The story Macbeth is like no other in plot and poe Essay Example For Students

The story Macbeth is like no other in plot and poe Essay try. It sets itself apart from the rest by having a protagonist becoming evil. What makes Macbeth such a complicated character is the way his outlook keeps on changing throughout the play. This essay will prove that Macbeth is an evil man and was not overpowered by ambition to get what he wanted. This essay will also determine that certain characters like the witches did not force him to do evil; they simply triggered it. In the beginning of the play, Macbeth is shown as a hero in the Scottish army, that is ironic because Macbeth has defeated a traitor and he will become one. We feel that a person of his loyalty could never commit evil unless he had a good reason or if he would be provoked. After Macbeths first meeting with the witches, we learn from his aside that he has thought about killing Duncan My thought, whose murder yet is but fantastical 1(Macbeth 1.3.152). Macbeth also says If chance will have me king, why, chance may crown me Without my stir. 2(Macbeth 1.4.157-159) whic h means that maybe he does not have to murder the king to gain that title. Luck has been very generous to him and might continue and make him king. We will write a custom essay on The story Macbeth is like no other in plot and poe specifically for you for only $16.38 $13.9/page Order now Macbeths true evil thoughts about being king are first shown when he finds out that king Duncan has named his son Malcolm as Prince of Cumberland. He now shows his evil and his true feelings. Stars, hide your fires; Let not night see my black and deep desires. The eye wink at the hand; yet let that be Which the eye fears,when it is done, to see. 3(Macbeth 1.4.57-60)Macbeth is actually seeking help from the dark and supernatural. Macbeth is saying that he does not want to see the evil that he will commit until it is done. It is now known that Macbeth is capable of evil and would commit it. Upon meeting Lady Macbeth, we can assume that any evil done by Macbeth would be contributed by her influence. Lady Macbeth is a very powerful women and she has a-lot of power over Macbeths decisions. After Lady Macbeth reads the letter from Macbeth, she says that he is in fact too noble to kill Duncan in cold blood but he would like to. It is too full othmilk of human kindness To catch the nearest way. Thou wouldst be great, Art not without ambition, but without The illness should attend it. What thou wouldst highly, That wouldstthou holily; wouldst not play false And yet wouldstwrongly win. 4(Macbeth 1.5.17-23) Lady Macbeth also talks about Macbeths ambition and how he is not the kind of person to let anything stand in his way if he wants it enough. Knowing there is evil in him, once he starts with the murder he will not let anything else stand in his way. Macbeths guilt is recognized after the killing of the king; in fact he is filled with so much of it that he is unable to pronounce the word AMEN. Macbeth shows once again his guilt when he says Will all great Neptunes ocean wash this blood Clean from my hands? 5(Macbeth 2.2.78-79). At this point, we can assume that Macbeth is in fact not an evil man instead one who was overcome with the idea of great achievement (his becoming king of Scotland). His attitude is shown to have been changed as he tries to put the blame of the murder on Duncans children. We hear our bloody cousins are bestowed In England and in Ireland. 6(Macbeth 3.1.33-34) This shows the reader that Macbeth is trying to cover up his cruel actions by laying the blame on someone else. Macbeth is trying to hide the evil that he has committed. .u41caeda845f3864cf62bd95f7494fed3 , .u41caeda845f3864cf62bd95f7494fed3 .postImageUrl , .u41caeda845f3864cf62bd95f7494fed3 .centered-text-area { min-height: 80px; position: relative; } .u41caeda845f3864cf62bd95f7494fed3 , .u41caeda845f3864cf62bd95f7494fed3:hover , .u41caeda845f3864cf62bd95f7494fed3:visited , .u41caeda845f3864cf62bd95f7494fed3:active { border:0!important; } .u41caeda845f3864cf62bd95f7494fed3 .clearfix:after { content: ""; display: table; clear: both; } .u41caeda845f3864cf62bd95f7494fed3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u41caeda845f3864cf62bd95f7494fed3:active , .u41caeda845f3864cf62bd95f7494fed3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u41caeda845f3864cf62bd95f7494fed3 .centered-text-area { width: 100%; position: relative ; } .u41caeda845f3864cf62bd95f7494fed3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u41caeda845f3864cf62bd95f7494fed3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u41caeda845f3864cf62bd95f7494fed3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u41caeda845f3864cf62bd95f7494fed3:hover .ctaButton { background-color: #34495E!important; } .u41caeda845f3864cf62bd95f7494fed3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u41caeda845f3864cf62bd95f7494fed3 .u41caeda845f3864cf62bd95f7494fed3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u41caeda845f3864cf62bd95f7494fed3:after { content: ""; display: block; clear: both; } READ: NATO EssayMacbeths evil is now progressing. The assumption that Macbeths wife was the reason for the evil deed that was committed can now be no longer since he is now planning things without her knowledge. Leary put it best when he said Macbeth makes the desicions to murder of his own free will, sins and falls from grace 7(Leary,200). He doesnt want anyone to take his hard earned title away from him and is willing to kill everyone who he considers a threat. Evil is overpowering him as he decides to kill Banquo and his son Fleance. The witches predicted Banquos children to be kings but not him. Clearly Banquo was no threat to the title of Macbeth yet Macbeth had him killed anyway. Macbeth no longer thought of the loyalty he owed Banquo as he had done in Duncans case. The banquet scene is very important and symbolic. Shakespeare shows that Macbeth is so evil that he is in some way not human anymore. The tables full. 8(Macbeth 3.4. 54) said Macbeth. The place where he was suppose to sit was taken by the ghost of the now dead Banquo. Macbeth now doesnt have a place among the others. He became enraged as he knew that that was true but later accepted it by going to meet with his own evil kind, the witches. The witches do play an important part in Macbeths evil actions and his downfall but cant be held responsible for it. The witches told him more or less exactly who were a threat to him. If it were not for them Macbeth would have had to continue on guessing and might have killed many people who pose no threat to him. Until now, everybody that died was a threat to Macbeth in some way or another. To a certain degree, Macbeth is considered only an evil man to who he thinks stand in his way of greatness and happiness. All that changes when he has Macduffs castle attacked by a band of murderers. The murderers killed many people who have nothing to do with Macbeths continuing reign over Scotland. Macbeths evil is now at its peak. Nobody can blame Lady Macbeth for his actions now. She doesnt even know what he is doing at this point. The witches prophecies told him that Macduff poses a challenge for him. Still they never mentioned his family or even anybody else. That didnt stop Macbeth from killing anybody and everybody at the castle. Macbeth is in fact an evil man. Maybe at one point he could have been admired as a soldier, a brave man who would fight willingly for his country. He had the titles of Thane of Glamis and Thane of Cawdor but that wasnt enough for him. At the beginning of the play he would contemplate evil actions and then he would feel the guilt for these actions. The play concluded with him killing at the chance that someone was against him without giving it a second thought. To the very end, Macbeth proved to be a traitor and felt no longer any remorse for his actions. The play concluded with a satisfactory ending and Macbeth wasnt known for his great achievements and his aid to Scotland but as this dead butcher 9(Macbeth 5.8.82.) Scotland had seen its worst king and awaits its new fate. Harold Bloom put it best when he said that we welcome the daylight as if we were awakening from a nightmare. 10(Bloom,131)WORKS CITED1. William Shakespeare, Macbeth, The Folger Shakespeare Library, New York, 1992. 2. ibid3. ibid4. ibid5. ibid6. ibid7. Daniel Leary, Macbeth, in the original and modern english, The perfection form company, New York, 1987. .udee40a7cb590a9025e99f3049c780be7 , .udee40a7cb590a9025e99f3049c780be7 .postImageUrl , .udee40a7cb590a9025e99f3049c780be7 .centered-text-area { min-height: 80px; position: relative; } .udee40a7cb590a9025e99f3049c780be7 , .udee40a7cb590a9025e99f3049c780be7:hover , .udee40a7cb590a9025e99f3049c780be7:visited , .udee40a7cb590a9025e99f3049c780be7:active { border:0!important; } .udee40a7cb590a9025e99f3049c780be7 .clearfix:after { content: ""; display: table; clear: both; } .udee40a7cb590a9025e99f3049c780be7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udee40a7cb590a9025e99f3049c780be7:active , .udee40a7cb590a9025e99f3049c780be7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udee40a7cb590a9025e99f3049c780be7 .centered-text-area { width: 100%; position: relative ; } .udee40a7cb590a9025e99f3049c780be7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udee40a7cb590a9025e99f3049c780be7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udee40a7cb590a9025e99f3049c780be7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udee40a7cb590a9025e99f3049c780be7:hover .ctaButton { background-color: #34495E!important; } .udee40a7cb590a9025e99f3049c780be7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udee40a7cb590a9025e99f3049c780be7 .udee40a7cb590a9025e99f3049c780be7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udee40a7cb590a9025e99f3049c780be7:after { content: ""; display: block; clear: both; } READ: Drug Abuse Essay8. William Shakespeare, Macbeth, The Folger Shakespeare Library, New York, 1992. 9. ibid10. Harold Bloom, Major Literary Characters, Macbeth, : Oxford University Press, Toronto, 1939. BIBLIOGRAPHYShakespeare, William, Macbeth, New York: The Folger Shakespeare Library, 1992. Ribner, Irving, Patearns in Shakespearean Tragedy, London: Meutheun, 1960. Bloom, Harold, Major Literary Characters, Macbeth, Toronto: Oxford University Press, 1939. Leary, Daniel, Macbeth , in the original and modren english, New York: The perfection form company, 1987. Harbage, Alfred, A Reader Guide to William Shakespeare, New York: The Noonday Press, 1963.

Effect of Computer on Education Essay Example

Effect of Computer on Education Essay Example Effect of Computer on Education Essay Effect of Computer on Education Essay The introduction of computers to the education field has improved the quality of learning .Nobody could deny that it makes the lessons more interesting ,while it is also more efficient for students to study on-line .Furthermore ,it is general acquainted that using computer can help students learn more knowledge which they may not able to learn from the lesson or books.therefore due to computer technology ,education has three major advantages E-leaning,Intrenet and storage. One important effect of computer technology on education ,studying by E-learning ,has essentially played a significant role in the school curriculum.As a result ,students can continue to do their school work when they are ill or isolated .For personally myself ,I just had such an experience when I was isolated due to the H1N1 virus.However ,unable to attend classes ,I regularly accessed the ASKNLEARN site to get the updated information from my teachers about that dayâ„ ¢s lesson.In this way ,I caught up with my studies and even did well in the test the first day I came back to school.Moreover in formed about the following dayâ„ ¢s lessons, students can also aware of what will learn tomorrow on E-learning .That is good for their studies ,for the can have a preview of what would learn.Beyong the schoolwork from the respective teachers ,E-learning also provides with an amazing chance that you can learn from professors in specialized fields,regardless of their area of expertise. The development of computers make it possible to pupils to have easy access to additional source of information via the Internet. Consequently ,students do not have to be contented with the limited knowledge taught by teachers ,but rather can search out whatever relevant information they want and learn as much as they can .Today ,for any information needed ,a user can google it ,in moment s,the search engine will list the results of the research. All this data is so cheap that user never have to pay a single dollar for it. Read more about used books store at businessay.net One sdditional effect of computers on education is storing your data.Students may have been troubled by carrying stacks of books here and there or have been worried about your misssing worksheets.Now ,computer technology will keep all these annoyanes away from you.They can just put all your data into a tiny thumbdrive.Data stored can also be updated whenever you want .As they are ready to be searched in computer,users can revised easily.In addition,data can be transferred and printed as well. Using computers in education has had a positive effect on self-study as well as brought a lot of convience to study.On account of computers technology ,students can advance their knowledge and save precious time perparing their schoolwork .Undeniably,computers has changed the peopleâ„ ¢s mind of traditional way of education.It does bring a revolution in our way of studying .we can say that an epoch of computering education is coming.

The Anglo-German Naval Race

The Anglo-German Naval Race A naval arms race between Britain and Germany is often cited as a contributing factor in the start of World War I. There may be other factors that caused the war, which began in central and eastern Europe. However, there must also be something that led Britain to get involved. Given this, its easy to see why an arms race between two later warring powers would be seen as a cause. The jingoism of the press and people and the normalization of the idea of fighting each other is as important as the presence of the actual ships. Britain ‘Rules the Waves’ By 1914, Britain had long viewed their navy as the key to their status as the leading world power. While their army was small, the navy protected Britain’s colonies and trade routes. There was huge pride in the navy and Britain invested a great deal of money and effort to hold to the ‘two-power’ standard, which held that Britain would maintain a navy as large as the next two greatest naval powers combined. Until 1904, those powers were France and Russia. In the early twentieth century, Britain engaged in a large program of reform: better training and better ships were the result. Germany Targets the Royal Navy Everyone assumed naval power equaled domination, and that a war would see large set piece naval battles. Around 1904, Britain came to a worrying conclusion: Germany intended to create a fleet to match the Royal Navy. Although the Kaiser denied this was his empire’s aim, Germany hungered for colonies and a greater martial reputation and ordered large shipbuilding initiatives, such as those found in the 1898 and 1900 acts. Germany didn’t necessarily want war, but to browbeat Britain into giving colonial concessions, as well as boosting their industry and uniting some parts of the German nation - who were alienated by the elitist army - behind a new military project everyone could feel part of. Britain decided this couldn’t be allowed, and replaced Russia with Germany in the two-power calculations. An arms race began. The Naval Race In 1906, Britain launched a ship which changed the naval paradigm (at least to contemporaries). Called HMS Dreadnought, it was so large and heavily gunned it effectively made all other battleships obsolete and gave its name to a new class of ship. All the great naval powers now had to supplement their navy with Dreadnoughts, all starting from zero. Jingoism or patriotic sentiment stirred up both Britain and Germany, with slogans like â€Å"we want eight and we won’t wait† used to try and spur the rival building projects, with the numbers produced rising as each tried to outdo each other. It’s important to stress that although some advocated a strategy designed to destroy the other country’s naval power, much of the rivalry was friendly, like competing brothers. Britain’s part in the naval race is perhaps understandable - it was an island with a global empire – but Germany’s is more confusing, as it was a largely landlocked nation with little that needed defending by sea. Either way, both sides spent huge sums of money. Who Won? When the war started in 1914, Britain was held to have won the race by people looking just at the number and size of the ships, which was what most people did. Britain had started with more than Germany and ended with more. But Germany had focused on areas that Britain had glossed over, like naval gunnery, meaning her ships would be more effective in an actual battle. Britain had created ships with longer range guns than Germany, but German ships had better armor. Training was arguably better in the German ships, and British sailors had the initiative trained out of them. In addition, the larger British navy had to be spread over a larger area than the Germans had to defend. Ultimately, there was only one major naval battle of World War I, the Battle of Jutland, and it is still debated who really won. How much of the First World War, in terms of starting and willingness to fight, was down to the naval race? It is arguable that a notable amount can be attributed to the naval race.

Four pillars of a hyper-social organization Essay

Four pillars of a hyper-social organization - Essay Example The four pillars are based on the need to abandon concepts that were applicable in the previous marketplace, but can be harmful when held onto during hyper-social strategy development. Essentially, the theme of the four pillars theory is addition by subtraction, as the elimination of outdated beliefs will only help to strengthen the development of appropriate hyper-social business strategies. The four pillars approach states that four ideas need to be forgotten: market segmentation, company centricity, processes/hierarchies, and discrete information channels. Each of these previously integral guidelines have been compromised by the development of hyper-social societies. Market segments are no longer relevant as groups have become associated in non-traditional ways, such as due to ideological beliefs (Gaines & Mondak, 2009), that require the focus to shift from the behaviour of markets to the behaviour of people. Accordingly, the next pillar requires businesses to change their operations to be human-centric as opposed to the traditional company-centered structure. Lastly, information channels have become similarly irrelevant due to the vast availability of information through group resources, and structure in general has become unrealistic as a characteristic principle of socially-influenced

Human Resource Case Studies Essay Example | Topics and Well Written Essays - 500 words

Human Resource Case Studies - Essay Example Implementation of pay equity legislation for state jobs in some states of US such as Minnesota (Pay Equity and Comparable Worth) as well as some provinces in Canada brought pressure on the human resource managers in private sector to implement similar schemes. The pressure stems from the fact that these companies compete in the same marketplace for human resources. This pressure and its implications in implementation are evident in the discussion between Janet Sawyer and Charles Cooper in the case study. Two levels of challenges can be identified in comparable worth implementation in an organization. The first is at the planning stage and relates to whether any comparable worth program is actually fair and accurate or not ? The second level is at the implementation stage and questions whether these changes are perceived to be fair ? Adjusting pay for equally valued jobs lies at the core of the comparable worth concept. While several approaches have been taken, studies show that evaluation procedures to measure inherent worth of jobs do not always produce accurate results nor can be defined objectively (Arnault et al 806-815). It is also claimed that traditional job evaluation systems inherently contain a sex bias (Bose and Spitze 184). Human resource managers face their first challenge in ensuring that their measurement of value for jobs is accurate and fair, free of bias, and must select the right parameters, studies and consultants to reach their conclusions. The second challenge arises once the program is being implemented. While the program is aimed at bringing equity in compensation for a disadvantaged group, changes in the usual wage increase patterns may introduce a perception of inequitable distribution in other groups (Koziara 14). For instance, Koziara notes that higher paid groups may perceive that any wage increases for women are being made at the cost of their potential wage increase or that they may even face pay cuts. The

Protecting and Preserving Our Environment Essay Example for Free

Protecting and Preserving Our Environment Essay At WD, we recognize the need to preserve and protect the earth’s vital natural resources. We believe that part of being a good corporate citizen and a good neighbor is maintaining or improving the cleanliness of the air, water and land of the locations in which we operate. As a result, our facilities throughout the world comply with applicable environmental laws and regulations, and each has developed and implemented a comprehensive set of practices designed to ensure continued compliance. In addition, we continually review our operations and processes to identify opportunities which allow us to reduce or recycle byproducts generated by our activities. We are also concerned about protecting the natural resources of the communities in which our products are sold and used. We review the content of the products we manufacture and have established programs to eliminate or phase out the use of certain materials restricted by international legislation. We have also begun offering for sale a line of products specifically designed to reduce the environmental impact resulting from their use. All of our manufacturing facilities in Asia have environmental management systems in place which are ISO 14001 certified. Each facility has a comprehensive policy and set of supporting procedures addressing environmental permits, pollution prevention, hazardous substances, wastewater and solid wastes, airborne emissions and product content. Our policies express a commitment to continued improvement, and to this end, we review the status of our environmental management systems at least annually. All of our manufacturing facilities have environmental specialists onsite, and we provide training programs on environmental practices for employees whose job duties impact our environmental management systems. In addition, all of our facilities provide clear written direction to all employees and workers in languages appropriate to each site regarding requirements and responsibilities for environmental practices in accordance with company policy. Compliance with RoHS and WEEE Directives WD products manufactured and sold worldwide after August 1, 2005, meet or exceed Restriction of Hazardous Substances (RoHS) compliance requirements as mandated by the European Union for electrical and electronic products. The RoHS Directive 2002/95/EC of the European Parliament, which was effective in the EU beginning July 1, 2006, aims to protect human health and the environment by restricting the use of certain hazardous substances in new equipment, and consists of restrictions on lead, mercury, cadmium, and other substances. The Waste Electrical and Electronic Equipment (WEEE) directive was developed to minimize the disposal of electrical and electronic equipment into landfills. WD hard drive products and packaging include the WEEE symbol in support of this directive. Supplier Compliance WD has conducted and continues to conduct very extensive tests regarding use of environmental compliant material on all our components. WD requires all component suppliers meet WD’s environmental Specification, titled â€Å"WD’s Environmental Guidelines for Materials, Components and Products.† This 20-page Specification sets forth the maximum threshold limits for restricted, prohibited and managed substances and requires suppliers to adhere to all applicable laws. In addition, the Specification states that all WD suppliers and sub-suppliers will be expected to complete environmental declaration forms for all new materials and components based on a combination of knowledge of their incoming raw materials, process review and their own analytical testing and certification data. Suppliers are required to maintain documented records, made available to Western Digital, indicating which measures are used to ensure compliance to the Specification. We review all suppliers ’ Declarations of compliance with WDs environmental Specification during the launch of every new hard drive program and also track this together with a 3rd party Analytical lab data by component in our Environmental Compliance database. In addition, we maintain strict requirements with respect to Supplier Process/Material Change requests. Suppliers are also required to keep records of their in process tests to ensure compliance to the approved Process Management Plan and approved materials. These are regularly audited by WD. Greenhouse Gas Emissions Global climate change, caused by increasing concentrations of atmospheric carbon dioxide, is one of the most significant concerns facing our world today. As a corporate citizen, WD is particularly sensitive to the effects of global climate change. The need to understand the science of climate change and to formulate appropriate policy to address scientific findings is intensifying with each passing day. To view WD’s Greenhouse Gas report, click here. QA for Environmental and Hazardous Materials Environmental QDoes Western Digital have management representatives responsible for assuring compliance with respect to environmental laws, regulations and codes? AYes. Western Digital has management representatives at all critical sites whose core responsibility is monitoring, communicating and training employees in all aspects of environmental compliance as related to the specific facility. QDo Western Digital’s facilities receive periodic audits of environmental practices in order to assess conformance with regulatory and other requirements? AYes. Western Digital conducts both internal and external audits to evaluate its compliance with applicable environmental laws and regulations. QWhat types of policies, rules or procedures does Western Digital maintain relative to environmental programs? AWestern Digital maintains environmental polices, rules and/or procedures which address environmental permits, pollution prevention, hazardous substances, liquid waste, solid waste, air emission controls and product content. The substance of these programs is delivered to our employee population utilizing various formats including in-person training, web-based training, face-to-face communications, postings and bulletins. All programs are communicated in various languages appropriate to the employee population of each of our facilities to insure that all employees have a clear understanding of the programs. QDoes Western Digital place contractual requirements on its suppliers to be in compliance with environmental laws, regulations and codes of conduct? AYes. Whenever possible, Western Digital executes contracts with its suppliers which require, among other things, that the suppliers comply with all relevant and applicable environmental laws and regulations. QIs Western Digital required to maintain certain environmental permits in the operations of its facilities? AYes. Western Digital is required to maintain certain environmental permits as related to the operations of its facilities. Based on the geography and the operations, permits may be required for chemical handling and storage, waste treatment, wastewater discharge, air emissions and storage tanks. QDoes Western Digital make available Material Data Safety Sheets (MSDS) to workers that handle chemicals? AYes. Western Digital makes MSDS sheets available to employees onsite at all of its facilities. In addition, Western Digital contracts for OnCall MSDS information domestically. Hazardous Materials QDoes Western Digital use hazardous materials in its manufacturing process? AYes. Western Digital utilizes a variety of hazardous materials in its manufacturing operations. Classifications of hazardous materials include flammables, combustibles, corrosives and toxic gases. QHow does Western Digital store chemicals at its facilities? AWestern Digital stores all hazardous materials in compliance with applicable laws and regulations. Storage areas are secured and covered containing various types of containers including bottles, cylinders, drums and other approved vessels with the appropriate type of labeling and containment as required or recommended by codes, regulations and other authorities. QDoes Western Digital generate wastes that are classified as hazardous wastes? AYes. Western Digital generates various types and quantities of hazardous wastes. All wastes are disposed of in compliance with applicable law, and we regularly audit our hazardous waste haulers and their facilities. QDoes Western Digital have a program or procedures for management of hazardous waste? AYes. Western Digital has a variety of programs and procedures for the management of its hazardous waste. These include monitoring, characterization, treatment, conversion and disposition. All wastes are disposed of in compliance with applicable law, and we regularly audit our hazardous waste haulers and their facilities. QDoes Western Digital have a site specific management system registered to ISO 14001, OSHAS 18001, or other recognized health and safety or environmental management standards? AYes. Western Digital factories in Malaysia and Thailand maintain management systems which have earned the ISO 14001 and OSHAS 18001 designation. QDoes Western Digital have programs or procedures to reduce or eliminate pollution and waste in its operations? AWestern Digital is always looking for ways to eliminate or reduce pollution or waste generated by our operations. Among the programs we consider are solvent re-use or elimination, process waste and emission minimization, packaging reduction, recycling or elimination as well as reductions in greenhouse gas (GHG) emissions. QDoes Western Digital have programs or procedures to reduce the use of energy, water and other natural resources in its operations? AWestern Digital is always looking for ways to reduce energy and other natural resource consumption in our operations. Among the programs we consider are evaluating product or process design modifications, improvement in energy efficiency of process, and the evaluation of construction, maintenance and land use programs.

The Physical and Emotional Journeys of Charlotte Brontes Jane Eyre Ess

The Physical and Emotional Journeys of Jane Eyre The novel "Jane Eyre" by Charlotte Brontë consists of the continuous journey through Jane's life towards her final happiness and freedom. This is effectively supported by five significant 'physical' journeys she makes, which mirror the four emotional journeys she makes. 10-year-old Jane lives under the custody of her Aunt Reed, who hates her. Jane resents her harsh treatment by her aunt and cousins so much that she has a severe temper outburst, which results in her aunt sending her to Lowood boarding school. At the end of the eight years, she has become a teacher at Lowood. At the age of eighteen she seeks independence and becomes governess at Thornfield Hall. Over time, Jane falls in love with its master, Edward Rochester, who eventually proposes to her. On their wedding day, the sermon is abruptly halted by the announcement that Rochester's insane wife is kept locked up in the attic of Thornfield. Jane runs away. Penniless and almost starving, Jane roams the countryside in search of shelter, until she finds the house of St John, Mary, and Diana Rivers, who take her in and nurse her back to health. Jane then acquires an unexpected inheritance from her uncle. One night, Jane 'hears' Mr Rochester's voice calling for her, and decides to return to Thor nfield immediately. On her return, she finds Thornfield to be a "blackened ruin" due to a fire which has left Rochester blind with only one arm and killed his wife. Jane goes to Rochester's new home, and they are married. Jane's 'physical' journeys contribute significantly to plot development and to the idea that the novel is a 'journey' through Jane's life. "Jane Eyre's" chronological structure... ...law, and scorned and crushed the insane promptings of a frenzied moment." To start with, Jane is oppressed by her aunt and is allowed no will of her own, she is completely "a dependant" and has "no money". This situation improves enormously when Jane goes to Lowood, although she is still a servant in Thornfield until she runs away to Marsh End, where she must still depend on others in order to survive. Jane eventually gains her freedom through her inheritance, and the fact that she no longer has to depend on Rochester. Jane's physical and emotional journeys are brought to an end in the last chapter, where she switches from past to present tense: "My Edward and I, then, are happy....." This shows that she is no longer looking back, only forward to her future happiness as she has finally reached her 'destination'.

IDEA and Special Education Annotated Essay

Bowen, S. and Rude, H. (2006). Assessment and students with disabilities: Issues and challenges with educational reform. Rural Special Education Quarterly, 25 (3), pp. 24-30. Retrieved October 14, 2008, from Academic Search Premier database. Bowen and Rude pointed out that the 2004 reauthorization of IDEA reflected an effort to align IDEA with NCLB. This article focuses specifically on the problem of accountability, eligibility for special education services, summary of performance, and transition services for special education students. Also included are guiding principles for selecting appropriate accommodations for assessments. Ketterlin-Geller, L. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28 (4), pp. 194-206. Retrieved October 14, 2008, from Academic Search Premier. The author noted the importance of appropriate accommodations for students who have special needs. Unfortunately, student IEPs are often not aligned with the actual accommodations that are made in the classroom. This disagreement between the classroom teacher and the IEP team results in inconsistent accommodations which, according to Ketterlin-Geller, have a negative effect on student outcomes. The author outlined several possible causes for these inconsistencies. Ketterlin-Geller concluded, â€Å"Regardless of the root cause for the disagreement between IEPs and teachers, the current system is placing teachers in the awkward position of enacting a set of predetermined, legally binding guidelines with the intention of providing the support needed for their students to succeed. † Lynch, S. and Adams, P. (2008). Developing standards-based Individualized Education Program objectives for students with significant needs. Teaching Exceptional Children, 40 (3), pp. 36-39. Retrieved October 14, 2008, from Academic Search Premier. Lynch and Adams noted the apparent conflict between the expectations of NCLB and the requirements of IDEA described guidelines that may be used to help districts to develop assessments that are inline with student IEPs. This article focuses on developing assessments that address pre-symbolic levels of learning, early symbolic learning, and expanded symbolic levels of learning. National Education Association (2004). IDEA and NCLB: Intersection of Access and Outcomes. Retrieved October 14, 2008, from http://www. nea. org/specialed/images/ideanclbintersection. pdf This 47-page booklet describes the implications of NCLB for IDEA. Section One of the booklet addresses standardized assessments for students with disabilities, including acceptable accommodations under NCLB. The booklet also addresses how special education may affect Annual Yearly Progress (AYP) reports. The text includes several links to documents that may be used for policy guidance for districts that are developing policies for special education. Turnbull, H. (2005). Individuals With Disabilities Education Act Reauthorization: Accountability and personal responsibility. Remedial & Special Education, 26 (6), pp. 320-326. Retrieved October 14, 2008, from Academic Search Premier database. Turnbull noted that IDEA 2004 reflects the concept that the teacher, the school, and the federal government share in the responsibility of improving student outcomes. Turnbull argued that this scope of responsibility must also include parents and students if learning and student achievement are to take place. U. S. Congress (2002). No Child Left Behind Act of 2001. Public Law 107-110. 2002. Retrieved October 14, 2008, from http://www. ed. gov/legislation/ESEA02/107-110. pdf This is the full text of NCLB. Altogether, the law is 670 pages long. The sheer volume of NCLB makes it difficult for many parents and school administrators to read through understand. References to IDEA and special education are spread throughout the bill; however, the most reference with the most significance for special education is found on page 1448-1449, in which â€Å"not less than 95 percent† of students, including students in special education, are required to take assessments â€Å"with accommodations, guidelines, and alternative assessments provided in the same manner as those provided† under the Individuals with Disabilities Education Act (IDEA). U. S. Congress (2004). Individuals with Disabilities Education Improvement Act of 2004, Public Law 108-446. Retrieved October 14, 2008, from http://www. copyright. gov/legislation/pl108-446. pdf The full text of the 2004 reauthorization of IDEA. It is interesting to note that although IDEA 2004 was passed 2 years after the enactment of NCLB, there is no reference to NCLB in IDEA 2004. IDEA 2004 does note, however, that â€Å"all children with disabilities are included in all general State and districtwide assessment programs† (p. 40). Provisions are also made for alternative assessments. The philosophy of NCLB is also reflected in the IDEA 2004 requirement that states and school districts shall report the number of students who required an alternative assessment and how those students performed on the assessment (p. 41). Voltz, D. and Fore, C. (2006). Urban special education in the context of standards-based reform. Remedial and Special Education, 27 (6), pp. 329-336. Retrieved October 14, 2008, from Academic Search Premier. Critics of NCLB have argued that children from low-income families are more likely to have difficulty passing standardized assessments. Voltz and Fore pointed out that education does not occur in a vacuum. To be effective, education reform must be linked to broader social reform, including reforms that reduce poverty and that address the effect of poverty on student achievement. Wakeman, S. , Browder, D., Meier, I. , and McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation & Developmental Disabilities Research Reviews, 13 (2), pp. 143-150. Retrieved October 14, 2008, from Academic Search Premier database. This review addresses how to develop appropriate alternative assessments for children who have developmental delays and the implications of NCLB for curriculum and instruction for these children. The authors encouraged teachers to work towards meeting challenging academic standards for their students with developmental delays and noted that â€Å"there is no research indicating that functional skills must be mastered before academic learning can take place†. Wakeman, et al. , also pointed out that the requirements of NCLB may make it more difficult to recruit and to retain teachers who are qualified to work with this population. Wasta, M. (2006). No Child Left Behind: The death of special education? Phi Delta Kappan, 88 (4), pp. 298-299. Retrieved October 14, 2008, from Academic Search Premier. In this editorial, Wasta argues that NCLB includes unrealistic expectations for the educational outcomes of students with disabilities. Wasta fears that NCLB may lead some schools to eliminate their special education programs altogether. Despite his concerns about NCLB, Wasta contends that special education students should not be exempt from assessments and other provisions of the law. Instead, NCLB should be modified to include realistic expectations for special education students and special education programs.

Pre-Linguistic Development Essay

As linguistic development designates the stage when children are able to manipulate verbal symbols, it should be apparent that pre-linguistic development refers to the stage before the child is able to manipulate such symbols. Consequently, this stage is sometimes called the pre-symbolic stage. Pre-linguistic development, therefore, concerns itself with precursors to the development of symbolic skills and typically covers the period from birth to around 13 months of age. Four stages can be identified: * Vegetative sounds (0-2 months): the natural sounds that babies make, e.  g. crying, coughing, burping, and swallowing. * Cooing and laughter (2-5 months): these vocalizations usually occur when the baby is comfortable and content. They are typically made up of vowels and consonants. * Vocal play (4-8 months): the infant engages in longer and more continuous streams of either vowel or consonant sounds. * Babbling (6-13 months): at least two sub-stages are identified – reduplicated babbling, in which the child produces a series of Consonant-Vowel (CV) syllables with the same consonant being repeated (e.  g. wa-wa-wa, mu-mu-mu) and non-reduplicated babbling, consisting of either CVC vocalizations (e. g. mom, pip) or VCV vocalizations (e. g. ama, ooboo). [See Speech Development] Up to this stage of development much of what the child produces is really no more than a sort of verbal play. The child is practicing individual sounds, and sound sequences, and gaining the motor skills necessary to produce what will eventually be considered as actual adult words. So, young children make various sounds and others then assign meaning to these. So, for example, a child may reach for an object whilst at the same time saying ‘m’. An adult may interpret this as the child wanting help to get the object. The child, having realized that this combination of physical gesture (reaching) and articulating ‘m’ prompts an adult to pass the desired object, may go on to repeat this behavior. The child is learning that certain actions that he or she performs can be used to control his or her environment. These changes come about because the child’s ability to focus their attention on their caregiver and on objects becomes more refined as they mature. For example, from 0-2 months there is shared attentiveness in which only the baby and caregiver form part of any interactive event – all other elements are ignored. From 2-6 months there is interpersonal engagement when the baby is conceptually able to differentiate their own self from the caregiver and focus attention on each other and on the ‘message’ of the communicative event. Then, from about 6-15 months there is a shift such that the child is now able to focus attention on objects (e. g. cups, toys, books) and understand that the communicative event is focused on these. This is sometimes called joint object involvement. It is, however, the emergence of words from about 12 months onwards that signals the onset of linguistic development. This is the stage when there is symbolic communication emerges. Linguistic Development Linguistic development occurs at what is called the One Word Stage. It is at this stage that we can properly talk about a child’sexpressive language, i. e. the words used to express emotions, feelings, wants, needs, ideas, and so on. This should not be confused with the child’s understanding or receptive language. The two are, of course, closely related. However, a child will typically understand much more than he or she can actually express and a child’s expressive language, therefore, lags behind its comprehension by a few months. Early One Word Stage (12-19 months) Before the emergence of the first ‘adult’ words the child will use specific sound combinations in particular situations. The sound combinations are not conventional adult words but they appear to be being used consistently to express meaning. For example, if the child says mu every time he or she is offered a bottle of milk then this may be considered to be a ‘real’ word. Similarly, if the child says bibi each time he or she is given a biscuit then, even though the sound combination does not represent an exact adult word, it would still be considered an early word. These early words are called protowords. The child will also be using gesture together with these specific vocalizations in order to obtain needs, express emotions, and so on. The important point is that the child is consistent in his or her use of a particular ‘word’. Later One Word Stage (14-24 months) The words used by the child are now more readily identifiable as actual adult words. A variety of single words are used to express his or her feelings, needs, wants, and so on. This is the stage at which, amongst other things, the child begins to name and label the objects and people around them. Examples include common nouns such as cup dog hat proper nouns such as Dad Sarah Rover and verbs such as kiss go sit The child may also use a few social words such as no bye-bye please The child will not yet have developed all the adult speech sounds and so the words used are unlikely to sound exactly as an adult would say them. However, they are beginning to approximate more closely to an adult model and they are beginning to be used consistently. At the end of the One Word Stage the child should have a much larger vocabulary, should be able to sustain a simple conversation, be using several adult speech sounds appropriately, and be conveying meaning through the use of single words in combination with facial expression, gesture and actions. These single words will express a variety of meaning. The next stage in the child’s development of expressive language is that he or she begins to combine two words together into simplephrases. Two Word Stage (20-30 months) It is at this stage that the child begins to produce two-word combinations similar to the following. daddy car shoe on where Katie Note that a variety of different word classes may be combined: * For example, daddy car involves the combination of two words from the same word class of nouns one noun (daddy) with another noun (car). * However, shoe on consists of two words from two different word classes, nouns and prepositions: one noun (shoe) plus a preposition (on). * Also, where Katie uses a so-called interrogative pronoun (where) together with a proper noun (Katie). In fact, a high percentage of these two-word combinations incorporate nouns. This is not surprising, as the child has spent a lot of time learning the names of objects and people. These are the important things in his or her environment and the things that are most likely to be manipulated, talked about, and so on. They are often the concrete, permanent things to which the child can most readily relate. In addition, at this Two Word Stage there is also prolific use of verbs (e. g. go, run, drink, eat). Three Word Stage (28-42 months). As its name implies, at this next stage of development children extend their two-word utterances by incorporating at least another word. In reality children may add up to two more words, thereby creating utterances as long as four words. The child makes greater use of pronouns (e. g. I, you, he, she, they, me) at this stage, e. g. me kiss mummy you make toy he hit ball It is at this stage that the child also begins to use the articles the, a and an. At first their use is inconsistent but as the child approaches 42 months of age they become more consolidated in their utterances, e. g. me kick a ball you give the dolly he throw an orange. In addition, it is common for the prepositions in and on to be incorporated between two nouns or pronouns, e. g. mummy on bed you in it Sarah in bath Four Word Stage (34-48 months) From about 34 months the child begins to combine between four to six words in any one utterance. There is greater use of contrast between prepositions such as in, on and under and adjectives such as big and little, e. g. mummy on little bed daddy under big car daddy playing with the little ball Complex Utterance Stage (48-60 months) This stage is typified by longer utterances, with the child regularly producing utterances of over six words in length. It is at this stage that the concept of past and future time develops and this is expressed linguistically in a child’s utterances, e. g. we all went to see Ryan yesterday [past time] Daddy is going to get a shoe [future time] Robert stopped and kicked a good goal [past time] Some of the more conceptually difficult prepositions such as behind, in front and next to also become established at this stage. The child will also be using the contracted negative, e. g. can’t rather than can not, didn’t rather than did not, won’t rather than will not, and so on. Example utterances include the following. Helen can’t go to granddad’s house Connor didn’t stop crying he won’t eat up all his dinner for mummy There is a lot of controversy about just when the Complex Utterance Stage is completed. Some researchers claim that at five years of age a child has developed all of the major adult linguistic features and that the only real progression beyond this stage is the further acquisition of vocabulary items. Other researchers, however, argue that children up to the age of 12 years are still developing adult sentence structure. As indicated, our overview of language development has focused on how the child develops longer and longer utterances, i. e. it has concentrated on expressive language. It should be noted, however, that there is a parallel development of comprehension, or receptive language. So, for example, at the Early One Word Stage the child is capable of understanding a few single words spoken by others as well as speaking a few words. Similarly, at the Three Word Stage the child can also comprehend the four to six word utterances spoken by others as well as producing such utterances themselves. In summary, the child will need to be able to comprehend utterances at least at the same level as those that he or she is able to construct and use expressively. In reality, we find that a child’s level of understanding actually precedes their level of expression. That is to say, a typically developing child will always understand more than they can express. The extent to which the development of receptive language precedes expressive language is highly variable and it is not possible to define any precise norms. The following table summarizes the stages of early development of expressive language. Precursors to Language (Pre-linguistic)| 0-2 months| 2-5 months| 4-8 months| 6-13 months| reflexive crying and vegetative sounds| cooing and laughter| vocal play| babbling – reduplicated – non-reduplicated| (Symbolic) Language| 12-19 months| 14-24 months| 20-30 months| 28-42 months| 34-48 months| 48-60 months| Early One Word Stage(protowords)| Later One Word Stage| Two Word Stage| Three Word Stage| Four Word Stage| Complex Utterance Stage| Table 1. Early Development of Expressive Language.

Concepts of Theorists Theories

Concepts of Theorists Theories Introduction The founding fathers of sociology developed various theories to help in studying the social world with the aim of giving meaning to social phenomena. The concepts of such theories were used to explain the relationship between individuals and the factors that held the society together.Advertising We will write a custom essay sample on Concepts of Theorists’ Theories specifically for you for only $16.05 $11/page Learn More Consequently, the scholars developed different theories that represented their views about the society. The theories are still being used to explain the events that occur in different communities. Thus this paper will focus on the application of various sociological theories in real life situations. The theories and their applications are as follows. Theorists and their Concepts Michael Foucault: Sexuality and the Queer Theory Foucault studied the history of the concept of sexuality from the seventeenth century. His aim w as to disapprove the hypothesis that the â€Å"Western society has seen repression of sexuality and that sexuality has been unmentionable† (Johnson, 2008). According to Foucault, sexuality has always been viewed in two different ways. In the Asian civilization, sexuality is considered to be an art and a unique experience. However, it is kept a secret so that its power can be preserved. The western society on the other hand considered it to be a science. Thus the truth behind it should be confessed (Johnson, 2008). This means that even though sexuality has always been viewed as something sinful, there is always a compulsion to confess one’s sexuality in order to acknowledge its existence. This theory is applicable in explaining the ongoing debate on the legitimacy of homosexuality and guy relationships. Even though such relationships have been declared sinful, those who engage in them still confess their sexual orientations publicly. Due to enlightment, the society has changed its perspective on sexuality by accepting those who engage in unnatural sexual acts (Calhoun, Gerteis, Moody, 2007). Thus today, pervasion is viewed as a form of identification rather than an attribute. It is for this reason that individuals are classified as homosexuals or heterosexuals. In the context of the debate on the legitimacy of homosexual relationships, Foucault argues that sexuality is a social construction rather than a natural occurrence. This means that people hold different opinions on unnatural sexual acts. Thus it is not possible to achieve consensus on the legitimacy of homosexual relationships. Dorothy Smith: Institutional Ethnography Institutional ethnography is a sociological concept of inquiry that focuses on making new discoveries instead of mere testing of various hypotheses or using a particular theory to find empirical evidence. According to this concept, language is the medium through which ideas and thoughts are exchanged between individuals and the realms of the society (Calhoun, Gerteis, Moody, 2007).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This means that language is used to make discoveries on how various social institutions function. The aim of institutional ethnography is to help individuals to integrate new discoveries with existing knowledge in order to participate effectively in the institutions that they act in. This concept can be applied in understanding the functioning of the political system as an institution (Johnson, 2008). For example, the recently introduced health care reforms Act (PPAC) in the US, was based on the concept of institutional ethnography. Through the use of language such as written texts, the citizens complained of the inefficiencies of the health care system. The government used the same procedure to discuses and to develop policies that addressed the health care issues. Thus written texts formed the link between the people and the government. Besides, the Act was developed as a written text that defines the new health care laws. This means that the texts act as the basis for controlling or coordinating the activities of the health care system. Thus language in this case played three roles which include identifying the weaknesses of the health care system, formulating the response strategies and coordinating the activities of the health care system. Herbert Marcuse: Classical Theory (One Dimensional Man) ‘One dimensional man’ is a classical sociological theory that was written by Herbert Marcuse in response to the lack of freedom in the society (Calhoun, Gerteis, Moody, 2007). He argues that technological advancement have led to a comfortable, democratic, reasonable and a smooth society. However, all these accomplishments have been realized at the expense of freedom. Thus the rights and freedom of speech, thought and consciousness continue to decl ine as industrial development continues. This means that alternative modes of realization should be put in place in response to the current societal capabilities. Herbert’s theory and its concept of freedom can be used to explain the unrest that is currently being witnessed in the Arab world. Arab countries in the Middle East and Northern Africa are currently facing a lot of political challenges as citizens seek to over through their local governments.Advertising We will write a custom essay sample on Concepts of Theorists’ Theories specifically for you for only $16.05 $11/page Learn More The aim of these unrests is to help the citizens to regain their freedom and rights. As the countries developed, economic and political systems that are beyond the control of the citizens were created. This led to domination as the leaders used social institutions to serve their interests at the expense of the citizens. Democracy which is a product of modern civilization has not helped to save the situation since it does not eliminate the position of the ruler or the ruled. This means that democracy only facilitates the election of leaders in a fair manner but can not guarantee better leaders. Thus the economic and political developments in the troubled Arab countries led to comfort and prosperity. However, it created a social system that undermines the freedom and rights of the citizens (Johnson, 2008). Talcott Parsons: Structural Functionalism Structural functionalism is a sociological perspective whereby the society is interpreted as a structure with various parts that are interrelated (Calhoun, Gerteis, Moody, 2007). Under this theory, the society is addressed as a whole by focusing on how its constituent parts (elements) such as norms, institutions, traditions and customs function together. According to Persons, the nuclear family is â€Å"the basic building block of the society† (Johnson, 2008). He argued that the society is coherent and resembles an organism whose various organs (social institutions) unconsciously work together in a quasi-automatic manner in order to realize social equilibrium. Persons’ theory and its concept of functionalism, is applicable in the development of the modern industrialized society. Industrial development especially in the Western society has led to the creation of various social institutions such as politics or government, modern economy and formal education. These institutions are interdependent since they support each other. For example, the government enforces the laws that govern other institutions, the economy provides the revenue that supports other institutions and education provides the knowledge that informs decision-making in every institution. The industrialized society is thus held together by the constitution which defines the shared values. The significance of the individual in this case is thus seen in terms of the status of their position in reg ard to social relations as well as the behaviors that are linked to their status (Johnson, 2008).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Emile Durkheim: Mechanical and Organic Solidarity Solidarity relates to the various types of integration and the level to which they occur in societies or groups and their neighbors. It refers to the social ties that bind members of the society together (Johnson, 2008). Solidarity in various societies is based on different factors. Mechanical solidarity is the result of the homogeneity among individuals. This means that individuals feel connected as a result of similarities in lifestyle, education or religious affiliation. Thus mechanical solidarity is common in traditional or less developed societies. Organic solidarity is the product of specialization in work and the interdependence among individuals (Johnson, 2008). Thus it is common in the industrialized society that is characterized by high levels of specialization. The concept of solidarity applies in regional integration or globalization as a social phenomenon. Initially, different countries were independent and strived to pr oduce all goods and services that were just enough for their citizens. This was thus mechanical solidarity. However, this became difficult due to scarcity of resources and internal inefficiencies. Consequently, various countries began to specialize in what they could best produce. They also produced surplus goods which were exported in exchange of what they could not produce. This means that countries became dependent on each other and this led to solidarity (Johnson, 2008). This type of solidarity has led to regional integration and globalization. It is therefore an organic type of solidarity that is based on economic and political ties. Thus even though different countries hold different values and pursue varying economic and development policies; solidarity has been maintained at the global level due to the interdependence among countries. Max Weber: Theory of Rationalization Rationalization is a â€Å"process whereby various social actions are based on teleological efficiency c onsiderations or calculations instead of being informed by emotions, tradition, customs or morality† (Johnson, 2008). Weber explained the concept of rationalization in his work titled â€Å"the protestant ethics and the spirit of capitalism† (Johnson, 2008). In this work, he explained that some religious denominations such as Calvinism are focusing on rationalization in order to fulfill their salvation needs. He also studied bureaucracy and pointed out that leadership or authority is shifting towards rationalization. Thus most societies especially in the developed countries are using the rational-legal system of authority. The overall effect of increased rationalization is the creation of a social system that is based on rules and rational control. The concept of rationalization informs the management of modern organizations especially in the private sector that focuses on profits and efficiency. The management policies that govern such organizations are based on econom ic considerations in order to facilitate effective goal achievement. This means that the goals of the organizations are being prioritized and the management policies override the values of the individuals (employees). Besides, the organizations have adopted the rational-legal form of authority in order to facilitate effective succession in leadership (Johnson, 2008). The rules and regulations that govern the organizations have become the masters of the employees since they are beyond the control of the latter. This has led to dehumanization as employees become increasingly alienated from the organizations that they work for. Thus rationalization has created a social system in the workplace that deprives the employees of the freedom to engage in what they deem to be right. Ralf Dahrendorf: Class Conflict Theory Dahrendorf studied class conflict in the post-capitalist society. According to Dahrendorf, the post-capitalist society is characterized by â€Å"a diverse class structure and a fluid power system† (Calhoun, Gerteis, Moody, 2007). Thus the inequality that exists in the post-capitalist society is more complex than it was during Marx time. He also argues that capitalism has greatly changed especially with the emergence of the public companies whereby ownership does not lead to automatic control over means of economic production. Thus class conflict has shifted to a straggle between those who exercise authority and those who obey. Class conflict in the post-capitalist society has been institutionalized. Besides, elaborate distinctions have been made in regard to skill levels, income, life chances and prestige. Dahrendorf’s perspective on class conflict applies to the labor relations in the modern economy. Unlike in the past when employers were not keen on the welfare of the employees, they currently focus on the development of their human capital in order to create competitive advantages in their businesses. Thus the work environment has been improved through better pay, employee training and diversity programs. However, class conflict still exists as employees seek to influence the decisions of the employers in relation to work conditions. This leads to power struggle between those in authority (employers) and those who obey (employees). The institutions such as trade unions, parliament and the judiciary have assumed the responsibility of handling the class conflict between the various classes. Through these institutions, class conflict has led to an improvement in work environment in the modern economy (Johnson, 2008). Karl Marx: Marxism Theory Marxism is a socio-political as well as an economic view of how the society can be improved through the introduction of socialism. It is based on the premise that social change takes place due to the struggle between various classes that are always against each other in the society (Johnson, 2008). According Marx, capitalism is responsible for the exploitation of the proletariat s who work for the bourgeoisies. Thus the inequality between the proletariats and the bourgeoisies can only be reduced through proletariat revolution. Such a revolution would enable the proletariats to be in control of the government in order to introduce socialism by reposing private wealth and using it for the benefit of all citizens. Marx expected capitalism to collapse due to the tensions associated with it and communism will be introduced. Marxism can be used to explain the distribution of resources in most governments in the world. Even though capitalism has not yet collapsed as was expected, the class conflict between the rich and the poor has greatly influenced the distribution of resources. Due to huge differences in income and constant protests by the poor, the key sectors of the economy have been nationalized. For example, education, defense or security and health care systems are being controlled by the government. This means that most of the resources in the above secto rs are owned by citizens through the government and not private individuals. Thus the benefits that accrue from these sectors are obtained for free or at subsidized prices in order to benefit the poor. This is a form of socialism since it focuses on equal distribution of resources (Johnson, 2008). Kingsley Davis: the Theory of Mental Hygiene and the Class Structure This theory relates to the way individuals are considered to be either superior or inferior in the eyes of others. According to this theory, there are two classes in the society namely, the mobile and the immobile class. The mobile class is associated with the protestant ethic while the immobile class is associated with the caste system (Johnson, 2008). The relationship between social class and mental hygiene is that the latter has adopted the protestant ethic which is inherent in the mobile class. Thus a person is considered to be normal if he is able to choose a calling and excel in it. The person who requires occupatio nal therapy is considered to be mentally ill. In this theory, life is viewed as a competition whose morality dictates that the participants abide by the rules. The theory applies in the control of crime in the society. Individuals are expected to move up the social ladder through hard-work. Besides, they must acquire their wealth in a legitimate manner. The people who are able to realize social and economic success are thus considered to be mentally healthy (Calhoun, Gerteis, Moody, 2007). This means that the focus of the society is to promote success through hard-work rather than crime. Thus the prevention of delinquency will be achieved as individuals pursue success through legitimate means. Conclusion The above discussion illustrates the application of various sociological theories in real life situations. The theories and their concepts address the dynamics of the society in terms of the social, political and economic occurrence as discussed above. While some theories focus of a particular aspect of the society, other theories applies to a wide range of situations. For example, Marxism has political, social and economic dimensions (Calhoun, Gerteis, Moody, 2007). The application of the above concepts thus illustrates the role of sociological theorists and their theories in interpreting the social world. Bibliography Calhoun, C., Gerteis, J., Moody, J. (2007). Comtemporary sociological theory. London: Blackwell Publishing. Johnson, D. (2008). Contemporay sociological theory. New York: Springer.

List of Naturally Occurring Elements

List of Naturally Occurring Elements Some elements have been made by man, but do not exist naturally. Have you ever wondered how many elements are found in nature? Of the 118 elements that have been discovered, there are 90 elements that occur in nature in appreciable amounts. Depending who you ask, there are another 4 or 8 elements that occur in nature as a result of radioactive decay of heavier elements. So, the grand total of natural elements is 94 or 98. As new decay schemes are discovered, its likely the number of natural elements will grow. However, these elements will likely be present in trace amounts. There are 80 elements that have at least one stable isotope. The other 38 elements exist only as radioactive isotopes. Several of the radioisotopes instantly decay into a different element. It used to be believed that of the first 92 elements on the periodic table  (1 is hydrogen and 92 is uranium) that 90 elements occur naturally. Technetium (atomic number 43) and promethium (atomic number 61) were synthesized by man before they were identified in nature. List of the Natural Elements Assuming 98 elements can be found, however briefly, in nature, there are 10 found in extremely minute amounts:  technetium, atomic number 43; promethium, number 61; astatine, number 85; francium, number 87; neptunium, number 93; plutonium, number 94; americium, number 95; curium, number 96; berkelium, number 97; and californium, number 98. Here is an alphabetical list of the natural elements: Element Name Symbol Actinium Ac Aluminum Al Antimony Sb Argon Ar Arsenic As Astatine At Barium Ba Beryllium Be Bismuth Bi Boron B Bromine Br Cadmium Cd Calcium Ca Carbon C Cerium Ce Cesium Cs Chlorine Cl Chromium Cr Cobalt Co Copper Cu Dysprosium Dy Erbium Er Europium Eu Fluorine F Francium Fr Gadolinium Gd Gallium Ga Germanium Ge Gold Au Hafnium Hf Helium He Hydrogen H Indium In Iodine I Iridium Ir Iron Fe Krypton Kr Lanthanum La Lead Pb Lithium Li Lutetium Lu Magnesium Mg Manganese Mn Mercury Hg Molybdenum Mo Neodymium Nd Neon Ne Nickel Ni Niobium Nb Nitrogen N Osmium Os Oxygen O Palladium Pd Phosphorus P Platinum Pt Polonium Po Potassium K Promethium Pm Protactinium Pa Radium Ra Radon Rn Rhenium Re Rhodium Rh Rubidium Rb Ruthenium Ru Samarium Sm Scandium Sc Selenium Se Silicon Si Silver Ag Sodium Na Strontium Sr Sulfur S Tantalum Ta Tellurium Te Terbium Tb Thorium Th Thallium Tl Tin Sn Titanium Ti Tungsten W Uranium U Vanadium V Xenon Xe Ytterbium Yb Yttrium Y Zinc Zn Zirconium Zr The elements are detected in stars, nebulas, and supernovae from their spectra. While pretty much the same elements are found on Earth compared to the rest of the universe, the ratios of the elements and their isotopes are different.

Intervention plan for diabetic patients Essay Example | Topics and Well Written Essays - 1000 words

Intervention plan for diabetic patients - Essay Example Nutrition is the most important factor for diabetic patients because it impacts directly on the blood glucose levels. As an intervention plan for the diabetic patients, it comes with restriction on the kinds of foods the patients should take based on their glycemic index and nutrient content (Ross, Boucher, O’Connell, American Diabetic Association, 2005). Diabetic patients need to be enrolled on a healthy diet that prevents an occurrence of hypoglycemia and hyperglycemia. A diabetic diet entails healthy eating in which all nutrients are available to the patients with minimal fats and added sugar. Diabetic patients should consume carbohydrates that exhibit high fiber content in concert with slow sugar release. Being directly responsible for the blood sugar level, the quality of carbohydrates is essential to consider for the patients. It is necessary to limit intake of highly refined carbohydrates, for instance, bread and pasta because they increase the blood sugar level at an accelerated speed. Complex carbohydrates have lower glycemic index hence increasing the blood sugar level at a slower rate. Blood glucose, therefore, remains moderate. Examples of high fiber carbohydrates suitable for diabetic patients are brown rice, steel cut oats, and peas. Adopting a healthy diabetic diet does not translate to the total elimination of sugary foods from the diet. Patients have to moderate the intake to ensure the amounts taken do not cause hyperglycemia. Patients need to limit the amount of hidden sugar they take in packaged and fast foods. In regulating carbohydrate intake, limiting soft drinks and processed food intake is essential. Choosing what to eat for the diabetic patients extends to the fat intake (Ross et al., 2005). It is important for the patients to consider the kind of fats they take because it has bearing on the diabetic status. Saturated and Trans fats constitute unhealthy fats for diabetic patients. Saturated fats come from animal products like