Female Education Essay

Napoleon once said â€Å"Give me an educated mother and I will give you an educated nation. † This statement is enough to prove the importance of female education. Allah has created both man and woman equally. They are like the two sides of a coin. One is incomplete without the other. So, education cannot be the only possession of a single class or sex. Rather, it should be imparted equally to both men and women. Our religion has also made education compulsory for all. In the past, our women folk were confined within the four walls of home. Parents did not allow them to receive education and to participate in any outside work. Early marriage, religious misinterpretation and the narrowness of our outlook were mainly responsible for this. Parents thought it waste of time and money to educate their girls. They did not understand that if girl children were educated they could be as competent as male children. As our women folk constitute almost half of our total population, no real development is possible keeping them uneducated. On the other hand, an educated mother plays a very important role in making and shaping the character of her children. She knows well how to bring up her children, to educate them and to make them worthy. In domestic life, she can also extend her helping hand to her husband. So, there is no alternative to female education. It is a matter of great delight that women have started to come out of their cocoons. Being educated, they are joining a wide range of professions. They have been able to prove their abilities. So, the disadvantages of early marriage and religious misinterpretation must be removed. Our outlook about women must be changed. More schools and colleges for girls should be set up to spread female education. Recently the scenario of female education has started to change. Many socio-economic factors are responsible for this change. All possible facilities of female education have been extended. Education for girls up to degree level has been made free with a monthly stipend. This encourages them to continue their education. We should remember that only educated women can change the picture of our society. So, all of us should come forward to spread female education. The overall state of female education in Bangladesh is not yet satisfactory. In the past, women were in the boundary of their houses. They usually spent their time doing their household chores. They were deprived of education. But the situation has been changed now. Now-a-days, they are admitting into schools, colleges and universities. The rate of literacy in our country is about 60% whereas female literacy is about 40%. Female education is necessary for getting an educated nation. Because, an educated mother can give an educated nation. There are many advantages of female education. A child will never remain illiterate if his/her mother is educated. An educated woman can play various roles in the family. She can impart himself in different business and jobs. As a result, she can contribute to the family income. However, government should do something more to educate the female. â€Å"No need girl’s education, they are born only for taking care of their families†- this idea was stereotype in the early past of Bangladesh. The birth of a boy child was a blessing for the parents and a girl child was like a curse. It is a surprising matter that a girl child also comes like a boy child from mother’s womb and father’s blood but still that child is unexpected to her parents. In reality, a father and mother can never hate their children. Actually, the society made the rule to neglect the girl children. As Bangladesh is considers as a Muslim country, most of its population are Muslim. The Bangladeshi people thought that their religion had ordered them to keep their women and female children inside the house and keep them in safe. As a result, the parents always wanted a male child to earn for the family and protect their old age. From a theological research, it has found that the beliefs which were followed by our ancestors were based on wrong concepts. The holy books actually suggested keeping women in safe, not to confine them into four walls where they do not have any liberty. These books also suggested that a woman can even participate in the warfare if she is able to protect herself. Very slowly but the people started to change their mentality when they were becoming educated and started realizing that it was useless to achieve success without women as a mother is the first teacher of a child. If a mother is illiterate there is much possibility that the child will be uneducated. To cure this problem, Begum Rokeya, the pioneer of giving the light of education to the Muslim Bengali girls. This social movement of educating girls was very slow and at that time people were against of this blessed work. She kept patience and opened a girls’ school. She made people to understand about the benefit of the girl’s education by giving the religious points. Though it took time to convince people, it worked. People understood the necessity of the girls’ education and started sending their daughters into the school. This idea was so effective because a nation can have more achievements if the entire nation works together for success, not the half of the nation. The government also realized that this is an innovative idea and so the†¦ It is the height of selfishness for men, who fully appreciate in their own case the great advantage of a good education, to deny these advantages to women. There is no valid argument by which the exclusion of the female sex from the privilege of education can be defended. It is argued that women have their domestic duties to perform and that, if they were educated, they would bury themselves in their books and have little time for atten ding to the management of their households. Of course, it is possible for women as it is for men to neglect work in order to spare more time for reading sensational novels. But women are no more liable to this temptation than men and most women would be able to do their household work the entire better for being able to refresh their minds in the intervals of leisure with a little reading. Nay, education would even help them in the performance of the narrowest sphere of womanly duty. For education involves knowledge of the means by which health may be preserved and enable a mother to consult such modern books as will tell her how to rear up her children into healthy men and women and skillfully nurse them and her husband, when disease attacks her household. Without education she will not be averse to listen, with fatal results, to the advice of superstitious quacks that pretend to work wonder by charms and magic. But, according to higher conception of women’s sphere, women ought to be something more than a household drudge. She ought to be able not merely to nurse her husband in sickness but also to be his companion in health. For this part of her wifely duty, education is necessary, for there cannot be congenial companionship between an educated husband and an uneducated wife who can converse with her husband on no higher subject than cookery and servant’s wages. Also, one of a mother’s highest duties is the education of her children at the time when their mind is not amenable to instruction. A child’s whole future life, to a large extent, depends on the teaching it receives in early childhood and it is needless to say that this first foundation of education cannot be well laid by an ignorant mother. On all these grounds female education is a vital necessity. Gender inequality in education is extreme. Girls are less likely to access school, to remain in school or to achieve in education. Education helps men and women claim their rights and realise their potential in the economic, political and social arenas. It is also the single most powerful way to lift people out of poverty. Education plays a particularly important role as a foundation for girls’ development towards adult life. It should be an intrinsic part of any strategy to address the gender-based discrimination against women and girls that remains prevalent in many societies. The following links will further explain the necessity of girls’/women’s education. Education is a right Cultural changes Better health and awareness Poverty reduction Education is a right Everybody has the right to education, which has been recognised since the Universal Declaration of Human Rights (UDHR) in 1948. The right to free and compulsory primary education, without discrimination and of good quality, has been reaffirmed in all major international human rights conventions. Many of these same instruments encourage, but do not guarantee, post-primary education. These rights have been further elaborated to address issues like quality and equity, moving forward the issue of what the right to education means, and exploring how it can be achieved. As a minimum: states must ensure that basic education is available, accessible, acceptable and adaptable for all. (4A scheme) The right of girls to education is one of the most critical of all rights – because education plays an important role in enabling girls and women to secure other rights. Cultural changes Cultural and traditional values stand between girls and their prospects for education. The achievement of girls’ right to education can address some of societies’ deeply rooted inequalities, which condemn millions of girls to a life without quality education – and, therefore, also all too often to a life of missed opportunities. Improving educational opportunities for girls and women helps them to develop skills that allow them to make decisions and influence community change in key areas. One reason for denying girls and women their right to an education is rarely articulated by those in charge: that is their fear of the power that girls will have through education. There is still some resistance to the idea that girls and women can be trusted with education. Education is also seen in some societies as a fear of change and now with globalization, the fear becomes even greater- fear to lose the cultural identity, fear of moving towards the unknown or the unwanted, fear of dissolving in the many others. Better health Basic education provides girls and women with an understanding of basic health, nutrition and family planning, giving them choices and the power to decide over their own lives and bodies. Women’s education leads directly to better reproductive health, improved family health, economic growth, for the family and for society, as well as lower rates of child mortality and malnutrition. It is also key in the fight against the spread of HIV & AIDS. Poverty reduction Educating girls and women is an important step in overcoming poverty. Inequality and poverty are not inevitable. â€Å"The focus on poverty reduction enables the right to education to be a powerful tool in making a change in the lives of girls and women. Poverty has been universally affirmed as a key obstacle to the enjoyment of human rights, and it has a visible gender profile. The main reason for this is the fact that poverty results from violations of human rights, including the right to education, which disproportionately affect girls and women. Various grounds of discrimination combine, trapping girls in a vicious downward circle of denied rights. Denial of the right to education leads to exclusion from the labour market and marginalisation into the informal sector or unpaid work. This perpetuates and increases women’s poverty. †

Fbs Nc2 Reviewer

FOOD AND BEVERAGE NCII REVIEWER Possible Questions for Oral Questioning What is 3 Bucket Method? ?  Washing ?  Rinsing ?  Sanitizing What is 3S? ?  Scrape ?  Segregate ?  Stack What is the basic function of food service attendant (bartender, receptionist, waiter or any other position)? How do you handle guest complaint? H- hear (listen and identify complaint) E – Empathize A- Apologize R – Respond (inform supervisor) T – Take action What are the types of food service? Explain each service.   America  Service or plated service – food is already prepared in the kitchen in individual plates with garnish and accompaniment and plate is served individually to guests ? Russian service or platter service – food is arranged in a platter and waiter serve the food from the platter to the guests plate using a tong ? French or gueridon service – chef or head waiter prepare the food on the table side with some showmanship. Gueridon service for it uses gueridon trolley ? Buffet Service- guests line up to get their food in the buffet table ? Banquet Service – for group of persons and with fixed price ?Family Service – food are prepared in the kitchen, placed in a platter and served in a platter on the table. ?  English Service – private dinner with fine dining set-up and typically with wine service ? Luriat Service – plate of food complete with rice, meat, vegetable and dessert/ plate with complete meal ? Apartment or Blue Plate Service – similar to family Service with difference in location as it is held in an apartment ? Tray Service – food is served with the use of a tray What are the examples of unsanitary/ sanitary practices? Differentiate American Service (Plated) from Russian Service (Platter).What are the common factors that need to be considered in putting up you own restaurant? ?  Capital/ Budget ?  Location ?  Target Market ?  Competitors ?  Manning â€⠀œ quality, trained staff ?  Knowledgeable about the Business ?  Food Costing ?  Safety and Sanitation of the Area ?  Requirements & Permits ?  Equipments ?  Product/ Source of Ingredients ?  Product Development Cite examples of the different areas of the restaurant. Tell something about the area. ?  Cashier's Area ?  Dining Area – where guests are seated to eat, ?  Dishwashing Area – where cutleries, dishes and other equipments are washed, rinsed and sanitized.It is placed inside the kitchen ? Food Preparation Area – aka kitchen ?  Dispatching Area ?  Bar Counter ?  Food Display Counter ?  Service Station or Side Stand What is restaurant? Types of restaurant. ?  Fine Dining ?  Coffee shop ?  Industrial, Student Canteen/ Cafeteria What are the procedures in fine dining? How do you rate your self 1-10 base, 10 as the highest, on your demonstration? Did you pass or fail? Why? What are the things needed in preparing the table for s ervice? ?  China ?  Glasses ?  Cloth ?  Cutleries What are the considerations when preparing the table for service?   Check equipment, check the table and then sanitize the table. How do you sanitize your hands? ?  Wash hands for 20 sec with sanitizer/ soap and water ?  Wash up to your elbow ?  Rinse hand thoroughly ?  Dry hands using single service towel or paper towels What are the qualification(s) of a good food service attendant? ?  Service-oriented, meaning you are knowledgeable of your job roles and functions. How do you check condition of the table (and utensils) prior to service? ?  Actual checking ?  Types of Kitchen ?  Cold – Salad, Dessert ?  Hot – Entree, Soup, AppetizerTIPS – FBS NC II Assessment TIPS 1. Check table, chair and utensils and other items for cracks, chips and stains  through actual checking. 2. All forks are placed on the left side, except for the cocktail fork. 3. Pull out unneeded cutleries and china and set-up the needed  base on the order of the guest. 4. When guests are already seated, approach the table within 30 seconds. 5. If tied up with other guest, approach and tell the guest you'll get to them in a few seconds. 6. Maintain positive attitude: a. Friendly but not familiar b. No handshake, no pat on the back c. Do not stare 7.Be calm, relaxed and focused on guest. 8. Keep voice on comfortable level, speak slowly. 9. Offer appealing suggestion or  suggestive selling  before, while and after dinner. 10. Describe menu to guest. Use words such as fresh, fluffy, hand whipped, light, popular, delicious, tender, juicy, homemade 11. When taking the order, code your check if guest is many. | | 12. When taking order of group, move around the table. 13. Do not talk over guest. 14. Repeat order, if not sure. 15. Take menu when leaving. 16. Do not touch the napkin or any other item, when still asking for permission. 7. Transfer food ASAP 18. When presenting the check/ bill, never a ssume and never ask who is paying. Put the check on the table face down. For 2 or more guests, place check in the middle of the table. 19. Do not cross median  when placing utensils and order of the guest. 20. For complaints, use your H-E-A-R-T! H- hear (listen and identify complaint) E – Empathize A- Apologize R – Respond (inform supervisor) T – Take action 21. Dispose leftover following the  3S (Scrape, Segregate, Stack) 22. When stocking: ?  Biggest to smallest ?  Do not stock too high ?  By 10s only   When clearing the dining area start with the cruet set, then silverwares, chinaware and finally the water goblet. ?  When cutleries are touched in critical area, replace and apologize to the guest. ?  When guest ordered 2 salad/ soup/ appetizer/ entree/ beverage/ dessert, ask the guest which one do they prefer to be served first. ?  When serving the food/ beverage,  mention the name of the food/ beverage. Critical Mistakes in FBS: ?  Faili ng to Link ?  Serving the wrong food ?  Wrong cutlery set up ?  Failing to repeat order ?  No suggestive selling ?  Forgetting to give copy of receipt to guest   When cutleries are touched in critical area, replace and apologize to the guest. ?  Right side of the guest: ?  Beverages ?  Dishing out ?  Presentation of the Bill ?  Left side of the guest: ?  Presentation of menu list (hold menu list with left hand with the menu facing out) ? Taking orders ?  Delivery of food ?  On Fine Dining, no table napking wrapped around the pitcher. ?  Avoid transferring tray from one hand to the other to avoid accidents. ?  On Fine Dining, when guest did not order for soup nor salad get the table napkin and place on the left side of the guest and dish out the show plate.   On suggestive selling, start w/ main dish especially if asked â€Å"what is your specialty? † ?  Colored teapot – for black coffee White teapot – for hot water ?  Dishin g out, 3x only: ?  Cruet set ?  Plates and cutleries ?  Water goblet ?  Mese-en-place in 5 minutes only ?  During set-up/ mese-en-place, 4 deliveries only: ?  Cruet set ?  Cutleries and bread plate (6 pcs) ?  Show plate and folded napkin ?  Water goblet ?  In room service, on the trolley ?  First Layer (Top): o  Cruet set o  Paper napkin holder w/ paper napkin o  Toothpick o  Water goblet w/ cover o  Collin glass w/ cover   (Bottled water) o  Water container/ pitcher o  Teapot o  Cup and saucer o  Extra table napkin o  Cutleries covered w/ table napkin o  Food w/ cover (if space is enough) ?  Second Layer o  Bill tray Third Layer o  Table cloth o  Sanitizing agent and wiping cloth ?  In room service, do not give copy of receipt if guest paid using ‘charged to room†. Just let the guest sign the receipt. ?  In room service, if guest ordered for bread place the butter spreader next to the dinner fork. ?  In suggest ive selling (room service), do not ask questions answerable by â€Å"yes† or â€Å"no. † e. g.We serve fresh fruits like orange, apple, mango. ?  In room service: ?  Suggestive selling ?  Additional request ?  Good for how many†¦. then repeat order ?  When wiping table, counter clockwise direction. ?  In Fine Dining, when guest have no reservation and paid thru signing privilege do not forget to get the name of the guest and the name of the company and its address. Verify at the counter. ?  In fine dining, when guest ordered for additional rice place it in the bread plate and place on the bread plate position. ?  Leave on the trolley, place the food and beverage according to proper clocking.Table Skirting Tips: ?  Be playful with colors. Careful some colors do not go well. ?  Communicate with your supervisor, caterer and clients. ?  Cater or follow your guest specifications and wants. ?  Typically, the presidential and buffet table are the only table with skirting. Food and Beverage Services (FBS) NC II Free Reviewer Types of Services Banquet (Bukcet) Service †¢ For group of person †¢ Fixed price †¢ e. g. typical function Family Service †¢ Food are prepared in the kitchen and served in platter in the table †¢ Started by head of the family English Service Private dinner †¢ Typical private dinner †¢ Fine dining set-up †¢ w/ Wine service Luriat Service †¢ A plate with rice, meat, vegetable & dessert †¢ Big plate with complete meal Apartment/ Blue Plate Service †¢ Similar with family service, difference is location †¢ Located in apartment Tray Service Types of Menu 1. A la Carte – combo meal 2. Table d' Hote – Specific Menu w/ specific price Classes of Menu 1. Special party – e. g. weddings, baptismal 2. Cycle – preparation of food is combination of lunch and dinner Menu Functions 1. Breakfast 2. Morning/ A. M. Snack 3.Brunch (Breakfas t + Lunch) 4. Lunch 5. Afternoon/ P. M. Snack (2 – 3 P. M. ) 6. Merienda Cena (5 P. M. ) 7. Dinner 8. Midnight Snack Food Sequence 1. Appetizer 2. Soup 3. Salad 4. Main Course/ Entree 5. Dessert 6. Beverages Silverwares: Spoon SPOONS †¢ Sugar spoon – a piece of cutlery used for serving granulated sugar. This type of spoon resembles a teaspoon except that the bowl is deeper and often molded in the shape of a sea shell, giving it the name sugar shell. Sugar spoons are sometimes called â€Å"sugar shovels† because of their rectangular shape and deep bowl.   Ice Cream Spoon †¢ Dessert spoon — intermediate in size between a teaspoon and a tablespoon, used in eating dessert and sometimes soup or cereals. †¢ Teaspoon — small, suitable for stirring and sipping tea or coffee, standard capacity one third of a tablespoon. Examples: o Grapefruit spoon or orange spoon — tapers to a sharp point or teeth, used for citrus fruits and melons o iced tea spoon/ Long tea spoon — with a very long handle †¢ Soup spoon — with a large or rounded bowl for eating soup. Example: o cream-soup spoon — round-bowled, slightly shorter than a standard soup spoon Dinner spoon †¢ Table spoon Silverware: Forks ?  Cocktail fork –  A small fork resembling a trident, used for spearing cocktail garnishes such as olives. ?  Cake fork ?  Tea fork ?  Escargot –  or snail fork is a two-pronged small fork used to eat escargot or snails, a French delicacy. ?  Dessert fork –  a fork used for eating certain desserts, usually somewhat smaller than a dinner fork. ?  Fish fork ?  Salad fork –  Similar to a regular fork, but may be shorter, or have one of the outer tines shaped differently. ?  Dinner fork ?  Table fork Silverwares: Knives   Bread and butter spreader ?  Salad knife ?  Dinner knife ?  Cocktail / Fish knife Types of Chinaware According to Material U sed 1. Melamine (Plastic) 2. Ceramic (Clay) 3. Porcelain 4. Transparent Glass Chinaware ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Show Plate/ Underliner –  11 – 12  Ã‚  inches in diameter, underline for starters ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dinner Plate –  11 inches in diameter, for main course like steaks, Continental/ American breakfast, plated foods ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Soup bowl –  9 – 10 inches in diameter, container for cream soup,  (used for thick soup with underliner)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fish Plate –  9 inches in diameter for fish appetizers like smoked salmon, tanguigue, chef plate, sushi, sashimi and etc. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Salad Plate and Salad Bowl –à ‚  8-8. 5 inches in diameter, container/underliner for vegetable or fruit salad ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Dessert Plate –  6. 5 – 7 inches ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bread Plate –  7. 5 inches in diameter for bread and butter served on the side of the cover ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bouillon or Consomme Cup –  container for clear soup like beef consomme, clear vegetable soup and etc. ,  (used for serving clear soup e. g. inigang) ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Sauce Boat ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Monkey Dish –  container for sauces like gravy, tempura sauce, etc. and SOY  DISH  for kikkoman/ soy sauce, calamansi, pati, vinegar (for serving dipping sauce/ sawsawan) ?  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Demitasse saucer and cup –  4 inches in diameter, underline for demitasse cup, usually used for cafe  espresso and hot chocolate ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cup ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Saucer –  6 inches in diameter, used for coffee underliner, maybe used also for dessert ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cereal Bowl –  container for cereals like arroz caldo, oats and etc.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cruet Set* –  vase with salt and pepper shaker ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bell* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Egg cup holder* –  for containing hard boiled e ggs ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tea Ball* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Coaster –  stainless is used as cover and wood or plastic as underliner* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Napkin* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Food Cover* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bill Holder* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Oval Plate ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pitcher –  either stainless or glass, when used to serve water it should have a napkin* ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Teapot ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Coffee Pot –  b igger than the teapotTypes of Glasses ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tumbler ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Footed ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Stem –  For serving wine and cocktails. They all have a long stem that you hold to drink the liquid inside so that the temperature of your hand on the bowl of the glass won’t warm or affect the temperature of the drink. These include: 1. Champagne flute glasses. This type of drink glass has a long stem and a long narrow bowl. 2. Cocktail glass. This is often called a martini glass. The bowl is triangular in shape so that it almost forms a right angle from the tip of the cone to the cross section of the bowl. . Sherry glass. This drink glass has a stem for holding but the bowl of the glass is rounder and larger than the typical types of stemware. The standard size is one that holds about 4 ounces of s herry or wine. 4. Snifter. This is a balloon shape wine glass in which the bowl is narrower at the top than at the bottom. It is mostly used for serving brandy. ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Mug Glasses 1. Parfait glass/ Sundae This glass has a similar inwards curve to that of a hurricane glass, with a steeper outwards rim and larger, rounded bowl. Often used for drinks containing fruit or ice cream.Typical Size: 12 oz. 2. Cocktail glass/ Martini Glass This glass has a triangle-bowl design with a long stem, and is used for a wide range of straight-up (without ice) cocktails, including martinis, manhattans, metropolitans, and gimlets. Also known as a martini glass. Typical Size: 4-12 oz. 3. Sherbet  Ã¢â‚¬â€œ used for ice cream 4. Margarita/coupette glass This slightly larger and rounded approach to a cocktail glass has a broad-rim for holding salt, ideal for margarita's. It is also used in daiquiris and other fruit drinks. Typical Size: 12 oz. 5. Cordial glassSmall and stemmed glasses used for serving small portions of your favourite liquors at times such as after a meal. Typical Size: 2 oz. 7. Shot glass A small glass suitable for vodka, whiskey and other liquors. Many â€Å"shot† mixed drinks also call for shot glasses. Typical Size: 1. 5 oz. 8. Water Goblet/ Banquet Goblet 9. Red wine glass A clear, thin, stemmed glass with a round bowl tapering inward at the rim. Typical Size: 8 oz. 10. Champagne flute This tulip shaped glass is designed to show off the waltzing bubbles of the wine as they brush against the side of the glass and spread out into a sparkling mousse.Typical Size: 6 oz. 11. White wine glass A clear, thin, stemmed glass with an elongated oval bowl tapering inward at the rim. Typical Size: 12. 5 oz. 12. Old-fashioned glass A short, round so called â€Å"rocks† glass, suitable for cocktails or liquor served on the rocks, or â€Å"with a splash†. Typical Size: 8-10 oz. 13. Highball g lass A straight-sided glass, often an elegant way to serve many types of mixed drinks, like those served on the rocks, shots, and mixer combined liquor drinks (ie. gin and tonic). Typical Size: 8-12 oz. 14. Collins glassShaped similarly to a highball glass, only taller, the collins glass was originally used for the line of collins gin drinks, and is now also commonly used for soft drinks, alcoholic juice, and tropical/exotic juices such as Mai Tai's. Typical Size: 14 oz. 15. Beer mug The traditional beer container. Typical Size: 16 oz. 16. Brandy snifter The shape of this glass concentrates the alcoholic odors to the top of the glass as your hands warm the brandy. Typical Size: 17. 5 oz. 17. Coffee mug The traditional mug used for hot coffee. Typical Size: 12-16 oz. 18. Hurricane glassA tall, elegantly cut glass named after it's hurricane-lamp-like shape, used for exotic/tropical drinks. Typical Size: 15 oz. 19. Pousse-cafe glass A narrow glass essentially used for pousse caf? s and other layered dessert drinks. It's shape increases the ease of layering ingredients. Typical Size: 6 oz. 20. Sherry glass The preferred glass for aperitifs, ports, and sherry. The copita, with it's aroma enhancing narrow taper, is a type of sherry glass. Typical Size: 2 oz. 21. Whiskey sour glass Also known as a delmonico glass, this is a stemmed, wide opening glass, alike to a small version of a champagne flute.Typical Size: 5 oz. Types of Beverages ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Non-Alcoholic: 1. Water 2. Juice 3. Coffee 4. Tea ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Alcoholic ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Spirits 3 Bucket Method 1. Washing 2. Rinsing 3. Sanitizing Napkin Folds 1. Fleur de Leis Fan 2. Birds of Paradise 3. Japanese Princess 4. Cardinal 5. Waiter's Jacket 6. The Candlestick 7. Double Candlestick 8. Candle Fan 9. Japanese Fan 10. French Fan 11. The Bat 12. Plain Fold 13. Sea Breeze 14. Flute 15. Star 16. Pyramid 17. Four Candle 18. Lotus/ water Lily 19. Cutlery Holder 20. Pineapple 21. Peacock 22. Bishop's Hat/ Mitre 3. Blossom 24. Candy 25. Cross 26. Candle with Flame 27. Small Candle with Flame 28. Petticoat Tail 29. Snail (Star with fold above) 30. Portfolio 31. Maria Clara 32. Cross Row 33. French Fold 34. Picnic Pocket 35. Rose Twirl 36. Square Dance 37. Lady Dress 38. T-shirt 39. Cat's Paw 40. Deco Bar Items ? Wine Bucket ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Shaker 2 Types: o  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Boston  Type (Body, Strainer, Cap) o  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Glass ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bottle and Wine Opener ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Chopping Board –  used for garnishing ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Knife ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Fruit Picker   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jigger –  used for measuring liquors and liqueurs ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tong ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bar Strainer ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Bar Spoon (with/ fruit picker) ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Muddler –  used for crushing fruits ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Baller –  used for garnishing ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ice Scooper ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ice Pick –  used for cracking ice ?  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Can Opening ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Lime Squeezer ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pour Spout Basic Set-Up Skills 1. Polishing silverware ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Moist linen ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Do not leave finger print 2. Placing silver/ utensils   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hold silverwares on the sides with thumb and index finger supported in the middle by the middle finger ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Napkin Folding ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Water Serving ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3/4s of goblet only, about an inch from the rim ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Food Placement: ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Serving Food: Order of Service: a. Women served first, oldest to youngest b. Men served next, oldest to youngest c. Serve food counterclockwise using left hand and on left side of guest d. Serve beverage clockwise using right hand on the right side of the guest ?  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Placement of Glasses

Charge of the Light Brigade Essay Example for Free (#3)

Charge of the Light Brigade Essay How far do Sources 1 and 2 challenge the impression of the Charge of the Light Brigade given in Source 3? The Charge of the Light Brigade was started by an order given by Lord Raglan to charge. It last half an hour and 113 men were killed. Source 3 is a ‘recalling’ of the brutality of the Charge of the Light Brigade. It shows the perspective of someone watching the battle rather than taking part so is therefore limited. Although, it is still useful as is written by a witness who saw it happen at the time of the event. There are various features of source 1 and 2 that challenge source 3’s impression of the Charge of the Light Brigade. For example, source 1 portrays the appearance of only Russian soldiers and of the English look triumphant. Whereas source 3 states ‘our men tried to drag their mangled bodies’ giving the impression that many were badly injured. Source 2 challenges source 3 by saying ‘right thro’ the line they broke’ this gives the impression the English troops managed to get onto Russian ground and shows them as more successful than stated in source. In addition source 2 agrees with source 1 in this sense as can be seen in the picture, the English soldiers have reached the Russians and the Russians are made to look weak. Source 2 however is limited as is written as a poem, so may be dramatized to add effect and make to it more interesting to read. Also the information included in the poem was written on the Isle of Weight after hearing Russell’s report so is very limited. Despite the various things that challenge source 3 in source 2 and 1 there are also many things that agree with it. When looking at the cartoon in source 1 it appears to disagree with source 3, however looking at the provenance may change this opinion. It was published in the magazine ‘Punch’ which was a teasing and dramatizing newspaper. It was also only one month after the Charge of the Light Brigade and everyone knew how badly the English had performed. It appears to pick fun at Lord Cardigan and blame him for the loss that day. Source 3 and 2 also agree that a lot of men were badly injured or killed that day. This is seen when source 2 states ‘Then they rode back, but not not this six hundred’ the emphasis on the not shows that nowhere near six hundred of them rode back. In source 3 this is shown when Sergeant-Major Timothy Gowing states ‘but few escaped. ’ Source 2 agrees with source 3 when it states the soldiers were ‘shatter’d and sunder’d. ’ This coincides with the image of the soldiers having to ‘drag their mangled bodies’ the word drag shows exhaustion and that they used every last bit of energy to try and escape the battle field. In conclusion, source 1 and 2 mainly agree with the image of the Charge of the Light Brigade portrayed in source 3. Source 1 is making fun of Lord Cardigan and how terribly wrong the whole situation went so is a lot less serious than the other 2 sources. They all however give the image of the battle being a bloody, ‘brutal’ one in which many lives were lost. Source 3 was written 41 years after this shows the charge still has an impact years later and people still do not know the full truth. Charge of the Light Brigade. (2018, Oct 13).

Cinematic Portrayal of Women in Iran Essay Example | Topics and Well Written Essays - 1500 words

Cinematic Portrayal of Women in Iran - Essay Example From the Shah’s modernization to Khomeini’s Islamization, the role of women has been equally affected by both of these political stances. However, the resilience of Iranian women and the progressive nature of the Iranian youth have played a huge role in establishing the symbiosis between traditionalism and modernity in the contemporary society. Changes in the gender role have been inevitable as the number of cultural and constitutional inequalities disturbing the social fabric of Iran keep on increasing. The role of women in the Iranian society has now become a major topic for cultural articulation that translates into their artistry particularly the art of filmmaking that has become a very reliable barometer for the overall progress and social development of Iran through the depiction of women on screen. Filmmaking in Iran has now turned into a non-confrontational mode for people to voice their opinions and shed light on the plight of women; however, filmmaking hadnâ⠂¬â„¢t always been about the oppression of women in the society. Iranian cinema has produced some highlysuccessful movies that often depicted women in typical roles of a mother, wife or sister and vastly the content described everyday struggles of a woman on a domestic front. Since the actual role of women in the society was principally restricted to their homes, in such circumstances films like â€Å"Dokhtar-e-Lor† that followed the life of a gypsy woman were botha novel concept and a huge success on the box office. (Lahji, 2002) However, the cinematic advancement was short-lived and after the Islamic revolution women became completely absent from the filmmaking sphere due to the law that required all women to observe Islamic attire that required them to wear a veil. Subsequent legislations also barred women from appearing in public unaccompanied, which meant that their participation in the entire society had been greatly overshadowed by patriarchy. During this time the role of women became marginalized and the movies then followed the affairs of men and subsequently, attracted negative attention from the western media that had established strict stereotypes against Iranians and the Muslim population in general. (Dabashi&Mahani, 2001) The cinema of Iran can be trichotomized into three significant events: the post-revolution period that focuses on marginalization of women and the break out of war between Iran and Iraq, then the reconstruction period and then finally Khatami’s presidency. From the year 1979 to 1984 there was a total of 40 movies that were released, out of which 29 movies were based on the feudal system and the tyrannical rule of the Shah that were particularly focused on the immorality of aristocracy and westernization. The remaining movies followed simplistic plots and carried messages regarding drug abuse, crimes and familial drama.(Dabashi&Mahani, 2001 &Lahiji, 2002)) As mentioned earlier, the movies scarcely had a female lead and even if there were any female characters then they hardly had any dialogues and were that of a silent mother or a bickering wife; the characters were covered from head to toe and ironically enough the woman’s character cannot make an appearance in the movie without the presence of her husband’s character.The work of notable filmmakers such as BahramBaizai and DaruishMehrjui that featured a headstrong female lead in all their plots were banned from being screened; two of Baizai’s movies titled â€Å"The ballad of Tara† and â€Å"Death of Yazdgerd† remains banned to this day. (Rohani, 1996) The strict legislation against the female segment of population did not provide sufficient themes for

Infection control enabling and assessing teaching Essay

Infection control enabling and assessing teaching - Essay Example Therefore, educational knowledge or nursing knowledge is integrated practical knowledge (Stake, R., 1977, p. 121-124). Life-long Learning: Life-long education is not a new concept, but the rapidly changing social conditions of the contemporary society has provided a wider impetus for a wider acceptance of this idea, and the adult educators have been a major force in drawing attention to the practice of life-long learning. To assess learning, the educator utilizes a wide range of methods for evaluating pupil performance and attainment. These include formal testing and examinations, practical and oral assessments, and classroom based assessment. Theoretically, there are three types of assessments. Formative assessment takes place during the course of the teaching and is used essentially to feed back into the teaching or learning process. Summative assessment takes place at the end of the term or a course and is used to provide information about how much the students have learned and how well as course has worked. Ipsative assessment is the third and the most important category in which the pupil evalu ates his/her performance against his/her previous performance (Wilkinson, W. J. and George, N. J., 1982, p. 222-235). This indicates that the process of assessment is undergoing a shift in the paradigm from psychometrics to a broader model of educational assessment and from the culture of testing and examination to the culture of assessment. There is a wider range of assessments that are in use now. These include teacher assessment, standard tasks, coursework, records of achievement, practical and oral assessments mentioned earlier, written examinations, and standardized tests. There are criterion-referenced, formative, and performance-based assessments as well as norm-referenced testing. The consequent high-profile status of assessment is mainly due to the fact that assessment is required to achieve a wide range of purposes (Carr, W., and Kemmis, S., 1986, p. 86-94). The assessment process is mainly designed to support teaching and learning; it would provide information about pupil s, teachers, and schools. In this way, assessment would drive curriculum and teaching and act as a selection and certification device and as an accountability procedure (Briton, D., 1996, p 101-102). Adult learning theory has been strongly influenced by humanistic psychology, although there is no single theory that represents the humanistic approach. All such theories share a common view that this approach involves the study of a man as a human being, with his thoughts, feelings, and experiences (Brookfield, S., 1985, p. 23-28). This is in direct contrast to the stimulus-response theories, which study man from the point of view of overt behaviour, disregarding his inner feelings and experiences. Humanistic theories differ from cognitive theory in that the latter is concerned with the thinking aspects of a man's behaviour with little emphasis on the affective components. Humanistic theory is closely related to the philosophical approach called phenomenology, which asserts that reality lies in a person's perception of an event and not in the event itself. This also underpins three other concepts,

Biographical and Cultural Background Paper on John Updike and his Essay

Biographical and Cultural Background Paper on John Updike and his story A&P - Essay Example By simply reading through the texts, one might not see how much of the American society in the 1950’s Updike has exposed. As such, his attitude towards the issues of the society in which the author lived in was also apparent. The irony in the manner he illustrate the settings and the events in A & P shows how much involved the author was in the different issues surrounding him. His sarcasm and negative point of view about Russia and the Cold War was evident in Stokesie’s character where Sammy narrates that he thinks hes going to be manager some sunny day, maybe in 1990 when its called the Great Alexandrov and Petrooshki Tea Company or something (Kirszner and Mandell, p. 95) In D. Quentin Miller’s (p. 3) John Updike and the Cold War: Drawing the Iron Curtain, he describes Updike’s writings as those that reveal the underlying truth about the American society during the Cold War era that requires aggressiveness in order to attain its goals. Sammy’s character in A & P shows the same aggressiveness that each single individual in the American society should posses in order to achieve what they aspire for. However, Updike simply did not make his readers live by the disillusion that they could achieve everything they wish for through any aggressive acts, whereas the reality in which risks and disappointments occur as well. A & P’s end clearly shows how Updike sticks to the existent condition in the society rather than a

Design a research study regarding issue in developmental psychology Essay

Design a research study regarding issue in developmental psychology - Essay Example I am especially interested in the cases of those children who were kidnapped by someone other than a parent, and who were held for some time and structured into a â€Å"familial† relationship with their kidnapper/abuser. My research question is: What techniques do kidnappers use on kidnapped children to deconstruct and reconstruct identity and integrate them as a â€Å"family member† (however dysfunctional)? My hypothesis is: there are patterns of commonality in the techniques kidnappers use on kidnapped children to deconstruct and reconstruct self-identity and integrate them as a â€Å"family member† (however dysfunctional). The kidnapping of children by a stranger is a rare event (Gardiner). Fewer still survive months or years in captivity. It is rare but it happens. It happened to Jaycee Lee Dugard (ABC News). It happened to Shawn Hornbeck (CBS News.com). It happened to Elizabeth Smart (Netter, Stone and Friedman). They have told their stories, and surely ther e are others. I will collect data by looking at the cases mentioned, and any others I identify.

Research Planning of the Travel Lodge Hotel in the UK Assignment

Research Planning of the Travel Lodge Hotel in the UK - Assignment Example However, in the present scenario, the hotel chain is under private ownership and do not have merged operations with the Travelodge located in the United States. The company was founded in the year1985 by Lord Forte who had bought the brand of Travelodge that was in the United States and established it in the United Kingdom. From 1985 to the present scenario the company has been able to sustain in the market because of its good quality bedrooms and dining facilities and the cost-effective approach that it incorporates in the business operations. Â  There is a great need for the company to conduct the research so as to know the exact reasons behind the low performance in relation to other competitors in the industry. The research would even reveal as to what are the measures in term of digital communication and social media that needs to be considered by the company so that it is able to interact more effectively with its existing customer base. The research to be conducted in this field is also very essential as it would help the company to survive the competition and even know the areas the customers feel that the company should improve upon in terms of digital communication and social media so that a more effective communication platform is established between the customers and the organization. Â  The research criteria of the company are based on understanding how it can improve the usage of social media so that there is more of interaction with the existing customers. The goal of the research is to compare the social media and digital communication platform that is used by other players in the hotel industry with that of Travel Lodge Hotel of UK (Armstrong, Kotler, Harker and Brennan, 2009).

Fairness Essay Example | Topics and Well Written Essays - 3250 words

Fairness - Essay Example In order to deal with aforementioned workplace issues, the government policy-makers have been focusing on greater regulation of employment practices through effective implementation of existing federal, state and local laws. In simple words, regulation is an attempt to enhance the bargaining power of employees who, in most cases, are the victims of unfair practices of employers (the dominant party). For instance, if workplace laws are not correctly implemented then the dominant party (either employees or workers) may create disciplinary issues, thereby leading to workplace unfairness. However, if laws are not followed then the guilty party has to bear adverse consequences in the form of suits and claims for damages. HR managers also have significant importance because today they are viewed as employee advocates and strategic partners. Therefore, HR managers communicate with strategic planners to comply with workplace legislations for greater workplace fairness that reduces absenteeis m, conflicts and turnover rates; while leading to greater organisational harmony, cost efficiency and business growth. Law-makers could make legislations fool-proof through eradication on any shortcomings, could enhance workplace fairness through audits (visits for check and balance), through surveys and interviews with employees, and through evaluation of employers’ practices. 1. Background / Introduction Today, we are living in a globalised world which is highly competitive and challenging for employers and employees. The growth of media, developments and advancements in information technology followed by improvements in communication networks have forced the companies to change their business strategies and to focus more on product development, market development and diversification in addition to orthodox market penetration policy / strategy / tactic. Without any doubt, the emergence of mass media has greatly affected / influenced the attitudes, perceptions, behaviours, b eliefs and lifestyles of people all across the globe, thereby compelling the people (who are also potential customers of business enterprises) to consider themselves a part of this globalised world. The entrance of new enterprises in corporate arena has intensified the competition among firms; hence every entity is more focused towards cost leadership so that it could ensure business survival and expansion. For instance, the companies also face financial burden because they are morally and ethically obliged to offer workplace benefits followed by provision of safe and healthy working conditions. In addition, the companies have also been found discriminating against potential workers on the basis of gender, race, ethnicity, age, language disability and colour. Therefore, the evident violations of employee moral and ethical rights have compelled government authorities to formulate and implement workplace laws, rules and regulations as an attempt towards assuring workplace fairness. Su ch laws include â€Å"

Precautionary Measures for Genetically Modified Foods Essay Example for Free

Precautionary Measures for Genetically Modified Foods Essay Genetically modified (GM) foods, a fairly recent development that came about from research in genetic engineering, pose a potential threat to human and environmental health. The basis of genetically modifying foods is the transferal of desirable genetic traits of plants to an agricultural crop. Genetic modification creates crops that are resistant to herbicides or can repel insects. Genetic modification also makes growing crops easier and allows for higher production rates. Anytime genetically altered crops are consumed by humans, the GM crops should be subjected to rigorous testing to assure that it is safe for human consumption and safe for the environment. When it comes to the environment and human safety, one cannot be too cautious. Some say that further safety testing of GM foods is not necessary because there is no evidence of GM foods being unsafe (Cockburn 2002). The truth is that the public does not yet trust that genetically modified foods are completely safe (Harlander 2002). The only way to convince the public that GM foods are safe and to create a market for GM foods is to perform further safety tests, such as a human study or controlled experiments. I propose that you fund this necessary and fundamental testing to ensure that GM foods are safe for the environment and for human consumption in order to help create a market for this life-improving product. Genetically modified crops were first commercially introduced in the United States in 1996; and by 2001 24% of the corn, 63% of the soybeans, and 64% of the cotton being grown in the U. S. were genetically modified varieties (Harlander 2002). Through genetic engineering, scientists have created varieties of crops that are insect-resistant, virus resistant, and herbicide tolerant. These qualities allow for improved yield and reduced use of potentially dangerous pesticides, as well as improved weed control reduced crop injury, reduction in foreign matter, reduced fuel use, and significant reduction in soil erosion. All of these consequences seem to be beneficial for the human race and the environment. It is important to prove to the public that GM foods are safe so that such a beneficial technology will not be under-utilized. In the United States, three government agencies are involved in the approval of genetically modified crops. These three agencies are the Food and Drug Administration (FDA), the Environmental Protection Agency (EPA), and the U. S. Department of Agriculture (USDA) (Harlander 2002). These agencies are responsible for ensuring that the GM crops are safe for the environment and for human consumption. More specifically, the USDA ensures that the GM crops are safe to grow, the EPA makes sure that the GM crops are safe for the environment, and the FDA ensures that the products are safe to eat (Harlander 2002). The three agencies put the genetically modified crops through rigorous environmental and food safety assessments before they can be commercialized. However, Susan Harlander reminds the scientific community an effective food safety evaluation system minimizes risk, but it is important to remember that food is not inherently safe (2002). Tampering with the genetics of a crop increases the possibility of that crop being dangerous to the environment or to human health. Bettie Sue Masters, PhD, states, All evidence to date indicates that any breeding technique that alters a plant or animal, whether by genetic engineering or other methods, has the potential to create unintended changes in the quality or amounts of food components that could harm health (qtd. in Panasevich 2004). It is highly likely that this lack of inherent safety is a reason why the public is so cautious about the acceptance of GM foods. The key to diminishing the publics fear of GM foods is to extend the safety evaluation process. Consumers have two main concerns about genetically modified foods: first, that GM foods are unsafe to eat; and second, that their cultivation will harm the environment (Gasson 2001). Currently the most widely used safety evaluation process is called substantial equivalence. Michael Gasson and Derek Burke discuss substantial equivalence: Substantial equivalence recognizes the fact that conventional foods have been eaten by many people over a long period of time and have an established and accepted level of safety. Genetic modification involves the introduction of a limited amount of change and substantial equivalence uses a comparative approach to reveal both intended and unintended differences between a genetically modified (GM) food and its conventional counterpart. (Gasson 2002) If the genetically modified food is substantially equivalent to, or similar to, its conventional counterpart, then it is generally regarded as safe. Thus far substantial equivalence has been effective, but as genetically modified foods become more and more complex there is no guarantee that this method will continue its success. More in-depth testing is required to ensure the safety of future GM foods. Genetically modified crops should be tested on living subjects in addition to applying the substantial equivalence method. Animals or human volunteers are essential in proving the safety of the genetically modified crops already approved by the FDA, EPA, and USDA, in addition to the GM crops to be introduced in the future. The risk of harm to a living being would be low as the GM food would have already passed the substantial equivalence test before being consumed. Long term testing would be able to prove that there are no mal-effects resulting from the consumption of GM foods. While long term testing may seem unappealing, it is a small price to pay for improving the quality of life for a nation. The publics concern extends beyond the effects of GM crops after human consumption all the way to GM crops effects on the environment. Many environmentalists as well as non-affiliated persons think that genetically modified crops have a negative effect on the environment. Traits meant only for agricultural crops can be transferred to other plants through pollination; traits, like being herbicide tolerant or virus-resistant, which would diminish natural and artificial checks and balances on plants (Guebert 2004). The best way to ensure that the GM crops will not harm the environment is to perform experiments and further safety assessments. Convincing the public that genetically modified crops are safe for the environment is pivotal towards creating a market for GM foods and in turn improving quality of life. The testing and assessing of the safety of GM foods that I propose will be divided into two categories: the safety of genetically modified crops for the environment; and the safety of GM foods for human consumption. The testing of the safety of GM crops for the environment must be performed under controlled conditions. Our testing will take place in a greenhouse, where any negative effects will be contained and kept away from the environment. All genetically modified crops would be tested for two factors: whether or not the trait is likely to be passed on to other plants; and what nutrients in the soil the GM crop depletes and how fast it does so. These two factors are essential in proving the safety of genetically modified crops for the environment. If a GM crop passed traits, such as herbicide tolerance or virus-resistance, on to other plant species, it could potentially change the ability of that species to survive and thrive and wreak havoc on the delicate balance of the ecosystem. This risk of upsetting the ecosystem frightens would-be GM food consumers from supporting the industry. In order to test the ability of the genetically modified crop to pass on its genes to another species of plant, it would be planted for two growing seasons in the presence of varying plant species found around the agricultural United States. The soil will be tested for nutrients before and after each growing season in order to keep track of the nutrient depletion rate. Any genetically modified crop that depleted the soil of essential nutrients at an abnormally fast rate would be rejected. A genetically modified crops failure to pass any of the tests or assessments would not be approved, thereby leaving no reason for the public to fear for the safety of the environment on account of the GM foods on the market. To test the safety of GM foods for human consumption, a comparative study must be performed. In order for the study to be effective and result in usable data, several hundred human volunteers will need to participate. The volunteers will be divided into two groups. The first group will be asked to incorporate a specific genetically modified food into their everyday diet. The second group will be asked to incorporate the conventional counterpart of the same GM food into their diet. The study will last for 2 months with the participants receiving weekly physicals to check for any changes in health. A change in negative change in health in a number participant from group one, the group consuming a GM food, would indicate that the genetically modified food is playing a role in the deterioration. The GM food in question would then either be taken off of the market or subjected to further testing, depending on the extent of the data acquired from the study. With this study in place, consumers would feel much more comfortable purchasing, and creating a market for, genetically modified foods. By proving that genetically modified foods are safe for human consumption and for the environment, we are proving to the public that there is no cause for fear. In the absence of fear, consumers will no longer object to buying GM foods resulting in a market for genetically modified foods. The increase in demand for GM foods will result in more research and development and bring advances in GM technology. Genetically modified foods have the potential to improve the quality of life of people all over the world, and it would be a shame to let this technology go to waste. If you give us this grant, there will be numerous benefits that can come from our work. Please consider the well-being of the people that will be helped by our work while you are making your decision. Thank you. Works Cited Cockburn A. Assuring the safety of genetically modified (GM) foods: the importance of an holistic, integrative approach. J Biotechnol. 2002; 98 (1): 79-106. Harlander SK. Safety assessments and public concern for genetically modified food products: the American view. Toxicol Pathol. 2002; 30 (1): 132-134. Gasson M, Burke D. Scientific perspectives on regulating the safety of genetically modified foods. Nat Rev Genet. 2001; 2 (3): 217-222. Guebert A, Cousins D. Welcome to the world of unintended consequences. Farmers Weekly 2004; 141 (9): 64. Panasevich CL. Risk assessment urged for genetically modified foods. Nations Health. 2004; 34 (7): 25.

Infectious Complications of Kidney Transplantation

Infectious Complications of Kidney Transplantation Introduction: Infections that develop after transplantation may be life-threatening and may affect outcomes. Infection follows cardiovascular disease as the second most common cause of death with a functioning graft in kidney transplant recipients. Post-transplant infections develop in approximately 40% of recipients within the first year in spite of prophylaxis. Both the type and occurrence of infections in the immunocompromised transplant recipient follow a timetable pattern. HBV, hepatitis B virus; HIV, human immunodeficiency virus; HSV, herpes simplex virus; LCMV, lymphocytic choriomeningitis virus; MRSA, methicillin-resistant Staphylococcus aureus; PCP, Pneumocystis carinii pneumonia; PML, progressive multifocal leucoencephalopathy; PTLD, post-transplantation lymphoproliferative disorder; SARS, severe acute respiratory syndrome; VRE, vancomycin-resistant Enterococcus faecalis; VZV, varicella-zoster virus. Reproduced from Fishman JA. Infection in solid-organ transplant recipients. N Engl J Med 2007; 357:2601-14. With permission from the Massachusetts Medical Society.  © 2007 Massachusetts Medical Society. Risk Factors for Posttransplant Infectious Complications Pretransplant host factors: Underlying medical condition e.g. Diabetes Mellitus Chronic infections e.g. Hepatitis C viral infection Latent infections e.g. Tuberculosis, Dimorphic fungi Colonization with resistant bacteria Recipients preexisting immunity e.g. Varicella Zoster Virus Prior medications e.g. Antimicrobials, Corticosteroids Transplant factors: Allograft derived e.g. Cytomegalovirus Surgical duration, instrumentation, wound, abdominal fluid collections, technical issue e.g. type of anastomosis Blood transfusion Immunosuppression Immunosuppressive agents and additional treatment for episodes of rejection Time posttransplant Epidemiologic exposure Urinary Tract Infections: Urinary tract infections (UTIs) are the most common bacterial infections following transplantation, which develop in approximately 20% of recipients. Female sex, genitourinary tract manipulation during transplantation, prolonged bladder catheterization, ureteric stenting, age, and delayed graft function (DGF) are independent risk factors. UTIs are independently associated with the development of bacteremia, and untreated UTIs are associated with subsequent rejection (3). Post-transplant vesicoureteric reflux occurs in up to 40% of transplant recipients, although is not associated with the UTI risk (4). Ureteric stents mitigate the risk of ureteric strictures and leaks after transplantation. Center practices vary, with stenting of all patients at some centers and more selective stenting at others. Wilson et al. performed a Cochrane analysis of seven randomized controlled trials (RCTs) encompassing 1,154 patients that examined the practice of allograft ureteric stenting (5). The incidence of major urologic complications including urine leak and obstruction was significantly reduced (relative risk [RR], 0.24; 95% CI, 0.07 to 0.77; P=0.02; number needed to treat = 13) by universal prophylactic stenting. However, UTIs were more common in stented patients (RR, 1.49; 95% CI, 1.04 to 2.15), unless the patients were prescribed trimethoprim/sulfamethoxazole (TMP/SMX), in which case the incidence was equivalent (RR, 0.97; 95% CI, 0.71 to 1.33). Stents were generally well tolerated, although studies using longer stents (à ¢Ã¢â‚¬ °Ã‚ ¥20 cm) for longer periods (> 6 weeks) developed problems mo re frequently with encrustation and migration. Typical pathogens include Escherichia coli, Klebsiella, Proteus, Enterococcus, Enterobacter, Staphylococcus, and Pseudomonas. In the case of recurrent infections, abscesses or other nidi of infection should be sought out by means of imaging with ultrasound or computed tomography. Early catheter removal decreases the incidence of UTI in renal allograft recipients. The use of TMP/SMX to prevent Pneumocystis jirovecii pneumonia and UTI has long been the standard of care after kidney transplantation. Wojciechowski et al. performed a single-center study comparing TMP/SMX for 6 months (group 1) versus TMP/SMX for 6 months plus ciprofloxacin for 30 days (group 2) for prophylaxis after kidney transplantation (6). At 1 year, more patients in group 1 developed UTIs (23.6% versus 10.8%; P=0.01) and the mean time to first UTI was shorter. There was a similar incidence of enteric Gram-negative antibiotic resistance to TMP/ SMX (75% versus 80%; P=1.00) and ciprofloxacin (16.7% versus 30%; P=0.39) in groups 1 and 2. For groups 1 and 2, the proportion of first UTIs requiring hospitalization was 48.9% versus 40.6%, respectively. A clean-catch midstream urine specimen should be submitted for quantitative bacterial and fungal  culture. Antibiotic therapy should be tailored according to the offending microorganism and drug susceptibility tests. Septicemia: The incidence of hospitalizations for septicemia among renal transplant recipients is approximately 42 times that of the general population. The urinary tract is the most common source of septicemia, followed by the lungs, the surgical wound site, and the abdomen. Most cases occur within the first six months after transplantation. Among patients with bacteremia, poor outcome is associated with Gram-negative species, multidrug-resistant organisms, and Candida species, especially when the empiric antimicrobial therapy is inappropriate or delayed. Bige et al. retrospectively studied 83 kidney transplant recipients (KTRs) admitted for sepsis, severe sepsis, or septic shock to their intensive care unit over a 10-year period (1). The main sites of infection were the lung (54%), urinary tract (24%), and bloodstream (22%). Eighty percent of infections were bacterial. Mechanical ventilation was used in 46 patients (56%), vasopressors in 39 patients (47%), and RRT in 34 patients (41%). The 90-day mortality rate was 22%. By day 90, among the 65 survivors, 39 (47%) had recovered their previous graft function, and 26 (31%) had impaired graft function, including 16 (19%) who were dependent on RRT. Some studies suggest that bacterial sepsis increases the risk for CMV infection because of high levels of tumor necrosis factor-ÃŽÂ ± (TNF-ÃŽÂ ±) or dysregulated immune response to CMV in the context of serious bacterial infections. For detection of bloodstream infection, two sets of blood cultures should be obtained before initiation of antimicrobial therapy. If intravascular catheter-associated bacteremia is suspected, the device should be removed and the catheter tip should be cultured. Pneumonia: The incidence of pneumonia in kidney transplantation is the lowest among all solid organ transplants (8 to 16 percent). However, pneumonia is the most serious infection, leading to death in up to 50 percent of cases. The infectious agent in the majority of patients is never determined. This is likely because of the low yield of blood and sputum cultures and the efficacy of antibacterial therapy. In patients who are hypoxic on presentation or do not respond to initial therapy, a bronchoscopy and bronchoalveolar lavage (BAL) is almost always warranted. Patients should be referred if possible to a transplant center to improve the likelihood of diagnosing the etiologic agent. Common causative organisms include Streptococcus pneumoniae, nontypable Haemophilus influenzae, Moraxella catarrhalis, Chlamydia pneumoniae, Mycoplasma pneumoniae, and respiratory viruses such as influenza, adenovirus, and respiratory syncytial virus (RSV). Less commonly, patients may present with opportunistic organisms such as P. jirovecii and L. pneumophila. Silver stains for direct fluorescent antibody for Pneumocystis should be done on sputum or BAL specimens. A urine Legionella antigen test should be done on all patients on initial work up. Mycobaterium tuberculosis: Among the infections, tuberculosis is an important cause of morbidity in renal transplant recipients in developing world. The incidence of post-transplant tuberculosis in India has been reported to be highest in the world at 5.7 to 10 percent in various studies. Most cases of Mycobacterium tuberculosis infection in kidney transplant recipients are due to reactivation of latent tuberculosis lesions. Important risk factors for reactivation include nonwhite race, history of active tuberculosis, presence of marked abnormality on a chest radiograph, exposure to person with a confirmed case of tuberculosis, and skin test positivity. In transplant patients, the clinical presentation of tuberculosis may be atypical and extrapulmonary and miliary tuberculosis is seen more frequently than in the normal population. Tuberculosis presents numerous diagnostic difficulties in renal transplant recipients. Because of high frequency of anergy in immunosupressed patients, the Mantoux test is generally unhelpful as a diagnostic tool. e classic picture of apical involvement in the general chest X-ray is seen in only a minority of renal transplant recipients with pulmonary tuberculosis. Demonstration of acid-fast bacilli in the sputum smear requires repeated examination on several occasions and has a low yield. Identification on culture takes four to six weeks. Treatment of post-transplant tuberculosis presents problems both in the choice of antitubercular agents and in the duration of therapy. Rifampicin is a well-known hepatic P-450 microsomal enzyme inducer, increasing the clearance of both prednisolone and cyclosporine A. The dose of prednisolone needs to be doubled and that of cyclosporine increased to three- to four-fold to maintain therapeutic blood levels. e latter increases the cost of therapy and is unacceptable to a vast majority of patients. An alternative regime that has been successfully used for these patients consists of a combination of isoniazid, pyrazinamide, ofloxacin, and ethambutol. e optimum duration of therapy is also a matter of debate but is usually for 9 to 12 months. e duration needs to be increased to 18 months in patients who are on cyclosporine and are not receiving rifampicin. e role of INH prophylaxis after transplant in endemic areas is controversial. Cytomegalovirus (CMV): CMV is a significant cause of morbidity and mortality among kidney transplant recipients. Between 60 and 90 percent of adults are seropositive. Symptomatic disease ranges from a relatively mild syndrome of fever, leukopenia, thrombocytopenia, and elevated liver enzymes to severe disseminated disease that involves multiple organ systems, such as the lung, liver, and GI tract. CMV disease has been implicated as a cause of acute and chronic graft dysfunction as well as long-term graft loss. CMV can also suppress the immune response which predisposes the host to infections with other viruses, bacteria, and fungi. The incidence and severity of CMV disease has been most strongly associated with the CMV serostatus of the kidney donor and recipient. Seronegative recipients who receive a kidney from a seropositive donor (D+/R-) are at greatest risk for severe primary infection during the first three months post-transplant. Rapid and accurate diagnosis of CMV is important because delayed recognition results in increased morbidity. Quantitative real-time polymerase chain reaction assays for CMV DNA and pp65 antigen detections are the most commonly used means to detect CMV viremia. e shell vial viral culture method remains a reliable way of detecting CMV in sputum. Multiple strategies have been used to reduce the morbidity and mortality of CMV infection and its associated costs (see Table 4). Avoiding CMV sero- mismatching through organ allocation is not feasible or worthwhile. Universal prophylaxis refers to giving prophylactic therapy to all kidney transplant patients regardless of their CMV serostatus. Selected prophylaxis refers to giving prophylaxis to patients at high risk for CMV, namely the D+/R- category or those receiving lymphocyte-depleting therapy. e preemptive treatment approach treats asymptomatic CMV infection in an e ort to prevent CMV disease. Each approach has its advantages and disadvantages, and there is no de nitive consensus on optimal preventive strategy. Prophylactic Therapy: Prophylactic therapy is effective in preventing CMV disease in high-risk patients. Ganciclovir and valganciclovir are equally efficacious. Ganciclovir 1,000 mg PO three times daily and valganciclovir 900 mg PO once daily are used. Valganciclovir is contraindicated in patients with a creatinine clearance of less than 10 ml/h. Prophylactic therapy is usually given during the first 100 days post- kidney transplant. A concern with the prophylactic strategy is that 20 to 30 percent of high-risk patients go on to develop late-onset CMV disease after the prophylaxis is stopped, and the incidence of ganciclovir resistance may be higher in those who receive prophylaxis. Preemptive Therapy: Preemptive therapy of CMV infection involves monitoring for CMV viremia and starting treatment before the development of signs or symptoms of disease. It has been shown to be as effective as prophylactic therapy in preventing CMV disease. Both oral ganciclovir and valganciclovir have been shown to be effective in treating viremia. Preemptive therapy has the advantage of avoiding the costs and complications of antiviral therapy in low-risk patients while at the same time initiating treatment early to avoid symptomatic disease in high-risk patients. It has also been shown to decrease the development of late CMV disease. Its major limitation is the need to perform frequent determinations of CMV viremia. Ganciclovir Resistance: Ganciclovir resistance is becoming more common among solid-organ transplant recipients. In one study, 6.2 percent of CMV isolates had UL97 or UL54 mutations. Viral strains with mutations in the UL97 gene, which encodes for a viral protein kinase, remain susceptible to foscarnet and cidofovir. Mutations in the UL54 gene that encodes DNA polymerase can result in resistance to ganciclovir, foscarnet, and cidofovir. e emergence of ganciclovir-resistant CMV underscores the importance of optimizing preventive strategies. BK Virus (BKV): BKV is associated with post-transplantation nephropathy, hemorrhagic cystitis, and ureteral obstruction. It has a tropism for genitourinary tract and usually remains dormant in the urinary tract and circulating leukocytes after the primary childhood infection and becomes reactivated during immunosuppression. Adult seroprevalence rates for BKV range from 65 to 90 percent and BKV reactivation can come from the recipient or the donor. BK viremia occurs in 13 percent and BK nephropathy in 8 percent of kidney transplant recipients. Analysis of risk factors for reactivation has underscored the central role played by serologic status of the donor, immunosuppressive regimens, injury to the uroepithelial tissue, and acute rejection. Distinguishing between BK infection and allograft rejection is of paramount importance, since BK infection necessitates reducing immunosuppression and allograft rejection requires the opposite. Among kidney transplant recipients who are receiving immunosuppressive therapy, 10 to 60 percent have reactivation of BKV accompanied by shedding of urothelial cells. Shedding is inconsistently associated with allograft dysfunction. Once the virus has reactivated, an ascending infection via cell-to-cell spread occurs. e overall state of immunosuppression is the primary determinant of BKV reactivation. Viral replication begins early after transplantation and progresses through detectable stages-viruria, then viremia, then nephropathy. Viruria can be detected by PCR for BKV DNA, reverse transcription (RT)-PCR for BKV RNA, cytology for BKV inclusion bearing epithelial cells termed decoy cells, or electron microscopy for viral particles. Viremia is a better predictor of nephropathy than viruria. Although higher levels of viremia correlate with the risk of developing nephropathy, there are no established thresholds of viremia to indicate nephropathy. The gold standard for establishing BK nephropathy remains a kidney biopsy with positive immuno- histochemical or immunofluorescent staining for the SV-40 large T antigen. An effective screening strategy is to check blood for BKV DNA by PCR monthly for the first 3 months and at 6 and 12 months after transplantation, at the time of any unexplained rise in serum creatinine, and after augmentation of immunosuppression. Because BKV nephropathy is preceded by BK viremia, asymptomatic BK viremia should prompt empiric immunosuppression reduction and continued monitoring. Currently, no established antiviral treatment is available, and control of viral infection is tentatively obtained by means of reduction of immunosuppression. Treatment attempts have included immunoglobulins without proof of efficacy. Other options include deoxyspergualin, cidofovir, leflunomide, uoroquinolones and gyrase inhibitors. Cidofovir use is limited by its nephrotoxicity. Fungal Infections: The incidence of fungal infections in renal transplant recipients is less than that reported for other solid organ transplant recipients, the mortality from fungal infections remains high and is related to the pathogenicity of the  organisms, site of infection, impaired host inflammatory response, limited diagnostic tools, potential for rapid clinical progression, failure to recognize a high-risk patient, and comorbidities, such as renal failure and diabetes mellitus. Colonization with yeasts and molds occurs frequently in transplant candidates with ESRD and after transplantation because of exposure to broad-spectrum antibacterial agents, domiciliary and hospital exposures, immunosuppressive therapy, especially corticosteroids, and the presence of urinary catheters and endotracheal tubes. Isolation of Candida species from cultures of stool, respiratory, and urine samples occurs commonly in kidney transplant recipients receiving corticosteroids and broad-spectrum antimicrobials and does not necessarily imply infection. However, repeatedly positive fungal cultures from a single or from multiple sites may herald invasive candidiasis in the appropriate clinical setting. Candida species, Aspergillus species, P. jiroveci, and C. neoformans are the most common fungal pathogens reported in renal transplant recipients. Candida infections occur most commonly during the first month following transplantation and are usually associated with transplant surgical technical complications, early rejection, and enhanced immuno- suppression. Candida infection is most commonly associated with an endogenous source of colonization. C. albicans is the most common species, followed by C. glabrata, C. tropicalis, and C. parapsilosis. Speciation is clinically useful because nonalbicans Candida species vary in in vitro susceptibility to amphotericin B and azoles. Sites of Candida infection include mucocutaneous candidiasis and esophagitis; wound infections; cystitis, pyelonephritis, and ureteral obstruction by Candida elements or fungal ball; intra- abdominal infections, including infected perigraft fluid collections or peritonitis; and intravascular device- associated fungemia. Renal parenchymal infection most often results from candidemia and hematogenous spread, although ascending infection from the bladder can oc cur. Candiduria is typically asymptomatic but may be associated with cystitis or upper tract infection. Patients with genitourinary tract stents and recurrent funguria often require removal of foreign body to eradicate the infection. Cryptococcus often presents as meningitis but may cause space-occupying brain lesions; pulmonary, dermatologic, skeletal, organ-specific disease; aspergillosis-pneumonia and other tissue-invasive forms, including genitourinary, central nervous system, rhinocerebral, GI, skin, wound, and musculoskeletal disease. Patients at risk for aspergillosis include those receiving repeated courses of enhanced immuno- suppression for rejection and those with chronic graft dysfunction, diabetes, comorbid medical illnesses, or CMV infection. Diagnosis of aspergillus infection depends on a high clinical suspicion, isolation of Aspergillus species from a sterile body site or repeated isolation from the respiratory tract, and typical radiographic findings. Radiologic appearances of pulmonary aspergillosis in kidney transplant recipients include nodules, di use or wedge-shaped opacities, empyema, or cavitary forms. Serial measurement of aspergillus galactomannan in the serum may aid in the early diagno sis of invasive aspergillosis in the high-risk setting. Historically, invasive candidiasis, cryptococcosis, coccidioidomycosis, histoplasmosis, and aspergillosis were treated with amphotericin B deoxycholate (AmB). The lipid formulations of amphotericin B are all associated with lower risks for nephrotoxicity, metabolic derangements, and infusion-associated side effects than is AmB. Higher therapeutic dosages can be administered, and broad-spectrum antifungal activity is generally maintained. Voriconazole appears to be superior to conventional AmB for the treatment of invasive aspergillosis and also has in vitro activity against a wider range of organisms. Available in both intravenous and oral formulations, the drug is generally well-tolerated, but some patients experience visual hallucinations or severe photosensitivity. Oral posaconazole has excellent activity in vitro against Candida, Aspergillus, and Mucor species, but experience in solid organ transplant recipients is limited to date. Although itraconazole has good in vitro activity against Aspergillus species, its use is generally reserved for treatment of less-severe aspergillosis or maintenance therapy following initial response to lipid amphotericin or voriconazole and for treatment of endemic mycoses. Fluconazole is the first-line agent of the treatment or prevention of reactivation of coccidioidomycosis in renal transplant  recipients. The echinocandins, including caspofungin, anidulafungin, and micafungin, inhibit synthesis of fungal cell wall protein ÃŽÂ ²1-3 glucan and are fungicidal for Candida species, including fluconazole-resistant species. Available only as intravenous formulations, the echinocandins are effective, well tolerated, and have few drug-drug interactions.

With close reference Search for my tongue written by Sujata Bhatt, and

With close reference Search for my tongue written by Sujata Bhatt, and Still I rise by Maya Angelou both explore the effective With close reference â€Å"Search for my tongue† written by Sujata Bhatt, and â€Å"Still I rise† by Maya Angelou both explore the effectiveness of their celebration of culture and traditions. The two poems are about both poets reflecting upon how important it is to keep in touch with cultures and traditions, to be proud of who you are and where you come from. â€Å"Still I Rise† by Maya Angelou, a confident defiant woman with lots of personality, pumps her sassiness into the poem to do nothing but inspire and move us. It is an inspiring poem about the poet herself overcoming great obstacles which her and her family has fought against all their lives. Her poem is a call to have pride in yourself no matter what you are, or where you come from. It evokes a feeling of great human spirit and, you can't but pay attention to the possibility that it is dedicated to one particular culture or race, the black slaves. Angelou’s strong personality mirrors the way in which she decided to set the poem out in rhyming verse. It’s strong, yet upbeat bouncy feel cries to be read out aloud which also reflects her powerful, independent personality. Her defiance immediately starts to shine from the first stanza. After all the negativity, â€Å"†¦bitter, twisted lies†, â€Å"†¦trod me in the very dirt† she will still get up and rise against it all, not letting anyone control her. From such a negative stanza she moves on to an energetic tone in stanza three. She uses nature â€Å"Just like moons and like stars† to bring out a buoyant optimistic tone; by using the certainty of nature she is conveying the message that no one ... ...e of Gujarat in â€Å"Search for my tongue† and with the strong bouncy rhythm in â€Å"Still I rise† both poems scream to be read out loud. â€Å"It grows back, a stump of a shoot† Like Angelou, Bhatt also uses nature to bring out the uplifting tone of the poem. She conveys the idea that nature is certain, the rain will always come back in April and the sun will always come back to shine in June. She then uses positive repetition â€Å"†¦ the bud opens, the bud opens†¦Ã¢â‚¬  bringing an energetic flow into the poem the use of repetition also adds excitement and tension building to an immensely powerful metaphor â€Å"It blossoms in my mouth†. Sujata Bhatt finishes the elevating moving poem on a high note. Angelou and Bhatt explore both the ups and downs of their lives but both of the poets end their poems with them defeating their problems and worries and standing up for their rights.

Internship Reflection :: Reflection

An internship is a formal program to provide practical experience for beginners in an occupation or profession. By this point in my internship I am more than half way through it and taking on more and more responsibilities and positions as I go along. After a minor break from researching, I researched for three more hours on the Victorian memorabilia project. I found out companies who made postcards and when the Sanborn map company emerged. Once I was done I wanted to prepare more for physical archiving, so I trained two more hours with the Past Perfect disk. Tomorrow started my first experience with archiving. On my first day of archiving I worked with Barbara and Sandy. We filled out data entry sheets and I finished two books within two hours because we were all learning. Each book must have two sheets filled out on it, one being a data entry form and the second being a condition report on the book. These data entry sheets were made to correlate with the Past Perfect archiving program. Once done with the data entry sheets we would copy the number we assigned the book on to the card inside the book and then file the books back on to the shelves in numerical order. So through the Past Perfect training disk and all of us working on the book sheets we became experts at data entry. Second day of archiving I worked with Barbara and Ardienne. We got a total of twenty-five books done, which I finished thirteen of those books. I trained Ardienne how to fill in the data archiving book sheets and I checked to make sure she filled them out correctly. The books we archived will be reference b ooks, which will later be used in a library the Milford Historical Society is planning to have. Some of the books were directly related to Milford, while others were archaeology books. On the third day of archiving with Susan we archived eleven books in total. I taught Susan how to fill out the archiving book sheets. We came across some books we think were accessioned or archived before, which meant they were catalogued already. Thus, we left them on the table in a pile so on the desk till we could solve figure out where they would be shelved.

John Miltons Paradise Lost Essay -- Epic Biblical Poems Blind Faith E

John Milton's Paradise Lost Freedom (free will) is the absence of imposed behavior. Individual freedom is obviously attractive, but when there is real freedom of choice, the wrong choice is the one that is made - such as the choice made by Satan who although he can be admired for his having dared to rebel against the norm, is not heroic for having chosen to plot against God. Free will was given to man in order to be able to choose the faith since in the absence of free will, there is no way to test faith. The more tested we are, the closer we are to God although whether we truly exercise free will is questionable since perhaps it is simply enforced via the threat of punishment upon transgression. In any event, despite the sanctions, man continues to disobey. Paradise Lost begins in medias res, i.e. in the middle of the action and from line 1, the association is made to the consequences of sinning (disobedience). Such is the responsibility of free will. The motivation to sin is the associated pleasure of fulfilling individual desires. Disobedience leads directly to punishment. It is important to note however that there is no fulfilment with transgression since the feelings associated with this fulfilment disappear before they can even be apprehended while the punishment lasts. Milton surely knew all about since as a puritan, he was a great believer of penance. It was also believed by Protestants at the time that without deprivation during life, there was no ascent to Heaven upon death. Satan's flaw in one word was pride. For any true protestant, this is a terrible sin since any achievement is directly attributable to God and not to the man in question. Milton identifies pride as the cardinal sin b... ...ms throughout Paradise Lost that this simple equation might work : since God is good and Charles II can be compared to God then logically it can be deducted that he is also good. Conversely, in the poem, we arrive at the conclusion that Satan is bad and this time, since milton compares cromwell to Satan then it would seem logical to deduce that cromwell is also bad. However, this equation does not hold up to close inspection and in this way, it is evident that in fact, this is a test since we should properly analyse the facts and not simply accept things at face value because they seem right. He encourages us to make our own investiations and make informed, knowledgable decisions. Consequently, it cannot be simply stated that all monarchs are good since such sweeping statements are false and it is primordial to properly examine each separate individual.

Abstract to Tata Motors Essay

Tata Motors Limited (formerly TELCO) is an Indian multinational automotive manufacturing company headquartered in Mumbai, Maharashtra, India and a subsidiary of the Tata Group. Its products include passenger cars, trucks, vans, coaches, buses and military vehicles. It is the world’s eighteenth-largest motor vehicle manufacturing company, fourth-largest truck manufacturer and second-largest bus manufacturer by volume. Tata Motors has auto manufacturing and assembly plants in Jamshedpur, Pantnagar, Lucknow, Sanand, Dharwad and Pune in India, as well as in Argentina, South Africa, Thailand and the United Kingdom. It has research and development centres in Pune, Jamshedpur, Lucknow and Dharwad, India, and in South Korea, Spain, and the United Kingdom. It has a bus manufacturing joint venture with Marcopolo S.A.,a construction equipment manufacturing joint venture with Hitachi and a joint venture with Fiat in India. Founded in 1945 as a manufacturer of locomotives, the company manufactured its first commercial vehicle in 1954 in a collaboration with Daimler-Benz AG, which ended in 1969.[6] Tata Motors entered the passenger vehicle market in 1991 with the launch of the Tata Sierra and in 1998 launched the first fully indigenous Indian passenger car, the Indica. Tata Motors acquired the South Korean truck manufacturer Daewoo Commercial Vehicles Company in 2004 and the British premium car maker Jaguar Land Rover in 2008. Tata Motors is listed on the Bombay Stock Exchange, where it is a constituent of the BSE SENSEX index, the National Stock Exchange of India and the New York Stock Exchange. Tata Motors is ranked 314th in the 2012 Fortune Global 500 ranking of the world’s biggest corporations. Mission To be passionate in anticipating and providing the best vehicles and experiences that excite our customers globally. Vision Most admired by our customers, employees, business partners and shareholders for the experience and value they enjoy from being with us. Culture * Accountability * Customer & product focus * Excellence * Speed Values * Inclusion * Integrity * Accountability * Customer * Innovation * Concern for the environment * Passion for excellence * Agility Product Portfolio| Brands| 1. Tata Sumo 2. Tata Safari3. Tata Indica 4. Tata Indica Vista5. Tata Indigo 6. Tata Manza7. Tata Indigo Marina 8. Tata Winger9. Tata Magic 10. Tata Nano11. Tata Xenon XT 12. Tata Aria13. Tata Venture| SWOT Analysis| Strength| 1. One of the most established company in automobile sector2. Wide & extensive distribution and service network3. Good market penetration in the taxi & rental segment4. Expert service professionals available5. Many associations like Jaguar Land Rover, Hispanso, Macropolo etc which increases international presence6. Dedicated engineering and R&D department7. More than 60,000 employees8. Highly diversified product portfolio| Weakness| 1. Limited international presence2. Sometimes faces alleged quality and durability issues3. Not much customer engagement programs and activities| Opportunity| 1. Expanding automobile market and available space for competitors2. Increasing per capita income and purchasing capability of potential customer base3. Leveraging customer engagement experience to acquire new customers4. Leveraging mergers and acquisitions to acquire newer technology5. Augmenting the distribution and service network in various countries| Threats| 1. Increasing fuel costs2. Competition from other big automobile giants3. Competitive products offering same level features at a lesser price4. Product innovations and frugal engineering by competitors| Automobile market in India: The automotive industry in India is one of the larger markets in the world and had previously been one of the fastest growing globally, but is now seeing flat or negative growth rates.India’s passenger car and commercial vehicle manufacturing industry is the sixth largest in the world, with an annual production of more than 3.9 million units in 2011. According to recent reports, India overtook Brazil and became the sixth largest passenger vehicle producer in the world (beating such old and new auto makers as Belgium, United Kingdom, Italy, Canada, Mexico, Russia, Spain, France, Brazil), grew 16 to 18 per cent to sell around three million units in the course of 2011-12. In 2009, India emerged as Asia’s fourth largest exporter of passenger cars, behind Japan, South Korea, and Thailand.In 2010, India beat Thailand to become Asia’s third largest exporter of passenger cars. As of 2010, India is home to 40 million passenger vehicles. More than 3.7 million automotive vehicles were produced in India in 2010 (an increase of 33.9%), making the country the second (after China) fastest growing automobile market in the world in that year.According to the Society of Indian Automobile Manufacturers, annual vehicle sales are projected to increase to 4 million by 2015, no longer 5 million as previously projected. â€Å"The production of passenger vehicles in India was recorded at 3.23 million in 2012-13 and is expected to grow at a compound annual growth rate (CAGR) of 13 per cent during 2012-2021, as per data published by Automotive Component Manufacturers Association of India (ACMA)†. The majority of India’s car manufacturing industry is based around three clusters in the south, west and north. The southern cluster consisting of Chennai is the biggest with 35% of the revenue share. The western hub near Mumbai and Pune contributes to 33% of the market and the northern cluster around the National Capital Region contributes 32%. Chennai, with the India operations of Ford, Hyundai, Renault, Mitsubishi, Nissan, BMW, Hindustan Motors, Daimler, Caparo, and PSA Peugeot Citroà «n is about to begin their operations by 2014. Chennai accounts for 60% of the country’s automotive exports.[10] Gurgaon and Manesar in Haryana form the northern cluster where the country’s largest car manufacturer, Maruti Suzuki, is based.[11] The Chakan corridor near Pune, Maharashtra is the western cluster with companies like General Motors, Volkswagen, Skoda, Mahindra and Mahindra, Tata Motors, Mercedes Benz, Land Rover, Jaguar Cars, Fiat and Force Motors having assembly plants  in the area. Nashik has a major base of Mahindra & Mahindra with a UV assembly unit and an Engine assembly unit. Aurangabad with Audi, Skoda and Volkswagen also forms part of the western cluster. Another emerging cluster is in the state of Gujarat with manufacturing facility of General Motors in Halol and further planned for Tata Nano at their plant in Sanand. Ford, Maruti Suzuki and Peugeot-Citroen plants are also set to come up in Gujarat.Kolkata with Hindustan Motors, Noida with Honda and Bangalore with Toyota are some of the other automotive manufacturing regions around the country. Competition: Tata Motors enjoys giant-sized growth thanks to its Nano cars. The company — India’s largest automobile maker by sales — makes buses, trucks, tractor-trailers, passenger cars (Indica, Indigo, Jaguar, Land Rover, Safari, Sumo, and the popular micro car Nano), light commercial vehicles, and utility vehicles. It also makes construction equipment and provides IT services. Tata Motors sells through more than 1,000 dealers in India, as well as exports vehicles to countries in Africa, Asia, Europe, the Middle East, and South America. In addition, the company distributes Fiat-brand cars in India through its Tata-Fiat dealer network. List of Competitors: Commercial vehicles: 1. Ashok Leyland 2. Volvo motors 3. Swaraj Mazda 4. Mahindra motors Passenger Vehicles 1. MSIL 2. Hyundai motors 3. Honda motors References: http://www.slideshare.net/ykartheekguptha/tata-motors-2010-ppt-by-karthik http://www.tatamotors.com/ http://en.wikipedia.org/wiki/Tata_Motors http://www.mbaskool.com/brandguide/automobiles/5022-tata-motors.html