Is the private sector creating sustainable housing developments within Dissertation

Is the private sector creating sustainable housing developments within the UK - Dissertation Example Various methods are also employed to determine the needed approach for sustainability including Wackernagel and Rees’ (1996) ecological footprint which measures the given area’s sustainability with the total goods, services, energy and land which it consumes as appropriated against its carrying capacity. Two models have been proposed by Whitehead (2011) based on the priority: balanced and hierarchical. The balanced sustainability model proposes for an equal treatment and role of the ecological, social and economic forces whereas the hierarchical proposes a strong priority on ecological forces as followed by social and lastly economic (Appendix A & B). The issue on sustainability stemmed from the realisation that the natural environment is easily exploited for consumption benefits but great economic output does not always relate to possible restoration of the degraded ecosystem back to its original condition (Ayres, van den Bergh and Gowdy, 1998). When notable changes to the natural environment as well as the devastating effects of production and consumption from climate change to loss of biodiversity, and failure to meet basic human needs were realised, the debate on sustainability began. ... The good news was that UK was not alone in this lack of solid action with sustainability as other major post-industrial countries also exhibit failed initiatives (Hobson, 2004). Importance of the UK private housing industry: private/public accounts for ...percentage The UK Housing Social housing in the United Kingdom is characterised by private funding of housing associations mediated and guided by appropriate government agencies. It is further described by Oxley (1998) as facing many challenges including the low income of tenants relying mainly on state benefits; macroeconomic reasons led to reduced government support; continued pressure to reduce public spending on housing; substantial backlog of housing repair and maintenance work by council; and a high demand for more social housing (673). The most apparent view was that there were affordability and investment problems as the government encouraged private finance and not-for-profit organisations to become Registered Social Landlo rds. Local authority housing was transferred into owner-occupation and to housing associations or organisations wherein companies are formed from a local authority to newly created organisation which owns and manages housing at â€Å"arms length† from the local authority (674). In 1981, 28% of English housing stock was managed by local authorities but this has since decreased since 1988 when the government shifted role from housing providers to strategic enablers. By 1994, only 18% of the housing stock remained under local authority and council house building reduced to only one per cent by 1994. This was a result of the housing investment programmes or HIPs of the government. It reviews bids for the use of resources as well as permits borrowing

E-Business Essay Example | Topics and Well Written Essays - 2000 words - 2

E-Business - Essay Example rmediaries (Sarkar et al, 1996.) They are an electronic-commerce only intermediary; business and customer relationship management (CRM) is conducted purely via their website; a virtual marketplace with no direct contact between buyers and sellers. Amazon have created a virtualized value system through their accelerated ordering, delivery and payment of goods and services, while reducing operating and inventory costs associated with traditional bricks and mortar stores. They have access to global markets, economies of scale and the ability to personalize. As a virtual merchant, their products are suited to the Internet, their business models remain a source of differentiation. Amazon is a seller-controlled site whose commercial mechanism is fixed price sales. Timmers (1998) classifies Amazons business model as a virtual community, which "helps build customer loyalty and trust through an interplay of virtual and physical realities." (Hagel and Armstrong, 1997.) Amazon strengthens their association as a virtual store with "shopping trolley technology" (Cooke, 1997.) Shopping carts and checkouts act as reminders of physical environments. (Weick, 1995.) Amazons effectiveness as a virtual community is evident with their customer co-presence. "Amazon has made customer relations the centerpiece of its strategy." (Hagel and Armstrong, 1997.) Collaborative filtering helps them achieve personalization and mass customization. Customer extension is offered via their site and e-mails. Amazons business model is now considerably more flexible as it has diversified from books and CDs to a range of products more typical of a department store. (Chaffey, 2004.) Amazon has warehouses to support their technical innovations. They are dependent on the publisher-to-wholesaler supply chain. Their distribution centers are placed near distribution warehouses to allow quick turn around on deliveries. (Bayers, 1999.) Amazons brand has enabled them to pursue differentiation strategy

Histamine Stimulated Small Intestine

Histamine Stimulated Small Intestine The longitudinal smooth muscle of the guinea-pig ileum small intestine contracts in response to acetylcholine. These contractions can be reduced by the application of adenosine and related compounds. The guinea-pig ileum is innervated by the enteric, sympathetic and parasympathetic divisions of the autonomic nervous system. The parasympathetic and enteric fibres release acetylcholine which acts on muscarinic receptors. The action of adenosine and its receptor antagonists can be assessed by comparing electrically induced contractions via electrical field stimulation and histamine induced contractions. Electrical field stimulation contractions cause presynaptic release of acetylcholine to produce contractions where as the histamine induced contractions cause postsynaptic contractile responses. Throughout this study adenosine and its receptor antagonist actions will be investigated and compared using electrical field stimulation and histamine. The contraction of the gut In gastrointestinal smooth muscles, researches show that there are two types of muscarinic receptors types that are present as targets to the neurotransmitter acetylcholine (Okamoto et al., 2002).Acetylcholine and its derivatives produce contractions by activating muscarinic receptors. The muscarinic receptors types are known as M2 and M3. Binding Studies have portrayed that the number of M2 receptors is greater than that of the M3 receptors however functional studies have shown that M3 muscarinic receptors play a fundamental role in mediating the contractile response (Eglen et al., 1996) and the functional role of M2 exists as unclear (Clague et al., 1985). The M3 receptor is coupled with G proteins, causing activation of phospholipase C and formation of inositol trisphosphate and diacylglycerol, which are expected to contribute in muscarinic receptor mediated smooth muscle contractions (Unno et al., 2005). They also mediate relaxation due to the release of nitric oxide from neighbo uring endothelial cells. M3 receptors in visceral smooth muscle contribute to the smooth muscle stimulating effect of muscarinic agonists. However the muscarinic receptor most abundant in the ileum is the M2 which cause an indirect contraction of the guinea-pig ileum by preventing the relaxing effect of drugs (Ehlert and Thomas, 1995). Both muscarinic receptor subtypes are activated by acetylcholine and produce a contractile response; however they vary in their transduction mechanisms and signalling pathways. Adenosine Adenosine has numerous diverse roles in normal physiology; such roles include promoting/maintaining sleep, regulating state of encouragement as well as local neuronal excitability and coupling cerebral blood flow to energy demand (Dunwiddie and Masino, 2001). It exists free in the cytosol of all cells and is transported in and out of all cells mainly using a membrane transporter(Rang et al., 2007). Under normal conditions, adenosine is formed intracellularly as well as extracellularly (Fredholm et al., 2001). ATP is stored in vesicles and released by exocytosis. It is also available in the cytosol of cells and is taken up and released via a specific membrane transporter. Released ATP and ADP are rapidly converted to adenosine by the action of tissue nucleotides. Studies have shown that there are pathways that contribute to adenosine formation, a) by the action of adenylate kinase and cystolic 5-nucleotidase, b) formation from hydrolysis of adenosine 3, 5 phosphate and c) formation by the action of S-adenosylhomocysteine (SAH) hydrolase. The pharmacological effects of adenosine include smooth muscle relaxation and inhibition of nerve activity, lipolysis and platelet aggregation(Daly et al., 1983). There is evidence that stimulation or inhibition is of adenylate cyclise is involved in adenosine action and therefore it has been concluded that adenosine is mediated by cyclic AMP. Based on its ability to inhibit cell function and thus minimise the metabolic requirements of cells, one of its functions may be as a protective agent released when tissue integrity is threatened. Adenosine exerts its physiological actions activation of a number of specific cell surface receptors. There are four different adenosine receptors known as A1, A2A, A2B, and A3. Some characteristics of these receptors are presented in Figure 1a. These subtypes have been distinguished on the basis of their agonist and antagonist selectivity. They belong to the G protein-coupled receptors. Mechanism of Adenosine action Adenosine A1 receptors are negatively coupled to the inhibition of adenylate cyclase, however they can act through other pathways such as stimulation of phospholipase C, activation of potassium channels and inhibition of N-type calcium channels (Zizzo et al., 2009). A1 receptors are coupled to Gi and G0 proteins and lead to inhibition of adenylate cyclase and consequently cause a decrease in cAMP (Ranjit, 2008). Adenosine A2A and A2B are coupled for activation of adenylate cyclise whereas A3 receptors have been shown to stimulate phospholipase C and D, to inhibit adenylate cyclase and to activate ATP sensitive potassium channel (Ralevic and Burnstock, 1998). Activation of these receptors require comparatively high amounts of adenosine. A2A and A2B receptors have a high and a low affinity for adenosine respectively. Receptor Subtype A1 A2A A2B A3 Transduction mechanism Inhibits adenylyl cyclase Activates adenylyl cyclase Activates adenylyl cyclase Inhibits adenylyl cyclase Primary distribution Brain (cortex, cerebellum, hippocampus). Dorsal horn of spinal cord. Eye, adrenal gland, atria Spleen, thymus, leukocytes, blood platelets. Straitopallidal GABAergic neurons, olfactory bulb Caecum, colon, bladder Testis, mast cells Tissue functions Antinociception, Hypothermia. Sedation, Sleep, Inhibition of lipolysis, Cardio and neuroprotection Reflex tachycardia, vasodilation, inhibition of platelet aggregation, sleep protection against ischemia Relaxation of vascular and intestinal smooth muscle, cytokine production, inhibition of cell proliferation Mast cell degranulation, coronary vasodilation and protection from reperfusion Selective antagonists DPCPX PSB 36 SCH 58261 PSB 1115 potassium salt MRS 3777 hemioxalate Figure 1a: Summary of adenosine receptors. Adenosine and the enteric functions of the Gut The enteric nervous system (ENS) consists of a compilation of neurons in the gastrointestinal nervous system which is capable of functioning independently of the central nervous system. It moderates motility, secretion, microcirculation, inflammatory and immune responses of the gastrointestinal tract (Altaf and Sood, 2008). The ENS is composed of extrinsic, which consists of parasympathetic and sympathetic divisions and the intrinsic component which encloses neurons. Intestinal functions results from an interaction between the ENS, smooth muscle and the mucosal/immune system. The network is regulated by several mediators; however there is consolidating evidence that adenosine is a significant regulating agent (Bueno, 2000) (Wood, 2004). Studies show that in the small intestine adenosine and adenosine derivatives where found to inhibit cholinergic transmission in guinea-pigs via a prejunctional action on neurotransmitter release (Gustafsson et al., 1978). The action of the A1 receptor s allowed mediation of the inhibitory action of adenosine in the cholinergic transmission(Shinozuka et al., 1985) of motor neurones innervating circular and longitudinal smooth muscle however A2A receptors have been reported to reduce the cholinergic motor responses(Gustafsson et al., 1985a; Gustafsson et al., 1985b). Histamine Histamine has a role as a primary transmitter or neuromodulator and it is widely distributed within mammalian tissues. (Izzo et al., 1998). Histamine is a vasoactive substance to be identified in the body which can rapidly metabolise and holds properties of being highly polar and not diffusing readily across cell membranes or the blood-brain barrier. It is stored in mast cells and basophils of blood and has two receptors known as H1 and H2. The release of histamine could cause changes in the cardiovascular system and induce anaphylactic shock. Histamine has been shown to induce gastric acid secretion through the H2 receptors linked to cyclic AMP production in oxyntic cells. Researches show that gastric cells of the guinea-pig may have a class of binding sites for histamine which shows no relationship to adenylate cyclase and the H2 receptor. Histamine creates a spasmogenic effect on the intestine that results from H1 receptor stimulation(Guy A. and Settipane, 1988-1989). There are three histamine subtypes known as H1, H2 AND H3 and all three have been identified to be present in the guinea pig small intestine. Studies show that H1 receptor subtypes mediate the contraction of the longitudinal muscle in the small intestine (Izzo et al., 1998). However researchers also state that the effect of histamine is predominantly due to the interaction with H1 receptors located on smooth muscle cells and moderately due to the interaction H2 receptors present on myenteric plexus interneurones (Bauer and Matusak, 1988). AIMS The aim is to confirm the prejunctional action of adenosine and examine whether adenosine has the additional ability to relax the smooth muscle directly. The project will use histamine to contract the smooth muscle and the objective is to find out whether adenosine can reduce these contractions and if so is the concentration range similar to that needed to inhibit the contractions to the electrical field-stimulation? It will also be investigated what adenosine receptor subtype is involved (A1, A2A, A2B, A3 identified using selective antagonists). METHOD Animals and preparation of tissue Dunkin Hartley guinea-pigs (250g +) of male sex that had previously been fed Harlan 2040, the guinea-pig diet and ad lib filtered tap water, were obtained from Harlan UK. They were group housed and provided with grade 6 woodchip and hay bedding. Their enrichment consisted of plastic and cardboard fun tunnels, plastic igloos and gnawing blocks. Furthermore they were kept at room temperatures of 19-23 °C and at room humidity of 45-65%. They were provided with 12 hours light and 12 hours of dark lighting. The guinea-pigs were stunned by a blow to the head and sacrificed by exsanguination. Two segments of 3cm length were removed from the distal part of the small intestine, for each tissue the ends were tied with cotton threads to the tissue holder and then suspended in 20ml organ baths containing Krebs solution (composition in mM: NaCl, 118; NaHCO3, 25; Glucose, 11; KCl, 4.7; CACl2, 2.5; KH2PO4, 1.18; MgSO4, 1.18). This was aerated with 95% O2 and 5% CO2 and maintained at 37 °C. The tissues were left for 30minutes to equilibrate under a resting tension of 1g before starting the stimulation. Experimental protocol The organ baths were equipped with parallel electrodes which allowed electrical field stimulation to be transmitted at a frequency of 0.1Hz, 40V, 0.5ms pulse duration. Contractions of the ileum were measured with isometric transducers (ADInstruments Force Transducers), amplified and recorded onto a data capture system (Lab Charts on the PC). The tissues were allowed to stabilise in the organ baths in order to reach steady contractions. Figure 1b represents the experimental set up. C:UsersHomeDocumentsDSC00308.JPG Figure 1b shows the laboratory designed set up for the experiment, with a set of two organ baths. There were several parts (a-e) to the experiments to be carried out on the ileum. n is the number of ileum used throughout the experiment n=18. The number of experiments carried out on the ileum was 56. Effect of Adenosine-the experiment consisted of stimulating the tissues continuously with electrical field stimulation and adding cumulative concentrations of adenosine (10-11M 10-4M) to the organ baths and the responses were recorded. Effect of Histamine- the tissues were stimulated with histamine, cumulative concentrations of histamine (10-11M 10-4M) were added to the organ bath and responses were measured. The concentration 110-6M gave the maximum response and a steady contraction, it was used to contract the tissue with adenosine. Effect of Adenosine in the presence of Histamine- the concentration of histamine that gave the maximum and steady response was added to organ bath. The tissue was permitted to stabilise in order to reach steady contractions. Once reached, cumulative concentrations of adenosine were added (10-8M 10-4M) in order to observe the responses of the ileum to adenosine in the presence of histamine. Effect of PSB36(10-8M) SCH58261(10-7M) to confirm identity of receptors being investigated, cumulative dose-response curves for induced contractions by histamine were observed for adenosine in the presence of selective antagonists, PSB36 and SCH58261. An experiment was also carried out, which involved electrical field stimulation to contract the tissue, adenosine was added in the presence of these antagonists. Effect of Atropine Atropine concentrations of 10-6M 10-7M were added to establish the effects of atropine on the electrically field stimulated ileum. For each drug that was being tested except atropine, the experiment was repeated at least six times. The tissue was washed out three times at least after an experiment was completed and was allowed to recover before another experiment was carried out. The electrical field stimulation was also switched off each time the tissue was washed out. Chemicals and drugs The drugs that were used consisted of Adenosine hemisulphate salt, Histamine diphosphate salt and Atropine sulphate salt which were all purchased from Sigma-Aldrich, Poole, UK. PSB36 and SCH58261 and DMSO (Dimethyl sulfoxide) were purchased from Tocris -Cookson, Bristol, UK. All drugs were dissolved in distilled water with exceptions of PSB36 AND SCH58261 which were diluted with DMSO.10ml of stock solution were made up in each case. Statistical Analysis All drug concentrations presented were final bath concentrations. The drug effects were expressed as twitch contraction (g). All data were given as means  ± S.E.M, where n represents the number of animals from which tissues were taken and on which observations were made. Inhibitory effects by adenosine in the field stimulated guinea pig ileum were measured and the responses of ileum twitch contraction were recorded for each concentration applied. This was repeated when using adenosine receptor antagonists. Adenosine responses were fitted onto concentration-response curve. Effects of histamine stimulated guinea pig ileum were also recorded. Adenosine responses and its receptor antagonist response were measured and plotted. 3.0 RESULTS a. b. Figure 2. The effect of adenosine concentrations in the guinea-pig ileum. Data are means  ±S.E.M and are expressed as an average of contractions (g). a. Representative traces showing inhibitory responses induced by adenosine. b. Concentration response curve for adenosine representing the average twitch response (g) when cumulative adenosine concentrations were added. Each point with bar represents the mean  ± S.E.M (n=6). Figure 3a: Original trace illustrating twitch response abolished by atropine 10-6M final bath concentration. b. c. Figure 3. Influences of atropine and potent and selective A1 adenosine receptor antagonist PSB36 10-7M AND 10-8M on guinea-pig ileum. b. Twitch responses of the guinea-pig ileum preparation to electrical field stimulation in the presence of PSB36 10-7M (n=6) and PSB36 10-8M (n=4), compared to twitch responses to adenosine alone. The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. c. Contractions of the guinea-pig ileum preparation stimulated by histamine in the presence of PSB36 10-7M (n=6) and PSB36 10-8M (n=4), compared to responses to adenosine when stimulated with histamine (n=6). The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. a. b. Figure 4. Summarises the effect of potent and selective A2A adenosine receptor antagonist SCH58261 10-7M on guinea-pig ileum. a. Twitch responses of the guinea-pig ileum preparation to electrical field stimulation in the presence of SCH58261 10-7M (n=6), compared to twitch responses to adenosine alone. The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. b. Contractions of the guinea-pig ileum preparation stimulated by histamine in the presence of SCH58261 10-7M (n=6), compared to responses to adenosine when stimulated with histamine (n=6). The experiments carried out were not paired. Each point with bar represents the mean  ± S.E.M. Figure5a. A concentration-response curve illustrating the effects of adenosine on the guinea-pig ileum when the tissue is stimulated with histamine. . Each point with bar represents the mean  ± S.E.M (n=6). Figure 5b. Responses of the guinea-pig ileum to cumulative concentrations of histamine. Each point with bar represents the mean  ± S.E.M (n=8). Electrical field stimulated guinea-pig ileum produced reproducible twitch responses to adenosine. Adenosine concentrations ranging from 10-8M final bath concentration caused concentration dependent inhibitory effects. Administration of increasing adenosine concentrations decreased electrically evoked acetylcholine release from the cholinergic nerve endings of the ileum (Figure2). Figure 2b clearly portrays that adenosine has no effect at low final bath concentrations of 10-11M. Atropine 10-6M final bath concentration abolished the twitch responses to electrical field stimulation confirming they were produced by cholinergic nerve stimulation (Figure3). In the presence of selective A1 adenosine receptor antagonist PSB36 10-7M and 10-8M concentration and electrical field stimulation, the twitch responses to adenosine decreased, when adenosine was applied at higher concentrations, the twitch responses became smaller as acetylcholine release was inhibited and completely prevented by PSB36. Figure 3a shows the curve shifted to the right when PSB36 10-8 was administered compared to the curve of adenosine. When PSB36 10-7 was applied there is a slight shift of the curve to the right compared to the adenosine curve. The effects of the antagonist PSB36 are seen significantly at 10-8M final bath concentration as the shift of the curve is greater. The highest response the ileum produced was as at adenosine concentration of 1 x 10-8M, the responses lowered slightly at 1 x 10-6M and consequently decreased rapidly at 1 x 10-5M final bath concentrations. Histamine induces contractions in the ileum. Addition of cumulative concentrations of adenosine in the presence of PSB36 10-7M produced small responses compared to the contractions produced in the presence of PSB36 10-8M. The effect of PSB36 10-8M caused a rightward shift compared to the curve representing the effect of adenosine in the presence of histamine (Figure 3b). Electrically field stimulated ileum in the presence of the selective adenosine receptor competitive antagonist SCH58261 produced smaller responses (Figure 4a). Following administration of cumulative concentrations the responses decreased however produced no right shift in the dose response curve. Histamine excites the tissue causing it to contract and producing a high response, when adenosine is applied in the presence of SCH58261, the responses are inhibited and acetylcholine release is decreased and thus there is a decrease in the shape of the curve in Figure 4b. The results expressed in Figure 5a illustrate the inhibitory effects of adenosine in the ileum. Figure 5b illustrates the effects of histamine concentrations on the ileum. The experiment was carried out to investigate the best concentration to use so that a maximum and strong, reproducible contraction would be produced; the figure confirmed 110-6M final bath concentration to give the highest and steady contraction of the tissue. Moreover this permitted to obtain a dose-response curve for adenosine with histamine providing a suitable starting concentration for each drug at 110-8M. DISCUSSION The results of this present study show that adenosine plays an inhibitory role on muscular contractility in guinea-pig ileum. Adenosine prevents the neuroeffector transmission in guinea-pig ileum. The action of adenosine appeared to be cholinergic prejunctional in nature, this is portrayed when adenosine is applied to electrically field stimulated guinea-pig ileum(Gustafsson et al., 1985b). The action of adenosine on histamine stimulated guinea-pig ileum in the absence and presence of adenosine antagonists also indicates reduction in neuroeffector transmission however due to postjunctional action. The effect of adenosine on the guinea-pig ileum can be observed in Figure 2. Adenosine produced a dose-dependent depression on the response. It reduced the electrically evoked acetylcholine release from the ileum. A1 and A2 receptors have been reported to reduce acetylcholine release in the gastrointestinal tract(Tomaru et al., 1995). Adenosine released from neuronal endings is thought to have direct actions on smooth muscle as they illustrate relaxant neurotransmitters in the gastrointestinal tract(Storr et al., 2002). Atropine is a competitive antagonist for the muscarinic acetylcholine receptor, consequently when applied to the ileum at 10-6M final bath concentration; there is rapid inhibition of response confirming that the twitch responses were produced by cholinergic nerve stimulation. Adenosine inhibited the twitch response of the electrically stimulated guinea-pig ileum preparation, in the presence of PSB36 10-8M final bath concentration there was a right shift in the adenosine curve thus interpreting that higher concentrations were required to lower the twitch response. The general trends that Figure 3a displays is that the curves have the same form; the linear proportions of the curves are parallel. The traces help to show the changes in the response curve to adenosine and adenosine selective receptor antagonist PSB36. There is a slight fall in tension when adenosine 310-7M was applied in the presence of PSB36 10-8M; however there was a rapid decrease when adenosine 110-5M was administered causing the right shift in the Figure. Upon cumulative additions of adenosine to field stimulated guinea pig ileum the concentration required to inhibit acetylcholine release was of 310-7M, the effects diminish once concentration of adenosine 110-5M was added providing evidence that adenosine has the ability to relax smooth muscle in the ileum. Since PSB36 is a potent and selective A1 adenosine receptor antagonist, the A2A receptors increase electrically induced twitch contractions in the guinea pig ileum, which contributes to assistance of acetylcholine release (Storr et al., 2002). The effects of adenosine in the presence of PSB36 10-7M 10-8M to histamine stimulated guinea pig ileum can be observed in Figure 3b. Histamine administration to the guinea pig ileum caused a tonic histamine contraction which was followed by after-relaxation response, and application of adenosine inhibited the acetylcholine release. The ileum responses were reduced significantly with lower concentrations of adenosine in the presence of PSB36 10-7M and 10-8M compared to the concentrations of adenosine required in the electrically field stimulated ileum confirming that A1 receptors are the subtype present in the guinea pig ileum which cause the inhibition of acetylcholine release. SCH58261 did not significantly affect the position of the rightward shift however additions of cumulative adenosine concentrations caused reduction in the tension produced by the ileum. Large standard error bars can be observed in the figures, these may be due to human handling errors, i.e. micropipetting errors, administrating less or more concentration of adenosine or antagonists. Protein build up causing contamination in organ baths can also contribute to acquiring inaccurate results. Particular cells of the tissue may have become inactive at that moment of time. Furthermore it could be that the piece of thread holding the tissue may have become loose i.e. equipment errors and consequently tension was not measured accurately. It could also be due to unknown errors. Evidence that adenosine inhibits cholinergic neuroeffector transmission in the ileum by a prejunctional action on acetylcholine release can be of functional importance as adenine compounds are released during stimulation of intestinal nerves (Tomaru et al., 1995). Antagonists selective for adenosine receptors are beneficial in the research treatment of numerous conditions including cardiovascular, neurodegenerative and inflammatory diseases. In summary, the present study has confirmed the existence of presynaptic A1 receptors on the parasympathetic nerve terminals in the guinea pig ileum which upon activation causes inhibition of electrically induced neurogenic, cholinergic twitch contractions.

Images and Imagery in Macbeth Essay -- Macbeth essays

Imagery in Macbeth      Ã‚  Ã‚   Darkness, disorder, mayhem, fear, guilt, and hypocrisy are all important themes carried throughout William Shakespeare's "Macbeth" by the effective use of imagery in reference to ill-fitting clothing, blood, and light verses dark. Imagery in this play tiptoes its way though every scene to create a malevolent atmosphere of shame and false pretenses.    The contrast between light and dark during "Macbeth" clearly relates to the conflict between good and evil. Darkness is used throughout the play to create a desolate and disturbed atmosphere filled with disarray. Darkness is always prominent during murders and tragic events. When Macbeth realizes that Malcolm is named heir in act 1, scene 4, by the king, Macbeth becomes enveloped in jealousy and says, "Let not light see my black and deep desires" (I.IV.57-58). He hopes that darkness will hide his deepest desires. When Macbeth and Lady Macbeth discuss the murder of Duncan, Lady Macbeth calls on evil to wrap itself around her in a blanket of darkness so that she would not be suspected in the lines, "Come, thick night, /And pall thee in the dunnest smoke of hell," (I.V.53-54). The morning after Duncan was murdered; Scotland remained in darkness and obscurity. The events that involve immoral acts by characters are continuously done in the presence of darkness. Therefore, one can conclude that evil and death is demonstrated throughout "Macbeth" with the company of darkness. Light, conversely signifies all things good and sane during the play. Within the whole drama, the sun only seems to shine twice: Act 1, scene 6, where Duncan and most other characters are sitting in a serene area in front of the castle, all are in high spiri... ...ich is intriguing to the readers in order to hold their attention and further their perception of the play. As well, blood imagery is successfully used to illustrate the strong character shift experienced by Macbeth from a brave soldier, to a murderer, to a man filled with self-induced guilt. Macbeth was given the title thane of Cawdor, and he was easily corrupted by the power.    Works Cited and Consulted:    Bradley, A.C. Shakespearean Tragedy. Toronto: Penguin Books Canada Ltd., 1991.    Edwards, Terence. Twentieth Century Interpretations of Macbeth. New Jersey: Prentice-Hall Inc., 1977.    Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul Warstine. New York: Washington Press, 1992.   Ã‚   Scott, Mark W. (Editor).   Shakespeare for Students.   Gale Research Inc. Detroit, Michigan. 1992         

Cultural Differences Paper

Many people throughout the world indentify themselves by their cultural background. It is common knowledge that there are many different cultures throughout the world. Each culture has its similarities and differences. Every individual has multiple identities Race, ethnic, gender, national, regional, organizational, personal, cyber/fantasy—that act in concert. The importance of any single identity is a result of the situation. As the context varies, you may choose to emphasize one or more of your identities. A conceptual inquiry into race or gender would seek an articulation of our concepts of race or gender (Riley 1988). For outside a rather narrow segment of the academic world, the term ‘gender’ has come to function as the police way to talk about the sexes. And one thing people feel pretty confident about is their knowledge of the difference between males and females. The situation is similar, if not worse, with respect to race. The self-evidence of racial distinctions in everyday American life is at striking odds with the uncertainty about the category of race. Is it useful to begin by reflecting on the questions: â€Å"What is gender? †, â€Å"What is race? † and related questions such as: â€Å"What is it to be a man or a woman? â€Å"What is it to be White? African American, or Latino? In this paper, we analyze the multicultural concepts of racial identity and gender identity and point out their significance in understanding cultural differences. Gender Identity Gender is a set of characteristics distinguishing between male and female, particularly in the cases of men and women. Depending on the context, the discriminating characteristics vary from sex to social role to gender identity. Gender being male or female is a basic element that helps make up and individual’s personality and sense o self. Gender identity disorder is a condition in which a male or female feels a strong identification with the opposite sex (Bussey K, Braunda 1999). A person with this disorder often experiences great discomfort regarding his or her actual anatomic gender. People with gender identity disorder may act and present themselves as members of the opposite sex and may express a desire to alter their bodies. The disorder affects an individual's self-image, and can impact the person's mannerisms, behavior, and dress. Individuals who are committed to altering their physical appearance through cosmetics, hormones and, in some cases, surgery are known as transsexuals A person with a gender identity is a person who strongly identifies with the other sex. The individual may identify with the opposite sex to the point of believing that he/she is, in fact, a member of the other sex who is trapped in the wrong body. This causes that person to experience serious discomfort with his/her own biological sex orientation. The gender identity disorder causes problems for this person in school, work or social settings. This disorder is different from transvestism or transvestic fetishism where cross-dressing occurs for sexual pleasure, but the transvestite does not identify with the other sex (Ruble DN 1994) Racial Identity Racial identity is which racial society a person mostly identifies with. However, in today’s world many people have two or more racial identities that make it more difficult for them to grasp and understand the cultural traditions and beliefs. On of the most prominent influences in America is President Barack Obama. As the Unites States first black president has taken office, a new report about race suggests it is a changeable marker of social status rather that a fixed characteristic of one’s birth. Jayson, 2008) Although this presidency will change history forever, President Obama will not be remember for the works that he does in office but for his ethical identity which has been in question since he has taken office. Multicultural, race and society have tremendous ethical influences on our lives, values and experiences. These can also provide a guideline for how we interact with one another on a daily bases. A person can account for suspicion and hat red among people of the same race when it comes to loyalty, affiliation and rigid adherence to stereotypical behavior as well as being the source of comradery and lasting unions. Through racial socialization, individuals are imbued with messages that determine the appropriateness and inappropriateness of their roles as racial being. (Carter, 1995) Racial identity can be one of the most important factors of a human life because it can determine how they live, love, and survive. Conclusion Begin your paper here. Double space the entire document. Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. Happy writing!

Harrison Bergeron Essay

Kurt Vonnegut’s fictional society adopted the theories of Social Contract and Social Justice to establish a new social and legal order. The people amended the constitution to attain equality for all. With the amendments, they created laws to make a uniform citizenry out of their people and in the process stripped them of their individuality. These laws were also intended to make them think and act alike which was their idea of equality. As to who is benefited from such extreme version of social control depends on whose viewpoint it was coming from. Despite their unrestricted freedoms no one was ultimately benefited in this kind of system. It was no guarantee of peace and absolute control, as in the case of Harrison. His physical and mental states were no match for the handicaps. Once both powers were unleashed and unrestrained what resulted was a blending and coordination that produced a beautiful symphony of dance and music. It was symbolical of the good things that can happen or that can be achieved if we let our natural gifts, talents and skills work for the common good. There can be unity in diversity and peaceful co-existence may be possible. In a controlled society as this fictional one, there were no norms, values, and culture that may identify them. For norms, values and culture were what will set them apart. This was a robotic society where the norms were that which are forced upon them because of the handicaps some were made to wear. Acceptable norms were absent because the standard (equality) was built into the system. In effect one had a common standard to follow in which to comport oneself, no less and no better that the others. There was only one value that stood, no one was above the other in appearance and in the treatment he gave and he got. Culture should define who and what this society was, but what would make it truly unique? There was nothing neither appealing nor interesting in it because everything went against the natural ways of man. People followed rules not out of their volition. How were they to know the good was turning bad, and worse was turning worst, if something in their brains signaled a censure. This restraint was basically against their good and benefit, but they had no choice but to obey what was programmed in their system. Once, this was a society that had reached the extreme end of the balance with their all-out freedoms and unchecked rights of individuals. The situation had reached unmanageable proportion that they had to resort to dramatic crisis control which brought them to the other extreme end by way of the encroachment on their rights and freedoms. This society took not only the people’s freedoms but their right senses as well. In what they figure to be the correct moves to effect change, their agitation towards a freak of nature was alarming, like when â€Å"some things about living weren’t quite right †¦ April not being Springtime† (Vonnegut, 1961). Law and society have interchangeable attributes. Law may change a society and society may change the law. In the case of Harrison Bergeron, society had made 3 amendments to their constitution out of desire for and necessity to change. They wanted to regulate and curb freedoms to a comfortable magnitude. The change in the law made this society a strictly tempered one. Lawyers and the legal system do not have a place in this society anymore. The Handicapper General proceeded to punish without trial law breakers. The only crime that can be committed was taking one’s handicaps off and that did not need investigation and defense. The crime and the criminal are self-evident. The fictional society does not have any direct similarities in today’s time. However, the inference to the curtailment of freedoms is plenty. When a society does not allow an artist to express his heart in his art, the Harrison Bergerons to criticize the government which should be for, by and of the people, and ease the fear of ordinary citizens, they are the translations of Vonnegut’s transgressions of freedoms in his fictional society. Instead of seeking for equality in the extreme, working with diversity might be the better option.

An Effective Teacher Evaluation Includes Questions

An Effective Teacher Evaluation Includes Questions The most effective method for evaluating a teacher effectively is dual, mutual involvement and ongoing collaboration in the evaluation process.  The teacher, being guided by the evaluator, is consulted and involved throughout the evaluation process. When this happens, the evaluation becomes a tool to springboard true growth and ongoing improvement.  Teachers and administrators find authentic value in this type of evaluation process. The biggest drawback is that it is a time-consuming process, but ultimately it proves worth the extra time for many teachers. Many teachers feel like there is often a disconnect in the process because they are not involved enough. A first step in actively involving teachers in the process is to have them answer questions about the teacher evaluation. Doing so before and after the evaluation gets them thinking about the process that naturally makes them more involved. This process also gives both sides some critical talking points when they meet face-to-face as some evaluation systems require the teacher and evaluator to meet before the evaluation takes place and after the completion of the evaluation. Administrators can utilize a short questionnaire designed to get the teacher thinking about their evaluation. The questionnaire can be completed in two parts.  The first part gives the evaluator some prior knowledge before they conduct the evaluation and helps the teacher in the planning process. The second part is reflective in nature for both the administrator and teacher. It serves as a catalyst for growth, improvement, and future planning. The following is an example of some questions you can ask to improve the teacher evaluation process. Pre-Evaluation Questions What steps did you take to prepare for this lesson?Briefly describe the students in this class, including those with special needs.What are your goals for the lesson? What do you want the student to learn?How do you plan to engage students in the content? What will you do? What will the students do?What instructional materials or other resources, if any, will you use?How do you plan to assess student achievement of the goals?How will you close or wrap up the lesson?How do you communicate with the families of your students? How often do you do this?  What types of things do you discuss with them?Discuss your plan for handling student behavior issues should they arise during the lesson.Are there any areas you would like for me to look for (i.e. calling on boys vs. girls) during the evaluation?Explain two areas that you believe are strengths going into this evaluation.Explain two areas that you believe are weaknesses going into this evaluation. Post-Evaluation Questions Did everything go according to plan during the lesson? If so, why do you think it went so smooth. If not, how did you adapt your lesson to handle the surprises?Did you get the learning outcomes you expected from the lesson? Explain.If you could change anything, what would you have done differently?Could you have done anything differently to boost student engagement throughout the lesson?Give me three key takeaways from conducting this lesson. Do these takeaways impact your approach moving forward?What opportunities did you give your students to extend their learning beyond the classroom with this particular lesson?Based on your daily interactions with your students, how do you think they perceive you?How did you assess student learning as you went through the lesson? What did this tell you? Is there anything that you need to spend some additional time on based on the feedback received from these assessments?What goals are you working towards for yourself and your students as you prog ress throughout the school year? How will you utilize what you taught today to make connections with previously taught content as well as future content?After I finished my evaluation and left the classroom, what immediately happened next?Do you feel that this process has made you a better teacher? Explain.

A River Runs Through It essays

A River Runs Through It essays In the woods, we return to reason and faith. There nothing can befall me in life-no disgrace, no calamity, which nature cannot repair. Standing on the bear ground; my head bathed by blithe air, and uplifted into infinite space, all mean egotism vanish. To each man there are places to forget, places to ignore worries, troublesome thoughts, and lost ideals. For father and sons that place comes to be the Big Black Foot River. Rev. Maclean, Norman, and Paul find solace in the river; discover simpler standards for life, structure, and religion. The rhythmic, methodical current of the waters provide reason and faith, a return to gods green earth, a return how life was meant to be in the eyes of a transcendental. The author, the brothers, and the father; and the quest for purity. The beauty in the strength of mere words and the immense impact they have on the soul of man has been the inspiration to many of the greatest poets and writers. The ability to combine elegance with knowledge and thereupon affect the thoughts of others using only paper and pen has intrigued men for centuries. Henry David Thoreau proved to be the voice of his people and thus changed history by expressing the ideals he believed to be correct, though the majority of the people did not always understand these ideals. "I should have told them at once that I was a transcendentalist. That would have been the shortest way of telling them that they would not understand my explanations" (H. D. Thoreau). Of the likes, Father and sons often were misunderstood. The ideals shared amongst often shrouded the men from society. Too, misinterpretation encircled Thoreau, yet through diligent writing and life experiences he began to tear the veil of conventional thought from societies clouded eyes. Man must increase his understanding of himself to understand the outside world. Had the brothers realized what that trickling fl ...

Interesting Facts About European Green Crab

Interesting Facts About European Green Crab The green crab (Carcinus maenas) is commonly found in tide pools along the East Coast of the United States from Delaware to Nova Scotia, but this species is not native to these areas. This now-abundant species is thought to have been introduced into U.S. waters from Europe. Green Crab Identification Green crabs are a relatively small crab, with a carapace  that is up to about 4 inches across. Their coloration varies from green to brown to reddish orange. Classification Kingdom: AnimaliaPhylum: ArthropodaSubphylum: CrustaceanClass: MalacostracaOrder: DecapodaFamily: PortunidaeGenus: CarcinusSpecies: maenas Where Are Green Crabs Found? Green crabs are widespread in the eastern U.S., but they arent supposed to be here. The green crabs native range is along the Atlantic coast of Europe and northern Africa. However, in the 1800s, the species was transported to Cape Cod, Massachusetts and is now found in the eastern U.S. from the Gulf of St. Lawrence to Delaware. In 1989, green crabs were discovered in San Francisco Bay, and now they inhabit the West Coast up to British Columbia. Green crabs have also been recorded in Australia, Sri Lanka, South Africa and Hawaii. It is thought that they were transported in the ballast water of ships, or in seaweed that was used to pack seafood. Feeding The green crab is a voracious predator, feeding primarily on other crustaceans and bivalves such as soft-shelled clams, oysters, and scallops. The green crab moves quickly are dexterous and are capable of learning, so that it can improve its prey-handling skills while it is foraging. Reproduction and Life Cycle Female green crabs can produce up to 185,000 eggs at a time. Females molt once each year, usually during the summer. During this time, the crab is very vulnerable until its new shell hardens, and the male green crab guards the female by pairing with her in pre-molt cradling, defending the female from predators and other males. A few months after mating, the females egg sac appears. The female carries this egg sac for several months, then the eggs hatch into free-swimming larvae, which stay in the water column for 17-80 days before settling to the bottom. Green crabs are estimated to live up to 5 years. Conservation Green crab populations have expanded rapidly from their native home in the Eastern North Atlantic, and they have been introduced into many areas. There are several ways that the green crab can be transported to new areas, including in the ballast water in ships, in seaweeds that are used as packing materials to ship marine organisms, as bivalves shipped for aquaculture, and movement on water currents. Once they are introduced, they compete with native shellfish and other animals for prey and habitat. Sources MIT Sea Grant. 2009. Introduced Species (Online). MIT Sea Grant Center for Coastal Resources. Accessed May 23, 2009.National Heritage Trust. 2009. European Shore Crab (Carcinus maenas). National Introduced Marine Pest Information System, CRIMP No. 6275. Accessed May 23, 2009 (link no longer active as of June 2014).Perry, Harriet. 2009. Carcinus maenas. (Online) USGS Nonindigenous Aquatic Species Database, Gainesville, FL. Accessed May 23, 2009.Prince William Sound Regional Citizens Advisory Council. 2004. Green Crab (Carcinus maenas). (Online) Non-Indigenous Aquatic Species of Concern for Alaska. Accessed May 23, 2009.Washington Department of Fish and Wildlife. 2009. Carcinus maenas (Green Crab). Washington Department of Fish and Wildlife Invasive Species Fact Sheets. Accessed May 23, 2009, online. As of August 2010, no longer online.

Mid3 Essay Example | Topics and Well Written Essays - 1500 words

Mid3 - Essay Example This was swiftly followed by the addition of Florida as a slave state (Brinkley, 440). Additionally, the US-Mexican war was potentially provoked during Polk’s presidency, as they were already annoyed by the annexation of Texas. He was also interested in purchasing Baja California and New Mexico, which was seen as an insult and the Mexicans felt disarmed by this new president and his choices (Brinkley, 443). Polk himself provoked the war, using the new Texas-Mexico border as justification. The US-Mexican war was another provocation towards disunion because many of those living in the Southern states and former Mexican territories were in support of the war, but those living in the north felt it to be unnecessary. Ulysses S. Grant felt the war to be immoral, which suggests the position of many of the Northern Whigs. At the time, there was mounting tension about a number of issues in the U.S. which eventually led to a break-up of the Union between 1848 and 1861. Slavery was a gro wing concern, with many slave-owning states being concerned about the lack of economic security that would come from abolition, and those in the north feeling slave ownership to be immoral. Millard Fillmore became the last Whig president. Fillmore hated slavery but enforced the new Fugitive Slave Law, which meant that many African Americans were being arrested and had to escape to Canada to escape slavery (Brinkley, 425). The Whig party was also affected by many of the developments at the time, as they felt offended by the compromise of 1850, and there was a divide in the presidential candidate backed by Southern Whigs and Northern Whigs. This dissent in the party ranks eventually led to the dissolution of the Whig party, and is the reason why Millard Fillmore was the last Whig president. Additionally, Pierce was elected President by the majority but is widely acknowledged to be one of the worst U.S. presidents in history (Brinkley, 424). He attempted to save the Union by backing pr o-slavery sentiments, which makes him unusual for a Yankee. He signed the Kansas-Nebraska Act drafted by Illinois Senator Stephen Douglas, allowing the people of all Western Territories to vote whether or not to permit slavery (Brinkley, 426). This meant that there could be a change in the divide between pro- and anti-slavery states in the United States, starting a period of intense turmoil. It is important to note that slavery was not the only important aspect of the break-up of the Union, but is a major contributing factor to a number of problems that were occurring across the new continental United States, which was growing in size. Part TWO: The Civil War: In what way did the Confederacy embody Calhoun’s version of Jeffersonianism? In what way did the Union under Lincoln embody the Whig/Republican version of Hamiltonianism? How did Lincoln turn the war into a Second American Revolution? Why were Antietam, Vicksburg, Gettysburg and the election of 1864 important? How and w hy did the Union eventually prevail? The Confederacy was born out of several states, started by South Carolina in 1860, declaring their independence from the United States as it was (Brinkley, 451). There were several issues that led to this disillusion, one of which being slavery. The Confederacy can be said to embody Calhoun’s version of Jeffersonianism by promoting minimal government, preventing the use of tariffs and funding public works. This is in stark contrast to Hamiltonianism and many of the elements of the United

Business Environment Essay Example | Topics and Well Written Essays - 1500 words - 6

Business Environment - Essay Example In simpler words, globalization has become a deeply-rooted phenomenon in the present world that there seems to be zero alternative of capitalism. Different skeptics have come up with new and effective economic theories and practices to suspend the common grounds of capitalism in the world (Thornley & Appay, 2010). Nevertheless, the impact or the implementation of capitalism is effective to the core that independent economic policies are failed to practice. Herein, it should be noted that the mentioned view is merely projected by the skeptics and there is still a lot of room of explanation concerning the credibility of the aspect (Milward, 2003). The aim of this essay is to critically assess the thesis statement the proposition that governments are no longer able to implement independent policies. There is supposedly an ongoing debate when it comes to the aspect of efforts made by the governments to implement and promote independent economic policies. The weighing or the effective dimensions to the debate can only be evaluated by understanding triumphed nature of capitalism in the global world, paradox of neo-classical theory, the role of the transfer national companies (TNCs). The fact remains that the economic activities in the past were quiet limited because of the limitations imposed on the trade. In the present times, one can see that it is easier for the organizations to design a product in one region and then deliver it to customer in the opposite part of the world (Ohmae, 1994). Herein, the intensity of skepticism is evident from the fact that western civilizations see capitalism as a threat to social equality. Milward (2003) in his research included that the skeptics of capitalism have always shown great interest in the international discussion of need of non-free market structure. Such an assertion is made

Cusstom of The Country by Edith Wharton Essay Example | Topics and Well Written Essays - 500 words

Cusstom of The Country by Edith Wharton - Essay Example The force and power of Wharton's words is felt throughout the book. In the last chapter, Paul Marvell, home for Easter, finds himself completely alone in the huge 'museum-like' hotel that is to be his home. The descriptions of the rooms with their empty splendor and that of the library with its untouched volumes, is gripping. The reader cannot miss the empathy that Paul feels with Vandyke's Grey Boy with his face "infinitely noble and charming, and yet (in spite of the dog) so sad and lonely that he too might have come home that very day to a strange house in which none of his old things could be found" (Chapter 46). With a few well chosen adjectives and phrases - "the white fur rugs and brocade chairs seemed maliciously on the watch for smears and ink-spots" (Chapter 46), "none of the new servants--they were always new" (Chapter 46), "massive unused inkstands and immense immaculate blotters; not a single volume had slipped its golden prison" (Chapter 46), Wharton has made the very l oneliness the boy feels to emanate from the book and grip the reader. In the scene where the Spragg family gathers for breakfast, Wharton describes the settings superbly.

Impact of climate change on timber engineering structures Research Paper

Impact of climate change on timber engineering structures - Research Paper Example The differing opportunities and threats posed by timber structures and climate change are outline below. 1. TIMBER STRUCTURES AND BUSHFIRES Climate change has been related to bushfires directly and increasing temperatures have been taken as a sign that bushfires are only bound to increase in the future. An estimate puts the change in temperature due to global warming in Australia between 0.4 and 2oC by the year 2030 above the 1990 levels while the change by 2070 is projected between 1 and 6oC. (Preston & Preston, 2006) It could easily be expected that the exposure of timber to bushfires would result in the timber structures being damaged beyond repair by fires. However this is not entirely true as timber structures do not face any real threats as long as the heat from the bushfires is radiant in nature. Appropriately AS 3959-2009 specifies three classes of timber that can be used in areas at risk of bushfires. These ratings are based on the BAL (Bushfire Attack Level) ratings and include timber with a seasoned density of 650 kg/m3, 750 kg/m3 and timber that is resistant to bushfire. Timber is made resistant to bushfire t hrough the use of the materials inherent properties, by dousing and coating with fire retardant chemicals or through the application of fire retardant substrates. (Standards Australia, 2009) However AS 3959-2009 does not place any constraints for using special timber classes in places where no direct exposure to heat is speculated. Such regions of timber usage include the floors, wall frames, roof framing walls, ceiling lining etc. The timbers specified for use in the standard mentioned above are found abundantly in Australia. Seven kinds of timbers with high densities are specified as being fire resistant and their testing has proved the levels of endurance that could be expected with their use. Based on these pieces of evidence it can be inferred that timber can be used in increasing numbers without the risk of significant impacts from climate change on timber engineered structures. 2. Spread of Termites and Other Pests Another major impact of climate change has been its help to spread various species of insects beyond their normal modus operandi. The increase in temperatures is driving more and more species to occupy newer areas. In the Australian context there has b een a net migration of a number of different plants, animal an insect species towards the south as temperatures are on the rise. The increasing temperatures provide these species with better breeding grounds that are favourable so a net migration occurs. The case of malaria moving farther down south is just one such manifestation (McMichael, 2003) where the operating areas for mosquitoes have increased as global temperatures are on the rise. A similar problem is exhibited through the spread of termites to newer locations as temperatures become more and more favourable for their breeding and growth. Regions like Victoria are more at danger than others because 30 of the 78 municipalities in Victoria do not require any anti-termite protection for buildings. This indicates that most of the buildings, houses and other structures in these municipalities will be prone to termite infestations in the near future. At present there is little to no action on the part of the government to mitiga te such threats. The various builders, developers and purchasers should be alerted by the local government as to expected chances of termite and other pest based infestations. Moreover there is dire need for coordination between government regulatory agencies and etymologists in order to identify the migration patterns of termites and other such pests that could cause large damages in the future. 3. Increased

International Resort and Spa Mangement Essay Example | Topics and Well Written Essays - 1750 words

International Resort and Spa Mangement - Essay Example On one hand, they interact with the customers and getting the information from an external environment. On the other hands, Boundary Spanners are also the communicate stage between management team and customers. So the company has to achieve and motivate them to get the effective performance. The Boundary spanning individuals develop partnerships and collaboration though building sustainable relationship, seeking to understand the motives, responsibilities and roles and also managing through influence and negotiation. For the organizations, they will create the strategic alliances, to join working arrangement and partnerships of collaboration to pass the organizational boundaries. (Williams, 2002) As the theory from Kurt Lwin and his associates at the University of Lowa (1938), they mention about the different style and level of empowerment to the staff such as Autocratic, democratic and laissez-faire. It verifies the important of employee to be empowered and how it provides a higher quality work with participative leadership. (Cherry, 2014) The empowerment in management is needed, it provide the area and stage for the employee to make a decision and critical think the best way to finish the job, it improve work and staff quality. In the hotel industry, one of the best examples of a successful business with empowerment in management is Ritz-Carlton. The Ritz-Carlton was the best employer again in 2013 because the company always trusts and says, â€Å"This award identifies the valuable contribution each person makes to our business on a daily occasion. We pursue to build a culture that stands up to our credo and where each principles of trust are applied, respect, honesty, veracity to exploit the talent to the advantage of each person and the company.† (Ritz-Carlton, 2013) The company respects and trusts the employee’s opinions and offers them the empowerment to make a decision during interact with customers. It brings up the positive effect for

The American Beaver as a keystone species and there effect on the Essay

The American Beaver as a keystone species and there effect on the north american ecosystem - Essay Example This paper purposes to explore how the animals achieve this great impact. The American Beaver is considered as a keystone species in the North American wetland areas by the ecologists. Keystone species are animals whose activities and abundance determine the integrity of the community and its unaltered persistence through time (Schulze 238). The activities of the American Beaver result to creation of dam and reduction of the flowing speed of streams. Moreover, it results to deposition of sediments on the beds of those streams. This improves the ecosystem of the fish and other water animals in those streams. Therefore, the activities of these animals improve the living conditions of the other water animals and hence they are keystone species. Moreover, the activities of the American Beaver also have an impact to the animals living in both the riverbanks and those living on the other landscape. This is because these animals have the capability to influence the course of succession, species composition, and structure of plant community (Rosell et al 2). These animals can change the composition of plant in an area thus bettering the habitant for other animals. Their foraging also clears the land thus making the ecosystem very favorable for the predators. However, they sometimes fall trees that can destroy the ecosystem of the birds. Therefore, the activities of the American Beaver have an influence to the community of the terrestrial animals also and thus it is a keystone species. The American Beavers activities results to felling of trees on streams that block the streams thus converting the flood plains of streams into wetlands. The activities of these animals have resulted to creation of several wetlands on areas that were previously occupied by flood plains. In other areas, their activities have resulted to expansion of the existing wetlands. This has been mainly through the felling of trees

International Resort and Spa Mangement Essay Example | Topics and Well Written Essays - 1750 words

International Resort and Spa Mangement - Essay Example On one hand, they interact with the customers and getting the information from an external environment. On the other hands, Boundary Spanners are also the communicate stage between management team and customers. So the company has to achieve and motivate them to get the effective performance. The Boundary spanning individuals develop partnerships and collaboration though building sustainable relationship, seeking to understand the motives, responsibilities and roles and also managing through influence and negotiation. For the organizations, they will create the strategic alliances, to join working arrangement and partnerships of collaboration to pass the organizational boundaries. (Williams, 2002) As the theory from Kurt Lwin and his associates at the University of Lowa (1938), they mention about the different style and level of empowerment to the staff such as Autocratic, democratic and laissez-faire. It verifies the important of employee to be empowered and how it provides a higher quality work with participative leadership. (Cherry, 2014) The empowerment in management is needed, it provide the area and stage for the employee to make a decision and critical think the best way to finish the job, it improve work and staff quality. In the hotel industry, one of the best examples of a successful business with empowerment in management is Ritz-Carlton. The Ritz-Carlton was the best employer again in 2013 because the company always trusts and says, â€Å"This award identifies the valuable contribution each person makes to our business on a daily occasion. We pursue to build a culture that stands up to our credo and where each principles of trust are applied, respect, honesty, veracity to exploit the talent to the advantage of each person and the company.† (Ritz-Carlton, 2013) The company respects and trusts the employee’s opinions and offers them the empowerment to make a decision during interact with customers. It brings up the positive effect for

The Thomas Kincaid Galleries Essay Example for Free

The Thomas Kincaid Galleries Essay Consider what you think of as art and then try to explain what makes it art. What do you respond to in a work of art? Is it the way it looks, or the way it makes you feel or the ideas it brings to mind? How important are the formal qualities?. How important is the content? Should one be subservient to the other? These are somewhat subjective criteria and there are really no right and wrong answers, but please think about the question seriously and be sure to reference actual works of art in your discussion to illustrate your ideas. The text of the question seriously and be sure to reference actual works of art in your discussion to illustrate your ideas. Hands on Art Project 100 points Create a work of art that makes a statement. It can be done in any medium you like. See what materials you might already have on hand.. (i. e. crayons, markers, fabric scraps, paints or any interesting objects that would serve your purpose. ) It can be composed completely of collaged images or found objects so that you do not need to be able to draw. The work can make a political or social statement or it can be of a more personal nature, but you need to be able to verbalize the basic premise of the piece. The purpose of this project is to experience some of the processes of creating a work of art. Essay 2: Compare and Contrast The text of this essay is to be at least 750 words 160 points 1. Select a work of art from the text (preferably a color image) 2. First, spend time looking thoroughly at this work of art, then write an analysis of it. Think in terms of subject, form and content. Look for the elements of design and the principles of organization. How is the artist using shape, color, line, and texture? How is the piece balanced? What rhythms are established? Do we get a sense of movement? How is he or she using these formal aspects to help convey a mood, or idea? Also, you may want to find out a little about the artists and the historical period they represent. What do you think was the purpose for making this piece? What do you think they were trying to say? 3. Find another work that is similar in some way. For example, two still-lifes, portraits, landscapes, or works on a similar theme, like mother and child, the crucifixion, etc. Look carefully at both, compare, and contrast the two. Again, think in terms of form, subject and content. How are they similar? In what ways are they different? Be specific. 4. Respond to these works of art, both critically and personally. Do you think they are equally successful as works of art? Why? How do they make you feel? Do you like them? Why or why not? Essay 3: Art Review (at least. 500 words) 100 Points Go to an art exhibition at a museum or gallery near you. Colleges universities often have art exhibitions on campus. This must be an actual, not a virtual exhibition. (Note: The Thomas Kincaid galleries are not acceptable for this assignment) Look at the whole show and give your overall impression of the show. Does the show have a theme? What kind of work does it include? Choose a piece or two to describe (as you did in the compare and contrast essay. ) Did you like the work? Why or why not? Which pieces were particularly meaningful? The Thomas Kincaid Galleries are not suitable for this assignment.

Importance of Meeting Child Individual Needs

Importance of Meeting Child Individual Needs UNIT 1: A UNIQUE CHILD EXPLAIN THE BENEFITS FOR CHILDREN WHEN THIER INDIVIDUAL NEEDS ARE MET CHILD DEVELOPMENT Every child is a unique individual with their own characteristics and temperament. Development is a continuous complex interaction of environmental and genetic factors in which the body, brain and behavior become more complex Babies and children mature at different rates and at different times in their lives Babies and children are vulnerable and become resilient and confident if they have support from others early relationships strongly influence how children develop and having close relationships with carers is very important A SKILFUL COMMUNICATOR Babies are especially interested in other people and in communicating with them using eye contact, crying, cooing and gurgling to have ‘conversations’ Babies and children are sociable and curious, and they explore the world through all their senses. Babies and children develop their competence in communicating through having frequent, enjoyable interactions with the people, in contexts that they understand. Children learn to communicate in many ways, not just by talking, but also in a non-verbal ways such as gestures, facial expressions and gaze direction, in drawing, writing and singing, and through dance, music and drama. A COMPETENT LEARNER Babies come into the world ready to learn and are especially tuned to learn from other people and the cultural and material environment. Play and other imaginative and creative activities help children to make sense of their experience and ‘transform’ their knowledge, fostering cognitive development. Language, thinking and learning are interlinked, they depend on and promote each others development. What children can do is the starting point for learning. Children learn better by doing, and by doing things with other people who are more competent, rather than just being told. EFFECTIVE PRACTICE Understand the process involved in babies’ and children growth, development and learning. Support babies and children to develop a positive sense of their own identity and culture, this helps them to develop a positive self-image. Encourage, listen and respond to babies and children’s communications, both non-verbal and verbal. Acknowledge the different ways in which babies and children learn, and be aware that learning is a process that cannot be rushed. Recognise that babies and children attitudes and dispositions to learning are influenced by the feedback of others. DESCRIBE HOW THE PRINCIPLES OF ANTI DISCRIMINATORY PRACTICE CAN BE APPLIED TO PRACTICE CHILDRENS ENTITLEMENTS All children are citizens and have rights and entitlements. Children should be treated fairly regardless of race, religion or abilities. This applies no matter. What they think or say; What type of family they come from; What language (s) they speak; What their parents do; Whether they are girls or boys; Whether they have a disability or whether they are rich or poor. All children have a equal right to be listened to and valued in the setting EQUALITY AND DIVERSITY All children have a need to develop, which is helped by exploring and discovering the people and things around them. Some children’s development may be at risk, for example Children who are disabled and those with special educational needs; Those from socially excluded families, such as the homeless or those who live with a parent who is disabled or has a mental illness; Children from traveller communities, refugees or asylum seekers and those live diverse linguistic backgrounds. All children are entitled to enjoy a full life in conditions which will help them take part in society and develop as an individual, with their own cultural and spiritual beliefs. Practitioners ensure that their own knowledge about different cultural groups is up to-date and consider their own attitudes to people who are different from themselves. Attached: Playroom Day Nursery’s Inclusion and Equal Opportunities policy PROMOTING ANTI DISCRIMINATION PRACTICE LEGISLATION There are various pieces of legislation in place to promote equality and reduce discrimination. These include the Disability Discrimination Act 2005. The Special Educational Needs and Disability Act 2001, the Race Relations (Amendment) Act 2000, Convention on the rights of the child (UN, 1989), The Human Rights Act 1998, The Sex Discrimination Act 1975 (as amended), Employment Equality ( Sexual Orientation) Regulations 2003, the Equality Act 2010. The aim of this legislation is to promote equality of opportunity for all, regardless of age, sex, sexuality, disability, race, religion or any other difference. However, whilst legislation is important because it protects people, the one thing it cannot do is change people’s attitudes Everyone has internalised layers of expectation based on personal upbringing and experiences that operate on a conscious and subconscious level. A key worker acknowledging the extent of the baggage that they may bring to an environment is a vital first step along the road to anti discriminatory practice. PUTTING INTO PRACTICE Anti discriminatory practice can be defined as an approach to working with young children that promotes Diversity and the valuing of all differenced A setting whose practice is anti discriminatory will celebrate and value differences in identities, cultures, religions, abilities and social practices. Self esteem and positive group identity A setting will recognise the impact of discrimination, the social inequalities and their effect on young children and their families. Such a setting will identify and remove practices and procedures that discriminate. Fulfilment of individual potential A setting will value children and adults for their individuality and ensure a sense of belonging that promotes self esteem. It will respect where children come from, what they achieve and what they bring to the learning situation. The full participation of all groups in society A setting will appreciate the importance of what is learned and what can be unlearned in the early years and recognise the wider aim of early education to lay the foundations of a more just and equitable society. Early years practitioners also need to assess the discrimination that occurs in society and their own setting (consciously or subconsciously) and the effect it has on the children. In Practice Moving towards successful anti discriminatory practice involves Understanding that diversity is inclusive and that we all have cultural backgrounds and multiple indignities that are derived from various sources, including our families, our peer groups and out own unique set of individual experiences Examining our personal prejudices and how they operate, and committing ourselves to ‘unlearning’ our prejudices Promoting positive values for families, communities and staff Gathering a repertoire of strategies to ensure settings are welcoming, non threatening and stimulating places be, where children and families are valued because of their differences and not in spite of them Developing the awareness, confidence, skill and knowledge to challenge and educate effectively, for example, the child who thinks black skin is dirty or the staff member who makes assumptions about a disabled child’s inability to join in and activity Involving everyone in dynamic and constructive dialogue and process Constantly monitoring, evaluating and adjusting practice and procedures Flexible thinking Among the attributes that we especially need to develop and strengthen are assertiveness, the ability to communicate effectively and the ability to empathise with others, The aim of anti discriminatory practice is not to generate discomfort, conflict or negativity, although we may well encounter these feelings along the way. Treating children the same isnt the same things as treating them equally. To treat children equally we have to recognise that society does not provide a level playing field and we may have to take a variety of unequal factors into account to meet their universal entitlement as future citizens. All children stand to benefit from enabling, ensuring environment where achievements are valued in the broadest possible terms and individual potential is respected Anti discriminatory practice strives towards all the children and the adults in a setting developing and maintaining high self esteem and being proud of where they come from One important rule is not to expect to find easy or right answers to everything. This is an area where a little knowledge, if generally applied, can be as dangerous as none at all. While some knowledge can be desirable and useful, it is counter productive if it leads us to assume, fro example, that families from a particular culture or religion will have identical interpretation or application of this ideas, or that one child with Downs syndrome or cerebral palsy will have much the same needs or (dis)abilities as another. This process which involves getting to know people and children on a personal and professional basis and avoiding pre judgement and fixed expectations. This approach will often demand creative and individual solutions. DESCRIBE WHY IT IS IMPORTANT TO PLAN ACTIVITIES THAT MEET THE INDIVIDUAL NEEDS OF CHILDREN As every child is different, it is important to think about, plan for, and interact with the individual, as well as the group as whole. Considering the range of children’s styles, social interactions an personalities. Some are quiet; others are noisy Some like to spend time by themselves; others are the life of the party Some are shy; others are outgoing Some are active; others are quiet Some enter into new situations easily; others like to stand back and watch You need to ensure children are confident, happy and engaged in learning, their individual needs must be met. You have to be constantly alert and responsive. The importance of meeting individual needs is well established in recent guidelines for early childhood practitioners. The English curriculum Guidance For The foundation Stage (GGFS) states that we should ‘ensure that all children feel included, secure and valued’ and ‘treat children as individuals’ Practitioners tune into children through observing them, interacting with them and listening to what their parents/carers have to say about them. EXPLAIN HOW THE PRACTITIONER CAN PROMOTE CHILDREN’S PHYSICAL AND EMOTIONAL WELL-BEING WITHIN AN EARLY YEARS SETTING Personal, Social and Emotional development are three building blocks of future success in life. They are close linked to each other and often bracketed together as one area of learning and development. Personal development- how we come to understand who we are and what we can do, how we look after ourselves. Social development- how we come to understand ourselves in relation to others, how we make friends, understand the rules of society and behave towards others. Emotional development- how we come to understand our own and other’s feelings and develop our ability to ‘stand in someone elses shoes and see things from their point of view Practitioners work hard to ensure that children are happy in their learning and development and it helps children if parents are genuine partners with practitioners. All Saints primary school and Playrooms Nursery use (SEAL) Social and Emotional Aspects of learning. WHAT IS SEAL Seal is a school programme that support schools and plans to help children and young people to develop social and emotional skills. They are also essential for all adults and are important for early-years practitioners and staff in schools. HOW DOES IT WORK When a school/Nursery implements SEAL it will consider all aspects of school life and consider how social and emotional skills can be promoted. This might involve reviewing several school policies developing learning opportunities that ‘explicitly help children to learn the skills and to apply them. (www.bandapilot.org.uk) website with ideas for assemblies, staff development activities, learning opportunities a guidance booklet and resources to use across the school day Children must be provided with experiences and support which help them to develop a positive sense of themselves and of others, respect for others; Social skills, and a positive disposition to learn. EARLY SUPPORT It is important to identify the need for additional support as early as possible. Without it children will not get the help they need at the right time, in the way that is right for them. Early support for children includes listening to families and taking part in a sensitive two-way exchange of information. For children with the most severe and complex additional support needs you need to plan jointly with everyone who is in contact with the child. This will coordinate support and promote learning as effectively as possible. Knowing when and how to call in specialist help is one important element of inclusive practice. EFFECTIVE PRACTICE Encourage children to recognise their own unique qualities and the characteristics they share with other children. Make sure that you actively promote equal opportunities and anti-discriminatory practice, ensuring that all children and families feel included, safe and valued. Ask parents whether there is need for and special services and equipment for children who ma require additional support. Support children to make friends and help them to think about what makes a good friend. Ensuring the needs of every child are fully met, even when temporarily you need to spend more time with a child who is new to the setting or whose behaviour is giving rise to concern. Keeping a focus on the child’s needs when a parent also has significant needs. Maintaining records suitable for sharing with colleagues in an inter-agency team while acting as a point of contact for a child and their family.

Hesiod’s Theogony :: Hesiod’s Theogony

Hesiod’s Theogony Hesiod writes his Theogony within the context of the nascent polis, which informs his conception of the Greek pantheon. The generations of gods that he portrays begin with the elements of nature and move steadily toward fully anthropomorphic figures, which represent elements corresponding to the experience of the city-state. In Hesiod’s time, the polis was led by a king, or kings, and the rule of Zeus that Hesiod portrays serves as an example of royal rule for them. Toward the end of the Theogony Zeus is urged by the other gods to be king, to rule the other immortals, and to follow the advice of Gaia. And so he apportions honors among them (881-5). Hesiod suggests that royal power results from the assent of the ruled, that it entails the right to rule, but that that rule must be tempered by recognition of the significance of nature, earth, which provides society’s livelihood. Zeus swallows the goddess Metis (890), just as a king must gain intelligence. Then he marries Themis, right, who bears good rule (Eunomia), justice (Dike) and peace (Eirene) (901-2), all necessary elements for a prosperous city-state. Eurynome (straight law) bears him the Graces (Charites), which are necessary elements for trade and social interaction. Zeus’ marriages to Demeter, Leto and Hera yield the gods and goddeses familiar to the Greek world, Persephone, Apollo, Artemis, Hebe, Ares and Eileithyia, and he himself eventually bears Athena (912-24). These are not elements of good rule, but simply the gods of the Greek polis. Demeter and Persephone are worshipped for agriculture, Apollo for his oracular shrine, Artemis for the wilderness and young women, Ares for war. Poseidon as sea god is apart from the polis, but he sires the fearsome Triton (931). Likewise, Ares’ children Phobos and Deimos, two aspects of fear, delineate realms beyond the proper bounds of the polis. Maia bears for Zeus Hermes (938-9), who as herald of the gods moves between realms, between one polis and another. The story of succession that arrives at the rule of Zeus moves from the undifferentiated Sky (Ouranos), through Kronos to Zeus, who himself must withstand the challenges of both Prometheus and Typhoeus.

Language Separation in Immigrant Families Essay -- Immigrants Immigrat

Language Separation in Immigrant Families In America, each family usually has a standard language spoken in the household. Communication is easy and mothers can talk with their children and they can connect with them. Some people who have this benefit are unaware that some families do not have this advantage in their homes. Lee Thomas and Linh Cao understand that some families have language change through each generation. Cao herself lived in house where her relatives used several different languages and learned first hand that there are many losses when a family doesn’t share a common language. Thomas and Cao wrote this article specifically for parents and families that have language separation through generations. Both authors have background knowledge about language from their experiences. Thomas was a teacher of linguistics at the University of Nevada. Cao taught English at Sparks High School in Nevada. Cao also grew up in a family where the language predominately spoken by each person changed by age group. She was born in Vietnam and her first language was ...

Blond and Person

__Dyed hair       ___wavy hair    ___frizzy hair       ___straight hair    ___fair hair       ___a fringe hair    ___a parting hair    ___a pigair    ___a pory tail ( ) ___a bun ___streaks hair =high light    ___lank hair    ___greasy hair ___dry hair    ___shiny hair ___dandrufy    ___a wig    ___a toupee ___bald       The person I like to talk about is my friend Dina.She is buitiful girl and kind person. She love her family so much. She has got a long hair his colour is blond. She is white. She has buiteful family. She was study hard in her schoole. She is clever person. Her hopes is reading in history. I’d like to be friend for her. I’d love her to much. How are you? I would like speke on skryep my father. He works in a doctor. He shourt and fat and near a wint. He don’t love jop. He live in a marth Matroh. He don’t live in Mahalla. He don’t love crowed. He love me a lot. He hope seen me doctor. I’d like speak about personality very beautifol. He is called Magdi Yakoup. He helps illnes.He is an old man. He is successful. He makes surgery opparation in heats. He gaves children new life. The personal I will describe is my sister. She is beautiful. She has a long hair. She is blond. She is kind and helpful. She is clever in her work. She is a teacher of English. She like drawing. She is ideal for me. I want to be like her. My father is my ideal. He is tall and thin. He has a strong personality. He is fantestic character. He is a teacher. He like watching TV and he like films. He works hard in his school. I like him so much because he kind and clever. The person who I want to describe is my sister.She is blond. She is short and fit. She is kind and different on my sister the second. She has a baby. Ilove her so much. I see her ber week. She is very busy all the week. She is a nurse. She has a big heart. She likes her husband and all the pe ople. She is a lovely person. I’d like to talk about my father. He is handsome. He has fine black hair and white clear skin. He is smart and always successful in his study. He is working now as a teacher in one primary school. He works hard and all the students love him. His favorite hoppy is playing football. He is too kind and thoughtful. I love him too much.I hope that he can live a long time. I wish him a long life. I’d like to speak about my father. He is a teacher. He works at one secondary school in Mahalla. All the students and his colleagues like and respect him as he is hard worker. He is too kind and thoughtful. I love him too much as he treats me gently. He likes fishing and cooking but my mother don’t like him to make anything in the kitchen. She complains from him as he making the kitchen untidy. However, my mother likes him and his cooking so much. Finally he is a funny and lovely person that everyone like to be a friend for him. I describe my mot her. I love my mother.She is kind woman and good in workhouse. She is a teacher of English. Student love her because she love them and she teach English very well. She is a blond face. She love me and other family. She try to keep me and my brothers a good persons. She is cheerful. She is helpful. She helps other people if someone asked her any helping. Her hobbies is reading and watching t. v. about news. She hopes to me to be a doctor and I will try hard to achieve her dream. I love her and I will name my daughter that name like her. I will describe my mother. She is my friend. I love she so much. She is so kind and friendly. She working in her house.But she didn’t complete her education, but she is very clever. She cook well. She keep the house tidy and order. She like to go with her neighbours to the markets, this is her favourite hobby. At last, she is lovely woman. She likes shopping. I describe my mother. She is tall and fit. She got long black hair. She has eyes green . She is great. She is kind woman. She is clever in the workhouse. She is deals good and nice. She like sport and computer games. All people love her. My mather is paitent. Although her life is hard, she is smiling all the time. My mather is blond. She is help a life. She is personality great. She is beautiful.She is ideal. She is tired for her children. She is teacher. She is like exciting adventure. I like my mother. my mom is my reason to live. She looks after me and my brothers. She is housewife. She is quiet tall. She is kind and helpful. She teach me how to communicate with people. She is blond with green eyes. She is a great woman. She teach me how to depend on myself. She is my ideal. I would like to be like she. She is a friendly with me. She said to me if I want to do any thing tell her about it before I do it to tell me that is write or wrong because she would like to see my and my brother good person and all of people love ours.I thinks God to givemy mother like this. I should does it ‘s best to pleased her because she learned me and looking after me. She likes to stay with me and my brothers. My father is a fantastic person. He works as an engineer. Everyone love him. He is nice, well-dressed and tidy. He is very useful person. He has a big knowledge and very intelligent. He helps me in my life and study as he can. He works for a long hours. He is always busy but although he comes with me to the club on Friday. As a whole , I think he is the most wonderful person I ever know. My father is a great person. He works as a teacher. Everyone respect him.He is open mind. He is very useful person. He have information about everything you can imagine. He always help me in my study. He know a lot about our religion El-Islam. He is preacher in mosque. In general, I think he is the most wonderful man in the world. My brother Ibrahim. He is kind and funny. He is work in a company. He is blond. He is short. He is my friend. He is my mirror. He advise me a nd gives opportunity speak. He likes travel, and trips. He likes life. I would like to describe my uncle. He is very kind man. He is tall man, fit. He like plays tennis. He is look smart. His eyes are black and he works in tanta university.He is professor in this university. I like him that he is kindly, helpful, patient and friendly. I proud because he is my uncle. I loved him. My father is a great man. I admire him most. He is tall and fit. He look likes Ahmed Al-saka. He has a black her, a small lips and a wide eyes. He is an ingineer. He is a hard man in his work but he is helpful. He likes his work so much. His favourite hoppy is playing football and watching t. v. news. Really he is a man with all the word meaning. Ever since I first met my admirable friend Noha on a journey for Alexandria several years ago, she has been my favourite, irreplaceable companion.At first glance you can also see her long, blond hair, as well as slender body which make her look really amazing. She h as a beautiful face with blue eyes, small nose and large beautiful mouth. The most characteristic thing about Noha is her sense of humour. She is sociable and often cheers everybody up in different situations. Moreover, she is ambitious and optimistic. She seems quick-tempered but in reality deep down, she is really an amiable person. In her spare time, she goes either to the mosque or the club with her elder sister. To sum up, Noha really deserves admiration due to her good ualities. She shows people how to be a better person. I hope our friendship will never end. Ahmed is my old brother and my best friend as well. He looks likes Rogdy Abaza. He is handsome, well-built and robust. He has black fair hair, black eyes like coal and light skin. Moreover, He has a good appearance as he is stylish and well-dressed. He is a kind and ambition. He is very religious and his only hoppy is reading Koran. He is a student in Science University. He likes the study of science so much. He studies h ard and hopes to be like Ahmed Zeweil. He always helps me to overcome any problems face me.He keeps my secrets. I really respect and love him. My mother is the most important person in my life. She really deserves to be talked about all the time. She is somewhat short but beautiful and good-looking. She is a teacher in my secondary school. She works hard and all student s love and respect her. She always helps me in my study. She want me to be a doctor. She gives me advices to be the best girl in the world. She is intelligent, clever and open mind and funny that my father feels that she is his heart. She is kind . She helps the poor people. Really I like her so much and can’t live without her.I’d like to tell you about my mother. This is a person who admire it most. She is quite tall. She has long hair. She is a teacher. She is very beautiful. She is generous and kind woman. She helps other people. She is cheerful. I like it very much. Now, She is very ill, I hope her a speed recovery. She works in El-Mahalla Secondary school. She goes everyday except Friday. On Friday, we go to our farm. It is very big. We go there and have lunch. After that we play together. Finally , I ‘d like to be like she. My mother’s sister or my aunt is the person who I want to talk about most.She suffered a lot, but never asked for help as she think that asking for help is symbol of weakness. She always have a smiled face. My aunt lives in Abu-Ali in Gharbia. She is my idol. She has good characteristics. She is impetuous, kind, clever, generous, She always wears awide black dress with a black veil. She is religious too. She always tell us religious stories. Finally I can said that she is a pretty woman. I will describe my grandma. She has the perfect words that I need for my progress. She has a beautiful smile. Some people says I look like her when she was teenager. I think it is true and I am happy for that.My grandma has many talents. She can cook very fas t. She is good storyteller. I admire her because she is very intelligent, and she had many goals in her life. My mother goes to her work and leave me and my brother and sister with her. She takes care of us because she loves us like I and my brother and sister love her. She was an Arabic teacher but now retired. So I wanted to be a teacher like her, with small difference, I’m English Teacher. She was working hard every day and untile now she likes to learn something new every day. She always can advise me, when I am making a decision. I think it is the best person on Earth.