Great Escape

Having wasted enormous resources on recapturing Allied prisoners of war (POWs), the Germans move the most determined to a new, high-security prisoner of war camp. The commandant, Luftwaffe Colonel von Luger, tells the senior British officer, Group Capt Ramsey, â€Å"There will be no escapes from this camp. † Ramsey replies that it is their duty to try to escape. After several failed escape attempts on the first day, the POWs settle into the prison camp. Gestapo and SS agents bring Squadron Leader Roger Bartlett (RAF) to the camp and deliver him to von Luger. Known as â€Å"Big X,† Bartlett is the principal organizer of escapes and Gestapo agent Kuhn orders that he be kept under the most restrictive permanent security confinement, which Col. von Luger, disgusted by the Nazis and the SS, only makes a â€Å"note† of, treating the command with complete contempt. As Kuhn leaves, he warns Bartlett that if he escapes again, he will be shot. Bartlett is then placed with the rest of the POWs, rather than the restrictive holding that Gestapo agent Kuhn had demanded. Locked up with â€Å"every escape artist in Germany†, Bartlett immediately plans the greatest escape attempted—tunnels for breaking out 250 prisoners. The intent is to â€Å"confuse, confound and harass the enemy† to the point that as many troops and resources as possible will be wasted on finding POWs instead of being used on the front line. Teams are organized to tunnel, make civilian clothing, forge documents, procure contraband materials, and prevent guards from discovering their work. Flight Lieutenant Hendley, an American in the RAF, is â€Å"the scrounger† who finds what the others need, from a camera to clothes and identity cards. Australian Flying Officer Louis Sedgwick, â€Å"the manufacturer,† makes tools such as picks for digging and bellows for pumping air into the tunnels. Flight Lieutenant Danny Velinski and William â€Å"Willie† Dickes are â€Å"the tunnel kings† in charge of making the tunnels. Eric Ashley-Pitt of the Royal Navy devises a method of hiding bags in the prisoners' trousers and spread dirt from the tunnels over the camp, under the guards' noses. Forgery is handled by Flight Lieutenant Colin Blythe, who becomes nearly blind from intricate work by candlelight. Hendley takes it upon himself to be Blythe's guide in the escape. The prisoners work on three tunnels simultaneously, â€Å"Tom,† â€Å"Dick† and â€Å"Harry. Work on Harry and Dick is stopped so that more work can be performed on Tom. The work noise is covered by the prisoner choir led by Flt Lt Cavendish. USAAF Captain Virgil Hilts, â€Å"The Cooler King,† irritates guards with frequent escape attempts and irreverent behavior. While in the cooler, he befriends a young RAF Flying Officer named Archibald Ives, and the two strike up a plan to escap e; they are caught while attempting it and returned to the cooler. The experience seems to take a toll especially on Ives, who is close to an emotional breakdown from his time in captivity. While the British POWs enjoy a 4th of July celebration organized by the three Americans, the guards discover tunnel Tom. The mood drops to disappointment and pushes Ives over the edge. He is drawn to the barbed wire that surrounds the camp and, in a final act of desperation, climbs it in view of guards. Hilts runs to stop him but is too late, and Ives is machine-gunned dead near the top of the fence. The prisoners switch their efforts to Harry. Hilts, aggrieved by the loss of his friend, agrees to change his plan and reconnoiter outside the camp and allow himself to be recaptured. The information he brings back is used to create maps showing the nearest town and railway station. End of the real â€Å"Harry† tunnel (on the other side of the road) showing how it doesn't reach the cover of the trees Entrance of the tunnel â€Å"Harry† showing scale of distance to far end of tunnel The last part of the tunnel is completed on the night of the escape, but is 20 feet short of woods which are to provide cover. Danny nearly snaps from claustrophobia and delays those behind him, but is helped by Willie. Seventy-six escape. After attempts to reach neutral Switzerland, Sweden, and Spain, almost all the POWs are recaptured or killed. Hendley and Blythe steal an airplane to fly over the Swiss border, but the engine fails and they crash-land. Soldiers arrive. Blythe, his eyesight damaged, stands and is shot. Hendley waves and shouts â€Å"don't shoot†, and is captured as Blythe dies. Cavendish, having hitched a ride in a truck, is captured at a checkpoint, discovering another POW, Haynes, captured in his German soldier disguise. Bartlett is recognized in a crowded railroad station by Gestapo agent Kuhn. Another escapee, Ashley-Pitt, sacrifices himself when he kills Kuhn with Kuhn's own gun, and soldiers then shoot and kill him. In the commotion, Bartlett and MacDonald slip away but they are caught while boarding a bus after MacDonald blunders by replying in English to a suspicious Gestapo agent who wishes them â€Å"Good luck†. Hilts steals a motorcycle, is pursued by German soldiers, jumps a barbed wire fence but becomes entangled in another and is captured, he escapes execution as a spy by showing them the airforce label on his shirt. Three truckloads of captured POWs go down a country road and split off in three directions. One truck, containing Bartlett, MacDonald, Cavendish, Haynes and others, stops in a field and the POWs are told to get out and â€Å"stretch their legs. † They are shot dead. In all, fifty escapees are murdered. Hendley and nine others are returned to the camp. Von Luger is relieved of command of the prison camp and is driven away by the SS for failing to prevent the breakout. Only three make it to safety. Danny and Willie steal a rowboat and proceed downriver to the Baltic coast, where they board a Swedish merchant ship. Sedgwick steals a bicycle, then rides hidden in a freight train boxcar to France, where he is guided by the Resistance to Spain. Hilts is brought back alone to the camp and taken to the cooler. Lieutenant Goff, one of the Americans, gets Hilts's baseball and glove and throws it to him when Hilts and his guards pass by. The guard locks him in his cell and walks away, but momentarily pauses when he hears the familiar sound of Hilts bouncing his baseball against a cell wall. The film ends with this scene, under the caption,

The Western Culture Of Thinness Architecture Essay

Every society has a manner of tormenting its adult females, whether bybinding their pess or by lodging them into baleen corsets.What modern-day American civilization has come up with is designerjeans. † Anorexia nervosa ( AN ) is an eating upset most normally impacting adolescent adult females. The diagnostic standards for anorexia is defined by the Diagnostic and Statistical manual of the American Psychiatric Association 4th erectile dysfunction ( DSM-IV ) as inordinate dieting or exercising taking to extreme weight loss for age, tallness and gender, a refusal to derive weight, perturbation in organic structure form perceptual experience and amenorrhoea. The implicit in cause of AN is believed to be psychopathic, with recent biomedical research stressing a biological position, where a specific cistron, molecule or encephalon part is sought out to lend to the biological footing of AN. Subsequently there is much attempt put into the development and licensing of possible ‘anti-anorexic ‘ pharmaceutical drugs. However, the general deficiency of success of effectual drugs for handling AN points to more than a simple biological cause to AN. It has been suggested ( Bordo ) tha t the abnormal psychologies behind AN are a set of peculiarly symptoms that arise from within a cultural model, viz. the Western civilization. In kernel, AN may be labeled a psychiatric upset that manifested as a consequence of the influence of Western ideals of beauty and organic structure types. Western society ‘s immature adolescent adult females are peculiarly vulnerable to these portraitures of organic structure types and therefore demo the highest incidence of AN. Furthermore, in recent old ages AN has become a transcultural upset, impacting civilizations influenced by Western civilization or presently undergoing Westernization such as the Chinese, Nipponese, Fijians and African Americans, where AN had one time been unheard of. Yet, it has been argued that AN can non be seen purely as a Western culture-bound syndrome as there have been more and more studies of eating upsets bearing diagnostic resemblance to AN afflicting adult females in non-Western civilizations and eve n certain groups of people within Western civilizations. The separating feature of these fluctuations of AN is their cause, which is extremely individualised, changing from personal hurt to traditional and spiritual grounds. Importantly, these fluctuations do non associate to a deformed perceptual experience of the organic structure nor an irrational fright of deriving weight, proposing that the current definition for AN is limited and assumes that AN is a cosmopolitan experience. Therefore, although AN is considered a psychiatric upset, it can non be viewed entirely from a biological or psychological position, but instead from within a transcultural context, one which encompasses the influences of Western civilization on perceptual experiences of the organic structure every bit good as the particular, individualised grounds that arise from within other civilizations.Paragraph 1: The Western Culture of ThinnessAnorexia is considered a Western culture-bound phenomenon as a consequenc e of the current sociopolitical demands placed upon adult females in respects to the ideals of beauty, organic structure forms, and feminism, every bit good as the typical feeding behavior found in most households and the excess of available nutrient. The term culture-bound denotes a limitation of a phenomenon within a peculiar cultural group due to specific societal, political, civilization and psychological factors from within that civilization. It has been shown that most American adult females are preoccupied with their weight. Subsequently, anorexia has been presented as an extreme to the nation-wide preoccupation with weight and organic structure image ( Banks ) . Historically, the construct of the ideal female organic structure was unstable, altering with the political and economic clime, which affected cultural values and therefore attitudes toward female organic structures. During the colonial epoch, the battle to last in a rough environment favoured strong, fertile, able-b odied adult females who were capable of helping with jobs every bit good as bearing many kids to increase household size. Timess changed in the nineteenth century, nevertheless, with the debut of a more comfy life-style, the fraility of adult females and the innovation of the girdle. Womans who appeared vulnerable, thin and frail were considered to hold the ideal lady-like properties that were desirable. This tendency changed in the twentieth century when the waifish expression became popular, where adult females balked at long frocks and subservience to work forces in favor of short hair, bloomerss and an androgynous, thin, waifish expression that represented their freedom. Since so, there has been a cultural tendency towards tenuity, with celebrated theoretical accounts such as Twiggy going family graven images, climaxing in today ‘s nation-wide compulsion with ‘weight-watching, ‘ ‘calorie-counting ‘ and ‘dieting. ‘ It is the mass media po rtraiture of the ideal thin female organic structure as attractive, desirable and healthy that has farther perpetuated the ‘culture of tenuity. ‘ The chief marks of these cultural ‘fads ‘ are adolescent and adolescent adult females, who besides have the highest incidence of anorexia. Recently, the incidence of AN has increased in pre-teen and adolescent misss, as they are frequently the chief mark audience for a assortment of media, which present unrealistic outlooks of their organic structure forms. Dysfunctional kineticss within a household have besides been attributed for this tendency of increasing AN incidence in younger misss. Fashion magazines frequently depict thin adult females to be desirable and healthy, telecasting ads promote the latest technological innovation that helps a adult female lose weight and the Internet offers infinite web sites with tips on ‘eating healthy, ‘ maintaining off the ‘fat, ‘ appetite suppressants a nd ‘0 calorie ‘ dietetic addendums. Particularly noteworthy are the ‘pro-anorexia ‘ web sites that proclaim AN to be a lifestyle pick, offer advice on weight direction, effectual dieting schemes and community support promoting AN. This barrage of societal and cultural outlooks to be thin in order to be attractive has predominated Western civilization since the nineteenth century. The coming of mass media has exacerbated these outlooks, ensuing in the addition of incidence of AN every bit good as other eating upsets, peculiarly in immature misss and adult females. Thus the psychiatric jobs behind anorexia may be described as a set of peculiar symptoms that arise from within a cultural model – the Western civilization of tenuity. Futhermore, there have been an increasing figure of studies of AN in non-Western populations, disputing the impression that AN is a Western culture-bound syndrome. This tendency is attributed to the exposure of non-Western civilizations to Western civilization via mass media ( Nasser, 1994 ) . One survey has shown that Hispanic and African American misss exhibit AN, influenced by their exposure to Western media, proposing that AN is a psychiatric upset that transcends cultural and socioeconomic boundaries. It was originally believed that the mentioned group of people were ‘protected ‘ by modern Western influences, due to their tradition of encompassing larger, racy adult females. Yet, a survey conducted by Becker found that the Fijians ‘ construct of the female organic structure has been to a great extent influenced by the Western civilization of tenuity. There were no studies of eating upsets in the Fijian population until 1995, when an international telecasting st ation was broadcasted for the first clip, picturing Western media. Three old ages subsequently, studies of dissatisifation with organic structure image, attempts to command weight such as dieting and self-induced emesis were seen, proposing that these Fijian adult females were influenced by the Western cultural ideals of the perfect organic structure and possibly could non separate between the world telecasting presented and true world. Despite a tradition of favorably sing racy adult females, a few old ages exposure to Western cultural and perceptual experiences of beauty have significantly impacted the Fijians. Similarly, a survey conducted by Nasser on the prevalence of AN in teenage Egyptian misss in Cairo indicated that despite traditional Egyptian values of larger, fertile adult females, handiness to Western constructs of the ideal organic structure type through mass media has culturally assimilated immature Egyptian adult females. These findings highlight a phenomenon known a s planetary civilization, where the universe is connected via media, leting cultural values to be readily accessible by other civilizations across the Earth. Such a phenomenon points to the significance of handling AN as non merely arising from Western civilizations, but a upset that transcends cultural boundaries. As good, surveies have indicated that assimilation of immigrants into the Western civilization and version to the expected norms and values on organic structure image and constructs of beauty has contributed to the addition in incidence of AN in non-Western groups. In contrast, other surveies have shown that those who live by their ain civilization whilst life in a Western civilization compared to those who have acculturized show an increased incidence of AN. The coincident being of two civilizations consequences in a ‘culture clang, ‘ which has been theorized to lend to greater internal struggle with respects to self-identity and therefore higher sensitivity to anxiety about self-image and addition in incidence of AN. Mumford and Whitehouse have shown that Asiatic misss in the United Kingdom that have non acculturated are less satisified with their organic structure image and later more susceptible to eating upsets, such as AN. These findings interestingly point to the i nfluence of a non-Western civilization non as protective, but exacerbative of eating upsets. Another study by Bryant-Waugh and Lask confirm this theory of civilization clang by describing specific AN instances in more traditional Asiatic kids populating in the UK. They claim that the more traditional the household kineticss are and imposed traditional cultural values, the higher the hazard of sociocultural struggle. It has been argued that the values portrayed by Western civilization, specifically the nexus between slim, thin organic structure forms to attractiveness and wellness, typify socioeconomic patterned advance, societal position, societal credence every bit good as self-denial, release and self-denial to less developed states every bit good as states presently undergoing Westernization. There is a preoccupation with the Western civilization in these states as it is believed that following their values and beliefs will let them to place with socioeconomic patterned advance, higher societal position and societal credence. Streigel-Moore points out that African American groups within the United States have shown increasing incidence of AN, stemming from a desire to take part in the ‘white universe, ‘ despite traditional values of fuller-figured adult females.Paragraph 3: Simpson. Kleinman.The prevalent biomedical definition of anorexia as a psychiatric upset characterized by fa t phobic disorders and deformed position on organic structure image has been argued to itself be a cultural building within the confines of the Western civilization. This suggests a demand to follow a culturally-sensitive definition of AN. Fat-phobia is the specifying symptom in AN, but at that place have been histories of those with an eating upset really similar to AN, except for the obvious deficiency of fat-phobia. Simpson argues that the belief that Western civilization influences the constructs of organic structure image of other cultural groups suggests cultural homogeneousness and that civilization is the exclusive factor in AN. She presents studies of Chinese adult females enduring from AN who do non describe fat-phobia. Rather, they attribute chronic epigastric bloating and a loss of appetency to their disinclination to eat. In another instance, a adult female refuses to eat after being separated from her fellow, mentioning abdominal uncomfortablenesss and a neutrality in nutrient. These psychosomatic symptoms are a consequence of somatization ( Kleinman ) , where the unwellness symptoms of AN manifests from societal jobs, instead than dissatisfaction of organic structure form and a desire to lose weight. Psychosomatic symptoms are normally reported in the Chinese population and contribute to the etiology of AN, although they are non included in the DSM-IV standards for AN. Furthermore, some adult females from conservative spiritual fundamentalist backgrounds have been cited to abstain from nutrient, as a consequence of their beliefs about nutrient, the organic structure, muliebrity and spiritualty. This points to the thought that AN is non a cosmopolitan experience. AN is non merely defined by Western cultural values and explicating it within a culture-bound context establishes a limited position of the upset that does non take into history the personal factors that contribute to AN. Thus, AN must be understood within a holistic model that includes the influence of local biological sciences in Decisions:Definitions of anorexia must embrace single grounds for anorexia and non presume fat phobic disorder. Diagnoses must be more culturally sensitive and take into history the cultural context of anorexia. Local biological sciences act upon how anorexia arises as a psychological disease. Decision:

Management of Change

School/Portfolio:| The Business School| Course Code/ID:| BUMKT5901| Course Title:| Marketing| Teaching Location:| MIT Melbourne| Program(s): | MBA| Author:| Kimble Montagu/Robert Errey| Level:| Introductory | Semester:| Insert| Prerequisite(s):| Nil | Corequisite(s):| Nil| Exclusion(s):| Nil| Credit Points/Progress Units:| 15| ASCED Code:| 080505| Adopted Reference Style APAhttp://www. ballarat. edu. au/library/assignment-and-research-help/referencing/apa-style 1COURSE ORGANISATION: 1. 1Handbook/sFor full details of programs and school procedures, please refer to the University of Ballarat handbook and The Business School Programs Handbooks available at: http://www. ballarat. edu. au/current-students/publications,-policies-and-forms/handbook/2012 http://www. ballarat. edu. au/business/handbooks Important information located in the handbooks includes: * * Student responsibility * Special Consideration process and forms * Submission of tasks and assignments * Appeal process * Unsatisfa ctory progress – Early Intervention * Grading codes 1. 2StaffThe most appropriate contact is your lecturer. If necessary they will contact the Course Coordinator at the University of Ballarat. | Coordinator| Lecturer| Tutor| Name:| Kimble Montagu| Kimble Montagu| N/a| Phone:| 0437 443 323| 0437 443 323| | Fax:| | | | Email:|   k. [email  protected] edu. au|   k. [email  protected] edu. au| | Office:| | | | Web:| | | | 1. 3Classes | Monday| Tuesday| Wednesday| Thursday| Friday| Saturday| Sunday| Morning| | | | | | | | Afternoon| | | | | | | | Evening| | | | | | | | Insert relevant time(s)/day(s)—then delete this messageStudents are reminded that class attendance is vital. Whilst it is appreciated that work commitments can impinge upon class attendance you need to be aware that there is more to learning Marketing than just reading the text and/or the lecture slides. Participation in class exercises and discussions, viewing DVDs, collaborating with your group memb ers and other classmates all add to a much richer learning experience. If you are going to miss all or some of a class then you need to let the lecturer and your group members know what is happening.History has shown that students who miss classes struggle to achieve the higher grades. 1. 4Consultation Hours By arrangement—please email for an appointment. 1. 5Prescribed Text This subject will be conducted on the presumption that students have a copy of: Iacobucci, D. (2012) MM3. Mason, OH: South-Western Cengage. 1. 6Plagiarism Plagiarism is presenting someone else work as your own and is a serious offence with serious consequences. As set out in the University Regulation 6. 1. 1, students who are caught plagiarising will, for a first offence, be given a zero mark for that task.A second offence will result in a failing grade for the course(s) involved and any subsequent offence will be referred to the Student Discipline Committee. Student must be aware of the University Regula tion 6. 1. 1 Student Plagiarism, available at http://www. ballarat. edu. au/legislation/6. 1. 1-plagiarism. The link to the library website for more information is: http://www. ballarat. edu. au/library/assignment-and-research-help/referencing Students must: * fully reference the source(s) of all material, even if you have re-expressed the ideas, facts or descriptions; * acknowledge all direct quotations; and not submit work that has been researched and written by another person Turnitin—this software application allows students to check their assignments for referencing and citation omission or incorrect paraphrasing. Put a statement here about how/where to submit the assignments 1. 7UBOnline UBOnline is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to the UBOnline at https://ubonline. ballarat. edu. au/login/index. php. ———————â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 2OBJECTIVES: 2. 1General comments The objectives of this course are to introduce to you the fundamental principles and practices of marketing and to develop your ability to understand and use marketing processes and techniques. The development of your analytical and presentation skills will also be emphasised in this course. Marketing performs a specific role within the organisation. It seeks to increase certainty in the revenue stream today and into the future (Ambler, Marketing and the bottom line, 2000).The philosophy that underpins how this is achieved can be simply stated as seeking to understand and satisfy customer needs and wants as part of the process of achieving the organisations objectives (Kotler et. al. 2009). To execute this philosophy to fulfil its role within an organisation, marketing follows a process that comprises a number of components and tools. The apparent simplicity of the task as portray ed above, masks a complexity that will keep you engaged in the discipline for many years.Good marketers are able to draw insights from the theory, apply it to the day-to-day and develop innovations in marketing activity that delivers success to the organisation. It is, therefore, suggested that organisations which embrace marketing are more effective and efficient at generating revenue than that those which do not. A more technical explanation of the process of marketing is that companies aim to deliver value to their customers in a range of situations and contexts via a product or a service.The concept of value is one we consider early in the course. Companies usually deliver value to customers by developing a strategically planned and managed approach and by understanding their markets—that is, their customers, who are usually divided into groups of people (referred to as market segments) who share similar aspects or characteristics. The notion of identifying and understand ing (target) segments is the basis of consumer behaviour; a key aspect of the course.The way in which companies actually design, and deliver a product or service to meet the needs, wants and demands of their markets lies at the very heart of the marketing concept and this is the marketing mix. This multi-faceted topic covers the remainder of the lecture series. There are four key parts of the marketing mix we focus on: product, price, place (logistics), and promotion. In fact, there are also three other Ps—people, physical evidence and process. We do not cover these in this course—not because they are not important but because we simply do not have the time (they are covered in many textbooks).Each part of the marketing mix (and indeed, of marketing as a whole) has to deliver carefully planned value to the market—so we return to the critical concept of value which lies at the very heart of marketing. The above focuses on how companies provide value to customers (known as customer value). However, customer value also has another meaning—the financial value customers provide firms via their purchase of goods and services and the consumption of pre- and post-sale services. The financial outcome associated with the company’s marketing program is a critical issue for Boards and senior management.On completion of this course, you should be able to: 2. 2Knowledge * Recognise and understand the fundamental core concepts and processes of marketing * Explain marketing and its role in society and identify the principles that underpin marketing orientation * Describe the variety of marketing activities necessary to fulfil the marketing management process * Have acquired an understanding of the fundamental concepts and processes of marketing and the principles underlying the development of marketing strategies . 3Skills * Select appropriate methods and tools for implementing marketing strategies * Demonstrate and apply this knowledge to p rovide solutions to marketing problems * Solve marketing problems, and write cogent academic and business reports to meet academic and business criteria * Differentiate between organisations that are marketing oriented and those that are not 2. 4Values Appreciate the marketing situations that can occur for a range of products, services and ideas, and the marketing practices of various organisations in the public and private sectors including the not-for-profit organisations * Understand and appreciate the role of the marketer as one which contributes to an organisation’s goals through satisfying the needs of the consumer and the longer term needs of society (values/attitudes based objectives) 3CONTENT: 3. 1Topics and sub-topics may include: See the schedule near the end of this course description for a detailed list of key topics to be covered in this course. You will be introduced to the marketing concept and its evolution. The role of marketing in a modern business environm ent will be discussed including the way in which the marketing system interrelates with influencing variables. Current topical issues, including ethical considerations and green marketing, will be raised. * The critical concepts of ‘value exchange’ and ‘customer value’ will be emphasised. * Marketing’s role within the organisation and the underlying principles and techniques for marketing decision making, marketing planning, marketing research and the development of marketing strategies will be discussed. You will gain an understanding of the forces affecting market dynamics and an introduction to consumer behaviour, market segmentation, target marketing and positioning. * The elements of the marketing mix and associated concepts will be covered including the product life cycle, new product development, brands and packaging, pricing, distribution and supply, advertising and communications. * The organisation, control and evaluation of the marketing a ctivities within a firm will be introduced. 3. 2Teaching Method Classes will be informal, interactive and involving.Class exercises and discussions will be complemented with DVDs/video clips on various topics where appropriate. The lecturer will vary the format, style, pace and flow to meet your needs but remember—your willingness to participate and share your knowledge/experiences will help your learning and that of the other students. If you have not studied marketing before it helps your learning if you start to become a highly aware consumer. This means, for example: 1. When you see an advertisement on TV or in a magazine ask yourself the following; a. ho is the target market? What has led you to this conclusion? b. what is the key message? How is it being communicated? c. is this the best medium to reach this target market? 2. When you’re at the supermarket take note of; d. what products/brands are placed in the best locations (where in the store/on what shelf) e. whether house brands are taking space from national/international brands f. what price or sales promotions are being run g. determine, if at all, how these marketing tactics affect your buying behaviour 3.Take note of how you go about your shopping for a variety of goods/services—just buy what you always buy, search for products and prices on the Internet first, speak to friends, who makes the final decision, who purchases the product 4. If you’re not happy with a product or service be an active consumer—contact the firm and assess how they handle your feedback/complaint—this is a good way to find out just how customer oriented a firm is. 4LEARNING TASKS AND ASSESSMENT: 4. 1Summary It is emphasised that this course requires a significant commitment outside of formal class contact.The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, a nd self-study. In addition, students may be required to complete an assignment, test or examination. Summary of suggested time allocations for this course Classes | 3 hours per topic for 12 topics| 36 hours| Reading| 2 hours per topic for 12 topics | 24 hours| Preparation of set questions, exercises and problems| 4 hours per topic for 12 topics| 48 hours| Preparation of assignment| | 20 hours|Study and revision for test and end of semester examination| | 22 hours| TOTAL| | 150 hours| 4. 2Attendance and Participation It is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. It is our experience that those students who do not attend class or carry out the associated activities are more likely to do poorly or to fail the course completely. Learning Task| Assessment| Weighting| Demonstrate knowledge of the early course material such as: core marketing concepts (e. g. the value exchange) and the 4Ps| Individual Assignment| 25%| Via selection (by the student) of a firm/product/service, demonstrate application of critical marketing concepts and business acumen through the analysis and evaluation of relevant case questions/requirements| Group Presentations and Report| 25%| Demonstrate knowledge of key marketing concepts by applying them in different marketing situations| Examination| 50%| 4. 3Note on Assessment The University of Ballarat PASS grade is achieved at 50%. To pass the courses listed below student must achieve this and pass the examination (if applicable).All other courses must achieve a pass overall. BUACC1506, BUACC1507, BUACC1521, BUEBU1501, BUECO1507, BUECO1508, BUENT1531, BUHRM1501, BULAW1502, BULAW1503, BUMGT1501, BUMKT1501, BUMKT1503, BUTSM1501, BUTSM1502, BUACC5901, BUACC5930, BUACC5932, BUACC5933, BUACC5934, BUACC5935, BUACC5936, BUACC5937, BUECO5903, BUHRM5912, BULAW5911, BULAW5914, BULAW5915, BULAW5916, BUMGT5921, BUMGT5926, BUMKT5901, BUMKT5922. You nee d to get at least 50% in the exam and at least 50% overall to pass this course. Students are strongly advised to attempt ALL assessment tasks.Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the Business School Handbooks) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer. Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.The Assessment Criteria Sheet for each assignment for this course is at the end of this document. 4. 4Assignment One—Individual Report Due Date: Week 6 Submit a hard copy at MIT level 7 no later than Wednesday 19th December 2012 B y 4 pm Weighting:25% Length:Approximately 2,500 words This assignment focuses on how a product or service (which you can choose) delivers value to customers through the 4Ps of marketing (product, place, price and promotion). This is an introductory assignment. We do not expect you to know the intricate details of each of the 4Ps yet as these are considered later in the course.This assignment can make use of a product or service from Australia or from another country—however; you are much more likely to have greater access to information if you choose a company that operates in your city/country. That is, if you are studying in Sydney chose a company that operates in Sydney, or if you are studying in Hong Kong, chose a Hong Kong company. You are required to collect data and discuss how the product or service, delivers value to customers. This assignment gives you the chance to use your own views and opinions.Use sentences such as (in regards to, for example, promotion) ‘ this product (say a Toyota car) delivers value to customers in a number of ways†¦first of all, as in the attached advertisement. ’ Then describe the advertisement and how the advertisement helps to promote Toyota, it could be in regard to the wording, colours, design and so on. The second promotional aspect might be perhaps a radio advertisement†¦ so be quite specific. Try to discuss how each aspect of the product or service delivers value, that is, helps to market the product or service. Pick any product—a brand or car etc. but be specific, don’t just select ‘Toyota’ but pick a particular product. The product can be from Hong Kong or abroad. You could pick a service, but again be specific, (i. e. , perhaps Star Ferry in Hong Kong). * Describe the company providing the product or service in two paragraphs or so. This is just a basic introduction. * Describe, in your own words (i. e. , do not just use information off a website etc. ), how y ou feel the product or service delivers value to customers as follows (This is 80% of the assignment): The product or service—how does it deliver value to customers? Provide examples. (Aspects could be design, features, even brand, image reputation); * The price of the product or service—how does this deliver value to customers (perhaps it is cheap, or even expensive which can give customers a sense that the product or service is high quality, has status and so on). * The place of the product or service (the location in which customers can access the product or service). Perhaps the service is located in a particular place which can help its image and status i. e. a Kmart store in Australia located in a very good shopping centre; or Watsons in Hong Kong located in the busiest part of Hong Kong, such as Mongkok. But place can be very specific, too, perhaps a book—perhaps a popular novel, is located in a very smart bookshop (i. e. Pageone Hong Kong, or a specialit y bookshop in Australia) which can improve its status, and brand image); * The promotion of the product or service—the way in which the product or service is promoted). Perhaps the product or service benefits from some very smart advertising or promotion. Provide an example of an advertisement. . 4. 1Individual Assignment—Assessment Criteria This assignment is an introductory one and it is designed to cover some of the key aspects of marketing as contained in the first few chapters of the text book. It is an assignment which understands that many of you may not have come from a marketing background. Indeed, for many of you, this may be your very first course in the MBA so this is an assignment which helps you to understand some of the basic aspects of marketing and, indeed, of assignment preparation in a western MBA environment. Follow the format given above.At the back of this document is an Assessment Criteria Sheet (ACS) for the individual assignment—please n ote that the focus of the assignment is HOW VALUE IS DELIVERED by the product (or service) you select via the 4Ps. Hence, it is pertinent that you write something like ‘the product provides value because it is the most economical on the market’ or ‘value is provided because the product is distributed through all major supermarket chains and online’. To help you understand how firms can provide value your lecturer will allocate time on the first day to discuss the Office Depot case.You will form groups and answer specific questions and present to the class. You will review a sample of a ‘model’ report of this assignment which will give you clear indications of what is required to earn a high mark. 4. 5Assignment Two—Group Presentation and Report Due Date: Report—Due week 11 Submit a hard copy at MIT Melbourne level 7 no later than 30th January 2013 by 4pm. Presentation— 31st January 2013 Hard copy of the presentation is to b e handed to the lecturer before the presentation. Submit a hard copy at MIT no later than tutorial and lecture time. Weighting:25% (10% for the presentation and 15% for the report)Length:2,500 to 3,000 words for the report and an oral presentation of around twenty minutes followed by about ten minutes for questions. The presentation is usually accompanied by about 20 PowerPoint slides but again, you will be advised by your lecturer. This is a higher level assignment compared to Assignment One. Now we ask you to include some discussion, analysis, and creative thinking. In essence, you can now also provide more of your own ideas, viewpoints and thoughts about the topic. This a real life case study and this will be discussed by your lecturer.You will pick a real company to be the focus of your case study. The company could be the company as a whole, but it could instead be a product, or a service or, indeed, a range of products or services. History shows that it is easier to do this as signment if you focus on one specific product (or service) such as American Express Platinum Card rather than looking at the entire American Express suite of offerings or the company as a whole. The presentation and the report need to cover the following issues, although there may be some variation: talk to your lecturer.What is listed below is indicative, and often a presentation will have its own flow and format. The list of aspects below is for guidance only. 1. Describe the company, product or service. That is, give a short introduction. Provide some background. 2. Evaluate the product or service (or company). That is, discuss the product (or service or company) from a marketing perspective. To do this you may use the marketing mix to identify how the product, service or company satisfies its market. This discussion is not what the company writes about itself—it is the view of your group.YOU NEED TO COLLECT DATA. 3. Describe two target markets for the company, product or service. These markets may be identified by the company or you. If you researching a consumer product and are studying in Australia try to use the Roy Morgan Value Segments—see http://www. roymorgan. com/products/values-segments/values-segments. cfm. If you are studying elsewhere try to use the Strategic Business Insights VALS segmentation—see http://www. strategicbusinessinsights. com/vals/ 4. Evaluate these two markets. This means discuss and be critical of these markets.Are they too wide, or narrow? Are they, in your opinion, markets which seem to be appropriate (or viable) for the company (or its product or service)? 5. What would be FOUR new plans, ideas, products or services which your group feels would add value to the company? This part of your presentation, and report, can be creative. But JUSTIFY your ideas. By this we mean: where did your ideas come from—provide some background to your thinking and some theories to back them up. Remember to answer the se questions in a report format. Your lecturer will give you some tips here.As a note, the range of topics could be quite wide—for example, we have had presentations on nursing (as nurses provide value to their patients, staff and other stakeholders such as managers and government bodies), the retail sector (such as Watsons, for example), the I-Phone or I-Pod, or whatever. Marketing is about delivering value to a range of target markets—so it covers almost all sectors in business, and life. 4. 5. 1Group Assignment—Assessment Criteria At the end of this document is the Assessment Criteria Sheets for the presentation and report.The ACSs clearly show what needs to be addressed—not meeting these requirements will reduce your marks. For example, students sometimes don’t provide an Executive Summary or provide one but do not address the required elements—marks cannot be earned in such a case. You will be shown a sample of a group report and presen tation so that you will better understand what is required to earn a high mark. 4. 6Report Format Reports are to satisfy the following requirements. An Assessment Criteria Sheet MUST be fully completed and attached to the front of the assignment.The assignment MUST also have a cover page that includes: 1. BUMKT5901 Marketing 2. Insert Semester and Partner 3. Individual Assignment—Delivering Value OR Group Assignment—New Marketing Initiatives 4. Your name OR Names 5. Your student ID OR IDs 6. The Due Date 7. Submitted to—insert lecturer’s name Font—Arial Size—12 Paragraphs—fully justified Line spacing—single line Before and after spacing—0 points Paragraph spacing—one space before and after APA reference style 4. 7Peer Assessment Groups will be limited to a maximum of four members.Hopefully, this will limit the organisational and productivity issues that appear to plague group experiences. Peer evaluation may be un dertaken in this course. It will be the responsibility of all group members to produce a quality report. Hence, if there are group problems you are expected to sort them out so that the group, as a whole, does not suffer. If you need to discuss such a situation with your lecturer—DO NOT LEAVE IT UNTIL THE LAST MOMENT. Please note that if a Peer Evaluation is required for your group, under normal circumstances no marks can be awarded to the group members until ALL members have returned he Peer Evaluation sheets. Peer Evaluation covers individual performance on: * Understanding of the task and topic * Industry and initiative * Dependability and integrity * Participating as a group member * Attendance To help you formulate a fair peer evaluation all students should keep notes on, e. g. : * Tutorial and meeting attendance * Allocation of tasks—who is to do what and by when * Whether requested material is delivered on time and at sufficient quality/quantity * Dates and deta ils of all communications—verbal, SMS, email and any other formYou should all regularly ‘sign off’ so that there is consensus of what has occurred, what is being requested and by when, etc. If a group has to complete a confidential peer evaluation each student will obtain 50% of the group mark plus some allocation of the other 50% according to the result of the peer evaluation. No student can attain a mark that is higher than what the paper attained. For example, if the paper received 14 out of 20 then the student with the highest peer evaluation will receive 14 marks—the other students will receive a percentage of that student’s mark.The following example should clarify the approach. Assignment mark| 14 (out of 20)| | | Students| A| B| C| Marks @ 50%| 7| 7| 7| Peer evaluation (out of 100)| 100| 80| 70| Additional marks| 7| 5. 6| 4. 9| Final marks| 14| 12. 6| 11. 9| NB: Where the lecturer believes that the Peer Evaluations have not been completed fa irly he/she can amend the final marks generated by the above formula. 4. 7. 1Non-contributing Group Members Students need to understand that as a member of a group you have obligations to the other group members and failing to meet these obligations may put their and your performance at risk.Where a student (or students) is (are) not fulfilling these obligations all group members will be required to complete an independent and confidential Peer Evaluation. Where a student is rated poorly by fellow group members the offending student not only faces the prospect of scoring substantially reduced marks but may also: * Receive a letter from the School to, e. g. requesting the student to attend a meeting with the Deputy Dean or some other nominated party; and/or * Where applicable, be excluded from the group. * 4. 7. 2Removal from a GroupThis is a last resort approach where under certain conditions a student can be removed from a group if he/she does not contribute as expected. This remov al can occur at any time and then this student will be required to complete the group assignment as an individual assignment. The decision to remove the student is at the sole discretion of the lecturer after collecting data and speaking with the group members. Aspects that may be taken into account when reaching such a decision are: * Tutorial and ex-class meeting attendance * General attitude displayed towards the assignment Not responding to group members’ communication efforts * Not completing assigned tasks at the appropriate standard and on time * Not responding to the lecturer’s communication efforts To assist with this decision making students should keep individual diaries recording data related to the above points. 4. 8Exam A three hour (50%) exam will be conducted at the end of the semester to test material covered throughout the course. You will be provided with an idea of what is in the exam. All materials covered throughout the semester (that is, in the s chedule below) are examinable—includes any handouts etc.Examination assessment criteria include: 1. Your ability to apply marketing concepts to solve new problem situations. 2. Your ability to demonstrate knowledge and understanding of marketing concepts. 3. Your ability to demonstrate critical thinking, deductive reasoning and logic in relation # 1 and # 2. NB: You must pass the exam (i. e. , obtain at least 50%) and also gain a minimum of 50% overall to pass this course. 5SCHEDULE: As this subject is taught in intensive mode, and seeks to be highly interactive, the material covered may vary from the schedule detailed below.However, to ensure you get the maximum value from the subject it is suggested that you pre-read as much as possible prior to the class. Date| Lecture| TextChapters| Week 1Insert day and date| Course administration and introductionsMarketing management importanceOffice Depot case| Course description1Handout| Week 2Insert day and date| Customer behaviourHow the kids took over OR Consuming kidsIndividual assignment: discussion and formulation| 2DVD| Week 3Insert day and date| SegmentationEconomic segmentationIndividual assignment: discussion and formulation| 3Lecture notes| Week 4Insert day and date|TargetingPositioningGroup assignment: group formation and discussion| 45| Week 5Insert day and date| Products: goods and servicesProfitable product paradigm| 6Lecture notes| Week 6Insert day and date| BrandsPeter Day (BBC)New products| 7Podcast 8| Week 7Insert day and date| Marketing communications & IMCGruen Transfer| 11 & 12DVD| Week 8Insert day and date| Social mediaPricing| 139|Week 9Insert day and date| Distribution and logisticsThe price we payCustomer satisfaction and relationships| 10DVD14| Week 10Insert day and date| Presentations Marketing researchMarketing strategyDetroit: ain’t too proud to beg| 1516DVD| Week 11Insert day and date| Presentations Marketing plans| 17| Week 12Insert day and date| Presentations Course summary Marketing mind mapExam details and preparationCourse evaluation| | | SWOT VAC and EXAMINATIONS| | 6ADDITIONAL RESOURCES: Additional useful references: Each day there are articles in the daily press that address key concepts covered by this course.Articles of interest can be brought to class for discussion. There is also a wide range of general marketing textbooks available that introduce basic marketing concepts. These books may help to supplement the material presented in your prescribed text. Other useful texts for general marketing knowledge, case analysis techniques and presentation skills include: * Kotler, P. , Brown, L. , Burton, S. , Deans, K. , Armstrong. G. (2009). Marketing. (8e), Sydney: Pearson Education. * Hubbard, G. ‘Analysing A Case', in P. Graham. (1990). Insights into Australian marketing: Readings and cases. Sydney: PrenticeHall. Jobber, D. (2009). Principles and practice of Marketing (6th Ed. ). London: McGraw-Hill. * Lamb, C. W. , Hair. J. F. & McDaniel, C. , (2011). Marketing (11th Ed. ). Mason: South Western. * MacNamara, J & Venton, B. (1990). How to give winning presentations: Sydney: Archipelago Press. * Nutting, J. & White, G. (1990). The business of communicating (2nd Ed. ). Sydney: McGrawHill. * Pride, W. M. & Ferrell, O. C. (2011). Foundations of marketing (4th Ed. ). Mason, OH, South Western. There are also numerous books written by Philip Kotler, either by himself or with other authors.For a comprehensive list of marketing journals go to: http://www. tilburguniversity. edu/about-tilburg-university/schools/economics-and-management/organisation/departments/marketing/links/journal1. html The major journal is the Journal of Marketing. Other journals that you should become familiar with and could use in your research for your assignments include: Australasian Marketing Journal Journal of Advertising Journal of Consumer Marketing Journal of Consumer Behaviour Journal of Product and Brand Management Journal of Strategic Marketin g Industry related linksThere is a diverse source of industry sites where the concepts covered in this subject are touched on. www. inc. com This is America’s number one entrepreneurship and small business site. Great if you are starting up your own business and some good general coverage of marketing topics (see the sales and marketing tab). www. marketingprofs. com The Marketing Professionals site, as the name suggests, is targeted as the specialist marketer. Click on the ‘marketing articles’ tab and you will find a list of main marketing topics covered and many you may not have thought of.As it is written for practitioners, most of the articles are 2 -3 pages in length. Marketing consulting firms http://www. tomspencer. com. au/2008/07/27/strategy-consulting-and-business-consulting-firms-list-australia/#Deloitte http://www. stormscape. com/inspiration/website-lists/consulting-firms/ The leading marketing consulting firms, both international and national, seek to hire the best and brightest people who come up with the big ideas that change the world! Of course they have to tell everyone how smart they are (many of them are very smart).To do this they write and publish insight and thought pieces on current industry and discipline trends. You will need to do a bit of searching but you will often find some very good general articles. www. digitalbuzzblog. com This site has the latest campaigns from the world of digital. Be careful it can be addictive!! Read the editorial commentary to get insight into the objectives organisations set for their campaigns. Adopted Reference Style APA – http://www. ballarat. edu. au/library/assignment-and-research-help/referencing ASSESSMENT CRITERIA SHEET Assignment #1—Delivering Value Student| Student Number| Email| | | Criteria| Maximum Marks| Comments| Executive Summary * Introductory sentence * Major findings| 4| | Introduction * Company background| 3| | Product – Describe product/serv ice- Features/benefits- Value delivered| 4| | Promotion – Describe—provide examples- Value delivered| 4| | Price – Data collected- Describe—provide examples- Value delivered| 4| | Place – Describe—provide examples- Value delivered| 4| | Presentation/Appearance- English expression, degree free of spelling errors, formatting, use of tables, correctly referenced, etc. | 2| | Total| 25| | Mark:___________Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ASSESSMENT CRITERIA SHEET Assignment #2—New Marketing Plans (Report) Student| Student Number| Email| | | | | | | | | | | | | | | | Criteria| Maximum Marks| Comments| Executive Summary * Introductory sentence * Major findings- Major recommendations| 2| | Introduction * Company background | 0. 5| |Product/service evaluation * Description of product/service| 2| | Promotion evaluation * Description of promotional activities| 2| | Price evaluation * Description of pricing strategies| 2| | Place evaluation * Description of how product is distributed| 2| | Market segments * Description of two segments * Evaluation of two segments| 2| | New Marketing initiatives * Description of FOUR new initiatives * Rationale for success| 2| | Presentation/Appeara nce- English expression, degree free of spelling errors, formatting, use of tables, correctly referenced, etc. | 0. 5| | Total| 15| | Mark:___________Comments:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ASSESSMENT CRITERIA SHEET Assignment #2—New Marketing Plans (Presentation) Student| Student Number| Email| | | | | | | | | | | | | | | |

International Business Essay Example | Topics and Well Written Essays - 1000 words - 10

International Business - Essay Example French government started paying much attention to the issue. For example, the president Jacque Chirac as well as prime minister Lionel Jospin always emphasized the necessity to introduce more effective methods directed at market regulation in the conditions of globalization. Jospin allowed foreign organizations to buy the parts of the French companies, which were owned by the state. Thus, the company Air France was partially sold in 1998. This testifies about many changes, which were happened to France. The government of France considers cultural diversity to be a positive phenomenon that should be supported, but in general the politics of the country is directed at slowing down the globalization. France is very much concerned about the influence the globalization imposes and is looking for various ways to regulate this influence (Globalization). The protest against globalization is so active in France that not only the government but also plain people take part in this protest. A perfect example is breaking a McDonald’s symbol by a sheep farmer Jose Bove in defense of French traditions. In the survey on the issue 45% of respondent approved his actions and only 4% were against (Gordon & Meunier, 2001). It is essential to mention that French citizens do not see any difference in â€Å"globalization† and â€Å"Americanization†. Really the phenomenon under consideration is associated with â€Å"Americanization† because of the influence the international English language, high economic development, liberal policies and the influence the development of American politics, economy, technology and values impose on other countries. It is possible to state that though France is fighting against globalization, at the same time it is adjusting to its influence and moreover, takes all possible benefits from it . Economic domain is a

Downstream Processing of Recombinant Proteins in E.coli Essay

Downstream Processing of Recombinant Proteins in E.coli - Essay Example From this study it is clear that hence for the high recovery of the active protein molecule, solubilization and refolding parts must be of high precision. Inclusion bodies consist of polypeptides of the recombinant protein. They are the inactive secondary –like structures. Thus, the isolation and purification of the protein are simple. The activity of the unfolded protein can be brought out by using mild solubilizing conditions. This will help in the high recovery of the bioactive protein than that compared to solubility using high chaotropic agent. The following Downstream processing steps can be used for the production of the recombinant protein from the inclusion bodies The recombinant E.coli is grown in LB medium with antibiotics such as kanamycin or ampicillin or chloramphenicol based on the plasmid. The flasks are shaken at rpm around 150 -250 and the temperature is maintained at 37 degree Celsius. After the cells have reached the log phase, This study outlines that IPTG is added and further shaken for 4-6 hours. The cells are centrifuged and re-suspended in the 50 mM sodium phosphate buffer. The cells are lysed using the homogenizer or sonicator. The cell suspension is centrifuged and filtered using 0.45 Â µm polyethersulfonate membrane. Many protein-specific methods are available for the increased solubility of the recombinant proteins in E.coli. To recover the soluble proteins, strong denaturants like urea, guanidinium hydrochloride are used. The solubilization is carried out under reducing conditions. These inclusion bodies must be washed well before solubilization. Solubilizing agents such as thioredoxin are known to improve the solubility of the proteins. Gene fusion techniques are equally good for the separation of the proteins. Maltose binding protein and Glutathione-S- transferase are found to bind well with the protein and can be removed by using the affinity chromatography techniques. Refolding is performed using dilution or diafliltrat ion in buffers of low.

Famous German Women Essay Example | Topics and Well Written Essays - 250 words

Famous German Women - Essay Example , she met her future husband Adam Selbert, who was chair of "Workers and Soldiers Council" in Niederzwehren near Kassel, who influenced her to involve herself in politics and she even joined Germany Social Democrat by 1918. Consequently, after the formation of Weimar Republic when women received right to vote and Selbert campaigned for women to involve themselves in politics. She also encouraged women to live up to their dreams and support their families as they have the ability to do so and had equal rights as men (Dunn, 1987). Moreover, she was instrumental in the fight for equal rights and is accredited to the inclusion of the sentence, â€Å"Men and women are equal before the law† in the German Basic law. In order to empower her political work, she joined baccalaureate as an external candidate where she studied law and political science at first at University of Marburg and shortly afterwards at the University of Gà ¶ttingen. In conclusion, she being a professional lawyer championed for equal rights and encouraged women to be ready to take up positions and responsibilities till her death on June 9, 1986. Dunn, John F. (Dec 13 1987). "Stamps; Recent Issues Honor Famous Personages." New York Times: A.110. Retrieved from

Fed Undertakes QE3 with $40 Billion Monthly Mortgage Backed Securities Assignment

Fed Undertakes QE3 with $40 Billion Monthly Mortgage Backed Securities Purchase - Assignment Example My understanding is that the essay seeks to address the purchase of mortgage securities by the Fed; therefore the reason behind this purchase should come out before how the purchase was undertaken. The economic meltdown should first be explained, followed by the initial two quantitative easing programs and finally the QE3. The effects of the QE3 should then be addressed thereafter. The reasons behind the failure of the previous two QEs should also be stated so that the factors that led to the undertaking of the QE3 can be clearly illustrated. The essay should be a roadmap leading the reader to an inevitable conclusion, not properly ordering your ideas could obscure the meaning of the essay. After reading the essay, one can clearly see the efforts of the Fed in jump starting the economy after the economic downturn and that these efforts seem to be finally working. The paper however leaves one with the question of whether the Fed’s undertaking will work in the long run. Although the program has proved to be fruitful since its announcement, the QE3’s limitations and misgivings should also be included in the essay. In this aspect, the paper does not seem to be complete, as the aftermath of the program, both in the short term and long term, is an area that could be expanded upon. Although the essay is persuasive as it is detailed, the source of the information is not given, which brings about doubt as to the accuracy of this information due to the lack of evidence. The works cited during the writing of the paper should be stated at the end of the

Difference between void contracts and voidable contracts Assignment

Difference between void contracts and voidable contracts - Assignment Example Voidable contract is a form of valid contract where all the four essential elements of a contract are present. According to Cross and Miller (2011, p. 752), a voidable contract is a contract which might be â€Å"legally avoided (canceled, or annulled) at the option of one of the parties.† In more generalized sense, the party/parties having the option to avoid the contract can avoid the contract altogether. Otherwise, they can also select which contractual duty is to be avoided. However, there is a process of ratification. If the contract is ratified by the contracting parties, then even a voidable contract will become strictly enforceable. Firstly, void contracts are itself a category of contracts. But voidable contracts are a subcategory of valid contracts. Secondly, void contracts are no contracts at all. However, voidable contracts are strictly enforceable contracts once they are ratified by the contracting parties. Thirdly, a void contract can never have all the four essential contractual elements in it. For example, if the element of consideration be missing in a contract, then that contract can be deemed as a void contract. However, this is not the case with voidable contracts. A voidable contract has all the four essential contractual elements in it 1. Suppose, A and B sign a contract on dealership of cannabis. However, selling or buying cannabis is banned in the US. So this kind of contract is a void contract since it violates law. (Schaffer, Agusti, and Earle 2008) 2. Suppose, A and B sign a contract to build a resort on an island in an active delta area. After a few days, there is a flood and the island is completely submerged under sea. Then, the contract between A and B will become void since the object of the contract cannot be achieved

An Empirical Study on Why Sociological Research and Theory Focus on Essay

An Empirical Study on Why Sociological Research and Theory Focus on Issues of Identity - Essay Example Vander Zanden (1990a) presented this as both tackling a problem, is faced with initial perplexity and assumptions, then comes the search for evidence, perceptive reasoning, false leads and eventually, or ideally really, the final sense of victory. In contrast yet the justification as well, Zanden continued, (1990b), "detectives undertake to identify and locate criminals and collect evidence to convict them in a court of law. Sociologists develop concepts and theories to explain people's behavior. Even though their goals may differ, detectives and sociologists attempt to answer two types of question: "Why did something happen" and "Under what circumstances is it likely to happen again" In brief, both attempt to explain and predict." In grasping both comes thereafter the issue of identity issues. Simply put, one needs to know the proper approach and yet even before that, how to do it, when to do it right and why it is best to do it right. The late Professor C. Wright Mills (1959a) aptly addressed this when he said, "Neither the life of an individual nor the history of a society can be understood without understanding both. The history that now affects every man is world history." Very true. Identity issues do confront every single citizen of this world no matter the creed, race or religion. From social identity issues, to political and gender issues, all these help shape and unshape a nation and the many communities, societies in it. For anybody and everybody to achieve triumph or come close to overcoming these issues hounding the world and its populace, imperative then to understand how these personal battles have become public issues. Sociological imagination as Mills labeled it (Mills 1959b) and explained as the ability to see our lives, concerns, problems and hopes entwined within the largest social and historical context in which we live. (Zanden 1990c, p.7) And from thereon comes government policies, formulated and designed to address the specific public issues that have become more than social issues. Ours is a "human-made world," as yet another renowned sociologists Zygmunt Bauman and Tim May pointed out in their joint

False Catholic Beliefs Essay Example for Free

False Catholic Beliefs Essay The two authors namely Gross and Blackbourn made an account about German Catholicism in the 18th Century. Their works: â€Å"The Strange Case of the Nun in the Dungeon and Apparitions of the Virgin Mary in Bismarckian Germany†, respectively are expositions of how the noblest human acts and beliefs can be turned into atrocities and monstrous behaviors if that self giving is overshadowed with power or other ulterior motives. Freedom of Religion is man’s greatest endeavor to fulfill his end. However, if the means to achieve the end becomes evil it no longer serves man’s purpose but becomes destruction to man’s life and being. In the case of the nun Barbara, it is so unlikely that someone needs to be locked up for 21 years simply because that woman can not live her state in life. The vocation to celibacy is a free gift and not given to all. In fact, the best place for a woman is still in the home. Is the nun in the dungeon really insane or just maltreated? What is the real reason why she was in the nunnery? Again, in those questions it is no longer a reason if she is a madwoman but her lack of freedom and those people around her who were influenced by evil or may used coercion as force needed to be looked in depth. What made this people think that way, and what kind of a leader or a superior does her congregation have? Was it is because her time was during the Dark Ages in Christianity where people are kind of confused? Could it be also a time in the history of mankind that the female gender is not absolutely understood? On the accounts given by the authors especially that of Blackbourn, when he tried to gather information of the German Madonna, he pointed out on the common beliefs of that time and was able to conclude that the apparitions is not real. This is another lesson to bear in mind that popular beliefs are not always the bearer of truth. Human at the same time is so fallible, that if guided by a blind guide can be trapped into a pit. The two authors have manifested in their works that man to be rational must be free and knowledgeable of the truth. References Gross, Michael B. (2000), The Strange Case of the Nun in the Dungeon : German Studies Review [Electronic Version]. Retrieved 22 February 2008 from, thttp://links. jstor. org/sici? sici=0149-7952%28200002%2923%3A1%3C69%3ATSCOTN%3E2. 0. CO%3B2-N Blackbourn, David, Apparitions of the Virgin Mary in Bismarckian Germany

Health Related Quality of Life Relationship with Family

Health Related Quality of Life Relationship with Family Association of Health – Related Quality of Life to Family Dynamics and Social Support among Pediatric Patients with Leukemia in Tertiary Hospitals in Northern Philippines Jonas P. Cruz Abstract Background of the Study: Leukemia is the most prevalent cancer affecting children around the world but majority of the cases are idiopathic in nature. Generally, patients with Leukemia experience poorer health related quality of life compared to the general population. Though a wide interest in studying the health related quality of life of these types of patients where on the lime light in the recent years, none of these works focused on examining the relationship of the HRQoL to the family dynamics and social support of the patients. This study aims to examine the association of Health – Related Quality of Life (HRQoL) to the family dynamics and social support among pediatric patients diagnosed with Leukemia. Design: This research is a cross – sectional, correlation study. Method: A questionnaire with four parts will be used to gather data on demographic data of the patients and their family, their family dynamics, social support and health related quality of life. Data will be collected from pediatric patients aged 5 to 18 years with Leukemia, their parents and siblings. Data will be treated using the IBM SPSS Statistics. Both descriptive and inferential statistics will be used. Background of the Study Leukemia is the most prevalent cancer affecting children around the world but majority of the cases are idiopathic in nature.1 In the United States, Leukemia is one of the most diagnosed cancer and one of the leading causes of deaths among children in 2011 with the highest incidence rate (8.8 per 100,000) in children aged 1 to 4 years and highest death rate (0.8 per 100,000) among children aged 15 to 19 years.2 Similarly, children with Leukemia is considerably the fastest – growing types of patients in hospitals in the Philippines. It account for about 40 to 60 percent of cancers in children and topped the list of killer diseases more than the combined number of deaths caused by dengue hemorrhagic, blood infection and prematurity.3 In the recent report from the Department of Health of the Philippines, Leukemia is among the ten leading causes of child mortality with 2.7, 2.4 and 1.8 per 100,000 population for children aged 1 to 4 years old, 5 to 9 years old and 10 to 14 years o ld, respectively. This is an alarming shift since in the past years; Leukemia was not part of the list.4 In a recent study, childhood leukemia relative survival in the Philippines was found to be lower (32.9 %) compared to Asian Americans (80.1 %) and Caucasians (81.9 %). Furthermore, attainment of equal survival rates of children in the Philippines lagged behind by 20 to >30 years compared with children with Leukemia in the United States.5 This existing difference can be attributed with deficiency in pediatric cancer care, inaccessibility or unavailability of the needed diagnostic and treatment modalities, financial constraints and unawareness.5-9 In a worldwide perspective, therapy has noticeably enhanced over the past decades and the overall rate of survival among children with Leukemia has also increased.10-12 While the prognosis of leukemia in children has improved dramatically, so as the rise of clinical interest in understanding the health related quality of life among childhood Leukemia patients.13 Various studies were conducted to determine the health related quality of life of these patients and their differences between those patients undergoing maintenance chemotherapy with those not on treatment, identify the factors that affects their HRQoL,14-16 HRQoL of childhood leukemia survivors,17-19 difference between patient, parent proxy reported and clinician reported HRQoL,20,21 and HRQoL of parents taking care of these patients22. A study has reported that the social, physical and emotional health and well-being of childhood Leukemia patients are significantly lower compared to their community peers.21 Furthermore, the se patients experienced declining deficits in HRQoL during active treatment phases which is the same as losing approximately 2 months perfect health life.23 Treatment like maintenance chemotherapy had shown effect on the quality of life of children with Leukemia. Patients receiving this kind of therapy reported lower HRQoL in all domains than those who are not on treatment. Psychosocial health was reported to be most affected. Likewise, parents taking care of children undergoing maintenance chemotherapy reported significantly lower quality of life as compared to parents of patients who are not undergoing the same therapy.14 Similarly, survivors of Leukemia have shown poor HRQoL17 however, relapsed survivors reported lower general health compared to non-relapsed survivors24. Factors affecting the quality of life were also identified and reported by some research studies. These factors that can affect the HRQoL of pediatric patients with Leukemia includes the type of cancer treatment they are undergoing such as chemotherapy and the use of Dexamethasone which was reported to cause lower HRQoL.14,25-27 Impaired overall sleep were also reported to be associated with lower HRQoL among these patients. More problems were found as associated with sleep anxiety, delay on sleep onset, feeling of sleepiness during day time and night wakenings.27-29 Childrens pain and fatigue over three days following a chemotherapy also influence the quality of life not only of the patients but also their family.30 Cancer itself is an important factor affecting the HRQoL and the stage of disease showed a considerable importance on HRQoL scores.31 Moreover, clinically significance associations to HRQoL were observed with anxiety, depression and obesity.32 Another study also reported duration of hospital admission, increased frequency of hospital visits, female patients, younger age of diagnosing the disease, and the size of the family were all associated to a lower over HRQoL scores of these patients.33 Though a wide interest in studying the health related quality of life of these types of patients where on the lime light in the recent years, none of these works focused on examining the relationship of the HRQoL to the family dynamics and social support of the patients. Some of the past research studies have focused on the impact of taking care of a child with Leukemia to the quality of life of the caregiver and their family as well as the burden of care for these patients.34-38 However, family dynamics and social support and its association to HRQoL was never attempted. Family dynamics are the interaction between members of the family as well as the different relationships that is present within a family. Every family has its own unique dynamic, which is apparent in its own unique way.39 The whole family dynamics can be understand by measuring the family functioning, family environment and family quality of life.40 Family dynamics maybe affected by the existence of the disease of the children and may be altered. How family members see the family when attending to commitment such as taking care of the patient refers to family functioning. This permits identifying individual perceptions of family values as a psychosocial or social support resource. The way each family member perceives the efficacy and quality of this resource can significantly influence the health status of its member.41 Although positive relationship among family members and social support can decrease risks of mortality and enhance total health, studies have reported that some famil ial relations negatively affect health. Negative effect on health can be caused by problematic and non-supportive familial relationships. Poor-quality relationships can harm physical and mental health.42 Further, couples with unequal division of decision making and power are related with higher levels of depression.43 Living and being reared in an unsupported, neglectful or violent environment is also related with poor physical health and development.42 On the other hand, good family relationships are significant predictor for a better HRQoL as shown in a study on pediatric burn survivors.44 Likewise, fewer arguments within the family were associated to higher quality of life among diabetes patients.45,46 Studies have also reported relationship between social support and HRQoL. Higher levels of social support were shown to be associated to lower risk for physical dysfunctions, mental problems, and mortality.47 Social support can reverse the unwanted effects of stressful situations and chronic health conditions.48 Various studies have established the fact that social support can affect the HRQoL patients with acute or chronic conditions in general.47-51 However, studies on its association to HRQoL among children and adolescent patients with Leukemia are scanty to non-existing. Therefore, family dynamics and social support are hypothesized in this current study to be a predictor of HRQoL of pediatric patients with Leukemia. It is then the aim of this study to understand the pediatric Leukemia patients’ family dynamics and social support and their health related quality of life and examine their relationship with each other. Objectives of the Study This study aims to examine the association of Health – Related Quality of Life (HRQoL) to the family dynamics and social support among pediatric patients diagnosed with Leukemia. Specifically, it seeks to: Assess the family dynamics of the pediatric patients with Leukemia using the Family APGAR; Identify the perceived social support of the pediatric patients with leukemia in terms of: Family support, Friend support Significant other support; Determine the self – reported and parent – proxy reported Health – Related Quality of Life (HRQoL) among pediatric patients with Leukemia in terms of: Physical Functioning, Emotional Functioning, Social Functioning, School Functioning; Examine the difference between the self – reported and parent – proxy reported HRQoL among pediatric patients with Leukemia; Examine the relationship between the family dynamics and social support to the HRQoL among pediatric patients with Leukemia. Design This research is a cross – sectional, correlation study. Participants This current study will include three groups of respondents: the children and adolescent patients diagnosed with Leukemia of any type admitted in the tertiary hospitals in the City of San Fernando in La Union, Philippines, their parents and their siblings. There are three tertiary hospitals in the area namely Lorma Medical Center, Bethany Hospital Inc., and Ilocos Training and Regional Medical Center. Patients aged 5 to 18 years old, male and female, undergoing maintenance phase of treatment, conscious, and responsive will be considered as participants of the study. Parent that provides care to the patient will be asked to report for the parent – proxy reported HRQoL of the patient while both parents will be asked to respond for the family dynamics. Siblings of the patient will be included as respondents for the family dynamics. Purposive sampling technique will be utilized in the study. Patients who will meet the inclusion criteria will be eligible for the study. Data Collection Data will be collected using a questionnaire. The questionnaire is a collection of adopted scales from earlier studies which will measure the family dynamics, social support and health related quality of life of the Leukemia patients. The questionnaire will have four parts. Part one will elicit data on the demographics of the patient and family. The profile of the patient will include the gender of the patient, age, diagnosis, date of diagnosis, type of treatment, length of stay in the hospital. On the other hand, the profile of the family will include the number of family members, position of the patient in the family, religion, family income, occupation of each family member, type of residence (rural, urban or sub-urban) and type of housing. The profile of the patients will be answered either by the patient or the parent while the profile of the family will be answered by the parents. Part two will gather data on the family dynamics. Family dynamics will be measured using the Family APGAR. Family APGAR stands for Adaptability, Partnership, Growth, Affection and Resolve. It is a measure that will assess the perception of the family members to family functioning through examining their satisfaction with the existing relationship. It is a 5 – items scale which was designed to be responded using a 3 – point scale from 0 as hardly ever to 2 as almost always. The highest score for this measure is 10 and higher scores signify more satisfaction with family functioning. Score lower than 6 will be considered as dysfunction in the family while scores of 6 and above will be considered as normal family function. Previous studies have established a good validity and reliability of the measure with Cronbachs alpha ranging from 0.80 to 0.85.52-54 The parents, patient and the patients siblings will be asked to answer the scale to have a better picture of the family d ynamics. Part three will collect data about the perceived social support of the patients. The Multidimensional Scale of Perceived Social Support (MSPSS) will be adopted. This is a tool designed to measure the three sources of support namely family, friend and significant other. It is composed of 12 items that can be answered using a 7 – point scale from Very Strongly Disagree to Very Strongly Agree. There will be four scores that will be derived from the scale: Family Subscale Score, Friend Subscale Score, Significant Other Subscale Score, and Total Scale Score. Scores will be obtained by summing the individual scores in each scale then divide it with the number of items. Good internal reliability across subject groups and strong factorial validity were reported for the MSPSS by earlier studies.55-57 This will be answered by the patient. Part four will be the PedsQLTM Measurement Model. It consists of 23-item designed to measure the core dimensions of health as delineated by the WHO and the role (school) functioning. It has a 5 – point scale from never to almost always. It has four dimensions which are physical, emotional, social and school functioning. Scores for each scale as well as the total scale score will be obtained. Internal consistency reliability and validity of the scale was reported to be acceptable.58-60 The patient – reported and parent – proxy reported will be considered for the study. The questionnaire will be distributed to the respondents and they will be asked to answer honestly. Enough time will be provided for the respondents. The questionnaire will be available both in English and Filipino versions. It will be translated using the forward backward method. The translated version will be subjected to reliability and validity test to ensure the accuracy of data to be collected. Ethical Consideration Ethical clearance will be sought from each ethical committee of the three hospitals. An informed consent will be asked to be signed by the parents of each patient who will signify the permission to be included in the study. The researcher will explain properly the purpose, nature, significance of the study and the expected participation of the respondents to the study. Confidentiality will be assured to each respondent. Data Analysis Data will be treated using the IBM SPSS Statistics. Both descriptive and inferential statistics will be used. Frequency count will be used for the profile of the respondents. Mean will be used to analyze the family dynamics, social support and health related quality of life. Pearson r correlation will be utilized to examine the relationship between family dynamics and social support to health related quality of life.

Effect of Ayurvedic Drug on Drosophila Melanogaster

Effect of Ayurvedic Drug on Drosophila Melanogaster Dr. Sonali Sengupta* Namrata Sain,  Lathika J,  Akshay Tharali Abstract:- The fruit fly Drosophila melanogaster known as a model organism is widely used in mammalian cellular and developmental studies. Its vast genome similarity with the humans has facilitated for various genetic and physiological studies. Ayurvedic medicine represents a traditional form of medication used to treat various human illness and anomalies. This paper aims to study the effect of an anti-paralytic ayurvedic drug on the physiological and behavioural pattern of locomotion defective and neurophysiology defective strain of Drosophila. This study will also help us to draw an analogy to the effect or action of these ayurvedic drugs on human system and further lead us to better understanding of the condition. Keywords:- Drosophila melanogaster, Ayurvedic , behavioural, physiological Introduction:- Drosophila melanogaster acts as an ideal species for model systems and drug interaction studies. Due to its feasibility for culturing and short reproductive cycle it is used in various genetic research prospectives. The drosophila genome on account of its similarity with the human genome can be studied extensively to identify certain genes involved in disease condition and also aid in understanding the various regulatory mechanisms that are associated with it. Study of drug interaction in Drosophila can be very well co-related to its effect on humans and therefore various drug interaction studies have been conducted in various conditions thereby relating it to the genotype. Drug interaction with Drosophila can be used to study its genotoxic effect as well as any rectifying effect on the expressed phenotype of the organism. Locomotion rhythm and neurophysiology defective mutants of Drosophila melanogaster exhibit both structural and functional abnormality and can be considered analogus to human paralysis condition owing to the non-functioning of neurons stimulating the muscles. The ebony (e11) mutants of drosophila show locomotor rhythm defect along with a defect in the electrophysiology properties of the neurons, muscles leading to the characteristic movement defect. This condition can be related to the paralytic condition in humans and drug interaction with these mutants can be used as a future way for analysis and cure of the condition in humans. Ayurveda has represented a field of medications and formulations that have been used to treat various human abnormality conditions in India. Ayurvedic medicine represents various treated plant extracts and formulations which contain certain important compounds that target the affected sites in human disorder conditions. These ayurvedic medicines can be considered as an example of medications which have their efficacy related to the genoptypic constitution of the subject. Various anti-paralytic ayurvedic drugs target the neuronal and muscular components of the affected condition. This paper aims at studying the effect of such an Ayurvedic drug on the locomotion and neurophysiology defective mutants of Drosophila melanogaster and relating it to the human complex disorder conditions. Materials and Methods:- 2 types of strains were used. 1.Canton-S: Drosophila melanogaster of Canton-S wild type strain were obtained from Dr. Kavitha Thirumurugan, VIT University. They were maintained, cultured and outbred in large population in optimum temperature in our laboratory. 2. e11 (Dmele11tm3) The ebony e11 mutants were obtained from NCBS, Bangalore. They were cultured on corn meal medium maintained at 24C. The mutants showed phenotypic characteristics of locomotion rhythm and neurophysiology defective. Drug:- The Ayurvedic drug used was Amukkara choorana purchased from a local ayurvedic medicine shop in Vellore in form of tablets .The main ingredient of this medicine is Amukkara or Ashwagandha (Withania somnifera). Amukkara Choornam has an anti-arthritic activity and it is a restorative and nervine tonic. Experiment:- The wild type flies were cultured in 3 types of food:- (i) corn meal medium without drug (ii) medium with 0.01g drug i.e 100microgram of drug for 100 ml.(iii) medium with 0.05g drug i.e 500microgram of drug for 100 ml. (iv) medium with 0.1g drug i.e 1000 microgram of drug for 100 ml. The e11 mutants were also cultured in corn meal medium with and without out drug of the above mentioned concentration of drug. To observe drug administration from larval stage, 30 Wild type larva were also culture in normal medium as well as in medium with the above mentioned drug concentrations. The larva were transferred using a thin paint brush and carefully planted on the medium and cultured at constant temperature. Assays:- 1. Survival Assay:-The wild type and mutant flies were cultured in normal and drug medium for 7days (1 week) and their rate of survival was measured. 2. Climbing Assay:-10 wild type and mutant flies were observed for their characteristic climbing ability in normal and drug medium. 3. Light Sensitive Assay:-10 wild type and mutant files from each category were exposed to a light source for 2-5 minutes and their anti-geotrophic behaviour was observed. 4. Polytene chromosome analysis:-Wild type larva were dissected and polytene chromosomes were observed by acteocarmine staining for any chromosomal abberations. The larvae were collected from both normal and drug medium which were dissected with a mounted needle on a glass slide under the microscope and the polytene chromosomes were removed from the salivary glands. The polytene chromosomes were then fixed using freshly prepared chilled fixative (Methanol: Acetic acid 3:1) and stained with acetocarmine dye. It was then washed with glacial acetic acid,cover slip was placed . Mounting was done and observed under microscope. RESULTS:- Rate of Survival:- Fig 1:- Graph representing the survibility assay of the Wild type and e11 mutant flies over a period of 7 days cultured in corn meal medium without drug and with drug at 3 different concentrations (0.01g, 0.05g and 0.1g per 100 ml) Fig 2:- Wild type and e11 mutant flies cultured in corn meal medium. Climbing assay:- Fig 3:- e11 mutant in 0.1g drug food showing static behavior (lower one) Light Sensitive Assay:- The light sensitive assay was performed on Day 4:- Wild type in normal food:- The flies showed anti-geotropic behavior i.e attraction towards light. 8 out 10 were attracted towards light Wild type in 0.01g drug food:- showed jumping movement and falling cycle. Wild type in 0.05g drug food:- Flies showed geotropic behavior i.e withdrawl from light source. Wild type in 0.1g drug food:- Flies show complete withdrawl from light i.e they prefer to stay in dark Mutant in Normal food:- On exposure to light it showed mostly static behavior with minimal movement and difficulty in climbing due to weak muscle strength. Mutant in 0.01 drug food:- Extreme static behavior and difficulty in moving. Mutant in 0.05g and 0.1g drug food:- Not viable. Fig4:-Wild type flies in 0.1g drug food showing withdrawl from light exposure. Polytene chromosome analysis:- Polytene chromosome analysis revealed no chromosomal abberations in the wild type flies post exposure to varied concentrations of drug DISCUSSION:- In the above study both wild type and ebony mutant flies were cultured in three types of drug medium with each medium having increasing concentration of drug. Both the wild type and mutant flies showed decrease in survival rate in food with drug concentration 0.1g as well as in 0.05g with a more potent decrease in the 0.1g indicating lethality due to the drug dose. So the drug concentration was decreased to 0.01g which showed no decrease in survival rate for the wild type flies whereas the mutant flies showed less decrease in survival rate indicating minimal concentration of drug may induce a positive effect on survival rate. The Climbing assay showed that the mutants in 0.1 and 0.05g drug food showed shibire behaviour and inability to cling to the wall thus inferring muscle weakness before the drug proved lethal. Whereas mutants in 0.01g drug medium showed reduced climbing pace and static movement but had a positive effect on survival rate. Wild type flies in drug food showed no change in initial days but depicted slow climbing rate in later days. But when the drug was exposed from the larval stage, it showed a positive effect on the climbing as well as jumping behavior. Thus it can be concluded that the if the drug is exposed to the organism from the larval stage it produces a better effect as compared with adult stage. Thus it may concluded that incorporation of the drug during the larval stage may produce a curable effect as compared to that during adult stage, but further studies need to be done. Light sensitive assay revealed that wild type flies in 0.05g and 0.1g drug food showed geotropic behavior and complete withdrawl from light respectively. Mutants in drug food showed mostly static response to light. This study aims at finding out the drug interaction with the defective gene thereby drawing an analogy with the human genome. The effect of these drugs on the drosophila genome may provide an analogy as to which gene may be affected in case of patients with paralytic or muscular disorders and may also provide possible means of therapy for the management and treatment of the disorders. REFERENCES:- In Vivo Effects Of Traditional Ayurvedic Formulations in Drosophila melanogaster Model Relate with Therapeutic Applications by Vibha Dwivedi et.al 2012. The effects of exogenous antioxidants on lifespan and oxidative stress resistance in Drosophila melanogaster by Tapiwanashe Magwere et.al 2006 Dopamine modulates acute responses to cocaine, nicotine and ethanol in Drosophila Roland J. Bainton et .al 2000. Mutant human torsin A responsible for early onset dystonia, dominantly suppresses GTPCH expression, Dopamine levels and locomotion in Drosophila melanogaster by O donnell JM et al 2011. Drug resistance of bacteria commensal with Drosophila melanogaster in laboratory cultures Sultan, R et al 2001. The pattern of campaniform sensilla on the wing and haltere of Drosophila melanogaster and several of its homeotic mutants by Eric S. Cole et al 1982. A gene necessary for normal male courtship, yellow, acts downstream of fruitless in the Drosophila melanogaster larval brain by Mark David Drapeau et al 2003. Tyrosine and catecholamine metabolism in wild-type Drosophila melanogaster and a mutant, ebony by Ross B. Hodgetts et al 1976. Neurophysiological defects in temperature-sensitive paralytic mutants of Drosophila melanogaster by Siddiq et al 201. Electrophysiological Correlates of Rest and Activity in Drosophila melanogaster by Douglas A Nitz et al 2002.

Christianity, Reform and Freedom in Method Essay -- Religion History E

I feel like I need to begin my methodological introduction with graffiti. Graffiti that says: "Bercovitch Bites," or "Foster Rules," or even "Stop Elitist Historicists." Nothing particularly original -- just a few key phrases that capture the frustration I have felt while researching New Historicism and more particularly, its application to texts. Somehow, graffiti -- the unscholarly domain of angry teenagers armed with cans of spray paint -- echoes my reaction to the scholars in this field who seem to be writing only for other scholars, thus excluding those of us who, fascinated with the ideas expressed, would like to learn about the method and topic by simply picking up a book or article. As I understand it, the whole idea of New Historicist criticism is to enlighten the readers of a text further about that text. Enlighten, educate, teach or inform -- however you put it -- this kind of criticism should be inclusive, not exclusive. The heavy use of jargon and obscure references by t hese critics serves as a "locked gate" that only allows those with the proper credentials a "key" to get in. Within the context of the text I have chosen (A Narrative of the Life and Travels of Mrs. Nancy Prince, by Nancy Prince) this elitist approach seems incongruous simply because of the facts surrounding its author and publication. This is a text written by a primarily self-educated woman who felt very strongly about using her knowledge and abilities in a "hands-on" manner to help and "enlighten" others. Ultimately, she wrote about her experiences to put food on her table, not to impress her colleagues. In any case, for the purposes of this paper, I will attempt to explain what I think New Historicism is and how I intend to use the theories beh... ...iticism. Online. 5 April, 1998. Available: http://www.press.jhu.edu/books/hopkins_guide_to_literary_theory/entries/new_historicism.html Cogan, Frances. All-American Girl: The Ideal of Real Womanhood in Mid-Nineteenth Century America. Athens: U of Georgia P, 1989. Epstein, Leslie. The Politics of Domesticity: Women, Evangelism and Temperance in Nineteenth Century America. Middletown: Wesleyan UP, 1981. Howe, Daniel. "The Evangelical Movement and Political Culture in the North during the Second Party System." The Journal of American History 77 (March 1991): 1216-1239. Newton, Judith. "History as Usual? Feminism and the 'New Historicism.'" The New Historicism. Ed. H. Aram Veeser. New York: Routledge, 1989. 152. Prince, Nancy. A Black Woman's Odyssey through Russia and Jamaica: The Narrative of Nancy Prince. New York: Markus Wiener Publishing, 1990.