Volunteer report Essay Example | Topics and Well Written Essays - 500 words

Volunteer report - Essay Example I made sure that the activities were adequate so that they did not feel exhausted at the end of the workout. I assisted them in the form of groups and visited the place thrice a week i.e. Monday, Wednesday and Friday. My tenure ended on April 10, 2014. The only difficulty which I had to face was communicating with the people as two of the group members had listening problem. It is true that elderly people are like new babies who require a lot of attention and care. I allocated sufficient time and efforts during the whole volunteer period so that I could provide them a marvelous experience of their life. There were about six people in my group and I had to make sure that I address the demands of each person appropriately. One person spoke at such a low volume that I had to listen to her talk with complete attention. I even made sure that I gave time to each individual so that they could share their feelings and thoughts effectively. I even asked them open ended questions to have clarity about their requests so that their queries were resolved. I even did physiotherapy of a person on his request as his legs were hurting and I asked him to guide me so that I could perform the exercise effectively. I definitely feel that the helping skills have to be used according to the situation and they should be in alignment with the instance so that the desired results are attained. I believe that my clients were contended with my behavior and they appreciated my efforts. One of the clients even mentioned that she feels relaxed after talking to me. Also, other person was satisfied with my helping actions as he stated that I have the ability of proactively responding to other individual’s requests efficiently. Despite all these points, I think that I have to develop an understanding about people’s psychology so that I can assess their demands from the body language and assist them in resolving their

English grammar Essay Example for Free

English grammar Essay Read the passage given below: and answer the questions a, b, c, and d that follow: [25] A list of queries on email asks recipients to name the world’s richest man in 2008; the winner of the world’s golf title in 2007; the designer of the first rockets; the manufacturer of the first bicycle and so on? building up a roll call of achievers who left their mark on mankind. It ended with, â€Å"Who was the teacher who helped you to enjoy school and whom you remember most vividly? † I don’t know a single recipient of the email who answered a single one of the questions except the last. In other words, everyone’s most unforgettable person was a supportiveand encouraging teacher whose wealth, fame and social standing mattered not at all. What the grateful student received was beyond evaluation because what the teacher gave most freely was the precious gift of the self. It was not just knowledge to pass an examination that they gave their students but an understanding of the value of knowledge itself and a love of it. Great teachers seek to form, not merely inform their students. Today, when teaching (especially teaching young children who have not learned to write) is no longer a coveted profession, I wish we could all pay a silent tribute to the many obscure men and women who shaped our lives and asked for so little in return. Surely, a good teacher deserves to be called a deva because the real meaning of the word is â€Å"the shining one†. Every year, choosing a day when it is not functioning, my cousin visits his old school. The building and compound are much the same as they were when he was a student, so the sense of stepping back into the past is powerful. He moves from classroom to classroom following the exact progression his student-graph had taken him more than half a century ago, and pays a silent tribute to each of the teachers, intensely recalling those impoverished gentlemen whose wardrobes had hardly held more than two shirts. What still moves him is the memory of the care they had taken in the lives and progress of every student, encouraging each of them and guiding every child to do his best and then some. A drop in concentration or performance led to the â€Å"master† calling on the child’s parents to enquire if there was something wrong at home which the child found disturbing or was unable to cope with; very few homes had phones in those days and even if they did, a school-teacher would certainly not have been able to afford a phone call. So, umbrella held high, he would walk those extra miles. My first teacher was a smiling and very gentle woman named Mrs. Delamose, whose name my brother and I repeated over and over again to get it right so that we might greet her correctly: â€Å"delamosedelamosedelamose†. I still recall her dark eyes, and charming crooked smile with faint streaks of lipstick out of place, as she led us through Songs the Letters Sing. She was a true teacher who believed that every single child is unique and that there is no such thing as an unintelligent child I owe my profession to her. a) Give the meaning of the following words as used in the passage: [3] 1. Supportive

Treatment of Acute Renal Colic: Rectal Diclofenac Sodium

Treatment of Acute Renal Colic: Rectal Diclofenac Sodium Therapeutic Effects of Rectal Diclofenac Sodium and Intramuscular Pethidine Injection  in The Treatment of Acute Renal Colic: A randomized Clinical Trial Mohammad Mehdi Hosseini, Abdoul-Rasoul Ebrahimi Abstract Renal colic is a type of abdominal pain commonly caused by obstructive stones. The aims of this study were to evaluate safety and efficacy of rectal diclofenac sodium ( RD ) in acute renal colic and compare it with intramuscular pethidine (IMP) injection. In an interventional prospective double blind randomized control trial with 541 patients, which referred to Emergency Department due to acute renal colic, RD and IMP were administrated to 266 patient (as group I) and 275 patients (as group II), respectively. Pain relief was measured through asking the patient by the physician at 10, 20 and 30 min after using of respective drugs in each group. In group I, analgesic effects of RD were appeared in 121 patients (45.5%) after 10 min, 191 patients (71.9%) after 20 min and 233 patients (87.5%) after 30 min. 33 patients (12.5%) had no response to RDS . In group II, analgesic effects of IMP were appeared in 123 patients (44.7%) after 10 min, 191 patients (69.5%) after 20 min and 254 patients (92.3%) after 30 min. 21 patients (7.7%) had no response to IMP. Our results demonstrated that although, there were no significant differences in analgesic effects between two drugs (P=0.06), but, due to availability, cheapness, safety and self administration properties, use of sodium diclofenac in suppository form is highly recommended in renal colic. Keywords: Renal colic; diclofenac sodium; pethidine; analgesia. Introduction Renal colic is a common urological emergency at the emergency department, often caused by the movement of ureteral stones and characterized by severe pain. Patients describe this pain as the most severe and excruciating situation ever experienced (Ay et al. 2013). This condition afflicts 5à ¢Ã¢â€š ¬Ã‚ 12% of the population in industrial societies at least once in their life time and its recurrence rate is approximately 50% (Esmailian and Keshavarz 2014). The pain is usually attributed to contraction of ureter soft muscles in response to the presence of stone (Holdgate and Pollock 2004). Therefore, the most important consideration in the emergency management of renal colics is pain control/relief (Esmailian and Keshavarz 2014). Both parenteral opioids and nonsteroidal anti-inflammatory drugs (NSAIDs) are commonly used to provide relief from renal colic (Bektas et al. 2009). For relieving this pain, morphine and pethidine in the traditional approach were used, but, due to their side effects such as addictive effects, constipation, respiratory depression, and mental changes,, using of them is reduced and replaced by NSAIDs (Kalb et al. 2010; Muslumanoglu and Tepeler 2008). Experimental works suggest that prostaglandins (PGs) play an important role in producing pain in renal colic and therefore, antiprostaglandins can eliminate or diminish this type of pain (Hetherington and Philp 1986; Thompson et al. 1989). Diclofenac, 2-(2-(2,6-dichlorophenylamino)phenyl)acetic acid, is an NSAID taken or applied to reduce inflammation and as an analgesic reducing pain in certain conditions such as renal colic. The exact mechanism of action is not entirely known, but the primary mechanism responsible for its analgesic action is thought to be inhibition of PG synthesis by inhibition of cyclooxygenase, one of the basic enzymes in the PG synthesis pathway (Dutta et al. 2000). On the other hand, pethidine is a once popular synthetic opioid analgesic of the phenylpiperidine class (MacPherson and Duguid 2008). The specific adverse event of vomiting showed a clear association with opioids, in particular pethidine. Although no studies reported serious adverse events, the short follow-up period and failure to specifically record renal dysfunction and gastrointestinal bleeding means these results should be interpreted cautiously (Holdgate and Pollock 2004). Given these findings, when a single bolus of analgesia i s used, an NSAID rather than an opioids was recommended. However, in some condition such as severe pain using of opioids is inevitable. Therefore, in this study, we compared the efficacy of analgesic therapy of rectal diclofenac sodium (RD) and intramuscular pethidine (IMP), commonly preferred in emergency departments in our country in patients with renal colic. Participants and Methods A. Patients and study design An interventional prospective multicenter double blind randomized control trial (RCT) with five hundred forty one eligible patients which had renal colic and referred to Motahhary and Peymanieh Hospitals of Jahrom and Faghihi and Nemazee Hospitals of Shiraz between Dec 2005 to Apr 2007 was done. The study protocol and informed consent were approved by the Ethics Committee at Jahrom University of Medical Sciences. All patients who enrolled in this study, were read, accepted and signed the consent form. Participant, with age between 17 to 52 years, randomly allocated in two parallel groups, RD (single dose of 100 mg) and IMP (single dose of 50 mg) in the approximately ratio of 1:1 (266 and 275 patients, respectively). Randomization was performed using a computer-generated random permuted block method. Patients with history of allergy to NSAIDs, hemorrhoids and anal fissures, peptic ulcers, coagulopathy, inflammatory bowel disease, pregnancy, ischemic coronary diseases, chronic obstruct ive pulmonary disease, and liver or renal failure were excluded from the study. B. Method of measurement Subjects reported pain and its decline at 10, 20 and 30 min after drug receiving and according to significant decrease in pain intensity at each time (decrease in pain intensity more than 50%), the patient was placed in the respected groups. Subjects were blind to their previous reports. Our outcome measure was the change in pain intensity at 10, 20, 30 and more than 30 min. The participants that enrolled in group 3 (significant decrease in pain after 30 min) were composed from patient in group 1 (significant decrease in pain after 10 min) and 2 (significant decrease in pain after 20 min) and there was similar pattern between group 2 and 1. C. Statistical analysis SPSS for Windows version 16 package program was used for statistical analysis of the data. t test and analysis of variance were used for analysis of variables. Results were expressed as n (number of patients), and percentage (%). According to the results, a P value 0.05). Distribution of patients according to time of responding to analgesic effects of RD and IMP is displayed in Figure 2. According to these data, the percentage of patients that showed defined decline in pain at 10 and 20 min after using of drug in RD was higher than IMP. However these differences were not significant (P=0.06). Discussion In this study, the analgesic efficacy of rectal sodium diclofenac and intramuscular pethidine administration in patients which suffered from renal colic were evaluated. Our results demonstrated that although, the percent of patients with diminished pain in 10 and 20 min after using of RD was higher than IMP but, this difference was not significant. Therefore, the efficacy of these two drugs is similar. However, due to availability, cheapness, safety and self administration properties, use of RD is highly recommended in renal colic in compare to IMP. In two previously studies, the efficacy of using of sodium diclofenac versus pethidine in acute renal colic were evaluated and reported. In the study of Hetherington and Philp (1986) on 58 renal colic patients, it has been concluded that 75 mg of sodium diclofenac, IM, was more effective than 100 mg of Pethdine, IM, in the management of acute renal colic and has fewer side effects (Hetherington and Philp 1986). Also, Thompson et al (1989) reported that diclofenac suppositories provided potent, specific analgesia in renal colic. They also concluded that, diclofenac is superior to pethidine, because its effect starting at a similar time but lasting longer (Thompson et al. 1989). On the other hand, this fact that diclofenac can be self administered and is not an opiate makes it a useful drug in general practice, especially for patients with recurrent renal colic. Pethidine as a synthetic opioids, is about one tenth as potent as morphine and due to having more lipid solubility than morphine, elimination half life of two to four hours and duration of action of only two to three hours were considered for it (Foley 1985). At 2000, in a double blind RCT, analgesic efficacy, patient satisfaction and side effects of morphine and pethidine in patients with clinically suspected renal colic were evaluated. Although, their data demonstrated that there was no significant difference between morphine and pethidine with respect to any of the parameters measured, but they concluded that because of the well known adverse effects that may be associated with pethidine use, morphine should be the preferred agent in suspected renal colic, when an opioid analgesic is to be used (O 'Connor et al. 2000). In addition, it has been reported that norpethidine, the predominant metabolite of pethidine, is potentially toxic and causing central nervous system excitability such as tremors, myoclonus or seizures. Also, accumulation of norpethidine has also been seen in patients with normal kidneys, particularly with large doses or frequent dosing intervals (Marinella 1997). Finally, due to adverse effects of pethidine and its metabolite, norpethidine and also due to possibility of pethidine addiction, we believe that diclofenac suppositories should be considered as the first line treatment of renal colic, both in hospital and in general practice. Acknowledgment The authors thank the staff physians and nursing team of the Emergency Department of the Motahhary and Peymanieh Hospitals of Jahrom and Faghihi and Nemazee Hospitals of Shiraz and all other people who help in this study. References Ay MO, Sebe A, Kozaci N, Satar S, Acikalin A, Gulen M, Acehan S (2013) Comparison of the Analgesic Efficacy of Dexketoprofen Trometamol and Meperidine HCl in the Relief of Renal Colic. American Journal of Therapeutics. doi:10.1097/MJT.0b013e318274db78 Bektas F, Eken C, KaradenÄ ±z O, Goksu E, Cubuk M, Cete Y (2009) Intravenous paracetamol or morphine for the treatment of renal colic: a randomized, placebo-controlled trial. Annals of Emergency Medicine 54 (4):568-574 Dutta NK, Annadurai S, Mazumdar K, Dastidar SG, Kristiansen JE, Molnar J, Martins M, Amaral L (2000) The anti-bacterial action of diclofenac shown by inhibition of DNA synthesis. International Journal of Antimicrobial Agents 14 (3):249-251 Esmailian M, Keshavarz M (2014) Synergistic Effects of Citalopram and Morphine in the Renal Colic Pain Relief; a Randomized Clinical Trial. Emergency 1 (2):26-29 Foley KM (1985) The treatment of cancer pain. New England Journal of Medicine 313:84-95 Hetherington JW, Philp NH (1986) Diclofenac sodium versus pethidine in acute renal colic. British Medical Journal 292 (6515):237-238 Holdgate A, Pollock T (2004) Nonsteroidal anti-inflammatory drugs (NSAIDs) versus opioids for acute renal colic. Cochrane Database Syst Rev 1:1-54 Kalb B, Sharma P, Salman K, Ogan K, Pattaras JG, Martin DR (2010) Acute abdominal pain: is there a potential role for MRI in the setting of the emergency department in a patient with renal calculi? Journal of Magnetic Resonance Imaging 32 (5):1012-1023 MacPherson RD, Duguid MD (2008) Strategy to Eliminate Pethidine Use in Hospitals. Journal of Pharmacy Practice and Research 38 (2):88-89 Marinella MA (1997) Meperidine-induced generalized seizures with normal renal function. South Medical Journal 90:556-558 Muslumanoglu AY, Tepeler A (2008) Renal kolik tani ve tedavisi. Marmara Med J 21:187-192 O'Connor A, Schug SA, Cardwell H (2000) A comparison of the efficacy and safety of morphine and pethidine as analgesia for suspected renal colic in the emergency setting. Journal of Accident and Emergency Medicine 17 (4):261-264 Thompson JF, Pike JM, Chumas PD, Rundle JS (1989) Rectal diclofenac compared with pethidine injection in acute renal colic. British Medical Journal 299 (6708):1140-1141 Figure 1. Number and percentage of patients which response/non response to rectal sodium diclofenac and intramuscular pethidine. Figure 2. Comparison on the efficacy of rectal sodium diclofenac and intramuscular pethidine in attenuating of renal colic pain.

Essay --

Throughout our lives we all have been in a situation where we are outside at a sporting event, concert, or some type of outside event. While we are at the events all bundled up in our coats and hats and such, what do we do about our hands when the gloves just aren’t cutting it? My mother always suggests I just open a pack of Grabber hand warmers. Grabbers are a pack of 2 individual mini hand warmers that use a mixture of chemicals and different chemical reactions to produce heat us by you rubbing the two together. I must admit these little things have saved me from many cold nights out at the football field. Although when you are trying to warm yourself up you probably aren’t worried about what chemicals are in these warmers or how they work, but I am so I figure I’ll fill you in too. The reason I decided to try and go in debt on the idea of how a hand warmer works and what goes in to it to cause it to exert heat. Also because these are things I use almost every day during the winter and never knew how they worked. For starters all grabbers hand warmers are air activated, they are n... Essay -- Throughout our lives we all have been in a situation where we are outside at a sporting event, concert, or some type of outside event. While we are at the events all bundled up in our coats and hats and such, what do we do about our hands when the gloves just aren’t cutting it? My mother always suggests I just open a pack of Grabber hand warmers. Grabbers are a pack of 2 individual mini hand warmers that use a mixture of chemicals and different chemical reactions to produce heat us by you rubbing the two together. I must admit these little things have saved me from many cold nights out at the football field. Although when you are trying to warm yourself up you probably aren’t worried about what chemicals are in these warmers or how they work, but I am so I figure I’ll fill you in too. The reason I decided to try and go in debt on the idea of how a hand warmer works and what goes in to it to cause it to exert heat. Also because these are things I use almost every day during the winter and never knew how they worked. For starters all grabbers hand warmers are air activated, they are n...

Native American Culture †The Micmac

It is not known when the Micmac first arrived in the Canadian Maritime provinces. Sea levels have risen such that early sites are now underwater. The earliest descriptions that we have are of people who already had contact with the westThe Micmac, along with the Beothuk of Newfoundland, may well be the first of the first peoples to have had contact with Europeans. This could have occurred with the Vikings in the 11th century and / or with Basque and other European fishing fleets that fished on the Grand Banks, but did not publicly reveal the source of their large catches. All this was well before Columbus in 1492. In 1497 when John Cabot returned to England he took three members of the Micmac tribe back with him.The Basques fished off Canadian shores, and by 1519 would dry their catch and to carry out trade shore. By 1578 there were about 400 European boats coming in summer. Trade with the Micmac for furs, especially beaver, was profitable for both sides. The demand was greater than the Micmac could supply and quickly adopted the role of middlemen for tribes such as the Algonquian who lived far from shore. The metal weapons received in trade mean the Micmac had a tremendous advantage in battle over other Canadian tribes.[1]Rivalry over trade eventually led to the Tarrateen war of 1607 when the Micmac moved in as far as Massachusetts. However, they contracted a disease that eventually killed three quarters of the population. In 1613, the British, anxious to make claim to territories held by the French, destroyed Port Royal and the mission at Mont Desert. The Micmac were caught in the raid and were sold by the British as slaves. The original Micmac population number has been estimated to reach as high as 30,000 but was probably less. Contact with westerners lowered their numbers to around 1,800 in the 1820’s after contracting various diseases including a devastating epidemic of smallpox.They occupied the Canadian Maritimes including eastern New Brunswick, Nova Scotia, the Gaspà © Peninsula in Quebec, Prince Edward Island, and after about 1630, a Micmac band also lived in southwestern Newfoundland. There were now about 25,000 members of the tribe in Canada. The Jay treaty of 1794 between the newly formed United States and England allowed the Micmac to cross and re-cross the border freely. Nowadays there are groups in New York and Maine, where in 1991 they finally gained official federal recognition particularly in Boston where they make up the largest first peoples group in New England.[2]The original spelling of their name was Mi’kmaq, which means ‘allies’. Over time, Micmac became the commonly used spelling, although it has several variations. Various groups have also been known as Cape Sable Indians, Gaspesian, Matueswiskitchinuuk (Malecite â€Å"Porcupine Indians†) and Shonack (Beothuk â€Å"Bad Indians†), The French called them Souriquois and the British Tarrateen.Their language is a branch of A lgonquian, although somewhat different from that used further south. There are links with other local languages such as that of the Cree and the Montagnais. Most Micmac still use it as their first language, with either English or French being the second. Regional dialects are so strong that for instance those in Quebec have difficulties communicating with those in Nova Scotia. Because their language is similar to that of the Cree it is possible that they moved into the Maritimes from the north.The people did very little farming since they lived too far north to be able to grow corn, though some was done in the warm summer months. Instead they were skilled in hunting, gathering and fishing, especially with regard to the catching of fish and sea mammals. This made them skilled in the making and use of birch bark canoes and those made of caribou skin. After 1600 they also used sails. Their larger distinctive light, humpbacked canoes could be used even on the open sea. However they quic kly learnt that some European vessels were also useful and adopted them.The birch bark, poles and skins were also used to construct their homes – smaller conical ones in cold weather and long house types used in warmer times. They were semi-nomadic living near the shore during the summer fishing season and inland during the colder weather when it was easier to track moose and deer in the snow. Snowshoes, sledges and toboggans were used to make movement easier in the deep snow. Hunting camps would consist of only one family but in spring and summer, families would come together and form villages of several hundred people able to take advantage of plentiful food supplies. Before the arrival of metal kettles, water was heated by placing hot stones in wooden kettles.[3]Clans are patrilineal and the tribes are confederacies of these smaller groups. Each clan had and still has a symbol, used to mark possessions such as homes and canoes. Local chiefs and a group of elders governed t he villages. The oldest male in the area became the district chief. His importance was linked to the size of his family hence polygamy was practiced.   The leaders would decide when and where to hunt and fish. For instance in December they would ice fish for cod, in January they would hunt seals, in February move inland to hunt moose, deer and bear as well as smaller game by the end of March they would move to the coast to begin fishing again, they would begin to catch eels in the estuaries in mid September and then move into the forests when the snow came.This pattern started when they were trading beaver with the Europeans, as the furs would be thicker in winter. Also they had to be on the coasts in summer in order to meet with trading vessels. Methods used to catch game were varied. Spears or bows and arrows would be used to catch larger game and snares and traps were used for smaller creatures. They made ingenious callers form birch bark to attract moose.[4] In order to catch fish they used tridents, hooks, nets and weirs. Seals would be harpooned. In historical times bone or stone tools were replaced by iron and steel ones gained in trade.The groups would occasionally come together and elect a high king – the Grand Saqamaw. This method of political authority meant that in times of war organization was made easier.As with other woodland tribes clothing for both sexes was fringed buckskin. This was used for leggings, breechclouts and sleeves. At some point during the 1700’s the women began to wear pointed headdresses. Clothing, bags etc were decorated with porcupine quills, though traded glass beads largely replaced these after the arrival of the Europeans. They would originally be sewn together using sinews and bone needles. In areas where porcupines were not present trade would either obtain their quills or other items would be used in imitation of them e.g. spruce roots.   By the 18th century woolen blankets were being used, and in the 19th century men began to wear great coats and the women were using woolen and cotton cloth and steel needles.The Micmac feasted at weddings, funerals and before the hunting season began. Unusually funerals were conducted before the person had actually died. If someone was incurably ill dogs were killed as a sign of grief, then after much singing, the person would be allowed to make a last speech and then they would be abandoned and no one would help them.Regarding religion, one supreme god was believed in, but also there were lesser gods including those in human form. Stories often centered on Glooscap, a hero whose stories explain how the world came into being and how it works. The ancient Micmac did not distinguish between the natural and the supernatural. A spirit might inhabit everything from the large sun to a small rock. They had shamans known as puion who provided both curses and cures and interpreted the natural world. The missionaries discredited them but some traditional beliefs persist. In the 19th century missionary Silas Rand made a collection of these stories and beliefs. Even today a Micmac web site, Traditional Micmac culture, states that Glooscap still lives in every Micmac.[5]After the arrival of the French, who brought very few women with them, intermarriage became common and so did conversion to Christianity. The Jesuits arrived in 1610 and the first Micmac family was baptized in the same year. However the Micmac branch of Catholicism includes many native ideas. When the French gave up the Maritimes to the British in 1713 the Micmac remained loyal to French links and most now have French family names. They are proud of the way their culture has contributed to life and language in North America whereby the hand drawn toboggan and snowshoes are still in use. The fact that they now often speak English, drive cars and wear similar clothes to everyone else does not make them any less Micmac.Bibliography Swanton J. The Indian Tribes of North Ame rica, U.S. Government Printing Office 1952Micmac Indians of Canada retrieved 22nd October 2007 fromhttp://www.canadiangenealogy.net/indians/micmac_indians.htm This site quotes from Swanton’s book mentioned above.Micmac Indians of Maine found at retrieved on 22nd October 2007 fromhttp://www.micmac-nsn.gov/  Ã‚  Pastore, R. Traditional Micmac Culture retrieved on 22nd October 2007 from  http://www.heritage.nf.ca/aboriginal/micmac_culture.htmlSultzman, L. Micmac history, retrieved 22nd October 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.dickshovel.com/mic.html[1] Swanton J. [2] http://www.canadiangenealogy.net [3] http://www.micmac-nsn.gov/ [4] http://www.heritage.nf.ca [5] http://www.dickshovel.com Native American Culture – The Micmac It is not known when the Micmac first arrived in the Canadian Maritime provinces. Sea levels have risen such that early sites are now underwater. The earliest descriptions that we have are of people who already had contact with the westThe Micmac, along with the Beothuk of Newfoundland, may well be the first of the first peoples to have had contact with Europeans. This could have occurred with the Vikings in the 11th century and / or with Basque and other European fishing fleets that fished on the Grand Banks, but did not publicly reveal the source of their large catches. All this was well before Columbus in 1492. In 1497 when John Cabot returned to England he took three members of the Micmac tribe back with him.The Basques fished off Canadian shores, and by 1519 would dry their catch and to carry out trade shore. By 1578 there were about 400 European boats coming in summer. Trade with the Micmac for furs, especially beaver, was profitable for both sides. The demand was greater than the Micmac could supply and quickly adopted the role of middlemen for tribes such as the Algonquian who lived far from shore. The metal weapons received in trade mean the Micmac had a tremendous advantage in battle over other Canadian tribes.[1]Rivalry over trade eventually led to the Tarrateen war of 1607 when the Micmac moved in as far as Massachusetts. However, they contracted a disease that eventually killed three quarters of the population. In 1613, the British, anxious to make claim to territories held by the French, destroyed Port Royal and the mission at Mont Desert. The Micmac were caught in the raid and were sold by the British as slaves. The original Micmac population number has been estimated to reach as high as 30,000 but was probably less. Contact with westerners lowered their numbers to around 1,800 in the 1820’s after contracting various diseases including a devastating epidemic of smallpox.They occupied the Canadian Maritimes including eastern New Brunswick, Nova Scotia, the Gaspà © Peninsula in Quebec, Prince Edward Island, and after about 1630, a Micmac band also lived in southwestern Newfoundland. There were now about 25,000 members of the tribe in Canada. The Jay treaty of 1794 between the newly formed United States and England allowed the Micmac to cross and re-cross the border freely. Nowadays there are groups in New York and Maine, where in 1991 they finally gained official federal recognition particularly in Boston where they make up the largest first peoples group in New England.[2]The original spelling of their name was Mi’kmaq, which means ‘allies’. Over time, Micmac became the commonly used spelling, although it has several variations. Various groups have also been known as Cape Sable Indians, Gaspesian, Matueswiskitchinuuk (Malecite â€Å"Porcupine Indians†) and Shonack (Beothuk â€Å"Bad Indians†), The French called them Souriquois and the British Tarrateen.Their language is a branch of A lgonquian, although somewhat different from that used further south. There are links with other local languages such as that of the Cree and the Montagnais. Most Micmac still use it as their first language, with either English or French being the second. Regional dialects are so strong that for instance those in Quebec have difficulties communicating with those in Nova Scotia. Because their language is similar to that of the Cree it is possible that they moved into the Maritimes from the north.The people did very little farming since they lived too far north to be able to grow corn, though some was done in the warm summer months. Instead they were skilled in hunting, gathering and fishing, especially with regard to the catching of fish and sea mammals. This made them skilled in the making and use of birch bark canoes and those made of caribou skin. After 1600 they also used sails. Their larger distinctive light, humpbacked canoes could be used even on the open sea. However they quic kly learnt that some European vessels were also useful and adopted them.The birch bark, poles and skins were also used to construct their homes – smaller conical ones in cold weather and long house types used in warmer times. They were semi-nomadic living near the shore during the summer fishing season and inland during the colder weather when it was easier to track moose and deer in the snow. Snowshoes, sledges and toboggans were used to make movement easier in the deep snow. Hunting camps would consist of only one family but in spring and summer, families would come together and form villages of several hundred people able to take advantage of plentiful food supplies. Before the arrival of metal kettles, water was heated by placing hot stones in wooden kettles.[3]Clans are patrilineal and the tribes are confederacies of these smaller groups. Each clan had and still has a symbol, used to mark possessions such as homes and canoes. Local chiefs and a group of elders governed t he villages. The oldest male in the area became the district chief. His importance was linked to the size of his family hence polygamy was practiced.   The leaders would decide when and where to hunt and fish. For instance in December they would ice fish for cod, in January they would hunt seals, in February move inland to hunt moose, deer and bear as well as smaller game by the end of March they would move to the coast to begin fishing again, they would begin to catch eels in the estuaries in mid September and then move into the forests when the snow came.This pattern started when they were trading beaver with the Europeans, as the furs would be thicker in winter. Also they had to be on the coasts in summer in order to meet with trading vessels. Methods used to catch game were varied. Spears or bows and arrows would be used to catch larger game and snares and traps were used for smaller creatures. They made ingenious callers form birch bark to attract moose.[4] In order to catch fish they used tridents, hooks, nets and weirs. Seals would be harpooned. In historical times bone or stone tools were replaced by iron and steel ones gained in trade.The groups would occasionally come together and elect a high king – the Grand Saqamaw. This method of political authority meant that in times of war organization was made easier.As with other woodland tribes clothing for both sexes was fringed buckskin. This was used for leggings, breechclouts and sleeves. At some point during the 1700’s the women began to wear pointed headdresses. Clothing, bags etc were decorated with porcupine quills, though traded glass beads largely replaced these after the arrival of the Europeans.They would originally be sewn together using sinews and bone needles. In areas where porcupines were not present trade would either obtain their quills or other items would be used in imitation of them e.g. spruce roots.   By the 18th century woolen blankets were being used, and in the 1 9th century men began to wear great coats and the women were using woolen and cotton cloth and steel needles.The Micmac feasted at weddings, funerals and before the hunting season began. Unusually funerals were conducted before the person had actually died. If someone was incurably ill dogs were killed as a sign of grief, then after much singing, the person would be allowed to make a last speech and then they would be abandoned and no one would help them.Regarding religion, one supreme god was believed in, but also there were lesser gods including those in human form. Stories often centered on Glooscap, a hero whose stories explain how the world came into being and how it works. The ancient Micmac did not distinguish between the natural and the supernatural. A spirit might inhabit everything from the large sun to a small rock.They had shamans known as puion who provided both curses and cures and interpreted the natural world. The missionaries discredited them but some traditional be liefs persist. In the 19th century missionary Silas Rand made a collection of these stories and beliefs. Even today a Micmac web site, Traditional Micmac culture, states that Glooscap still lives in every Micmac.[5]After the arrival of the French, who brought very few women with them, intermarriage became common and so did conversion to Christianity. The Jesuits arrived in 1610 and the first Micmac family was baptized in the same year. However the Micmac branch of Catholicism includes many native ideas. When the French gave up the Maritimes to the British in 1713 the Micmac remained loyal to French links and most now have French family names.They are proud of the way their culture has contributed to life and language in North America whereby the hand drawn toboggan and snowshoes are still in use. The fact that they now often speak English, drive cars and wear similar clothes to everyone else does not make them any less Micmac.Bibliography Swanton J. The Indian Tribes of North Americ a, U.S. Government Printing Office 1952Micmac Indians of Canada retrieved 22nd October 2007 fromhttp://www.canadiangenealogy.net/indians/micmac_indians.htm This site quotes from Swanton’s book mentioned above.Micmac Indians of Maine found at retrieved on 22nd October 2007 fromhttp://www.micmac-nsn.gov/  Ã‚  Ã‚  Ã‚  Pastore, R. Traditional Micmac Culture retrieved on 22nd October 2007 from  http://www.heritage.nf.ca/aboriginal/micmac_culture.htmlSultzman, L. Micmac history, retrieved 22nd October 2007 from  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.dickshovel.com/mic.html[1] Swanton J. [2] http://www.canadiangenealogy.net [3] http://www.micmac-nsn.gov/ [4] http://www.heritage.nf.ca [5] http://www.dickshovel.com

Blade Runner Directors Cut essays

Blade Runner Director's Cut essays What theme or themes have you found in a feature film you have studied this year, which are relevant to a modern audience? The film, Blade Runner: Directors Cut, (BRDC) directed by Ridley Scott, explores a major theme that is relevant to us as a modern audience. The main theme is the questioning of humanity. This film forces the viewer to really wonder what humanity actually is, and how human we are. It forces us as the viewer to question our values, and to ponder over the difference between human and inferior beings. In, BRDC, the main theme is the question of what is humanity? One of the ways we wonder this, is through the replicants. Replicants are genetically engineered beings, or clones that are illegal on Earth. A number of rebel replicants have escaped from their off-world colony to Earth, where they wish to seek more life from their creator. They are only given a four-year life span. The film follows Deckard (Harrison Ford) as he is given the task of finding the replicants and retiring or killing them. This forces us as the viewer to question the humanity issues of this. We wonder if it is right to kill something that will only last four years. For example, the replicants appear to be human as is seen at the beginning, when the replicant Leon cares so much about his mother that he shoots another man for trying to talk about her. In fact, replicants do not have a mother but are implanted with the memory of one. The fact that the subject of his mother provoked such an emotional response from Leon, shows that he does possess human qualities, despite claims from the creator Tyrell that replicants can not experience human emotion. Leon shows in this scene that he does possess emotions, and while the viewer questions his humanity as he kills another man, they are also forced to question the humanity issues of killing them. They appear to be normal human beings, yet they m ...

How to Solve Marketing Fire Drills with Kyle DeWeerdt from Apprenda [PODCAST]

How to Solve Marketing Fire Drills with Kyle DeWeerdt from Apprenda [PODCAST] Marketing fire drills: Can you learn to take care of them before they turn into bona fide emergencies? It can be stressful and overwhelming when projects crop up with little to no notice. Planning where you can and having good communication with your team can help you get through it with no negative ramifications. Today’s guest is Kyle DeWeerdt, marketing programs manager at Apprenda. He has come up with a simple system to help his team prioritize their time to complete their work, nipping stressful emergencies in the bud. He’s going to help us learn how to resolve issues before they even start. Some of the topics you’ll hear about today include: Some information about Apprenda and the types of content that Kyle works with, as well as Kyle’s background. An explanation of â€Å"marketing fire drills†: What are they, and what can you do about them? An explanation of buffer time, and how it can help you handle these emergencies that come up. How to break down a project to define a deadline and a publish date for content. How Kyle manages the process behind the scenes with multiple teams to make sure every task is completed on time. Kyle’s best tips for marketers who want to manage their projects more efficiently.

Quotes on Funny Thoughts to Make You Smile

Quotes on Funny Thoughts to Make You Smile Have you ever had a funny thought pop into your brain? Maybe you put a couple of things together and realized it told a truth in a quirky way. Our brains often have a natural comedian deep inside and you might even make yourself laugh. Then when you stop and think about thinking, things start getting a little weird. Famous thinkers and witty people might seem to have more funny thoughts, but we have the benefit of only seeing their really good material. You might be inspired by a humorous remark, or hearing about an incident that causes you to giggle. Share your funny thoughts with others and see how you create a riot of laughter around you. If you need some help, read these funny thoughts of well-known people. Will Rogers Everything is funny, as long as its happening to somebody else.   Robert  Frost The brain a wonderful organ.  It starts working the moment you get up in the morning and does not stop until you get into the office. Charles Schulz Sometimes I lie awake at night, and I ask, Where have I gone wrong? Then a voice says to me, This is going to take more than one night. Friedrich Nietzsche All things are subject to interpretation whichever interpretation prevails at a given time is a function of power and not  truth. Miguel de Cervantes Sanity may be madness but the maddest of all is to see life as it is and not as it should be. Norm Papernick Those who can laugh without cause have either found the true meaning of happiness or have gone stark raving mad. Ethel Barrymore You grow up the day you have your first real laugh - at yourself.   Reba McEntire To succeed in life, you need three things: a wishbone, a backbone, and a funnybone.   Isaac Asimov People who think they know everything are a great annoyance to those of us who do. Abraham Lincoln No man has a good enough memory to be a successful liar. Oscar Wilde The public is wonderfully tolerant. It forgives everything except genius. The public have an insatiable curiosity to know everything, except what is worth knowing.   Victor Borge Santa Claus has the right idea - visit people only once a year. Edward Gibbon Beauty is an outward gift which is seldom despised, except by those to whom it has been refused. Quentin Crisp The trouble with children is that theyre not returnable. George Bernard Shaw Love is a gross exaggeration of the difference between one person and everybody else. Joe Namath Until I was thirteen, I thought my name was shut up. Mark Twain While the rest of the species is descended from apes, redheads are descended from cats. Ogden Nash Middle age is when youve met so many people that every new person you meet reminds you of someone else. The Cable Guy You know what the trouble about real life is? Theres no danger music.

Just Questions Essay Example | Topics and Well Written Essays - 2000 words

Just Questions - Essay Example Most psychoneuroses are dependent on the failure of the personality to a find an adequate solution of this conflict, and the compromise that the person reaches is not satisfactory to him. The basal or primary dispositions develop in the childhood, and they determine the future psychic development. Therefore, the personality and its forms are actually determined by the childhood development in terms of Sex and Ego, which may distinguish between different personalities. This, therefore may serve as a key to knowing these personalities. Adler's style of life theory contends that the determining factors that mould human behaviour and development and hence personality are to gain power and ascendency against the environment. This means, in human personality, the conduct is determined by a final purpose. A person's styles of life or temperamental factors determine his behaviour. According to his theory, the style of life is an affective and cognitive representation of the existential problems that any person desired to resolve. Thus this reflects the person's reactions to his perceptions about reality and the reactions that demonstrate in the ways of coping with it. This is a manifestation of cultural adaptation through the interaction between the person and the reality. Functionally, these may be equivalent to the cognitive and psychological traits of the personality which is reflected upon the genetic inheritance. Horney's construct of the "ty... Give an example of this tyranny has affected someone's lifestyle. Horney's construct of the "tyranny of should" are well depicted in the childhood development, which in future may lead to a neurotic personality. These develop early in the development through influences from temperament and environment. The child's personality and his degree of vitality and his nature and its quality may make a child rebellious or submissive under such pressures created by parental coercion. The tyranny is created by love and intimidation, tyranny, and glorification. These create the environment of the child, and their personality will be influenced by such relationships which may alter the environment from the normal of warmth, mutual respect and consideration. From the perspective the "tyranny of should" from the parents exerts pressure on the child even up to the extent that he may start feeling that his existence is dependent upon the parental wishes. The consequences are improper or incomplete development of self-respect. The personality may become insecure, ap prehensive, isolated, and resentful. Although initially, helpless, gradually he starts coping and become manipulative. The case of a child who has a stubborn negativism and who expresses himself with temper tantrums may be considered. His coping mechanism is shutting himself from others, living in his own world, where he can resent and reject every demand made upon him by the "tyranny of should" and he makes inroads to isolation and privacy which might be the beginning of a neurosis. Q4. Consider the frames of orientation presented by Fromm. Give a specific example of behavior which constitutes a healthy frame of orientation. Give specific example of behavior which constitutes an unhealthy frame of orientation.

Description of Place, or Thing Essay Example | Topics and Well Written Essays - 500 words

Description of Place, or Thing - Essay Example The success rate of players is low as well and therefore, few number of athletes make up to the international stage whereas, others remain unknown to the world. The role of luck is very notable in the process of predicting success in the field of sports. The success in the world sports is determined by one’s ability of being at the right place at the right time. The sports in general promote social equality, justice and humanistic values in the community because in the ground everybody is a player and equal to all fellow humans regardless of his or her sexual orientation, race and color. The leading players in the history are living the worst possible lives after the retirements and there is nobody who is even willing to take care of them. Furthermore, humans need regular exercise in order to remain fit while; the professional sportsmen are needed to make a living by joining and working in other professional fields so that they can remain immune to ill-effects of early retirem ent that is pretty much a time honored tradition and convention in the area of ice-hockey. The safety of the players should be enhanced by making new laws and rules in sports like ice-hock. The human limit to suffer physical pain and exertion must be tested in a human way. The profession of sports should not be considered as a battlefield but a place where healthy and safe competition can prevail. The notion of pain as an integral part of ice-hock should be challenged by making new laws and policies for safeguarding players from

Rehabilitate don't incarcrate Essay Example | Topics and Well Written Essays - 2500 words

Rehabilitate don't incarcrate - Essay Example One reason for the impracticality is that the inclusion of drug users among the prisoners will simply result in overcrowding of prison, which is what the Californian State Prison is going through at this point. However, another impractical reason and one which is actually more important is that people who were jailed for drugs will not really reform drug users: â€Å"Charging those individuals with a felony doesn’t reduce illicit drug use† (Knafo). Putting drug addicts in prison will also not contribute to his own recovery as a drug user. Based on data from the Federal Bureau of Prisons, drug treatment studies for drug users in prison often make them reduce relapse, criminality, inmate misconduct, and behavioral disorders (â€Å"Substance Abuse Treatment†). Nevertheless, as long as a drug user is in prison, then he will never be able to have the environment that is conducive for his recovery. This means that as long as the drug user remains incarcerated, his beha vior and conduct and his recovery will always be challenged by his fellow inmates, who can abuse him at anytime. Thus, instead of recovering from the abuse, he will continue to be violent as the prison itself has a plethora of threats and abuses of all kinds. Placing prisoners in rehabilitation programs instead of prisons will hopefully reduce recidivism. In fact, according to Cape Cod Times, this is basically the goal of American Representative Randy Hunt’s current program that favors the rehabilitation of drug users in prisons. The basis for the purpose of reducing recidivism somehow lies in the fact that undergoing treatment, drug testing as well as counseling will definitely take care of the pressing problem of drug addiction sooner than incarcerating the drug user (Barber). This is somehow similar to the idea of taking care of the drug abuse problem more readily so that it can actually be dealt with. Otherwise, the same kind of person will get arrested and jailed sooner or later. Moreover, subjecting the prisoner to the nadir of existence in jail, then common sense will tell us that they will never be able to recover from the drug problem. Furthermore, based on information from the International Penal and Penitentiary Foundation, prisoners with drug and alcohol related problems can only possibly recover in a â€Å"therapeutic unit† (Wrobel). As this therapeutic unit may allow leaving the cells open, may allow prisoners to receive outside volunteers or may allow the family of the patient to participate in the therapy as well (Wrobel). Although this can actually appear dangerous, it is an error on the side of kindness. Moreover, what is missing here and what should be known before a drug user is sent for rehabilitation is the idea that the drug user will undergo strict assessment first as well as strict monitoring. Strict assessment means that those who are extremely violent will not be able to walk freely during or may not even be sent for re habilitation in order to reduce risks of causing violence. Moreover, strict monitoring means that throughout every phase of treatment that these drug users have to go through, they are strictly supervised by the police. This means that if the drug user has a history of violence, they he is less likely to participate in any rehabilitation program. Moreover, as long as these are true statements about the benefit of rehabilitation for drug users instead

Implementation Research Paper Example | Topics and Well Written Essays - 1000 words

Implementation - Research Paper Example Poor training will mean that the people who are supposed to be using the system are in the dark in the running of the system. They need to be part of the implementers of the system rather than being mere spectators (Graham, 2009). For Aux Bons Soins to go through in the implementation process of the system, they need to have all the data that need to be captured in the system in place. The data should not have any signs of redundancy. They should be as clean as a possible. There should be modules in place that will be used in the various sectors like the finance module, the human resource and the payroll system. The placing of these systems in place will make integration of the systems to be simple (Graham, 2009). Challenges of implementing ERP There are various challenges that are experienced in implementing an ERP system. This was experienced with the implementation of ERP in Aux Bons Soins. The main causes for the difficulties of the implementation are that of lack of support from the top management. Initially, there was a lack of understanding of the system with the top management. The top management was not supportive of the implementation of the new system. They did not think that the system will solve the problems of the various departments. This therefore affected the way finances were distributed and the way funding was undertaken. Without enough financial resources, a new system will not be implemented well. This was a major issue with the implementation of ERP system in Aux Bons Soins (Graham, 2009). Another source of the difficulty was the lack of cohesion between the various departments in the organization. Since the ERP system will be used to serve various processes in the whole organization, there is a need to have a unified process and one vision of the whole organization. There was a problem with the whole organization as the various departments in the organization had varying views (Young, 2009). This is something that made the implementation process hard. If the system would be implemented in one department or fewer departments, the problem could be avoided and the implementation would be a lot easier. Each department has developed their own objectives. This is making the whole process difficult. This made unifying the whole implementation process a tedious process. ERP systems serve many departments and; this is unlike other systems which are used to manage one process which affects one or two departments (Graham, 2009). Another issue and source of difficulties in the process were the technical compatibility with the other systems which have been running in the organization. It was hard for the technical department to unify the technical modules so that there is one system and the compatibility with the various processes that are found in the different departments. This is one cause of the difficulties which were found in the various departments (Graham, 2009). Key elements which led to success One of the key factors t hat will determine the success of an ERP is the project management. This is the application of the skills and knowledge so that the coordination of the schedules and activity monitoring is achieved. The plan for project management involves the definition of the activities that will be performed, assigning of personnel to those activities, and promoting the acceptability of the process in the system. There is also the very important factor of business process reengineering. This is the

From the period of the Spanish American War through the end of World Essay - 1

From the period of the Spanish American War through the end of World War two, why does the United States move from relative isol - Essay Example Isolationism denotes to United States’ longstanding unwillingness to become engaged in European wars and alliance. Isolationists embraced the opinion that United States’ perspective upon the globe was dissimilar from that of the European cultures, and that United States could enhance the root of democracy and freedom by channels other than conflict. United States’ isolationism did not denote is entanglement from the global phase. Isolationists, thereby, were not opposed to the impression that the American should be a global player, and much further its ideological, economic, and territorial interests, predominantly within the West Hemisphere. In the 1920's, the United States is seen marinating its isolation policy all through, but also, its aspects of developing into an internationalist. United States can be equated to a jellyfish where it avoided any external involvement except for trade undertakings, and then later it advanced into a hawk- devotedly pledging fo rces to outdoor wars to gain influence and resources. America remained isolationists via factors like dismissal of the Alliance of Nations, as well as closing accesses on migration, yet occasioned internationalist actions. United States moved from a relative isolation to an internationalist when United States domestic support for Cuba independence entangled the American in a conflict with Spain upon the Cuban’s island. The United States went into war with no strategies other than sinking the Spanish convoy in Manila Anchorage and it undertook months to dispatch troops to Spain with the Spanish putting up hardly any resistance. The US was able to conquer Spain; both countries signed the Paris Treaty. The verdict to assist Cuban opposition was a key retreat from the customary United States’ way of liberal patriotism. The consequences of United States’ global involvement resulted in the Cuban sovereignty under the Paris treaty of 1898. The treaty led to the surrender of Spanish chattels to the American country. These included the Guam Island, Puerto Rico and the Philippines. The American abruptly became a colonial hegemony with international dependencies. The United States colonial ac countability became a permanent undertaking and not just a temporary thing. This is seen when United States made reflective changes within its diplomatic posture. This transformation made the United States immune to the early 19th era foreign policies as the nation had transformed and it also possessed nearly all features of a prodigious power. It stood out from other nations in respect to geographic size, population, two oceans, military capability and economic resources. The negotiation of the Paris treaty and the Cuban war placed new responsibilities and duties in the palms of the United States that it vowed to execute as a ruler of nation-states. United States new way of life was a high decree and promise of civilization. The American global involvement rendered it to engage in close as well as more intricate affiliations with other global great powers. This undertaking rendered the conventional foreign policy old-fashioned. This global involvement of the United States saw it re treat from its customary isolation attitude.[4] The American policy formulators were enforced to cogitate a huger global involvement since they had to formulate new policies Asia. This began with the Monroe Policy amendment. The U.S. President Theodore Roosevelt through the Roosevelt Corollary amended the Monroe doctrine. This change was triggered by the uncertainties that the European creditor countries would utilize the unpaid dues of the Latin American countries to obtain political hegemony over them. ________________________________________________________________________ [4]Rosenberg, Emily S. Spreading the American Dream (New York: Hill and Wang, 1982), 27. The Monroe doctrine amendment gave the United States the right to exercise a universal police power in the emergence of a transgression or impotence act by any nation. The

Time series analysis of stock price Research Proposal

Time series analysis of stock price - Research Proposal Example 6). Stock refers to a fraction of ownership of a company by a person. It is a subdivision of a company’s capital that is sold to interested investors for capital generation. Based on the terms of the sale, stock, also known as shares are transferable at timely market prices (Borrowski, p. 3). Capital market is a network in which shares are sold. It consists of companies that issue the stock, the stocks to be traded and the investors who buy or sell the stock at a particular time (Borrowski, p. 3). This research proposal has been motivated by the increasing essence of capital markets in economies and has further been facilitated by the perception that statistics can be used to understand factors in stock prices such as trend and seasonality. The paper with this respect seeks to conduct a time series analysis of stock prices in the New York Stock Exchange market. It will explore some of the factors that affect stock prices and in light with analysis of stock prices of listed companies in a sector, move to investigate possible factors that affects trend and seasonality factors of stock prices in the financial sector’s New York Stock Exchange market. The stock exchange markets, as a forum for buying and selling of shares of companies operates like the normal markets in terms of financial implications of transactions. This means that among other factors, buyers and sellers engage in transactions with the aims of either buying the shares for as low costs as possible or selling them at as high prices as possible. Forces of demand and supply, subject the perceived financial position of particular companies that owns the shares, therefore influences the prices of shares over time. Stock prices are therefore expected to be on high demand when investors predicts higher stability and returns from investing in the issuing company. Similarly, factors that would affect the ability of investors to spend in the capital market will also generally dictate the trend

Implementation Research Paper Example | Topics and Well Written Essays - 1000 words

Implementation - Research Paper Example Poor training will mean that the people who are supposed to be using the system are in the dark in the running of the system. They need to be part of the implementers of the system rather than being mere spectators (Graham, 2009). For Aux Bons Soins to go through in the implementation process of the system, they need to have all the data that need to be captured in the system in place. The data should not have any signs of redundancy. They should be as clean as a possible. There should be modules in place that will be used in the various sectors like the finance module, the human resource and the payroll system. The placing of these systems in place will make integration of the systems to be simple (Graham, 2009). Challenges of implementing ERP There are various challenges that are experienced in implementing an ERP system. This was experienced with the implementation of ERP in Aux Bons Soins. The main causes for the difficulties of the implementation are that of lack of support from the top management. Initially, there was a lack of understanding of the system with the top management. The top management was not supportive of the implementation of the new system. They did not think that the system will solve the problems of the various departments. This therefore affected the way finances were distributed and the way funding was undertaken. Without enough financial resources, a new system will not be implemented well. This was a major issue with the implementation of ERP system in Aux Bons Soins (Graham, 2009). Another source of the difficulty was the lack of cohesion between the various departments in the organization. Since the ERP system will be used to serve various processes in the whole organization, there is a need to have a unified process and one vision of the whole organization. There was a problem with the whole organization as the various departments in the organization had varying views (Young, 2009). This is something that made the implementation process hard. If the system would be implemented in one department or fewer departments, the problem could be avoided and the implementation would be a lot easier. Each department has developed their own objectives. This is making the whole process difficult. This made unifying the whole implementation process a tedious process. ERP systems serve many departments and; this is unlike other systems which are used to manage one process which affects one or two departments (Graham, 2009). Another issue and source of difficulties in the process were the technical compatibility with the other systems which have been running in the organization. It was hard for the technical department to unify the technical modules so that there is one system and the compatibility with the various processes that are found in the different departments. This is one cause of the difficulties which were found in the various departments (Graham, 2009). Key elements which led to success One of the key factors t hat will determine the success of an ERP is the project management. This is the application of the skills and knowledge so that the coordination of the schedules and activity monitoring is achieved. The plan for project management involves the definition of the activities that will be performed, assigning of personnel to those activities, and promoting the acceptability of the process in the system. There is also the very important factor of business process reengineering. This is the

Time series analysis of stock price Research Proposal

Time series analysis of stock price - Research Proposal Example 6). Stock refers to a fraction of ownership of a company by a person. It is a subdivision of a company’s capital that is sold to interested investors for capital generation. Based on the terms of the sale, stock, also known as shares are transferable at timely market prices (Borrowski, p. 3). Capital market is a network in which shares are sold. It consists of companies that issue the stock, the stocks to be traded and the investors who buy or sell the stock at a particular time (Borrowski, p. 3). This research proposal has been motivated by the increasing essence of capital markets in economies and has further been facilitated by the perception that statistics can be used to understand factors in stock prices such as trend and seasonality. The paper with this respect seeks to conduct a time series analysis of stock prices in the New York Stock Exchange market. It will explore some of the factors that affect stock prices and in light with analysis of stock prices of listed companies in a sector, move to investigate possible factors that affects trend and seasonality factors of stock prices in the financial sector’s New York Stock Exchange market. The stock exchange markets, as a forum for buying and selling of shares of companies operates like the normal markets in terms of financial implications of transactions. This means that among other factors, buyers and sellers engage in transactions with the aims of either buying the shares for as low costs as possible or selling them at as high prices as possible. Forces of demand and supply, subject the perceived financial position of particular companies that owns the shares, therefore influences the prices of shares over time. Stock prices are therefore expected to be on high demand when investors predicts higher stability and returns from investing in the issuing company. Similarly, factors that would affect the ability of investors to spend in the capital market will also generally dictate the trend

Poetry Analysis Essay Example for Free

Poetry Analysis Essay The poem is quick to assert that, maybe even provide a caveat, that one should take their life seriously and live their life to the fullest. It’s interesting that Byron beings to reflect on his life at this age, and I find it even more interesting that the poem was written on the last year he would live. One thing Byron emphasizes heavily on this poem is love and compassion. His first lines are an admittance that he does not have a partner by his side (lines 5-8). Many people fear dying alone, and Byron is not immune to such anxiety. Byron is even envious for those who have found love (lines 13-15). The â€Å"Chain† Byron says he wears symbolizes loneliness, perhaps even failure. He fears that his ultimate failure in life would be his lack of a companion, and that he cannot fill that void. I think Byron than goes on to say that love is happiness: and to have an absence in love would leave a person empty. Byron realizes he has failed in the one area he defines to be the most important and to recover from that and at least die in an honorable/memorable way is to take the soldier’s death. Since he has no significant other to speak highly of him when he is gone, he could at least have his fellow brothers-in-arms speak of him when he’s gone (most likely due to the soldier’s death). Overall, I’d say Byron is quite malcontented with how he’s lived his life. But I would say he was rather too harsh on himself, he fails to recognize all the great and wonderful things he has achieved in his life. But I also know that no one can determine whether or not someone was successful in life; that can only be determined by how that individual perceives themselves. The poem as a whole seems to be a reflection, but also a sad epiphany that Byron has not done all that he could have done with his life. This leads to the reoccurring theme that has been illustrated by almost all poets of this age: The ‘carpe diem’ seize the day/moment mentality. Darkness At the beginning lines of the poem, Byron sets up the reader to understand that this vision of the future, while not a current reality, could easily become so if mankind does not change his interaction with the environment. A cataclysmic event has occurred in which the sun is destroyed. For the eco-critic, this could be representative of any sort of environmental issue that is the result of man’s irreverence for the Earth – nuclear war, pollution, overpopulation. The poem does not need to explain how the sun was destroyed, just that the event happened and as a result, mankind’s decent into chaos and death was imminent. Mankind’s reaction to the event is to burn both civilization and nature in order to provide fuel to continue its existence. The next section forewarns the reader that following environmental catastrophe will be nothing but destruction. The destruction of nature occurs in the form of the overuse of resources, such as animals for food and trees for fuel. Men and animals would seemingly succumb to an almost hysteric state in which the law of survival becomes the only law, which is heralded as truth. This state of kill or be killed ultimately produced more concerns for the fate of mankind. Not only has the environment begun to be destroyed, here represented by the loss of the sun, but what few resources remain are being consumed at an unsustainable rate. The eco-critic understands that the population of the Earth can and should only become as large as is sustainable by the resources available to it. Byron illustrates this concept through the introduction of famine in the next section of his text. â€Å"The crowd was famish’d by degrees; but two of an enormous city did survive, and they were enemies. † The ultimate warning of eco-criticism is that the result of the widespread destruction of the environment is the widespread destruction of the human race. Byron has created a world in which the only two remaining humans cling to whatever life they have left in the form of a metaphorical flame. The last section of â€Å"Darkness† leaves the reader with a haunting image of a world in which nothing living exists. According to the eco-critic, this is the warning that Byron is delivering to us: either we change our ways and amend our neglect of environmental duty and responsibility, or we eventually perish. The destruction of mankind will come at its own hands, whether it is through environmental cataclysm, overpopulation and the subsequent war and famine, or through the slow poisoning of the Earth. Darkness† is a vehicle by which the eco-critic can forewarn the reader to change. Eco-Criticism, then, becomes a vehicle for change and hope. It is not merely about the destruction of the world, but hope that destruction can be avoided. Epitaph on an Infant This is a short poem, but still has a lot of meaning behind it, pertaining to the circle of life and death. Coleridge is saying that death can come at anytime and any moment, and seize anyone it pleases. Taking the b aby’s life shouldn’t be viewed as an evil or injustice, but rather part of the cycle. The first line can be interpreted to mean that the baby was never able to become exposed to the horrors of the world (sin) or be in the world for too long to have its loss be heart-breaking (sorrow). Not saying the loss of the baby was not a saddening thing, but Coleridge is saying the baby was not in this world long enough for it to be a huge loss. The last line is hopeful, saying the baby was able to â€Å"blossom there†, with there meaning heaven obviously. This, I feel, is how Coleridge viewed situations where the cycle of life seemed to break its own norms with taking a life that many would view as too early to take. This is for those who never got to grasp the mentality that many Romantic embraced during this time, of seizing the day, and living life to its fullest, not having any regrets. Of course, the baby (or any other youngling) is unable to even encounter such mentalities or form its own attitude for life. Even the length of the poem is symbolic; it represents the life span of the young babe, and how short life can ultimately be if one does not take their time to sit back and enjoy it a bit. Human Life Here’s how I interpreted this poem to be, line (cluster) by line (cluster). Lines 1-4: if the human body dies, the soul lives on forever. Lines 5-6: A human is comprised of three things, mind, body, and spirit. Lines 7-9: Everybody dies at some point in their life, and while to may try to prolong it, it is ultimately unavoidable. Lines 10-14: Nature will choose when everyone dies, it does not discriminate. Lines 15-17: When everything does not seem to be going your way, look through your previous dreams, hopes, and fears. Then reflect, and see if everything is as bad as you are making things out to be. Lines 18-22: remember though that each previous event echoes other ones and to be honest why do we wallow in things that are not important, and yet we hide ourselves from matters of much more importance? Lines 23-26: Why do we compare ourselves to events in the past instead of matters in the present moment or future? The past does not change, but we are shaped from it. Lines 27-28: Humans feel what they feel for no apparent reason; yet they seek reasons for why they feel the way they do. And the final line (29): All of a human’s life is nothing but a contradiction. A human will seek answers to many of life’s questions within themselves, but will always have conflict within. With this poem, Coleridge takes a more dark approach to the cycle of life, with his central theme of the poem being clearly stated at the very end â€Å"A beings being is contradiction†. He takes the approach to life of many people spend hours, days, weeks even contemplating the reasons for the seasons, our existence, why we die, and all other philosophical questions; and he asks â€Å"Why even bother seeking such answers? †. Death is unavoidable, and those who try to prolong it or even avoid it, are just walking contradictions. Why try to go against what is everyone’s fate in the end? Coleridge purposes such ideas and asks provocative questions to get his readers to think: Is it wiser to spend one’s life contemplating matters that way over everyone’s head, or rather just accept that your life as you know it will end one day, but in the meantime do your best to live it and not let anything shackle you to the bonds of â€Å"I can’t therefore I won’t†. Once again, the Romantic theme of ‘carpe-diem’ is sensed as a undertone to this poem, as Coleridge is warning people to not let the worldly matters trouble them, instead seek out the best in your life. Ode On The Death Of A Favorite Cat Drowned In A Tub Of Goldfishes This poem was quite uncommon for its time, but it still shared the qualities that make the readers think about life, death, and the cycle of the two. The reader is taken on a journey into the life of this cat, Selima, experiencing not only the beauty that is said creature, but also the sad end she came to, quite undeservingly. The third person view Grey utilizes helps show the struggle between life (the cat) versus nature. With the tone being deadly erious, Grey is showing a portrait of the cat as a cat with her conscious tale and ears of jet ( lines 7,11), trying to accomplish no more than procuring a goldfish for lunch. However, the tale takes a deadly turn when the fated Selima goes a paw too far and tumbles face-first into the goldfish tub. The reader, through this tone (which some might call mock-heroic, could they not see the utter tragedy and seriousness of Selimas fate), is taken into the life and death of a ca t who was merely hungry; alas, she ends up swimming with the fishes. The golden hue of the fish is what catches the tabby’s attention, and the cat then tries to catch it’s lunch. Eventually, the cat falls into the pond, and struggles for a while, with no help coming. This can be seen as no matter what you do in your life, when things really matter (such as a life and death situation), the only person one can rely on is themselves. Unfortunately, Grey has a grim way to convey that. The cat surfaces eight times, each time her life force growing weaker and weaker against the struggle ntil eventually Selima, having exhausted all her life, sinks amidst the objects of her lunchtime ambitions. Grey’s powerful message here is clear; be careful where you step, as you may fall into a pond of goldfish and drown. Furthermore, Gray implies, what you covet, though it may be beautiful, may lead you to your death. This can be tied back to the theme of not taking life for granted, and making each day yours. Should one be weighed down with material possessions and worldly goods, they are depriving themselves of the ultimate ‘good’, life itself.

Diversity in the Classroom

Diversity in the Classroom Schools are the places where the children shape their personalities and behavior. Like a child who shapes his or her personal outlook, even the school will be shaped by diverse cultural practices and values of the society. In essence, schools also reflect the existing norms of the society for which they set up. Interrelated and closely bonded beliefs and values are very common the culture of the schooling. In this chapter, an attempt was made to relate the basic ideology that underlines the culture in the US with many core values and beliefs. In addition, a link was made to relate the basic ideology as a means of divulging the deeper meaning of culture. Child rearing is a very meaningful approach that one can use to reveal the deeper meaning of the culture. Rearing children in a classroom has a strong link with the underlying culture of diverse ethnic groups. Several authors in the past have tried to explain what childrearing is, especially in the context of existing cultural practices. Almost all authors believe that childrearing is a mirror of different cultural ideologies along with practices and values of different cultures. Ogbu (Ogbu, 1981) believes that parents prepare their children for the society and the world as they know and experience it. Society can easily influence and shape our schools. The core values and practices of the society are some of the critical factors that shape our schools. Educators, students and parents may never understand the deeper meaning of culture within the ambience of school learning. Traditional definitions of culture given by noted anthropologists may not be sufficient for designing and executing school learning experiences that are so common in culturally different settings. In this section, we will treat objectifying culture as the basic step in the process of designing and constructing a simple and workable definition of culture. This simple working definition will help us streamline planning school learning experiences among different people. What is objectifying culture? A simple depersonalization process that helps us in conducting critical examination of the ideologies that support accepted and acknowledged social behavior and cultural practices. Ideologies and beliefs can reflect different aspects of deep meaning of culture. Schools are the learning centers that also reflect the cultural norms of a larger sized society. Deeper meaning of the culture can also be revealed through inspecting and evaluating ideologies and any interconnected beliefs and values. One can also reveal the deep meaning of culture by including communication among parents, teachers and students, and different social interaction patterns, as well as childrearing methods and practices. The Culture of Practice in a Struggling School Every teacher is different. Each one of them has own ideological stance and understanding of culture. In fact, these two viewpoints shape how they see school curriculum, learning process, pedagogy and social context that allow learning in school. In nutshell, the way and manner in which a teacher understands the culture influences in the school, will ultimately influence his or her ability to provide meaningful and productive learning experiences to the students. This chapter will provide two main benefits: It provides you a solid groundwork to comprehend cultural diversity in a classroom; It also helps you learn how to teach traditionally underserved students, who come from diverse and experiential backgrounds. Hollins (Hollins, 2006) reported about an approach, which was identified as a structured dialogue, playing an important tool to assist convert the culture of practice followed in a low performing school. In such schools, teachers also learned how to teach traditionally underserved urban students. The first part of this chapter presents you the study as reported by Hollins. On the other hand, the second section of this chapter deals with the things that teachers learned in their classroom, in the form of a structure that is planned at divulging the deeper meaning of culture within the ambience of a school. The most critical components of this framework are: Culturally mediated cognition and Culturally mediated instruction The main goal of this dedicated discussion is to bring an awareness of the culture of practice in very low performing urban schools. This expertise will empower you to evaluate your own progress as a dedicated classroom teacher and shun possible scenarios where you will be introduced unconsciously to the prevailing practice of culture. What is a structured dialogue? It is an intricate process of learning, where all teachers come together in a study group styled format, to discuss and learn more about their classroom dialogues. In the process of conducting a series of dialogues, teachers can describe the unique successes and special challenges they encounter in their classrooms along with evidences and testimonies from each of the participating teacher. The most significant benefit of a structured dialogue process is the teachers ability to learn from other on different methods that can help in improving classroom practices and student learning outcomes. Identifying a Developmental Trajectory Hollins (Hollins, 2006) also worked on developing a developmental trajectory for modifications in the culture of practices in many of the underperforming urban schools. This trajectory involved three positions and three markers. The positions were: A Natal or initial culture identified in many of the underperforming schools just at the initiation of the study. A transitional position, when old practices and values were replaced or changed with new ones by the participating teachers A transformed culture, where all participating teachers adapted new and fresh values, practices and perceptions On the other hand, three important markers suggested for changes in the teachers culture of practices are: Teachers perceived perceptions and opinions about students, Teachers perceived perceptions and opinions about instruction and Interrelationship among different teachers Learning more about different positions The natal position is a simple, yet effective approach to structured dialogue. The teachers of a school join as a group, in low performing schools, to hold a deficit viewpoint of their students to focus on a number of issues like: Lack of skills, knowledge and information among students A perceived negative view of a students conditions of living An attitude that parents show disinterest in their childrens education In fact, every classroom is bound to lead to differences in learning outcomes. These differences could be due to a number of reasons like: Students effort and dedication towards studies, Intelligence, skills and perceived smartness Familys social status in the society In a natal position, teachers may or may not visit each others classroom or they may or may not talk to each other regarding their teaching methods. In fact, classroom instruction delivered by teachers was private and confidential. School authorities ensured that new teacher inductees were formally socialized into this new culture. Next, will be the transitional position. During this position, teachers may never talk negative about a student. However, it is quite difficult to realize similar outcomes with all the instructional approaches used by the teachers. This issue resulted in a serious discussion about the existing relationship between the teaching approach and the student-learning outcome. Dialogues about individual teaching practices veered towards personal, although individual teachers were careful about assuming responsibility for learning outcome among students. Senior teachers started giving better attention to the induction of new teachers by setting up informal and personal mentoring sessions. These sessions always included provision of guidance and help about teaching methods and approaches. On the other hand, transformational position is the last position that emerges during the third year of the study. The positive aspect of this position was that teachers always talked positive about their stu dents. In fact, positive outcome was the most significant benefit of this position. With the initiation of this position, teachers talked more about: The information students know and understand What should they know more about What instructional methods appeal them the most Teachers also found time to discuss many other issues like: The existing relationship among teaching methods and approaches Attributes of the student community Learning outcomes and results Teachers become more responsive by taking full responsibilities for their students learning outcomes. Teachers also start talking more about their students strengths, weaknesses and other related issues. In fact, everyone in the pubic knew about what students are doing and how they are performing. Teachers took each others suggestions seriously, visited others classrooms and later assumed full responsibility for their own classroom actions. All senior teachers started taking additional responsibilities about the new inductee teachers. Hollins (Hollins, 2006) presented the concept of developmental trajectory that is closely related to the typology subject discussed in Chapter I. The trajectory and typology discussed here gives you three important positions with relating categories of indicators for conceptualizing teaching methods. When you compare positions and indicators in the typology highlighted erstwhile in the first chapter of the book, with those of Hollins, many similarities may exist between the indicators, across many positions in the typology and the trajectory. For example, You can observe that the Type I teachers mentioned in the typology are almost similar to the teachers that were mentioned in the natal position, especially in the trajectory on indicators for teachers viewpoint on students and instruction. On the other hand, many indicators in the transformational position lying on the developmental trajectory and in the Type III in the domain of typology indicate towards the application of a teachers knowledge and awareness about: The intricate relationship between many student attributes and experiences Instructional and teaching practices adapted by the teacher Learning outcome as a meaningful support for teaching that is productive and result oriented. As mentioned elsewhere in the book, a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. If you are a beginning teacher, who is just starting to interact with your students, you can use this tool to improve your teaching methods and practices. The typology and the trajectory are very beneficial to teachers, old or new, in many different ways. The term typology is descriptive; it tries to explain the perceptual position, and response of teachers who are hired to teach in K-12 schools. It is a very convenient tool for analysis, evaluation and introspection for planned personal growth. On the other hand, developmental trajectory means the transformation of the practice of culture in an underperforming school with that of a learning community that focuses on enhancing student learning outcomes. Tip: When you recognize different indicators of position in a culture of practice followed in a school, you can easily understand how to interact and converse with colleagues and in what manner you can monitor and evaluate your own individual growth after participating in a community of practice. Both trajectory and typology are very beneficial to teachers in many ways. However, the typology model presented before in the first chapter, only detected the basic characteristics of teachers perception and practices along the lines of three positions, and it did not provide a structure for comprehending the existing relationship between different culture and school practices. Hence, the remainder part of this chapter will provide a platform for understanding the existing association between learners cultural backgrounds, classroom learning mode and learning outcomes. Cultural Diversity in a Classroom This course framework will provide you a theoretical perspective for culling knowledge base from other chapters and elucidate the structure to assist application to practice. The main concepts embedded in the framework will give a broader meaning for locating self-identity within the ambits of a culturally diverse society for Making an inquiry into students cultural and experiential background, Undoing sensitive elements from purposeful learning for students who from diverse communities and study in elementary and secondary schools The other objective of this chapter is to make clear the existing relationship between culture, cognition, pedagogical practices and many learning outcomes. The underlying structure for comprehending cultural diversity in a typical classroom consists of two major parts, namely: Culturally intervened cognition and Culturally intervened instruction The former refers to the manner in which a students brain, memory structures and critical intellectual processes enhance, support and develop within a given cultural context. On the other hand, the latter includes a number of important components like culturally intervened cognition and prized knowledge and skills in school curriculum and culturally correct social scenarios for learning experience (see Table 7.2). Bransford, Brown, and Cocking (1999) pointed out that, all learning involves transfer from previous experiences (p. 56). The monumental work of Piaget and Vygptsky provides a theoretical ground for understanding cultural diversity in a classroom. This theory draws on available information processing to explain different structural components among different cultures, cognition, and pedagogy and learning experience for different cultural backgrounds. Note that you can find structural components among the participating individuals and groups, who are studying under different school settings. On the other hand, culture is unique and dynamic with constant changes and modifications. Journal Activity How do you handle a culturally diverse classroom? Explain how you want to teach and train your children, especially in the context of existing cultural practices. Explain how you will develop an ability to provide meaningful and productive learning experiences to the students, who are studying in a culturally struggling school. Differentiate between culturally mediated cognition and culturally mediated instruction. Explain your plan of action to make structural dialogue a success. Pause and Reflect As a teacher, why do think that a structured dialogue is an efficient tool for assisting the complete transformation of a community of teaching practice and practices of individual teachers. Provide reasons for your argument. What are the possible bottlenecks and potential problems that are likely to crop up, when you are using structured dialogues? Think of some strategies and plans to use different perceptions.

The Character of No-one in Twenty-Thousand Leagues Under the Sea Essay

The Character of No-one in Twenty-Thousand Leagues Under the Sea      Ã‚  Ã‚  Ã‚   Alan Quatermain, sitting hunched over and delirious from opium withdrawal, has been taken aboard a huge submersible vessel.   The aging adventurer says, "P-please.   I feel so sick.   Need my medicine."   A cold voice answers him, "You are aboard my ship, sir, and my remedies are bitter."   Quatermain turns, with his eyes rolled back, teeth clenched, and streams of sweat rolling off of his face, and he says, "Who said that? ... I see you only dimly, sir.   If you are real and not some opium djinn sent to torment me, tell me who you are!"   A turbaned man with a long beard and curled mustache, his eyes dark with the weight of years of exploring the depths of the oceans, exploring the unknown, and seeking vengeance with a hate that consumed him but that he controlled, looked down upon Quatermain and answered, "No-one."      Ã‚  Ã‚  Ã‚  Ã‚   Captain Nemo truly is no one.   He expresses no nationality or loyalty but to himself and the oceans.   In the original novel, Twenty-Thousand Leagues Under the Sea, written by Jules Verne, Nemo says, "Professor, I am not what you call a civilized man!   I have done with society entirely, for reasons which I alone have the right of appreciating.   I do not therefore obey its laws, and I desire you never to allude to them before me again!"   The narrator, Professor Aronnax, states, "This was said plainly.   A flash of angerand disdain kindled in the eyes of the Unknown, and I had a glimpse of a terrible past in the life of this man" (73).   Captain Nemo is outside of society, living deep in the oceans; he is the terror of the unknown.   His ship, the Nautilus, is thought to be a sea monster, and the legend is talked abo... ...best of humanity, and he showed the worst that the best of us can do.    Bibliography Allott, Kenneth.   "Chapter III:   1863-1870."   New York:   The Macmillan Co., 1941.   Buzard, James, Linda K. Hughes.   "The Victorian Nation and its Others" and "1870."   A Companion to Victorian Literature and Culture.   Ed. Herbert F. Tucker.   Malden:   Blackwell Publishers, 1999.   35-50, 438-455.   Cappetti, Diana, Julie Lewis, Michael Mullen.   "Late Nineteenth Century Poets."   Diss. FGCU, 2001.   Moore, Alan, Kevin O'Neill.   The League of Extraordinary Gentlemen.   Canada:   America's Best Comics, L.L.C., 2000.   Verne, Jules.   "Captain Nemo."   New York:   Vincent Parke and Co., 1911.   Verne, Jules.   Twenty-thousand Leagues Under the Sea.   Cleveland:   The World Publishing Co., 1946.   "Island of Dr. Moreau, H.G. Wells."   Diss.   FGCU, 2001.  

Summary and Analysis of The Prioress Tale :: Canterbury Tales The Prioress Tale Essays

Summary and Analysis of The Prioress' Tale (The Canterbury Tales) The Prioress' Tale: The Prioress tells a tale set in an Asian town dominated by the Jewry in which usury and other things hateful to Christ occurred. The Christian minority in the town opened a school for their children in this city. Among these children was a widow's son, an angelic seven year old who was, even at his young age, deeply devoted to his faith. At school he learned a song in Latin, the Alma redemptoris, and asked the meaning of it. According to an older student, this song was meant to praise the Virgin Mary. As he was walking home from school one day singing this song, he provoked the anger of the Jews of the city, whose hearts were possessed by Satan. They hired a murderer who slit the boys' throat and threw the body into a cesspool. The widow searched for her missing child, begging the Jews to tell her where her child might be found, but they refuse to help. When she found him, although his throat was slit, he began to sing the Alma redemptoris. The other Christians of the city rushed to the child and carried him to the abbey. The local provost cursed the Jews who knew of this murder and ordered their death by hanging. Before the child was buried, he began to speak. The Virgin Mary had placed a pearl on his tongue that allowed him to speak, despite his fatal wound, but when the pearl was removed he would finally pass on to heaven. The story ends with a lament for the young child and a curse on the Jews who perpetrated this crime. Analysis The Prioress' Tale is overtly a religious tale centered around Christian principles and a devotion to the Virgin Mary, but within the warm affection that the Prioress shows for her Christian faith is a disquieting anti-Semitism that will be immediately obvious to the modern reader. The tale is an overwrought melodrama, replete with scenes of such banal sentimentalism and simplistic moral instruction. The tale is an unabashed celebration of motherhood. The guiding figure of the tale is the Virgin Mary, who serves as the exemplar for Christian values and the intervening spirit who sustains the murdered child before he passes on to heaven. Her mortal parallel is the mother of the murdered boy, who dearly loves her son and struggles to find the boy when he is lost.