Definition and Examples of Verbal Paradox

Conducting a Clinical Trial Coursework Example

Essays on Conducting a Clinical Trial Coursework The paper "Conducting a Clinical Trial" is a brilliant example of coursework on medical science. A clinical trial is behavioral or biomedical research aimed at determining the safest and most efficient treatment for an illness or disease. Clinical trials are conducted after adequate information has been acquired that satisfies the legal and ethical requirements of the country where the therapy is to be carried out. Biomedical research is purposefully conducted to benefit the patient. Therefore, while conducting a clinical trial on any person and particularly an aged person, there some ethical concerns to be considered. Trust and fidelity between the medical personnel and the patient is an important ethical recommendation. The research should be beneficial to the patient and mitigating or preventing harm. The research should be voluntary and protect human dignity. It is ethical for the patient to have their personal information treated with privacy including protection from being shar ed with different people. It is ethically important to ascertain the philosophical and historical background of the patient to identify the benefits of the trial and the anticipated risks.   While conducting a clinical trial, legal issues are considered which should be in line with the laws of the country. Liability is a legal issue, the medical personnel is liable for any personal damage that the patient may encounter during the biomedical research, because of lowered dignity and betrayed privacy. The patient should get compensation for health consequences or injury acquired during the research because of underrepresentation or exclusion. Constitutional concerns are legal issues applied while dealing with biomedical research. The land laws as stipulated in the constitution should be applied, that is human laws should not be abused. The patient consent should be sort and have the fundamental right to choose how and what part of one’s body parts to be used as a specimen.

Bachelor of Business Allocative Efficiency

Question: Discuss about theBachelor of Businessfor Allocative Efficiency. Answer: Introduction The economic problem posit that the finite resources of economy are inadequate to satisfy all the wants and needs of human. Economic efficiency is the concept of utilizing or administering scarce resources to produce the maximum output of services and goods possible. From the biblical perspective, economic efficiency desirable since it is good stewardship as it is not good stewardship to utilize resources to produce less than maximum output. There is a close connection between efficiency and employment. Allocative efficiency, for example, occurs when all of the resources of economy are employed fully. Efficiency relates to division of labor and specialization which requires that all workers can produce as much in total. For more maximum output to be produce the economy should be at full employment. A trade-off exists between current and future consumption which can be illustrated by consumption-savings model. A consumer can decide to consume all his current income today and all his future income in the future without borrowing or savings. When the consumer saves, he gives up consumption today for assets that will be exchanged for consumption in the future. When the consumer borrows (negative savings), he can consume more today, however, he has to give up consumption tomorrow for loan repayment. Human trafficking across the Burma-China border is related to economics because economics is the organization of money and industry hence human trafficking remains a typical example of trade or industry. Economics can be viewed as the study of scarcity, and in China, women are a scarce commodity because there is demand for women in China. Women are insufficient to satisfy the demand for brides (Hackney 2015). This point clearly demonstrates that human trafficking is linked to economics. Feeding leeches is a typical example of where producers are attempting to produce at the lowest possible cost which is purely economics where the workers are slaves (Blanger, H?ng, and Linh 2013). Education and policing of trafficking is deficient which is a clear manifestation of the insufficiency of resources to provide effective education and police borders rigorously. Burman government could create some meaningful employment to her people by providing microcredit to help develop employment opportunities (Sharygin, Ebenstein and Das Gupta 2013). Burma and China can also engage in better policing that focus on a crackdown on human trafficking. Societies in China and Burma can also put emphasis on a higher value on women and people in general (Hackney 2015). Potential changes in Burma and China to reduce the cross-border human trafficking may include the removal of Chinas one child policy and finding gender-balance options. Also, since one of the central reasons for human trafficking in Burma and China is poverty, Burma can reduce the human trafficking by putting more into education to alleviate the poverty cycle. The country can as well embrace such policies that focus more on the creation of job opportunities. Economics can provide a response to human trafficking. Burma and China enjoy abundant labor force hence can invest in industries to develop the entire nation. Meaningful employment opportunities should be delivered to poor people. The policy makers should remain cautious regarding the substitution. For example, in case Burma ceases the supply of humans to China, they must ensure that no supply will emerge from other neighborhoods. Lorna Janes story has a close linkage to economics. The enterprises offer people job opportunities whereby the workers are selected because they love the brand. Lorna Jane is currently developing a market in the US which gives Australia export income. I concur with the statement that Lorna Jane story is a typical example of a business that promotes human trafficking. Women feel increasingly good when they wear the clothing of Lorna Janes enterprise. Lorna Jane also holds that women who dress in active wear become motivated to be more active thereby relating motivation to being healthier than those women who do not use active wear. Loran Jane even goes further to charge that health is a new wealth thus luring women to fall into her marketing tricks (Greenhalgh 2013). As reflected in Isaiah 65-21-22, Jeremiah 32:43-44 and Acts 2:44-45 and Acts 4:32-35, it becomes apparent that God remains supportive of an economic system whereby the private property and work ethics are respected. Accordingly, the position held by David Noebel remains supportive of capitalism. This is the economic system with both private property and freedom of exchange. Individual are free to possess property as well as freely trade with some limitations stated in law as well as custom. BZ104 holds the same position as held by David Noebel. Nevertheless, many critics of capitalism have surfaced. The Christian critics anchor their arguments on Acts 2:44-45 and Acts 4:32-35 and subsequently make a case for something in the middle between socialism and pure capitalism. In my view, therefore, it appears to me that the Biblical viewpoint on entirely supports capitalist. However, individuals must remain responsible for providing for those poor. This can be affirmed by reading Matthew 25:3146 whereby it was clear that Jesus made it clear by talking about separating the goats and sheep. Conversely, some individuals oppose the idea that God is a strong believer in capitalism and such arguments always leave them perplexed. Scrutinizing the Old Testament Scripture will demonstrate that public welfare engrossed on the provision for foreigners (sojourners), orphans as well as widows. Apart from this fact, the welfare remained a private issue. Various scriptures highlight the significance of generosity to the needy population. Moreover, Jubilees law and associated laws were precisely intended to reinstate the place of the poor as reflected in Leviticus 25:8-55. The position of David Noebel is deeply rooted in various verses such as Exodus 20:15, Exodus 2017, Numbers 36:6-9, Leviticus 25:14, Leviticus 25:23, and Exodus 22:1-14. The opponents also hold that it must be acknowledged that stealing and coveting are stimulated by the existence of private property which remains the fundamental feature of the capitalist economic system. As reflected in Proverbs 28:10, God supports individual work by associating a person who tills his land to having abundant bread but that who does not tilt to poverty which tends to support the private property. This can also be supported by the Ecclesiastes 3:13 which hold that every individual needs to drink and eat as well as enjoy the good of is labor as that is the gift of God. God also seems to have supported the private property in First Timothy 5:8 whereby those who do not provide for their own particularly his household is perceived as having denied the faith and worse compared to unbelievers. Second Thessalonians 3:10 (b) even puts it more open by supporting the denial of food to those who do not work. It should also be recognized that the ten commandments as documented in Deuteronomy 5 with the greatest commandment being recorded in Deuteronomy 6:5 and further quoted by Jesus in Mark 12:30 demands our expression of love to God with a tripartite being (1 Thessalonians 5:23), relates to economics. Economic Sphere is one of the human activities through which people express their love to God. The work has to come to a halt on the Sabbath as it is the antidote of materialism whereby people have to switch their attention from the material wellbeing to relationship with God and individuals themselves. The Pilgrims starved due to the failed communism plan. They had envisioned to create a colony anchored on Common Course and Condition'. This is a communism plan whereby the produce was to be shared among the households. The plan failed and the governor (Bradford Williams) concluded that communism was a lesser economic system. Communism was unjust as the people who worked forgone fruits of their labor to individuals who put less effort. David resolved that the communal economy goes against the wisdom of God hence assigned land to an individual family by its size. He permitted individuals to grow corn for own use, rather than for common stock. Subsequently, the pilgrims have had abundant production in America. God supports work as outlined in Genesis 1:26 by giving people dominion (stewardship). Genesis 2:15 affirms this as God put Adam in the Garden of Eden to work it since there was no one to work the ground (Genesis 2:7). Economics principles require people to work for all goods. In my opinion, therefore, private enterprise is the wisdom of God as it has come out clearly from the discussion. References Blanger, D., H?ng, K.T. and Linh, T.G., 2013. Transnational Marriages between Vietnamese Women and Asian Men in Vietnamese Online Media. Journal of Vietnamese Studies, 8(2), pp.81-114. Greenhalgh, S., 2013. Patriarchal demographics? China's sex ratio reconsidered. PoPulation and develoPment review, 38(s1), pp.130-149. Hackney, L.K., 2015. Re-evaluating Palermo: The case of Burmese women as Chinese brides 1. Anti-Trafficking Review, (4), p.98. Sharygin, E., Ebenstein, A. and Das Gupta, M., 2013. Implications of China's future bride shortage for the geographical distribution and social protection needs of never-married men. Population studies, 67(1), pp.39-59. Van Schendel, W., Lyons, L. and Ford, M., 2012. Labour migration and human trafficking in Southeast Asia: critical perspectives (Vol. 44). Routledge.

Ms Essays (1459 words) - Educational Psychology,

Application of Learning Theories Antoinette J. Patterson-Bailey EDU620: Meeting Individual Student Needs with Technology Dr. Robin Throne September16, 2010 Application of Learning Theories Introduction What is a theory? A theory can be defined as a general principle that explains or predicts facts, observations or events and is generally accepted as valid having survived repeated testing. A theory can never be established beyond all doubt. (Dictionary, 2010) The social learning theory developed and studied by Albert Bandura was based on people learning through observing others? behavior, attitudes, and outcomes of those behaviors. According to Albert Bandura ?Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action? (Bandura, 1977) Social learning theory explains human behavior in terms of continuous mutual interaction between cognitive, behavioral, and environmental influences. An individual can effectively model after another person through attention (noticing something in the environment), retention (remembering what was noticed), reproduction (developing an image) and motivation (having the desire to do it). Bandura believed in ?reciprocal determinism?, that is, the world and a person?s behavior cause each other, while behaviorism essentially states that one?s environment caus es one?s behavior. Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. (Bandura, 1977) Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one?s psychological processes (one?s ability to entertain images in minds and language).(Bandura, 1977) In addition the Social learning theory is a general theory of human behavior, but Bandura and people concerned with mass communication have used it specifically to explain media effects. Bandura warned that "children and adults acquire attitudes, emotional responses, and new styles of conduct through filmed and televised modeling. In using the application of the Social Learning theory in my classroom of Kindergartners who are classified as English Language Learners and special needs, I think about what I am trying to achieve in my classroom for my students and myself as a teacher. Most of these students have never been to school, or spoken English or read any English materials. My first objective is to get their attention and introduce myself as friendly as possible. Then I allow them to ask me questions about myself and through retention I would quiz them on the responses were. Next I try to input an image of myself as a student to them, since I am learning just as they are and we work on this with each student, by learning about one another we can relate to one another better. Allowing them to learn about me helps me setup the classroom activities in a similar way; it keeps them motivated for learning and helps them develop great social skills inside and outside of the classroom. Many of these students came to me with behavioral problems because of their attitudes, other have some social disabilities that we need to develop. Another activity that we use along with the Smart Board is learning specific things about each other in reference to culture, since the Latino culture has so much diversity, the students pick up bias remarks and sometimes it causes conflicts. I teach them about other Latino or Hispanic cultures and they must remember something special about another culture that is similar or different to theirs, once we have that established the students are ask to bring in something that identifies with their culture and talk about it. The students are so excited and motivated that we usually have a celebration and they are more eager to begin identify with each other as friend and classmates. This exercise helps them develop long last friendship and it has work in our classroom for a few years. Most of these students are still in a close relationship and they always come back to the school to let us know how they are progressing in their educational goals. Another way we use this theory is teaching students about their environment is through trip throughout the city. Being in NYC there are so many educational, historical and cultural events and activities, and just to have a class excursion is

The Best Topics for Essay Writing of 2013

The Best Topics for Essay Writing of 2013 The Best Topics for Essay Writing of 2013 Everybody knows how difficult it is to take a first step, no matter what kind of task you have to do. The same is true about writing an essay. Trying to write a draft even without knowing how and what you have to write can help you practice writing a little bit, but on the other hand it is a complete waste of time in most cases. So, every kind of task needs careful planning in order to know the sequence of all actions you have to take while writing your essay. Well, the first and perhaps the most important step you have to take is choosing a topic of your essay. You can pick one randomly, without even thinking whether it meets your essay requirements or whether you are interested in it and can find enough information. Choosing an inappropriate topic may cause further problems, and it would be just too late to change another one. So, consider all the possible problems you may encounter while writing an essay on a particular topic. By the way, it is better to choose an interesting topic, even if it is complicated, then to knock yourself out writing an easy, but rather boring essay which will not appeal neither to you, nor your teachers. Keep in mind that a bad beginning makes a bad ending. Lets consider several ideas of choosing a compelling topic. First of all, you can choose a recent event, something that happened in 2013, and analyze it in your essay. Do you remember the birth of the British royal child, Prince George of Cambridge? Why not write an essay analyzing the importance of British monarchy or the possibility to change the form of government and the consequences of it. Maybe it is worth mentioning Edward Snowden? You can express your opinion on whether he did the right thing by disclosing confidential information of US government. You can also dwell upon various surveillance programs here. Are you interested in physics? Write an essay about Peter Higgs, who was given a Noble Prize in Physics in 2013. Having researched elementary particles, Higgs boson in particular, his work has a significant impact on science. So, the useful tip for you is, try to remember everything that happened in 2013 and choose the event you were impressed by. On the other hand, there are things that happen all the time. The humanity hasnt found a solution to many problems, such as environmental pollution, poverty, terrorism etc. Anyway, there are lots of topics to choose from. If you need some help with writing your essay, we can eagerly help you with such kind of task. is one of professional essay writing services which provides students with quality custom essays and research papers. We write custom papers on any essay topics!

buy custom Mental State after War essay

buy custom Mental State after War essay Mental state is that psychological state which indicates the mental health status of an individual as he carries his day to day activities. The main aim of this essay is to describe the mental state of the main character in the drama, ' The Man Outside' Beckmann and the kind of state the world in after the war.The play describes the return of a hopeless soldier known as Backmann who come back to his country after being in the war field in Russia, to the disbelief of this character he finds that he had lost his home , wife and in addition his beliefs and illusions. Beckmann find himself in a situation where every door is closed for him in respect to his life. The play brings a situation where even the river is rejecting his attempts to commit suicide. The play come to an end with what it can be said to be Beckmann's death. From the above brief description of the play, some psychological character developed in Beckmann immediately after his return from war in Russia to find everything that he had owned was no more. One of the new mental states of Beckmann after the war is dreams, this come as a result of his attempts to commit suicide in vein. In this dream he finds himself floating in river Elbe. The river turn to be motherly figure instead of washing him a way where this motherly figure discovers that Beckmann is making an attempt to kill him but laushes out, patronizing him from committing suicide. The mother figure calls him in a fainted heart and tells him that she will not give him a chance to kill himself. This dream ends with him washing the sand. This dream reveals to the kind of life that Beckmann has to live that is full of pains and mental problems. This gets him to a point where he even cannot have peaceful nights due to constant dreams that come to him every night after his attempt to comm it suicide failed. In scene one another mental character of Beckmann comes out and that is annoyance. We a person who introduces himself to Bechmann, but instead of him being polite Beckmann says that he is 'yes-sayer' he end up telling the man to leave. This show that the war had negative mental effect on Beckmann where his ability to interact with other people is greatly affect by the loss of his home and wife. Another character that we see in him is that of sadness after the war. This is revealed to us by the girl in scene two who turned by offering some help to Beckmann, the girl gives him dry clothing and helps him to get some warmth. The girl at first explains that the reason behind her help was due to the fact that Bechmann was wet and cold, but later she admit that she helped him because he somehow looked innocent and sad. The reason behind his sadness can be attributed to what happened after his return from the war front n Russia, to his sadness Beckmann come to realty with the hard truth of t he loss of his home and wife which was hard for him to bear. Scene two of the play shows another mental state of Beckmann where he lost the interest of being alive and he attempts to commit suicide for a second time in vein. After the help that he gets from the girl, Bechmann follows her to where she lives and he finds out the girl's husband was also a soldier like him. We see the girl laughing at him due to the gasmask goggles that was wearing, because it did allow him to see the world as blurry and grey. The girl say that her husband come back from war in crutches as a result of a military command given by sergeant Beckmann that why he had lost his leg. This revelation hunts down him to the extent of that he goes back to the river for another attempt to commit suicide. The war had an effect on the mental state of Beckmann where he is not at peace with what happened during the war and even after the war, the solution at his disposal is to try and commit suicide in order to run away from these realities. In scene three we see another state of Beckmann's mental state where he blames the colonel for what happened during the war. He talks to the colonel about the various nightmares that he had to endure each and every day. He describes dreams where man is running sweating blood. Beckmann tells the colonel that all the dead men throughout the history are there and he is among them looking sickly, somehow discolored and this men keep on shouting out his name. This scene reveals the torture that Beckmann is going through due to the men lost under his command during the war period. This mental torture makes Beckmann to go to the extent of blaming the colonel of all the men lost during the war. It can be concluded that he is blaming the colonel as an escape to the fact that those men lost their lives under his command, he is doing this in an attempt to find peace with his soul for what happened during the war. Basing my argument on the above mental character of Beckmann after the war, it can be concluded that he is emotionally unstable due to what come of his life after the war. This state of his mind can be attributed mainly to the fact that he lost all he had including his wife and home. This situation is what brings backs what happened during the war to him due to the loneliness and sadness brought about by these facts of losing everything that he valued in life. All attempts to commit suicide, to keep away from people and putting the blame of the lost men during the war who were under his command is just an attempt to find peace for his soul. The post war effect affects him negatively mentally and socially. On the other hand, our focus now turns to the kinnd of state the world is in after the war as described in the drama, ' The Man Outside'. First people in the world are in pain due to the loss of their loved one during the war. This is shown by the kind of pain that Beckmann has to undergo after the war where he lost his home and wife as a result of the war. The pains are to much to bear for others that they even go to the extent of taking their lifes due to the agony. The state of the world of the war can be described as the place where many are in pain fighting to come with terms with what they lost during the war. Another state of the world after the war as revealed by the drama is loss of property and lives. This is clearly shown by what Beckmann lost during the war. He comes home to find that he had lost all that he valued in life, his wife and home. We see him having nightmares as a result of many soldiers that were lost during the war. This shows that the war had negative effects on the dweller of the earth where they had to lose them loved one and property as a result of war. They people are affected economically and emotionally due to these losses brought about by the war. The war also brought the world in a state where many people handicapped physically and mentally as the result. This is described to us by the physical handicap state of the girl who helped Beckmann. The girl narrate to him that her husband lost a leg during the war. This acts evidence that many people in the world did end up being handicapped physically where some lost their legs, hands, eyes among many other parts of their bodies. This show the world in a state of coming to terms with the pains of the war which resulted to the physical handicaps of some of its members. Finally, the world is in a state of the blame game for what happened during the war. This state of the blame game is seen in the play where Beckmann goes to colonel house and blames him for all the people that died under his command during the war in Russia. The author of the drama main aim in this scene is to bring out the theme of the blame game that always comes as a result of war. This is the case in the world where people are always in the blame game for what happened in the war. Some place their blame on their seniors for the loss of their friend in the war front and loss of property. The conclusion that can be derived from the mental state of Beck and the world after the war was brought on the play; ' The Man Outside ' shows that all the people all over the world should live in peace and harmony. The author discourages the world population not to go to war with each other by showing the costs of the war in his drama. The author shows that the war brings about mental torture, loss of loved one, property and enemity between various people and nations. 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China may emerge as the world's largest economy by 2020 Essay

China may emerge as the world's largest economy by 2020 - Essay Example Therefore, by 2020 China will have greatest influence on the world trading system. China will be the largest exporter and importer of goods in the system. As of now the export market of China is focused on labor intensive products. But by 2020 it will consist of even hi-tech goods. As a result, the share of other major economies, mainly United States and Europe will considerably reduce. Impact on world monetary system: China had already raised voice against Dollar being dominated in the world monetary system. The main reason for this uproar is that China holds the world’s largest forex reserves. Moreover, China wants to increase the international role of its own currency, the Renminbi. The chance of Dollar getting replaced by Renminbi is very minimal. But the role of Dollar as a common settlement currency will significantly reduce. China will emerge as the largest consumers of many commodities and goods. Therefore, the chance of Yuan getting internationalized is practicable at least for settlement of the goods for which China is the largest consumer. (Kelly, 2009) Impact on the business strategies of Europe and US based multinationals: China’s emergence as the largest economy by 2020 will force many multinationals to rethink on their global strategies. The primary area to be focused is the pricing strategy.

Identufy the six techniques for writing a successful narrative, and Essay

Identufy the six techniques for writing a successful narrative, and describe how this can be applied to one or more of the reading in Part 3 of your textbook - Essay Example They can even be therapeutic – giving us an outlet to express ourselves and deal with emotions that might otherwise be threatening or unpleasant (Parker and Wampler, 2006). The common bond of all stories is the narrative aspect – how the story is written, or told. According to Arlov (2005), there are six aspects of an effectively written story. These are: using chronological order; having a conflict that must be resolved; showing the action, instead of just telling what happened; making a clearly defined point – the theme of the story; placing a greater emphasis on the most important details; and using examples from everyday life (Arlov, 2005). In this paper, the art of storytelling – the successful incorporation of each of these aspects - is examined in the work of Obafemi Carr. Carr’s story, â€Å"The Game of My Life,† is (on the surface) about his participation, as a 29-year-old man, in a YMCA basketball game. A deeper analysis, however, reveals that it is about his relationship with his father and, perhaps to a greater extent, about his ability to overcome his own youthful insecurities. The beginning action starts at the present moment – in the basketball, but then the story flashes back to the â€Å"beginning† - the narrator (Carr)’s childhood. From there, Carr progresses in chronological order to his teenage and college years, and then he takes the reader back to the present with him – back to the ball game. This flashback-flash forward device works because it only displaces the reader chronologically for the first three paragraphs in order to better set up the story’s tension. Carr’s story has one main conflict that needs to be resolved. From the story’s text, the reader gathers that Carr grew up feeling distanced from his father because of his lack of sports involvement. As Carr puts it, â€Å"My father hadnt taught me the game, probably because he had grown up in

University of Phoenix Scavenger Hunt Essay Example for Free

University of Phoenix Scavenger Hunt Essay Which three reviewing services are available to students through the Center for Writing Excellence? For a quick check, you can use WritePoint, which will do a more thorough Word-style grammar and spelling check. For more specific questions and comments, you can use the Tutor review which gives more detailed explanations and a much more thorough check. Also, the Plagiarism checker is nice for making sure you are following correct citation rules and not pulling too much information from one source. Which resource in the Tutorials Guides section of the Center for Writing Excellence offers tips about how to format a paper? * APA format and Style checker What are the University of Phoenix’s suggested resources for academic writing formatting and grammar guides? (Hint: This information is located in the Center for Writing Excellence) * Publication Manual of the American Psychological Association * University Library 1. What are the three major article databases found in the University Library? * EBSCOhost; Thompson Gale PowerSearch and ProQuest. Name three specialized article databases in the University Library. Opposing Viewpoints Resource Center, Psych Articles, Emerald and tons and tons of others. What link would you click to ask a question of the University of Phoenix Librarian? The â€Å"Ask a Librarian† tab in the other resources. * Course Information 1. From your student Web site, how do you access your reading assignments for this course? From the â€Å"Materials† tab at the top of the screen. What chapter from the text Keys to College Studying is part of the reading assignment for Week Four of this course? Chapter 3. Where on your student Web site will you be able to find your schedule and course grades for all courses completed to date? From the â€Å"Grades† tab. Learning Teams 1. What six documents are contained in the â€Å"Toolkit Essentials† section of the Learning Team Toolkit? * Learning Team Handbook, Online Campus Learning Team Handbook, Learning Team Log, Learning Team Evaluation, Learning Team Charter, and Guide to Completing the University of Phoenix Learning Team Charter. * According to the Learning Team Toolkit section, â€Å"Why Learning Teams? † what are the four essential functions filled by Learning Teams that are especially beneficial to working adult learners? * It can make assignments better, it is a place for learning and maintaining new knowledge through other viewpoints, it gives a place to share information and is a community where people can learn how other people are handling school and life. Student Services 1. What is the phone number for University of Phoenix technical support? (Hint: Use the â€Å"Help† button in the top right corner of the page. ) * 1-877-832-4867 Where can you find information about who to contact for questions regarding student disabilities? * On the â€Å"University Diability Services† tab. What three National Testing Programs does the University of Phoenix award credit for? * DANTES, CLEP and Excelsior Name one form of misconduct in the Student Code of Conduct. (Hint: The Student Code of Conduct is located in the Academic Catalog). * Plagarism in any form.

Hamlets Anger and Morality in William Shakespeares Hamlet Essay

Hamlet's Anger and Morality in William Shakespeare's Hamlet In Shakespeare's Hamlet, Hamlet is faced with emotional and physical hardship. The suffering that he endures causes his character to develop certain idiosyncrasies. Morality has a significant importance to Hamlet. At the beginning of the play, Hamlet possesses a strong sense of morality. A sense that is stronger than all other characters. Hamlet's actions and feelings are controlled by his morality. His morality grows weaker as the play progresses. Hamlet's opinions toward the characters within the play are determined by his moral standpoint. As the play goes on, Hamlet's tendency of thinking too much causes him to become mad. Hamlet's focal problem is his madness. As the play progresses, Hamlet's moral perspective on life begins to alter. The first change in his morality occurred following Hamlet's first visit from the ghost. Hamlet is told by the ghost to avenge his father's murder. If Hamlet's morality was as strong as it was in the beginning of the play, he would have immediately opposed the ghost. However, he did not oppose the thought of murdering his father's murderer. Hamlet will have a continuous struggle whether to carry out the ghost's deed or to act morally throughout the play. If, throughout, Hamlet is prevented from enacting his revenge by the discomforting ratios that his literary imitations generate, he is equally prevented from repudiating his revenge by his inability to emancipate himself from his father, to be other than an imitation of what has generated him(Kastan 204). Toward the end of the play, Hamlet has abandoned the strong sense of morality that he once possessed. He no longer debated the morality of his every action. His true ... ...aertes killed him physically. Bibliography: Bloom, Harold. Hamlet. New York: Chelsea House, 1990. Elliott, G. R.. Scourge and Minister. New York, New York: AMS Press, Inc., 1965. Hazlitt, William."Character's of Shakespeare" Hamlet. Ed by Harold Bloom. New York: Chelsea House, 1990. Jones, Ernest. Hamlet and Oedipus. New York: Norton, 1949. Kastan, David Scott, ed. Critical Essays on Shakespeare's" Hamlet. New York: G.K. Hall, 1995. Chapter: "Hamlet and Our Problems" Kastan, David Scott, ed. Critical Essays on Shakespeare's Hamlet. New York: G.K. Hall, 1995. Chapter: "Hamlet and the Imitation of Revenge" Lidz, Theodore. Hamlet's Enemy. Madison, Connecticut: International Universities Press, Inc. 1975. Luyster, Robert W. Hamlet and Man's Being Lanham, MD: University Press of America, 1984.

Manifestations of Truth in How to Tell a War Story by Tim O’ Brien Essay

How to Tell a War Story by Tim O’ Brien has taken into account various thematic expression and he uses an unusual style to narrate these thematic expression. It a balance-mix of story and reflective essay. O ‘Brien major concern remain the reality of truth. He illustrates various manifestations of truth and manifests that imagination is the major tool to locate the truth. In addition to that he develops a criterion for narrating a war story. â€Å"O’Brien shares the criteria with which the writer or teller and the reader or listener must be concerned by giving an extended definition of what a war story is or is not. The chapter â€Å"How to Tell a True War Story† focuses most extensively on the features that might be found in a â€Å"true† war tale. â€Å"(Calloway, 1995) So story is multifaceted and its narrative technique is advanced as well unique. Tim O’ Brien has critically evaluated the criterion for writing a true war story. O’Brien demonstrates that memory and reminiscence are transient in nature and one can tell a story purely based on his memory. Memory is always prone to mental faculty of creating fiction. Sometime the character or the narrator admits the elements of fictionality in a true war story but mostly it goes unnoticed and unobserved. Same is the case with How to Tell a War Story as Mitchell Sanders admits to Tim O Brien (the protagonist) that although most of his tale is based on fact but there are elements of fiction. Hew says, â€Å"’Last night, man,'† Sanders states, â€Å"‘I had to make up a few things . . . The glee club. There wasn’t any glee club . . . No opera,'† either (O’ Brien, 1998). â€Å"‘But,'† he adds, â€Å"‘it’s still true'† (O’ Brien, 1998). This is not distortion of truth but it is the limited nature of memory to recall things in proper order with minute details that urges human faculties to invent certain details. Furthermore, plain truth is not interesting enough to captivate the attention of the reader and amuse. In a Vietnam War story there can be pathos and miseries, deaths and destruction, but there is nothing pure to tell in the form of a story. O Brien himself explain this; â€Å"I think exercising the imagination is the main of finding the truth†¦Ã¢â‚¬  (Naparsteck, 1991, p. 10) So memories are true and well as invention simultaneously. In â€Å"Things They Carried†, collection short stories from which this story was taken, O’ Brien he acts as the narrator. So readers suppose that he himself was veteran of the war and observed everything on his own but his are not the first hand account of these tales. They are told by various veterans of wars and were later crafted by O’Brien. So both veterans and the writers has invented certain situations and mingled it with the real story. O’Brien says that it is not unethical or wrong to develop a story in this way. He says, â€Å"â€Å"You’d feel cheated if it never happened. †(O’ Brien). A story is developed on its own and follows a natural pattern. In this way, O’Brien implies that truth distorts when it passes through the mental processes. Various pre-conceived notions, past experiences, prejudices and men’s inventive powers cast its own impression on it. But it is natural phenomenon. O’Brien explains this in the story; In any war story, but especially a true one, it’s difficult to separate what happened from what seemed to happen. What seems to happen becomes its own happening and has to be told that way. The angles of vision are skewed. When a booby trap explodes, you close your eyes and duck and float outside yourself. When a guy dies, like Lemon, you look away and then look back for a moment and then look away again. The pictures get jumbled; you tend to miss a lot. And then afterward, when you go to tell about it, there is always that surreal seemingness, which makes the story seem untrue, but which in fact represents the hard and exact truth as it seemed. (O’Brien, 1998) Readers accept this balance mix-up of reality and invention but O’Brien, however, does not allow his readers to take these things for granted and inquires the whole idea of memoirs, recollections, and the short capability of memory to communicate the reality with accuracy. As far as the narrative structure is concerned, O’Brien himself calls it a mix of essay and fiction. In an interview to Naparsteck (1991) he says that, â€Å"In a way, it’s part essay and a part fiction but in a way it’s neither†¦To me, it has singleness or unity to it. Rather than part things this and part things that, it’s all those things together. †(p. 9) This manifests his idea of truth as a whole. He does not differentiate genuine reality from perceived reality and considers them conflation of each other and they as whole constitute the truth. Unquestionably, truth and fabrication is another theme that Tim O Brien takes into consideration in the story. He is of the view that in narrating a war story, untruth is not conflicting with truth. They are the facets of a single reality. One is real and other is inventive but both are genuine. During the war, truth is unclear and mostly uncertain. It takes varies semblances band is manifested in various contradictory forms. So both true and inventive part of the story seems contradictory but in reality, they are same and equivalent. This paradoxical manifestation of truth is symbolized by the death Curt Lemon. O’Brien as narrator is familiar with the situation in which Curt was killed. He was shot dead by a 105mm round while â€Å"he was playing catch with Rat Kiley†. But as O’Brien recollect this in his mind; he perceives that Curt was killed by daylight. This narration is different from the first one. But none is untrue. 105 round was tool but sunlight also played a major role in his death. Sunlight is also chief cause thus. In this way, O’Brien differentiates between the reality that took place and the reality that appears to take place. No account is untrue but both a different manifestation of same reality i. e. one is real and other is perceived as real. Tim Obrien does not use proper literary devices to convey this dichotomy like Golding does in â€Å"Lord of The Flies† where he use symbol of fire and convey its paradoxical nature. Conventionally, fire refers to destruction and damage but Golding uses it as a rescue symbol when boys trapped in an island use fire to get attention of the passing by ship and in the last, they are saved by the aero- plane that noticed the fire signaling rescue. But mostly, it is not possible to attach two opposite meaning to a single word as beautifully done by Golding in the novel. O’ Brien attempts the same. For example, he says, â€Å"it is safe to say that in a true war story nothing is ever absolutely true,† he generate a contradiction but it is not a single word or a symbols that he utilizes to communicate the paradox. It is the whole context that helps him make this statement. Stephen Kaplan sums up this thematic expression of reality in his book; Understanding Tim O’Brien. He says, â€Å"[O’Brien] completely destroys the fine line dividing fact from fiction and tries to show †¦ that fiction (or the imagined world) can often be truer, especially in the case of Vietnam, than fact. O’ Bren plays with truth in How to Tell a War Story and sometimes fabricates it. The chief purpose is to highlight the paradox of truth and to demonstrate its various facets and manifestations. He leaves it to the readers to discern between genuine truth and perceived truth. The writer’s use of a narrator Tim O’ Brien in this collection of short stories is at the same time appealing as well as disturbing. The confusion deepens when it told by the author that the narrator is a middle aged man telling the stories about the Vietnam War. The use of a narrator is interesting as it forces the readers to think that the story is basically rooted in some real life experiences. It also helps in joining together the disjointed elements in the tales. This tool also helps the writer to play and employ some untruths and marvelous things without suffering from the fear of being questioned for their authenticity. The readers suffer from the problem that is the narrator is just playing the role of a mouth piece for the writer or is he an independent character. However, by using this device the writer is able to convey the message to the readers that what is discussed in the story as truth is somewhat similar to what actually happened during the war. If the reader accepts that the narrator is reliable and he is telling the truth than he faced a dilemma. As in the beginning of the stories the narrator tells that he is a real person and going to tell real stories and in the end he tells them that everything that he has just told is just falsehood. The author might be using this illusion to convey the readers a way in which a war story should be told and the basic truths that these war stories carries. He might also be trying to make a point that the story is basically true and logical though it may not have actually happened in the Vietnam War. The construction of this collection of stories is not following the traditional way of telling the stories. There are stories within a story that are linked very beautifully together in a novel way. Each story is basically an endeavor, on the part of narrator, to make a point clear. In order to explain or discuss a thought or experience the narrator start telling another story. These stories, are however, not linked in the traditional way. On finishing the book the reader is made to realize the truth as an organic whole, in a strange way, and not in the ordinary way as is the truth in conveyed to them. In this style of story telling the writer is not bound to follow the chronological flow of time. He is free to roam about according to his will. He can discus the realities and the sequence of the happening of events according to how he deems it right and not by the traditional way of doing it. The writer is basically of the view that the ‘war stories’ need to present the ‘true illustration’ and it need not to indulge in ‘analysis’ so it is important that the short stories should remain true to the reality and the long story or the parent-story need not to be something actually happened in reality. Rosemary Kings explain this phenomenon in this way; O’Brien’s word play in the title hinges on the definition of â€Å"true,† a word he uses alternately throughout the story to mean either factually accurate, or something higher and nobler. He does this through three embedded narratives: Mitchell Sanders’s narration of Curt Lemon’s death; the narrator’s description of hearing Sanders’s story; and Tim O’Brien’s commentary on how to tell a true war story. (n1) Each narrator claims his story is an authentic retelling of events as they occurred in Vietnam, asserting the historicity of their narratives. (King, 1999) The structure of the book is such that the chapters and the short stories are basically there to help the readers understand the real story, the real and the tangible truth. These are basically the ‘things’ carried by the parent story. The comments of the narrator helps the reader understand the organic wholeness of the story just as the chapters in the long story are connected together by the connecting views and ideas of the author thrown here and there in the long story. Rosemary King also highlights the importance of title of the story; â€Å"O’Brien’s title delivers punch not only through the conflated definition of true but also through the distinction of what makes a war story â€Å"true. † He underscores the importance of manipulating what actually happened to get at the essence of truth. † Above-mentioned discussion and supported arguments and evidence clearly manifest that O’Brien has successfully asserted that truth has paradoxical nature and it can be conveyed as a whole i. e. a balance mix- of what happened and what seems to happen. In reality this pradox dissolved in a complete whole. He further illustrated that human mental processes modifies the objective reality. His own description of reality from the subjective point of view of the narrators in the story is a skillful representation of this phenomenon. Thus his story is a successful example of metafiction.

Delhi Gang Rape Essay

On 16 December 2012 a female physiotherapy intern[2] was beaten and gang raped in Delhi. She died from her injuries thirteen days later while undergoing emergency treatment in Singapore for brain and gastrointestinal damage. After watching a film in South Delhi in the early evening, she and a male companion had boarded a bus, which was being driven as an unauthorized â€Å"joyride†, thinking it was a public bus.[3] The only other passengers on the bus were five men who were friends of the driver.[3] All six, including the driver, were charged in connection with the assaults and have been arrested. After the attack, she was taken to Safdarjang Hospital, received multiple surgeries, and was placed on mechanical ventilation. On 26 December, she was moved to Singapore for further treatment, where she died on 29 December. The incident has generated international coverage and was condemned by the United Nations Entity for Gender Equality and the Empowerment of Women, who called on the Government of India and the Government of Delhi â€Å"to do everything in their power to take up radical reforms, ensure justice and reach out with robust public services to make women’s lives more safe and secure†.[4] Public protests took place in Delhi, where thousands of protesters clashed with security forces. Similar protests took place in major cities throughout the country. Incident The victims, a 23-year old woman and her male friend, were on their way home after watching the film Life of Pi in Saket in South Delhi.[5][6] They boarded a chartered bus at Munirka for Dwarka that was being driven by joyriders at about 9:30 pm. The minor among the accused had called for passengers telling them that it was going towards their destination.[3][7] The woman’s friend became suspicious when the bus deviated from its normal route and its doors were shut. When he objected, the group of six men already on board taunted the couple, asking what they were doing alone at such a late hour.[8] When the male victim tried to intervene, he was beaten, gagged and knocked unconscious with an iron rod. The men dragged the woman to the rear of the bus, beating her with the rod and raping her while the bus driver continued to drive. Medical reports later suggested that the woman suffered serious injuries to her abdomen, intestines and genitals due to the assault, and doctors say that the damage indicates that a blunt object (suspected to be the iron rod) may have been used for penetration.[6] That rod was later described by police as being a rusted, L-shaped implement of the type used as a wheel jack handle.[9] According to the International Business Times, a police spokesman said that the youngest attacker â€Å"sexually abused his victim twice and ripped out her intestines with his bare hands.†[10] According to police reports the woman attempted to fight off her assailants, biting three of the attackers and leaving bite marks on the accused men.[11] After the beatings and rape ended, the attackers threw both the victims from the moving bus. Then the accused allegedly tried to drive the bus over the woman but she was pulled aside by her male friend. One of the perpetrators later cleaned the vehicle. Police impounded it the next day.[11][12] The victims were found by a passerby on the road, partially clothed and unconscious, around 11 pm. The passerby phoned the Delhi Police, who took the couple to a hospital, where the female victim was given emergency treatment and placed on mechanical ventilation.[13] She was found with only 5% of her intestines left inside of her. A doctor at the hospital later said that the â€Å"rod was inserted into her and it was pulled out with so much force that the act brought out her intestines also. That is probably the only thing that explains such severe damage to her intestines.† Victims The female victim was born and raised in Delhi while her parents were from a small village in the Ballia district of Uttar Pradesh. Her father, who sold his agricultural land to educate her, works for a private company as a loader in Delhi.[15] Complying with Indian law, the real name of the victim was initially not released to the media, so pseudonyms were used for her by various media houses instead, including Jagruti(â€Å"awareness†), Amanat (â€Å"treasure†), Nirbhaya (â€Å"fearless one†), and Damini (â€Å"lightning†, after the 1993 Hindi film Damini),[16][17][18] although some media commentators have questioned the judgement of using pseudonyms for her.[17][19] The male victim is 28 years old, from Gorakhpur, Uttar Pradesh, and lives in Ber Sarai, New Delhi.[20] Delhi police registered a criminal case against the editor of a Delhi based tabloid for disclosing the female victim’s identity, as such disclosure is an offence under section 228(A) of Indian Penal Code.[21] Shashi Tharoor, union minister, suggested that if the parents had no objection, her identity could be made public, with a view to showing respect for her courageous response by naming future laws after her, but Tharoor’s remark created controversy.[22] Later, her father and brother said that â€Å"if her name is made public for this purpose, they have no objection to it† as well as â€Å"if the government names the revised anti-rape law after her, they have no objection and it would be an honor to her†. Treatment and death On 19 December 2012, the woman’s damaged intestines were resected due to risk of gangrene, and she received intravenous nutrition and medication.[24] On 21 December 2012, the government appointed a committee of physicians to ensure she received the best medical care.[25] By 25 December 2012, she remained intubated, on life support and in critical condition. Doctors stated that the internal bleeding had been controlled to an extent, but her increased bilirubin level (suggesting hepatic dysfunction or hemolysis) was a â€Å"serious cause of concern†.[26] At a cabinet meeting chaired by Manmohan Singh on 26 December, the decision was made to fly her to Mount Elizabeth Hospital in Singapore for further care. Mount Elizabeth is a multi-organ transplant speciality hospital.[27][28] The decision to move the patient while she was still in critical condition has been criticised for being purely political. Doctors have questioned the need to transfer an ICU patient for organ transplants that were not scheduled for weeks or even months later.[29][30] Government sources indicate that the Chief Minister of Delhi, Sheila Dikshit, was personally behind the decision.[31] Hours earlier, Union Minister P. Chidambaram had stated that the woman was not in a condition to move.[32] Some reports suggest that the decision to shift was taken when it was already clear that she would not survive the next 48 hours.[33] During the six-hour flight by air-ambulance to Singapore, at 30,000 feet (9,100 m), the woman suddenly went into a near collapse. Her blood pressure dipped alarmingly, and doctors on the flight had to create an arterial line to stabilize her. That the doctors were able to perform this procedure in-flight was considered a medical feat.[34] However, the victim never regained consciousness in Singapore.[35] On 28 December 2012, at 11 am (IST), her condition was â€Å"extremely critical† and the Chief Executive Officer of the Mount Elizabeth Hospital said that the woman suffered brain damage, pneumonia, abdominal infection, and that she was â€Å"fighting for her life.†[36] Her condition continued to deteriorate, and she died of a cerebral edema at 4:45 am on 29 December, Singapore Standard Time (2:15 am, 29 December, IST; 8:45 pm, 28 December, UTC).[37] Her body was cremated on 30 December 2012 at Delhi under high police security. The government denied access to the media and the public. The â€Å"fortification† of Delhi was criticised by many, including the main opposition party of India. Alleged perpetrators Police found and arrested some of the suspects within 24 hours.[39] From highway CCTV recordings, a description of the bus, a white privately operated charter bus with a name written on it, and details of the windows, blinds, and seats could be seen. Going to the bus stand where the victims boarded it, other operators identified it as being contracted by a south Delhi private school. They then traced it and found its driver, Ram Singh. Police obtained sketches of the assailants with the help of the male victim, and used a cell phone stolen from the pair to find one of them.[39] Six men have been arrested in connection with the incident: Ram Singh, the bus driver, and his brother, Mukesh Singh, were both arrested in Rajasthan; Vinay Sharma, an assistant gym instructor, was arrested in Delhi,[40] as was Pawan Gupta, a fruit seller; Mohammad Afroz (aka Raju),[41] a 17 years and 8 month old minor[42] and native of Uttar Pradesh was arrested by the police at Anand Vihar terminal in Delhi; Akshay Thakur, a man who had gone from Bihar to Delhi seeking work, was arrested in Aurangabad in Bihar.[40][43] The group had been eating and drinking together and â€Å"having a party† earlier that day.[3] Mohammad Afroz (aka Raju) had only met the others that day.[42] Although the charter bus which Ram Singh drove on weekdays was not permitted to pick up public passengers[12] or even to operate in Delhi because of its tinted windows,[44] they decided to take it out â€Å"to have some fun†.[3] With Mukesh Singh driving, they first picked up a carpenter who was charged Rs. 10 for a ticket and then robbed of Rs. 8,000 and ejected in South Delhi.[44] They then turned back and a half hour later, picked up the couple who were charged Rs. 10 each. Ram Singh was presented before the Metropolitan Magistrate on 18 December 2012.[45] Mukesh Singh, who was placed in Tihar Jail after his arrest, was assaulted by other inmates and was kept in solitary confinement for his own protection.[46] Ram and Mukesh Singh are from Ravidas camp, a slum in South Delhi.[47] Ram Singh suffers from a substantial disability in his right arm, sustained after a bus accident for which he had sought compensation.[48] He refused to participate in an identification process.[44] Shortly after the attacks, Gupta said he accepted his guilt and should be hanged.[49][50]

Structure of BRCA1 Essay Example

Structure of BRCA1 Essay Example Structure of BRCA1 Essay Structure of BRCA1 Essay As discussed antecedently, BRCA1 is located on chromosome 17q21. It is found present in a batch of tissues such as the Thymus and the testicle. The cistron spreads over 100 kilobits of genomic DNA. The cistron is made up of 224 coding DNAs and 22 coding DNAs encode 7.8 kilobit of messenger RNA. A protein composed of 1863 is encoded by the reading frame. Towards the NH end point, there is a sequence called the RING finger that resembles a Zn finger and it contains Cysteine and Histidine residues in the form Cys 3 – His – Cys 4. The Ring finger can be found in proto onco-proteins, viral proteins and regulative and written text factors. ( X. Yang et Al, 1999 ) . The Ring motive is of import for protein – protein interactions. It interacts with the BARD1 protein ( BRCA1 – associated RING – domain protein ) , the BAP1 ubiquitin hyrolase protein ( BRCA1 – associated protein ) . It besides binds RAD51, a protein involved in DNA recombination and fix . The nature of the interaction between RAD51 and BRCA1 is still unknown. It besides binds to transcriptional regulators for illustrations P53, Myc, and E2F proteins. ( X. Yang et Al, 1999 ) . Proteins such as MYC, RB, ZBRK and p53 bind BRCA1 in a part that includes the atomic localisation signals ( NLS ) . ZBRK is a Zn finger protein that represses written text through its interactions with GADD45. The Deoxyribonucleic acid adhering sphere is involved the DNA fix maps of BRCA1 and is mediated partially by proteins that make up the BASC ( BRCA1 – associated surveillance composite ) . Bunchs of Serine and Threonine sequences, known as SQ – bunch Domains ( SCD ) are the preferable sites of ATP phosphorylation. The BRCT spheres, found at the carboxyl end point of BRCA1, are involved in DNA fix tracts and are the adhering sites of proteins such as p300, BACH1, Histone Deacatylases ( HDAC ) 1 and 2, RNA polymerase, carboxyl – terminus – adhering – prote in interacting protein ( CtIP ) , RB and p53. RNA polymerase II holoenzyme binds to the carboxyl terminal sphere every bit good as the amino terminus sphere organizing a BARD1 – BRCA1 composite. BRCA2 binds to the BRCT spheres and every bit good as RAD51 and BRCA1 are co localized into the bomber – atomic focal point ( S. Narod et Al, 2004 ) . BRCA1 map is brought approximately by the proteins it interacts with ( BIPs – BRCA1 interacting proteins ) ( C. Deng et Al, 2001 ) . BRCA2 is found on Chromosome 13q12 – 13. It is composed of 27 coding DNAs spread over 70 kilobits of genomic DNA. It is larger than BRCA1 and is composed of 3416 aminic acids but unlike BRCA2, it merely has 2 functional spheres. The BRC repetitions are involved in DNA fix and interact with RAD51. DSS1 is a little acidic protein that regulates BRCA2 s Deoxyribonucleic acid activity as its a carbon monoxide factor and it binds to the carboxyl terminal sphere of which the NLS is included ( S. Narod et Al, 2004 ) . The cistron encodes a 10 – 12 kilobit transcript that is present in placenta and normal chest epithelial cells. Function DNA Repair Both BRCA1 and BRCA2 have a similar map when it comes to DNA fix and have a cardinal function in the care of chromosomal stability.BRCA1 associates with RAD51 to organize a bunch in the karyon. As antecedently stated, RAD51 is a protein involved in double stranded DNA fix in procaryotic and eucaryotic cells by advancing joint molecule formation and maroon exchange between homologous duplex Deoxyribonucleic acid. It besides forms the synaptonemal composites during meiotic homologous recombination and both BRCA1 and BRCA2 partcipate in these procedures ( A Borg. 2001 ) . When Deoxyribonucleic acid is damaged, BRCA1 and RAD51 are recruited to the harm site and BRCA1 undergoes phosphorylation at Threonine and Serine residues by Atr ( Atm related kinase ) and Atm. The particulars of this reaction are still unknown. BRCA2 nevertheless interacts straight with RAD51 through 6 of the 8 BRC repetitions by organizing a complex with RAD51 keeping it inactive so in the absence of BRCA2 there is n o RAD51 when DNA is damaged ( S. Narod et Al, 2004 ) . From experimental grounds, it has been found that when cells are exposed to ionizing radiation, BRCA1, BRCA2 and RAD51 fix of dual stranded interruptions by originating homologous recombination whereas cells with mutated versions of BRCA1 and BRCA2 are allergic to ionising radiation and are prone to frequent mistakes during fix. These cells are allergic to agents that cross link DNA or originate interruptions in Deoxyribonucleic acid and these interruptions are repaired by mechanisms that are prone to error such as non – homologous terminal fall ining These cells are besides prone to mistakes that lead to chromosomal rearrangements which have been shown to be a important characteristic of carcinogenesis. Levels of BRCA1, BRCA2 and RAD51 addition as cells enter the S stage of reproduction demoing that they are involved either after or before DNA reproduction. It has besides been discovered that BRCA1 is implicated in nucleotide deletion fix by two different mechanisms. The first mechanism is transcription twosome fix where the strand being transcribed is preferentially repaired and the 2nd mechanism is planetary genome fix where no strand prejudice is shown ( S. Narod et Al, 2004 ) . UBIQUITYLATION Proteins that are involved in ubiquitylation normally have a RING – finger motive and both BRCA1 and its interacting protein BARD have this motive at the amino end point. It has been shown that the BRCA1 – BARD complex maps in ubiquitylation. Ubiquitylation is the procedure where proteins are marked for debasement by the proteosome by the add-on of ubiquitin proteins. Recent grounds has indicated the ubiquitylation mediated by BRCA1 is in response to emphasize during reproduction, associating its map to its response when Deoxyribonucleic acid is damaged ( S. Narod et Al, 2004 ) . CHROMATIN REMODELLING Chromatin remodelling normally occurs in response to duplicate isolated DNA interruptions and is thought to ease DNA fix. Complexes similar BASC every bit good as the composite that involves the SW1 and SNF proteins that are involved in chromatin remodelling are involved in this procedure and BRCA1 is a portion of both composites. BRCA1 straight interacts with the SW1 – SNF complex indicating that these proteins function jointly at sites of DNA harm and are involved in chromatin remodelling in these countries. This interaction causes the activation of cistrons such as KU70 and GADD25 that are normally implicated in response to DNA harm. The importance of the function of BRCA1 in chromatin is farther demonstrated by the fact that non merely does it work as a histone deacytylase, but it besides interacts with proteins such as BACH1 that are involved in chromatin remodelling. BRCA2 is besides implicated in the engagement in DNA fix as a protein it interacts with, EMPSY, is involv ed in DNA fix ( S. Narod et Al, 2004 ) . CHECKPOINT CONTROL BRCA1 can be as portion of the BRCA1 – associated genome – surveillance composite ( BASC ) that is involved in checkpoint control. The composite is made up of proteins such as NBSI ( Nijimegan breakage syndrome 1 ) , the RAd50 – MRE11 composite, ATM ( ataxia telangiectasia mutated ) , the MLH1 – PMS1 and MSH2 – MSH6 composites, the BLM protein and DNA reproduction factor C. The RAD50 – MRE11 composite has exonuclease activity and ATM maps upstream of BRCA1 in the dual strand interruption fix tract. BTRCT motives are a common characteristic of proteins involved in DNA fix and cell rhythm checkpoints and as seen above, this is a construction found in BRCA1 ( S. Narod et Al, 2004 ) . TRANSCRIPTIONAL REGULATION

Admission Essay Editing

Admission Essay Editing Admission Essay Editing Admission Essay Editing Writing admission essays is a lengthy process. However, even if everything is ok from your point of view, admission essay editing should not be neglected. It is worth to read your admission essay several times while editing the content of the paper as well as editing grammar and spelling errors. Editing admission essay allows you to refrain from repetition and to avoid stylistic errors. Admission essay topics may be different while the rules of editing are the same for all writings. Just follow the paper editing tips below and you will polish your writing. It is always better to read your writing from the first word until the last one. In addition, you should start editing essay with punctuation without paying attention to the spelling. Next, read admission essay in back order (from the last paragraph to the first) editing spelling. While editing spelling errors in the normal reading order, you will pay attention only to the meaning of readable proposals and might skip many mistakes. So, in the process of admission essay editing, ask yourself some questions about content of the paper. Keep in mind that content is the message you want to convey to the reader. Usually, the content of your admission essay is very difficult to evaluate. The only thing to do is to put aside your admission essay and write a brief message that you want to put in your paper. Then, finish writing introduction and conclusion and read main part of the paper. While editing, ask yourself whether the meaning of your admission essay is the same as in the short entries. If yes, it is good. Not really? Ask yourself the following questions to enhance admission essay editing: Does the paper answer all posed questions? If not, then you have problems: paper has to be rewritten. At best, squeeze missing information. But if you have enough time to rewrite your admission essay, you should not hesitate to start writing from scratch again. Does each point have supporting example? Even if you think that admission essay editing does not require examples, you will definitely find some inappropriate or unnecessary information in your writing. Exert your imagination, rummage in your memory and you will find wealth of interesting and relevant examples. Are the examples convincing, and, most importantly, are they personal? It is the best question for editing. Let's start with the last part. It is a bad idea to write à ¢Ã¢â€š ¬Ã…“my friend made the same. In this case, more than ever the word à ¢Ã¢â€š ¬Ã…“I is appreciated. While checking persuasiveness turn to Critical Reasoning. Does the argument stand a criticism? Is the argument flawless? Alternatively, you may order custom admission essay writing at and we will edit or write from scratch your admission essay.

Ethical issues in Health Care Management Essay Example | Topics and Well Written Essays - 250 words

Ethical issues in Health Care Management - Essay Example The latter increasingly take into account what are the ethical norms within the healthcare institution, because ethical considerations affect the commercial and corporate world. Stakeholders seek to maximize the profit and return on their investments and that is why they are particularly concern of ethical codes being correctly applied. Avoiding negative social effects in healthcare management is an activity, which is open and socially responsible. Stakeholders aim to minimize the ethical issues in health institutions because this affects sustainability of the organizations and destroys the bond between the local community and the healthcare system there. Therefore, following strictly the chosen ethical code increases the community’s confidence in the healthcare and secures its population with greater tolerance, compassion, awareness and flexibility. Ethical codes in healthcare institutions posses substantial advantage for the heath corporation, because society can anticipate certain behaviour and create public ethical expectations. Such are very helpful to the stakeholders, who run financially the system and invest in its technological improvements, research and development. Ethical codes and law go hand in hand in healthcare management, and stakeholders have to be aware of unethical/unlawful actions being taken. An example where ethics and law clash is the dumping of patients, namely in the US, where the healthcare system and social and medicare is designed in a way that do not fully covers the ethical presumptions of health institutions. In such cases I believe, stakeholders have the take decisions, which are rather patient abiding, than law

Black women thru history Research Paper Example | Topics and Well Written Essays - 1250 words

Black women thru history - Research Paper Example To allow her personal aspirations to fall victim to life's hardships was a solution that many slaves accepted, but for Harriet Tubman that would have been a costly sacrifice. Through perseverance, drive, and passion she rose above difficulties, and her long term goal to be free served as a light at the end of a seemingly never -ending tunnel. After releasing herself from the curse of slavery, Harriet Tubman sensed to be grateful to assist others see their illumination at the ending of their tunnel. Until the Civil War, she used all her money and resources to return to the south in secret. There were about nineteen trips like this, in which she brought more than three hundred slaves out of bondage. Then again, in the summer of 1863, during the war, she led a major raid into enemy territory resulting in the freeing of more slaves and the destruction of supplies that could aid the enemy. She also served at a number of hospitals were she nursed and healed both blacks and whites. After th e war, Harriet Tubman was an advocate for women's suffrage; and until her death in 1913 she worked for the poor, the disadvantaged, and the elderly among African Americans. Harriet Tubman was one who was dedicated to helping others know the satisfaction of obtaining their goals. No matter what her situation, if there was a knock on her door, she would answer it as she was able. During the course of her life Harriet Tubman has suffered for what she believed. She took the road least traveled by many slaves which had made all the difference in her life. She did not let anything stand in her way to freedom. When she was in her teens, she no longer allowed to work indoors because the masters though she would be better working in fields. In 1844 she got married. The amazing parts in her life began when the owner of the Bordras Plantation died. In 1849 her fears were realized when the owner of Brodas plantation died and many slaves were to be sold. When she heard her fate she decided to es cape that night the only person she informed was her sister because she knew her husband would snitch on her. She was much considerate about her family members. She went back to Maryland to rescue her sister’s family and she succeeded. Then they returned to transport her brothers to the North. Later she came for her husband, but he remarried and didn’t follow her. In 1857 she finally returned for her and settled her perents in Audurn, New York. She was nicknamed the "Moses of her people," because she helped so many blacks escape slavery. (Taylor, 66) In all, Harriet made 19 trips on the Underground Railroad and freed more then 300 slaves. With the arrival of the civil war, Harriet became a spy for the union army. She later worked in Washington D.C as government nurse. At the end of the war, Harriet returned to her parents in Aurbarn. On March 10, 1913 Harriet died of pneumonia. She was 93 years old. Harriet Tubman saved 300 slaves in 19 trips. She got married twice. Sh e lived a very long life. She made a big difference in many peoples lives .And I think she will always be a hero. Harriet herself fled to Pennsylvania with help from the Underground Railroad. She faced many problems on her way to freedom especially encounters with bounty hunters because of the $12 000

Conclusion Assignment Example | Topics and Well Written Essays - 250 words

Conclusion - Assignment Example Since the company is fragmented into independently owned restaurants the company does not utilize a universal human resource framework. One of the HR tools the firm utilizes is strategic integration. The utilization of strategic integration creates consistency in the application of HR practices through the organization. The organization applies a combination of ‘hard’ and ‘soft’ human resources approaches. McDonalds is a flexible organization that adapts to the specific market and business condition of the environment. The application of ‘hard’ human resources practices ensures that the each franchise is able to meet its business objectives including achieving a good profit. The ‘soft’ human resource approach within McDonalds is utilized in order to motivate employees and empower them to achieve high levels of performance. McDonalds utilized a combination of both hard and soft HR practices. The adaptability of the company enables to firm to achieve a competitive advantage. As a global organization McDonalds realizes that it is important to attend the needs of all its stakeholders which include the community, environment, and its employees among other groups. The ability of satisfying the stakeholder’s demands has enabled the company gain acceptance from stakeholders groups across most countries in the world. McDonalds is a publicly traded enterprise and one of its primary objectives is to maximize shareholder’s wealth. As we move forward into the second deca de of the 21st century McDonalds will continue to succeed as long as the firm maintains emphasis in the importance of its human

Sylvia Plath and Spirited Away Essay Example for Free

Sylvia Plath and Spirited Away Essay The inner journey is a metaphysical process in which an individual travels into their own psyche often resulting in form of self realization. Although the journey is not physical, an inner journey is a powerful tool in which one can enhance their knowledge of the world and their own human nature, commonly encountering imaginative obstacles which assist in the individual’s self-realization. The texts that I will use to illustrate the inner journeys are â€Å"You’re† and â€Å"A Birthday Present† by Sylvia Plath and The animated film â€Å"Spirited Away† directed by Hayao Miyazaki. Sylvia Plath utilizes the inner journey as a way to explore aspects of her life through the medium of poetry. Her poem â€Å"You’re† explores the emotional journey of an expecting mother, using poetic techniques to highlight the joys and mysteries of the baby in the womb, In contrast to Sylvia Plath’s poem â€Å"A Birthday Present† which explores the persona’s fear of death, despite desperation to end ones life, effectively using techniques to highlight the fear and want for death. Comparatively Hayao Miyazaki utilizes his film â€Å"Spirited Away† to demonstrate the protagonist’s, Chihro journey to develops and overcome circumstances to become a self-sufficient and self-reflective girl, by emphasizing the development with camera techniques and layout of particular scenes. These texts demonstrate the importance of inner journeys, demonstrating how journeys result in knowledge of their own nature and the world around them. Plath’s poem â€Å"You’re† conveys, a deep sense of joy and excitement, as a mother goes through the emotional journey, going through the delight of bearing a child, while still going through the mysterious and vagueness of the child referencing it to the furthest place imagined, for the persona â€Å"farther off than Australia†. Plath uses a range of techniques to express the joy of bearing a child and the warm comfort of it being â€Å"wrapped up in yourself like a spool†, the simile reinforces the idea of always being safe and loved, as well as the metaphor â€Å"Snug as a bud† creating the sense of the small baby being safe. It can also be lively and playful â€Å"Jumpy as a Mexican bean† all the techniques restate that the journey so far is positive and delightful and how she continues to try to understand her coming child with similes â€Å"like a sprat in a pickle jug†. However the mother experiences the mysteries and vagueness of the unborn child, noting her difficulty in describing it, she relies on terms from the world she knows for example â€Å"gilled like a fish† comparing it to a fish as it is all wrinkled and complex, as well as describing it as a â€Å"travelled prawn† and â€Å"moon skulled†, we understand the difficulty of understanding how it looks. The mother continues to try describing and understand the child she is about to have using the metaphor â€Å"vague as fog† to show how mysterious and undefined the child is, yet it is still eagerly anticipated and â€Å"looked for like mail† showing no matter what, the mother is overcome by joy on having the child. The Mother ventures through all these emotions, grasping to understand the unborn child, using similes and metaphors to figure out how the child may be and reflecting upon the joy of it all. Recognizing the uniqueness of the child arriving with its â€Å"own face†. Comparatively Sylvia Plath’s â€Å"A Birthday Present† deals with the persona inner battle of to decide to live on. â€Å"A birthday Present† is an extended metaphor, symbolizing death, allowing the audience to understand the shocking irony of the poem and the persona’s real want of what is â€Å"behind this veil†. However the fear of death is the only obstacle stopping the persona from killing themselves. The inner journey which is present in this poem is of the personas hesitation to kill herself she â€Å"would not mind if it were bones, or a pearl button† demonstrating her want for something tangible, Questioning her inner self if she actually wants it â€Å"can you not give it to me? † the change of voice to reassure herself. Tempting and luring her inner self to choose death with the continuous repetition of â€Å"let down the veil, the veil, the veil†. Ultimately the persona is fearful of death stating â€Å"You are terrified† confirming to herself that she is unsure reinforced by the simile â€Å"shimmering like curtains† reflecting the unstable curtains as her uncertainty. However her pessimistic outlook upon life and repetitious suppression of adhering to rules, to rules, to rules† gives her the strength to take her life. Her cynical tone â€Å"My god what a laugh† gives her courage to the view the world pessimistically and take her life, as well as continuously referring her life with little importance â€Å"I will only take it and go aside quietly†, â€Å"A marvel to your grandchildren †¦ it is not so† stating that no one will care after she is gone. The persona is now definite about taking her life and that â€Å"only you can give it to me†, representing now that behind the veil is death and how she asks for a quick death â€Å"you will not hear me opening it†. And that there is nothing left to fear as â€Å"the universe slide[s] from my side†, showing that through the inner journey the persona was able to understand the pessimistic world around her and how utilizing repetition, rhetorical questions and cynical tone to find the courage to no longer fear death. Comparatively â€Å"Spirited Away† is both a mental and physical journey to save her parents, which results in the growth and self-realization of Chihiro’s true self, facing challenges that allow Chihiro to learn lessons such as patience and understanding to survive and return home, with important scenes and symbolic items throughout the film to represent Chihiro’s growth. Chihiro was bought up in materialistic and idle world â€Å"don’t worry, you’ve got Daddy here. He’s got credit cards and cash† as well shown when Chihiro lying on the backseat, which is in shocking transition to when Chihiro has to work for herself in the bath house. At first she works ineffectively with other workers commenting â€Å"get out of the way†, representing her incompatibility and unwelcomed arrival, however she slowly progresses and gradually through the determination to save her parents becomes better, with the scene of washing of the stink spirit determining her capabilities to grow and become accepted, with rejoicing music and cheers from fellow workers, showing a close up a shot of Chihiro showing a sense a achievement and happiness, demonstrating Chihiro’s growth of maturity through working at the bath house. In comparison we learn Chihiro is a stoic young girl fearful of changes, shown in the first scene when her flowers start to die representing her old life wilting away. Yubaba takes away Chihiro’s name, she appears completely frightened, whimpering and shaking in a close up shot when Yubaba, and only takes the job to survive. Chihro clings desperately to her old self shown crying and curling up in a ball, with classical music playing in the background emphasizing the scene. Yet during her time as Sen her true self develops, showing unconditional compassion and kindness to several of the bathhouse inhabitants, especially Haku. One particular scene when Sen climbs the bathhouse to reach Haku, demonstrates her growth to protect Haku, even when endangering her life. Using the low angle camera shot to add to the enormity of seeing Chihiro on the roof tying her clothes, to risk her life to save Haku, portraying Chihiro’s growth to not only face her fears, but do so for others. She develops to also be able to stand up to Yubaba, in the final test, a high angle long shot, shows Chihiro striding confidently across the bridge as well as a close up of Chihiro’s determined face while facing Yubaba, depicting Chihiro no longer a scared frightened girl that she used to be. In â€Å"Spirited Away† Chihiro goes on a inner journey, which develops her from the immature, fearful child to the self-sufficient and self-reflective young girl, portrayed by the camera angles and shots and symbolism.

war on drugs Essays -- essays research papers

The war on drugs is not a war that can be fought on the beaches of Normandy or in the jungles of Vietnam. It is a war fought in the backyards of all Americans, every day. This is a war that cannot be won with the aid of nuclear weapons or the help of any other forms of artillery. The number of casualties, however, will be determined by whether or not the legalization of drugs occurs. Many will suffer the same outcome as a soldier killed in battle if drugs become legal.   Ã‚  Ã‚  Ã‚  Ã‚  If marijuana and other drugs are legalized, obtaining drugs will be easier for people of all ages. With the increased use of drugs, there are bound to be more traffic accidents resulting from those who are under the influence of drugs. Also, if more people are lawfully able to use drugs, more people will buy them and the prices of them will go down making them much easier to buy. Drugs will be everywhere, even in the hands of America’s youth.   Ã‚  Ã‚  Ã‚  Ã‚  Many drugs, even ones that are legal, cause health problems if they are used too often. Cigarettes and other tobacco products contain nicotine, an addictive substance that can cause illnesses such as lung cancer and other cancers to users. The legalization of narcotics that cause illnesses will mean that people who use the drugs are in danger of becoming sick and dying at an earlier age. If the narcotics fall into the hands of younger children, they will be at risk as well. Because their bodies are still developing, the narcotics will have a more devastating effect on them.   Ã‚  Ã‚  Ã‚  Ã‚  The government spends a great amount of money on centers for the rehabilitation of those who are addicted to different types of drugs. If drugs are legalized, more and more people will become addicted and more rehabilitation centers will be needed for them. The more rehabilitation centers that are built, the more money our government spends which is less money that can be spent on more important things.   Ã‚  Ã‚  Ã‚  Ã‚  Certain drugs are illegal for a reason. They damage the physical and psychological state of the user. If the legalization of drugs occurs, the American public may assume that the government condones the use of drugs. Those who once were addicts and those who may be curious about the drug will be able to buy them. The number of users will increase and so will the numb... ... released, causing recidivism rates to increase as well. The only way to make sure that drug use in the neighborhoods of America does not get out of hand is for the communities to work together to do their best to prevent it. The schools and the parents should work together to teach children what is acceptable in their community and enforce the rules that are made to prohibit drug use (Glassner 223-226). Schools should also supply students with after school activities to keep them from boredom and promote a drug free life. Groups such as SADD (Students Against Destructive Decisions) should be offered and support groups for all students should also be provided in order to discourage drug use among teens. The legalization of drugs is an ever present threat to Americans of all ages. Legalization will cause more traffic accidents, increased drug use among teens as well as adults, and most importantly increased crime and death rates. Every American could be at risk of becoming a victim of a crime, a traffic accident, or problems resulting from a friend or family member that uses drugs. The legalization of drugs is a foe that must be fought with all the strength that Americans possess.

Performance Appraisal Essay

Performance appraisal is a universal phenomenon with the organization is making judgement about one is working with and about oneself. It serves as a basic element of effective work performance. Performance appraisal is essential for the effective management and evaluation of staff. It aims to improve the organizational performance as well as individual development. Performance is an employee’s accomplishment of assigned work as specified in the critical and as measured against standards of the employee’s position. The term â€Å"Performance Appraisal† is concerned with the process of valuing person’s worth to an organisation with a view to increasing it. EXERCISE : STEP 1: Divide participant in group of 3. STEP 2 : Let them to select upon themselves a manager, an employee and an observer. STEP 3 : Assign each group with one scenario to begin with. STEP 4 : Each scenario will take approximately 5 min to play. STEP 5 : manager and employee has to take part in play and observer has to write down the Observations. STEP 6 : Observer has to focus on following questions – †¢ What worked? †¢ What didn’t? †¢ How did the â€Å"manager† shows caring during the play? †¢ How did the â€Å"employee† react to a caring approach? †¢ Was the manager candid with the employee? How? †¢ How did the employee react to the candid approach? †¢ Did a collaborative effort surface? Describe it? Different scenarios are : Scenario 1 : Was it that important? Manager : You’ve missed the three of those meetings during the last two quarter. Employee : But I thought they were optional. I’ve been missing meetings all week†¦. I never realise it as a problem Manager : Well I am telling you now your attendance is mandatory. But that’s not the only reason you scored low in this category†¦.. You also been consistently coming to work late. Employee : But I am always here by 8:15. The switchboard doesn’t even open until 8:30. Manager : ( Ad lib from here, and see where it takes you! ) Employee : ( Ad lib from here, and see where it takes you! ) Scenario 2 : Are you done yet? Manager : I know you are working hard on this report I assigned, but you keep getting them to me late. I can’t prepare next year’s budget unless I know exactly how much money each contract brought in this year. So you are going to have to get them into me by tomorrow afternoon, Okay? Employee : Sorry, sometime I have trouble prioritizing†¦.. I didn’t realised they were that important. Manager : Well, they are important, and I need your report on time from now on. Okay? Employee : ( Ad lib from here, and see where it takes you! ) Manager : ( Ad lib from here, and see where it takes you! ) In that manner we can assign different scenario to different groups. STEP 7 : Now the manager and employee are going to provide with a paper and they were asked to write down the behaviour of one other in role play. ( In this way manager appraise their employees performance and employee appraise their managers performance. ) STEP 8 : Finally observer has to share his observation with others.

Mermaids

The French Revolution in the Minds of Men Author(s): Maurice Cranston Reviewed work(s): Source: The Wilson Quarterly (1976-), Vol. 13, No. 3 (Summer, 1989), pp. 46-55 Published by: Wilson Quarterly Stable URL: http://www. jstor. org/stable/40257906 . Accessed: 31/05/2012 21:13 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive.We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. Wilson Quarterly and Woodrow Wilson International Center for Scholars are collaborating with JSTOR to digitize, preserve and extend access to The Wilson Quarterly (1976-). http://www. jstor. org 1789 THE FRENCH IN THE REVOLUTION OF MEN MINDS by Maurice Cranston July 14, 1989- BastilleDay- political and culturalleaders of every ideological persuasion assembled in Paristo celebratethe bicentennial of the French Revolution.Was there something strange about their unanimous applause? All subsequent major revolutions, such as those that took place in Russia and China, remain controversialtoday. But the French Revolution, which served as the direct or indirect model for these later upheavals, now passes for an innocuous occasion which anyone, Marxistor monarchist,can join in celebrating. Wasthis proof only of the anaesthetizing power of time, that two centuries could turn the French Revolutioninto a museum piece, an exhibitionacceptable to all viewers, even to a descendent of the old Bourbon monarchs?Or is there something about the French Revolution itself that, from its beginning, sets it apart from later revolutions? The tricouleur, the Marseillaise, the monumental paintings of David all celebr ate a series of connected events, alternatelyjoyous and grim, which make up the real, historical French Revolution. But there is another French Revolution, one which emerged only after the tumultuous days were over and the events and deeds became inflated or distorted in the minds of later partisans. This is the French Revolution as myth, and it is in many ways the more importantof the two.It is so, one could argue, because the myth, and not the reality, inspired the scores of revolutions that were to come. The actors of the French Revolution, anWQ SUMMER 1989 nouncing their principles on behalf of all mankind, clearly intended their deeds to have a mythic dimension. They wanted to inspireothers to follow their example. Consider the Declarationof the Rights of Man, passed in Augustof 1789. At no point does it refer to the specific conditions or laws of France. Instead, it speaks in grand universals, as if it were the voice of mankinditself.Replete with terms like citizen, liberty,th e sacred rights of man, the common good, the document provides the lexicon for all future revolutions. By contrast, the earlier revolutionary models which stirredthe French in 1789 to act- the English Revolution of 1688 and the American Revolution of 1776- had been essentiallypolitical events, limited in scope and conservative in objectives. The English revolutionists claimed to restore the liberty that the despotic James II had destroyed; the American revolutionaries made the kindredclaim that they were only defending their rights against tyrannical measures introduced by George III.Neither revolutionsought to change society. The French Revolution, however, sought to do exactly that. Indeed, to many of the more zealous French revolutionaries, the central aim was the creation of a new man- or at least the liberation of pristine man, in all his natural goodness and simplicity, from the cruel and corrupting prison of the traditionalsocial order. It is easy to see how this grandiose vi sion of the Revolution's purpose went hand-in-handwith the emergence of Romanticism.The great Romantic poets and philosophers encouraged people through- 46 1789 out the West to believe that imagination could triumph over custom and tradition, that everything was possible given the will to achieve it. In the early 1790s, the young William Wordsworth expressed the common enthusiasm for the seemingly brave and limitless new world of the Revolution: France standingon the top of golden hours, And human nature seeming born again. Here we encounter one of the many differences between reality and myth.The reality of the French Revolution, as Tocqueville maintained, was prepared by the rationalist philosophers of the 18th-century Enlightenment, by Voltaire, Diderot, Helvetius, d'Alembert, and Holbach no less than by Rousseau. Its myth, however, was perpetuated during the 19th century by Ro- mantic poets such as Byron, Victor Hugo and Holderlin. Byron in his life and in his poetry bore witnes s to that romanticized revolutionary idealism, fighting and then dying as he did to help the Greeks throw off the Turkish yoke and set up a free state of their own.The grandeur of its lofty aims made the French Revolution all the more attractive to succeeding generations of revolutionaries, real and would-be; the violence added theatrical glamor. The guillotine – itself an invention of gruesome fascination together with the exalted status of its victims, many of them royal, noble, or political celebrities, made the Terror as thrilling as it was alarming. The wars which broke out in 1793, when France declared war on Great Britain, Holland, and Spain, were fought not by professional soldiers but by conscripts, ordinary men who were ex-Duringthe 1790s, the FrenchArmybecame the â€Å"schoolof the Revolution,†where volunteers learned to â€Å"knowwhat theyfoughtfor and love what they know. † WQ SUMMER 1989 47 1789 pected to †know what they fought for and love w hat they know. † These wars were thought of as wars of liberation. It hardly matteredthat Napoleon turnedout to be an imperialist conqueror no better than Alexander or Caesar;he was still a people's emperor. If historians of the French Revolution are unanimous about any one point, it is this:thatthe Revolutionbroughtthe people into French political life. To say that it inwould be to say too troduced â€Å"democracy† much.Althoughpopularsuffragein varying degrees was institutedas the revolutionunfolded, no fully democratic system was set up. But popular supportcame to be recognized as the only basis for legitimatingthe nationalgovernment. Even the new despotism of Napoleon had to rest on a plebiscitary authority. These plebiscites, which allowed voters only to ratifydecisions already made, denied popular sovereignty in fact while paying tribute to it in theory. (The vote for the Constitutionwhich made Napoleon emperor in 1804-3,500,000 for versus 2,500 against hardlysugg estsa vigorous democracy. But if Napoleon's government was not democratic, it was obviously populistic. The people did not rule themselves, but they approvedof the man who ruled them. The end of Napoleon's empire in 1815, which was also in a sense the end of the historicalFrench Revolution,could only be brought about by the intervention of foreign armies. Those foreign armies could place a king on the throne of France, as they did with Louis XVIIIin 1815, but they could not restore the principle of royal sovereignty in the hearts of the French people. They simply put a lid on forces which would break ut in anotherrevolution 15 years later,this time not only in France but in other parts of the Westernworld. The French Revolution had turned the French into a republican people. Even when they chose a king- Louis-Philippe to lead that revolution of 1830, he was more of a republican prince than a royal sovereign in the traditional mold. LouisPhilippe,the â€Å"CitizenKing,†had to recognize, as part of his office, â€Å"the sovereignty of the nation. â€Å"And what kind of sovereign is it, one may ask, who has to submit to the sovereigntyof the nation?The answer must clearlybe, one who is king neitherby grace of God nor birth nor lawfulinheritancebut only through the will of the people, who are thus his electors and not his subjects. of â€Å"sovereignty the nation†was a new and powerful idea, a revolutionaryidea, in the 19th century. At the philosophical level, it is usually asto cribed,with some justification, the teachof JeanJacques Rousseau, whom Eding mund Burke, Alexis de Tocqueville, and many lesser commentators considered the ideologue of the French Revolution.What Rousseau did was to separate the concept which he said should be kept of sovereignty, the people in their own hands, from the by which he urged the concept of government, people to entrustto carefullychosen elites, their moral and intellectual superiors. Rousseauheld that neither h ereditarykings nor aristocratscould be considered superiors of this kind. Rousseau was uncompromisinglyrepublican. To him a republic could be based only on the collective will of citizens who contracted to live together under laws that they themselves enacted. â€Å"Myargument,†Rousseauwrote in TheSo-Maurice Cranston, a former Wilson Center Guest Scholar, is professor of political science at the London School of Economics. Born in London, he was educated at St. Catherine'sCollege and The His OxfordUniversity. books include John StuartMill (1965),Jean-Jacques: EarlyLife and Work of Jean-JacquesRousseau, 1712-54 (1982), and John Locke: A Biography(1985). WQ SUMMER 1989 48 1789 Three Leaders Three Phases of the Revolution. The liberalMarquisde Lafayetteinitiallyguided the Revolution. GeorgesDanton helped overthrowthe monarchy,but was executedfor being too moderate. Robespierre was both directorand victim of the Terror. ial Contract, â€Å"is that sovereignty, being nothing othe r than the exercise of the general will, can never be alienated; and the sovereign, which is simply a collective being, cannot be represented by anyone but itself- power may be delegated, but the will cannot be. † The sheer size of France, however, with a population in 1789 of some 26 million of people, precluded the transformation the French kingdom into the sort of direct democracy that Rousseau a native Swissthe Americanshad very reenvisaged. Still, cently proved that a nation need not be as small as a city-statefor a republican constitution to work.And as an inspirationto the average Frenchman, the American Revolution was no less importantthan the writings of Rousseau. The American Revolution thus became a model for France,despite its conservative elements. Moreover,the AmericanRevolution later served as a model for others largely because its principles were â€Å"translated† and universalized by the French Revolution. In Latin America, the Spanish and Portuguesecol onies could not directly follow the American example and indict their monarchs for unlawfully violating their rights; Spain and Portugal, unlike England, recognized no such rights.But following the example of the French RevoWQ SUMMER 1989 49 1789 lution, LatinAmericanslike Simon Bolivar and Jose de San Martinwere able to appeal to abstract or universal principles. To describe Bolivia's new constitution in 1826, Simon Bolivarused the same universaland idealisticcatchwordswhich the French had patented 37 years before: â€Å"In this constitution/' Bolivar announced, â€Å"you will find united all the guarantees of permanency and liberty, of equality and order. † If the South American republics sometimes seemed to run short on republican liberty nd equality,the concept of royal or imperial sovereignty was nonetheless banished forever from American shores. The short reign of Maximilianof Austriaas Emperor of Mexico ( 1864- 1867) provideda brief and melancholy epilogue to such ide as of sovereignty in the New World. Even in the Old World,royal and aristocratic governments were on the defensive. In 1815, the Congress of Vienna, under Prince Metternichof Austria'sguidance, attempted to erase the memory of the Revolution and restore Europe to what it had been before 1789.Yet only five years after the Congress,Metternichwrote to the Russian tsar,AlexanderI, admitting,†Thegovernments, having lost their balance, are frightened, intimidated, and thrown into confusion. † French Revolution had permanently destroyed the mystique on which traditional regimes were based. No king could indisputablyclaim that he ruled by divine right; nor could lords and bishops assume that their own interests and the nationalinterestscoincided. After the French Revolution, commoners, the hitherto silent majorityof ordinaryunderprivilegedpeople, asserted the right to have opinions of their own- and to make them known.For once the ideas of liberty, democracy,and the rightsof men had been extracted from philosophers'treatises and put on the agenda of political actionwhich is what the French Revolution with its â€Å"universalprinciples†did- there could be no security for any regime which set itself againstthose ideals. In old history textbooks one can still find the interpretation of the French Revolutionfirstadvancedby Jules Micheletand Jean Jaures and other left-wing historians who explained the Revolution as one abolishing feudalismand advancing bourgeois capitalist society.While few historians still view the Revolution this way,the Micheletinterpretation was widespread during the 19th century,and its currency promptedmany an aspiring Robespierreto â€Å"comThe revolutionaryuprisingin Frankfurt 1848. â€Å"Thedull sound plete† the revolution. in Completing the revoluof revolution,†which VictorHugo had detected â€Å"pushingout under every kingdomin Europe,†grew dramaticallyloud thatyear. tion meant overthrowing 50 WQ SUMMER 19 89 1789 the bourgeoisie in favor of the working class, just as the bourgeoisie had supposedly overthrown the feudal aristocracyin 1789.The convulsive year of 1848 was marked in Europe by several revolutions which attempted to complete the work of 1789. Their leaders all looked back to the FrenchRevolutionfor their â€Å"historicjustification. â€Å"Tocquevilleobservedof these revolutionaries that their â€Å"imitation [of 1789] was so manifestthat it concealed the terrible originalityof the facts;I continuallyhad the impression they were engaged in playactingthe FrenchRevolutionfar more than continuing it. If the 19th centurywas, as many historians describe it, the â€Å"century of revolutions,†it was so largelybecause the French Revolution had provided the model. As it turns out, the existence of a proper model has proved to be a more decisive prod to revolution than economic crisis, political unrest, or even the agitations of young revolutionaries. Indeed, the role of pr ofessionalrevolutionaries seems negligible in the preparation of most revolutions. Revolutionaries often watched and analyzed the political and social disintegrationaround them, but they were seldom in a position to direct it.Usually,as HannahArendtobserved,†revolution broke out and liberated,as it were, the professional revolutionistsfrom wherever they happened to be- from jail, or from the coffee house, or from the library. † Tocqueville made a similar observation about the revolutionaries of 1848: The French monarchy fell â€Å"before rather than beneath the blows of the victors, who were as astonishedat their triumph as were the vanquishedat their defeat. † Disturbances which during the 18th century would hardly have proven so incendiary ignited one revolution after another during the 19th century.They did so because now there existed a revolutionary model for respondingto crises. During the 1790s, revolutionaries outside of France such as ToussaintL'Ouverture Haiti and in Wolfe Tone in Ireland tried simply to import the French Revolution,with its ideals of nationalism,equalityand republicanism, and adapt it to local conditions. And well into the 19th century,most revolutionaries continued to focus their eyes not on the future but on the past- on what the French duringthe 1790s had done in roughlysimilar circumstances. e sure, the French Revolution possessed differentand even contradictory meanings, differences which reflect die various stages of the historical Revolution. The ideals and leaders of each stage inspired a particulartype of The revolutionarymen later revolutionary. of 1789-91, including the Marquisde Lafayette, inspired liberal and aristocratic revolutionaries. Their ideal was a quasiBritish constitutional monarchy and suffrage based on propertyqualifications. The revolutionariesof 1830-32 realizedthis liberal vision in France and Belgium.The Girondins and moderate Jacobins of 1792-93 became the model for lowermiddle-class and intellectual revolutionaries whose political goal was a democratic republic and usually some form of a â€Å"welfare state. â€Å"The French Revolutionof 1848, with its emphasis on universal manhood suffrage and the state's obligation to provide jobs for all citizens, initiallyembodied their vision of society. A third type of revolutionary,the extremists of 1793-94 such as Robespierre and GracchusBabeuf, inspired later working-classand socialist revolutionaries.A reactionarysuch as Prince Metternich would hardly have distinguished among these three types of revolutionaries. But a later observer,Karl Marx,did. Seeing that the nationalist revolutions of his time igWQ SUMMER 1989 51 1789 Lenin (shown here in a 1919 photograph) exploitedthe precedentof the FrenchRevolution to legitimizethe BolshevikRevolutionin the eyes of the world. nored the socialist-radical strain of the French Revolution, he came to deplore its influence on later revolutionaries.Marx,who by 1848 was alreadyac tive in communist politics, condemned what he considered the confusion of understanding in most of these revolutionarymovements. An emotional yearning to reenact the dramas of 1789-1815 seemed to him to stand in the way of a successful revolutionary strategy. In a letter to a friend in September, 1870, Marxwrote: â€Å"The tragedyof the French, and of the working class as a whole, is that they are trapped in their memories of momentous events. We need to see an end, once and for all, to this reactionary cult of the past. † VladimirIlyich Lenin had no such resWQ SUMMER 1989 ervations.He passed up no rhetorical opportunityto present his Russian Bolsheviks as the heirs of the French revolutionary traditionand the RussianRevolutionof 1917 as a reenactment of France'sRevolution of 1789. Lenin went so far as to call his Bolshevik faction â€Å"the Jacobins of contemporarySocial-Democracy. † is not difficult to understandLenin's motives. Throughoutthe 19th century, most of th e successful revolutions in Europe and Latin America had been nationalist revolutions. (Indeed, when the revolutionaryGerman liberals of 1848 issued their Declaration of Rights, they ascribed those rightsto the GermanVolkas a whole and not to privatepersons. But the 52 1789 into his hands but the ideology and propaexample of the French Revolution suga revolutioncould be more than ganda adopted by the Allied powers in gested that World War I did so as well. When their just a matter of nationalism. Takingthe example of the French Revolution under the earlymilitarycampaignswent badly,the Alfanatical Robespierre,one could argue, as lies attemptedto make the war more popuLenin did, that the true goal of revolution lar, and the enormous casualties more tolwas to alter the way people lived together, erable,by declaringtheir cause to be a war In for â€Å"liberty. the name of liberty,Great socially and economically. as we know, Lenin looked back Britain, France, and the United States enYet , a century when attempts at radical couraged the subject nations of the Gerupon social revolutions had been ultimatelyand man, Austrian and Turkish empires to uniformlyabortive. The French Revolution throw off the imperialyoke. of 1848, which removed the â€Å"liberal†King But in championingnationalliberty,the Allies were guilty of hypocrisy.Neither Louis-Philippe,briefly gave greater power to the working class. Duringits most prom- GreatBritainnor France had any intention of permittingnationalistrevolutionswithin ising days, the anarchist Pierre-Joseph Proudhon (1809-1865) even accepted a their own empires or those of any neutral seat in the legislative chamber. But the power. But Leninwas able to catch them in the trap of their own contradictions. coup d'etat of Napoleon III in 1851 soon brought an end to all this.The communist By declaring to the world that the Bolshevik seizure of power in 1917 was a removement, which Marx described as a enactment of the French Revolutio n, he specter haunting Europe, produced no more tangible results than most specters was able to attach to his regime all those do. Before World War I, Marxwas notably less influential as a theoretician than were the champions of â€Å"revolutionary socialism† such as Proudhon and FerdinandLassalle(1825-1864) who persuaded the workers that their interestswould be better served by reform and democratic process than by revolution.It was World War I which put revolutionarysocialism back on the agenda again. The â€Å"war to end all wars†gave Lenin the opportunityto persuade the world that the French Revolution could be repeated as a communist revolution in, of all with a Chinese face†: Mao's Cultural Revolution â€Å"Robespierre places, Russia. Not only did hoped to realizeRobespierre'sdream of pushing beyondpolitical the upheavals of war play reformto remakeman and society. WQ SUMMER 1989 53 1789 strong, if mixed, emotions which the French Revolution had kindled in the outside world from 1789 on.In symbolicways, both large and small- such as naming one of their first naval ships Marat, after the French revolutionaryleader- the early Soviets underscored their connection with the earlier revolution. The attempts of the Allied powers to send in troops to save TsaristRussiafrom the Bolshevikswas immediately seen by a war-wearyworld as a reactionary,counter-revolutionary†White Terror,†and public opinion soon put an end to that intervention. After1917,the Soviet Union'sself-image became less that of a revolutionaryregime socialist and more that of a well-established empire.This transition unexpectedly enabled its adherents at last to obey Marx's injunctionto abolish the cult of the revolutionary past and to fix their eyes on the present. The idea of revolutionthus passed from the left to the ultra-left,to Stalin and Trotskyand, later, to Mao Zedong and his CulturalRevolutionin China. Yet even during the extreme phase of the CulturalRevo lution, Mao still evinced his debt to the French Revolution, a debt which he shares with the later â€Å"Third World†revolutionaries.Whenever a revolutionary leader, from Ho Chi Minh and FrantzFanonto Fidel Castroand Daniel Ortega, speaksof a new man, or of restructuring a whole society, or of creating a new human order,one hears againthe ideas and assumptionsfirst sounded on the political stage during the French Revolution. fact, there can be no doubt that a â€Å"cultural revolution† is what Robespierre set afoot in France, and what, if he had lived, he would have tried to bring to completion. As a disciple of Rousseau, he truly believed that existing culture had corruptedmodern man in all classes of society, and that an entirely new culture was WQ SUMMER 1989 ecessaryif men were to recover their natural goodness. The new religious institutions which Robespierre introduced the cult of the Supreme Being and the worship of Truthat the altar of Reason, as well as the ne w patrioticfestivalsto replace the religious holidays were all intended to be part of what can only be called a cultural revolution. Robespierredid not believe that political, social, and economic changes alone, however radical,would enable men to achieve their full humanity.But while the ideals and the languageof the cultural revolution sound nobler than those of the political revolution,such elevation of thought seems only to authorize greater cruelty in action. Robespierre's domination of the French Revolution lasted for only a short period, from April 1793 until July 1794, when he himself died under the same guillotine which he had used to execute his former friendsand supposed enemies. Moderationwas restoredto the French Revolution after his execution by the least idealistic of its participants a a cynical Talleyrand, pusillanimousSieyes, and a crudely ambitious Napoleon. ikewise, moderation was restored to the Chinese Revolutionby the Chineseadmirersof Richard Nixon. Yet while moderation had been restored to the real historical French of Revolution,the inevitability the returnto was often conveniently ig†normalcy† nored by later revolutionaries. And what of France itself? At first glance, all the majorsubsequent â€Å"dates†of French history seem to be in a revolutionary tradition or at least of revolutionary magnitude- 1830 (Louis-Philippe); 1848 (the Second Republic); 1852 (the Second Empire); 1871 (the Third Republic); 1940 (the Vichy French State); 1945 (the Fourth Republic); 1958 (the Fifth Republic).Yet these headline dates, all suggesting recurrent tumult, may be misleading:Francehas not been wracked by major upheavalsnor 54 1789 that left the structure by social earthquakes of society unrecognizable, as Russia and Chinawere aftertheir revolutions. Continuity may be the most striking feature in Frenchlife. Robertand BarbaraAnderson's Bus Stop to Paris (1965) showed how a village not more than 10 miles from Paris remained unaffec tedyear afteryear by all the great rumblingsin the capital. Are we dealing with a revolutionwhose myth is all out of proportionto the facts?Tocqueville,that most dependableof all politicalanalysts,offersan answer:The major change effected by the Bourbon kings duringthe 17th and 18th centuries was the increasingcentralizationof France and the creation of a strong bureaucracyto administer it. This bureaucracy,in effect, ruled France then and has continued to rule it through every social upheaval and behind every facade of constitutionalchange. This bureaucracyhas providedstabilityand continuitythroughthe ups and downs of political fortune.The French Revolutionand Napoleon, far from making an abrupt break with the past, continued and even accelerated the tendencytowardbureaucraticcentralization. Tocquevillealmost broached sayingthat the French Revolution never happened, that the events not only looked theatrical but were theatrical:The French could afford to have as many revolutions as they pleased, because no matter what laws they enacted, or what persons they placed in their legislative and executive offices, the same civil servants, the functionaries,the members of V would remain Administration, in command. any revolutions can the historian cite as having left the people better off at the end than they were at the beginning? Unfortunatelythe discrepancybetween its mythand its reality may have made the French Revolution a deceptive model for other nations to imitate. The mythtreatedsociety like a neutral, ahistoricalprotoplasmfrom which old corrupt institutions could be extracted and into which new rules for human interaction could be inserted at will. The reality was that France, with its unusually strong state bureaucracy, could withstand the shocks and traumas of radical constitutional upheaval.In modern history, revolution often seems a luxurythat only privilegedpeoples such as the French and the Americansand the English can afford. Less fortunatepeoples, f rom the Russiansin 1918 to the Cambodians in 1975, on whom the burden of the establishedregimes weighed more cruelly, have often enacted their revolutions with catastrophicresults. It is perhaps one of the harsherironies of history that, since the defeat of Napoleon in 1815, the more a country appears to need a revolution, the less likely it will be able to accomplish one successfully. WQ SUMMER 1989 55