Mission trip to Nicauragua Essay Example | Topics and Well Written Essays - 500 words

Mission trip to Nicauragua - Essay Example Teenagers today have the opportunity to do many things in life. They forget that there are important issues in the world that must be addressed. For a teenager, going to any foreign country will give them a chance to understand a different culture and a different way of life. Nicaragua is a country that is in need of many things, which makes it a country rich with opportunities for teens to minister to others. Many religions create an opportunity for teens and adults to take mission trips to foreign countries. This type of trip is different from vacations because it involves going to another country and ministering to groups of people. Mission trips have goals for each individual that is supposed to enhance their lives. Teens that go to Nicaragua will first see that the country is very impoverished. In fact, it is considered to be the â€Å"second poorest country in the Western Hemisphere† (Adventure Ministries, 2010). Many adolescents are experiencing pregnancy and a new orph anage is being built that will help the country. For the people of Nicaragua, teens helping with education, learning English or learning how to avoid adolescent pregnancy are several says that a mission trip would benefit the native people. Teenagers would receive the richness of culture as they began to work with the native people and they would find a sense of pride in helping someone who was less fortunate than themselves. This type of trip gives them a better understanding of their own lives and how fortunate they really are to have all that they have in the United States.

Management Portfolio Essay Example for Free

Management Portfolio Essay This portfolio task invites you to think holistically about the strengths you are developing and how these strengths might be applied, represented, and offered in service to your aspirations in the career field. You will demonstrate the competencies you have studied to comprehend and explain your personal strengths and present evidence of these strengths in a positive light for potential employers. Task: A. Write an essay (suggested length of 1–2 pages) in which you do the following: 1. Evaluate your top five strengths in relation to your chosen career. 2. Provide examples from your personal life, work, or school activities that support your evaluation. B. Write a career outlook report (suggested length of 1–2 pages) in which you summarize a specific career field that interests you. 1. Provide information such as salary range, employment outlook, types of positions available, and education required. C. Write an essay (suggested length of 3–5 pages) in which you reflect on how your education and past work and life experiences have prepared you for your future in the workplace. D. Provide your resume (no more than 3 pages). Note: Make sure the resume contains no grammatical or spelling errors and that it is formatted to be correctly viewed electronically and when printed. E. Provide five exhibits to include in your professional portfolio. Examples may include the following: †¢ Executive summary from your capstone (no more than 1–2 pages) †¢ Any artifact from your work experience if it applies directly to information that a potential employer would be interested in seeing (e.g., awards, certificates, letters of commendation, performance evaluations, other evidence of outstanding work performance) †¢ Any artifact from your university experience if it applies directly to information that a potential employer would be interested in seeing (e.g., transcripts, score reports, certificates, awards) †¢ Description of a work product †¢ Projects or assignments completed to meet requirements in the major F. If you choose to use outside sources, include all in-text citations and references in APA format. Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files. Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.

The Guardian Ad Litem Program :: essays research papers

The Guardian Ad Litem Program represents children who appear in the state courts. These children have not committed any crime but are victims of abuse, neglect or abandonment. The program is comprised of volunteers who represent children in the courts, making sure they do not become victims of "the system". Each volunteer works with one or more children involved in the judicial system and social services agencies, becoming familiar with there lives, while representing the interest of each child before the court or social services agencies involved. Specifically, a volunteer acts in the interest of each child in five different capacities. First, as an investigator, a guardian learns as much as possible about the child' background (i.e. school, church, friends, and any otherpeople/organizations that affect the child). As a monitor, a guardian makes sure social services agencies, and any other organizations involved with the child are meeting their responsibilities to the chi ld. As a protector, a guardian prevents insensitive questioning in the courts that is very often commonplace. As a reporter, a guardian is a liaison between the child and the courts, presentingwritten reports and recommendations to help act in the child's best interests. Finally, as a spokesperson, a guardian makes sure the child's wishes are heard and their best interests are presented to the courts and social services agencies involved with the child. Qualifications to be a Guardian Ad Litem are: at least 19 years old; pass screenings with law enforcement agencies, the Abuse Registry, and Guardian Ad Litem staff; and have a genuine concern for a child's welfare. No prior experience is necessary as each volunteer goes through 48 hours of training, ranging from juvenile justice, child development, and child abuse and neglect.

Red Badge Of Courage Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  The Red Badge of Courage by Stephan Crane traces the effects of war on a Union Soldier, Henry Fleming, from his dreams of soldiering, to his actual enlistment, and through several battles of the Civil War. Henry Fleming was not happy with his boring life on the farm. He wanted to become a hero in war and be praised and honored for his glorious achievements in battle. He knew his mother would not like to see him go to war, but it was his decision to make. He dreamed of the exciting battles of war and the thrill of marching. He didn't want to stay on the farm living his benign life making rounds and completing chores. He made the final decision to enlist. Once enlisted though, Henry learns the truths of war: its dreary, tiring, gruesome, and well, boring. He finds he spends most of his days with simply nothing to do. He manages to make friends with two other soldiers, John Wilson and Jim Conklin. John Wilson is a soldier who protrudes a boastful, and pragmatic attitude, though he quickly falls to become a soldier of compassion after realizing his own mortality in battle. Wilson was as excited about going to war as Henry, while Jim, the â€Å"Tall Soldier,† was confident about the success of the new regiment. Jim, portrays the tall, confident, veteran soldier, experienced and shows no fear. The death of Jim leads to the downfall of Wilson, having seen that such a wise soldier can be killed, then certainly the same fate awaited each and every other.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  After a few days in the regiment, Henry started to realize, that their regiment was just wandering aimlessly, going in circles, like a vast blue demonstration. They kept marching on without purpose, direction, and without fighting. Through time Henry started to think about the battles in a different way, a more close and experienced way, he started to become afraid that he might run from battle when duty calls. He felt like a servant doing whatever his superiors told him. When the regiment finally discovers a battle taking place, Jim gives Henry a little packet in a yellow envelope, telling Henry that this will be his first and last battle. The regiment managed to hold off the rebels for the first charge, but then... ...ens almost every day in every country. Some men are like Henry, lost, almost bored looking for something more that will give meaning to their life. Some are like Wilson, ready to fight for their country, overcome with political pride. Yet again, some are like Jim, older, wiser, and maybe following paternal footsteps. No matter what the situation, no matter what the era or century, no matter who the soldier, you gain an experience not unlike that of Henry. This book may not contain the surrender of Robert E. Lee, and may not have been written in the 1860’s, but it doesn’t take dates and legalities to portray the emotion and truth of the Civil War. Stephen Crane did just that and whether or not you are heading off to battle, I recommend this book to teach you how to look inside to your own immortality and your own fears and strengths- they’re all there, they just need to be realized.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Ethical Theory Frameworks in the Workplace Essay

Introduction This action plan will explore the effectiveness of numerous ethical theory frameworks and their application to ethical dilemmas in the workplace. A deeper analysis will be performed on ethical dilemma resolution and the specific ethical implications that may arise. Previous ethical dilemma Background The ethical dilemma that will be used for this action plan is the termination of employment for inappropriate behaviour via the use of social media. An apprentice made some inappropriate remarks on Facebook aimed at a work colleague (in a superior position) that were intended to be an attempt at humour however; they were taken by the colleague as offensive. The issue was quite concerning as there was no previous documented occurrence of this type of issue within the organisation and as such, the method of resolution was unclear by both management and staff members. The resolution was the termination of employment of the apprentice and the development of a much needed ‘staff social media policy’ that outlined what was deemed to be appropriate behaviour and how there was a link between social media and the organisation’s bullying and harassment policy. The victim who initially made the complaint felt mixed emotions regarding the outcome as he did not intend on such an extreme penalty to be handed down as the two were actually friends. The victim being a superior felt that if he had dealt with the  issue himself it may damage the friendship and result in tension in the workplace so therefore assumed if the matter was dealt with by an independent party the issue could be dealt with avoiding any damage to the friendship. The approach actually resulted in the matter being escalated and becoming quite an issue for the organisation. Ethical implications from the employee perspective Relationships form a fundamental key in effectiveness at work. The relationships formed with superiors, subordinates and colleagues alike can all impact productivity and general well-being in the workplace. An example of this may be one’s ability to discuss an issue with a colleague in an open and honest way without causing hostility. Another example may be approaching a superior about a delicate situation without feeling intimidated; or alternatively to reverse the situation, when a subordinate approaches a superior. McFarlin (2013, p.1) states ‘Many full-time employees spend more of their waking hours with co-workers than they do with their spouses and families. As such, it is important to allow employees the opportunity to build quality relationships with their co-workers’ and believes that quality relationships at work can lead to: improved teamwork, improved morale, higher employee retention rates and increased productivity. When employees are encouraged to build quality relationships, it can assist the collaborative process and can help overcome feelings of isolation, particularly for new members of a team. These quality relationships can ultimately provide a positive workplace where staff may work harder and feel connected to an organisation. There will always be times where relationships are tested, particularly when faced with ethical dilemmas, or when professional relationships potentially cross into personal relationships. While it is good to have a positive office space or working arrangement, it can possibly restrict the authority of a manager/supervisor if they are seen to be more of a friend than as a ‘boss’. Miksen (2013, p.1) believes that ‘whether you work part-time or are pushing 60 hours a week at your job, you should look at your co-workers as something more than strangers. Building personal relationships in the workplace allows you to work together more effectively with your co-workers and surrounds you with friends while clocked in’. This is a view that some managers and possibly most staff members would agree with. Patrick (2013, p.1) on the other hand, believes that relationships in the workplace should be strictly professional  rather than personal. It is fine to be personable to an extent however; workplace relationships should be guided by specific boundaries. Patrick (2013, p.1) states ‘abandoning parameters can create conflict, loss of respect and ev en embarrassment’ and offers the opinion that boundaries can often ‘firm’ up grey areas, clarify job descriptions, increase efficiency and make a workplace more productive. This is can be observed in most workplaces when staff members approach upper management or those in senior roles, as when put in comparison to the general discussions with colleagues and co-workers. It can be said that workplace relationships can be effective if there is an element of personal feeling involved however; specific guidelines should be set in order to maintain professional conduct. Zeiger (2014) believes that social media allows increased communication in the workplace and allows employees to build relationships which can be beneficial if managed effectively however; goes on to conclude: ‘Social networking has the ability to hurt employee relations within a company. Employees may send negative messages or harass one another through social networking sites and hinder their ability to work together’. This behaviour is a particularly difficult issue to manage as the consequences of one’s actions may not be fully understood via the use of social media due to the absence of immediate repercussions from one’s actions. Jung (2014) agrees: ‘the anonymity afforded online can bring out dark impulses that might otherwise be suppressed’. Regardless of any unknown consequences or understanding of one’s actions, the behaviour demonstrated in person or online has a close relationship to virtue ethical theory and the internal character of a person. Virtue ethics basically encompass moral judgement and provide a basis for which to develop one’s ethical decisions based on the individual’s internal character. Gowdy (2013) believes that virtue ethics is a classification within Normative Ethics that attempts to distinguish moral character, and to apply the moral character as a basis for one’s choices and actions’. Ultimately there has to be some accountability for one’s individual actions whether the consequences are fully understood or not. Herboso (2014) agrees and goes on to state: ‘Virtue ethics focuses on the idea that what we call good is not dependent on the actions we take (deontologicalism) nor the results of those actions (consequentialism), but instead focuses on the person that we are’. Ethical implications from the employer perspective Many employees believe that what happens outside of work is impartial to the conditions of employment however; the code of conduct for most organisations is in place to protect its employees and provide a safe environment for work. The effects of bullying in the workplace are known to be serious issues and legislation does exists to protect employees however; it is unclear as to what extents bullying may go to and the forms it may come in. The increasing demand for technology and use of social media means that employers’ responsibilities in regards to this issue will have to cater for a variety of issues. Caponecchia (2012) believes that online bullying is a particularly contentious workplace issue that is not fully understood and goes on to state: ‘There is sometimes reluctance in organisations to think about psychological hazards from within the risk management framework that they employ for all other hazards. Sometimes it is just a lack of awareness’. The fact that an employee lost his employment as a result of inappropriate social media use demonstrates how serious the organisation is taking this issue. What was unclear at the time (prior to any social media policy) was what the expectations were in terms of appropriate behaviour specifically relating to social media however; regardless of any policy the expectation of respect for colleagues is still there. The termination of employment appeared to be a harsh penalty given the context of the breach and the relationship between the colleagues however; it is in the best interest of an employer to set clear expectations on behaviour and what is deemed to be unacceptable. Employers are bound by legislation to protect employees from any type of bullying or harassment therefore the choice is limited and employers are forced to hand out harsh penalties for such acts. Brush (2014) agrees and goes on to state: ‘The duty placed on employers by work health and safety legislation to provide a healthy and safe working environment and safe systems of work imposes the responsibility on employers to ensure not only the physical health of their workers, but also their mental health. This includes ensuring that employees are not exposed to workplace bullying, harassment or discrimination’ Brush (2014) agrees that the anonymous nature of information and communication technology has created a difficult issue to manage that provides a very unfamiliar platform for  bullying and harassment in the workplace but nevertheless the aim of today’s information and communication technology is to improve the quality of modern life not impede it. Ethical dil emma resolution and ethical theory Resolution method The resolution method for the primary incident was to terminate the employment in order to set clear expectations for the consequences of future bullying and harassment breaches and expectations in terms of social media behaviour. While this was considered by many as quite an extreme measure the fact that expectations are now clearly set and the punishment is so severe, means there is no more confusion as to what is deemed appropriate or inappropriate online social media behaviour. Billikopf (2006) goes on to state ‘effective discipline can protect the organization, the supervisor who enforces the rules, and the subordinates subject to the same. Everyone suffers when there are mixed messages concerning misconduct and discipline’. The secondary action was to develop a clear social media policy that outlined what was deemed to be appropriate behaviour in terms of social media use and its correlation to the organisations bullying and harassment policy already in place. Weekes (2013) believes: ‘As social media becomes more and more a part of our daily lives, its effect on businesses is increasing. This is why it’s important to have a social media policy in place in your workplace. Even if your business doesn’t use social media – your employees might’. Edmond (2013) believes that social media policies are a crucial step in upholding the ethical conduct of a business though agrees that social media is a difficult platform to manage by stating: ‘Ultimately, sovereignty over social media identities rests on the individual. It is impossible to take control of an employee’s standing online, and employers should simply not attempt this. However, designing and implementing a strong social media policy can alleviate employers of legal ramifications, as well as ensure employees become aware of how their actions affect the company’. Ethical decision making Ingram (2014) offers a five step approach to ethica l decision making in the workplace detailed below: Step one: Create a code of ethics and consult it before making business decisions. Ingram (2014) states: ‘A formal code of ethics can help you and your employees make decisions more quickly by conforming to a set of rules to which everyone  agrees’. This is consistent with the organisational code of ethics, specifically regarding respect however; the expectations of social media behaviour were not explicitly detailed at the time of the resolution. Step two: Consider the effects of your decisions on all stakeholders. Ingram (2014) believes it is critical to understand the wider implications of decisions on all stakeholders affected. This is consistent with consequentialist theory and has particular value in this ethical dilemma where there are various layers involved in the issue such as: personal relationships, unclear expectations in terms of behaviour and unfavourable outcomes for all parties involved. Step three: Use industry regulations as a starting point when making decisions. Industry regulations such as legislation regarding workplace bullying and harassment may be important to consider in this example however; the context of the relationship pollutes the clarification of the issue in terms of the original action and the outcome of the resolution. Step four: Consult others when making decisions with widespread consequences. Ingram (2014) goes on to state: ‘Gaining a fresh perspective on your dilemma can help to shed light on possibilities and impacts of which you are unaware. You can ask for help in generating options and in choosing which option to pursue, or you can seek advice concerning an option that you have already chosen before implementing it’. This again reinforces the consequentialist theory relevance in this example and differs from the deontological approach. Step five: Review the results of your past business decisions, and learn from your mistakes. This final step is crucial for the ongoing success of ethical conduct in the workplace however; in this specific example there is some unfamiliarity regarding the social media platform. The future conduct of the business will definitely see some benefit from the clarification of the organisation’s stance of what is considered as social media bullying and harassment though this issue poses the argument that this resolution has created a ‘scape goat’ in order to set an organisational standard. May (2014) offers more comprehensive nine step guide to ethical decision making detailed below: Step one: Gather the facts May (2014) specifies not to make any assumptions as facts may be difficult to find because of the uncertainty often found around ethical issues. Step two: Define the ethical issues May (2014) states: ‘Don’t jump to solutions without first identifying the ethical issue(s) in the  situation, define the ethical basis for the issue you want to focus on and consider there may be multiple ethical issues – focus on one major one at a time’. Step three: Identify the affected parties (stakeholders) Consider multiple perspectives and consider not only the primary stakeholders but any indirect stakeholders. In this case the indirect stakeholder is actually the victim as the resolution handed down resulted in damaged friendship and increased tension in the workplace. Step four: Identify the consequences May (2014) states: ‘think about potential positive and negative consequences for affected parties by the decision’. This is consistent with consequentialist theory and reinforces the importance of consequentialist theory in contrast to deontological framework. Step five: Identify the obligations (principles, rights, justice) May (2014) believes: ‘Obligations should be thought of in terms of principles and rights involved. What obligations are created because of particular ethical principles you might use in the situation and what obligations are created because of the specific rights of the stakeholders’. Step six: Consider your character and integrity May (2014) states: ‘What decision would you come to based solely on character considerations?’ This aligns with virtue ethical theory and begins to form the concept that ethical resolutions or decision making should consider multiple ethical theory frameworks. Step seven: Think creatively about potential actions Ensure that you have not been unnecessarily ‘forced into a corner’ and consider that there may be other alternative solutions available. May (2014) offers the opinion: ‘If you have come up with solutions â€Å"a† and â€Å"b,† try to brainstorm and come up with a â€Å"c† solution that might satisfy the interests of the primary parties involved in the situation’. Step eight: Check your gut May (2014) goes on to state: ‘Even though the prior steps have argued for a highly rational process, it is always good to â€Å"check your gut.† Intuition is gaining credibility as a source for good decision making – knowing something is not right’. Step nine: Decide on the proper ethical action and be prepared to deal with opposing arguments. May (2014) believes that the consideration of potential actions based on the consequences, obligations, and character approaches are crucial elements in any ethical dilemma resolution which ultimately aligns  with consequentialist theory and the seemingly favourable ethical framework. Was the resolution ethical? The colleague that made a poor decision without fully understanding the consequences of his actions is left in an extremely unfortunate situation. The organisation did continue to assist the colleague continue his apprenticeship studies as a non-paid employee which demonstrates an understanding of the ethical implications as a result of the resolution however; there is still an amount of resentment from the apprentice regarding the outcome. Ingram (2014) offers the opinion in defence of organisations being forced to make harsh decisions: ‘If you have made and implemented a decision with questionable ethical implications, act quickly to resolve the matter by making restitution to everyone affected and work to counteract the decision’s effects’. The primary resolution to terminate is closely correlated with deontological ethics as the action is impartial to the consequences of the decision. Deontological moral systems are such that their moral principles are completely separated from any consequences, in this case the result of an employee becoming unemployed for the results of an action that was not fully understood. Cline (2014) offers a criticism in regards to deontological theory that ‘deontological moral systems do not readily allow for grey areas where the morality of an action is questionable. They are, rather, systems which are based upon absolutes — absolute principles and absolute conclusions. In real life, however, moral questions more often involve grey areas than absolute black & white choices. We typically have conflicting duties, interests, and issues that make things difficult’. Deontology teaches that an action is moral if it adheres to established rules however; these established rules are independent of any circumstantial influences. The fact that social media is a relatively new platform for bullying and harassment to present itself, so is the ‘grey’ in the matter in terms of applying deontological ethical theory for a resolution. This issue presents conflict between two categorical imperatives: duty to uphold justice against organisational policy and the duty and responsibilities as a friend. Deontology can be rationally justified in terms of morality however; in practice is problematic due to the rigidity of the theory and its inability to incorporate any variations relevant to the action. Consequentialism on the other hand, allows for decisions to be made in appropriation with the consequences of the action.  If a consequentialist ethical theory was applied to the issue, the best possible solution for all parties involved could be established. For instance, the victim of the issue may not have such mixed emotions regarding the harsh penalty and the implications of his friendship whilst the colleague could still maintain his employment whilst learning from his mistake. Virtue ethical theory teaches that internal moral character should guide behaviour regardless of the platform however; the fact that there is a disconnection between online behaviour and actual personal encounters presents an issue in the clarity of the issue. The colleague believed that the online behaviour was in the context of humour however the interpretation was taken quite seriously. It can be argued that if this were a face to face encounter the behaviour would be significantly different and the fact that social media is a relatively new platform without an organisational policy that details the expectations of employee behaviour, there were no grounds to determine the severity of the ethical issue. From the victim’s point of view there is major conflict with the resolution as the original escalation was intended to avoid any damage to the friendship and actually separate the personal relationship from the work colleague relationship however; the impact of the escalation resulted in an extremely unfavourable outcome for both parties involved. In deontological context the resolution was straight forward though in consequentialist context the consequences were not ideal for any party involved. Hartsell (2006) believes that the relationship between the parties involved in an ethical conflict is required to be taken into consideration for an effective resolution to be determined and goes on to state: ‘The nature of the relationship determines what is ethical, and the nature of the relationship may be properly determined only by open, voluntary negotiation. Openness involves honest disclosure of information, thoughts, and feelings about the issue at hand. Voluntariness involves the capacity to give or withhold consent for participation in the relationship and in the negotiation’. In contrast to the support of consequentialist theory Kokoski (2009) believes that: ‘Consequentiality – utilitarian ideology, which purports to bring about the greatest good for the greatest number of people, is insufficient for it operates from within a narrow landscape of particular instances and doesn’t consider – nor can it – how different situations are ultimately connected to each other in time or how  they are understood in relation to the persons that help bring them about’. From this statement it can be argued that there is some benefit in the consideration for the greatest good for the greatest number of people however; it is insufficient in isolation as an ethical framework to base decision making on. Kokoski (2009) concludes: ‘Consequentialism acknowledges moral values but maintains that it is never possible to formulate an absolute prohibition of particular kinds of behaviour which would be in conflict, in every circumstance and in every culture, with those values’. Murdarasi (2009) believes consequentialism and deontology are the two most important ethical theories, but their ways of deciding what is right are very different and goes on to state: ‘The main criticism of deontology is that it is selfish, a way of avoiding getting your hands dirty (in a moral sense) while still allowing terrible things to happen. The main criticism of consequentialism is that it would allow any action in pursuit of a good cause, even actions that most people would say were clearly morally wrong, such as torture, killing children, genocide, etc.’. This statement argues the relevance for the consideration of multiple ethical theories in any resolution process and that one e thical theory in isolation will be insufficient as a framework for which to base any ideology. Conclusion In summary, ethical dilemmas can be as complicated as the resolution process itself. A multitude of factors need to be considered before any effective resolution process can be handed down along with the consideration of secondary effects that a resolution process may have. Form the deontological point of view – what is right is right and what is wrong is wrong however; there are many factors that cloud this judgement. In this issue alone there is the consideration of the relationship between the two parties that needs to be considered in order to understand the context of the action so therefore; what is considered right and wrong could be a very fine line. In contrasting consequentialist theory – the action on social media was wrong however; the outcome of terminating one’s employment over what was actually considered to be a minor issue and the damage the resolution had on the friendship does not equate to the greatest good for the greatest number o f people. If either of the previously described resolution processes that align with consequentialist theory were followed then the outcome would have been far greater than what was actually delivered. The fact that social  media is a relatively new platform definitely makes the issue a very complicated one and this particular issue demonstrates that the implications of social media on ethical conduct today are yet to be fully understood. Ultimately when there is significant uncertainty regarding an issue, then the consequences of any resolution need to be fully considered rather than adopting a virtuous deontological framework to work within. References Bartol, K., Tein, M., Matthews, G., Sharma, B., Scott-Ladd, B. (2011). Management: A Pacific Rim focus. (6th Ed).NSW: McGraw Hill. Behnke, S. (2005). On being an ethical psychologist. American Psychological Association. Retrieved from http://www.apa.org/monitor/julaug05/ethics.aspx Billikopf, G. (2006). Employee Discipline & Termination. University of California. Retrieved from http://nature.berkeley.edu/ucce50/ag-labor/7labor/14.htm Brush, D. (2014). Cyberbullying – laws struggling to keep up with technology. CBP Lawyers. Retrieved from http://www.cbp.com.au/Publications/Cyberbullying-laws-struggling-to-keep-up-with-te Caponecchia, C. (2012). Shining a new light on bullying risk. The Conversation. Retrieved from http://theconversation.com/shining-a-new-light-on-bullying-risk-6653 Cline, A. (2014). Deontology and Ethics: What is Deontology, Deontological Ethics? About.com. Retrieved from http://atheism.about.com/od/ethicalsystems/a/Deontological.htm Cole, K. (2005). Management : Theory and practice. NSW: Pearson Education Australia. Edmond, C. (2013). Social media policies â€Å"critical† to workplaces. HC Online. Retrieved from http://www.hcamag.com/hr-news/social-media-policies-critical-to-workplaces-177646.aspx Gowdy, L.N. (2013). Virtue Ethics. Larry Neal Gowdy. Retrieved from http://www.ethicsmorals.com/ethicsvirtue.html Greeson, W. (2011). When Good Men Do Nothing. David Padfield. Retrieved from http://www.padfield.com/1997/goodmen.html Hartsell, B.D. (2006). A Model for Ethical Decision-Making: The Context of Ethics. Journal of Social Work Values & Ethics. Retrieved from http://www.jswvearchives.com/content/view/26/44/ Herboso, E. (2014). Plato’s Beliefs on Ethics. Demand Media. Retrieved from http://people.opposingviews.com/platos-beliefs-ethics-4672.html Ingram, D.

What Makes a Good Villain Heres Your 15-Item Checklist

What Makes a Good Villain Heres Your 15-Item Checklist What Makes a Great Villain? Your Checklist for Writing a Good Bad Guy Nothing makes your hero more heroic than a worthy opponent. So don’t shortchange your villain. Spend every bit as much time crafting him as you do your lead character, if you want your story to work. (Though I will use male pronouns throughout, this applies equally if your main character is a heroine or your villain is female.) Too many novelists give plenty of care to every other element of their story, then create what they consider a deliciously evil villain and wonder why the package seems to fall flat. Often it’s because the bad guy is only that: bad. He’s from Central Casting and might as well be starring in a melodrama, complete with black top hat, cape, and handlebar moustache so we readers can boo and hiss his every entrance. Every other character is real and nuanced and believable, but the second-most important lead spoils the reader’s whole experience. Need help writing your novel?Click here to download my ultimate 12-step guide. Motivation: The Secret Sauce for Creating a Great Villain Don’t let the word scare you. Motivation doesn’t have to be some nebulous theatrical concept tossed about by method actors trying to get into character. It simply means your bad guy needs a reason for being the person he has become. If he isn’t working, it’s because you’ve made him the villain only because he’s a bad person. He does evil things because he’s evil. That’s too easy. Change your thinking. Try something revolutionary. If you just can’t understand truly villainous people, try this: Put yourself in their place. â€Å"Wait!† you say. â€Å"I’d rather see myself as the hero, doing the right thing because it’s the right thing, rising to the challenge, saving the day.† Wouldn’t we all? Well, don’t knock this till you’ve tried it. You’re writing along, and you’ve come to the place where your villain needs to act in some evil way. Your virtual online writing coach has urged you to be sure he has proper motivation. What does this mean? He can’t be bad, do bad, cause trouble just because he’s the bad guy, so what’s made him this way? What’s behind it? You have to know before you have him do whatever it is he’s about to do. Take His Place â€Å"But I’m not a villain!† you say. â€Å"I’m no Dr. Moriarty or Dracula or Simon Legree.† Yes, you are. You have your days. You’ve learned to control yourself, or maybe you’re a person of faith and have found control outside yourself. But you know your true nature, your old nature. We novelists need to become our characters, from young to old, male to female, blue-collar worker to executive, and illiterate to educated. That’s part of the fun of it. Now take that further. When a friend takes credit for something you accomplished, what’s your first private thought? You get over it, I know. You probably say nothing and let it pass for the sake of the relationship, and that’s great. But dwell on that initial visceral reaction a moment. Someone you know well and love and trust lies to you, and there’s no question about it. You’re offended, hurt- crushed really. In fact, you’re infuriated. You bite your tongue because you’re a mature adult. Maybe when you cool down you’ll rationally confront the lie and get to the bottom of it. But for now, entertain that immediate first reaction. Where was your heart and mind then? I’m not telling you to become mean, rotten, and nasty when we’re all supposed to have grown out of that kind of thing by now. But I am telling you to tap into your dark side long enough to know what makes a good villain tick. What Makes a Good Villain? Villains are real people to whom terrible things have happened. Maybe in childhood, maybe in adolescence, maybe later. At some point, rather than learning and growing, their maturation process stunted and stalled. Roots of bitterness and anger sprang up in them. On the surface they may have many, if not most, of the same attractive qualities of your hero. But just beneath the surface fester the qualities you can access in yourself if you allow yourself to. While this may explain the reasons for your villain’s actions, it doesn’t excuse or forgive them. He’s still evil, and he must still be brought to justice. But giving him motivation will make him more than a cardboard cutout. So conjure a backstory for your villain. Make him real and believable and credible- even attractive in many ways. And while you’re writing your story, see how many boxes you can check off on this list of characteristics that pertain to your villain. The more that apply, the more successful your novel is likely to be. Because the more worthy his opponent, the more heroic your hero will appear. Villain Characteristics Checklist: He’s convinced he’s the good guy He has many likeable qualities He’s a worthy enough opponent to make your hero look good You (and your reader) like when he’s on stage He’s clever and accomplished enough that people must lend him begrudging respect He can’t be a fool or a bumbler He has many of the same characteristics of the hero, but they’re misdirected He should occasionally be kind, and not just for show He can be merciless, even to the innocent He’s persuasive He’ll stop at nothing to get what he wants He’s proud He’s deceitful He’s jealous, especially of the hero He’s vengeful Need help writing your novel?Click here to download my ultimate 12-step guide. What would you add to this list of what makes a good villain? Tell me in Comments below.

Prepping Your Kid for a Test With No Study Guide

Prepping Your Kid for a Test With No Study Guide Its the moment you dread: Your child comes home from school on a Tuesday and tells you that there are a test three days from now over chapter seven. But, since she lost the review guide (for the third time this year), the teacher is making her figure out the content to study without it. You dont want to send her off to her room to study blindly from the textbook; Shell fail! But, you also dont want to do all the work for her. Theres a method that will get your child prepped for that chapter test despite the little misplacement habit shes grown fond of, and even better, she may learn more than she did had she actually used the review guide. Ensure She Learns The Chapter Content Before you study with your kid for the test, youll need to know that shes learned the content of the chapter. Sometimes, kids do not pay attention during class because they know the teacher will be passing out a review guide before the test. Teachers, however, want your kid to actually learn something; they typically put the bare bones of the test content on the review sheets offering a glimpse of the facts shell need to know. Not every test question will be on there! So, youll need to make sure your child has actually grasped the ins and outs of the chapter if she wants to ace the test. An effective way to do it is with a reading and study strategy like SQ3R. The SQ3R Strategy Chances are good that youve heard of the SQ3R Strategy. The method was introduced by Francis Pleasant Robinson in his 1961 book, Effective Study, and remains popular because it enhances reading comprehension and study skills. Kids in third or fourth grade through adults in college can use the strategy solo to grasp and retain complex material from a textbook. Kids younger than that can use the strategy with an adult guiding them through the process. SQ3R utilizes pre-, during and post-reading strategies, and since it builds metacognition, your childs ability to monitor her own learning, its a highly effective tool for every subject in every grade shell encounter. If you happen to be unfamiliar with the method, SQ3R is an acronym that stands for these five active steps your child will take while reading a chapter: Survey, Question, Read, Recite and Review. Survey Your child will browse through the chapter, reading titles, bold-faced words, introduction paragraphs, vocabulary words, subheadings, pictures, and graphics to grasp, in general, the content of the chapter. Question Your child will turn each one of the chapter subheadings into a question on a sheet of paper. When she reads, The Arctic Tundra, shell write, What is the Arctic Tundra?, leaving space underneath for an answer. Read Your child will read the chapter to answer the questions shes just created. She should write her answers in her own words in the space provided. Recite Your child will cover her answers and attempt to answer the questions without referring to the text or her notes. Review Your child will reread portions of the chapter about which she isnt clear. Here, she can also read the questions at the end of the chapter in order to test her knowledge of the content. In order for the SQ3R method to be effective, youll need to teach it to your child. So the first time the review guide goes missing, sit down and go through the process, surveying the chapter with her, helping her form questions, etc. Model it before she dives in so she knows what to do. Ensure She Retains The Chapter Content So, after applying the reading strategy, youre fairly confident that she understands what shes read, and can answer the questions youve created together. She has a solid knowledge base, but there are still three days before the test! Wont she forget whats shes learned? Its a great idea to have her learn the answers to the questions prior to the test, but in reality, drilling will force those specific questions, but nothing else, into your kids head. Besides, what if the teacher asks different questions than the ones youve learned together? Your child will learn more in the long run by getting a learning combo meal with knowledge as the main course and some higher-order thinking as a tasty side. Venn Diagrams Venn diagrams are perfect tools for kids in that they allow your child to process information and analyze it quickly and easily. If youre not aware of the term, a Venn diagram is a figure made of two interlocking circles. Comparisons are made in the space where the circles overlap; contrasts are defined in the space where the circles do not. A couple of days prior to the exam, hand your child a Venn Diagram and write one of the topics from the chapter on top of the left circle, and a correlative topic from your childs life on the other. For instance, if the chapter test is about biomes, write Tundra above one of the circles and the biome in which you live above the other. Or, if shes learning about Life on Plymouth Plantation, she could compare and contrast that with Life in the Smith Household. With this diagram, shes attaching new ideas to parts of her life with which shes already familiar, which helps her build meaning. A cold page filled with facts doesnt seem real, but when compared to something she knows, the new data suddenly crystallizes into something tangible. So, when she steps outside into the brilliant sunshine of a warm day, she may consider how cold a person might feel in the Arctic Tundra. Or the next time she uses a microwave to make popcorn, she may think about the difficulty of food acquisition on the Plymouth Plantation. Vocabulary Writing Prompts Another creative way to help your child gain a complete understanding of the textbook chapter for that big test coming up is with synthesis. This higher-order thinking skill can certainly help cement information from the textbook directly into your childs brain better than straight memorization can. An enjoyable, effortless way to have your child synthesize info is with a snazzy writing prompt. Heres how to set it up: As your child surveyed the chapter, she shouldve noticed the bold-faced vocabulary words scattered throughout. Lets say the chapter was about the Plains Native Americans, and she found vocabulary words such as expedition, ceremony, raid, maize, and shaman. Instead of having her memorize a definition shell have trouble remembering, instruct her to use the vocabulary words appropriately in a prompt like one of these: Using at least five of the vocabulary words from the chapter, compose a letter to the shaman from a warrior who is away on a raid.Youre visiting a Plains Native American tribe. Write a 1-2 paragraph description of the things you see, smell and hear using at least five of the vocabulary words from the chapter.You are a Plains Native American child. Using at least five of the vocabulary words from the chapter, convince an outsider that your tribe is the best place to grow up. By giving her a situation that may not have been described in the book, like a childs perspective, youre allowing your child to mesh knowledge she already has in her head with knowledge from the chapter shes just learned. This fusion creates a map for her to get to the new information on test day just by remembering her story. Brilliant! All is not lost when your child comes home sobbing because she mislaid her review guide for the umpteenth time. Sure, she needs to get an organizational system in place to help her keep track of her stuff, but in the meantime, you have a system in place to help her keep track of her test grades. Using the SQ3R Strategy to learn the test content and tools like Venn diagrams and vocabulary stories to reinforce it ensures that your child will ace her chapter test and totally redeem herself on exam day.

Free Essays on Astrophel And Stella

. Astrophel studied the poems of other writers and tries to find a way for himself to write a poem that honestly expresses his feelings. (â€Å"Studying inuentions fine, her wits to entertaine, / Oft turning other leaues, to ... Free Essays on Astrophel And Stella Free Essays on Astrophel And Stella Which is the main topic of Sir Philip Sidney ´s sonnet â€Å"Loving in truth, and fain in verse my love to show† ? Sir Philip Sidney gave this poem, which first line is â€Å"Louing in trueth and fayne in verse my loue to show† , the title „Astrophel and Stellaâ€Å". Astrophel is the name of the main character, the writer himself. He loves a woman called Stella and writes this poem for her to declare his love in it. But what is the main topic of his poem ? Is it really only to tell Stella about his love ? Or is it his desparate desperate to put his love in words ? Having a closer look to the poem, I will find this out in the following. Stella, the woman Astrophel adores, is married to another man. Therefore she is not available for him. But as he is not able to just switch off his feelings, he wants to write them down. But already in the first verse there is a hint that it doesn ´t come easily to him: â€Å"Louing in trueth and fayne in verse my loue to show† (line 1) . â€Å"Fayne† just means that he is trying and really desiring to bring his thoughts to paper but that he doesn ´t manage it so far. Although Stella is married Astrophel doesn ´t stop hoping. If he just succeeded in writing her a poem and if she liked it then maybe she would also fall in love with him. (â€Å"Pleasure might cause her reade, reading might make her know.† (line 3) ). He even goes that far: Knowing about his feelings would cause her feeling pity for him and she would stay with him because of pity or grace. (â€Å"Knowledge might pittie winne, and pity grace obtaine.† (line 4) ). But he only can think about such things and doesn ´t know how it really would be, as long as he cannot solve his actual problem: Put his feelings in words. Astrophel studied the poems of other writers and tries to find a way for himself to write a poem that honestly expresses his feelings. (â€Å"Studying inuentions fine, her wits to entertaine, / Oft turning other leaues, to ...

Industrial Revolution change Western European society Essay

Industrial Revolution change Western European society - Essay Example As one of the western European countries, Germany was irreversibly affected by the industrial revolution. Economically, during the 1830s and 1840s, Germany underwent great changes as far as transport is concerned, in that several railway lines were built to transport goods from the industries (Henderson, 2013, pp. 18). For example, the industrial revolution enabled Germany to build the Berlin-Baghdad railroad which allowed the Germans to have more economic influence on the Ottoman Empire (Henderson, 2013, pp. 109, 157). In fact, Germany was the second fastest builder of railways on the continent after Belgium. As a result, Germany gained a lot economically in terms of full utilization of natural resources in the country. Raw materials and finished products alike could easily be transported to previously inaccessible markets. There was an increase in the number of towns around Germany as a result of the railway lines (Henderson, 2013, pp. 18-19). The industrialization period in Germany also led to an increase in employment opportunities. According to Henderson (2013, pp. 21) about a third of the population in Germany was employed in factories while the remaining were mostly farmers. For example, the coal mines employed approximately 1400 people by 1900 while producing around 280,000 tons of coal (Henderson, 2013, pp. 21-22). Germany witnessed rapid population growth as a result of the industrialization process. According to Henderson (2013, pp.22), the period between 1815 and 1850 saw Germany’s population rise by 10 million. Germany’s population was second to Russia’s, meaning that there was more increased manpower to work in the industries and in the production of raw materials. In addition, what is the upsurge in population meant is that there were more people to consume the finished products locally, thus boosting the German economy. In addition to the traditional textile industry that enabled Germany to

HIV positive women should not become pregnant Research Paper

HIV positive women should not become pregnant - Research Paper Example There is also a risk of higher post operative complications among severely immunodepressed HIV infected women. Moreover, pregnant women with HIV are affected by stigmatization. A cross-sectional study done on 1525 women attending antennal clinics in Kenya indicated that the rates of stigma was high which led them to refuse testing (Turan, Bukusi, Onono, Holzemer, & Cohen, 2011) . This paper focuses on evidence based review of literature why HIV positive women should not become pregnant. There is an estimation of about 1.5 million women living with HIV globally with over 90% concentrated in the Sub-Saharan Africa. According to Centre for Disease Control and Prevention (2014), perinatal transmission is HIV transmission from mother to child during pregnancy, labor and delivery. In the United States, 88% of persons under 13 diagnosed with HIV acquired it perinatally. The African American population represented 63%, Hispanics were 22%, while whites were 13% of the dignoses of perinatal HIV infection at the end of 2009. Despite the increase in the number of women with HIV gving birth, there has been a decline in perinatal infections from 2007 to 2009. The transmission rates are high, 15- 45% when no interventions are put in place. In developed countries, the mother to child transmission (MTCT) of HIV has been almost eliminated due to effective prevention programs. There are significant challenges facing prevention mother to child transmission (PMTCT) programs in developing countries therefore causing significant gaps in reducing the rates of MTCT. HIV positive women are recommended by the World Health Organization to be assessed for the eligibility to start highly active anterotroviral therapy (HAART). In this regard, PMTCT programs present a major opportunity to HIV positive women to enable prevention of infant infections as well as allow

Forecasting business needs Essay Example | Topics and Well Written Essays - 1000 words

Forecasting business needs - Essay Example Historically, at Blues Inc., changes in sales are closely reflected in changes in the advertising budget. Based on the $2.4 million figure, we forecast an advertising budget of $162 million. We have also forecast the overall market size based on its recent performance. Currently, the market size is approximately $39 billion. To eliminate the effects of temporary changes in market conditions, we used a two-year weighted moving average, with the most recent year has greater significance. This gives us an indication of the trend and helps to even out any spikes or sudden changes. You have also requested a production schedule, by quarter, for the next year. We have based the overall production level based on our 6 percent market share of a $39 billion industry. This is approximately 777 million units. Accounting for the industry growth rate, for Blue inc, this will mean 50 million units for the year. Because there has been a considerable fluctuation in sales during the fourth quarter of previous years, we used a centered moving average to arrive at our results to compensate for the seasonal changes. We utilized the past 6 years of data. This gave us sufficient information to arrive at an answer, without using data that is outdated and may skew the results. Arriving at the results of this forecast has required my team to consider past results to predict our future performance. When deciding which method to use, it was important to review the existing data to see which method would yield the best results.

APN Role Essay Example | Topics and Well Written Essays - 1250 words

APN Role - Essay Example Core APN Competencies The APN is a group of nurse practitioners that includes nurses holding a post graduation in nursing as per the advanced practice registered nurse (APRN) (Jansen & Zwygart-Stauffacher, 2010; APRN Joint Dialogue Group, 2008). The group ensures a vital role in the future of the health care industry. Contextually, it has been affirmed that there are certain core competencies that together form an efficient and effective APN nurse (Joel, 2013). They are illustrated in detail hereunder. Expert Coaching and Guidance An APN nurse should have the leadership skills to initiate guidance or mentorship in given point of time. This means the nurse should be able to put her vision into action while associating with a particular health care unit. He/she should also need to acquire the skills including proper education, expertise in clinical content and implementation of proper learning principles among others to incorporate the competency (Hamric, Hanson, Tracy & O'Grady, 2013; Bryant-Lukosius, DiCenso, Browne, & Pinelli, 2004). Consultation This is a vital competency to be acquired not only for APN but also for any other health care professional. ... Research Skills In accordance to these competencies, the APN should have the ability to research more and more with regard to derive a thorough understanding. In this regard, evidence-based programs of teachings and implementation of evidence-based literature for clinical practices would be vital aspects to be considered (Cooke, Gemmill & Grant, 2008). Clinical and professional leadership This competency of the APN requires the nurses to act as a change agent in certain cases and advocate for patients. Furthermore, he/she should require acting as a leader in certain circumstances, initiating any decisions of change (Cooke, Gemmill & Grant, 2008). Collaboration Working in collaboration with the members of the health is among the common competencies of an APN. Respecting the work and contribution of the colleagues is a prime requirement in accordance to this competency (Cooke, Gemmill & Grant, 2008) Ethical Decision-Making skills This is an integral part not only for APN but also for a ny other profession. APN’s should act as a moral agent by generating an ethical environment abiding certain principles and fidelity (Cooke, Gemmill & Grant, 2008). Summary of an APN Outcome Research Study The study of Cooke, Robin Gemmill and Marcia Grant (2008) naming â€Å"APN Core Competencies: A Framework for Developing and Testing an APN Discharge Intervention† depicts a vital aspects regarding APN significance. The APN concerning to the research study, conducted various self-care activities to examine the complications that arise in a discharge patient after transplantation. In this stand, it has been further discussed that, core competencies of APN like guidance, consultation, research skills, clinical leadership, collaboration as well as

The Key Factors Dictating Stalins Attitudes And Policies Toward Essay

The Key Factors Dictating Stalins Attitudes And Policies Toward Religion - Essay Example There is no politician accused in so many uncommitted crimes. How to understand this ambiguous personality? The best way is to address the documents and the recollections of the people who were acquainted with him. Stalin’s regime is characterized by mass repressions of 1937-1939 and 1943. This period is also characterized by extermination of the outstanding figures in the field of science and art, church and religion persecution, forced by industrialization that turned that USSA in to the state with one of the strongest economies in the world. Stalin’s regime was also the period of collectivization that led to agriculture downfall, mass escape of peasants form villages and the famine of 1932-1933. There are many questions around Stalin’s personality, which can be addressed in this paper: if Stalin was despot in relation to his companions and subordinates, if he really was unskillful leader and impeded the process of the war, why Stalin’s contemporaries co nsidered him to be brainy. All these questions are very interesting to be answered, however, the given paper will investigate Stalin’s attitude towards religion: what it was and how it was formed. *** Stalin is one of the greatest oppressors. He was a master of destinies of millions of people. The Soviet Union was focused on eradication of religion. It is incredible, but Stalin thought that it was necessary to take away the most important trigger of human spirit, which is religion. Stalin positioned himself as God. He wanted to be the most powerful human being in the world. Physical features of Stalin and his middle height were hidden behind his artificial power. He was unattractive pygmy, who wanted to compensate his physical vices by his cruel intentions taken against other people. Therefore, the Communist regime was enriched at the expense of church resources. Religion was ridiculed and the believers and followers were prosecuted. Atheism was promoted at schools, but the C ommunists wanted to position their beliefs as the most important and the crucial for the society. Anti-religious campaigns of Stalin’s policies were focused against the Russian Orthodox Church. This religion had the largest number of followers. There were 50,000 churches, but in the result of this anti-religious policies only 500 remained open. Nazi Germany attacked the Soviet Union in 1941. After that year Stalin was promoting patriotic feelings of his nation and restored the Russian Orthodox Church. By 1957 about 22,000 Russian Orthodox churches had become active. Other types of religion were also oppressed during the regime of Communists. Attacks on Judaism were dangerous in the Soviet period. Religious practices of Judaism were almost forbidden and the followers were prosecuted. â€Å"Nonetheless,  Davies  discovered  that  throughout  the  periodbelievers  could  be  found  among   all segments  of  society.  The  population  stubbornly  resisted  official  antireligious  propaganda.   Moreover,  the  church  held  special  attraction  for  it  continued  to  provide  a  type  of  entertainmentwhen  other  diversions  were  lacking†Ã‚  (Dunn 2004, p. 156). It was a kind of entertainment for people to go and take part in different forbidden rituals. Russians were positioned as those, who were prevented from following their own religious beliefs or any other triggers for their possible normal functioning in the society. In the majority of cases average Russians were positioned in opposition to other nations. At the same time, Russians were not totally prosecuted; they were put under a strong control and supervision of their almighty rulers. Communism was ever existent form of ruling and oppression in

APN Role Essay Example | Topics and Well Written Essays - 1250 words

APN Role - Essay Example Core APN Competencies The APN is a group of nurse practitioners that includes nurses holding a post graduation in nursing as per the advanced practice registered nurse (APRN) (Jansen & Zwygart-Stauffacher, 2010; APRN Joint Dialogue Group, 2008). The group ensures a vital role in the future of the health care industry. Contextually, it has been affirmed that there are certain core competencies that together form an efficient and effective APN nurse (Joel, 2013). They are illustrated in detail hereunder. Expert Coaching and Guidance An APN nurse should have the leadership skills to initiate guidance or mentorship in given point of time. This means the nurse should be able to put her vision into action while associating with a particular health care unit. He/she should also need to acquire the skills including proper education, expertise in clinical content and implementation of proper learning principles among others to incorporate the competency (Hamric, Hanson, Tracy & O'Grady, 2013; Bryant-Lukosius, DiCenso, Browne, & Pinelli, 2004). Consultation This is a vital competency to be acquired not only for APN but also for any other health care professional. ... Research Skills In accordance to these competencies, the APN should have the ability to research more and more with regard to derive a thorough understanding. In this regard, evidence-based programs of teachings and implementation of evidence-based literature for clinical practices would be vital aspects to be considered (Cooke, Gemmill & Grant, 2008). Clinical and professional leadership This competency of the APN requires the nurses to act as a change agent in certain cases and advocate for patients. Furthermore, he/she should require acting as a leader in certain circumstances, initiating any decisions of change (Cooke, Gemmill & Grant, 2008). Collaboration Working in collaboration with the members of the health is among the common competencies of an APN. Respecting the work and contribution of the colleagues is a prime requirement in accordance to this competency (Cooke, Gemmill & Grant, 2008) Ethical Decision-Making skills This is an integral part not only for APN but also for a ny other profession. APN’s should act as a moral agent by generating an ethical environment abiding certain principles and fidelity (Cooke, Gemmill & Grant, 2008). Summary of an APN Outcome Research Study The study of Cooke, Robin Gemmill and Marcia Grant (2008) naming â€Å"APN Core Competencies: A Framework for Developing and Testing an APN Discharge Intervention† depicts a vital aspects regarding APN significance. The APN concerning to the research study, conducted various self-care activities to examine the complications that arise in a discharge patient after transplantation. In this stand, it has been further discussed that, core competencies of APN like guidance, consultation, research skills, clinical leadership, collaboration as well as

Can a company strive for large profits while truly caring to the well Literature review

Can a company strive for large profits while truly caring to the well being of the general population - Literature review Example Responsible business enterprises strive to improve business performance, make profits, and contribute to the economic progress in the community. However, several business leaders are only interested in community activities that increase their profits. Social responsibilities of businesses are not restricted to profitable ventures. The organization can participate in activities that improve the conditions of the general population without direct or indirect profits. The big question is whether a business can remain profitable while caring for the wellbeing of the general population. Hill, R.P., Ainscough, T., Shank, T., and Manullang, D. 2007. Corporate social responsibility and socially responsible investing: A global perspective. Journal of Business Ethics, 70, 165-174. The current economies face issues of responsible business conduct such as product quality, health and safety, environmental protection, and compliance with laws and industry standards. These responsibilities originat e from the desire to make profits, which is determined by the relationship between the business and the society. Businesses rely on customer satisfaction to improve their profits margins. Customer satisfaction is caused by the attractive business activities such as services offered, environmental conservation, and product quality. These activities portray responsibility on the side of the business. The wellbeing of the general population is determined by responsible activities by the business. The standards of responsible business conduct go beyond the traditional expectations of maintaining morality. Business enterprises are members of the community, and they must enrich the economic and social conditions of the community. Improving the social and economic conditions of the community improves the wellbeing of the population (Porter and Kramer, 2006). Pursuing profits and economic superiority does not license ignorance or break of community norms, values, integrity, and respect. The business must engage in activities that uphold the morals and values of the society. Some activities such as advertisements may compromise the norms and beliefs of the society. Communities such the Chinese are conservative and are affected advertisements that involve body exposure and romance. Violent and immoral advertisements destroy the moral values of the community. Violence and immorality affect the wellbeing of the community and businesses participating in such activities may experience disapproval by the community. The general population provides market for products and businesses that overlook community norms and values are likely to make losses. Global business organizations have to uphold and respect different societal values and norms depending on the traditions of the community they operate. This determines the amount of profits acquired by business units across the globe (Gege, 2004). The objective of social responsibility of businesses is to generate the capital requi red for operations. Success for any business is measured in terms of profits and losses incurred. Businesses must cover the cost of capital, cover risks and uncertainties, and the needs of workers and pensioners. Businesses may be forced to compromise the quality of their products in order to maximize their revenues. This involves altering the material quality of products

Comparaison Between Mcmxiv & Anthem for Doomed Youth Essay Example for Free

Comparaison Between Mcmxiv Anthem for Doomed Youth Essay In both of these poems Anthem For Doomed Youth and MCMXIV talking about war, Wilfred Owen and Philip Larkin try in different ways to engrave in their readers minds the atrocious actions that war provoked with different language, voice but also form. First of all, the poems are written in a different way. Anthem For Doomed Youth with his ABAB CDCD ABBACC rhyme scheme is in fact a sonnet. However, a sonnet is usually used to glorify love and romance whereas Anthem For Doomed Youth focuses on the First World War. We can assume that Wilfred Owen surely wanted to contrast these two opposite subjects to create an ironic atmosphere. We can already guess the poem is going to be powerful and memorable. On the other hand, the second poem, MCMXIV,is composed of 4 stanzas containing each 8 lines but which don’t have a rhythmic pitch. For me, it looks like Philip Larkin is narrating a tale or a story. In my opinion, the sonnet gives a rhythm to the poem and catches more the reader’s attention even if it seems shorter than Larkin’s poem. Secondly, we know both of these poems are talking about the First Wold War. But if we look a little bit closer, we can clearly feel a difference in the choice of words and language. After reading the first poem, we feel a mix of disgust, revulsion and unfairness whereas after reading Philip Larkin’s one, melancholia, emptiness and sadness invade us. How can two poems with the same subject can lead to such different feelings? The sonnet looks like it is divided in two parts, both of the ‘stanzas’ start with a question: â€Å"What passing-bells for these who die as cattle?†, â€Å"What candles may be held to speed them all?† Then, the following lines answer to the questions. For me, it seems it’s like a speech with two rhetorical questions. The poet asks the questions but already has the answers and responds to it very precisely in a very negative way: ‘no’, ‘nor’, ‘not’ are used at the beginning of a line following the question. Anthem For Doomed Youth is a small but efficient poem. Any word is present for a particular reason. The vocabulary used is snappy and harsh one such as â€Å"monstrous anger† â€Å"nor any voice of mourning† â€Å"who die as cattle†. It sounds like Wilfred Owen wants to shock us. He plunges us in the horror of the war: we can almost sound the â€Å"stuttering rifles†, see â€Å"the holy glimmers of goodbyes†. He definitely wants to express his disgust toward war. Indeed, we are not facing a ‘peaceful’ war as the whole population expected in 1914, these young boys do not bravely die for their nation: it’s a horrific battle which ravage both sides but both stubbornly do not make any move to stop this carnage. Owen makes us feel the constant fear, the incomprehension of this pointless ravage Withal, the second poem has a more smooth way of approach. Philip Larkin wants to have an affective impact. He doesn’t use striking a vocabulary like Wilfred Owen but a melancholic one. There is this feeling of confinement and reclusion; â€Å"shut shops†, â€Å"sunblinds†, â€Å"shadowing Doomsday lines†. Whereas we could almost hear the ‘stuttering rifles’ in Anthem For Dommed Youth, here, in MCMXIV, silence is the only tolerable sound. No one should make noise, in honour of all the dead soldiers who fought naively for a cause that wasn’t even directly linked to their nation. Wilfred Owen expresses the horror of the trench warfare whereas Philip Larkin enters in the impact on social consequences that War leaded to. Life will never be the same again after this tragedy. Not only will the soldiers be shell-shocked, but the whole population will be too. Even though women and children were not on the battlefront, they still experienced the war at home fronts. Owen also uses repetitions to emphasize some specific phrases. The second and third lines both start with the word ‘only’ and are followed by personifications of weapons like ‘the monstrous anger of the guns’ and ‘stuttering riffles’ rapid rattle’; it is almost like the poet cannot even distinguish the human beings and machines. The men do not kill each others anymore, the machines do. The repetition of the ‘no’, ‘nor’, ‘not’ is also a strong sign: there isn’t any hope in anything, we cannot see positive anymore. There is a constant anxiety in the soldiers’ eyes. The word ‘choirs’ is also written two times. The reference in music could be positive but here, it is not. It is a music which leads to an inevitable death. It could also refer to the heartbeat of soldiers. A worrying rhythm that could stop anytime. There is also a repetition in MCMXIV in the last stanza: â€Å"never† (thee times). But once again, we cannot feel anger; only a strong sorrow. Humans can never be innocent again after the terrible massacre of this War. Larkin accepts with resignation what happened: what is done is done. The dead people will not come back. The only thing we can do is remember them and commemorate them. On the contrary, Owen cannot tolerate this thought and he feels obliged to relate the catastrophic event harshly to prevent people to never do that again. The human loss is literally and psychologically intolerable. Finally, we can discuss about the poet’s choice of title of their poems. An anthem is a choral composition having a sacred or moralizing text. So, this poem is aimed to all the heroes who died fighting. Nevertheless, the adjective ‘doomed’ comes to spoil the word anthem. Doomed is just ‘fate’, something inevitable. It is true we cannot win over death but at least, we can delay it as much as we can, whereas the following word ‘youth’ has a tragic connotation. Young people are not supposed to die, their fate is to enjoy life as much as they can but this war comes to destroy all their dreams and hopes. MCMXIV is the number 1914 in ancient roman. We can assume it is a reference to the past, Roman letters still exist after hundreds of years, maybe Larkin wants his poem to be remembered as much as these numbers? To conclude, we can say that even if Wilfred Owen and Philip Larkin did have different ways of approach to talk about war, they both caused very strong feelings. One used an aggressive and impulsive pen whereas the other provoked sadness and respect toward the fallen soldiers. In fact, they definitely agree in one similar point: First World War was a tragedy that no one should ever forget.

Effect of Artesunate on HT-29-AK Cancer Cells

Effect of Artesunate on HT-29-AK Cancer Cells Effect of Artesunate on HT-29-AK Cancer Cells, and its Therapeutic Implications Cancer Biology Coursework II The possible cytotoxic effect of Artesunate on the survival factors and the concentration of HT-29-AK cells over different incubation periods and its therapeutic implications. The possible cytotoxic effect of Artesunate on the survival factors and the concentration of HT-29-AK cells over different incubation periods and its therapeutic implications. Background: HT-29-AK are cancer cells, Artesunate is an antimalarial compound which could possibly be used as an anti-tumour agent. The present study attempts to confirm the incubation period most effective in decreasing the concentration of HT-29-AK cancer cells. Aim/Hypothesis: This experiment tests the effect of Artesunate on the E-Cadherin mRNA expression, VEGF-alpha and beta mRNA expression, Survivin and on caspase-3 expression. Methods: 96 well plates were used and HT-29-AK cells were incubated at different concentrations over different time periods to examine the effective concentration and incubation period. The E-Cadherin mRNA expression was measured using immunocytochemistry and the Survivin and VEGF-alpha and beta mRNA levels were also measured using methods such as qPCR and ELISA. Results: We could show that at lower concentrations and a 72 hour incubation period Artesunate killed HT-29-AK cells, and decreased E-Cadherin and VEGF-alpha and beta levels. Levels. Conclusion: The results allude to the cytotoxic effect of Artesunate and lower concentrations for 72 hour incubation periods and its effect on HT-29-AK cells with potential clinical applications. Figure 1 shows the concentration of ART on the X-axis and the percentage of control growth on the Y axis, this graph is aimed to show the effect of ART on HT-29-AK cells over varying periods of time. As the incubation time period increases the drug is becoming more cytotoxic, if the cells are incubated with the drug for longer, a lower concentration is required. The pharmacological index is 72hr>48hr>24hr, the IC50 is the concentration at which the cells need to be incubated to kill half the number of cells: 24hrs: incubating the cells over of 24 hours leads to an IC50 of 165Â µM, this alludes to the requirement for higher concentration over shorter incubation periods. The Concentration required is 100.39Â µM more than if the cells were incubated for 48hours and 150.56 Â µM more if the cells were incubated for 72 hours. 48hrs: incubating the cells over of 48 hours leads to an IC50 of 64.61Â µM, the concentration required to kill half the number of HT-29-AK cells is 100.39Â µM less if the cells were incubated for 48 hours instead of 24 hours, however the concentration required to kill half the number of cells is 50.17Â µM more than if the cells were incubated for 72 hours instead of 48 hours. 72hrs: incubating the cells over of 72 hours leads to an IC50 of 14.44Â µM, the concentration required to kill half the number of cells over 72 hours is 150.56Â µM less than incubation for 24hours, and 50.17Â µM less than incubation for 48 hours. Figure A and B shows the relative E-cadherin mRNA levels at different ART concentration incubated at 24 hours(Left) and 72 hours(right). Relative E-Cad mRNA levels at 24 hours Control: The control showed a relative E-Cad mRNA level of 1, at a concentration of 82.53Â µM The concentration at 82.53Â µM showed a relative E-cad mRNA level of approximately 1.1, this relative expression is 0.1 more than the controls relative expression, the relative expression of E-cad mRNA levels at 82.53Â µM was 0.9 less than the relative expression of E-Cad mRNA at 165.06Â µM and 1.8 less than the relative expression of E-cad mRNA at 330.12Â µM. The concentration at 165.06Â µM, showed a relative E-cad mRNA level of approximately 1.9, which was 0.8 more than the expression at 82.53Â µM and 1.0 less than the expression at 330.12 Â µM. the concentration at 330.12Â µM, showed a relative E-cad mRNA level of approximately 2.9, an increase of 1.8 is observed compared to the ART concentration of 82.53Â µM and an increase of 1.0 is observed compared to the ART concentration of 165.06Â µM. Relative E-Cad mRNA levels at 72 hours Control: The control showed a relative E-Cad mRNA level of 1, at a concentration of 82.53Â µM The concentration at 7.22Â µM showed a relative E-cad mRNA level of approximately 0.4, this relative expression is 0.6 less than the controls relative expression, the relative expression of E-cad mRNA levels at 14.44Â µM equal to the relative expression of E-Cad mRNA at 7.22Â µM and 0.01 less than the relative expression of E-cad mRNA at 28.88Â µM. The concentration at 28.88Â µM, showed a relative E-cad mRNA level of approximately 0.41, which was 0.01 more than the expression at 7.22 Â µM and 14.44Â µM Figure C shows the level of staining of adhesion molecules At 24 hours the control showed the least amount of staining compared to the ART concentrations at 82.53Â µM, 165.06Â µM and 330.12Â µM. At a concentration of 82.53Â µM there is an increase in staining compared to the control but there is less staining compared to 165.06 and 330.12Â µM concentrations. At an ART concentration of 165.06 Â µM more staining is observed compared to the control and at 82.53 Â µM however less staining is observed compared to 330.12Â µM. At the final ART concentration 330.12 Â µM an increase in staining is observed compared to the control, 82.53Â µM, and 165.06Â µM. At 72 hours the control showed the most amount of staining compared to the ART concentrations at 7.22Â µM, 14.44Â µM and 28.88Â µM. At a concentration of 7.22Â µM there is a decrease in staining compared to the control but there is more staining compared to 14.44Â µM and 28.88Â µM concentration. At an ART concentration of 14.44Â µM less staining is observed compared to the control and at 82.53Â µM however more staining is observed compared to 28.88Â µM. At the final ART concentration 28.88Â µM a decrease in staining is observed compared to the control, 7.22Â µM and 14.44Â µM. Figure A and B show the relative VEGF-alpha and beta mRNA levels at different ART concentrations. Control: The control concentration showed the same relative mRNA levels for both VEGF- alpha and beta which was a level of 1. 7.22Â µM: the relative VEGF- alpha concentration was approximately 0.62, and the VEGF- beta concentration was 0.39, this means that at a concentration of 7.22Â µM, 0.23 Â µM more of VEGF-alpha mRNA levels is expressed compared to VEGF-beta mRNA levels. 14.44Â µM: the relative VEGF- alpha concentration was approximately 0.64, and the VEGF- beta concentration was 0.35, this means that at a concentration of 14.44Â µM, 0.19 Â µM more of VEGF-alpha mRNA levels is expressed compared to VEGF-beta mRNA levels. 28.88Â µM: the relative VEGF- alpha concentration was approximately 0.61, and the VEGF- beta concentration was 0.05, this means that at a concentration of 28.88Â µM, 0.56 Â µM more of VEGF-alpha mRNA levels is expressed compared to VEGF-beta mRNA levels. The control showed a relative survivin mRNA level of 2, an ART concentration of 7.22Â µM showed a mRNA survivin expression of approximately 4 which is 2 more than the control. At an ART concentration of 14.44 Â µM a relative mRNA expression of 13 is observed, an mRNA expression of 9 more than at 7.22 Â µM and 13 less than 28.88Â µM. At an ART concentration of 28.88Â µM a relative mRNA Survivin expression of 26 is observed, this level of expression is 13 more than at 14.44Â µM and 22 more than at 7.22Â µM. these results show that Survivin which is an inhibitor of apoptosis is inhibited over a 72 hour incubation period and a concentration of 7.22Â µM. The control showed a % cleaved caspase 3 level of 100, an ART concentration of 7.22Â µM relative to the control showed 300% cleaved caspase-3 level which is 200% more than the control. At an ART concentration of 14.44 Â µM a relative to the control 320% cleaved caspase-3 levels was observed, which is 20% more than at 7.22 Â µM and 5% less than 28.88Â µM. At an ART concentration of 28.88Â µM the percentage of cleaved caspase-3 relative to the control was 325%, this level of expression is 5% more than at 14.44Â µM and 25% more than at 7.22Â µM. 4. Discussion Jiang W et al experimented with Artesunate on osteosarcoma cells, Artesunate was combined with another compound called allicin, which was derived mainly from garlic. The aim of this experiment was to investigate the synergistic effects of the combined therapy. The results of this experiment showed a decrease in concentration of osteosarcoma cells, a decrease in invasion, motility, and the colony formation of these cells, this occurred due to an increase in Caspase3/9 expression when combined. In Prof Olivera’s experiment the methods only included Artesunate and the cleaved caspase activity were all similar at different concentrations, the difference in methodology is apparent because two compounds was used in Jiang W et al’s study while only one was used in Prof Oliviera’s study. Liu Y et al also used a combination therapy to investigate the cytotoxic effect, triptolide and Artesunate was used to inhibit the pancreatic cell line growth by inducing apoptosis, the experiment also showed a production of heat shock proteins which produce synergic effects. Similar to Prof Oliviera’s experiment Artesunate has a cytotoxic effect, however the similarity between these two experiments is that the combination therapy used in Liu Y et al and the single therapy used in Prof Oliviera’s study both were more effective in lower concentrations of Artesunate these allude to potential clinical applications. Dong HY et al experimented the effects of Artesunate on breast cancer using tumour transplanted nude mice, cyclophosphamide or normal saline was used in combination with Artesunate and the results showed ART inhibiting the growth of the MCF-7 cancer cells by arresting the cell cycle. In conclusion the findings of Prof Oliviera’s study is as follows: Over a longer incubation period a lower concentration of Artesunate is required to kill half of the cancer cells. Over 72 hours less Artesunate is reuired to reduce the relative mRNA levels. And less staining of adhesion molecules is observed over 72 hours as the concentration increases. ART over 72 hours has a greater effect on decreasing the expression of VEGF-beta compared to VEGF-alpha. Over 72 hours the higher the concentration of ART the increase in relative survivin mRNA levels. The percentage of cleaved caspase-3 levels relative to the control increases as the concentration of ART increases. References Dong HY et al, ‘Antitumour effects of Artesunate on human breast carcinoma MCF-7 cells and IGF-IR expression in nude mice xenografts’, 2014 Liu Y et al, ‘Synergism of cytotoxicity effects of triptolide and Artesunate combination treatment in pancreatic cancer cell lines’, 2013 Jiang W et al, ‘The synergistic anticancer effect of Artesunate combined with allicin in osteosarcoma cell line in vitro and in vivo’, 2013

The Actions and Agenda of the Hizbullah :: Politics Political Essays

The Actions and Agenda of the Hizbullah The Hizbullah are an extreme Islamic fundamentalist group. In fact, Hizbullah means 'Party of God." The Hizbullah came into existence in the social uprising of the late 1960's to the early 1970's by a Lebanese shia community. Then, following their charismatic leader Imam Musa Sadr, who mysteriously disappeared in Libya in 1978, the group developed until the Israeli invasion of 1982. This brought about Shiite radicalism, which is the Hizbullah's basis when it was created. Since then, the Hizbullah have been an influential part of Lebanon. The Hizbullah is a group of tactical genius. They have created an image as being of good intentions. They have helped to rebuild many communities in return for the people's backing. The agenda of the Hizbullah, which is known for its attacks on Israeli forces in occupied southern Lebanon, is now unclear. Israel withdrew from the "security zone" of southern Lebanon in May 2000. The only area of Lebanon where Israeli forces remained was Sheba'a farms. Many believed that because of the Hizbullah victory and the Israeli pullout, the Hizbullah would now focus on political and social agendas inside Lebanon. However Hizbullah has chosen to persist in its military strategy against Israel. Hizbullah's actions have the potential to trigger a full-scale, inter-state war. Some militant actions after the withdrawal have been: - the kidnapping of three Israeli soldiers from Mount Dov / Sheba'a farms. Hizbullah claimed that this advanced Lebanese interests: 'the liberation of disputed Sheba'a farms and the freeing of Lebanese detainees in Israel' and the Palestinian struggle. -the killing of an IDF solider in the Sheba'a area on November 26. Despite press reports of a possible Israel-Hizbullah swap of prisoners, Hizbullah continues to lay the groundwork for future military actions. For Israel, heavy retaliation against Hizbullah and its ally Syria, especially at a time of Israeli-Palestinian violence, risks opening Israel's northern settlements to Hizbullah fire and maybe even a full-scale military confrontation along the northern border. Aims for Hizbullah today: 1. Survival - leader, Nasrallah has said that Hizbullah is defined by its "Jihadic identity," a philosophy of continual military struggle. When Israel withdrew from southern Lebanon, recognized by the UN Secretary General as fulfilling the requirements of UNSC resolution 425, Nasrallah declared this inadequate. Hizbullah states that it will continue to fight to liberate Sheba'a. We will continue to fight to liberate Sheba'a." 2. Balance in Lebanon. Hizbullah wishes to seek a balance between continuing to fight against Israel and also to maintain popular support.

Dells Successful Use of the Internet as a Selling Channel Essay

Dell's Successful Use of the Internet as a Selling Channel Dell are currently the worlds number one PC supplier, a position in the market they took from Compaq in April 2001. In short, the company’s success story is mainly down to their innovative direct business model, which pays particular attention to the selling process where Dell completely bypasses all intermediaries and/or middlemen. This is because Michael Dell believed they add little if no value to the end product, instead just gaining a considerable mark-up for selling the product. Hence, they became the first PC manufacturer to completely cut out retailers and instead sold customised computers directly to customers based on their exact specifications. This selling process began over the telephone and via catalogues but in 1996 Dell embarked on Internet based selling on their official website, Dell.com, providing customers the opportunity to buy desktops, notebooks and servers directly from them. In order to power online commerce successfully for any business, the basic technology required is the installation of servers and data-storage systems. The website Dell.com runs on industry standard Dell PowerEdge servers. These powerful servers are backed up by Dell/EMC Fibre Channel storage. Dell is therefore equipped with backup strategies in case any problems with the servers or software occur and are experienced. This is crucial, as users may begin to view this distribution channel as unreliable if breakdowns are recurrent and could detract them from not only buying from Dell.com but from anything from the company. According to company internal metrics, Dell.com is one of the most responsive web sites on the Internet, with an average download time of 1 second for a page. That briefly explains the technology used to power the website however customers can access it simply via an Internet browser, the most popular being Microsoft Internet Explorer and Netscape Explorer. Dell’s direct business model (can be seen on the page three) may be simple in theory however it is very complicated executing it in reality. Building PC’s to order means that they must have the parts and components on hand to build a wide range of possible specifications over a short period of time (to ensure minimum time between order and manufacture). To complete these orders quickly, Dell must have first-rate manufacturing and ... ...ffective they are. As mentioned, customer service has also improved from an already high standard even further. Dell has created many services online that enables the customer to see the whole purchasing process clearly once they have made an order. It gives the customer the ability to track the progress of their order as it is produced and delivered, providing them with constant feedback of delivery dates and product information. This 24-hour customer service and fast response time helps Dell build a strong relationship with customers. References ---------- The key references handed in earlier referred to the two links below: - http://www1.euro.dell.com/content/topics/global.aspx/corp/home?c= uk&l=en&s=corp - http://www1.us.dell.com/content/topics/global.aspx/corp/pressoffice/ en/2003/2003_10_20_rr_002?c=us&l=en&s=corp Further websites were found with useful detail on Dell’s direct selling model: - http://www.internetretailer.com/article.asp?id=6717 - http://www.microsoft.com/resources/casestudies/casestudy.asp?CaseStudy ID=14674 - http://www1.us.dell.com/content/topics/global.aspx/policy/en/policy? c=us&l=en&s=gen&~ck=lf&~section=006

Filipino women writers Essay

Maramag was a poet, newspaperman, and editor of the Manila Tribune. He was born in Ilagan, Isabela, on January 21,1893. He was educated at Isabela High School, Philippine Normal School, and the University of the Philippines. Many of his poems were published in various newspaper. Some of his more famous poems were : â€Å"A Christ without the Cross,† â€Å"The Atheist,† â€Å"Jose Rizal,† â€Å"Christmas,† and â€Å"Moonlight on Manila Bay. † One of his earlier poems was â€Å"The Rural Maid. † Maramag was editor of the Tribune when he died on October 23, 1936. A veteran newspaperman, he was considered one of the most brillant writers in English during his day. Thy glance, sweet maid, when first we met, Has left a heart that aches for thee, I feel the pain of fond regret — Thy heart, perchance, is not for me. We parted : though we met no more, My dreams are dreams of thee, fair maid; I think of thee, my thoughts implore The hours my lips on thine arelaid. Forgive these words that love impart, And pleading, bare the poet’s breast; And if a rose with thorns thou art, Yet on my breast that rose may rest. I know not what to name thy charms, Thou art half human, half divine; But if I could hold thee in my arms, I know both heaven and earth were mine. Questions: 1. What mood is created in the first stanza? 2. Why is the word dreams repeated? 3. Explain the rose symbol in the poem. 4. How is the emotion of love described? 5. Evaluate the poem. THE SPOUSE Luis G. Dato Mr. Dato was born in Camarines Sur in 1906. As a student he became interested in poetry. His first book, Filipino Poetry was published in 1924 and is considered the first anthology of Filipino poems in English. He published his own poems in Manila : A Collection of Verses (1926). He preferred the classical tradition and his favorite form was the sonnet. The smooth rhythm of his verse is similar to Longfellow’s poetry. In 1936 Mr. Dato published My Book of Verses. Jose Garcia Villa has included two of his poems, â€Å"Day on the Farm† and â€Å"The Spouse,† in A Doveglion Book of Philippine Poetry (1962). Rose in her hand, and moist eyes young with weeping, She stands upon the threshold of her house, Fragrant with scent that wakens love from sleeping, She looks far down to where her husband plows. Her hair disheveled in the night of passion, Her warm limbs humid with the sacred strife, What may she know but man and woman fashion, Out of the clay of wrath and sorrow, Life? She holds no joys beyond the day’s tomorrow, She finds no worlds beyond his arm’s embrace,  She looks upon the Form behind the furrow, Who is her Mind, her Motion, Time and Space. Oh, somber mystery of eyes unspeaking, And dark enigma of Life’s loves forlorn, The sphinx beside the river smiles with seeking, The secret answer since the world was born. Questions: 1. Describe the setting and the mood of the poem. 2. What words in the second stanza reflect the author’s view of life? 3. Explain the line, â€Å"Who is her Mind, her Motion, Time and Space†. 4. Who is the sphinx beside the river? 5. What is the author’s purpose in the poem? RAIN M. de Gracia Concepcion Marcelo de Gracia Conception was born in Santa Maria, Ilocos Sur. He served with the United States Navy during the first World War. After the war, he spent a summer in the Alaskan fisheries. Then he attended the University of California, studying first to be a lawyer and then to be a writer. While studying, he supported himself by being a dishwasher, postal clerk, and newspaper reporter. In 1925, Azucena, the book of poems which won him fame, was published. These mystical poems reveal the spiritual emotions of the poet as he looks upon the universe. In 1932 he published another collection of poems in Bamboo Flute. At the time of his death, he was doing a minor role in a Hollywood movie. After the rain, darkness lifts to luminous acres of space above— and earth’s sweet scents breathe anew. Questions: 1. What feeling is created by the poem? 2. What senses does the poet appeal to? 3. What is the mood of the authors? 4. Is the poem realistic? Explain. 5. Evaluate the poem. Give your insights. LONELY M. de Gracia Concepcion I sit alone, Thinking sharp thoughts and as warmless as the glacial sun. I sit alone like a frozen rock left and embedded deep in glacial rivers— lonely. Questions: 1. What mood is created by this poem? 2. What images suggest this mood? 3. What words indicate this mood? 4.  What other words or images could you use to suggest the same mood? 5. Evaluate the poem. Give your insight. 1896 (CRY FREEDOM) Aurelio S. Alvero Aurelio S. Alvero is a famous writer here in the Philippines . He noted that Magtanggol ASA emblem. He initiated the translation into Tagalog of the law Military . He was a poet, orator, teacher, lawyer and leader. The cry awoke Balintawak And the echoes answered back: â€Å"FREEDOM! † All the four winds listened long, To the shrieking of that song. Every poet struck his lyre, With those burning notes of fire. All the women knelt to pray,In their hearts that frenzied lay. Even the children and the old, Took to arms and shouted bold, â€Å"FREEDOM! † I heard it from the planters in the vales, I heard it from the traders tying bales, I heard it where the fishers strike their sales, I heard it where the huskers ‘neath the trees, I heard it from the divers of the seas, I heard it from the pounders in the leas. All the people raised the cry, Fearing not to bleed or die, All the tombs of slave & sire, Broke to voice that great desire, Up the mountain, down the plain Louder, louder rang the strain. â€Å"FREEDOM! † I heard it from the makers of the brooms, I heard it from the weavers at their looms,  I heard it from the smoking smithy rooms, I heard it in the farthest islet shore. We heard it, and shall hear it evermore. â€Å"FREEDOM! â€Å" Questions: 1. What is the mood of the writer? 2. What is the theme of the poem? 3. Why is the author write this kind of poem? 4. How will you interpret this? 5. Give the messsage of the poem. LIKE THE MOLAVE Rafael Zulueta da Costa Rafael Zulueta da Costa (born 1915) is a Filipino poet. He uses the name R. Zulueta da Costa as a writer, and Rafael Zulueta as a businessman. He was a graduate of De La Salle College (now University) where he specialized in business administration. He began writing poems in Spanish and later he also wrote in English. His most famous work is Like the Molave and Other Poems, which won the Commonwealth Literary Award for Poetry in 1940. Not yet, Rizal, not yet. Sleep not in peace: There are a thousand waters to be spanned; There are a thousand mountains to be crossed; There are a thousand crosses to be borne. Our shoulders are not strong; our sinews are Grown flaccid with dependence, smug with ease Under another’s wing. Rest not in peace; Not yet, Rizal, not yet. The land has need Of young blood-and, what younger than your own, Forever spilled in the great name of freedom,  Forever oblate on the altar of The free? Not you alone, Rizal. O souls And spirits of the martyred brave, arise! Arise and scour the land! Shed once again Your willing blood! Infuse the vibrant red Into our thin anaemic veins; until We pick up your Promethean tools and, strong, Out of the depthless matrix of your of your faith In us, and on the silent cliffs of freedom, We carve for all time your marmoreal dream! Until our people, seeing, are become Like the molave, firm, resilent, staunch, Rising on the hillside, unafraid, Strong in its own fibre, yes, like the molave! Questions: 1. What is the mood of the author? 2. Who do you think is talking about the poem like a MOLAVE? 3. Why is the author writes this poem? what is his purpose? 4. What is your interpretation about the poem? 5. How this poem affects the readers? PROEM Jose Garcia Villa Mr. Villa has won international fame as a short story writer and poet. He was born in Manila in 1906. He studied in the public schools and at the University of the Philippines. His controversial poem â€Å"Man Songs† caused his expulsion from the University of the Philippines in 1929. He finished B. A in 1932 at the University of New Mexico, and he completed his M. A at Columbia University. In 1961 he received the Pro Patria Award. The next year he won the Republic Cultural Heritage Award for his Poems 55 and Selected Stories. On June 12, 1973, Mr. Villa received the National Artist award for his many literary accomplishments. The meaning of a poem is not a meaning of words. The meaning of a poem is a symbol like the breathlessness of birds. A poem cannot be repeated in paraphrase. A poem is not a thought but a grace. A poem has no meaning but loveliness. A poem has no purpose than to caress. Questions: 1. What is the meaning of the title? 2. What qualities do the author give to a poem? 3. Will you give other qualities should the poem have? 4. What line do you like the most? Why? 5. What do you think is the reason why the author write this kind of poem? THE SEA Natividad Marquez Why does the sea laugh, Mother, As it glints beneath the sun? It is thinking of the joys, my child, That it wishes every one. Why does the sea sob so, Mother, As it breaks on the rocky shore? It recalls the sorrows of the world. And weeps forevermore. Why is the sea so peaceful, Mother, As if it were fast asleep? It would give our tired hearts, dearest child, The comfort of the deep. Questions: 1. What is the theme of the poem? 2. Why do you think the author choose the title â€Å"The Sea†? 3. What is the style use by the author? 4. Why does the speaker said that â€Å"Why the sea smile? † Is this realistic? 5. What is the message of the poem? TO A LOST ONE Angela Manalang-Gloria Angela Manalang-Gloria (1907–1995) was a Filipina poet in the English language. Angela Caridad Legaspi Manalang was born on August 2, 1907 in Guagua, Pampanga to parents, Felipe Dizon Manalang and Tomasa Legaspi. However, their family later settled in the Bicol region, particularly in Albay. Caring—as she is fondly called—studied at St.  Agnes Academy in Legaspi, where she graduated valedictorian in elementary. In her senior year, she moved to St. Scholastica’s College in Malate, Manila, where her writing started to get noticed. Angela Manalang was among the first generation female students at the University of the Philippines. Angela initially enrolled in law, as suggested by her father. However, with the advice of her professor C. V. Wickers, who also became her mentor, she eventually transferred to literature. It was also during her education at the University of the Philippines that she and poet, Jose Garcia Villa developed a life-long rivalry. Both poets vied for the position of literary editor of The Philippine Collegian, which Manalang eventually held for two successive years. After graduation, Manalang-Gloria worked briefly for the Philippine Herald Mid-Week Magazine. She was the author of Revolt from Hymen, a poem protesting against marital rape, which caused her denial by an all-male jury from winning the Philippine’s Commonwealth Literary Awards in 1940. She was also the author of the poetry collection, Poems, first published in 1940 (and revised in 1950). I shall haunt you, O my lost one, as the twilight Haunts a grieving bamboo trail,  And your dreams will linger strangely with the music Of a phantom lover’s tale You shall not forget, for I am past forgetting I shall come to you again With the starlight, and the scent of wild champakas, And the melody of rain. You shall not forget. Dusk will peer into your Window, tragic-eyed and still. And unbidden startle you into remembrance with its hand upon the still. Questions: 1. Who is the lost one? 2. What mood is created in the first stanza? 3. Explain: â€Å"You shall not forget, for I am past forgetting†. 4. What flower use by the author? Why this flower use? 5. How is the emotion of love described? 6. Evaluate the poem. PRAYER OF A STUDENT Trinidad L. Tarrosa-Subido Trinidad Tarrosa-Subido was a Filipino linguist and poet she born in Socorro oriental Mindoro, where her father worked as a star . After her father’s death, she and her mother returned to Manila in 1917. She graduated from Manila East High School, and in 1929, she took the civil service examination in order to work in the Bureau of Education, and passed it with a grade of 97 percent, the highest then on record. She enrolled as a working student at the University of the Philippines at Padre Faura (commonly known as UP Manila) in 1932 and met her husband Abelardo Subido. She became a member of the UP Writers Club and contributed her sonnets. In 1945, she and her husband published poems titled Two Voices, with an introduction by Salvador P. Lopez. After the war, the Subidos put up a daily newspaper, The Manila Post, which closed in 1947 and made her a freelance writer. She then became editor of Kislap-Graphic and Philippine Home Economics Journal. She retired in 1971, and in 1984, she was invited by the Women in Media Now to write the introduction to Filipina I, the first anthology consisting of works made exclusively by Filipino women. She was honored in 1991 by the Unyon ng Mga Manunulat sa Pilipinas (UMPIL). She died in 1994. To learn, dear Lord, about these em’rald leaves, These tendered-petalled blosssoms laved in dew. From where they came, and how and why they lived; Or yet to know why ocean waters lash Their atomed selves against the granite rocks That senseless lie along the shores; to know Why rainbows fling their ribboned souls athwart The eastern skies when sunrays flick the west; Why lightning furies rage when storm winds still The thunder echoes hurtling through the dark; To learn about the earth, about the moon,  The sun and lesser stars and other worlds That span the cerulescent firmament. To learn great facts about the little things And then, while knowing these, not to unlearn- Never, O God, to unlearn the child-learned truth That thou art in reality the source, The Why, the How, the Wherefore, of all things. Questions: 1. Why is the poem entitling â€Å"The Prayer of the Students†? 2. What do you think is the purpose of this poem? 3. How the author writes this kind of poem? What style did she use? 4. Discuss the mood of the whole poem. 5. For who is this poem dedicated? 6. Give your insight about this poem.