Changing the system Term Paper Example | Topics and Well Written Essays - 1250 words

Changing the system - Term Paper Example I work in an in-patient and out-patient hospital. The hospital has many different departments, the nursing department being one of them. I will use the systems theory to my work system as a nurse within the hospital. The supra-system is the society. One of the roles of society is to maintain the wellbeing of everyone in it. Super-system is comprised of the healthcare sector. Each society normally has a healthcare system whose role is to provide healthcare to all. Individual hospitals are the systems. In each hospital, there are different mechanisms put in place to ensure that members of society access health care services. Subsystems are hospital departments, individual nurses working in each of these departments, materials used in each of the departments. In each hospital, there are nurses, doctors, medical equipment and drugs that are used to ensure that members of society are healthy (Patton and McMahon, 2006). The hospital provides a platform through which individual members of society can access the healthcare services that they need. Nurses play a major role in ensuring that the system is efficient. Therefore, there is a well-established nursing department which has been given different roles to ensure that patients get the best possible healthcare services from the hospital. The input is the factor that is necessary to enable nurses to do their work well (Joslyn and Heylighen, 1992). The input in this case consists of the set of guidelines that the nurses must follow in order to work professionally. In the hospital, there are certain guidelines that regulate how nurses report for their shifts and how they carry out their specific duties. The main components of output in this case are the nurses themselves, the practice of nursing, the patient (client) and the hospital itself (Patton and McMahon, 2006). The nurses provide direct healthcare services to

Reggio Emilia Essay Example for Free

Reggio Emilia Essay The Reggio Emilia approach focuses on a childs natural development. Its child-centered and directed, taking the philosophy that learning must make sense to the student in order to be effective and meaningful. A childs point of view is completely respected and the student is encouraged to follow their own educational path. The method follow four key principles: The Reggio Emilia philosophy is based upon the following set of principles: children must have some say over what they learn; the senses play a big role in the learning process children must be able to touch, move, listen, see and hear in order to fully process something; children are encouraged to interact with other children and explore the world through material items and relationships; children should be encouraged to always express themselves and be given infinite means and opportunities to do so. Parental involvement is invited and encouraged. Many parents volunteer in the classroom and employ many of the methods found in the classroom at home. A variety of materials are used clay, paint, dramatic play among others. The approach was founded in the villages around Reggio Emilia, Italy after World War II. Parents were looking for a way to teach their children and found that the early years of development were the best time to help children figure out who they are as individuals. What is Documentation? Among many other possibilities, documentation is visible listening. The term documentation conjures up different meanings for different people. To our minds, one of the primary features of documentation as practiced in Reggio Emilia is a focus on how and what children learn. This focus is reminiscent of careful listening; thus, documentation, in many ways, is visible listening. Some of the elements of documentation include: conducting careful observations eveloping questions and tentative answers about how and what children are learning collecting evidence of individual and group learning interpreting observations and evidence in relation to your question(s) inviting others interpretations using the information to guide future teaching starting all over again Documentation can take many formsobservation notes, partial transcripts, audiotapes, a list of students responses to a prompt, photographs or videos of individual and group learning, and adult or student analyses of or reflections on student work.

Paul Willis Learning To Labour

Paul Willis Learning To Labour Much has been written in the social sciences with regard to the role the education system plays within our society. Early investigations into the sociology of education tended to be written within the functionalist tradition with social thinkers such as Emile Durkheim and Talcott Parsons composing their theories within this framework. This perspective often viewed the education system as necessary for sustaining efficient economic growth and for creating a meritocratic society a society where the most talented and able individuals can rise through the social hierarchy according to their own ability. However, in recent years, social scientists have found the Marxist perspective more useful in understanding the connection between education, society and the economy. This perspective in general sees society as being a site of conflict between different groups; with education being another battleground where this conflict is acted out. The main function of education then in this context is to continue to reproduce the labour force. But more importantly that the education system favours and will benefit one social group over another namely the dominant and ruling class over the subordinate. This is perhaps a crude oversimplification of the Marxist case but it is important to have some understanding of this perspective with regard to education as this is the academic context in which Learning to Labour (1977) was undertaken. It is within this perspective that much of this essay will focus, as indeed it is the theoretical framework that Paul Willis is writing from. The aim of this paper is to critically engage with the themes and perspectives presented by Willis in his groundbreaking study on the sociology of education. Before we go on to discuss Learning to Labour it is perhaps important to start with some understanding of what came before; so as to highlight how Willis findings broke new ground and pushed the debate around education forward. Samuel Bowles and Herbert Gintis (1976) were writing just before Willis and their approach was very similar in that the thrust of their thesis was concerned with how education prepares pupils for their future roles within the labour market. However, their theories were very much formulated around the notion of direct reproduction and because of this they have exposed themselves to the usual criticisms of economic determinism. Willis offers a more sophisticated explanation. Although he acknowledges the existence of conflict within education he does not quite share Bowles and Gintis view that there exists a straight forward relationship between education and the economy. For Willis, schools are not nearly as successful in churning out a docile workforce as Bowel s and Gintis suggest. There is always the opportunity for resistance. The lads of Learning to Labour have managed to see through the ideological smoke screen of the school and reject it, while at the same time creating their own counter-school culture. The education system then is not simply a site for cultural reproduction but also a site of production; in that it has quite unintentionally created factors (in this case the counter-school culture) which are not particularly beneficial for the reproduction of capitalism. The school used by Willis is situated in a working class housing estate in an industrial town in the Midlands. Willis concentrated his study on a group of 12 working-class boys whom he followed through their last year of school and into the first few months at work. Willis soon found that these boys, who he referred to as the lads, had a distinct attitude towards their teachers and the school. Willis observed that they had developed their own unique culture which was diametrically opposed to the value system of the school. This counter-school culture of the lads blatantly rejected the authority of the school and ascribed no value to academic work and saw no use in the gaining of qualifications. Now it is important to understand what Willis means by the counter-school culture. The acknowledgement of an emergent counter-culture within the school is not in itself new (see Hargreaves, D. 1967) but what is significant about the way Willis uses this idea is that he examines the counter-culture within its wider social context. He quite brilliantly observes that the counter-school culture is not accidental, nor its style quite independent, nor its cultural skills unique or special and that it must be understood within the larger framework of working-class culture, particularly in relation to shopfloor culture. For Willis, the counter-school culture is rich with symbols and signs of resistance against the formal zone of the school. The lads have, in a symbolic act of sabotage, inverted the values that the school espouses and created their own value system which is in defiant opposition to the institution. This opposition is mainly countenanced through style, Willis notes: It [the counter-school culture] is lived out in countless small ways which are special to the school institution, instantly recognised by the teachers, and an almost ritualistic part of the daily fabric of life for the kids. (Willis, P. 1977:12) The counter-school culture is a very masculine domain where overt sexist and racist views are quite frequently expressed. The lads continually search out weakness in others and are skilful at undermining the authority of the teachers without it boiling over into outright confrontation. The conformist students are the lads main target after the teachers. The lads feel superior to them because they, unlike the earoles, have not surrendered their independence to the school they are still able to have a laff. It is this ability of being able to have a laff that is a defining characteristic of being a lad. It also marks them out from the earoles: we can make them laff, they cant make us laff. For Willis the laff is a multi-faceted implement of extraordinary importance in the counter-school culture and is a vital weapon in the lads arsenal in their continued struggle of the informal (counter-school) over the formal (school). This winning of symbolic and physical space from the school is illustrated further in the way that the lads seem to construct their own timetable. Through wagging off from classes and always trying to get away with doing the least amount of work, the lads have become highly skilled in exploiting and seizing control of the formal zone of the school. Cigarette smoking and openly drinking have also become valuable symbols of rebellion as it further marks the lads out from the school institution and instead shows them as belonging to the larger male working-class world. Ind eed Willis draws our attention to the similarities between the counter-school culture and shopfloor culture. He writes: The really central point about the working-class culture of the shopfloor is that, despite harsh conditions and external direction, people do look for meaning and impose frameworks. They exercise their abilities and seek enjoyment in activity, even where most controlled by other. They do, paradoxically, thread through the dead experience of work a living culture which is far from a simple reflex of defeat. This is the same fundamental taking hold of an alienating situation as one finds in counter-school culture and its attempt to weave a tapestry through the dry institutional text. (Willis, P. cited in Blackledge Hunt 1985:184) When the lads reach the end of their final term and the prospect of work awaits them they remain indifferent to the type of manual unskilled labour they will go on to do. They understand that most manual work in industry is basically the same; very little skill is required and offers no satisfaction. The best the lads can hope for is an apprenticeship or clerical work, however such jobs seem to offer little but take a lot. Although the lads might not be able to articulate it, in some respects they do have some understanding of the workings of capitalism. Willis calls these insights penetrations, where the lads have been able to see through the ideological fog created by the capitalist system. An example of this is present in the way that the counter-school culture places no value in the attainment of qualifications through certificates. The conformist student may be convinced by educations meritocratic faà §ade and the promise of upward mobility but the lads know better, they are aw are that a few can make ità ¢Ã¢â€š ¬Ã‚ ¦the class can never follow. They understand that individual success will not ultimately change the position of the working-class, and that only through the collective action of the group will this be achieved. This is articulated by the lads in the way that they place an important emphasis on loyalty within the group, as Willis observes the essence of being one of the lads lies with the group. The group always comes first and the rejection of qualifications is a rejection of the individualistic nature of the school, which creates competition between class mates with the proliferation of individual awards through exams. As Willis puts it: à ¢Ã¢â€š ¬Ã‚ ¦it is unwise for working-class kids to place their trust in diplomas and certificates. These things act not to push people up as in the official account but to maintain there those who are already at the top (Willis, 1977:128). Although they may have some understanding of capitalism, Willis contends that while some penetrations have been made the lads still have not fully seen through all of capitalisms ideological justifications. They do not possess a complete overview of how capitalism works to exploit them. In some respects the lads are unwitting conspirators in their own exploitation in that they are far too willing to enter the world of manual work; and in doing so they enter an exploitative system which will ultimately entrap them. Their attitude towards women and ethnic minorities is also destructive. They serve only to divide the working-class making it that much easier to control. For Willis then, it is quite wrong to picture working-class culture or consciousness optimistically as the vanguard in the great march towards rationality and socialism. The lads of Learning to Labour may have realised their own alienation but ultimately it is their own decisions which have trapped them in these exploitative jobs. Willis has tried to make it clear that rather than being a site for the reproduction of one dominant ideology; the school can be a place where contradictory ideologies come together in conflict. With this study Willis shows us that it is the lads resistance to school, with the forming of a counter-school culture, that has prepared them for their future roles within the labour force. Their indifference to school and their behaviour in class has paradoxically prepared the lads for the manual unskilled work which they will go on to do. So in this sense education does reproduce the labour force required by capitalism. But it is done not directly and perhaps unintentionally and most importantly of all; not without a degree of resistance and struggle. The counter-school culture of the lads, as we have seen, is not beneficial to the reproduction of capitalism, but at the same time it is not particularly harmful. Willis has shown that reproduction is not a simple process with external economic structures manipulating submissive subjects. He is very critical of these structuarlist accounts. As he says: Social agents are not passive bearers of ideology, but active appropriators who reproduce existing structures only through struggle, contestation and a partial penetration of those structures. Paul Willis ethnographic investigation has been hailed a landmark study by educators and social theorist alike (Giddens 1984, McRobbie 1978). Indeed any detailed discussion on the sociology of education, subcultures or even deviancy within society would seem redundant if there was no reference to Learning to Labour. One writer has remarked that Willis has provided the model on which most subsequent cultural studies investigation within education has been based. However, this does not mean that he is exempt from criticism. David Blackledge and Barry Hunt (1985) take issue with a number Willis conclusions. Firstly they find some of his evidence unconvincing can the lads really be representative of the working-class in general? All the pupils at the school are from working-class families including the earoles (who are clearly in the majority); surely they are more representative of working-class values and attitudes. Blackledge and Hunt argue that the values of the conformist students, with their emphasis on academic work, are as much working-class in nature as those of the counter-culture. To support this claim they point to a similar study by David Hargreaves (1967) in which he found a significant delinquent sub-culture existing in a secondary school. Like the school of Willis study, the pupils where predominantly working-class (their fathers were in manual occupations) and he observed that the school was divided into two sub-cultures: the delinquescent and the academic. However, unlike Willis, Hargre aves does note that there can be a blurring of the two categories with some students within the academic group displaying delinquent behaviour from time to time. But more importantly Hargreaves maintains that the attitudes of the academic group are consistent with the values of a large section of the working-class. So in this light Blackledge and Hunt remain unconvinced that the values of the lads are the same as the working-class as a whole. They also have trouble excepting the simple dichotomy which is at the heart of this study that there exists just two main groups, the lads and the earoles. For them this does not really do justice to the diversity of the real world in that [Willis] would have us believe in a one-dimensional world in which there are those who want an education, and those who enjoy life. It never seems to occur to him that these pursuits can be combined, and that the person who takes an interest in his or her education is not, thereby, dull, obsequious and a soc ial conformist. Despite these criticisms Learning to Labour has remained an influential and much discussed text. In fact despite being written from a cultural studies perspective its influence is particularly strong within sociology. It is within Marxism that its significance has been most far reaching however. It has encouraged Marxist writers to re-evaluate their approach to the understanding of education; paying specific attention to the different factors at play instead of providing simplistic explanations of the role of education within society. Willis is very critical of structuarlist accounts which have a tendency to see subjects as passive bearers of ideology who mindlessly reproduce the status-quo. Willis has given social agents the ability to reject the dominant ideological discourses and to resist in the reproduction of existing exploitative structures. Learning to Labour has sometimes been described as a pessimistic book but I can not help but bring a positive interpretation to the text. It is true that ultimately it is the lads own choices that lead them to some of the most exploitative jobs that capitalism has to offer. But by simply having that choice it does allow for the possibility of change. As Willis himself says there is always the possibility of making practices not inevitable by understanding them. This, I would argue, is the key thread which runs through Learning to Labour; by understanding the reasons for the forming of a counter-school culture can we bring about positive changes which will be beneficial to everyone and not just the lads. Perhaps Willis is guilty of using too many Marxist terms uncritically. The way he employs the category of social class within Learning to Labour is maybe a little outdated now. It is not a stable, fixed construct it is more fluid than Willis allows for with an interlinking between race and gender etc. Similarly at times he is arguably guilty of slipping back into traditional Marxist territory with the idea of the state being subservient to capitalist class is that still (if it ever was) the reality? Within a globalised world power is more dispersed and not concentrated in the hands of one ruling bloc; but instead there are perhaps different organised groups competing for power. Economic and informational flows can freely transcend national boundaries it is argued (Giddens 1994) that globalisation has acted to decentralise power preventing any one group from wielding too much economic and ideological control. However, it is to the credit of Paul Willis that his investigation has re mained relevant and important twenty-eight years after it was first published. It is still considered a model example of ethnographic research and has encouraged many other ethnographic studies whose emphasis was on style, resistance and cultural symbols (See McRobbie 1978, Hebdige 1979). Indeed, Anthony Giddens (1984) structuration theory which sees subjects as knowledgeable and active agents owes a considerable debt to the insights made by Willis in Learning to Labour.

Offshore Banking Essay -- foreign bank, financial secrecy

Offshore banking is the action of having a bank account outside of the country of residence. Since its start, offshore banking has become a considerably lucrative business. Many of those who take part in offshore banking are looking for a secure location to place their income or seize the opportunity of having lower taxes. However, there are those who misuse the privilege of a foreign bank and use the business ventures for illegal actions rather than the original purpose of the dealings. Offshore banks seem to have an impartial acceptance of quite a few clients within the bank that create a lower standard of ethics in contrast to the ethics meant to be held—this includes those of a political position. Furthermore, this has the potential to be detrimental to the economy. Individuals that have offshore accounts control accounts through a credit card that has a unique and individual number and secret code. These would often be referred to as â€Å"identifier codes† called IBNs (International Bank Account Number)—where the account holder is identified by a sequence of characters—rather than the traditional system of recording names, as defined by National Westminster Bank. An IBN is not to be confused with an account number (though it not uncommon for an account number to be included) as it often varies between countries. Often times, a report must be filed for the purpose of obtaining this information. This system helps all of these banks provide financial secrecy which is that only you and your banker would legally be allowed to know the financial activity within your account. The financial secrecy, completely different from financial privacy, includes many regulations to maintain this asset of secrecy. For example, many banks would n... ....). Democracy Now!. Retrieved January 27, 2014, from http://www.democracynow.org/2011/4/15/offshore_banking_and_tax_havens_have Offshore banking. (2014, November 2). Wikipedia. Retrieved February 20, 2014, from http://en.wikipedia.org/wiki/Offshore_banking Purpari, M. (n.d.). How Far Offshore is Offshore Banking?. Suite101.com. Retrieved January 27, 2014, from https://suite101.com/a/how-far-offshore-is-offshore-banking-a344923 Ritchie, J. (n.d.). Connect With Us. MintLife Blog. Retrieved January 27, 2014, from https://www.mint.com/blog/trends/offshore-banking/ Warren, Z. (2013, September 23). U.S. government cracking down on offshore bank accounts through FATCA. U.S. government cracking down on offshore bank accounts through FATCA. Retrieved February 20, 2014, from http://www.insidecounsel.com/2013/09/23/us-government-cracking-down-on-offshore-bank-accou

The Struggle For Social and Economic Equality in America

Discrimination The struggle for social and economic equality of Black people in America has been long and slow. It is sometimes amazing that any progress has been made in the racial equality arena at all; every tentative step forward seems to be diluted by losses elsewhere. For every â€Å"Stacey Koons† that is convicted, there seems to be a Texaco executive waiting to send Blacks back to the past. Throughout the struggle for equal rights, there have been courageous Black leaders at the forefront of each discrete movement. From early activists such as Frederick Douglass, Booker T. Washington, and W. E. B. DuBois, to 1960s civil rights leaders and radicals such as Martin Luther King, Malcolm X, and the Black Panthers, the progress that has been made toward full equality has resulted from the visionary leadership of these brave individuals. This does not imply, however, that there has ever been widespread agreement within the Black community on strategy or that the actions of prominent! Black leaders have met with strong support from those who would benefit from these actions. This report will examine the influence of two â€Å"early era† Black activists: Booker T. Washington and W. E. B. DuBois. Through an analysis of the ideological differences between these two men, the writer will argue that, although they disagreed over the direction of the struggle for equality, the differences between these two men actually enhanced the status of Black Americans in the struggle for racial equality. We will look specifically at the events leading to and surrounding the â€Å"Atlanta Compromise† in 1895. In order to understand the differences in the philosophies of Washington and Dubois, it is useful to know something about their backgrounds. Booker T. Washington, born a slave in 1856 in Franklin County, Virginia, could be described as a pragmatist. He was only able to attend school three months out of the year, with the remaining nine months spent working in coal mines. He developed the idea of Blacks becoming skilled tradesmen as a useful stepping-stone toward respect by the white majority and eventual full equality. Washington worked his way through Hampton Institute and helped found the Tuskeegee Institute, a trade school for blacks. His essential strategy for the advancement of American Blacks was for them to achieve enhanced status as skilled tradesmen for the present, then using this status as a platform from which to reach for full equality later. Significantly, he argued for submission to the white majority so as not to offend the power elite. Though he preached appeasement and a â€Å"hands off† attitude toward politics, Washington has been accused of wielding imperious power over â€Å"his people† and of consorting with the white elite. William Edward Burghardt DuBois, on the other hand, was more of an idealist. DuBois was born in Massachusetts in 1868, just after the end of the Civil War and the official end of slavery. A gifted scholar, formal education played a much greater role in DuBois's life than it did in Washington's. After becoming a Phi Beta Kappa graduate of Fisk and Harvard, he was the first Black to earn a Ph. D. from Harvard in 1895. DuBois wrote over 20 books and more than 100 scholarly articles on the historical and sociological nature of the Black experience. He argued that an educated Black elite should lead Blacks to liberation by advancing a philosophical and intellectual offensive against racial discrimination. DuBois forwarded the argument that â€Å"The Negro problem was not and could not be kept distinct from other reform movements. . . † DuBois â€Å"favored immediate social and political integration and the higher education of a Talented Tenth of the black population. His main interest was in the education of ‘the group leader, the man who sets the ideas of the community where he lives. . . † To this end, he organized the â€Å"Niagara movement,† a meeting of 29 Black business and professional men, which led to the formation of the National Association for the Advancement of Colored People (NAACP). The crux of the struggle for the ideological center of the racial equality movement is perhaps best exemplified in Mr. DuBois's influential The Souls of Black Folk. In it, he makes an impassioned argument for his vision of an educated Black elite. DuBois also describes his opposition to Booker T. Washington's â€Å"Atlanta Compromise† as follows: â€Å"Mr. Washington represents in Negro thought the old attitude of adjustment and submission†¦ † According to DuBois, Washington broke the mold set by his predecessors: â€Å"Here, led by Remond, Nell, Wells- Brown, and Douglass, a new period of self-assertion and self- development dawned†¦. But Booker T. Washington arose as essentially the leader not of one race but of two–a compromiser between the South, the North, and the Negro. † DuBois reported that Blacks â€Å"resented, at first bitterly, signs of compromise which surrendered their civil and political rights, even though this was to be exchanged for larger chances of economic development. DuBois's point and, according to him, the collective opinion of the majority of the Black community, was that self- respect was more important than any potential future economic benefits. Before Washington's conciliatory stance gained a foothold, â€Å"the assertion of the manhood rights of the Negro by himself was the main reliance. † In other words, DuBois resented what he saw as Washington â€Å"selling† Black pride: â€Å"†¦ Mr. Washington's programme naturally takes an economic cast, becoming a gospel of Work and Money to such an extent as apparently almost completely to overshadow the higher aims of life. The compromise included, in DuBois's words, â€Å"that black people give up, at least for the present, three things,– â€Å"First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,–and concentrate all their energies on industrial education, the accumulation of wealth, and the conciliation of the South. † The final point comprised the centerpiece both of Washington's strategy for the ultimate redemption of Black Americans and of DuBois's condemnation of that strategy. Indeed, Washington backed up his assertions by founding the Tuskeegee Institute as a trade school for young Black men. DuBois could not abide this type of appeasement. In his mind, this step was tantamount to the Black community telling the white community that, henceforth, Blacks would cease pretending to be equal to whites as human beings; rather, they would accept an overtly inferior social status as being worthy of maintaining the white majority's physical world, but unworthy of true equality, of conducting socio-cultural discourse with the mainstream society. The paradox must have been maddening for both men, especially Mr. Washington. He no doubt understood that, as a group, Blacks could never hope to progress to the point of equality from their position of abject poverty. Moreover, without skills, their hopes of escaping their economic inferiority were indeed scant. Washington's plan for blacks to at least become skilled artisans and tradesmen must have seemed logical to him from the standpoint of improving the economic lot of the average Black man. At the same time, he must have realized that, by accepting inferiority as a de- facto condition for the entire race, he may have broken the black spirit forever. In considering this matter, the writer is reminded of more recent events in American history–the affirmative action flap that occurred after Clarence Thomas's appointment to the U. S. Supreme Court, for example. Mr. Thomas, clearly a beneficiary of affirmative action, announced that he was nonetheless opposed to it. His argument was that if he had not been eligible for benefits under affirmative action programs, he would have still achieved his current position in the inner circle of this society's white power elite. Similarly, Booker T. Washington enjoyed access to the power elite of his time, but one must wonder whether President Roosevelt, for example, in his interactions with Mr. Washington, was not merely using the situation for public relations value. â€Å"[Mr. Washington] was ‘intimate' with Roosevelt from 1901 to 1908. On the day Roosevelt took office, he invited Washington to the White House to advise him on political appointments of Negroes in the south. † After all, he did not become a popular president by being oblivious to such political maneuvering. Perhaps Mr. DuBois was the more prescient visionary. Perhaps he understood what Mr. Washington did not, that after the critical historical momentum toward social acceptance that had been established prior to the late nineteenth century, if political pressure were not maintained, the cause of true equality would be lost forever. Moreover, DuBois understood that equality would not be earned through appeasement. From our perspective of over 100 years, we must admit that he may have been right. For example, in the aftermath of the â€Å"Atlanta Massacre† of September 22, 1906 and a similar incident in Springfield, Illinois, â€Å"it was clear to almost all the players that the tide was running strongly in favor of protest and militancy. â€Å"For six days in August, 1908, a white mob, made up, the press said, of many of the town's ‘best citizens,' surged through the streets of Springfield, Illinois, killing and wounding scores of Blacks and driving hundreds from the city. † However, it later turned out that DuBois was considered to be too extreme in the other direction. For example, as the NAACP became more mainstream, it became increasingly conservative, and this did not please DuBois, who left the organization in 1934. He returned later but was eventually shunned by Black leadership both inside and outside of the NAACP, especially after he voiced admiration for the USSR. In the political climate of the late 1940s and 1950s, any hint of a pro-communist attitude–black or white–was unwelcome in any group with a national political agenda. We can see, then, that neither Washington's strategy of appeasement nor DuBois's plan for an elite Black intelligentsia was to become wholly successful in elevating American Blacks to a position of equality. However, perhaps it was more than the leadership of any one Black man that encouraged African Americans to demand a full measure of social and economic equality.

Frankenstein The Modern Prometheus Essay

Mary Shelley’s novel Frankenstein also referred to as ‘The Modern Prometheus’ was written in the dark times of 1816. The novel indulges in the work of man playing God and the acts of galvanism; Victor Frankenstein dreams of one day being able to save the ones he loves from illness and maybe even death; but swiftly his dreams tarnish and soon turn to a horrific nightmare when his beloved monster turns on him. Mary Shelley gets her themes and ideas across in a variety of different ways throughout the novel, such as an in depth look towards the immortal soul and the duality of self but also subconsciously Mary spilt out her own feelings into her work adding minor themes into the novel of her life and parental neglect. Even before she was born, Mary Shelley was destined to become one of the most prominent figures in English literature. Both her parents were revolutionaries and writers: Her father William Godwin was an English journalist and novelist and one of the major proponents of anarchist philosophy Mary’s mother Mary Wollstonecraft on the other hand was renowned as being one of the earliest feminists. Shelley’s life and times effected how she illustrates the birth of Frankenstein’s monster in an immeasurable way. The environment and time Shelley grew up in really does have a huge impact on the novel due to the techniques she uses and in the way she uses her language. A vast amount of scientific breakthroughs were made at this time helping dub the early 1800’s as ‘The Age of Enlightenment’. Shelley arguably has many monumental events in her life, but in my opinion none bigger the visit to Lord Byron’s house which sparked her enthusiasm for this epic novel. She was originally given a task (along with a few other people) to individually come up with something more teeth chattering and nail biting than his poem. Shelley managed to come up with what we now know as chapter five of the novel or more commonly referred to as the birth of Frankenstein. The gothic text used in this novel is very relevant to Mary’s life at this early stage; she is right in the midst of a very dark time where unnatural practices are taking place. As well as her life and times Shelley’s parental neglect also manages to tangle itself into this colossal web of a novel. As many people well know Shelley grew up in a much upheld household but suffered from relentless disregard. Although she was cast aside for many things, she was brought into all the family discussions which at this time where souly based around the graphic and gruesome public displays of galvanism. This clearly had a major impact of Mary’s novel as a whole â€Å"I might infuse a spark of being into this lifeless thing. † This directly links towards the acts of galvanism but not only that, if you submerse yourself deeper into Shelley’s life it can also be linked towards her nightmare where she dreamt she has a stillborn which she had to rub and rub constantly to get it too live and breathe. Another thing that struck me is where the monster held is arms out like a little child would to there mum its said â€Å"Oh! No mortal could support the horror of that countenance. † Which shows Victor basically brushing him aside and running like the coward that he is? This is another major notch on the belt of Mary Shelley’s subconscious parental neglect. On top of all that the major theme in the novel is the brutality and fact of the immortal soul. Mary Shelley constantly questions the prospect of the soul all the way throughout the novel from start to finish, which really does help give the reader a very influential and emotional response. Gothic text also goes very much hand in hand with the pathetic – fallacy and juxtaposition to give back a sort of airy feel to it, using words like â€Å"wretched†, â€Å"Bed Chamber† and having the colours black and white place so closely together they almost contrast each other right on the page. These words and techniques really do give you a clear indication of the sort of time this novel was written. Dante’s Inferno (a poem about sins and the seven circles of hell) also is placed into the novel to help get the readers true reaction to what they are reading; â€Å"it became a thing such as even Dante could not have conceived. † This also relates to the soul due to the way Dante had his major beliefs of the good and bad sides of the soul and what happens to them. After all that Shelley also manages to create a void and show how the duality of self effects the book. In dictionary the duality of self is described as â€Å"the composition of two parts† whether it be the body and soul or the fact Frankenstein’s monster is joined together by many different body parts; â€Å"Catching and fearing each sound as if it were to announce the approach of the demonical corpse which I had so miserably given life. † The point I’m trying to make is that in the novel the duality is shown in a vast amount of ways, and the main way is how the monster is treated less than something you would step in words like â€Å"the wretch† used over and over help get the point across very well, Victor sees the monster as inhuman, heartless and that it has no soul. Overall it’s clear to see that Shelley has got all the ingredients for the perfect novel: the language, themes, techniques, man playing god, duality of self and the immortal soul all executed flawlessly. She shows throughout her fantastic novel the there is still a little mystery in the world, and this is a key reason why she is one of the most idolised women in gothic fiction. With the discovery of DNA and cloning pressing the issues in the world today, this novel can relate to them hands down which really shows this novel can withstand the test of time. In all of Frankenstein’s attempts to disregard the monster and his responsibilities to the beast as his creator, the monster punishes Frankenstein in the forms of murder, illness, and disruption in Victor’s life. The consequences to man’s attempt to master life and death are evident and the monster symbolizes the unpredictable element to controlling human life. Man is frequently too preoccupied with the possibility of creating life to realize the responsibility and results consequential to generating what could be a monster.

Articles of Confederation DBQ 2 essays

Articles of Confederation DBQ 2 essays The statement t h a t the Confederation provided the United States with an effective form of government during the Critical Period in American history is false. Although i t had one major accomplishment,the settling of the Northwest territory,the Confederation could not effectively deal with foreign policy,domestic policy,and enforce decisions. By citing examples during the Critical Period and by using several historical documents,this essay will show the ineffectiveness Secondly, the Spanish also refused to respect the American states while they bound by this loose confederation. During the period in American history, Spain closed off the mouth of the mississippi (sic) to the Americans and refused to budge or compromise on this matter. John Jays speech to Congress on the negotiations with Spains Don Diego de Gardoqui shows that the Spanish refused to allow the Us to navigate the mississippi (sic). It also illustrates Spains lack of respect for American negotiators because this Treaty was never signed. As Gardoqui alluded to in Jays speech, the states were too divided on issues in the west to sign the treaty. As a result, the vote needed was never acquired to ratify the treaty. The Articles were a laughing stock to the As a result of inability to effectively negotiate foreign policy,maintain and establish domestic policy,and enforce decisions,the central government under the Articles of confederation did not provide America with an effective government between 1781 and 1789. The documents and events of the period illustrate this ...

Crystal Growing essays

Crystal Growing essays The idea of this is to grow crystals of coloured metal compounds in drops of water on glass slides, under a biological microscope. A drop of water will completely dry up and crystallize in 30 minutes, so if you start 'em 15 minutes before class, students can observe the progress of crystal growth They don't quite grow visibly, but almost: have the students check them every 2 minutes or so Biological (transmitting) microscopes. Stereoscopic mikes are no good for this. Glass slides (high school biology labs have lots of these). In dropper bottles, saturated solutions of Copper Sulphate and Nickel Chloride (my favourites; but any water- soluble transition metal compound is worth trying, because all you need are nice coloured crystals. Ask the storeroom techy for suggestions). Note: saturated solutions just mean that the water has taken up all the solute that it can. An easy way to guarantee this is to mix enough of the powder into the water so that some sits on the bottom of the bottle. Not much. Put drops of the solutions on the slides and put them on the microscopes. The light from the tight sources on the scopes heats up the water and hastens the drying-up process. At first the crystals will be really small and scattered. At mid- stage (20 minutes) you have the most beautiful array of large ones. In the latest stage, quench crystals with irregular tree-like shapes grow rapidly from the edges of the drop inwards. These are like hoar frost on a window pane. A few minutes after they start, the water is gone and crystallization is complete. Safety considerations: these compounds are poisonous: no one should drink them, lick the slides, or run them on their skin. No panic, but ensure responsible lab behaviour. 1. This experiment models the growth of natural crystals like quartz, only on a very compressed time scale. Quartz c ...

Cash Related Join in India

Cash Related Join in India For sure, notwithstanding following 60 years of versatility, a gigantic territory of Indian individuals still remains unbanked. In the late years, the regulating body and Reserve Bank of India has been pushing the thought and thought of cash related join. The cash related hardening setup goes for giving direct access to budgetary relationship to those areas of the general public who are kept from promising it so far at organize cost along these lines passing on them into the standard of budgetary zone. RBI set up the Khan Commission in 2004 to research cash related cementing and the recommendations of the commission were joined into mid term study of the game-plan (2005-2006) and requested that banks chart their present practices to alter them to the objective of money related thought. Respectable Prime Minister Narendra Modi revealed Pradhan Mantri Jan Dhan Yojana prepare for finish cash related thought on his first Independence Day visit on fifteenth August, 2014. The blueprint was formally pushed on 28th August, 2014 with a target to give general access to keeping cash workplaces starting with Basic sparing cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt failure security front of Rs. 1 Lakh and RuPay Kisan card. Pradhan Mantri Jan Dhan Yojana, is a tense strategy for wide cash related thought pushed by the Prime Minister of India, Narendra Modi on 28th August, 2014. He had verbalized this game-plan on his first Independence Day visit on fifteenth August, 2014. In a keep running up to the formal dispatch of this course of action, the Official definitely sent to CEOs of all banks to prepare for the gigantic errand of enrolling more than 6 crore (75 Million) families and to open their records. In this email he totally clarified that a record for each family was a national need. The course of action has been started with a target to give unending access to sparing cash workplaces starting with major keeping cash accounts with overdraft office of Rs. 5,000 after a half year and RuPay Debit Card with inbuilt setback insistence front of Rs. 1Lakh and RuPay Kisan card. In the running with arrange, humbler scale insistence and annuity et cetera will in like way be solidified. Reports said that, on 28th August, more than 1.5 crore budgetary modifies were opened in a solitary day. The central objective of this game-plan is that unmistakable cash related relationship for the blocked zone i.e. weaker.

Report on Religious Field Research Essay Example | Topics and Well Written Essays - 1000 words

Report on Religious Field Research - Essay Example When I listened to Boundless Light Sangha (live meditation and Dharma message service) sitting at my home, I realized that Buddhism is much more than we think it is. I came to know many things about Buddhism that I didn’t know before and yes, definitely some misunderstandings were cleared. Buddhism is basically more of a saintly religion which focuses mainly on the personal religious development and accomplishment of profound insight into the genuine nature of life. It is a philosophy of enlightenment, meditation, morality, and wisdom (Boundless Light Sangha, 2012). The biggest conflict people have about Buddhism is whether it is a religion or not. It primarily depends on how you define religion. Some people define religion as the belief in the presence of one or more than one deities. According to this definition, Buddhism is not a religion. But, others exclude deities from the definition of religion and according to them, Buddhism is a religion. According to Webster’s New World Dictionary, religion is any defined set or system of worship and belief which involves adoration of a supernatural entity. Pertaining to this definition, Buddhism would not be considered a religion. But then again, as I described earlier, there are more than 300 million practitioners of Buddhism all around the world and this wasn’t possible if all these people didn’t regard it to be a religion (In Guralnik, 1970). The second biggest misconception most of us have about Buddhism is that it is a pagan religion which means that they usually belief in gods or gods other than the usual worldwide accepted Christian God. However, Buddhists don’t usually restrict themselves to God or god(s). They are mainly focused about Dharma, which is not a belief into god or god(s). It is belief in reality or truth. Therefore, when a tragic or depressing event occur in our lives or our loved ones, Buddhists, like people of other religion won’t ask â€Å"Why did you do this to me God?!† That is

Steps to Success in Academia Essay Example | Topics and Well Written Essays - 1000 words

Steps to Success in Academia - Essay Example Use of clock for time management helps in doing a job with in dedicated time. I use my spare time in jogging and listening music to freshen up my mind. I take interest in studies and sports for distraction from domestic issues. Difficult subjects can be easily understood by comparing them with the daily life. Bright future is the big motivational factor in making someone to do well in academics and academic success is not possible without motivation. The motivational factors as highlighted by Linnenbrink and Pintrich (2002) are achievement goals, self-efficacy and they explain that these factors are essential in enabling a student to gain academic success. All the five senses need to be fully used for better results. I used to prepare weekly study schedule according to a timetable to follow it easily. I divided the time in three categories. These are sleeping time, class hours and personal time. I followed the schedule strictly for better comprehension. I left all other activities du ring study times and got confidence. Pre reading is the essence of good academic performance. I used to spend one hour in reading the subjects of next day’s classes. Summaries and introductions of the topics are always helpful in understanding the complete topic. Internet should be used to find more information about the topic. Pre reading is also useful in revision of the same topic. Abraham Lincoln says and I quote, â€Å"A capacity and taste for reading gives access to whatever has already been discovered by others.† (Brainy Quote 2011). We read what has already been discussed and discovered but this adds to our knowledge and eventually enables us to gain academic success. I always find tables very useful for learning. I used to sub divide the topic into different categories. Making tables for those categories help in understanding different characteristics. Tables are also good for comparison between different topics. I always divided my daily time for different su bjects. Weekends must be given to those subjects that need more attention and preparation. It is always difficult to study one subject throughout the day. Breaks in-between the study hours should be used in different sort of sports and health activities. Progressively time can be adjusted for different subjects as the study progresses. Studying same thing for complete day is sometimes full of fatigue and boredom also. Therefore, the same subject should be planned for three days for 4 hours each day provided situation permits so. For me, group study is the best way of learning. This helps in learning from each other’s knowledge. This is less boring and less stressful. Frequent questions can be asked from the group members and instant solutions can be found. Difficult topics should be tackled through group studies. Sharing of notes and ideas makes group study very interesting. Robert Quillen says, â€Å"Discussion is a exchange of knowledge†. Discussion is only there whe n we sit in groups to study due to which, there is fruitful exchange of knowledge that is helpful for all the students studying in groups. (Brainy Quote 2011) Problem solving is best done by group studies. I always tried to find out problem and then ask group to resolve it. Then the best suitable answer can be remembered without any revision. This is the best way to create interest in problem solving. Use of clock or timer is basic element of success in academics. Class quizzes and examinations must be timed for rapid

The Impact of the Increase of Cigarette Taxes Term Paper

The Impact of the Increase of Cigarette Taxes - Term Paper Example This term paper focuses mostly on the implication of the increased cigarette tax to smokers, to the target beneficiary of the law and to the government. The researcher also gives light on how the cigarette tax is implemented. Studies and articles reviewed in the paper show strong indication of positive and negative effects of additional cigarette taxes. It has pointed out that the low-income earners and the youth are the categories of smokers who are most likely to quit due to the economic reason of price. The real loser in any price increase is the smoking public who shoulders the cost passed on to them by manufacturers, distributors, and retailers through the tiers of taxes imposed by the government. The positive growth of government revenue is shown as tax increases government income. As a source of revenue, tax collections increase as higher taxes are imposed thereby providing a source of revenue for project allotments. In this term paper, the tax hike in 2009 is intended to bene fit the expansion of the State Children Insurance Program. But this is contradicted that the amount of collection will not be sufficient to support this program. The researcher then concludes that cigarette tax is a conflicting policy that has to be weighed in terms of revenue generation, health promotion, and social considerations. However, it is an economic tool that balances economic and social policy. In Asian experience, their policy favored the tax increase, in the same way, that this year, US has implemented cigar tax hike.

IT Development And Strategy Essay Example | Topics and Well Written Essays - 1250 words

IT Development And Strategy - Essay Example Describe ways of managing the transition in the support, turnaround, factory, and strategic quadrants? Transitions in the role of IT are crucial to enabling organizations to evolve in their reliance on IT for sustainable business processes. Various factors that are derived from within the environment or outside promote the assimilation of IT with business processes for greater efficiency, etc, thereby prompting the transformation in the role from support to turnaround to the factory and to strategic quadrant. Usually, these triggers are received from the environment and the changing trends in time, which also explains why several firms solely relying on IT for support services began incorporating IT to provide other services to their global consumers. A shift to the turnaround quadrant is often characterized by a need to identify IT as an opportunity in order to usefully utilize insightful data analytics to change strategies thereby gaining an advantage. Organizations that base heavi ly on their factory processes also find IT integration quite helpful in helping them optimize their uptimes. By doing so, they try to circumvent serious downtimes, of which even the slightest, costs a huge amount to any particular organizations (Applegate, Austin, Soule 2009, p. 427). That is why organizations use IT systems in order to prevent significant downtimes to keep their factory operations running smoothly and efficiently. This demonstrates a shift from turnaround to factory quadrant.

ILLUSTRATING THE WAYS WHICH MEDIA COVERS THE EUROPEAN CRISIS TODAY AND Literature review

ILLUSTRATING THE WAYS WHICH MEDIA COVERS THE EUROPEAN CRISIS TODAY AND BEFORE FIVE YEARS IN GREECE AND FRANCE - Literature review Example ia was more concerned about the issues affecting the Greek economy and the possible benefits that Greece as a country would derive from the economic collaboration in the euro zone (Schulmeister 21). As the global economic crisis hit the euro zone in 2008 and subsequently the European crisis that followed, the media in the two countries took divergent trends in the way they covered the crisis (POV news). Particularly, the French media created euphoria with negative rhetoric about the crisis which is believed to have caused public panic especially in France with most of the citizens developing negative perceptions of countries such as Greece and Italy, which the media had overly blamed for the escalating crisis. The echoing of the French president’s sentiments about Greece by the French media heightened the perceptions by French citizens (Picard 59). On the other hand, the media in Greece concentrated more on the position of Greece as a nation in the crisis and especially the measures that the European Union expected the country to undertake in order to avert the crisis (Hope 653). In essence, the media focused more on the expected impact of the measures to the Greek economy and citizenry as a whole. POV news. Greece: International Conference, The Greek Financial Crisis and the European Media. Â  Retrieved from

The Impact of the Increase of Cigarette Taxes Term Paper

The Impact of the Increase of Cigarette Taxes - Term Paper Example This term paper focuses mostly on the implication of the increased cigarette tax to smokers, to the target beneficiary of the law and to the government. The researcher also gives light on how the cigarette tax is implemented. Studies and articles reviewed in the paper show strong indication of positive and negative effects of additional cigarette taxes. It has pointed out that the low-income earners and the youth are the categories of smokers who are most likely to quit due to the economic reason of price. The real loser in any price increase is the smoking public who shoulders the cost passed on to them by manufacturers, distributors, and retailers through the tiers of taxes imposed by the government. The positive growth of government revenue is shown as tax increases government income. As a source of revenue, tax collections increase as higher taxes are imposed thereby providing a source of revenue for project allotments. In this term paper, the tax hike in 2009 is intended to bene fit the expansion of the State Children Insurance Program. But this is contradicted that the amount of collection will not be sufficient to support this program. The researcher then concludes that cigarette tax is a conflicting policy that has to be weighed in terms of revenue generation, health promotion, and social considerations. However, it is an economic tool that balances economic and social policy. In Asian experience, their policy favored the tax increase, in the same way, that this year, US has implemented cigar tax hike.

ILLUSTRATING THE WAYS WHICH MEDIA COVERS THE EUROPEAN CRISIS TODAY AND Literature review

ILLUSTRATING THE WAYS WHICH MEDIA COVERS THE EUROPEAN CRISIS TODAY AND BEFORE FIVE YEARS IN GREECE AND FRANCE - Literature review Example ia was more concerned about the issues affecting the Greek economy and the possible benefits that Greece as a country would derive from the economic collaboration in the euro zone (Schulmeister 21). As the global economic crisis hit the euro zone in 2008 and subsequently the European crisis that followed, the media in the two countries took divergent trends in the way they covered the crisis (POV news). Particularly, the French media created euphoria with negative rhetoric about the crisis which is believed to have caused public panic especially in France with most of the citizens developing negative perceptions of countries such as Greece and Italy, which the media had overly blamed for the escalating crisis. The echoing of the French president’s sentiments about Greece by the French media heightened the perceptions by French citizens (Picard 59). On the other hand, the media in Greece concentrated more on the position of Greece as a nation in the crisis and especially the measures that the European Union expected the country to undertake in order to avert the crisis (Hope 653). In essence, the media focused more on the expected impact of the measures to the Greek economy and citizenry as a whole. POV news. Greece: International Conference, The Greek Financial Crisis and the European Media. Â  Retrieved from

The needs of society Essay Example for Free

The needs of society Essay Sensitivity and awareness to the needs of society helps authorities of educational institutions guide students toward success not only for themselves but for their country as well. Reading about the No Child Left Behind Act (NCLB) and the connections of Human Resource Development with vocational training reinforces my belief that teaching is merely transferring knowledge. Understanding the needs of society helps administrators of educational institutions form our own programs that would lead towards the success of education as a tool for America’s economic supremacy. However, upon reading news such as the one by USATODAY. com’s Richard Benedetto (2003), my own negative belief in the NCLB has been reinforced. My experience showed me that children have their own strengths and weaknesses that do not always involve academics. NCLB seems to be an ideal political move but it has ineffective because of its wrong principles. The real causes of student academic failure most of the time is rooted on family issues. What NCLB and those who are interested in creating a good work force for the USA must consider is that success has to deal with more than just academic and skills training. How important are academics and skills training compared to the inculcation of moral values? If No Child must be Left Behind, then what kind of standards can we practically create when children are individuals who have their own weaknesses and strengths that are not always academic based? Gary Becker (1992), Nobel Prize Winner, believes that employees can only be true assets of a company if they are not only trained with skills but also if they learn how to deal with their colleagues†¦a topic not mentioned in the articles that keep focusing on the needs of the future labor force. With families disinterested in academic success for children and companies ignoring the idea that workers succeed if they have better relationships, does the problem really lie on the institutions built or the priorities our country has really learned to place importance on? References Becker, G. (1992). The Economic Way of Looking At Life. Economic Sciences. 44. Benedetto, R. (2003). Suit against No Child Left Behind about education, politics. Retrieved May 30, 2008, from http://www. usatoday. com/news/opinion/columnist/benedetto/2005- 04-23-benedetto_x. htm

Critical Evaluation Of The Project Management Office Construction Essay

Critical Evaluation Of The Project Management Office Construction Essay PMOs are commonplace in medium to large construction companies. Evaluate the role of the PMO with particular reference to the benefits and disbenefits that they bring to a project organisation. Setting up a PMO within an organisation the following four must be incorporated: Project Planning involves the whole scope and aspects of the project, which would include timeframe, size of project and resources. Project scheduling This involves a detailed timeframe of each procedure that will take place during the timeframe of the project, which is normally done by means of MS Project. Risk analysis Detailing of the possible risks which are associated with a particular project, evaluating their possibilities into high, medium and low. This must incorporated into a spreadsheet and continually monitored. Project Tracking A monitoring procedure which will incorporate status of weekly procedures in management and the projects schedule plan. The services a Project Management Office provides to a construction company are as follows: Establishing a foundation for adequate project management procedures which will be implemented throughout the entire organisation in specific areas such as risk analysis, construction project selection and the software which will most suit the company. Evaluate the current project management system in relation to its development and continually improve in the areas where most needed. Provide training to the project managers and continually update their skills and needs into maintaining an established workforce. Provide knowledge to the PM on administrative skills. As previously discussed incorporate an estimation and risk analysis system into the organisation, which should be reviewed and managed to identify any problematic issues which may arise. Develop the companies ability to change, expand and increase with there scope of project, costs and timeframes. Review the lifecycle of a project towards the companys prospects at reaching the projects goals. Preserve documents in a database which can be easily traced back for future reviews. Provide communication and linkage technology between PM and staff to have more specific information in relation to specific which requires a lot of detail like design. Finishing a project with an adequate quality standard which may result in future work from the current client. Continually examine projects which are currently being developed by the construction company and report the information to main management for the appropriate decision. This method should be repeatedly done until project completion. There are 3 different forms of project management office which a construction company can incorporate into their organisation and they are as follows: Supportive PMO This form of PMO is used to help project managers and staff to deliver projects more successfully, by means of providing knowledge, training and the resources which are needed to enable the company to solve problems at a quicker rate. The supportive form is used in the following areas: If the organisation is relatively new. Not used in the long run but are the best place for an organisation to start. Controlling PMO This form of PMO is used where a more of a monitoring approach is needed to take control of the project and the company. It is used to provide a certain standard which is required in details such as audits, project reviews and attain the risks which may be a threat a project. The controlling form is used in the following areas: The supportive form is used in the following areas:If the supportive service is not enough for the organisation and a more heightened approach is needed. If project need to be addressed on an individual basis and the best practices which are needed to complete the project successfully Directive PMO This form of PMO is used to take over the whole of the project and is a more of a commanding approach to the running of the project. The main leader within the directive approach is the PMO directive and the project manager report to them with project related issues. The directive form is used in the following areas: Can be considered the most advantageous of the three for its direct outcome of high detailed and high risk project. Where a great deal of professionalism is needed. A consistent result is needed across the whole project. To decide which form of PMO which would bring most value to the medium to large construction organisation, the following has to be taken into consideration: The history of the company and what kind of approach which would bring most value to the company. What size the company is and what the company future plans are. A PMO can sometimes be confused with a PM, but although this is where the PMO stems from, there are many differences. The differences between role of the project manager and PMO are as follows: A PM will focus on specific task, while the PMO will focus on the overall scope of the project and the continuous changes to better the company. A PM controls a particular project and uses the resources which are assigned to them, while the PMO can be assigned various tasks across the entire company and optimises the resources of the entire company. Advantages of PMO There are several different advantages which can be ascertained by having a significantly adequate PMO incorporated into an organisation and they are as follows: The recommended industry guidelines are followed rigorously by the PMO, which is a major benefit when it comes to the required standard needed for a project. This standard can be seen in areas such as estimation, risk analysis and budget. An increased dedication will be given by the project manager and the team of the organisation. Procedures which are both apart of an organisation and a project will be performed in a consistent and standardised way. This method will also be an advantage in measuring the succession of a project by measuring the project performance using quantitative measures. A vast knowledge will be ascertained from previous projects and learning to face challenges from future similar projects. Disadvantages of PMO There are several disadvantages which a PMO can bring to an organisation and they are as follows: A considerable amount of commitment is needed from the entire organisation for a PMO to be incorporated successfully and to achieve the desired goals. This can also prove to be a difficult feat when resources are in short supply. Resistance from clients to believe in the PMO can also be another difficult feat and greatly depend on the knowledge and level of management maturity which they have encompassed. Friction between clients and project managers can be generated from lack of commitment from either side. The time needed to incorporate a PMO into an organisation can be vast, due to the amount of developments, processes and the general changes that may need to be integrated into a small to medium organisation. To incorporate a PMO and get the desired goals which are needed for the succession of the construction company there are several elements which are needed to be developed.

Should there be limits on new drivers? :: essays research papers

There have been many debates on whether or not there’s should be limits oppose to new drivers. New drivers tend to get a little out of hand when first driving. I believe that there should be limits on new drivers. Although this is my point of view, others have an opposite view. One reason is that many teens depend on driving these days. This is the time they begin to depend on their parents for rides, which can become an inconvenience to them. Also if there was a limit then teens would be limited to where and when they can go out, or with whom they go out with. In fact, no one is the perfect driver when they start out. With limitations a teen will gain more experience along with responsibility while behind the wheel. A new driver will be more careful with limitations against the license then a person without limitation. The reason why is because the teen will have something to work towards to get more privileges. Not all things are always handed to anyone. You have to earn it by proving that you can handle more responsibilities, like driving. New drivers at the age of sixteen tend to take driving for granted rather then as a privilege. With limitations on young new drivers it will help them have a clear mind while driving. A sixteen year old with other peers in the car, music pumped up, and so forth tend to get distracted easily. With such distraction it may cause the new sixteen-year-old driver to have a better judgment while driving. In conclusion, the controversial for limitations on new young drivers are very high these days. New young drivers want the same privilege as an older driver. It is common for young drivers to make mistakes as well as

Ashoka Indian Ruler :: essays papers

Ashoka Indian Ruler One of the greatest rulers of India's history is Ashoka (Asoka). Ruling for thirty-eight years (274 B.C.-232 B.C.), he was generally mentioned in his inscriptions as Devanampiya Piyadasi ("Beloved of the gods"). As the third emperor of the Mauryan dynasty, he was born in the year 304 B.C. His greatest achievements were spreading Buddhism throughout his empire and beyond. He set up an ideal government for his people and conquered many lands, expanding his kingdom. The knowledge of Ashoka's early reign is limited because little information was found. His edicts and inscriptions allowed us to understand his reign and empire, and have an insight into the events that took place during this remarkable period of history. Eight years after he took his throne, Ashoka's powerful armies attacked and conquered Kalinga (present day Orissa). Although he had conquered many other places, this violent war was the last war he ever fought and a turning point of his career. He was disgusted by the extreme deaths of numerous civilians, especially the Brahmans. All these misfortunes brought Ashoka to turn into a religious ruler compared to a military ruler. As he turned to Buddhism, he emphasized dharma (law of piety) and ahimsa (nonviolence). He realized he could not spread Buddhism all by himself and therefore appointed officers to help promote the teachings. These officers were called Dhamma Mahamattas or "Officers of Righteousness"" They were in charge of providing welfare and happiness among the servants and masters. Preventing wrongful doings and ensuring special consideration was also their duty. Emphasizing his role as king, he paid close attention to welfare, the building of roads and rest houses, planting medicinal trees, and setting up healing centers. In order to pursue ahimsa, Ashoka gave up his favorite hobby of hunting and forbade the killing of animals, spreading vegetarianism throughout India. Furthermore, his soldiers were taught the golden rule- to behave to others the way you want them to behave to you, which is the basic law of life. In the nineteenth century, a large number of edicts written in Brahmi script carved on rocks and stone pillars were discovered in India, proving the existence of Ashoka. These edicts, found scattered in more than 30 places throughout India, Nepal, Pakistan and Afghanistan, are mainly concerned with moral principles Ashoka recommended, his conversion to Buddhism, his personality and his success as a king. The Minor Edicts is a summary of Ashoka's instruction of dharma, which talks about the purity of thoughts, kindness, thruthfulness, reverence, and other good morals of life. The Fourteen Rock Edicts were the major edicts, and Ashoka Indian Ruler :: essays papers Ashoka Indian Ruler One of the greatest rulers of India's history is Ashoka (Asoka). Ruling for thirty-eight years (274 B.C.-232 B.C.), he was generally mentioned in his inscriptions as Devanampiya Piyadasi ("Beloved of the gods"). As the third emperor of the Mauryan dynasty, he was born in the year 304 B.C. His greatest achievements were spreading Buddhism throughout his empire and beyond. He set up an ideal government for his people and conquered many lands, expanding his kingdom. The knowledge of Ashoka's early reign is limited because little information was found. His edicts and inscriptions allowed us to understand his reign and empire, and have an insight into the events that took place during this remarkable period of history. Eight years after he took his throne, Ashoka's powerful armies attacked and conquered Kalinga (present day Orissa). Although he had conquered many other places, this violent war was the last war he ever fought and a turning point of his career. He was disgusted by the extreme deaths of numerous civilians, especially the Brahmans. All these misfortunes brought Ashoka to turn into a religious ruler compared to a military ruler. As he turned to Buddhism, he emphasized dharma (law of piety) and ahimsa (nonviolence). He realized he could not spread Buddhism all by himself and therefore appointed officers to help promote the teachings. These officers were called Dhamma Mahamattas or "Officers of Righteousness"" They were in charge of providing welfare and happiness among the servants and masters. Preventing wrongful doings and ensuring special consideration was also their duty. Emphasizing his role as king, he paid close attention to welfare, the building of roads and rest houses, planting medicinal trees, and setting up healing centers. In order to pursue ahimsa, Ashoka gave up his favorite hobby of hunting and forbade the killing of animals, spreading vegetarianism throughout India. Furthermore, his soldiers were taught the golden rule- to behave to others the way you want them to behave to you, which is the basic law of life. In the nineteenth century, a large number of edicts written in Brahmi script carved on rocks and stone pillars were discovered in India, proving the existence of Ashoka. These edicts, found scattered in more than 30 places throughout India, Nepal, Pakistan and Afghanistan, are mainly concerned with moral principles Ashoka recommended, his conversion to Buddhism, his personality and his success as a king. The Minor Edicts is a summary of Ashoka's instruction of dharma, which talks about the purity of thoughts, kindness, thruthfulness, reverence, and other good morals of life. The Fourteen Rock Edicts were the major edicts, and

Economic Impacts of Natural Disasters

ECONOMIC IMPACTS OF NATURAL DISASTERS ABSTRACT: Disasters of both natural and technological origin have a considerable impact on communities. The effects of disasters in India are significantly reduced by well established counter disaster arrangements at all three levels of government. These arrangements comprise comprehensive plans of prevention, preparedness, response and recovery and in more recent times, of mitigation. The economic effects of disasters can be devastating and widespread.When disasters strike houses, businesses and community infrastructure get damaged or destroyed and people’s livelihoods are temporarily and sometimes permanently disrupted. Physical damage is the most visible economic impact of disasters. Major natural disasters can and do have severe negative short-run economic impacts. Disasters also appear to have adverse longer-term consequences for economic growth, development and poverty reduction. But, negative impacts are not inevitable. Vulnerabilit y is shifting quickly, especially in countries experiencing economic transformation – rapid growth, urbanization and related technical and social changes.In the Caribbean and Bangladesh there is evidence of both declining sensitivity to tropical storms and floods and increased resilience resulting from both economic transformation and public actions for disaster reduction. The largest concentration of high risk countries, increasingly vulnerable to climatic hazards, is in Sub-Saharan Africa. Risks emanating from geophysical hazards need to be better recognized in highly exposed urban areas across the world because their potential costs are rising exponentially with economic development.Natural disasters cause significant budgetary pressures, with both narrowly fiscal short-term impacts and wider long-term development implications. Reallocation is the primary fiscal response to disaster. Disasters have little impact on trends in total aid flows. Keywords: Disaster Impacts, Dir ect Economic Impacts, Indirect Economic Impacts, Intangible Economic Impacts. Submitted by: Dr. A. PADMAVATHI, Guest Faculty, Department of MCA, S. V. U. C. C. M&C. S. , S. V. University, Tirupati-517502. Introduction: The economic effects of disasters are mostly seen as physical damage to infrastructure.More often than not loss of income through loss of trading activity and the time taken to re-establish such activity, particularly for agricultural industries, is overlooked. The consequences of extended periods of trading or production down-time can result in bankruptcy, forced sale, business closure, loss of experienced workers, a depleted customer base and population shrinkage. These consequences are exacerbated by community losses resulting in a reduction in disposable income. The flow-on through the disaster affected community has been likened to the domino effect.It addresses the economic consequences of disasters on communities and includes a framework of economic recovery pr inciples as well as strategies to implement those principles. In this publication the term â€Å"economic† is used with respect to the costs to the community caused by the disaster while â€Å"financial† is used with respect to those schemes aimed at providing monetary sources to assist recovery. The range of economic effects and consequences on a disaster affected community is relative to the specific nature of the event and the economic demographics of the affected community Economic Consequences of Disasters:The economic effects of disasters can be devastating and widespread. When disasters strike houses, businesses and community infrastructure get damaged or destroyed and people’s livelihoods are temporarily and sometimes permanently disrupted. Physical damage is the most visible economic impact of disasters. However, the less visible impacts such as lost income through being unable to trade are just as significant and the consequences often last longer than the physical damage (for example, bankruptcy and business closures). The flow-on effects through a community can be pervasive.The range of economic effects and consequences for a disaster-affected community vary greatly and depend on both the nature of the event and the economic health of the community. It is also important to recognise that communities are diverse. In some cases, disaster-affected communities recover and prosper, in others the adverse economic impact has a domino effect that spreads throughout the community. What makes some communities recover and prosper and others decline in the aftermath of a disaster? What are key characteristics of disaster-resistant communities?These are important questions and are critical to understanding the economic recovery process. The principles and strategies identified later in this report provide a starting point for considering these questions. The economic consequences of disasters can be classified in a variety of ways. No singl e framework will cover and prescribe every possible impact a disaster might have. Each disaster has unique characteristics and consequently in any attempt to classify these impacts there will always be impacts that do not fit neatly within the classification.Nevertheless a classification framework is a useful guide or tool we can use to tackle these issues. Almost all impacts of disasters have an economic dimension, even if this economic effect cannot be measured. Economic impacts are typically divided into two categories: tangible (those impacts we can assign a dollar value to) and intangible (impacts which are not easily expressed in monetary terms). These impacts are then further subdivided into direct and indirect impacts. Direct impacts are those that result from the physical destruction or damage to buildings, infrastructure, vehicles and crops etc.Indirect impacts are due to the consequences of the damage or destruction. Figure 1 illustrates the impacts of disasters using thr ee main categories-direct, indirect and intangible. An alternative approach is to examine the impacts of disasters in terms of who or what is affected. Three groupings are common: * Public infrastructure and community facilities; * Business enterprises (commercial, industrial, retail, service, agricultural etc); and * Residents and households. Using figure 1 and BTE Report 103 a brief discussion of the direct, indirect and intangible impacts of disasters on each of these three groups follows.FIGURE 1 THE ECONOMIC IMPACT OF A DISASTER Culture & Heritage Clean up Infrastracture Intangible impacts Health Aspects Death & injury I Indirect Impacts Business Disruption Disaster Impacts Direct Impacts Agriculture Commercial buildings 1. Direct Economic Impacts: Public Infrastructure and Community Facilities: Lifelines (such as water and sanitation systems, electricity, gas, telecommunications and transport) are vulnerable to all types of disasters. Direct damage to lifeline infrastructure i ncludes the immediate physical damage (eg. oads cracked or washed away, destroyed electrical transformers and so on) and also the damage which may take some time before becoming visible (eg. accelerated road deterioration due to the effect of water intrusion under road pavements). Public buildings include schools, child care centres, kindergartens, hospitals, nursing homes, neighbourhood centres, churches, entertainment/art/cultural centres, museums, clubs and so on. Direct damage to public buildings can also be thought of using the break up into structural (eg. roofs, walls etc), contents (eg. urniture, floor coverings and specialist items like sound systems and paintings etc) and external (eg. Playground equipment, swimming pools etc) damage. Business Enterprises include commercial, industrial, retail, service and agricultural business types. The economic impact of disasters on agricultural enterprises is often treated separately from other business types. Essentially however the impact on businesses can be viewed as falling into 3 main areas. * structural damage to buildings such as shops,factories, plants, sheds, barns, warehouses, hotels and so on.This includes damage to foundations, walls, floors, roofs, doors, in-builtfurniture, windows etc. * contents damage to fixtures and fittings (eg. carpets), furniture, office equipment, farm equipment, records, product stock (finished manufactured products, works in progress and input materials), crops, pastures, livestock etc. and * external damage, for example, to motor vehicles and fences. Residents and Households: The residential sector includes houses, flats, unit, townhouses and so on. The break up of direct damage into structural (eg. roofs, walls etc), contents (eg. furniture, floor coverings etc) and external (eg. wimming pools, gardens etc) is equally useful for this category. 2. Indirect Economic Impacts: Indirect impacts are those that are incurred as a consequence of the event, but are not due to the direct impact. Many indirect impacts are common to the public/community sectors business, and household (for example, disruption and clean up). Disruption effects: The disruption to the community, businesses and households caused by disasters is pervasive. The economic impact of disruption and its consequences for community recovery is often overlooked, as economic recovery can tend to focus on the highly visible direct physical damage.The following categories list the common forms of disruption relevant to each area. Sector/Area of impact| Disruption Examples| Business| —Lost or deferred production (eg. manufacturing, agriculture, services etc)—Lost or deferred income/trade/sales/value added (eg. Tourism operators, retail traders etc)—Increased costs (eg. freight, inputs, agistment)| Public services and networks| —Transport (traffic delays, extra —operating costs etc)—Loss of computer controlled systems—Loss of other lifelines (eg. electricity)—Government services (eg. ducation)| Households| —Additional costs (eg. alternative accommodation and transport, heating, drying out costs, medical costs etc)| Natural disasters can cause serious disruption to affected businesses which may not be able to operate during the event, and for some time afterwards, while the premises are being cleaned and equipment repaired. Business lost during this period can have devastating financial consequences and in some cases the business may not recover at all. Loss of farm income due to a natural disaster can affect the economies of country towns.For example, the Australian Bureau of Agriculture and Resource Economics (ABARE 2000) estimates that farm expenditure represents at least a third of the economies of towns with less than 1000 people. Disasters that reduce farm expenditure can therefore have a major effect on the economies of small towns. Clean up: Cleaning up after a disaster is another obvious area of indirec t impact. The impact for public and community infrastructure, businesses and households is essentially the time it takes and the costs of cleaning materials.Clean up activities typically include removal of mud and debris, disassembly and cleaning of machinery and equipment, removal of destroyed household and business contents items and so on. 3. Intangible Economic Impacts Intangible impacts are often described as a ‘catch all’ that includes all those costs that are very difficult to estimate, for which there is no agreed method of estimation and for which there is no market to provide a benchmark. Evidence suggests that the size of intangible costs is substantial and although most cannot be quantified, in many cases they do still have an economic impact that should not be ignored.Sector/Area of impact| Intangible impact examples| Business| —Loss of confidence—Loss of future contracts—Loss of experienced staff| Public/Community| —Health impac ts (deferral of procedures, reduced quality of care etc)—Death and injury—Loss of items of cultural significance—Environmental impacts—Heritage losses—Lack of access to education, health, defence, art galleries and museums etc| Residents and households| —Loss of personal memorabilia—Inconvenience and disruption, especially to schooling and social life. —Stress induced ill-health and mortality—Pets—Quality of life—Dislocation| Conclusion:Assistance that ensures the survival of the existing economic infrastructure of a region is vital to disaster recovery, but it should not be so great as to affect the natural economic laws of supply and demand operating on the sales and distribution of existing products or services. Government can initiate major projects, that can assist in erasing some of the bad memories of the past and provide a boost in construction and service jobs into the area. References: (1) http:// en. wikipedia. org. (2) www. ndmindia. nic. in/ (3) www. ndma. gov. in/ (4) disastermgmt. bih. nic. in/ (5) http://saarc-sdmc. nic. in/index. asp

Geography Study Guide

Terms| Definitions| Pacific island groups:| Micronesia, Melanesia, Polynesia| (Pacific) Micronesia means-| small islands| (Pacific) Melanesia means-| black islands| (Pacific) Polynesia means-| many islands| (Pacific) Divided into high islands and low islands based on-| physical characteristics| High Islands-| mountains created by tectonic forces, volcanoes and earth quakes| Low Islands-| coral reef| Coral Reef-| formed from living coral polyps accumulating over time| (Pacific) Natives| aren't sure how they got there| WW11 caused-| not much attention| U. S. sed marshal islands for-| nuclear testing- Bikini Atoll| Trust Territories (Pacific)| territories supervised by another nation| Pacific have low or high standard of living? | low| Pacific cash crops| rubber, coffee, sugarcane in high islands of Melanesia and Polynesia| (P) what is growing rapidly? | tourism| Antarctica is larger than†¦ | Australia| (A) Discovered-| last 1820s| (A) Is the highest or lowest continent? | highest| (A) land is feet below sea level| 280 ft| Park ice of icebergs and| ice surrounds the continent and ice shelves| Ross ice shelf reached in| 1840s| A) 1st explorer set foot in-| 1895| 1961 what was signed? | Antarctic treaty by 12 countries| (A) Treaty was renewed in-| 1989 with 28 more countries adding to treaty| (Au) is the blank largest country-| 6th| (AU) is about the size of-| U. S. | Block rain-| great dividing range| Longest river in the east-| Murray river| Outback-| central and western plains and plateaus| (AU) population-| about 19 million| (AU) where does most of the population live? | Eastern and southeastern coast| (AU) Low or high standard of living| high| 1st Australians| Aborigines|Who killed, infected, and drove of Aborigines? | Europeans| Claimed AUS for UK| Captain James cook| (AU) most immigrants come from-| pacific islands and southeast Asia| (AU) climate-| hot and dry| (AU) has more rain-| coastal areas| (NZ) 1,000 miles away from-| Australia| (NZ) has two isla nds-| North and South islands| (NZ) North Island-| narrow, hilly, central plateau| (NZ) South island-| longer and more mountainous with glaciers lakes and fjords| (NZ) has what type of roots? | Polynesian and European roots| Captain cook landed in NZ in-| 1769|Maoris-| natives, that have violent contact| (NZ) 1840 was treaty between-| Maoris and UK| Who cut down the forests in the 1800s? | Europeans| half the land of NZ is used for-| pasture| NZ major exports-| wool and kiwi| NZ 75% live on the| north island| NZ Less than 15% live on the| countryside| NZ 85% live on the| urban areas| NZ government is based on-| UK model| NZ 88% of population is of descent? | European descent| NZ significant influence of culture? | Maori| NZ has high or low standard of living? | high|

Case Study of Bob Jackson-Free-Samples for Students

1.After reviewing the symptoms, pathological reports and physiological parameters, it seems that Mr. Bob Jackson is suffering from Crohn’s disease. Crohn’s disease is defined as a condition of idiopathic inflammation of any part of the gastrointestinal tract (starting from the mouth to anus). Although, maximum reported cases shows ileocaecal occurrence. It is one of the most common diseases encountered in the domain of gastroenterology and falls under the category of the Inflammatory Bowel Disease (IBD) (Baumgart & Sandborn, 2012). The major leading cause behind the occurrence of the Crohn’s disease is uncontrolled inflammation. This uncontrolled inflammation of the gastrointestinal tract may occur because of beer consumption. Mr. Jackson, consumes 6 stubbies of beer per week such high beer consumption rate at the age of 55 might have resulted in the inflammation of the gastrointestinal tract, leading to Crohn’s disease (Manninen et al., 2012). Another excepted cause behind developing susceptibility towards Crohn’s disease is nutritional deficiencies. Mr. Jackson resides in a rural community (100 Km northwest from Melbourne) and people of the rural community lack nutrition in diet, leading to the arrival of the stigma of the Crohn’s disease (Kyle, 2013).   One of the most important bacterial threats stated so far behind the occurrence of the Crohn’s disease is Mycobacterium avium paratuberculosis. Recent research conducted by Traveria et al., (2013) identified the existence of Mycobacterium avium paratuberculosis in the sheep. Mr. Jackson is a sheep farmer by occupation at the Paterson’s Plains in Australia. His job profile demands close association with the sheep and during his duty hours, the bacteria Mycobacterium avium paratuberculosis might have got transfused into his blood steam via food or via cut and leading to the development of the Crohn’s disease. The prolong use of the Non Steroidal Anti-inflammatory Drugs (NSAIDs) make a person susceptible for the development of the Crohn’s disease. Mr. Jackson, has been on the medication with Ibuprofane for nocturnal bone pain in hips and back. This prolong use of this NSAIDs might made Mr. Jackson develop Crohn’s disease (Ananthakrishnan et al., 2012). Examination of the gastro-intestinal tract of Mr. Jackson noted lower abdominal distension. In the majority of the cases, people who are suffering from the Crohn’s disease tend to consume less food in order to avoid the excretion of the watery stool or due to lack of appetite. This empty stomach leads to the formation of wind and leading to abdominal distension. Moreover, Crohn’s disease classified with crypt inflammation in the gastrointestinal tract, mostly in the lower part of the small intestine or colon. Such inflammation in the lower part of the abdomen can result in the development of the lower abdominal distention. The transmural spread of the inflammation in the gastrointestinal tract leads to the generation of the lymphedema, which is followed by the thickening of the stomach wall and mesentery. This thickened mesenteric fat y extends up to the serosal surface of the bowel causing Mr. Jackson gastrointestinal tract to appear mildly obese.   Pain in the left lower quadrant of the gastrointestinal tract again shows signs and the presence of the inflammation. Moreover, it is the small intestine from where the nutrients are absorbed in the blood stream. High level of inflammation followed by formation of the granuloma in the small intestine prevents this normal absorption of the nutrients and thus further generating the pain. Furthermore, this inflammation in the gastro-intestinal tract leads to the generation of the delayed type hypersensitivity response or other type I and Type II hypersensitivity response. This rise in the hypersensitivity response leads to the increase in the levels of the cytokines mostly IL-8. High levels of IL-8 in the blood caused problem with the urinalysis (Steenholdt et al., 2012).    Headache in the last few days as encountered by Mr. Jackson may not have a direct relation with the pathophysiology of the Crohn’s disease however, increase in the level of abdominal pain, lack of nutrient and lack of sleep might be the reason behind this sudden headache. Thus from the above detailed analysis of the condition of Mr.Jackson on the basis of disease aetiology and pathophysiology, it seems that Mr. Jackson might be suffering from Crohn’s disease The symptoms of crohn’s disease and Ulcerative Colitis are more or similar. The common symptoms of the Crohn’s disease and Ulcerative Colitis are: So taking the medical condition and the symptoms Mr. Jackson into consideration, he becomes a bit dubious to claim that he is suffering from Crohn’s disease. He might also be the victim of the Ulcerative Colitis. Ulcerative colitis affects colon and the rectum leading to chronic inflammation. Thus, Ulcerative colitis affects mostly the lower portion of the gastrointestinal whereas; Corhn’s disease can affect or may cause inflammation to any portion of the gastrointestinal tract (Bressler et al., 2015). In order to detect the exact Inflammatory Bowel disease that has affected Mr. Jackson, a ultrasonography of the entire stomach is mandatory.   The ultrasonography will reveal the exact point of inflammation via show casing the organo-megally. It is in the ileum or in the upper portion of the respiratory tract then it will be Crohn’s disease while if the organ enlargement is seen in the rectum or colon then Ulcerative Colitis can be confirmed (Chatu, Subramanian & Pollok, 2012). Crohn’s disease as discussed is caused by Mycobacterium avium paratuberculosis whereas Ulcerative Colitis is mostly caused by Escherichia coli (Winter et al., 2013). A bacterial culture test using the selective media for the Escherichia coli and Mycobacterium avium paratuberculosis will help in the elucidation of the exact micro-organism colonizing in the gastrointestinal tract leading to the elucidation of the disease. Ananthakrishnan, A. N., Higuchi, L. M., Huang, E. S., Khalili, H., Richter, J. M., Fuchs, C. S., & Chan, A. T. (2012). Aspirin, nonsteroidal anti-inflammatory drug use, and risk for Crohn disease and ulcerative colitisa cohort study.  Annals of internal medicine,  156(5), 350-359. Baumgart, D. C., & Sandborn, W. J. (2012). Crohn's disease.  The Lancet,  380(9853), 1590-1605. Bressler, B., Marshall, J. K., Bernstein, C. N., Bitton, A., Jones, J., Leontiadis, G. I., ... & Group, T. U. C. C. (2015). Clinical practice guidelines for the medical management of nonhospitalized ulcerative colitis: the Toronto consensus.  Gastroenterology,  148(5), 1035-1058. Chatu, S., Subramanian, V., & Pollok, R. C. G. (2012). Meta?analysis: diagnostic medical radiation exposure in inflammatory bowel disease.  Alimentary pharmacology & therapeutics,  35(5), 529-539. Kyle, J. (2013).  Crohn's disease. Butterworth-Heinemann. Manninen, P., Karvonen, A. L., Huhtala, H., Rasmussen, M., Salo, M., Mustaniemi, L., ... & Collin, P. (2012). Mortality in ulcerative colitis and Crohn's disease. A population-based study in Finland.  Journal of Crohn's and Colitis,  6(5), 524-528. Steenholdt, C., Svenson, M., Bendtzen, K., Thomsen, O. Ø., Brynskov, J., & Ainsworth, M. A. (2012). Acute and delayed hypersensitivity reactions to infliximab and adalimumab in a patient with Crohn's disease.  Journal of Crohn's and Colitis,  6(1), 108-111. Traverà ­a, G. E., Zumarraga, M., Etchechoury, I., Romano, M. I., Cataldi, A., Alvarado Pinedo, M. F., ... & Romero, J. R. (2013). First identification of Mycobacterium avium paratuberculosis sheep strain in Argentina.  Brazilian Journal of Microbiology,  44(3), 897-899. Winter, S. E., Winter, M. G., Xavier, M. N., Thiennimitr, P., Poon, V., Keestra, A. M., ... & Popova, I. E. (2013). Host-derived nitrate boosts growth of E. coli in the inflamed gut.  science,  339(6120), 708-711.