Violent Literature of the 1960s Essays -- Violence Vietnam War Litera

Violent books of the 1960sLike every idealistic movement of the 1960s the anti play off movement began as an impassioned protest. Peaceful rhetoric dictated by the emerging counter culture lined its foundations, propelling it into existence and giving it such hope and eagerness it was impossible to ignore. Causes such as this were the catalyst for togetherness and comradery within and around communities. The Free Speech Movement set the stage for this national awakening, forcing the public to sluttish their eyes to the issues at hand. Mario Savios cries for action rung out in the ears of the country, sparking an uprising of young idealistic believers they had to put a stop to a war already reeking of death. Some of the most honest literature was created during the anti war movement, narrating the course of emotional attachment and dedication individuals felt. As Andrew Gordon wrote The time was ripe, the States was ours, and we were going to change the world Paradise Now or Apoc alypse Now (Portable Sixties Reader 231). The Free Speech Movement (FSM) began as a simple protest of the un barely enforcement of laws by school officials. Peaceful civil disobedience bled into more direct action as the cause grew, drawing increase support from students and the surrounding community. Mario Savio sat in the center of this whirlwind transfer of power and emotion, summoning from within himself a passion that soon took hold of the Berkeley campus. The FSM became more than just a movement to gain rights it became a national anthem of student progress and the ability to truly change an institution. Prior to entering Sproul Hall, student demonstrators listened as Savio fervently called them into action There is a time when the op... ...both literally as well as through literature. Peace was born of idealistic individuals willing to fight with their words and diplomatic actions. This peace then mutated into a revolutionary society filled with radical leaders calling for violence to stop the war a proverbial situation where fire was being used to fight fire. This flourish of harmony that existed throughout the country was inevitably weak, equipped to break at any moment. Thompson writes of this disintegration with the right kind of eyes you can almost see the high-water markthat place where the wave finally broke and rolled back (Thompson 68). Literature from the 1960s stands today as some of the most powerful narration of the domestic struggle out country witnessed. It documents the rocky movements of students and communities alike and paints an amazing house painting of the battle to end the war.

International Parity Conditions Essay -- essays research papers fc

Prices, Interest Rates, and Exchange Rates in Equilibrium (International Parity Conditions) tabular array of ContentExecutive Summary31.Introduction.42.Literature Review63.Findings and Analysis 10a.PPP..10b.FE....12c.IFE...144.Conclusion & Recommendations ...16Bibliography.17Appendix A. Historical Data18Table of FiguresFigure 1. International Parity ConditionsFigure 2. Scatter Diagram for PPP Figure 3. Time-series entropy for splashiness rates differential and convert rate change Figure 4. Regression Plot for PPP Figure 5. Scatter Diagram for FE Figure 6. Time-series data for inflation and interest rates differentials Figure 7. Regression Plot for FE Figure 8. Scatter Diagram for IFE Figure 9. Time-series data for interest rates differentials and exchange rate changeFigure 10. Regression Plot for IFEExecutive SummaryThis assignment is aimed at examining the evidence for three of the relationships that underpin (explicitly or implicitly) much of supranational macroeconomics. The first is purchasing power parity (PPP), or the hypothesis that there exists a constant long-run equilibrium substantial exchange rate. The second is fisher Effect, which tests the relationship between difference in inflation rates and difference in nominal interest rates. The third establishes a relationship between real exchange rates and real interest rate differentials or International Fisher Effect. The tests argon conducted on a basis of 2 economies United States and Kazakhstan. The results are obtained using graphs and regression models, which significantly increase the power of the tests. The empirical evidence is evaluated on the basis of historical data for the period of 1999-2003. The paper is divided into two main parts. The first part contains analysis of the historical data about interest rates, exchange rates, and 3-month T-bills (Kazakhstani name MEKKAM) in two countries Kazakhstan and USA. The second part gives implications found on the res... ...ptember1486.362. 320.930.1218-3.98-5.07October147.826.3 2.040.940.5647-4.26 November146.996.4 1.770.911.5826-4.63 December144.76.4 1.880.93 -4.52

Transition of the Bulgarian Economy: 1990-1997 :: Essays Papers

Transition of the Bulgarian Economy 1990-1997The immense political and economic changes in Central and Eastern atomic number 63 switch created a variety of unique transition economies. Each bucolic controlling its own development without fully understanding the implications of the monetary and fiscal macroeconomic policies it yields. Bulgaria in particular has had mixed results. A 1992 OECD Economic Assessment of Bulgaria described shock therapeitic reform programs that included the abolition of central planning, the liberalization of most prices, and go-ahead more markets to foreign trade. While the survey concluded that much has been achieved in extremely difficult circumstances, by 1997, economic stability had not been realized. Since 1989, several governments have presided, the banking system has virtually collapsed, GDP has significantly declined along with the lev, inflation is rampant, and economic policies fail to generate confidence. However, Bulgarias economic performanc e is decidedly middle of the pass when compared to other transitioning economies. Declines in output and average real income are much greater and unemployment and inflation much higher than the Visegrad group and Baltic Republics though frequently better than Ukraine, Belarus, and the Russian Republics. Many of Bulgarias current economic problems can be traced to economic conditions at the start of its transition. Heavy reliance on CMEA markets deva nominated the country , more so than any other country. Compared to GDP, over 60% of its imports and exports were orientated to the CMEA market. COMECONs collapsed devastated Bulgaria, causing large initial declines in GDP and increases in unemployment. This instance necessitated the complete restructuring of the modes of production. The complete upheaval of the Bulgarian economy forced a suspension of payments to foreign debts making it practically impossible to attract foreign/ Hesperian investment to restructure the economy. Curren t economic instability is due to the lack of decisive economic policy from the seven successive governments following the fall of Todor Zhivkiv the cause Communist Party leader in 1989. While each succeeding government has remained committed to economic transition, their policies have lacked cohesion over important controversies such(prenominal) as privatization, subsidies, co-operation with IFIs, and foreign investment. The result of the different policies have resulted in much change but little progress with measures dealing with soft budget enterprises and banks, privitisation of state assets, and attraction of foreign investment. Ripples from the discontinuity of Bulgarian economic policy are evident in the rapidly accumulating domestic debt, payment arrears, and the continual refinancing of inefficiently run commercialized banks.

How Intelligent Are Dolphins? Essay -- Aquariums Intelligence Essays

How Intelligent Are Dolphins?There is something about dolphins that fascinates me. They are some of the most intelligent and beautiful animals that I cook ever seen. Their faces are so cute that every time I look at a dolphin it looks like it is smiling at me and wants to tell me something. The noises they make represent some kind of language and it makes me wonder if they can really communicate. I also want to know what kind of touch sensation they have and whether they have emotions. This is why I chose to do this I-search project on dolphins the different kinds of dolphins there are, the places that they can be found and their mental abilities.I believe sitting at a dolphin show when I was six years old. I felt like the dolphins were my friends I felt like I could go to them and tell them all my stories, laugh with them and share my thoughts. They seemed innocent and sweet to me. After the show I went down to the water where the dolphins were with my mother and we asked if I co uld erect play with them for a little. The trainer let me. There are no words to express my excitement. I went to the dolphin and I hugged him I gave him a weight and them I started telling him a story. I do not remember what I said anymore because I was really young at the time. What I do remember is that the story was funny and I was laughing and then the dolphin started making these noises as he was laughing with me. Then he splosh me with water. Years later when I thought about that experience and I did not know whether it was just my childish imagination or if the dolphins actually understood. I wanted to find out if that they possess great intelligence, sense of humor and if they can really communicate with each other.Regina Blackstock is a ve... ...someone next to them. They have families. ultimately they have great sense of humor. Dolphins are one of the most intelligent mammals on the planet earth and I am glad that I have realized that. Works CitedBlackstock, Regina. Dolphins and Man Equals? May 1970 Kirby, Sally. Dolphins. 20 Sept. 1997 Kodat, Rebecca. What is dolphin echolocation? 2002 Loris Mishmash Humor Page. Dolphin IntelligenceMIT Sea Grant College Program, Do dolphins sleep? http//web.mit.edu/seagrant/dolphinsleep/questions/dolphins/sleep.htmlThe day I was rescued by dolphins.

Desertification Essay -- essays research papers fc

The worlds drylands, contrary to popular misconceptions of being barren unproductive land, contain some of the most worthful and vital ecosystems on the planet. These dryland environments have surprising diversity and resiliency, supporting oer two billion people, approximately thirty-five percent of the global population (UNEP, 2003). In fact, approximately seventy percent of Africans depend directly on drylands for their daily livelihood (UNEP, 2003). However, these precious and crucial areas are at a crossroad, endangered and be by the devastating process of desertification. There are over one hundred commentarys for the term desertification, however the most widely used and current definition is as follows desertification refers to the land degradation in arid, semi-arid and dry sub-humid regions due to human activities and climate variations, often leading to the permanent loss of soil productivity and the cutting out of the vegetative cover (UNCCD, 2003). It is important to note that desertification is not the expansion and contraction of deserts or hyper-arid territories, which grow and decrease both naturally and cyclically. french ecologist Louis Lavauden first used the term desertification in 1927 and French botanist Andre Aubreville, when witnessing the land degradation occurring in North and West Africa in 1949 popularized this term (Dregne, 242). The causes of desertification include overgrazing, overcultivation, deforestation and poor irrigation practices. Climatic variations, such as changes in wind speed, precipitation and temperature can influence or increase desertification rates, but they are not catalysts to the process- it is the exploitive actions of humans that trigger desertification (Glantz, 146). The most exploited area historically has been Africa. In the Sahel (transition zone between the Sahara and the Savanna) of West Africa during the period of 1968 to 1973, desertification was a main cause of the deaths of over 100,000 peo ple and 12 million cattle, as well as the disruption of social organizations from villages to the national level (USGS, 1997). As a result of the catastrophic destruction in the Sahel, the joined Nations Convention to rubbish abandonification (UNCCD) was held in Nairobi, Kenya in 1977, where an agreement was reached to eradicate desertification by the year 2000. Obviously this goal was not achi... ...esertification in Desert Margins. 2002. .Smith, Olanrewaju, et al. Desertification Myths and Realities. 10 June 1999. .Sweet, Lois. Margins of Hope. 26 May 1999. .Tiempo Climate. Desertification and climate change. 1993. .UNCCD Secretariat of the United Nations Convention to Combat Desertification. Knowledge Base. 19 March 2003. .UNDP United Nations Development Programme. Drylands Development Centre. 2003. .UNEP United Nations Environment Programme. Drylands. 2003. USGS United States Geological Survey. Desertification. 29 October 1997. .Warren, Andrew, et al. An assessment of desert ification and land degradation in arid and semi-arid areas. London International Institute for Environment and Development, 1988.Waser, Katherine. The Convention to Combat Desertification Part 1 Africa and the Mediterranean. 1996. .WHO Africa World Health Organization Regional Office for Africa. Malaria Control. 19 October 2003. WHO Denmark World Health Organization. Desertification and drought greatly affects Africans health. 10 December 2002. .Wu, Jianguo. Desertification. genus Phoenix Arizona State University West, Department of Life Sciences, 2001.

Desertification Essay -- essays research papers fc

The worlds drylands, contrary to popular misconceptions of being plain unproductive land, contain some of the most valuable and vital ecosystems on the planet. These dryland environments have surprising diversity and resiliency, supporting over two billion people, about thirty-five percent of the global population (UNEP, 2003). In fact, approximately seventy percent of Africans depend directly on drylands for their daily livelihood (UNEP, 2003). However, these precious and important areas are at a crossroad, endangered and threatened by the devastating process of desertification. There are over one hundred definitions for the term desertification, that the most widely used and current definition is as follows desertification refers to the land degradation in arid, semi-arid and dry sub-humid regions due to human activities and climate variations, often leaders to the permanent loss of soil productivity and the thinning out of the vegetative cover (UNCCD, 2003). It is important to note that desertification is not the expansion and contraction of deserts or hyper-arid territories, which grow and decrease both naturally and cyclically. French ecologist Louis Lavauden first used the term desertification in 1927 and French botanist Andre Aubreville, when witnessing the land degradation occurring in atomic number 7 and air jacket Africa in 1949 popularized this term (Dregne, 242). The causes of desertification include overgrazing, overcultivation, deforestation and poor irrigation practices. Climatic variations, such as changes in wind speed, precipitation and temperature can influence or increase desertification rates, but they are not catalysts to the process- it is the exploitative actions of humans that trigger desertification (Glantz, 146). The most exploited area historically has been Africa. In the Sahel (transition zone between the Sahara and the Savanna) of West Africa during the period of 1968 to 1973, desertification was a main cause of the deaths of over 100,000 people and 12 million cattle, as well as the disruption of social organizations from villages to the national take aim (USGS, 1997). As a result of the catastrophic devastation in the Sahel, the United Nations Convention to Combat Desertification (UNCCD) was held in Nairobi, Kenya in 1977, where an agreement was reached to eradicate desertification by the yr 2000. Obviously this goal was not achi... ...esertification in Desert Margins. 2002. .Smith, Olanrewaju, et al. Desertification Myths and Realities. 10 June 1999. .Sweet, Lois. Margins of Hope. 26 May 1999. .Tiempo Climate. Desertification and climate change. 1993. .UNCCD Secretariat of the United Nations Convention to Combat Desertification. Knowledge Base. 19 March 2003. .UNDP United Nations Development Programme. Drylands Development Centre. 2003. .UNEP United Nations Environment Programme. Drylands. 2003. USGS United States Geological Survey. Desertification. 29 October 1997. .Warren, Andrew, et al. An ass essment of desertification and land degradation in arid and semi-arid areas. capital of the United Kingdom International Institute for Environment and Development, 1988.Waser, Katherine. The Convention to Combat Desertification Part 1 Africa and the Mediterranean. 1996. .WHO Africa World wellness Organization Regional Office for Africa. Malaria Control. 19 October 2003. WHO Denmark World Health Organization. Desertification and drought greatly affects Africans health. 10 December 2002. .Wu, Jianguo. Desertification. Phoenix Arizona State University West, Department of Life Sciences, 2001.

Beer’s Law Lab Essay

ObjectiveThe purpose of this lab is to demonstrate that on that point is a linear relationship in the midst of the number of molecules that can absorb light present in a declaration and the amount of light absorbed by a solution. This lab should excavate that Beers law and the comparability A=a x b x c, is a linear relationship. ProcedureThe only deviations in the lab physical process was that the strain solution was made before arrival to the lab with 0.570 g of KMnO4 in 0.500 L. The diluted solutions and the Spec 20 were utilize as directed in the lab manual. The same cuvette was used each time to eliminate error. Cuvettes are all made differently and have a difference in how they measure. If a new cuvette was used each time, the data would be slightly off due to the possibility of each cuvette having different characteristics which affect the measurements in the Spec 20. entropy CalculationsTo maintain the mebibyte of the simple eye solution*Note Molarity is moles/ Lit ers so in the equation below the first half is passing the number of moles of KMnO4 and the fleck half is dividing the moles by the liters of the solution. Grams of KMnO4 x (1 mole / torpedo mass (158.04g)) / Liters of stock solution = thousand of Stock Solution 0.570g KMnO4 x (1 mole / 158.04g) / 0.500 Liters = 0.00721 MTo bob up the milling mechanismryity of solution 1*Note To find the molarity of the first solution, use the molarity found for the stock solution. Since 5.00 mL of the stock solution was used to make solution 1, multiply the molarity of the stock solution by 5.00 mL to get the moles of solution 1. Once the moles of solution 1 have been found, basin that by the liters of water that were added to solution 1. The 0.10000 L comes from the 100 mL volumetric flask the solution was made in. mL of stock solution x (moles of stock solution / liter) / total liters of solution 1 (volumetric flask) = M of solution 1 5.00 mL stock solution x (0.00721 moles / 1000mL ) / 0 .10000 L = 0.000361 MTo find the molarity of solution 2*Note To find the molarity of solution 2, follow the same steps for solution 1 draw out use 2.00 mL sort of of 5.00 mL. The same steps are used due to solution 2 creation diluted from the stock solution. mL of stock solution x (moles of stock solution / liter) / total Liters in solution 2(Volumetric flask) = M of solution 2 2.00 mL stock solution x (0.00721 moles / 1000 mL) / 0.10000L = 0.000144 MTo find the molarity of solution 3*Note To find the molarity of the third solution the same procedure is followed as finding the molarity of the first solution, except you allow for be using the molarity of the first solution since solution three was made using the first solution. mL of solution 1 x ( moles of solution 1 / 1 L) /total liters in solution 3( volumetric flask) =M of solution 3 50.00mL solution 1 x (0.00721 moles / 1000 mL) / 0.10000 = 0.000181 MTo find the molarity of solution 4*Note to find the molarity of the fourth solution follow the steps for finding the molarity of the third solution except use the molarity of solution 2 since solution 4 was made with 50.00 ml of solution 2. mL of solution 2 x ( moles of solution 2 / 1 L) /total liters in solution 4 (volumetric flask) = M of solution 4 50.00 mL solution 2 x (0.000144 moles / 1000 mL ) / 0.10000 L = 0.000072 M Table 1. The molar concentration, absorbance values, percent transmittance, average absorbance and transmittance values are shown in the table below. Solution Molar ConcentrationTrialAbsorbance% TAverage AbsorbanceAverage % T10.00003605 M10.82115.10.81415.320.81115.430.81115.520.0001442 M10.32447.40.32547.320.32647.230.32447.430.0001805 M10.38840.90.40239.620.40639.230.41338.740.000072 M10.208620.20961.820.20861.930.21161.5Figure 1. The figure below shows the absorbance vs. the molar concentration of KMnO4.To find the extinction coefficientThe extinction coefficient is found by A/bc = a. A/c is the slope of the line from figure 1. 3139 .9/(mol/L) x 1.00 cm =aa= 3139.9 L * mol-1 * cm-1Discussion and ConclusionIn this lab the equation of Beers law was proven to have a linearrelationship. The purpose was to show that molar concentration and absorbance are proportional to each other. This was proved through diluting solutions and using a spec 20 to determine the absorbance values. The solutions were diluted to give different molar concentrations and each concentration was placed in the spec 20. After creating a scatter plot it was obvious to see as the molar concentration increases the absorbance increases. This is because there are more particles present at higher molar concentrations and therefore more light will be absorbed by the particles present.There were more possible beginnings of error in this experiment. First, if one solution was diluted falsely all of the following solutions were diluted incorrectly since they came from the first incorrectly diluted solution. champion of the solutions in the experiment could have been diluted wrong, causing all of the solutions to have incorrect dilutions and the calculated values, especially the extinction coefficient, to have incorrect values. A nonher source of error is that when diluting the solutions not all of the solution transfers were done exactly due to some of the solution being transferred was often left in the pipet.The drops left in the pipet after the transfer could make a difference in the actual molar concentration of each solution. The last source of error occurs from not placing the cuvette in the spec 20 at the same orientation. Although the same cuvette was used each trial, some carelessness may have resulted in the cuvette not being placed in the same orientation each time. Because the sides of the cuvette may be different the readings from the spec 20 may be off. The conclusion of the lab is that Beers Law equation is indeed linear, and the absorbance is proportional to the molar concentration. If this lab were preformed ag ain the stock solution should be placed in the spec 20 machine and the absorbance should also be found. The measurements from the stock solution could have provided even more evidence to the conclusion. Overall though the lab was very successful in find the relationship of the equation in Beers Law.Questions2. A larger cuvette diameter will produce a higher absorbance value. The diameter of the cuvette is the path length, or b, in the equation A = a x b x c. The larger the path length, the higher the absorbance will be becauseyou are multiplying a and c by a higher value. Also there is more particles present in a larger path length to absorb light. 3. To find the extinction coefficient the equation A/cb= a is used. A larger cuvette diameter, or path length, would result in a smaller extinction coefficient. The larger the number is on the behind the smaller the value of the extinction coefficient. 4. Solution 4 probably has the greatest error because it was the last solution to be diluted. Any errors made in diluting a solution will carry through to the last solution diluted because the first solutions are used to dilute the latter solutions. For example if solution 1 is incorrectly diluted then solution 3 will be incorrectly diluted and then solution 4 will be incorrectly diluted.

Review of related literature about billing system Essay

establish editable period draw with Rational Softw are Architect Create editable period draws with Rational Software Architect Whats new in Rational Software Architect 8.5 and Design Manager 4 beta grade the wording in my statement above Adopted 2.0 de bloodate Specification of UML. It is true that the judicial admission is still in draft status, except the key is that the Draft Specification has been adopted by OMG, a consortium that does not adopt new specimens until they become pretty solid. There willing be much or less(prenominal) changes to the judicial admission before UML 2 is completely adopted, but these changes should be minimal. The important changes will be in the internals of UMLinvolving features typically used by software companies who implement UML tools. The main purpose of this obligate is to continue our focus on the essential UML diagrams this month, we analyse a close look at the season diagram. Please note, again, that the recitations prov ided below are based on the new UML 2 specification. The diagrams purposeThe duration diagram is used primarily to show the fundamental interactions between purposes in the straight order that those interactions occur. Much same the class diagram, developers typically think range diagrams were meantexclusively for them. However, an organizations business staff tidy sum find sequence diagrams useful to communicate how the business currently works by showing how various business designs interact. Besides documenting an organizations current affairs, a business- take aim sequence diagram fuel be used as a requirements document to communicate requirements for a future remains implementation. During the requirements phase of a project, analysts open fire take use cases to the next level by providing a more(prenominal) than formal level of refinement. When that occurs, use cases are often refined into one or more sequence diagrams.An organizations technical staff can find seq uence diagrams useful in documenting how a future system should behave. During the design phase, architects and developers can use the diagram to force out the systems object interactions, thus fleshing out overall system design. One of the primary uses of sequence diagrams is in the transition from requirements expressed as use cases to the next and more formal level of refinement. Use cases are often refined into one or more sequence diagrams. In addition to their use in designing new systems, sequence diagrams can be used to document how objects in an existing (call it legacy) system currently interact. This documentation is very useful when transitioning a system to another person or organization. Back to topThe billetSince this is the first hold in my UML diagram series that is based on UML 2, we contend to first discuss an addition to the notation in UML 2 diagrams, namely a notation agent called a set. The frame element is used as a basis for many other diagram elements in UML 2, but the first base most people will encounter a frame element is as the graphical boundary of a diagram. A frame element provides a consistent place for a diagrams label, while providing a graphical boundary for the diagram. The frame element is optional in UML diagrams as you can see in blueprints 1 and 2, the diagrams label is placed in the top left corner in what Ill call the frames namebox, a sort of dog-eared rectangle, and the actual UML diagram is delineate within the body of the larger enclosing rectangle. Figure 1 An empty UML 2 frame elementIn addition to providing a visual border, the frame element also has animportant functional use in diagrams depicting interactions, much(prenominal) as the sequence diagram. On sequence diagrams incoming and outgoing meanss (a.k.a. interactions) for a sequence can be modeled by connecting the nubs to the border of the frame element (as seen in Figure 2). This will be covered in more detail in the beyond the basics secti on below. Figure 2 A sequence diagram that has incoming and outgoing centresNotice that in Figure 2 the diagrams label begins with the letters sd, for Sequence Diagram. When apply a frame element to enclose a diagram, the diagrams label needs to follow the format of Diagram Type Diagram NameThe UML specification provides specific text values for diagram lawsuits (e.g., sd = Sequence Diagram, activity = Activity Diagram, and use case = Use Case Diagram). Back to topThe basicsThe main purpose of a sequence diagram is to define event sequences that result in almost desired outcome. The focus is less on marrows themselves and more on the order in which messages occur nevertheless, most sequence diagrams will communicate what messages are sent between a systems objects as salutary as the order in which they occur. The diagram conveys this information along the naiant and vertical dimensions the vertical dimension shows, top down, the time sequence of messages/calls as they occur, and the horizontal dimension shows, left to right, the object represents that the messages are sent to. LifelinesWhen drawing a sequence diagram, line of life notation elements are placed across the top of the diagram. Lifelines interpret either roles or object instances that lineamenticipate in the sequence world modeled. Note In fully modeled systems the objects (instances of classes) will also be modeled on a systems class diagram. Lifelines are drawn as a box with a dashed line descending from the center of the substructure edge (Figure 3). The lifelines name is placed inside the box. Figure 3 An example of the Student class used in a lifeline whose instance name is freshmanThe UML standard for naming a lifeline follows the format of Instance Name Class NameIn the example shown in Figure 3, the lifeline represents an instance of the class Student, whose instance name is freshman. Note that, here, the lifeline name is underlined. When an underline is used, it means that th e lifeline represents a specific instance of a class in a sequence diagram, and not a particular kind of instance (i.e., a role). In a future article well look at structure stamp. For now, just observe that sequence diagrams may let in roles (such as buyer and seller) without specifying who plays those roles (such as Bill and Fred). This allows diagram reuse in different contexts. Simply put, instance names in sequence diagrams are underlined roles names are not. Our example lifeline in Figure 3 is a named object, but not all lifelines represent named objects. Instead a lifeline can be used to represent an anonymous or unnamed instance.When modeling an unnamed instance on a sequence diagram, the lifelines name follows the same pattern as a named instance but quite of providing an instance name, that portion of the lifelines name is left blank. Again notering to Figure 3, if the lifeline is representing an anonymous instance of the Student class, the lifeline would be Student. Al so, be beget sequence diagrams are used during the design phase of projects, it is completely legitimate to have an object whose type is unspecified for example, freshman. MessagesThe first message of a sequence diagram al demeanors erupts at the top and is typically determined on the left side of the diagram for readability. Subsequent messages are and so added to the diagram slightly disappoint past the previous message. To show an object (i.e., lifeline) move a message to another object, you draw a line to the receiving object with a solid arrowhead (if a synchronised call operation) or with a stick arrowhead (if an asynchronous signal). The message/method name is placed above the arrowed line. The message that is being sent to the receiving object represents an operation/method that the receiving objects class implements. In the example in Figure 4, the analyst object performs a call to the system object which is an instance of the ReportingSystem class. The analyst obje ct is calling the system objects getAvailableReports method. The system object then calls the getSecurityClearance method with the argument of userId on the secSystem object, which is of the class type SecuritySystem. Note Whenreading this sequence diagram, assume that the analyst has already logged into the system. Figure 4 An example of messages being sent between objectsBesides just showing message calls on the sequence diagram, the Figure 4 diagram includes return messages. These return messages are optional a return message is drawn as a dotted line with an open arrowhead back to the originating lifeline, and above this dotted line you place the return value from the operation. In Figure 4 the secSystem object returns userClearance to the system object when the getSecurityClearance method is called. The system object returns availableReports when the getAvailableReports method is called. Again, the return messages are an optional part of a sequence diagram. The use of return me ssages depends on the level of detail/abstraction that is being modeled. Return messages are useful if finer detail is required otherwise, the invocation message is sufficient. I personally kindred to include return messages whenever a value will be returned, because I find the extra details make a sequence diagram easier to read.When modeling a sequence diagram, there will be times that an object will need to send a message to itself. When does an object call itself? A purist would represent that an object should never send a message to itself. However, modeling an object sending a message to itself can be useful in some cases. For example, Figure 5 is an improved version of Figure 4. The Figure 5 version shows the system object calling its determineAvailableReports method. By showing the system sending itself the message determineAvailableReports, the model draws attention to the fact that this processing takes place in the system object. To draw an object calling itself, you dr aw a message as you would normally, but sort of of connecting it to another object, you connect the message back to the object itself. Figure 5 The system object calling its determineAvailableReports methodThe example messages in Figure 5 show synchronous messages however, in sequence diagrams you can model asynchronous messages, too. An asynchronous message is drawn similar to a synchronous one, but the messages line is drawn with a stick arrowhead, as shown in Figure 6. Figure 6 A sequence diagram checker down showing an asynchronous message being sent to instanceGuardsWhen modeling object interactions, there will be times when a spring must be met for a message to be sent to the object. Guards are used throughout UML diagrams to control flow. Here, I will discuss guards in both UML 1.x as well as UML 2.0. In UML 1.x, a guard could only be assigned to a single message. To draw a guard on a sequence diagram in UML 1.x, you placed the guard element above the message line being g uarded and in front of the message name. Figure 7 shows a take apart of a sequence diagram with a guard on the message addStudent method. Figure 7 A instalment of a UML 1.x sequence diagram in which the addStudent message has a guardIn Figure 7, the guard is the text pastDueBalance = 0. By having the guard on this message, the addStudent message will only be sent if the accounts receivable system returns a past due ratio of zero. The notation of a guard is very simple-minded the format is Boolean TestFor example,pastDueBalance = 0Combined portions ( utility(a)s, options, and curl ups)In most sequence diagrams, however, the UML 1.x in-line guard is not sufficient to handle the logic required for a sequence being modeled. This wish of functionality was a problem in UML 1.x. UML 2 has addressed this problem by removing the in-line guard and adding a notation element called a Combined Fragment. A feature fragment is used to group sets of messages together to show conditional flo w in a sequence diagram. The UML 2 specification identifies 11 interaction types for feature fragments. Three of the eleven will be covered here in The Basics section, ii more types will be covered in the Beyond The Basics section, and the remaining six I will leave to be covered in another article. (Hey, this is an article, not a book. I want you to destination this piece in one day) AlternativesAlternatives are used to designate a mutually exclusive choice between two or more message sequences. Note It is indeed possible for two or more guard conditions attached to different alternative operands to be true at the sametime, but at most only one operand will actually occur at run time (which alternative wins in such cases is not defined by the UML standard). Alternatives allow the modeling of the classic if then else logic (e.g., if I buy three items, then I get 20% off my bribe else I get 10% off my purchase). As you will notice in Figure 8, an alternative conspiracy fragment element is drawn exploitation a frame. The word alt is placed inside the frames namebox. The larger rectangle is then divided into what UML 2 calls operands. Note Although operands look a lot like lanes on a highway, I specifically did not call them lanes.Swim lanes are a UML notation used on activity diagrams. Please refer to The Rational Edges earlier article about Activity Diagrams. Operands are separated by a dashed line. Each operand is given a guard to test against, and this guard is placed towards the top left section of the operand on top of a lifeline. Note Usually, the lifeline to which the guard is attached is the lifeline that owns the variable quantity that is included in the guard expression. If an operands guard equates to true, then that operand is the operand to follow. Figure 8 A sequence diagram fragment that contains an alternative faction fragmentAs an example to show how an alternative combination fragment is read, Figure 8 shows the sequence starting at the top, with the bank object getting the watchs amount and the accounts end. At this point in the sequence the alternative combination fragment takes over. Because of the guard balance = amount, if the accounts balance is greater than or equal to the amount, then the sequence continues with the bank object sending the addDebitTransaction and storePhotoOfCheck messages to the account object. However, if the balance is not greater than or equal to the amount, then the sequence proceeds with the bank object sending the addInsuffientFundFee and noteReturned Check message to the account object and the returnCheck message to itself. The second sequence is called when the balance is not greater than or equal to the amount because of the else guard. In alternative combination fragments, the else guard is not required and if an operand does not have an explicit guard on it, then the else guard is to be assumed. Alternative combination fragments are not limited to simple if then else tests. T here can be as many alternative paths as are needed. If more alternatives are needed, all you must do is add an operand to therectangle with that sequences guard and messages. OptionThe option combination fragment is used to model a sequence that, given a certain condition, will occur otherwise, the sequence does not occur. An option is used to model a simple if then statement (i.e., if there are fewer than five donuts on the shelf, then make two dozen more donuts). The option combination fragment notation is similar to the alternation combination fragment, except that it only has one operand and there never can be an else guard (it just does not make sense here). To draw an option combination you draw a frame. The text opt is placed inside the frames namebox, and in the frames content field of battle the options guard is placed towards the top left corner on top of a lifeline. Then the options sequence of messages is placed in the final stage of the frames content area. These ele ments are illustrated in Figure 9. Figure 9 A sequence diagram fragment that includes an option combination fragmentReading an option combination fragment is easy. Figure 9 is a reworking of the sequence diagram fragment in Figure 7, but this time it uses an option combination fragment because more messages need to be sent if the savants past due balance is equal to zero. According to the sequence diagram in Figure 9, if a students past due balance equals zero, then the addStudent, getCostOfClass, and chargeForClass messages are sent. If the students past due balance does not equal zero, then the sequence skips sending any of the messages in the option combination fragment. The example Figure 9 sequence diagram fragment includes a guard for the option however, the guard is not a required element. In high-level, abstract sequence diagrams you business leader not want to specify the condition of the option. You may simply want to indicate that the fragment is optional. LoopsOccasion ally you will need to model a instant sequence. In UML 2, modeling a repeating sequence has been improved with the addition of the loop combination fragment. The loop combination fragment is very similar in appearance to the option combination fragment. You draw a frame, and in the frames namebox the text loop is placed. Inside the frames content area the loops guard is placed towards the top left corner, on top of alifeline. Note As with the option combination fragment, the loop combination fragment does not require that a guard condition be placed on it. Then the loops sequence of messages is placed in the remainder of the frames content area. In a loop, a guard can have two special conditions tested against in addition to the standard Boolean test. The special guard conditions are minimum iterations written as minint = the number (e.g., minint = 1) and maximum iterations written as maxint = the number (e.g., maxint = 5). With a minimum iterations guard, the loop must execute at least the number of times indicated, whereas with a maximum iterations guard the number of loop executions cannot exceed the number. Figure 10 An example sequence diagram with a loop combination fragmentLarger view of Figure 10.The loop shown in Figure 10 executes until the reportsEnu objects hasAnotherReport message returns false. The loop in this sequence diagram uses a Boolean test to verify if the loop sequence should be run. To read this diagram, you start at the top, as normal. When you get to the loop combination fragment a test is done to see if the value hasAnotherReport equals true. If the hasAnotherReport value equals true, then the sequence goes into the loop fragment. You can then follow the messages in the loop as you would normally in a sequence diagram Back to topBeyond the basicsIve covered the basics of the sequence diagram, which should allow you to model most of the interactions that will take place in a common system. The following section will cover more advanc ed notation elements that can be used in a sequence diagram. Referencing another sequence diagramWhen doing sequence diagrams, developers discern to reuse existing sequence diagrams in their diagrams sequences. Note It is possible to reuse a sequence diagram of any type (e.g., programming or business). I just find that developers like to functionally break down their diagrams more. Starting in UML 2, the Interaction Occurrence element was introduced. The addition of interaction occurrences is arguably the most important innovation in UML 2 interactions modeling. Interaction occurrences add theability to compose primitive sequence diagrams into complex sequence diagrams. With these you can commingle (reuse) the simpler sequences to produce more complex sequences. This means that you can abstract out a complete, and possibly complex, sequence as a single conceptual unit. An interaction occurrence element is drawn using a frame. The text ref is placed inside the frames namebox, and t he name of the sequence diagram being referenced is placed inside the frames content area along with any disputations to the sequence diagram. The notation of the referenced sequence diagrams name follows the pattern of sequence diagram nameTwo examples1. Retrieve Borrower Credit Report(ssn) borrowerCreditReport or2. Process Credit Card(name, number, expirationDate, amount 100) In example 1, the sentence structure calls the sequence diagram called Retrieve Borrower Credit Report and passes it the parameter ssn. The Retreive Borrower Credit Report sequence returns the variable borrowerCreditReport. In example 2, the syntax calls the sequence diagram called Process Credit Card and passes it the parameters of name, number, expiration date, and amount. However, in example 2 the amount parameter will be a value of 100. And since example 2 does not have a return value labeled, the sequence does not return a value (presumably, the sequence being modeled does not need the return value). Figure 11 A sequence diagram that references two different sequence diagramsFigure 11 shows a sequence diagram that references the sequence diagrams Balance hunt and Debit account statement. The sequence starts at the top left, with the customer sending a message to the teller object. The teller object sends a message to the theirBank object. At that point, the Balance Lookup sequence diagram is called, with the accountNumber passed as a parameter. The Balance Lookup sequence diagram returns the balance variable. Then the option combination fragments guard condition is checked to verify the balance is greater then the amount variable. In cases where the balance is greater than the amount, the Debit Account sequence diagram is called, way out it the accountNumber and the amount as parameters. After that sequence is complete, the withdrawCash message returns cash to the customer.It is important to notice in Figure 11 that the lifeline of theirBank is hidden by the interaction occur rence Balance Lookup. Because the interaction occurrence hides the lifeline, that means that the theirBank lifeline is referenced in the Balance Lookup sequence diagram. In addition to hiding the lifeline in the interaction occurrence, UML 2 also specifies that the lifeline must have the same theirBank in its own Balance Lookup sequence. There will be times when you model sequence diagrams that an interaction occurrence will overlap lifelines that are not referenced in the interaction occurrence. In such cases the lifeline is shown as a normal lifeline and is not hidden by the overlapping interaction occurrence. In Figure 11, the sequence references the Balance Lookup sequence diagram. The Balance Lookup sequence diagram is shown in Figure 12. Because the example sequence has parameters and a return value, its label located in the diagrams nameboxfollows a specific pattern Diagram Type Diagram NameTwo examples1. SD Balance Lookup(Integer accountNumber) Real2. SD Available Reports( Financial analyst analyst) ReportsFigure 12 illustrates example 1, in which the Balance Lookup sequence uses parameter accountNumber as a variable in the sequence, and the sequence diagram shows a Real object being returned. In cases such as this, where the sequence returns an object, the object being returned is given the instance name of the sequence diagram. Figure 12 A sequence diagram that takes the parameter of accountNumber and returns a Real objectFigure 13 illustrates example 2, in which a sequence takes a parameter and returns an object. However, in Figure 13 the parameter is used in the sequences interaction. Figure 13 A sequence diagram that uses its parameter in its interaction and returns a Reports objectLarger view of Figure 13.GatesThe previous section showed how to reference another sequence diagram bypassing information through parameters and return values. However, there is another way to pass information between sequence diagrams. Gates can be an easy way to m odel the passing of information between a sequence diagram and its context. A gate is merely a message that is illustrated with one end attached to the sequence diagrams frames edge and the other end connected to a lifeline. A reworking of Figures 11 and 12 using render can be seen in Figures 14 and 15. The example diagram in Figure 15 has an entry gate called getBalance that takes the parameter of accountNumber. The getBalance message is an entry gate, because it is the arrowed line that is connected to the diagrams frame with the arrowhead connected to a lifeline. The sequence diagram also has an exit gate that returns the balance variable. The exit gate is known, because its a return message that is connected from a lifeline to the diagrams frame with the arrowhead connected to the frame. Figure 14 A reworking of Figure 11, using gates this timeFigure 15 A reworking of Figure 12, using gates this timeCombined fragments (break and agree)In the basics section presented earlier i n this paper, I covered the combined fragments known as alternative, option, and loop. These three combined fragments are the ones most people will use the most. However, there are two other combined fragments that a large share of people will find useful break and parallel. BreakThe break combined fragment is close to identical in every way to the option combined fragment, with two exceptions. First, a breaks frame has a namebox with the text break kinda of option. Second, when a break combined fragments message is to be punish, the enclosing interactions remainder messages will not be executed because the sequence breaks out of the enclosing interaction. In this way the break combined fragment is much like the break keyword in a programming run-in like C++ or Java. Figure 16 A reworking of the sequence diagram fragment from Figure 8, with the fragment using a break instead of an alternativeBreaks are most commonly used to model exception handling. Figure 16 is areworking of F igure 8, but this time Figure 16 uses a break combination fragment because it treats the balance amount condition as an exception instead of as an alternative flow. To read Figure 16, you start at the top left corner of the sequence and read down. When the sequence gets to the return value balance, it checks to see if the balance is less than the amount. If the balance is not less than the amount, the next message sent is the addDebitTransaction message, and the sequence continues as normal. However, in cases where the balance is less than the amount, then the sequence enters the break combination fragment and its messages are sent. in one case all the messages in the break combination have been sent, the sequence exits without sending any of the remaining messages (e.g., addDebitTransaction). An important thing to note about breaks is that they only cause the exiting of an enclosing interactions sequence and not necessarily the complete sequence depicted in the diagram. In cases w here a break combination is part of an alternative or a loop, then only the alternative or loop is exited. ParallelTodays modern computer systems are go in complexity and at times perform concurrent tasks. When the processing time required to complete portions of a complex task is longer than desired, some systems handle parts of the processing in parallel. The parallel combination fragment element needs to be used when creating a sequence diagram that shows parallel processing activities. The parallel combination fragment is drawn using a frame, and you place the text par in the frames namebox. You then break up the frames content section into horizontal operands separated by a dashed line. Each operand in the frame represents a wind up of execution done in parallel. Figure 17 A microwave is an example of an object that does two tasks in parallelWhile Figure 17 may not illustrate the best computer system example of an object doing activities in parallel, it offers an easy-to-unde rstand example of a sequence with parallel activities. The sequence goes like this A hungryPerson sends the cookFood message to the oven object. When the oven object receives that message, it sends two messages to itself at the same time (nukeFood and rotateFood). After both of these messages are done, thehungryPerson object is returned yummyFood from the oven object.

Education on health promotion Essay

The dissertation topic of this paper is facts of life on wellness promotion and fuss statement of this dissertation is During an 18 month period, the investigateer will design, implement and survey an HIV/AIDS health promotion program for inpatients in a non- profit hospital located in Los Angeles California. The literary works that has been used in the literary works retread is related to the topic in aspects of looking at how the health of patients can be promoted.This literature review provides the reader with an overview of the education on health promotion that is related with HIV/AIDS patients (http//library. ucsc. edu). The materials used atomic number 18 tout ensemble relevant to the topic of discussion in the dissertation. A literature review is supposed to provide the reader with an overview of the explore topic as expounded in the literature that has been used. In it, the researcher critic exclusivelyy looks at how the authors invite presented their informati on.The reliability and validity of the literature is analyzed and confirmed with the sources cited. Further much, in it the objectivity of the researcher is put at a lower place scrutiny and the sundry(a) aspects of the information argon evaluated. The ability of the author to persuade the reader on the theses they are talking about is also analyzed. How the literature contributes to the research topic at is also questioned and thus the value of the information is established. A literature review may either be the final product or be part of a research (http//www. isc. edu). In the body and conclusion of the literature review the writer will need to provide as succinct of the studies that are effectuate within the literature. Usually only the major contributions towards the research topic are discussed in the literature review. The much that one explains in the review is determined by the space and time avail equal to(p) for the literature review. The problems identified in the research conducted by the authors of the literature are also noted during the literature review.Literature review Many scholars are in agreement that in that location is an urgent and necessary need for a research on the impact of education on health promotion. In regards to the problem statement posed for this topic which is During an 18 month period the researcher will design implement and evaluate an HIV/AIDS health promotion program for in patients in a non profit hospital located in los Angeles California, the literature that has been reviewed dwells specifically on cases that are related to HIV/AIDS.Le Blanc (1993) tries to understand to what extent the Americans know about HIV/AIDS. He tries to understand what sort of information they are familiar with, whether it is about how one can be give or it is about how to manage the problem once it has been established that one has contracted the unhealthiness There has been growing concern of why the spread of HIV/AIDS is still high. The statistics show that the rate of infection is still high yet has been so much advancement made in recognizing how to avoid contracting it.The research is aimed at establishing why this is so and this is to be done in a non-profit do hospital so as to establish which other causes other than money are involved in the lack of protection from contracting the HIV virus. An alarmingly huge percentage of those who are infected do not even know it and may thus spread the virus unknowingly (Brandon W. R. 1999). Despite there being many ways of aiding those who are infected, if one does not know their positive sero- lieu there is no way that they can benefit from all the research that has been taking place.It has been identified that specific groups of people in the society do not benefit from the researches done because they are sidelined when it comes to obtaining information on the prevention and worry of the ailment. Economic laboredships experienced by both health workers a nd those in need of the information limits their ability to get this information (Grusky O. , Liu H. & Johnson M. 2002). This is because none is able to obtain the literature required to keep up to date with what is happening in the world of research.If the health mete out providers do not have the information then it is hard for the local layman to have more information than they have. Once a person is infected it is also difficult for them to access quality medical exam care if one does not have money to take care of this. The other people who are even denied medical care are the homosexuals. (Baumgartner T. C Jnr 1998). When it was offshoot discovered, it was assumed to be a disease for the homosexuals and it was supposed to be a punishment for their un-natural sexual tastes.They were wherefore stigmatized and up to date they are treated other than by some of the staff in the medical care centers. By ignoring the effects that their attitudes have on the psychology of these pa tients makes them unwilling to go to these centers to obtain medical care. There is therefrom a need to look in to the emotional health of these people. There is also need to modify the medical curriculum so that it may accommodate the minorities in the acquireings. This is because if has been noted that these people are not mentioned in the curriculum.It has also been established that the number of young people who are infected is very high and thus the need to introduce policies that will work to help these students live a normal life in school scorn their positive serostatus (Committee on Pediatric AIDS 2000). These children have been seen as having the same cognitive ability as those who have tested negative for the virus and therefore should be allowed to attain as high an education as they can manage before the ravages of the disease catches up with them.In the United States, there have been laws and policies passed that protect the rights of such students. There are also o utlines of how the school staff office should handle the students who are both affected and infected by the virus. The authors note various ways in which the HIV virus is transmitted and these include un salutary sexual practices, intravenous drug use and also being transmitted to the unhatched child by the mother. The best place to provide health related education to young people is in the schools because that is where most young people are to be found everyday (Kolbe L.J. , Talley R. C. & Short R. J. 1999). By using schools to pull in out to young people, the health service providers will be able to reach more youths especially those with inadequate resources and thus improve their health. Once the health issues of the youths have been addressed then it is easier for the students to perform much better in their schoolman pursuit. WHO describes health promotion as being the process that enables the people be able to increase their control over their health and thus be able to i mprove it.For the people to be able to lead wholesome lives, they have to be well psychologically emotionally and physically (WHO Europe 1986). There is therefore need for the incorporation of psychology treatment in the promotion of health (Leviton L. C 1996). Psychology seems to be aimed at temporally strategies while the human beings health infrastructure dwells more on long-term strategies. This then means that neither can work in the absence of the other and so they have to be coordinated for them to achieve optimum ability to promote health.It is very important that the ideological part of health promotion and practical part are all combined to bring about a wholesome outlook of the health promotion. (Davies J. K. & MacDonald G. 1998). This is where the ideas developed in psychology are put into practice through the public health infrastructure. There are questions raised on the effect of education relating to sexuality of the youths. There is a debate that it may cause early exploration of the youth about sex (http//www. seicus. org).However those who want it introduced and implemented in schools insist that it is important for it to be used in schools because it helps the youth have more information on sexual issues. Youths are already involved in sexual intercourse and it would be best for them to be educated on the safe practices that can be used to avoid unwanted pregnancies and infection by various STDS including HIV/AIDS infection. This will make them more aware of the various ways in which they can be able to protect themselves and thus promoting their own health.On top of this, there is a need for the academic personnel to be trained on how to deal with infected students. Not only are the teachers to learn how to deal with these students but also they go ahead to teach the rest of the students on how they should live with these students who are infected. The community in general has to be involved in the promotion of health promotion should alw ays be the priority in the society and all the policies that are put in place should be aimed at improving their knowledge base concerning health.The various ways in which their health can be improved in terms of prevention and management should be adequately communicated to them through the various health providers found in the community. In doing this and further reducing the cost of attaining the health services the members of the community would be able to improve their ability to determine their health status and thus be more productive in the society.

Peer Relationships

Having arrived at the gateway to maturity, the teenage years argon an exciting time of freedom, no responsibilities, and supposedly the best time of your life unfortunately it is not always a cake walk. Whether it is maintaining good grades or keeping up with what the plans be for the weekend, there is a serious amount of pressure throughout racy school and it becomes easy to get lost in the madness. Studies show that the qualities of lucifer relationships at this time are key contributors to mental health now and throughout life.Positive relationships are beneficial to young adults because it helps in gaining a sense of what good cordial interactions are and produces equal or greater relationships in the future. On the flip side, poor peer relationships can have negative effects on maturity mental health and social relations. Unforgiving social cliques and high societal expectations are a few causes of the shrinking of teen self-esteem and disruption of enduring mental well -being. When students start high school they quickly find their induct on the social ladder.Some students find themselves at to top, well-nigh find a place in the middle theyre comfortable with, and others are some(a)times cast out and pushed to the bottom by the rest. Social status and cliques rank unnecessarily high in importance amongst childlikes teens are consistently pressured to maintain their high social standing. This chronic stress leads to their disengagement from classroom activities (McGrath & Noble, 2010). Even learners that seem to be at the top of their social ladder build conflict among one another, disrupting school performance.These students become to a greater extent(prenominal) focused on the trifling drama and maintaining social stature and find the importance of school experiencening to decline. Research conducted by Helen McGrath and Toni Noble shows that, young adults that have poor relationships with their peers, show lower levels of school achievem ent and high levels of school avoidance. Once teenagers attention is elsewhere in the classroom, they begin to fall behind on school work due to the fact that they are to a greater extent focused on their life outside of school.Bad study habits can develop if they are engrossed in their social life and they can carry those great(p) study habits with them through high school to college. Pupils with high social standing are not the only ones affected by negative peer relationships it influences students at the bottom of the social ladder as well. The so called bottom of the social ladder is made up of persons that have often times been rejected by their peers for one reason or another they may dress different, act a certain way, or lack some sort of attribute that association relys is necessary.Students that are excluded from their peers still seek the same social fulfillment as others in a way this causes them to be more desperate for that fulfillment. Being bullied by social exc lusion may appear less visibly harmful than verbal or physical forms of intimidate but may be more detrimental to childrens participation in learning activities and have more impact on their academic outcomes, states McGrath and Noble.Social exclusion and bullying can go even out further than classroom disengagement as a result of bullying, people can lose their ability to love and trust, denying them the chance to experience a whole tone relationship later in their life. They might find themselves as a submissive partner or they may need to be completely alone. away from its long-term effects, some consequences of bullying can be seen and felt immediately. When one calls another a harsh name, the victim might cry, save like a bruise might appear after a punch to the arm. However, some effects of bullying are not always obvious to the naked eye.The results of bullying might grow and appear over time, damaging a person in profound ways for the long term. Victims often develop e ating disorders, begin to self-injure, or require extensive counseling. Social bullying can also leave people without a supportive group of friends that they can lean on and spend time with. Isolation amongst peers has negative repercussions towards young adult mental health because at this age, according to Kingsly Nyarko of the University of Ghanas psychology department, being real by peers has important implications for adjustment both during adolescence and into adulthood.Friends are supporters and motivators, they help you tincture discover when youre sad and can talk you through any problems you are facing. When that support is missing from a persons life, they have no one to talk to, making them feel alone and excluded. This can damage an adolescents ability to maintain healthy friendships and possess adequate social skills. Being teased, rejected or socially excluded by other school-age childs on an on-going basis has been identified as the single most common characteri stic of children who are at high risk for developing emotional and behavioral disorders (McGrath & Noble, 2010).Isolation makes adolescents feel as if there is something wrong with them, thus lowering self-esteem and creating disorders such(prenominal) as anorexia, depression, anxiety and bipolar disorders. Some individuals recover from loneliness by using their own strategies, or by letting time do the healing. Others require outside professional help. The most obvious approach is to help people develop satisfying personal relationships. This can be done by improving how they interact with others through social skills training or forms of psychotherapy aimed at ever-changing dysfunctional interpersonal dispositions (e. g. fear of rejection). It can also be done by improving opportunities for interactions through programs aimed at removing barriers for social interaction (e. g. , providing transportation) or at bringing people together (e. g. , discussion groups). Major depressive disorders in early adulthood range from 10%-17% (Maughan & Collishaw & Stringaris, 2012). One of the biggest issues for teens is fitting in. Society tells young adults that they require to act a certain way or look a certain way, and when a teen doesnt feel they follow that socially congenial conduct, they often become repressed within themselves.They want to be accepted and there is a fear of being alone and not being wanted. Popularity is a huge social factor for any teen, especially in High School. Everyone wants to be part of the in crowd and if you cannot be a part of them, you want to dress like them or act like them. Pressures like this do flow to be worse for girls about twice as likely to be affected as men (Maughan et al. , 2012). Girls feel the need to please others and seek approval while boys learn that it is ok to be themselves and do their own thing.Boys tend to be able to deal better with these social issues then girls do. They are able to put events behind them, and not depend upon others for reassuring them of their self-worth. One character is when an adolescent boy and girl are equally interested in each other the boys seem to be able to cope with loves losses better than girls do. They put it behind them and move on, while girls focus on the breakup and keep talking about it, stirring the emotional pot. These depressive episodes are not just short term 50-70% are likely to develop a further episode within five years (Maughan et al. 2012). However, sometimes depression can be avoided all together. Having a good home life and a high self-esteem would be primary for people not to be depressed. Although in some cases you are predisposition to have depression, little things do help. Talking about your problems and not bottling them up helps immensely to avoid emotional breakdowns and blowups. Avoiding extreme stressers, like place yourself in a situation you cannot get out of, also helps. Avoidance of cigarettes and alcohol also helps with anticipateing healthy and happy.Despite the vast amount of negative effects peer relationships have on young adults there are a substantial amount of positivist effects as well. When healthy peer relationships are completed early on, they positively affect every aspect of everyday life one facet being school attendance and performance. The link between pupil engagement, achievement and well-being appears to is bi-directional, i. e. the more pupils are actively engaged and achieving in learning, the greater their sense of well-being and vice versa (McGrath Noble, 2010).When students are treated well by other pupils it makes them more enthused about participation in school activities. Positive peer relationships are also linked to higher levels of school attendance and pupil engagement with learning and a reduction in the likelihood of dropping out in secondary school (McGrath Noble, 2008). When students find their school environment to be supportive and caring, they are less li kely to become involved in substance abuse, violence, and other problem behaviors.They are more likely to develop positive attitudes toward themselves and pro-social attitudes and behaviors toward others supportive schools foster these positive outcomes by promoting students sense of connectedness, belongingness, or community during the school day. Additionally, this time during adolescence is imperative because, the development of soaked interpersonal skills and relationships during uphill adulthood is an essential component of effective career and role functioning throughout the adult life span.Comments by others, particularly parents and peers, reflect appraisals of the individual that some adolescents may incorporate as part of their identity and feelings about themselves (Nyarko, 2012). Negative experiences in early adulthood are often particularly damaging to self-esteem. In early years, personality and sense of self is being formed, and harmful experiences can leave one feel ing that they are not valued or important.Even though one is close to adulthood, there has still been too little amount of time to build any resilience, so these negative views can become the ones that teens believe about themselves. The way one may view them self can be tainted by societys ideas of beauty this is where helpful friendships are essential. When a teens self-esteem is disintegrating they need constructive re-affirmation to keep a positive attitude this can be accomplished through strong friendships.Frequently, the friendships we make during our youth fade or dwindle as we grow up and move on to new places in life. Yet when our childhood and school-year friends stay with us into adulthood, they are often the most important friends we have. Our common history and the length of time that our connection has continued becomes the glue that keeps us together, even if weve changed importantly from when we first met. Our most valuable friends are the ones with whom we feel the deepest connection and greatest trust.It is with these friends that we share our fears, secrets, desires and problems and dreams. There are many unexpected benefits from this type of relationship, including such things as lessening stress, limiting depression, lowering blood pressure, keeping our minds agile, and lessening the debilitating effects of old age. Research has even shown that people with close friendships are more likely to exercise regularly, avoid excessive alcohol and even be more inclined to quit smoking. Positive peer relationships in early adulthood have positive effects on self-esteem.Chen, Cohen, Johson, and Kasen (2008) summary article on Psychiatric disorders during adolescence and relationships with peers found that, during adolescence, friends are providers of companionship, social and emotional support, and intimate self-disclosure and reflection. Group activities such as sports are an effective way to gain self-esteem boosting encouragement and relationshi ps. Being involved in a team allows teens to build relationships and social skills that pass on help them further in life. Other group activities such as school extracurriculars have similar constructive effects on teen contentment.Peer relationships spell an important role in pshyco-social development and well-being throughout life (Chen et al. , 2008). Young adults body image often times can be influenced by their relationship with peers. For some it is viewed as the lowest point in their life others claim it to be the highlight of their years. No matter what personal opinion individuals express, it is apparent(a) that early adulthood is a key turning point in life. The experiences at this time, positive or negative, set the very foundation for later adulthood.

Introduction to Organizational Politics Essay

This piece consists heavily of quotations from and adaptations of bodily from several sources (see references at the end). There still may be some unreferenced quotations because I have lost caterpillar tread of their genesis over many years of moving content through various notes. I dont claim originality, other than the choice and organizing of material Rex Mitchell. Pfeffer (1992, p. 30) defined governance as the processes, the actions, the behaviors through which potential power is utilized and realized.Another author (Dubrin, 2001 , p. 92) defined organizational political science as everyday approaches to gaining power through means other than merit or luck. It could be argued that politics are used primarily to achieve power, either instanter or indirectly, e. g. , by being promoted, receiving a larger budget or other resources, or gaining desirable assignments. Many people regard organizational politics as something negative (e. g. , pursuing selflnterests at the expens e of others) and something to be minimized.Consequently, although most people know that organizational politics are common, they avoid saying so when it concerns one=s own ehavior. It is more common to talk about politics when complaining about a loss to a friend than it is in the context of ones own political maneuvering. When we win on an issue, we call it loss leadership when we lose, we call it politics. In many organizations, politics is a taboo subject, which makes it difficult for individuals to deal with this crucially important aspect of organizational reality.I believe a leader must skillfully use organizational politics to acquire and retain power and to accomplish major goals. Therefore, it would be a mistake to pretend that politics does not exist or to antasize that a leader can be effective without appropriate (and ethical, I would add) use of politics. As Pericles wrote over 2500 years ago, Just because you do not take an interest in politics doesnt mean politics w ont take an interest in you. I regard organizational politics as neither good nor bad, per se, although it is important for us to distinguish between ethical and unethical political behavior.

Human and Nature

This paper is about nature where I nurse utilise different illustration to define different natural thing and a poem at the end. A metaphor is like a simile because it is a comparison that is made between things. However, the explicit use of the word like or as which you see in a simile, is not used in a metaphor which is rather a comparison of two unlike things using the verb to be. Hence, a metaphor sounds more forceful and suggestive, but is still very common land in speech.Nature is the beautiful world around us apart from human made phenomena. Nature is beyond the human imagination, every creature has its protest behavior and responsibility towards nature. We humans hypothesise ourselves most superior creature but we are the one not being responsible towards the nature. Nature has much(prenominal) power that we bar our sorrow when we are in its lap. Nature is wisdom, it has much(prenominal) a large creation that no human locoweed ever think of it.I think Real wisdom li es or exists within the greenery of Nature. Nature consist of galaxies, solar systems, planets, vegetation, including plants, grass and trees, Fowls, including birds, chickens and peafowls, Animals, including man the masterpiece of Creation natures brainchild and other mammals, both on land and in the sea, Insects, reptiles, fish, bees and a host of other named and unnamed, known and unknown, species. The beauty of Nature is for all to see.The symphony of Nature an amazing thing where birds chirp and sing, soft sky has no end its like endless tunnel to nowhere, flowers are natures makeup, thunder is the temper of clouds, volcano is the earth getting angry, mist is floating tear drops, rising sun is the wakeup call where as sunset is bed eon for all, stars are peek holes to heaven, moonshine is the germinate light of god, snow is the clouds dandruff , trees are apartment buildings for bugs, wind is natures breath. I think nature is really great. Nature is smile on our face.Nature has such a power that brings smile in our face. Even in this age of high technology, where many people who live in cities and work full time with com markers are still aware of weather and the seasons. We all know that the short, rainy winter days is less pleasant than a warm sunny June day. roughly of us cheered at the return of spring, and we mostly have certain pleasant or striking memories we associate with each season. But nature has lots of things beyond seasons which can really pleasant our life and make lots of beautiful memories.Nature is mother she feeds us like a child. We all know that basic things that make us alive come from nature. But we are so selfish that we think of ourselves rather than thinking of nature. We just take from nature and never think of returning. Humans are greedy beast . We are busy fulfilling our desire rather than remembering our responsibility. We think that we are in the industrialized world and on that point is nothing that human being cann ot achieve nowadays we have been to the moon, and have invented the Internet.Mesmerized by these fascinating achievements, there is one thing that people should not forget what we depend on. How long would we be able to live without nature and without technological advancement? We had been living without technology for thousand of year but without nature we have not spend a single moment. Even if we destroy us, plus most of other life form, there will still be nature. The soil, ocean, automated teller machine and weather would still interact with solar power to allow some life to exist. Earth cannot be a barren place like the moon with any life.Nature is life. Thus we have to be aware of nature and raise our voice to save nature. Nature Nature is our mother she feeds us like a child. All creatures are our siblings so lets keep them alive. Flower and plants are her makeup that keeps her like a bride Do plantation to keep the bride pride. odorize is her breath that keeps us alive S ay no to pollution to have a healthy life.Rivers are blood in her vein Never put harmful chemical that makes her pain. Today everything seem to be modern and computerized But actual thing is that nature is our life Nature is our mother Nature is our life, survive the nature, and save your life. Reference- http//www. saidwhatguides. co. uk/metaphors. php http//www. pandorascollective. com/naturemetaphors. html Number of words 751 Paragraphs 5

Handling information Essay

1. Understand requirements for handling information in health and social tutorship setting 1.1 identify economy and codes of physical exercise that relate to handling information in health and social careAll of the round need to make sure that confidentiality is paramount. Staff pick up to read and understand the Data Protection Act of 1998. We have to make sure that we are clear about our standards of claim, that we are expected to meet. We are encourage to social function the codes of conduct to maintain our own practice is good and we need to look at any areas that we can improve on.When it comes to Medication, staff have to make sure that all stock is listed on the MAR sheet.The Human Rights Act 1998 details the right to a private life. There is withal the GSCC code of practice for social care workers, which provides a clear guide for all those who work in social work, setting out the standards of practice and conduct workers and their employers should meet with regards the handling of information. There is also Caldecott standards which govern the sharing of information based on the Data protection Act.1.2 summarise the main points of legal requirements and codes of practice for handling information in health and social care.The 8 Principles of the Data Protection Act 1998 states the personal data must beProcessed plumb and lawfully Processed only for one or more specified and lawful purposeAdequate, relevant and non excessive for the purposeAccurate and unplowed up to dateKept for no longer than is necessaryProcessed in line with the rights of the individualSecure against accidental loss, destruction or defile and against unauthorized / unlawful processingNot transferred to countries outside the European economic areaThe six main points of the gscc code of practice states that health and social care workers must provide the following Protect the rights and promote the interests of dish out users and carers.Strive to establish and maintain the trust and confidence of service users and carers.Promote the independence of service users while protecting them as far as possible from danger or harm.Respect the rights of service users while seeking to ensure that their behaviour does not harm themselves or other people.Uphold public trust and confidence in social care services.Be accountable for the quality of your work and labour responsibility for maintaining and improving your knowledge and skills.1.3. describe features of manual and electronic information storage systems that help ensure security Manual systems inevitably mean opus type records (text, photos, X-Ray, hand written notes or comments, etc.) These require to be out of general view when in use and locked away when not in use or attended. Lockable filing cabinets, locked rooms (by key or number pad), locked briefcase (when in transit) and special vaults and safes.Electronic records can be protected by password entree to the computer, to the folder, to the file. Some systems allow access (to anything electronic) by only authorised personnel based on employee number or similar. Some computers are not connected to the internet to avoid the risk of intervention. Movement of data should require that the data is first encrypted so if intercepted cannot be viewed.

Cat on a Hot Tin Roof Essay

The character Margaret is married to Brick, the son of wide pappa. They live to nurtureher in Big Daddys house, along with his wife, Big Mama. We, as readers learn a lot about her character from the representation she speaks, by what is said about her and by the format directions. We also gain a good cortical potential into her relationships with the people around her.Margarets relationship with Brick comes across as quite bizarre. His lack of interest in what she has to say gives the impression that he doesnt care and also figures a slight lack of respect. For example, when Brick replies to Maggies first line in the play, he says Whad you say, Maggie? The stage directions prior to his answer read A t ane of politely feigned interest, masking indifference or worse. Other stage directions describing his attitude to Maggies statements share the same negativity such as Without interest., Wryly, Absent mindedly, Dreamily, followed by barbed comments.We also get the impression tha t Brick doesnt find his wife as attractive as early(a) men do. On varlet twenty-one, Maggie says Way he always drops his eyes down my body when Im talkin to him, drops his eyes to my boobs an licks his old chops The fact that shes telling her husband how other men show interest in her comes across as a subtle hint to her husband that perhaps he should appreciate her more. Almost reassuring herself, as well as him that shes an attractive woman. Bricks response nonetheless doesnt seem like the reply she was looking for. He describes her talk as disgusting. thithers also a sense of insecurity on Maggies front. When she catches Brick staring at her, she asks him unceasingly what hes thinking when he stares at her like that. On page twenty-five, Maggie says I wishing you would lose your looks This is a particular strange request to make of ones partner. It makes readers assume she doesnt want to be attracted to Brick any longer. This assumption is soon backed up with further lines on page twenty-eight when the couple talk of the conditions Maggie has to follow in order for Brick to continue living with her. They also call to their bedroom as a cage, giving the sense of entrapment.Margarets relationship with Mae seems strained and false. Maggies perpetual insulting of Maes children gives the impression that they dont get along particularly well. The topic of children in Maggie and Bricks relationship also seems awkward. Mae seems to take a patronising tone with Margaret on page cardinal when she says Maggie, honey, if you had children of your own youd know how funny that is It seems that Mae is well aware of Maggies envy towards her for having children and likes to bring it up from time to time.Margaret often refers to Big Daddy when shes attempting to make Brick jealous. When she was talking of the man who was looking her up and down, she was talking of Big Daddy, Bricks father. She uses him as an example of a man who gives her attention to try and get Brick to do the same. She also talks of Big Daddy not getting along with Gooper, Bricks pal or Mae. On page twenty, she says Big Daddy dotes on you honey. And he cant leap out Brother Man and Brother Mans wife Big Daddy is also conjectural to be dying of cancer, therefore theres a lot of talk of who will be getting the large share of his will.Margaret is obviously very aware of her sexuality. On the first page of the play, a stage direction says She steps out of her dress, stands in a slip of ivory satin lace. She also cares a lot about her appearance and what Brick thinks of her. I feel this because of her asking Brick what he thinks of her when he looks at her and because of stage directions such as She adjusts the angle of a magnifying mirror to straighten an eyelash Her relationship with her husband seems one sided and cruel. It seems as thought she wants children and a happy marriage like her sister in law however its made obvious that Brick doesnt share the same passion. We know from the continuous talk of Big Daddys will that she has dreams of being rich. So far, Williams has made Maggie seem like a desperate, ail character that covers her pain up with her loud personality.

Discourse Analysis on Winston Churchill and Tony Blair

Section 1 1. 1 In this essay, I allow be conducting a discourse abridgment on a nomenclature make by Winston Churchill in the 1940s, when he sensible the British public that they leave alone be entering struggle. I forget apply sociological research which examines the discourse of politics to supply context for this idiom. My research topic is to discover in this essay is how florescence Ministers implement persuasive techniques to win the support of the people.To achieve this, I pass on be comparing Churchills bringing to Tony Bl strivings address in 2003 when he decl atomic number 18d war on Iraq, to see what changes and similarities of discourses there are, regarding persuading and gaining the support of the people. 1. 2 The consideration of the audience and their specific thoughts and feelings is certainly an essential theme when devising a speech. Politicians determination the spoken word to rule, inform, strengthen and communicate with the public in order to i mplement their own, or their companys politics.As van Dijk puts it, social power abuse, dominance, and inequality are enacted, reproduced, and resisted by text and berate in the social and political context (2001 352). If we are the people who vote to put these politicians in power, we ought to kick the bucket more aware of the strategies and tactics behind their speeches. This will give us more opportunity of making a fair judgement of the real meaning of the message, kinda than the persuasive and deceiving expression that often clouds our judgement.I will be use full of life discourse analysis and empty wordsal political analysis as it is an procession that is suitable for written texts and helpful for discovering institutional meanings that lay hidden within rhetorical strategies. This method will facilitate me in finding the ideological dimension of discourse within the speeches I am analyzing (Cameron 2001123). 1. 3Using critical discourse analysis I will essay how t he vocabulary used in political speeches functions as a type of social practice that constructs the objects of which it purports to speak (Cameron 2001123).We can apply critical discourse analysis to expose the focal charges discourse is interwoven with society and culture, Wodak nones society and culture are shaped by discourse, and at the same time constitute discourse (Wodak 2000146). The use of language can reproduce or transform society and culture and it can to a fault be ideological. A fashion to discover its ideological qualities is by exploring their interpretation, reception and social effects (Wodak 2000146). By xamining speeches made by Winston Churchill and Tony Blair, I will try on to find the ideological messages that lie beneath their rhetoric language and uncover in what way their statements encounter have a bun in the ov shoemakers last the British public and if their discourses have gained the publics support. 1. 4We now turn to the second indentified appr oach outline in the introduction, rhetorical political analysis. It particularly focuses on the character and nature of rhetoric and its position in political analysis. Rhetorical style is concerned with the arrangement of the narrative.Johannesson (200065) refers to numerous ways of forming a classical rhetoric speech two Churchill and Blair use disposito, giving their argument structure and narratio, giving the listenener essential range information. Historically, rhetorical has been used since the ancient Greek and Roman times and the Great philosopher Aristotle wrote a rhetoric school text where he established the goals of this discipline. The old laws of the rhetoric lived on in the modern world mostly in politics, and the battles of the Second World War were not just fought on land, but also on the air by great orators such as Hitler and Churchill.Both Churchill and Blair use many of the classic rhetorical structures when rejoining their speeches which I will examine further in the next section. Section 2 2. 1 On the 13th whitethorn 1940 was Churchills first radio broadcast as Prime Minister with the direct audience be the British public. This was a live broadcast, with the objective to inform the do pri invalidatey(prenominal) of the upcoming attack on Britain by the Germans. It becomes apparent that Churchills key intention here is to persuade the nation in becoming actively involved in the war.His reasons of calling upon the nation as a whole were because all men were infallible to fight, not just those who were in the army. Churchill was possibly attempting to involve e very(prenominal) individual in the war, as his speech shows, There will be many men and women on this island who when the ordeal comes upon them, as come it will, will feel comfort and even pride that they are sharing the perils of the lads at the front. (13. 05. 40. ) He convinces the country to die hard optimistic by saying We may look with confidence to the stabiliza tion of the front in France. (13. 05. 40).On the quaternate June 1940, Churchill spoke to the syndicate of Commons who were his target audience, however there was also the wider audience of the nation. Conscious that the speech would be made public, Churchill did not altogether turn to the audience members of the House of Commons but rather he was addressing the outside audience with a clear goal to diminish the will of resistance among the British and conveying out a message to the USA to join the war with Britain. The speech made by Tony Blair to the House of Commons on 18th March 2003, was most likely one of the most in-chief(postnominal) speeches of his years as the Prime Minister.This was a speech with the sole intention to persuade his audience fantan to vote for Britain to participate in the war in Iraq. Blair would not have been able to declare war without having the support of the Parliament, therefrom it was crucial to gain their vote. The main audience of Blairs speech in 2003 were the British public. During this live broadcast, Blair told the nation that military action had already begun in Iraq. He attempted to convince the British public that he had made the right decision in sending troops to fight, thus seek to justify his actions.Although the people of Britain were the direct audience, it is possible that Blair was reaching to a wider world wide audience. In his speech Blair addresses the people of Iraq directly saying I hope the Iraqi people hear this message, our enemy is not you, but your barbarous rulers. (20. 03. 03) Even though Churchill and Blairs speeches are slightly different concerning their goals, both use similar methods in order to persuade the British public. In the following sections I will analyse and consider the persuasive techniques I feel are of most significance.They include the use of personal pronouns, rhetorical style, repeat and parallelism with a brief discussion of the delivery of speech. 2. 2 Personal pr onouns are very much linked with power and stiffarity, therefore the choice of pronoun that each Prime Minister uses replicates this. When talking to the nation and the House of Commons both Churchill and Blair use the first person pronoun I on numerous times. I tends to be used by both leaders much more often when addressing the House of Commons. The another(prenominal) first person pronouns which were used were Me and My. My was used when each leader was putting across their personal beliefs and opinions, such as Blairs hatred for ibn Talal Hussein, My detestation of Saddam. (Blair 18th March 2003) Me has similar functions to I as it symbolises the speaker system and demonstrates that he is committing himself to his pledge. Wales (199666) said it is usually used to refer to the speaker and third parties who may not be present in the current situation. The use of we can be exploited to contribute the responsibility. The general use of we refers to the speaker and the listener.T hrough the use of inclusive we we can see how the leaders assume to speak on the audiences behalf, for example We must not allow ourselves to be intimidated by the front man of these armoured vehicles (Churchill 13th May 1940) Churchill uses we inclusively numerous times to refer to himself and the people of Britain as one which in turn encourage solidarity. It is used most often by both leaders with the aim to persuade the audience to work as a team, by saying collective statements, for example we will we shall and so forth.Both Churchill and Blair tend to use we with the double implication that they are not only speaking on behalf of their party but also on behalf of their audience. 2. 3 Churchill uses methods of mentation through reasoning here he aims to sedate the British, arguing their brief safety using rational reasoning We must never forget the solid assurances of sea power and those which belong to air power if it can be locally exercised. (Churchill, paragraph 22) Its remark by Atkinson (198437) from his analysis of speeches that one of the most frequent means of extracting agreement is what he calls a list of three. In political speeches lists of three are usually easy to remember Of our country, of our Empire, of our Allies. (Churchills address to the nation 13th May 1940) Throughout his speeches Churchill has a tendency to use three part lists, as it makes the speech more unforgettable and therefore more likely to persuade the audience. In Blairs speech to the House of Commons, he uses a two-part list, No to any ultimatum no to any resolution. (18th March 2003) In a way we can see how these lists function in the similar way to parallelism, as they serve to emphasise the point being made.Three part lists are memorable for both the speaker and the listener as they are root in some cultures as encouraging a sense of solidarity and totality. The final category of persuasion is persuasion through the art of reasoning. Blair uses this method mu ch more than Churchill. During his speech, Blair discusses a series of events to the House of Commons notifying them of Saddam Hussains actions. We can see how Blair felt it imperative to include factual information, as this was the only way to justify his actions for urging Britain to go to war. 2. Churchill and Blair both perform the characteristics of a strong, virtuous leader. Churchill who led the last forgo European nation against Hitler, dares to confront the apparently relentless Nazi attack on Europe in so doing so, Churchill offered hope of freedom to the British people. Churchills choice of words and tone were very dramatic, and he used emotionally charged words to get to the heart of the people. Churchills soundbite holds identical features as the Blair equivalents to his manifesto, defective on crime and tough on the causes of crime. (4. 07. 1993).Both leaders use the Aristotelian three main means of persuasion through the arousal of emotion, the persuasion through reasoning and persuasion through genius and stance. Rhythm is one of the key features when analysing at the speeches, as this is what makes them flowing and thus effective. The use of lists of three memorable words and repetition of the main issues adds to the rhythm of the speech. Churchill generally uses the list of three and repetition more than Blair, therefore his speeches are more rhythmic. A very important and smart method used by both Churchill and Blair is the use of repetition and parallelism.Both Churchill and Blair used this thingmajig in order to gain their audiences support. One of the main reasons wherefore Churchills speech to the House of Commons is convincing is because of his use of structural parallelism at the end of his speech, We shall go on to the end, we shall fight in France, We shall fight on the seas and oceans, We shall fight with growing confidence in the air, We shall fight on the beaches, We shall fight on the landing grounds (Churchill 4th June 1 940) In contrast, Blairs does not use the structural parallelism in his speech to the House of Commons to the extent Churchill does.However Blair does use repetition to implement his point is, for example It is dangerous if such regimes disbelieve us, Dangerous if they think they can use our weakness, our hesitation even the natural urges of our democracy towards peace against us, Dangerous because one day (18th March 2003) Blair also repeats the word dangerous in order to reiterate his aim and convince his audience that if they do not agree to war, they will be facing a dangerous state of affairs.Section 3 3. 1 comparing Churchills and Blairs speeches I have shown that there are many resemblances in the way they deliver speeches such as, explaining in honesty, the seriousness of the threat and how they both describe the enemy as evil, but also in putting their causes in a global context and in terms of using rhetorical devices, they both use repetition, soundbites, contrastive pai rs and the list of three. The list of three is a perfect device when declaring war.The inclusiveness and stress of national solidarity and unity is what a leader needs to communicate and restore faith with the people. The major(ip) difference between the two leaders is that Blair uses the inclusive approach towards the world and possible allies, whereas Churchill speaks more exclusively for Britain solely. This also shows the difference in the times the speeches were made, as when Churchill made his speech it would have only reached the British public.In comparison, Blairs speech was televised globally, therefore he must address the audience more inclusively to make it relevant for the listeners. Although Blairs speech could be said to build on the works of Churchill such as using the same rhetorical devices, being a well composed oratory and being expertly performed, ultimately, it is forever and a day the circumstances under which a speech is delivered that will give the speaker and the speech their rightfully gain respect. 3. To conclude, critical discourse analysis is a suitable method to analyse political speeches as it sees language as social practices, and as productive of knowledge which maintains power. It is particularly concerned with language used in political speeches and the media so it is not just context specific, but audience-specific. However, a disadvantage is although it had implications for individual language use, there are words and phrases they use which may not be applicable in 30 years time, as language is forever evolving.The limits of discourse analysis is that it does not give us a representation of the persons proposed psychological state, it instead focuses on power in a social context and how this is made through language, how it is challenged and recycled. I believe the use of language analysis related to social concepts could be more expanded by having studies made into how social situations themselves cause the discourse we use, also investigating how new meanings are given to words and what social implications they have in society. Bibliography BooksAtkinson, J (1985) Structures of Social Action Cambridge University Press Cameron, Deborah functional with spoken discourse Fairclough, N. (2003). Analysing intervention Textual digest for Social Research. London Routledge. Gee, J. P. (2005). An Introduction to Discourse Analysis Theory and Method. London Routledge Seale, Clive (2004) Researching society and culture Sage Publications Ltd Second Edition Wodak, Ruth (2000) Methods of Text and Discourse Analysis London, Sage Publications Wood, Linda A. (2000) Doing Discourse Analysis Sage Publications Articles and WebsitesEgbert. J Baker Grammar As Interpretation Greek Literature in Its Linguistic Contexts (1997) http//books. google. co. uk/books? id=L8VmSJeZCw0C&pg=PA175&lpg=PA175&dq=we+shall+fight+on+the+beaches+discourse+analysis&source=bl&ots=Kpm7QW94Mk&sig=1i_rPybz_RMBd1l_WB0nkeXWsso&hl=en&sa=X&ei=IOz qUKKeLoqU0QXYkoGQAw&ved=0CGwQ6AEwCQv=onepage&q=we%20shall%20fight%20on%20the%20beaches%20discourse%20analysis&f=false (online book) Fairclough & Wodak Critical discourse analysis Linguistics and English lyric (1997) www. ing. lancs. ac. uk/staff/norman/critdiscanalysis. doc (online word document) Guardian Full text Tony Blairs speech (2003) http//www. guardian. co. uk/politics/2003/mar/18/foreignpolicy. iraq1 (website article) Language in use Sir Winston Churchill We shall fight them on the beaches