Weight Management Regular Exercise Health And Social Care Essay

The chief purpose of intervention for Type II diabetes is to cut down the high blood glucose degrees. Proper exercising and diet are the major intervention options for type II diabetes. Some of the basic diabetes direction accomplishments that have to be learnt include proving and entering the blood glucose, what has to be taken in nutrient, clip to take nutrient, how to utilize the drugs or medicines, method to place the presence of low blood sugar or high blood sugar and handling them, ways to manage ill period, and manner to purchase the diabetes supplies and hive awaying them. Pull offing the blood sugar means self-testing the blood sugar at the place itself. Checking the blood sugar degrees one time or twice per twenty-four hours and observing them down will assist the patient to pull off diabetes good. The wellness attention supplier will be able to put up a place testing agenda and the ends for blood sugar proving can be set by the individual with the aid of the physician.Weight direction and regular exercisingIf the blood sugar degrees are regulated decently, look intoing their degrees for a few times in a hebdomad is sufficient. It is of import to look into the sugar degrees in the blood when you wake up, before the repasts and before traveling to bed. The individual has to prove blood sugar degrees when he/she is under emphasis or when the individual is ill. The trial consequences might be utilized for altering the activity, repasts and medicines and keep the sugar degrees in the blood in the right scope. Testing the blood will assist placing low and high blood sugar degrees prior to any serious complication or job. It is of import for the type II diabetic to work with the physician to repair the sum of proteins, fats and saccharides that should be added to the diet. To command extra weigh, t the patients are suggested to undergo stomachic beltway surgery or laparoscopic stomachic stria. Regular exercising that helps in heightening the bosom round will be able to cut down the blood sugar degrees in the absence of the medicines.Medicines used for handling the DiabetessIf exercising and diet are non able to assist the type II diabetic to convey the blood sugar degrees to normal so the physician might assist in proposing medicines. Some of the medicines that can take down the blood sugar degrees are discussed here under.MetforminMetformin is one of the biguanide drugs and is helpful in cut downing the blood glucose degrees by diminishing the measure of glucose released by the liver into the blood. This drug is besides known to be heightening the organic structure cell sensitiveness to insulin. The research has revealed that this drug will assist in cut downing the hazard of bosom onslaughts and shot. If the control of diabetes was non possible through lifestyle alterations so the first tablet that is suggested is metformin. Metformin might do mild diarrhoeas and cause illness.Sulphonylurea drugsSome of the Sulphonylurea drugs are used for the intervention of type II diabetes. They include glimepiride, gliclazide and Glucotrol. These drugs map by heightening the insulin degrees secreted by the pancreas. The type II diabetes patients will non bring forth sufficient insulin that is utile for maintaining the normal blood glucose degrees. These drugs are normally used when the individual is non fleshy and have some jobs with Glucophage. Sulphonylurea drugs might do hypoglycemia as they are responsible for exciting the insulin release.Nateglinide and RepaglinideThese medicines are similar to the Sulphonylurea drugs in their map. A individual dosage of these drugs will raise the ins ulin degrees while the dose consequence will non stay for long period. The individual dosage is normally taken merely prior to the repasts. The side effects of these drugs include hypoglycemia and addition in weight.Dipeptidyl protease 4 inhibitorsDPP4 or dipeptidyl protease 4 is the enzyme that digests the endocrines into incretins. There are 2 types of this enzyme called sitagliptine and vildagliptin. When the intestine encounters the nutrient, it produces certain substances called incretins. These medicines decrease the blood glucose degrees by increasing the incretin effects as these chemicals block the operation of the DPP4 enzyme. Flatulence and feeling ailment are some of the rare side effects of this enzyme.ThiazolidinedioneThese group of drugs besides increase the organic structure cell sensitiveness towards insulin. Thiazolidinediones are non prescribed entirely. They are given along with Sulphonylurea or Glucophage. The patients who had bosom failure can non take these dr ugs.AcarboseThis drug will work by decelerating down the saccharide soaking up into the GI piece of land. Hence, this drug will be able to diminish the glucose degrees in the blood that reaches peak degree after the repasts. This drug is preferred to be used along with other blood glucose cut downing medicines to give proper response, in instance the particular consequence has non resulted from other tablets. This drug might do certain side effects like diarrhoea, air current and bloating.InsulinThe glucose degrees in the blood are reduced with the aid of insulin. Some type II diabetic patients would necessitate insulin if the blood glucose degrees are non regulated efficaciously by the other tablets. Insulin can either be used unaided or in combination with other medicines depending on the necessity. The disposal of insulin, the clip of disposal, dose and the method of administrating will be taught to the patient by the concerned physician or nurse. The common side consequence that is seen in the instance of insulin consumption is gain in weight.ExenatideThis medicine is administered in the signifier of injection. This drug works similar to the natural endocrine glucagon like peptide-1. This drug triggers the release of insulin in the presence of glucose and stops the release of glucagon after the repasts. Exenatide is the drug that is used in the topographic point of insulin largely in corpulent people. Tags: Type 2 diabetes intervention, intervention methods for type 2 diabetes, diabetes type2 intervention, intervention for type2 diabetics.

ADR Clause for Learning Team Charter Essay

Our world is constantly moving, changing, evolving. We are all sorrowed by exceptional situations that impact our decisions. Those decisions will conduct to maybe bigger or smaller scenarios, but what is the right route to take? That is the real question. Alternative Dispute Resolutions (ADR) is any method of resolving disputes other than by litigation. Public courts may be asked to review the validity of ADR methods, but they will rarely overturn ADR decisions and awards if the disputing parties formed a valid contract to abide by them. The two major forms of ADR are arbitration and mediation; but we can also mention others such as settlement conferences, neutral evaluation. Throughout our work we will demonstrate and develop an ADR clause that will help to increase our knowledge in this topic. Various Forms of ADR Alternative Dispute Resolution can be defined as â€Å"any method of resolving disputes other than by litigation† (â€Å"Alternative Dispute Resolution†, 2007). ADRs include early neutral evaluation, negotiation, conciliation, mediation and arbitration. Early neutral evaluation (ENE) is a confidential method designed for fast resolution of cases. ENE is most commonly used when a party wants to resolve an issue fast, and is popular when minor disagreements occur. ENE is not a common type of ADR as it is generally used in cases that don’t require a lot of litigation. Generally, parties involved in ENE do not take the time to discuss their side of the argument, they just want the issue resolved quickly. A second form of ADR that is commonly used is negotiation. Negotiation is the give-and-take in a discussion or conference in an attempt to reach an agreement or settle a dispute. Negotiation is a great tactic to use to resolve a disagreement  because both parties a gree to settle their dispute with changes to appease both parties. One of the most popular choices of ADR in a learning team is arbitration. Arbitration occurs when each side decides on one arbitrator, the arbitrator then listens to both sides of the case and settles on one side. Arbitration is a popular choice in a learning team as the arbitrator is a third party that is not involved in the case. The arbitrator listens to both sides of the disagreement and chooses which party to side with. Another popular choice amongst learning teams is mediation. Mediation occurs when an outsider is brought in and attempts to work out a settlement or agreement between the two parties. The mediator plays a strong role in resolving disputes between two parties. The mediator brings outside information that can attempt to help both parties come to a resolution. Bringing in a third party can help to break things down to see both sides of the argument. Both team members can be heard and the mediator can assist in resolving the conflict. Bringing in an individual that is not part of the problem can help to clear things up for both parties. Learning Team Clause The Alternative Dispute Resolution Clause for ETH/321 Leaning Team A are that all participating in the learning team and abiding by the goals set by the Team Charter will seek to resolve any dispute that results due to following the accordance’s set by the Team Charter will follow through with procedures as noted as the sole purpose of dispute resolution among team members. The team members should first, make an attempt in all good faith to resolve any conflicts that arises between any team members personally while abiding to the agreed upon Team Charter as quickly and respectively as possible, and at least within 24 hours of an attempt to resolution between the team members is not reached, an attempt through negotiation with the team leader and the team members to reach a compromise between the parties will proceed. If anyone of the participating team members decide not to participate in the negotiation the reluctant party loses their position and the dispute is resolved. If through negotiation within 24 hours a resolution is not reached in the dispute, then the team members shall participate in a mediation with the team leader and the instructor. Should any member refuse to participate in the mediation that member’s action results in a lost position, and the dispute is then resolved. Mediation should not exceed one  day. The team leader through directives from the instructor will facilitate the mediation in an attempt to resolve the dispute. Throughout the mediation each team member will be able to state their position and provide any supporting information on their behalf. After each team member has presented their supporting information in regards to the dispute, the instructor will rule on the dispute with the team leader serving as facilitator and witness. The instructor’s ruling is final and shall result in resolution of the dispute. Provisions for ADR to Function Properly There will be certain provisions and information necessary to enable the ADR in our clause. When a dispute arises, you do not always want to just jump straight into using the ADR. There are certain situations where the ADR might not even be necessary. Before the ADR is used, the two parties in the dispute will attempt to negotiate the dispute between themselves. Then they should decide if they can settle the dispute on their own or if they need to proceed with mediation. When it has been decided that mediation is necessary, the two parties will then have to decide on a mediator. Once a mediator has been decided, there are some preparations you should take. Firstsmediation.com says that you should â€Å"create a case roadmap†. Basically, you want to use this time to figure out what the dispute really is and what your side of the issue is. Ask yourself what you intend to get out of the situation. It would be good to begin preparing what you would say and how you would handle the dispute with a mediator present. For every negative issue you come across, you should always attempt to find a positive resolution. Once you have all this information and you feel ready, then the mediation process can begin. Conclusion Mediation, as discussed by Learning Team A, is the best form of ADR to settle disputes in a learning team. The help from an outsider can help both sides of the disagreement to see what each party is saying, and the mediator can provide assistance in resolving the conflict. Learning teams come with struggles to overcome as we are all a diverse group of individuals. Disagreements will come about, and using mediation to resolve those disagreements will help the learning team to resolve issues quickly and efficiently. References First Mediation | Jeffrey Krivis | Mariam Zadeh  » Blog Archive  » 10 Steps In Preparing For a Mediation. (n.d.). Retrieved December 7, 2014, from http://www.firstmediation.com/resources/?p=23 Alternative Dispute Resolution. (2007). Retrieved from http://www.law.cornell.edu/wex/alternative_dispute_resolution

Absorb well all themes and only after that choose a title and start Term Paper

Absorb well all themes and only after that choose a title and start writing the - Term Paper Example This paper will look at trade components while discussing trade measures and commodities, tariff and non-tariff barriers, export taxes, quantitative measures, subsidies, consumption taxes, the impact of trade measures on supply and demand and prices, obstacles to reform of agricultural trade through WTO and raw materials. New trade measures have been documented, influencing almost 0.9% of universe imports and 1.1% of G-20 commodities imports from 2011 in the middle of October. The foremost trade measures include customs controls, trade remedy actions, import licenses, and tariff enhancements. There have been less new export measures introduced over the past months than in prior times. The most current upsurge of trade measure seems to attempt to inspire recovery via national industrial scheduling instead of dealing with the short-term impacts of the world crisis, which is a long-standing issue. In addition, the amassing of trade measures has to be deliberated where the distortions and stock of trade measures that persisted prior to the global financial turmoil are still in existence (Shah 1). Finally, trade measures have both negative and positive effects on commodities. Tariffs refer to taxes imposed on imports on products into a region or country. Tariffs enhance earnings to companies and dealers of resources to local companies that are competing with external importers and supply income for the governments. Tariff barriers refer to taxes enforced on commodities which adequately create an impediment to trade; nonetheless, this is not the ultimate responsibility of enforcing tariffs. Tariff barriers are also referred to as import restraints. This is because they reduce the quantity of commodities which can be brought into a region or country. In addition, non-tariff barriers are an alternative means for a country or region to regulate the amount of trading activities that it does with a

Scientific Publications Exercise Research Paper

Scientific Publications Exercise - Research Paper Example ar dynamics simulations have shown that interactions of lipid head groups with the protein is with the help of weak charge and hydrogen bond interactions. A set of exchange reactions governs the effective binding of lipid molecules usually defined by equilibrium constant. Thus the annular site on a protein membrane bilayer containing PC and PS mixture would be occupied by either a PC or a PS molecule Author were trying to prove that the anionic lipids could significantly effect the functioning of channels. This is evident from the explanations on the lipid phosphatidylserine which made the channels active irrespective of phosphatidylcholine being present in large numbers. The conclusion is inadequate to establish their claims. Though the author is of the opinion that binding to large charge clusters could influence the anionic lipids on the channel function , they also believe that the collective influence of the physical properties of the lipid layer cannot be ruled out. It was suspected earlier that an infectious agent was associated with the initiation of cancer in any normal cell. After one hundred years of research it is established that the viral, bacterial or a parasitic infection had a definite role in the human carcinogenesis. Further, the estimates have shown that the proportion of vulnerable cancer cases could also be reduced to a level of 20 percent if particular infectious agents could be eliminated. The enquiry to explore where the infectious agent causing cancer is partially answered in the case of Merkel cell carcinoma. Some of the carcinoma condition was developed after having infected with epidemic like AIDS. The research results presented in this paper explain that just detecting the microbial genome cannot confirm the incidence of cancer. Also, it is proposed that no one can infect a person with the causative agent and then wait for any signs of incidence of cancer. Thus the authors confirm that the evaluation method that assigns specific

Analysis of The Godfather Assignment Example | Topics and Well Written Essays - 500 words

Analysis of The Godfather - Assignment Example It is worth noting that movie shows all violence graphically. There are brutal beatings, machine gun killings, betrayals, and bodies soaked in blood. The murders are not so long but their expressions of horror on the victim's faces make it truly gruesome. Nudity and sex is a part of whole melodrama where the focus in on power, money and crime. Michael is back from the World War II to attend his sister Connie Corleone's wedding. Michael is not interested in his fathers business and wants to pass a normal life. A drug dealer Virgil Sollozzo (Al Lettieri) who is backed by Tattaglia family in his ventures wants to collaborate with Vito so as to get protection from his political connections and furthering his drug business. Vito is against the drug business that any godfather will be in any civilized society. With the godfather status enjoyed by Vito, he refuses to strike any deal with Sollozzo realizing that it may devastate his reputation in the society. This drives Sollozzo crazy and tempts him to lead an assassination attempt on Vito. While Vito in the hospital, his eldest son Sonny (James Caan) takes to rein in his hand and gets Bruno of Tattaglias family killed. Michael hatches a conspiracy and invites Sollozzo and his associate to a restaurant and finishes them successfully. The movie The Godfather reflects about the gang wars, gruesome assassinations, killings and gun throbbing that happen in the real world. After all, it is a power game that causes one gang to fight against another to establish their supremacy and control over the business. It is so spontaneous that business rivalry turns into a personal revenge in no time among two criminally active gangs. Usually, a business stake is so much that one is out to finish other in the open gang wars circumventing state laws and regulations. Marlon Brando has played a memorable character called The Godfather. Equally effective have been the roles played by Al Pacino of the youngest son Michael and James Caan playing for Vitos eldest son Sonny.  

Political Environment Case Study Analysis Research Paper

Political Environment Case Study Analysis - Research Paper Example It encourages a series of revenge by the wrong doer to the society and thus crime is not stopped (Honderich, 1969). I would, therefore, try to show the sense in my program and its benefit in the long run when the inmates are incorporated in the society as rehabilitated. This way, the governor may understand it and convince, through his political power, his followers who might be tempted to be against the current program. This will be easier for him since the project has already won the hearts of the citizens. The programs for providing educational, vocational and treatment opportunities have not only gained national attention, but have led to the reduction of recidivism by 30 percent. My department will attempt to convince the governor that, this way, he will gain his political mileage even if it means associating the program with him. 2. Is there any room to negotiate with the governor? As a trade-off, would you offer to put in place some programs that are known to be tough on inmat es? If so, what kind? There is room to negotiate with the governor since the programs cannot be implemented without his support. The difference, between the governor’s ideology and the ideology behind the programs being implemented, is that the governor wants retributive justice while the program is working on restorative justice. In restorative justice, the main concern is making the victim whole and reintegrating the offender into the society through education, vocational training and humane treatment (Duff & Garland, 1994). This way, the offender is treated like other citizens and is given a chance to rehabilitate and understand the effect his offense has done to the victim. This approach does not satisfy legal principles, but the victim takes an active role in the process while offenders repair the harm they have done by being rehabilitated (Konow, 2003). Effort will be made to convince the society on the effectiveness of the preferred theory of justice. Therefore, enough mechanism will be put in place to ensure correct protocols are used to approach the politician. This way, there will be no need of a trade off by reintroducing tough programs for the inmate. This is because; these tough programs will not work well with restorative justice approach, which is meant to treat inmates as leniently as possible when it comes to punishment. Since the program has some ends to achieve, they will desire, just like the offenders to do so â€Å"through cooperation with others on mutually acceptable terms† (Rawls, 1999, p. 266). 3. Before dismantling your policies and programs, would you attempt to see how much internal and external support you have for them? If yes, whom would you contact and how? Incase the worse get to be worst, and the program requires to be dismantled, we will give a chance to public opinion. Since the program in place has already won some support from the public, it will be significant to assess the internal and external support. Th is will be done with the hope that the governor will be convinced, and if he is a democrat, he will go by public opinion. For this case, I will contact institutions like media and others which conduct opinion polls to assess the public opinion on the programs.

Summaries Article Example | Topics and Well Written Essays - 250 words - 1

Summaries - Article Example While Narrator requested at-least five people about the correct time, they all gave varied replies, even the official clock did not reveal the correct time. Over the period, the professor could connect such understanding of time with varied cultures and lifestyles of different places, as people had diverse notions about punctuality and meaning of time.(Levine) The author has referred to the problem of addiction by children for watching excess TV. Drexler cites the research done by Aderson towards the reaction of parents facing such situation. The author refers to the research saying that it has refuted the conventional thinking that children watching TV will have reduced classroom and academic performance, while impairing their reading and thinking as well as analyzing ability. Instead, according to the author and cited research finding, children have increased critical thinking ability as they watch TV. Author further suggests that reading habits of children are related to their family history and parents can help them learn new innovative things, as they watch TV. Levine Robert â€Å"Time Talks with an Accent†, goggle books, nd, web, 12 March 2015:

A Study of Human Recourse Management Strategy in organization ( UAE Assignment

A Study of Human Recourse Management Strategy in organization ( UAE Organizations only ) - Assignment Example of an organization consists of several activities, such as recruitment, selection, training, performance appraisal, leave policies and compensation distribution. The human resource management department of ADNOC always tries to develop effective and fruitful human resource management development programs for the management and employees in order to bring efficiency and improvement in each and every human resource management practices. According to the human resource management officials of ADNOC, training and development programs for the employees can be considered as an effective measure of an organization to foster the business growth rate of the organization. Decision making process can be considered as one of the important and effective aspect of the human resource management practices of an organization. The effectiveness of workplace environment, employee satisfaction and significant output of employee performance seriously depends upon the effectiveness of the human resource strategy development and implementation process. ADNOC has become successful for the effectiveness of human resource management practices. The management of the organization has developed and implemented centralize3d decision making process in the human resource management department in order to take entire control over each and every human resource management practice starting from recruitment, selection, training and development process to the performance evaluation and salary or compensation distribution process. This specific HRM decision making process has individual advantages as well as disadvantages. First of all, the management of the organization has re stricted the interferences of the external agencies in the internal human resource management aspects of an organization. On the other hand, it may affect the employee motivation and employee satisfaction aspect. According to the centralization structure, the management of ADNOC does not include important stakeholders in the

Aerodynamics and Propulsion principles Coursework

Aerodynamics and Propulsion principles - Coursework Example To understand the operation of a turbofan, first we need to look into its construction and the function of individual components. Figure 1 describes the arrangement of the components of a turbofan and indicates the direction of normal air flow in the engine. All the 5 components: intake, compressor, combustion chamber, turbine and the exhaust nozzle have their unique role to play in the working of a turbofan and contribute in providing the necessary thermodynamic and aerodynamic requirements of the overall system. By understanding the individual function of these components, we can determine the performance measures and the complexities that have to be considered in the design of a turbo fan. Before we proceed to the operation of a gas turbine, we will describe the aerodynamic role of individual parts.In this section, we will describe the aerodynamic behavior of the engine components that were mentioned in section 1 in the same order as the air encounters them in a turbofan. Intake g uides the air from the atmosphere to the fan of the engine and assists the engine by increasing the pressure before the air is sucked in by the engine (Gordon). It has an aerodynamic design to minimize the drag and is basically a nozzle with increasing cross section (Jet Propulsion) that results in a higher pressure at the fan. Moreover, its front should not generate any turbulence in the flow of air as it can cause severe conditions inside the engine and lift may dangerously drop. Intake has to accommodate both the bypass and engine streams of air so that no considerable pressure gradients result at the face of the fan. For faulty conditions, intake may have to provide a larger mass of air than normal requirement of an engine and so has to have a reasonable choke limit. 3.2 Fan and Compressor Compressor is the first component of considerable aerodynamic complexity that the air meets in its way to the exhaust. A compressor is made up of several fan-like moving blades called airfoils alternately arranged with the stators are the stationary blades (Figure 2). Figure 2: Axial compressor. (Turbine Engines) The airfoils blow the air ahead and stators decelerate it, thus increasing the pressure with successive sections. There are usually two separate parts of a compressor: the low pressure and the high pressure compressor. This division is necessary because as the pressure increases, the speed of rotating airfoils has to increase. To maintain the air mass flow rate which depends both on the speed of flow and pressure, compressor

Any historic event before 1877 Research Proposal

Any historic event before 1877 - Research Proposal Example Everybody, at least lost a person during the war, either through death or through separation. For instance, Abraham Lincoln’s brother-in-laws served in the opposing side, the â€Å"South† (Butler, Grant & Randall 233). However, the South had more deaths as its war force was small. This put the â€Å"North† on an advantageous position and the triumphed over the â€Å"South† as slavery was abolished and the infrastructure of the â€Å"South† was destroyed (Fletcher 122). The end of the war marked a novel initiative of national unity restoration and guarantying the civil rights of the freed slaves. However, it is disgusting that the contemporary Americans have not embraced the beneficial values, which were the outcome of the war. The social and economic disparities between the South and the North played a key role in stirring the war. The advent of the cotton gin by Eli Whitney, in 1793, made the production of cotton a very profitable business since the machine significantly reduced the time taken to separate the cotton form the seeds. As such, the South turned to the cotton plantation to take advantage of the benefits it brought, something that needed more cheap labor. To the end, the South adopted slavery as the main economic factor. In contravention, the North was industrialized and often bought the raw cotton and turned it into finished goods. Here, people of different classes and races works together as opposed to the south that had an antiquated social culture (Calore 10). These disparities gave rise to the Civil war as the North was for the idea that civil human rights should be spread to everybody and not the majority only, as the South practiced. Severally, the South tried to nullify the constitutio n but their efforts were futile and hence they opted for withdrawal, since they felt that they were not respected anymore (Mountjoy

Analyzing the Narrative Essay Example for Free

Analyzing the Narrative Essay I. The Short Writing The â€Å"Winter† Essay It was the winter of 2006, in the month of January, and my junior year of high school. By this time in high school I’d had some quirky teachers and to be honest Mr. DeBruyn didn’t seem so uniquely special but apparently he had his moments. English class began on a day when it seemed like school should have been cancelled due to the blizzardous weather earlier that morning. Mr. DeBruyn had an auspicious look on his face then says, â€Å"We’re doing an in class writing assignment today but it’s not going to be in class†. The whole class paused and waited for his next sentence. He told everyone to go to our lockers and get prepared to go outside. Everyone protested and all he could say is â€Å"you have three minutes, dress warm†, as if we wouldn’t! Back in the classroom we grabbed our notebooks as best we could with our gloves, scarves, hats, and puffy winter coats to hold us back. The assignment was to write about nature, as usual, but this time from a first hand experience. We were to pick a certain aspect of what we say outside and discuss how the snow and winter weather affected it, whether it be a plant, bush, tree, or whatever. Once outside everyone was shivering and freezing trying to slap down notes as fast as possible. Mr. DeBruyn then pulled out a digital camera and took a picture of the spot each student examined. Back inside everyone rushed to finish an essay of their choppy notes. I’d hoped it wasn’t worth much of our grade. A few months went by and he hadn’t mentioned anything about the assignment, nor gave it back to us. It was April now. He returned the assignment and no one scored higher than a ‘B’, which was expected. He then gave us each a copy of the area we studied, from the pictures he had taken, and sent us back outside to re-examine the same spot. We were told to re-write the assignment and now descriptively compare the two images and had the weather conditions made the images vary. Mr. DeBruyn turned out not to be so bad, in fact he was kind of cool. I liked that he had challenged us in unique ways, and apparently so did everyone else. Turns out, his creative teaching style touched the hearts of a lot of students, not just me. As proof, he was voted as the teacher to speak at our graduation. And that is no small honor. The privilege of addressing the graduating class at their commencement exercises is a direct testament to to how much the teachers is loved and appreciated by the class. The teacher chosen, therefore, is the one who has the most positive impact on the entire class. And I most certainly agree that Mr. DeBruyn has been an inspiration, and I will never look at winter the same way again. II. Analyzing the Narrative The story of Mr. DeBruyn is a compelling piece of narrative, very simple in its use of words, but highly poignant and raw with emotions. The use of simple words and straightforward imagery makes the material accessible to everyone. However, while simple and highly accessible, the piece is equally provocative, engaging the reader in philosophical musings, while reading the piece and afterwards. Teachers and students alike will find lessons in the simple story of Mr. DeBruyn and the lessons about life that he imparts to his students. The most striking theme in the essay is the concept of education being practice by the teacher, Mr. DeBruyn. John Dewey, the great educational philosopher, once said that there is no better context for learning than the context of real life. Sadly, most classes offer pure theories without any exposure on how such theories find practical form in the real life. In particular, Dewey’s ideas on using real-life tasks and challenges find great significance in my class with Mr. DeBruyn.   The opportunities he provided the class to experience real life is truly one lesson that everyone in that class will never forget. Teaching is perhaps one of the most meaningful of all professions because every day you are given the chance to make meaningful and lasting contribution to an individual’s life. In fact the No Child Left Behind Act recognizes the singular power of teachers in the learning process; so much so that the bar has been raised for teachers in the hopes of improving the educational system. I believe that a big part of the decline in education is that most teachers have lost pride in their vocation. Teachers must have a sense of dignity of work. Unfortunately, when the work is hard and the money is tight, that is easily forgotten. As such, there is an urgent need for reforms, and the community should take an active role in making teachers feel more valued through active support and acknowledgement. By the single act of capturing winter and seeing the image compared with another season, the class became more aware of their surroundings and became more appreciative of the world around them. In one singular stroke of genius, Mr. DeBruyn was able to rekindle our sense of wonder and discovery, things which are at the very heart of learning, and is essential for every student and teacher to have, regardless of whatever subject is being taught or learned. Of course, of utmost importance is what I have learned from this class. If there is one thing that I will carry from my experience with Mr. DeBruyn, it is that you have to let your students take the lead. As a teacher you have to be very sensitive to the signals that your students are sending you individually and collectively as a class. Learners will always give you signs whether you are doing the right thing or not. You have to be ready for contingencies and be prepared to make on the spot adjustments. Let them tell you how they want to learn, because they know what they need from their teacher. I have learned to look at things from all possible levels and adopt my thinking from those perspectives. If I become a teacher, I should never impose myself on them; instead let them teach me how they want to be taught. This is an important realization that I will always keep in mind should I decide to enter the teaching vocation. Indeed while it is true that students need to feel that someone is in control and responsible for their environment and sets classroom limits but maintains them (Wong, 2001), it is more important for teachers to let the minds of the students soar in wonder and discovery. Of course it deserves to be mentioned that the things I have learned from Mr. DeBruyn goes beyond the classroom; more than teaching a lesson, Mr. DeBruyn taught us about life. III. Interacting Much has been said about the nobility of the teaching profession, and indeed, the high sense of duty and the self-sacrifices required from a teacher on a daily basis is nothing less than heroic. I see this first hand in the story of DeBruyn’s class. From this very simple essay I have realized that educational reforms do not necessarily need to cost anything. Indeed, Mr. DeBruyn has shown that it does not take too much time or money to effect a change inside the classroom. As what Mr. DeBruyn has shown, all that is needed is the passion for teaching and genuine desire to share in the learning experience. It is not difficult, and all that is needed to go back to the basics. In the educational process, all teachers must be reminded that the learning process starts with what the child knows. Prior learning is the framework where new concepts are built upon. As such, every teacher should begin with the previous lesson and connect it to the new material. Let the child see the relationship and build their own concepts. This way the child earns ownership of what he has learned because it was a result of what he already knows. These are the things I have been able to reflect upon, and it has had a profound effect in me as an individual looking her place in the sun. From firsthand experience, I have witnessed the power of the teacher to make meaningful and lasting contribution to the lives of students. Indeed the teacher is the single biggest factor that determines the success or failure of the students to learn what they should. I have realized that it is the teacher who creates the atmosphere that focuses the class on their tasks and keeps them engaged in the lessons. Indeed, every moment is an opportunity to learn, and the teacher must create that opportunity for the students. (Mujis, 2005, 75) Reading Mr. DeBruyn I have realized that Mr. Paul Trout of The Chronicle Review would be very pleased by his story. Mr. Trout, in her article entitled Shame on You, takes a critical look at education and forwards the idea that the more the classrooms are threats to the students morale and well-being. While Mr. Trout’s arguments may be valid, Mr. DeBruyn flies in the face of Mr. Trout’s thesis. There can be redemption and life-changing inspiration within the four halls of the classroom. The negative view of the teachers and the school, while not unfounded, is not always true. Across the country, teachers are making a difference in the lives of students, one kind word and encouragement at a time. According to Paul Freire’s Pedagogy of the Oppressed (1993),   Ã¢â‚¬Å"A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient listening objects (the students).† This description of Friere depicts a one-way relationship between students and teachers, and as such, the transfer of knowledge occurs when the teacher narrates or uses words to teach. But words, while extremely powerful and effective at initiating change is not the only tool at a teacher’s disposal. Actual experiences go beyond any words to properly describe. Mr. DeBruyn proved this by immersing his class in authentic experiences, which did not need much explaining. It was an exchange of knowledge that took place in the heart. I think that the philosophy that comes closest to Mr. DeBruyn’s teaching style is the one espoused by Ms. Rachel Toor. In her article, It’s Mr. Orwell to You, she promoted a teacher-student relationship that was informal. Not informal in the sense that the students treat teachers without any respect. Rather, students approach the learning system with intimacy. They view a piece of literature as someone written by a real person, and as such, is someone they can very well relate to. By â€Å"humanizing† lessons, the students become less intimidated, are able to relax their mind and be open to more learning. Indeed, education is a complex issue that is fraught with difficulties. But no other profession is more fulfilling. To the individual who has the calling to teach. Pursue it with a heart open to all kinds of possibilities. It will not be easy, not by a long shot. But remember that a meaningful life is always fraught with sacrifices. But at the end of the day, the fulfillment is something that you cannot get anywhere else. And that alone is the reason that keeps true teachers inside the classroom each and every day.

Oppositional Defiance Disorder Children And Young People Essay

Oppositional Defiance Disorder Children And Young People Essay Oppositional Defiant Disorder is classified in the DSM-IV-TR as a disruptive behavior disorder. An Oppositional Defiant Disorder child displays an ongoing pattern of uncooperative, defiant, aggressive, and disobedient behavior toward authority figures. Children with Oppositional Defiant Disorder are usually in constant trouble at school, have difficulty making or keeping friends, do not follow adults requests, blames others for their mistakes, are easily annoyed, and loses their temper at the drop of a hat. In the United States Oppositional Defiant Disorder is thought to affect about six percent of all children; with the majority of them coming from families in the lower class. One study stated that about eight percent of children from low-income families were diagnosed with Oppositional Defiant Disorder. The disorder is often observed by the time a child is six years old but no later than a childs preteen years. With this disorder boys also tend to be diagnosed more often than girls in the preteen years. However, it is equally common in males and females by adolescence. Recently, it has been discovered that girls may show the symptoms of Oppositional Defiant Disorder differently than boys. Girls with this disorder may show their ferociousness through words rather than actions and in other indirect ways. For example, girls with Oppositional Defiant Disorder are quicker to lie and to be uncooperative; while boys are more likely to lose their temper and argue with adults. It has also been estimated that about one-third of the children who have this disorder also have Attention Deficit Hyperactivity Disorder. Children who have Oppositional Defiant Disorder are often diagnosed with anxiety or depression as well. Diagnosis Part of childhood is arguing with your parents or defying authority from time to time, especially when the child is tired, hungry, or upset. Some of the behaviors associated with Oppositional Defiant Disorder can also occur because the child is undergoing a transition, is under stress, or is in the midst of a crisis. This makes the behavioral symptoms of Oppositional Defiant Disorder sometimes difficult for parents to distinguish from the stress-related behaviors. In order for a child to be diagnosed with Oppositional Defiant Disorder they have to be extremely negative, hostile, and defiant in a constant pattern for at least 6 months. This behavior also needs to be excessive compared to what is typical for a child at that age and disruptive to the family, school environments and usually directed toward an authority figure. An example of an authority figure would be parents, teachers, principal, or coach. The child also has to exhibit during these six months four or more of the follow ing behavioral symptoms that are associated with Oppositional Defiant Disorder; frequent temper tantrums, excessive arguing with adults, aggressively refusing to comply with requests and rules, often questioning the rules, deliberately annoying and upsetting others, often touchy or annoyed by others, blaming others for their mistakes, frequent outbursts of anger and resentment, or often spiteful or vindictive. Also, the disruption must cause significant amount of damage to the childs academic, occupational or social functioning and cannot occur only during a Psychotic or Mood Disorder episode. Lastly, the child cannot be diagnosed with Oppositional Defiant Disorder if they meet criteria for Conduct Disorder, if the individual is eighteen years of age or older or meet criteria for Antisocial Personality Disorder. Case Study My best friend has a son with Oppositional Defiant Disorder. His name is Radon. Radon is ten years old and attends the fifth grade. Radons day usually starts out with arguing about what he can and cannot bring to school. His mother and his teacher have now made out a written list of what these things are. Radon was bringing a computer to school and telling his teacher that his mother said it was alright. At first his teacher wondered about this, but Radon seemed so believable. Then Radon brought a little knife. That led to a real understanding between the teacher and Radons mother. Radon does not go to school on the bus. He gets teased and then retaliates immediately. Since it is impossible to supervise bus rides adequately, his parents and the school gave up and they drive him to school. It is still hard to get him there on time. As the time to leave approaches, he gets slower and slower. Now it is not quite as bad because for every minute he is late he loses a dime from his daily allowance. Once at school, he usually gets into a little pushing with the other kids in those few minutes between his mothers eyes and the teachers. The class work does not go that badly unless he has an episode as his mother put it. Then he will flip desks, swear at the teacher, tear up his work and refuse to do anything for the rest of the day. The reasons for his outbursts seem so trivial, but to him they are the end of the world. He is not allowed to go to the bathroom by himself and at times this bothers him so he flips his desk. He was told to stop tapping his pencil, so he swo re at the teacher. These types of things happen throughout the day according to his mother. Recess is still the hardest time for Radon. He tells everyone that he has lots of friends, but his mother says that if you watch what goes on in the lunch room or on the playground; it is hard to figure out who they are. Some kids avoid him, but most would give him a chance if he wasnt so bossy. The playground supervisor tries to get him involved in a soccer game every day. He isnt bad at it, but he will not pass the ball, so no one really wants him on his team. After school is the time that make his mom seriously consider foster care. The home work battle is horrible. He refuses to do work for an hour, then complains, break pencils, and irritate her. This drags thirty minutes of work out to two hours. So, now she hires a tutor. He doesnt try all of this on the tutor, at least so far. With no home work, he is easier to take. But he still wants to do something with her every minute. Each day he asks her to help him with a model or play a game at about 4:30. Each day she tells him she cannot right now as she is making supper. Each day he screams out that she doesnt ever do anything with him, slams the door, and goes in the other room and usually turns the TV on very loud. She comes up, tells him to turn it down three times. He doesnt and is sent to his room. After supper Radons dad takes over and they play some games together and usually it goes fine for about an hour. Then it usually ended in screaming. He is then sent to bed and the day star ts all over. Since I talked to Radons mother about him he has had a very difficult time at school. He is now being home tutored by the after school tutor that he had before. The school has found him to be a threat to the staff and other children. The incidents that lead to this were that he destroyed the principals office, threated to kill two staff members, and three children. The mom does not want him put into a school for children with behavioral disorders as she feels it will just make him worse. Radon is now seeing three different people to help with his disorder. One is a social worker, one is a psychiatrist and the other is an anger management specialist. The school continues to work with her and if all goes well he will be transitioned back into the school next year. She still has problems with him at home. Causes There are many different theories that try to explain Oppositional Defiant Disorder. There is the psychodynamic theory that interprets the aggressive and defiant behavior as an indication of a deeply-seated feeling of lack of love from the parents, the inability to trust and an absence of understanding. The behavioral theory suggests that Oppositional Defiant Disorder is caused by a dysfunctional family life, lack of parenting and the repeated giving into demands that are reinforced when bad behavior occurs. The biological theory suggests that these behavioral problems in children could be caused by impairments to certain areas of the brain. There is also a link between the amount of certain chemicals in the brain and Oppositional Defiant Disorder. The biological theory suggests that if these chemicals are out of balance, the brain is then not working properly. Then the messages sent may not make it through the brain correctly, leading to symptoms of Oppositional Defiant Disorder. La stly, cognitive theories state that the child feels hostility in their lives and in turn respond to other with their own hostility. Treatments The first step is to assess the danger the children pose to themselves or others and evaluate the impact that the environment may be having on their continued development. It is important to also evaluate the ability of the child parents to adequately care for them. In some cases, crisis care or residential treatment may need to consider. Treatment for children and adolescents should include multiple avenues. Individual therapy, parent intervention, school intervention, and community based interventions should all be considered. While there are several treatments available to help they have not developed a medication to treat this disorder. There are medications researchers say will help with the symptoms but no properly executed study has been completed. A treatment that is available however, would be Psychotherapy. This is a type of counseling that is aimed at helping the children develop more effective coping and problem-solving skills. There is also family therapy, which may be u sed to help improve family interactions and communication among family members, as well as parent management training. This teaches parents ways to positively alter their childs behavior. Lastly, there are behavior management plans. These are an agreement between parents and children that give rewards for positive behaviors and consequences for negative behaviors. The treatments for Oppositional Defiant Disorder are usually a long-term commitment. It may take a year or more of treatment to see noticeable improvement. It is important for families to continue with treatment even if they see no immediate improvement. If Oppositional Defiant Disorder is not treated or if treatment is abandoned, the child is more likely to develop conduct disorder. The risk of developing conduct disorder is lower in children who are only mildly defiant. It is higher in children who are more defiant and in children who also have Attention Deficit Hyperactivity Disorder. In adults, conduct disorder is called antisocial personality disorder. Children who have untreated Oppositional Defiant Disorder are also at risk for developing passive-aggressive behaviors as adults. Persons with passive-aggressive characteristics tend to see themselves as victims and blame others for their problems.

Elements of Information Security

Elements of Information Security The fast growing of internet technologies and information technologies forces individuals, educational institutes or enterprises to use the internet that also introduces numerous illegal users which destroy or attack network security with the help of various fake websites, Trojan horse or other viruses, fake mails and many more (Yim et al, 2014). Computer systems are mostly affected by this network attacks and even can bring computer networks in state of paralysation. Intruders or illegal users use huge information from computer networks for their personal benefits. Further, some invaders use that information to cause huge disastrous activities by targeting military or government departments that can cause threat to national as well as social security. Information security elements: The security of information needs to be based on business objectives and ensures enterprise security. The protection of networks needs to be handled by top management of enterprises. The system for security needs to be cost effective. The policies related to information security needs to be published in detailed manner by describing role of each employee in enterprises. The system needs to be monitored on continuous basis that will avoid unauthorised access to information systems and enhance privacy of network as well (Lesjak et al, 2015). During development of information systems, analysis of risks, analysis of business impact and classification of information documents needs to be considered. Reassessment of information system needs to be done on continuous basis for its modifications and improvement of networks. Organizations culture also needs to be considered while developing secured information system. Security characteristics: Data needs to be integrated in effective manner and its modification needs to be done by authorised persons only. Data encryption needs to be considered for avoiding any unauthorised access form external users (Xie et al, 2014). Data should be available to authorised users on their demands only. The flow of data needs to be controlled in effective manner by following appropriate information patterns like data access, contents or communication for secured IT systems. Security awareness: The certain awareness programs needs to be introduced at different organizational levels for the IT security purposes. Education related to security needs to be done in such manner that should be cost effective and strategies need to be developed for security purposes (Ahmad et al, 2014). The awareness gap is created due to lack of inappropriate knowledge related to security of information technology systems. Network security threats: The human errors like improper usage by operators, vulnerabilities related to security configuration, lack of security awareness among users, or usage of simple passwords are some threats that can affect IT security systems. Security attacks in terms of active or passive attacks may possess threat to information or data stored in the systems and at the same time, privacy or confidentiality of security systems may also be suffered due to these attacks (Cardenas et al, 2013). Lack of secure networking software may also make IT systems more vulnerable to hackers and unauthorised users. Illegal users which can access personal information by unauthorised manner are also one of network security threat that is affecting IT systems. Security solutions: Firewalls are networking devices which are used for restricting passage of traffic in between the different networks. This consists of both software as well as hardware components and helps in implementing policies of security in effective manner (Zhao and Ge, 2013). Detection system for intrusion monitors IT systems on real time basis by using various sensors, analysers or components of user interface. This system works by gathering information from different sources or networks and accordingly analyses invasion signs by interpreting patterns of unauthorised activities on the system. References Ahmad, A., Maynard, S. and Park, S. (2014) Information security strategies: towards an organizational multi-strategy perspective. Journal of Intelligent Manufacturing, 25(2), pp.357-370. Cardenas, A., Manadhata, P. and Rajan, S. (2013) Big data analytics for security. IEEE Security Privacy, 11(6), pp.74-76. Lesjak, C., Hein, D. and Winter, J. (2015) Hardware-security technologies for industrial IoT: TrustZone and security controller. In Industrial Electronics Society, IECON 2015-41st Annual Conference of the IEEE (pp. 002589-002595). IEEE. Xie, F., Peng, Y., Zhao, W., Gao, Y. and Han, X. (2014) Evaluating Industrial Control Devices Security: Standards, Technologies and Challenges. In IFIP International Conference on Computer Information Systems and Industrial Management (pp. 624-635). Springer Berlin Heidelberg. Yim, K., Castiglione, A. and You, I. (2014) Prosperity of IT security technologies in homeland defense. J. Ambient Intelligence and Humanized Computing, 5(2), pp.169-171. Zhao, K. and Ge, L. (2013) A survey on the internet of things security. In Computational Intelligence and Security (CIS), 2013 9th International Conference on (pp. 663-667). IEEE.

The Mask of Horror: Eating Disorders Essays -- Bulemia and Anorexia ner

In this Golden age of humanity with technology at the fingertips of mankind and world wide global awareness, it's hard to imagine from the comfort of well lit homes, a large population of the human race lives without fresh water and a nourishing daily meal. In the United States of America it has been said of an over abundance of food, though many of the citizens are forced to consume highly processed ready made meals in order to survive due to poverty. These meals are high in fat, sodium and of course, calorie, leaving the consumer with extra weight. This leads to the image of "'merica" with over weight men and women on scooters. While some of this is actually a result of poor self control or a medical issue, many can attribute it to having a very low income and the substance affordable is akin to garage. "Big" a book by some author, chronicles a young women who is very overweight by the design of her home environment. Her mother is disabled, obese and living off the government. She gets a job, goes to fat camp and learns why she can never loose weight. With all of this in mind, not to mention the idolization of stick thin models and actors, its not hard to figure out what the mind of an adolescent will conclude. Weight equals prosperity; being heavy is unsuccessful and ugly, whist-while bones and tight skin stretched over cranium is attractive and desirable. This of course calls Eating disorders to mind; Anorexia nervosa, Blumina, and EDNOS (eating disorder not diagnosed). In light of what is going on in the world today, eating disorders seem farfetched and frivolous. Anorexia Nervosa could be considered a classic example of a serious eating disorder as it is defined as having a fatal a... ...he common world. Through isolation and ostracization of these individuals who developed these disorders when they should have been refining common social skills and relationships, they become set apart and put on stage as having an ideal figure or made to be a kin to circus freaks. The solution is a difficult but simple one, the individual in question has to learn to accept whatever may have caused them to trip down this violent and dangerous road to adulthood and left unchecked, the grave. Works Cited http://www.2medusa.com/2009/01/anorexic-bulimic-pro-ana-mia-some-tips.html http://www.drphil.com/slideshows/slideshow/6707/?id=6707&slide=2&showID=1774&preview=&versionID= http://www.thewhitegoddess.co.uk/the_goddess/goddess_glossary.asp http://www.nami.org/Template.cfm?Section=By_Illness&template=/ContentManagement/ContentDisplay.cfm&ContentID=7409

Applications and Reflections in Gestalt Play Therapy: A Case Study Ess

Gestalt therapy is a type of therapy used to deepen our awareness of ourselves. According to O’Connor and Braverman, (2009) â€Å"Gestalt" implies wholeness. â€Å"Gestalt therapy is a process-oriented, experiential therapy that is concerned with the integrated functioning of all aspects of the person: senses, body, emotions and intellect.† Gestalt therapy can be described as process active, experiential work and can help shed light on suppressed feelings by helping us focus our awareness on feelings in the present. In working through negative the client can realize negative behavior patterns that may have become ingrained. Understanding the relationship between what we tell ourselves (bad gestalts) and negative thought processes and can become a part of the healing process. Through this form of therapeutic process, individuals can become better equipped to understand themselves and make better or healthier choices, creating a unity of mind, body and spirit. When Gestalt theory is applied to taking of responsibility for problematic life experiences, the experiential work lies in assisting the client in taking ownership, self-examination, then making choices and resolving difficulties. When theory is applied to a play therapy relationship, the therapist enters into a partnership with the child, in a process where goals focus on empowerment of the child. This process is described in Oaklander, (2011). â€Å"Anger is the most misunderstood of all the human emotions. We tend to think of anger as basically distasteful and abhorrent -- something that we would rather not experience.† Oaklander posits that anger is a direct and unique expression of self, and the basic attempt to defend an inner personal boundary. ... ....47-Other dysfunctions of sleep stages or arousal f from sleep. Retrieved from http://www.icd9data.com/2011/Volume1/290-3 19/300-316/307/307.47.htm Kalff, Dora. (2003) Sandplay: A Psychotherapeutic Approach to the Psyche. Temenos Press, Cloverdale, CA. Lowenfeld, M. (1991) Play in Childhood. MacKeith Press, London. Miller, A. (1975) Albert Einstein and Max Wertheimer: a Gestalt psychologist's view of the genesis of special relativity theory. History of science; an Annual Review of Literature, Research and Teaching 13 (2): 75–103. Oaklander, V. (1988) Windows to Our Children: A Gestalt Therapy Approach to Children and Adolescents. The Gestalt Journal Press; Gouldsboro, Maine. Oaklander, V. (2011) The many faces of Anger. The Violet Oaklander Foundation, Retrieved from the internet 11/2/2011, from http://www.vsof.org/links.html

Eulogy for Grandmother :: Eulogies Eulogy

Eulogy for Grandmother My grandmother was a strong woman. No matter how strained my families’ relationship could be at times, I loved her unconditionally. She was the woman who would buy me gallons of ice cream and soda frustrating my mother to no end. Whenever I spent the night she would let me stay up as late as I wanted watching TV. Crossing the street to my grandparents’ house was a daily event, which I looked forward to every morning I woke up. There was the day when my Mom had to many things to do to take me to see the Clydesdale Horses. I was probably 6 or 7 at the time. I had spent the whole day moping around the farm not telling anyone why I was so upset. To cheer me up grandma took me with her to drop off Woodruff, one of the farm hands who lived in town. I lay in the back of her huge station wagon, crying to myself as we past Main Street. Woodruff was hearing impaired, he also lacked the ability to effectively speak. Somehow he communicated to grandmother something was wrong. Needless to say my grandmother dropped Woodruff off and marched me down to Main Street to see those horses. Like a good grandmother should, she spoiled her grandson to no end. In a way she really shaped who I was to become. Around 12 I wanted to start skateboarding so badly. My mother would not allow it. I secretly saved money to buy a used set up from an older kid in school. My grandmother, although completely against the idea of me doing it, hid my board in her closet every day for weeks until she finally told my mom I was skating. Anyone who knows me realizes that skating pretty much shaped my teen years and even early adulthood. I can’t think about who I am today without thinking of her. She brought me to the hospital more times then I can count. If it wasn’t asthma it was for some type of stitches. Once she calmly picked me up after phoning to tell her I put an Ax in my leg. She was calm and collective the entire time. She was never judgmental about it, I am sure raising her two sons wasn’t that different. She prodded me about tattoos and being vegetarian, but she always went out of her way to find me something to eat. Eulogy for Grandmother :: Eulogies Eulogy Eulogy for Grandmother My grandmother was a strong woman. No matter how strained my families’ relationship could be at times, I loved her unconditionally. She was the woman who would buy me gallons of ice cream and soda frustrating my mother to no end. Whenever I spent the night she would let me stay up as late as I wanted watching TV. Crossing the street to my grandparents’ house was a daily event, which I looked forward to every morning I woke up. There was the day when my Mom had to many things to do to take me to see the Clydesdale Horses. I was probably 6 or 7 at the time. I had spent the whole day moping around the farm not telling anyone why I was so upset. To cheer me up grandma took me with her to drop off Woodruff, one of the farm hands who lived in town. I lay in the back of her huge station wagon, crying to myself as we past Main Street. Woodruff was hearing impaired, he also lacked the ability to effectively speak. Somehow he communicated to grandmother something was wrong. Needless to say my grandmother dropped Woodruff off and marched me down to Main Street to see those horses. Like a good grandmother should, she spoiled her grandson to no end. In a way she really shaped who I was to become. Around 12 I wanted to start skateboarding so badly. My mother would not allow it. I secretly saved money to buy a used set up from an older kid in school. My grandmother, although completely against the idea of me doing it, hid my board in her closet every day for weeks until she finally told my mom I was skating. Anyone who knows me realizes that skating pretty much shaped my teen years and even early adulthood. I can’t think about who I am today without thinking of her. She brought me to the hospital more times then I can count. If it wasn’t asthma it was for some type of stitches. Once she calmly picked me up after phoning to tell her I put an Ax in my leg. She was calm and collective the entire time. She was never judgmental about it, I am sure raising her two sons wasn’t that different. She prodded me about tattoos and being vegetarian, but she always went out of her way to find me something to eat.

Cola Wars: Porters 5 Forces

Michael Porter developed five different forces in a framework he felt influenced industries. This framework was designed to help companies find ways to off-set a rival company and to help develop a more solid business plan. It has been known over the years a rivalry has existed been two of the biggest soda companies, Coca Cola and Pepsi. Three of Porter’s forces that are exemplified in this â€Å"coke war† are buyer power, barriers to entry, and rivalry which will be explained and elaborated on in the following essay. Buyer PowerThe retailers have a low to moderate buyer power over the consumer soft drink industry, due to the producer’s ability to forward integrate, the sheer number of buyers, and the buyer’s ability to forward integrate. Buyer power is the degree of influence customers have on the producing agent. Soft drink companies such as Coca Cola and Pepsi have used forward integration to take over their channels of distribution. They created contra cts that gave them the ability to set concentrate prices for their bottlers; in turn bottlers would respond to price fulgurations by adjusting retail pricing.In 2000, when Coca Cola raised concentrate prices by 7. 6%, bottlers raised the retail prices by 6 to 7%. This demonstrates that buyers have limited control over the price changes. Coca Cola has also made great efforts to take over the bottling of their product, by establishing the independent subsidiary Coca Cola Enterprises. They began by acquiring bottlers to produce one third of their volume during 1986 which increased to 80% in 2004. This gave Coca Cola more control over retail pricing, and distribution of their products to retail stores.Since there are so many retail stores that carry products that consumer soft drink, CSD, companies make, it is hard for buyers to create a collaborative effort to resist price increases. Buyer power also suffers if retailers are fragmented and are not concentrated to a single type. Almost any type of store will carry a CSD product, which makes sales very spread out across the board. The different kinds of intermediaries involved in retail sales are Fountain and Vending machines, Super-markets, Convenience and Gas, Super Centers, Mass Retailers, and Club and Drug Stores.To put things in perspective 34 % of sales comes from Fountain and Vending, while 31% are from supermarkets. Fountain and Vending machines are mostly controlled by the CSD bottlers. Even though supermarkets may sell the second largest volume, CSD companies make up 5. 5% of their sales and also bring customers to their door. Not enough to convince you? Consider this: CSD companies such as Coca Cola produce a wide variety of products ranging from sports drinks to water, all the way to energy drinks. Coca Cola most likely will not sell a product to a supermarket unless they carry their full line of products.If the retail prices increase on the Coca Cola product they may have little control over resistance , because they rely on the other products they provide. Lastly, Coca Cola is considered the most valuable brand in the world, with 10 major successful brands and substantial power in the realm of business. Although Coca Cola may have a significant amount of power over their buyers, companies with much smaller market share, and product lines are taken advantage of by larger retailers. For example, mass merchandisers make up 14% of Pepsi’s total revenue, making that intermediary crucial to the company’s profitability.In some cases retailers do have power to resist price increases because they purchase a large number of outputs. Typically there are far more buyers than concentrate producers, which can give them leverage over smaller brands that rely on the sales they generate. Barriers to Entry When entering a market there are certain barriers that prevent a firm from becoming established, or gaining market share. In the consumer soft drink industry there are high capital requirements, unequal access to distribution channels, and brand loyalty which translates to high barriers to entry.In the text it states the price of a concentrate manufacturing plant is fairly reasonable. Manufacturing facilities cost around $25 million, and $50 million including machinery, overhead, and labor. For established companies with separate revenue streams, generating this kind of money could be fairly reasonable, especially since one of these plants can serve the entire country. Coca Cola and Pepsi operate around 100 plants each for adequate distribution of their product. New entrants would have a hard time investing enough capital that would be required to keep up with Coke and Pepsi’s istribution. Advertising and promotion costs are also high in 2004; Coca Cola spent $246,243 just on advertising their cola product. This shows that in order to compete in this industry, entrants are forced to spend large sums of money on advertising, packaging, proliferation, an d widespread retail price discounting. The high capital investment also translates to lowers profit margins, which makes entry even more unappealing. Another factor that creates a barrier to entry is the unequal access to distribution channels.Coke and Pepsi created agreements with their franchised bottlers that prevent them from handling competing brands of other concentrate producers. This prevents companies from entering an industry and using a Coca Cola bottler to get their product on the market. Also as Coca Cola and Pepsi grow in size so does the shelf space they require. As stated previously Coca Cola and Pepsi produce around 10 brands each, this constricts the amount of shelf space an entry producer will have access to. The top two cola companies have also made a significant amount of acquisitions, to boost the distribution of their products relative to their competitors.Coca Cola won 68% pouring rights against Pepsi’s 22% and Cadbury Schweppes 10%, across the United States. The reason Coca Cola has a majority of the pouring rights is because their agreements with Burger King and McDonalds, as well as their exclusive pouring rights and contracts around the world; whereas entry producers do not have the capital to invest, in buying out pouring rights. The ability to use vending machine technology requires a high capital investment from incumbent firms. Coca Cola and Pepsi offer their bottlers incentives to develop vending machine technology which accounts for 34% of the industry sales volume.Entry companies would have to invest in this technology to compete with the volume sales figures. One of the marketing goals of a company is to establish brand loyalty. When brand loyalty is achieved, customers will most likely not switch to a competitors brand. As a barrier to entry, brand loyalty is affected by many factors, such as presence in the market, or advertising and promotion efforts, to name a few. Both Coca Cola and Pepsi were created in the 80â €™s, as pioneers of the cola industry. Coca Cola was the first to invent the original cola recipe, and patent the 6. -oz bottle. Coca Cola also used strong promotional efforts in World War II, which contributed to brand identity. The case does not supply information regarding the sales across different age groups, but I believe figures would suggest higher sales levels across the ages compared to newer brands. It is apparent that the companies with the longest presence in the industry have the highest market share, which also directly correlates with the amount of advertising each company has expended over time.Another perfect example of this trend in the CSD industry is energy drink company Red Bull, having the largest market share while also spending the most on advertising. This goes to show by having consistently strong promotional efforts and advertising both Coca Cola and Red Bull have excelled in their markets. It is difficult for new entrants of soft drink market to matc h the brand loyalty Coca Cola has established through aggressive advertising over the course of the company’s existence. Rivalry In the beverage industry rivalry is at best a mechanism that drives profits and keeps the industry in motion.Coca Cola explains that they are in the position they are in today because of their rivalry with Pepsi. Rivalry is high because of the competition between top brands, low product differentiation and slow industry growth. It is clear that there is a substantial rivalry between Coca Cola and Pepsi that alone claim 74. 8 % of the U. S. CSD market as of 2004. Not only does this information tell us that there is a small amount of major competitors in the industry, but it also says that there is a fight for market share with the top two brands. This is most exemplified in the advertising expenditure of the two companies.During 2003 Pepsi spend a total of $236,396 on advertising while Coca Cola spent $167,675; the year after Coke responded by raisin g their advertising expenditure to $246,243. This trend also happened in 1981 to 1984, when coke doubled its advertising spending; as a result Pepsi did as well. The next variable that contributes to the high degree of rivalry is the low product differentiation. Although there are many efforts made by beverage companies to differentiate their product from others, there are no truly unique attributes about a single CSD brand. Each cola company provides a elatively similar option in packaging, container size and ounces per container. It is typical for companies such as Coca Cola and Pepsi offer 10 different brands, 17 container types and provide many discounts and promotions. For example Coke make Sprite and Pepsi has Sierra Mist and Dr Pepper owns 7UP; this creates a rivalry over who has the best lemon lime soft drink product. To show my point, Pepsi launched â€Å"The Pepsi Challenge†, which gave customers the ability to try out the different brands and see how they compare. Pepsi knew they needed to find a way to show consumers the difference between their brand and the competitors.This approach fueled the rivalry among other CSD companies especially Coca Cola. Slow industry growth spurs rivalry because it calls for companies to develop new competitive advantages and core competencies to keep sales alive. The market share for cola products has dropped from 71% in 1990, to 60% in 2004. Other products such as energy drinks and bottled water are increasing in market share, as consumers switch their focus to more functional and healthy alternatives. Goizueta said, â€Å"The product and the brand, had a declining share in a shrinking segment of the market. Signifying the need for soft drink manufacturers to find new ways to boost sales and increase rivalry. To put a number on these increasing trends, bottled water volume sales grew by 18. 8% in 2004, compared to 7. 6% non-carb CSDs and1% CSD growth. Top companies now have to find ways to proliferate their CSD products in relation to their rivals. It is also a definite possibility with the slow sales volume growth of 10 billion cases in 2001 to 10. 2 in 2004 that companies will invest in new beverage arenas such as the functional category, thus creating new rivalries.

Ferdinand de Saussure Essay

Stylistics is the study and interpretation of texts from a linguistic perspective. As a discipline it links literary criticism and linguistics, but has no autonomous domain of its own. [1][2] The preferred object of stylistic studies is literature, but not exclusively â€Å"high literature† but also other forms of written texts such as text from the domains of advertising, pop culture, politics or religion. [3] Stylistics also attempts to establish principles capable of explaining the particular choices made by individuals and social groups in their use of language, such as socialisation, the production and reception of meaning, critical discourse analysis and literary criticism. Other features of stylistics include the use of dialogue, including regional accents and people’s dialects, descriptive language, the use of grammar, such as the active voice or passive voice, the distribution of sentence lengths, the use of particular language registers, etc. In addition, stylistics is a distinctive term that may be used to determine the connections between the form and effects within a particular variety of language. Therefore, stylistics looks at what is ‘going on’ within the language; what the linguistic associations are that the style of language reveals. * | Early twentieth century The analysis of literary style goes back to Classical rhetoric, but modern stylistics has its roots in Russian Formalism,[4] and the related Prague School, in the early twentieth century. In 1909, Charles Bally’s Traite de stylistique francaise had proposed stylistics as a distinct academic discipline to complement Saussurean linguistics. For Bally, Saussure’s linguistics by itself couldn’t fully describe the language of personal expression. [5] Bally’s programme fitted well with the aims of the Prague School. [6] Building on the ideas of the Russian Formalists, the Prague School developed the concept of foregrounding, whereby poetic language stands out from the background of non-literary language by means of deviation (from the norms of everyday language) or parallelism. [7] According to the Prague School, the background language isn’t fixed, and the relationship between poetic and everyday language is always shifting. [8] Late twentieth century Roman Jakobson had been an active member of the Russian Formalists and the Prague School, before emigrating to America in the 1940s. He brought together Russian Formalism and American New Criticism in his Closing Statement at a conference on stylistics at Indiana University in 1958. [9] Published as Linguistics and Poetics in 1960, Jakobson’s lecture is often credited with being the first coherent formulation of stylistics, and his argument was that the study of poetic language should be a sub-branch of linguistics. [10] The poetic function was one of six general functions of language he described in the lecture. Michael Halliday is an important figure in the development of British stylistics. [11] His 1971 study Linguistic Function and Literary Style: An Inquiry into the Language of William Golding’s ‘The Inheritors’ is a key essay. [12] One of Halliday’s contributions has been the use of the term register to explain the connections between language and its context. [13] For Halliday register is distinct from dialect. Dialect refers to the habitual language of a particular user in a specific geographical or social context. Register describes the choices made by the user,[14] choices which depend on three variables: field (â€Å"what the participants†¦ are actually engaged in doing†, for instance, discussing a specific subject or topic),[15] tenor (who is taking part in the exchange) and mode (the use to which the language is being put). Fowler comments that different fields produce different language, most obviously at the level of vocabulary (Fowler. 1996, 192) The linguist David Crystal points out that Halliday’s ‘tenor’ stands as a roughly equivalent term for ‘style’, which is a more specific alternative used by linguists to avoid ambiguity. (Crystal. 1985, 292) Halliday’s third category, mode, is what he refers to as the symbolic organisation of the situation. Downes recognises two distinct aspects within the category of mode and suggests that not only does it describe the relation to the medium: written, spoken, and so on, but also describes the genre of the text. (Downes. 1998, 316) Halliday refers to genre as pre-coded language, language that has not simply been used before, but that predetermines the selection of textual meanings. The linguist William Downes makes the point that the principal characteristic of register, no matter how peculiar or diverse, is that it is obvious and immediately recognisable. (Downes. 1998, 309) Literary stylistics In The Cambridge Encyclopedia of Language, Crystal observes that, in practice, most stylistic analysis has attempted to deal with the complex and ‘valued’ language within literature, i. e.  Ã¢â‚¬Ëœliterary stylistics’. He goes on to say that in such examination the scope is sometimes narrowed to concentrate on the more striking features of literary language, for instance, its ‘deviant’ and abnormal features, rather than the broader structures that are found in whole texts or discourses. For example, the compact language of poetry is more likely to reveal the secrets of its construction to the stylistician than is the language of plays and novels. (Crystal. 1987, 71). Poetry As well as conventional styles of language there are the unconventional – the most obvious of which is poetry. In Practical Stylistics, HG Widdowson examines the traditional form of the epitaph, as found on headstones in a cemetery. For example: His memory is dear today As in the hour he passed away. (Ernest C. Draper ‘Ern’. Died 4. 1. 38) (Widdowson. 1992, 6) Widdowson makes the point that such sentiments are usually not very interesting and suggests that they may even be dismissed as ‘crude verbal carvings’ and crude verbal disturbance (Widdowson, 3). Nevertheless, Widdowson recognises that they are a very real attempt to convey feelings of human loss and preserve affectionate recollections of a beloved friend or family member. However, what may be seen as poetic in this language is not so much in the formulaic phraseology but in where it appears. The verse may be given undue reverence precisely because of the sombre situation in which it is placed. Widdowson suggests that, unlike words set in stone in a graveyard, poetry is unorthodox language that vibrates with inter-textual implications. (Widdowson. 1992, 4) Two problems with a stylistic analysis of poetry are noted by PM Wetherill in Literary Text: An Examination of Critical Methods. The first is that there may be an over-preoccupation with one particular feature that may well minimise the significance of others that are equally important. (Wetherill. 1974, 133) The second is that any attempt to see a text as simply a collection of stylistic elements will tend to ignore other ways whereby meaning is produced. (Wetherill. 1974, 133) Implicature In ‘Poetic Effects’ from Literary Pragmatics, the linguist Adrian Pilkington analyses the idea of ‘implicature’, as instigated in the previous work of Dan Sperber and Deirdre Wilson. Implicature may be divided into two categories: ‘strong’ and ‘weak’ implicature, yet between the two extremes there are a variety of other alternatives. The strongest implicature is what is emphatically implied by the speaker or writer, while weaker implicatures are the wider possibilities of meaning that the hearer or reader may conclude. Pilkington’s ‘poetic effects’, as he terms the concept, are those that achieve most relevance through a wide array of weak implicatures and not those meanings that are simply ‘read in’ by the hearer or reader. Yet the distinguishing instant at which weak implicatures and the hearer or reader’s conjecture of meaning diverge remains highly subjective. As Pilkington says: ‘there is no clear cut-off point between assumptions which the speaker certainly endorses and assumptions derived purely on the hearer’s responsibility. ’ (Pilkington. 1991, 53) In addition, the stylistic qualities of poetry can be seen as an accompaniment to Pilkington’s poetic effects in understanding a poem’s meaning. Stylistics is a valuable if long-winded approach to criticism, and compels attention to the poem’s details. Two of the three simple exercises performed here show that the poem is deficient in structure, and needs to be radically recast. The third sheds light on its content. Introduction Stylistics applies linguistics to literature in the hope of arriving at analyses which are more broadly based, rigorous and objective. {1} The pioneers were the Prague and Russian schools, but their approaches have been appropriated and extended in recent years by radical theory. Stylistics can be evaluative (i. e.  judge the literary worth on stylistic criteria), but more commonly attempts to simply analyze and describe the workings of texts which have already been selected as noteworthy on other grounds. Analyses can appear objective, detailed and technical, even requiring computer assistance, but some caution is needed. Linguistics is currently a battlefield of contending theories, with no settlement in sight. Many critics have no formal training in linguistics, or even proper reading, and are apt to build on theories (commonly those of Saussure or Jacobson) that are inappropriate and/or no longer accepted. Some of the commonest terms, e. g. deep structure, foregrounding, have little or no experimental support. {2} Linguistics has rather different objectives, moreover: to study languages in their entirety and generality, not their use in art forms. Stylistic excellence — intelligence, originality, density and variety of verbal devices — play their part in literature, but aesthetics has long recognized that other aspects are equally important: fidelity to experience, emotional shaping, significant content. Stylistics may well be popular because it regards literature as simply part of language and therefore (neglecting the aesthetic dimension) without a privileged status, which allows the literary canon to be replaced by one more politically or sociologically acceptable. {3} Why then employ stylistics at all? Because form is important in poetry, and stylistics has the largest armoury of analytical weapons. Moreover, stylistics need not be reductive and simplistic. There is no need to embrace Jacobson’s theory that poetry is characterized by the projection of the paradigmatic axis onto the syntagmatic one. {4} Nor accept Bradford’s theory of a double spiral: {5} literature has too richly varied a history to be fitted into such a straitjacket. Stylistics suggests why certain devices are effective, but does not offer recipes, any more than theories of musical harmony explains away the gifts of individual composers. Some stylistic analysis is to be found in most types of literary criticism, and differences between the traditional, New Criticism and Stylistics approaches are often matters of emphasis. Style is a term of approbation in everyday use (â€Å"that woman has style†, etc.), and may be so for traditional and New Criticism. But where the first would judge a poem by reference to typical work of the period (Jacobean, Romantic, Modernist, etc. ), or according to genre, the New Criticism would probably simply note the conventions, explain what was unclear to a modern audience, and then pass on to a detailed analysis in terms of verbal density, complexity, ambiguity, etc. To the Stylistic critic, however, style means simply how something is expressed, which can be studied in all language, aesthetic and non-aesthetic. {6} Stylistics is a  very technical subject, which hardly makes for engrossing, or indeed uncontentious, {7} reading. The treatment here is very simple: just the bare bones, with some references cited. Under various categories the poem is analyzed in a dry manner, the more salient indications noted, and some recommendations made in Conclusions. Published Examples of Stylistic Literary Criticism G. N. Leech’s A Linguistic Guide to English Poetry (1969) Laura Brown’s Alexander Pope (1985) Roy Lewis’s On Reading French Verse: A Study in Poetic Form (1982) George Wright’s Shakespeare’s Metrical Art. (1988) Richard Bradford’s A Linguistic History of English Poetry (1993) Poem The Architects But, as you’d expect, they are very Impatient, the buildings, having much in them Of the heavy surf of the North Sea, flurrying The grit, lifting the pebbles, flinging them With a hoarse roar against the aggregate They are composed of — the cliffs higher of course, More burdensome, underwritten as It were with past days overcast And glinting, obdurate, part of the Silicate of tough lives, distant and intricate As the whirring bureaucrats let in And settled with coffee in the concrete pallets, Awaiting the post and the department meeting —  Except that these do not know it, at least do not Seem to, being busy, generally. So perhaps it is only on those cloudless, almost Vacuumed afternoons with tier upon tier Of concrete like rib-bones packed above them, And they light-headed with the blue airiness Spinning around, and muzzy, a neuralgia Calling at random like frail relations, a phone Ringing in a distant office they cannot get to, That they become attentive, or we do — these Divisions persisting, indeed what we talk about, We, constructing these webs of buildings which, Caulked like great whales about us, are always. Aware that some trick of the light or weather Will dress them as friends, pleading and flailing — And fill with placid but unbearable melodies Us in deep hinterlands of incurved glass.  © C. John Holcombe 1997 Metre Though apparently iambic, with five stresses to the line, the metre shows many reversals and substitutions. Put at its simplest, with: / representing a strong stress representing a weak stress x representing no stress, and trying to fit lines into a pentameters, we have -| /| x| x| x| /| -| | x| /| x| | But| as| you’d| ex| pect| | they| are| ve| ry| x| /| x| x| /| x| /| x| | x| x|. Im| pat| ient| the| build| ings,| hav| ing| much| in| them| x| x| | x| /| x| x| | /| /| x x| Of| the| heav| y| surf| of| the| North| Sea,| flurr| ying| x| /| -| /| x| x| /| x| /| x| | The| grit,| | lift| ing| the| pebbl| es,| fling| ing| them| | x| /| -| /| x| | x| /| x| | With| a| hoarse| | roar| a| gainst| the| agg| re| gate| x| | x| /| | x| /| /| x| x| /| They| are| com| posed| of,| the| cliffs| high| er| of| course| | /| x| | -| /| x| / | x| | | More| burd| en| some,| | un| der| writ| ten| as| | x| /| x| /| -| /| -| /| x| /| | It| were| with| past| | days| | o| ver| cast| | x| /| x|. | /| x| | -| /| x| x| And | glit| ter| ing,| ob| du| rate,| | part| of| the| -| /| x x x| /| -| /| -| /| x x| /| x x| | Sil| icate of| tough| | lives| | dist| ant and| in| tricate| -| | x| /| x| /| x| | -| /| x| | As| the| whir| ring| bu| reau| crats| | let| in| x| /| x x| /| x| | x| /| x| /| x| And | set| tled with| cof| fee| in| the| con| crete| pal| lets| x| /| x x| /| x| | x| /| x| /| x| A| wait| ing the| post| and| the| de| part| ment| meet| ing| x| | x| /| x | /| x| x| | /| x| Ex| cept| that| these| do not| know| it, | at| least| do| not| -| /| x| /| x| /| x| /| x| | x|. | Seem| to| be| ing| bus| y| gen| ER| all| y| | x| /| x x| /| x| | x| /| x| /| x| So| per| haps| it is| on| ly| on| those| cloud| less| al| most| -| /| x| /| x| | x| /| x x| | /| x| | Vac| uumed| af| ter| noons| with| ti| ER u| pon| ti| ER| x| /| x| | /| /| -| /| x| /| x| | Of| con| Crete| like| rib| bones| | packed| a| bove| them| | x| /| | /| x| | x| /| /| x| | | And | they| light| head| ed,| with| the| blue| air| i| ness| | -| /| x x| /| x| /| x| | x| /| x x| | | Spin| ning a| round| and| muz| zy,| a| neu| ral| gia| | -| /| x x| /| x x| /| x| /| x x| /| |. | Cal| ling at| ran| dom like| frail| re| lat| ions a| phone| | -| /| x x x| /| x| /| x x| /| x| /| x| | Ring| ing in a| dist| ant| of| fice they| can| not| get| to| x| /| x| /| x| /| x x| /| /-| | | That| they| be| come| at| ten| tive, or| we| do| these| | x| /| x x| /| x x| /| | x| /| x| /| Di| vis| ions per| sist| ing, in| deed| what| we| talk| a| bout| -| /| x| /| x x| /| x| /| x| | | | We,| con| struct| ing these| webs| of| build| ings| which| | -| /| x| /| | /| x| /| x x| /| x| | Caulk| Ed | like| great| whales| a| bout| us are| al| ways| x| /| x x| /| x x| /| x| /| x| | |. A| ware| that some| trick| of the| light| or| weath| ER| | | | /| x x| /| -| /| x x| /| x| | | Will| dress| them as| friends| | plead| ing and| flail| ing| | | x| /| x| /| x| | x| /| x x| /| x x| And| fill| with| plac| id| but | UN| bear| able | mel| odies| -| /| x| | -| /| x x x| /| | /| | | Us | in| deep| | hint| erlands of| in| curved| glass| | Poets learn to trust their senses, but even to the experienced writer these (tedious) exercises can pinpoint what the ear suspects is faulty, suggest where improvements lie, and show how the metre is making for variety, broad consistency, shaping of the argument and emotive appeal. Though other scansions are certainly possible in the lines above, the most striking feature will remain their irregularity. Many lines can only roughly be called pentameters; Lines 16 and 17 are strictly hexameters; and lines 27 and 28 are tetrameters. In fact, the lines do not read like blank verse. The rhythm is not iambic in many areas, but trochaic, and indeed insistently dactylic in lines 9 and 10, 21 and 22 and 28. Line 27 is predominantly anapaestic, and line 3 could (just) be scanned: x x| / x| /| x x | /| | /| x x | Of the| heavy| surf| of the North| Sea| | flurr| ying|. Reflective or meditative verse is generally written in the iambic pentameter, and for good reason — the benefit of past examples, readers’ expectations, and because the iambic is the closest to everyday speech: flexible, unemphatic, expressing a wide range of social registers. Blank verse for the stage may be very irregular but this, predominantly, is a quiet poem, with the falling rhythms inducing a mood of reflection if not melancholy. What is being attempted? Suppose we set out the argument (refer to rhetorical and other analyses), tabbing and reverse tabbing as the reflections as they seem more or less private: {8} 1. But, as you’d expect, 2. they are very impatient, the buildings, 3. having much in them of the heavy surf of the North Sea, 4. flurrying the grit, 5. lifting the pebbles, 6. flinging them with a hoarse roar against the aggregate they are composed of — the 7. cliffs higher of course, more 8. burdensome, 9. underwritten as it were with past days 10. overcast and glinting, 11. obdurate, 12. part of the silicate of tough lives, 13. distant and intricate as 14. the whirring bureaucrats 15. Let in and settled with coffee in the concrete pallets, awaiting the post and the department meeting — 16. except that these do not know it,  17. at least do not seem to, being busy, 18. generally. 19. So perhaps it is only on those cloudless, almost vacuumed afternoons with tier upon tier of concrete like rib — bones packed above them, and 20. they light-headed 21. with the blue airiness spinning around, and 22. muzzy, a 23. neuralgia calling at random like 24. frail relations, a 25. phone ringing in a distant office they cannot get to, that 26. They become attentive, 27. or we do — 28. these divisions persisting, 29. indeed what we talk about, 30. we, constructing these webs of buildings which 31. Caulked like great whales about us, are 32.  always aware that some trick of the light or weather will dress them as friends, 33. pleading and flailing — and 34. fill with placid but unbearable melodies 35. us in deep hinterlands of incurved glass. The structure should now be clear. Where Eliot created new forms by stringing together unremarkable pentameters, {8} this poem attempts the reverse: to recast an irregular ode-like structure as pentameters. And not over-successfully: many of the rhythms seemed unduly confined. But once returned to the form of an eighteenth century Pindaric ode, however unfashionable today, the lines regain a structure and integrity. Each starts with a marked stress and then tails away, a feature emphasized by the sound patterns. {9} Sound Patterning To these sound patterns we now turn, adapting the International Phonetic Alphabet to HTML restrictions: 1. But | as | you’d | expect | u | a | U | e e | b t | z | y d | ksp kt | 2. They | are | very | impatient | the | buildings | A | a(r) | e E | i A e | e | i i | th | – | v r | mp sh nt | th | b ld ngz | 3. Having | much | in | them | of | the | heavy | surf | of | the | North | Sea | a i | u | i | e | o | e | e | e(r) | o | e | aw | E | h v ng | m ch | n | th m | v | th | h v | s f | v | th | n th | s |. 4. flurrying | the | grit | u E i | e | i | fl r ng | th | gr t | 5. lifting | the | pebbles | i i | e | e | l ft ng | th | p b lz | 6. flinging | them | with | a | hoarse | roar | against | the | aggregate | they | are | composed | of | i i | e | i | e | aw | aw | e A | e | a E A | A | a(r) | o O | o | fl ng ng | th m | w th | – | h s | r | g nst | th | gr g t | th | – | k MP zd | v | 7. the | cliffs | higher | of | course | more | e | i | I e | o | aw | aw | th | kl fs | h | v | s | m | 8. burdensome | u(r) e e | b d ns m | 9.underwritten | as | it | were | with | past | days | u e i e | a | i | (e)r | i | a(r) | A | nd r t n | z | t | w | w | p st | d z | 10. overcast | and | glinting | O e(r) a(r) | a | i i | v k St | nd | gl NT ng | 11. obdurate | o U A | bd r t | 12. part | of | the | silicate | of | tough | lives | (a)r | o | e | i i A | o | u | I | p t | f | th | s l k t | v | t f | l vz | 13. distant | and | intricate | i a | a | i i e | d St NT | nd | NT r k t | 14. as | the | whirring | bureaucrats | a | e | e(r) i | U O a | z | th | w r ng | b r kr ts | 15. let | in | and | settled | with | coffee | in | the | concrete | pallets | e | i | a | e ie | i | o E | i | e | o E | a e | l t | n | nd | s tl d | w th | k f | n | th | k Kr t | p l Ts | awaiting | the | post | and | the | department | meeting | e A i | e | O | a | e | E e | E i | w t ng | th | p St | nd | th | d p tm NT | m t ng | 16. except | that | these | do | not | know | it | e e | a | E | U | o | O | i | ks pt | th | th z | d | n t | n | t | 17. at | least | do | not | seem | to | being | busy | a | E | U | o | E | U | E i | i E | t | l St | d | n t | s m | t | b ng | b z >/td> | 18. generally | e e a E | j nr l | 19. so | perhaps | it | is | only | on | those | cloudless | almost | vacuumed | afternoons | O | e(r) a | i | i | O | o | O | ou e | aw O | a U | a(r) e oo | s | p h ps | t | z | nl | n | th z | kl dl s | lm St | v k md | ft n nz | with | tier | upon | tier | of | concrete | like | rib | bones | packed | above | them | and | i | E e(r) | e o | E e(r) | o | o E | I | i | O | a | e u | e | a | w th | t | p n | t | v | k nkr t | l k | r b | b nz | p Kt | b v | th m | nd | 20. they | light | headed | A | I | e e | th | l t | h d d | 21.with | the | blue | airiness | spinning | around | and | i | e | U | (A)r i e | i i | e ou | a | w th | th | bl | r n s | sp n ng | r nd | nd | 22. muzzy | a | u E | e | m z | – | 23. neuralgia | calling | at | random | like | U a E a | aw i | a | a o | I | n r lj | k l ng | t | r nd m | l k | 24. frail | relations | a | A | e A e | e | fr l | r l zh nz | – | 25. phone | ringing | in | a | distant | office | they | cannot | get | to | that | O | i i | i | e | i a | o i | A | a o | e | oo | a | | f n | r ng ng | n | – | d St NT | f s | th | k n t | g t | t | th | | 26.they | become | attentive | A | E u | a e i | th | b k m | t NT v | 27. or | we | do | aw | E | oo | – | w | d | 28. these | divisions | persisting | E | i i e | e(r) i i | th z | d v zh nz | p s St ng | 29. indeed | what | we | talk | about | i E | o | E | aw | e ou | in d | wh t | w | t k | b t | 30. we | constructing | these | webs | of | buildings | which | E | o u i | E | e | o | i i | i | w | k nz str Kt ng | th z | w bs | v | b ld ngz | wh Ch | 31. caulked | like | great | whales | about | us | are | aw | I | A | A | e ou | u | a(r) | k kd | l k | gr t | w lz | b t | s | – | 32. always | aware | that | some | trick | of | the | light | or | weather | will | dress | them | as | friends | aw A | e (A)r | a | u | i | o | e | I | aw | e e(r) | i | e | e | a | e | lw z | w | th t | s m | tr k | v | th | l t | – | w th | w l | dr s | th m | z | Fr ndz | 33. pleading | and | flailing | E i | a | A i | pl d ng | nd | fl l ng | 34. will | fill | with | placid | but | unbearable | melodies | i | i | i | a i | u | u A(r) a e | e O E | f l | w th | PL s d | b t | n b r b l | m l d z | | 35. us | in | deep | hinterlands | of | incurved | glass | u | i | E | i e a | o | i e(r) | a(r) | s | n | d p | h NT l ndz | v | nk v d | GL s | Sound in poetry is an immensely complicated and contentious subject. Of the seventeen different employments listed by Masson {10} we consider seven: 1. Structural emphasis All sections are structurally emphasized to some extent, but note the use (in decreasing hardness) of * plosive consonants in sections 1, 5, 6, 7, 10-13, 19, 28-50; 31 and 35. * fricative and aspirate consonants in sections 2, 3, 6, 7, 12, 19, 25, 28, 32, 35. * liquid and nasal consonants in sections 3, 4, 12, 15, 17, 18, 19, 21, 23, 31-35. Also: * predominance of front vowels — in all sections but 6, 7, 11, 16, 17, 19 and 31. * predominance of vowels in intermediate positions — only sections 16 and 17 having several high vowels and section 3 low vowels. 2. Tagging of sections Note sections 1, 7, 13 and 15. 3. Indirect support of argument by related echoes * Widely used, most obviously in sections 3-7, 12-13, and 15. 4. Illustrative mime: mouth movements apes expression * Sections 2, 6, 11-13, 19, 31 and 35. 5. Illustrative painting * Sections 3-6, 10-13, 15, 19 and 33. Most sections are closely patterned in consonants. Those which aren’t (and therefore need attention if consistency is to be maintained) are perhaps 8, 9, 14, 18, 20, 22, 24, 26 and 27. Originally the poem was cast in the form of irregular pentameters. But if this is set aside in favour of the 35 sections listed above, how are these sections to be linked in a self-evident and pleasing form? A little is accomplished by alliteration: * f in sections 3 to 7. * s and t in sections 12 to 15 * w in sections 29 to 32 And also by the predominance of front and intermediate level vowels, but these do not amount to much. Certainly we do not find that the overall shaping of the poem emphasizes the argument or content. Sociolinguistics Language is not a neutral medium but comes with the contexts, ideologies and social intentions of its speakers written in. Words are living entities, things which are constantly being employed and only half taken over: carrying opinions, assertions, beliefs, information, emotions and intentions of others, which we partially accept and modify. In this sense speech is dialogic, has an internal polemic, and Bakhtin’s insights into the multi-layered nature of language (heteroglossia) can be extended to poetry. {11} Much of Postmodernist writing tries to be very unliterary, incorporating the raw material of everyday speech and writing into its creations. This poem seems rather different, a somewhat remote tone and elevated diction applying throughout. Let us see what’s achieved by grouping under the various inflections of the speaking voice. * urgently confidential But, as you’d expect, cliffs higher, of course, that they become attentive or we do * obsessively repetitious flurrying the grit, lifting the pebbles, flinging them†¦ Burdensome, underwritten†¦ overcast and glinting, obdurate * over-clever silicate of tough lives  distant and intricate constructing these webs of buildings distracted and/or light-headed except that these do not know it at least do not seem to with the blue airiness spinning around calling at random like frail relations * melancholic and/or reflective some trick of the light or weather will dress them as friends pleading and flailing and fill with placid but unbearable melodies. The exercise hardly provides revelation. Heteroglossia is an interweaving of voices, moreover, not shifts of tone or reference. And yet there is something very odd about the opening line. Why should we expect the buildings to be very impatient? This is more than the orator’s trick of attracting attention, since the animate nature of buildings and their constituents is referred to throughout the poem. To be more exact, the attitude of the inhabitants — observers, bureaucrats, architects — to the buildings is developed by the poem, and is paralleled by the tone. But why the confidential and repetitious attitude at the beginning. Why should we be buttonholed in this manner? Why the But, which seems to point to an earlier conversation, and the urgency with which that earlier conversation is being refuted or covered up? Because the blame for something is being shifted to the buildings. What error has been committed we do not know, but in mitigation we are shown the effect of the buildings on other inhabitants. Or perhaps we are. In fact the whirring bureaucrats seem to grow out of the fabric of buildings, and we do not really know if the we, constructing these webs of buildings is meant literally or metaphorically. The poem’s title suggests literally, but perhaps these constructions are only of the mind: sections 17, 20-29, 32 and 34 refer to attitudes rather than actions, and there is an ethereal or otherworldly atmosphere to the later section of the poem. So we return to heteroglossia, which is not simply borrowed voices, but involves an internal polemic, {12} that private dialogue we conduct between our private thoughts and their acceptable public expression. The dialogue is surely here between the brute physicality of a nature made overpoweringly real and the fail brevity of human lives. That physicality is threatening and unnerving. If the we of the later section of the poem is indeed architects then that physicality is harnessed to practical ends. If the constructing is purely mental then the treatment is through attitudes, mindsets, philosophies. But in neither case does it emasculate the energy of the physical world. Architects may leave monuments behind them, but they are also imprisoned in those monuments (us in deep hinterlands) and hearing all the time the homesick voice of their constituents. Conclusions: Suggested Improvements The greatest difficulty lies in the poem’s structure. An pentameter form has been used to give a superficial unity, but this wrenches the rhythm, obscures the sound patterns and does nothing for the argument. If recast in sections defined by rhythm and sound pattern the form is too irregular to have artistic autonomy. A return could be made to the eighteenth century Pindaric ode in strict metre and rhyme, but would require extensive and skilful rewriting, and probably appear artificial. A prose poem might be the answer, but the rhythms would need to be more fluid and subtly syncopated. Otherwise, blank verse should be attempted, and the metre adjusted accordingly. The internal polemic is a valuable dimension of the poem, but more could be done to make the voices distinct. http://www. textetc. com/criticism/stylistics. html1. On StylisticsIs cognitive stylistics the future of stylistics? To answer this question in the essay that follows, I will briefly discuss Elena Semino and Jonathan Culpeper’s Cognitive Stylistics (2003), Paul Simpson’s Stylistics (2004), and a recent essay by Michael Burke (2005). However, because questions are like trains – one may hide another – any discussion of the future of stylistics raises intractable questions about stylistics itself. French students of stylistics, for example, will come across definitions of the discipline like the following. According to Brigitte Buffard-Moret, â€Å"si les definitions de †¦ [la stylistique] – que certains refusent de considerer comme une scien