President Franklin D. Roosevelts New Deal Essay examples -- Franklin

On October 24, 1929, a day historically cognize as Black Thursday, the United States stock mart crashed imputable to investors in the market starting to sell off their shares, which resulted in a decline in stock prices. (Dau-Schmidt, pg 60) This economic downturn in the market gave birth to financial ambivalence in the country, increasing unemployment, as wellhead as other consequences on the landscape of international economics. When President Franklin D. Roosevelt took all over as president in the year of 1933, The country was in its discernment of the Great Depression. (Neal, 2010) Roosevelts freshly admit consisted of implementing relief programs such as the Work Progress Administration and the Civil Works Administration, which aimed at revitalize the U.S. labor market. However, these programs were short-lived due to insufficient funding. Although these programs were effective, their short life cross only sought temporary remedy. The on again off again pattern of these programs existence caused a cyclical trend in the maturation and decrease of unemployment. John M. Keynes born on June 5, 1883 was one of the most important economists of the Twentieth Century. (Pettinger, pg 1) Keynes argued that the doctrine of the New Deal was a slow sanative procedure to restoring the economy. Although, Roosevelts efforts helped reduce unemployment in spurts, it was ultimately an ineffective programme because according to Keynes, to restore the economy during the Great Depression, there had to of been deep establishment spending and increased high taxes. When President Roosevelt took office, he had to fulfill his ideas he had proposed to the citizens while campaigning for presidency. One of his ideas and that he fulfilled, was the Works Progress Administrati... ...n Kantor. The kinetics Of Relief Spending And The Private Urban Labor Market During The New Deal. Journal Of Economic History 70.1 (2010) 195-220. Academic Search Complete. Web. 7 Mar. 2013.Powel l, Jim. The Unemployment President. Cato Institute. The capital of the United States Times N.p., 4 Aug. 2010. Web. 17 Mar. 2013.Pettinger, Tejvan. Biography of John M Keynes, Oxford, www.biographyonline.net 3 Feb. 2013Rauchway, Eric. Learning From the New Deals Mistakes. The American Prospect. The American Prospect, 19 Dec. 2008. Web. 02 Apr. 2013Winkler, Allan M. The New Deal Accomplishments and Failures. Speech. Testimony before the U.S. Senate Committee on Banking, Housing, and Urban Affairs. Oxford,Ohio. 31 Mar. 2009. Web. 2 Apr. 2013.Winkler, Allan M., and Robert M. Collins. Keynesian Economics. The Web Chronology Project, n.d. Web. 04 Apr. 2013.

English/Modern Drama Coursework †Thee Crucible Essay

How does Arthur miller portray rear end monitor lizard as a tragic submarine sandwich in final scenes of The Crucible? The Crucible was written by Arthur miller in 1953, which was a time of McCarthyism and paranoia ab step forward Communism. Arthur miller was involved in McCarthyism, as he was accused of backup Communism. He wrote the play to return people how ridiculous accusations can be, and how easily they can get give a fashion of hand.The play is invest in the small town of capital of Oregon, in 1692. It is set against a great forest, and the people of Salem dont inhabit what is out(p) there, which is what gives them such a wary approach to the abnormal e. g. charmcraft. Salem goes by the strict religion of Puritanism, so the people take on things out of the ordinary and any sins very seriously, sometimes resulting in the death penalty.When some girls are found dancing in the woods one night by the town minister, Reverend Parris, the younger ones become afr aid of the consequences and fraud illness. This makes the townsfolk suspicious, and word gets spread of witchcraft resulting in Parris getting a few visitors, who are curious to find out about the front nights events. backside Proctor is a ingenuous precedent of an Aristotelian tragic admirer, as he has all four qualities nobleness-he is very noble in the final scenes, as he gives up his superb name for the sake of the other people in the town, hamartia-his flaw or error of judgment is his lust for Abigail Williams, a substitution of fortune-he did meet a good life with his farm or family, but ended up be hanged, and the discovery of recognition that the reversal was brought about by the heros own actions-in act four, he realizes that it is his affair that caused all of the accusations and deaths in Salem, so he allows himself to be hung.In act one, the earreach finds out about the wholesome- prizeed John Proctors affair with the niece of Parris, and the Proctors former signboard maid, Abigail Williams, I know how you clutched my back behind your house He has great guilt for his affair with Abigail, yet his lust for her whitewash lingers. This lust is one of the flaws of his personality that Arthur Miller uses to make John Proctor an Aristotelian tragic hero. Later on in the play, the accusations of witchcraft founder gotten out of hand and people have been hung.Proctor and Hale, a witch hunter, try to make everyone see sense, but their pride lies in the way of justice, and yet more than people are hanged, including Proctor and Rebecca Nurse, one of the opera hat respected people in Salem. When Proctor and Abigail are left alone, he flirts with her Ah, youre wicked yet, arent y This has a double substance in this case, as John means it in a cozy way as well. Abigail tries her hardest to make John return her feelings for him, by coquetry and saying things like GahId almost forgot how strong you are, John Proctor Johns weakness for Abigail is the cause of his own autumn in the end, as he admits to his affair when he is put downstairs questioning. This is a noble act, as Abigail was lying, and he ruined his good genius for the sake of justice to the others of the town. Although this is such a noble act, and there seems to be a way out for most of the condemned people, Elizabeth is asked about it, and denies all association just to try and save John.This results in everyone back to where they started, on a waiting list to be hanged. Elizabeth and John Proctors married couple seems to be on the rocks in act two, when they are sat take dinner, as the stage directions show that they find it very difficult to let out to each other and there is a very bad ambiance in the room, it is as though she would speak but cannot. This awkward automated teller machine is the result of Johns previous affair, and the tension is broken, when they begin an arguing over her.Although they seem very far apart, later on in act thre e, John admits to being a lecher I have known her, sir. Admitting to that took a lot of courage, and it sheds a new light to the audience of John Proctor. Elizabeth is called in to prove this, and although Proctor has told the judges she volition not lie, she says she knows nothing of the affair, for the sake of saving Johns name. This ends in Elizabeth being taken away, and John being accused of lying.Another sign of their lie with for each other is in act four, when Elizabeth cannot forgive John, as he cannot forgive himself. This shows his respect for her, and his need for her approval, which could have been the cause of his affair, and his hamartia. In the end, John dies for Elizabeth, as that is the only way he can gain his self-forgiveness, and Elizabeths forgiveness, He have his goodness now. God forbid I take it from him The way that he allows himself to be hung, shows that he has other characteristic of a tragic hero, as he realizes that he was the one that started all of the blare in Salem, by having an affair with Abigail. John Proctor seems to redeem himself in the final act, because he shows how much he cares for Elizabeth, suffers willingly for his actions and has a reversal of fortune, by ending up dead. The way that he is shown as so regretful and ashamed by Arthur Miller in act four, I am not worth the dust on the feet of them that hangMakes the audience respect him, and see him as a good man again. Arthur Miller portrays him as a tragic hero in act four, more than the rest of the play, because he breaks down, and the audience sees all of his personality, as he fights for his married womans forgiveness and his life and good name. The emotional trauma in act four-Proctors life being ripped up as he tears the paper up-shows the audience that John Proctor is a good man, and has feelings and emotion like any normal person, so the audience, in a way, sees themselves in him.As well as this, the audience feels sympathy for him, because he doesn t really deserve to die. He suffers more than he deserves, because of his pride, which is another flaw in his personality. He has the chance to sign a form, that will save him from hanging, but because it will be pinned up onto the church door, he refuses, as he feels he has lost everything apart from his good name, I have given you my soul leave me my name Another nobility in act four, is when he is asked whetherhe knows of anyone else who may have been with the devil, and he will not mention anybody elses name to the court. This shows a likeness to Arthur Miller, the author, as when he was questioned in the 1950s about allegedly supporting Communism he never involved anybody else in it. I speak up Arthur Miller based John Proctor around himself, as well as the real-life John Proctor from Salem. I think Proctor deserves respect for letting himself die, and being so noble.He suffered a lot more than he should have, because there is no death penalty for lechery, but witchcraft-the discernment he was hung-does have the death penalty. Although he officially died for being a witch, I think he really died for having an affair, and this is what I think makes him so well-respected. I also think that he is spiritually wounded by Elizabeth, when she wont forgive him, John, it comes to naught that I should forgive you, if youll not forgive yourself. He is also physically wounded, as he has been in prison for the past three months, and He is another man, bearded, filthy .

Intro to medical technology Essay

This cut through leave introduce bookmans to the constituent, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to clinical interrogatory ground recognition. at that place forget also be discussions on the more common science laboratory tests associated with diseases of organ systems and how the results ar apply in diagnosis. Selected laboratory exercises from major disciplines in clinical laboratory cognition every last(predicate)ow for be performed. Course tuition Outcomes Upon result of the bank line the assimilator ordain be able to 1.Appreciate the central role of the medical exam technologist in the salve of lives and relate that to the role of Jesus in the saving of souls. 2. set forth the different designations of laboratory superiors, the major job functions, and the education needs for ledger entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and int erpretation of procedures stick ined. 4. execute laboratory procedures taught utilizing correct techniques. 5. Discuss proper standard accretion techniques. ingest an introductory knowledge of the scope of testing performed in from for each one one of the pursuit sections of the Clinical research lab a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. pass on to the overall improvement of the healthc ar system. instructional Procedures There bequeath be whizz 80 minute rally and a three-hour laboratory sitting cal supplantar realizeweekly for approximately fifteen weeks. A short devotion give be conducted at the beginning of each grad period.There pass on be written tests, namings, reading traverses and one concluding comprehensive exam. In the case of absence, the Universitys absence policy applies (See NCU Bulletin). Students with exc utilise absences who aro social occasion conf make use ofd subsidizations or tests must make them up within one week of returning to class. The laboratory component of this tune go out carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade pull up stakes non be included in the numeration of the overall grade for this course.In this course, bid is the goal, and the student is responsible for the randomness from assignments, text, manual, class discussion, an other(a)(prenominal)wise reading and laboratory procedures. no.assignment should be placed beneath the reachice door unless otherwise specified by the instructor. In the case of absence, the Universitys absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes postnot be made up. Integration of Faith and Learning Outcomes 1.Demonstrate the fulfilme nt of Gods manifestation in our lives as the study the of Clinical Laboratory intelligence highlights the amazing design of the piece machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that theorize an appreciation of health and wellness as tokens from God to be cherish and a commitment to assist others experiencing ill health through by our skills. companionship is power, but it is a power for good only when joined with true piety. It must be vitalized by the Spirit of God, in range to serve the noblest purposes. CPT p.38. NCU Values and Attitudes Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness I, Fabian Pitkin and all the students of MTCH 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following 1 Handling student issues in a fair and equitable manner 2 Displaying money plant with adoptted rub down 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me.(Philippians 413) Integrity The facilitator and students will shorten learning experiences that exercise the highest levels of integrity such as Honouring deadlines in entree of assignments Practising academic honesty with respect to the use of published studys and other intellectual property Participating equally in group crop and activities Good stewardship of tools, equipment and other alternatives in the teaching learning environment prey fair evaluation to student work Display proper action and conduct.Justice The facilitator and all students will exercise the highest level of justice and blondness in all actions related to this course in the argonas of Fair razing for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students disregardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and mesh Resources Completing these course requirements necessitates regular entre to computer technology and the Internet.If a student does not have a personal computer with Internet access, computers on the Universitys Main Campus and Extension Sites argon available for student use. Civility, Courtesy and take note As professionals, mutual respect is required the instructor expects all class members to communicate in a professional and courteous manner. While everyone whitethorn feel passionate nigh a particular subject and is empower to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about g closureer, ethnicity, religion, et cetera will be tolerated.Honour Code Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either natural process ma y result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for every other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may hire to an assignment you are considering for this course, please ask the facilitator for clarification.Students with a Disabling antecedent Any student who, because of a disabling condition, may require few special arrangements in order to meet course requirements, should communicate with the instructor in a mly manner, to seek such special experimental conditions. Students should pre direct permit verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course means natter 1. Introduction to the affair and Fundamentals of the Clinical Laboratory No.Of Hours ane hour Instructional Objectives At the end of the lecture the students will be able to 1. reveal the evolution of Clinical Laboratory Science 2. Draw and get out the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the grandeur of regulations concerning the prize and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and strike non-analytical and analytical factors in spirit discernment. 8.Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the next directions for laboratory medicine. pith 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Int roduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. note legal opinion Activities 1. class work (Think/ couple/share) What is Medical Technology? What does it think of? 2. Discussion How important/ integral is this profession to the health care words system? uncomplicated election Turgeon, decliney shame Louise. Clinical Laboratory Science 5th Edition. atomic number 42 Mosby Elsevier 2007 pg. 4 -20 conjure 2. Safety in the clinical laboratory, Specimen Collection, Transportation & Handling Laboratory No. of Hours star hour Instructional Objectives At the end of the lecture the students will be able to 1. Describe the fundamental aspects of infection envision policies, including how and when to use PPEs and the reasons for apply Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3.Describe the fundamental steps if firs t aid. 4. come out seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills undeniable to interact with patients in the accumulation of specimens 6. Describe the regulations and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. formulate the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content 1. Occupational Safety and Health Administration Acts and Standards 2. HandwashingImmunization 4. Prophylaxis 5. Exposure run into 6. Laboratory Hazards 7. General Infection run across Activities 1. Group work (Think/pair/share) Why is it so important to be immunized prior to go in into the clinical laboratory? 2. Discussion What is the value of proper sample collection and handling to the durations of quality patient results? Primary resource Turgeon, Mary Louise. Clinical Labor atory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 21-72 Assessment 1 This assesses knowledge, lore, and synthesis of facts and principles compendium in the lecture.Assessment tools- Matching, short circuit Answers and Short essays. Content Knowledge Comprehension Synthesis positive Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 degree centigrade Lecture 3. Systems of bar, Laboratory Equipment, and Reagents The Microscope Measurement Techniques in the Clinical Laboratory No. of Hours unrivaled hour Instructional Objectives At the end of the lecture the students will be able to 1. Convert metric wholes of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin.Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to bring into being them. 4. Describe types and uses of laboratory centrifuges. 5. equate various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. formulate the difference amongst magnification and resolution. 9. Define alignment, and describe the process of align a microscope. 10.Describe the procedure for correct light adjustment to convey maximum resolution with sufficient contrast. 11. Identify the four prefatory measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its minginess. 14. Define Beers Law. 15. Name the components of the spectrophotometer. Identify three quality reign over tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content 1. International Systems 2. Laboratory plasticware and glasswa re 3. Laboratory balances 4. Laboratory centrifuges 5.Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities 1. Group work (Think/pair/share) Problem solving converting Fahrenheit to Celsius to Kelvin and determination unknown concentrations using the Beers law. Primary resource Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 78 147 Lecture 4. reference Assessment & Quality Control in the Clinical Laboratory, interchange Laboratory Automation & Point-of-Care Testing, and Laboratory Information Systems No.Of Hours One hour Instructional Objectives At the end of the lecture the students will be able to 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratorys quality assessm ent program, including its quality ascendance program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5.Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard loss in determination of the reference range. 7. Explain the major benefits of laboratory mechanization 8. Describe the fin steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory break inment Amendments of 1988 (CLIA 88) test procedures 11.Provide examples of instrument-based point-of -care testing 12. Identify at least half a dozen characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory education systems 14. List and describe components of a computer system 15. Define the abbreviations local area network and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe broadsideinal Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content 1.Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities 1. Group work (Think/pair/share) Problem solving Laboratory statistics and generation of Levy Jennings chart. 2. Discussion Practical ways of ensuring quality in the clinical laboratory Primary resource T urgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No.Of Hours One hour Instructional Objectives At the end of the lecture the students will be able to 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a item-by-item dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. describe the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8.Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in business and body swimmings. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac mar kers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic medicine assays and identify drugs of abuse. Content 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. ElectrolytesAcid-base balance 9. Renal function and other organ markers 10. Lipids 11. endocrine gland assays 12. Tumour markers Activities 1. Group work (Think/pair/share) Problem solving in serial dilution, creatinine clearance determination. 2. Discussion Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 151 -159 200 232 Sectional 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture .Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 ascorbic acid Lecture 6. Introduction to Haematology & Haemostasis Introduction to rail line Banking No. of Hours One hour Instructional Objectives At the end of the lecture the students will be able to 1. Describe the composition of line of products 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a derived function blood count 5.Discuss the common laboratory tests used for curdling and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and blood serum typing procedures 9. List and beg off the components of compatibility testing, including identificati on, ABO and Rh typing, screening for unprovided for(predicate) antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each.Content 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. lineage cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities 1. Case study Case redirect scrutiny on anaemia Primary resource Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 238 342 543 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours One hour Instructional Objectives At the end of the lecture the students will be able to 1.Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of uri nalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a come analysis. Content 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities 1.Group work (Think/pair/share) Microscopic mapping the production of urine Primary resource Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 351 414 Assessment 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- quadruple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours One hour Instructional ObjectivesAt the end of the lecture the students will be able to 1. Define the terms microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. fundamental equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testingActivities 1. Group work (Think/pair/share) Media classification and identification Primary resource Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology& Serology No. of Hours One hour Instructional O bjectives At the end of the lecture the students will be able to 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the evaluate of agglutination reactions. 6.Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and desoxyribonucleic acid chip technology. Content 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities 1. Group work (Think/pair/share) Confidentially and HIV reports 2. Group revision Brief inspection of the lecture Primary resource Turgeon, Mary Louise.Clinical Laboratory Science 5th Edition. Mis souri Mosby Elsevier 2007 pg. 505 530 Assessment 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 bedevil SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be designate on the basis of the students performance on tests, assignments, reading reports, labs and the final comprehensive examination.B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows GRADE Quality Points translation A 4. 00 top-hole A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above middling B- 2. 67 Above ordinary C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations 1. Attend all lectures, labs and tes ts. 2. Read assigned material before each lecture or lab academic session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise.Present all labs and assignments on time and in a neat format. No late work will be pass judgment. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from daybook names pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are September Accreditation for Clinical LaboratoriesOctober Quality Assessment in the Clinical Laboratory November choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clini cal Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of entropy. 6. Use the lab objectives as a study followup guide for examinations.All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. perturbation of the class session will result in suspension from the class. 8. back out responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology.This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students own initiative which may be reported to and rounded by the teacher prior to initiation and or completion. informant MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES All papers and assignments submitted should include a enfranchisement of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and rift of copyright.Participation students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking experience embedded in the eLearning system ? orion DL, will be utilize to monitor student activity. Conduct within the Online Learning Environment the kindred guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ON LINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? hunting watch Learning Management System (? orion LMS) http//aeorionde. ncu. edu. jm/. For assistance or march on details regarding access to online courses please visit https//aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http//aeorionde. ncu. edu. jm/ and click on the orientation course tie in. University Information Systems Services (UNISS) provides technical support between the hours of 800AM and 1000PM Mondays through Thursdays and 800AM to 130PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance.Email service requests can be directed to helpdeskncu. edu. jm POLICY ON SERVER inaccessibility OR OTHER technological DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, i n the event of any unexpected legion outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk http//uniss.Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest achievable time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please check up on the important technical requirements and the web browser configuration information at http//aeorionde. ncu. edu. jm/ to arrest that your personal computer meets the outlined requirements.This course has integrated communication tools that ma y be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http//aeorionde. ncu. edu. jm/features . Interaction with teacher The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may dedicate personal concerns or questions to the instructor via email or using the course messaging module.The instructor will as much as possible reply to students queries within a week. LIBRARY function Distance Learners will need an ? orion user account to access all of the librarys electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http//www. ncu. edu. jm/l ibrary/ ASSIGNMENT SUBMISSION Please use the Assignments connectedness on the course menu or see the icon on the designated page to upload assignments.You may click on the link for each assignment and follow the on-screen instructions to upload and submit your bear down(s). Bear in mind that you may only submit each assignment once, aft(prenominal) which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 1159 PM on the specified date. After your submission is graded, you may click each assignments Graded tab to check the results and feedback.If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group me mbers will be able to view the results and feedback once its been graded. Assignment Submission instructions using Turnitin Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon localized on the assignment submission web page. Next, click the submit icon.After which you will need to upload your assignment file please note that only one file may be submitted. To submit your assignment, click on Browse and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to htt p//www.Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU email Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and readiness/staff through electronic mail.At the same time, netmail raises some issues concerning security and the identity of each individual in an electronic mail exchange. The university encourages all official student email correspondence to be sent only to a students NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allow s the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m

Instrumental and end values Essay

economic value ar stars judgment of what is authorized in life. i way of considering value is in terms of slavish and barricade value. slavish determine are beliefs about the type of behavior appropriate for stretching certain goals. End values or sometimes called terminal values, are beliefs about the kind of goals or outcomes that are worth trying to pursue. This newspaper publisher will evidently describe the primary concepts of each value time examining my private list and rankings of quintet instrumental and end values about important to me.End vales can be categorized by 2 different aspects, personal and loving. My end vales consist of equality, an exciting life, self-respect, a moxie of act, and wisdom. The end values most important to me lean towards a much personal aspect, even though equality is considered a social end value according to Rokeach. Making necessary life decisions consider these five end values. Equality is definitely one of most important values in my life. Equality among friends and family has always been one of the major values in my life. An exciting life is necessary for ones mirth and happiness leads to a positive aura surrounding an individual. Self-respect, a sense of accomplishment and wisdom are three aspects that are tied together. An individual ask to have self-respect and a sense of accomplishment to acquire wisdom. submissive values, according to Rokeach, fall in two categories as well honourableity and competence. The means people use to achieve their goals might violate moral values like honesty, or violate ones personal sense of competence and capability like become illogical. My five instrumental values include ambition, cleanliness, forgiveness, responsibility, and self- control. The instrumental values most important to me focuses much on competence than morality. These instrumental goals are key aspects that focus on pursuing ones life goals. satin flower is the best policy. Honesty is one of the most important aspects in pursuing ones goals in life. Ambition is also one of many important values in a goal oriented person. Ambition is required for one to achieve goals and be successful. Cleanliness and responsibility are at an equal level of importance in my life. Cleanliness is associated with responsibility in numerous ways. One has to be responsible to keep oneself and ones surroundings clean which leads to a happy lifestyle. Forgiveness and self-control are two keen values to ones life as well. Self-control is very important to succeed in life.However, every individual has both instrumental and end values, every person differs in how they order the values into priorities, which accounts for tremendous revolution among people. Comprehending ones own values clarifies what is important, which is essential for effective leadership. leaders can identify and comprehend value differences to improve communication and effectiveness. implemental and end values are both essential in achieving goals and having a successful life whether it is a personal end value and social end value or morality instrumental value and competence instrumental value. This paper described and listed five instrumental and end value and their importance in ones life. Values are key beliefs that an individual considers to be important that have an impact on attitudes and behavior.

Handling Interpersonal Conflicts Essay

Have you ever been involved in an interpersonal departure that was not necessarily coverd in the most effective way of life? During that occurrence did you notice that you and the other individual seemed to be on assorted pages after the fact? Being able to handle an interpersonal conflict in the most effective manner could potentially keep you and your portentous others relationship close as contend to tearing it apart.In the picture showing Hitch, Will Smith states, Sixty percent of all benevolent communication is nonverbal personify address thirty percent is your t oneness, so that means ninety percent of what youre saying isnt feeler egress of your mouth (Lassiter, 2005). With this universe stated, body language, tone, and verbal language be all things that must be particularly paid close aid too and effectively utilized, whether you are the speaker or the listener. composition honoring the movie Hitch, there were a few interpersonal conflicts that were not hand led effectively. One specific conflict that was not handled effectively was when Sarah found out about Hitchs career as a skipper Love Doctor. This conflict was not handled effectively for a people of reasons. Previously Hitch and Sarah were really falling for each other, being sincere, genuine, and in the honey moon stage. After the conflict was initiated, Sarahs body language started to change.She began to deny Hitchs kisses by turning away, she ruined the quixotic wine moment by tipping the bottle up as opposed to drinking out of the wine glass that Hitch had already lively for her, Sarah began to snarl, some(prenominal) Hitch and Sarah began to become aggressive in their actions by throwing aliment at each other out of anger, and Hitch insulted Sarah by apprisal her that she had a crappy newspaper. All of these actions are considered to be ineffective ones. piece of music seek to choose a to a greater extent effective route of handling this conflict so that the relation ship remains close, one must show ositive body language, positive tone, positive verbal language, as well as a few other effective solutions. Solutions such as empathizing with one another by putting themselves in each others shoes, evaluating the message by waiting for the speaker to finish speaking before evaluating the message, not be coming emotional at the speaker, and showing much self-disclosure at the beginning of their relationship so that each other could grasp more of an understanding of each others background and career.Sole states, While emotions are normal and are to be expected in conversation, particularly when information of a personal or sensitive nature is being shared, it is helpful to hear the speaker out and to try to control these emotions until the remarks are finished (Sole, 2011). If both Sarah and Hitch had done this, their argument most in all probability would have been invisible.They may have understood where each one was coming from and actually ta ken the time to hear what each other were trying to get across. Doing all of these things could help eliminate the interpersonal conflict that both Hitch and Sarah encountered. All in all, interpersonal conflicts have the opportunity to get hold on a daily basis however, being able to handle them in the most effective manner could potentially keep you and your meaningful others relationship close instead of tearing it apart.Remember, whether you are the speaker or the listener, you must always try to pay close attention to body language, tone, and verbal language as well. Being able to come unneurotic as one, empathizing with one another, evaluating the message, not becoming emotional and showing more self-disclosure with one another are some key concepts to eliminating potential interpersonal conflict amongst you and your significant other.

AIDS and Needles Essay

Becton Dickinson, one of the life-sizedst manufacturers of medical supplies, dominates the US marketplace in disposable sprays and chevys. In 2005, a nurse, Maryann Rockwood (a fictional defecate), used a Becton Dickinson 5cc spray and needle to draw business line from a patient cognize to be infected with human immunodeficiency virus (Human immunodeficiency virus). Ms. Rockwood worked in a clinic that served AIDS patients, and she displace blood from these patients several sequences a day. After goal the blood on this particular day, she transferred the human immunodeficiency virus-contaminated blood to a sterile hear thermionic tube by sticking the needle through the rubber stopper of the test tube, which she was memory with her early(a) deal. She accident anyy pricked her finger with the contaminated needle. She is now HIV positive. A few years earlier, in 2000, Becton Dickinson had acquired grievous bodily harm rights to a secure for a novel spray that had a moveable evasive sleeve around it. The plastic tube around the spray could slide pot to safely c over the needle.The Becton Dickinson 5cc syringe used by Maryann Rockwood in 2005, however, did non yet have such a protective guard reinforced into it. The AIDS epidemic has posed peculiarly acute dilemmas for health workers, including doctors and nurses. Doctors perform surgery on AIDS patients can easily prick their fingers with a scalpel, needle, sharp instrument, or even bone fragment and can work infected with the virus. The greatest essay is to nurses, who, after routinely removing an intravenous system, draft blood, or delivering an injection to an AIDS patient, can easily stick themselves with the needle they were using. Needlestick injuries occur frequently in large hospitals and account for about 80 percent of reported occupational exposures to HIV among health tuition workers. It was cautiously estimated in 2005 that about 64 health care workers were then unive rse infected with HIV each year as a head of needlestick injuries.Although the fear of HIV had heightened concerns over needlestick injuries, HIV was not the only risk posed by needlestick injuries. Hepatitis B can in like manner be promise through an accidental needlestick. In 2000, the Centre for Disease Control (CDC) estimated, on the basis of hospital reports, that each year at least 12,000 health care workers are exposed to blood contaminated with the Hepatitis B virus, and of these 250 give-up the ghost as a consequence. Due to underreporting, however, the actual numbers may be higher. In addition to Hepatitis B, needlestick injuries can also transmit numerous some early(a) viral, bacterial, fungal, and parasitic infections, as well as toxic drugs or other agents that are delivered through a syringe and needle.The total statistics on needlestick injuries in 2005 are disturbing, although the exact incidence of contamination is unclear. It was estimated that each year, in the coupled States solely, between 800,000 and 1 million needlestick injuries occurred in hospitals of these, between 60,000 and 300,000 resulted in Hepatitis B infection. By one estimate, the risk of contracting HIV from a know contaminated needle could be as high as 1 in 1000, and the risk of contracting Hepatitis B, a serious and often solemn condition, could be as high as 1 in 6. These estimates would criminate that as many as 600 to 1000 health care workers were at risk of contracting HIV and as many as 100,000 were at risk of contracting Hepatitis B.several(prenominal) agencies stepped in to set guidelines for nurses, including the American nurse Association, the CDC, the Environmental Protection Agency (EPA), and the Food and Drug Administration (FAD), who each developed such guidelines. The most comprehensive guidelines were issued by the Occupational golosh and Health Administration (OSHA), who on December 6, 2001, required hospitals and other employers of health workers to (a) make sharps containers (safe needle containers) accessible to workers, (b) prohibit the practice of recapping needles by holding the cap in one hand and inserting the needle with the other, and (c) provide reading and training on needlestick prevention to employees. The usefulness of these guidelines was controversial. Nurses work in high-stress compulsion situations requiring quick action, and they are often pressed for time both because of the large number of patients they must care for and the highly variable needs and demands of these patients. In such workplace environments, it is difficult to adhere to the guidelines recommended by the agencies.For example, a forged source of needle sticks is the technique of replacing the cap on a needle (after it has been used) by holding the cap in one hand and inserting the needle into the cap with the other hand. OSHA guidelines specific whollyy expostulate withed against this two-handed technique of recapp ing and sooner required that the cap be placed on a electrostatic fold and the nurse use a one-handed spearing technique to replace the cap. (Note that recapping the needles in this more time consuming way presented no risk of needlestick hurt to the user). As noted above however, nurses are often pressed for time (and are keenly aware of the added danger of walking around with an uncrowned needles) and tend to take the two-handed recapping shortcut when no suitable surface is readily available for the safer one-handed capping technique.This fact is known to Hospital administrators, who regularly warn against such practices, and offer ongoing training and retraining opportunities to their nursing staff. Several analysts suggested that the peculiar features of the nurses work environment made it incredible that needlesticks would be prevented through mere guidelines alone The problem was not the worker, only if the design of the needle and syringe. Experts on needlestick injuri es argued that, rather than trying to teach health care workers to use a hazardous device safely, the focus should be on the hazardous ware design and that a safe and sound new array of devices in which preventative is an integral part of the design was required. Regulators also urged manufacturers to provide the health care worker with devices in which precaution was build into the design.The risks of contracting life-threatening diseases by the use of needles and syringes in health care settings had been well documented since the early 1980s. Well over half of all the needles and syringes used by U.S. health care workers since 1980 were being make by Becton Dickinson. Despite the emerging crisis, however, Becton Dickinson make up ones mindd not to modify its syringes, although it did include in each box of needled syringes an insert warning of the danger of needlesticks and of the dangers of two-handed recapping. On December 23, 2000, the U.S. Patent office issued patent nu mber 4,631,057 to Charles B. Mitchell for a syringe with a tube surrounding the body of the syringe that could be pulled cumulus to cover and protect the needle on the syringe. At the time, at least four other patents for needle-shielding devices existed. As Mitchell noted in his patent application, those devices all suffered from serious drawbacks. One of them would not lock the protective cover over the exposed needle, one was extremely complex, another was much longer than a tired syringe and difficult to use, and a fourth was designed in the first place for use on animals.It was Mitchells assessment that his invention was the only effective, easily usable, and easily manufactured device capable of protecting users from needlesticks, particularly in emergency periods or other times of high stress. Unlike other syringe designs, Mitchells was shaped and sized like a standard syringe so nurses already familiar with standard syringe design would have no difficulty adapting to it. Shortly after Mitchell patented his syringe, Becton Dickinson purchased from him an exclusive license to manufacture it. A few months later, Becton Dickinson began field tests of early models of the syringe using a 3cc model. Nurses and hospital personnel were enthusiastic when shown the product.However, they warned that if the company priced the product too high, hospitals, with pressures on their budgets rising, could not buy the safety syringes. With concerns about HIV rising fast, the company decided to market the product.In 2001, with the field tests completed, Becton Dickinson had to decide which syringes would be marketed with the protective sleeves. Sleeves could be put on all of the major(ip) syringe sizes, including 1cc, 3cc, 5cc, and 10cc syringes. However, the company decided to market only a 3cc chance variable of the protective sleeve. The 3cc syringes account for about half of all syringes used, although the bigger sizes-5cc and 10cc syringes-are prefer by nurse s when drawing blood. This 3cc syringe was marketed in 2002 under the trademarked name Safety-Lok Syringe. It was promoted as a device that virtually eliminates needlesticks. The 3cc safety syringe with the protective sleeve was sold in 2001 to hospitals and doctors offices for between 50 and 75 cents. By 2003, the company had dropped the price to 26 cents per unit. At the time, a regular syringe without any protective device was priced at 8 cents per unit and live 4 cents to make. Information about the cost of manufacturing the new safety syringe is unavailable but is estimated at between 13 and 20 cents each.The contrariety between the price of a standard syringe and the price of the safety syringe was an obstacle for customers. To switch to the new safety syringe would subjoin the hospitals costs for 3cc syringes by a factor of three. An evenly important impediment to adoption was the fact that the syringe was available in only one 3cc size, and it was perceived to be of limited application. Hospitals are backward to adopt and adapt to a product that is not available for the whole range of applications the hospital must confront. In particular, hospitals often needed the larger 5cc and 10cc sizes to draw blood, and Becton Dickinson had not made these available with a sleeve.For 5 years, Becton Dickinson manufactured only 3cc safety syringes. During that period, Becton Dickinson did not license its new safety syringe technology to another manufacturer that might have produced a extensive range of syringe sizes. Most hospitals and clinics, including the medical facility where Maryann Rockwood worked at drawing blood from many patients with Hepatitis B or HIV, did not stock the Becton Dickinson safety syringe. Most nurses in the United States continued to use unprotected syringes. Maryann Rockwood sued Becton Dickinson, alleging that, because it alone had an exclusive right to Mitchells patented design, the company had a concern to provide the safet y syringe in all its sizes, and that by withholding tax other sizes from the market it had contributed to her injury. The case was settled out of court.

‘If’ by Rudyard Kipling Analysis

The song If is directed to Kiplings son, and is a message to him on his passageway to manhood. This is seen in the very last key out of the song, when Kipling writes And- which is more than- youll be a Man, my son The rime is close to couchting goals, taking risks, existence a drawing card and self-belief, but on the whole in moderation. An example in the school textbook is If you nates trust yourself when all men doubt you. But make adaptation for their doubting too. Kipling tells his son to believe in himself, but to neer be over-confident. doneout the rime, Kipling writes what it takes to be a man, and what his son should aspire to be.The office of the rime is to both inspire and warn the indorser. An example in the text is If you puke dream- and not make dreams your master. This phrase inspires readers to dream and set goals in their life, through intemperateships and failures. However, it also warns readers to never let these dreams consume them, and to be able to chip from these dreams when they need to. This phrase sends a message to maintain a balance. You can knead towards a dream, but it should not be all you work towards, and you should not be a slave to that dream. Throughout the poem If, emotion is expressed.At the origin of the poem (stanza 1) the emotion is generally kind of sad and more depressing then the rest of the poem. This is shown in the guerilla line Are losing theirs and blaming it on you. However, as the poem progresses the emotion of the poem becomes happier and more inspirational. This is shown in the line Or walk with Kings- not bear the common touch. The poem seeks to make the reader reflect on their own life and to comp ar the attitudes and pure toneings to the ones described in the poem. Kipling uses many piece of music techniques in his poem to help grab his message across.A few of these take personal pronouns, repetition and personification. An example of personification in the text is excerpt the Will which says to them, where Kipling personifies a will. Kipling uses personal pronouns such as you to make the reader feel as if the poem is directed to them, and therefore make it more personalised. This use of personal pronouns could inspire readers, as the feel they ar being directly spoken to. Kipling uses repetition to emphasise certain points, an example of this in the text is if you can.This phrase is also repeated to inspire, as readers may think, If I can do something, Ill be able to get this. The poem is made up of four octaves. Every separate line of the poem rhymes with each other (e. g. ABAB create verbally structure). The first line of the poem has eleven syllables and the second has ten syllables this pattern continuous throughout the poem, with either other line having 11 syllables. Throughout the poem there are only two main sentences, from stanza one to three, and the last stanza is its own sentence. In the poem a semi-colon or colon splits the main ph rases up.The lack of punctuation mark throughout the poem makes the poem easier to read, as it is around one incorporated thought. Kipling could possibly be showing the confusion in a boys tribal chief when entering manhood. The poem is almost constructed as an instructional manual, as the language of the poem is quite descriptive and somewhat instructional, nonetheless mainly simple terminology are used throughout the poem. This is shown in the first two lines, where Kipling writes If you can keep your head when all about you Are losing theirs and blaming it on you.This type of language is quite appropriate as it is supposed to be directed to his son (so simple words are used), and is a guide towards how his son should act (so the instructions in the poem are clear). Using this type of language the instructions are well-situated to understand. Kipling uses various techniques to get different images in the readers head commonly used techniques include metaphors and personific ation. An example of personification in the text is If you can meet with hold and chance, and treat those two imposters just the same.Where Kipling personifies Triumph and Disasters as two people who have betrayed someone. An example of a metaphor in the poem is If you can fill the unforgiving minute With sixty seconds worth of distance run, where he uses running as a metaphor for life. In this metaphor Kipling says you must try youre hardest all the time, even if it leaves you exhausted, which is what running does. These different forms of imagery could have been written in order to make the reader imagine and dream. Therefore, they can get a better understanding of what message the writer may be trying to convey.The poem If has a regular rhythm following the pattern of an iambic pentameter. An example in the poem is (where the capitalised words are stressed syllables) if YOU can KEEP your HEAD. The regular rhythm of an unstressed syllable followed by a stressed syllable is qui te calming and reassuring. The poem flows very well and it is almost written like a song. This steady rhythm allows readers to be inspired, as they are reassured by the calmness of the poem. Kipling uses alliteration throughout his poem to emphasise key points.An example in the text is when Kipling writes Twisted by knaves to make a trap for fools. In this sentence a hard t sound starts three different words. The hard t sounds could be said to reinforce negativity in the sentence. The last two words of the line have a f sound at the start which could be said to reinforce the fools sound. The last word of every other line in the poem rhyme with each other (e. g. ABAB) rhyming structure. For example not make dreams your master Meet with Triumph and Disaster. This structure could be implemented to make the poem more interesting.I feel like this poem was written very well as through the use of many techniques it does achieve the poets purpose, which is to inspire. The poem is written in a very easy way to understand, as the language is comparatively simple, the rhythm is regular, great imagery is used and the poem is structured well. The poem teaches one to be a leader, to have a strong work ethic and to be self-righteous, yet always be able to detach from these things when necessary. Due to the strong message the poem conveys and great craftsmanship, I real enjoyed this poem.

Campaign Strategy Essay

1) What be the goals of the play? 2) What questions need to be answered to r exclusively those goals?This is a listen of general try questions to friend start your research process. These atomic number 18 not research questions. sever all(prenominal)y general incline question should generate a list of more particularized research questions. For employment, What is the skip/ business? could twist to the question, What is the history of conduce poisoning in our community? General questions to adopt astir(predicate) a force1. What is the issue/ hassle? (Understand their arguments.)2. What be the solutions or alternatives? (Develop our arguments.)3. Who else is trying to limiting the problem, how effective be they, and what are their solutions? (Potential allies. Locate a niche. Avoid obstacles and duplication of effort.)4. Who can implement those solutions? Who has the power? (The Tar poses)5. What kind of campaign would it take to convince them? (Feasibility test.) A. How long would victory take? What are the prison term constraints?B. What are tactics and paths to a victory?C. What are the opportunities or obstacles?D. What has worked for separate organizations on similar campaigns?6. Who are the other players?A. Who would subscribe vary? ( associate)B. Who opposes change? (Opposition)C. Who could become allies/opposition, but are currently neutral?7. Does our dwelling have the power and resources to win this campaign?8. Will this campaign strain our movement, base, or organization?WHAT IS A CAMPAIGN STRATEGY?A campaign can be ciphern as an organised, purposeful effort to create change, and it should be guided by thoughtful visualizening. Before winning action, triumphful campaigners keep an eye on as much as possible about * the existing blot* who is abnormal by the campaign issue both positively and negatively * what changes could improve the situation * what resources, tactics and tools are available to implement a campaign th at allow for address the issue. forceers use this knowledge to create their schema, which guides them in planning, implementing, marketing, monitoring, improving and evaluating their campaign. A campaign strategy should answer the by-line questionsProblem, Vision, budge1. What problem are you confronting?2. What is your vision of how the world leave behind be, once the problem is resolved?3. What change/s would bring about this vision?Stakeholders, Relationships,Targets4. Who is touched, positively or negatively, by the problem? 5. How are these mountain or groups colligate to the problem and to from apiece one other?6. Who are you trying to bear on?7. If your campaign is thriving, who leave be affected?Answering key questions repeatedly, at each stage of your campaign, about the problem, solution, stakeholders and engineers as well as the tactics, message and tools you entrusting use, will help develop your campaign strategy. Your campaign strategy will guide what y ou do and it should be updated regularly as the campaign is utilize and the situation changes.CREATE A COMMON VISIONIts helpful to involve your whole campaigning group in exploring the problem, your vision and the changes sought-after(a) a shared understanding of the problem will stimulate ideas about possible actions to take, and will also help your group to stay cause and focussed during the campaign. Creating a common vision will also help determine musical modes to monitor, and adjust the implementation of, the campaign if necessary.Activity 1 PROBLEM SOLUTION CHANGE1. hash out and get back, as a group, what meaning problem your campaign seeks to address. Elaborate all the adverse effects of this problem. 2. individually person in the group should create their own answer to the compriseing question What would a world without this problem be like? * consumption words, diagrams, illustrations.* Imagine unlimited resources (money, power, etc). * question and enumerate all the benefits of this proposed world. 3. Combine your individual visions of the future to create a single common vision for the campaign. Discuss in depth which broad actions or changes would resolve the problem you place, so as to arrive at the world you have envisioned. These necessary actions are the main focus of your campaign. Discuss the scope of your campaign decide whether it has bothfold components (sub-campaigns). If it does, you whitethorn choose either to narrow the focus of your campaign or create a multiple-campaign strategy.UNDERSTAND THE CAMPAIGNS STAKEHOLDERSStakeholders are tidy sum, groups, organisations, or institutions that are connected to your issue. They may reserve your campaign, be adversely affected by the issue in question, have the power to change the situation, or even be responsible for the problem you have identified. An beta task when designing your campaign is to learn as much about the stakeholders as possible. You should * Understand eac h stakeholders relationship to the problem and your proposed solution * position the relationships between different stakeholders * Determine the ability and willingness of stakeholders to help or damage your campaign * Identify which of these stakeholders your campaign should concentrate on to create the change your desire.Activity 2 MAPPING STAKEHOLDERS AND THEIR RELATIONSHIPSStart creating a play in which entities with a stake in your issue are represented as circles, or nodes, and lines between these circles represent relationships. It is favourable to use ungainly paper (post-it notes) for this activity because they can be moved about as demand. 1. Discuss the interaction that is at the root of the problem your campaign wants to address. Who creates the problem? Who is affected by it? How and why are these entities connected to one another? 2. Continue, taking notes as you go along, until you can identify the interaction between entities (nodes) that or so represents wh at you seek to change. 3. Identify all of the nodes between which this kind of interaction is happening. 4. butt these nodes at the center of your map.5. Identify the relationships of these central nodes with others nodes on your map. Start locally and move outward regionally, nationally, internationally and globally, if relevant. Depending on your problem, expand your map with two or more aims of nodes (marking these in a clear way) * First take aim entities with direct contact to the central nodes (family / local) * Second level entities with contact to the number one level (regional / national) * Third level nodes with general influence on the issue (international / institutional) 6. Next, draw lines representing relationships between these nodes and identify the kind of relationship they have for simulation* Power* Mutual benefit* Conflict* PotentialAfter represent out as legion(predicate) stakeholders as you can, you will have a representic representation of your stake holders relationships with your issue. Next you should analyse how your stakeholders may help reach the change/s you seek. For more information on how to do this, see New maneuver in Human Rights Tactical Mapping.Activity 3 FROM STAKEHOLDERS TO TARGETSBegin defining specific aim/s of your campaign. Consider each stakeholders level of support and level of influence in the linguistic context of your campaign objective/s. 1. In simple, active terms, define what would resolve your problem and bring about the change you seek. Your objectives should be specific, measurable, achievable, realistic, and time-bound. 2. Using the list of the stakeholders from the preceding activity, identify as many as possible who could help pass on your objective. 3. guide a horizontal and a vertical axis on a large sheet of blank paper (shown here). Place the stakeholders as follows * The vertical axis represents their level of influence in achieving the goal of your objective from most influential (t op) to least influential (bottom).* The horizontal axis represents whether they are likely to oppose (left) or support (right) your campaign. 4. After you place all the stakeholders on the paper, identify the most influential entities or individuals as say-so primary targets, those who can make the change you seek. Note their level of support or opposition for this change. 5. Discuss the relationship of these entities to other stakeholders. You may already have this information on your stakeholder map from Activity 2. 6. Identify stakeholders who support your campaign and have influence on or relationships with your primary target group. They are your secondary targets, or participant groups, who could become actively twisting in helping your campaign achieve its goals. Locate them on your graph and identify two or trey participant groups to concentrate on. (Adapted from The careen Agencys Power Mapping exercise.)Activity 4 FROM TARGETS TO tacticNow you have identified the targ et audiences that your campaign needs to air with, and what relationships they have with other entities with a stake in the problem, you can contemplate what tactics will best address your target and participant groups? 1. Draw a half-circle, divided into wedges. Place those who most support your campaign on the left side of the spectrum those who oppose you the most on the right. 2. Use your maps and sticky papers, placing each target and stakeholder in a wedge according to their level of support for your cause. The result is a spectrum of stakeholders, a few of whom you have identified as primary or secondary targets. A five-wedge diagram would embroil the followinga. Active allies supportive and motivated to achieve your goalsb. Allies may benefit from your successc. Neutral parties may not be involved or affected currently d.Opponents may suffer from your successe. Active opponents actively interfere with your activities 3. Use this diagram to help decide which tactics to tu rn over, depending on each stakeholders location on the spectrum. For example f. Supportive use mobilisation tactics g. Neutral use educational. visualization tactics h. Opposing use disruption, interference tactics(Adapted from New Tactics in Human Rights Spectrum of Allies exercise.) This card was created by Namita Singh and Ali Gharavi in quislingism with Tactical Tech.There are four all-important(a) ingredients to every happy capital campaign the Case clueership Prospects and, the Plan. This article is last in a series addressing each element and will focus on designing a successful capital campaign plan. You cannot do everything at once, but you can do one thing at a time. Begin by designing a comprehensive campaign strategy that works well you and your organization. Every successful campaign set downs with a plan. The campaign plan is a detailed set of procedural guidelines for campaign leaders and proffers. The successful campaign plan is built with two overriding pri nciples in mind (1) Anything other than a complete success is entirely unsufferable and (2) To ensure the complete success of this fundraising effort, the campaign must be formally declared (and treated) as the primary institutional priority of the organization throughout the fundraising timetable. Recognizing and stating these basic truths puts you into the mindset to make the decisions and commitments necessary for a successful campaign.From in that respect, we begin to incorporate essential fundraising elements into a comprehensive strategy. Just as in that location are the four essential elements of a successful campaign (Case, Leadership, Prospects and Plan) there are many vital techniques at work within a good fundraising plan, among them the use of personal visits, a phased approach, specific gift requests, lead and study gift solicitation, pledge type gifts. Personal visits unendingly compensate more money. People pause to peoplepeople they love, people they admire, people they respect and even people they fear. Often it is the personal relationship of the volunteer making the request that has the most sway with the potential donor. Our classic technique demands that we employ a phase-by-phase approach to our fundraising, always communicate for the largest gifts first, and then modal(a) sized gifts and finally smaller gifts. This ensures that we create enthusiasm and build momentum. Our success, as evidenced by our rapidly rising fundraising totals and our large average gift, will pull undecided people toward us and encourage them to give.Victory has a thousand fathers, yet defeat is always an orphan. One of the most important concepts we must use is to ask for a specific gift. We should be asking mostly with a view of our need in mind, but with approximately view of their means in mind as well. As we order the request, we want to make it clear that the reason we are asking them for this specific amount is because we need it if we are to su cceed. It is important that they not get the thought that we are asking them for this amount just because we think they have it, or because we think that is what they ought to give, but only because we have this enormous need and a limited number of people of means to whom we can turn. If people are going to help you achieve ambitious plans, they need to know what is required of them. You must always ask for the specific gift.Every campaign that is successful in reaching its potential is going to do a good job of soliciting Leadership and Major benefactions. Cl aboriginal some families are peculiarly able to help because of their material blessings. Within the fundraising industry, it is a well-known event that approximately 80% of the money (or more) will come from just 20% of the people (and sometimes fewer). These Leadership and Major Gifts set the pace for others to follow and they provide the financial foundation upon which to build a successful campaign. a lot time is spe nt, early in the campaign, trying to determine who should be challenged to consider a gift of this significant nature. A well-run campaign will always stress friction match effort, equal stretching or even equal sacrifice from every prospective donor, but not equal giving.Each prospect should be encouraged to do their individual best. Another element of a successful campaign plan is to offer people the chance to make pledges, rather than one-time gifts, and to offer longer pledge redemption periods where hold and possible. Depending upon the length of the pledge redemption period, pledges are usually twothree times larger than one-time contributions. In todays busy world, people often budget their money very cautiously. If a family were going to give you $100 per month, you would rather have that run for 60 months (5 years) than 36 months (3 years), would you not? Narrowing the pledge collection period is not going to get this family (which is giving out of current income) to pay the money any sooner. It will merely get you a smaller pledge. There are many other important aspects of a solid fundraising plan, includingFinancial Goals and ObjectivesClearly say goals tied to both the leaders responsible for attaining them and the timeline over which they are to be accomplished.A Detailed Campaign TimetableGiving form to function, the timetable gives us an trim way to approach a complex task, ensuring the most important things are going to be done first. Organizational ChartClarifying the responsibilities of each campaign leader and showing everyone how they are related to one another. description of Leadership Roles and ResponsibilitiesWritten instructions delineating the job responsibilities of each leader/volunteer.Campaign Phases and/or Divisions and Tracks of ActivityAnother form of timeline, breaking out major phases of activity and tracks of action. Many phases may go on simultaneously, while others will be the only activity underway at that given time .Lead and Major Gift ProgramsThis most important track of activity begins during the early quiet phase of the campaign and continues until the potential for such gifts has been exhausted.Commemorative Gift PlanA comprehensive plan to commemorate the gifts of your campaign donors, peculiarly major and leadership donors which might include naming opportunities, public acknowledgment and memorabilia that you can give to outstanding leaders/donors (such as a musical scale model of a building, etc.).Keep in mind that the plan may evolve as the campaign moves forward. Often this is a function of certain early results, and who is giving at what levels. Who is accepting a leadership mathematical function? Preparing a detailed timetable and organizational chart is a good way of measuring the progress of the campaign in relation to the plan and detection when necessary adjustments or revisions may be needed. It also provides a specific measure of accountability. Establish goals for each constituency and phase. Everyone needs to know what is expected of him or her A statistical summary of the number and level of gifts required to reach the campaign goal for each phase of activity should be unplowed regularly.This list should be constantly monitored against progress to date and should be consulted casual to develop a precise order of solicitation, thus providing us a plan and timetable for asking. In summary, the campaign plan is one of the four essential elements of a successful capital campaign and must be carefully researched and crafted. Remember to keep a close eye on the fundraising plan and modify it in view of your actual experiences. The plan is your road map to success. Remember, it is static while the world is very dynamic. Use the plan as your basic guide, maintaining your liberty to deviate from it briefly where called upon, and you will find it serves you rather nicely and leads to your fundraising success.

Spartans and Special Forces

The starks were the surplus Forces (SF) of their time. Now we lease Delta Force, Navy SEALS, Green Berets, maritime Force RECON and Army Rangers. All ar small elite groups of contendriors apt to kill. How many of nowa elds warriors would equal one grievous? wedded the vast differences in technology and the way that battles are fought, who would come off on top? Spartan warriors are taken from their families at the eld of seven to demoralise the learn of a warrior. These boys where placed into groups also referred to as packs and send to Agoge, what we today call boot camp.While in Agoge they became accustomed to validity and given except minimal amounts of food and clothing to survive. By having just enough to get by they were encour daysd to steal. If they where caught stealing they would be punished, not for stealing, but for being caught. The boys where also encour mount upd to compete in jeer fights and games to promote unity. They learned songs of Spartan victo ries and how to remove and write. They didnt learn how to read and write for cultural purposes, but rather so that they could read maps. When the boys reached the season of 12 they became youths.Much more was demanded of youths than children. They began a more intensified physical nurture regime, were given extra tasks and discipline became harsher. They were forced to go bare hoof it and pall sole(prenominal) a tunic in both summer and spend. When the boys reached the term of 18 they became young adults. They served as trainers for the youths. Also included in this class where the most promising youths. These elite boys where the ones that stood out among all separates and chosen for achievable leadership positions. When a Spartan turned 20 years of maturate he became eligible for service in the soldiery.They joined a messes ( a group meal ) consisting of fifteen men of various long times. The ones who where not chosen for the messes where given a lesser citizenship . Only soldiers where of equal status and rank. Until the be on of thirty the Spartan soldiers spent to the highest degree all of their time in the barracks with the unit. This included even soldiers that where married. Spartans remained in the multitude until the age of sixty. Today, at the age of seven, children are in school and living with their families in a fond(p) home. They view enough food and clothing provided that there is no engage to steal.The only type of learn they are receiving is radical schooling and competitiveness gets you in nothing but trouble. The only other type of military training a child asshole receive would be if they where sent to a military academy and only wealthiest of families can afford to do that. At the age of 12 what was expected of youths is a little more demanding than that of a child. You are expected to do more chores and the physical training is from playing with your friends or gym class at school. We definitely didnt wear a tuni c in both summer and winter and you are only barefoot if you want to be.We have plenty of dress for all seasons and footwear to stay protected from the elements. Now we reach the age of 18 and you have either graduated from high school or received your GED. Then and only thusly you are allowed to join the military after meeting one of these two goals. For the most fortunate of this age group, they may go to col rowlocke. For the ones who want to become leaders in the military they go to a military academy like West plosive speech sound or The Citadel to become officers. For those who chose to just join the military, they go to basic training. This is nothing compared to what the Spartans have already been by means of.They have already been in training now for 12 years. Basic training only dies eight weeks and then you go on to your military occupational specialty (MOS) school which could last up to a year. If you become and infantryman like a Spartan begins as, you have an addi tional 11 weeks of training to complete. In the Army you can apply for special(a) Forces Green Berets, and if you are chosen you now begin more intensified training. If you are one of the few enlisted men or officers chosen for Special Forces you now must complete the SF Qualification (Q) hunt.The Q Course can last anywhere from 12 to 24 months depending on the MOS you choose. Special Forces soldiers have four MOS categories to choose from Weapons Expert (18B), Engineer (18C), Medic (18D) and communication theory (18E). When an officer trains for SF they are only given one MOS to choose from line of achievement Management (18A). When you have completed your SF training you are then charge to your unit and then to your team. At age 20 you have been in the military for two to three years and have moved up the ranks to at least a Specialist or Corporal in the Army.If you chose to go one of the military academies you are half way through your training and the process of getting you r degree, which is infallible to be an officer in the military. Unlike Spartans though, today you are allowed to be at home with your family and only if you are single you are not committed to staying in the barracks with the unit. in that respect are other daily rituals that you do while with your unit, such as physical training (PT), training with the unit at the range and alter your equipment. Those are only a few of the things that you do with the unit.Special Forces units, unlike Spartans, have what is referred to as a Real World Mission, meaning they can deploy to any part of the world within 24 hours. They are SF Teams deployed today in support of Operation Iraqi Freedom, Operation Enduring Freedom, the war on drugs in Central and South America and SF Teams in Africa on Peace Keeping missions. When you reach your 20 year mark in the military you have the choice of retiring or staying in longer. If I where to have stayed in for twenty years I would have retired at the age o f 42.Being part of the military until the age of 60 is not infallible of any soldier today. Spartans, like the citizens of many other Greek States, where learn as soldiers and utilize the array administration in battle. The Phalanx formation was rectangular in design and the Spartans where the masters in the use of this formation. The handed-down formation consisted of a strait line of men in a file 8 to 12 deep. This formation used pushing and required a lot of strength and stamina to endure long days of fighting. The Elite, as they are referred to, would take up the honorary right annexe when fighting with their allies.When they broke through the line of the enemy, as they usually did, the Spartans would drop behind left and roll through the enemy. The picture below is that of a Phalanx formation and shows the position of Elite forces on the honorary right case of the formation. pic pic The above picture is that of a Phalanx formation. The tactics of todays soldier are va stly more superior because of the way battles are fought. Battles today are not fought by masses of men on one field of battle slugging it out with irradiations, swords and shields. Today, we rely heavily on technology to fight our battles.The Spartans didnt have the luxury of a tomahawk cruise missile or artillery barrage to soften a target before attacking the enemy. Special Forces soldiers are taught Small whole Tactics, SERE (Survival, Evasion, Resistance and Escape) tactics, Combat Skills Training and Special Forces Field blind Training. All of this training combined prepares the soldiers for their Unconventional Warfare Combat puzzle out called Robin Sage at Fort Bragg, North Carolina. This exercise demonstrates the skills that the Special Forces soldiers have been taught over a 28 day period.For a Spartan to have achieved this type of training he would have been training for almost 14 years. The Spartan would have been much more refined in his combat skills than the averag e Special Forces soldier. Spartans wore hoplite harness which consisted of armor with flanged bronze cuirasses, leg greaves and a Corinthian style helmet. The weapons they would have carried into battle would have been a bronze shield weighing up to 15 pounds know as a Hoplon, a 6 to 10 foot spear called a Sarissas for thrusting at advancing soldiers and a two foot long sword called a Xiphos for thrusting and cutting in refinement combat.All of this equipment was simple and yet very effective on the battlefield. beneath is a picture of a Spartan soldier with all of his equipment needed for battle. pic The equipment of a Special Forces soldiers varies drastically from one combat theatre to the next. The basic equipment used consists of a uniform with boots, knee pads, elbow pads, protective eyewear, Interceptor Body armor with Ballistic plates to stop a hi-powered rifle round, a ballistic helmet. The weapons carried by Special Forces Soldiers also vary from mission to mission. The basic weapons carried on a mission for an SF soldier are an M-4 5. 6 millimetre Carbine, M-9 9 millimeter pistol, a bayonet, ammunition for both the pistol and rifle and hand grenades. Below is a group of Special Forces Soldiers posing for a photo in Iraq. pic In my opinion, the Spartans would be the toughest of the tough. They endured many more hardships over the span of their lifetime. They where taken from their families at the age of seven and spent their lives in the military. We, on the other hand, have all the luxuries one could ever want, and more. We are not brought up to be killing machines like the Spartans were. Thankfully most of us entrust never have to kill another human being in our lifetime.ReferencesHeadquarters, Department of the Army, Field Manual (FM) 3-05, Army Special Operations Forces, family line 2006Wikipedia, the secrete encyclopedia Retrieved December 12, 2009 from http//en.wikipedia.org/wiki/Special_Forces_Qualification_CourseWikipedia, the secrete encyclopedia Retrieved December 12, 2009 from http//en.wikipedia.org/wiki/Exercise_Robin_Sage rudiment News, Retrieved December 12, 2009 from http//a.abcnews.com/images/International/ht_berets06_070530_ssh.jpgWikipedia, the free encyclopedia Retrieved November 11, 2009 from http//en.wikipedia.org/wiki/SpartaWikipedia, the free encyclopedia Retrieved November 11, 2009 from http//en.wikipedia.org/wiki/Spartan_ArmyWikipedia, the free encyclopedia Retrieved December 12, 2009 from http//en.wikipedia.org/wiki/Phalanx_formationWikipedia, the free encyclopedia Retrieved December 12, 2009 from http//en.wikipedia.org/wiki/FileHop2.jpgWikipedia, the free encyclopedia Retrieved December 12, 2009 from http//en.wikipedia.org/wiki/FileGreek_Phalanx.jpgMilitary Factory, website about ancient and groundbreaking weapons and armor Retrieved December 13, 2009 from http//www.militaryfactory.com/ancient-warfare/spartan-hoplite.asp

Along Came a Spider by James Patterson Compare and Contrast Book /Movie

The book on Came a Spider by James Patterson follows the chamfer of a homicide investigator, Alex bobble in pursuit of a culprit who had kidnapped 2 children belonging to wealthy families. The book belongs to the genre of arcanum fiction, as the compositors cases and diagram of the story atomic number 18 created by the imagination of the author.The struggle of law to stick the criminals to justice is presented in the book. The author utilizes a narrative which maintains the suspense in the story till the end. The book addresses the problem of increasing incidence of abuse in the modern society.The plot of the story centers on the kidnapping of deuce children of wealthy families. Alex go after is the investigator of the case, and he strives relentlessly to get pay of the kidnapper, Gary Soneji. As the other culprits are revealed, the story takes an fire turn and ends in a surprising climax.The main characters, Alex skip over and Gary Soneji come across as real people, for they behave in a manner which displays the various aspects of homosexual nature. I same the character of Alex Cross, for he loves his job and carries his duty with sincerity.I love my work, love Homicide, I said with a sneer. (Patterson 24). The book has changed my side about the factors that compel an individual to commit crime. Gary Sonejis note on a mirror brings forth his intention for kidnapping the children, I lack to be somebody. (Patterosn 145).Through the efforts of Alex Cross, the author has depicted the struggle of law to punish criminals and encourage the people. The book has led to a change in my opinion regarding the motives for crime. cinema Review The picture Along Came a Spider is based on the novel by the same name.Directed by Lee Tamahori, the image focuses on the efforts of Alex Cross, an investigator on trail of a serial kidnapper, in an urban setting. The picture is a suspense thriller and it depicts the thinking of a criminal who in quest of fame, engages in criminal activities.The depiction presents the immoral ways take by military personnel to fulfill their desires. Alex Cross, the investigator and Gary Soneji, the kidnapper are the central characters in the mental picture. Gary Soneji, a teacher kidnaps the daughter of a Senator, studying in his school.Alex Cross and Jezzie Flannigan, an agent responsible for the security of the children studying in the selected school, investigate the case. Alex Cross succeeds in finding the real culprits, as the moving picture ends in an unexpected climax. The characters in the word picture are presented as human beings with failings, so they get along to be one amongst the common people. I like the characters in the movie, for they represent the contrasting worlds of justice and crime. The movie has make me get word the difficulties encountered by an investigator while pursuing a criminal.The complexities of human object are depicted in the movie through the character of Gary Soneji. I am living proof, that a mind is a terrible thing. (Tamahori). The movie would have been more realistic if the director had not incorporated acts which appear to be improbable.The movie, with its depiction of a criminal whose intention for committing crime is achieving fame, is interesting and thrilling. The movie succeeds in conveying the message of the director, as it brings forth in front the audiences, the difficulties encountered by an investigator in protecting the society.Comparison and Contrast The book Along Came the Spider by James Patterson and the movie with the same backing, directed by Lee Tamahori are similar to each other as further as the storyline is considered. But there are numerous changes in the movie while depicting the characters from the book.The character of Alex Cross in the movie is sure-enough(a) compared to the character in the book. In the book, Alex Cross is having a family alone in the movie Alex Cross is presented as an individual wi thout family. The third divagation regarding the character of Alex Cross is his tattle with the Jezzie Flannigan.The contrasts in the book and the movie are perceptible in the characterization of Alex Cross. The character of Alex Cross in the movie differs from the book, for Alex Cross is depicted in the book as a girlish man. He is thirty eight years old and is good-looking. I was thirty eight at the time. (Patterson 10).Being a black, he is aware of the racist military posture of the society while looking at him. It was this attitude of the society which made him to choose a police career rather than becoming a psychologist. In the movie, the character of Alex Cross is presented as an older man in comparison to the age of Cross in the book.Alex Cross in the movie comes across as a matured individual, owing to his age. The outlook of Alex Cross in the movie is different from that of Alex in the book, as being older the character of Alex in the movie is more experienced in his field, and is aesthesis at his work.The other factor that differentiates the character of Alex Cross in the movie from that of Cross in the book is the family. The character of Alex Cross in the movie is shown as having a family. As his wife has died, Alex is the one who is looking aft(prenominal) his two children.On the bureau, by the bed, was a picture of Maria Cross. three years before, my wife had been murdered in a drive-by shooting. (Patterson 11). The other family constituent living with him is his grandmother. Alex Cross calls her as Nana Mama. It was because of Nana Mama that Alex was in the field of psychology.Its been like that for almost thirty years ever since Nana Mama start-off took me in and decided she could make something out of me. She made a homicide spy with a doctorate in psychology, who works and lives in the ghettos of Washington, D. C. (Patterson 12).But in the movie, Alex Cross has no family. Although, his wife is seen in a scene comforting him when his bustner in crime dies, there is no mention about her in the later part of the movie. Alex Cross has no children, and so he is free from any responsibilities.With no family to look after, Alex Cross focuses all his attention on the case of the kidnapping. Although two the characters of Alex Cross in the book and movie are dedicated towards their work, the character of Alex Cross in the movie is fully engrossed in his duty, as he has no family to look after.The third point of difference in the midst of the book and the movie in regards to the character of Alex Cross is his relation with Jezzie Flannigan. In the book Alex Cross falls in love with his partner, Jezzie Flannigan and develops a kin with her.The relation of Alex and Jezzie Flannigan provides an interesting turn to the plot of the story. The character of Alex Cross in the movie is not involved in a romantic relation with Jezzie Flannigan they are depicted just as partners in the investigation of the kidnappings.Ale x Cross interacts with Jezzie Flannigan as his partner who was there to aid him in solving the mystery of the kidnapping. The character of Alex Cross in the book is young and develops a rabid relation with his partner, Jezzie Flannigan whereas the character of Alex Cross in the movie is older and is presented has having nevertheless a platonic relationship with Jezzie Flannigan.Works CitedIMDb. Along Came a Spider. 9 April 2009. http//www. imdb. com/title/tt0164334/quotes Patterson , James. Along Came a Spider. Grand Central Publishing. 1993.