Literature review Essay

Abstract: Supply chain Management has assumed a significant role in firm’s performance and has attracted serious research attention over the last few years. A literature review reveals a considerable spurt in research in theory and practice of SCM. Combining and informing on features of Supply Management and distribution Management. This integration has resulted in the concept of extended enterprise and the supply chain is now manifest as the collaborative supply chain across intercompany borders to maximize the value across the entire supply chain. A large number of research papers have been published in various journals in last two decades. In this paper an attempt is made to review the status of literature on Supply Chain Management. A literature classification scheme is proposed. A total of 588 articles from 13 refereed academic journals are classified into articles in five methodologies i.e. Exploratory, Normative, Methodology, Literature Review and Hypothesis testing. This literature review finds that exploratory type of research is mostly preferred it is expected that with the maturity of SCM the hypothesis testing method will pick up. The articles are further categorized in fifteen categories on the basis of content analysis. Based on this review, some possible research issues are identified. Keywords: SCM, Supply Chain strategy, Literature Review. those with average performance. 1. INTRODUCTION Traditionally, Supply Chain Management (SCM) has been a melting pot of various aspects, with influences from logistics and transportation, operations management and materials anddistribution management, marketing, as well as purchasing and information technology (IT). Ideally, the allencompassing philosophy of SCM embraces each of these functions to produce an overall supply chain strategy that ultimately enhances firm performance (Croom et al. 2000; Wisner and Tan 2000). In actuality, the literature is still very fragmented and although several studies purport to discuss supply chain issues, most of the existing research only examines one link of the chain, or most importantly only focuses on one ingredient in the supply chain performance mix. Six major movements can be observed in the evolution of supply chain management studies. Creation, Integration, Globalization, Specialization Phases One and Two, and SCM 2.0 These phases are given in Table 1. In the current competitive scenario supply chain management assumes a significant importance and calls for serious research attention, as companies are challenged with finding ways to meet ever-rising customer expectations at a manageable cost. To do so, businesses must search out which parts of their supply-chain process are not competitive, understand which customer needs are not being met, establish improvement goals, and rapidly implement necessary improvements. Previously manufacturers were the drivers of the supply chain – managing the pace at which products were manufactured and distributed. Today, customers are calling the shots, and manufacturers are scrambling to meet customer demands for options/styles/ features, quick order fulfillment, and fast delivery. Manufacturing quality – a long-time competitive differentiator – is approaching parity across the board, so meeting customer’s specific demands for product delivery has emerged as the next cri tical opportunity for competitive advantage. Companies that learn how to improve management of their supply chain will become the new success stories in the global market place. Study on Benchmarking shows significant cost differences between organizations that exhibit best-in-class performance and Copyright  © 2010 HyperSciences_Publisher. All rights reserved The six stage evolutionary era depicts that in a particular era which strategy was emphasized. For instance in the sixth era information Technology was given priority and IT enabled supply chain was the burning issue. In the 1990s industries began to focus on â€Å"core competencies† and adopted a specialization model. Companies abandoned vertical integration, sold off non-core operations, and outsourced those functions to other companies. Web 2. 0 is defined as a trend in the use of the World Wide Web that is meant to increase creativity, information sharing, and collaboration among users. The term supply chain management was first coined by an American industry consultant in the early 1980s. However the concept of supply chain in management, was of great importance long before in the early 20th century, especially by the creation of the assembly line. This era of supply chain management studies was highlighted with the development of Electronic Data Interchange (EDI) systems in the 1960s and developed through the 1990s by the introduction of Enterprise Resource Planning (ERP) systems. This era is characterized by the globalization of supply chain management in organizations with the goal of increasing competitive advantage, creating more value-added, and reducing costs through global sourcing Specialization within the supply chain began in the 1980s with the inception of transportation brokerages, warehouse management, and non asset based carriers and has matured beyond transportation and logistics into aspects of supply planning, collaboration, execution and performance management. presents various connotations given by various researchers; then a literature classification scheme is explained and a research agenda is suggested after identifying the gaps between theory and practice of SCM. SCM research has included a number of literature reviews and historical studies published in the top scholarly journals in the fields of logistics, logistic   management, purchasing and SCM (Croom et al. 2000; Carter and Ellram 2003; Rungtusanatham et al. 2003). SCM literature reviews have also been done in the past. However, for the most part these reviews have been descriptive (offering basic frequencies for topics covered etc.) or normative. Given the increasing focus on SCM in both academic and practitioner literature streams, a review of the concepts, topics, analysis methods and levels of analysis across thirteen academic journals was undertaken. This research investigates the history of the SCM literature looking at the various trends and developments in the field

History Story Teaches Us That History Teaches Nothing: Discuss Essay

1.0 INTRODUCTION All human cultures tell stories about the past, deeds of ancestors, heroes, gods, or animals. Songs sacred to particular peoples were chanted and memorized long before there was any writing with which to record them. Their truth was authenticated by the very fact of their continued repetition. History which can be considered as an account that purports to be true of events and ways of thinking and feeling in some part of the human past stems from this archetypal human narrative activity. While sharing a common ancestry with myth, legend, epic poetry, and the novel, history has of course diverged from these forms. Its claim to truth is based in part on the fact that all the persons or events it describes really existed or occurred at some time in the past. Historians can say nothing about these persons or events that cannot be supported, or at least suggested, by some kind of documentary evidence. Such evidence customarily takes the form of something written, such as a letter, a law, an administrative record, or the account of some previous historian. In addition, historians sometimes create their own evidence by interviewing people. In the 20th century, the scope of historical evidence was greatly expanded to include, inter alia, aerial photographs, clothes, motion pictures, and houses etc. Furthermore, all developed countries have their National Archives. This is in recognition of the simple fact that knowledge of the past is essential to society. What happens in the present, and what will happen in the future, is very much governed by what happened in the past. Without a thorough knowledge of past events and circumstances, we could not even attempt to grapple with these problems. Without knowledge of the past we would be without identity, we would be lost on an endless sea of time. However, it is obvious that knowledge of the past has not brought easy solutions to problems in, say, Nigeria, Mali, Zimbabwe, Palestine or even other parts of the world. Notwithstanding the fact that history is paramount in any society and in fact a necessary ingredient for its growth, but many practical facts staring us at the face have shown that people learn from  history that they do not learn from history. Thus, I would like to support and defend the assertion that ‘history teaches us that history teaches nothing’. But before delving into this argumentative cum intellectual excursus, I would like to clarify the term ‘History’ and ‘Why people study history’ 2.0 WHAT IS HISTORY? Etymologically, the term ‘history’ is from the Greek word ‘á ¼ ±ÃÆ'Ï„Î ¿Ã ÃŽ ¯ÃŽ ±Ã¢â‚¬â„¢ – historia, meaning â€Å"inquiry, knowledge acquired by investigation†. It was still in this Greek sense that Francis Bacon used the term in the late 16th century, when he wrote about â€Å"Natural History†. For him, history is â€Å"the knowledge of objects determined by space and time†. History is the study of the past, specifically how it relates to humans. It is an umbrella term that relates to past events as well as the discovery, collection, organization, and presentation of information about these events. Scholars who write about history are called historians whereas the events occurring prior to written record were considered prehistory. By â€Å"prehistory†, historians mean the recovery of knowledge of the past in an area where no written records exist, or where the writing of a culture is not understood. By studying painti ng, drawings, carvings, and other artefacts, some information can be recovered even in the absence of a written record. Since the 20th century, the study of prehistory is considered essential to avoid history’s implicit exclusion of certain civilizations, such as those of Sub-Saharan Africa and pre-Columbian America. In 1961, British historian E. H. Carr wrote; ‘the line of demarcation between prehistoric and historical times is crossed when people cease to live only in the present, and become consciously interested both in their past and in their future. History begins with the handing down of tradition; and tradition means the carrying of the habits and lessons of the past into the future. Records of the past begin to be kept for the benefit of future generations’1 Herodotus of Halicarnassus (484 BC – 425 BC) has generally been acclaimed as the â€Å"father of history†. However, his contemporary Thucydides (460 BC – 400 BC) is credited with having first approached history with a well-developed historical method in his work ‘the History of the Peloponnesian War’. In his historical method, Thucydides emphasized chronology, a neutral point of view, and that the human world was  the result of the actions of human beings. Greek historians also viewed history as cyclical, with events regularly recurring. Suffice to say that the word ‘history’ entered the English language in 1390 with the meaning of â€Å"relation of incidents or story†. Professor Richard J. Evans defines histo ry as an academic discipline which uses a narrative to examine and analyse a sequence of past events, and objectively determine the patterns of cause and effect that determine them. According to Professor Arthur Marwick in his article titled ‘The Fundamentals of History’, history is ‘the bodies of knowledge about the past produced by historians, together with everything that is involved in the production, communication of, and teaching about that knowledge’.3 In E. H. Carr’s ‘What Is History? Carr draws on sources from Nietzsche to Herodotus to argue for a more subtle definition of history as ‘an unending dialogue between the present and the past’.4 No wonder, Whitney says that history is facilitated by the formation of a ‘true discourse of past’5 through the production of narrative and analysis of past events relating to the human race. History is the analysis and interpretation of the human past that enables us to study continuity and change over time. It is an act of both investigation and imagination that seeks to explain how people have changed over time. Historians use all forms of evidence t o examine, interpret, revisit, and reinterpret the past. These include not just written documents, but also oral communication and objects such as buildings, artefacts, photographs, and paintings. Historians are trained in the methods of discovering and evaluating these sources, and the challenging task of making historical sense out of them, that is to say they are aesthetically disinterested in their approach to events. According to Encarta electronic dictionary, history is ‘a chronological account of past events, it is the branch of knowledge that records and analyses past events’6. More so, Encyclopaedia Britannica defines history as ‘the discipline that studies the chronological record of events (as affecting a nation or people), based on a critical examination of source materials and usually presenting an explanation of their causes’7. Understanding why historic events took place is important. To do this, historians often turn to geography. Weather patterns, the water supply, and the landscape of a place all affect the lives of the people who  live there. For example, to explain why the ancient Egyptians developed a successful civilization, st udying the geography of Egypt is essential. At this juncture, it is paramount to say that the writing of history, especially the writing of history based on the critical examination of sources, the selection of particular details from the authentic materials in those sources, and the synthesis of those details into a narrative that stands the test of critical examination is known as Historiography. 3.0 WHY THEN DO PEOPLE STUDY HISTORY? From my own personal observation, it does occur to me that people explore the field of history for myriads of reasons which are: History is a means to understand the past and present. The different interpretations of the past allow us to see the present differently and therefore imagine and work towards the future. Through the study of history we can investigate and interpret why society developed as it has and determine what influences have affected the past and present and shape the future. It helps one to understand the immense complexity of our world and provides insights to help cope with the problems and possibilities of the present and future. History also provides a sense of identity to understand the collective past that has made us what we are today. The way in which people identify and interact with one another is by and large a consequence of history, which shapes and conditions individuals and societies whether they fully understand it or not, relationship between differ ent ethnic groups in Nigeria can testify clearly to this. History is also a bridge to other disciplines. In order to understand the other humanities and sciences one needs a historical overview. Writers, artists, scientists, politicians, philosophers etc. are all conditioned by the historical milieu in which they lived. Historical knowledge is a prerequisite for understanding the world in which we live. History is magister vitae, â€Å"teacher of life.† History prepares us to live more humanely in the present and to meet the challenges of the future because it provides us with understanding of the human condition. Despite these reasons why people study history, it becomes disheartening to see that these reasons do not readily translate into practice considering what is on ground in the  world. Hence, one can say without any fear of equivocation or ambiguity that ‘history teaches us that history teaches nothing’. To explicate this standpoint further, I would like to delineate in a jiffy the essential factors to be consi dered in history, from there I would showcase why history teaches us that history teaches nothing. 3.1 ESSENTIAL FACTORS TO BE CONSIDERED WHY STUDYING HISTORY These are; Persons, ( personal element ), Time element, Event, Place, Circumstance, People’s reaction or Effects, Post Reactions and the Lessons. It is from the standpoint of lessons meant to be learnt from history that I would defend the assertion that ‘history teaches us that history teaches nothing’. 4.0 HISTORY TEACHES US THAT HISTORY TEACHES NOTHING: USING NIGERIA AS A CASE STUDY. Having explained the concept of history and why we study history, the problems that stare us at face are; how has the knowledge of the past positively influenced the present day society? To what extent is the history affecting the lives of people? Why is it that people, nations, continents etc. repeat the same mistake of the past? Does it mean that history has no positive influence on human development or that people have blatantly refused to learn from history? No wonder the prestigious German Philosopher, Georg Wilhelm Friedrich Hegel in his lectures on the philosophy of history said; â€Å"What experience and history teaches us is that people and governments have never learned anything from history, or acted on principles deduced from it†¦ We learn from history that we do not learn from history†¦ [Hence] History teaches that history teaches us nothing. If we go on to cast a look at the f ate of the world historical personalities†¦ we shall find it to have been no happy one. They attained no calm enjoyment; their whole nature was labour and trouble; their whole nature was nothing but their master’s passion. When their object is attained they fall off like empty hulls from the kernel† To expatiate on this assertion that history teaches us that history teaches nothing, I would like to use Nigeria as a case study because I am more familiar with Nigerian history. Before delving into this intellectual discuss, I would like to posit certain questions: What is the percentage of Nigerians that are productively engaged? How many of them can  pay their bills? Education is one factor that can lift the fortunes of a nation overnight: as it is today, what is the percentage of the population that attain school till tertiary institution? What percentage of the population can afford the fees for their education? What has the government done to entrenched unity rather than ethnicity? Why has the government being unable to address these nagging issues? The most suitable answer to these interrogatives is that the government has failed to learn from history. In fact, the history of Nigeria has taught nothing to the government of this country considering what is on ground. The blame is mostly shifted to the government because as Achebe wrote in his book, ‘The Trouble with Nigeria’, the problem of Nigeria is that of leadership. Let me succinctly delineate and expatiate on this assertion that history teaches us that history teaches nothing with some major events that have taken place in Nigeria. To be more precise, I hold the opinion that we have been stagnant in a lot of ways, we have degenerated in so many more ways while very little, if any progress, has been made in our march to meaningful nationhood. A key reason for our lacklustre performance at nation-building as Soyinka prescribes in the Dance of the Forest is the failure to draw lessons from the past at every turn in our history. That is an enterprise in which Nigeria still fails woefully. Hear what I read in one of the National Dailies that Chief Obafemi Awolowo, one of the active participants in the move towards independence, said in a speech he delivered on the floor of the House of Representatives in Lagos on March 31, 1953; â€Å"†¦It has been customary for our friends from the North to threaten the rest of Nigeria with secession if this is done or if that is not done†¦ We find the northern majority is not only being used (by the colonialists, I presume) in having their way, but it is also being used in preventing the minority from having their say†¦Ã¢â‚¬  Such was the suspicion and distrust that existed amongst major ethnic nationalities in the country at the attainment of independence. This suspicion eventually led to many coups like that of; 15th January 1966 Nigeria Major Kaduna Nzeogwu which led to the death of many including Alhaji Abubakar Tafawa Balewa, the then prime minister, 29th July 1966, a bloody coup led by Col. Yakubu Gowon, whichà ‚  claimed the life of Major General JTU Aguyi Ironsi and many others, 29th July 1975, by General Murtala Mohammed against General Yakubu Gowon and was successful, 13th February 1976, by Col. Dinka which resulted to the death of the then Head of State, General Murtala Mohammed, 31st December 1983, by Major General Ibrahim B. Buhari against Alhaji Shehu Shagari took place and was successful, 27th August 1985, by Major General Ibrahim B. Babangida against General Buhari. This suspicion also led to the civil war in which millions of lives were lost. Now, has Nigeria learnt anything from these? I think, NO. This is because, fifty three years old, national integration is still abysmal in Nigeria. There are verbal missiles across the country by individuals who desire to promote the interest of their ethnic groups, all of them fanning the embers of strife and war. Ethnic militias exist in almost different parts of the country threatening the lives and existence of those who do not share their ethnic or religious pedigree. Many Nigerians especially Southerners have lost their lives due to Boko Haram insurgency. This was a kind of situation which made Ojukwu to declare the Republic of Biafra due the massacre of the Igbos in the North. This declaration later led to civil war. We have even seen the â€Å"deportation† of hapless Nigerians from one state to the other and the attendant emotional outbursts that followed it. In fact, Nigeria has failed woefully to learn from history because the lessons of history are never applied to better the life of her citizenry. At the moment, seven gov ernors elected on the platform of the People’s Democratic Party (PDP) are on do or die mission to get a politician of northern extraction into the office of president come 2015. To them, it does not matter that the north had held that position for 37 out of Nigeria’s 53 years of independence, and that the region in particular and the nation in general, has nothing to show for it, all they are interested in is that the next President is from the North. To drive home the urgency of their desire, some of their supporters have actually threatened that Nigeria would be history if this pet project failed. Are these politicians unable to learn from history that born to rule mentality is a cankerworm that has threatened the fabrics of nationhood? Legendary writer, Chinua Achebe in his celebrated book, The Trouble with Nigeria once said: â€Å"But whereas tribalism might win  enough votes to install a reactionary jingoist in a tribal ghetto, the cult of mediocrity will bring the wheels of modernisation grinding to a halt throughout the land† That is the state of affairs in Nigeria currently. It is as bad as for past and present leaders in the country to brazenly tell the world that Nigeria’s major challenge is the lack of honest and dedicated leadership even as none of them has the nobility to plead guilty of the charge. This plague of bad leadership accounts for the frustrating level of ineptitude that we have in all areas of our national life. It seems to me that a cloud of cluelessness has descended on Nigeria over the years. Corruption in particular is one vice in which Nigeria has grown in leaps and bounds over the years. If there were pockets of corrupt practices in the country at the attainment of independence, Nigeria has within the last 53 years grown corruption to the extent that it has literarily acquired a life of its own. This has almost brought the nation to its knees with the resultant collapse of the middle class and the gap between the rich and the poor widening by the day. This means that Nigerian leaders in all sectors of life have failed to learn from history that corruptive practices retard the development of a nation and the excessive gap between the rich and poor can make the poor people to start a revolt against the rich. More still, agriculture which was the mainstay of the country’s economy up until the end of the First Republic has taken the back burner no thanks to the seeming ease with which petro-dollars have come to us since the oil boom in the 1970s. As Nigeria’s oil prospect increased, political leaders found more money to siphon or launder even as they neglect to sustain the structures which made life meaningful for the citizenry. Today, life is almost unbearable for the average Nigerian. Nigerian leaders seem to forget that it was this kind of atmosphere that ushered in the French revolution. Nigeria has not learnt from history. Hence, from this exposition of Nigerian experience, I continue to maintain that history teaches us that history teaches nothing because people have failed to learn from the lessons of history. 5.0 EVALUATION AND CONCLUSION Some may tend to argue that defending the idea that history teaches us that history teaches nothing is already affirming that history teaches something  because being aware that history teaches nothing is already learning something from history. Remember, the premise of my argument is that history teaches us that history teaches nothing, put in another way; we learn from history that we do not learn from history. This points to the fact that people and nations have failed woefully to apply the lessons of history to promote human well-fare. Thus, Hegel is right when he maintained that we learn very little from history in a global sense. Therefore, history teaches us nothing if we fail to observe the past, ask appropriate questions and learn from the lessons of history. BIBLIOGRAPHY 1 Carr, Edward H. (1961). What is History? p.108 2 Evans, Richard J. â€Å"The Two Faces of E.H. Carr†. History In Focus. An article published by Palgrave, 2001. 3 Marwick, Arthur ‘The Nature of History’ The MacMillian Press LTD. pg. 169, 1970. 4 Professor Arthur Marwick in his article titled ‘The Fundamentals of History’ In E. H. Carr’s ‘What Is History? 5 Whitney, W. D. The Century dictionary; an encyclopaedic lexicon of English language. New York: The Century Co, 1889. 6 Encarta Microsoft Electronic Dictionary 2010 edition 7 Encyclopà ¦dia Britannica Ultimate Reference Suite. Chicago: Encyclopà ¦dia Britannica, 2011. 8 Hegel’s Lectures on Philosophy of History which was assessed online on the 3rd of November, 2013. 9 Achebe, Chinua. The Trouble with Nigeria, Enugu: Fourth Dimension Publishing. Co. Ltd.Reprinted 1998. Print.

Curriculum mapping

Answer to why curriculum mapping. Comprehensive curriculum maps promote higher achievement levels as the vision of the map is created by a team of education experts not only from within the school or system, but also includes central office personnel and instructional leaders. These education leaders involve all the teaching staff of the school to provide data and information about the content, skills, and assessments administered in their classes. Important skills, content, and assessments methods are chronologically addressed and cater to the schools academic calendar.Teaching load of each teacher is displayed on the map and this makes it very easy to review as the issues in sequencing of instruction become obvious and can be corrected easily if required. So curriculum mapping is an effective tool to improve teaching skills of the teachers and competency levels of the learner. It is also an effective process for documenting and analyzing what is being taught and when. A very import ant benefit of this mapping is the teachers can quickly gauge what students mastered in the preceding grade and plan teaching without wasting time and effort on unnecessary reviewing and re-teaching.Precious teaching time is appropriately utilized in building skills and improves knowledge levels. A well organized curriculum map ensures same time line for a given subject topic, being uniformly practiced in all the classes of the same grade. Learning is made more relevant by identifying common points which means overlaps in course content. Interdisciplinary connections can be made by the teachers in their lesson plans. The students too identify and link information among courses and the teachers can plan lessons at a higher level.In a nutshell all important educational and curricular activities are reflected for every classroom within a department, school, or district level. Total education of the students in a school is effectively addressed. The information is so organized that it p resents and provides a timeline of instruction of the complete course for all the teachers. Hayes-Jacobs (1997) said, â€Å"Curriculum mapping amplifies the possibilities for long-range planning, short-term preparation, and clear communication†.A curriculum map developed by the teachers in the school helps them to effectively communicate about the course content and related skills that will be used in the classroom. All teaching lesson plans are modified to cater for all the students in class. Teaching program developed in collaboration with other educators and experts in the field always have cohesive instructions because they are evolved by integrating curriculum with content standards leading to formation of customized curriculum guides. Teachers can develop a Blue print for teaching objectives to coordinate instruction both horizontally and vertically.(Kathy Tuchman Glass 2007) shows teachers how to develop a customized, personalized process to prepare their curriculum wh ile folding content into a larger curriculum map. Curriculum map is an excellent resource not only for teachers but helps curriculum directors, staff developers, and principals to lead there teachers to evolve an academic calendar map for a complete session to educate their students. The components of this mapping serve as a benchmark to determine what students should know and be able to do.It provides an action plans for school leaders and provides processes to make standards manageable. Educators are able to translate there mission and vision in an effective manner. Not only the school managers the teachers are able to share resources and are able to teach beyond the facts. Public schools can plan to produce thinkers in place of core thinkers with this concept of integrated content plans. Educators who have adopted curriculum mapping, found this is a practical approach to create the culture and structure needed to effectively align curriculum and meet standards.Roles of district l eaders, curriculum directors, principals, and teacher leaders are defined pointing at leadership strategies for each phase, including discussion of roles and responsibilities. The initiative also provides information and facilitates how leaders can create professional development maps and professional roles maps. In most of the public schools it became clear that a curriculum mapping exercise was an essential backbone to any decision about innovative teaching as it highlighted the depth of innovative activity that is needed to make teaching relevant.Innovative teaching shifts the mindset from quantitative assessment that examines what students ‘know’ to a mindset of understanding, what students are ‘learning’ (Henri, 2002). A curriculum mapping exercise initiates ‘what is taught and when’ and also assists instructors in reflecting and adjusting their own lesson units (Payne, J. 2001). When referring to teaching topics educators often talk of te aching ‘topics’. The emphasis is on ‘teaching’ and ‘topics’. To be a curriculum practitioner you require understanding academic-practice knowledge and the array of curriculum work from policymaking to evaluation.Thomas W. Hewitt (2006). Change is inevitable hence it becomes important for students to explore and examines current issues. A good practitioner understands the necessity to keep mapping the learning path relating to current issues and trends that affect both the knowledge and the work of curriculum. When it comes to curriculum mapping, for many educators, â€Å"there is a gap between the compass and the clock – between what’s deeply important to us and the way we spend our time† (Covey, Merrill & Merrill, 1994, p. 16). Sometimes the time factor to convert perspective into practice is ignored at the managerial level.Experienced teachers cannot digest the fact that after effectively teaching for more than a decade w hy they need a curriculum map. Muhammad (2009) wrote, â€Å"Educators’ personal belief systems may be the most powerful variables perpetuating learning gaps in our public school system† (p. 14). At times in order to meet the deadlines of completing the course content teacher may not account for the learning pace of the students and overlook important aspects. According to Schmoker (2006), â€Å"Mere collegiality won’t cut it. Even discussions about curricular issues or popular strategies can feel good but go nowhere.The right image to embrace is a group of teachers who meet regularly to share, refine and assess the impact of lessons and strategies continuously to help increasing numbers of students learn at higher levels† (p. 178). References 1. Angela Koppang (2004) Curriculum Mapping: Building Collaboration and Communication Journal article by; Intervention in School & Clinic, Vol. 39 2. Bena Kallick, Jeff Colosimo, Heidi Hayes Jacobs (Jul 2008) Using C urriculum Mapping & Assessment Data To Improve Learning (Paperback) Publisher: Corwin Press 3. Janet A.Hale, Heidi Hayes Jacobs ( 2007) A Guide To Curriculum Mapping: Planning, Implementing, And Sustaining The Process 4. Thomas W. Hewitt (2006) Understanding and shaping curriculum: what we teach and why 5. Covey, S. R. , Merrill, A. R. , & Merrill, R. R. (1994). First things first. New York: Simon & Schuster. 6. Muhammad, A. (2009). Transforming school culture: How to overcome staff division. Bloomington, IN: Solution Tree. 7. Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Babe Ruth as cultural symbol Essay Example | Topics and Well Written Essays - 1250 words

Babe Ruth as cultural symbol - Essay Example In this sense, Babe has remained synonymous to baseball and stories about baseball will never be complete without mentioning his name. It is therefore undisputed that Babe becomes a cultural symbol with regard to baseball game. As a cultural symbol, it is important to develop a concept so that it can be understood why Babe is termed such. It is important to look at some of the journals that have tried to account for Babe’s life chronologically, his achievements in the baseball and the kind of attributes that made him to be a renowned baseball player. Babe Ruth formerly known as George Herman Ruth, Jr lived in the period of 1895 and 1948 (Addona 16), during his life; he acquired the nicknames Bambino and later got another one ‘sultan of Swat’. The baseball player from America was involved in almost 22-seasons in the all-prestigious Major League Baseball in the US where he was privileged to be part of three teams between 1914 and 1935 (Addona 18). With his brillianc e in the game, Babe was able to set records in the game that took subsequent players years to break. Known for his talent in the play, babe was able to perform beyond the expectation of many, in this regard, it is important to enumerate some of the performances Babe was able to realize during his time. In the home runs he was able to record 714, which has since been surpassed, in the runs batted in, he was able to record 2,213, which equally has since been broken. He also made sterling performances in the slugging percentage and on- base plus slugging with 690 and 1,164 respectively (Caser 22). These contributions by Babe in the game directly contributed to his fame in during the time when liking of baseball was fast fading. Babe was instrumental in reviving support that was fast dwindling for the game and streamlined the support to life once again. It can also not go unnoticed that Babe’s first team was Boston Red Sox, here he played the position of a starting pitcher but fo llowing his release to New York Yankees he changed his position to play right fielder full time (Tootle 18). He maintained good play in this position that saw him emerge as one of the prolific and dependable players in the team where he stood out as one of the talented and committed payers to bring change in the team as well as in the game. It is arguable that because of his participation in the team, they were able to clinch seven titles in pennants as well as four titles in the World Series. Babe also had an experience with the Boston Braves shortly before retiring and becoming one of the first players considered in an election to the National Baseball Hall of Fame (Caser 25). From the records set by Babe, it is clear the he made immense contribution into the game. Through the records set by him in the initial times, it was possible for the later generations to strive and reach his standards; this can be seen as a form of inspiration to others. Some of them will be cited in this p aper for the purposes of corroborating the statements, babe was the first of all players to in a season hit a target of 60 in home runs and that was in 1927. This mark stood to be the record for as long as up to 1961 when another player Roger Maris eclipsed it with 61 in a season-one point ahead of what babe recorded (Levin 27). That is 34 long years before the record was broken. In his lifetime in the game, he also recorded about 174 home runs; this record also

Wet amounts and Hanging Drops Lab Report Example | Topics and Well Written Essays - 500 words

Wet amounts and Hanging Drops - Lab Report Example On the other hand, wet amount method comprises of a very tiny film of liquid sandwiched between a microscopic and a cover slip respectively (Pommerville& Alcamo, 2010). In the two cases, temperature generated from the lamp and concentrated on the slide by the condenser will start to destroy the bacteria within the shortest time possible. Notably, the light should not be on if there is nobody observing the slides. If the cells are not available shortly; a new slide should be made in order to measure motility precisely. Preparation of hanging drop: to perform this experiment, a small amount of Vaseline was placed at both ends of the cover slip using a small stick. A tiny wax pencil spot was also placed close to one corner to assist in focusing. A little drip of culture was then placed in the middle of the cover slip. For the Vaseline to be in touch with the slide and the depression to be above the culture drop, the depression slide was upturned over the cover slip (Pommerville& Alcamo, 2010). The slide was taken and overturned slowly and cautiously to ensure that the position of the culture drop does not change. This was meant to assist in making observations close to the edge of the culture drop and not in the middle. Preparation of wet amount: the preparation involved the creation of a single tiny drip of culture from numerous loopfuls. This was then followed by gripping a cover slide perpendicularly to the main slide while holding the opposite phase of the cover slide that does not have a drop. After that, the coverslip was gradually and cautiously joined with the main slide to ensure that the drip is equally distributed between the slide and coverslip (Pommerville& Alcamo, 2010). Notably, to prevent the coverslip from floating and complicating the process of focusing, only a small amount of liquid was required. Since it is not easy to observe unstained bacteria, using little water was

Integrating Research Methods with Marketing Decisions Proposal

Integrating Methods with Marketing Decisions - Research Proposal Example It is mostly qualitative and unstructured. Being qualitative in nature, it uses a small focus group instead of a larger population or interviews that are in-depth, or projective techniques. In the focus group method, a small group of people is interviewed on the topic. These people are free to interact with one another. This is a hurdle for the researcher as he has no control over the group. Many times it drifts towards irrelevant matters. The data also gets influenced by others. Another problem is that it is researcher dependent. The questions framed by the researcher lead in one particular direction. Projective techniques are indirect techniques that help understand the underlying beliefs without disclosing the actual aim of the research like word association, sentence completion , story completion, cartoon tests, role play etc. In-Depth Interviews are conducted on one-to-one basis. This helps in getting in-depth information and also to get to the hidden issues. Unlike survey interviews it may not have the same set of questions for all the participants. It is a time consuming process that may get influenced by the bias of the researcher. There are three techniques used in these interviews - One is Laddering, in this the questions start off with the external objects and slowly get to internal attitudes or feelings. Another way is Hidden issue questioning. In this the researcher concentrates on deeply seated beliefs and feelings. Third one is Symbolic Analysis. Here the researcher asks opposite questions and tries to understand their symbolic meanings In-depth Interviews are the best suited way for this research as it will help understand the underlying beliefs and attitudes that form the basis for buying a vehicle. This is the information needed by the company to remodel Taurus.Descriptive research methodDescriptive research gathers data and then interprets it by tabulating and organizing the data. Description is used as a tool in organizing the data. It is very helpful to find out what is the best solution to the given problem with many variables. Once the research question is fixed, the descriptive research method can be decided upon. The methods of data collection could be surveys, interviews, observations and portfolios. Surveys draw conclusion based on the questionnaire and help to identify the factor that needs change.These surveys can be done through written questionnaires or personal interviews or telephone interviews. Interviews are most time efficient and help in getting in-depth information by creating a rapport with t he participants. But it is time consuming and requires a lot of time to be spent in interviewing and in traveling for interviewing. In comparison, telephone interviews are less time consuming and less expensive but there is no visual input. Mailed questionnaire is even faster but has very low response rate and requires a very simple survey design.Observational research methods are based on direct observation that can give lot of

Information Systems Design and sociotechnical systems Essay

Information Systems Design and sociotechnical systems - Essay Example The authors appreciate the need for proper systems to model and analyze the interaction and composition of software and hardware components with organizational and human actors. The authors evaluate and select the right trade-off between social and technical dimensions. They propose tool-supported procedures of requirement analysis for technical-social systems that adopt planning schemes for exploring the range of requirement alternatives in addition to a number of social criteria for their assessment. The authors illustrate the proposed approach using a case study. The publication proposes a systematic, tool-supported procedure that aims at supporting the designer in evaluating and exploring alternative configurations and frameworks of socio-technical system delegations. It supposes that the accomplishment of such processes be done through Artificial Intelligence planning techniques in constructing design alternatives. It also gives a set of assessment criteria for evaluating and comparing the available options (Volha, Paolo, & Mylopoulos, 2012, p. 7). The paper has presented the presented schemed process that supports the proposed approach. It also gives the outline of the planning, discussion and formalization of the concrete set of evaluation criteria. The white paper has reported on the assessment of the proposal through a number of case studies in addition to a series of scalable experiments. Bert, P. (2011, June 3). Sicio-Technocal Design of Knowledge Work & IT; A Case Study. Retrieved Feb 12, 2014, from Independent Consulting Social Scientist: http://moderntimesworkplace.com/good_reading/GRNewTech/STS.Design.of.KnowledgeWork_IT.v2.pdf The author uses a case study of E-File introduction into the system of an insurance company as an imperfect, but powerful example of the challenges and the potentials of designing technical and social elements of knowledge work interactively and concurrently. Bert explores a case study of a public insurance

Principles and Practice of Psychosocial Rehabilitation (mental Essay

Principles and Practice of Psychosocial Rehabilitation (mental nursing) - Essay Example It is reported that the rehabilitation unit helped Mr. Brayan to develop living skills such as cognition, using laundry, cooking food etc. Psychosocial Rehabilitation is the process in which the psychiatric patients are trained systematically to bring back them to the active participation in the society. â€Å"Psychiatric rehabilitation aims to improve the functioning and quality of life of individuals with psychiatricdisabilities due to serious mental illnesses†. (Rudnick 2003, p.1). â€Å"The strategies adopted for the management of schizophrenia may differ from one country to other country and may influence motivational readiness for change. For this purpose, rehabilitation approaches like vocational training, employment guidance, cognitive behavioural therapy, and psychosocial methods were included. In addition, issues surrounding gender differences, scarcity of resources, conventional medicine, and importance on family role were also need to be considered for the rehabilitation of patients.† (Review of Literature, p. 2.). The recovery is the objective of the psychosocial rehabilitation. In this case study the Psychosocial Rehabilitation of a patient suffering from Schizophrenia in Shellharbour Hospital Mental Health Rehabilitation Unit is done. The aim of the rehabilitation is to enhance the quality of life of the patient named Brayne, who is a 45 years old male with chronic Paranoid Schizophrenia. Brayne lives alone. His functioning at home was very poor. He was not able to manage his finance and his condition make him vulnerable to the extend of exploitation by other. These conditions often leave him without sufficient money towards the end of each fortnight for basic necessities such as food and transport. He came to rehabilitation in need of help in Shellharbour Hospital to learn many skills like how to use kitchen for cooking, how to use the laundry etc. The case study further explains about the rehabilitation program that is carried out in the Mental

A Study of F. Scott Fitzgeralds The Beautiful and Damned and The Great Essay

A Study of F. Scott Fitzgeralds The Beautiful and Damned and The Great Gatsby - Essay Example On the other hand, there are those who believe that people are not obliged to be proactive when it comes to living their lives, as people are not forced into doing anything as a result of free will, and because everything has already been "written" by some higher being; therefore, there is nothing people can really do to change the track their lives are taking and are about to take. For example, when one attempts at something and fails, adopting the previously mentioned way of thinking, he or she will take things in a different way, as that person believes that his or her fate has already been drawn and that there is nothing that can be done to change it. Two of the most renowned works of F. Scott Fitzgerald, The Beautiful and Damned and The Great Gatsby, both deal with these issues . Before one delves deeper, it is important to note that these two terms can be and are actually used interchangeably. The dictionary definition of both terms state that fate is "the principle or determining cause or will by which things in general are believed to come to be as they are or events to happen as they do; an inevitable and often adverse outcome, condition, or end" (Merriam-Webster, 2006) and that destiny is "a predetermined course of events often held to be an irresistible power or agency" (Merriam-Webster, 2006), both definitions pertaining to the same idea. This essay will examine some key events in both The Great Gastb... Taking into account the previous definitions of fate, one cannot help but ask, as Schopenhauer did in some sections of The World as Will and Representation: Do humans have any choice with regard to their lives The freedom of choice is brought about by free will. But using the strictest definition of the word fate, how does free will come into play Does the existence of and belief in fate mean that this kind of freedom is disregarded, so to speak There are those who believe, however, that there is a difference between fate and destiny, wherein the consequences of an individual's actions and decisions bear a heavier weight. Through this kind of thinking, it is believed that fate is something that happens to man, giving him or her no choice with regard to his or her fate. On the contrary, destiny is that which man wishes to achieve; something toward which man strives. The Beautiful and Damned was published in 1922. Taking the work's title into context, the word "Damned" actually depicts the protagonist and his fate. Fitzgerald's description of the actions and characters in the novel reveal a pessimistic picture of life in America in the 1920s. The time, place, and circumstances the characters in the novel were born into appear to be the determining factor to the misery they suffer and yet these facts were out of their control. With the definition of fate, it can be said that these things are already written from the beginning, and completely and deeply affect a person's life. This particular work is about a generation of individuals who lived after the First World War. Because of such circumstances, it is believed that these

Cenozoic Essay Example | Topics and Well Written Essays - 750 words

Cenozoic - Essay Example Solar radiation change was one of the prime causes of this glaciation during the Cenozoic Period. The later part of this glaciation took place in the high altitudes. Some of the main landforms on this planet were created during this particular period. Among them the mentionable ones are: Tibetan Plateau, Andes and the Himalayas. (Menzies 47) The Mesozoic Extinction survivors continued to live during the Cenozoic Period. This was the time when modern birds appeared for the first time during of their evolutionary journey. Savanna grasslands were seen in many parts of the world. Most of the vertebrates lived in the sea. However, there were insect eaters and herbivores in the lands. A complete extinction of the dinosaurs took place on the course of Cenozoic Period. The Scablands was the main creation in the state of Washington by the flood from Lake Missoula in the Cenozoic Period. The floodwater went to Pacific Ocean from Lake Missoula during this age. According to the records, the rate of flow of this water was 60 times more than the regular flow of Amazon water. The Eastern Washington was entirely flooded by the water which rushed throughout the land at a speed of about 50 miles per hour. Today, the 'Scablands' is the main evidence of this phase in the state of Washington. Cenozoic Period is considered as the recent most period in the world. Therefore surprises with evidences of this era are still found on our planet. One such incident took place in Denmark when a fossil of Cenozoic parrot was discovered there. The wingspan of this parrot is said to be about 20 feet. Northwestern Jutland is the place where the fossil has been discovered. According to the scientists, the fossil belongs to a time period, which is almost 55 million years from now. They have also said that this is one of the oldest parrot species that have been discovered so far. The genus of this parrot, according to the researchers, is known to be Mopsitta. However, the men who discovered it have named it "Danish Blue". (United Press International 2008) References 1. Fossils. University of Waikato, 2008, retrieved from: http://sci.waikato.ac.nz/evolution/FossilCenozoic.shtml on November 17, 2008 2. Age of Mammals: Cenozoic. Te Era, 2005, retrieved from: http://www.teara.govt.nz/EarthSeaAndSky/Geology/Fossils/4/en on November 17, 2008 3. Menzies, John. Modern and Past Glacial Environments: Revised Student Edition. Butterworth-Heinemann. 2002. 4. "Cenozoic Fossil Parrot Found in Denmark". United Press Inter

The purpose of life Essay Example | Topics and Well Written Essays - 500 words

The purpose of life - Essay Example Everyone has a purpose, everything has a purpose, and every day has a purpose. I live in my realm and accomplish everything for the purpose of tasting more about the essence of this life. I am a type of want-to-do-something-for-this-life, so I always eager for grasping as much experience as I could to be full-fledged so as to contribute to the society. I hold the youth on my hand feeling like a millionaire who is moving up the ladder of fame. Rich, but solitary, trust no one, and expect for nothing, because anyone does not supply everything I want to buy. Maybe I am asking too much, but honestly, I just want people to know that I am living and not just existing. I am a lonely voice trying to fit in this chaotic world, like a thorn bird searching for a thorn tree to rise above its agony to out carol the lark and the nightingale. I often wonder why our age is said to be the generation that is quiet. I see people of orange-blue rainbow and polka dotted. Expressions of different trails traveled and stories of failure and triumph, so what is silent about us? Have we not kept our youthful curiosity and stumbled upon treasures undiscovered? And shouted from the mountain tops what we have found? Is it that we are silent or is it that someone is just not listening? If people could not understand and encourage, please do not discourage or leave anyone behind. We are the ones who will rule the world in the future. At this moment, we could not go back to be children anymore, yet we are not grown up enough to be adults. We are trying to burst the bubble, to come out of our shells, and to accomplish more than what people out there did a long time ago. But how can we reach such goals if the surrounding people always feel suspicious of our start? How can we climb to the peak of the mountain if parents always shout at us f rom the mountain bases? And what if the cure for cancer is in the brain of someone who is not encouraged to follow his/her dream? Give us a

Mexican and Italian foods Essay Example for Free

Mexican and Italian foods Essay Many Mexican and Italian foods are very similar and still, the prepared dishes of each country have very distinct and bold flavors. Both countries use meats, grains, and produce that are grown locally to prepare their meals. However, Italian foods are regional and Mexican food is native to the whole country. Many of the spices for flavoring are the same, but they are used with a combination of different ingredients and the foods are prepared differently. Dishes from both countries often use sauces, but each country implements the use of their sauces differently to enhance the flavor of the final dish. If you enjoy cooking or eating, exploring the similarities and differences between Mexican and Italian foods will tempt anyone’s palate. The origin and influences of Mexican and Italian foods Authentic Mexican foods are native to the country and the Pueblo Indians. Corn was grown by the Pueblo’s and many Mexican recipes require corn based specialties such as tacos, enchiladas, tamales and quesadillas. Beans are also a staple food in the Mexican culture. Produce that is grown in the country like avocados, tomatoes and green and red peppers are also used in their recipes to add zest to their flavorful foods. The meat of choice that is used in many of their dishes is pork, but meat is rarely the focal point of the meal. It’s used more to add substance and flavor to the food. Authentic Italian foods vary by region. The Tuscan region uses local produced foods like produce, mellow cheeses, and game meats like boar, deer and rabbit. Beans are also a staple of that region. Rome is known for its hearty soups, lamb and pasta dishes. The main staples of Italy in more general terms are vegetables, grains, legumes and cheeses. The basic diet in Italy is called â€Å"la cucina povera† which mean â€Å"poor peoples food. † The spices and oils used in Mexican and Italian foods Mexican foods tend to be spicy. Many people confuse the spiciness with the sensation of heat. Cinnamon, saffron, cumin is some of the common spices used in Mexican dishes. Lard is used in traditional dishes like tamales. Actually a very small amount is used in frying their food. Lard is preferred and actually necessary to produce some of the authentic flavors known to Mexican food. Some of the common spices used in Italian dishes are saffron, cinnamon, nutmeg, rosemary and sage. Cinnamon is used in a lasagna dish made with cinnamon scented and sauteed chicken gizzards called Vircisgrassi. Olive oil is a staple in the cooking process and on the table. Central and Southern regions prefer a dark green olive oil which is once pressed while Northern regions prefer golden olive oil. Preparation and use of sauces in Mexican and Italian foods Mexican dishes are generally fried or oven baked. Meats are usually boiled and shredded since they are mostly used in dishes rather than as a stand alone meal. Sauces are often used in cooking, but rarely, is additional sauce added before serving. However, sometimes sauces are served on the side for dipping. The majority of Italian dishes are cooked on the stove top. Meats are usually grilled, wine braised or roasted. Italian dishes are known for their rich and thick sauces used in to top their pasta. Many people think of tomato based sauces when they think of Italian dishes, but in fact, many of the sauces are cream based. Mexican and Italian foods are very popular in the United States. American’s have adapted the recipes to their tastes. Recipes that have been adapted are referred to as Mexican-American or Italian-American cuisine not to be confused with authentic Mexican or Italian dishes. Ethnic foods such as these are popular in the diverse American culture. Works Cited Furfaro, Rosemary. Ethnic Cuisine: Italy. 2008. Sallys Place. 13 October 2008 http://www. sallys-place. com/food/cuisines/italy. htm. Peyton, James. Frequently Asked Questions About Mexican Cooking. 1999-2000. Mexican Food Cooking and Recipes. 13 October 2008 http://lomexicano. com/faq_mexican_food_cooking__recipes. htm.

Antibody Screening, Identification and Cross Match

Antibody Screening, Identification and Cross Match Antibody Screening, Identification and Cross Match: Case studies from Bristol Memorial Hospital Simon Avery and Malcolm Grey, School of Cellular and Molecular Medicine, University of Bristol, BS8 ITH Summary Antibody screening, identification, and cross matching comprises an essential element of pre-transfusion testing procedure that is of paramount importance in blood bank establishments. Clinically significant antibodies can cause haemolytic transfusion reactions. Antibody screening is crucial for patients who require blood transfusions to detect the presence of any unexpected antibodies and ensure selection of the most compatible unit. We report on five patient case studies regarding the use of antibody screening and identification to select the most appropriate red cell units available. At this time, limited blood units were available. An analysis is provided with key emphasis on the importance of antibody cross matching and compatibility testing. Keywords: Antibody Screening, Clinically Significant, Compatibility testing, ABO, RhD Red Blood Cells (RBCs) carry a varying number of blood group antigens on their cell surface (Dean, 2005). To date, there are over 600 identified antigens within 30 distinguished blood group systems (Dean, 2005). To ensure the provision of safe blood for transfusion, antibody screening and identification is routinely performed in blood bank establishments in accordance with pre-transfusion testing procedures (Makroo et al., 2014). This is primarily achieved through the microcolumn gel technique, which has become the most prevalent technique used in blood bank laboratories worldwide (Hwang Shin et al., 2009). The aim is to detect unexpected antibodies and quantify their specificity to provide blood that lacks the corresponding antigen, forming an element of fundamental importance in clinical transfusion (Makroo et al., 2014). Alloimmunisation commonly occurs following blood transfusions and is defined as the immune response to antigens that are recognised as foreign (Yazdanbakhsh, 2012). The most important RBC alloantibodies in transfusion practice include the Rh (D, C, E, c, and e) and Kell antigens, in addition to the Duffy, Kidd, and MNS blood group antigens (Makroo et al., 2014; Dean, 2005). Antibodies that are considered clinically significant can cause haemolytic transfusion reactions, following the accelerated destruction and shortened survival of transfused RBCs (Garratty, 2012). Furthermore, clinically significant antibodies are associated with haemolytic disease of the fetus and newborn (Daniels et al., 2002). Therefore, it is critical to recognise and consider clinically significant antibodies present in a patient in order to select the most appropriate unit for transfusion (Makarovska-Bojadzieva, 2009). As a result, the blood service aims to provide a regular supply of all blood groups and blo od types. In this study, we present a case by case report of antibody screening, identification and cross matching for five patients, in addition to the management and use of blood units from a limited supply, highlighting the importance of clinically significant antibodies and their detection in transfusion medicine. Materials and Methods Patients The patients included in this study comprise five individuals with varying medical and transfusion history. The details of each patient are outlined in table 1. IAT Gel Antibody Screening DiaMed IAT gel cards were used to detect antibodies and performed on all five patients. Each well was labelled with the patient identification number (1-5) with 2 wells used for each patient. 50ÃŽÂ ¼l of 0.8% screening Cell Stab reagents and 25ÃŽÂ ¼l of patients plasma were added to the DiaMed IAT gel cards. Two controls, positive and negative, were prepared using 50ÃŽÂ ¼l of 0.8% O R1r in Cell Stab, with 25ÃŽÂ ¼l of AB serum added to the negative control and 25ÃŽÂ ¼l of weak anti-D added to the positive control. Cards were incubated at 37 °C for 15 minutes and spun in the DiaMed ID-Centrifuge 12 S II for 10 minutes at 1030 rpm. Cards were analysed for agglutination and results were scored accordingly from 0 to 5, where a negative score of 0 indicates no agglutination and a positive score of 5 indicates agglutination. Antibody Identification Antibody identification was performed on patients 2, 3, and 4 with a positive antibody screen, using enzyme and IAT panels. A 1% red cell suspension was prepared from 10ÃŽÂ ¼l packed red cells and 1mL DiaMed diluent. 50ÃŽÂ ¼l was added to each well followed by 25ÃŽÂ ¼l of patients plasma. Two controls were prepared. An IAT control was prepared from 50ÃŽÂ ¼l of R1r control cells and 25ÃŽÂ ¼l of weak anti-D. An enzyme testing control was prepared using R1R1 control cells and 25ÃŽÂ ¼l of anti-K. Cards were incubated at 37 °C for 15 minutes and spun in the DiaMed ID-Centrifuge 12 S II for 10 minutes at 1030 rpm. Cards were analysed using a light box and scored accordingly. Compatibility testing DiaMed IAT gel cards were used to perform compatibility tests for each patient against donor units. Each well was labelled accordingly with patient number and donor unit. 50ÃŽÂ ¼l of 1% donor unit cells in Cell Stab reagents and 25ÃŽÂ ¼l of patients plasma were added to the corresponding wells. Two controls, positive and negative, were prepared using 50ÃŽÂ ¼l of 1% O R1r in Cell Stab, with 25ÃŽÂ ¼l of AB serum added to the negative control and 25ÃŽÂ ¼l of weak anti-D added to the positive control. Cards were incubated at 37 °C for 15 minutes and spun in the DiaMed ID-Centrifuge 12 S II for 10 minutes at 1030 rpm. Cards were analysed and scored for agglutination, 0-5. Results Patient Gender Age Transfusion History Additional Medical Details 1 Female, 70 years old No history of blood transfusions Scheduled for repair of fractured hip joint following a fall 2 Female, 34 years old Undergone several surgeries to treat disease. Received blood during last surgery 5 years ago. Crohns disease Undergoing evaluation for unexplained anaemia 3 Male, 58 years old Received 4 units of RBCs during surgery 8 years ago. History of cardiovascular disease Undergone heart bypass surgery 4 Male, 14 years old Receives frequent blood transfusions for the management of his condition. Last transfusion dated 6 months ago. Sickle cell anaemia History of anti-K 5 Female, 19 years old No history of blood transfusions Involved in a road traffic accident Table 1 The medical history of each patient, including transfusion history. Patient ABO/RhD Type Screening Cell 1 Screening Cell 2 Interpretation 1 A+ * 0 0 No antibody detected 2 A+ 0 5 Antibody detected 3 B+ 3 0 Antibody detected 4 O+ 0 4 Antibody detected 5 O 0 0 No antibody detected Table 2 The ABO and RHD typing of each patient and results obtained from the antibody screening panel. Interpretation of results is also provided.* A mix field reaction was detected for patient 1 in the ABO/RHD screening.   Patient Antibody Present Probable Genotype Further Patient Information 1 Dce/dce R1r (31%) May require more units of red cells in the future but not today 2 Anti-c, Anti-E DCe/Dce R1R1 (18%) Requires 2 units today 3 Anti-Fya, Anti-K Dce/dce R0r ( Requires 2 units of red cells as soon as possible 4 Anti-K Dce/dce R1r (31%) Requires 3 units of red cells 5 Dce/dce rr (14%) No longer needs any blood Table 3 Results of the antibody identification screening panel and transfusion requirements for each patient. Patient Unit ABO/RhD Antigens 1 G M A / RhD Positive D+C+E-c+e+ A / RhD Negative D-C-E-c+e+ K Fya, S, M Negative Fya, JKa Negative 2 S F A / RhD Positive D+C+E-c-e+ O / RhD Positive D+C+E-c-e+ K, Fya, S, M Negative K, Fya, S, M, HbS Negative 3 Q R B / RhD Positive D+C-E-c+e+ B / RhD Negative D-C+E-c+e+ K, Fya, S, M, HbS Negative K, Fya, S, s, M Negative 4 J K I O / RhD Positive D+C+E+c+e+ O / RhD Positive D+C+E-c+e+ O / RhD Positive D+C-E-c+e+ K, Fya, S Negative K, Jka, S, M Negative K, Fyb, S, Lea Negative 5 T O / Rhd Negative D-C-E-c+e+ Fya, HbS Negative Table 4 Compatibility testing of each patient against selected donor units. Discussion Our first case study is a 70-year-old female who has been admitted for an operation to repair a fracture to her left hip joint, following a fall. The patient has no history of previous blood transfusions and appears in good health. Her son reports that she has been healthy throughout her life and only admitted to hospital for child birth. Pre-transfusion testing procedures were carried out to order blood for her upcoming surgery. The results for this patients ABO and RhD typing revealed a mixed field reaction for anti-D. Extended Rh typing also revealed a mixed field reaction for anti-c. Antibody identification was performed to determine if this patient has any clinically significant antibodies, in which none were detected. It is therefore possible that this patients ABO type may be A3, a subgroup of the A blood type. Weak subgroups of A3 are known to cause mixed field reactions (Dean, 2005), therefore we have requested this patients serum to be typed against A1, A2 and A3 cells. However, extensive ABO and RH typing is required to precisely determine this patients blood phenotype. This patient requires red cell units in the future for a planned operation. The units that have been designated for this patient include unit G and unit B, which are both A RhD positive red cell units. However, a full assessment of this patients blood type must be analysed before the administration of these components. Patient 2 forms our second case study, a 34-year-old female who suffers from Crohns disease. This patient has been admitted regarding unexplained anaemia. Patient 2 has previously undergone several surgeries to manage her condition. Her last surgery was 7 years ago, in which she received a blood transfusion. This patient has a haemoglobin level of 7.9 g/dL and 2 units of RBCs have been ordered for transfusion today. The antibody identification revealed clinically significant antibodies, including anti-c and anti-E. Most Rh blood group antibodies are warm reacting IgG antibodies that cause haemolytic and delayed transfusion reactions and haemolytic disease of the fetus and newborn; therefore, they are considered clinically significant. Anti-C and anti-E are most commonly found together in patients, as most patients who have developed anti-E often go on to develop anti-c. The c antigen is highly immunogenic in comparison to the E antigen. As a result, anti-c may cause severe haemolytic disease of the fetus and newborn in this patient, whereas anti-e may cause a mild reaction. However, as the patients RhD type is positive, it is unlikely that she will require anti-D prophylaxis. This patient requires two RBCs units today. The units that have been designated for this patient include unit S and unit F. Unit S is A RhD positive and unit F is O RhD positive, in which both units are negative for anti-c and anti-E. Our third patient is a 58-year-old male who has been admitted into hospital after complaining of chest pains and shortness of breath. This patient has a history of cardiovascular disease and underwent heart bypass surgery 8 years ago, in which he received 4 RBC transfusions. Upon arrival, a diagnosis of heart failure was determined and need for immediate surgery. Antibody testing for this patient revealed the patient is both positive for anti-Fya and anti-K. Furthermore, the probable genotype of this patient suggests African descent, therefore the patient will also receive anti-c and anti-e positive red cells. This patient requires two units of blood as soon as possible, in which unit Q and unit R have been allocated. The fourth patient in our case report is a 14-year-old male that suffers from sickle cell anaemia and has a history of anti-K. This patient receives frequent blood transfusions for the management of his condition, with his last transfusion dated 6 months prior to admission. The patient was brought in by his family regarding fatigue and shortness of breath. The patient has been kept in hospital for observation pending suspicion of sickle cell crisis. Three RBC units have been allocated for this patient including units J, K, and I. Each unit is O RhD positive and negative for anti-K.      Ã‚   Finally, the fifth patient featured in this report is a 19-year-old female that was involved in a road traffic accident. This patient has no history of previous blood transfusions and has never been admitted to hospital prior to this occasion, with her parents citing excellent health. The patient was admitted with trauma to the head, in which a single blood unit was allocated unit T. However, the patient no longer requires the unit at this time. The unit will be kept for the patient whilst she remains in hospital following any complications. Unit T was selected for this patient and is O RhD negative. This patient does not have any clinically significant antibodies. Throughout the treatment and assessment of these 5 patients, only 12 of blood were available. A total of 10 units were used to treat all 5 patients. Severe weather across the United Kingdom has impacted the distribution of blood from the NHS Blood and Transplant manufacturing sites located in Bristol, London, and Manchester. Access by road, rail, and air have all been affected by severe storms and rendered transport at a halt. The nearest blood bank could not be accessed and therefore a limited number of RBC units were available. References Daniels, G., Poole, J., de Silva, M., et al. (2002) The clinical significance of blood group antibodies. Transfusion Medicine. 12(5), 287 295. Available from: http://onlinelibrary.wiley.com/doi/10.1046/j.1365-3148.2002.00399.x/abstract [Accessed 21/03/17] Dean, L. (2005) Blood Groups and Red Cell Antigens. National Centre for Biotechnology Information. Available from: https://www.ncbi.nlm.nih.gov/books/NBK2264/ Garratty, G. (2012) What is a clinically significant antibody? ISBT Science Series, 7(1), 54 57. Available from: http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1751-2824.2012.01594.x/full [Accessed 22/03/17] Hwang-Shin, J., Young Lee, J., Hyen Kim, J., et al. (2009) Screening and Identification of Unexpected Red Cell Antibodies by Simultaneous LISS/Coombs and NaCI/Enzyme Gel Methods. J Korean Med Sci. 24(4), 632 635. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2719182/ [Accessed 21/03/17] Makarovska-Bojadzieva T, Blagoevska M, Kolevski P, Kostovska S. (2009) Optimal blood grouping and antibody screening for safe transfusion. Prilozi, 30(1), 119-128. Available from: https://www.ncbi.nlm.nih.gov/pubmed/19736535 [Accessed 22/03/17] Makroo, RN., Bhatia, A., Hegde, V., et al. (2014) Antibody screening and identification in the general patient population at a tertiary care hospital in New Delhi, India. Indian J Med Res. 140(3), 401-405. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4248387/ [Accessed 21/03/17] Yazdanbakhsh, K., Ware R., Pirenne, F. (2012) Red blood cell alloimmunisation in sickle cell disease: pathophysiology, risk factors and transfusion management. Blood. 120(3), 528 537. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3401213/ [Accessed 22/03/17]

The Case For And Against Global Governance Politics Essay

The Case For And Against Global Governance Politics Essay The wish to rule the world has always been a part of the human experience throughout recorded history. Broadly speaking, global governance is an international and political system of ruling at all levels or human activity. In other words, this type of governance can be associated with multilevel governance in the sense that governance does not only take place at the national and the international echelon but also at the local, regional as well as subnational levels. Globalisation is a term that has been spoken about worldwide since 1990 and it has given a rise to intense arguments about the supply of losses and gains resulting from it. From a political point of view, many authors have also tried to define the subject matter which will be discussed throughout this essay. This essay examines not only the pessimistic and optimistic sides of global governance but will also explain the concept, how it works together or in cooperation with the United Nations. Meaning, this piece of work wi ll also explain a bit about the UNs contribution towards global governance by giving supportive examples in order to back up the argument. It will also analyse what authors think about global governance and how they define it. It will then suggest a model for enhancing global governance within the conclusion. As explained within the introduction, global governance could also be considered as a political interaction of transnational actors aimed at solving issues that have an effect on more than one state or area in case there is no authority of imposing compliance. Global governance makes rules intended for the worldwide scale. However, the world governance model only takes as fact the emergence and intensification of interdependence conditions between states and not a monopoly of the legal practice of force. To be more specific, it is a model of international relations that does not presume the alteration of the material constitutions of the international relations from anarchy to hierarchy. Nevertheless, it represents a noticeable change of the social structures in which international relations are taking place. Fundamentally, this transformation is characterized by the rising significance of norms and set of laws which are globally agreed (Volker R and Bernhard z 2006). Governance in t his particular case designates official political establishments that seek to organize and control co-dependent social relations and that also have the capacity to implement decisions. In fact, many authors have defined the concerned topic according to their ideology. Global governance is basically the sum effort of managing global affair. The commission of Global Governance which was established in 1995 provided the following definition: Global governance is the sum of many ways individuals and institutions public and private manage their common affairs. It is a progressing process through which conflicting or diverse interests may be accommodated and co-operate actions may be taken. It includes formal institutions and regimes empowered to enforce conformity, as well as informal arrangements that people and institutions either have agreed to or perceive to be in their interest. At the global level, governance has been viewed primarily as intergovernmental relationships, but must now be understood as also involving non-governmental organisations (NGOS), citizens movements, multinational corporations and the global capital market. Global government aims at activities that cross borders and are normally outside the control of individual governments. Commerce and world trade are standard case in points. International crime, drug smuggling, cross-border environmental problems, the internet, tourism, migration of people and the spread of diseases are amongst the cases that covers global governance. The system available for the management of a particular set of issues internationally is referred to as international regimes. If global governance is the sum of ways that individuals and institutions manage their common affairs across the world, then international regimes are the tool kits for this activity. (Krasner, 1983:2). Global governance includes peoples participation and empowerment with respect to public policies, choices and offices. Global governance can encompass the workings of the world economic market which can be undertaken on the basis of implicit understanding, private agreements and with little input from international organisations. The internet functions world-wide without recourse to any controlling international organisations and indeed often beyond governmental control. It also includes the institutions in which these principles and values find on-going expression. It cannot be argued that Global governance can be good, bad or indifferent refers to active collective arrangements to solve problems. Adjusting our definition, global governance is the sum of laws, norms, policies and institutions that define, constitute and mediate relations among citizens, society, markets and the state within the international field (reference). Conventionally, governance has been linked with leading, governing, or with political power, institutions, and, eventually, control and management of organisations. In the sense, governance signifies formal political establishments that aim to coordinate and control interdependent social relations and possess the capacity to enforce decisions. In rec ent years, however, authors such as James Roseneau have used governance refering to the regulation of interdependent relations in the nonexistence of overarching political authority; such as in the international system. Meaning, even in the absence of an overarching central authority, existing collective arrangements bring more predictability, stability and order to transboundary problems than we might expect. These may be perceptible but quite informal(e.g. practices or guidelines).But they may also be far more formal, taking the shape of rules (laws, norms, codes of behaviour) as well as constituted institutions and practices intended to manage collective affairs by a mixture of actors. Through such methods and agreements, collective interests are articulated, rights and obligations are established and differences are mediated (Thomas G Weiss and R Thakur,2001). International organisations are likely to remain the fundamental pillar of global governance since as being a model of g lobal governance they might not only portray more satisfactorily the reality of todays international relations but also the reality of international relations in the predictable future.(Volker et all, 2006). The statements above have showed how to some extent, a world can be organised without a central overarching authority (global governance). As mentioned above, global governance could have both positive and negative outcomes which will be discussed within the following paragraphs. On one hand, I believe that there is no government for the world. Yet on any given day, mail is distributed across frontiers, people travel from one country to another via variety of transportation means; goods and services are shipped across lands, sea ,air and a whole range of other cross-border activities takes place in rational expectation of safety and security for the people, firms and governments concerned. Most observers believe that there is no foundation for an over-optimistic evaluation of th e impact of globalisation. As a matter of fact, we notice that there is an ever-widening gap between rich and poor people in developing and industrialises countries alike instead of a stable increase and a fair distribution of wealth (UNDP 1999). Additionally, disruptions and threats are rare; indeed in many instances less frequent in the international domain than in many sovereign countries that should have effective and functioning governments. That is to say, international transactions are typically if not to say naturally characterized by order, stability and predictability. This simply means that with or without global governance, they are generally and normally characterised by steadiness and preventability. This immediately raises a puzzle and shows that to some extent the world could be governed even in the absence of a world or global government to produce codes of conduct, norms and regulatory surveillance as well as compliance instruments. In other words, there could be g overnance without a central government. Some allocated values are quasi-authoritative for the world and are accepted as such without a government to rule the world. To back up what has been explained above, I will give an example of what has happened up till now in the world. Asia also underwent a major financial crisis in 1997-1998. Nowadays, the impressive subprime housing loans, banking and financial crisis that began in the US in September-October 2008 is likely continue for several years. That simply means it is also the case that normal periods of calm, stability, order and predictability are interspersed with periodic bouts of market volatility, disorder and crisis. Government may be imperfect, but markets too are defective. Both the Asian crisis and the US market collapse in 2008 express the necessity for transparent, sufficient, effective regulatory, surveillance instruments and institutions. To be more specific, these are crisis of governance in terms of playing proper ro le of governments and market institutions as well as the appropriate balance in the relationships between them. Furthermore, these are also crisis of domestic governance. The causes of the crisis lie in the inadequate domestic governance and the solution entails responses from both domestic governments and the markets. (Weiss and Thomas George, 2010).Examples above show how the role of global governance institutions is restricted to containing the contagion. For this case, I believe that global governance institutions to some extent are limited in its actions and sometimes do not act beyond its capacity. To be more assertive, Global governance can play a facilitative and constraining role, but it rarely plays a determinant and predominant one. The authority and ability for the latter is vested almost exclusively in domestic public authorities. In fact, the expectations are greater for global governance on the peace and security side, yet here too they may be false or overstated. As financial crisis periodically occurs, armed conflict occasionally breaks out even in the midst of general peace and order. As stated by Weiss and Thomas, 2010, not all emergencies and crisis are human-made. The worldwide response to the 2004 Indian Ocean tsunami which killed about 280,000 people provides us with global governance in microcosm, an illustration of how an enormous transborder problem is addressed in a decentralised world. Although it is trite to remark that there is no world government to take charge of international responses, it is less commonly understood that there was such a remarkable assistance which was effectively provided to tsunami victims without a central authority. Within the following paragraph, I will give another example showing how global governance institutions could be unhelpful sometimes. In December 2004, there was an earthquake that registered a magnitude of 9.0 on the Richter scale. This took place in the Island of Sumatra. Consequently, the ear thquake and the resulting Tsunami spread mind-boggling destruction across the Indian Ocean. What is more, 12 countries were affected some as far away as the Horn of Africa. The globalizing effect of innovations in transportation and communication were in evidence. The revolution in information technology made global communications instantaneous and also made it possible to mobilize humanitarian assistance for rescue, relief, and the reconstruction in real time. This began to appear on international television news programs and on internet. It has also allowed the scope of the tragedy to become clear. A week after the disaster, experts estimated that as many people would die of disease as were killed by the waved themselves. In fact, help was so valuable that number was close to zero. As a matter of fact, even though the UN can physically deploy humanitarian assistance to help people affected by such emergencies anywhere in the world, it is not puzzling to affirm that millions of liv es were saved and rebuilding was started without a central authority (global governance). Moreover, despite the fact that IOs help states to cooperate in the pursuit of shared goals and manage competition and rivalry in order to avoid conflict and violence, countless threats whether natural or unnatural face the human species. For example genocide, weapons of mass destruction, climates change, and financial instabilities. Essentially, the evolution of intergovernmental institutions to facilitate robust international responses lags well behind the emergence of collective problems with transborder, especially global dimensions. This could also be stated as one of the problà ©matiques (negative side) of global governance in our time. Similarly, another pessimistic side of global governance is in terms of security. This consists of the disconnect between the distribution of authority within existing intergovernmental institutions and the distribution of military power internationally. According to Rodern Wilkinson: Economic governance is the most advanced and comprehensive dimension of emerging global governance. Yet as in the security sector, there is a growing gap between distribution of authority within existing international institutions and the international distribution of economic power. Regardless of the fact that Global Governance has an unfinished journey with the UN, it is important to acknowledge that it also has limits in terms of attaining their governance goals and thus the reduction of their legitimacy, mainly originates from four governance gaps which are jurisdictional, operational, incentive and participatory. As a result these gaps considerably impair the capacity of international governance systems such as global governance in this case so as not to deal efficiently with urgent problems. (Volker Rittberg, 2001). This also impedes some actors opportunities to participate in the public policy-making. In other words, the attainment of governance goals within the global governance as a model of international governance system has gradually become more complex. This is particularly true for trans- sovereign problems. This lack of effectiveness has been referred to as the governance systems reduced output legitimacy(Zurn 2002, 184,Scharpf 1998a). According to Volker Rittberg, global governance has to be regarded rather as a patchwork of heterogeneous elements deriving from governance under the hegemonic umbrella (e.g. in the security communities) as well as governance without world governance appears to be the most desirable and realistic of realizable governance models. The extent to which the United Nations can help promote international world peace and security is a matter of debate. Evidence indicates that the world organisation still faces many great challenges. Most importantly, insecurity is growing especially in Non-western or developing countries. For the time being, the UN possesses only a limited institutional and logistical capacity to undertake major peace operations around the world. Accordingly, global governance is not a single world order, not a top down, hierarchical structure of authority. It is the collection of governance, related activities, rules and mechanisms, formal and informal existing at a variety of levels in the world today. For purposes of global government, one major limitation of public international law is that it applies only to states except for war crimes and crimes against humanity. At present, except within the EU, multilateral agreements cannot be used directly to bind individuals, multinational corporations, non-governmental organisations, paramilitary forces, terrorists or international criminals. However, they can establish norms that states are expected to observe and where possible enforce against these non-state actors. Another issue in the eyes of many is the deficiency of international enforcement mechanisms and the role of self-interest in shaping states decisions about whether or not to accept treaties and other forms of international rules. International law has left states to use self-help means to secure fulfilment. In reality, The UN charter and the E.U treaties for example, provide enforcement mechanisms yet the threat of sanctions is not a key motivator for compliance with international rules (M Karns and K Mingst, 2004). The complexity of global governance is a function not only of many pieces, but also of many actors that are frequently linked in transnational and trans-governmental networks. Such networks have become increasingly dense since the 1970.Amongst them there are the states, IGOs, NGOs, experts, multinational corporations (MNCS) and global policy networksà ¢Ã¢â€š ¬Ã‚ ¦ However, it is important to acknowledge the fact that the theory and practice of global governance seeks to provide international government-like services in the absence of a world government and helping to build effective regional organisations and security communities, the UN has a better chance of achieving its goals for global governance. The positive side of global governance will now be discussed within the following paragraphs. On the other hand, Global governance is needed in order to stimulate improvement, maintain social stability and to decrease inequality. Meaning, a stronger international cooperation is important so as to make this work in tandem (effectively) with open market abroad. I believe that since more and more problems are global, solutions should also be global to make more sense. That is to say effective cooperation among governments, big business and NGOs is necessary. It is evident that over the past years climate change has been the lightning-road issue for global governance. Therefore it makes sense for global common problems to require a global cooperative solution. The United Nations once dealt only with governments. By now we know that peace and prosperity cannot be achieved without partnerships involving governments, international organisations, the business community and civil society (un.org). In fact, we depend on each other in todays world. This simply means a nation cannot surv ive efficiently on its own and will surely need a hand from the outside world. It can be seen that international organisations (IGOS) and INGOS play important roles and undertake particular functions in the world market-place. Therefore it is difficult to imagine the contemporary world without them since they assist the process of the functioning of the international political systems such as global governance. The absence of inactivity of global governance could result in the fact that sovereign states would have to contact one another by the transnational means of diplomacy, at most conference diplomacy. National groupings and individuals might well have contact with those having common interests in other parts of the world but this relationship would not be formalized into a continuous structure with members from several states. Forums for discussion and exchange would be less frequent and would be one-off occasions with no certainty of any continuity. Governments and groupings t rying to further their own ends internationally would have fewer instruments. The existence of Global governance, however strong or weak and in whatever form, also allows for action by global civil society. Civil society in the domestic context refers to the social action not organized by governments and its agents but non-governmental movements, associations and organizations. (Clive A, 2001). The U.N system plays a central role in global governance in terms of implementing or adjusting proposals. It seems that the global-governance model is most compatible with our finding that international organisations are able to encourage and stabilize international cooperation among sovereign states To gain a foothold in the future, global governance will have to overcome the gaps mentioned above, which we have not explained in detail throughout this essay. However, there is no general consensus about how these gaps can and should be narrowed or even closed although they curtail the effectiveness and legitimacy of 20th century international governance systems. In order to fulfil effectively the tasks of governance, it is essential to ensure a well-balanced relationship within the triad of actors and by making it possible for these actors to participate in governance processes adequately and equitably.

The Great Gatsby - Eden Imagery :: essays research papers

In the Great Gatsby, each character is longing for one particular paradise. Only one character actually reaches utopia, and the arrival is a mixed blessing at best. The concept of paradise in The Great Gatsby is a shifting, fleeting illusion of happiness, joy, love, and perfection, a mirage that leads each character to reach deeper, look harder, strive farther. There is Myrtle Wilson’s gaudy, flashy hotel paradise in which she can pretend that she is glamorous, elite, wanted and loved. She clings fiercely enough to this ragged dream to brave the righteous anger of Tom Buchanan by voicing her jealous terror that he will return to his wife. There is a desperation to her full, spirited style of living, she wants so much to escape the grey, dead land of the Valley of Ashes that she colours her life with any brightness she can find, be it broken glass or diamonds. Nick describes land she finds herself in as a wasteland, a desert, saying "this is the Valley of Ashes -- a fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens, where ashes take the forms of houses and chimneys and rising smoke and finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air" (page 29). It is from this that Myrtle is trying to escape, this life-in-death valley that characterises the underbelly of New York's glitter and lights and finery, and this that she is dragged back to by the dawning jealous rage of a normally unassuming husband. To run away from the grey and the death, the colourful, brimming woman runs out, arms outstretched, to the car she thinks belongs to the man who promised to take her away from the Valley. But -- she began in shadows and in shadows she dies, "her life violently extinguished, knelt in the road and mingled her thick, dark blood with the dust" (page 144). There is an "ashes to ashes dust to dust" element to every action in the novel, and Myrtle is no exception. We as readers focus more on Daisy and Tom, Gatsby and Nick; Myrtle’s fall is telling the same story as Gatsby’s, as Daisy’s. In the end, her life is worth no more and no less than the great millionaire in his mansion on West Egg. Daisy and Tom are bereft of these dreams.

Retrocasualty in Time Travel Essay -- Science

â€Å"Can the future affect the present, and can the present affect the past?†(1) This is the question posed by the philosophical concept of retrocasualty – the product of time travel to the past. Time travel has been a common staple in science fiction writing, so many of its explanations owe their origins to tales of protagonists discovering its often confusing implications. Many people may already have a great understanding of a few hypothesized behaviors of time travel due to popular media, such as Back to the Future, Star Trek, and many other works of fiction. Currently, scientific knowledge is too premature to know if time travel is possible, no less how it behaves, so questions and answers are open for anybody to contemplate. The most famous question of time travel is the one posed by the temporal paradox, in which the time traveler invokes a condition which causes the circumstances that led up to time travel, or the time traveler’s presence, to become impo ssible. Many theories have attempted to answer this paradox, introducing behaviorally diverse concepts such as merging time lines, multiple dimensions, or a nature of time where everything is predestined. The act of time travel can produce radically different effects, depending on which solution to the temporal paradox is applied. The largest difference between expressed solutions to the temporal paradox is in what degree they assume deterministic behavior of the time line. The time line protection hypothesis(2) is a rigidly deterministic solution to the temporal paradox, one that hypothesizes that any action that can cause a paradox will ultimately fail, due to some unforeseen twist of fate. This paradox assumes that all time travel to the past is (or will) become part of t... ... then, it will remain an elusive tool for science fiction and philosophical contemplation. Works Cited â€Å"Retrocasualty.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 2) â€Å"Temporal Paradox – Time Line Protection Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 3) â€Å"Temporal Paradox – Harmony Theory.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 4) â€Å"Temporal Paradox – Temporal Merging Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 5) â€Å"Temporal Paradox – Time Line Protection Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 Retrocasualty in Time Travel Essay -- Science â€Å"Can the future affect the present, and can the present affect the past?†(1) This is the question posed by the philosophical concept of retrocasualty – the product of time travel to the past. Time travel has been a common staple in science fiction writing, so many of its explanations owe their origins to tales of protagonists discovering its often confusing implications. Many people may already have a great understanding of a few hypothesized behaviors of time travel due to popular media, such as Back to the Future, Star Trek, and many other works of fiction. Currently, scientific knowledge is too premature to know if time travel is possible, no less how it behaves, so questions and answers are open for anybody to contemplate. The most famous question of time travel is the one posed by the temporal paradox, in which the time traveler invokes a condition which causes the circumstances that led up to time travel, or the time traveler’s presence, to become impo ssible. Many theories have attempted to answer this paradox, introducing behaviorally diverse concepts such as merging time lines, multiple dimensions, or a nature of time where everything is predestined. The act of time travel can produce radically different effects, depending on which solution to the temporal paradox is applied. The largest difference between expressed solutions to the temporal paradox is in what degree they assume deterministic behavior of the time line. The time line protection hypothesis(2) is a rigidly deterministic solution to the temporal paradox, one that hypothesizes that any action that can cause a paradox will ultimately fail, due to some unforeseen twist of fate. This paradox assumes that all time travel to the past is (or will) become part of t... ... then, it will remain an elusive tool for science fiction and philosophical contemplation. Works Cited â€Å"Retrocasualty.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 2) â€Å"Temporal Paradox – Time Line Protection Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 3) â€Å"Temporal Paradox – Harmony Theory.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 4) â€Å"Temporal Paradox – Temporal Merging Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010 5) â€Å"Temporal Paradox – Time Line Protection Hypothesis.† Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Web. 05:51, 11 October 2010