Transformation In Ernest Hemingways The Sun Also Rises

Ernest Hemingway’s novel, The Sun Also Rises, is a story that may seem underwhelming to the average audience, for to them the characters seem linear and are full of cliches, the story builds up to an anticlimactic ending, and it makes the reader contemplate the whole point of the adventure. But to the person with a palette for literature, The Sun Also Rises is everything but a bore; it is a ride of emotion, symbolism, progression, and character development, adding to that an ending that leaves the reader nodding in appreciation of how everything wraps up perfectly in a complete thematic message. The many aspects of Hemingways work that truly makes him such a masterful writer is in the nuances between the lines of his work. It is not a†¦show more content†¦Jake Barnes, on the other hand, was a soldier during World War I and has witnessed all there has to see about the brutal nature of humanity. He is forever scarred by impotence because of his war injury and therefore, will never be the same again. In a conversation with Georgette, Jake claims that â€Å"everybody’s sick. I’m sick, too.†(23) which demonstrates Jake’s atmosphere of melancholy when he makes a blanket statement under the assumption that everyone is miserable. Jake lost his innocence on the battlefield, and therefore, he always lived his live with a pessimistic outlook, illustrating the disparity between his and Robert’s personality that stemmed from their respective backgrounds. Another way that Hemingway demonstrates the opposite nature of Jake’s and Cohn’s character is through their character progression and development. Clearly, Robert Cohn is a dynamic character who undergoes significant change from the beginning of the story to the end. Cohn was wide-eyed innocent and had this figment of imagination that any relationship he gets into will be a happy, ideal one. However, clearly Cohn’s perspective has changed throughout the story. At first, it changed subtly after Cohn breaks up with his fiancee Frances, where Cohn was content with the breakup because he never truly loved Frances. But then, after being outed by Brett who Cohn believed wasShow MoreRelated Critiques of Ernest Hemingways Novel, Death in the Afternoon1434 Words   |  6 PagesCritiques of Ernest Hemingways Novel, Death in the Afternoon Ernest Hemingways Death in the Afternoon shows a new side of Hemingways writing which initially disappointed the critics. Published in 1932, Death in the Afternoon was not the expected fictional novel, but instead was more of a nonfiction description of bullfighting and Spanish culture in the 1920s and 1930s. In Curtis Pattersons words, It is a tripartite work: bullfighting in Spain, plus semi-autobiographical details ofRead MoreThe Sun Also Rises Annotated Bibliography1782 Words   |  8 PagesErnest Hemingway’s The Sun Also Rises A Transformation Of Values Mara L. Tyler American Literature II In The Sun Also Rises, during the transition of society from World War I to post-war, values transformed from the â€Å"old-fashioned† system of what was morally acceptable to a system that held the basic belief that anything of value, whether tangible or intangible, could be exchanged for something of equal value. This novel specifically pinpoints the transformation of the values of money, alcoholRead More Hemingways The Sun Also Rises Essay1524 Words   |  7 PagesHemingways The Sun Also Rises The title and narrative focus of Ernest Hemingway’s The Sun Also Rises are rooted in a passage from the Ecclesiastes. 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Despite be ing written decades apart, Kesey and Hemingway both explore the concept of sexual empowerment and degradation in bothRead MoreThe Influence of Realism and Naturalism on 20th Century American Fiction2205 Words   |  9 Pagespresenting the basic ideas and of these literary genres, literary examples of each, and then make connections between the two literary movements. Realism Modernism not only depicted American society after World War I accurately and unbiasedly, but also tried to find the solutions brought upon by the suffering created by the war (Elliott 705). The realistic movement of the late 19th century saw authors accurately depict life and its problems. 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Educating the Public about the Other Genders Free Essays

Issues about gender inequality and segregation have been dragging all the institutions, particularly schools and the workplace, over time (Blackwell, 2003; Albelda, 1986; Anker, 1998; Peace, 2003; Lester, 2008). At first, these issues were merely between men and women. We will write a custom essay sample on Educating the Public about the Other Genders or any similar topic only for you Order Now Now, there are other genders claiming for equality with the two socially accepted genders. Unequal opportunities, violence, and social injustices against lesbian, gay, bisexual, and transgender (LGBT) are still subjects of other gender’s struggle nowadays (Sloan Gustavsson, 1998). In addition, a number of arguments about lesbian and gay parenting, same-sex marriage and other familial rights tend to intensify other genders’ claim for equality, whereas in lesbian and gay parenting, the society is questioning their capability of serving as a role model of children at home (Hicks, 2008; Clarke, 2001; Hicks McDermott, 1999; Nicol Smith, 2008; Ghoshal, 2009). Gender critics and gender sensitive organizations are lobbying that if only the public has been educated regarding the existence and concerns of LGBT, then inequality and violence against these populations will be lessened and will be eradicated, if possible. The Other Genders Initially, there were two socially accepted genders: men and women. Now lesbian, gay, bisexual and transgender are claiming acceptance from the society.   Many psychological, biological and medical studies are conducted to explain and analyze the other manifestations of sexuality among the two primary genders (men and women), yet the most widely accepted analysis is that of Robert J. Stoller which argued that, A person’s physical sexual attributes, mental attitudes and objects of desire could â€Å"vary independently of one another†; so that â€Å"a man with predominantly male characteristics and also masculine in his erotic life may still be inverted in respect to his object, loving only men instead of women† (cited in Glover, 2002). Such statement explains the psychological cases of LGBT; even if they possess the physical sexual attributes these populations tend to think and act the other way contradictory of what is expected of them being a man or a woman. School Curriculum and Gender Studies The growing numbers of LGBT at young age (10 years old and below) alarmed many institutions particularly those concern in education and health care. Gender critics urge the inclusion of a gender-sensitive curriculum in all education institutions since most of the national school curricula manifests gender inequalities which uphold a â€Å"hegemonic male† dominance within a State and around the world (Arnot, 2002; Marshall Arnot, 2008; Peace, 2003). Previously, the courses being offered in all colleges and universities manifested gender inequality; for instance, there were separate courses for women and for men. Women are now entitled to take men’s courses and vice versa. Moreover, the titles â€Å"Baccalaureate† and â€Å"Masters Degree† connote the dominance of men in earlier education system. Also significant in the system of education is the prohibition of women to become school administrator not until the passage of 1972 Title IX of the Education Amendments (Meritz, 2006). It has been identified that the church is responsible for the patriarchal education and to the flight of women and LGBT for acceptance and equality (Pray, 1847). At present, LGBT are seeking their place in education curriculum to avoid gender preference being provided only for men and women. Homophobia in School and Nursing Environment There have been claims that education institutions are the best and safe place for LGBT youth, yet most studies conducted found that schools are usually a place of harassment where these populations are often victimized by peers and even by their teachers (Sloan, 1998). Many researches stated that most teachers and education professionals are not ready to address and affirm the needs of LGBT people; thus, their heterosexual students are likely to show negative attitudes toward the LGBT population (Macgillivray Jennings, 2008; Blackburn Donelson 2004; Szalacha, 2004; Robinson Ferfolja, 2001; Kozik-Rosabal Macgillivray, 2000; Roffman, 2000; Casper Schults, 1999; Petrovic, 1998; Maney Cain, 1997). Analyzing the trend, studies also discovered that, compared to heterosexual women, heterosexual men are more likely to be prejudiced against LGBT (Herek, 1988; Ratcliff, Lassiter, Markman Snyder, 2006; Bem, 1993). How to cite Educating the Public about the Other Genders, Papers

Cross-Cultural Management Communication Collective programming

Question: Describe about the Cross-Cultural Management Communication for Collective programming. Answer: Introduction The purpose of the study is to focus on the lessons, which has taught in twelve weeks about the Cross-Cultural Management and Communication. Cross-Cultural Communication refers to the processes through which people overcome the differences between cultures with communication. I have selected three topics from the lessons on which I will discuss my opinions and understanding about the topics to evaluate the issues regarding that. Discussion Topic 1: What is Culture and Cross-Cultural Communication? (Week 1) Summary The lesson of the first week enabled me to understand the definition of culture and its impacts on the regular life, especially in the organisational culture. According to Adler, (1983), culture is a very complex concept that defines the collective programming of the mind including the feelings, thinking and acting, to distinguish people from each other. This helped me to determine the need for proper understanding of cross-cultural communication in the context of a business organisation to develop the cross-cultural skills and team management capability. The lesson has taught me about the cross-cultures in the organisations to apply the intercultural communications processes in the company to increase the business without any hindrance. Therefore, the issues the organisations are facing, regarding managing the multicultural people in their company is explained here to overcome the situation. Theoretical Reflection The lesson has taught me about the cross-cultural communication that helps to overcome the challenges in the organisations, which rise from the variations of the cultures of the organisations. This is the main issue of this topic, which has stirred me. If the issue continues, then the business organisations have to face many challenges regarding the communication. As culture differs from person to person, therefore it is quiet natural that an organisation will consist various people from different backgrounds. Therefore, the conceptual developments of the topic have helped me to highlight the cultural issues with the theories of cross-cultural communication. Now the question has raised here about the main issue of team management in an organisation that has fallen in a risky situation recently. It can be cleared with the theoretical knowledge of the topic. The conception of culture has derived from the Latin word colere that mean the tilling of the soil like in agriculture. Generally, it refers to the feelings, thinking and acting of an individual while in business world, it refers to the attitudes and behaviour of corporations. As opined by Hofstede, (1993), over last twenty years the organisations are trying to understand the cross-cultural communication concept to implement them in their companies to solve the cultural problem. Therefore, the lesson has made me enable to enhance my knowledge on the concept. The culture can be two types, one type is High Context Culture and the other one is Low Context Culture (Hofstede et al. 2010). The first one refers to the cultures that rely on the non-verbal and subtle situational communications and the other one defines the communications conveyed by words. Therefore, culture will be different if the country will be changed. As the organisations are now engaging themselves in the international business, therefore the main aim of the corporate are to abolish the cultural differences from the organisation. According to the perceptions of the cross-cultural communication the organisations mainly faces the problems like, ethnocentrism, discriminations, cultural imposition, stereotyping, cultural blindness and tone difference (Hofstede et al. 2010). These are the main issues that a company faces due to the presence of the various cultures among the employees. All these are the hindrance in the way to success to attain the organisational goals and to achieve the sustainability in business. These challenges can be overcome through implementing various strategies in the company. The lesson has developed the knowledge regarding the cross-cultural challenges in the company by applyi ng intercultural sensitivity, intercultural communication and intercultural communication skill (Johnson yet al. 2006). I have learnt the solutions too from this lesson. The processes by which the companies can solve this intercultural issue in the company with studying other cultures and languages to enhance knowledge about them. It will help them to understand others culture to abolish the differences between them. Practical Reflection Cross-Cultural communication has applied in the companies to solve the problems about the cultural diversity in the organisations. As the companies are trying to invest their money in the international market to increase the business of the organisations, therefore they are trying to sort out the problem regarding cultural diversity to establish a good environment in the company. Wesfarmers, Woolworths are the companies that have used the cross-cultural communication to solve the problems regarding this fact (International Business: Toward a Definition and a Model). Therefore, I have analysed the issue properly to improve the organisational culture to increase the profits in the business. For those of us who are inhabitant English-speakers, it is opportune that English seems to be the language that people use if they want to reach the widest possible audience (Zander et al. 2016). Therefore, it can be said that the lesson has taught us about the importance of the cross-cultural commu nication in the organisational level. Conclusion The study has enabled me to know about the concept of culture and its origin from where the concept has incorporated in business world. Therefore, the lessons have taught me about the processes of the applications of Cross-Cultural communication in the organisations to gain the profit in business. As the companies are now trying to expand their business internationally, therefore, they have to face many hindrances regarding cross culture. The organisations have to implement the strategies to resolve the cultural issues in the organisations among the employees to gain the maximum profit from their work. Moreover, it has increased my knowledge about the implementation of cross-cultural communication. Topic 2: Cross-Cultural Skills and Abilities (Week 7) Summary Cross-Cultural skills and abilities are the competencies that are required to improve the organisational culture in the company. The abilities and skills in a person that make enable to work in a multicultural environment is the key competency of that person. This helps the organisation to practice the cross-cultural communication. The lesson of this week has taught me about the requirement of skills and abilities to solve the problems regarding cultural issues (Caligiuri, 2000). Therefore, I have gained knowledge about the improvement procedures in an organisation to gain the profit in business. Various models and theories on culture, which has explained in this lesson, have helped me to understand the competencies that are required for developing the organisational culture. The study has revealed that in recent time the employers are finding the people to work in their organisation who have the experience in the cross-cultural skills. Therefore, the discussion of various skills and ability to accept and adopt the cross-cultural communication has given me the knowledge about this. Theoretical Reflection As the lesson has taught me about the skills and abilities of the cross-cultural communication therefore, I have found the main issue in this context is the competency level of the employees. It has clearly showed that the organisations in recent time are hiring the people who are experienced in the cross-cultural environment (Johnson et al. 2006). Therefore, the people who have a set of skills to cope up with the cross-cultural organisational culture are fit for the posts. However, the people who have not the ability of providing the cross-cultural aspects in the organisational basis, they have to enhance the competency of the employees. The organisations are now searching for the employees who are already experienced in the cross-cultural zone to interact with any place and environment with their competency of cultural prospect. Sometimes the employees can understand the cultural variety within the country but at the time they go abroad, then their ability become imperfect in context of that and become inappropriate choice in order to achieve objectives (Lin et al. 2012). Cross-Cultural Skills and Strengths: The abilities and skills, which are required to strengthen the cross-cultural competency, are connected with succeeding in cross-cultural environments include cultural understanding, elasticity and compliance, Cross-cultural communication skills, optimistic attitude and spirit. It can make decisions in the face of vagueness or uncertainty, inquisitiveness and open-mindedness, zeal for learning and new experiences, aptitude to quickly set up and build trust and sturdy relationship building skills (Moore et al. 2012). Demonstrating Those Skills and Strengths for the company: These are the possible effective skills and abilities, which are required within a person to acquire the cross-cultural communication for an organisation. Despite the fact that the above list is not comprehensive, if a person is able to display most of these skills and strengths they are more likely to be seen as potential candidates for overseas positions (Yamazaki Kayes, 2004). However, the good explanation of this study is that through this no one has the need of this, to spent time overseas to demonstrate many of these qualities or skills. The everyday life is enough to develop these facts. The employees can share about times when their flexibility or adaptability in a challenging situation helped them to defeat obstacles and attain results. The people could cite their ability to build trust or strong relationships was an essential part of congregation key objectives. On the other hand, they can report on the processes that able to make some quick decisions in the face of indecision to drag the team through a difficult situation to meet goals (Lin et al. 2012). Practical Reflection I have learnt the skills and an ability that is needed for developing the cross-cultural communication is important for the organisations to increase business. Knowing the local language is not necessary in every country, but process of learning some languages is irrelevant. In the countries like Arabic and Mandarin, knowing the language is not essential and not appropriate for the fearful. According to the lesson, it can be said that the lesson of acquiring a local language is less relevant at the time when the employee is going to take an agreement with any outside country, then they have to know the language properly to complete the business deal. It the countries like United Arab Emirates, where the world of business and education is dependent on English, which is widely spoken in those countries (Lin et al. 2012). The zeal to learn is more important rather than actually learning that. A mere welcome in someone else's language or the ability to say "thank you" or "you are welcome " projects humility, admiration and openness (Johnson et al. 2006). Effectively noticing nonverbal cues is also an important part of getting to know how other cultures convey subtle messages. Gestures may mean completely different things in different countries, and blunders by the uninitiated may lead to much embarrassment all around. In some countries, the gesture of "thumbs up" hand signal is showing good luck while in some countries it is noted to be vulgar sign. Likewise, the hand sign of "zero" is a simple gesture in France whether in Brazil it is very offensive (Johnson et al. 2006). I have seen South Asian employees suspect a manager of being incompetent when he asked for their suggestions. Therefore, the Conclusion The study has explained me the topics of Cross-Cultural Communications and its impact on the organisational culture. In the part, the lesson was on the competency levels of the employees who have to develop their skills and abilities to improve the organisational cultural environment. Therefore, from this study I have gained the knowledge about the required skills and abilities to gain more profit with implementing those in the organisation. Topic 3: Cross-Cultural Communication: Nonverbal Code (Week 6) Summary In this week, the lesson on the non-verbal communication has taught me about maintaining the cross-cultural communication in an organisation to get the profit from the processes. Therefore, the non-verbal communication elements are discussed in the lesson to make us able to know about the non-verbal communications that influence the business a lot. I have developed an idea whether the countries and various body gestures can affect the business and organisational culture (Hall Hall, 1990). I have learnt the issues that many organisations are facing in running their business because of this non-verbal communication gap and misunderstanding. The organisations are now trying to overcome this misunderstanding through developing the non-verbal communication. Therefore, the study has transmitted the ideas about various ways of non-verbal communication to implement in the organisational culture to increase the business level. Theoretical Reflection The lesson has discussed about the non-verbal communications in various organisations regarding the business behaviours. I have found the main issue regarding this topic is the communication between the different cultural corporate heads and the different process of country wise. Therefore, the discussion in the lesson on the variations of the non-verbal communication has influenced the organisational culture as well as the business growth. The study has explained that there are many facial expressions, hand gestures, body positioning, silence, eye contact, and intonation and body postures to express the non-verbal communication (Korac et al. 2001). However, I have felt that the meaning of these communication procedures is different in every culture. If one body posture means politeness for a country, it can be used in another country to express violence. Therefore, the misunderstanding can be emerged from a very simple gesture or body language that can affect the business. If in a c ompany the employees are come from different cultural background, then it is very normal to misunderstand each other (LaFrance Mayo, 1978). It will lead the company towards a weak work culture with unity less employees. For instance, we have found the different use of this non-verbal communication in the countries of Australia and Japan where the same communication style is used for different purpose. In Australia, the silence is believed to be the sigh of inability for doing any work while the same paralanguage non-verbal communication refers to deep thinking in Japan. According to Hall and Hall, (1990), the non-verbal communications are mostly expressed in two types one is Paralanguage and other one is Extra linguistic communication. The first one is expressed through the volume of speaking, speed of talking, interruptions, intonation, silence and words emphasis. On the other hand, the second one refers to the kinetics and oculesics. The paralanguage communications are depending on the speech tone and processes in which the people interact with others. It defines the different attitude of a person while communicating through these processes. Therefore, it plays a crucial role in an organisational culture to create a good business environment in the place. As opined by Korac et al., (2001), there are more processes of non-verbal communications, which helps to improve the communications in cross-cultural environment as well as creates hindrances in the way to success. Paralanguage communication is one of the parts of this that refers to the study o f vocal cues and speech behaviour. Haptics is the variations of touch and its amount that affects one with need, receiving, tolerance and initiative. I have found the colour related communication that is done with the study where the impact of messages sent and received through colour indicators who are called Colorics. On the other hand, the process of Olfactis refers the study of smell on the communication behaviour. Proxemics is the process in which the people position themselves in a situation. Additionally, the Kinesics is the study of human movement and gestures in different situations. According to LaFrance and Mayo, (1978), the other non-verbal communication processes are appearance (dress), interpersonal distance, eye contact, food symbolism and meals, attitude toward time and voice tone differences. All these can refer the cultural differences, which is a part of cross-culture. Practical Reflection The practical expression of this lesson on my mind has enabled me to understand the cross-cultural differences in the organisation. We can find many practical examples about this non-verbal communication process that has led a misunderstanding among the people for being wrongly used in wrong place. The gesture of victory sign expressed by the hand, which is used by the President George H.W. Bush in Australia (Korac et al. 2001). The use of his victory sign has wrongly interpreted in the country and the chaos has risen in the country. On the other hand, the IMF Managing Director Michel Camdessus in Indonesia has held the cross hand posture during the Asian Financial crisis. It has a wrong implication to the people about his intentions. Another incident that has faced the same non-verbal communication problem during the World War II was Winston Churchill when he also wrongly used the victory gesture. Therefore, it can be proved that the communication problem has created many misunderst anding situations in the organisations. The lesson has helped me to understand the applications of this cross-culture that is creating many problems and misunderstanding in the business (Korac et al., 2001). Therefore, I have to solve the problem in this condition to make the companies culturally corrected with implying the proper theories to make the employees culturally improved. I have developed the knowledge about the various non-verbal processes to understand the cultural differences of the countries. As for example, I can state the eye contact as the communication process. In Arab, Latin Europe the eye contact is considered to express intensity while in Northern Europe and North America it is considered to express firm mind state. Therefore, the study has enabled me to identify the issues regarding non-verbal communication processes and then has analysed the theories on it to find out the solution to increase the profitability in business. Conclusion The part of this study has explained the non-verbal communication styles in a cross-cultural organisation that had helped me to improve the quality of the business in the organisation. However, it has not successfully presented the ideas and processes to meet the ultimate goal of attaining a cross-cultural environment in an organisation. I have gained the theoretical knowledge about the cross-cultural elements and its impact on the professionalism of the employees. In the last topic, the non-verbal communications has discussed in the class that has increased my understanding about the processes in which way culture can affect the organisation. Reference List A review and integration of competencies for successful expatriate adaptation. Academy of Management Learning Education, 3 (4): 362à ¢Ã¢â€š ¬Ã‚ 379. International Journal of Intercultural Relations, 36: 541à ¢Ã¢â€š ¬Ã‚ 552. Adler, N.J. (1983). A typology of management studies involving culture. Journal of and rossà ¢Ã¢â€š ¬Ã‚ cultural adjustment. Management International Review, 40 (1): 61à ¢Ã¢â€š ¬Ã‚ 80. and education. TESOL Quarterly, 19 (2): 259à ¢Ã¢â€š ¬Ã‚ 282. Business Studies, 37 (4): 525à ¢Ã¢â€š ¬Ã‚ 543. Business Studies, 37 (4): 525à ¢Ã¢â€š ¬Ã‚ 543. Caligiuri, P.M. (2000). Selecting expatriates for personality characteristics: A cultural identity. International Journal of Intercultural Relations, 36: 553à ¢Ã¢â€š ¬Ã‚ 562. Crossà ¢Ã¢â€š ¬Ã‚ Cultural Management, 8(2): 3à ¢Ã¢â€š ¬Ã‚ 24. Hall, E.T., Hall, M.R. (1990). Hidden Differences: Doing business with the Japanese. New highà ¢Ã¢â€š ¬Ã‚ context communication patterns: Towards mapping crossà ¢Ã¢â€š ¬Ã‚ cultural Hofstede, G. (1993). Cultural constraints in management theories. Hofstede, G.H., Hofstede, G.J., and Minkov, M. (2010). The rules of the social game. Hofstede, G.H., Hofstede, G.J., and Minkov, M. (Eds), Cultures and organizations: International Business Studies, 14 (2): 29à ¢Ã¢â€š ¬Ã‚ 47. International Business: Toward a Definition and a Model. Journal of International International Journal of Intercultural Relations, Spring: 71à ¢Ã¢â€š ¬Ã‚ 89. Johnson, J.P., Lenartowicz, T., Apud, S. (2006). Crossà ¢Ã¢â€š ¬Ã‚ Cultural Competence in jungle? The effects of cultural intelligence and emotional intelligence on cross-cultural. Koracà ¢Ã¢â€š ¬Ã‚ Kakabadse, N., Kouzmin, A., Koracà ¢Ã¢â€š ¬Ã‚ Kakabadse, A., Savery, L. (2001). Lowà ¢Ã¢â€š ¬Ã‚  and moderating effect of personality on the relationship between host national contact. LaFrance, M., Mayo, C. (1978). Cultural aspects of nonverbal communication. Lin, Y., Chen, A., Song, Y. (2012). Does your intelligence help to survive in a foreign Management Executive, 7 (1): 81à ¢Ã¢â€š ¬Ã‚ 94. Moore, A.M., Barker, G.G. (2012). Confused of multicultural: third culture individuals Organizations: Premises, Paradoxes and Progress. Management International Pennycook, A. (1985). Actions speak louder than words: Paralanguage, communication Review, DOI 10.1007/s11575à ¢Ã¢â€š ¬Ã‚ 015à ¢Ã¢â€š ¬Ã‚ 0277à ¢Ã¢â€š ¬Ã‚ 0. software of the mind: Intercultural cooperation and its importance for survival. New Yamazaki, Y., Kayes, D.C. (2004). An experiential approach to crossà ¢Ã¢â€š ¬Ã‚ cultural learning: York: Anchor Books Doubleday. Pgs 1à ¢Ã¢â€š ¬Ã‚ 28. York: McGrawà ¢Ã¢â€š ¬Ã‚ Hill. Zander, L., Jonsen, K., Mockaitis, A.I. (2016). Leveraging Values in Global

Ovarian Cancer Essays - Gynaecological Cancer, RTT, Tumor Markers

Ovarian Cancer Of all gynecologic malignancies, ovarian cancer continues to have the highest mortality and is the most difficult to diagnose. In the United States female population, ovarian cancer ranks fifth in absolute mortality among cancer related deaths (13,000/yr). In most reported cases, ovarian cancer, when first diagnosed is in stages III or IV in about 60 to 70% of patients which further complicates treatment of the disease (Barber, 3). Early detection in ovarian cancer is hampered by the lack of appropriate tumor markers and clinically, most patients fail to develop significant symptoms until they reach advanced stage disease. The characteristics of ovarian cancer have been studied in primary tumors and in established ovarian tumor cell lines which provide a reproducible source of tumor material. Among the major clinical problems of ovarian cancer, malignant progression, rapid emergence of drug resistance, and associated cross-resistance remain unresolved. Ovarian cancer has a high frequency of metastasis yet generally remains localized within the peritoneal cavity. Tumor development has been associated with aberrant, dysfunctional expression and/or mutation of various genes. This can include oncogene overexpression, amplification or mutation, aberrant tumor suppressor expression or mutation. Also, subversion of host antitumor immune responses may play a role in the pathogenesis of cancer (Sharp, 77). Ovarian clear cell adenocarcinoma was first described by Peham in 1899 as "hypernephroma of the ovary" because of its resemblance to renal cell carcinoma. By 1939, Schiller noted a histologic similarity to mesonephric tubules and classified these tumors as "mesonephromas." In 1944, Saphir and Lackner described two cases of "hypernephroid carcinoma of the ovary" and proposed "clear cell" adenocarcinoma as an alternative term. Clear cell tumors of the ovary are now generally considered to be of mullerian and in the genital tract of mullerian origin. A number of examples of clear cell adenocarcinoma have been reported to arise from the epithelium of an endometriotic cyst (Yoonessi, 289). Occasionally, a renal cell carcinoma metastasizes to the ovary and may be confused with a primary clear cell adenocarcinoma. Ovarian clear cell adenocarcinoma (OCCA) has been recognized as a distinct histologic entity in the World Health Organization (WHO) classification of ovarian tumors since 1973 and is the most lethal ovarian neoplasm with an overall five year survival of only 34% (Kennedy, 342). Clear cell adenocarcinoma, like most ovarian cancers, originates from the ovarian epithelium which is a single layer of cells found on the surface of the ovary. Patients with ovarian clear cell adenocarcinoma are typically above the age of 30 with a median of 54 which is similar to that of ovarian epithelial cancer in general. OCCA represents approximately 6% of ovarian cancers and bilateral ovarian involvement occurs in less that 50% of patients even in advanced cases. The association of OCCA and endometriosis is well documented (De La Cuesta, 243). This was confirmed by Kennedy et al who encountered histologic or intraoperative evidence of endometriosis in 45% of their study patients. Transformation from endometriosis to clear cell adenocarcinoma has been previously demonstrated in sporadic cases but was not observed by Kennedy et al. Hypercalcemia occurs in a significant percentage of patients with OCCA. Patients with advanced disease are more typically affected than patients with nonmetastatic disease. Patients with OCCA are also more likely to have Stage I disease than are patients with ovarian epithelial cancer in general (Kennedy, 348). Histologic grade has been useful as an initial prognostic determinant in some studies of epithelial cancers of the ovary. The grading of ovarian clear cell adenocarcinoma has been problematic and is complicated by the multiplicity of histologic patterns found in the same tumor. Similar problems have been found in attempted grading of clear cell adenocarcinoma of the endometrium (Disaia, 176). Despite these problems, tumor grading has been attempted but has failed to demonstrate prognostic significance. However, collected data suggest that low mitotic activity and a predominance of clear cells may be favorable histologic features (Piver, 136). Risk factors for OCCA and ovarian cancer in general are much less clear than for other genital tumors with general agreement on two risk factors: nulliparity and family history. There is a higher frequency of carcinoma in unmarried women and in married women with low parity. Gonadal dysgenesis in children is associated with a higher risk of developing ovarian cancer while oral contraceptives are associated with a decreased risk. Genetic and candidate host genes may be altered in susceptible families. Among those currently under investigation is

Seven Sisters Colleges Should You Go to One

Seven Sisters Colleges Should You Go to One SAT / ACT Prep Online Guides and Tips If you're looking at applying to elite liberal arts colleges, you've probably come across the Seven Sisters schools. But what schools are Seven Sisters colleges, and what makes them so special? In this article, we explain what the Seven Sisters schools are, which of them still exist, and which of them are still all-women's colleges. I'll also use my expertise as an alum of a Seven Sisters school to break down what the benefits are of applying to a Seven Sisters school and five tips for getting admitted. Feature image credit: Nicholas Knouf/Flickr What Are the 7 Sisters Colleges? When people refer to the Seven Sisters colleges, they're talking about this specific group of seven historically all-women's colleges in the Northeastern United States: Barnard Bryn Mawr Mount Holyoke Radcliffe (now part of Harvard) Smith Vassar Wellesley The name of the group comes from Roman mythology, where the Seven Sisters were the seven daughters of the god Titan and the nymph Pleione. All of the Seven Sisters colleges were founded in the 19th century between 1837 (Mount Holyoke) and 1889 (Barnard), with the goal of providing post-secondary education opportunities for women that were of similar caliber to what men were getting at colleges like Harvard and Yale. The Seven Sisters schools not only sought to give women access to a high-quality education but also actively searched for female faculty and administrators so that the schools were also led by women. These values continue through to today, with at least one of the Seven Sisters (Wellesley) never having had a male president. In the 1970s, when top formerly all-male schools like Harvard and Amherst were going co-ed, some women's colleges began to think about the same question. Radcliffe made the decision to merge with Harvard and no longer exists as an independent undergraduate college. While Vassar was offered a similar partnership with Yale, Vassar turned it down and decided to go co-ed on its own (a story which you'll definitely hear told on the campus tour). The rest of the Seven Sisters schools remained more or less women's colleges, but each of the five remaining non-co-ed Seven Sisters colleges has exchange programs with nearby co-ed schools that allow students to take classes outside of their own college. How much these intercollegiate academic programs affect life on campus vary widely from school to school. For instance, because of Barnard's close partnership with (and physical closeness to) Columbia University, there's a lot of crossover between the two schools. On the other hand, while Wellesley has an exchange program with MIT, Babson, and Olin, there aren't usually a lot of non-Wellesley students in classes, probably because of having to bus or drive between schools. There's a good bus system that allows students to take classes at Smith (pictured here), Mount Holyoke, Hampshire, Amherst, and UMass Amherst. Rusty Clark ~ 100K Photos/Flickr. List of the 7 Sisters Schools We've created a table for you to compare the names, locations, admission rates, sizes, and co-ed policies of the original Seven Sisters colleges. Name Location Admissions Rate Total Undergrad Enrollment Co-Ed?* Barnard New York, NY 13.9% 2,562 No Bryn Mawr Bryn Mawr, PA 34.1% 1,360 No Mount Holyoke South Hadley, MA 50.9% 2,208 No Radcliffe Cambridge, MA n/a n/a n/a Smith Northampton, MA 31.0% 2,502 No Vassar Poughkeepsie, NY 24.6% 2,456 Yes Wellesley Wellesley, MA 19.5% 2,534 No *Note: For the most part, the policy of the Seven Sisters schools is that anyone who identifies as female or who was assigned female at birth and doesn't identify as male may apply. If you're concerned you may not qualify, you should check with the individual school as to the specifics of their policy. RIP, Radcliffe College. Boston Public Library/Flickr. Why Apply to a 7 Sisters College? As someone who applied to and ended up choosing between Vassar and Wellesley for college, I have thought about this question a lot. Five reasons really stand out to me for applying to and attending a Seven Sisters college. #1: Get a Good Liberal Arts Education By going to a Seven Sisters college, you'll get a lot of the benefits you'd get from a good small liberal arts school, including... small class sizes good student-faculty ratios a strong focus on academics You'll also be encouraged to take classes outside your own school to broaden your academic horizons. Every one of the Seven Sisters schools has partnerships with nearby schools that allow you to take classes there. Whether you just want to take some co-ed classes or you're interested in a different learning environment, the net result is that you'll get a more diverse academic experience. Barnard's affiliation with and nearness to Columbia University means that Barnard students can easily cross-register to take classes there. Boston Public Library/Flickr. #2: Have a Higher Chance of Admission The Seven Sisters colleges are much less selective than comparable co-ed schools. This is illustrated in the table below, which lists five of the top liberal arts colleges in the country and their admissions rates. School Name Admission Rate Amherst 12.8% Bowdoin 10.3% Swarthmore 9.5% Wellesley 19.5% Williams 13.0% Despite being one of the top colleges in the country, Wellesley has 1.5 times to nearly double the admissions rate of comparable colleges. This is true across most of the remaining Seven Sisters colleges. Why are the admission rates higher for Seven Sisters schools? Well, since all of the remaining Seven Sisters colleges (except Vassar) do not accept male applicants, the pool of potential students is basically cut in half. Instead of competing against 8,000 students for 1000 spots, you might only be competing against 4,000 other students, which means you'll have a better chance of getting in. The comparatively decreased selectivity of the Seven Sisters schools has nothing to do with the quality of the schools - Wellesley and Smith in particular are known for their academic rigor. But by simple math, you have better chances of getting into a Seven Sisters school than you do an equally academically-rigorous co-ed school. #3: Gain a Life-Long Network The counterpart to the "good ol' boys" network of the Ivy League schools is the network created and fostered by graduates of the Seven Sisters colleges. If you go to a Seven Sisters school, you will gain access to a strong and supportive alumnae network that stretches beyond whatever individual school you attended to include all those who attended Seven Sisters schools. The benefits of this network range from having an advantage when job-searching because you have that inside connection, to getting tips on housing and settling in a new location after college or grad school, to connecting socially in a place where you might not know anyone. Become part of the interconnected network of Seven Sisters alums (ivy garland not included). Above: 1917 Smith College Graduation. Richard/Flickr. #4: Learn in an All-Women's Environment That most of the Seven Sisters colleges are all-women's schools is often a deciding factor for students considering whether or not to apply. For some, the idea of going to an all-women's college is unthinkable and may even seem archaic in the 21st century. However, one of the most valuable features of all the Seven Sisters schools (including Vassar), particularly in this day and age, is that they all promote the importance of women taking leadership roles and succeeding in the world. I personally didn't place a huge amount of importance on this factor when I was applying to colleges- in fact, Wellesley was the only all-women's college I applied to. But as a Wellesley student (and now alum), I found that being almost entirely surrounded by smart, driven, and confident women meant I felt compelled to rise to meet those standards myself. #5: Be in an LGBTQ+ Friendly Environment All of the Seven Sisters lean socially liberal to some extent, which includes having robust LGBTQ+ cultures on campus. The degree to which this is the case varies from school to school, and this is not to say that there aren't socially conservative students at Seven Sisters colleges, because there are. However, the overall environment at the Seven Sisters schools is generally social progressive and LGBTQ+friendly. If this is something you don't care about much one way or the other, you'll still be able to have a great experience at any of the Seven Sisters schools. And if being at a school where being LGBTQ+ is not just safe, but celebrated and part everyday normal life, then you should definitely consider applying to a Seven Sisters college. On the other hand, if you do not want to attend a school where LGBTQ+ students and culture are a significant part of campus life, a Seven Sisters school is probably not going to be a great fit for you. 5 Tips to Get Into the 7 Sisters Colleges Now that you've learned more about the Seven Sisters schools, you're probably champing at the bit to find out how to get accepted. I've gathered up five top tips for getting into a Seven Sisters school below, based on my experience as a prospective (and then admitted) student. Tip 1: Excel in School Just because the Seven Sisters colleges are relatively less selective doesn't mean that you can slack off academically. You'll still need a top GPA and test scores and strong letters of recommendation to have a good chance of getting in. Letters of recommendation are particularly important for Seven Sisters schools because of the value that those schools place on how you can contribute to their community. Because the alumnae networks are so central to the Seven Sisters colleges, the expectation is that if you are accepted and attend one of the schools, you'll be part of the community for a long time. Admissions officers at Seven Sisters schools want to be sure you're someone who exemplifies the quality of a Seven Sisters student, which means they don't just care about your grades; they also care about how you interact with teachers and other students. The bottom line is that to get into a Seven Sisters school, along with good grades, test scores, and GPA, you want your recommender to be able to describe your leadership, your personality, or your ability to work well both individually and as part of a group. You do not want them to write something impersonal like "Laura was a good student who succeeded academically in my class." Tip 2: Interview With an Alum Depending on where you're located, it might be tricky to set up an alumnae interview, and so it's not a required part of the application process. If at all possible, though, you should make sure to interview with a representative of the college, ideally with someone who attended the college themselves. Not only will interviewing with an alum give you a better idea of what the environment is like at that particular school, but it will also provide another data point for the admissions office about what you're like beyond a set of numbers. As I stated in the previous tip, the Seven Sisters colleges place a lot of value on choosing students who will flourish in their particular environments. Because of the strength of the alumnae network and the connection many alums feel to their alma maters, alumnae interviewers are as invested as you are in making sure not just that you're the right choice for the school, but that their school is the right fit for you. I honestly believe that my interview with an alum is what clinched my acceptance at Wellesley. Yes, I had a strong transcript and good SAT scores, but without the alumnae interview I did (that ended with the interviewer saying "You're the most Wellesley applicant I've seen in a while"), I don't know how things would have turned out. And just as importantly, that interview made me realize "Oh. Yeah. This school seems like a really good fit for me." Bryn Mawr. Mark Goebel/Flickr. Tip 3: Research the School All the Seven Sisters schools have a "Why [school name]?" component to their application. The question of why you want to attend the school isn't there just to boost the schools' egos; it's there because the admissions officers genuinely care about your reasons for applying and wanting to be part of those schools' communities. Because of this requirement, you need to thoroughly research whichever of the Seven Sisters colleges that you apply to. Don't just write an essay for Barnard and expect it to work for every Seven Sisters school. Instead, look into what makes each school unique and highlight the aspects that you value in your "Why [school name]?" essays. As with setting up an alumnae interview, the benefits of researching the school are not just that you'll increase your chances of getting in because you'll demonstrate your interest to the college, but that you'll also learn more about whether or not the specific school is the right fit for you. For instance, if you research Vassar, you'll learn that the campus is a designated arboretum and also gorgeous. Adam Jones/Flickr. Tip 4: Embrace That You're Applying to a 7 Sisters School It might feel like you're being too enthusiastic or overselling it if you emphasize the fact that you're applying to one of the Seven Sisters and that that's important to you. While you don't want to overemphasize it ("I truly believe that Smith, one of the Seven Sisters, is a great fit for me. From the first time I visited the women's college Smith, I knew I wanted to attend it"), you should not shy away from directly stating that attending a historically women's college is something that appeals to you. It's not some big secret that the Seven Sisters colleges were traditionally women's colleges that promoted women's education and women's success in the world; the schools are well aware of their own history and what they stand for. Even for Vassar, stating that you value the history of the school and the long tradition of valuing women's education will only help you (assuming you don't come off as insincere). You can be honest about doubts you have about applying to a non-co-ed school, but you still need to show that you appreciate the value of attending a college with a tradition of high-quality education for women. For instance, I'm pretty sure that in my "Why Wellesley?" essay, I wrote that I hadn't considered applying to a women's college until I visited Wellesley, but that after I visited campus and learned more about it I knew I wanted to apply (which was all true). If you can't come up with a way that you value that the school you're applying to is a Seven Sisters school, then you shouldn't be applying to a Seven Sisters school. Mount Holyoke. Barry Stock/Flickr Tip 5: Don't Call It an All-Girls School When you write your personal statements or your "Why [school name]?" essays for one of the all-women's Seven Sisters, do not call the school an "all-girls school;" call it a women's college. This might seem like a relatively minor point compared to the other things I've mentioned, but it's actually a really useful tip to keep in mind if you're applying to any of the all-women's Seven Sisters schools. The term "all-girls school" is not one that the schools ever use to refer to themselves, so using that term demonstrates that you have done pretty much no research into the school. It also implies (even if you don't mean it to) a certain disdain for the school, as if attending a non-co-ed school is for children. So make sure to check all of your application materials and change any instances of "all-girls school" to "women's college." It's a simple change that will create a positive, or at least neutral impression if you do it, but will leave an extremely negative impression if you don't. Boston Public Library/Flickr. What's Next? Planning out your college visits but not sure where to go? Our guides on how to choose a college and what colleges you should apply to will help you organize your trip. What do I mean when I say that the Seven Sisters schools are top liberal arts colleges? Find out what a liberal arts college is with this article. Do you have what it takes to get into the most competitive schools? Get the inside scoop on the most selective colleges and which colleges have the highest SAT and ACT scores. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Wedding Toast Quotes for the Father of the Groom

Wedding Toast Quotes for the Father of the Groom At a wedding reception or grooms dinner, the couples parents may be tasked with coming up with toasts. Here are a few quotes for the father of the groom to weave into his speech of well wishes, advice, and touching memories to share with the crowd and the newlyweds. Helen Rowland Falling in love consists merely in uncorking the imagination and bottling the common sense. J. Krishnamurti The moment you have in your heart this extraordinary thing called love and feel the depth, the delight, the ecstasy of it, you will discover that for you the world is transformed. Mother Teresa ï » ¿It is not how much we do, but how much love we put in the doing. It is not how much we give, but how much love we put in the giving. Tom Mullen Marriage- as its veterans know well- is the continuous process of getting used to things you hadnt expected. Andre Maurois A successful marriage is an edifice that must be rebuilt every day. Ogden Nash To keep your marriage brimming, with love in the loving cup, whenever youre wrong, admit it; whenever youre right, shut up. Victoria Secunda, Women and Their  Fathers, 1992 Sons are for fathers the twice-told tale. Jane Austen I pay very little regard to what a young person says on the subject of marriage. If they profess a disinclination for it, I only set it down that they havent seen the right person yet. Zsa Zsa Gabor A man in love is incomplete until he is married. Then hes finished. Joey Adams A psychiatrist asks a lot of expensive questions; your wife asks for nothing. Joseph Leunig Love one another and you will be happy. Its as simple and as difficult as that. Mignon McLaughlin A successful marriage requires falling in love many times, always with the same person. Henry David Thoreau There is no remedy for love but to love more. Nanette Newman A good marriage is at least 80 percent good luck in finding the right person at the right time. The rest is trust. Sir Harold Nicolson The great secret of a successful marriage is to treat all disasters as incidents and none of the incidents as disasters. Paul Tillich The first duty of love is to listen. Alfred A. Montapert The man or woman you really love will never grow old to you. Through the wrinkles of time, through the bowed frame of years, you will always see the dear face and feel the warm heart union of your eternal love. Winston Churchill A family starts with a young man falling in love with a girl. No superior alternative has been found. Alfred A. Montapert The secret of health, happiness, and long life: If you simply learn how to accept and express love, you will live longer†¦be happier†¦grow healthier. For love is a powerful force. Antoine de Saint-Exupà ©ry Love does not consist of gazing at each other, but in looking outward together in the same direction. Greek Proverb A heart that loves is always young. Hawkeye Pierce in M*A*S*H Without love, what are we worth? Eighty-nine cents! Eighty-nine cents worth of chemicals walking around lonely.

Jonathan pollard Research Paper Example | Topics and Well Written Essays - 1250 words

Jonathan pollard - Research Paper Example Having completed his high school and scored well, he joined Stanford University to study political science where he graduated with a degree, and later joined several graduate schools but did not finish a post graduate degree (Olive, 2006). During his high school years, he was a trouble maker and when he transitioned to the university he developed more interest in the Israel history and the Holocaust seemed to form art of his major interest, owing to the fact that his immediate family had been adversely affected by it. Pollard developed much interest in the intelligence career after his university studies, and he consequently applied for intelligence jobs both in the CIA and the US Navy, but the CIA turned down his application since he tested positive for drug use for the several past years (Goldenberg, 1993). However, the Navy Intelligence Command (NIC) found him suitable for intelligence gathering due to his interest in intelligence issues, thus was hired as an intelligence specialist in 1979 (Taylor, 2014). Pollard had indicated signs of inappropriateness for the intelligence career earlier in his employment, when his immediate supervisor had requested the termination of his employment after he was found to lie about issues related with the CIA involvement of his family. However, rather than terminating his employment, he was simply deployed to a different department of the NIC (Olive, 2006). Thus, he was recommended for termination or deployment to non-sensitive area of the intelligence service where he could not be involved in direct intelligence collection, but kept evading the arm of the recommending officers while transferring to different departments. In 1984, he applied for promotion to the position of naval intelligence analyst, and was subsequently accepted after the departmen t was reorganized (Shaw, 2001). John Pollard’s espionage started after he met an Israel Air force officer on leave, who was seeking to earn a

Crash 2005 Movie Review Example | Topics and Well Written Essays - 1500 words

Crash 2005 - Movie Review Example From this paper it is clear that  more than a being a picture, Crash is a social documentary of how racism or the tendency to discriminate and systematically oppress others is deeply rooted in our society as defined by Scupin. It is the perfect analogy of how we as a human race deal with life, people and our own experiences. Physical characteristics and racial differences may be interpreted as two distinguishing traits that separate us.  This reseach highlights that  another example of this occurred at the beginning of the film when the Persian family was attempting to purchase a gun. The clerk at the gun shop made a few blatantly racist comments about the perceptions of the customers. There were several references to the twin towers and planes. It didn’t matter that the two were Persian, not Arab. A reoccurring theme was that post 9/11, all Middle Eastern people became potential terrorists. It is amazing that people have the ability to interpret bad events and cast thei r own prejudices on different ethnic groups to mask their feeling of anger and frustration.  Certain stereotypes have stood the test of time, no matter how many strides for racial equality have been made.  Perhaps stereotypes like that have maintained their prevalence because there are so many people that perpetuate them. It is often believed that all young black men are destined to be thugs, criminals and drug dealers. Additionally it is a common statistic that the majority of incarcerated males are African American.... Another example of this occurred at the beginning of the film when the Persian family was attempting to purchase a gun. The clerk at the gun shop made a few blatantly racist comments about the perceptions of the customers. There were several references to the twin towers and planes. It didn't matter that the two were Persian, not Arab. A reoccurring theme was that post 9/11, all Middle Eastern people became potential terrorists. It is amazing that people have the ability to interpret bad events and cast their own prejudices on different ethnic groups to mask their feeling of anger and frustration. Certain stereotypes have stood the test of time, no matter how many strides for racial equality have been made. Sandra Bullock's character made the statement about the relationship between white and black people: "If a white woman sees two black men walking towards her and turns the other way, she's a racist. Well I got scared and didn't' say anything, and the next thing I knew, I had a gun shoved in my head!" Perhaps stereotypes like that have maintained their prevalence because there are so many people that perpetuate them. It is often believed that all young black men are destined to be thugs, criminals and drug dealers. Additionally it is a common statistic that the majority of incarcerated males are African American. As a young black man, it must be difficult to break free of that stereotype. "Things will never change." That attitude along with the perpetuation of existing stereotypes may be largely responsible for negative racial longevity. Ludacris' character was one of the most interesting to me. Here was this articulate young

Marie Antoinette Essay Example for Free

Marie Antoinette Essay Queen Marie Antoinette lived in France Just over 200 years ago. At the start of her life, she was surrounded by love by the people and luxury. But after many years of heartache and disappear, Marie dies a prisoner. Hatred by millions of ordinary people and deserted by most of her rich friends. We see Marie life change dramatically by a few different decisions made. There were many issues that surrounded the tragic death of Marie, but people fail to recognize what good she brought to France and how she was greatly Judged by all the people of France. There are different attitudes that the public had. This was influenced by many issues including her background being Austrian and the different interpretations that were laid of her, and most importantly, the effect that she had on the French Revolution. As Maries life was short by dieing at the age of 37 she made a great impact on France and even the world. Marie Antoinette was born in Austria, a daughter of Francis l, Holy Roman Emperor, and Austrian Empress Maria Theresa. She was born on the same day as the famous earthquake of Lisbon. As with most royal daughters, Marie Antoinette was promised in marriage in order uild a diplomatic alliance between her birth family and the family of her husband. Marie Antoinette married the French dauphin, Louis, grandson of Louis XV of France, in 1770. He ascended the throne in 1774 as Louis WI. Marie Antoinette was welcomed in France at first. Her frivolity contrasted with the withdrawn personality of her husband. After her mother died in 1780, she became more extravagant and this led to growing resentment. The French were suspicious of her ties to Austria and her influence on the King in attempting to foster policies friendly to Austria. Marie Antoinette, formerly welcomed, now was vilified for her spending habits and opposition to reforms. The 1785-86 Affair of the Diamond Necklace, a scandal in which she was accused of having an affair with a cardinal in order to obtain a costly diamond necklace, further discredited her and reflected on the monarchy. After an initial slow start at the expected role of childbearer, her husband apparently had to be coached in his role in this; Marie Antoinette gave birth to her first child, a daughter, in 1778, and sons in 1781 and 1785. By most accounts she was a devoted other. The attitude towards Marie Antoinette was very negative for basically for her whole life. It started off with troubles with her family life. Marie Antoinette found her husband and life at court boring. She spent most of her time with her friends and neglected her duties. The French began to say that she was a silly foreigner who spent too much time. Her popularity increased after her first child was born in 1778. Regardless of these changes, the public continued to blame her for her previous She was called Madame Deficit, and became the subject of pornographic, pro- evolutionary propaganda. While the phrase, Let them eat cake was never spoken by Marie Antoinette, the rumor illustrates the public sentiment for the queen on whom they blamed every unfortunate circumstance. Likewise, the Diamond Necklace Affair contributed further to the queens demise although she had no involvement in the situation whatsoever. In an effort to increase his status within the French court, Cardinal de Rohan fell victim to Comtesse de La Motte who hired a prostitute to pose as the queen and meet the cardinal in the Versailles garden at night and then old the cardinal that the queen wished for him to purchase an extravagant diamond necklace in her behalf. The necklace was purchased in the queens name, given to La Motte by the cardinal, who in turn gave it to her husband who sold it in London. The scandal became public when the Jeweler demanded payment for the necklace from the queen. Though both the cardinal and La Motte were tried for their crimes, the situation spurred on more rumors. When a mob descended on Versailles in 1789, demanding blood, Marie Antoinette faced the crowd alone, going out on a balcony with a bow and curtsey. The family was then moved to the Tuilere Palace in Paris where they were kept on house arrest. The familys attempt to flee in 1791 was thwarted by the means of transportation chosen by the queen herself. Refusing to leave her children behind to follow her and the king, Marie Antoinette insisted that the family flee together in a larger, slower coach than originally proposed, which enabled their capture. On August 10, 1792, the royal family was arrested on suspicion of treason and on January 21, 1793, King Louis XVI was executed. After her husbands death, in July 1793, Marie Antoinettes son was aken from her. The poor woman begged that her son be allowed to stay but she was powerless to change the will of the ministers. The boy was put under the care of Simon, a cobbler and one of the Commissaires of the Commune, and died of neglect within two years. In September 1793, Marie Antoinette was separated from her daughter and sister in law. Now called Widow Capet, Marie was transferred to months of solitary confinement in the dank Conciergerie prison, where she was under twenty-four hour guard by revolutionaries who from behind their screen watched her every move. The Conciergerie prison was the antechamber to death. In this dank prison, she lost much weight and her eyesight began to fail, but she did not have long to live. On October 14, she was woken by the Revolutionary Tribunal. The trial was a horror, with the Queen attacked more as a person than as a queen. Her own son was forced to testify that she abused him. The queen bravely replied to all charges and to this she said, If I make no reply, it is because I cannot, I appeal to all mothers in this audience. Despite her eloquence, the verdict was never in doubt. Like the king, Marie was found guilty. When she came to her death on October 16, 1793, many gasped for Marie Antoinette was Just 38, but the crowd saw (as artist David sketched) an old hag in peasant garb, ragged and grey a stark contrast to elegant and voluptuous Queen of Trianon, the child of fortune, she had been Just 4 years earlier. Marie Antoinettes in the garbage cart amid the crowds whistles and Jeers. Yet, the poor woman sat straight and tried to retain her dignity. To the end, Marie Antoinette displayed a queens bearing and courage, in the face of all adversity. After her final ordeal, the body of Marie Antoinette was harshly pushed on to the guillotine plank, her head placed in the vice and at noon the blade fell to loud cheers all round. Never has Piere Duchesne seen such Joy as seeing that whores head separated from her crains neck. Sanson held her bleeding head high for all to see. Later her head was throne in the cart between her legs. The body of Marie Antoinette was left on the grass before being dumped in an unmarked grave. So ended the life of once the most illustrious and glamorous woman in all Europe.

raccoon report Essays -- essays research papers

Raccoon Report GENERAL OVERVIEW   Ã‚  Ã‚  Ã‚  Ã‚  Raccoons (Procyon lotor) belong to the Procyonidae (those who came before the dogs’ family). This highly intelligent mammal has a rounded head with a short nose, small ears, and a sturdy body with minimum-length, thick, grayish brown fur. Raccoons are easily identified by a distinctive pattern of alternating black and yellowish white rings around a large bushy tail. They are also identified by a unique narrow black face mask with two white patches above the eyes. The average length is 2 to 3 feet long (including the tail) and 12 inches high, weigh 8 to 22 pounds (heaviest in autumn), and live for 10 to 13 years. Females produce one litter per year, numbering from one to six kilts and averaging four to five. SPECIAL FEATURES AND ADAPTATIONS Raccoons have had a long time to adjust and adapt to different surroundings. Raccoons have keen senses of smell and hearing. (Blashfield, 2004) They are strong and agile, hence good tree and fence climbers. Each foot has five long and slender digits, which operate with remarkable dexterity. This was an adaptation developed for living in dense forests and heavy tree populated areas. In the wild, they use their front feet for finding food in water, opening shellfish, and conveying food to the mouth. In urban areas the raccoon has learned to dig through human garbage as a significant food source. In adapting to human habitat, they often apply this dexterity to opening garba...

Mass Crime Lab Case

Former Massachusetts State Crime Lab chemist, Annie Dookhan, has been indicted on twenty-seven counts of tampering with evidence, perjury, and obstruction of justice after a legal fallout that has jeopardized thousands of drug cases (Smith). Dookhan admitted to â€Å"dry-labbing† (distinguishing a sample is a narcotic based on appearance instead of actually testing), altering test results, and â€Å"deliberately turned a negative sample into a positive for narcotics a few times†. Another way in which she tampered with the testing samples was by exaggerating the weight of seized drugs in order to cause the accused party to receive harsher penalties. As a result of the chemist’s actions, many innocent people have served jail time, while deserving criminals were let off the hook. Even though her coworkers and supervisors were suspicious on several occasions throughout the course of several years, she was not caught until 2011 when she admitted to forging a colleague’s signature on paperwork. It was not until this action, that she was finally suspended from her duties (The Living Case). The next thought that occurs to someone reading this story is â€Å"Why†. What would possess someone to risk his or her job and credentials? It is hard to understand what exactly would motivate Annie Dookhan to commit this type of crime considering that her life was not directly impacted by the fates of the defendants her samples belonged to. Frederick Herzberg’s motivation-hygiene theory, also known as the two-factor theory, could be applied in this case. Lab executives leadership style Crime labs would be better served if they were operated privately and contracted by states rather than run by a police department. There is cause for concern when a state prosecutor has intrinsic ties to the people testing the evidence he or she needs to convict a felon. It is an absolute conflict of interest to have a crime lab under the control of the police. Northeastern University law professor Daniel Medwed said, â€Å"There are often implicit pressures [on crime lab technicians] to help out prosecutors – to testify in cases in a way that supports their perceived colleagues in law enforcement† (The Living Case). As a result of the outcome of the Melendez-Diaz v. Massachusetts case, chemists are now required to be present at the trial of the substance they tested in order to be cross-examined on their testimony (Melendez-Diaz v. Massachusetts). Bearing in mind that their testimony carries a lot of weight in a trial, chemists should remain separate so that issues of prejudice or bias arise. Aside from that issue, being run be the state police produces problems in relation to the management of the crime lab reporting any errors in testing that may occur. The leaders may feel that exposing problems would only increase a backlog of paperwork and further testing as a result of an internal investigation. In this case, it does not seem that the leadership was affected by police involvement as the lab was run by the Department of Public Health during the period of the incidents. Sources: * I was unsure how to cite the case given to us as most of my information is derived from there, and I did not see where Kirkman provided source information. * http://www.supremecourt.gov/opinions/08pdf/07-591.pdf * http://www.npr.org/2013/03/14/174269211/mass-crime-lab-scandal-reverberates-across-state

Cognitive Dissonance

Cognitive Dissonance Cognitive dissonance is having a thought, idea, attitude, or belief that seems to be out of tune. Cognitive dissonance tends to result in different ways based on the situation that it occurs in. If a person is forced to say an opinion that differs from their own, they experience an out of tune feeling. In Roger Hock’s book â€Å"Forty Studies that Changed Psychology,† he recognizes the study of cognitive dissonance performed by Leon Festinger. In â€Å"Thoughts Out of Tune,† the article specifically explaining Festinger’s study, Hock goes further into detail.He explains that if we are forced to state an opposed view, while preparing for it, we tend to believe it along with out own. This creates confusing, stress, and dissonance. Festinger’s study explains why and when people may or may not feel cognitive dissonance. Festinger proposed whatever you state publicly, will be a reflection of your personal views. If any person must sp eak publicly for any reason that goes against their own private belief, they will definitely feel uncomfortable. However, when offered a reward, the comfort levels can change.If someone offers the speaker a large reward, the speaker will feel more comfort in changing their attitude about the ideas or beliefs being said, even when they don’t believe them. If someone offers the speaker a small reward, the speaker will feel more discomfort because they do not feel there was justification in what they are being rewarded and will have more of a negative attitude than those being greater rewarded. Festinger performed his experiment on a control group, group A, and group B. Each group contained twenty participants. Group A was the group given one dollar to perform the experiment.Group B was given twenty dollars to perform the experiment. All group were interviewed after the performing ‘the experiment,’ which was to empty and refill a tray of 12 spools for 30 minutes and to turn 48 square pegs a quarter of a turn clockwise for 30 minutes. This was done in order to bore the participants and create negative feelings about what they had to do. Afterwards they were asked to fabricate their feelings toward the experiment to another group waiting outside. Group A was given one dollar. Group B was given twenty dollars. The control group was given no money and was able to be interviewed after performing the tasks.Group A and group B were told after speaking their opposed opinions that the experiment was fun and exciting, they were able to be interviewed and leave. The interview questioned their true beliefs on how they felt toward ‘the experiment. ’ They were asked to rate the experiments on a scale that offered the questions: whether the tasks were interesting and enjoyable, how much the person learned about their ability to perform the tasks given, whether they believed the experiment and tasks were measuring any importance or not, and if th ey had any desire to participate in another experiment similar to the one performed.In the findings, the control group had extremely negative ratings on the questions asked. Festinger concluded that when demanded to realize the differences among personal views and attitudes, we would tend to feel cognitive dissonance. This can encourage us to bring change to these views or attitudes to enforce them to become harmonious and agreeable with each other. This will continuously create changing attitudes whether they are big or small. The change will depend on the justification for the behavior.Festinger’s conclusions had shown to support his hypothesis. David Matz and Wendy Wood performed an experiment similar to Festinger’s study. Matz and Wood did a study on cognitive dissonance in groups and the consequences of disagreement. In the first of several experiments done, they tested ‘the nature of arousal induced by attitude heterogeneity in groups. ’ This determi nes if attitude likeness in groups could be related to dissonance. In the study, people were placed into groups. These groups were given one of three possible situations.These situations included what would occur after taking a survey. The groups would either discuss what they decided for a major issue, discuss their decisions and try to come to a consensus, and the last group would not discuss anything about the survey at all. The participants that were educated about the study acted as though they had a particular opinion. After the discussion, the participants, of the decision-making group, filled out a questionnaire about the responses and ease of agreeing for a consensus.The results were that the group having to reach a consensus found it easy and were motivated when the group was able to agree as opposed to when the group disagreed. The participants admitted to feeling anxiety and discomfort when having a disagreement with the group. This relates to Festinger’s study be cause they both relate to feeling uncomfortable. Although Festinger’s experiment was concentrated on a self and not a group, they both explain how different situations can cause discomfort and negative feelings.Festinger explains how someone not expressing their true feelings for any reason will undergo the feelings of cognitive dissonance. Matz and Wood are explaining the same thing but showing how people can understand cognitive dissonance by holding their opinions and not expressing themselves in fear of going against a group. The disagreement creates negative feelings causing the participant to feel out of place or out of tune. These experiments teach us that not expressing how we feel for any reason whether it’s being paid, persuaded, in fearfulness, we will tend to feel negative emotions.Disagreement will always cause discomfort in turn causing cognitive dissonance. References Chen, M. K. , & Risen, J. L. (2010). How choice affects and reflects preferences: revis iting the free-choice paradigm. Journal of Personality and Social Psychology, 99(4), 573-594. doi: 10. 1037/a0020217 Festinger, L. , & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of Abnormal and Social Psychology, 58, 203-210. Hock, R. R. (2008). Forty studies that changed psychology: explorations into the history of psychological research (6th ed. ).Upper Saddle River, NJ: Pearson Prentice Hall. Matz, D. C. , & Wood, W. (2005). Cognitive dissonance in groups: the consequences of disagreement. Journal of Personality and Social Psychology, 88(1), 22-37. doi: 10. 1037/0022-3514. 88. 1. 22 Newby-Clark, I. R. , McGregor, I. , & Zanna, M. P. (2002). Thinking and caring about cognitive inconsistency: when and for whom does attitudinal ambivalence feel uncomfortable? Journal of Peronality and Social Psychology, 82(2), 157-166. doi: 10. 1037/0022-3514. 82. 2. 157 Norton, M. I. , Monin, B. , Cooper, J. , & Hogg, M.A. (2003). Vicarious dissonance: Attitude ch ange from inconsistency of others. Journal of Personality and Social Psychology, 85(1), 47-62. doi: 10. 1037/0022-3514. 85. 1. 47 Push, S. D. , Groth, M. , & Hennig-Thurau, T. (2011) Willing and able to fake emotions: A closer examination of the link between emotional dissonance and employee well-being. Journal of Applied Psychology, 96(2), 377-390. doi: 10. 1037/a0021395 Rosenberg, M. J. (1960). Attitude organization and change: An analysis of consistency among attitude components. New Haven: Yale University Press.

Didelphodon - Facts and Figures

Didelphodon - Facts and Figures Name: Didelphodon (Greek for opossum tooth); pronounced die-DELL-foe-don Habitat: Swamps, lakes and rivers of North America Historical Period: Late Cretaceous (70-65 million years ago) Size and Weight: About one foot long and a few pounds Diet: Insects and small animals; possibly omnivorous Distinguishing Characteristics: Opossum-like teeth; semi-aquatic lifestyle; short, powerful jaws About Didelphodon Throughout the history of life on earth, marsupials have been mostly confined to two continents: Australia (where the vast majority of pouched mammals live today) and Cenozoic South America. However, one family of marsupialsthe pint-sized opossumshave prospered in North America for tens of millions of years, and are represented today by dozens of species. Didelphodon (Greek for opossum tooth), which lived in late Cretaceous North America alongside the last of the dinosaurs, is one of the earliest opossum ancestors yet known; as far as we can tell, this Mesozoic mammal wasnt significantly different from its modern descendants, burrowing underground during the day and hunting for insects, snails and possibly the hatchlings of prehistoric turtles at night. One of the odd things about Didelphodon is that it was apparently suited to a semi-aquatic lifestyle: the recently discovered skeleton of a nearly intact specimen, recovered near a Triceratops individual, reveals a sleek, otter-like body equipped with a Tasmanian Devil-like head and strong jaws, which may have been used to feast on mollusks in lakes and rivers, as well as insects, plants, and pretty much anything that moved. However, one shouldnt take Didelphodons guest appearances on animated TV documentaries too literally: in one episode of Walking with Dinosaurs, this tiny mammal is depicted unsuccessfully raiding a clutch of Tyrannosaurus Rex eggs, and an installment of Prehistoric Planet shows Didelphodon scavenging the carcass of a juvenile Torosaurus!

Most Common Italian Words

Most Common Italian Words What are the 100 most commonly used Italian words? Its a frequently asked question, usually under the assumption that learning those words first will enable one to begin conversing more quickly in Italian. The following list, generated from subtitles of movies and television series (with a total of about 5.6 million words in 2008), includes the dictionary form where appropriate. 100 Most Common Italian Words RANK WORD LEMMA FORM 1. non non 2. di di 3. che che 4. à ¨ essere 5. e e 6. la la 7. il il 8. un un 9. a a 10. per per 11. in in 12. una una 13. mi mi 14. sono essere 15. ho avere 16. ma ma 17. l' la / lo 18. lo lo 19. ha avere 20. le le 21. si si 22. ti ti 23. i i 24. con con 25. cosa cosa 26. se se 27. io io 28. come come 29. da da 30. ci ci 31. no no 32. questo questo 33. qui qui 34. e' essere 35. hai avere 36. sei essere 37. del di + il 38. bene bene 39. tu tu 40. sà ¬ sà ¬ 41. me me 42. pià ¹ pià ¹ 43. al a + il 44. mio mio 45. c' ci 46. perchà © per + chà © 47. lei lei 48. solo solo 49. te te 50. era essere 51. gli gli 52. tutto tutto 53. della di + la 54. cosà ¬ cosà ¬ 55. mia mia 56. ne ne 57. questa questa 58. fare fare 59. quando quando 60. ora ora 61. fatto fare 62. essere essere 63. so sapere 64. mai mai 65. chi chi 66. o o 67. alla a + la 68. tutti tutto 69. molto molto 70. dei di + i 71. anche anche 72. detto dire 73. quello quello 74. va andare 75. niente niente 76. grazie grazie 77. lui lui 78. voglio volere 79. abbiamo avere 80. stato essere 81. nel in + il 82. suo suo 83. dove dove 84. posso potere 85. oh oh! (interjection) 86. prima prima 87. allora allora 88. siamo essere 89. d' di 90. uno uno 91. un' una 92. sua suo 93. tuo tuo 94. hanno avere 95. noi noi 96. sta stare 97. fa fare 98. due due 99. vuoi volere 100. ancora ancora

The Real Computer Virus Essay Example | Topics and Well Written Essays - 500 words

The Real Computer Virus - Essay Example It is, however, examples with dangerous consequences that give a chilling shock to readers and forces them to take notice of effects of disinformation. Careless use of unsubstantiated information can have dangerous and lingering effects on social groups. Cannon recalled that in a â€Å"PrimeTime Live† show hosted by Dianne Sawyer, she claimed a â€Å"government statistic† indicated that gay teenagers were thrice as likely to commit suicide than others. Though she later shunned responsibility by attributing this information to Ellen Degeneres, the guest on the show, the effects were long lasting. Investigation revealed that this assertion about gay teenagers was not a statistic but just an opinion of a social worker in San Francisco. In fact, real studies by professional organizations like the CDC had concluded that there was no evidence to back this claim. Still, the myth of gay teenagers being amenable to suicide crept into the Internet domain and newspapers of repute such as New York Times, Chicago Tribune and others. Television networks picked it up and propagated it further. Gay rights activists too, including a Governor of Massachusetts, used it to gain public relation victories. In reality, however, this compartmentalized the gay community further and labelled them as suicide prone. Other than unsubstantiated labelling of a social community, this disinformation also could become a false refuge for gay teenagers who struggle for their identity. In yet another example, a major health disaster loomed over South Africa as a result of believeing an already discredited piece of information on the Internet. President Thabo Mbeki, refused discounts for South Africa on life-saving drugs for AIDS simply because he believed they were not the cure. His source of this information, or rather disinformation, was a website. With many theories surrounding the disease of

Communication or marketing strategies Case Study

Communication or marketing strategies - Case Study Example There are three basic objectives behind communication strategy. These are to create awareness about the brand, to shape the consumer's outlook towards it and also to stimulate her purchasing intent towards the brand. This process has become significantly more important nowadays due to influx of huge numbers of alternative products in any category and due to the ever increasing number of choices in front of the consumer; in the automobile industry the situation is not any different. So to entice the consumer towards a brand and to excite her to buy the product, then making sure that she stays on with the brand and makes a repeat purchase are some of the fundamental imperative objectives of any communication strategy. (Vos M., Schoemaker H., Rusland G., 2004). Ford Motor Company was established in the year 1919 in US. The company produces a range of automobiles from cars to trucks and buses under brands like Ford, Lincoln, Mercury, Volvo. The company also deals in financial services, the prominent among them being Ford Motor Credit Company also know as Ford Credit. (Full Description, April 2009) Under Cars the brands are Focus sedan, Focus Coupe, Fusion Mustang and Tauras.I n Hybrids the brands are Fusion hybrid an Escape hybrid. The crossover brands are Taurus X, Flex and Edge. SUVs comprise of Escape, Sport Trac, Expedition and Explorer. The trucks range consists of Ranger, F-150, F-250 Super Duty, F - 450 Super Duty and E-Series. Important marketing campaigns: Important marketing campaigns in recent times; objectives, target and strategies: Bold Moves Campaign - In 2006 May, Ford launched a new campaign under the concept 'Bold Moves' to inspire buyers to recognize and appreciate the company's bold new image. The campaign uses famous singer Kelly Clarkson's music with images and video portraying cars and buyers. The goal behind the campaign has been to change the mindset of the consumer towards Ford vehicles which have not been selling in large number. Critics have argued about the campaign pointing out that only a bold campaign would not be making any difference rather a bold product portfolio would help the company in notching up sales. Some experts said that the company had launched the campaign keeping in mind the future also. They said Ford might be using this campaign to make the consumer ready for its future launch of bold vehicles. JWT Marriott was the agency behind the campaign and they claimed that the campaign was a long term one with a complete turn around of the brand on their minds. The turn around effort w as termed the Way Forward by the company.( Ford's bold moves fall flat with viewers, August 2006) The Bold Moves campaign was used massively for the Ford crossover vehicle the new EDGE. The company planned to spend more than $100 million behind advertising for the EDGE model. The campaign consisted of television ads on various language TVs which included English, Chinese, Korean, Spanish, etc. famous singer Beyonce Knowles was roped in for singing in the ads.

Email writing regarding whether or not to join the organization Essay

Email writing regarding whether or not to join the organization regarding Nikes Honduran situation - Essay Example hink that once Nike heard about the conditions of the workers at each of these factories that they should have pulled their contracts from these factories and looked for other places to fulfill their orders without violating the rights of their workers. Furthermore, I do believe that Nike changed their stance when Universities in the United States started to pull licensing contracts from Nike and the potential of losing money became a factor. There really is no way to know for certain whether or not the students, universities, and workers ever received all the information. But after reading a few articles, in my opinion, it looks as a whole no body ever had all the facts. What facts they do have seem to be coming just from the two workers touring the country with the reasoning behind why the two factories closed rather than resolve the situation. And whether or not students should be activists, I do believe that students should try to do something. I do believe that companies should pay attention to them. But at the same time, companies should also have ways to disclose information to their main offices from their factories as to determine whether or not their standards and practices are being followed. I hope my opinions help you on making a decision whether or not we should be involved with USAS. If you have any further questions, you can reach me by phone at 123-456-7890 or by e-mail at 123456789@email.com Yoshikane, Akito. "Honduran Workers Speak Out Against Nikes Labor Violations." In These Times. n.p., April 21, 2009. Web. 26 Sep 2011.

Treatment and Interventions for Osteoarthritis

Treatment and Interventions for Osteoarthritis INTRODUCTION Osteoarthritis is very common among the old age people. It is also termed as wear and tear arthritis as it occurs when the protective cartilage, surrounding the bones, wears and tears down. In the present case study, an old woman, 87 years of age, is admitted into the hospital as she was found near her bed. Although she was lucid and conscious, she was incapable to walk on her own. This report studies intensively the case of Mrs. Mabel and outlines the problems faced by patients like her, who have had past history of osteoarthritis. The report also identifies the potential treatment options and the interventions necessary in such cases. ASSESSMENT The two basic nursing assessment tools for assessing the health condition of Mrs. Mabel are the Brief Pain Inventory (BPI) and the Geriatric Depression Scale (GDS). In the former, an intensive analysis of pain including its location, history and interference with activities (Seyed K. Malakouti et al. 2006). The pain is recorded on a scale of 10, with 0 representing no pain and 10 representing pain as bad as you can imagine. The latter tool was designed to assess the depression score in the older patients. Score 11 or greater than 11indicates severe depression. This tool has screening efficiency as it relies on affective rather than the physical symptoms (Tito Mendoza 2006). CLIENT’s HEALTH PROBLEMS Studying the case of Mrs. Mabel, it is evident that the three health problems related to her are the inflammation, severe joint pain and cold and cough. Inflammation occurs when the chemicals from the body are released to the site of infection or injury. Mrs. Mabel was found to have inflammation in her lower leg i.e. swelling and persistent pain, possibly due to leakage of fluid into the tissues. Since cold and cough is generally a symptom in every old patient, in case of Mrs. Mabel it is important to treat the joint inflammation first, followed by the pain and eventually the medications for addressing cough and cold. The pain in osteoarthritis is generally caused when the wear and tear of the cartilage, that surrounds the joint, is to a great extent, such that the ligaments and the tendons are completely stretched out, causing pain. The cartilage acts as a shock absorber and also reduces friction in the joints. Lastly, since we know that Mrs. Mabel had been a smoker in the past, the chances of suffering from cold and cough are pretty high. It is therefore necessary to address the inflammation first, so that the pain in that area is comparatively reduced and then give pharmacological or non pharmacological assistance in reducing the pain in other joints as well. To ensure safe and quality care of Mrs. Mabel, these problems should be addressed in accordance with their priorities. The age factor of Mrs. Mabel should also be taken into consideration as many treatment options, even most of the medications, will prove to be harmful for her age. She should be given the support to move along and also be encouraged to participate in daily activities. GOALS The major goals of osteoarthritis treatment include alleviation of pain and restoring the normal functioning of the person. Since Mrs.Mabel has a serious pain issue such that she complains about it frequently and it is hampering her normal being, it is important to address and treat her pain and reduce her discomfort. Another goal should be to restore her normal functioning. As we know that the right leg of Mrs. Mabel is comparatively shorter than the left leg, she faces problem in moving around and needs a constant support to assist her mobility. Therefore, it is important to address the inflammation in her lower leg and prevent its reoccurrence. To address these goals, the patient generally receives both pharmacological and non pharmacological treatment, the former comprising of drugs and NSAIDs, while the latter comprising of therapies and the physical exercises. Surgical interventions have also suggested that if the joints are severely damaged, then the only option available for treatment is the partial or complete replacement of the joint. INTERVENTIONS The first and the foremost goal is to relieve pain and that can be mediated by psychological intervention techniques like providing education through various programs, coping skills training (CST) and cognitive behavioral therapy (CBT). These techniques help in enhancing self efficacy, help in managing stress, reduce helplessness and catastrophizing. Most patients have easy access to the basic medical care but the psychological aspects are generally neglected. The most commonly used educational intervention is the community based Arthritis Self Management Program, which targets the self efficacy skills and helps in management of arthritis symptoms (Catherine Backman 2006). On the other hand, CBT and CST approaches include cognitive and behavioral exercises like guided imagery or relaxation, changing activity patterns, etc. These exercises help in active coping and alleviation of pain in the osteoarthritis’ patients. The second goal is t restore the normal functioning of the joints and this can be achieved by rehabilitation program that helps in motion of the knee and thereby reduces pain also. The patient is advised to do regular exercises including heel prop exercises, prone hang exercises and also the towel extension stretches. These exercises help in knee extension which is opposite and equal to the normal knee. If the patients do not receive any help from this exercise regime then a hyperextension device (Elite Seat, manufactured by the kneebourne Therapeutic) can be used along with other devices that are used for extension purposes (K. Donald Shelbourne 2007). The rehabilitation program also aims in educating the patients about their daily habits and they should change them in order to relieve tension on the knee and relax. Certain aerobic exercises like bike, stair stepping machine or elliptical machines are also the part of the program. The patients are also encouraged to maintain complet e motion so that the non pharmacological approach provides relief that is permanent as compared to the relief obtained via pharmacological drugs and other analgesics (K. Donald Shelbourn 2007). DISCHARGE There are various problems faced by the elderly patients post discharge after getting the treatment for osteoarthritis done. Like in case of Mrs. Mabel, even after getting the surgery for arthritis done, she still complains of persistent pain in her legs. Post discharge issues generally include comorbid physical health problems, depression, and limitation in the functional capacity and improper dietary regulation (T. James 2005). Among all the patients of osteoarthritis, majority of them report persistent pain, even after the surgery. Another issue is the tight check on the weight because osteoarthritis can be severely influenced by obesity and can prove fatal. Next problem or issue faced by the patients post discharge is the intake of medications on a regular basis. Post discharge medications like Acetaminophen and NSAIDs are generally given to the patients. The former is used to reduce pain if taken in prescribed dose and the latter helps in providing relief from swelling and the p ain due to it. Apart from the medications, the doctors generally advise regular physiotherapy exercises that will help in keeping the join in motion and gradually provide the necessary extension to the joints such that the normal functioning is restored. Therefore there are many issues governing the discharge from the hospital. In order to address these issues it important to discuss the problems with the health care specialist first. Older people find it very difficult to cope with the pain and the reduced mobility. They have to keep themselves dependent on various analgesics and the anti inflammatory medicines that help in relieving pain and providing the necessary comfort. In case of Mrs. Mabel she was detected with an inflammation on her lower leg. Likewise, post discharge, there is high risk of inflammation, blood clots and swelling. Even after being treated, the patient may encounter situations of helplessness and depression, which may arise as a result of incapability to part icipate in the routine or daily activities and thereby developing high levels of anxiety. In order to avoid or prevent these issues, the family must take the responsibility of their older loved ones, once they are discharged. Their support, care and continuous monitoring will enable the patients to cope with the prevailing situation and help in quick recovery. CONCLUSION This report gives a detailed description about the symptoms, causes and the crises faced by Mrs. Mabel. It outlines the major interventions and strategies that will her cope with her situation. Techniques like education through various programs, coping skills training (CST) and cognitive behavioral therapy (CBT), work on the psychological aspect of the patient. Along with these the rehabilitation regime also aids in helping the patient by reducing pain and swelling. The major goals of the patient care have also been outlined in this report like the goals of alleviating the pain and restoring the normal functioning of the joints. To summarize, this report is important as it throws light on the condition of the patient and the necessary plan of action that is adopted for the care. It also draws attention towards the post discharge problems, that the patient will face and lists out the strategies that can help and address those issues.