Insecticides Essays (1044 words) - Endocrine Disruptors, Biocides

Insecticides An insecticide is used to kill insects. There are many kinds of insecticides, but organic insecticides are the most commonly used (World Book, 1999). Organic insecticides are split into three different categories: Chlorinated hydrocarbon insecticides, organophosphate insecticides, and carbamate insecticides (World Book, 1999). In this paper, I'll explore how toxic each of these insecticides are, how they affect wildlife, humans, and the environment, and what we can do to help. WHY USE INSECTICIDES? Some insects, like white flies and mosquitoes, can carry deadly diseases that affect crops, animals and humans. Insects can cause about 5.5 billion dollars in crop and live stock losses every year. Some of the diseases they cause are Cattle Fever and Sheep Scab. The insecticides are used to kill insects and protect livestock (World Book, 1999). Insecticides can also be used on flea treatments for cats, dogs, and other animals (Ackerman, 1996). WHAT ARE ORGANIC INSECTICIDES? Organic Insecticides are the most commonly and widely used insecticides. They are synthetic substances made from carbon, hydrocarbon insecticies, organophosphate insecticides (World Book 1999). Chlorinated hydrocarbon insecticides, also know as organic chlorines, contain chlorine atoms (World Book 1999). Common members of this group are Acaralate, Acarol, Aldrin, BHC, Chlordance, Chlorobenzilate, DDT, dicofol, dieldrin, endosulfan, endrin, heptachlor, kepone, lindane, methoxychlor, mirex, perthen, TDE, and toxaphene (Hamm 1982). They're persistant because after being used once, they can still affect living things for several years. This is because they don't break down chemically so they're found in soil, animal and fish tissue, plants, and water (Hamm, 1982). These, and all persistant insecticides, are trying to be replaced and restricted because they kill bird, fish, and other animals (World Book, 1999). Organophospahte Insecticides contain phosphorus atom (World Book, 1999). Common members of this group are Abate, azinphosethyl, azinphosmethyl, Bidrin, bromophos, bromophosethyl, carbophenothion, and chlorfenvinphos (Hamm, 1982). They are used on food because they don't leave harmful deposits behind (World Book, 1999). This is because the breakdown rapidly into harmless components. They also break down in the presence of water. They have less environmental danger than chlorinateed hydrocarbons which is why they've almost replaced them for side scale usage (Hamm 1982). However, they are poisoness to people. One type of organophosphate, paratheion, is used to kill mites and aphids on fruit trees and vegetables. Another kind, malathion, are less dangerous to apply, so they're widely used by farmers ( World Book, 1999). Carbonates are the last kind of organic insecticide. They are made from carbamic acid which is CO2NH3 (Hamm, 1982). They also contain one or more amino groups that are of one nitrogen atom and two hydogen atoms. They don't leave harmful deposits in food but some are harmful to warm blooded animals (World Book, 1999). Common members of this group are aldicarb, BUX, carbaryl, carbofuran, dimetilan, formetanate, methiocarb, methiocarb, methomyl, propoxur, and zectran. These are relatively new and might eventually replace organophosphates (Hamm, 1982). HOW TOXIC ARE THEY? Carbamates contain the insecticide Sevin. Sevin has a low toxicity. It is effective against many insects that are resistant to other pesticides. Caramates also include the insectide Baygon, or Propoxar. Propoxar is highly toxic and has a long residual life. It's effective against cockroaches, ticks, and other difficult insect and arachnid species (Hamm, 1982). Carbamates don't leave harmful deposits in food ( World Book, 1999). The Chlorinated Hydrocarbon contain the insecticide DDT. DDT is moderately toxic and was once one of the most widely used insecticides but are now greatly restricted because it stays in soil and in water food chans (Hamm, 1982). They also endanger animals like birds and fish and they contaminate the food that people eat. Since 1972, the U.S. Government phased out all use of DDT, but it's still used in other countries (World Book, 1999). Organophosphates and carbamates carry some of the same risks. They are both commonly used and both have a high incidence of acute toxicity in animals and humans. Both insecticides are used in flea treatments for pets. They're more dangerous than the other commonly used insecticides like pynethrins and pyrethoids. Symptoms of insecticide poisoning include: pinpoint pupils, blurred vision, tightness in chest, sweating, excessive tear production, salivation, nausea, vomiting, abdominal cramps, and diarrhea. Cardio vascular and neurological problems can also occur. Problems with the nervous system

Learn About Scarab Beetles of the Family Scarabaeidae

Learn About Scarab Beetles of the Family Scarabaeidae Scarab beetles include the biggest insects in the world, in terms of sheer mass. Scarabs were revered in ancient Egypt as symbols of resurrection. More than just powerhouses, scarab beetles serve important roles in the habitats where they live. The family Scarabaeidae includes dung beetles, June beetles, rhinoceros beetles, chafers, and flower scarabs. What Are Scarab Beetles? Most scarab beetles are robust, convex insects with brown or black coloring. Whatever the coloration, size, or shape, scarabs share a key common feature: lamellate antennae that can be closed tightly. The last 3 to 7 segments of each antenna form plates that can be expanded like a fan or folded together into a club. Scarab beetle larvae, called grubs, are c-shaped and usually live in the ground, feeding on roots. The grubs have a distinctive head capsule, and easy to identify legs on the thorax. The family of scarab beetles falls into the following classifications: Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - ColeopteraFamily - Scarabaeidae What Do Scarab Beetles Eat? Most scarab beetles feed on a  decomposing matter such as dung, fungi, or carrion. This makes them valuable in their environments as they are a bit like the cleanup crew or garbage haulers of the animal kingdom. Other scarab beetles visit plants, feeding on pollen or sap. Flower scarabs are important pollinators, for example. Larvae feed on plant roots, carrion, or dung, depending on the type of scarab. The Life Cycle of Scarabs Like all beetles, scarabs undergo complete metamorphosis with four stages of development: egg, larva, pupa, and adult. Scarab beetles generally lay their eggs in the ground, in dung, or in other decomposing materials including carrion. In many species, the larvae feed on plant roots, though some feed directly on dung or carrion. In areas with cold winter climates, grubs typically move deeper into the soil to survive freezing temperatures. They then emerge as adults in early summer. Special Adaptations and Defenses Some male scarabs, such as rhinoceros or Hercules beetles, bear horns on their head or pronotum (the hard dorsal plate covering the head-body junction). The horns are used to spar with other males over food or females. Dung beetles excavate burrows below manure piles, then mold the dung into capsules in which they lay their eggs. The mother cares for her developing young by keeping the dung ball free of mold or fungi. The June beetle (or June bug) feeds at night and is attracted to light, which is why theyre often seen on warm evenings in early summer. The female can lay up to 200 small pearl-like eggs and the larvae feed on plant roots for three years before emerging as adults. Some plant-eating scarabs such as the rose chafer are poisonous to chickens and other poultry who eat them. Range and Distribution Some 20,000 species of scarab beetles inhabit terrestrial habitats around the world. Well over 1,500 species of Scarabaeidae live in North America.

Most Important Themes in Great Gatsby, Analyzed

Most Important Themes in Great Gatsby, Analyzed SAT / ACT Prep Online Guides and Tips Need to write about a theme for a Great Gatsby assignment or just curious about what exactly a theme is? Not sure where to start? Learn here what a theme is, what the main themes in The Great Gatsby are, and what the best tips for writing about themes for your English/Language Arts class essays are. We will also link to our specific articles on each theme so you can learn even more in-depth about themes central to Gatsby. What Is a Theme? Why Should You Care? First things first: what exactly is a theme? In literature, a theme is a central topic a book deals with. This central topic is revealed through plot events, the actions and dialogue of the characters, and even the narrator’s tone. Themes can be very broad, like love, money, or death, or more specific, like people versus technology, racial discrimination, or the American Dream. In short, a book’s theme can usually answer the question, â€Å"what’s the point of this book?†. They’re the â€Å"so what?† of literary analysis. Also, note that books can definitely have more than one major theme – in Gatsby we identify seven! Knowing a book’s major theme(s) is crucial to writing essays, since many assignments want you to connect your argument to a book’s theme. For example, you might be asked to write an essay about a prompt like this: â€Å"How does the life of Jay Gatsby exemplify (or deconstruct) the idea of the American Dream?† This prompt has you connect specific details in Jay Gatsby’s life to the larger theme of the American Dream. This is why many teachers love theme essays: because they encourage you to connect small details to big ideas! Furthermore, the AP English Literature test always has an essay question that has you analyze some aspect of a book and then â€Å"compare it to the theme of the work as a whole.† (If you want specific examplesyou can access the last 15 years of AP English Literature free response questions here, using your College Board account.) So this skill won’t just help you in your English classes, it will also help you pass the AP English Literature test if you’re taking it! So keep reading to learn about the major themes in Gatsby and how they are revealed in the book, and also to get links to our in-depth articles about each theme. Overview of Key Themes inThe Great Gatsby Before we introduce our seven main themes, we’ll briefly describe how the story and characters suggest the majorGreat Gatsbythemes. Remember that the story is set in the 1920s, a period when America’s economy was booming, and takes place in New York: specifically the wealthy Long Island towns of West Egg and East Egg, as well as Manhattan and Queens. As you should know from the book (check out our summary if you’re still hazy on the details!), The Great Gatsby tells the story of James Gatz, a poor farm boy who manages to reinvent himself as the fabulously rich Jay Gatsby, only to be killed after an attempt to win over his old love Daisy Buchanan. Daisy is married to Tom Buchanan, and they’re both from old money, causing them to look down Gatsby’s newly rich crowd (and for Tom to look down at Gatsby himself). Meanwhile, Tom is having an affair with Myrtle Wilson, the wife of mechanic George Wilson. Through the Wilsons, we see the struggles of the working class in dismal Queens, NY. As if they didn’t already have it hard enough, Myrtle is killed in a hit-and-run accident (caused by Daisy Buchanan), and George, who’s manipulated by Tom to believe that Jay Gatsby was both his wife’s lover and her murderer, ends up shooting Gatsby and then himself. The whole story is told by Nick Carraway, a second cousin of Daisy’s and classmate of Tom’s who moves in next to Gatsby’s mansion and eventually befriends Jay and then comes to deeply admire him, despite or perhaps because of Jay’s fervent desire to repeat his past with Daisy. The tragic chain of events at the novel’s climax, along with the fact that both the Buchanans can easily retreat from the damage they caused, causesNick to become disillusioned with life in New York and retreat back to his hometown in the Midwest. Aside from havinga very unhappy ending, the novel might just ruin swimming pools for you as well. The fact that the major characters come from three distinctclass backgrounds (working class, newly rich, and old money) suggests that class is a major theme. But the rampant materialism and the sheer amount of money spent by Gatsby himself is a huge issue and its own theme. Related to money and class, the fact that both Gatsby and the Wilsons strive to improve their positions in American society, only to end up dead, also suggests that the American Dream and specifically its hollowness is a key theme in the book as well. But there are other themes at play here, too. Every major character is involved in at least one romantic relationship, revealing thatthey are all driven by love, sex, and desire a major theme. Also, the rampant bad behavior (crime, cheating, and finally murder) and lack of real justice makes ethics and morality a key theme. Death also looms large over the novel’s plot, alongside the threat of failure. And finally, a strong undercurrent to all of these themes isidentity itself: can James Gatz really become Jay Gatsby, or was he doomed from the start? Can someone who is not from old money ever blend in with that crowd? Could Gatsby reallyaspire to repeat his past with Daisy, or is that past self gone forever? In short, just by looking at the novel's plot, characters, and ending, we can already get a strong sense of Gatsby's major themes. Let's now look at each of those themes one by one (and be sure to check out the links to our full theme breakdowns!). The 7 Major Great GatsbyThemes Money and Materialism:Everyone in the novel is money-obsessed, whether they were born with money (Tom, Daisy, Jordan, and Nick to a lesser extent), whether they made a fortune (Gatsby), or whether they’re eager for more (Myrtle and George). So why are the characters so materialistic? How does their materialism affect their choices? Get a guide to each of the characters’ material motivations and how they shape the novel. Society and Class:Building on the money and materialism theme, the novel draws clear distinctions between the kind of money you have: old money (inherited) or new money (earned). And there is also a clear difference between the lifestyles of the wealthy, who live on Long Island and commute freely to Manhattan, and the working class people stuck inbetween, mired in Queens. By the end of the novel, our main characters who are not old money (Gatsby, Myrtle, and George) are all dead, while the inherited-money club is still alive. What does this say about class in Gatsby? Why is their society so rigidly classist? Learn more about the various social classes in Gatsby and how they affect the novel’s outcome. The American Dream: The American Dream is the idea anyone can make it in America (e.g. gain fame, fortune, and success) through enough hard work and determination. So is Jay Gatsby an example of the dream? Or does his involvement in crime suggest the Dream isn’t actually real? And where does this leave the Wilsons, who are also eager to improve their lot in life but don’t make it out of the novel alive? Finally, do the closing pages of the novel endorse the American Dream or write it off as a fantasy? Learn what the American Dream is and how the novel sometimes believes in it, and sometimes sees it as a reckless fantasy. Love, Desire, and Relationships:All of the major characters are driven by love, desire, or both, but only Tom and Daisy’s marriage lasts out of the novel’s five major relationships and affairs. So is love an inherently unstable force? Or do the characters just experience it in the wrong way? Get an in-depth guide to each of Gatsby’s major relationships. Death and Failure:Nick narrates Gatsby two years after the events in question, and since he’s obviously aware of the tragedy awaiting not only Gatsby but Myrtle and George as well, the novel has a sad, reflective, even mournful tone. Is the novel saying that ambition is inherently dangerous (especially in a classist society like 1920s America), or is it more concerned with the danger of Gatsby’s intense desire to reclaim the past? Explore those questions here. Morality and Ethics:The novel is full of bad behavior: lying, cheating, physical abuse, crime, and finally murder. Yet none of the characters ever answer to the law, and God is only mentioned as an exclamation, or briefly projected onto an advertisement. Does the novel push for the need to fix this lack of morality, or does it accept it as the normal state of affairs in the â€Å"wild, wild East†? The Mutability of Identity:Mutability just means â€Å"subject to change,† so this theme is about how changeable (or not!) personal identity is. Do people really change? Or are our past selves always with us? And how would this shape our desire to reclaim parts of our past? Gatsby wants to have it both ways: to change himself from James Gatz into the sophisticated, wealthy Jay Gatsby, but also to preserve his past with Daisy. Does he fail because it’s impossible to change? Because it’s impossible to repeat the past? Or both? How to WriteAbout The Great GatsbyThemes So now that you know about the major themes of The Great Gatsby, how can you go about writing about them? First up: look closely at your prompt. Sometimes an essay prompt will come right out and ask you to write about a theme, for example â€Å"is The American Dream in Gatsby alive or dead?† or â€Å"Write about the relationships in Gatsby. What is the novel saying about the nature of love and desire?† For those essays, you will obviously be writing about one of the novel’s major themes. But even though those prompts have big-picture questions, make sure to find small supporting details to help make your argument. In the same way a tree would look really silly if it was just a trunk with no branches and leaves, your essay won't be that great withoutsmaller details to support the larger argument about the theme. For example, if you’re discussing the American Dream and arguing it’s dead in the novel, don’t just make that claim and be done with it. Instead, you can explore Gatsby’s past as James Gatz, George Wilson’s exhausted complacency, and Myrtle’s treatment at the hands of Tom as examples of how the American Dream is treated in the novel. Obviously those examples are far from exhaustive, but hopefully you get the idea: find smaller details to support the larger argument. On the other hand, many essay prompts about Gatsby will look like a question about something specific, like a character or symbol: Explore Tom and Daisy as people who ‘retreat into their money.' What does the green light at the end of Daisy’s dock represent? How does its meaning change throughout the novel? Show how Fitzgerald uses clothing (and the changing of costumes) to tell the reader more about the characters and/or express theme(s). These prompts are actually a chance for you to take that detailed analysis and connect it to one of the larger themes – in other words, even though the prompt doesn’t state it explicitly, you should still be connecting those more focused topics to one of the big-picture themes. For example, if you talk about Tom and Daisy Buchanan, you will definitely end up talking about society and class. If you talk about the green light, you will end up talking about dreams and goals, specifically the American Dream. And if you discuss clothing to talk about the characters, you will definitely touch on money and materialism, as well as society and class (like how Gatsby’s pink suit makes him stand out as new money to Tom Buchanan, or how Myrtle adopts a different dress to play at being wealthy and sophisticated). In short, for these more specific prompts, you start from the ground (small details and observations) and build up to discussing the larger themes, even if the prompt doesn’t say to do so explicitly! What’s Next? Now you're an expert on themes, but what about symbols? If you need to write about the important symbols inThe Great Gatsby,check out our symbols overview for a complete guide. Want a full analysis of Jay Gatsby and his backstory?Not sure how his story connects with the American Dream? Get the details here. Want to go back to square one? Get started with Chapter 1 of our Great Gatsby plot summary. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Local Revision Worksheet Coursework Example | Topics and Well Written Essays - 250 words

Local Revision Worksheet - Coursework Example The first and third paragraphs of the essay are long. Consider revising them to the right length. Practice perfecting paragraph lengths throughout the essay. Consider reorganizing the entire essay to achieve uniformity in the paragraphs. Every paragraph should address a single concept (Driscoll and Brizee 1). Concept analysis in the paper is excellent as well as the provided supporting evidence. Limit the length of each quotation because lengthy quotations completely demean the main idea. The third and sixth paragraphs of the essay have lengthy quotations that require revision. Paraphrase some of the quotes to enhance the good flow of ideas within a paragraph. Moreover, distribution of the ideas should be uniform, to avoid chances of having multiple ideas in one paragraph. A range of one to two ideas is sufficient for each paragraph. Paragraph Transitions Although a paragraph addresses a single concept, it is fundamental to attain transition from one idea to another (Driscoll and Brizee 1). There are a few paragraph transition words and phrases used throughout the paper. Paragraph transition enhances flow in any scholarly academic writing. Apply specific words and phrases develop transitions using proper word choice. Transitional words are mostly conjunctive adverbs and include different words: accordingly, meanwhile, also and finally that are fundamental to enhance proper transition. Other examples of transitional phrases: in addition, of course, and for instance, are applicable to achieve paragraph transition.

Organization as a Metaphor Essay Example | Topics and Well Written Essays - 750 words

Organization as a Metaphor - Essay Example Openness of an organization to inquiry and also self-assessment inculcates this capability in the top management to take the organization to the next level by showing creativity and innovation. When an organization displays these qualities of a brain, it transforms into a learning system that can be self-organized. This is not only very convenient for the organizational personnel, but also one of the fundamental pre-requisites for the success and growth of organizations in the contemporary age where competition is very high and organizations need competitive advantage in order to earn the trust and confidence of the stakeholders and excel in the market. Using this metaphor as a lens and analyzing the current state of the organization through this lens, it becomes apparent that the strategies of the top management controlling the organization change rapidly, and this has an effect on everybody in the hierarchy of the organizational structure from top to bottom. This has mixed effects on the organizational culture. ... ise the level of motivation of the organizational personnel as least just as much as they invest their time and effort in identifying new ways in which the organization can be changed. It must be realized that organizational personnel fundamentally play the role of wheels upon which the vehicle of organization travels, so keeping them fully functional is no less important than fueling the organization with innovative ideas. Having such a detailed in-sight into my organization with the help of the developed metaphor suggested by Morgan, I have identified several potential strengths and drawbacks of my organization, as well as a way to eradicate the drawbacks and instead, change the risks into opportunities. Change is an integral element for an organization to qualify as â€Å"a brain† and there is a wide range of literature that reveals that change is something that is not much appreciated by the organizational personnel owing to the fact that it challenges their interests and may not let the circumstances remain favorable for the attainment of their individualistic interests. Change management requires sound leadership and management skills on the part of the top management. One way in which change can be managed effectively is by identifying the collective motivation factors for the organizational workforce as a whole and determining the individualistic motivational factors for the workers whose performance matters the most. Performance of the employees in an organization is fundamentally controlled by their level of motivation. The higher the level of motivation, the better the performance of the employees and vice versa. Various theories of motivation have been proposed to date to help the management identify the ways in which employees can be satisfied more. These

Consumer Behavior Essay Example for Free

Consumer Behavior Essay 1) How can understanding consumers behavior help companies sell products or services in todays market? Please cite an example from our text or from our YouTube videos and use a personal example. As Steve Jobs states in the YouTube video, all marketing decisions revolve around your customer. Marketing is all about building profitable customer relationships by creating value for customers and capturing value in return in the form of profits. To effectively sell a product/service, understanding how your customers buy your products and services will help you determine when, how and where you should market your products/services and in turn help you grow your business by responding to their needs. Also, if you know what customers buy and how they go about buying particular products, you can more easily spot a need that has not yet been satisfied. For example, if you run a technology company and notice that many of your customers buy educational software from college bookstores, you may recognize that your customers could use a place to buy and automatically download educational software online. Steve Jobs states in the YouTube video â€Å"Give her not what she wants but give her something that she has never dreamt of, and when she gets it she recognizes it as something she wanted all the time†. A very simple example is that of ITunes, which was discovered 10 years ago. Steve Jobs noticed that music fans clearly wanted to download songs they liked in an affordable and easy way rather than driving to Best Buy or some record store to buy them on $15-to-$18 CDs. Jobs took advantage of this opportunity and came out with the iTunes Music Store, which is today the top most online music retailer, and synced it perfectly with a piece of hardware: the iPod. This eliminated the use of Walkman’s, MP3 Players and CD players. Thus, it is important to understand people’s motives (what drives them to buy), and their attitudes (how they feel about a product/service). Knowledge about these psychological characteristics helps companies design and provide products and services that their customers want and need. The book states an example of McDonalds that first started with providing low priced burgers, fries and shakes. But today, with people becoming more health conscious, McDonalds has a reworked menu that provides more choice and variety such as Chicken Nuggets made with white meat, low fat milk jugs, and a line of premium salads. When people think of McDonalds, people think of value – whether it’s a college student buying a burger for a couple of bucks r a working women at the drive through grabbing a breakfast latte that’s a dollar cheaper than Starbucks. I would like to give a personal example of me shopping at the department store called Safeway. I was a frequent shopper at Safeway and every day I would receive emails regarding the deals and discounts on the products I purchase the most. I would also get emails with recommended products to buy and Safeway was able to do this by keeping track of my shopping history. I would actually get lured by reading these emails and go to the store to buy the recommended discounted products. Marketers can benefit from an understanding of consumer behavior so that they can better predict what consumers want and how best to offer it to them. The importance of understanding the consumer behavior is that to know and understand the preferences of different consumers which will enable the marketers to form the marketing strategies accordingly. Businesses that cannot understand how a consumers mind operates will have a more challenging time figuring out how to target a campaign that will attract or catch attention. In order to make the right decision, marketing managers must know how their consumers will react. Before introducing/repositioning any product/service, you must first ask questions like, do people want it? Are there enough people who want it so that it will be profitable to produce that product? Do the people who want it have the economical ability to pay for it? Another important point is that when you know how customers behave in relation to the products youre selling, you have a better understanding of how to provide good service to them, increasing the chance that youll have repeat customers. For example, if you know that customers tend to come to your restaurant because they can get healthy food without waiting for a long time, you could continue training your staff to be as efficient as possible. Identifying the buying behavior of the target market and catering to those behaviors is integral in todays complex society. 2) How can connecting with a culture help influence consumer behavior? Can you give us an example from your personal experience? A peoples culture includes their beliefs, rules of behavior, rituals, style of dressing, religion, etc. Culture is an external factor influencing consumer behavior. Since people with different cultures have different values, they will have different buying habits. A particular company’s marketing strategies should reflect the culture that is being targeted. Failing to do so can result in lost sales/profits/opportunities. Before advertising or introducing any product/service, it is very important to understand the local culture of the population of a particular area, city, or country. For example, the You Tube Video shows that Thailand and Malaysia have a family oriented culture and so the elderly and tradition play a huge part in the commercials as compared to Australia having a very individualistic culture focusing the advert on youngsters. Another example would be if a given country discourages the use of tobacco or alcohol, the potential pool of consumers for these products would be small. Therefore, companies which distribute these types of products should limit advertising in such areas, and focus on other countries where there are no restrictions on the use of such products. A personal example would be that of McDonalds. In India, meat consumption is prohibited in Hinduism. McDonalds did spend time developing a food menu targeted towards no meat eaters. They now offer a lot of vegetarian options, making it a happy place for both: meat and no meat eaters. Another example would be comparing North India and South India. I have to been to both, and have noticed a vast difference in the culture. People in North India prefer breads over rice which is a favorite with people in South India and East India. So many restaurants in South India have 99% rice based dishes. If a restaurant in South India serves more bread based food options, it would likely make less business as compared to restaurants serving rice based dishes. As part of their efforts to convince customers to purchase their products, marketers often use cultural representations, especially in promotional appeals. The objective is to connect to consumers using cultural references that are easily understood and often embraced by the consumer. By doing so the marketer hopes the consumer feels more comfortable with or can relate better to the product since it corresponds with their cultural values.

Mistaken Identities in The Taming of the Shrew :: Taming Shrew Essays

Mistaken Identities in The Taming of the Shrew       Throughout the play "The Taming of the Shrew," William Shakespeare has utilized several ingenious techniques resulting in an effective piece of work.   One of the more unique and creative methods is the use of mistaken identity.   With the use of mistaken identity, Shakespeare has successfully given the play an element of humor from the beginning to the end.    The mistaken identity within the two induction scenes must have been quite humorous for the upper-class noblemen who watched the play.   In Shakespeare's time, the upper-class often found their amusement in the poorer, more unfortunate lower-class.   Christopher Sly was no exception.   When the lord finds Sly, a drunk beggar, he immediately plots a practical joke to play on him.   The lord, who is very wealthy and obviously has a lot of time on his hands decides to treat Sly as a nobleman and see how he reacts.   In addition to ordering his servants to treat Sly as their master, he too pretends to be a servant.   The most amusing part of this induction occurs when Sly becomes convinced that he is indeed a nobleman.   When he first awakes, he thinks that everyone is playing a joke on him.   After some convincing, Sly gives in and believes that he really was suffering from a long sickness.   When Sly asks the page, who is pretending to be his wife to undress and join him in bed, the audience must have reacted with loud laughter knowing that his 'wife' is actually the same sex as he. Although Sly does not understand the lifestyle of the upper-class, it is quite obvious that he is enjoying it while it lasts.    There are several cases of mistaken identity present in the subplot which involves Bianca and her suitors.   One humorous situation caused by mistaken identity arises in Act I, Scene ii, when several of the characters meet each other.   Here, the audience learns how gullible Gremio is when he is tricked by Lucentio into believing that Lucentio is a schoolmaster.   Gremio does not realize that he is actually giving a fellow competitor an opportunity to court Bianca.   The dramatic irony here is amusing to the audience because they all know that Lucentio is not going to speak highly of Gremio like he had promised.

Nursing Constipation Essay Essay

For the purpose of this assignment I have changed the chosen patients name to Scott to maintain patient confidentiality (Nursing & Midwifery Council 2004). Scott is a young boy that is 7 years of age who stays at home, in the suburbs of Aberdeen, with his mother and father and has no siblings. His mother is unemployed and father works offshore so is often not at home for long periods of time. Scott was admitted to hospital after having not had any bowl movements for a week and the previous week having only passed two stools. He reported pain whilst he passed these stools along with anal bleeding. This was not the first time he had been admitted to hospital with these symptoms in the past year. These symptoms lead to his diagnoses of suffering from chronic constipation. It was found that there were no underlying organic causes for his constipation. The modern diet of children, with a lack of fibre, can be the cause of constipation (SULLIVAN, P. B. et al, 2006). This could be true in Scott’s case as he is fussy with what foods he eats which may be a contributing factor to his constipation. Constipation is very common throughout childhood and constipation is internationally reported to affect 0. % to 36% of children (Smith and Derrett 2006). Many factors can influence constipation in children such as pain, dehydration, issues with toilet training, dietary and fluid intake and history of constipation within their families (NICE GUIDELINES). There are many symptoms for constipation and these can vary slightly in infants and children. When assessing constipation it is important that any more serious underlying causes are ruled out such as Hirschprungs’s disease, Cystic fibrosis, metabolic causes, heavy-metal poisoning or sexual abuse. This is because normal treatment for constipation in these cases will not always be the first course of action. Constipation that has no organic cause or cannot be explained by any physiological abnormalities is described as idiopathic constipation. This is almost always the diagnosis in children over the age of one (Biggs and Dery 2006). When assessing a child with constipation a discussion with the parents or guardians and child will help collect information. Stool patterns should be discussed (NICE 2010). Less than 3 proper stools per week, overflow soiling, odour more unpleasant that normal, rabbit dropping type stools or large infrequent stools are symptoms which should be noted. The Bristol Stool Chart can be used to help assess stool patterns as it classifies stool into 7 types with types 4 and 5 being normal and types 1 – 3 suggesting constipation. Distress, pain and straining whilst passing stools are also important in assessing constipation. The NICE guidelines state that if two or more of the previous symptoms are found then the child is to be diagnosed with constipation. Any previous medical history should also be addressed, like in Scott’s case, as his most recent stay in hospital was the second time in the past year that he had been admitted to hospital for constipation. Also diet should be discussed as a diet low in fiber can have a major impact and be a cause of constipation. Any family history in relation to constipation should be discussed. A physical examination can also be used to help assess the problem and would help in discovering any ‘red flags’ that could indicate that the constipation would require further investigation. The NICE guidelines also outline methods of assessing the problem that shouldn’t be carried out. Scott was assessed using the aforementioned methods. First his previous medical history was discussed. This uncovered that not only had he previously been admitted to hospital with this problem but that he didn’t often have regular bowl movements. He was experiencing difficultly when passing stools over the previous weeks and he found it very painful which lead to him trying to avoid using the toilet. This avoidance of passing stools because of fear of the pain can advance to stool retention and further reduce bowl movements (Biggs and Dery 2006). Scott’s stools were compared to the Bristol Stool Chart and found to be type 1. On discussing his diet and during his stay in hospital it was apparent that he was quite fussy about what he ate so this could perhaps have lead to a low fiber intake, which can cause constipation. However there is not currently a British recommendation for fiber intake (Sullivan, P. B. et al 2011). Scott after finding no underlying problems for his symptoms was treated for constipation. Treatment for constipation in children involves having a clear understanding of the factors affecting the individual. In some cases more than one approach may be taken. In managing constipation the steps taken are to get rid of any impaction, to establish regular bowl movements that cause no pain for the child and to try to prevent any further episodes of constipation. Firstly disimpaction of the build up fecal matter should be dealt with. There are different methods to manage this but usually medication will have a positive result without the need for surgical intervention. (NICE 2010). Laxatives are important as first line treatment and should commence as soon as possible (Rogers 2011). Movicol Paediatric Plain (Movicol PP) has been shown to be an effective and safe treatment for children presenting with impaction (Hardikar, 2007). Enemas and rectal suppositories, although effective in treating impaction, are very invasive and can upset the child having a negative effect in trying to get them to pass stools. These would only be used in cases when all other oral medication has failed to clear the retained stool. After the retained stool has been cleared Movicol PP is often used for month after to help maintain regular bowl movements. The NICE guidelines recommend that this may take several months and in some cases children may require laxative therapy for several years to prevent relapse. Family education is important in the maintenance of healthy bowl movements and also education of the child if he or she is old enough. Dietary and behavioral advise can be given to help the parents or guardians to understand why the child has had a problem with passing stools. Dietary changes such as increasing fiber intake and generally maintaining a healthy diet is often advised. This as well as encouraging drinking water regularly is usually advised to prevent dehydration, which can be a cause of constipation. (Rogers 2011). Another important issue to be addressed is toileting habits. Toileting after meals should be encouraged and the childs’ comfort on the toilet should also be addressed to reduce straining. Regular exercise can also have a positive affect in maintaining healthy bowels. Poor follow up on patients progress is a main reason for failure in treatment which is why nurses can be invaluable in ensuring success of treatment and management of children with constipation (Burnett et al, 2004). Scott was treated during his stay in hospital with Movicol PP however this in itself presented a problem, as he was very reluctant to drink it because he really didn’t like the taste. This was dealt by rewarding him when he drank all of his medication using a sticker chart as a visual encouragement. Also the nurses would play games with him surrounding drinking his Movicol to give him a positive view of drinking it to try to stop him thinking about the unpleasant taste. This worked successfully and Scott was soon drinking it with little encouragement. Scott’s stools were monitored to ensure returning o normal and drinking plenty of fluids was encouraged. The nurses tried to educate his parents on why this had happened and how to prevent it happening in the future. When his stools became less painful to pass he became less frightened to use the toilet, his fear being a main reason of his fecal impaction. Scott although living with both his parents he was normally cared for by his mother as his father worked offshore so was away for long periods of time. Scott was confident around other children in the ward but around his mother became slightly reserved. On discussion with Scott and his mother it was found that she would sometimes get frustrated with him when he wouldn’t go to the toilet and when he experienced overflow soiling which was something, which was out of his control. This would be a stressful environment for Scott, which could have worsened the situation as well as affect his mental health. Another main factor affecting Scott’s health is his diet. He didn’t eat as much as he should and when he did eat he would prefer to eat sweets and snacks rather than proper meals. This issue was addressed with his mother. Scott was kept in hospital longer due to child protection issues that were raised by a nurse regarding his mother. These issues were resolved but the negative interactions between Scott and his mother would have a serve impact on his mental health. A positive factor influencing Scott’s general health was that he was very outgoing and did well in school, which was a boost to his self-esteem. He talked of achievements in school and how well he got on with his classmates. Scott is quite an intelligent boy so educating him on things he could do to help himself not have to experience this problem again was easy to do. Scott saw his father as a role model so he would have a great part to play in Scott’s health. His father could support him in managing the problem. His family being supportive is important, as punishing Scott for the issues surrounding his constipation would only worsen the problem. Scott got quite emotional and had very negative thoughts surrounding using the toilet. These could be related to early life when he was toilet trained and be a contributing factor to his constipation.

How do leaders develop

How do leaders develop? Given the large amount of different facets leaders posses in order to perform effectively in their respective domains, it is hard to specifically define leadership- however, it can be merely presented as an influencing process between a leader and the people who follow. Furthermore, leadership development is essential in carrying an individual through from the stages of emergence all the way to leadership effectiveness, and was defined by Day (2012) as â€Å"the expansion of an individual's capacity to be effective in leadership roles and processes†.According to Contracts (2010) and Murphy (201 1), there are major developmental stages in leadership; starting in early childhood, those years playing a major role in the upbringing of future self-regulation and leadership identity. Studies by Viola and Possessing (2011) have also demonstrated that many skills acquired at a young age during â€Å"sensitive periods†, when learning has proven to be easi er and happens faster, often have an impact on leadership development in later stages; therefore an adequate early environment may reveal itself as helpful in developing future effective leaders.Furthermore, research from Arrive et al (2006) argues that many leader personality traits are partly genetically inherited, and that parents contribute to many characteristics shown in their children; which helps demonstrate that there are a considerable amount of factors in leadership development that are, at least for the early years, beyond the control of the individual concerned and will most likely have consequences (positive or negative) on leadership development in the person's future years.However, initiative is arguably the main driver for self-regulation and a moon trait in leaders, according to Larson (2000). In addition, Caldwell (2008) states in his findings that practice is the main method for obtaining desired leadership skills, leading us to think that anyone with enough init iative and the right set of goals could potentially become an effective leader. Considering the impact of an individual's environment on their personal traits and attributes, most noticeably from the early years, how much control do we really have over our leadership development?Based on a research conducted by Arrive et al (2006), at least 30% of personality heartsickness in relation to transformational leadership is attributed through genetics; which is an indication that genes play a large role in determining leadership attributes in individuals, whether it is leader emergence or leader effectiveness. However, 70% of leadership traits stem from other sources; it is therefore important to analyses all the other factors influencing the development of the individual's leadership skills.Acting as the main role-models, parents are a vital influence in their children's developments and play a major role in their relation to adhering: â€Å"Parents contribute to their children's religi ous beliefs, intellectual and occupational interests, feelings of self-esteem or inadequacy, adherence to traditional or modern notions of masculinity and femininity, helpfulness to others, skills, and values† (Wade & Atavist,2008) A research conducted by Contracts (2010) concluded that there are four different types of parenting styles; these are: authoritative, neglectful, authoritarian and indulgent.Each one of the four is argued to have varying effects on children's leadership development. It is believed that authoritative parents are the most likely to raise children to be effective leaders, by educating them with strict discipline and monitoring; but also supportive and encouraging of them to think and act independently as they become more mature (Murphy, 2011).On the other hand, according to Banding (1991) authoritarian parents tend to exert control and punishment based on firm rules; which is a parenting method that is not usually prone to leadership skill development in children, generally resulting in teenagers with a lack of social and communication skills.Furthermore, neglectful parents are absent or play very minor roles in their children's lives; as a result they tend to raise teenagers with poor social skills and low self control. However, indulgent parents, who will be present without ever enforcing many household rules, tend to raise children with generally higher creativity levels; but will also lead to lower social skills and self-control due to a lack of firmness in regards to their education from their parents.Another phenomenon instigated by parenting, which can be observed from infancy and acts as an indicator for future adhering outcomes, is the attachment or bond that infants have with their guardians; Insinuators et al (1978) determined three different types of attachments a child can have: Secure, avoiding and ambivalent- these will influence the individual's future social behavior.According to Insinuators et all's findings, in dividuals who benefited from secure attachment to their guardians in their formative years are generally more socially adaptable as adults and have the confidence resources to take on leadership roles; whereas individuals who suffered from insecure attachments (avoiding or ambivalent) tend to comparatively lack social confidence due to the absence of a sense of security from a guardian as a child and, in contrast, will not seek out leadership.This goes to show that parents have a considerable impact on the outcome of their children, which ultimately will affect them in regards to their leadership development, abilities and capabilities. It is quite obvious that early influences and genetics have an impact on leadership development in adulthood, those early years being a delicate, sensitive and an important period of development.However, as long as individuals keep on learning new skills and behaviors, development will continue (Bernstein, 1989). An individual's background, environme nt and early upbringing are not the only factors in successful effective leadership development; although those elements are strong enablers, with many demonstrated correlations, they are not everything needed to be a leader .Caldwell (2008) underlined the crucial importance of training and practice through his analysis of notable leaders such as Bill Gates or the Beetles, and included that it requires 10 000 hours of work to become an expert in any field; and this can be achieved by anyone with the initiative to do so. Although practice may yield more results in skill development and mastery if performed at a young age during the â€Å"sensitive period† of learning, it does not however mean that it will instigate zero form of leadership development if practicing occurs later in lifetime (Viola and Possessing 2011).Another important concept explained through a model developed by Lord and Hall (2005), which encompasses the development of leadership identity and self- exultatio n in relevance with the lifespan approach to leader development, is that our notion of leadership evolves through time; for example the way leadership is demonstrated and perceived as a child in primary school will be completely different to the way in which it is viewed by adults with different motifs and sets of personal goals.Leadership identity plays a vital part in leadership development, acting in correlation with self regulation; as individual goals and motivations progress through time, we tend to re-develop new updated leadership identities and adapt our goal researchers accordingly, in order to eventually achieve effectiveness and have control over our own leadership development. Previous findings demonstrate a clear correlation between early influences and leadership development.Furthermore, the presence of a sensitive period in regards to learning and developing core characteristics found in early years of childhood is an indicator of the limited amount of control we hav e over our own leadership development, given that most main decisions regarding young children's upbringing and social environments are made by the parents, and ultimately become defining eaters for the individuals.This emphasizes the fact that individuals placed in a favorable environment for developing leadership skills, self-efficacy and regulation at a young age have a considerable advantage over those that aren't, and consequently greater chances of becoming leaders in the long-run; this can be used as an encouragement for parents and schools to focus on those crucial character- building and defining years in order to enable individuals with the best opportunities for effective leadership from early on.It is still however possible for individuals to hang their leadership development trajectory and develop a different leadership identity at any given time after reaching maturity, if they posses the urge to become an effective leader or differ from a current leadership position; it is only their original circumstances as a young child which they have no control over, which is a major part of leadership development.

Teen Pregnancy Essays - Midwifery, Birth Control, Adolescence

Teen Pregnancy Essays - Midwifery, Birth Control, Adolescence Teen Pregnancy Teen Pregnancy & Parenting You sit there tense, your face is turning cherry red, your eyes are fixed on the little white machine, and you feel like the suspense is killing you, two minutes seem like forever. All of the sudden you see a +. Youre 15 and pregnant. What are you going to do now? Jessica Inhoff, a junior at Grant, tells us what she did when she found out she was pregnant with her son last year. She said that she was overly surprised and didnt know what to do. She didnt want to have to be there when her parents found out, so she just left a note on the table and went to work. Luckily for her, her parents were remarkably supportive, and still help her out as much as they can with her son. Her mother watches Kyle every day while she is at school, and will baby-sit one night a week, so Jessica can go out and still be a kid. According to the Oregon Health Division, during 1997 in Multnomah County, 654 girls between the ages of 10 and 17 got pregnant and kept their babies. Between 1974 and 1998 pregnancy for teens between the ages 15 and 19 increased by 200 percent. Also once the babies are born to teen mothers they are more than twice as likely to have a lower birth weight than those born to older mothers, which can cause major health risks. It makes babies more likely to die within the first 2 days of life. All those unwanted pregnancies among teens cost U.S. taxpayers almost 7 billion each year. One question you should ask yourself before you decide to have sex is; Am I ready to be a mother or a father? If you can answer yes to all the questions below, you are ready to go out Saturday night and decide by having sex with them, to tell your boyfriend/girlfriend, Hey honey, I want us to have a baby! 1. Could I handle a baby and a job at the same time? Would I have enough time and energy for both? 2. How would a child interfere with my growth and development? Would I finish school and would I be able to go to college and get the career I want while caring for a child? 3. Can I afford to support a child? Do I know how much it takes to raise a child? 4. Am I willing to give a great part of my life at least 18 years to being responsible for a child? And spend a large portion of my life concerned with my childs well being? 5. Do I like doing things with children? Do I enjoy activities that children can do? Do I like cleaning up childrens messes and do I want to have a child around me 24-7? 6. What do I do when I get angry or upset? Would I take things out on my child if I lost my temper? 7. Could my partner and I give a child a good home? Is our relationship a happy and strong one? Do we want to have to be connected for the reast of our lives, until death do us part? As Leslie Clark, an alumnus from Grant, figured out, having a baby and being in high school is a hard job. She had to skip the last couple months of her senior year to have her baby, which put her behind a year and not able to graduate with her class. She had a hard time raising her son Allyn on her own for the first five years, but luckily after that she and Allyns dad started dating again, and ended up getting married. Seventeen years have now passed, and she is a happily married certified public accountant. Jessica Inhoff is now experiencing the responsibilities of being a teen mother, which she says, are endless. A normal day goes like this for Jessica; she gets up at 6, after being awake half the night (with her sons wake up calls at 12:30 and 3 A.M.), and goes to school. She goes through six rigorous classes and then leaves during seventh period to go home and

Ming Dynasty Emperors of China

Ming Dynasty Emperors of China The Ming Dynasty is famous world-wide for its graceful blue-and-white glazed porcelains, and for the voyages of Zheng He and the Treasure Fleet. The Ming were also the only ethnically Han Chinese family to rule the empire between 1270 and the end of the imperial system in 1911. This list includes the Ming emperors given names and their reign-names, as well as their years in power. Â   Zhu Yuanzhang, the Hongwu Emperor, 1368-1398Zhu Yunwen, the Jianwen Emperor, 1398-1402Zhu Di, the Yongle Emperor, 1402-1424Zhu Gaochi, the Hongxi Emperor, 1424-1425Zhu Zhangji, the Xuande Emperor, 1425-1435Zhu Qizhen, the Zhengtong Emperor, 1435-1449 and 1457-1464Zhu Qiyu, the Jingtai Emperor, 1449-1457Zhu Jianshen, the Chenghua Emperor, 1464-1487Zhu Youtang, the Hongzhi Emperor, 1487-1505Zhu Houzhao, the Zhengde Emperor, 1505-1521Zhu Houcong, the Jiajing Emperor, 1521-1566Zhu Zaihou, the Longqing Emperor, 1566-1572Zhu Yijun, Wanli Emperor, 1572-1620Zhu Changluo, the Taichang Emperor, 1620Zhu Youjiao, the Tianqi Emperor, 1620-1627Zhu Youjian, the Chongzhen Emperor, 1627-1644 Â   For more information, see the List of Chinese Dynasties.

Short Response Paper Essay Example | Topics and Well Written Essays - 250 words

Short Response Paper - Essay Example Connie tries a split personality with hope that, she will fit both at hope and elsewhere. She does this by having a selected smile, walking style, hairstyle, and even laughter style one meant for home and the other meant for elsewhere. The short story is from a potential victim’s view where Connie is a victim while Arnold Friend is a killer who seduces Connie and gives her promises of security (Oates 1-7). Indeed, Arnold Friend depicts a strange and mismatched appearance that represents danger (Oates 4). He also seems to conceal threat by depicting a calm voice, gentle coaxing, and convincing voice (Oates 3-7). When Arnold visits her home in her parents’ absence, he is a hard character for Connie to define, he lies somewhere between young and old, human and non-human, calm and strange. She is unable to figure him out and his intentions. The author asserts, â€Å"She couldnt decide if she liked him or if he was just a jerk, and so she dawdled in the doorway and wouldnt come down or go back inside (Oates 3).† Connie’s teenage rejects the role of daughter to her mother, sister to June, and â€Å"nice† girl to the family to cultivate her sexual persona, which flourishes only when she is away from her home and family. The music Connie listens to draws her into the world of fantasies. It paints an ideal love world and love life, which makes her daydream about boys (Oates 5-7). The author does not make it clear however whether Connie is just day dreaming busking in the sun while listening to her music from the radio or Arnold was at her home in reality. This aspect of the story leave the reader with no clarity of Arnold and Connie escapade. Did it happen in reality or was she