Medical case study report Essay Example | Topics and Well Written Essays - 750 words

Medical case study report - Essay Example Frequent monitoring of the blood sugar at least after every 4 hours is also important to ensure the episodes of hypoglycaemia do not occur (1). The second scenario could be if Dooley’s creatinine clearance >50-60 ml/min or higher, it is recommended that metformin be administered at a reduced dose while increasing as tolerated to a highest of 1G daily. The third scenario is if Mr. Dooley had comfortably used Gliclazide 60mg for a long time, it may be continued. However, this should be taken with food followed by close monitoring of blood glucose to avert any episode of hypoglycaemia (2). Therapeutics issues: Clarithromycin has the capability of interacting with simvastatin thus may lead to the increase in the simvastatin’s blood levels because clarithromycin is CYP 3A4 inhibitor and Simvastatin mainly metabolised by CYP3A4 administration with drugs that inhibit these enzymes may increase its concentration which increase risk of myopathy and rhabdomyolysis (Paravastatin a re not metabolised by CYP enzyme therefore it had reduce risk) (3). Also verapamil interact with simvastatin which could increase in simvastatin level which increase risk of liver damage. Heart rate may also be lowered by combining verapamil and clarithromycin since this combination reduces blood pressure and may cause dizziness and headaches. The patient is also advised to cease use verapamil because it has potential for side effects such as constipation. Suggested use of CCB (lercanidipin) 10mg daily which can be increased in a two weeks time depending on the therapeutic response exhibited by the patient. Long term use of coloxy and Senna is not recommended since they stimulate laxatives in long term treatment of constipation. It should therefore be withdrawn gradually within two to four weeks and the bowel condition checked regularly. The use of high doses of Fosinopril dose is not healthy for the elderly patient since it could also contribute to dizziness and lightheadness. The

Macbeth and R+J Essay Example for Free

Macbeth and R+J Essay Shakespeare communicates many moods in Macbeth and Romeo Juliet; the main moods are love, and hate fuelled betrayal, and in my work these are the themes I will analyse. In Romeo Juliet and Macbeth, vital characters have had to betray in order to achieve love, for example; In Romeo and Juliet; Juliet has to betray the authority of her father in order to fulfil her affection for Romeo. In terms of love this would mean that: The Storge (unconditional love, shared amongst family) that Juliet once felt for her father was met by misogyny (Hatred for Women) upon his realisation of Juliet’s Eros (love between two people) towards Romeo. Despite her subdued character, Juliet is adamant on not marrying Paris and betraying her family for Romeo. A quote to support this is; If all else fail, myself have power to die This signifies that Juliet would rather die than enter something that it not right. A quote from Juliet’s Father; â€Å"How now, how now, chop-logic! What is this? † – His use of repetition emphasises his fury in response to Juliet’s new found aggression in character, and his rhetorical question presents his dominance and highlights the hierarchy that was in place at the time to allocate superiority to male’s in a family, in this scene; the breakdown of Juliet’s Father and Mother’s relationship is most apparent. Furthermore this is a point where Juliet is most isolated from her family and becomes closer to Romeo. My alternate interpretation is that Juliet did not betray her family, but her family were betrayed by there own pride, Pride was the cataclysmic barrier between acceptance and condemnation. The most potent character development is Juliet’s, throughout the play she matures and becomes a lot more retaliant to authority and starts to become herself rather than obedient to thers, this process is strengthened because of the speed she has had to become responsible; due to the mandatory pressures she is expected to comply with and the swift 7 day time period in which the story is conveyed, this development in character gives her the willpower to betray her family; which also ultimately supports my point. The dramatic techniques used in Romeo and Juliet create a hastily strong impact due to the play being condensed into a week and an ambience of anxiety. In Macbeth there are several similarities that also support my point; Macbeth has to betray King Duncan despite his loyalty and Philia (The love of Friendship) has to betray him in order to acquire the Eros from the ever superior Lady Macbeth, this situation contradicts all convention as society was heavily patriarchal which suggests that women should be submissive to men; however in this occurrence Macbeth conforms with Lady Macbeths demands to murder King Duncan, this is the main contrast between Macbeth and Romeo Juliet. A quote that coincides with this is; â€Å"But screw your courage to the sticking-place, and well not fail† – Lady Macbeth challenges Macbeth to murder King Duncan, presenting her dominance and ambition over Macbeth. A quote from Macbeth after when placing the blame on the guards for King Duncan’s murder; Here lay Duncan, his silver skin laced with his golden blood†¦ the murderers, steeped in the colors of their trade – This illustrates the betrayal that Macbeth has committed, as his use of alliteration strengthens the deviation of this line and the fact that he is further betraying King Duncan post his death by laying the culpability on the guards; simultaneously justifying there execution. Additionally an alternative interpretation of betrayal is explained using this quote; â€Å"Who can be wise, amazed, temprate, and furious† – Macbeths use of antithesis (underlined) displays how he has slowly become contradictory since his brutal murder of King Duncan which I believe indicates he has betrayed his own nature. The main dramatic technique used in Macbeth is dramatic irony, dramatic irony is where something that is indicated at the start of the play will either become true or change at the end of the play or furthermore could mean the opposite of hat might happen. An example of this is that; â€Å"This castle hath a pleasant seat; the air nimbly and sweetly recommends itself unto our gentle senses. † – This is a significant use of dramatic irony, the description of the environment is pleasant; however unbeknown to King Duncan, this is where he will be murdered, and this also links in to betrayal. Moreover, at the start of the play, Macbeth describes Banquo to be a â€Å"Friend† however later in the play we know that Banquo becomes his enemy and has to be killed due to the fact he is a great threat to Macbeth’s throne; which is a further deception that Macbeth has carried out. Conclusively; I believe Shakespeare’s whole use of dramatic irony links in to betrayal directly, because the constant use of dramatic irony means that the plot keeps changing; effectively displaying that the plot betrays itself continually. This constantly conveys a mood of false anticipation and an eerie sense of the unknown. Reading more in depth into both plays, there are further comparisons; Such as the use of fate, when Romeo and Juliet fall in love we know that because of their backgrounds; it will lead to death, and similarly in Macbeth the witches tell a prophecy in which Macbeth becomes king and then dies both plays contain different forms of tragedy however both plays meet the same end. Evidence to support this in Romeo and Juliet is: â€Å"A pair of star-crossd lovers take their life† – Meaning that two different sided (Montague/Capulet) lovers take their life. And for Macbeth: â€Å"All hail, Macbeth, thou shalt be king hereafter! † – This is the prophecy of Macbeth becoming king and then dying. Furthermore, in Romeo ; Juliet and Macbeth, death is a necessary price to be paid for peace, for example, Romeo and Juliet have to die in order for the Capulet’s and Montague’s to live in tranquillity, to support this, a quote from the beginning soliloquy: â€Å"What here shall miss, our toil shall strive to mend† – This means that where we have failed before we will strive to succeed now, signifying that Romeo and Juliet’s death were essential to the ‘Fair Verona’ achieving peace, likewise in Macbeth, Lady Macbeth and Macbeth’s death was also fundamental to harmony being restored to the ingdom, an additional quote to support this is: â€Å"The usurpers cursed head: the time is free† – the quote is about Macbeth’s severed head, and diverts attention to the fact that with his death ‘the time is free’ which implies it is peaceful. However contrary there are many differences, for example the types of love/relationship between the two couples in each play; In Macbeth there relationship is very unstable and Lady Macbeth is very domineering over Macbeth; also there love for each other is not through passion; but through the lust for greed and power as Lady Macbeth is desperate for Macbeth to become king by killing King Duncan and betraying his loyalty to him: â€Å"And take my milk for gall, you murd’ring ministers† – This suggests she will do anything to become Queen and accentuates her ruthless nature; it also underlines the imbalanced relationship in which the position of superiority continuously changes dramatically. At the start Macbeth is a brave and noble hero and he is superior however as the play goes on and when Macbeth’s manhood is questioned by Lady Macbeth â€Å"are you not a man? † he then becomes submissive and is dictated by Lady Macbeth. In Romeo and Juliet

3 branches of government Essay -- essays research papers

Democracy is a Greek word meaning â€Å"rule by the people.† The idea of a democratic government began in Greece in 700 B.C, about twenty-five hundred years ago. Rome was so large that not everyone could play a role in government so the Roman citizens elected representatives to speak and act for them. This form of government was called a republic. The United States has a representative form of government. The representatives make laws and rules for the country. The government should be rated at an 8 because it has some flaws but it is still decent.   Ã‚  Ã‚  Ã‚  Ã‚  There are three branches of government in the United States representative democracy. The legislative branch, makes the laws for the country and creates agencies and programs. The judicial branch makes the laws and determines if the acts of congress are constitutional or unconstitutional. The executive branch carries out the laws making it the most important branch of the United States government. The Judicial Branch in the United States, unlike most national Judicial systems, yields great political power and must be counted as part of the American Political system. Someone or some group must go to the court first; the court does not take the initiative. The Judicial Branch is a system of courts that manage court cases at all levels including federal, state, and local. Federal cases have a higher penalty under conviction. Judges of Federal court cases are both strict and just. If found guilty in a federal court one must face sentencing to a variety of punishments. Punishments include the death penalty and prison sentencing. â€Å"The Judiciary is the safeguard of our liberty and of our property under the constitution†. This quote is a good description of the judicial branch and courts. The Judiciary is a safeguard of our liberty because it governs the court system, which keeps society in line.   Ã‚  Ã‚  Ã‚  Ã‚  The goal of the Judicial branch is to hold people accountable for crimes and keep justice in the land. This goal is being reached for the most part. Those who commit crimes are brought to trial. The court system is responsible for many duties of justice. Courts make the world a safer place.   Ã‚  Ã‚  Ã‚  Ã‚  The Judicial Branch is made up of 3 types of courts: The Supreme Court, U.S. court of appeals and district courts consist of nine justices, are appointed... ... â€Å"Court Rulings; Virginia Laws: Cross Burnings†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Los Angeles Times 3 Nov. 2001   Ã‚  Ã‚  Ã‚  Ã‚  Borenstein, Seth. â€Å"Anthrax forces House to Recess.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Philadelphia Inquirer 18 Oct. 2001   Ã‚  Ã‚  Ã‚  Ã‚  Gutkin, Steven. â€Å"Bombs Target the Front Lines†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Delaware County Daily Times 22 Oct, 2001   Ã‚  Ã‚  Ã‚  Ã‚  Mills, Doug â€Å"Bush to Allies: â€Å"It’s Time To Act†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The Philadelphia Inquirer 7 Nov. 2001 Magazine Source Samuel, Terence. â€Å"The Fight over Safe Flights.† U.S. News & World Report 12 Nov. 2001: 18. Television Source   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"President Bush is Ready to Expand the National Guards Role At Airports†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ABCNews Tonight Peter Jennings. 9 Nov. 2001   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"President Bush returns to World Trade Center†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ABCNews Tonight Peter Jennings. 9 Nov. 2001

How do the directors Trevor Nunn and Roman Polanski present Macbeth to their audiences? Essay

How do the directors Trevor Nunn and Roman Polanski present Act I scenes I to IV of Macbeth to their audiences? In your work you must make reference to the techniques used by each director to create atmosphere and a sense of good and evil. You should pay special attention to the portrayal by each director of the character of the witches, Macbeth and Duncan. In this essay I am going to explore the different representations of the Shakespeare play Macbeth by directors Trevor Nunn and Roman Polanski. The scenes I will focus on are act I scenes I until act I scene 4. In these scenes I will pay specific attention to the Witches, Macbeth and King Duncan to show how the good and evil atmosphere in the play affected the events that befall. The witches are going to play a strong part in my essay because I believe that the supernatural is a major part of the play’s concept. The witches have a profound affect on Macbeth and so the plot is greatly governed by their actions. The atmosphere they produce has a great affect on the audience The atmosphere is important because it gives the audience strong first impressions of what the play in trying to show. The portrayal of good and evil interlink with the atmosphere and are important in showing how Macbeth starts off with noble thoughts and is brought to corruption by the three witches. I will start off by looking at how Trevor Nunn expressed his interpretation of the Shakespeare’s Macbeth. Trevor Nunn makes the play into a stage performance. The whole play is summed up with Trevor Nunn’s comment: ‘I want to photograph the text’ In my opinion I think this is just what he did. The sound effects were made openly by the actors and there are no scenic effects, just groupings and close-ups in coloured light. This gave the play the perfect setting for the atmosphere that Shakespeare was trying to portray, he wanted a strong feeling of uneasiness and the supernatural, and the close set gave just this. After the play is introduced the 12 actors in the cast appear to be sat in a circle. A bright light behind illuminates each character so that each of the actors’ faces appear to be light or dark or in some cases only half in shadow. Trevor Nunn used this opening as a way to give the audience a quick insight into which of the characters has an evil side and which are good. The scenes were performed in the centre of the circle while members of the cast who were not involved with the scene watched from outside. This works well because of the positioning of the lights; they illuminate the participating actors only and the light does not shine on the other members of the cast. The lighting arrangement on the stage allows the cast to appear to vanish. An example of this technique is after the witches have meet Macbeth: they appear to disappear in to thin air when in fact they have just stepped out of the light. The play involves many close-ups and extreme close-up shots. This is because there is no scenery in the background, unlike Polanski’s version, so the cameras pay specific detail to facial features and body movement. The camera often shows a group of people before zooming in on the face of a particular character so as to show the circumstance s/he is in. This helps develop the plot and give more depth to the different characters and their personalities. The costume in the play is very important in expressing good and evil. The costumes are mainly black and white because of this; white being associated with pureness and black being associated with evil. The white of King Duncan’s costume resembles purity and holiness while the green/black costumes of the witches resemble flagitiousness and the unnatural. During Act 1 Scene 4, Macbeth and Banquo help King Duncan to his throne where the Royal Crown is placed upon his head. The Crown is a very important stage prop because it reminds everyone that King Duncan is a powerful character. It is very important to the plot because it is Macbeth and Banquo who support the crown and Macbeth kills both Banquo and Duncan to get to it. King Duncan also possesses a crucifix which he wears around his neck. Although he appears to be holy, the crucifix shows the audience that his faith in God. However, there is also a possibility that Duncan wears the crucifix because he fears the supernatural and he believes that the crucifix will protect him. At the beginning of the play we see that Macbeth is wearing a black costume. This means that the audience does not know whether he is noble or corrupt and this adds suspense to the atmosphere. I think that the use of this co-ordination is very good because it allows the audience to use the colour sense for good and evil to aid in their understanding of the plot. The atmosphere is very important in the play. It keeps the audience interested and adds an extra depth to the plot. The stage set creates a feeling of claustrophobia that adds to the evil and unnatural. When they are accompanied by the fact that the cast are wearing monochrome costume and the black, featureless background the atmosphere is very strong and mystical. The atmosphere with the witches is especially powerful. The witches speak using rhyming couplets and to a different rhythm to the rest of the play. There is a chorus in which they all join in: ‘Double, double, toil and trouble: Fire, burn and cauldron, bubble’ Act 4 Scene 1 The alliteration with the repeated ‘d’ and ‘b’ sounds make the chant sound very powerful and is very catchy. The supernatural aspect in Shakespeare’s Macbeth is very important and Trevor Nunn has captured it very well. By using the stage techniques previously explored, he captured the battle of good and evil between the witches and King Duncan. At the beginning of the play, we hear the witches scream of chaos against Duncan’s words of prayer. This strong image of good versus evil and the strong supernatural actions of the witches gives the play a powerful start. The lighting position he uses allows the witches to suddenly vanish giving a strong supernatural effect. Later in the play, Lady Macbeth calls on the supernatural through the earth (this has strong connotations with the Devil’s presence in the Earth) using methods that would have been thought suspicious in Shakespeare’s time. In Trevor Nunn’s version of Macbeth, Macbeth appears to be young, valiant and noble. However as the play progresses we are able to see the changes occur in him. This change is much more apparent because of the fact that Macbeth starts off so innocent – we are able to see the change more clearly. Banquo appears to be older than Macbeth, a veteran maybe, who shows little fear and appears at the start of the play to be a noble man. He is dressed in slightly less dark clothing which inter-links with the evil/good dress code. Roman Polanski’s version is a very different interpretation of Macbeth. The most noticeable difference is that he has presented his rendering as a motion picture. More colour and music is used to aid the portrayal of the plot to the audience and there is much more background detail. The film shows a lot of strong images, for example, the witches on the beach at the prelude of the play. The ability to edit scenes using computers and the possibility of picture enhancing allows a much more realistic play that the people of today can deal with more easily. The realism of the film helps the audience understand the plot using visuals, which are much more effective in assisting cognition. The play starts off with the credits appearing with battle sounds playing. The camera appears to be moving towards the battle scene but it never gets there. The first scene is the battlefield, littered with bodies and burning remains of chariots, soldiers are roaming around salvaging what they can. When the witches appear on a deserted beach, they perform a ritual involving blood, spit and a severed hand. They bury them in the sand and perform their opening lines from Act 1 Scene 1. Roman Polanski uses many effects that can only be used in a motion picture. The use of mid shots and long shots are possible because Polanski’s Macbeth has a very detailed background. The different screen shots are combined using wipes and fades that can only be used in films. Polanski has used special effects to emphasis the circumstance, for example, music or sounds of the event like marching and battle sounds. Zoom is often used to show up more detail in the background or foreground. For example, in the background the zoom is used to give the effects of expanse on the beech and of the countryside. In the foreground the zoom can focus on different relevant facial features such as eye shifting. Extreme close-up shots a give very good aspect view of important actions that are too difficult for the audience to spot from mid or long shots. The camera angle varies throughout to make the most of different views, this helps maximise the impact of the film on the audience. The atmosphere in this version is not as intense as in the Trevor Nunn version. This is partially due to the expanse in which the scenes are set and very little of the claustrophobia that is entrapped in the Nunn version exists in this environment. The special effects that have been utilised by Polanski enhance the effect of the atmosphere. Though the same text is used, visual detail like different backgrounds helps stimulate the eyes as well as the ears. Also, the sound affects used by Polanski are much more intricate than Nunn’s because he has used computer effects for the battle sounds. The music he uses adds depth to the actions the cast are performing and plays a major part in boosting the strength of the atmosphere. The lighting does not play as large a part as in Trevor Nunn’s Macbeth. However, the different angles at different times of day hitting the surrounds can cause effects that are very clever. For example, near the beginning of the film the witches are on the beach and when they depart, the light reflecting off the water makes it appear as if they are walking on water (The supernatural affect of this would have been good). From what I can tell, no artificial light is used, unlike in Trevor Nunn’s where artificial light is all that is used. The costume in Polanski’s version is very extensive. Each individual character has their own dress colours; they appear to wear what they want. The Knights wear armour and the women wear colourful dresses, the men wear trousers and boots and the children wear similar smaller versions. The witches had to be portrayed as dilapidated so their clothes are ragged and shabby. One of the witches wears a mask and make-up to make her appear more of a reject of society, a freak. Modern audiences need special effects like this to keep them interested in the film. Macbeth and Banquo appear younger in this version. Macbeth appears to be a valiant young man who has now proved himself in battle while Banquo fights beside him having already proven his valour. After having analysed both productions, I believe that they are both very strong interpretations of Macbeth. I found that Polanski’s version was more easily understandable because there were many things providing the outline of the plot both orally and visually. However, Nunn’s was more moving because he captured the atmosphere that I think Shakespeare wanted to encapsulate when he wrote the play. I think that Nunn expressed his interpretation very strongly. His statement about wanting to photograph the text was defiantly what he set out to do and what I think he achieved. Roman Polanski swapped a couple of the scenes around to try and help the audience understand more easily. However, Trevor Nunn kept to the text indefinitely. This is backed up by the fact that he stated he wanted to ‘photograph the text’. I think that they both portrayed Macbeth as I had imagined he would have been. He appears to start of a picture of heroics, which gradually changes for the worse. They are both young and have proven their honour in battle. The theme of good and evil was very well portrayed in Trevor Nunn’s version. The witches created more of an atmosphere than in Polanski’s and the lighting worked very well in helping the witches appear as if they were disappearing. However, Polanski did a very good job of creating an evil atmosphere using a motion picture. He was able to use computers and colour more vividly.

How Laughter Works Essay

The essay that I chose from the book was the one by Marshall Brain â€Å"How Laughter Works†. I chose to write about this essay because this one is more in depth of where laughter actually comes from how its more than just jokes that people laugh at every day. Start off with a dash of sarcasm and a dash of vulgarity. At least that’s what my friends and I do. Laughter is a form of enjoyment towards one another. Means we are remotely comfortable to be openly laughing at something. Laughter is defined as â€Å"A voluntary reaction to certain external or internal stimuli.† It is also most commonly considered a visual expression of a number of positive emotional states such as joy, mirth, happiness, relief etc. Laughter usually occurs when one is comfortable to be around another person. Researchers believe that the purpose of laughter is related to making and strengthening human connections. A psychological study showed that laughter has its own name – gelotolo gy. Gelotology is from the Greek word â€Å"gelos† meaning laughter. Brain mentions people that are ticklish often wonder â€Å"Why can’t I tickle myself?† In order for tickling to work the brain needs tension and surprise. Obviously when you try to tickle yourself you know its coming so the brain does not react to you tickling yourself. But if someone starts to tickle you, your brain has that surprise and then you tense up. This made sense to me but not completely. Laughter also benefits one’s health and fight disease. The purpose of laughter is to relieve ourselves from stress of everyday life and laughter also increases our white blood cells and our immune system. Laughter releases endorphin which is the body’s natural pain killer and so is a pleasant act, producing a general feeling of well-being. Mental health professionals are suggesting â€Å"laughter therapy†, which teaches the patients to laugh at things that are not usually funny. It also helps the patients cope with difficult situations. Laughter just in general makes anyone feel great about one ’s self. Laughter is considered one of the best medic ations. Laughter predates human speech by millions of years, scientists think. It likely evolved as an early form of communication to help people negotiate group dynamics and establish hierarchy. Laughter nowadays is a form of expression. We rarely laugh when we are by ourselves but when we are with other people we laugh more out loud. People usually laugh at anything that they find humorous, even other people for the most part. For instance, The Darwin awards are stories about people who Brain mentions people make careers based on laughter, like comedians. No matter where you go, what city you visit, more than likely there will be a comedy club somewhere in that town. Or you can just go to the local bar and find amusement there. Comedy is also found on television. You can watch your daily dose of Scrubs or Friends and get your endorphins flowing. Laughter always helps other people get people out of a funk that they are in, laughter is contagious. When someone laughs it triggers circuits in our brains then a grin appears which makes more laughter happen. Brain said that depending on age, we laugh about different things. Like if you were a pre-teen in your teenage years basically they laugh at anything mentioning sex, peers, and food and authority figures. As you mature our taste in what we think is funny changes. As we get into adulthood, they usually joke about something less judgmental and more on specific things like referring to movies or plays etc. Brain made me think hard about this. As I read about the pre-teens and teenage years I was thinking what I joked about during that time, and he’s right. Even as we mature we joke around but our jokes now are not like what we used to joke about as kids. I never really thought about it until I read it in this essay. Brain also mentions researchers say that people often store their negative emotions of anger and sadness and fear rather than talking about it someone. Laughter releases all of that built up stress of keeping all of those emotions in. If we start to laugh too much or too hard we start to burst out into tears. Not in a bad way but a good way. This triggers our emotions and the tears are just squeezed out because we scrunch our face when we laugh. When we laugh harder it makes our body want to release some hormones, which are found in tears. The higher the hormones in the tears means the more you have stress. In this essay I believe Brain gave a lot of detailed information and actually made it an easy read. Going through I noticed Brain categorized every section so you knew what you were reading about and not confused about jumping from one subject to another. I did do some more research to verify and find something new on the subjects. Like how laughter was a form of communication 10 million years ago and how laughter is contagious, but I think everyone knows about that one. In Brains’ essay I have learned pretty much everything there is to know on laughter. Where it comes from, what we laugh at, and how it affects our health. I know we laugh about more than just jokes but I had no idea it helps our health. Basically laughter is a cure for anything nowadays. References Brain, M.(2009). How laughter works In , W.H Thelin (Ed.), Writing without Formulas (pp.428-435 ). Mason,OH ; Cengage Learning. Reflective Letter The essay I chose to do a critique on was â€Å"How Laughter Works† by Marshall Brain. This essay grabbed my attention because as I just skimmed the pages deciding which one I was going to read, this essay was very well organized and just by the titles of the sections it was very in depth. This essay was a good read in my eyes. If readers want to know basically the history of laughter or where it comes from, then I would suggest this to any reader. My main point of my essay is basically highlighting all the sections that Brain had wrote about. Brain fascinated me with all the in depth information about the brain itself and the functions of laughter. I believe the audience that would be interested in reading my paper are people who might have thought Brains’ essay was too long for them to read or basically someone who enjoys information more than just reading something to get a laugh out of it. Brains’ essay was filled with information basically over flowing, and I just highlighted some of the main points that he talked about in each section. As I read Brains’ essay, I took notes but I typed them so I could start paragraphs from them. I also did research on some of his topics that interested me , like the section of the brain where laughter or emotion comes from. At the beginning of writing my paper basically I had all these paragraphs typed but not in order, I just type what comes to mind. I then would read over all the paragraphs and try and make sense of them and put them in order. I then went through and edited the paragraphs that needed to be edited.

MASTER OF BUSINESS ADMINISTRATION Essays (9508 words) - Free Essays

MASTER OF BUSINESS ADMINISTRATION Essays (9508 words) - Free Essays MASTER OF BUSINESS ADMINISTRATION ADVANCED CORPORATE STRATEGY ( MGT 6266 ) INDIVIDUAL COMPANY CASE STUDY Dutch Lady Milk Industries Berhad Report prepared by: Abdulla Abdulqader Al-Attas (G1430873) Contents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc467903143 \h 3 Mission, Visions, Value, and Objectives PAGEREF _Toc467903144 \h 4 Business model and other relevant information PAGEREF _Toc467903145 \h 5 External Analysis PAGEREF _Toc467903146 \h 5 The PESTEL Analysis PAGEREF _Toc467903147 \h 6 The 5-Forces Model of Competition PAGEREF _Toc467903148 \h 8 Drivers of Change PAGEREF _Toc467903149 \h 12 Strategic Group Mapping PAGEREF _Toc467903150 \h 13 Internal Analysis PAGEREF _Toc467903151 \h 15 Financial Report / Financial Ratio PAGEREF _Toc467903152 \h 15 SWOT and TOWS Analysis PAGEREF _Toc467903153 \h 18 Value-Chain analysis PAGEREF _Toc467903154 \h 21 Competitive Strength Assessment PAGEREF _Toc467903155 \h 22 Identification of Strategies PAGEREF _Toc467903156 \h 24 Corporate Strategy PAGEREF _Toc467903157 \h 24 Internal Factor Evaluation (IFE) matrix PAGEREF _Toc467903158 \h 24 External Factor Evaluation (EFE matrix) PAGEREF _Toc467903159 \h 26 Business Strategy PAGEREF _Toc467903160 \h 29 Functional strategy PAGEREF _Toc467903161 \h 30 Operational Strategy PAGEREF _Toc467903162 \h 31 Recommendation PAGEREF _Toc467903163 \h 31 Conclusion PAGEREF _Toc467903164 \h 32 Introduction Dutch Lady Milk Industries Berhad (Dutch Lady Malaysia), is a manufacturer of dairy products established in Malaysia since 1950 under Royal FrieslandFoods, a Netherlands-based multinational cooperative. However, in December 2008 FrieslandFoods and Campina merged and Dutch Lady Malaysia became a subsidiary of FrieslandCampina new organization. In 28 May 1963, Dutch Lady Malaysia was incorporated as a private joint-stock limited company called Pacific Milk Industries (Malaya) Sdn Bhd. It started with the production of a single product - sweetened condensed milk - and has since expanded to a full range of dairy products locally manufactured in its factory located in Petaling Jaya. It was FrieslandFoods' first production facility based outside of the Netherlands. Its current products include growing up milk, UHT milk, pasteurised milk, sterilised milk, family powdered milk, low fat and 0% fat drinking yoghurt, and low fat yoghurt. Some of its products are also distributed to surrounding countries in Asia and Oceania. In 2011, Dutch Lady Malaysia was reported as the market share leader in the growing up milk segment - with the Dutch Lady brand holding 40% of national market share. Its financial record for first quarter of 2012 showed a 9 percent increase in revenue year-on-year, with a net profit of RM27.5 million (US$8.72 million). A slowdown in the Malaysian dairy industry, led Dutch Lady Malaysia to miss on achieving its RM1 billion sales target for 2013. Nevertheless, in 2014 2015 Dutch Lady Malaysia achieved beyond the RM 1 billon sales target. Royal FrieslandCampina is a multinational that produces and markets natural, nutritious and high-quality dairy products and ingredients. Taste, health, convenience and reliability are key characteristics. The company employs 21,000 people and has about 100 production and sales locations in 25 different countries. FrieslandCampina organises its activities into ftheir business groups: Consumer Products Europe, Consumer Products International, Cheese Butter and Ingredients. The product range consists of consumer milk, milk in powder and concentrated form, dairy drinks, yoghurts, desserts, cream, coffee creamers, baby and infant food, cheese, butter and ingredients. Its most important brands are Campina, Chocomel, Completa, Dutch Lady, Frisian Flag, Foremost, Betagen, Friesche Vlag, Fruttis, Fristi, Vifit, Landliebe, Milli, Mona, Optimel, Optitheyll, Puddis, P, Fruttis, NoyNoy, Peak, Rainbow, Yazoo, Appelsientje, DubbelFrisss, CoolBest, Debic, Frico, Milner, Buttergold, Valess, DMV, Kievit, Domo, Creamy Creation and Nutrifeed. Mission, Visions, Value, and Objectives Dutch Lady Malaysia vision is "To further strengthen our position as the leading dairy company, driving growth" . The vision do portray Dutch Lady Malaysia aspirations for the future. However, the vision had few shortcomings: Not graphic: does not paint a clear picture of where the company is headed Not memorable: it need to be memorable to be easily communicated Not complete: the vision statement seems to be incomplete Nevertheless, Dutch Lady Malaysia vision is in line with its mission and describe the organization who they are, what they do and why they are here. Dutch Lady Malaysia mission is "Helping Malaysians move forward in life withtrusted dairy nutrition ", Dutch Lady Malaysia aim to continue developing products that contribute toa healthy society. Dutch Lady Malaysia aims to continue its effort in combating obesity and nutrient deficiency by ensuring that its products are responsibly manufactured, healthy and

Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

Definition and Examples of Dissoi Logoi in Rhetoric

Definition and Examples of Dissoi Logoi in Rhetoric In classical rhetoric, dissoi logoi is the concept of opposing arguments, a cornerstone of Sophistic ideology and method. Also known as  antilogike. In ancient Greece, the dissoi logoi were rhetorical exercises intended for imitation by students. In our own time, we see dissoi logoi at work in the courtroom, where litigation is not about truth but rather the preponderance of evidence (James Dale Williams, An Introduction to Classical Rhetoric, 2009). The words dissoi logoi are from the Greek for double arguments.  Dissoi Logoi  is the title of an anonymous  sophistic  treatise thats generally thought to have been written about 400 BC. See Examples and Observations below. Also see: ArgumentationDebateDialecticElenchusMemoryPreparing an Argument: Explore Both Sides of an IssueSocratic DialogueSophism and SophistryStasis Examples and Observations The essential feature [of dissoi logoi], [G.B.] Kerferd writes, was not simply the occurrence of opposing arguments but the fact that both opposing arguments could be expressed by a single speaker, as it were within a single complex argument (The Sophistic Movement [1981], p. 84). Such an argumentative procedure could force any question into an Aporia by pointing out that each side was true within the terms that it had chosen to develop the argument. Both sides depended, ultimately, on language and its imperfect correspondence to the outside world, whatever one might think that world to be. A form of this analytical technique has recently been revived under the name of Deconstruction. Or, the parties could agree to accept one position as superior, even though it manifestly depended on human argument and not Divine Truth. It is from this accommodation to antithetical structure that Anglo-Saxon jurisprudence descends: we arrange social issues into diametrically opposed questions, arran ge a dramatic display of their conflict, and (since the law cannot afford aporia as a conclusion to social disputes) accept the jury-audiences verdict as a defining truth, a precedent for future disputation.(Richard Lanham, A Handlist of Rhetorical Terms, 2nd ed. University of California Press, 1991) In essence, dissoi logoi posits that one side (logos) of an argument defines the existence of the other, creating a rhetorical situation in which at least two logoi struggle for dominance. In contrast, Western cultures implicit assumption that argument is about truth or falsity urges one to assume that one side of the argument is true or more accurate and that other accounts are false or less accurate. Quite differently, Sophists acknowledge that one side of the argument might in a particular context represent the stronger logos and others the weaker, but this does not preclude a weaker logos from becoming the stronger in a different or future context. Sophism assumes that the stronger logos, no matter how strong, will never completely overcome competing logoi and earn the title of absolute truth. Ratherand this is the heart of dissoi logoiat least one other perspective is always available to serve as an other to the stronger argument.(Richard D. Johnson-Sheehan, Sophistic Rhetoric. Theorizing Composition: A Critical Sourcebook of Theory And Scholarship in Contemporary Composition Studies, ed. by Mary Lynch Kennedy. Greenwood, 1998) Dissoi LogoiThe Original Treatise Dissoi Logoi (twofold arguments) is the name, taken from its first two words, that has been given to a tract which is attached to the end of the manuscript of Sextus Empiricus. . . . It contains arguments which are capable of bearing opposed meanings, and it has sections dealing with Good and Bad, Decent and Disgraceful, Just and Unjust, True and False, together with a number of untitled sections. It has the look of a students lecture notes, but this appearance may be deceptive. The contents are what we might expect in Protagoras Antilogiai, but it is safer simply to designate them as sophistic.For example, to prove that Decent and Disgraceful are really the same, the following double argument is brought forward: for women to wash themselves in the home is decent, but women washing in the palaestra would be disgraceful [it would be all right for men]. Therefore, the same thing is both disgraceful and decent.(H. D. Rankin, Sophists, Socratics and Cynics. Barnes Noble Books, 1983) Dissoi Logoi  on Memory The greatest and fairest discovery has been found to be memory; it is useful for everything, for wisdom as well as for the conduct of life. This is the first step: if you focus your attention, your mind, making progress by this means, will perceive more. The second step is to practice whatever you hear. If you hear the same things many times and repeat them, what you have learned presents itself to your memory as a connected whole. The third step is: whenever you hear something, connect it with what you know already. For instance, suppose you need to remember the name Chrysippos, you must connect it with chrusos (gold) and hippos (horse).(Dissoi Logoi, trans. by Rosamund Kent Sprague. Mind, April 1968)

World Religions Report Research Paper Example | Topics and Well Written Essays - 2000 words

World Religions Report - Research Paper Example It believes in the spreading the message of Christ to the entire world and making all the people as the children of god on the basis of baptism. Jesus Christ is considered as the founder of it with the date of its origin being around first millennium AD (Chavis, 2009). In terms of creation of the man, this religion holds to its belief of man as being created by god with a soul and Adam as being the first man. Catholicism has a firm belief in only one supreme authority that is of god, that alone is the creator of heaven and earth. He is the infinite power that embodies all the traits of wisdom, goodness, justice and love; all of which are reflected in his creation of universe and human kind. The main source of the authority for the Catholics comes from the Bible, Tradition, the Creeds, the Bishops and the Pope among others but the ultimate authority is in the hands of the Christ (Bennett, 2010). The religion of Catholicism also comes with the belief that the human race was created in perfect innocence and justice but later it got tainted by the temptation of Satan the angel of evil. Adam and Eve, in the influence of Satan deferred to selfishness and lack of trust in their creator and hence this first sin of disobedience resulted in the death of the spiritual side of the human race. But god being all merciful and kind provided the human race an opportunity to be graced by the eternal life from god in return from his/her practice of baptism (Bennett, 2010). The religion also embodies the belief that Jesus is the true god and all the things were created through him. He was crucified by the human enemies in order to meet the divine justice for the disobedience and sins of man and he became a human (Bennet, 2010). The religion of Catholicism is also of the view that the act of sin corrupts a man and is an act of shunning god, which in turn robs the grace of man’s soul and deprives

Immigration Essay Example | Topics and Well Written Essays - 1500 words

Immigration - Essay Example Nevertheless, the political and social significance of immigration goes clear of numbers as immigration engrosses populace, and not just the factors of production but also the dreams, hopes, frustrations, human interests and plans. As such, immigrants are n active force that drives the novel international realities both in their host countries and their native countries. In actual fact, immigration has turned out to be a key force that shapes global reality. Immigration is a dominant force with regard to both cultural and social interaction and change in the host nations. It offers the immigrants considerable opportunities to enable them to progress. Immigration is also an issue that has significantly dissimilar developmental impacts on both the native and host nations. The worldwide population has, therefore, recognized the aforementioned facts in their considerations on immigration and as a consequence has acknowledged the requirement to set up a more rational political rejoinder t o the trend. This paper is, therefore, written with the objective of bringing out the differences in immigration patterns between the United States of America and other countries across the globe. In doing so, the paper will look at aspects such as the difference in immigration policies between the USA and other countries and also the differences in opportunities offered to immigrants in USA and other countries. Immigration in the USA and Canada One of the notable differences between the national policies on immigration between Canada and the United States of America is that while Canada has been actively involved in soliciting for immigrants for several years, the United States of America has put up several restrictions aimed at limiting immigration into the country Dalmia. Dalmia further observes that the Canadian public has consistently shown support for immigration as was seen in a poll whose outcome indicated that only a third of Canadians considered immigration as a problem an d not an opportunity. This was far much lower than all the nations that had been surveyed. However, the Canadians showed concern on â€Å"brain wastage† and making sure that alien credential were accurately acknowledged and recompensed in the job markets. In concurrence with the above statement, Dalmia acknowledges that unlike the United States that only elects natives to leadership and political positions, Canada offers immigrants opportunities in both political and leadership positions. For instance, during the 2011 parliamentary elections, approximately 11 percent of all the individuals elected to the Canadian parliament were immigrants. He further maintains that this is not a coincidence as just about 20 percent of Canadians are immigrants. On the other hand, the United States of America limits immigrants from participating in elections and holding political offices. That is, the policies do not allow immigrants to vote or vie political offices such as congress, presidenc y and senate. In observing the difference of opinions on immigrations between Canadians and Americans, Dalmia noted that there are two key reasons as per why Canadians are tolerant to immigration while

Sociology Essay Example | Topics and Well Written Essays - 1250 words - 7

Sociology - Essay Example Different nations of people live in one city, like in New York representing unity in diversity with so many cultures and traditional values. Different languages are spoken. Municipalities also register an inevitable growth and they have to provide transportable roads lighting the roads, similarly and should be committed to provide amenities of international standard to being globalization. The technology is no more permitted, limited to a particular part of the world. It is exchanged in order to serve the public with the latest technology. The globe is no bigger. Globalization and sociology represents a single economy. Single technology, efficiency and quality of the products should be of high standard. Because of globalization and sociology there is conspicuous change with the social life industries. One shall meat and come across different rest of different nationals represent at one place. Different sets of different nationals represent diversified cultures, different languages are spoken at one and the same place, and at one and the same time. They come to know each other from a closer proximity. The intimacies develop; relationships pave way for greater understanding. The social pavilion of life is set to rolling. Broader outlook develop into more knowledgeable and understanding environment. There will be a great impact on the urban sociology patterns of life. The world becomes a small place respectively inevitable economical growth, a pleasant knowledge based environment. The world is no bigger, thoughts of seeing the world; the globe on a huge unknown has become so small so much can be felt immensely. T third world, joyous frivolous, sensible, knowledgeable, cultured by urban socialites will cherish. The development may fold big colonies. A lot of departmental stores will enter into the market to cater to the needs of the conglomeration. The branded cloth stores, all varieties clothes grocers, food

Letter to Colombian Government (Writing to Argue) Assignment

Letter to Colombian Government (Writing to Argue) - Assignment Example The situation is further exacerbated by the displacement of children due to the armed conflict and the forced recruitment of minors by armed groups, such as the FARC (IACH Report). The commission’s conclusion is clearly a clarion call for government action. Unfortunately, the Colombian government’s enactment of the 1989 Minor’s Code facilitates the exploitation of the very children it aims to protect. In Medellin, the Minor’s Code encourages contempt of the law, engenders child assassins, brings children under the control of exploitative bosses, pushes children into guerilla forces, and prevents the reintegration of children into society. The Minor’s Code’s position that those who are under the age of 18 will not go to jail on committing a crime, only gives carte blanche to children to break the law with impunity. While its provisions may superficially claim to protect the child, the ground-reality is markedly different: the Code, designed to protect kids from adult prisons, actually puts them above the law. It effectively absolves children from taking responsibility for their actions. This makes them effective instruments of crime, as they can easily evade the long arm of the law. Just as civilians are used as shields in unfair wars, the Minor’s Code is responsible for children being used as shields for crime on the streets of Medellin. There is widespread contempt of the law and crimes are delegated to children. The Code is as good as a license to kill.   As the Minor's Code allows kids under 18 to kill without being held responsible, the streets of Medellin teem with child assassins. Contract killings, which are common here, are largely executed by minors. The client contacts a boss, identifies the victim and pays the contract price. The boss then executes the contract using child assassins. Capt. Luis Francisco Marino Florez, a homicide detective in Medellin, perceives child assassins to be more dangerous t han adult ones. He says, â€Å"They're less predictable, and they know they can't be touched.† Minors literally thumb their noses at him. â€Å"In the cases of 12- and 13-year-olds, we have kids who we know have murdered 10 to 15 people, but nothing happens to them† (Griswold, New York Times). Secure behind the walls of the Minor’s Code, Medellin’s adolescent sicarios, or assassins, are the gang bosses’ preferred instruments of execution. The Minor’s Code puts children under the exploitative control of gang bosses, who keep their young charges on a tight leash. The gang leaders of Medellin are often affiliated with the paramilitary forces from whom they receive cash and weapons. The immunity conferred on children by the Minor’s Code makes them ideal as the bosses’ underlings. The bosses hire child assassins and equip them with weapons. The children are provided with drugs, as another way in which the bosses can retain control o ver them. They depend on the gang bosses for drugs, approval and money. In the frequent absence of fathers, these children even see the bosses as their role models. They get paid at the bosses’ whim. Once they are caught in this vicious circle, children cannot break out. They have to continue killing, or be killed. As the minor reaches the age of eighteen, which places him outside the protective umbrella of the Minor’

Mental Health Nurses are the Best People to Aid Recovery of Depressed Assignment

Mental Health Nurses are the Best People to Aid Recovery of Depressed and Cardiac Patients - Assignment Example Over the recent decade, several studies have linked anxiety and depression with cardiovascular problems, as well as fatal heart attacks (Bogner, Ford & Gallo 2006). A wide-ranging analysis of empirical studies about cardiac patients’ psychosocial medications indicates that a vast sum of resources have been employed in this attempt (Pignay-Demaria, Lesperance, Demaria, Frassure-Smith & Perrault 2003). Hence, it is vital for mental health nurses to be knowledgeable of the important developments that have taken place. A vast number of studies and reviews over the recent decade have analysed the impacts of depression on cardiovascular problem. They propose a relationship between cardiovascular problems and depression, but not a decisive causality trend (Ai et al. 2010). The findings can be classified into three groups (Ai et al. 2010). Primarily, depression portends the start of and weak diagnosis for cardiovascular illness (p. 27). Second, the connection between heart disease and depression is due partly to the connection between cardiac patterns and risk factors and depression like refusal to take medication, poor compliance to minor precautionary treatment, social exclusion, and withdrawal from rehabilitation courses (Ai et al. 2010). Third, some studies indicate that coronary heart disease may reinforce depressive symptoms, particularly among women. Certainly, a significant number of Myocardial Infarction (MI) survivors are experiencing depression (p. 27). Duits and colleagues (1997), in an analysis of 17 potential investigations of psychosocial results after cardiac surgery, discovered that preoperative depression and anxiety portended postoperative mental instability.... The explanations why depression is usually insufficiently addressed and treated in cardiac patients have yet to be completely explained. Depression normally is expressed by grief but can be determined without this particular aspect. Since elders with persistent clinical illnesses such as heart diseases may not show grief or sorrow and because other indications like weakness or weariness are pervasive to cardiovascular problems and depression, overlap in symptoms may reinforce the failure to recognise depression by physicians. On the other hand, patients and physicians might think that depression is a natural response to heart problems. Previous researchers of depression in the perspective of clinical comorbidity evaluated the presence of depression to be a mental outcome of experiencing a disease. Furthermore, a number of physicians may be hesitant to interview their patients regarding their symptoms of depression and patients may be unwilling to reveal these specific symptoms. Moreover, successful treatment of comorbid cardiovascular disease and depression necessitates knowledge of the interaction between these health disorders.

The case of HSBC bank Dissertation Example | Topics and Well Written Essays - 15000 words

The case of HSBC bank - Dissertation Example ......................................................................4 1. Introduction...............................................................................................................................................5 1.1 Corporate Social Responsibility – An Introduction..................................................................................5 1.2 The Aims ..................................................................................................................................................6 1.3 Objectives.................................................................................................................................................6 1.4 Dissertation Question...............................................................................................................................7 2. ... ...........................................................14 2.6 Stakeholder Theory – Prevalent Definitions...........................................................................................15 2.7 Banking and CSR......................................................................................................................................16 2.8 The UK Banking Sector............................................................................................................................20 2.9 Theoretical Analysis over HSBC...............................................................................................................22 2.10 Moralisation and Ethical Leadership....................................................................................................22 2.11 Sustainability Strategy of HSBC.............................................................................................................26 2.12 Notion of Time Scale................. ............................................................................................................27 3. The Methodology.....................................................................................................................................28 4. Analysis....................................................................................................................................................31 4.1 Case Study -- HSBC BANK........................................................................................................................31 4.2 Ignorance of the â€Å"micro†.........................................................................................................................35 4.3 Analysis of Chairman’s

Mental Health Nurses are the Best People to Aid Recovery of Depressed Assignment

Mental Health Nurses are the Best People to Aid Recovery of Depressed and Cardiac Patients - Assignment Example Over the recent decade, several studies have linked anxiety and depression with cardiovascular problems, as well as fatal heart attacks (Bogner, Ford & Gallo 2006). A wide-ranging analysis of empirical studies about cardiac patients’ psychosocial medications indicates that a vast sum of resources have been employed in this attempt (Pignay-Demaria, Lesperance, Demaria, Frassure-Smith & Perrault 2003). Hence, it is vital for mental health nurses to be knowledgeable of the important developments that have taken place. A vast number of studies and reviews over the recent decade have analysed the impacts of depression on cardiovascular problem. They propose a relationship between cardiovascular problems and depression, but not a decisive causality trend (Ai et al. 2010). The findings can be classified into three groups (Ai et al. 2010). Primarily, depression portends the start of and weak diagnosis for cardiovascular illness (p. 27). Second, the connection between heart disease and depression is due partly to the connection between cardiac patterns and risk factors and depression like refusal to take medication, poor compliance to minor precautionary treatment, social exclusion, and withdrawal from rehabilitation courses (Ai et al. 2010). Third, some studies indicate that coronary heart disease may reinforce depressive symptoms, particularly among women. Certainly, a significant number of Myocardial Infarction (MI) survivors are experiencing depression (p. 27). Duits and colleagues (1997), in an analysis of 17 potential investigations of psychosocial results after cardiac surgery, discovered that preoperative depression and anxiety portended postoperative mental instability.... The explanations why depression is usually insufficiently addressed and treated in cardiac patients have yet to be completely explained. Depression normally is expressed by grief but can be determined without this particular aspect. Since elders with persistent clinical illnesses such as heart diseases may not show grief or sorrow and because other indications like weakness or weariness are pervasive to cardiovascular problems and depression, overlap in symptoms may reinforce the failure to recognise depression by physicians. On the other hand, patients and physicians might think that depression is a natural response to heart problems. Previous researchers of depression in the perspective of clinical comorbidity evaluated the presence of depression to be a mental outcome of experiencing a disease. Furthermore, a number of physicians may be hesitant to interview their patients regarding their symptoms of depression and patients may be unwilling to reveal these specific symptoms. Moreover, successful treatment of comorbid cardiovascular disease and depression necessitates knowledge of the interaction between these health disorders.

Physician Query Essay Example | Topics and Well Written Essays - 750 words

Physician Query - Essay Example HOSPITAL COURSE AND TREATMENT: The patient was admitted and started on Lovenox and nitroglycerin paste. The patient had serial cardiac enzymes and ruled out for myocardial infarction. The patient underwent a dual isotope stress test. There was no evidence of reversible ischemia on the Cardiolite scan. The patient has been ambulated. The patient had a Holter monitor placed but the report is not available at this time. The patient has remained hemodynamically stable. Will discharge. Please review the documentation in the patient medical record on the Discharge Summary (appended as Annexure II) to ensure coding compliance and accuracy. You are requested to address the query, include the missing information and return the query (duly dated and signed). The query form will become a part of the physician’s documentation in the patient’s medical record. INTERVENTIONS: A developmentally appropriate, group-oriented therapy program was the primary treatment modality. The attending psychiatrist provided evaluation for and management of psychotropic medications. The clinical therapist facilitated individual, group, and family therapy. COURSE IN HOSPITAL: The patient was in the hospital from 06/11/09 until 07/13/09. The most prominent symptoms and behaviors while the patient was here were the following: Perceptual disturbances, strange thoughts, he was suspicious at times, at some point he was complaining of audiovisual hallucinations. He was quiet showing a flat affect, irritable, anxious and depressed moods, tearful at times, homesick, limited interaction with peers. He was attending groups, however, was showing limited participation. He was superficial, not really working too much on her issues, more focused on how soon she was going to be discharged more than working on her issues. He stated "strange feelings and sensations". The patient has shown some improvement in general. However, he is not completely stable yet, and he

Texas Retirement System (TRS) Essay Example for Free

Texas Retirement System (TRS) Essay You have been recruited to consult for the Texas Retirement System (TRS). TRS is looking at alternative investment opportunities. They see John Bogle’s (founder of Vanguard) mantra of simply investing in index funds as particularly compelling. Yet, Miller’s historical record at Value Trust has been outstanding, and several trustees are in favor of investing with him. Your task to provide a recommendation to the trustees as to whether or not they should invest with Miller and Value Trust. Again, the case questions are here to simply guide your analysis. You are preparing a professional report for the TRS trustees, and it should be structured accordingly. Also, don’t spend a lot of time repeating the facts of the case itself, but certainly use the exhibits to support your assessments. 1. How well has Value Trust performed in recent years? In making that assessment, what benchmark(s) are you using? How do you measure investment performance? What does good performance mean to you? 2. What might explain the fund’s performance? To what extent do you believe an investment strategy, such as Miller’s, explains performance? 3. How easy will it be to sustain Miller’s historical performance record into the future? What factors support your conclusion? 4. Consider the mutual fund industry. What roles do portfolio managers play? What are the differences between fundamental and technical securities analysis? How well do mutual funds generally perform relative to the overall market? 5. What is capital-market efficiency? What are its implications for investment performance in general? What are the implications for fund managers, if the market exhibits characteristics of strong, semi-strong, or weak efficiency? 6. As of 2005, would you recommend investing in Miller’s Value Trust? What beliefs about the equity markets does your answer reflect?

The Conflict Between Individual And State And The Grammatical Fiction :: essays research papers

The Conflict Between the Individual and the State and the Grammatical Fiction in Darkness At Noon "The Party denied the free will of an individual-and at the same time exacted his willing self-sacrifice." The obvious contradiction of the above definition of the Communist party is depicts the conflict between the individual and the State in Arthur Koestler’s novel Darkness at Noon. Koestler’s protagonist Nicolas Salamanovich Rubashov, devout communist and former leader of the Communist party, falls victim to his own system during the time of the Moscow trials. Accused and imprisoned for crimes he did not commit, Rubashov is forced to choose between the ideology he has faithfully followed for the past forty years of his life, or a new found sense of self, which he calls the "grammatical fiction".During the beginning of Rubashov’s solitary incarceration, he begins to doubt the infallibility of the Communist regime, and for a time, views himself independent from the Party. Rubashov’s pulling away from Communism is evident in his conversation with the examining magistrate, Ivanov, during his first hearing. Rubashov addresses Ivanov’s collective viewpoint with the developing views of his own:"Your argument is somewhat anachronistic," said Rubashov. "As you quite rightly remarked, we were accustomed always to use the plural ‘we’ and to avoid as far as possible the first person singular. I have rather lost the habit of this form of speech; you stick to it. But who is this ‘we’ in whose name you speak to-day? It needs re-defining. That is the point."Apart from the Party, Rubashov no longer functions as part of the Communist unit, but rather as an individual. Within communist doctrine the individual is only a piece of a larger system, and for the true communist the pronoun ‘I’ is not even part of his or her vocabulary. Rather, the personal ‘I’ is replaced by ‘we’, which represents the Party. The significance of Rubashov’s statement is that even his speech patterns, a physical manifestation of one’s subconscious, display his self-detachment from the Communist Party in that he has lost his ability to associate with the communist We. Over and over Rubashov is tormented by the idea "I shall pay", an unrest due to his uncertainty about the foundation of Communism he has placed himself on. Shortly after his first hearing he writes in his diary "The fact is: I no longer believe in my infallibility. That is why I am lost.

The Life of Norman Rockwell :: essays research papers

Norman Rockwell is best known for his depictions of dail life of a rural America. Rockwell’s goals in art revolved around his desire to create an ideal America. He said â€Å" I paint life as I would like it to be.†   Ã‚  Ã‚  Ã‚  Ã‚  The second child of Jarvis W. Rockwell and his wife Nancy, Norman Perceval Rockwell was born in the famous New York City. In his summers he enjoyed life on the countryside, which made a profound impact on his art.   Ã‚  Ã‚  Ã‚  Ã‚  Rockwell remained in Manhattan until 1903, when they moved to Mamaroneck, New York. It was there he decided to pursue a career as an illustrator.   Ã‚  Ã‚  Ã‚  Ã‚  In 1908, He began attending the Chase School of Fine Art. At the age of fifteen he quit high school to enroll in classes at the National Academy of Design. He left the Academy a year after finding out that it was geared towards training of the fine artist rather than the illustrator. He then enrolled in the Art Students League studying inder George Bridgman and Thomas Fogarty. In addition to excelling in his skills in drawing and painting, Rockwell was introduced to the illustration of Howard Pyle.   Ã‚  Ã‚  Ã‚  Ã‚  In 1911, Rockwell illustrated his first book, â€Å"Tell Me Why Stories†. Two Years later he contributed to â€Å"Boys Life†, He soon became art director of the magazine. Commissions for other children’s magazines, among them â€Å"St. Nicholas†, â€Å"Youths Companion† and â€Å"American Boys†, soon followed. In 1915, Rockwell moved to New Rochelle, New York, home to many of America’s finest Illustrators. He studied the work of older illustrators while painting crisply, painted renditions of fresh-faced kids and dogs.   Ã‚  Ã‚  Ã‚  Ã‚  A turning point in Rockwell’s career occurred one year later when he sold five cover illustrations to George Lorimer, editor of the â€Å"Saturday Evening Post†. For the next four decades, Rockwell’s name would be synonymous with the â€Å"Post†. During that time he produced 322 covers for the magazine.   Ã‚  Ã‚  Ã‚  Ã‚  By the 1920’s, Rockwell achieved considerable success.

How Democratic Britian Was by the 1928? Essay

â€Å"Democracy is the government of the people, for the people, by the people† (Abraham Lincoln, President of the USA, 1860-1865)† For any country to be called democratic, certain conditions have to exist. Firstly, all adults should have the right to vote but the right to vote did not in itself make Britain democratic. Between 1850 and 1928, other features of a democracy were created. These features included a fair system of voting, a choice of who to vote for and access to information to make an informed choice. It should also be possible for people from all backgrounds to become Members of Parliament themselves and parliament should be accountable to the voters. Although the transition from a political system dominated by aristocracy to one of universal suffrage was a long and protracted one by 1928, most of the features of a democracy had been met. Consequently Britain had become more democratic than it was in 1850. It is no wonder that John Kerr describes Britain as being â€Å"nowhere near being democratic in 1850.† The state of democracy in Britain had been set by the Great Reform Act of 1832 which increased the number of men who could vote in a general election and redistributed parliamentary seats so that there was a more equal ratio of MPs to constituents. However Britain was still far from being democratic. The system was not fair as voting took place in hustings meaning there was no secret ballot, making it possible for candidates to bribe and intimidate the voters and general elections were only held every seven years. Another aspect of the British political system that was undemocratic was the unequal distribution of seats and MPs still representing county and borough constituencies with great variations in size of population. Moreover, the Tory dominated House of Lords was unelected and it could stop the elected majority of the House of Commons getting bills though parliament a nd only wealthy men could stand as candidates for election as there was a property qualification. It could be suggested that Britain was undemocratic in 1850 as working class men and all women were excluded from the franchise and only 7% of the population were entitled to vote. Between 1850 and 1928 a series of acts were introduced that extended the franchise. The Second Parliamentary Reform Act of 1867 was the first piece of legislation that tried to amend the political system. As a result of this Act, the size of the electorate increase to 2.5 million including the skilled working class meaning a third of males were now able to vote. However, the vote still depended on property and the one year residency requirement discriminated against a large proportion of the working class. The introduction of the Representation of the People Act in 1884 doubled the electorate making the number of voters five million and the franchise qualification was now the same in both boroughs and counties. Although Sir Albert Maine described the new system as an â€Å"unmoderated democracy† there was still a long way to go until Britain became democratic. The men who did not have the franchise in 1867 such as the soldiers and male domestic servants were still deprived of the vote in 1884 and as with 1867 plural voting still existed and no women were allowed to vote. The Representation of the People Act 1918 extended the franchise to all adult males because of their important role in the Great War meaning that all males over the age of twenty one were now enfranchised. For the first time, women over the age of 30 were given the vote provided they were educated, married and had a home. Although this was a major step towards democracy as regards women’s suffrage, it mus t be noted that there was not equal universal suffrage, and that women would have to wait until the 1928 Equal Franchise Act to be set on equal voting terms as men without qualifications, to receive the vote at the age of 21. As a result of the increase in voters in towns, changes were made to National Party Organisation as party leaders had to find ways of persuading the electors to vote for their candidate. National organisations such as the Conservative Central Office in 1870 and the National Liberal Federation in 1877, were developed by the parties to canvass support at elections. Liberal and Conservative Associations were developed in all major towns and electors were encouraged to join and attend meetings. Liberal and Conservative clubs were set up as social centres to encourage support such as the Reform Club in Manchester and the Carlton Club. This led to more central co-ordination of policy and strategy. Propaganda and persuasion would be the means of enlisting the support of the voters and the parties had to ensure that their known supporters were registered as voters. The Conservative Primrose League was created to canvass support in small towns and the counties. Tighter discipline was imposed in both parties and the result was a development of political parties and their organisations. Overall, better representation helped the growth of democracy as well as better access to information as manifestos had to be created and distributed to the population. The 1970 Education Act (1872 in Scotland) increased the literacy levels in the country so that information about political parties and their policies became more accessible to the population. By the late 19th century literacy was fairly well established and daily national newspapers became vital sources of information. The development of the railways was crucial in giving the population better access to information. The population was able to make more informed choices in elections as they became more aware of political issues. Socialist groups eventually joined with the Trade Union movement to form the Labour Representation Committee in 1900 which in 1906, became the Labour Party- a party that claimed to represent the working class. This meant that the electorate had a genuine choice of parties with different political ideologies: the Conservatives, Liberals and the Labour Party. Consequently, this pushed Britain forward towards democracy as different can different parties can voice different views on how to deal with the problems the country faces. Although Britain had become more democratic with better access to information and a choice of parties certain aspects of the system were unfair until legislation was introduced to improve this. The Reform Act of 1867 improved the distribution of seats making the system fairer in addition to extending the franchise. The facts show that many small boroughs lost one or even both of their MPs who were then redistributed to areas of the country that were under-represented. For example, Scottish constituencies were allocated 5 seats. However, democracy was still far from being reached in Britain as MPs were still not evenly distributed, the electorate largely remained the same and balance of political power was not altered. The Redistribution of Seats Act of 1885 moved Britain closer towards democracy as it aimed to construct constituencies of equal size to have a fairer representation of the people. As result of the Act, 79 towns with a population of under 15,000 lost both their seats and the total number of MPs was increased from 652 to 670. In fact, in his book â€Å"The extension of the Franchise 1832-1931† puts forward his opinion: â€Å"together, the 1884 Franchise Act and the 1885 Redistribution Act brought about one of the most radical changes in the parliamentary election system during the nineteenth century. Bribery and corruption were still present in elections in the late 1860s and two laws were passed in an effort to eliminate this. The Secret Ballot Act of 1872 allowed voting to be done in secret so electorates were free from intimidation. It meant that the newly enfranchised working class would not be pressurized into voting for their landlords in fear of losing their home or jobs. The secret ballot was an improvement in Britain towards democracy and the Chief Commissioner of Police in London reported there had been no trouble at the elections. However, employers were still bribing their workers and between 1867 and 1885 four towns were disenfranchised due to corrupt practices. Moreover, an opponent of the Act Lord John Russell, argued it would undermine the â€Å"legitimate influence of the aristocracy, over people who looked to them for leadership†. Many believed that it was you duty to tell people how you voted, it was considered† honest and British† and there was a belief that secrecy would lead to further corruption. The Corrupt and Illegal Practices Act was introduced in 1883 and it meant that if there was any corruption in any election it would lead to a heavy fine or imprisonment. There was less intimidation; the new code of ethics had moved Britain forward towards democracy. S.Wood said that â€Å"elections certainly became more orderly†. Despite these steps towards democracy, plural voting still existed and MPS were still not paid. Even though the property qualification for MPs was abolished in 1857 meaning that ownership of land was no longer a prerequisite for becoming an MP but one issue that still had to be resolved was the payment of MPs. This made the Parliament Act of 1911 a â€Å"great achievement† according to Stephen J. Lee as MPs finally got a salary of  £400, meaning that anyone could stand as an MP, whether they are working, middle or upper class. However, in reality working class men could not afford to give up their day job to become a politician so very few working class men stood as candidates. In addition, the Act reduced the life of the government from seven years to five years .The House of Lords which Lloyd George described as â€Å"five hundred men, ordinary men chosen accidentally from among the unemployed,† no longer had power over bills to do with taxation or government spending and could only delay bills for up to two years. Despite the fact this made the elected house more accountable to the voters, Britain was still not fully democratic as the House of Lords still had some power despite being an unelected body. Although Britain had made strides towards democratic by 1928 there were still other factors that were undemocratic such as universities still having Seats in Parliament until 1949 and the franchise was not being given to 18 year olds until 1969.Moreover, elections in Britain use the First Past the Post System meaning the person with the most votes wins the election. However this could be seen as being unfair in that the percentage of seats the larger parties end up with in Parliament is always greater than the percentage of votes they have achieved in the election. For example, in the 2005 General Election although the Labour Party got 36.2% of the votes, they had 55% of the Seats in Parliament. For many years, smaller parties like the Liberals gave argued for a system of Proportional Representation which makes the proportion of seats a party has equal to the percentage of votes the party got in the election. First Past the Post was confirmed as the voting system for general elections in the United Kingdom in 1918 and this has not changed since. By 1928, Britain had become a more democratic country as all the features that would be expected in a democracy were in place such as universal suffrage, the secret ballot and better representation. There was a choice for voters of different backgrounds of three main political parties and working class candidates were able to stand for election as MPs were paid. Furthermore, access to information was greater than it had been in 1850. However, 18 year olds were not given the vote until 1969 and the electoral system is still an issue today as many people argue that Proportional Representation should be used in British elections.