Business Paper (1750 words) Essay Example | Topics and Well Written Essays - 1750 words

Business Paper (1750 words) - Essay Example This helps to bridge the gap between theory and practice by equipping them with practical skills (Lowden, 2011). How then did the LIAISE business simulation provide me with an opportunity to develop my business strategy skills, marketing skills, financial management skills, team effectiveness as well as the acquisition of graduate employability attributes which make me a preferable candidate to work as a marketing manager in your Electronic Company? A business strategy is defined as a means through which businesses set out to accomplish their set objectives by carefully allocating resources in different departments. The choice and execution of a business strategy depends on its core business and the scope of its operations (Johnson et al, 2005). For example, the LIAISE business simulation’s scope was to source products from suppliers and then market them to the customers with a view of attaining a huge market share with high income customer base through brand expansion and increasing supply routes from various manufacturers. During this simulation programme, I learnt that there are several types of business strategies that can be pursued by businesses to achieve their goals. One of the most sought strategy that is applicable in LIAISE business simulation is growth. When a business is interested in expanding its operation to achieve a greater market share, there is need to allocate time, money and human resources for development of new products, venturing into markets, as well as investing in new businesses. Competitive advantage is also a vital business strategy as it ensures that a business is able to survive its rivals, not by copying their products, brands and strategies, but by effectively competing with them. A business can attain competitive advantage by selling products at relatively lower price than the competitors (Gary et al, 2008). However, this strategy requires that the business grow to a certain margin so that the company can enjoy

Essay on Machiavellis The Prince Essay Example for Free

Essay on Machiavellis The Prince Essay Since the beginning of civilization man has continually been faced with the complexity of creating a peaceful and unified existence for all, without resistance or violence. People have been trying to develop a system of how to rule effectively while acting ethically and morally to avoid chaos and destruction. However, as history has shown us this has not been an easy endeavor and very few rulers have been able to accomplish this. This leads us to a question that is in dispute: Is it better to be loved than feared, or vice versa? (Machiavelli, 51) An effective ruler would be one that relies upon fear without hatred, rather than love, as described by Niccolo Machiavelli in his book The Prince. In a perfect world all people would be good-hearted, all would treat each other equally, and all would follow and respect the rules of society. Machiavelli points out that people tend to focus how the world should be rather than how it is. Let us leave to one side, then, all discussion of imaginary rulers and talk about practical realities. (Machiavelli, 48) It is easier to complain about problems and society than it is to become a leader and produce positive change. All individuals have different perceptions of what it takes to keep order in a world where not all is good and not everyone gets along. It is easy for one to discuss ideals of how things ought to be, and to use reality to form a dream of something different that we believe would be better than the current state of affairs. Dreams though can not be actualized without action, and all the discussion in the world will accomplish nothing if everyone sits idly by. We all want peace, and in order to have peace there must be structure and in order to have structure you must have an effective leader that you trust to design the framework of how things will work. Ideally all would want a leader that is trustworthy, just, intelligent, compassionate, giving, and loyal to the people while at the same time having the ability to protect society from harm. Now I know everyone will agree that if a ruler could have all the good qualities I have listed and none of the bad ones, then this would be an excellent state of affairs. But one can not have all the good qualities, nor always act in a praiseworthy fashion, for we do not live in an ideal world. (Machiavelli, 48) Unfortunately in reality we can not have a leader that stands on a platform of extreme love or extreme hatred, if we expect to  remain safe and unharmed from the rest of the world. You need someone that is tough, and has the ability to enforce and maintain order upon people who are not always good and reliable, people who are selfish and have their own interests above all else. In reality people do not act responsibly out of love and consideration for others, but of fear what will happen if they do not act accordingly. It is important to keep in mind that to be feared is different than being hated. But fear restrains men because they are afraid of punishment, and this fear never leaves them. Still, a ruler should make himself feared in such a way that, if he does not inspire love, at least he does not provoke hatred. For it is perfectly possible to be feared and not hated. (Machiavelli, 52) If there were no consequences for bad behavior, people would have no reason to act any differently. It is not that punishment in itself creates hatred, but it is how the people are punished that will determine the fear or the hatred they have for their ruler. For example if one is caught stealing and then punished by having to serve some time in jail, that would cause them to fear you and to abide by the law. On the other hand if the punishment were death it would cause the people to hate the ruler for being so un-just and immoral. When a ruler becomes hated they lose all respect and control over the people, for they will reach a point that they can no longer endure the cruelty and rise against you. Indeed, one of the most effective defenses a ruler has against conspiracies is to make sure he is not generally hated. For conspirators always believe the assassination of the ruler will be approved by the people. (Machiavelli, 57) When people feel as they have been oppressed and abused for to long they will revolt and not think twice about getting rid of the ruler they are discontented with. For once the people have become determined to over throw their ruler, they have already lost all faith and feel there is nothing else to lose whether they are successful or not. It is not enough for a Ruler to be strictly feared, but to also appear to have some compassion and respect for the people that he oversees. It is imperative that an effective ruler is one that can balance fear, goodness, authority, respect, and compassion if he wishes to maintain harmonious  control. So it is necessary for a ruler, if he wants to hold on to power, to learn how not to be good, and to know when it is and when it is not necessary to use this knowledge. (Machiavelli, 48) The point Machiavelli makes here is that it is not enough to be completely good or completely evil, but to know when to do bad things in order to create good. Power is ultimately based on violence, and sometimes in order to preserve sovereignty and authoritative command, a ruler must engage in what society deems as immoral acts such as lying, betrayal, and even murder. So the conclusion is: If you take control of a state, you should make a list of all the crimes you have to commit and do them all at once. That way you will not have to commit new atrocities every day, and you will be able, by not repeating your evil deeds, to reassure your subjects and to win their support by treating them well. He, who acts otherwise, either out of squeamishness or out of bad judgment, has to hold a bloody knife in his hand all the time. A hated, thus unsuccessful ruler would be one that would not know his limits, and continue to use violence to obtain desired results. A wise ruler would be one who could look ahead and see when it is necessary to do harm so that he can know exactly what needs to be done, how to do it, and when to do it. Most importantly the ruler must have the ability to stop once what he has set out to do is accomplished. Violence and evil doing must be used sparingly to prevent the populous from hating you. A powerful leader needs the ability to equally rely upon intelligence and brute force, he must be able to discern when to use the different characteristics and be able to step into the role of either the lion or the fox at any moment. Since a ruler, then, needs to know how to make good use of beastly qualities, he should take as his models among the animals both the fox and the lion, for the lion does not know how to avoid traps, and the fox is easily overpowered by wolves. So you must be a fox when it comes to suspecting a trap and a lion when it comes to making the wolves turn tail. (Machiavelli, 54) Machiavelli is referring to the symbolism of the lion over the monarch power in England. The lion represented courage, strength, and  leadership; it was seen as being the dominant animal that could wipe out smaller animals. A fox on the other hand is timid, reserved, and clever; it thinks before it acts. There are only two ways to obtain power, either lawfully or un-lawfully. To do it lawfully is to be considered human and to do it un-lawfully by inciting violence is to be considered animalistic, so when stepping outside the law a ruler must choose whether to be lion and exercise brute force or to be the fox and exercise the mind. Nevertheless, you should be careful how you assess the situation and should think twice before you act. Do not be afraid of your own shadow. Employ policies that are moderated by prudence and sympathy. Avoid excessive self-confidence, which leads to carelessness, and avoid excessive timidity, which will make you insupportable. Machiavelli is reinforcing the significance of a ruler to have the ability to know when to act like a man and when to act like an animal. A feared but not hated ruler is one that does not act upon impulse but carefully calculates his moves in order to do what is necessary for the people, even if it means acting outside of the law. This essay began with the notion that if one wishes to be a successful ruler he or she must induce fear among the people to gain their respect as opposed to loving and being loved. How a ruler treats the people and how the people treat the ruler is the determining factor of how successful society will be. We have to look at the relationship between the people and the ruler as we would the relationship between a child and a parent. To be an effective parent you can not inflict harm upon your child, but you can inflict fear by imposing consequences to their negative behavior. If a child does something wrong we do not physically abuse him or her, but make them sit in time out or perhaps take away a privilege like playing video games. The child may be upset with you for a short time, but will not hate you and will respect your authority enough to abide by the rules in the future. On the other hand though, if you play the role of the best friend and consequences for negative behavior are non-existent then the child will go about doing what they please without regard for anyone else. Once the child realizes that he  or she will not be punished they have the ability to over power the parent. Religion also uses fear in order to enhance positive behavior and love among the people. No matter which religion one chooses to believe, he or she does not always willingly act with morals and ethics because in their heart they believe its right, but do so because they fear what will happen to their soul if they dont. People fear negative consequences whether it is timeout, prison, or even hell and will most always act how they are told in order to avoid such punishments. Ruling with fear to create stability and harmony can be used in many everyday situations whether running the country, the household, the office, or the church. Bibliography Wootton, David, ed. The Prince. Indiana: Hackett Publishing Company, Inc., 1995.

Types of Tonsillitis: An Overview of Causes and Treatments

Types of Tonsillitis: An Overview of Causes and Treatments There are 2 main types of tonsillitis: acute and chronic. Acute tonsillitis can either be bacterial or viral in origin. Subacute tonsillitis is caused by the bacterium Actinomyces. Chronic tonsillitis can last for long periods of time if not treated, and is mostly caused by bacterial infection. Symptoms of tonsillitis include a severe sore throat, (which may be experienced as referred pain to the ears), painful/difficult swallowing, coughing, headache, myalgia (muscle aches), fever and chills. Tonsillitis is characterized by signs of red, swollen tonsils which may have a purulent exudative coating of white patches (i.e. pus). Swelling of the eyes, face, and neck may occur. In some cases, symptoms of tonsillitis may be confused with symptoms for EBV infectious mononucleosis, known colloquially as mono(US) or Glandular Fever (elsewhere). Common symptoms of Glandular Fever include fatigue, loss of appetite, an enlarged spleen, enlarged lymph nodes, and a severe sore throat, sometimes accompanied by exudative patches of pus. It is also important to understand that symptoms will be experienced differently for each person. Cases that are caused by bacteria are often followed by skin rash and a flushed face. Tonsillitis that is caused by a virus will develop symptoms that are flu-like such as runny nose or aches and pains throughout the body. Even though the infection will not cure immediately, tonsillitis symptoms usually improve 2 or 3 days after treatment starts. Acute tonsillitis is caused by both bacteria and viruses and will be accompanied by symptoms of ear pain when swallowing, bad breath, and drooling along with sore throat and fever. In this case, the surface of the tonsil may be bright red or have a grayish-white coating, while the lymph nodes in the neck may be swollen. The most common form of acute tonsillitis is strep throat, which can be followed by symptoms of skin rash, pneumonia, and ear infection. This particular strand of tonsillitis can lead to damage to the heart valves and kidneys if not treated. Extreme tiredness and malaise are also experienced with this condition with the enlargement of the lymph nodes and adenoids. Chronic tonsillitis is a persistent infection in the tonsils. Since this infection is repetitive, crypts or pockets can form in the tonsils where bacteria can store. Frequently, small, foul smelling stones (tonsilloliths) are found within these crypts that are made of high quantities of sulfur. These stones cause a symptom of a full throat or a throat that has something caught in the back. A foul breath that is characterized by the smell of rotten eggs (because of the sulfur) is also a symptom of this condition. Other symptoms that can be caused by tonsillitis that are not normally associated with it include snoring and disturbed sleep patterns. These conditions develop as the tonsils enlarge and begin to obstruct other areas of the throat. A persons voice is generally affected by this type of illness and changes in the tone of voice a person normally has. While a person may only become hoarse, it is possible for laryngitis to develop if the throat is used too much while the tonsils are swollen or inflamed. Other uncommon symptoms that can be experienced with tonsillitis include vomiting, constipation, a tongue that feels furry or fuzzy, difficulty opening the mouth, headaches and a feeling of dry or cotton mouth. Causes Under normal circumstances, as viruses and bacteria enter the body through the nose and mouth, they are filtered in the tonsils. The tonsils work by surrounding them with white blood cells which causes the body to develop a fever that can become extremely high in children. Should the infection become serious, the tonsils will inflame and become painful. The infection may also be present in the throat and surrounding areas, causing inflammation of the pharynx. [2] This is the area in the back of the throat that lies between the voice box and the tonsils. Tonsillitis may be caused by Group A streptococcal bacteria, resulting in strep throat. Viral tonsillitis may be caused by numerous viruses such as the Epstein-Barr virus (the cause of infectious mononucleosis) or adenovirus. Sometimes, tonsillitis is caused by a infection of spirochaeta and treponema, in this case called Vincents angina or Plaut-Vincent angina.[5] Although tonsillitis is associated with infection, it is currently unknown whether the swelling and other symptoms are caused by the infectious agents themselves, or by the host immune response to these agents. Tonsillitis may be a result of aberrant immune responses to the normal bacterial flora of the nasopharynx. The viruses that cause tonsillitis are often the ones that frequently affect the respiratory system or breathing. Most cases are caused by a virus and will only require treatment of sore throat remedies that can be bought over the counter. Bacteria-caused tonsillitis, however, is treated with prescribed antibiotic medication to reduce the risk for further complications. Tonsillitis most often affects children whose tonsils are responsible for fighting infections. This is also true because as we age, our tonsils become less active. Rare cases have been diagnosed with fungi or parasites being the cause. This generally takes place in persons with weakened immune systems. There is no research to state that smoking cigarettes causes tonsillitis, however it is widely accepted that smoking weakens the immune system. Also, children and adults who live in a smoke-prone environment may be exposed to factors that could result in a tonsillectomy. Treatment Treatments of tonsillitis consist of pain management medications and lozenges. If the tonsillitis is caused by bacteria, then antibiotics are prescribed, with penicillin being most commonly used. Erythromycin and Clarithromycin are used for patients allergic to penicillin. In many cases of tonsillitis, the pain caused by the inflamed tonsils warrants the prescription of topical anesthetics for temporary relief. Viscous lidocaine solutions are often prescribed for this purpose, and anaesthetic throat lozenges containing benzocaine, lignocaine, benzydamine and flubiprofen are widely avaliable without prescription. Ibuprofen or other analgesics such as aspirin or paracetamol can help to decrease the edema and inflammation, which will ease the pain and allow the patient to swallow liquids sooner.[6] When tonsillitis is caused by a virus, the length of illness depends on which virus is involved. Usually, a complete recovery is made within one week; however, some rare infections may last for up to two weeks. Chronic cases may indicate tonsillectomy (surgical removal of tonsils) as a choice for treatment. Additionally, gargling with a solution of warm water and salt may reduce pain and swelling. If you are suffering from tonsilloliths (Tonsil stones) try to avoid dairy products like milk, ice cream, yogurt etc. Complications An abscess may develop lateral to the tonsil during an infection, typically several days after the onset of tonsillitis. This is termed a peritonsillar abscess (or quinsy). Rarely, the infection may spread beyond the tonsil resulting in inflammation and infection of the internal jugular vein giving rise to a spreading septicaemia infection (Lemierres syndrome). In chronic/recurrent cases (generally defined as seven episodes of tonsillitis in the preceding year, five episodes in each of the preceding two years or three episodes in each of the preceding three years), or in acute cases where the palatine tonsils become so swollen that swallowing is impaired, a tonsillectomy can be performed to remove the tonsils. Patients whose tonsils have been removed are certainly still protected from infection by the rest of their immune system. Bacteria feeding on mucus which accumulates in pits (referred to as crypts) in the tonsils may produce whitish-yellow deposits known as tonsilloliths. These may emit an odour due to the presence of volatile sulfur compounds. Hypertrophy of the tonsils can result in snoring, mouth breathing, disturbed sleep, and obstructive sleep apnea, during which the patient stops breathing and experiences a drop in the oxygen content in the bloodstream. A tonsillectomy can be curative. In very rare cases, diseases like rheumatic fever or glomerulonephritis can occur. These complications are extremely rare in developed nations but remain a significant problem in poorer nations Bronchitis Bronchitis is an obstructive respiratory disease that may occur in both acute and chronic forms. Acute bronchitis: Inflammation of the bronchial passages most commonly caused by infection with bacteria or viruses. Acute bronchitis is generally a self-limiting condition in healthy individuals but can have much more severe consequences in individuals who are weakened with other illness or who are immunocompromised. Symptoms of acute bronchitis often include productive cough, dyspnea and possible fever. Chronic bronchitis: Chronic bronchitis is a chronic obstructive pulmonary disease that is most frequently associated with cigarette smoking (approximately 90% of cases). Chronic bronchitis may also be caused by prolonged exposure to inhaled particulates such as coal dust or other pollutants. The disease is characterized by excess mucus production in the lower respiratory tract. This mucus accumulation can impair function of the ciliated epithelium and lining of the respiratory tract and prevent the clearing of debris and organisms. As a result, patients with chronic bronchitis often suffer repeated bouts of respiratory infection. Chronic bronchitis sufferers are often referred to as blue bloaters as a result of the cyanosis and peripheral edema that is often present. Manifestations of chronic bronchitis Productive, chronic cough Production of purulent sputum Frequent respiratory infections Dyspnea Hypoxia, cyanosis Symptoms of cor pulmonale Fluid accumulation in later stages Treatment of chronic bronchitis Cessation of smoking or exposure to irritants Bronchodilators to open airway passages Expectorants to loosen mucus Anti-inflammatories to relieve airway inflammation and reduce mucus secretion Prophylactic antibiotics for respiratory infections Oxygen therapy Bronchial asthma Asthma is a condition characterized by reversible bronchospasm and chronic inflammation of airway passages. The incidence of asthma has been steadily increasing in recent years. Although the exact etiology is still uncertain, there appears to be a definite genetic predisposition to the development of asthma. A key component of asthma appears to be airway hyper reactivity in affected individuals. Exposure to certain triggers can induce marked bronchospasm and airway inflammation in susceptible patients. Individuals with asthma appear to produce large amounts of the antibody IgE that attach to the mast cells present in many tissues. Exposure to a trigger such as pollen will result in the allergen-binding mast cell-bound IgE, which in turn causes the release of inflammatory mediators such as histamine, leukotrienes and eosinophilic chemotactic factor. Some Potential Asthma Triggers Allergens Pollen, pet dander, fungi, dust mites Cold air Pollutants Cigarette smoke Strong emotions Exercise Respiratory tract infections Clinical Classification of Asthma Mild intermittent Attacks occur 2 times per week or less Mild persistent Attacks occur more than 2 times per week Moderate persistent Attacks occur daily or almost daily and are severe enough to affect activity Severe persistent Attacks are very frequent and persist for a long period of time; attacks severely limit activity The response of a patient with asthma to these triggers can be divided into an early phase and a late phase. Early phase of asthma: The early phase of asthma is characterized by marked constriction of bronchial airways and bronchospasm that is accompanied by edema of the airways and the production of excess mucus. The bronchospasm that occurs may be the result of the increased release of certain inflammatory mediators such as histamine, prostaglandins and bradykinin that, in the early stages of asthmatic response, promote bronchoconstriction rather than inflammation. Late phase of asthma: The late phase of asthma can occur several hours after the initial onset of symptoms and manifests mainly as an inflammatory response. The primary mediators of inflammation during the asthmatic response are the white blood cells eosinophils that stimulate mast cell degranulation and release substances that attract other white cells to the area. Subsequent infiltration of the airway tissues with white blood cells such as neutrophils and lymphocytes also contributes to the overall inflammatory response of the late phase of asthma. Manifestations of asthma Coughing, wheezing Difficulty breathing Rapid, shallow breathing Increased respiratory rate Excess mucus production Barrel chest due to trapping of air in the lungs Significant anxiety Staging of the Severity of an Acute Asthma Attack Stage I (mild) Mild dyspnea Diffuse wheezing Adequate air exchange Stage II (moderate) Respiratory distress at rest Marked wheezing Stage III (severe) Marked respiratory distress Cyanosis Marked wheezing or absence of breath sounds Stage IV (respiratory failure) Severe respiratory distress, lethargy, confusion, prominent pulsus paradoxus Complications of asthma Possible complications of asthma can include the occurrence of status asthmaticus, which is a life-threatening condition of prolonged bronchospasm that is often not responsive to drug therapy. Pneumothorax is also a possible consequence as a result of lung pressure increases that can result from the extreme difficulty involved in expiration during a prolonged asthma attack. Marked hypoxemia and acidosis might also occur and can result in overall respiratory failure. Treatment of asthma The appropriate drug treatment regimen for asthma is based on the frequency and severity of the asthma attacks and may include the following: Avoidance of triggers, and allergens. Improved ventilation of the living spaces, use of air conditioning. 2. Bronchodilators (Examples: albuterol, terbutaline) Short acting Î’-adrenergic receptor activators. May be administered as needed in the form of a nebulizer solution using a metered dispenser or may be given subcutaneously. These drugs block bronchoconstriction but do not prevent the inflammatory response. 3. Xanthine drugs (Example: theophylline) Cause bronchodilation but may also inhibit the late phase of asthma. These drugs are often used orally as second-line agents in combination with other asthma therapies such as steroids. Drug like theophylline can have significant central nervous system, cardiovascular and gastrointestinal side effects that limit their overall usefulness. 4. Anti-inflammatory drugs (Corticosteroids) Used orally or by inhalation to blunt the inflammatory response of asthma. The most significant unwanted effects occur with long-term oral use of corticosteroids and may include immunosuppression, increased susceptibility to infection, osteoporosis and effects on other hormones such as the glucocorticoids. 5. Cromolyn sodium Anti-inflammatory agent that blocks both the early and late phase of asthma. The mechanism of action is unclear but may involve mast cell function or responsiveness to allergens. 6. Leukotriene modifiers (Example: Zafirlukast) New class of agents that blocks the synthesis of the key inflammatory mediators, leukotrienes. Emphysema Emphysema is a respiratory disease that is characterized by destruction and permanent enlargement of terminal bronchioles and alveolar air sacs. Well over 95% of all patients with emphysema were chronic cigarette smokers. Although the exact etiology of emphysema is still uncertain, it appears that chronic exposure to cigarette smoke causes chronic inflammation of the alveolar airways, which results in infiltration by lymphocytes and macrophages. Excess release of protease enzymes such as trypsin from lung tissues and leukocytes can digest and destroy the elastic walls of the alveoli. Alveolar air sacs become enlarged and distended as their structure is affected and their elasticity lost. Levels of a protective enzyme ÃŽÂ ±-1-antitrypsin have been shown to be lacking in certain individuals who are chronic cigarette smokers. This enzyme inactivates destructive protease enzymes in lung tissue. In fact, a rare form of emphysema occurs in individuals who are not cigarette smokers but who have a genetic lack of ÃŽÂ ±-1-antitrypsin. Manifestations of emphysema: The major physiologic changes seen in emphysema are a loss of alveolar (lung) elasticity and a decrease in the overall surface area for gas exchange within the lungs. Manifestations include the following: Tachypnea (increased respiratory rate): Because the increased respiratory rate in these individuals is effective in maintaining arterial blood gases, one does not usually see hypoxia or cyanosis until the end stages of the disease. Patients with emphysema are often referred to as pink puffers because of their high respiratory rates and lack of obvious cyanosis. Dyspnea Barrel chest from prolonged expiration Lack of purulent sputum Possible long-term consequences, including cor pulmonale, respiratory failure Chronic bronchitis Emphysema Mild dyspnea Dyspnea that may be severe Productive cough Dry or no cough Cyanosis common Cyanosis rare Respiratory infection common Infrequent infections Onset usually after 40 years of age Onset usually after 50 years of age History of cigarette smoking History of cigarette smoking Cor pulmonale common Cor pulmonale in terminal stages Types of Emphysema Cough Reflex The bronchi and trachea are so sensitive to light touch that very slight amount of foreign matter or other causes of irritation initiate the cough reflex. The larynx and carina (the point where the trachea divides into the bronchi) are especially sensitive, and the terminal bronchioles and even the alveoli are sensitive to corrosive chemical stimuli such as sulphur dioxide gas or chlorine gas. Afferent nerve impulses pass from the respiratory passages mainly through the vagus nerves to the medulla of the brain. There, an automatic sequence of events is triggered by the neuronal circuits of the medulla, causing the following effect. First, up to 2.5 liters of air are rapidly inspired. Second, the epiglottis closes, and the vocal cords shut tightly to entrap the air within the lungs. Third, the abdominal muscles contract forcefully, pushing against the diaphragm while other expiratory muscles, such as the internal intercostals, also contract forcefully. Consequently, the pressure in the lungs rises rapidly to as much as 100 mm Hg or more. Fourth, the vocal cords and the epiglottis suddenly open widely, so that air under this high pressure in the lungs explodes outward. Indeed, sometimes this air is expelled at velocities ranging from 75 to 100 miles per hour. Importantly, the strong compression of the lungs collapses the bronchi and trachea by causing their non-cartilaginous parts to invaginate inward, so that the exploding air actually passes through bronchial and tracheal slits. The rapidly moving air usually carries with it any foreign matter that is present in the bronchi or trachea. CO Poisoning Carbon monoxide (CO) is a colorless, odorless gas that is produced during the combustion of fuels such as gasoline, coal, oil, and wood. As you know, CO is a poison that may cause death if inhaled in more than very small quantities or for more than a short period of time. The reason CO is so toxic is that it forms a very strong and stable bond with the hemoglobin in RBCs (carboxyhemoglobin). Hemoglobin with CO bonded to it cannot bond to and transport oxygen. The effect of CO, therefore, is to drastically decrease the amount of oxygen carried in the blood. As little as 0.1% CO in inhaled air can saturate half the total hemoglobin with CO. Lack of oxygen is often apparent in people with light skin as cyanosis, a bluish cast to the skin, lips, and nail beds. This is because hemoglobin is dark red unless something (usually oxygen) is bonded to it. When hemoglobin bonds to CO, however, it becomes a bright, cherry red. This color may be seen in light skin and may be very misleading; the person with CO poisoning is in a severely hypoxic state. Although CO is found in cigarette smoke, it is present in such minute quantities that it is not lethal. Heavy smokers, however, may be in a mild but chronic hypoxic state because much of their hemoglobin is firmly bonded to CO. As compensation, RBC production may increase, and a heavy smoker may have a hematocrit over 50%.

Hieroglyphic Writing :: essays research papers

Right from the beginning the deciphering of the mysterious Egyptian writing fascinated everybody. In 1799 a certain Captain Bouchard of the French Army was supervising work on the fortifications of Fort St. Julian, situated a little more than four kilometers outside the town of Rosetta when hi workmen discovered a stone which was destined to achieve great fame in archaeological history. It was in fact the â€Å"Rosetta Stone† which led to the deciphering of the hieroglyphs. As a result of the fortunes of war this precious stone fell into the hands of the British who gave it a place of honor in the British Museum. On one face of the stone, a tablet of extremely hard black basalt, there is a long trilingual inscription; the three texts begin written one above other. The first of the inscriptions, 14 lines long, is written in hieroglyphs. The second, 32 lines long, is written in demotic, from the Greek word â€Å"demos† meaning people, which refers to a type of script used by ordinary people. The third inscription, 54 lines long, is in Greek and hence was comprehensible. This latter text, translated without difficulty, proved to be a priestly decree in honor of Ptolemy Epiphanes which finishes with a formal instruction that â€Å"this decree, engraved on a tablet of hard stone, in three scripts, hieroglyphic, demotic and Greek, shall be engraved in each of the great temples of Egypt†. The honor of deciphering the hieroglyphs fell to two scholars, the Englishman Thomas Young and the Frenchman Francois Champollion who started work on it almost the same time and who were to see their efforts crowned by success. What Young achieved by instinct Champollion achieved by scientific method and with such success that by his death in 1832 he could leave behind him a grammar and a very substantial dictionary of ancient Egyptian. But what did this writing that the Greeks called hieroglyphic, from â€Å"hiero glyphica† that is â€Å"sacred signs† actually consist of? The ancient Egyptians themselves called their written texts â€Å"the words of the gods†. In fact according to tradition men were taught to write by the god Thot himself during the reign of Osiris. Down through the centuries the writing retained a sacred character and more or less magical powers.

Farmhand by James Baxter Essay

This poem was written by James Baxter who was born and lived in New Zealand. He was brought up in a farm in a quiet and bleak south east corner of New Zealand. The poem is about a farmhand who is portrayed to be a very ambivalent character. He is unhappy and rather diffident in certain situations and extremely confident and gloriously happy in others. Some â€Å"old wounds† a past experience or probably â€Å"the secret night† which has witnessed some deep dark personal experiences relate to his emotions and melancholy. However all his sadness is vanquished once on the farm where he feels like a king. In the first two stanzas the poet describes the Farmhand as he stands outside the dancing floor. The first stanza tries to give the impression from his gestures that he is a careless person not interested in what is going around him the way he is smoking and joking with his friends. But as the poet helps us observe him closer and find him † Looking out into the secret night† and † always his eyes turning to the dance floor and the girls† we realize that the farmhand is not as he appears to be. It is obvious that he desires and longs to be inside but something is holding him back. Describing girls as â€Å"drifting like flowers† shows how he is able to appreciate their beauty and grace inspite of his work and natural settings being devoid of them. Music is personified to show effect. Baxter says the music is so emotive that the â€Å"music tears slowly in his mind an old wound open† reveals that he has had an unpleasant sad emotional experience and the deep wound has not yet healed. Painful memories may be still fresh and surface upon watching the girls dance on the floors or listening to the music or even gazing at the dark night, which shares his secret and sorrow. The reader feels very sympathetic towards the farmhand in the second stanza when the poet writes, â€Å"His red sunburnt face and hairy hands were not made for dancing or love -making†. The description of his bodily features convey he is unappealing to the girls of upper social class and not fit to indulge in â€Å"dancing and socializing or love making† which is privilege of the elite and handsome. The farmhand is engaged in an occupation, which benefits and is a necessity to all mankind. Yet his sacrifice and selfless attitude to his work is not appreciated and he feels inhibited and diffident to mix with girls because of his external appearance and social standing. He is categorized as only fit for: earth wave breaking and for using the plough† The crops are described as â€Å"slow-growing as his mind†. This simile maybe interpreted as slow to reveal his emotions and express his thoughts and feelings and may possibly be the reason he is yet to have a girlfriend or wife. The fourth stanza talks of the farmhand’s loneliness and vacuum he experiences in life. He longs for someone to love and someone who loves and cares for him. Like other people of his age and he yearns to have someone to walk with, to laugh and share life with. He has his hopes and dreams but he feels because of his â€Å"hairy hands† and â€Å"sunburnt face† he may only be able to weave or yarn dreams but they may never become a reality. Here again the reader is moved, as life has been so harsh to the farmhand because of the nature of his job that he is now even diffident and embarrassed to dream and hope. In the last stanza the poet tells us that the Farmhand is in his domain The Farm and once in his natural element he is confident and comfortable. His looks don’t affect him and his low self-esteem is vanquished. The sound of the tractor engine is music to his ears one which energizes him, not which makes him nostalgic and sad. His hairy hands, which seemed clumsy around delicate girls on the dance floor, are perfect for his job he carries out effortlessly. The poet uses the exclamation†Ah† as an exclamation of admiration towards the farmer and how perfectly he fits his role and job! It is touching to note that the persona has not been given a name and is referred throughout as â€Å"Farmhand† gives the impression that he has no personal identity and is known and recognized by his job around which his life revolves. He lives for his job.

The Roman Coliseum essays

The Roman Coliseum essays We always admire great structures of the past. Its amazing that without modern technology these huge, intricate buildings could be erected. The Roman Coliseum is an example of these ancient structures. Building of the Coliseum began c. 72 AD by Emperor Vespasian and was completed in 80 AD by Vespasians son Titus. The name coliseum came to be because the Coliseum was next to a colossal statue of Nero. The original name of the huge structure was The Amphiteatrum Flavium. (The Coliseum of Ancient Rome p 1) When the arena was completely built emperor Titus inaugurated it with a blood bath. For 100 days the arena shook with the roar of 50,000 people, the death of gladiators, and the wild screams of 5,000 animals. This parade of killing lasted 4 centuries in spite of Christian protest. (National Geographic Society pg. 451) The Coliseum was over 160 feet high and had 80 entrances. It could hold nearly 50,000 people who came to watch gladiator fights and wild animal hunts. Throughout the course of these fights as many as 10,000 people were killed. (The Coliseum of Ancient Rome p. 1) The first level was 34 feet high and the arches were 23 feet high and 14 feet wide. On the second level the height was 38 feet and the arches were 21 feet high and 14 feet wide. The third level was 37 feet high and the arches were 21 feet high and 14 feet wide. The top level was 45 feet high and had no arches at all. Each of the levels with arches had 80 passageways. ( The Colosseum p. 1) A majority of the shows in the Coliseum lasted all day beginning with comedic contests and animal shows in the morning. Professional gladiator events followed in the afternoon. Death played a major role in the shows. The gladiators who were prisoners, slaves, or criminals fought one another or wild animals usually until the death. Gladiators may have used nets, swords, fir ...

Political Consciousness in Ancient Greece and Rome essays

Political Consciousness in Ancient Greece and Rome essays In order for societies to have political consciousness they must understand that the state is secular, the states purpose is to serve the people, and that citizens work to benefit the state. Although the level of political consciousness in the ancient period world was overall high, the level fluctuated between different societies. With different societies came different forms of government, different rulers, and different ideas of excellence. All of the differences contributed to the level of political consciousness in ancient societies. The political consciousness in the Athenian Polls, the Hellenistic Kingdoms, and the Roman Principate are perfect examples of societies with different ideas, governments, and political consciousness. During the period of the Athenian Polls (600-431 B.C.), the Athenians were experiencing a time of high political consciousness. The Athenians felt that they were part of something greater than themselves, their polis. The citizens of the Athenian Polls understood that the state was secular, which means the state is created by people not God. Although the government was ruled and influenced by aristocrats, the farmers and peasants felt secure in their polis. Around 600 B.C. a plea was heard from the citizens of Athens to cancel debts and give land to the poor. The state responded by canceling all land debts, outlawed loans based on humans as collateral, and freed people who had fallen into slavery because of debt. These actions showed that the states purpose was to serve the Athenian citizens. The citizens also became more involved in the government with the formation of the social classes and the assembly. With a stable government in place and the support of the Athenian ci tizens, the state was able to concentrate on beautifying Athens, increasing trade, and building a standing army to fight the invading Persians. In the Persian War, the Athenians showed their determination to ...

Free Essays on The Invsible Man

In the Invisible Man the theme of blindness was constantly associated with the characters and the events. However, one had to â€Å"read between the lines† to truly understand what Ellison was telling his audience. He was not telling you why certain characters were blind in the literary sense, but for you to find the deeper meaning. Ellison simply stated the facts and allowed you, the reader, to find the truth through your own vision. In defining the theme of blindness in the novel I would have to say that the blindness was not a thing but more of an idea that represented a group of people who were too distracted and confused by society to truly see. Rather the group of individuals chooses to ignore the truth. One character that fits into this group is Brother Jack. Brother Jack was the man who proposed the offer to the narrator to join The Brotherhood, but in the end Brother Jack turned out to be a key reason why the narrator left. At the end of the novel the narrator discovers that Brother Jack has a glass eye. When the eye falls out during a meeting the narrator is surprised. â€Å"I lost my eye in the line of duty. What do you think of that?† â€Å"I don’t give a damn how you lost it as long as you keep it hidden.† (p. 475). For one individual the significance of Brother Jack having a glass eye would not be irrelevant to the theme, but it is. The meaning of Brother Jack’s glass eye was parallel to his own lost of vision. Not in the meaning of being able to see the wall or the kitchen, but in the novel’s sense of blindness. Brother Jack had portrayed himself as a man who fought for the rights of all the races and wanted all to join together in The Brotherhood. However, when the ways of society and the other committee members got to him his initial vision was lost. His glass eye represented the substitute for the real thing. In the real truth brother Jack was a dishonest and untrustworthy man. He was the substitute of the rea... Free Essays on The Invsible Man Free Essays on The Invsible Man In the Invisible Man the theme of blindness was constantly associated with the characters and the events. However, one had to â€Å"read between the lines† to truly understand what Ellison was telling his audience. He was not telling you why certain characters were blind in the literary sense, but for you to find the deeper meaning. Ellison simply stated the facts and allowed you, the reader, to find the truth through your own vision. In defining the theme of blindness in the novel I would have to say that the blindness was not a thing but more of an idea that represented a group of people who were too distracted and confused by society to truly see. Rather the group of individuals chooses to ignore the truth. One character that fits into this group is Brother Jack. Brother Jack was the man who proposed the offer to the narrator to join The Brotherhood, but in the end Brother Jack turned out to be a key reason why the narrator left. At the end of the novel the narrator discovers that Brother Jack has a glass eye. When the eye falls out during a meeting the narrator is surprised. â€Å"I lost my eye in the line of duty. What do you think of that?† â€Å"I don’t give a damn how you lost it as long as you keep it hidden.† (p. 475). For one individual the significance of Brother Jack having a glass eye would not be irrelevant to the theme, but it is. The meaning of Brother Jack’s glass eye was parallel to his own lost of vision. Not in the meaning of being able to see the wall or the kitchen, but in the novel’s sense of blindness. Brother Jack had portrayed himself as a man who fought for the rights of all the races and wanted all to join together in The Brotherhood. However, when the ways of society and the other committee members got to him his initial vision was lost. His glass eye represented the substitute for the real thing. In the real truth brother Jack was a dishonest and untrustworthy man. He was the substitute of the rea...

Impact of Bankers Bonuses on the Economy Research Paper

Impact of Bankers Bonuses on the Economy - Research Paper Example A qualitative analysis would be conducted in order to accomplish the objectives of this research study, for which both primary as well as secondary data would be collected. The secondary data would be collected through authentic print as well as online sources, while for collecting primary data; a focus group interview would be conducted among 10 respondents.The spectacular collapse of financial institutions and banks has raised questions that link the bank executives and the payments that they received for their performance. Thomas Philippon and Ariell Reshef in their research report had mentioned that in the year 2000, the salary that the executives received in the banking sector were augmented by about 40 percent, in spite of having the same qualification (Fox, 2009). They were also offered stocks and other equity options in order to avoid their practice of short-termism. It was found that the level of pay of the executives increased dramatically in comparison to the non-executive s (The Independent, 2009). Standard & Poor 500 stated that the average total pay of the CEOs has increased to 10.5 million during the year 2008 from $850,000 in the 1970s. 1.2 Research Problem The research problem revolves around bankers’ bonus and its effect on the economy. This is because it was found that even during the economic crisis when the banks were collapsing, their bankers were receiving the hefty bonus for their performance, which is an underlying cause of financial crisis. 1.3 Research Aim and Objective The aim of this research paper is to identify the relationship between bankers’ bonus and the global economy. In order to fulfill this aim, the objective of the researcher would be to analyze the payment structure in the banking sector, which also includes the bonus. Secondly, the cause and effect of bonus payment on the financial status of the banks during the financial crisis would be also examined. Thirdly, the issues would be identified in order to pre sent the wrong practices if any in this regard. 1.4 Research Questions The research questions have been formulated in line with the aims and objectives of this research study; they are stated below: Q1: Did the bankers receive a bonus during the financial downturn? If yes, then how much? Q2: What was the financial status of the banks which distributed bonus to its executives? Q3: What payment of bonus to bankers an underlying reason which added to the financial crisis?   Bankers’ bonuses are awarded to the workers in the banking and finance industry, which was traditionally paid at the end of the year with the intention of rewarding employees. This was a way to appreciate their contribution to the growth and development of the organization. However, the present scenario of bankers’ bonus can be better explained through Peter Ducker’s words. He stated that when the bosses themselves get over indulged in the corporate trough, they tend to lose respect in the org anization.  Ã‚  

Multi-national operation and risk management of Renishaw plc Essay

Multi-national operation and risk management of Renishaw plc - Essay Example It also deals in production of healthcare products. Among what it produces are medical devices, surgical robots, and planning software used for stereotactic neurosurgery for products. The company manufactures dental CAD/CAM and stereotactic neurological systems. The company sent its products to all markets in the world (Thomas 2012). This is a company with its base in the UK and has operations throughout the world. Renishaw Plc offers services in 35 key markets, including Australia, Europe, United States, and Japan among others. The UK and Germany are two of its largest markets (Grant 2007). Especially the Western Europe markets, which are the largest source of purchasing power accounting for 28% of the worldwide total in 2012. In addition, the company has more than 60 offices in 32 countries with 94% of its sales realized outside the UK. The reputation as exhibited by the company has made it receive numerous awards among them the fifth Queen’s Awards (Grant 2007). This is a public company listed in the London Stock Exchange with an employee base of over 3,092; it is also a constituent of FTSE 250 Index. However, this number grows progressively at the rate of 11.8% yearly. This is partly because of the business in which the company is engaged in of manufacturing an assortment of test-probe and measurement system that are applied in industrial operations. Its latest sales as at June 2013 were recorded at $ 527.5 Million with a growth of 1.8% from the previous year’s sales figures. Its net income was recorded at $ 105.6 Million with an income growth of 2.8% annually. The firm as well gains its competitive strengths from its competitors, which include - Badger Meter, Inc; Euro Tech Holdings Company Limited; Controlotron Corporation among many others (Aguilar 2004). Financial Ratio Analysis is a technique that is employed when analyzing the financial performance of a

Employment Law Compliance Plan Essay Example | Topics and Well Written Essays - 1000 words

Employment Law Compliance Plan - Essay Example Any form of business should follow the compliance laws that have been set specifically to regulate the way the customers and the clients are interacting with it (Fox, 2013). These laws are also important in stating categorically how employers ought to deal with their employees, their responsibilities and the duties that they should perform. Compliance laws are found both at the state level and in the lower levels and the businesses that are run in a given location should adhere to both. The rights of the employees are very important and the cries and pleas made to the government have made the laws to be followed stringently and the violators handled mercilessly. In the next part I will put across some of the laws that need to be considered in the handling of employees and that can lead to confrontations if not addressed well. This law states that all businesses that are formed must adhere to it. No employee should be shown any form of discrimination on the basis of his or her race, gender or color. This means that an employee that feels his rights were infringed into by the organization or the business that he is working for can forward his claim to the related authorities and a legal act taken against the employer. The three form the basis of many cases of discrimination and with their address it means that employees rights’ are safe guarded and hence improving the relations in the working environment. Abbreviated ADEA, this act states that the rights of an employee who is beyond forty years must be safe guarded. No employee should therefore be subjected to any form of discrimination whether physical or otherwise by virtue of his age. Those people who are seeking employment at their advanced ages are also amply covered by the act as it seeks a fair platform where all the people wanting to be employed can be given a chance to present their reasons why they should be employed. In many circumstances organizations

Development of Conflict between Members of a Small Team and the Essay

Development of Conflict between Members of a Small Team and the Measures Taken To Solve the Impasse - Essay Example This paper illustrates that a recent experience that forms the main basis of this reflection forms the researcher’s experience of a workplace conflict in a team of four and the associated measures the author had to take to intervene in the situation being the supervisor. Mr. Michael, a new employee at the company, was recently transferred from another branch to the environmental department of that comprised of three members of staff and the researcher, as the supervisor in the department. Mr. Michael was African and as the author would later discover his arrival resulted in tension and misunderstanding in the department. Mr. Moses, the department long-serving officer was involved in a heated discussion with Michael on the jobs allocated to Mr. Michael that turned out to be more than the other two were given and in the process, Moses used a racial slur. Mr. Michael believed that the other members of the department were in a collision since they did not agree to share work equal ly resulting in hostility developing into workplace conflict among the four members of the department. Mr. Moses and the other department members believed that they were superior having only interacted with department members of the same color since Mr. Michael was the first employee in the company of a different ethnic community. In hindsight, it has come to my view that the author could have taken different measures that could have resulted in a better solution to the situation. After the confrontation, the work environment was edgy and filled with anxiety that no work was being completed successfully owing to the no-talking terms between Mr. Michael and the other members of the department including Mr. Moses. After meetings with the department members and one-on-one conversation with Mr. Michael and Mr. Moses to help resolve the situation to no avail, the author felt that he need to step in and solve the issue for the benefit of the organization and the success of the department. Since the department was running well before Mr. Michael’s arrival, the author requested his transfer, which he previously requested when the discrimination occurred since he believed he could not effectively work with the team. On reflecting on the solution, the author believes it was not morally correct to have undertaken that decision.

Reward Essay Example | Topics and Well Written Essays - 250 words

Reward - Essay Example A system of pay that targets an individual is based on the accomplishments of only one person. In this case, rewards are determined by the results put on the table. Pays based on performance do not necessarily account for knowledge and competence. High performance is rewarded while low performance is ‘punished’. Moreover, progressive performance given in levels can determine what reward is earned at what performance. Where different incentives are used on different individuals, the reward becomes incentive-based, and it is complemented by self-actualization. A team constitutes a number of people working on clearly defined common goals or objectives. The performance of a team can be rewarded in a number of ways, among them team-based rewards, rewarding individuals constituting the team, and group behavior (Levi, 2010). Rewards that are team-based target the team’s totality and productivity. The performance of the team is attributed to each member, and so are the rewards. Team performance can also be rewarded by considering individual contribution of each team member and subsequently determining the appropriate reward. Finally, group cooperation and motivation can be rewarded subject to the team

Barn Burning Essay Example | Topics and Well Written Essays - 500 words

Barn Burning - Essay Example Even though the story itself is not set in the Depression Era, but somewhere at the end of 19th century, the same themes of family heritage, maturation, and inequality are present in the story as they were at the time that Faulkner wrote this story. Faulkner's ability to impart his "strongly topographical imagination"(Miller 211) adds color and zest to this story, which can be taken at face value with some implicit tones contributing to the dilemmas of Sarty. The story, in a fairly solid Faulknerian manner, is centered on the conflict a young boy, Sarty Snopes, experiences, in relation to being faithful to his father versus behaving in the right manner ethically. From the beginning, we can see the extreme anguish of young Sarty, who once again has to lie to protect his father, feeling "fear and despair and the old grief of blood" (Faulkner 350). Sarty has no choice; he was born into this family, and inherited with it "the old fierce pull of blood" (Faulkner 348). His father is described as a man with "wolf like independence and even courage when the advantage was at least neutral which impressed strangers, as if they got from his latent ravening ferocity not so much a sense of dependability as a feeling that his ferocious conviction in the rightness of his own actions would be of advantage to all whose interest lay with his" (Faulkner 350).

Development of Conflict between Members of a Small Team and the Essay

Development of Conflict between Members of a Small Team and the Measures Taken To Solve the Impasse - Essay Example This paper illustrates that a recent experience that forms the main basis of this reflection forms the researcher’s experience of a workplace conflict in a team of four and the associated measures the author had to take to intervene in the situation being the supervisor. Mr. Michael, a new employee at the company, was recently transferred from another branch to the environmental department of that comprised of three members of staff and the researcher, as the supervisor in the department. Mr. Michael was African and as the author would later discover his arrival resulted in tension and misunderstanding in the department. Mr. Moses, the department long-serving officer was involved in a heated discussion with Michael on the jobs allocated to Mr. Michael that turned out to be more than the other two were given and in the process, Moses used a racial slur. Mr. Michael believed that the other members of the department were in a collision since they did not agree to share work equal ly resulting in hostility developing into workplace conflict among the four members of the department. Mr. Moses and the other department members believed that they were superior having only interacted with department members of the same color since Mr. Michael was the first employee in the company of a different ethnic community. In hindsight, it has come to my view that the author could have taken different measures that could have resulted in a better solution to the situation. After the confrontation, the work environment was edgy and filled with anxiety that no work was being completed successfully owing to the no-talking terms between Mr. Michael and the other members of the department including Mr. Moses. After meetings with the department members and one-on-one conversation with Mr. Michael and Mr. Moses to help resolve the situation to no avail, the author felt that he need to step in and solve the issue for the benefit of the organization and the success of the department. Since the department was running well before Mr. Michael’s arrival, the author requested his transfer, which he previously requested when the discrimination occurred since he believed he could not effectively work with the team. On reflecting on the solution, the author believes it was not morally correct to have undertaken that decision.

Barn Burning Essay Example | Topics and Well Written Essays - 500 words

Barn Burning - Essay Example Even though the story itself is not set in the Depression Era, but somewhere at the end of 19th century, the same themes of family heritage, maturation, and inequality are present in the story as they were at the time that Faulkner wrote this story. Faulkner's ability to impart his "strongly topographical imagination"(Miller 211) adds color and zest to this story, which can be taken at face value with some implicit tones contributing to the dilemmas of Sarty. The story, in a fairly solid Faulknerian manner, is centered on the conflict a young boy, Sarty Snopes, experiences, in relation to being faithful to his father versus behaving in the right manner ethically. From the beginning, we can see the extreme anguish of young Sarty, who once again has to lie to protect his father, feeling "fear and despair and the old grief of blood" (Faulkner 350). Sarty has no choice; he was born into this family, and inherited with it "the old fierce pull of blood" (Faulkner 348). His father is described as a man with "wolf like independence and even courage when the advantage was at least neutral which impressed strangers, as if they got from his latent ravening ferocity not so much a sense of dependability as a feeling that his ferocious conviction in the rightness of his own actions would be of advantage to all whose interest lay with his" (Faulkner 350).

The video My America Essay Example for Free

The video My America Essay The video My America, Honk If You Love Buddha, is simple story that highlights cultural differences and how people react towards these differences. The story talks about a woman who can vividly remember that she can go to several places in America without even meeting a fellow of Asian origin. This idea alone suggests that there is an evolution between the Asian and the American culture, and this evolution and changes could be a simultaneous or not. It could be that American opened its doors to this immigrant as a result of mutual ties between Asian countries, and then the immigration follows. Or there is a voluntary left off of cultural distinctiveness and then these Asians succumb to the foreign culture, which is the American culture in particular. It is not difficult to see what the filmmaker is trying to convey in this video, there are a few social issues that are being highlighted in the movie. First is the stereotyping of Asians. It was known for a fact that the Chinese constitute one of the largest numbers of immigrants in the United States, and they are visible in suburbs, engaged in the business of trade. They have become dominant in the past years and in fact they were able to establish what is presently; called China Towns, a reflection of what is life in China itself. China being one of the oldest existing civilization, being free from so much foreign influences will always be loyal and true to their culture despite being located in a foreign land. This loyalty to Chinese culture that remained so distinct to them in their everyday living and especially in their relationship to their American counterparts, subtly gave a lasting impression to Americans. These impressions could be as a result because they found the culture complicated and too broad for them to understand. The problems start, therefore when a person from the other culture lack understanding for those from the opposite culture. These individuals will develop preferences and hence, will gather biases and ignorant judgments towards the others. Furthermore, this biasness stereotyped to every one of the Chinese origins and more broadly to anyone of Asian decent. Second, is the culture of dominance and discrimination. If culture is a set of values that gives forth mutual trust and solidarity among a group of individuals, then, we can inconsiderately assume that anyone from the coming from a different culture is entirely foreign and not superior. Both the American cultures and Asian cultures have shown for a period of time intolerance to these differences. And this failure to accept could be the very reason why the race for dominance occurs, followed by the discrimination to those who are inferior whioch in this case are the Asian immigrants. It can be well observed in the story that there is indeed discrimination based on differences in ethnicity and on skin color. There is an unequal distribution of services and opportunities to between the whites and the Blacks and the Asians, as a third option. One can never take out preferences especially when it comes to cultural differences. We will always tend to remain loyal and inclined to the culture form which we come from. Personally, this is one thing that I keep in me, but this does not necessarily translate that I am superior. Cultural boundaries and differences exists because of values and values do not mean dominance over others, but just plain environmental effect, therefore, tolerance but be kept in mind as well. Although, one must never forgot to preserve his or her own identity. Culture is identity and influences are welcomes for the betterment but on must see to it that your identity still exists. I think this is the real problem; everyone comes to a specific bandwagon, melting both difference and similarities together, creating a new kind. Although it creates solidarity, it erases traces of their distinct culture; this is what is conveyed by the movie. Culture has a wide range of description; it could mean a lot of things for a different people in influence of the culture itself. According to Hofstede (1986), culture is a collective programming of a member of a group that separates it from the other member of another group, this shared ideas include the system of values. It must be remembered that a value system is the components and the foundation of a culture. Hofstede added that there are three broad perspectives of culture; the largest level is the universal level which is characterized by the common and the genetic programs of an individual. The middle part is the collective aspect of culture differentiated by its shared and the learnt thoughts of an individual. And lastly, the narrowest part of culture is the individual which is supposed to be unique, partly because of genetic influence and partly because of learnt behaviors gathered from the environment (Hofstede, 1986). In sociological perspective, a community, just like culture gained different approach and standpoint. One of those approaches is to give attention to the values of the group, these values could be the reason why the come together in and commit to the community and develop trust in the process. Moreover, community can also be divided based on spatial differences, but sociologists would like to think that these differences are enforced primarily by the values these groups have. Works Cited http://www-staff. lboro. ac. uk/~ttgaln/Culture_web/culture. htm Frazer, E. (1999) The Problem of Communitarian Politics. Unity and conflict, Oxford: Oxford University Press.

Information Security Management Plan

Information Security Management Plan Cyber security is about protecting your computer-based equipment and information from unintended or unauthorised access, change, theft or destruction HM Governement (2015), you can manage the risks by Planning, Implementing and Reviewing your Information Security Management System. The following are the key points of Information and Security Management Plan. Risk Assessment and Analysis The company should assess the security risks or damages that could be caused to the system, personal data, valuables or confidential information if there was a security breach. There are number of measures that can be used to prevent security breaches or limit the damage if they do occur. â€Å"There is no single product that can provide 100% protections to your business as indicated by ICO (2012) but the key approach is to have a layered approach by combining different tools and techniques. If one layer fails then others are there to prevent the threat†. Organizations that do not perform a threat and risk analysis are leaving themselves open to situations that could disrupt, damage or destroy their ability to conduct business. It is the responsibility of staff and management to educate and train themselves in ‘Risk Analysis’ to prevent their business from threats. A report published by HM Government (2015) indicates that in 2014, 60 % of small businesses experienced a Cyber breach. Security and Intrusion – Ensure that anti-virus and anti-malware software are installed on your server or PC’s and the network is regularly scanned to prevent or detect threats. The threats could be Human (Hackers, Theft, Accidental, DDOS (Distributed Denial of Service), untrained Staff and so on) or Non-Human (floods, Lightning strikes, Viruses, Fire, Electrical fault. Earthquakes etc). Use IDS (Intrusion Detection System). Ensure that Firewall and windows defender programmes are installed to prevent intrusion into the network. Also ensure that they are kept up-to-date. Access Controls – Ensure that these access controls are adopted. There are two types of Access controls CISSP (2012) Logical Physical. Logical access control method is done via access control lists (ACL’s), group policies, passwords and account restrictions. ACL provides detailed access control for objects (spread sheets, accounts or data). Group policies allow system administrator to configure user accounts (permissions, privileges etc). Passwords are â€Å"the most common logical access control sometimes referred to as a logical token† (Ciampa, 2009). Password protection should be used to protect PC’s, access to confidential data or sensitive information. Encryption is another means of ensuring that data can only be accessed by authorised users. Password Control – Create a strong password and remember it Microsoft (n.d). A limit to the number of failed login attempts should be introduced. A regular password changes should be enforced. If a member of staff is absent for a long time or has left and the account is unused, the account should be disabled or deleted. Any unauthorised access to objects or resources should be reported to the management. Physical access control is intended for using physical barriers to prevent unauthorised users from accessing computer or server room/ premises or building. This type of control include video surveillance with CCTV, Smart Card access with password for authentication, mantraps and biometrics and so on. Employee awareness and training- All employees should be trained to recognise threats such as phishing, emails and other malware. Also staff should be trained to identify unauthorised personal trying to access entry into restricted areas. Such incidence should be reported to the security manager. Segmentation Prevent or limit the severity of data breaches by separating and limiting access between your network components ICO(2012). For example, your web server should be separate from your main file server. This means that if your website was compromised the attacker would not have direct access to your central data store. Device hardening- Ensure that unused software and services are removed from your devices ICO (2012). If you don’t use it, then it is much easier to remove it than try to keep it up-to-date. Make sure you have changed any default passwords used by software or hardware – these are well known by attackers. Policies- A policy will enable you to make sure you address the risks in a consistent manner. Well written policies should integrate well with business processes. Check that the existing policies, procedures and protection items in place are adequate otherwise there is risk of vulnerabilities. A review of the existing and planned safeguards should be performed to determine if the previously known and discovered risks and threats have been mitigated. Remote Access Control If the company internal network is accessed over the Internet then the company should employ a secure Virtual Private Network (VPN) system accompanied by strong two-factor authentication, using either hardware or software tokens FCC(n.d). Data Backup – The data must be backed up regularly, the backup media should be stored in a fire proof safe or on a remote site. Backup policy should be created to include the storage location, data restoration process and backup schedule. One person should be nominated for looking after the backup system. Data Loss Recovery Plan- A plan for restoring the unexpected loss of data (either due to human or natural disaster) should be put into place. Data loss can expose business to significant litigation risk FCC (n.d) and hurt your business brand and customer confidence. Cloud based Services- Cloud based services gives lot of benefits to organisations and according to Hutchings et al (2013) these services like any other network services are vulnerable to threats such as ‘Authentication issues, DoS, Network/ packet sniffing, Malware and so on. There are technologies like VPN, Encryption, Packet filtering and Firewall that can be used to secure data from such threats. It is believed that data is secure if encrypted before it is transferred to cloud storage. NDIS (Network Intrusion Detection System) such as SNORT has also been employed by the network managers for protecting data against external attacks. Similar provision is still needed to protect infrastructure when moved to cloud. Once data is stored on to cloud storage you have lost control over it. So an agreement has to be reached with the vendor at the time of hiring their services as to how the data will be protected from external vulnerabilities. References Rubens P (2013) 6 Emerging Security Threats, and How to Fight Them  Available at: http://www.esecurityplanet.com/network-security/6-emerging-security-threats-and-how-to-fight-them.html  (Accessed 26 Mar 2015) ICO (2012) A Practical Guide to IT Security [Online]  Available at: https://ico.org.uk/media/for-organisations/documents/1575/it_security_practical_guide.pdf  (Accessed 25 Mar 2015) Ciampa (2009) Access Control Models and Methods [Online]  Available at: http://resources.infosecinstitute.com/access-control-models-and-methods/  (Accessed 25 Marr 2015) Hutchings et al (2013) Cloud computing for small business: Criminal and security threats and prevention measures [Online]  Available at:http://aic.gov.au/publications/current series/tandi/441-460/tandi456.html  (Accessed 25 Marc 2015).   CISSP (2012) Access Control Models and Methods [Online]  Available at: http://resources.infosecinstitute.com/access-control-models-and-methods/  (Accessed 25 Mar 2015). HM Government (2015) Small Business: What you need to know about cyber security [Online] Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/412017/BIS-15-147-small-businesses-cyber-guide-March-2015.pdf  (Accessed 23 Mar 2015)   FCC (n.d) Cyber Security Planning Guide [Online]  Available at: http://transition.fcc.gov/cyber/cyberplanner.pdf  (Accessed 23 Mar 2015) Microsoft (n.d) Safety and Security Centre [Online]  Available at: http://www.microsoft.com/en-gb/security/online-privacy/passwords-create aspx.  Ã‚  (Accessed 24 Mar 2015)

Childhood, Politics, and Satire in The Child in Time Essay -- The Chil

Childhood, Politics, and Satire in The Child in Time    For most children there is a strong desire never to grow up. This ‘Peter Pan’ complex has a large impact on most children and therefore very many adults later in life. Many of the images in The Child in Time are related to this desire, and the title is possibly directly related to the concept.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Kate is the first example of this eternal youth. She is not killed by any significant event - she does not succumb to a disease nor is she struck my an unfortunate accident - instead, during what would be a completely standard and banal trip to the supermarket she is abducted. There is not really a feeling that she has been lost for a reason; she disappears without notice or any provocation. Kate achieves this dream - the desire to be a child always, and it is as she, where others had not been so fortunate, had managed to wish hard enough to allow childhood to surrounded her so completely that she could not be touched by the exterior world. Kate becomes a child forever, as the title suggests, she exists as much, or more, as a ‘child in time’ as an actual person, living and growing. To Stephen she will always be the child she was when he last saw her, and her only growth can be achieved by superimposing on her personality a ste reotyped caricature of what a child her age would be - a child hoping for a walkie-talkie set for her birthday - without her own eccentricities, or personal characteristics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Stephen tries to recapture Kate, in the scene in the primary school, he too is overwhelmed by childhood. Without thinking he is drawn into a lesson and becomes a stereotyped student until he is able to break out of this strange reality and return to ... ...f Nuclear apocalypse without moving, except for another drink. He does seem actively very eager not to address his unhappiness at Kate’s abduction, even to the lengths that he takes up Arabic and Tennis. Both Tennis and Arabic, however, seem associated with youth - tennis as a game played whilst still young, and active - though Stephen finds he is not really active enough to play; and Arabic, which he views as to be learnt in a very scholastic manner - he calls his tutor be his surname, and does not speak to him about anything but the lesson at hand.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   McEwan portrays childhood as a very powerful and important force, and The Child In Time focuses on someone for whom this is especially potent. He seems to try to highlight different views of childhood, through time and between political theories, using The Child In Time as a reasonable successful satire.

Bye Bye Brazil :: essays research papers

Summary I really enjoyed watching the film Bye, Bye Brazil. I found it to be amusing as well as heartbreaking. I loved Gypsy Lorde. His character had the charisma bordering that of a male chauvinist pig to that of a gentleman. I liked the way the director used symbolic images to get his point across to the audience. I think if I had not done research on the Internet for most of our assignments as well as reading the textbook, I would have found the movie very educational. I had no questions after watching the film. However, it did make me realize how the majority of cultures will assimilate during the process of change, losing a little if not the majority of their traditions that were establish decades ago. Bye, Bye Brazil (1980), a film by Carlos Diegues, tells a story about the struggle of two couples trying to find their dreams in a country, Brazil, that is being overcome by social changes and undergoing massive technological transformations. United by their dreams, the couples travel through the backlands of Brazil in a truck, to seek places where they can not only make a living, but also find their dreams. The insights gained in the course of the journey are insights of both acceptance and change. The main character, the accordionist Cico, starts by joining the Carnival Rolidei as means of breaking out of his suffocating town, and from his pre-determined course of life. The character Gypsy Lorde is portrayed as an ambitious and cynical manager without scruples who is reluctant to see the changes around him. Salome, Gypsy Lorde companion, is as cynical as he, but transmits an air of quiet resignation to the fact that things are changing, whether they like it or not. The fourth character Dasdo, Cico’s wife, is very plain looking compared to Salome, very quiet, and passive. Like Salome, Dasdo also quietly resigns to the fact things are changing but she also tries to give an array of hope that the Carnival will survive and prosper. Bye, Bye Brazil unites in its characters and situations the same elements, which are part of the many processes that are transforming Brazil. The carnival travels from poor town to another. You can see the surprise and disgust of the characters as they move from one part of Brazil to another. Finding that either the young have left behind their old for modernization or that the town people have been captivated by the magic and illusions presented by television.

Good Behaviour Game Essay

Managing the classroom is an important part of efficient teaching. This research study aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of this study is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom. Implementation of Good Behavior Game on the Students of First Standard Introduction Class room management is one of the most important aspects of Educational psychology and is closely related to motivation, respect and discipline. This term is used by teachers and psychologists to describe the process of running a classroom without disruption despite of disruptive behavior by the students. It also implies the prevention of behaviors that are disruptive in nature. Disruptive behavior is linked with subordinate or lesser scores on high stakes tests and low academic success overall (Wentzel, 1993). Brophy elucidates the term classroom management as a teacher’s efforts to create and uphold the classroom environment as an efficient place for teaching and learning (Brophy, 1986). Maintaining the classroom environment involves teacher’s efforts to provide activities for students that are both inside and outside of the classroom setting. This might include academic instruction, management of student interactions and supervision of student behavior (Wright, 2008). A study conducted by Merret and Wheldall advocated the point that for some teachers controlling behaviors of multiple students at the same time proves to be a difficult task. The study showed that teachers were unhappy and concerned about the level of disruptive behavior in their classrooms, because they were unaware of the knowledge of behavioral classroom management theories and strategies to address behavior in order to put into practice specific behavior modification strategies (Merrett & Wheldall, 1978). The research conducted by Wesley and Vocke showed that less than half of teacher pre-professional education programs (37%) necessitate students to complete a course designed to formally address classroom management approaches, techniques, and assessment of the methods (Jones, 1996), (Wright, 2008). Disruptive behavior projected by students is seen as a major concern while providing optimal learning and teaching environment. Many strategies and interventions have been used in order to tackle this issue and provide better class environment that is well managed. Effectiveness of behavior modification has been proven through research and behavior analytic approaches have been employed in many settings (Bellack & Hersen, 1990). These approaches address various target behaviors that include verbal, motor and combination of both motor and verbal behaviors. These approaches have been implemented in classrooms by teachers as they are the ones maintaining the environment of the class. Our research study focuses on how effective such strategies can be, when used by the teachers, to manage disruptive behaviors and maintain the protocol of the class. The stress is on the teacher as he or she is the constant variable in the classroom (teachers do not change or alter their behavior everyday) and can act as an effective behavior change agent. There is a growing need for efficient interventions that effectively deal with the behaviors of multiple students at the same time. Doing so is necessary because it ensures optimal learning and teaching environment that ultimately results in a more developed and aware students with better capability to make sense of the world around them. The Good Behavior Game The Good Behavior Game is a strategy used to manage behaviors in the classrooms that employs giving rewards to children for avoiding disruptive behaviors during instructional times. The class is divided into two teams and a point is given to a team for any inappropriate behavior shown by one of its members. The team with the lowest number of points at the Game’s end each day wins a group reward. If both teams keep their points below a predetermined level, then both teams share in the reward. The program was first used by Barrish, Saunders, and Wolf in 1969. Since then several research articles have confirmed that the Good Behavior Game is an efficient means of increasing the rate of desired behaviors while decreasing disruptive behaviors in the classroom. The Good Behavior Game sees the classroom as a community. The teacher is essential to the Good Behavior Game, because he or she determines the rules for becoming a successful student and member of the community and also sets whether each child succeeds or fails. The Good Behavior Game improves the accuracy with which the teacher delivers and the student receives these rules, and by doing so improves the teacher-student interaction and the child’s chances for success. Initiation of Good Behavior Game in classroom settings shows that the better behaved children were observed to influence and socially integrate the children who behaved less appropriately thus promoting healthy competition inside the class among students. Rationale This research aims to introduce the Good Behavior Game in the classroom to assess its effectiveness in the promotion of positive behavior and curtailing disruptive behavior among students. The strategy is an empirically-based group behavior management technique. Many studies have shown the usefulness of the Good Behavior Game in discouraging disturbing and disruptive behavior in students in a variety of school settings. The objective of initiating the Good Behavior Game is not solely to reinforce ‘good behavior’, instead it aims to reinforce voluntary control over attention and reduce the susceptibility to accidental negative reinforcement from peers in the classroom in order to develop an atmosphere of positive peer pressure, reduced inattentiveness and prevention of disruptive, disturbing and destructive behaviors in the class. Type of Experiment The study conducted includes elements of an observational study and a quasi experiment. Initially the students were observed and the frequency of desirable and undesirable behaviors occurring in the class was noted down. After the initial assessment, once the rules of the game were employed in the classrooms, the study was continued as a quasi experiment where we gauged whether the implementation of the game has any effects on the students’ behavior. Work Plan The experiment was conducted over a one month time period. The breakdown and time schedule is given below: For the first three days the classrooms were visited and the children and the teachers were observed; how the teacher deals with disruptive behavior in general, how often the students indulge in undesirable behavior, how other students react to the misbehaving students etc. For the next three weeks, the Good Behavior Game was employed in class after initial assessment with the help of the teacher. It was essential for the success of our study that the game continued at all times. Although we were not present in the school the whole time during the three week period, we visited the classes thrice a week to check up on the implementation and to observe if the game was having the hypothesized effects. We allocated two days at the end of the study to meet with the teachers and head of the school to debrief them about the study and get feedback as to how they received it and whether they, as professionals, saw any merit to implementing the game full time in their school. Good Behavior Game: Our use of the technique on First graders The school chosen to implement the study on was The City School, Kindergarten III, Gulshan Branch. The school comprised of students of the first standard. The technique was implemented in five steps. We modified the certain aspects of the Good Behavior Game: we had four groups in a class instead of two groups, the reward was given after every two weeks instead of every day and the game was played continuously through the school time instead of certain specific periods. There were two major reasons to implement the study on the first grade: First being that the first grade is a major transition for both the students and their families, that is, the first grade is generally the first place where all the children interact and that at this level behavior problem can be easily identified. Secondly, the first-grade classroom is well-suited for interventions, like the Good Behavior Game, that focuses on inculcating the role of students in classrooms. First grade is the first setting outside the home where many children learn the social and behavioral skills they will need to succeed in school. The first grade is also a good setting in which teachers can be provided with certain techniques to manage the class efficiently. Before the steps were employed in the classes a detailed observation of three days was carried out inside the classes in order to gauge the following aspects: The level and the amount of disruptive behavior; What is considered as bad or disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction. After the observation was made, the steps to incorporate the Good Behavior Game were put into action. The steps are as follow: Step One We discussed with the class teachers of the five sections if they were comfortable with employing Good Behavior Game inside their classes. The whole purpose of the study was explained to them and they were asked to decide whether the game should be played in certain periods or at all times. We explained to them that to see the hypothesized effects it should continue at all times so they agreed to implement the game full-time in their classes. The teachers were also asked how they defined disruptive behavior and what behaviors they would want to decrease in their students. Then the views of teachers and our observation were incorporated together in order to decide what behaviors are to be labeled as bad or disruptive. The list of behavior that we decided upon is: Leaving one’s seat without permission; Talking out loud during study time; Name calling; Fits of uncontrolled laughter; Speaking without raising one’s hand; Step Two The other step was to decide upon proper rewards that would be given to the winning teams. This was time consuming because the rewards should effectively motivate students to take part in the game. Thus six students from every class were interviewed about what would motivate them or push them to study harder and to avoid bad behaviors. This was an interesting part of the study as we got to know the perception of children about what they considered a gift or a reward and that how very important is it for them to win it. There were two rewards that were finally decided with the help of the teachers, students and our observation. The rewards that were decided are: Movie day Longer recess Step Three The third step was to introduce the Good Behavior Game to the class. A day before the game was to start it was announced in the assembly that a game would be starting in every section of the school. The students were told that they would be judged on the basis of their behaviors. The rules of the game were explained to the students which was and the identified bad behaviors were asked to be curtailed in order to win the rewards. The teachers were then asked to divide the class into four groups. For the sake of building camaraderie among students they were allowed to name their groups. The students were told the rules of the Good Behavior Game which were: The teams that would engage in bad or disruptive behaviors would earn a black star; In order to win the teams had to earn as few black stars as possible; If the number of stars for all the teams stays below six then they would all share the reward with the winning team. Step Four The fourth step was to put the game into effect. During those times that the game was in effect in the classroom, the teachers were asked to continue their usual instructional practices. The only change in the routine for them was to note and publicly record any black star earned by either of the teams. Teachers were given a chart to put stars on. The teachers were also asked to praise the students when they tried to avoid bad behaviors and tried to exhibit appropriate behaviors. Step Five The final step of our study was to observe the classrooms during the course of the game. Detailed observations were again made. We visited the school five times during the two weeks in which the Good Behavior Game was in action. Observations about the following were made: The level and the amount of disruptive behavior; General time duration of the class; The time wasted in dealing with the disruptive behavior; Total time spent teaching every day; Attitude of the teachers and the level of student-teacher interaction; Level of students’ interest in the game. Observations and Findings There was a noticeable drop in the level of disruptive behavior in the classroom as many students associated bad behavior with a black star, which was undesirable. While on the other hand, many students started behaving nicely to earn a golden star. Both positive and negative reinforcement was in action. The students learnt how to function as a member of a team. Level of cooperation was observed to rise within the students. It was observed that the teachers were less stressed and their moods were more pleasant when compared to before. Few children were scolded on the basis of disruptive behavior. Better academic attainment was seen, especially because teachers used the time made available for instruction and learning. Female students had much lower rates of disturbing and disruptive behaviors when compared to male students. The reward at the end of the game was seen as a major factor motivating the students to avoid engaging in disruptive behavior. The total teaching time per day in the classes increased around a good 20-30 minutes when compared to before. This happened because the time wasted in dealing with various disruptive behaviors decreased, resulting in more time available for the teacher to teach. It was observed that the age of the teacher also played a key role in the level of disruptive behavior in the classroom. The younger the teacher, the more the level of bad or undesired behavior in the class. The protocol for the discipline set by the school management was enhanced as more students tried to avoid those behaviors that were not allowed in the school rules. It was observed that after the initiation of the Good Behavior Game the environment of the class became more cheerful and students were more excited to learn. This meant that Good Behavior Game enhances the learning environment. It ensures maximum student-teacher interaction to provide better opportunities for the students to learn more openly. Good Behavior Game is more effective when compared to punishment in order to reduce undesirable or disruptive behavior in the class. Promoted healthy competition inside the classroom. Better behaved children were seen to influence and integrate the children who engaged in disruptive or inappropriate behavior. It was noticed that such classroom management technique enhances the teacher-child relationship. A student more easily identifies with his or her teacher and is less afraid to express what they think. The level of class participation increased. Students were actively engaged in learning and receptive to what their teachers taught them. Benefits of Good Behavior Game The Good Behavior Game is easy to implement and can benefit every student in the classroom. It cuts down on classroom distraction and benefits everyone and can help to create a positive and comfortable learning environment. To base the behavioral expectations for the Good Behavior Game on the school-wide expectations may facilitate students to generalize their appropriate behaviors across other settings. The Good Behavior Game is affordable and easy to put into practice. It does not involve extra class time to play. It is ideal for use in individual classrooms, throughout the school, or even throughout entire school districts. Its implementation is so easy that it can be brought into play effectively in almost every setting in the school, and even on the bus. The Good Behavior Game engages parents and caregivers in classroom activities too, so as to make sure that the effect of the game is not limited to the classroom but also other places where the children go. The Good Behavior Game works well with children whose first language is not English, which means that it can be implemented almost everywhere and that the scope of Good Behavior Game is not limited to only those children who are fluent in English. Also, the behavioral strategies in the Good Behavior Game support group based reinforcement for self-consciousness of disruption and aggression. Not only is the scope of this game limited to troublesome children but the game also extends as an effective resource for youth with special needs. Limitations Current developments in educational and psychological fields encourage positive approaches to improve children’s behavior. The Good Behavior Game remains an important tool for teachers struggling to manage classroom behavior yet the limitations remain. The study that was carried out had several limitations. The results that came out from our current observation showed that the students could have been at a good behavior because of the presence of outside observers in the classroom instead of the Good Behavior Game. Examination of the data suggested that this effect, if present, remained at a consistent level whenever observers were present in the classroom during the examination periods. However, this effect might not be present when observers were not present in the classroom, hence this effect might not be consistent throughout the study. To rectify this, future research should be implemented in a way that observations could be conducted in a less obvious method so as to give a natural and consistent result throughout the examination period. The teacher of the class thought that the preparation and involvement in the Good Behavior Game would require extra time and ingenuity and that extra burden would be placed on her, since she had also to prepare regular lessons. Due to this, the teacher was quite reluctant in helping and assisting us in the observation. Another problem, that was perhaps not as serious, concerned teacher observation of behaviors. No signaling system was used. The teacher had to become alert and talk about the behaviors in addition to continuing to conduct regular classroom activities. Spotting the target behaviors did not appear to be difficult for the teacher except when she faced the blackboard or talked to individual students. However, it should also be noted that since the teacher knew the students for a couple of months, for her, some behaviors would be quite normal and she might not have been able to identify them in an unbiased manner. Another problem that was faced was the time constraint. The observations were only carried out for six days which are inadequate to reach proper results in Good Behavior Game. Because the Good Behavior Game is typically played during instructional time, there is a decrease in disruptive behavior during this time, that is, the class is quieter so the teacher can be heard so the results might not be the ones if the game is played in another setting. Also it can be argued that classroom environment focuses on appropriate skill development rather than reductions of troublesome behavioral excesses. Conclusion Over all the Good Behavior Game is an excellent approach towards classroom management. It enables the teacher to control the level of disruptions inside the class and to engage the students in a healthy activity. During the course of our research we analyzed that the early years in childhood education matter a lot and if proper attention at this stage is not given then these behavioral problems might become ingrained in the children and result in pathology as they grow up. GBG uses the concept of reward instead of punishment which is a more efficient approach to reinforce behavior. Through this the students not only learn to avoid disruptive behavior but in the mean time also learn appropriate manners and the art of functioning in a group. References