Research skills and MLA documentation Assignment

Research skills and MLA documentation - Assignment Example Bruce Catton’s essay â€Å"Grant and Lee: A Study in Contrasts,† is a reflection of the comparisons and differences between the characteristics and lives of two influential leaders, Grant and Lee. The two leaders were both tough and resilient and although they had very different views they managed to meet at the Appomattox Court House on 9th April 1865 and agreed upon ending the Civil War. After the war, America needed to start over and there was thus a wide call for equality and justice among the Americans. Basically, Lee, upheld traditional beliefs and thus, he widely held that America had to retain its traditions and cultural practices. Therefore, Lee had this belief that having unequal groups of individuals with different social classes would provide the society with an advantage. For that reason, Lee vied for the traditional aristocratic concept as the efficient system that would have ruled the American nation. On the other hand, Grant, was brought up the â€Å"hard way† by his father on the Western frontier, and for that reason, he primarily concentrated on what the future held thus opposing Lee’s view of leadership. Therefore, Grant advocated for a system that would create a balanced social structure which would not discriminate against any citizen. Hence, Grant believed in the notion of competition and held that every citizen had the right to attain their limits. As leaders, Grant and Lee had personal beliefs that conflicted thus creating numerous differences between them. Whereas Lee increasingly saw advocated for a more traditional and conservative way of life, Grant advocated for a more modern way of leadership that would give every citizen a chance to thrive. However, Catton also states that despite having numerous differences, the two leaders had a couple of similarities. For instance, both Grant and Lee were good fighters and showed high determination in their duties. Furthermore, the

Most Common Form Of Sexual Activity Essay Example for Free

Most Common Form Of Sexual Activity Essay Introduction As depicted in Salvador Dalis The Great Masturbator, masturbation is a fascinating and complex topic that affects each of us differently. Despite almost universal agreement by medical doctors that masturbation is a normal, safe, and common practice, masturbation continues to be associated with embarrassment, shame, and guilt, primarily due to societal perceptions of the act. Yet masturbation is a common and natural function that is practiced by individuals of all sexual orientations, genders, and ages. Masturbation is defined as sexual self-pleasuring that involves self-stimulation. According to recent studies, 97% of men and 83% of women have masturbated at some point in their lives. That is an increase from the 1950s Kinsey Report, which reported that 92% of men and 58% of women have masturbated. Although masturbation is statistically quite prevalent, it is still viewed by society as a taboo subject. Historical Background While there are no direct references to masturbation in cave paintings or other prehistoric artifacts, the practice of masturbation by Bonobo chimpanzees, which share 98.4% percent of our DNA, provides some confirmation that masturbation has likely been practiced since the dawn of mankind. The Ancient World In the ancient world, depictions of male masturbation are relatively common. The Egyptians, for example, celebrated masturbation as the process by which the sun god, Atum, created the first Adam and Eve equivalents, Shu and Tefnut. With the hand of God, Atum masturbated and brought forth the first pair of souls. The Sumerians, who invented the first written Western language, make reference to the Mesopotamian god Enki masturbating, his ejaculation filling the Tigris River with flowing water. Condemnation of masturbation is as old as fertility-worship and is probably based on early man’s realization that there is safety in numbers. A bigger tribe is more likely to gain new territory and expand its power base. In theory, this is this reason that any form of sexual pleasure unlikely to result in a population increase (e.g. masturbation, homosexuality, oral/anal sex) has routinely been denounced as wrong. While in today’s overpopulated world this rationale no longer makes logical sense, this belief structure continues to drive the moral attitudes of many people. In the Judeo-Christian tradition prevalent throughout Western society, the main Scripture quoted by Christians to denounce masturbation is Genesis 38. In biblical times, under Jewish law, a brother was required to procreate with his brothers widow. Onan of Judah refused, and spilled his seed (i.e. ejaculate), on the ground instead. This is the origin of the term Onanism (The Sin of Onan) which is incorrectly used in place of masturbation — in fact, what really happened was premature withdrawal (i.e. coitus interruptus). 18th 19th Centuries It was primarily during the 1700s and 1800s when masturbation was first associated with mental and physical deficiencies. Some prominent physicians, scientists, philosophers, and religious leaders believed that illnesses such as insanity, vision and hearing problems, epilepsy, mental retardation, and general health problems were caused by self-stimulation. In fact, over 60% of medical and mental illnesses were blamed on masturbation. The fear of masturbation was so great that throughout the world, extreme preventative measures were instituted including the use of mechanical restraints, genital surgery, and physical discipline. By the 19th century the cereal magnate John Harvey Kellogg declared sex for anything but reproduction to be sexual excess. Kellogg and others began advocating routine circumcision of males as a deterrent to masturbation. 20th Century In the 20th Century, individuals within the medical community began questioning whether or not masturbation was independent from the various psychiatric and medical illnesses to which it was historically linked. During the 1950s and 1960s, with greater discussion of sex and sexuality and lessening conservative social attitudes along with greater medical research on the topic of masturbation, the thought that the act of self-stimulation is associated with medical and mental illnesses dissipated. Beginning with the Kinsey Report of 1948, masturbation was demystified and even discovered to be beneficial. In 1966, Masters Johnson (see photo) revealed the practice to be virtually universal in North America, cutting across all boundaries of sex, age, race, and social class. In 1971 Goldstein, Haeberle McBride determined masturbation to be the most common form of sexual activity among humans. Today It is clear that masturbation has had a dynamic and varied history. It now almost universally accepted by the medical community that masturbation is a common, safe, and normal practice which occurs in infants, teenagers, and adults. Despite this new attitude, the actual practice and discussion of masturbation continues to be a social taboo within most societies. Former Surgeon General Jocelyn Elder was immediately dismissed by President Clinton in 1994 after she stated that masturbation â€Å"is something that is part of human sexuality and its part of something that perhaps should be taught.† Facts and Figures 1. Masturbation is not evil, dirty or harmful it will not make you go blind, drive you insane, turn you in to a pervert, stunt your growth, give you an STD, make you sterile or get you pregnant. 2. Both guys and girls masturbate, it is a normal and healthy part of sexual development. 3. Masturbation is a very personal thing and should not be done in public places or around people who are not willing partners (think safer sex activity). 4. You are normal if you masturbate, normal if you wonder about it but dont do it, and normal if you never give it a second thought and dont do it it is one of the few things in life that is normal if you do and normal if you dont. 5. Masturbation may make sexual intercourse more enjoyable because you will already know what it takes to please you. 6. Masturbation alleviates stress and releases endorphens (the pleasure hormones) in to your system making you more relaxed. 7. Masturbation as exploration of the body is common in children between the ages of 3 and 6, in teens masturbation becomes more sophisticated and sexually motivated. 8. Surveys have shown that 80% of males and 59% of females have masturbated by age 18. 9. Many experts believe that masturbation is more prevalent in the teen years due to a strong fluctuation of hormones; masturbation alleviates the strain of this build up and is a necessary part of development. 10. The only real problems that come with masturbation are psychological and are the result of unhealthy or weary attitudes toward doing it (if you do it but are ashamed) or abnormal practices (for example, public masturbation). Biblical View. One of the most prevalent rationalizations that people use is that the Bible never mentions masturbation and that it must therefore be alright. Is that logical? Is child molestation alright then? Its not specifically forbidden in the Bible. How about shooting heroin? Or how about torturing someone? Not mentioned! You see how illogical the argument quickly becomes. The most obvious biblical principle that is applicable to masturbation is found in Mt 5:28 where Jesus indicates that lusting after someone in the heart is the same as actually doing it. I am violating whomever I am picturing in my mind during the act of masturbation. It really doesnt matter whether it is a picture from a magazine, (Those are real people!), or someone Ive met or a memory of some act committed in the past. And if I can discipline my mind to think of no one, what of that? Attainment of such focus only serves to make obvious the desperation and obsession that drives us to such lengths. The principles found in 1 Cor 6:12; and Rom 6:14 clearly emerge as foundational to our plight that we are slaves to whatever masters us. When we get truly honest about the habit of masturbation, it is clear that it is a behavior that controls us one that we use to medicate pain, to alleviate stress or to forget rejection. In that way, it is similar to a drug habit just one more vehicle to avoid turning to God. Why wont we turn to God? We may be ashamed. We may believe that Hes going to judge and punish us. We may not trust Him. Or, it simply may never occur to us. We dont normally see God as being involved in the fulfillment of our sexual lives. Hes a Spirit after all and we are physical creatures. And yet, He is in fact the answer to every problem. He can quench our unholy desire and He can teach us to respond to problems by working through them rather than from running from them. Masturbating cultivates yearnings for sensations that differ from those generated by intercourse. Ju st how destructive to heterosexual relations this becomes will vary from person to person. Even in the mildest case, however, it would seem inevitable that masturbating when single will detract from one’s future enjoyment of, and appreciation of, the uniqueness of heterosexual relations. It is not uncommon for people to find themselves so addicted to solitary sex that they actually prefer it to heterosexual relations and it is even more common for people feel they at least occasionally need the unique sensations that solitary sex offers, despite having an eager sex partner readily available. Nevertheless, suppose your marriage partner somehow manages to fluke giving you sensations so like what masturbation has trained you to crave and expect that you do not actually find yourself preferring solo sex. Even then, your mind has been trained to connect those feelings not with intimacy with your marriage partner but with having sex with yourself. Want it or not, masturbation programs your mind to think of sexual feelings not as a precious gift from your partner, but as something you have generated yourself. So what will come flooding into your mind when your partner lovingly gives you those feelings will tend to be not thoughts of how wonderful your partner is, but of how much pleasure you used to give yourself. Despite what is actually happening, your mind will tend to register the sensations not as coming from your life partner but as if they were produced by yourself. Feelings that should be binding you to your marriage partner have already been locked in your mind as being associated with having sex with yourself. When making love, your mind will consciously and unconsciously flit from what is currently happening between you and your partner to what used to happen when you had solitary sex. For example, if your past history of masturbation had trained your mind to associate sexual feelings with fantasizing about an imaginary partner, that is what your mind will drift to, even though you now have a real partner who does not correspond exactly to your imaginary partner. Even if your partner somehow manages to exceed the heights of what you used to experience in solitary sex, masturbation will have cheapened the most precious sensual gift your partner could ever give you, to being something only ten or so percent more pleasurable than what you used to give yourself. Past masturbation will have robbed you of so much of the â€Å"magic† and bonding power of marital relations, thus weakening your marriage. Church View Roman Catholic The Catholic Church teaches that Masturbation constitutes a grave moral disorder and that both the Magisterium of the Church—in the course of a constant tradition—and the moral sense of the faithful have declared without hesitation that masturbation is an intrinsically and seriously disordered act. Although it is said that psychology and sociology show that masturbation is a normal phenomenon of sexual development, especially among the young, this does not change the fact that it is an intrinsically and seriously disordered act and that, whatever the motive for acting this way, the deliberate use of the sexual faculty outside normal conjugal relations essentially contradicts the finality of the faculty. For it lacks the sexual relationship called for by the moral order, namely the relationship which realizes the full sense of mutual self-giving and human procreation in the context of true love.' This is because the deliberate use of the sexual faculty outside of marriag e is, according to the teaching of the Church, contrary to its primary purpose of procreation and unification of the husband and wife within the sacrament of marriage. In addition, the Church teaches that all other sexual activity—including masturbation, homosexual acts, acts of sodomy, all sex outside of or before marriage, and the use of any form of contraception or birth control—is gravely disordered, as it frustrates the natural order, purpose, and ends of sexuality. To form an equitable judgment about the subjects moral responsibility and to guide pastoral action, one must take into account the affective immaturity, force of acquired habit, conditions of anxiety or other psychological or social factors that lessen, if not even reduce to a minimum, moral culpability. The traditional view of masturbation has been consistent for almost all of the Catholic Churchs 2,000-year history. Early Catholic theologians universally condemned both masturbation and contraception as sinful. One such example is Clement of Alexandria, considered a saint and a Church Father, who said of masturbation, Because of its divine institution for the propagation of man, the seed is not to be vainly ejaculated, nor is it to be damaged, nor is it to be wasted.. St. Thomas Aquinas, one of the most prominent Doctors of the Roman Catholic Church, wrote in the 13th century that masturbation was an unnatural vice which is a species of lust as bad as bestiality, sodomy, and pederasty, and that it by procuring pollution , without any copulation, for the sake of venereal pleasure pertains to the sin of uncleanness which some call effeminacy However, after a study commissioned by the Catholic Theological Society of America in 1972, a number of dissident Catholic theologians have come to hold that an act of masturbation should not be judged as an objective moral evil, but assessed within the life context of the person involved. Protestant Theologians toward the middle of the 20th century began revising previous teachings, and some today even take pro-masturbation viewpoints. Some view it as an act of self-indulgence and even a sin of the flesh, and believe that the practice is principally considered a sin because of its invitation to lust. Those who view it within the range of allowable sexual behavior encourage it as guard against adultery, pre-marital sex, or other forms of non-allowable sexual behavior, and as a method of balancing differing libidos between spouses. Arguments Masturbation decreases rather than increases vice. Objection 1: Masturbation is a squandering of human time and physical energy that could otherwise be used for Godly worship, self-improvement, or good works. Objection 2: Masturbation inflames carnal lusts, leading to worse sexual vices. Objection 3: As an indulgence of physical appetite, masturbation encourages indulgence of other appetites, such as gluttony. Reply to Objection 1: It is said that idle hands are the devils workshop. Insofar as masturbation occupies the onanist, it prevents him from engaging in vicious or destructive acts. Reply to Objection 2: Rather than inflaming carnal lust, masturbation dissipates it by a harmless release of sexual tensions. In doing so, it removes, rather than proliferates, the driving force that motivates acts of sexual vice. Reply to Objection 3: Pent up libido will seek relief through other channels, and without the relief of masturbation, might well find its expression through the satiation of other appetites such as gluttony, gambling, and other material vices. Masturbation is a salutary use of the reproductive organs and does not conflict with reproductive sex. Objection 1: Masturbation enervates the sexual organs. Objection 2: In the male, masturbation wastes sperm that would otherwise be used for conception. Objection 3: By providing an alternative release of sexual energies, masturbation cheapens and may even diminish the physical gratification to be found in reproductive intercourse. Reply to Objection 1: Masturbation exercises the sexual organs and assures that they are in good working order. It prevents stagnation of fluids and atrophy of tissues, and in the male, increases the quality of sperm by stimulating the production of fresh gametes. Reply to Objection 2: Science has shown that regular and frequent ejaculations increase the quality of a males sperm by stimulating the production of fresh and healthy gametes. Therefore men who masturbate regularly are more likely to father a child. Thusly, the spilt semen is but a sacrifice toward a more favorable chance of achieving conception. Reply to Objection 3: Especially in the case of women, by demonstrating the range of possible sexual pleasure that one is capable of experiencing, masturbation encourages one to enter into a sexual relationship with confidence in ones own sexuality, and with the expectation of a positive experience. Masturbation makes a positive contribution to human society. Objection 1: Masturbation is most often a solitary, private and antisocial act, and is therefore contrary to human interaction and community. Objection 2: As a act of self-gratification and self-indulgence, masturbation encourages selfishness and promotes the tendency to put ones own needs first above others. Objection 3: As a form of self-love, masturbation engenders narcissism, pride, and self-regard, which are detrimental to forming human relationships. Reply to Objection 1: Masturbation is an activity in which all sexually mature humans may engage, therefore it can serve as a commonality upon which to build understanding amongst those of differing nationalities, viewpoints, etc. Reply to Objection 2: After engaging in masturbation, an individual will be in a relaxed, fulfilled, and pleasant mood, and therefore more apt to extend charity and good will toward others. Reply to Objection 3: The act of masturbation can give a sense of mastery, self-confidence, and ownership of ones body. Healthy self-esteem and a clear sense of self are necessary for healthy emotional bonds. Bibliography * http://www.afraidtoask.com/masturbate/Introduction.htm * http://www.afraidtoask.com/masturbate/History.htm * http://teenadvice.about.com/library/bl10thingsmasturbation.htm * http://www.net-burst.net/christian-help/christian-masturbation.htm * http://en.wikipedia.org/wiki/Religious_views_on_masturbation *

The Simple Pleasures of Life Bring Happiness Essay -- Happiness Essays

"I am determined to be cheerful and happy in whatever situation I may find myself. For I have learned that the greater part of our misery or unhappiness is determined not by our circumstance but by our disposition." -- Martha Washington "Happiness is not something ready made. It comes from your own actions." -- Dalai Lama An emotion is an intense feeling. Happiness is one of the many emotions humans experience. It may perhaps be the most important feeling a person can have and it is the one feeling everyone strives to achieve, yet strangely, for the most part, people seem to only get a glimpse of it. Pleasurable satisfaction, a state of well-being and contentment are the more outstanding elements of happiness. Happiness, known more formally as felicity, is good. A state of well-being characterized by emotions ranging from contentment to intense joy and can be applied to almost every kind of enjoyment. It can be defined and characterized in several ways- metaphorically, by life’s everyday pleasures, and by the behaviors and accomplishments of a happy person. This emotion can be metaphorically compared with expressions such as, the sun shining through the rain and the â€Å"silver lining behind the dark cloud†. These expressions capture the optimistic outlook of happiness, they symbolize hope of a bigger, better and brighter future even in the midst of what could be termed as the â€Å"darkest hour†. Happiness is the essence of life, the wind gently blowing flowers in the open field, the puppies frolicking in a pile of leaves, and is reflected in the merriment of men. It is exciting, playful, full of good cheer and lighthearted and signifies life. It brings the smiles to the faces of children one to ninety-nine. Happiness i... ...e way. Apart from success, good health and longevity are associated with happiness. The lightheartedness that accompanies happiness has been said to lower the chance of strokes and heart attacks. Laughter releases tension and add to persons overall sense of well-being. Happiness is not death, or sorrow. It is not gloom, depression or heavy-heartedness. Happiness does not lament nor does it worry. It is neither moody nor pensive, neither wanton nor pessimistic. Happiness does not mourn for what was it instead rejoices in what will be. Happiness comes through good fortune and through loving and being loved. Eating a good meal, being in good health and enjoying the comforts of life can also achieve it. The simple pleasures of life bring happiness, whether it be enjoying a favorite dessert, smelling a rose or running in the rain. O happiness! our being's end and aim!

A Game of Thrones Chapter One

Bran The morning had dawned clear and cold, with a crispness that hinted at the end of summer. They set forth at daybreak to see a man beheaded, twenty in all, and Bran rode among them, nervous with excitement. This was the first time he had been deemed old enough to go with his lord father and his brothers to see the king's justice done. It was the ninth year of summer, and the seventh of Bran's life. The man had been taken outside a small holdfast in the hills. Robb thought he was a wildling, his sword sworn to Mance Rayder, the King-beyond-the-Wall. It made Bran's skin prickle to think of it. He remembered the hearth tales Old Nan told them. The wildlings were cruel men, she said, slavers and slayers and thieves. They consorted with giants and ghouls, stole girl children in the dead of night, and drank blood from polished horns. And their women lay with the Others in the Long Night to sire terrible half-human children. But the man they found bound hand and foot to the holdfast wall awaiting the king's justice was old and scrawny, not much taller than Robb. He had lost both ears and a finger to frostbite, and he dressed all in black, the same as a brother of the Night's Watch, except that his furs were ragged and greasy. The breath of man and horse mingled, steaming, in the cold morning air as his lord father had the man cut down from the wall and dragged before them. Robb and Jon sat tall and still on their horses, with Bran between them on his pony, trying to seem older than seven, trying to pretend that he'd seen all this before. A faint wind blew through the holdfast gate. Over their heads flapped the banner of the Starks of Winterfell: a grey direwolf racing across an ice-white field. Bran's father sat solemnly on his horse, long brown hair stirring in the wind. His closely trimmed beard was shot with white, making him look older than his thirty-five years. He had a grim cast to his grey eyes this day, and he seemed not at all the man who would sit before the fire in the evening and talk softly of the age of heroes and the children of the forest. He had taken off Father's face, Bran thought, and donned the face of Lord Stark of Winterfell. There were questions asked and answers given there in the chill of morning, but afterward Bran could not recall much of what had been said. Finally his lord father gave a command, and two of his guardsmen dragged the ragged man to the ironwood stump in the center of the square. They forced his head down onto the hard black wood. Lord Eddard Stark dismounted and his ward Theon Greyjoy brought forth the sword. â€Å"Ice,† that sword was called. It was as wide across as a man's hand, and taller even than Robb. The blade was Valyrian steel, spell-forged and dark as smoke. Nothing held an edge like Valyrian steel. His father peeled off his gloves and handed them to Jory Cassel, the captain of his household guard. He took hold of Ice with both hands and said, â€Å"In the name of Robert of the House Baratheon, the First of his Name, King of the Andals and the Rhoynar and the First Men, Lord of the Seven Kingdoms and Protector of the Realm, by the word of Eddard of the House Stark, Lord of Winterfell and Warden of the North, I do sentence you to die.† He lifted the greatsword high above his head. Bran's bastard brother Jon Snow moved closer. â€Å"Keep the pony well in hand,† he whispered. â€Å"And don't look away. Father will know if you do.† Bran kept his pony well in hand, and did not look away. His father took off the man's head with a single sure stroke. Blood sprayed out across the snow, as red as surnmerwine. One of the horses reared and had to be restrained to keep from bolting. Bran could not take his eyes off the blood. The snows around the stump drank it eagerly, reddening as he watched. The head bounced off a thick root and rolled. It came up near Greyjoy's feet. Theon was a lean, dark youth of nineteen who found everything amusing. He laughed, put his boot on the head, and kicked it away. â€Å"Ass,† Jon muttered, low enough so Greyjoy did not hear. He put a hand on Bran's shoulder, and Bran looked over at his bastard brother. â€Å"You did well,† Jon told him solemnly. Jon was fourteen, an old hand at justice. It seemed colder on the long ride back to Winterfell, though the wind had died by then and the sun was higher in the sky. Bran rode with his brothers, well ahead of the main party, his pony struggling hard to keep up with their horses. â€Å"The deserter died bravely,† Robb said. He was big and broad and growing every day, with his mother's coloring, the fair skin, red-brown hair, and blue eyes of the Tullys of Riverrun. â€Å"He had courage, at the least.† â€Å"No,† Jon Snow said quietly. â€Å"It was not courage. This one was dead of fear. You could see it in his eyes, Stark.† Jon's eyes were a grey so dark they seemed almost black, but there was little they did not see. He was of an age with Robb, but they did not look alike. Jon was slender where Robb was muscular, dark where Robb was fair, graceful and quick where his half brother was strong and fast. Robb was not impressed. â€Å"The Others take his eyes,† he swore. â€Å"He died well. Race you to the bridge?† â€Å"Done,† Jon said, kicking his horse forward. Robb cursed and followed, and they galloped off down the trail, Robb laughing and hooting, Jon silent and intent. The hooves of their horses kicked up showers of snow as they went. Bran did not try to follow. His pony could not keep up. He had seen the ragged man's eyes, and he was thinking of them now. After a while, the sound of Robb's laughter receded, and the woods grew silent again. So deep in thought was he that he never heard the rest of the party until his father moved up to ride beside him. â€Å"Are you well, Bran?† he asked, not unkindly. â€Å"Yes, Father,† Bran told him. He looked up. Wrapped in his furs and leathers, mounted on his great warhorse, his lord father loomed over him like a giant. â€Å"Robb says the man died bravely, but Jon says he was afraid.† â€Å"What do you think?† his father asked. Bran thought about it. â€Å"Can a man still be brave if he's afraid?† â€Å"That is the only time a man can be brave,† his father told him. â€Å"Do you understand why I did it?† â€Å"He was a wildling,† Bran said. â€Å"They carry off women and sell them to the Others.† His lord father smiled. â€Å"Old Nan has been telling you stories again. In truth, the man was an oathbreaker, a deserter from the Night's Watch. No man is more dangerous. The deserter knows his life is forfeit if he is taken, so he will not flinch from any crime, no matter how vile. But you mistake me. The question was not why the man had to die, but why I must do it.† Bran had no answer for that. â€Å"King Robert has a headsman,† he said, uncertainly. â€Å"He does,† his father admitted. â€Å"As did the Targaryen kings before him. Yet our way is the older way. The blood of the First Men still flows in the veins of the Starks, and we hold to the belief that the man who passes the sentence should swing the sword. If you would take a man's life, you owe it to him to look into his eyes and hear his final words. And if you cannot bear to do that, then perhaps the man does not deserve to die. â€Å"One day, Bran, you will be Robb's bannerman, holding a keep of your own for your brother and your king, and justice will fall to you. When that day comes, you must take no pleasure in the task, but neither must you look away. A ruler who hides behind paid executioners soon forgets what death is.† That was when Jon reappeared on the crest of the hill before them. He waved and shouted down at them. â€Å"Father, Bran, come quickly, see what Robb has found!† Then he was gone again. Jory rode up beside them. â€Å"Trouble, my lord?† â€Å"Beyond a doubt,† his lord father said. â€Å"Come, let us see what mischief my sons have rooted out now.† He sent his horse into a trot. Jory and Bran and the rest came after. They found Robb on the riverbank north of the bridge, with Jon still mounted beside him. The late summer snows had been heavy this moonturn. Robb stood knee-deep in white, his hood pulled back so the sun shone in his hair. He was cradling something in his arm, while the boys talked in hushed, excited voices. The riders picked their way carefully through the drifts, groping for solid footing on the hidden, uneven ground. Jory Cassel and Theon Greyjoy were the first to reach the boys. Greyjoy was laughing and joking as he rode. Bran heard the breath go out of him. â€Å"Gods!† he exclaimed, struggling to keep control of his horse as he reached for his sword. Jory's sword was already out. â€Å"Robb, get away from it!† he called as his horse reared under him. Robb grinned and looked up from the bundle in his arms. â€Å"She can't hurt you,† he said. â€Å"She's dead, Jory.† Bran was afire with curiosity by then. He would have spurred the pony faster, but his father made them dismount beside the bridge and approach on foot. Bran jumped off and ran. By then Jon, Jory, and Theon Greyjoy had all dismounted as well. â€Å"What in the seven hells is it?† Greyjoy was saying. â€Å"A wolf,† Robb told him. â€Å"A freak,† Greyjoy said. â€Å"Look at the size of it.† Bran's heart was thumping in his chest as he pushed through a waist-high drift to his brothers' side. Half-buried in bloodstained snow, a huge dark shape slumped in death. Ice had formed in its shaggy grey fur, and the faint smell of corruption clung to it like a woman's perfume. Bran glimpsed blind eyes crawling with maggots, a wide mouth full of yellowed teeth. But it was the size of it that made him gasp. It was bigger than his pony, twice the size of the largest hound in his father's kennel. â€Å"It's no freak,† Jon said calmly. â€Å"That's a direwolf. They grow larger than the other kind.† Theon Greyjoy said, â€Å"There's not been a direwolf sighted south of the Wall in two hundred years.† â€Å"I see one now,† Jon replied. Bran tore his eyes away from the monster. That was when he noticed the bundle in Robb's arms. He gave a cry of delight and moved closer. The pup was a tiny ball of grey-black fur, its eyes still closed. It nuzzled blindly against Robb's chest as he cradled it, searching for milk among his leathers, making a sad little whimpery sound. Bran reached out hesitantly. â€Å"Go on,† Robb told him. â€Å"You can touch him.† Bran gave the pup a quick nervous stroke, then turned as Jon said, â€Å"Here you go.† His half brother put a second pup into his arms. â€Å"There are five of them.† Bran sat down in the snow and hugged the wolf pup to his face. Its fur was soft and warm against his cheek. â€Å"Direwolves loose in the realm, after so many years,† muttered Hullen, the master of horse. â€Å"I like it not.† â€Å"It is a sign,† Jory said. Father frowned. â€Å"This is only a dead animal, Jory,† he said. Yet he seemed troubled. Snow crunched under his boots as he moved around the body. â€Å"Do we know what killed her?† â€Å"There's something in the throat,† Robb told him, proud to have found the answer before his father even asked. â€Å"There, just under the jaw.† His father knelt and groped under the beast's head with his hand. He gave a yank and held it up for all to see. A foot of shattered antler, tines snapped off, all wet with blood. A sudden silence descended over the party. The men looked at the antler uneasily, and no one dared to speak. Even Bran could sense their fear, though he did not understand. His father tossed the antler to the side and cleansed his hands in the snow. â€Å"I'm surprised she lived long enough to whelp,† he said. His voice broke the spell. â€Å"Maybe she didn't,† Jory said. â€Å"I've heard tales . . . maybe the bitch was already dead when the pups came.† â€Å"Born with the dead,† another man put in. â€Å"Worse luck.† â€Å"No matter,† said Hullen. â€Å"They be dead soon enough too.† Bran gave a wordless cry of dismay. â€Å"The sooner the better,† Theon Greyjoy agreed. He drew his sword. â€Å"Give the beast here, Bran.† The little thing squirmed against him, as if it heard and understood. â€Å"No!† Bran cried out fiercely. â€Å"It's mine.† â€Å"Put away your sword, Greyjoy,† Robb said. For a moment he sounded as commanding as their father, like the lord he would someday be. â€Å"We will keep these pups.† â€Å"You cannot do that, boy,† said Harwin, who was Hullen's son. â€Å"It be a mercy to kill them,† Hullen said. Bran looked to his lord father for rescue, but got only a frown, a furrowed brow. â€Å"Hullen speaks truly, son. Better a swift death than a hard one from cold and starvation.† â€Å"No!† He could feel tears welling in his eyes, and he looked away. He did not want to cry in front of his father. Robb resisted stubbornly. â€Å"Ser Rodrik's red bitch whelped again last week,† he said. â€Å"It was a small litter, only two live pups. She'll have milk enough.† â€Å"She'll rip them apart when they try to nurse.† â€Å"Lord Stark,† Jon said. It was strange to hear him call Father that, so formal. Bran looked at him with desperate hope. â€Å"There are five pups,† he told Father. â€Å"Three male, two female.† â€Å"What of it, Jon?† â€Å"You have five trueborn children,† Jon said. â€Å"Three sons, two daughters. The direwolf is the sigil of your House. Your children were meant to have these pups, my lord.† Bran saw his father's face change, saw the other men exchange glances. He loved Jon with all his heart at that moment. Even at seven, Bran understood what his brother had done. The count had come right only because Jon had omitted himself. He had included the girls, included even Rickon, the baby, but not the bastard who bore the surname Snow, the name that custom decreed be given to all those in the north unlucky enough to be born with no name of their own. Their father understood as well. â€Å"You want no pup for yourself, Jon?† he asked softly. â€Å"The direwolf graces the banners of House Stark,† Jon pointed out. â€Å"I am no Stark, Father.† Their lord father regarded Jon thoughtfully. Robb rushed into the silence he left. â€Å"I will nurse him myself, Father,† he promised. â€Å"I will soak a towel with warm milk, and give him suck from that.† â€Å"Me too!† Bran echoed. The lord weighed his sons long and carefully with his eyes. â€Å"Easy to say, and harder to do. I will not have you wasting the servants' time with this. If you want these pups, you will feed them yourselves. Is that understood?† Bran nodded eagerly. The pup squirmed in his grasp, licked at his face with a warm tongue. â€Å"You must train them as well,† their father said. â€Å"You must train them. The kennelmaster will have nothing to do with these monsters, I promise you that. And the gods help you if you neglect them, or brutalize them, or train them badly. These are not dogs to beg for treats and slink off at a kick. A direwolf will rip a man's arm off his shoulder as easily as a dog will kill a rat. Are you sure you want this?† â€Å"Yes, Father,† Bran said. â€Å"Yes,† Robb agreed. â€Å"The pups may die anyway, despite all you do.† â€Å"They won't die,† Robb said. â€Å"We won't let them die.† â€Å"Keep them, then. Jory, Desmond, gather up the other pups. It's time we were back to Winterfell.† It was not until they were mounted and on their way that Bran allowed himself to taste the sweet air of victory. By then, his pup was snuggled inside his leathers, warm against him, safe for the long ride home. Bran was wondering what to name him. Halfway across the bridge, Jon pulled up suddenly. â€Å"What is it, Jon?† their lord father asked. â€Å"Can't you hear it?† Bran could hear the wind in the trees, the clatter of their hooves on the ironwood planks, the whimpering of his hungry pup, but Jon was listening to something else. â€Å"There,† Jon said. He swung his horse around and galloped back across the bridge. They watched him dismount where the direwolf lay dead in the snow, watched him kneel. A moment later he was riding back to them, smiling. â€Å"He must have crawled away from the others,† Jon said. â€Å"Or been driven away,† their father said, looking at the sixth pup. His fur was white, where the rest of the litter was grey. His eyes were as red as the blood of the ragged man who had died that morning. Bran thought it curious that this pup alone would have opened his eyes while the others were still blind. â€Å"An albino,† Theon Greyjoy said with wry amusement. â€Å"This one will die even faster than the others.† Jon Snow gave his father's ward a long, chilling look. â€Å"I think not, Greyjoy,† he said. â€Å"This one belongs to me.†

English Phonetics and Phonology

THE UNIVERSITY OF HONG KONG HKU SPACE Community College Associate Degree Programmes 2012-13 Course Document Course Title: English Phonetics and Phonology Course Code: C C 8 8 3 5 6 0 0 Aims and Objective This course will focus on articulatory phonetics and the classification of sounds in English. It will explain how English is pronounced in the context of a general theory about speech sounds and how they are organized in languages. Topics will include the speech production mechanism; the description of sound qualities and their representations; prosodic features.There will be many exercises in ear training, sound production and their written representations. Intended Learning Outcomes of the Course On completion of the course, students should be able to: ILO1. describe how speech sounds are produced; ILO2. describe sound production with reference to the articulatory track; ILO3. link perceptual descriptions with production and explain in general how perceptually different sounds diff er in their production; ILO4. distinguish the classification of speech sounds and discuss their phonological groupings and distributions in English; ILO5. ecognize English Phonetic symbols and be able to transcribe connected speech in English; ILO6. discuss the syllabic structure of English; ILO7. select relevant details and systematically organize ideas in answering questions. Syllabus 1. 2. 3. 4. 5. 6. 7. Voice production and the organs of speech The production of vocalic elements in speech — cardinal vowels and their representation English vowels – their production, perceptual qualities and representation.Long short vowels, diphthongs and tripthongs The larynx, its structure and the role it plays in speech production The phoneme – its theoretical justification, symbol representation and realization under different phonetic contexts Consonantal elements in speech. English consonants – their production, perceptual qualities, place and manner of articulat ion. Discussion of the phonemic status of some consonants The syllabic structure of EnglishAssessment Type of Assessment (Weighting) Description Test 1: Transcription of English vowels (5%) Test 2: Short questions on the first half of the course (8%) Test 3: Transcription of English (entire text) (10%) Continuous Assessment (50%) Test 4: Long questions on phonemic theory and related issues (10%) Tutorial performance, ear training exercises and homework written exercises (12%) Attendance and performance in class (5%) Examination (50%) Pre-requisite(s) Nil Required and Recommended Reading Text Book: 1. English Phonetics and Phonology – A practical course by Peter Roach, Cambridge University Press, 2000.Written Exam Other References: 1. A Course in Phonetics by Peter Ladefoged, Heinle & Heinle: Australia, Canada, Mexico, Singapore, Spain, United Kingdom, United States, 2001. 2. Practical Phonetics and Phonology by Beverley Collins and Inger M. Mees, Routleddge: London and New Yo rk, 2003. 3. Fundamental Problems in Phonetics by J. C. Catford, Indiana University Press: Bloomington, 1982. 4. Introduction to Phonetics by L. F. Brosnahan & Bertil Malmberg, Cambridge University Press: Cambridge, London, New York, Melbourne, 1976. 29. 06. 11

Escape From A Dollhouse essays

Escape From A Dollhouse essays We have all felt the need to be alone or to venture to places that our minds have only imagined. However, we as individuals have always found ourselves clutching to our responsibilities and obligations, to either our jobs or our friends and family. The lingering feeling of leaving something behind or of promises that have been unfulfilled is a pain that keeps us from escaping. People worldwide have yearned for a need to leave a situation or seek spiritual fulfillment elsewhere. The need for ones freedom and their responsibility to others can make or break a person. Henrik Isbens inspirational characters of Nora Helmer, Kristine Linde, and Nils Krogstad have all had to suffer for their right to be individuals and to be accountable for their actions. A woman of the tough Victorian period, Nora Helmer was both a prisoner of her time as well as a pioneer. In her society women were viewed as an inferior species and were not even considered real human beings in the eyes of the law. Nora and other women soon discovered that it was a mans world and they were just not allowed to participate in it. Women of that era though, were allowed to stay at home and adhere to their tired, overworked spouses needs, not to mention their constant obligation to their children. Women in those days were only allowed to work solely at home or to have minor jobs such as maids or dressmakers. Nora was a free spirit just waiting to be freed; her husband Torvald would constantly disallow the slightest pleasures that she aspired to have, such as macaroons. Nora lived a life of lies in order to hold her marriage together. She kept herself pleased with little things such as telling Dr. Rank and Mrs. Linde; I have such a huge desire to say-to hell and be damned! (Isben 59) Just so she could release some tension that was probably building inside her due to all the restrictions that Torvald had set up, such as forbiddi...

Sir Thomas Mallorie essays

Sir Thomas Mallorie essays While Mallorie wrote one of the most famous works of illusion, not many people have heard about Sir Thomas Mallorie. Even to those that do know him, not much is known about his actual life. It is known that the English knight Thomas Mallorie (also spelled Malorie, Mallory, or Mallorie) lived in the 1400s, being born anywhere from 1405 to 1410. It is most likely that he was from Warwickshire, and belonged to an old family of Warwickshire. Malorie was knighted in 1442, and became a member of parliament in 1445, when he was around 30 years old. He died on March 14th, 1471, while imprisoned in Newgate Prison. During his life, Sir Mallorie had been imprisoned at least eight different times. Sir Thomas Mallorie, author of the most famous and influential prose legends of King Arthur, the title Le Morte d Arthur is taken from the epilogue of William Cantons landmark illustrated edition of 1485. The epilogue tells us that this book was ended the ninth year of the reign of King Edward the fourth. Le Morte d Arthur was written in English and consists of eight tales in 507 chapters in 21 books, arranged by Caxton, for clarity of understanding. This book is the basis of most modern tellings of the Arthurian story and was the inspiration for Tennysons Idylls of the King. Mallorie mentions most nearly to himself as the knight-prisoner, which leads people to believe that most, if not all of Le Morte d Arthur was written as his days slowly passed him by inside Londons Newgate Prison. ...

The Science Courses Needed for College Admission

The Science Courses Needed for College Admission When applying to college, youll find that requirements for high school preparation in science vary greatly from school to school, but in general, the strongest applicants have taken biology, physics, and chemistry. As you might expect, institutions with a focus in science or engineering often require more science education than a typical liberal arts college, but even among top science and engineering schools, the required and recommended coursework can vary significantly. What Science Courses Do Colleges Want to See? Some colleges list the science courses that they expect students to have completed in high school; when stated, these courses usually include biology, chemistry, and/or physics. Even if a college doesnt specifically outline these requirements, its probably a good idea to have taken at least, two, if not all three of these courses, as they provide a strong general foundation for college-level STEM classes. This is especially important for students hoping to pursue a degree in fields such as engineering or one of the natural sciences. Note that earth science does not tend to be on the list of courses colleges hope to see. This doesnt mean it isnt a useful class, but if you have a choice between, for example, earth science or AP biology, opt for the latter. Many colleges stipulate that high school science classes must have a laboratory component in order to fulfill their science requirements. In general, standard or advanced biology, chemistry, and physics courses will include a lab, but if youve taken any non-lab science classes or electives at your school, make sure youre aware of the specific requirements of the colleges or universities you apply to in case your courses dont qualify. The table below summarizes the required and recommended science preparation from a number of top American institutions. Be sure to check directly with colleges for the most recent requirements. School Science Requirement Auburn University 2 years required (1 biology and 1 physical science) Carleton College 1 year (lab science) required, 2 or more years recommended Centre College 2 years (lab science) recommended Georgia Tech 4 years required Harvard University 4 years recommended (physics, chemistry, biology, and one of those advanced are preferred) MIT 3 years required (physics, chemistry, and biology) NYU 3-4 years (lab science) recommended Pomona College 2 years required, 3 years recommended Smith College 3 years (lab science) required Stanford University 3 or more years (lab science) recommended UCLA 2 years required, 3 years recommended (from biology, chemistry or physics) University of Illinois 2 years (lab science) required, 4 years recommended University of Michigan 3 years required; 4 years required for engineering/nursing Williams College 3 years (lab science) recommended Dont be fooled by the word recommended in a schools admissions guidelines. If a selective college recommends a course, it is most definitely in your best interest to follow the recommendation. Your academic record, after all, is the most important part of your college application. The strongest applicants will have completed the recommended courses. Students who simply meet the minimum requirements will not stand out from the applicant pool. What If Your High School Doesnt Offer the Recommended Courses? Its extremely rare for a high school to not offer the basic courses in the natural sciences (biology, chemistry, physics). That said if a college recommends four years of science including courses at an advanced level, students from smaller schools may find the courses simply arent available.   If this describes your situation, dont panic. Keep in mind that colleges want to see that students have taken the most challenging courses available to them. If a certain course isnt offered by your school, a college shouldnt penalize you for not taking a course that doesnt exist. That said, selective colleges also want to enroll students who are well prepared for college, so coming from a high school that doesnt offer challenging college preparatory classes can be a detriment. The admissions office may recognize that you took the most challenging science courses offered at your school, but the student from another school who completed AP Chemistry and AP Biology may be the more attractive applicant because of that students level of college preparation. You do, however, have other options. If youre aiming for top-tier colleges but coming from a high school with limited academic offerings, talk to your guidance counselor about your goals and your concerns. If there is a community college within commuting distance of your home, you might be able to take college classes in the sciences. Doing so has the added benefit that the class credits might transfer to your future college. If a community college isnt an option, look into online AP classes in the sciences or online science classes offered by accredited colleges and universities. Just be sure to read reviews before choosing an online option- some courses are much better than others. Also, keep in mind that online science courses are unlikely to fulfill the lab component that colleges often require.   A Final Word About Science in High School For any college or university, you will be in the best position if you have taken biology, chemistry, and physics. Even when a college requires just one or two years of science, your application will be stronger if youve taken courses in all three of those subject areas. For the countrys most selective colleges, biology, chemistry, and physics represent the minimum requirements. The strongest applicants will have taken advanced courses in one or more of those subject areas. For example, a student might take biology in 10th grade and then AP biology in 11th or 12th grade. Advanced Placement and college classes in the sciences do an excellent job demonstrating your college readiness in science.

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Thinking machines - Essay Example This paper conducts an analysis of its subject in the form of a qualitative content analysis of relevant available literature. A multi-dimensional approach is adopted to incorporate all perspectives in the analysis. These include perspectives of philosophy, mathematics, language, and related specialized sciences such as Computer Science, Artificial Intelligence, Neuroscience, Robotics and Natural Language Processing. Literature on the Turing Test has also been examined and analyzed to gauge its applicability on modern-day machines. Literature from these diverse subjects of study has been qualitatively analyzed in this chapter in search of a conclusive answer to the central question of the paper. This chapter begins with an analysis of the human thinking process based on the approach of computer science and natural language processing. The objective of the analysis was to define the human thinking process in a quantitative manner and then compare it quantitatively with the functioning of a computer system. The next section of the chapter concentrated on trying to develop a possible mathematical model of the human thinking process based on neuroscience and analyzed by a philosophical approach. Thereafter, the chapter present analyses of the different perspectives held on the subject by related specialized disciplines. These disciplines include Artificial Intelligence (AI), Robotics and Neuroscience. The chapter then takes on an analysis of the Turing Test to gauge its efficacy as a test for human-level intelligence in machines. The chapter is rounded up with an overview in the form of a summary. The literature review conducted for this study was successful in finding the answers to many of the research questions. With regards to the first research question, while Philosophy holds that the human mind itself may not be

America's Eating and Farming Disorder Essay Example | Topics and Well Written Essays - 750 words

America's Eating and Farming Disorder - Essay Example A country with a diet tradition does not require laws to govern their meals. Some authors claimed people could eat more meat and lose weight by avoiding bread and pasta. These are high protein, low carbohydrate diets, but these carbohydrates were eaten precisely to stay slim. New research tried to explain eating fat does not make people fat, and within a short time, bread and pasta were restored in supermarkets and restaurants. These changes in eating habits could not have occurred if the culture had deep rooted traditions about food and eating (2). These food faddists have kept increasing and are responsible for the dietary confusion among people. Countries such as France and Italy choose their dinner on the basis of pleasure and tradition and can eat â€Å"unhealthy† foods and remain healthier and slimmer than the Americans. The supermarkets have a section of garden fruits and vegetables and a meat section in the rear. They represent a wide range of biodiversity, with stocks of plants and animals (16). A majority of foods in supermarkets come from processed corn. This forms the industrial food chain and feeds the people most of the times. Even animals such as turkey, lambs and chicken are fed on corn; therefore America survives on corn (18). Soft drinks and sodas are sweetened with high fructose corn syrup. Corn has conquered most diets in America and the world and occupies a bigger percentage of the food chain. Foods such as hamburgers and Gatorade begin from corn. Through photosynthesis, a large percentage of carbon in the air is utilized by corn. This is then passed to the human body through meals. American botanists have cross bred corn to produce hybrids and farmers only have to buy seeds every spring instead of relying on natural reproduction of the plants (31). This process of producing excess corn does not have huge benefits to the farmer. Naylor is a corn farmer, who can barely support the people living on the farm and has to contribute to the food chain (36). Scientists have produced genetically modified organisms (GMOs), which are more expensive. They have high yields, but the profits have to cover for the high purchase prices. The high production has outrun the demand, which keeps the prices low. The farmers only have the option of producing more corn and rely on government subsidies for survival. Agricultural corporations like ADM and Cargill gain the primary benefits of the industrial food chain. They purchase cheap corn from the farmers and process it into high valued corn products that flood supermarkets and other food stores. In the olden days, farmers used horses for labor. The greenbelt was lined with ranches for horses and other animals. The introduction of tractors phased out the horses, and the ranches disappeared. Cattle and other animals were fattened on feedlots with corn (41). They are not allowed to feed on grass, and their meat has a high percentage of dangerous fat. These fats and bacteria are passed to humans, who prefer fattened beef due to its tenderness. Artificial fertilizer was applied to corn fields to supplement the fertility of Iowa soil. Soil fertility has shifted from reliance on the sun to reliance on fossil fuels. These chemical elements have destroyed the natural soil fertility and are passed over to the human body when they consume corn (45). Synthetic fertilizers phased

Individual Report Essay Example | Topics and Well Written Essays - 250 words

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Planned Parenthood organization and social media Case Study

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Analysis essay Example | Topics and Well Written Essays - 750 words - 3

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WorldCulture Research paper Example | Topics and Well Written Essays - 1500 words

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Analysis essay Example | Topics and Well Written Essays - 750 words - 3

Analysis - Essay Example This environment exposes him to the knowledge of the scientists living within it. For example, Victor gains his knowledge of natural philosophy, â€Å"I chanced to find a volume of the works of Cornelius Agrippa. I opened it with apathy; the theory which he attempts to demonstrate and the wonderful facts which he relates soon changed this feeling into enthusiasm† (36).   Victor becomes fascinated by natural philosophy as described by the author, and thus desires to experiment with what the author says. This eventually leads Victor to create The Monster, causing Victor to have a miserable life. Also, because Victor believes that the knowledge he has gained can enable him to create the living thing that can be able to lead life just as human beings. When Victor meets with two professors, Krempe and Waldman, he learns from these two professors. He realizes that the knowledge he has is not sufficient to carry out his experiments. Professor Krempe scolds Victor for what he has studied: ‘Have you,’ he said, ‘really spent your time in studying such nonsense?’ (43). From here, it can be noted that Professor Waldman supports him, â€Å"‘I should advise you to apply to every branch of natural philosophy, including mathematics’† (46). With Professor Waldman’s support, he is able to pursue his desire to understand natural philosophy and continues to study it. He does not give up with his passion of creating a kind of a human being; it thus leads him to the creation of The Monster. In as much as sciences environment it affects Victor’s knowledge, his Monster also is greatly changed based on his surroundings. The Monster created by Victor Frankenstein show readers how he is shaped by the conditions surrounding him. For instance, The Monster learns about the world and nature from what he faces after his birth, â€Å"I saw, felt, heard, and smelt at the same time; and it was, indeed, a long time before I learned to distinguish between the

MDCM (A) write up Case Study Example | Topics and Well Written Essays - 1250 words

MDCM (A) write up - Case Study Example Each of the company’s subsidiaries operates autonomously and so they compete on their own terms instead of as one company. It therefore means that the price that the company pays for its products is too high when compared to the competition. This is even more so with the large number of suppliers that MDCM deals with as a group. Additionally, MDCM is not obtaining time critical information that will allow it to produce and mange its operations more efficiently. Based on the information given in the case the overall strategic goals of MDCM at this time are to improve its organizational structure, improve its information systems, reduce its operational cost and gain a greater market share. This can only be done through the integration of MDCMs information systems both departmentally, regionally and worldwide. The company has recently done some major re-organizations but the root cause of the problem has not been fixed. The CFO has indicated that margins have been shrinking for eight quarters with too much working capital and an inefficient cost structure (p.1). The structure of MDCMs operation does not augur well for its efficient operations. The company has done some restructuring and has reduced its staff complement but it still needs to do a strengths, weaknesses, opportunities and threats (SWOT) analysis of its operations in order to see what additional restructuring is required. The Chief Operating Officer (COO) has indicated that because of the inability to forecast MDCM is spending almost three times as much as the company needs to spend on materials because of having to expedite the process in order to satisfy the needs of customers. Production cannot be scheduled properly because of the rush to satisfy the immediate needs of customers. All of this suggest that the company does not have the information that it needs to plan or is not getting the information early enough in order to carry out its operations efficiently. Indeed the COO has

Absorbance of light by a transition metal complex investigation Essay Example for Free

Absorbance of light by a transition metal complex investigation Essay Introduction Commonly known as transition metals, d block elements have partially filled d sublevels in one or more of their oxidation states. It is in the first row of transition elements that the 3d sub-level is incomplete. These d block elements show certain characteristic properties such as multiple oxidation states, ability to form complex ions, coloured compounds and good catalytic properties. In terms of variable oxidation states, d block elements usually have a +2 oxidation number which corresponds to the loss of the two 4s electrons (as it is easier to lose the 4s electrons than the 3d electrons). Transition metals can have variable oxidation states because the ionization energies allow for up to two 3d electrons to be lost. Because transition metals are relatively small in size, the transition metal ions attract species that are rich in electrons ligands (neutral molecules or negative ions that contain non-bonding pair of electrons which when covalently bonded with and form complex ions. Because the d orbitals usually split up into two groups (high and low) in transition metal complex ions, the energy required to promote a d electron into the higher split level corresponds with a particular wavelength in the visible region, which is absorbed when light passes through the complex ion. Transition metal usually then exhibits the remaining energy/light the complementary colour. In this investigation, the different absorbance of these coloured solutions will be investigated by varying the number of moles of the transition metal in the solution. According to the Beer-Lambert law, absorbance is directly proportional to the concentration and that there is a logarithmic dependence between the absorbance and the concentration of the substance, this relationship is as shown in figure 1 and 2. In the graph representation of the Beer-Lambert law, the logarithmic relationship can evidently be seen as the concentration of the solution increases, the calibration curve becomes less linear and more flat. This is probably due to the saturation of colour of the solution. In addition, the graph also indicates that the relationship starts at the origin and is generally linear at lower concentrations. In this investigation, Nickel (II) Sulphate will be used as the transition metal and H2O will be used as the ligand. The complex ion formed will therefore be a hexaaquanickel(II) complex ion, Ni (H2O) 6 2+. It has a coordination number of 6 and is of an octahedral shape. (Microsoft Encarta, 2007) Aim To investigate how the concentration of hexaaquanickel(II) ions (Ni (H2O) 6 2+) in solution affects the absorbance of red light (660nm) by measuring it with a colorimeter. Hypothesis As the concentration of hexaaquanickel(II) ions increases, the absorbance of red light1 will also increase. This is so because as stated in the Beer-Lambert law, the absorbance of light is directly proportional to the concentration. Furthermore, as the concentration increases, there are more molecules of the complex ions within the solution to interact with the light that is being transmitted hence an increased absorbance at higher concentrations. In addition, despite the logarithmic relationship, I expect my data to show a linear relationship instead because the number of moles I am measuring red absorbance against is rather low (maximum 0.5 moles), so while it would be insufficient to see the clear logarithmic curve; the linear increase in the beginning would still be evident. Variables Independent Concentration of hexaaquanickel(II) ions (0.0313mol, 0.0625mol, 0.125mol, 0.250mol, 0.500mol) Dependent Absorbency of red light (660nm) Controlled Volume of solution (25cmà ¯Ã‚ ¿Ã‚ ½ per different mol solution) Equipment Method 1) Measure 6.57g of nickel sulphate with an electronic balance and place in a 250cmà ¯Ã‚ ¿Ã‚ ½ beaker 2) Measure 50cmà ¯Ã‚ ¿Ã‚ ½ of deionised water with 50cmà ¯Ã‚ ¿Ã‚ ½ measuring cylinder and pour into the 250cmà ¯Ã‚ ¿Ã‚ ½ beaker with the nickel sulphate to create a 0.5mol nickel sulphate solution 3) Mix the solution thoroughly with a glass stirring rod, make sure the solution is transparent (not murky) and no remnants of the nickel sulphate should be present in the solution 4) Label the five 50cmà ¯Ã‚ ¿Ã‚ ½ volumetric flasks: 0.03125mol, 0.0625mol, 0.125mol, 0.25mol and 0.5mol 5) Pipette 25cmà ¯Ã‚ ¿Ã‚ ½ of the previously made nickel sulphate solution from the 250cmà ¯Ã‚ ¿Ã‚ ½ beaker and place into volumetric flask labeled 0.5mol 6) Pipette another 25cmà ¯Ã‚ ¿Ã‚ ½ from the beaker and place into volumetric flask labeled 0.25mol 7) Measure and pipette 25cmà ¯Ã‚ ¿Ã‚ ½ of deionised water and add into 0.25mol 8) Mix thoroughly 9) Measure and pipette 25cmà ¯Ã‚ ¿Ã‚ ½ from 0.25mol and add into 0.125mol 10) Repeat steps 7 to 8 but add the water into 0.125mol 11) Measure and pipette 25cmà ¯Ã‚ ¿Ã‚ ½ from 0.125mol and add into 0.0625mol 12) Repeat step 10 but add into the water 0.0625mol 13) Measure and pipette 25cmà ¯Ã‚ ¿Ã‚ ½ from 0.0625mol and add into 0.0313 mol 14) Repeat step 10 but add into the water0.0313mol 15) Connect the PASPORT colorimeter to the computer 16) Select to measure red (660nm) absorbance 17) After all five solutions have been made, label five cuvettes the same labels as the volumetric flasks (place on lid, careful not to have any of the label on the cuvette itself) 18) Fill each labeled cuvette with its corresponding volumetric flask label with a dropper 19) Fill the remaining unlabeled cuvette with water 20) Place the cuvette with water into the colorimeter and press green button to calibrate, do not do anything until the green light switches off by itself 21) Place the cuvette labeled 0.03125mol into the colorimeter press start and stop after getting a constant reading 22) Record the data 23) Repeat steps 21-22 until all labeled cuvettes have been measured for red absorbance Data Table Concentration / mol dm-à ¯Ã‚ ¿Ã‚ ½ Red light (660nm) absorbance Uncertainties Uncertainties (cm3) Measuring cylinder à ¯Ã‚ ¿Ã‚ ½1.0cmà ¯Ã‚ ¿Ã‚ ½ Bulb pipette à ¯Ã‚ ¿Ã‚ ½0.06 cmà ¯Ã‚ ¿Ã‚ ½ Electronic weigh à ¯Ã‚ ¿Ã‚ ½0.01g Concentration (mol/dmà ¯Ã‚ ¿Ã‚ ½) Uncertainty Graphs Discussion and Conclusion It can be seen from the graph that there is a linear relationship between the amount of red light absorbed and the concentration of hexaaquanickel(II) ions. It can also be deduced that as the concentration increases, the red light absorption increases at twice the rate. However, it is interesting to note that the line of best fit does not start at the origin, but at (0, 0.0623) as the equation derived from the line of best fit states, suggesting that despite showing a clear linear trend, my data is precise but not accurate. This is possibly due to equipment imperfection, for example the cuvette, which will be discussed in the evaluation. However, it is still evident that, as stated in my hypothesis, as the concentration increases, the chances of light interacting with the complex ion molecules also increase, hence yielding a higher light (red, in this case) absorption. While it is true that the Beer-Lambert law states the relationship between concentration of a substance and its absorbency has a logarithmic relationship, my data is linear because the concentrations of my tested solutions were rather low, so if I were to continue my experiment and create more concentrated nickel sulphate solutions, I would expect to see the curve become non-linear as concentration increases because the solution will eventually become saturated. Therefore, in conclusion, my hypothesis corresponds with the results: the relationship between red absorbance and concentration of hexaaquanickel(II) ions is quite clear as the concentration increases, the red absorbance also increases. Evaluation One aspect I can improve my method is using the same cuvette and in the same direction each time for measuring all the different solutions, as it has been noted that the cuvettes we have been currently using are not perfectly constructed and may differ with the distance as light passes through. This will help improve the accuracy of the results and an important aspect to take into consideration, because also stated in the Beer-Lambert law, the length in which the light passes through also makes a difference in the absorption of light (the longer the container is, the more chances of light interacting with the molecules of the solution). Another aspect was in the preparing the different solutions, because I had diluted each solution using the same solutions from before, so the uncertainty of each would naturally continuously build up (final uncertainty of 4.31%) for example, if I had accidentally created a 0.052 mol nickel sulphate solution, then the next solution I diluted from that solution would not be 0.025 mol as intended. One way to see through this limitation is to perhaps prepare each solution separately to avoid a build up of uncertainties. In addition, another way to make this investigation more conclusive and detailed could be increasing the different amounts of concentration of the nickel sulphate solution, as I only had 5 different concentrations. Bibliography Clark, J. (2007). The Beer-Lambert law. In Absorption spectra. Retrieved January 15, 2008, from http://www.chemguide.co.uk/analysis/uvvisible/beerlambert.html Microsoft(r) Encarta(r) Online Encyclopedia. (2007). Complex. Retrieved January 17, 2008, from http://au.encarta.msn.com/encyclopedia_781538720/Complex.html Neuss, G. (2007). Determining the concentration of an element. In Chemistry course companion (p. 276). Oxford University Press. 1 Because nickel sulphate solution is green in colour, red light will be used to measure the absorbency of the solution as it is the complementary colour.

Benefits of Training Needs Analysis (TNA)

Benefits of Training Needs Analysis (TNA) Improve the process which results in spending less time to fix the employees mistake and the information cab be accessed faster than before Reduce the cost which is used to pay for staff turn over and recruitment. In addition, when the staffs work more efficient, it will increase the productivity as well as the money paid for maintenance. Enhance the profit by increasing the sales and improving customer satisfaction Increase staff satisfaction because when the staff knows that the employer is investing in them, they will be happier and stay longer in the organisation. Furthermore, during the training, the staff can develop their leadership and communication skills which can be applied in the job. According to Blanchard et al. (2010:para. 1), there are two approaches to TNA which are called: proactive and reactive. The proactive TNA focuses on foreseeing the performance problems which may occur in the future in the company. Therefore, the strategic plan can be created and applied to help the employees handle these changes (Blanchard et al. 2010: para. 2). For example Heinz, a food manufacturer, when they decided to use a higher technology to produce the ketchup, they did the training before the new machine was bought. In the proactive TNA, the manager will need to conduct three analysis (Blanchard et al. 2010: para 5), they include: The organisation analysis: the proactive begins with the plan in order to help the organisation adapt the expected changes and new objectives. Operational analysis: by collecting information on the current and future tasks to identify the KSAs required to perform effectively in different areas. Person analysis: the evaluation can be identical for the proactive and reactive, and the provided information must be applicable. The reactive TNA (leopard learning.com n.d : online) focuses on identifying the current problems in the job performance and determine if the training is needed. Example may include new technology, high staff turnover, high accident rate, increasing customer complaints, and poor management practices. In the reactive TNA, the organisation analysis, operational analysis, and person analysis are also conducted, however it only focuses on one particular department or the issue on a particular part of the job (Blanchard et al. 2010: para 16). Employers do not necessarily need well-trained employees. I know that may sound like heresy coming from someone employed in higher education, but what employers truly need is employees who perform well. Training is one way to attain desired performance, but its not the only way ( Stetar, 2005, online) The TNA can be conducted by the following steps (Flinders University, n.d.: online): Step 1: Analyse the job Before the TNA is conducted, it is important to understand the job by collecting the information which can be based on the job description. All these resources will provide information about the job responsibilities, knowledge and skill required to perform efficiently. Step 2: Identify the gap There are many methods which can be used to identify the gap. However, the managers have to choose which method will be used and how. Moreover, they need to ensure that the information is useful, correct and complete. Three main methods can be utilised by the managers in the organisation (Anthony et. lc 2002 p. 210-211); include: Observation: in this method, the managers will observe the employees performance to see if they are doing their jobs well. In order to ensure this method is productive, the check list should be used. Interviewing: by using this method, it allows the managers to meet their employees face to face, therefore they can have a chance to understand the companys situation as well as the employees themselves. Questionnaires: if this method is used, all possible tasks that are presently performed must be listed. The advantage of this method is that the managers can include everyone and does not need to travel or spend time with each of them. Each of the method has its usefulness; however the manager should never be dependent on one method. Therefore, they should be combined and use together. Step 3: Decide the training solutions Once the gap is identified, the training solutions should be undertaken to find the best way which can close the knowledge or skill gaps. The training can be done by using different options such as: On the job training, one on one training during the work time The managers or senior employees becoming a mentor to any employees Improve the skill and knowledge through college, university or technical school education Job rotation Complete online training The training can happen in a short term or long term course. However, the time and cost will always need to be considered. Step 4: Evaluating the result after training After training the result has to be checked to see if the gap has been closed and if it was accomplished by: Asking the staff member to perform on the task which they are trained on Looking at the product line to determine if there is still neglected skills or knowledge Conclusion and Recommendation In conclusion, the TNA is a process which can be used to identify the skills and knowledge gap in order to close it (Drummond 1991, p. 4). In addition, it can happen within a short term period or over a long term plan by using the proactive and reactive TNA on the level of organisation, operation and individual (Blanchard et al. 2010:para. 2). However, according to Bill Stetar (2005, para. 4), training is not always the only solution because the employers may need the employees who can perform competently. My goal is to become a hotel manager. Hotel managers (Baxter 2010, para 1) are people whom run the room rental businesses and manage staffs within the hotel. The duties can be varied depending on the size and type of the business. However, the following requirement is normally compulsory to be met. Know how to manage and maintain the facilities Ability to observe and supervise the employees performance Understand and work efficiently in different areas in the hotel Have a strong leadership skill to allocate the staff Be able to solve and anticipate the problems Have good communication skill which can be used to handle the customer as well as the employees Have four years experience in the hotel industry Graduate from a university with a recognised qualification Plan in advance to maximize the profit and monitor the expenses Deal with suppliers to get products with good quality Know how to deal with people who are from different backgrounds, race and belief. Good computer skill The skills and qualification which I currently possessed are: Certificate IV in Hospitality (Commercial Cookery), therefore I have a knowledge about food and services in the restaurant Higher Diploma in Accounting, which can be useful for budgeting and financial management Be able to monitor and maintain the facilities in the premises Computer skill Hence, the skill, knowledge and qualification that I need to achieve in order to become a hotel manager are: Complete a Bachelor in Hospitality Management course at university or college Good communication skill will be required Develop the leadership skill Have experience in the hotel industry Problem solving skills to help the business run smoothly and deal with customers Interaction skills to manage and deal with the staff Decision making and planning skills When the gap is identified, the solution must be carried out. To obtain the qualification for hospitality management, it can be done in The Hotel School Sydney which is located at 117 Macquarie Street, Sydney NSW 2000. They offer a new course in February, 2011 with a tuition fee of 18,000 Australian dollars (The Hotel School Sydney 2010: online). In the course, they provide the knowledge about food and beverage operation, tourism and hospitality management, problem solving, decision making, leadership skill, and room operation. In addition, during the course, the student will have a real life experience by studying and working in the hotel. As a result, it will be an opportunity for me to obtain the qualification as well as improve my communication, problem solving and leadership skill. Moreover, by undertaking the conflict management course at ACS Distance Education, they teach skills that deal with conflict which is very useful for a hotel manager. The fee is 726 Australian dollars for 100 hours (ACS Distance Education 2010: online) and I can study this course online. Furthermore, in order to gain more experience in hotel industry, I need to work for a small hotel first because in a small hotel I will learn how to operate a hotel and then move on to a bigger hotel.

Nature and Nurture in Crime and Punishment Essay -- Crime and Punishmen

Nature and Nurture in Crime and Punishment       In the news today there is an article about a high-school boy who brought guns to school and shot several students. The parents of the victims are suing various computer game companies saying that the violent games present shooting and killing people as pleasurable and fail to portray realistic consequences. A representative of one of the companies released a statement saying that this is another example of individuals seeking to elude responsibility that has become so common in our society. This case is not about software. What is on trial is the age-old debate between nature and nurture, which also lies at the center of Fyodor Dostoevsky's Crime and Punishment.    In his dream about the gray nag, Raskolnikov as an unshaped child is innately compassionate; he weeps for horses being cruelly beaten, but already society, in the form of his parents, begins to shape him, to train him, to numb his compassionate feelings for those in pain. His mother draws him away from the window when he sees such a horse pass and his father tells him when the men kill the nag "They're drunk, they're playing pranks, it's none of our business, come along" (59). Already Raskolnikov is being taught to rationalize murder, for all those people who watched and did not interfere are partly to blame as they rationalize that "it's none of our business."    Mikolka, the horse's murderer, also rationalizes his role; first, he defines the mare as property, not as life. Repeatedly he says "It's my goods" (57) while those who object refer to the horse not as an neuter object but as "her." Secondly, he attempts to justify the act through cold reasoning: "I might as well kill her, she's not worth her ... .... Even today as we scan the news we can still find the nature versus nurture issue addressed by Dostoevky still prevalent in our court cases and legal system.    Works Cited and Consulted:    Bloom, Harold. Modern Critical Interpretations. New York, New York: Chelsea House Publishers, 1988.    Dostoevsky, Fyodor. Crime and Punishment. New York: Random House, 1992.    Gale Research Co. Nineteenth Century Literature Criticism. Detroit, MI 1984, Vol. 7.    Kjetsaa, Geir. Fyodor Dostoyevsky, A Writer's Life. New York, New York: Viking Penguin Inc., 1987,    Magill, Frank. Masterplots. Englewood Cliffs, NJ: Salem Press, 1976.    Terras, Victor. Handbook of Russian Literature. New Haven, CT; Yale University Press, 1985.    Timoney, John. Speech on Crime and Punishment. Mt. Holyoke College, November 10, 1994.   

Personal Paper on Euthanasia Essay

A life is ending. Losing a life is tragic enough within its own right. Euthanasia appears to be the best option for a patient. Though the family and patient have suffered immensely, they must continue to suffer mentally and physically through the passive euthanasia process. This particular patient’s death was tragic and slow. The body had broken down, and only a shadow of who the person once was laid in bed as the last breath was taken. If another form of euthanasia, called active euthanasia had been legal, a large amount of pain and suffering could have been spared. If passive euthanasia is legal, then active euthanasia should be legal too. Passive Euthanasia, is when a physician determines that death is unavoidably close, that rather than prolong suffering, to stop whatever treatment is keeping the patient alive. An example would be, if a person is being kept alive by a machine that breathes for them, a decision is made to turn off the machine, indirectly ending the person’s life. Also, there are many cases that are not as simple as that. Often times, passive euthanasia can be performed on a conscious person. If a person is alive, but barely capable of living, a tube that feeds the patient is removed. This leads to the patient starving to death, which led to the patient dying in great pain. My father was diagnosed with terminal colo-rectal cancer, and instead of trying surgeries that would lengthen his life by a few months, he chose not to. My father was passively euthanized. He died a much different man that I have known my whole life. He, once a large burly man had lost around a hundred pounds, and was bedridden. All of his muscles were slowly disintegrating because of atrophy since he was unable to get out of bed. He was in major pain despite the medication he was given, and in the last month of his life the cancer had gone into the blood and to his brain, making him hallucinate,

Bullying Term Paper Essay

Bullying is the use of force or coercion to abuse or intimidate others. The behavior can be habitual and involve an imbalance of social or physical power. It can include verbal harassment or threat, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. If bullying is done by a group, it is called mobbing. The victim of bullying is sometimes referred to as a â€Å"target†. Bullying may be defined as the activity of repeated, aggressive behavior intended to hurt another person, physically or mentally. Bullying is characterized by an individual behaving in a certain way to gain power over another person. Norwegian researcher Dan Olweus says bullying occurs when a person is: ‘exposed, repeatedly and over time, to negative actions on the part of one or more other persons’. He says negative actions occur ‘when a person intentionally inflicts injury or discomfort upon another person, through physical contact, through words or in other ways.(Olweus:1999) The Fifth Volume of the Newgate Calendar contains at least one example where Eton Scholars George Alexander Wood and Alexander Wellesley Leith were charged, at Aylesbury Assizes, with killing and slaying the Hon. F. Ashley Cooper on February 28, 1825 in an incident which might today be described as â€Å"lethal hazing†.(Wood, et al: 1825) Virginia Woolf considered fascism to be a form of bullying, and wrote of Hitler and the Nazis in 1934 as â€Å"these brutal bullies†.(Woolf:1934) The first National Bullying Prevention Week was conceived of in Canada in 2000 by Canadian educator and anti-bullying activist Bill Belsey.(Belsey:2000) There was a effect of bullying like suicide and There was a evidence that bullying increases the risk of suicide. It is estimated that between 15 and 25 children commit suicide every year in the UK alone, because they are being bullied. There are different context of bullying one f this is the very popular cyber-bullying. Cyber-bullying is any bullying done through the use of technology. We also have a Disability Bullying, Gay Bullying, Military Bullying, Prison Bullying, School Bullying, Sexual Bullying, and Work Place Bullying.

The Stigma Of Hiv Aids Health And Social Care Essay

This reappraisal aims to show the contested nature of biomedical and laic constructs of wellness and mending underpinning Human Immunodeficiency Virus/ Acquired Immunodeficiency Syndrome ( HIV/AIDS ) and its stigma. Due to the wideness of the topic the reappraisal will merely be restricted to HIV/AIDS and stigma in relation to the interactions between Peoples Populating with HIV/AIDS ( PLWHA ) and the wellness structures that supply them with bar and intervention services. Literature and stuffs from different published beginnings would be reviewed and analysed, followed by a critical comparative analysis of the key contested constructs of wellness as applied to HIV/AIDS and stigma, eventually reasoning with an interface of the two theoretical accounts. HIV/AIDS is one of the challenges to human life and self-respect. It affects all degrees of society and has a monolithic impact on planetary economic and societal development, ( Rowden, 2009 ) . Surveies have been conducted on its impact on human life and how it could be controlled. This reappraisal was conducted by researching literature from a assortment of beginnings for published articles on HIV/AIDS and its stigma. Literature from research covering a period of 8 old ages from 2002-2010 was extracted from Assia, PubMed, Sage, British Medical Journal, Cochrane and Absco-host, and reviewed for the survey, aims, methodological analysis and cardinal findings. Relevant books, diaries, paperss and studies from administrations such as UNAIDS, and the World Bank were besides reviewed. Both qualitative and quantitative information was used to show the information. Despite confronting a batch of unfavorable judgment on its top-down attack, the biomedical theoretical account remains the dominant construct in wellness and unwellness. Its credibleness lies on its scientific methods and expert cognition used to name or understand unwellness and intervention. This theoretical account views the organic structure as a machine composed of different parts working together for it to work. If one portion is non working decently, the purpose is to happen what is incorrect with it through diagnosing and repair it by ordering medical specialty, ( Taylor & A ; Hawley 2010:12 ) . Focus is hence restricted to the physical unwellness of an person ‘s organic structure and the scientific apprehension of disease, doing the attack to a great extent based on pharmacological medicine. While pharmacological medicine is good in the intervention and bar of HIV/AIDS, it is criticised for advancing the privilege of the biomedical theoretical account, farther heighten ing undermining of alternate attacks to wellness and healing. The biomedical attack may be inappropriate to some communities and create feelings of weakness and exposure hence impacting the success of the intercession. ( Global Health Watch, 2008, Farmer, 1999 ) . Lay constructs of wellness and unwellness are diverse and complex than those of the medical theoretical account. They focus on people ‘s experiences of wellness and unwellness in relation to their overall life experiences and are embedded within local societal and cultural constructions. Unlike in the biomedical attack, autochthonal attacks seek to mend the whole individual by associating the unwellness with the individual ‘s societal and economic background, ( Taylor, 2003 ) . However critics of this theoretical account argue that ballad constructs are hard to grounds and research hence they remain marginalised and barely recognised as legitimate cognition, ( Taylor & A ; Hawley, 2010:13 ) . On the contrary, Taylor, ( 2003 ) argues that ballad position is important cognition for public wellness as it identifies roots of unwellnesss for possible long term bar and intervention for the larger population as comparison to separately focussed intercessions. Influence of power systems such as the laterality of the medical theoretical account hinder advancement on bars and intervention of diseases such as HIV/AIDS and stigma as they govern relationships between wellness constructions and laic people. Goffman, ( 1990 ) , and Parker and Aggleton, ( 2003 ) , ‘s theories of stigma in assisting us to understand how stigma is constructed and its influence in peoples ‘ lives view stigma and favoritism as functional systems which maintain boundaries between those in power and those without. Through such power, societal inequalities are developed taking to creative activity of societal norms. These formulate stigma by regulating interactions between people and reenforce power constructions that serve to keep control of the powerless, ( Farmer, 2005 ) . Both theories have been widely used in HIV related stigma to foreground how bias, negative attitudes, maltreatment and ill-treatment directed towards PLWHA have hindered the advancement of bar and intervention. Research high spots that stigma and favoritism in wellness attention scenes deducing from societal power instabilities contribute a great trade in maintaining people off from accessing HIV/AIDS intervention and attention. Patients felt greatly affected by wellness workers experiencing uncomfortable with them and handling them in an inferior mode. In Tanzania, some discriminatory and stigmatised patterns such as dish the dirting about patients ‘ HIV ‘s position, disregard, verbal maltreatment, proving and unwraping HIV ‘s position without consent were noted, ( D.C Synergy, 2005 ) . Similarly in India, wellness workers were unwraping patients ‘ HIV position to their households without patients ‘ consent, ( Mahedra et, Al, 2007 ) . Harassment, avoiding and isolation of HIV-positive patients and proving without reding are common characteristics of stigmatization in most surveies. Some wellness workers wore protective vesture even if there was no physical con tact during interactions. Fear of being identified as infected with HIV besides influenced people to protract proving for HIV and merely accessed services when their unwellness was at an advanced phase, ( Bond and Aggleton, 2002 ; Kinsler et Al, 2007 ; Varga et Al 2006 ; Kalichman and Simbayi, 2003 ) . In Zambia, HIV-positive wellness workers were concealing their Hiv position from their co-workers in fright of being stigmatised, ( Dieleman et al, 2007 ) . While most of the literature on HIV/AIDS and entree to wellness services is negative, there is grounds of the value of supportive and de-stigmatising HIV services in some parts of the Earth. Brazil has been hailed as a theoretical account by PLWHA. They reported supportive inclusive structural systems that create healthy environments that promote active engagement of different groups in society and the authorities, ( Caltado, 2008 ) . In South Africa where most people believe in traditional healing, Aids Activism has made a positive significance in HIV/AIDS bar and intervention by interpreting and interceding the biomedical attack within local ideological models which are easy understood and acted on by the locals, ( Colvin, Robins, 2010 ) . Literature reveals that collaboration between ballad positions and biomedical attack is indispensable for successful control of HIV/AIDS and stigma. There is no remedy for AIDS but Anti-retrovirals ( ARVs ) can protract life by take downing degrees of HIV in the organic structure hence detaining the procedure between HIV and AIDS, ( Robin, 2009 ) . Although ARVs are now readily available in most states, Numberss of freshly infected people are lifting. Harmonizing to the World Bank, 60 million people are populating with HIV/AIDS worldwide. Access to intervention has increased dramatically but for every 100 people on intervention, 250 become freshly infected, ( World Bank, 2010 ) . As such, force per unit area is now lifting on the effectivity of merely trusting on the biomedical attack for intervention and attention of HIV/AIDS. While ballad positions are considered effectual, this can non be confirmed as true with HIV/AIDS attention. In South Africa, despite people to a great extent trusting on traditional healing attacks, HIV prevalence continued to lift. Significance towards effectual control of the epidemic has been noted with the addition in handiness of ARV ‘s, ( Colvin, 2009 ) . In the UNAIDS Report On The Global AIDS Epidemic 2010, in 7 states, five of them in Eastern Europe and Central Asia, HIV incidences increased by more than 25 % between 2001 and 2009. Sub Saharan Africa, although still staying the most extremely affected by the epidemic, figures either stabilised or showed marks of diminution owing to positive behavior due to increased services that are embedded in local civilization. The study affirms that stigma and favoritism, deficiency of entree to services and bad Torahs can do the epidemic worse, ( UNAIDS, 2010 ) . Due to the challenges presented by HIV/AIDS to planetary public wellness, Baum. ( 2008:241 ) calls for corporate engagement of all sectors in the battle against this deathly disease. She asserts that community degree mobilization where there is partnership between ballad people and constructions is the effectual manner of battling HIV/AIDS and stigma. This is farther supported by Farmer, ( 1999:90 ) , who does non excuse the laterality of the biomedical position in wellness and healing. He believes that ballad people have a important function in the procedure of wellness betterments and accents on the importance understanding ballad people ‘s experiences as indispensable cognition for successful intercessions. He holds that wellness attention services should be accessible to PLWHA without fright of being stigmatised. Educating wellness attention professionals about the impact of stigma on patients and policies that encourage inclusion of PLWHA in determinations that affect thei r lives are some of the cardinal factors of efficaciously undertaking the epidemic. Parker and Aggleton, ( 2003 ) besides claim corporate engagement between ballad people and wellness constructions as cardinal to successful anti-stigma services. Relationships between wellness constructions and PLWHA could besides be improved by prosecuting ballad people through protagonism. The Greater Involvement of PLWHA, ( GIPA ) rule emphasises the demand for engagement of PLWHA at all degrees in battling HIV/AIDS because they understand their state of affairs better. Therefore their voices could be heard good if their demands were presented by people in the same state of affairs, ( UNAIDS, 2007 ) . In the Zambia survey, professionals populating with HIV/AIDS are in a better place to recommend for people accessing services. Baum, ( 2008:550 ) affirms that advocacy affecting public wellness practicians is an effectual manner of act uponing structural barriers in public wellness. Literature has highlighted the contested nature of constructs of wellness and mending underpinning entree to services supplying intervention and bar of HIV/AIDS and its stigma. The biomedical attack conceptualises wellness and unwellness through scientific discipline and expertness with focal point on the person. Lay concepts position wellness and healing as embedded within local societal and cultural constructions and hence seek to turn to public wellness for a wider population. Literature suggests that neither attack in isolation is effectual in bar and attention for HIV/AIDS. Arguments have centred on the importance of coaction of the theoretical accounts. Therefore there is demand for intercession programmes to develop holistic attacks that are underpinned by the two theoretical accounts but it is besides of import to understanding each of the constructs in its ain right.