Treatments Of Alcoholism Essays (2906 words) - Health, RTT

Treatments of Alcoholism On any given day in the United States... 10,657 babies are born. (US Census Bureau). Twenty of these babies are born with Fetal Alcohol Syndrome. Twenty may seem as though it is not a lot, but when you compare it to the fact that this number is more than HIV positive, Muscular Dystrophy, Spina Bifida and Down Syndrome combine it creates a whole new parameter. Fetal Alcohol Syndrome is a direct result of a woman's competed disregard for the fetus. Fetal Alcohol Syndrome (FAS, hereinafter), is a series of both mental and physical birth defects that can include, but are not limited to, mental retardation, deficiencies in growth, central nervous system dysfunction, behavioral maladjustments, and craniofacial abnormalities. It is common knowledge not to smoke or drink during pregnancy. Growth abnormalities can be significant and also includes all three of the following respects of growth: weight, length and head circumference. Most of the time the baby's growth abnormalities are so severe they need to be hospitalized because of obvious failure to survive. A baby with craniofacial abnormalities can be recognized by their eyes in that they are small with exaggerated inner epicanthic folds. (Health Visitor Nov. 1981) The bridge of the nose is normally poorly developed. The ears are often large and simple in form. (Midwives Chronicle and Nursing notes) At first, when the baby is delivered, the affected infant shows signs of alcohol withdrawal; with signs that are much similar to delirium tremens in adults. They are often anxious, have a weak grasp, poor hand-to-eye coordination and consistent difficulty in feeding and sucking. People can not blame the mother's for the most part though. It is a common ignorance among the health care providers. Most health care providers are untrained and unfamiliar with substance abuse issues among pregnant women. FAS is widely misdiagnosed and or under diagnosed. Only ten percent of medical schools require students to complete a course on the proper diagnosis of individuals with alcohol and other drug addictions. Many women do not receive proper pre-natal care, and a study performed by a National Center for Health Statistics found that doctors appear less likely to tell a pregnant black woman to quit drinking and or smoking than they would be to a white woman. (The New York Times, January 19, 1994) As mentioned above, a baby with FAS can suffer from many different birth abnormalities. These disabilities will indeed last a lifetime. There is no amount of alcohol found to be safe to consume during pregnancy. FAS is, however, 100% preventable when a woman abstains from alcohol. FAS is the leading known cause of mental retardation. Approximately, one out of 750 live birth are born each year with FAS. (The Journal of American Medical Association, 1991) Thirty to 40% of the mothers who drink "heavily" throughout pregnancy have the syndrome. FAS is not limited to any one group, race, culture, or socio-economic background. Between one-third and two-thirds of children in special education have been affected by alcohol in some way. (The Journal of American Medical Association, 1991) Comparison of children and adults with FAS shows that with the approach to adolescence, the specific craniofacial features are not as noticeable as they are in infancy. Average academic functioning of these children and adults does not seem to develop beyond early school grade level. The short stature and small head (micro cephalic), seem to be permanent. The most noticeable behavioral problems were found to be with comprehension, judgment, and attention skills, causing these adults bo rn with FAS to experience major psychological and adjustment problems for the rest of their lives. Numerous studies with animals, of experimental alcoholism, where nutritional status has been well controlled, have shown that the damage to the developing fetus, such as low birth rate CNS ( Central Nervous System) impairment, etc. are caused by the direct consequence of the effects of alcohol. In addition, some of these studies have shown a clear continuum effect; the higher the blood alcohol of the mother, the greater the damage to the developing fetus. Even though the direct connection between alcohol intake and birth defects is now indisputable, there are other etiological factors associated with maternal drinking that must also be considered as contributing factors in an adverse pregnancy outcome. The

Underline the main features of The Good Friday Agreement essays

Underline the main features of The Good Friday Agreement essays A remarkable feature of Westminster's approach to the Northern Ireland 'Troubles' since 1969 has been the extent to which governments and oppositions down the years set party conflicts aside in searching for remedies and solutions. When Labour came to power in 1997, the outgoing Secretary of State, Sir Patrick Mayhew, was at pains to do all he could to help the incoming minister, Dr Mo Mowlam. Discussions continued month after month between party representatives. Both Prime Minister Tony Blair and Taoiseach, Bertie Ahern involved themselves in the details to a remarkable degree. Finally, on Good Friday 1998, all the main parties - with the exception of the Democratic Unionist Party - announced agreement. Essentially the SDLP MP who described the accord as 'Sunningdale for slow learners' was not wrong. A power-sharing devolved government would be formed with ministerial posts distributed according to party strength. The involvement of parties representing paramilitaries (primarily the Ulster Democratic Party, the Progressive Unionist Party and Sinn Fein) depended on the maintenance of cease-fires and 'decommissioning' of paramilitary weapons. A copy of the agreement was delivered to every household in Northern Ireland, and in May 1998 the accord was approved by referendum north and south; by a narrow margin, even unionist voters gave their approval. Two architects of the agreement, David Trimble and John Hume were awarded the Nobel Peace Prize. A Northern Ireland Assembly was elected, with its representation also indicating majority support for the agreement. The issue of decommissioning, however, constantly delayed the formal creation of an executive, as the IRA had a policy of 'not an ounce, not a bullet' being given up from their armoury, while the Unionists refused to become ministers until some arms had been handed in. Northern Ireland remained a deeply divided society and this was most evident in opposing views on policin...

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.

Sustainable Developmentu Essay Example | Topics and Well Written Essays - 1000 words

Sustainable Developmentu - Essay Example The main problem that the world has been facing has been resulting from overexploitation of resources and pollution of the environment. Therefore the concept of sustainable development has become synonymous any time the world is talking about looking at the problems that are threatening the survival of the future generation. Sustainability in the world has been encompassed in the concept of sustainable development that has become a common term all over the world. There have been development of various polices by various governments which are aimed at ensuring that there is sustainable development in their countries. As defined the UN, sustainable development is development that meets the needs of the present generation without compromising the ability of the future generation to meet their needs. Therefore it is development that is well integrated in the use of resources which will enable us to meet our needs from those resources and at the same time enable the future generation to meet their needs from the same resources. We are therefore the custodian of the resources for the future generation. (Bateman 2005, p. 4) There are many reasons that have been given to explain why the world needs to embrace the concept of sustainable development. ... Therefore we have to take a step to protect what is providing us with all we need. The other fact has been the interfaced with the emerging technology in the world. As we strive to meet our needs there has been technological freedom that has made it difficult to control environmental degrading technologies which continue to be a danger to the world. Therefore we have to come up with measure that will help us to regulate our technology in order to be in line with environmental sustainability means. (Ramond, Lindsey and Todd 2003, p. 3) What is being done to ensure sustainable development There have been various efforts that are being implemented in all sectors of the world in order to ensure that there is sustainable development. There have been realizations that we cannot do without technology and therefore one of het best approach to curb the rate of degradation of the environment and ensure sustainability has been the adoption of the appropriate technology. Technology has been playing a crucial role in sustainable development since it has been one of the most significant way in which humans have been interacting with the environment. Therefore a sustainable technology is the helps the society to move towards sustainability and that fits well with the goals of sustainable development. It is practical solution that is used for economic development and satisfaction of human needs while living in harmony with the environment. A sustainable technology is a technology that meets some of the basic characteristics through which it can be distinguished from others. It is a technology that minimize the use of non renewable energy an natural resource

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 73

Discussion - Assignment Example We can look at how specifically Americans and Singaporeans are influenced by the Chinese films, which are their main markets unlike Hong Kong which focuses on the entire global market. Singaporeans are busy training karate due to the influence the films have had on them. The most recent Chinese film that I have watched was Man of Tai Chi starring Tiger Chen and Keanu Reeves. The film is action-based just like a majority of other Chinese films where the two actors decide to take revenge for their family who were murdered by the rulers of the land. What is common about these film is how Chinese have strong family ties that two people can decide to fight an entire army just to avenge their family. Also, the famous martial arts and Kung Fu were depicted in the film, which every Chinese film lover loves to watch. The thought that comes to someone about Chinese is that even if they are very much developed, they still value their traditional values, which have been able to hold them together for this

Contact Zones Essay Example for Free

Contact Zones Essay Parodies are pieces of writing or presentations that deliberately copy and make fun of other writings or subjects. Although parodies may offend or make others uncomfortable, they have a peculiar way of benefitting learners by forcing them outside of their natural realms, allowing them to be analytical, and curious of their surroundings. Mary Louise Pratt describes this as creating a contact zone where parody, critique, and unseemly comparisons create social disruptions in which students are challenged. In her essay â€Å"Arts of the Contact Zone,† she proposes that classrooms should take up this style of educating. What would a contact zone in a classroom perform like? Out of all the elements that are capable of creating a contact zone, parody is one of the more familiar choices that would behave well in a classroom. Say for instance an English classroom is designed to be a parody of the students for a week. The professor decided that maybe the students are not performing as well as he had hoped. They haven’t been coming to class, they do not always bring their drafts and their efforts on their papers are lacking. He wants to challenge them by informing his students about all the stereotypes aimed at young students. He brings up statistics about texting in class, the percentage of homework actually turned in on time, the hours a night spent studying, partying, or drinking, test scores and more. He mocks them when he walks in the classroom, wearing baggy clothes and a sideways hat. He asks them to repeat their questions claiming he wasn’t listening because he was texting on his phone. What kind of reaction would the students have to this kind of behavior? As a student in this classroom, a person might be confused, angry even at the assumptions made about his or her generation. Everyone is different. The professor can’t make a generalization about everyone in the class based on a stereotype. It is not fair. But what the professor is really doing is allowing the students to question themselves. â€Å"The very nature of the course put ideas and identities on the line,† (496) Pratt says about a course similar to this. The students, seeing themselves in another person’s  perspective, may begin to question how they define themselves. Likewise, they will begin to analyze how their newly questioned selves affect their judgments on other elements of their lives, such as people they know or opinions they had prior. This is important because it gives them room to make change if they are dissatisfied with their findings. Although the classroom might have acted as a community, the separation between the students and the teacher by this newly established contact zone may start to break it apart. The students begin to form a safe house. â€Å"We use the term to refer to social and intellectual spaces where groups can constitute themselves as horizontal, homogeneous, sovereign communities with high degrees of trust, shared understandings, temporary protection from legacies of oppression† (497). In other words, a safe house is a group of people with like fears or concerns who find comfort in each other’s understandings of the conflicts within the contact zone. The parody the professor is making of his students would be discomforting and flamboyant; enough so that they would confide in each other for a reasonable explanation. Although each student is different, every person has room for personal growth and achievement; therefore â€Å"despite whatever conflicts or systematic social differences might be at play, it is assumed that all participants are engaged in the same game and that the game is the same for all players† (494). Pratt states that for the most part this is true, although there are a few exceptions. In this case however, we are assuming that the â€Å"game† is improvement individually, not to a set classroom standard. The professor expects each student to out-perform his stereotype, whatever it may be, and become more studious overall. In a way, safe houses have the potential to transform into alliances, where those communities could come together to attempt to defeat something bigger than their individual parts. For example, the students, embarrassed by what society has believed thus far of young scholars, may form an alliance and agree that the only way to change this viewpoint is if they all consent in working towards eradicating this label on the young people. They will learn to work hard to achieve success and think past what critiques may bound them to. Now there exists a choice the students can make: do they want to live up to the judgments made of them, becoming self-fulfilling prophecies, or do they want to prove their professor wrong? Most students would choose to challenge the professor’s exaggerated opinion. Therefore, unknowingly the students would react the way the professor determined they would. They start coming to class on time, engage in discussions and turn in their homework. They mute their phones and actually pay attention. All they are trying to prove is that the professor’s belief of them is false. Not every young student is neglectful of his work and not every young student would rather be somewhere else. Pratt’s idea of incorporating contact zones in classrooms in this case worked out well. The students became aware of whom they were perceived as and who they wanted to be. This challenge could work for any classroom. It is not unique to English classes alone. If a person is capable of feeling shame, embarrassment and guilt, the contact zone method could be very successful.

Inetgrity:The Control of a Dream :: Economics Businesses Papers

Integrity:The Control of a Dream Last year I spoke to you on Patriotism, the Belief in a Dream. I tried to relate this subject to the commitment one feels to employees, suppliers, and customers from the day they first start their business until it is molded into success, and beyond. I termed Patriotism as a love for and devotion to the success of the business. During the journey of building and running a business there are numerous challenges that test the meddle of the many individuals involved. The foundation of this business must be built on a bedrock of integrity or these challenges will destroy it overnight. But what is integrity and how can you get it ? Webster’s dictionary defines the word as soundness of and adherence to moral principal and character going further to say that it is a state of being whole, entire, or undiminished, in perfect condition. It is not hereditary. It is more about breeding than birth. It is a â€Å"second nature† developed through education, experience, and choice. One needs to pay more attention to virtues like honesty, integrity, responsibility, respectfulness, and fairness to build the character that can help you navigate the ever changing world of business. Teddy Roosevelt reportedly said, â€Å"To educate a person in the mind but not morals is to educate a menace to society†. Rarely has this been more evident than in the past few years where we have seen the highly educated managers of once respected corporations such as Enron, Arthur Anderson, WorldCom and others wreck havoc on our economy. In the last decade we have shown great concern about the low moral code being proliferated by the media, the entertainment industry, fast rising businesses, and even our top elected officials. I do not see where much has been done to correct a glaring issue that tears at the very heart of American society. Building Character isn’t easy. It starts with attentiveness but it’s not just a matter of hanging posters or listing virtues. It requires serious and sustained effort to enhance the ethical consciousness, commitment, and competence of our workers and our families. Our domestic school system is thought to be taking the issue more seriously, but most are only giving it lip service. Cheating and disrespect flourish in classrooms and on sports fields; and young people are unintentionally nudged toward moral agnosticism, or a belief that there really is no right or wrong.

Oppression of Women in 19th Century Literature

Oppression of Women in 19th Century Literature In the stories â€Å"The Jewelry† by Guy de Maupassant, â€Å"The Story of an Hour† by Kate Chopin, and â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, the female characters are unequal and less important than the men in society. The duties of women during this time period did not consist of much more than seeing to her husband’s needs and caring for the home and children. The authors show the lack of independence women were allowed in the 1800s, especially in marriage. The stories express women’s cry for equality and their feelings of entrapment in their marriage.Each story elaborates on the importance of social class in the 19th century, how women were presented in society, and how society trapped and defined them as individuals. Maupassant conveys the importance of marriage during this time frame when he includes in â€Å"The Jewelry† that Mrs. Lantin’s mother visited bourgeois families in hopes of marrying her daughter off (Booth69). The public’s view on matrimony took a toll on the independent lives and decisions of women. A woman’s image at this time was important; it reflected who they were, as well as where they came from.Expectations for women to fulfill their duties as a homemaker left little room to deviate from the social normality. Women usually depended on their husband’s income to support their lifestyle; seldom were they employed. Therefore, many women fancied men who were of a high social class. In â€Å"The Jewelry†, Mrs. Lantin’s mother searched among the families of the middle class to find a husband for her daughter. Maupassant mentions in the story that Mrs. Lantin and her mother were poor. In order to relieve her daughter of the burdens of poverty, Mrs. Lantin’s mother tried to find a husband who was of a higher social status.Due to the substantial increase in the size, power, and prestige of t he middle class, the 19th century became known as â€Å"the century of the middle class†(â€Å"Women in the Middle Class† 1). An individual’s wealth contributed to how they were viewed by other members of society. To some, image seemed like the most important characteristic one could have. In the story, Mrs. Lantin wears precious stones and pearls when she attends the theatre (Booth 70). Her husband mentions how they do not have the means to afford such extravagant treasures, but his wife insists on wearing the jewelry in public anyway. Mrs.Lantin may be considered wealthy by the public because she wears precious stones. But in real life, her husband does not make enough to support the lavish image she gives off to others. She continues to wear the jewelry out, portraying an image of wealth and well-being. Maupassant mentions in his story how it is unsightly for women to go out in public unaccompanied by their husband (Booth 70). Again, this establishes the uneq ual views towards women in the 1800s. If it was uncommon for a woman to travel alone, the idea of a woman supporting herself, or even deciding for herself would have been absurd.In a society where the public frowns upon the idea of female independence, many women were forced to hide any ideas or desires for change they may have had. In this time, if women were to rebel or stand against domesticity, they were often declared insane, and confined to a mental asylum (â€Å"Women and Psychiatry† 1). Here, they were treated even more poorly than when they were in the custody of their husbands. The fear of consequences silenced many women who may have desired something more than the typical lifestyle of a home maker.In â€Å"The Story of an Hour†, Chopin expresses the thoughts that could have been running through the minds of women who were caught in this time of gender inequality. Mrs. Mallard is described in Chopin’s story as a typical married woman of the 19th centu ry. A woman we can imply has stood faithfully by her husband and fulfilled her connubial duties throughout the years of their union. In the story, Mrs. Mallard has obviously suffered a terrible loss in learning of her husband’s death. We can tell by her reactions that she cared deeply for him. In the midst of her grieving, Mrs.Mallard pictures the time that is to come, when she will be able to make all of her own decisions and will be given the freedom to live her life as she pleases. Suddenly, she feels relieved more than she is upset. â€Å"She knew that she would weep again when she saw the kind, tender hands folded in death†¦but she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely (Booth 307). Her desire for freedom overcame the despair of her husband’s death. Chopin includes that Mrs. Mallard tried to fight off these ideas with her will (Booth 307).Her embraced feelings of independence could have been viewe d as forbidden. Although she is excited by these thoughts, she tries to resist the pleasure she truly feels when she realizes the freedom that she has gained. The words â€Å"free, free, free! † escaped from her mouth (Booth307). She attempted to hold back the overwhelming desires for her own life. Perhaps she is hesitant to welcome these feelings because of the public view on women’s rights, and the potential consequences for those who opposed such views. Despite the faithfulness and love Mrs.Mallard showed for her husband, the extreme relief she felt in no longer having a marital obligation overpowered her feelings of sadness and loss. At the end of the story, Mrs. Mallard’s husband walked through her front door in the flesh, but Mrs. Mallard’s heart could not handle the excitement. The doctors said she died of â€Å"joy that kills†. Since Mrs. Mallard was so overwhelmed by her newly gained idea of independence, one can assume this joy is that of forbidden pleasure. Many would consider it immoral to accept so easily the death of one’s betrothed just because of the freedom acquired.The story shows how it was wrong for women to desire independence from their husbands, regardless of they were treated. In many cases, men responded to their wives as they would children; by limiting their options and making choices for them. Eventually, ideas emerged that women were truly incapable of anything other than caring for their families. In â€Å"The Yellow Wallpaper†, Gilman clearly expresses how John (the husband) treats his wife similarly to how one might treat a child. On one occasion, he even refers to his wife as â€Å"little girl†.The name itself signifies the lack of maturity women were thought to have, along with their defenselessness. Ideas such as these allowed men to dominate over decisions made in households, and in most cases, over women themselves. The narrator tells in the story how her husband will â€Å"hardly let her stir without special direction† (Booth 323). Throughout the story, the narrator mentions several things to her husband regarding her discomfort in the house and her wishes for early departure, but each time she is disregarded, or redirected.While women were subject to orders, men were free to do as they please. There were very few who decided to speak in favor of equality for women; of those who did, most were sent to an asylum. This allowed little hope for women seeking progress or escape. Gilman illustrates this in his story. â€Å"The outside pattern becomes bars, and the woman behind it as plain as could be† (Booth 323). he is saying that there is woman trapped in the wallpaper, but more importantly he is showing the feelings of entrapment faced by women. Most living conditions were similar among women.The desire for equality was a mutual feeling amongst the women of the 1800s. Gilman writes â€Å"Sometimes I think there are a great and many w omen behind it† (Booth 325). This signifies how many women in this time shared similar feelings of complication in terms of their marriage and their place in society. Without a voice to lead them out of sexual oppression, most women accepted the conditions given to them. The ideas of 19th century society sculpted lives of many women in ways that were not enjoyable, and rather served as a burden to the women who were indeed victimized in this time frame.The way a woman presented herself in society strongly reflected her character. Matrimony or lack thereof, served as a strong basis to this social image which was very important. Each story mentioned holds a female character who is in some way oppressed by the social dominance of men. Each character it treated unequally, or as if they were of little importance. Women in this era were trapped in their own lives. Works Cited Anderson, Lori. â€Å"Marriage and Women From 19th Century On. † Women and Issues of a Woman. CyberPa rent, n. d. Web. 9 February 2013. Booth, Allison, and Kely J. Mays. The Norton Introduction to Literature. 10th ed. Ed. Peter Simon. New York: W. W. Norton, 2011. Print. McElligott, Caitlin. â€Å"The 19th Century Debate. † Women’s Higher Education in the United States. N. p. n. d. Web. 24 February 2013. â€Å"Women and Psychiatry. † Brought to Life. Science Museum, n. d. Web. 20 February 2013. â€Å"Women in the Middle Class in the 19th Century. † http://web. clark. edu/afisher/HIST253/lecture_text/WomenMiddleClass_19c_Europe. pdf. N. p. n. d. Web. 2 March 2013.

Mktg 2202 Midterm Review

Chp 1 * The promotional mix * Advertising * Sales Promotion * Public Relations * Direct Marketing * internet marketing * personal selling Chp 3 * Consumer Decision Making Decision Stage| Psychological Process| Need Recognition| Motivation| Information Search| Perception| Alternative Evaluation| Attitude Formation| Purchase Decision| Integration| Postpurchase Evaluation| Learning| * Target Market and Target Audience * Target Market * The group of consumers toward which an overall marketing program is directed. * Target Audience * A group of consumers within the target market for which the advertising campaign is directed. Target audience options: rossiter and percy perspective * Brand loyal customers regularly buy the firm’s product * Favourable brand switchers buy focal brand but also buy others * Non-customers * New catergory users customers not purchasing within a product category * Other brand switchers not consistently purchasing focal brand * Other brand loyals loyal to a nother brand Chp4 * The communications processFeedback Feedback Response Response decoding decoding Encoding Encoding Receiver Receiver Channel Message Channel Message Source/Sender Source/Sender chp4 1.Traditional Models a. Aida b. Hierarchy of effects c. Innovation adoption model d. Information processing model 2. Response process models e. Standard learning model > learn/feel/do f. Dissonance/attribution model >do/ feel/learn g. Low involvement model>learn/ do/ feel 3. Cognitive reponse models h. Cognitive response approach-message/source/ad i. Elaboration likelihood model-central/peripheral Chp 5 * Dagmar Definition of Objectives * Target Audience * Benchmark and Degree of Change Sought * Specified Time period * Concrete, measurable tasks * What affects sales? * Technology * Competition * The economy Advertising and promotion * Product quality * Distribution * Price Chp 6 * Brand Strategy models * Salient Beliefs * Beliefs concerning specific attributes or benefits that are acti vated and form the basis of an attitude * Evolve over time * Differ across various segments * Brand positioning Strategy * Relates to the intended image of a product or brand relative to a competing brand for a give competitive space as defined by certain product market or category characteristics Chp7 * Source The person involved in communicating a marketing message, either directly or indirectly Direct Source| Indirect Source|A spokesperson who delivers a message or demonstrates a product or service| Doesn’t actually deliver a message| Andre Agassi endorsing head tennis rackets| Draws attention to or enhances the appearance of the ad| | A model| Seeking the major idea Seeking the major idea Chp 8 * Creative Execution Style * The way in which an advertising appeal is presented * Message Structure * The structure of a persuasive message can influence its effectiveness * Design Elements * The way in which components are place on the page or screen * Ad execution Techniques Str aight-sell / Factual| Animation|Scientific/technical evidence| Personality symbol| Demonstration| Imagery| Comparison| Dramatization| Slice of life| Humour| testimonial| | Chp9 * Marketing Testing Print Ads Post-test of Print Ads Post-test of Print Ads * Reasons for and against measuring effectiveness * Reasons to measure * Avoid costly mistakes * Evaluate Alternative Strategies * Increase Advertising Efficiency * Reasons Not to measure * Cost * Problems with Research * Disagreement on what to test * Objections of creative specialists Chp 10 * Media Tactics Decisions * Media Vehicle * Budget Adjustments * Blocking Chart * Media Strategy Decisions

Gwen Harwood Critical Study Essay Example

Gwen Harwood Critical Study Essay Example Gwen Harwood Critical Study Paper Gwen Harwood Critical Study Paper An Australian poet who, seems to develop an imaginative, rich form of poetry through the use of recurring themes. Complex language techniques and even further through the use of sophisticated structures only seen in the most prestigious of poems in the modern era. Gwen Hardwood has a tendency to write poetry that is significant in all eras, cultures and/or societies of the world as she captures, and develops them Into a strong universal theme that recurs strongly. These themes seem to endure, and portray the human experience by relating these in forms that resonate through a range of various environments; these poems have n immense structural integrity. These themes are depicted powerfully in poems such as; Father and Child, Violets the 2 poems that I have chosen to discuss In this speech. In the Father and child, It has a unique structure of 2 parts; the 1st (Barn Owl) discusses her loss of innocence in the daughters perspective in the past, the second part (Nightfall) Being the downfall to her father, how he is put in an degenerative state, slowly falling to his demise. : This is to do with Gwen accepting the Inevitability of her fathers death. These 2 poems can be read symbiotically in a dual tauter to provide further insight into both their poems, or separately as a poem. The language in the first poem is quite unique. It highlights the use of very simple words, with little complexity, this can be interpreted to show the innocence that the child still possesses, as children (better yet an Innocent child) are meant to speak with less complexity than a full grown adult. These sentences also tend to be monosyllabic. l knew my prize, who swooped home at this hour are all monosyllabic. As the poem continues, especially after the owl is shot, the childs vocabulary seems to improve in impolitely, losing Its monosyllabic nature. This can symbolize the loss of Innocence that the child had experienced by killing the owl senselessly. Gwen also uses many biblical allusions in this poem. One portraying the child, in an evil fashion, maybe even demonically. A horny fiend, I crept. This image is then juxtaposed by the line a child/Obedient, angel-mild. This shows that she Is generally a good person but she has the potential to commit evil act. Just as eve; from the biblical story of Adam and Eve. She reinforces the idea of her father being God, and eve going behind her father o seek power, Just as Eve did when she bit into the apple for intelligence. As the owl Is also considered to be symbolically wise, it can be interpreted that the owl is also the fruit from the forbidden tree as In the story of Adam and Eve. The snake (Satan). Convinces Eve to eat from the tree, as it would make her eternally wise; which would allow her to grow in power, Just as the child had believed that killing the owl would allow her to grow in power. The poem seems to also state that she is the master of life and death and she Isnt referred to as a mistress, In a literal sense, It refers to her s a male, even though she is a female. This helps promote the idea that she losses some of her femininity. The second part to the poem also refers to it as nightfall this creates significance by also further enticing the idea that her father is slowly passing away and that she realizes that there Is not much time left. These themes combined all portray the idea of a recurring theme, the recurring theme that has made this poem so influential through many generations and views, a theme that resides in all 1 OFF The violets is the triggering of a memory after the subtle act of picking up a violet. This poems language structure is quite unique, it utilizes going from the present to past tense repetitively recollecting past experience the user has been through continuously making further sense of the present. The memories that are conjured are of happiness, she does develop a feeling of change or emptiness, further enhancing the recurring theme of loss. The reader uses 1st person to fully capture the personality of the experience she writes about. As the writer has lost these experience in the present day, she still has vivid memory of the past, in which she wishes to keep secure this is shown in the line frail melancholy flowers as the lowers is what triggered the memory, she refers to them as frail, that can be easily damaged, this is why she wishes for the security of them. She is afraid of the loss of these memories. Wheres morning gone? Is a line that further emphasizes her innocence, or in the bigger picture; her loss of innocence. As a child she asks, Wheres morning gone personifying time, or the morning. Instead of simply understanding, the fact that she has slept her way through the day. This can also refer to the interpretation that she feels as if she had metaphorically slept her way wrought life, but it can also be interpreted as the loss of innocence, as she had Just let her childhood float away. By revisiting this memory, the child persona further establishes the inevitability of death, Just as she had done in Father and Child She realizes that time will not stop for anybody, this can be depicted by the line Years cannot move Gwen Hardwood, as recently stated uses these recurring themes and language techniques to create structurally sounds poems that resonate throughout various societies and shall continue to by the consistent use of universal themes. Thank you.

Advanced Information Security

Viewing Web pages: For the web pages, the imposter could appeal off a phishing attack, tricking users into thinking that they were accessing their bank's Web site, and hence pull off a man-in-the-middle attack and gather login credentials. Moreover, they are accessing some personal data or putting some personal data on some website and hence pull off a man in the middle attack and collect all the personal details of this user. Why, in practice, are server certificates rarely signed: It appears to be too much trouble to distribute the public keys securely for the certificate authorities in advance and store them in the .ssh/authorized_keys directory of the client machines. The user wants to be sure that he or she has logged in to the machine that she is trying to log in to, especially if the authentication method is to send a password.   Otherwise, an attacker could act as a man-in-the-middle. Rule conflicts is a problem in a firewall rule set. Some rules are created for rejecting all the packets from a particular destination. On the other hand, some rules are established to accept all the packets from a particular destination. If reject and accept destination are same then rule conflicts will be Occur. In this case, some rule conflicts are present which is given bellow: Above table shows that rule 2 allow all the packets from the destination IP address and destination port. Rule 3 indicates that all the packets are rejected from a particular destination where the destination of rule 2 and 3 is same. Therefore, a rule conflict occurs. In this case rule, 13 allow all the packets those are using any protocol. But in rule 14 and 15 shows that the packets are rejected those are using TCP and UDP protocol. Therefore, a rule conflict occurs. The FIRST match policy put on the first rule which match the packet. The BEST match policy put on the rule which is more accurate regarding the network. The LAST match policy put on the rule that is first. Mainly it is bottom to top. Proxy Firewall is one type of network security system which protects a network by filtering the packets. This firewall is used in an application layer. The proxy firewall allows all the network traffic by checking their validity. Proxy firewall is placed in the network gateway.   All incoming packets are checked in the proxy server. If the packets are authorized then, proxy firewall grants the access. If not then proxy firewall destroy this packet.   The transparent firewall acts as a gateway of a network. Mainly it is a routed hop. It is also called layer 2 firewalls which perform as a "bump in the wire" or a "stealth firewall." A transparent firewall has commonly used the firewall. The proxy filter firewall is extremely secure than the transparent firewall. The main difference between the transparent firewall and proxy firewall is proxy firewall use a proxy server in the system, but the transparent firewall is used routed hop firewall. NAT stand for Network Address Translation. NAT is applied in a single device as a network gateway. For an example router. A net enables router connect with the internet and hide the entire private from the public network. In NAT system, it is not necessary to recognize all the internal devices. All the generated request by workstation are sent via the router. NAT help the router to transfer this packets in the internet t destination. The NAT convert the source address of all packets and place its IP address. If security is to provide in to the NAT, the network will be more secure for the attackers. Mainly NAT create a firewall for the security purpose. All servers that are presented to people in the general system (web), including web servers and DNS servers ought to be set in the DMZ. The DMZ is a different subnet situated outside of the association's system, but at the same time secured by a firewall. Movement starting from the organization's system is permitted into the DMZ, however, activity from the DMZ is not allowed into the association's system. This is imperative since ought to a server get to be bargained, and an aggressor cannot access the organization's inside system. Braun, J., Volk, F., Classen, J., Buchmann, J. and Mà ¼hlhà ¤user, M., 2014. CA trust management for the Web PKI. Journal of Computer Security, 22(6), pp.913-959. Bray, R.F., Grzelak, C.P. and Keirstead, J.D., International Business Machines Corporation, 2015. Firewall event reduction for rule use counting. U.S. Patent 9,043,461. Carthern, C., Wilson, W., Bedwell, R. and Rivera, N., 2015. Network Address Translation and Dynamic Host Configuration Protocol. In Cisco Networks (pp. 255-272). Apress. Francis, P., 2015. Network Address Translation (NAT). ACM SIGCOMM Computer Communication Review, 45(2), pp.50-50. Ghai, S. and Verma, A., 2015. Network Security Using Divergent Firewall Technologies. IITM Journal of Information Technology, 1, p.29. Kachare, M.S.S. and Deshmukh, P., 2015. Firewall Policy Anomaly Management with Optimizing Rule Order. International Journal of Application or Innovation in Engineering & Management (IJAIEM), 4(2), pp.201-205. Mao, H., Zhu, L. and Li, M., 2012, September. Current State and Future Development Trend of Firewall Technology. In Wireless Communications, Networking and Mobile Computing (WiCOM), 2012 8th International Conference on (pp. 1-4). IEEE. Vratonjic, N., Freudiger, J., Bindschaedler, V. and Hubaux, J.P., 2013. The inconvenient truth about web certificates. In Economics of information security and privacy iii (pp. 79-117). Springer New York.

Resource Environmental Economics Assignment Example | Topics and Well Written Essays - 2000 words

Resource Environmental Economics - Assignment Example Nevertheless, the opposite situation is also possible. NOX variable reflects the pollution level in the area. The 'dirtier' in terms of pollution a town is, the less would the demand for housing in it be. Therefore, I expect nitric oxides concentration variable to be negatively correlated with price of houses and the corresponding coefficient to have negative sign. For the CHARLES variable which takes only two possible values of 0 and 1 calculation and interpretation of mean and standard deviation would be misleading. Count and frequency describe this particular variable better. Out of 506 entries, 471 (93.08% of total) correspond to 0-value of CHARLES variable and houses that do not bound the river. CHARLES is equal to 1 for 35 entries (6.92% of total). LSTAT variable demonstrates absence of correlation with CHARLES. Position of houses near a river and percentage of the lower status population in the area do not depend on each other. It is quite logical because the former is determined by the geographical factors while the latter is more of social nature. LSTAT is moderately correlated with PTRATIO, CRIME, RAD (positive correlation), and DIS (negative correlation). Based on the correlation coefficient it cannot be determined which variable influences which. For example, we can assume that high percentage of lower status of the population leads to increase in crime rates because of high poverty levels. However, it can also be argued that the relationship between variables goes in the opposite direction and