to get the Job done. 3. We all feel that we are unique In our accomplishments; can you tell me an Instance that you feel Is unique? This question will help In assessing the confidence of the candidate on himself. A manager to be an effective leader, must exude confidence, otherwise his staff will not have confidence on his ability to lead them as well. 4. Tell me about a time when you turned down a good job.The answer will help me assess whether the candidate can actually deliver results. 5. Tell me what you have done on a consistent basis to ensure that your staff or direct report feel valued for their contributions. The candidate's answer will help me determine the level of the candidate's interpersonal skills specifically his behavior towards people working under him. The way the candidate answers the above questions will help the hiring manager assess his communication and interpersonal skills.In looking for the right person to fill the position of manager for the new department, that person must show above average skills and capabilities In managing people particularly In directing them towards the attainment of the organization's goals. This is important since the division that the manager will be meaning Is a new one, tune tans could De Klan to uncreated territories. Lastly' t person must also be experienced in exploring new things and being comfortable outside his comfort zone.

Women Labor supply in China Research Paper Example | Topics and Well Written Essays - 1250 words

Women Labor supply in China - Research Paper Example Additionally, it was punishable by job loss, and also lack of access to public goods further to that local leaders have been supported by the central Government to implement the resources (Chen and Jianxian 15).   This paper discusses the impact of an extra child to female participation in the workforce and the one-child policy effects in China. The difference between the rural and urban in the implementation of the policies is that the optimal scales differ in both setups. In rular areas, Budget constraints are higher as compared to urban centers. The same case applies in China.Hypothesis and Research Model In class we learnt on the budget constraint and utility curve model. In the graph, X-axis have the leisure and Y-axis has the income. In the original situation, before the policy was passed, the graph was linear. However, the establishment of the policy led to a shift of the optimal choice. Women participation in the workforce will provide a possibility of an increment of their wages. Ultimately, an increase in the wages will result in more leisure time and hence the shift of the curve. When income increases budget constraints will also be reduced, consequently from the graph, the optimal choice will be higher than the original value. For example, if the budget of a family made up of twins was ten dollars in a day, if the woman is actively involved in the workforce the budget will increase since preferences will also increase. This is because of the budget constraint.

Hydrogen Energy and the Greenhouse Effect Essay Example | Topics and Well Written Essays - 750 words

Hydrogen Energy and the Greenhouse Effect - Essay Example The measurements showed that in the past half century, CO2 levels have been steadily rising at an exponential rate (Weart). This is due to growing population and the quickly-developing technologies that inevitably demand more energy, and, in the present, humanity's main source of energy is fossil fuels. As such, finding alternative energy sources has become a very important quest in the present. Among these alternative sources of energy is Hydrogen. Hydrogen is often presented as one of the most promising alternatives for carbon-based fuels because it is the clean energy source that burns into water vapor. It is also often pointed out that Hydrogen is the most abundant element in the universe and is very abundant on earth itself in the form of water. However, switching to a Hydrogen powered economy isn't really as simple as it sounds. Although water is very abundant on Earth, it takes up a lot of energy to break it down into its hydrogen and oxygen components and package it (Zyga). There is also the risk of hydrogen leaking out from the fuel cells which contain it (Warwick et. al.). Hydrogen energy would then basically cost more and be less economical than the current energy sources. However, if switching to Hydrogen as a major energy source would have good environmental impacts, t hen maybe it would be worth the cost. The product of Hydrogen combustion as opposed to, say, gasoline combustion would only be water vapor whereas for gasoline combustion, the products would include carbon dioxide which is considered to be the major cause of global warming. However, there are some who argue that water vapor, in fact, is the major greenhouse gas and is responsible for a larger portion of the greenhouse effect than carbon dioxide is. So, to find out whether hydrogen would really be a better energy source than carbon-based fuels, let us first look into the reactions involved in their combustion. For the carbon-based fuels, we'll just take octane, which is an important component of gasoline, as an example. The combustion reactions are as follows: 2 H2 + O2 2 H2O + 572 kJ (1) 2 C8H18 + 25 O2 18 H2O + 16 CO2 + 11017.8 kJ (2) If we multiply equation (1) by 20, we get roughly the same amount of energy generated for the two reactions: 40 H2 + 20 O2 40 H2O + 11440 kJ (3) So, to produce the same amount of energy, 16 CO2 molecules and 18 H2O molecules would be produced for the octane combustion while 40 H2O molecules would be produced for the hydrogen combustion. If water vapor is a greenhouse gas just as CO2, then it my be that switching to hydrogen as an energy source would bring about an even worse greenhouse effect than the CO2 produced by burning octane. However, there are a lot of things to be considered. Even though water vapor makes up 80% of all greenhouse gases in the atmosphere by mass, it is responsible only for 36% - 66% of the long wave absorption done by all the greenhouse gases (Schmidt). By contrast, CO2 comprises only 1.44% of all the greenhouse gases by mass, yet it absorbs 9% - 26% of the total long wave absorpt

The Heart of Darkness Essay Example | Topics and Well Written Essays - 1000 words

The Heart of Darkness - Essay Example As he travelled from the Outer Station to the Central Station and then up the river to the Inner Station, he saw torture, cruelty, and near-slavery. The men who work for the Company, saying that what they were doing as â€Å"trade,† and their behavior towards native Africans as part of the civilizing process, were making those "ignorant African people" stop their horrid, barbaric ways. Kurtz is the symbol of European imperialism in the story. His vicious honesty led him to his end, as the evil practices of Europeans in Africa were in danger of exposure through his accomplishment. He is did not hide the fact that he took ivory by force and treated the natives with violence and intimidation. He represented imperialism in its entirety in Africa. Kurtz’s greed for ivory represented Europe’s desire for the whole world. This greed made him the animal that Marlow found. Kurtz is imperialism and his life in the Congo represented imperialism and the eventual destruction E uropean imperialism itself. On page 14 of Part 3, Conrad described Kurt as the imperialist he had been. â€Å"I thought his memory was like the other memories of the dead that accumulate in every man’s life—a vague impress on the brain of shadows that had fallen on it in their swift and final passage; but before the high and ponderous door, between the tall houses of a street as still and decorous as a well-kept alley in a cemetery, I had a vision of him on the stretcher, opening his mouth voraciously, as if to devour all the earth with all its mankind. He lived then before me; he lived as much as he had ever lived—a shadow insatiable of splendid appearances, of frightful realities; a shadow darker than the shadow of the night, and draped nobly in the folds of a gorgeous eloquence†. The vision of Kurt in the stretcher opening his mouth voraciously as if to devour all the earth and all its mankind signified the torture, cruelty, intimidation, violence and insatiable greed that come with the process of â€Å"civilizing† the natives by imperialists, the ultimate goal of having the world in their hands. In this sense, Kurtz's personality was a symbol of the imperial goal of Europe. There is a striking similarity between the history book King Leopold's Ghost, by Adam Hochschild and Conrad’s the Heart of Darkness. It seems that Leon Rom of the Force Republique was the equivalent of Kurtz character. The collection of African heads surrounding Kurtz's house, and Rom’s collections, represent the villainy of both characters. Adam Hochschild, in his book said the following: The 'Inner Station' of Heart of Darkness, the place Marlow looks at through his binoculars only to find Kurtz's collection of the shrunken heads of African 'rebels,' is loosely based on Stanley Falls. In 1895, five years after Conrad visited this post, Leon Rom was station chief there. A British explorer-journalist who passed through Stanley Falls that year described the aftermath of a punitive military expedition against some African rebels: 'Many women and children were taken, and twenty-one heads were brought to the falls, and have been used by Captain Rom as a decoration round a flower-bed in front of his house! If Conrad missed this account, which appeared in the widely read Century Magazine, he almost certainly noticed when The Saturday Review, a magazine he admired and read faithfully,

Case Study of Competition in Video Game Consoles Essay

Case Study of Competition in Video Game Consoles - Essay Example The early video games were simple and were not backed by sophisticated technology. In the current times, technology driven powerful consoles, pricing, wide variety in games and portability across different platforms are key elements that give leverage to the company. Indeed, though pricing of game units and games is hugely important, it is observed that advancing technology has increasingly played vital role in attracting the gamers. The next generation consoles, Xbox and Xbox 360, launched by Microsoft, have been leading game systems which have given tough competition to Sony’s PSP and PS2 systems and Nintendo’s Wii. Technology has emerged as important factor that provides gamers with unique experience and intrigues them as well as helps them to exploit their capabilities as gamers. The variety in games and appealing game titles constantly attract existing gamers as well as new ones and provide them with new ways to test their skills. Thus, firms which can provide the market with wide varieties in games that are backed by technology and relatively low cost would help become market leader in the video game industry. Answer 2 There are four chief drivers that are changing the dynamics of video games industry: demography: console technology; mobile gaming and online gaming. The first one is the widening database of gamers which have cut across age and gender. ... The next generation technology is important as fast processors, high-resolution screens and sound effect provide the gamers with high-end experience. The increasing popularity of handheld gaming devices like PSP has inspired the industry to introduce sophisticated games in the mobiles. Moreover the expanding database of mobile users is crucial factor that could provide the firms with competitive advantage in the industry. Thus, leading game providers are forging network relationships with mobile manufacturers and using the platform to maintain their leverage in the industry. The last but not the least important is the use of internet in gaming devices. The users are able to download new games and movies that significantly cuts cost of going to the market and buying games. Most importantly, use of wi-fi in the gaming devices greatly facilitates mobility and helps users to access new games even when they are outside their house. Answer 3 Microsoft, Sony and Nintendo are three big compa nies in the field of video games in US. Microsoft has been a leadership company in the area of computing and home entertainment. It has exploited its technology expertise to develop video games that would enhance user experience. The company has also used extensive marketing, especially viral marketing to advertise its video games consoles and video games. It has also tried to ensure that its first mover advantage is maintained by constantly improving its technology and giving more variety in games. Sony has used its market leadership in audio-video products, communication and IT based products to introduce video games and capture significant market share of the industry.

Current Event issue Research Paper Example | Topics and Well Written Essays - 750 words

Current Event issue - Research Paper Example tries such as Iran, North Korea, Afghanistan, Iraq, Pakistan, China etc whereas Britain has many disputes with Argentina like Latin American countries. China has problems with India, Taiwan, Tibet etc. In short, interstate problems exist everywhere in this world and global governance is the only solution for these interstate problems according to Karns and Mingst. Karns and Mingst have defined global governance as follows: â€Å"Global governance is not global government; it is not a single world order; it is not a top-down, hierarchical structure of authority. It is the collection of governance-related activities, rules, and mechanisms, formal and informal, existing at a variety of levels in the world today†(Karns and Mingst, 2004, p.4). The concept of global governance put forward by Karns and Mingst seems to be good on papers and in practice it is not so. Since different types of governances are prevailing in this world, how we can expect that the collection of governance-related activities under the label of global governance may solve international problems or interstate problems. Moreover, different people may have contrasting beliefs, ideologies and customs and how we can use these things together for ensuring global peace and harmony. It should be noted that United Nations was founded immediately after WW2 to avoid or solve future interstate problems. However, we know that interstate problems are still going on at different parts of the world and UN seems to be ineffective in solving many of the interstate problems. Many people believe that in a unipolar world dominated by America, even UN like global agencies may fail to act neutrally. The on-going war on terror, Israel-Palestine crisis, the tensions between America and Iran are examples to prove the failure of UN. Under such circumstances how we can assume that the concept of global governance may ensure peace and harmony in this world. Even though the idea of global governance put forward by Karns and

Wk2 disc(6100) Essay Example | Topics and Well Written Essays - 500 words

Wk2 disc(6100) - Essay Example This is necessary as theories serve as maps which guide the counsellor as to the handling of the client. Each theory provides the MHC with direction and goals for the clients and helps in evaluating the effectiveness of counselling. MHC’s emphasise the patient’s environment with a comprehensive perspective to treat dysfunction or any pathological condition if necessary. (Hershenson & Strein, 1991) Five different theoretical approaches are psychoanalytic, behavioural, client-centered, cognitive and affective. The basic premise of client-centered theory is that each person has an inherent tendency to develop all capacities to maintain and enhance oneself. Thus the aim of this theory is to bring the client towards self actualization. The MHC using this approach assumes the role of being a genuine and empathic friend towards the client sharing experiences and working to build the clients confidence, which in turn helps in positive changes in the clients self awareness and attitude. This particular approach requires a personal touch that is lacking in many lives of today’s fast paced world. I personally gravitate towards this theory as it coincides with my belief that connecting to each other at a personal level is important to nurture the human psyche and is the missing element and cause of many of present day mental health problems. (Vacc and Loesch, 2000) One common trend in counseling is that of eclectics and integration. That is a combination of methods is used to treat the patient depending on his particular requirements. The transtheoretical model (TTM) is a practical approach that combines eclectics and integration. TTM provides an integrative structure to counseling theories. It is developed to combine various aspects of counseling without detaching practice from theory. (Petrocelli, 2002) TTM is useful in many situations especially for workplace counseling, youth counseling as in educational institutions etc. A major reason for

Tobacco and alcohol Negative Impacts Essay Example for Free

Tobacco and alcohol Negative Impacts Essay Today, controversial questions are now rising like â€Å"Are law makers being duped into thinking that legal drugs are the more dangerous, not because of their intrinsic qualities, but simply because they are more widely used?† and â€Å"Should not we be worried about what will happen when current illegal drugs are legalized and much more widely used?†   Ã‚  Ã‚  Ã‚  Ã‚   Lawmakers claim that the legal drugs, alcohol and tobacco, are more dangerous than has been acknowledged and, in fact more dangerous than the illegal drugs like heroin, marijuana, and cocaine. (Van, 1984) Ideologically speaking it is discriminatory and unfair if alcohol and tobacco are freely sold and that illegal drugs are not. Empirically, alcohol and tobacco are medically more harmful than cocaine, heroin, and other illegal drugs.   Ã‚  Ã‚  Ã‚   Around four hundred thirty thousand Americans die per year because of tobacco and more than one hundred thousand die because of alcohol. While illegal drugs only adds up to a mere three thousand five hundred a year. It is surprising that tobacco and alcohol kill hundreds and thousands of users and nonusers as well, counting victims of homicide, accidents and passive smoke.(Nadelemann, 1989). This only proves that tobacco and alcohol is almost one hundred fifty times more dangerous than illegal drugs. Criminalization makes illegal drugs harmful. (Van, 1985) Legalizing them will make them less harmful. Why? Their production and dosage will be regulated and will be standardized. These will sure have a dramatic reduction in mortality rate for illegal drugs. In terms of chronic medical effect, these drugs do not cause any medical pathology as compared with alcohol and tobacco cigarettes do. Any drugs cannot match the ravaging impact of alcohol in the liver and tobacco’s carcinogenic impact on the lungs. Reference Grinspoon, Lester, and James B. Bakalar. 1993. Marihuana: The Forbidden Medicine.   Ã‚  Ã‚  Ã‚   New Haven, Conn.: Yale University Press. Nadelmann, Ethan A. 1990. Should Some Illegal Drugs Be Legalized? Legalization Is the Answer. Issues in Science and Technology, 6 (Summer): 43-46. Van Natta, Pearl, Henry Malin, Darryl Bertolucci, and Charles Kaelber. 1984-85. The   Ã‚  Ã‚  Ã‚   Hidden Influence of Alcohol on Mortality. Alcohol Health and Research World, 9   Ã‚  Ã‚  Ã‚   (Winter): 56-59. Weaver, Mary Anne. 1995. Children of Jihad. The New Yorker, June 12, pp.40-47.

The Relationship Between Homelessness And Schizophrenia Essay

The Relationship Between Homelessness And Schizophrenia Essay Psychiatric disorders can lead to many types of problems. These problems can range from housing instability to disease, and even death. Having a disorder and lack of stable living conditions most often further complicates the overall health and the care this is a bit confusing for a homeless adult. Without the proper health care, the mind will become even more unstable. This does not automatically follow logically. Individuals with severe mental illness soften most times with homelessness because of their inability to accomplish daily tasks and earn money. Mental illness is serious and severe and can have a domino effect on ones life and those surrounding the individual. The hand in hand relationship that homelessness shares with mental illnesses are disturbing. One of the many mental disorders that can lead to homelessness is Schizophrenia. Stating that an individual has a mental illness can be interpreted many ways, however, it is usually defined and understood as a psychological disease or disorder. The severity of the illness determines how much of an individuals daily functioning will be affected. The ability to care for ones self, a home or household and the ability to maintain an intimate relationship are lost. Homeless people with mental disorders remain homeless for longer periods of time and begin to have less contact with family and friends. Mental illnesses, such as schizophrenia or severe depression, can cause a strain on family and other social relationships (Hawkins and Abrams 2007). Studies have examined what the quality of life is like after discovering that one has a mental illness, those who become homeless and other studies focus mainly on treatment options. Suffering from a mental illness makes it more difficult to gain employment. Having poor health also cripples the individuals desire to seek help, and whether they can receive help or not is another issue. Studies that take a deeper look into the rates of homelessness could lead to better treatment and help. It is especially important to study mentally ill homeless individuals that have substance abuse since these individuals are one of the most disadvantaged groups among homeless persons (Levine and Huebner 1991). There is no one explanation as to why an individual who is mentally ill will begin abusing their bodies with drugs, it is known though that when substance abuse and mental illness are combined contact with law enforcement is inevitable. All people with mental disorders, including those who are homeless, require ongoing access to a full range of treatment and rehabilitation services to lessen the impairment and disruption produced by their condition (U.S. Department of Health and Human Services, 2003). Most people with the mental disorder do not need hospitalisation, what they do need is better housing options and more treatment options and but can live in the community with the appropriate supportive housing options. Further studies do show however that these community-based services are far and few in between and there is not enough housing to accommodate the growing number of patients affected by a mental illness. The hardest challenge to face with helping mentally ill patients is that the illness causes other cognitive problems. Dr Yuodelis Flores states that the most serious barrier to treatment is lack of insight, persons with serious mental illness may not understand that they are ill and need care. Severe and persistent mental illnesses (SPMI) including schizophrenia, bipolar disorder, major depression and dementia impair judgment, conceptual understanding and the capacity to make appropriate behaviour decisions (HCH Clinicians Network, 2000). A patient, who is now learning of their illness, reacts irrationally and with anger and then instead of trying to understand the illness they just shut out those closest to them. Schizophrenia is a serious disorder of the mind and brain but it is also highly treatable. There is a constant flow of improvement on the medications for this illness. In addition to that, there are many new and improving psychosocial treatments and cognitive therapies for schizophrenia that are being tested and approved for use. One of the theories of what causes schizophrenia is that it is a result of a genetic predisposition combined with environmental exposures and or stress (The Internet Mental Health Initiative, 1996-2010). Stress can trigger a preexisting illness into existence, which in the case of Schizophrenia makes sense in terms of one having a genetic predisposition to the disease. Schizophrenia-like most other illnesses do not develop until after the age of 18, however, an age range is given due to the fact that illnesses have developed earlier in some. Men tend to develop schizophrenia slightly earlier than women; whereas most males become ill between 16 and 25 years o ld, most females develop symptoms several years later, and the incidence in women is noticeably higher in women after age 30 (The Internet Mental Health Initiative, 1996-2010). Taking a closer look at an individuals support system also determines if a homeless result is possible. Mental illnesses, such as schizophrenia or severe depression, can cause a strain on family and other social relationships (Hawkins and Abrams 2007). Society is well aware of homeless people, but many are unaware of the reasons why and then many do not care to know the reason. When a homeless individual is seen many shy away especially if that homeless individual is acting out. This passive attitude towards the homeless does not help them nor does it help society. In 2002 the cost of schizophrenia was estimated to be $62.7 billion, with $22.7 billion excess direct health care cost $7.0 billion outpatient, $5.0 billion drugs, $2.8 billion inpatients, and $8.0 billion long-term care (The Internet Mental Health Initiative, 1996-2010). Being out of sight and out of mind, these numbers do not reflect the homeless. About 1% of the population is affected by Schizophrenia (The Merck Manuals, 2008). Schizophrenia affects men and women equally having no racial or socioeconomic preference. In the United States, schizophrenia accounts for about 1 of every 5 Social Security disability days and 2.5% of all health care expenditures (The Merck Ma nuals, 2008). Brandt (1995) studied how actively working with homeless who are suffering from schizophrenia can better their lives. He focused on the bag ladies as they are deemed social outcast as they have a tendency to act out when help is offered. Quite outspoken about his distaste on societies role in helping those in need, he began to roam the streets gathering individuals to be a part of his study. 35 homeless individuals were chosen between the ages of 22 and 70 and consisted of 17 women and 18 men. The results were significant enough to show that being proactive with these individuals is helpful no matter the age or gender. The only remaining issue however with treating homeless individuals just like with any other patient, is the need to want treatment. When someone is in need of help in whatever form of therapy needed, it is the patient that makes the initiative and this is unable to be the case with homeless individuals. Brandt (1995) acknowledged that Many different groups must be inv olved in the work. [This includes], psychiatrists, hospitals, general practitioners and the entire social welfare system. And the best possible contact must be maintained with the patient (p. 1). Antipsychotic drugs, rehabilitation, and psychotherapy are the major parts of treatment. Community support activities, such as job coaching, teach the skills needed to survive in the community. These skills enable people with schizophrenia to work, shop, care for themselves, manage a household, and it also rehabilitates their social abilities. Hospitalisation is seen more when patients relapse. Forced hospitalisation is also rare and is only seen when the individual is a threat to themselves or others (National Coalition for the Homeless, 2006). The death rate for homeless people is about four times greater than the rate for the general population and among young homeless men, the rate is even higher (National Coalition for the Homeless, 2006). According to the National Coalition for the Homeless (2006), average homeless adults die twenty years earlier than their non-homeless counterparts. Over half of homeless adults die violently and one-quarter of those is murdered (p.2). The appr opriate housing can provide the framework necessary to end homelessness for many individuals (National Coalition for the Homeless, 2006). A study done in 2002 by Folsom, McCahill, Bartels, Lindamer, Ganiats and Jeste not only examined the death rate in schizophrenic homeless individuals, but they then compared the preventative and primary care to those with severe depression. While depression is a mental illness, it does not cripple ones abilities the way that schizophrenia does. The stages of withdrawal from friends and family are the same, however an individual with depression is more likely able to describe their feelings to a doctor, and there is no stigma placed on this illness like those with schizophrenia. Schizophrenic patients can go undiagnosed for years and then when they are, many providers are uncomfortable with treating them and some do not even see a point. Folsom et al state that (2002) serious mental illnesses, including schizophrenia, are much more common among homeless people than in the general population. Investigations have consistently found higher rates of substance abuse, schizophrenia, bipolar disorder, and major depression among homeless people than in the general population (p.1). This is why preventive treatment is very important along with better housing. The growing number of homeless people is unknown, implementing better shelters that can provide the mental treatment needed will be a big step in helping these people. Folsom et al also noted that there is a direct correlation with schizophrenia and homelessness with death, the age-adjusted mortality rate for people with schizophrenia is about two times that of the general population; cardiovascular disease is the most common cause of death among people with schizophrenia. Homeless people have been reported to have a mortality rate [that is] 3.5 times as high as that of the general population (p.1). With this study and with all studies, the best care depends on the patient to supply the proper medical history along with any medical symptoms. Middle-aged and older homeless people with schizophrenia received less primary and preventive health care and were treated for fewer chronic medical problems than a comparison group with depression (Folsom, McCahill, Bartels, Lindamer, Ganiats, Jeste, 2002). Going forward with other research, monitoring the health care of schizophrenics should be compared to all the different types of mental illnesses as well as comparing them to those who have no mental illness at all. Any one of the homeless people that you see on a daily basis can be suffering from a mental illness, that fact is quite disturbing. It is something that should not be taken lightly for it comes in many forms and can affect anybody. Being able to identify the symptoms and seeking help is a key fundamental towards regaining your health back. There still is great difficulty in caring for schizophrenics and the only way for it to get better is to continue the research and find ways for all the branches in the healthcare system to work together so that the patient can have the best treatment available. In the next 20 years hopefully, there will be a cure for all types of mental illness that we see today until being able to understand what it means for those who are suffering is just as important.

Self Regulation Theory In Relation To Motivation Education Essay

Self Regulation Theory In Relation To Motivation Education Essay Learning and acquiring a second or foreign language can be difficult for some people and at the same time easy for others. Factors influencing this observation may be explained in terms of individual differences in Second Language Acquisition (SLA). These individuals differences may include personality, intelligence, language learning strategies, attitude, emotion and motivation. Some researchers believe that motivation may impact learners whole process of learning a second language (L2) (Gardner Lambert, 1972). One theory which has long been recognised in the field is called self-determination theory (e.g. Brown 1981, 1990), and it examines intrinsic/extrinsic motivation in L2 learning. However, there has also been a development of a more process-oriented theoretical approach namely the process model of L2 motivation by Dà ¶rnyei Ottà ³ (1998). They have highlighted the importance of developing self-regulatory strategies to manage, reinforce or sustain ones motivation during the course of learning. Accordingly, L2 self-regulation theory was later proposed by Dà ¶rnyei (2005), and the theory represents a major reformation of previous motivational thinking. This essay, therefore, will discuss the extent in which motivation plays a key role in second language learning. The focus of this essay is specifically on the linkage between self-regulation theory and second language learning, using the authors personal experience in Persian language learning as a case study. Research Objective The aim of this essay is to examine the authors experience in Persian language learning and analyse, based on self-regulation theory, to what extent motivation contributes to the learning of a second language. Methodology The essay employs a qualitative analysis based on theories and the authors personal experience in Persian language learning. First, definitions of the term motivation will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and constructs of motivation in relation to self-regulation will be explored. Third, the role of motivation in the authors Persian Learning Experience will be evaluated based on self-regulation theory. Finally, a conclusion will be presented with a further discussion on future recommendations. CHAPTER TWO DEFINITIONS OF MOTIVATION Motivation is a broad concept, and definitions of motivation vary according to research and findings. The aim of this section is to explore several definitions of the term motivation and conclude on the most appropriate definition in second language (L2) learning which will contribute to this essay. To begin with, motivation comes from the Latin verb movere which means to move. It can be described as the driver inducing a person to take a certain action, make a decision, or invest efforts toward carrying out certain behaviours (Dà ¶rnyei Ushioda, 2011: 3). In a psychological perspective, motivation is often defined as the psychological quality that leads people to achieve a goal. For language learners, mastery of a language may be a goal. For others, communicative competence or even basic communication skills could be a goal. In a socio-educational framework, motivation to learn the second language is viewed as requiring three elements: effort, desire, and enjoyment. First, the motivated individual must expend an effort to learn the language. There must be a persistent and consistent strive to achieve success in learning such as by doing homework, practicing the language whenever there is an opportunity, etc. Second, the individual must demonstrate the desire to achieve the goal. Such individual will do all that is necessary to achieve the goal. Third, the motivated individual will enjoy the task of learning the language. Such an individual will say that it is fun, a challenge, and enjoyable, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to differentiate individuals who are more motivated and those who are less motivated. However, each element, by itself, is seen as insufficient to reflect motivation. Some students may display effort, even though they have no strong desire to succeed, and may not find the experience particularly enjoyable. Others may want to learn the language, but may have other things that detract from their effort, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motivation has been identified as one of the key factors which determines L2 achievement and attainment. Motivation initially serves as an impetus to generate learning and later as a sustaining force to ensure that the learner remains on-track with acquiring the target language (Cheng Dà ¶rnyei, 2007). According to Gardner (1985: 50), he posits that motivation in learning is based on four characteristics: a goal, effortful behaviour, a desire to attain the goal and favourable attitudes toward the activity in question. Dà ¶rnyei and Ottà ³s definition of L2 motivation (1998: 65) has a broader sense; they defined motivation as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. According to Dà ¶rnyei and Ushioda (2011: 4), the by far definition that most SLA research, including this essay, would agree on concerns the direction and magnitude of human behaviour, that is, motivation accounts for: why people decide to do something (choice), how long they are willing to sustain the activity (persistence), and how hard they are going to pursue it (effort). It is important to note that although choice, persistence, effort are the three key issues allowing learners to regulate their own motivation, Ushioda (2003: 99-100) further demonstrates that in order for motivation to grow in a positive way, it cannot be seen as a progressive attempts to regulate behaviour from outside. There needs to be supportive interpersonal processes which foster the development of autonomy and the growth and regulation of motivation from inside. Thus, with this in mind, this essay will consider the issue of motivation in relation to self-regulation in the following chapter. CHAPTER THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motivation plays an important role not only in general academic learning, but also in the process of achieving the goal in a second language learning. According to Dà ¶rnyei (2002), L2 motivation has been seen as a dynamic construct that directs and enhances learning behaviour. There are many theories that devoted to motivation in relation to autonomy and strategy use, and two most-cited theories are self-determination theory and self-regulation theory. The self-determination theory, which was developed from the education psychology approach, examines about intrinsic and extrinsic motivation in relation to the learners behaviours and regulation. It denotes a sense of choice, personal responsibility, and self-initiation of behaviours. While the self-regulation theory, a more recent development within the field of SLA research, refers to self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals. Other well-known related theories are Language Learning Strategies (LLS) and L2 Motivational Self System. LLS is another approach which relates to strategic behaviours and keys attribute of good language learners. This theory has been trying to establish a link between strategic behaviour and actual learning gains, to demonstrate that strategies are not culturally biased, and to explain why poor strategies user differs from good strategy users only in how they use strategies in context but not in the kinds or frequency of strategy they use (Ortega, 2009:214). Though self-regulation is a more recent alternative study that replacing the traditional emphasis on sheer frequency of strategy use. Its emphasis on the creativity of efforts employed to control ones learning processes is the main issue I would like to point out in this essay. L2 Motivational Self Systemis another important recent theory of L2 motivation proposed by Dornyei (2005). It concerns motivation especially in terms of the theory of possible selves and the self-discrepancy theory (Dornyei Ushioda, 2011). Drawing on theoretical paradigms from both motivational psychology and L2 motivational research, Dornyei (2005)s L2 Motivational Self System model has three main dimentions: the Ideal L2 self, the Ought-to L2 self, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motivation in the context of SLA, self-regulation theory seems to best fit this essay. The self-regulatory approach allows for the combined study of motivation and strategic behaviour, and of cognition and affect, under a single theoretical framework. As supported by Ortege (2009: 211) who demonstrates a clear relevance of self-regulation theory to SLA and individual differences when learning another language poses a high-anxiety and complex challenge that demands cognitive as well as affective self-regulation, and individuals differ in their capacity to self-regulate. There have been concerns about the clear-cut of LLS, as according to Dà ¶rnyei (2005: 162), there is a change of perspective that the LLS are immensely ambiguous phenomena and nothing is clear-cut about them. Furthermore, Dà ¶rnyei (2005: 190) stated that researchers started to accept that examining the LLS was not important as much as the fact that the good learners choose to put creative effort in their own learning and that they have the capacity to do so. Thus, because of learning strategies examine the outcome of these forces, I decided to draw self-regulation theory which is looking at the initial driving forces. The L2 Motivational Self System also does not fit in my context of describing a short language experience. It concerns more in terms of primary sources of the motivation to learn another language which are the Ideal L2 Self, Ought-to L2 Self, and L2 learning Experience. Review of Self-regulation Theory in Second Language Acquisition The starting point of self-regulation theory is that human endeavours are always goal-directed, intentional, effortful and voluntary (Boekaerts et al., 2006). In the face of multiple goals and ensuing environmental challenges, humans are capable of achieving the ends they choose to pursue because they are able to self-regulate their behaviour (Ortega, 2009: 211). In the context of SLA, L2 self-regulation is a process by which individuals direct their efforts, thoughts, and feelings toward the attainment of their personal goals, and self-regulation is neither a discrete mental ability nor an academic skill (Zimmerman, 2000). In other words, self-regulation involves processes, responses, and strategies that students initiate and regulate (Zimmerman, 1986) to activate and sustain both their behavioral conduct and their cognitive and affective functioning (Boekaerts, Pintrich, Zeidner, 2000; Zimmerman, 2001). Self-regulation theory became the recent developments in the field of L2 individual differences as there has been a need to reconceptualize the strategic behaviour into a theory over the past decades. The two main proponents for this urge are Dà ¶rnyei and Skehan (2003) who have pointed out that the L2 learning strategic behavior should not be limited to OMalley and Chamot (1990)s taxonomy of observed heuristic and reported mental process or Oxford (1990)s inventory of self-reported frequencies of strategy use. Then, in 2005, Dà ¶rnyei pushed forward the solution to theorizing learning strategies and claimed self-regulation theory as a framework for SLA research about strategic behaviour during L2 learning. Self-regulation Strategies Dà ¶rnyei has created a model of motivational strategies based on the psycholinguistic concept of selfà ¢Ã¢â€š ¬Ã‚ regulation which is intended to reà ¢Ã¢â€š ¬Ã‚ theorize language learning strategies by examining strategic learning in the paradigm of selfà ¢Ã¢â€š ¬Ã‚ regulation (see Dà ¶rnyei, 2005; Tseng et al., 2006). This taxonomy of strategic learning is based in the framework of motivation control strategies (Dà ¶rnyei, 2001) and consists of five categories. Dà ¶rnyei (2006) notes that his system was based on Kuhls (1987) and Corno and Kanfers (1993) taxonomy of action control strategies. The categories are defined below: 1. Commitment control strategies Commitment control strategies examine the students ability to set and reach goals in their learning. It helps to preserve or increase the learnersoriginal goal commitment. For example, students may keep in mind favourable expectations or positive incentives and rewards, or students may focus on what would happen if the original intention failed. 2. Metacognitive control strategies Metacognitive control strategies involve the monitoring and controlling of concentration, and the curtailing of any unnecessary procrastination e.g. identifying recurring distractions and developing defensive routines, and focusing on the first steps to take when getting down to an activity. 3. Satiation control strategies Satiation control refers to students capacity to control boredom and dissatisfaction in a learning task, and the ability to cope with these negative feelings (Dornyei, 2005). For example, students may add a twist to the task or using ones fantasy to liven up the task. These strategies can help to eliminate boredom and add extra attraction or interest to the task. 4. Emotion control strategies Emotional control strategies examine how learners cope with emotionally charged feeling such as stress, depression and disappointment that may hinder their language development. For example, students may use self-encouragement or using relaxation and meditation techniques. 5. Environment control strategies Environmental control strategies refer to how a student controls their learning environment in order to facilitate study. Learners with good environmental control are more aware of how their environment affects their learning and have strategies to curb these negative effects. For example, students may try to eliminate distractions or asking friends to help. Such activities will help in eliminating negative environmental influences and exploiting positive environmental influences by making the environment an ally in the pursuit of a difficult goal. CHAPTER FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Persian Language Experience is part of the Second Language Teaching and Learning module. The aim of this language experience is not primarily for future use but to exemplify, and make more real, some of the issues connected with the language teaching and learning with which the modules deal. The instructor gives the reasons for choosing this language as follows: It is unlikely that any of the module students has learned it before. It is an Indo-Europeaen language, and so its grammatical categories, and some of its vocabulary, will be relatively familiar to students. The course runs eight weeks, covering the first six lessons of the textbook. The students will learn in romanised transcription not the Arabic script version as the purpose is to learn a limited amount of conversational Persian (Farsi), with associated grammar and vocabulary. There will be a review session at the end of each two-lesson section. (See Appendix 1 for more details) The class consists of about 30 students from various nationalities, mixed with females and males, aged approximately from 20 to 25, and all the lessons are taught in English. The instructor is the native speaker of the target language. I am a complete beginner-level learner as I have no previous knowledge in Persian language or culture. Though, I still show a great interest in learning a new language. I see this as a challenging task, and I am highly motivated by the thought of using the language as a mean of exploring Persian culture and people. Persian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that learning a second language is considered as a challenging task which requires time and effort. As I am highly motivated to use the language not just only for the purpose of the module, I developed my own goal to learn the language as much as I could within the time limit. In order to achieve the goal, keeping my learning on track is very important and the following strategies are how I regulate my Persian language learning in accordance to self-regulation theory: Commitment control strategies During the first two weeks, I was very interested to learn the language when the instructor began to introduce the lesson with an easy to remember greeting phrase. I became more motivated to learn Persian when the instructor presented about the tourist places and the culture. Hence, I made up my mind that I have to take this as an opportunity to learn the language as much as I could in order to travel to the area in the future. With this in my mind, I committed myself to buying a Persian textbook, so I would have to fully utilise the book and study thoroughly throughout the course. Metacognitive control strategies After the result of the first quiz, I became aware that maintaining my motivation through culture exploration was insufficient, and I needed to review more grammar and vocabularies periodically. In other words, I needed to structure my Persian learning by setting frequent goals. To illustrate clearly, I set mini-goals for myself to complete one or two exercises in the textbook per day. I also had a specific goal for each week that I must finish studying one chapter in the textbook before every Monday class. In the case that there were other deadlines from other courses and I could not finish one chapter by weekend, I told myself to devote a Sunday evening to complete the chapter. These mini goals provided me an opportunity to reflect and monitor my own progress each week and helped providing the motivation to focus on my tasks. Satiation control strategies During the course, I was always looking for a new inspiration or a new motivation in learning the language. I enhanced my interest by searching about tourist places or Persian culture online. I also recorded my own voice to overcome boredom while learning new vocabularies or practicing pronunciation. Emotion control strategies It was obvious that I experienced negative feelings such as anxiety, frustration, and discouragement after the result of the quiz. I avoided interacting with the instructor in the following lesson. However, I understood that I could not keep avoiding the interactions, and it would be better if I had prepared for the lesson ahead. I tried to get rid of negative feelings and cheered myself up by reminding myself about the real aim of the course, which is to point out some issues in the teaching and learning of a second language, and that the quiz mark was simply a way to reflect on my L2 learning progress. Environment control strategies As the Persian lesson runs only one hour per week, learning in class would be insufficient to achieve my personnal goal. to complete the book. Therefore, I tried to have extra lessons and/or sought out additional sources of input and interactions. I look for a good environment that have easy access to time and place to avoid procrastination such as the internet; I practice Persian pronunciation through YouTube videos and study more about Persian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my daily progress in order to incorporate received feedback on the prospective assignment, it helped me to monitor my progress and observe my strategies whether the way I self-regulate has been improving my learning or not. In terms of commitment control strategies, I had a high amount of motivation in the beginning that I wanted to learn as much as I could. I had a very high expectation of myself and even bought the textbook in hope to study further the requirement. Although, this might not be strong enough to keep myself commit to my goal, in fact it kept me engaged in the tasks for a short period. Part of this failure was due to the fact that I did not have a definite schedule of my Persian learning and that I was distracted by other subjects. Another part might due to high intrinsic motivation, I was too ambitious to learn and did not examine my ability thoroughly. However, even though my motivation was dropped after the quiz, when I later set up the mini goals for each week, my process of learn became more structure and sustain my motivation throughout the week. In other words, these strategies help me minimizing procrastination or distraction and maximizing concentration and keeping goals in focus. This can be said that metacognitive control strategies are essential to develop a learner autonomy. As Wenden (2001: 62) demonstrates that a recognition of the function of metacognitive knowledge in the self-regulation of learning should contribute to a clearer understanding of learner autonomy, especially how it can be developed and enhanced. Wendens findings on the role of metacognitive knowledge in self-regulatory process also corroborate Chamot and OMalleys (1994: 382) observation that explicit metacognitive knowledge about task characteristics and appropriate strategies for task solution is a major determiner of language learning effectiveness . In addition to my satiation control strategies, the way that I always look for inspiration from different sources for my own learning can keep my learning on process. In my opinion, this strategy should be a way to increase my motivation when I feel procrastinated or bored. However, I found myself spending too much time browsing on the internet about Persian culture and had less time to review the task. I should be careful that it would not take up too much time of my daily Persian learning otherwise it would not be effective. So, it seems that this strategy might not be helpful to me sometimes because I can use it as an excuse to procrastinate. My emotion control strategies, particularly to my positive self-talk is also mentioned in a study by Bown (2009) that this technique helped learners maintain perspective on their language learning. It alleviated feelings of frustration or anxiety. Bown divided that learners used self-talk for two primary purposes: (a) to remind themselves of their own motivation for learning the language and (b) to encourage themselves when they felt that they were not making enough progress. The use of this self-talk also served to help learners keep their expectations of themselves realistic, as informed by their beliefs about language learning. Learners would tell themselves that mistakes are part of learning or that it takes longer to learn Russian than other languages they may have studied previously (Bown, 2009). Though it is true that the use of this strategy became effective when I had a low quiz mark, in my case it must be combined with other strategies (such as metacognitive control strateg ies) at the same time in order to completely encouraging myself. I must have a definite plan (the mini goals) to support my positive self-talk. For my environment control strategies, Wolters (1998), citing research from Corno (1989, 1993), Corno and Kanfer (1993), and Kuhl (1984, 1992), pinpoints a self-regulation technique I employed: (1) environmental control, for example a student who decides to go to a quiet place conducive to studying (225). In my opinion, the way that I always try to turn my surrounding environment into a learning environment for me makes me sometimes enjoy learning by myself rather than studying in the classroom. It helps me complete the mini goal I set for myself in each day. In addition, this can be supported by the study from Bown (2009). The findings suggested that effective self-regulation depended on the learners sense of themselves as agents in the learning process. Learners who recognized their role as authors of their own learning transformed the learning environment to meet their individual needs (Bown, 2009). CHAPTER FIVE CONCLUSION AND DISCUSSION It is believed that motivation is essential in learning a second language as it can be a driven force for the learners to start their second language acquistion and it can be a force that sustain the learning throughout the acquisition. However, motivation, according to Dornyei and Ushioda (2011), is a dynamic and complicate factor which concerns about the choice, persistence, and effort of the learners in regulating thier own motivation. From this, motivation can be seen as a factor that correlate to the learner behaviour which can contribute to the learner autonomy. There are many theories which were developed to examine about motivation in relation to L2 learner behaviour and strategy use. Self-determination theory (SDT) is one of the theories that has a broad framework for the study of human motivation and personality. It is concerned mainly with intrinsic motivation and the way to which the individual is self-motivated and self-determined.Language Learning Strategies (LLS) is another approach which examines the strategies that the good language learner employ. The L2 Motivational Self System is another recent approach in relation to L2 motivation and the self framework. It concerns three self dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the degree to which individuals are active participants in their own learning. It is a more dynamic concept than learning strategy, highlighting the learners own strategic efforts to manage their own achievement through specific beliefs and processes (Dà ¶rnyei, 2005). In the context in this essay, it is found that motivation became a critical factors on how the learner will choose the strategies to regulate his/herself and keep the learning process going in order to achieve goal of learning a second language. In other words, it can be argued that self-regulation of L2 learning is multidimensional, including cognitive, metacognitive, motivational, and behavioral processes that learners can apply to enhance achievement. The deliberative, adaptive process of self-regulation enables learners to handle tasks effectively and prepares them to take responsibility for their learning (Wenden, 2001). In chapter 4, based on the Self-regulation theory, my Persian Learning Experience has been evaluated in relation to motivation. According to the four self-regulation strategies I employed, it is found that I depend much or less on motivation to regulate or control the four strategies. For instance, motivation became a crucial factor on how I use the metacognitive control strategies to change the way I learn the language. While motivation has been rarely concerned on how I chose the place to study as in the environment control strategies. Nevertheless, I could not agree more that both motivation and the four self-regulation strategies are the two essential factors that cannot be overlooked in learner autonomy and the development in the process to enhance individual learning in order to achieve the goal. Though the aim of the Persian Language Learning class was merely to experience the issues that can be raised in L2 learning and teaching, the fact that the class is conducted only one hour per week might not be enough to motivate some learners to engage during the lesson. In order to have a more effective class, the instructor could raise an awareness of using self-regulation strategies which I believe will be fruitful for the students themselves to have an opportunity to monitor their learning progress and develop their learning autonomy in L2 learning. As Hurd (2008) emphasises, awareness-raising of self-regulation in L2 learning is equally if not more important in independent learning setting (e.g. online environments and distance learning), where students lack the kind of social-affective support provided by regular interactions with other learners and the teacher, and typically may be engaging in language learning on top of full-time study and personal commitments.

The Three Witches in Macbeth Essay -- William Shakespeare

The three witches in the tragedy Macbeth are introduced right at the beginning of the play. The scene opens with the witches chanting three prophesies: Macbeth will be Thane of Cawdor, Thane of Glamis and King. These prophesies introduce Macbeth to his plan of defeat and to over power. Macbeth will eventually follow through in killing king Duncan. Some people believe that the witches had the ability to reverse the order of things. This brings into the play idea of fate and the role with which it has in the play. One can only wonder if Macbeth ever had a chance of doing what was right after he met with the witches. It is however, more realistic to believe that Macbeth was responsible for his own actions throughout the play and in the end, he was the one who made the final decisions. The witches could see the future, they could add temptation, and influence Macbeth, but they could not control his destiny. No one can change the destiny of ones life nor can anyone tell the destiny of ones life. Macbeth creates his own sadness when he is driven by his own sense of guilt. He realized what he did was immoral and he cant stand the thought. This causes him to become insecure about his actions which causes him to commit more murders. The witches are great at intriguing, but in the end, it is each individuals decision to fall for the temptation, or to be strong enough to resist their captivation. That’s where Macbeth messed up, he didn’t trust himself enough and wasn’t confident enough in himself to know what the right thing was. The three Witches are only responsible for giving Macbeth the ideas and for forming ideas in Macbeth’s head. They are not responsible for h... ... is warned about the truth of the witches prophesies, he is tempted and refuses to listen to reason from Banquo. Macbeth blames the witches for deceiving him with half truths. While the witches are not totally responsible for the actions of Macbeth, they are responsible for introducing the ideas to Macbeth which in turn fired up Macbeth's ambition and led to a disastrous And unnecessary chain of events. The story of Macbeth teaches us many lessons in life. The lesson that stuck out to me is to be your own person. Macbeth let other people control him and lead him. He didn’t make decisions for himself nor did he follow his heart in everything he did. He was just thinking about what the witches and Lady Macbeth wanted. When you live your life for other people your really not living. Macbeth taught me a lot of lessons that I will continue to use throughout my life.

Writing as Healing :: essays papers

Writing as Healing Chapter five, Writing as Healing and the Rhetorical Tradition: Sorting Out Plato, Postmodernism, Writing Pedagogy, and Post-Traumatic Stress Disorder written by T.R. Johnson of the University of New Orleans describes the different views of how language helps a person who has encountered a traumatic experience overcome and heal. Chapter nine, Pathography and Enabling Myths: The Process of Healing written by Anne Hunsaker Hawkins of Pennsylvania State University discusses how personal writing, such as autobiographies and biographies, promote healing in regards to illness. Both of these two chapters speak about writing in regards to healing, but chapter nine speaks about a specific writing that tends to be more effective. Classical logotherapists believed that disease and illness inflicted a person in order to punish a person for something he/she had done. The illness was also viewed as a form of trauma that deformed one’s character by society of the classical era and healing of the illness restored one’s identity and moral purity. Healers used â€Å"verbal charms, prayers, and incantations† in order to drive out the demon that caused the illness from the infected person. Plato believed that healing occurred â€Å"in a plane of absolute, unchanging truths above and beyond the plane of lived experience.† In other words, Plato rejected the idea of that language could heal the diseased or traumatized person. Postmodern healers believe that healing occurs through â€Å"self-actualization† which occurs through writing, another form of language. They feel that writing will provide an insight to the individual and that insight will allow the healing process to begin. It is said that pathography allows a person to heal because one consistently remembers new details when one writes about a particular experience. The remembering of these details are imperative to the healing process because it not only allows the person to get through the experience by re-telling it also allows one to get beyond the traumatic experience. The healing process often occurs through writing an autobiography or biography because the writer soon begins to feel that others should learn from his/her experience, which bridges self-suffering and the outside world. Pathography demonstrates that healing oneself often involves reaching out to others, which writing does.

A Class Divided: the Effect of Discrimination in One Life Essay

The most interesting part of A Class Divided is when the students were tested on their knowledge on the days of when they had to wear the collar and when they had it off. The test scores were higher when the collars were removed. It is amazing that discrimination can mentally affect someone academically. Discrimination is a powerful weapon that can harm anyone, no matter where you are in the social class. My opinion on the video is that no matter what race or ethnic group you are, there is always a way that discrimination can affect you. I believe that although minority groups are more vulnerable to discrimination, the dominant group has a flaw in which can be discriminated by other races or ethnic groups. The most common discrimination occurs to African American people, just because of skin color. Discrimination among Asian people occurs because most people would think that all Asian people are Chinese. It is also known as a stereotype that Asian people’s eye sizes are small, which is not in every case at all. Another stereotype is that all Asian families own either a restaurant or a convenience store. Although there are a few Asian families that do own a business, most families do not have the benefit of owning one of their own. Japanese people were being harshly discriminated during World War II because of the Japanese bombing of Pearl Harbor. Asian people, however, did not receive as much discrimination as an African American person or a woman. African Americans were discriminated since the beginning of civilization, starting out as slaves to a more dominant group. In the United States of America, African Americans earned their freedom after the civil war, but were still discriminated harshly. Jim Crow laws were placed to limit the freedom of African Americans. Eventually, civil rights movements occurred with Martin Luther King, Jr. leading the movement. Women were also discriminated harshly in the past. Women were considered as property of their husband. Human rights of women were very few, or none at all. Women were always at home cooking, cleaning, or taking care of the children. Women were not able to fully get their rights until they were able to receive their political rights. Different countries in the world granted women’s suffrage at different times. New Zealand was the first country to grant women their suffrage rights in 1893, while the United States granted women their voting rights in 1920. Right now, illegal immigrants from Mexico are being discriminated because they are working for low wages. Many United States citizens are outraged at the fact that their jobs are being replaced by illegal immigrants. Also, people from the Middle East are being discriminated for the actions of the terrorist group that Osama Bin Laden found, Al Qaeda. Even though most people from the Middle East are innocent, the terrifying horrors of 9/11 scarred their lives in the world. If everyone participated in Jane Elliot’s experiment on discrimination, the world would become many steps closer to world peace.

Cool hand luke

Cool Hand Luke Film Analysis In class we watched the film â€Å"Cool Hand Luke†, which is about the protagonist Luke, who is arrested for destroying several parking meters late one night while drunk in a small town, Luke was sentenced to prison. Luke was rebellious with little respect for authority, had more spunk than good sense. Luke gains the respect of his fellow inmates by his frequent escape attempts and refusal to break under to harsh punishment. The inmates enjoyed Lake's fearless behavior and ambition for trying to succeed while he was incarcerated. Luke never backed down from a fight or a halogen.Luke was well liked to where his fellow inmates gave him the nickname â€Å"Cool Hand Luke. † To be honest, in my first attempt of watching the film â€Å"Cool Hand Luke† I did not enjoy the film, After watching the film a couple of times it sort of hit me with all of the things the film used to have symbolism and to reference the film to The Bible. There were many examples, but only a few stood out to me such as: like the apostle, Luke. Lake's identification number is thirty seven, which in reference refers to the Book of Luke 1:37, † For with God no thing shall be James Bible).In the film Luke devoured fifty eggs. Which In reference was for the fifty prisoners. So Luke therefore â€Å"absorbed† all of their sins once he ate all the eggs. After eating the eggs Luke was left on the table to recovery from cruelly over feeding his body, Luke is laying down on the table In the shape of a cross. (Referred in the picture below (IAMB. Com) After a couple of viewings of â€Å"Cool Hand Luke† I can truly appreciate this great American classic and see why It was rated In the top 100 films of America by IAMB and ETC. I can truly appreciate how the movie was nominated for four AcademyAwards and see why It at least won one award, this film Is truly beautiful and Inspiring It Is one that should be a mandatory must watch. Cool hand Luke By mosquitoes refers to the Book of Luke 1:37, † For with God no thing shall be impossible. â€Å"(King James Bible). In the film Luke devoured fifty eggs. Which in reference was for the fifty body, Luke is laying down on the table in the shape of a cross. (Referred in the American classic and see why it was rated in the top 100 films of America by IAMB Awards and see why it at least won one award, this film is truly beautiful and inspiring it is one that should be a mandatory must watch.

Oprah Winfrey Commencement Speech Essay

Oprah’s audience was very receptive of her mainly because she is a respected icon known all over America. The audience was a group of diverse faculty, staff, graduates, family and friends. When Oprah started her speech welcoming the audience, she gave them an icebreaker saying she wanted to let them in on a secret to personalize her speech. She lets the audience know that her god daughter Kirby attends Stanford and she is very proud of her. Oprah uses humor throughout her speech as she says the name â€Å"Stanford† engaging the audience as she speaks. She gives personal experience in her speech to show her audience that she too had experiences throughout college that could have hindered her from being the icon she is today. Oprah uses great eye contact throughout her speech. She did not read word for word what was on her paper because most of her speech was based off her experience as a student in the past at the beginning of the speech. She gave quotes of her father and B.B. King about learning that is beautiful. She lets the graduates know that your education had just started. Her speech lead on to elaborate on how the world has so many lessons to teach. She lets the audience know that earth is like a school and our lives are the classrooms. Life will have detours and road block but the secret to learn to be open to the lessons. Self improvement will help evolve as human beings. Oprah speaks with an inviting tone keeping her audience engaged. Even though the speech is lengthy, Oprah was not repetitive. She explained a few life lessons of her own journey but still gave humor as she spoke about the main lessons of her speech. The audience was still engaged throughout her speech. Oprah was very familiar with her speech content. She spoke as if she was graduating herself and speaking like she would want to be spoken to as a graduate. Oprah’s posture was appropriate and the gestures she uses with her hands and tone of her voice made the speech stand out more towards her audience. The overall tone of the message was exciting, funny and receptive. Oprah’s speech was spoken to relate to those who were not graduates also. She wants  the audience to understand that a degree is important and you can not allow yourself or others to defer you of a goal or dream. The speech Oprah gave was ethical. She realized the majority of her audience was of the white race and she included her own racial experiences in her speech with the stories she shared. Her own experiences made up the entire speech. The graduates seemed like they were listening and understanding the speech based off the feedback they gave after she spoke. There were interactions from the audience when Oprah spoke about how she made it as the icon talk show host. Oprah conveys to her audience to learn that life is more than just making money. You have to earn it and making money has to have meaning. If you do not have meaning in making your money and making a difference to the world then money doesn’t matter. Oprah shows much inspiration in her speech that should make the audience aspire to be like her or even more. Overall, Oprah did a great job catering to the diverse audience with her speech. It did not seem rehearsed, she gave eye contact and her audience seemed engaged in her speech for the 30 minutes I analyzed it. She did a great job and kept me engaged myself.

Letter from a Birmingham Jail

In â€Å"Letter from a Birmingham Jail† Dr. Martin Luther King, Jr. uses several writing techniques. There are two that are used predominately in his famous letter. To clarify his strategy the reader has to first understand the intended audience of his letter. The document is addressed to â€Å"My Dear Fellow Clergymen. † Then to look at the letter a little deeper – it is not only the who the letter is addressed – but the position of those to who the letter is addressed. The recipients of this letter do not agree with Dr. Marti Luther King Jr’s actions.Dr. King uses the writing techniques of exposition and description in this letter to his fellow pastors. Dr. King is defending his actions to his fellow pastors. To do this he has to describe why he is doing what he is doing and then expand on these ideas and actions. The first technique I will prevail on is that of expository writing. Dr. King is communicating to concerned clergy what he firmly belie ves. What his ideas and dreams are for the movement. Dr. King goes beyond description in this letter. He finds words to ensure the readers understand his ideas. Although the recipients of his letter disagree with his actions Dr. King draws out again that, â€Å"Oppressed people cannot remain oppressed forever.The yearning for freedom eventually manifests itself†¦Ã¢â‚¬  (King). He digs deep within his heart to share his readers what he is feeling, his pain, his torment, his anger, his joy, his hope – and even his love. Dr. King holds nothing back in sharing his ideas and his inner most feelings. The next technique used in this letter is that of description. Dr. King goes into great detail describing what he and the movement are doing. What and why they have done 1 things that some don’t agree with. He at no time apologizes for the actions he has taken – he is merely describing what led him to take these certain actions. At one point in theletter he describ es his feeling of how he came to be at the front of the civil rights movement. He goes on to describe the event that led to his leadership role. He states â€Å"When I was suddenly catapulted into the leadership of the bus protest in Montgomery, Alabama, a few years ago†¦Ã¢â‚¬  Dr. King was very effective in his technique and strategy of writing. He relates many activities the movement has been involved in. He shares some of the stories of those he has met and stood side by side with. The letter describes his dreams of a better America.He describes not only a 72 year old lady in Alabama – bet expands on why she is doing what she is doing. Because her feet are tired†¦. In thirty nine paragraphs and using less than 7,000 words (6,898) – Dr. King shares from a single jail cell in central Alabama the very essence of the American Civil Rights Movement of the 1960‘s. He describes to his readers not only what he is doing as part of that movement and why he i s doing these things. More importantly – through exposition writing the reader understands exactly who the movement is for. As a reader of this letter I could see the entire movement unfold up to that point from his cell. I could also from benefit of history see where that movement was going.From a bus ride in Montgomery, to a cell in Birmingham, on to speaking in front of a National Monument and a finally a wave from a balcony in Memphis. Was he successful in his writing strategy and techniques? The lunch counter signs are gone – there are not notes at water fountains – and let’s not forget who just moved into 1600 Pennsylvania Avenue. 2 Bibliography King, M. L. Jr. (1963). University of Pennsylvania: African Studies Center. Letter from a Birmingham Jail. Retrieved February 18, 2009, from, http://www. africa. upenn. edu/Articles_Gen/Letter_Birmingham. html

Modern Knowledge Management Practices Essay Example | Topics and Well Written Essays - 2750 words

Modern Knowledge Management Practices - Essay Example Knowledge is nowadays increasingly becoming an ultimate competitive advantage either replacing or complementing such traditional sources of success as technologies, marketing mix, and often even financial resources (Malhotra, 1998). Modern business history lists a number of instances when knowledge-centred management has helped create competitive advantage of organisations and even countries formerly limited in financial and other resources. For Microsoft, Dell, IBM (which is believed to be one of the founders of the paradigm), Compaq, British Airways, Ryan Air and other major organisations knowledge management has become the cornerstone of success. The same is true for such countries as South Korea, Singapore, Malaysia and Hong Kong which rely on the national knowledge economy. Over the last two decades, organizations have often been described in terms of knowledge and learning with the help of such concepts as "learning organisation", "intellectual capital", "people-centred approach" or "knowledge based management". Cakar and Bititci (2001) perfectly summarise this trend in the following statement: "1980s were all about automation. In the manufacturing industry FMS, FAS, Robots, AGV'S etc. were commonplace. The 1990s have been about people, this is evident in the development of concepts throughout the 90's focusing on delegation, involvement, ownership cross functional teamwork, self managed works teams and so on The needs of modern business emphasize the role and importance of people and knowledge" (p.2). The ideas of Peter Drucker (1994), whom was the first to use term 'knowledge worker', became widely recognised in 1980s, particularly the idea that investments in human resources were increasingly becoming more cost-efficient than investments in machines. In 1986, European knowledge management pioneer Karl-Erik Sveiby described the concept of a "know-how company" (Doz, Santos & Williamson, 2001), and in 1991 the ideas of knowledge management were reconsidered by Ikujiro Nonako (1991) whom presented the idea of "knowledge-creating company". The 1996 could be considered the turning point in history of knowledge management: the influence of this paradigm became overwhelming in the developed countries (Skyrme, 2002). While earlier on knowledge used to produce goods, these days it is used to produce other knowledge and information: "what is specific to the informational mode of development is the action of knowledge upon knowledge itself as the main source of productivity" (Mishel & Bernstein, 1996: 17). In other words, the process of creation and sharing knowledge has become the key for strengthening the competitive and successful outcomes of modern organisations. Probably the main reason for such shift is the improved understanding of the importance of knowledge created and shared within organisation. At the same time, the changed patterns of managing human resources made the businesses pay more attention to tacit knowledge the employees possess. Main discussion Originally emerged in 1960s, the paradigm of HRM relied on the broad range of findings revealed by several outstanding organisational researchers. As Alan

Answer question Essay Example | Topics and Well Written Essays - 250 words - 13

Answer question - Essay Example For the study to have reliable findings, the authors provided allowances for other sources of variation in employment including differences across the chains. To get such variation, the main equations used were as indicated below. The study found that 18 percent increase in the New Jersey minimum wage was predicted to reduce employment at fast foods outlets by 0.4-1.0 employees per store (David and Alan, 1994). Secondly, the study revealed that even in local areas, employment rose faster at the stores that increased wages due to the minimum wage. Thirdly, the paper found that relative price changes played a role within the fast food industry as the result of raising the minimum wage. One of the aspects that make this study to have counter intuitive result is that when minimum wage is raised, low skill workers retain their jobs. Additionally, it is one of the ways of attaining minimal standard of living. David, C and Alan, K. (1994). Minimum Wages and Employment: A Case Study of the Fat-Food Industry in New Jersey and Pennsylvania. The American Economic Review, Volume 84, Issue 4 (Sept., 1994),

Remembering Event Essay Example | Topics and Well Written Essays - 1250 words

Remembering Event - Essay Example During this time, I decided to go for a trip that could connect me to Qatar, Italy, and finally bring me back to the United States. To do this, I chose to leave the country for South Africa, where my family planned to visit that year. After successful planning, the trip was one of the best I have had in years. After some good vacation time with family, it was time to head back home. Personally, I decided not to accompany my family and take a different route that would fulfill my desire to set foot in Qatar and Italy. To achieve my interest at the time, my family had no choice other than leaving me alone to take my preferred route home. When my family took their flight and left, I went back to the drawing board in a bid to determine how to make my flight back home longer, through some places that I wanted to see. I contacted a travel agent and asked for any available flights that would go through Qatar and Italy before heading to the United States. I was not surprised to learn that these flights were available, but each stop would require me to connect to a different airline after waiting for at least eight hours. This to me was thrilling. After an hour-long phone call, I finally had my itinerary. I would leave South Africa for Qatar, the n leave Qatar for Italy before heading back home. Even though this sounded interesting, there was a surprise to the story. I can get impatient at times, and the long wait between flights was not going to be easy for me. However, I convinced myself that this was the right thing to do because I wanted to do it in the first place. Bidding South Africa goodbye and looking forward to a great long way home was all my mind clicked. Eight hours after takeoff, we landed at Qatar’s Doha Airport. The airport was beautiful and well maintained. It was easy to navigate around because airports are more or less the same. They have signs, directions, and persons who are ready to assist you at

Effecte of hyperoxia in bovine bronchail epithelial tissue Dissertation

Effecte of hyperoxia in bovine bronchail epithelial tissue - Dissertation Example Important Use of Hyperoxia in Intensive Care Unit Hyperoxic inspired gas is essential for patients with hypoxic respiratory failure which can be caused by oxygen deficient conditions like acute infection, neuromuscular impairment, etc. (Altemeler and Sinclair, 2007) In the context of critical care medicine, hyperoxia can be beneficial in implementing certain critical care strategies like early goal directed therapy (Calzia et al, 2010). Moreover, oxygen pressure field theory suggests that hyperoxia just before deep hypoxic circulatory arrest takes advantage of increased oxygen solubility and reduced oxygen consumption to load tissues with excess oxygen, which can effectively manage acid-base states during acute hypothermia entailed in circulatory arrest (Pearl et al, 2000) However, studies also testify that hyperoxia adversely affects cilial abundance and cause ciliary disorientation which can lead to dangerous conditions like ciliary dyskinesia (MacNaughton et al, 2007; Kay et al, 2 002; Rutman et al, 1993). Also, hyperoxia may impede the pathways of cell signalling (Lee and Choi, 2003) Side Effects of Reactive Oxygen Species (ROS) on Epithelial Tissue Reactive Oxygen Species (ROS) are oxygen containing molecules which are highly reactive. The unpaired valance shell electrons in ROS are responsible for their high reactivity. ROS are often regarded as a key factor behind cardiovascular diseases, ischemic injury, programmed cell death, etc. They can also cause damage to DNA, lipid peroxidation and critical oxidative stress. (Thannickal, 2003; Fuhrman et al 1997) ROS would cause oxidative stress on the epithelial tissue by increasing the levels of total glutathione. Since glutathione is an anti-oxidant, increased levels of ROS will increase its concentration as well. In the case of glutathione depletion, increase of ROS levels is unbridled which would lead to early activation of apoptic signalling. In vivo studies involving human B lymphoma cell line testify such possibilities (Armstrong et al, 2002). Moreover, it has also been testified that pulmonary macrophages stimulate cell proliferation of bovine bronchial epithelial cells in vitro. The process involves mediation in airway epithelial repair, which can probably be explained by a proactive role of glutathione against ROS (Takizawa et al, 1990). Another side effect of ROS is lipid peroxidation which has been studied in details through epithelial cell behaviour in vivo in rats with chronic parenchymal iron overload (Bacon et al, 1983). Hepatic and brain epithelial lipid peroxidation by ROS obtained from certain pesticides have been widely testified by both in vivo and in vitro studies in rats and humans (Bagchi et al, 1995). Besides, Fuhrman and his associates conducted in vitro and ex vivo studies in humans to testify the high extent of low-density-lipoprotein oxidation by ROS through measurement of thiobarbituric acid reactive substances (TBARS) and lipid peroxides in epithelial cells (F uhrman et al, 1997). Proteins modification is another major side effect of excess ROS generation that has been studied in vivo. The in vivo study conducted in this context further testified that oxidative protein damage could affect the activities of the DNA repair enzymes in the epithelial cells as well (Wiseman and Halliwell, 1996). Further, in vitro studies have established that generation of ROS target the function of redox-sensitive proteins that act as part of a large sub-membranous