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Wednesday, July 31, 2019

Philosophical View of the Little Prince Essay

Sartre believes that most relationship start out not because they are attracted to one another, but it is because of how one makes the other feel about himself/herself by how the other looks at him/her. They need each other in order to see themselves by basing it on the look of the other. This arrangement is often mistakenly known as love but it is really just both participants being enslaved by the look of the other that they feel the need to prove that they have control over the look. According to Sartre, love is the first attitude that one develops towards the other. But with this so-called â€Å"love†, one tries to understand the other’s freedom while also trying to preserve his freedom, thus creating conflict between the two participants. The paper will focus on love and the self-other relation through the story of the Little Prince. Through this book, the real essence of love is to be explained in line with the self-other relation. The concept of â€Å"The Lookâ €  will be used to explain the conflict of the characters in the story, especially the story of the rose and the Little Prince. â€Å"The Look† is to see yourself how others see you. You are conscious of your existence because you are aware that others see you. The book of The Little Prince tells us the story of a pilot who crashed and was stranded in the desert – which is also a personal experience of the author – where he meets the Little Prince. The Little Prince tells the pilot about his journeys and his experiences. The paper intends to tackle love and the self-other relation through the Little Prince, The Little Prince’s journeys, and the Pilot himself. In relation to love and the self-other relation, the story of the rose and the Little Prince is a good example to explain the real essence of love. The Little Prince’s love for his planet is to be given emphasis in this paper in line with him being the caretaker of it. Also, the paper will talk about the journey of the Little Prince and use this to explain why adults do not see what is deep inside but sees what is on the surface. The Pilot’s low opinion of adults will be explained through the self-other relation based on the experiences of the Little Prince in his journey. Lastly, the conversation between the fox and the Little Prince will be singled out to full answer and explain why we are responsible for the one/s we love. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† Using the quote, the real essence of love is to be explained and reason out the conflicting feelings of the Little Prince towards the rose before and after his conversation with the fox. HOW IMPORTANT WAS THE ROSE TO THE LITTLE PRINCE? WHY DID THE LITTLE PRINCE LEAVE HIS PLANET? The Little Prince sees himself as the caretaker of Asteroid B-612 because that is his home. The asteroid is so tiny that he can watch the sunset forty-four times in a single day. His whole existence, his life has been nothing but a bore, doing the same thing every single day. He watches every seed that sprouts out of the ground making sure that those seeds are not Baobabs and are not a threat to his home. He does nothing but makes sure that the Baobabs are taken out every time they start to sprout so that they would not destroy his home. Until one day, a peculiar seed shot up from the ground and he worried that this might be a new kind of Baobabs but it ended up being a flower he has never seen before; a rose so beautiful that he could not restrain his admiration. For the first time, he felt like he had another purpose in the planet and that is to love and protect the rose from harm. The Little Prince took care of the rose by watering it, protecting it from the wind, and from other p otential harm. Through the rose, the Little Prince saw himself as something much more than he was before the rose came. It was like the rose gave him another reason to exist. He needed the rose to realize his own importance and to seek another meaning for his existence. For example, when Lestat turned Louis into a vampire, he was happy because he found a friend, he knew that Louis needed him and that gave his vampire-existence meaning. Louis needed Lestat as a friend, as a teacher, and a lover. A friend in terms of giving each other company, as a teacher since he is new to this life, and a lover because Lestat makes and tells Louis that he is a beautiful creature – no one is to be compared to Louis beauty. Lestat, knowing that Louis needs him, makes him feel like he is important and suddenly, there is more than just being a vampire. In relation to the story of the Little Prince and the rose, the Little Prince felt his importance because he knew that the rose needed him to survive. Without him, the cold winds of the night would just take the rose away, ending its life. The Little Prince knew this so he took care of the rose very well because he cannot afford to lose the rose. He was attached to it and he knew that he loved the rose. The rose makes him feel very special and he sees himself as the caretaker of it because the rose sees him as its caretaker. He finds the definition of his being through the rose and when he started doubting the rose because he caught it lying, he also doubted his being. He felt like that him, being the caretaker and the lover of the rose, is not the real him because the rose lied to him and the rose could be lying to him the whole time. He could not see himself as the caretaker, the friend, and the lover of the rose because he also started doubting himself when he started doubting the rose. He also questioned his â€Å"love† for the rose and said â€Å"†¦but I was too young to know to love her†. He started doubting his knowledge about love when at the start, it was already evident that he knew about love because of how he took care of his planet and the more when the rose arrived. He saw himself as the rose saw him so when the rose lied to him, he saw himself as nothing. He felt like the rose didn’t see him as someone special because it lied to him and so he saw himself as nothing special. This led him to leave his dear planet but he didn’t leave without putting everything in order. Even before it leaving it, he still showed love for his planet and to the rose even if he himself doubts his own love. He needed to see himself in another way aside from how the rose sees him and he hoped to find this through his journey. WHY DO ADULTS TEND TO SEE WHAT IS ON THE SURFACE INSTEAD OF WHAT LIES BENEATH ACCORDING TO THE PILOT? HOW IS THIS EVIDENT BASED ON THE LITTLE PRINCE’S JOURNEYS? â€Å"I would bring myself down to his level. I would talk to him about bridge, and golf, and politics, and neckties. And the grown-up would be greatly pleased to have met such a sensible man.† The Pilot’s notion about the adults never changed. He always sees adults as ones who need constant explanations for them to be able to understand things. The adults only see what they think is important to society and they tend to neglect what is deep inside. Take the Turkish astronomer for an example, when he presented his findings in his local attire, the adults made fun of him and did not believe him. But when he changed what he was wearing into something more acceptable and presented the exact same thing, the adults believed him and accepted his findings. The Turkish changed his appearance because he needed the society to accept him and for this to happen, he needed to change. He saw himself as someone worthless and someone to be made fun of just because the others saw his works worthless and made fun of him. He was not a Turkish astronomer without his audience accepting his works. Also, in the Little Prince’s journey where he met the King. The King saw himself as the King of everything because he believes that that is his purpose. His commands are already what the people are expected to do. He sees himself as king because he thinks that he controls the stars, by commanding them to shine, and they do of course because they are stars – but the stars, being the other, is a very important factor in the King’s self because through the stars â€Å"obeying† his command, he believes that he has rule over them, therefore he is king. Same as the other people or things he thinks that he has control over just because he is already commanding them something they are supposed to do. The Little Prince’s visit on the planet of the conceited man was very short for the conceited man does not know anything but to be admired. Without his admirers, he is nothing. To be able to be vain, he needed constant admiration from the visitors of his planet. The Little Prince simply did not understand why the conceited man needed to be admired. The Tippler, on the other hand, cannot live without his bad drinking habits because that is what makes him the â€Å"tippler†. If he chose not to drink ever again, then he would no longer need alcohol and then he would lose sense of what he really is for being a tippler is what he has been his whole life. The businessman, who counted stars because he thinks that by doing this he owns them and could buy more if any are to be discovered, knew nothing but to count stars. Again, without the stars, he is nothing. There is nothing else to count that would require a lifetime. He found his being through the stars and by doing so, he felt like he owned the stars and is responsible for them. By doing so, he took away his own freedom by obsessing over the stars and letting the stars control his life. The Little Prince’s visit to the lamp lighter was different because according to him, the lamp lighter was not absurd like the others. The lamp lighter was faithful to his orders and he knew what he was doing and it served a purpose. To light the lamp at night means to give light in darkness, and to put it out in daylight because there already is light. The lamp lighter’s lamp is the Little Prince’s rose. The lamp lighter is responsible for the lamp the same way the Little Prince is responsible for his rose. The geographer was just like the others whose job is a little bit absurd. He is a geographer but has not explored any planet, even his. He just sat behind his desk and writes whatever his explorers have for him. All of the Little Prince’s visits, the adults spoke of the same thing: â€Å"matters of consequence†. The adults only saw what is important to the eye because through this, they find themselves important too. They think of the material things because this has value – concrete value – and to own something with great value means being one of great value too. This is all evident because they are all concerned with matters of consequence. The adults do not see what is beneath because they worry about how caring about something foolish would make them foolish and they cannot let see others see them foolish because then, being foolish would be their identifier. The adults concern themselves with only important things so that others would see them as important and they only see themselves as important because others see them that way. WHY ARE WE RESPONSIBLE FOR THE ONE/S WE LOVE? †The Little Prince asked,â€Å" What is it to tame?† The fox replies, â€Å"It is to establish ties†¦ to me, you are nothing more than a little boy who is just like a hundred thousand other little boys and I have no need of you†¦ But if you tame me, then we shall need each other. To me, you will be unique in the entire world. To you, I shall be unique in all the world.†Ã¢â‚¬  In this dialogue between the fox and the Little Prince, the fox explains to the Little Prince the value of taming one. He explained that through taming, you are able to establish a relationship with each other. Because of this, the Little Prince was enlightened on how the rose is still unique even if he found a garden of rose in the desert. He took care of the rose until it grew and they established a relationship. They needed each other. The Little Prince needed the rose because he was the one who nurtured it and the rose needed the Little Prince because it needs someone to nurtur e itself. He realized that all the other roses are â€Å"beautiful but empty†. He knew that his rose is beautiful and unique because they share something that the other roses do not have. They have love for each other and they have given each other the gift of friendship. His love makes him responsible for the rose because it was his love for it that started the attachment. He encouraged the rose to depend on him and by showing it that he will always be there to protect and nurture it, hence him being responsible for it’s safety and existence. When you start to love someone, by showing your care and affection for him/her, you are somehow taming him/her, therefore making you responsible for him/her. With this realization, the Little Prince was happy because he knew that what the rose told him was not really a lie and so he saw himself again as someone special; special because he is responsible for the rose, which is of great value for him for he has tamed it. Not only did the Little Prince learn about the important of his rose and his own importance, he also learned about love. The thing he thought he was too young to know of, is now something he knows best about. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† The Little Prince’s mind is now clear of his doubts for the rose. He now knows why the rose is very important to him. â€Å"It is the time you have wasted for your rose that makes your rose so important.† â€Å"You become responsible, forever, for what you have tamed. You are responsible for your rose.† The Little Prince kept repeating this to himself so that he would no longer forget and doubt the rose’s uniqueness, causing him to also forget and doubt his. CONCLUSION Love and the self-other relation was the explained through the story of The Little Prince. Three main arguments were presented: (1) the rose’s importance to the Little Prince and his reason for leaving his planet, (2) the probable reason why adults only see what is on the exterior and not what is inside, and (3) to give explanation on our responsibility towards the people we love. To explain the rose’s importance to the Little Prince, the Little Prince as the caretaker of his planet was used to why the rose’s existence changed his. He was just a simple prince; taking care of his planet until a flower of such beauty arrived and he had another purpose in the planet. This newfound purpose was used to elaborate why the Little Prince felt the need to leave his planet and clear his mind of his doubts. The journey of the Little Prince and his stories about the different habitants of each planet he visited were used to reason out the adults’ way of perceiving things, in line with the self-other relation and through the use of â€Å"The Look†. Finally, the last part of the paper explains one’s responsibility for the things or people he/she loves through the wise words of the fox to the Little Prince. The quote, â€Å"you become responsible for what you have tamed†, was used to explain why exactly are you responsible for it by aligning it with why the rose is that much of important to the Little Prince. In summary, love and the self-other relation are closely related because â€Å"love† is the first attraction that develops towards the other. Some just find conflict with the other because they let the look consume their freedom too much that they often confuse their feelings for it for something else. References: 1. Antoine de Saint-Exupà ©ry, The Little Prince (London: Egmont Books Limited, 2002), 5-89. 2. Noelle L. de la Cruz, Sartre on being-for-others & Interview with a Vampire (1994) (presentation at De La Salle University, Manila, Philippines, November 19, 2012). 3. Foxfoo, The Little Prince-Personal Footnotes, http://foxfoo.blogspot.com/2008/01/little-prince-personal-footnotes.html (January, 2008).

Tuesday, July 30, 2019

What are the purpose of having your school clean Essay

If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school  buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and  special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment. If your school is clean, there is a motivation for students to be clean, even if they are naturally messy at home, school is a play where you learn things. You pick up good habits. Students can learn cleanliness in their schools and bring the idea of cleanliness to their homes. Having a school clean also prevents unknown illnesses from floating throughout the entire  school making almost everyone contagious. There’s less room for illness and more room for learning. Having a clean school also encourages students to actually attend that school. I wouldn’t be encouraged to go to a filthy school. I would either want to transfer to another school or just stay home. When the school is clean, students will know that they are unique and special enough to be given the chance to attend such a clean school and they will want to do all they can, including being good students, to remain in that clean environment. Students will be inspired to learn. Teachers will also be more inspired to teach. When they come into a clean school, their spirits will be lifted, and they can spread that spirited attitude amongst their students. Keeping school buildings, floors and facilities clean is essential for health and the positive image of your institution. Schools are designed for teaching and learning. Clean, nice-looking facilities are a key component to a learning environment.

Monday, July 29, 2019

Literature review on How do School Nurses perceive their Public Health

On How do School Nurses perceive their Public Health role - Literature review Example These services can include: provision of health and sex education to students, developmental screening activities, and administering immunization (Burns and Grove, 2003). School nurses are normally employed by schools directly, or they can be employed by the primary care trust, community trust or the local health authority. For most o the roles of school nurses, some prior experience in healthcare is required. DeBell (2006) acknowledges the service has shifted to a Public Health focus. She decided to conduct a ‘scope review’ to identify how this shift affects the school nurse service, particularly in relation to training needs. Public health principles, which have a strong preventive emphasis, have always played an important role in school nursing (Department of Health, 2002). The new child centered public health approach to school nursing makes it possible for school nurses to work within their public health roles, while at the same time, providing an environment to ensure that they make a maximum impact in their child or student-based work. Goodman-Brown and Appleton (2004) established that nursing practitioners working in the school environment perceived their role in different ways and evidence suggests this is mainly influenced by their understanding of Public Health.  For many nurses, public health is a different concept from school nursing. They do not see any connection between the services offered by school nurses and the general wellbeing of society (Wood and Ross-Kerr, 2010). McMurray and Cheater (2004) revealed that School Nurses believed that their Public Health role was misunderstood and unrecognized. According to the researchers, nurses thought that the public still perceived them as the ‘nit nurse’ (Burns and Grove, 2003). Most people do not realize the important role that school nurses play in the development of children and young people. Nurses feel that their work normally goes unnoticed since people do not

Sunday, July 28, 2019

How to Fix the Nursing Shortage Essay Example | Topics and Well Written Essays - 1250 words

How to Fix the Nursing Shortage - Essay Example In the United States, the shortage of RNs, coupled with an aging workforce, has become very alarming to the medical industry as the demand for the service has been increasing. This shortage has become a phenomenon, which is observed on a periodic basis, starting in the late 1950s, early 1970s, and late 1980s and has reemerged in this decade (Berliner & Ginzberg, 2002). According to the report of American Hospital Association in 2007 (Nursing School Degrees, 2009), hospitals need approximately 116,000 RNs to fill vacancies across states which is equivalent to 8.1 percent job vacancies. From an economic perspective, the demand for this service is unmet by the number of nursing professionals required which is also projected to worsen in the next decade as more nurses retire (Nevidjon & Erickson, 2006). If the issue is not resolved, nursing services demand will exceed supply by 30 percent in 2020. Based on Berliner & Ginzberg (2002), the growing concern in the nursing shortage can be att ributed to three general factors namely, (1) a decline in the number of new nurses entering the workforce; (2) the challenge of attracting new professional nurses to stay in the hospital; and (3) early retirement. Moreover, there are other vital factors to be considered that also affect the the declining nursing workforce such as (1) an aging population vis-a-vis nursing workforce; (2) a mismatch on diversity; (3) more options for women; (4) the generation gap; (5) work environment; (6) consumer activism; and (7) a ballooning health care system (Kimball & O'Neil, 2002). The impact of these factors could be greatly felt after the year 2010, the phase when the baby boomers are already enjoying their retirements. There are three causes affecting the level of nursing workforce. First is the need for a college degree limiting the number of potential applicants. Secondly, the various career options for women. And last but not the least, the nurses’ job dissatisfaction. Based on res earch, nurses who are satisfied are more likely to be productive, perform better, and stay at the hospital for longer periods (Raingruber & Ritter, 2003). Many strategies have been put in place to address this concern. According to Goodin (2003), 75 percent of the nurses surveyed in 2001 stated that in terms of the working environment, there was a decrease in quality of nursing care over the past two years because of increased patient load and pressure and limited time for direct patient care, which led to a decrease in job satisfaction. In terms of the issue in retirement of nurses in their mid and later 50s, nurses view this as disadvantagious to young RNs as they need more training and valuable skills from experienced workers. In an ER setting, part of the reasons why RNs would like to retire at this age are the physical constraints they experience as they function in everyday strenuous physical activities, high volume of ER admissions in a fast-paced urban setting without any he lp or assistance (Raingruber & Ritter, 2003). Moreover, the financial concerns seem to not affect the shortage of nurses. Increases in wages and benefit packages that vary across states apparently do not create an impact in the retention of nurses and the administrators should be made aware of this (Berliner & Ginzberg, 2002). Nurses, in some states, have been rewarded for their service

Saturday, July 27, 2019

Marketing Principle Essay Example | Topics and Well Written Essays - 1250 words

Marketing Principle - Essay Example There has been an extension in this marketing mix adding more elements to it. 3 Ps have been added to this traditional marketing mix. These Ps are: Physical Layout: Initially the physical appearance of the production unit prepared in the factories were not given much significance but now as the customers purchase a product from the retail store their expectation with the presentation of the product has increased. Provision of Customer Service: In the heart of the modern service industry lays customer service. The firms that serve their customers will succeed in gaining their loyalty. The firms need to give their best shot whether it be listening to the customers queries on phones or interacting with them face to face. â€Å"Have a nice day† approach works better than the â€Å"I don’t care† attitude of the firm’s employees that come in contact with the customers. Processes: There are a lot of processes related to customer services that make the marketing e ffective for any organization. These processes may include handling the complaints received by the customers, identifying the needs and requirements of the customers and the processes related to handling of the orders. Now the extended marketing mix involves Place, price, product, promotion, physical layout, processes and Provision of customer service. 1.1 In the relation of the "product" elements of the marketing mix, say how "Tip Top Accessories" product can be developed to sustain competitive advantage. The firm must try to position its product quite effectively among its target market. It must first understand the demand and then accordingly set the price of its product. Product differentiation is another aspect that must be kept in mind in order to fix the price of the product. Making the product attractive helps firm gaining more customers. Tip Top Accessories must develop effective promotional strategies in order to communicate their objective to the customers. (Marketing the ory, 2013). 1.2 Explain how appropriate distribution policies can provide convenience for Tip Top Accessories’ customers. The distribution policies of Tip Top Accessories should directly be associated with its marketing mix. The firm can exhibit its objectives through different activities. Several activities related to distribution such as in-store demonstration of a product, distributing samples and other can be a source of delivering the objective of the firm to its consumers and it is also convenient for the customers to judge the product based on its different features. It is also useful for the firm to arrange giveaways and sell products at a low price for at the initial stage of the launch of a product it can be quite effective strategy for a firm (CHANNELS OF DISTRIBUTION, 2013). 1.3 Explain how prices for "tip Top Accessories" product should be set to achieve the organization’s profit and growth objectives, bearing in mind market conditions.   The price strat egy of Tip Top Accessories must be related to its strength. Low price and product differentiation can be the critical elements in maximizing the profit of Tip Top accessories. Tip Top pricing must be based on the level of differentiation it is providing in its products. The higher the differentiation the higher the price set by the firm. Customers are willing to pay higher price for the product whose features are different from those of others. There are often times when the sales revenue of the

Leadership Styles in Organisations Essay Example | Topics and Well Written Essays - 4000 words

Leadership Styles in Organisations - Essay Example A leader influences others by his qualities, viz. confidence, communicative ability, awareness of his impact on others as well as perceptions about the situation and his subordinates. The effect of a leader's background experiences, his communication ability, self-awareness, confidence, his perceptions of subordinates, the situation and the self are shown below (Prasad, 2006, p. 264). Almost every aspect of work is influenced by, if not dependent on, leadership. The leader is the chief communicator to people outside the group as well as within the group. The leader's attitude and behaviour affects the motivation of the group. The leader is responsible for seeing that the group's objectives are clearly understood and are accomplished. The planning and control mechanisms are designed or modified by the leader. How the leader behaves influences employees' satisfaction and affects the quality and quantity of output. All leaders have three limiting factors to contend with. Firstly, they are limited by their own ability, by their knowledge, skills, attitudes, weaknesses and inadequacies. Secondly, they are limited by the level of experience, skills, proficiencies and attitudes of their subordinates. Finally, they are limited by their environment. This includes the resources and conditions, which are available to them in their effort to achieve their objectives. All these factors are constantly changing (Yvonne, 2003, p. 189). Leadership is a vital and dynamic function in organizations. The quality of leadership is a key factor in the accomplishment of the organization's objectives. It is generally recognized that certain types of leaders suit certain situations better than others. For example, some leaders perform better in a prosperous, or growth, period, others in an austere or contracting period. LEADERSHIP STYLES Leadership styles are the patterns of behaviour, which a leader adopts in influencing the behaviour of his followers (subordinates) in the organisational context. These patterns emerge in the leader as he begins to respond in the same fashion under similar conditions; he develops habits of actions that become somewhat predictable to those who work with him. There are many dimensions of leadership styles: power dimension where superior uses varying degree of authority; orientation -employee or task-oriented; motivational-where superior affects the behaviour of his subordinates either by giving a reward or by imposing a penalty. All these styles are leader of oriented. Leadership style is the result of leader's philosophy, personality, experience and value system. It also depends upon the types of followers and the organisational

Friday, July 26, 2019

Caffeine Addiction (energy drinks) of College Students Term Paper

Caffeine Addiction (energy drinks) of College Students - Term Paper Example This sets it apart from other psychoactive drugs. It promotes alertness and wakefulness. However, it is also said to have side effects such as increased heartbeat, dizziness, nausea, vomiting and insomnia, which are the most common. Rare side effects include abdominal bloating, dehydration and bloody diarrhea. Energy drinks such as Red Bull and Monster, are a popular beverage among college students as they are believed to give energy and boost performance while studying or working on major course projects, driving for long periods of time, to treat hangover and when drinking alcohol during partying. Energy drinks have also been marketed to aid in weight loss, maintain alertness, mood and cognitive enhancement, performance in athletics and concentration. The beverages stimulate the central nervous system and the users expect performance improvement physically and mentally (Hoyte, Albert, & Heard, 2013). Combining energy drinks and alcohol has dangerous effects since they enhance stimulation and promote behavioral inhibition. Most people tend to undermine their levels of alcohol intoxication since the symptoms of alcohol have been reduced. Energy drinks also increase the alcohol absorption rates and have also been associated with the use of marijuana, consumption of alcohol, aggressive behavior, risky sexual behavior and driving under the influence of alcohol. Alcohol related deaths are on the increase due to dampened intoxication levels (Velazquez, Poulos, Latimer, & Pasch, 2012). In addition, most people have very minimum knowledge regarding the ingredients found in energy drinks and their potential harmful effects both physiologically and psychologically. The drinks contain sugar, caffeine, vitamins, carbohydrates, guarana, taurine and ginseng, which are herbal supplements. Kola nuts and cocoa are additives that may be added to increase the caffeine content in the energy drinks. Varying ingredient combinations are common and thus they

Thursday, July 25, 2019

Corporate Finance Speech or Presentation Example | Topics and Well Written Essays - 2000 words

Corporate Finance - Speech or Presentation Example g too little has its problems and costs like the cost of lost profits that would have been made because of lost sales, the problem of loss of costumer loyalty and patronage, the cost of making more orders from time to time because of limited inventory on hand. Just in time (JIT) practice reduces an inventory level which means lower investments in inventories. It also greatly improves the lead time reliability due to shorter delivery- lead time. There is reduced lead times and set-up time increases scheduling flexibility. Many companies had reported improved quality levels in using JIT. It is also believed that extensive valued analysis reduces cost of purchased materials. There will be lower investments in factory space for inventories and product. There will be also less obsolescence risk in inventories and less paper work and a reduction in scrap and rework. On the other hand, the arguments against JIT include the following: JIT presupposes a disciplined act and as such it demands a long term commitment from management to do it. It management is changing or if there is no stability, it possibly the company may lose what would have earned under the ordinary way of maintaining inventories. There is also great possibility that there would be large initial cost that would possibly not compensated by short term returns. JIT presupposed anticipated demand and supply of its products and if management commits mistake along the way, the effect could be disastrous. JIT also making a stable agreement with supplier for the timely delivery of inputs for production and this may also create problems with supplies of terms large of money to implement the plan for JIT. Related with the large cost is also a risk that will have to be considered by the companies in wanting to implement JIT1. The formula above uses D, which refers to annual demand for the product, O which stands for ordering cost per unit and C, or the carrying cost per unit. In so computing minimum

Wednesday, July 24, 2019

Anger Management Essay Example | Topics and Well Written Essays - 1250 words

Anger Management - Essay Example Difference in cultural beliefs have been for a long time termed out as a one of the great obstacles and cause of anger in education settings. This not only refers to different cultures among the students, but also between teachers and students. Multiculturalism is not only a barrier in learning outcomes, but also a barrier in trying to maintain sound relationships among students. A multicultural environment causes misunderstanding among the students and slows down the ability of learning compared to other schools(Regoli, Hewitt &Delisi 2014, p. 34). As a result, this hinders the students the ability of learning from the teachers’ point of view. This is because in a multicultural school it is always time consuming and difficult for the students understand what they are being taught due to anger from violence arousing from misunderstanding. In addition, this results in students and teachers losing confidence as well as patience. Literature review Researches indicate that actions of teachers in a multicultural school have more impact on the achievement of the students compared to community involvement, assessment plans, and staff collegiality (Schmidt 2003, p. 67). Additionally, in a multicultural school, a large part of actions of teachers involve anger management. Anger management in multicultural schools is critically essential for middle year students because there is a possibility of them experiencing declines in self-esteem and academic decline due to anger caused by misunderstanding.

Tuesday, July 23, 2019

All About Controlled Drugs Assignment Example | Topics and Well Written Essays - 750 words

All About Controlled Drugs - Assignment Example 4. Intra-spinal: provides direct access to the spinal cord for the administration of specific drugs such as anesthetics. Requires trained staff and damage to the cord or hemorrhage are the disadvantages. (Howland, 2006) 6. Inhalational: main advantage is its use in the administration of anesthetic drugs as well as drugs for respiratory diseases since it provides easy access to lungs. Also, quick action because of extensive blood supply of lungs is another advantage. The short duration of action due to less partial pressure and exhalation of the inspired drug is a major disadvantage. Another disadvantage is a short list drug that can be administered by this route. (Howland, 2006) The major drug interactions and actions in the body include: Durg-Drug interaction i.e. addition of another drug might enhance or lower the activity of the drug. First Pass metabolism i.e. Drugs have taken through oral route undergo a process of activation and metabolism. This decreases their decreases their bioavailability and provides the bloodstream with the active metabolite of the drug. Drug-Enzyme interaction i.e. several enzymes in the body act on drugs to release their active metabolites. Drug-Receptor Interaction i.e. Final action of the drugs takes place when they bind to their specific receptors and cause either activation or deactivation of the receptor to produce the desired effect. (Katzung, 2009) Antidepressants: these drugs include Diazepam, Verapamil and Lorazepam etc. the generic names are Xanax etc. These drugs more commonly known as sleeping pills inhibit Gaba receptor and lower the levels of stress. Opioids: These drugs have a specific action of painkillers. They act on their specific opioid receptors in the body namely alpha, beta, and mu. They bind to these receptors and inhibit the transmission of pain sensation or alteration of brain’s perception of pain. (Howland, 2006)

Monday, July 22, 2019

Elements Of Property Offences In UK Essay Example for Free

Elements Of Property Offences In UK Essay INTRODUCTION In most societies today, property offences have become prevalent in most courts of law. There have been cases of property offences here and there in most countries of the world. United Kingdom is not exceptional when it comes to the issue of property offences; therefore, in this seminar presentation a succinct or close examination of property offences in the United Kingdom shall be the focus of our discussion. This will prepare the young and potential layers in colleges for their impending mock law examination. Thus, this paper is a pathway to success in the area of criminal law, as it will broaden the horizon of students stressing in criminal law, particularly in the area property offences. AN OVERVIEW OF PROPERTY OFFENCES   Ã‚   There are wide varieties or kinds of property offences under both the common law and the statue law as initiated by the parliament. Understanding of what is term common law becomes imperative here; the common law is the law which has been built up by judges making decisions over centuries. We refer to the judges’ law as â€Å"precedents†, which it is offer called in most courts today. Like the case above, understanding of property offences; the main statue law passed by the parliament of New South Wales which deals with property offences is the crimes Act 1900, which has been amended by the parliament many times since it was enacted. Property offences thus involve extremely complicated relationships between the property itself, whose property it is and whether or not it is in someone’s possession, and what relationship or understanding there is between the accused and the victim about the property. It is therefore very important to take cursory examination of the various issues that can arise from property offences. This will provide enough insight and information to a better understanding of property offences. The most common offences are larceny, receiving and malicious damage, which shall be treated below. It is an offence under the Crime Act of 1900 in New South Wales to commit larceny. Thus the maximum penalty for such given by the statute is 5 years goal. The meaning or elements of the offence of larceny are governed by the common law, or judge-made law, which have built up over the years with judicial decisions. The elements of the offence of larceny are well established and have been summarized thus. A person must without the consent of the owner, fraudulently and without claim of right made in good faith, take and carry away, anything capable of being stolen, with intent at the time of such taking permanently to deprive the owner of that property. As shown here, each of these elements contain facts which would have to be proven beyond reasonable doubts by the prosecution for the offence to be proved in court. A typical example is that if a person walks into a shop and takes a bag of rice from and walks out intending to keep the bag of rice for himself or herself, and without any permission or right to do so, that person is guilty of larceny. Shop lifting is the most common form of larceny. However, if the facts are charged straightly, the prosecution cannot succeed. This means that if the person who took the bag of rice does not intend to permanently deprive the owner of the rice, then he does not commit larceny. If the bag of rice actually becomes to the person because he or she paid for it in the shop earlier that day and left it in the shop to be collected later, then there is no case of larceny because the person a claim of right and ownership. The variations on the facts are many and every case is haled depending on its own facts in the law court. ACTUS REUS AND MENS REA The actus reus-sometimes called the external element of a crime is a Latin term for the guilty act which, when proved beyond reasonable doubt in combination with the mens rea, i.e. the â€Å"guilty mind† produces criminal liability in common law-based on criminal law jurisdiction of Canada, Australia, New Zealand, England, Scotland, and the United States. According to Allen, Michael â€Å"In criminal law, mens rea—the Latin term for â€Å"guilty mind† is usually one of the necessary elements of crime. The standards common law test of criminal liability is usually expressed in Latin phrase; actus non facit reum nisi mens sit rea, which means that the act does not make a person guilty unless the mind is also guilty†. Thus in jurisdictions with due process, there must be an actus reus accompanied by some level of mens rea to constitute the crime with which the defendant is charged. In this sense, mens rea refers to the mental element of the offence that accompanied the actus reus. In some jurisdictions, the terms mens rea and actus reus have been superseded by alternative terminology. However, there are four general classes of mens rea which its words may vary from one state to another. These include (1) intention (2) knowledge (3) Recklessness (4) negligence. A GENERAL INTRODUCTION INTO THEFT BY THEFT ACT 1968, ROBBERY – S. 8(1) The Act 1960 (1968c. 60) is an act of the parliament of the United Kingdom, governing most of the general property offences in English law. On 15 January 2007, the Fraud Act 2006 came into force, repeating most of the offences f deception. Historically, the Theft Act 1960 resulted from the efforts of the Criminal Law Revision committee to reform the English law of Theft. The Larceny Act 1916 had codified the common law, including Larceny itself, but it remained a complex web of offences. The intention of the Theft Act 1968, was to replace the existing law of larceny and other deception related offences, by single enactment, creating a more coherent body of principles that would allow the law to evolve to meet a new salvations. The Act was assented to on July 26th, 1968. To understand Theft by Theft Act, the basic definition of theft itself becomes imperative. THEFT; DEFINITION In the criminal Law, theft (also known as stealing) is â€Å"the illegal taking of another persons property without that person’s freely-give consent. As a term, it is used as shorthand for all major crimes against property, encompassing offences such as burglary, embezzlement, larceny, looting, robbery, mugging, trespassing, shop lifting, intrusion, fraud (theft by deception) and sometimes criminal conversion†. Theft is offer considered to be synonymous with larceny. In this work, theft has replaced larceny. Therefore, someone who carries out an act o for makes career of theft known as a thief. Therefore, a person shall be guilty of theft if he dishonestly appropriate, property belonging to another with the intention of permanently depriving the other of it. DETAILS OF THEFT TO THEFT ACT 1968 THEFT ACT 1968, AGGRAVATED BURGLARY. ROBBERY = P. A person is guilty of robbery if he steals, and immediately before or at the time of doing so, and in order to do so, he uses force on any person or puts or seeks to put any person in fear of being there and there subjected to force. This means in a clear and simple term that the victim of such robbery is subjected to either physical or mental torture. This is a strategy employ by the robber to accompany his / her mission. In this case, a typical example is relevant. Take for instance, Mr. Johnson and Alfred entered a hotel with a gun and shot to the air to intimidate the customers and the workers, collected monies and other valuables from them, on their way out of the hotel, they were caught by the alerted patrol team of the police, in this situation Alfred and Mr. Johnson are guilty of robbery. A person guilty of robbery or of an assaults with intent to rob, shall on conviction on indictment be liable to imprisonment for life. This should be the case of Alfred and Mr. Johnson exemplified above. BURGLARY A person is guilty of burglary if: He enters any building or part of a building as a trespasser, he steals or attempts to steal anything in the building or that part of tit or inflicts or attempts to inflict on any person therein any grievous bodily harm. The offences referred to in sub-section 1(a) above are offences of stealing anything in the building or part of a building in question, of inflicting on any person therein any grievous bodily harm or (raping any person therein, and of doing unlawful damage to the building or anything therein. iii.  Ã‚  Ã‚  Ã‚   A person guilty of burglary shall be on conviction on indictment be liable to imprisonment for a term not exceeding; Where the offence was committed in respect of a building or part of a building which is a dwelling fourteen years; In any other case, ten years. References in subsections (1) and (2) above to a building, and the reference in subsection (3) above to a building which is a dwelling, shall apply also to an inhabited vehicle or vessel, and shall apply to any such vehicle or vessel at times when the person having a habitation in it is not there as well as at times when he is. A good example of a person who seems to be guilty of burglary is established thus; Mr. Ali broke into Mr. John’s room, while he is away in Germany, on leaving, the security caught him, and dragged him to the court; John Mr. Ali’s action, he is guilty of burglary and is liable to face the charges and all the penalties. OBTAINING PROPERTY BY DECEPTION. S. 15    Any property acquire without the consent of the own through any form of dubious means is said to be a crime. Take for instance, it a vehicle is taken with the consent of the owner, it is said to be legal, however when consent if ignored, it is then said to be deception. Another good example is when one put up a force identity to hire a car. This overlaps with the 15 offences of obtaining property or services by deception. Taking by force may be robbery when defendant did not intend the victim to recover the car at all or so seriously damaged that it amounts to theft. It the evidence is insufficient for theft, the alternative charges are aggravated vehicle taking or blackmailing under S21. â€Å"Note that S12 (7) protects the interest of people hiring or buying under a hire purchase agreement deeming them to be the owner for the purposes of S12†. http.//en/wikipedia.org/wiki/IWOCH/ without the consent of the owner. AVERSION OF LIABILITY BY DECEPTION UNDER S.2 – D THEFT ACT 1979 Forgery is the process of making or adapting objects or documents 9see false document), with the intent to deceive. The similar crime of fraud is the crime of deceiving another including through the use of objects obtaining through forgery. Copies, studios replies, and reproductions are not considered forgeries, though they may later become forgeries through knowing and willful misattributions. In the 16th century imitators of Albrecht Durer’s style of print making improved the market for their own prints by signing them â€Å"AD†, making them forgeries. In the 20th century the art market made forgeries highly profitable. There are widespread forgeries of especially valued artists, such as drawings meant to be by Picasso, Nee, and matisse. This usage of â€Å"forgery† does not derive from metal work done at â€Å"forge†, but it has a parallel history. A sense of â€Å"to counterfeit† is already in the Anglo-French verb forger â€Å"falsify†. Forgery is one of the techniques of fraud, including identity theft. Forgery is one of the threats that have to be addressed by security engineering. A forgery is essentially concerned with a produced or altered object. Where the prime concern of forgery is less focused on the object itself – what it is worth or what it proves† – than on a tacit statement of criticism that is revealed by reactions the object provokes in others, then the larger process is a hoax. In a hoax, a rumor or a genuine object â€Å"planted† in a concocted situation, may substitute for a gorged physical object. OBTAINING A MONEY TRANSFER THROUGH DECEPTION Obtaining a money transfer by deception (1) alter section 15 of the (1968 c. 60) theft Act 1968 insert – â€Å"is a obtaining a money transfer by deception A person is guilty of an offence if by any deception he dishonestly obtains a money transfer for himself or another. A money transfer occurs when – a debit is made to one account a credit is made to another account the credit results from debit results from the credit References to a credit and to a debit are to a credit of an amount of money and to a debit of an amount of money. It is immaterial (in particular) – whether the amount credited is the same as the amount debited whether the money transfer is effected on presentment of cheque or by another method whether any delay occurs in the process by which the money transfer effected. Whether any intermediate credits or debits are made in the course of the money transfer. Whether either of the accounts is overdrawn before or after the money transfer is affect. A person guilty of an offence under this section shall be liable in conviction on indictment to imprisonment for a term not exceeding tem years. 15 B section 15A: supplementary (1) the following provisions have effect for the interpretation of section 15A of this Act. â€Å"Deception† has the same meaning as in section 15 of this Act. â€Å"Account means an account kept with – a bank or a person carrying on a business which falls within subsection (4) below A business falls within subsection if – in the curse of the business money received by way of deposit is lent to others; or any other activity of the business is financed wholly or to any material extent, out of the capital of r the interest on money received by way of deposit. For the purpose of subsection (4) above – all the activities which a person carries on by way of business shall be regarded as a single business carried on by him; and â€Å"money† includes money expressed in a currency other then sterling in the European currency unit (as defined in council regulation N. 3320/94/EC or any community instrument replacing it†. Nothing in this section has effect in relation to anything done before the day on which this act is passed. Dishonesty retaining a wrongful credit (1) after section 24 of the theft Act 1968 insert – 24 a dishonestly retaining a wrongful credit (1) A person is guilty of an offence if – a wrongful credit has been made to an account kept by him or in respect of which he has any right or interest. He knows or believes that the credit is wrongful; and he dishonestly fails to take such steps as are reasonable in the circumstances to secure that the credit is cancelled. References to a credit are to a credit of an amount of money. A credit to an account is also wrongful if it is the credit side of money transfer obtained contrary to section 15A of this Act; The few sited examples should do as they have clearly established the meaning of deception in the case of money transfer. Conclusively thus, this piece of work is a pathway to a great success in the area of criminal law in relation to students who are preparing for their mock examination. In this regards, the student of criminal law, at the end this seminar paper presentation will be sure that they won’t be ridiculed by any kind of question that might likely confront them. Thus, this paper is a total and holistic review of Theft by Theft Act of 1968 under the U.K criminal law. The paper thus is an eye opener to the students as many thing, would become quite clear to them. REFERENCES Allen Michael (2005) Criminal Law. Oxford. Oxford University Press. //en.wikipedia.org/wiki/TWOC without the content of the owner.

Black Women Writers Essay Example for Free

Black Women Writers Essay Early significant analyses of Maud Martha, Gwendolyn Brookss only novel moreover release it as an ineffective fiction and/or viewed it as a mere expansion of Brookss poetic poetry. Those untimely reviewers, often in evaluations of less than a solitary page, lauded the novels quiet charm and sparkling delicacy of tone (Winslow 16) but didnt comment the irritation and nervousness below the description surface. Latest criticism has centered on the undercurrents of fury and revolution of the character, Maud Martha Brown. This fury boils underneath the exterior of the novels 34 vignettes of the apparently ordinary, daily life occurrences of a black woman living in the south side of Chicago in the 1940s. The shift in serious viewpoint of the novel, then, is noticeably dissimilar across cohorts. As Mary Helen Washington declares in Taming All that Anger Down: Rage and Silence in Gwendolyn Brookss Maud Martha: In 1953 no one seemed prepared to call Maud Martha a novel about bitterness, rage, self-hatred and the silence that results from suppressed anger. No one recognized it as a novel dealing with the very sexism and racism that these reviews enshrined. What the reviewers saw as exquisite lyricism was actually the truncated stuttering of a woman whose rage makes her literally unable to speak (453). Washingtons divided commentary is one of the first to recognize the protagonists irritation and inner rebellion as Brooks interlace them into the tapestry of the novel; Washington distinguish a regular outline of concealed fury and anger during the work. Further grinding the center on one meticulous description conflict in Maud Martha, Harry B. Shaw discovers the title characters War with Beauty, as he subtitles a milestone essay, depicting the dark-skinned black woman character brawl against Eurocentric paradigms of substantial appearance. Shaws article describes the property of this partial, color-conscious scheme on Maud’s mind, and accentuates its role in spawning internal encounter with self-hatred and self-doubt (255-56). While I concur with Washingtons and Shaws arguments regarding the psychological battles faced by Brookss protagonist, I also find that the conflict and confusion that recapitulate Maud Marthas life unite into a whole imitation of conjugal epic warfare. This conjugal epic warfare expands past Shaws war on beauty and integrates all areas of domestic and ancestral ties. Familial conflict exactly describes Maud Marthas resistance to acquire and preserve her home and relations with family members as she struggles to keep a sense of individuality within this detain structure. Maud Martha detains the conservative literary epics spirit of clash by summarizing the figurative symbol of conjugal conflict as female ambitious with Maud Martha as the hero of her homeland. Like with customary epic, Maud Martha emblematizes the cultural paradigms of a decisive moment in history, enlightening the struggles of post-World War II America to reunite the roles of women, in particular African American women, in the public and private area. Through the course of the novel, Maud Martha fights a war against sexism, classism, and racism to create her identity. Winning this war is of supreme significance and of heroic dimensions at bet for Maud Martha, as delegate woman, is home and family, as well as independence, originality, and self-expression. Mainly during the early 1950s, the time in which Maud Martha was printed and set, the familial realm was one of worry and fluctuation as women toil to balance their roles as wives, mothers, and artists. With World Wars I and II only lately past, and the Korean and Vietnam clash on the horizon, (white) women workers found their roles in culture changing. They had pierced the US workforce during the wartime era, providing the nation with a much-needed font of labor. Yet after the war, the arrival of their male complement forced working (white) womens return to the residence and to family duties. To battle and frustrate these writing of domesticity, in Maud Martha Brooks sum up a clearly female pattern of symbolic warfare that undermine patriarchal and communal structures, and declare the dominance of new visions of female enlargement and original appearance. To build her epic of family warfare, Brooks utilize such description strategies as prearranged meanings within names, change in narrative voice, and conflations of birth and death descriptions; thus, she threaten and redefines customary description of domesticity, of matrimony, and of maternity. For Brooks these organization twist to sites of group and responsibility for women. She confuse the empire of the domestic beyond a sphere of binary and competing gender functions to critique the roles of men and women in producing and preserve the social arrangement that bound female expansion and to assess how race, class, and gender notify the relation viewpoint of the heroine. Volunteer Slavery: My Authentic Negro Experience Jill Nelson offered the most piercing critique yet on racism at The Washington Post. Nelson, an African-American journalist who was employed at the paper for four years, pleasures the reader with a memoir thats raw, sharp and amusing; she gladly picks at the scabs of race and sex and class that most writers favor to leave unhurt. For Nelson, repayment is hell, and she pays back with retaliation, settling some malicious scores with the firm organ that seduced her from freelance writing in New York and then deserted her in the back-stabbing nations capital. Nelson gets her defeat in good. Ben Bradlee turns out to be a small, gray, crumpled gnome. Bradlee sheers such inspirational lines as I want the fashions [section] to be exciting, new, to portray women who dress with style, like my wife. Publisher Don Graham is a rich kid waiting for his mother to let go of the reins. Other Posties are uncharitably described as weasel-like and mottled, plump, sour-lipped. But ultimately, is a touching tale of being a black woman in a white and male corporate world voluntary slavery, she calls it. I envy the egotism, she writes of the Post, their intrinsic belief in the value of whatever theyre doing, the complacency that comes from years of simply being Caucasian and, for the really lucky, having a penis. A core sister who revels in the racy, Nelson explains utilize like having sex with a mortician on his preserve table and the joys of male. Nelsons attitude about the opposite sex is a simple one: One thing I love about men and pussy is that is makes them so predictable. Still, its race, not sex, which fuels all through it all. Nelson is evermore in search of her own authentic Negro experience, forever at war between her own arrogance in being black and her self-criticism for not being black enough. She writes touchingly of her own exacting family pathos a brother on crack, a sister eternally immobilized by a drug overdose and resist with her own guilt at being a part of the black bourgeoisie. But Nelsons dispute falls short when it comes to clearing up the steamy issue of race at the Washington Post. But Nelsons spotlight on Barry-bashing at the Post pleads the question: If the paper was so bigoted, why did it go trouble-free on Barry for so long? Nelson doesnt actually try to answer this question; in its place, much of what she writes is an explanation for the coke-tooting mayor. Nelson declares Barry was only supposedly smoking crack on the well-known FBI videotape; that a female who bear witnessed that Barry enforced her to have sex had it coming; that the Post was part of a de facto plot on the part of the U. S. Attorney to get Marion Barry. But she does reluctantly recognize this: Overweight, greasy, usually dripping with sweat, Barry speaks English like its his second language. Bambaras feisty girls: resistance narratives in Gorilla, My Love Toni Cade Bambara When Thunder buns, the huge and awful matron, charges the passageway of the movie theater in Toni Cade Bambaras story Gorilla, My Love, the kids finally shut up and watch the simple ass picture (Gorilla 15). She is the decorated matron, the one the organization lets out in case of emergency, when potato chip bags start igniting and the kids are turning the place out. Thunder buns are the shape of co-opted black power. As such, she set as the dead reverse of Bambaras spirited, aggressive, no-nonsense young female conversationalist/protagonist of the story, who is variously named, depending on the occasion, Scout, Badbird, Miss Muffin, Hazel (her real name), Precious, and Peaches. Thunder buns, as her friends call her, emerges in the inset story Hazel tells in Gorilla, My Love to exemplify how adults deceive children. Thunder buns are not truly the agent of disloyalty here, but rather the enforcer of ethnically charged commercial treachery. Hazel and her brothers, Big Brood and Baby Jason, have rewarded their money to see a film called Gorilla, My Love, only to be shown a tattered old brown print of a Jesus movie: And I am ready to kill, not because I got anything against Jesus. Just that when you fixed to watch a gorilla picture you dont want to get messed around with Sunday School stuff Hazel is briefly silenced by the weight of Thunderbunss consequential power, But not for long. With warrior like power her brothers rejecting the callshe rushes into the managers office and ask for her money back. She sees his pasty-complexioned condescension. And, in comic foray, she informs us, her reader/intimates, that he is wrong about her authority and ability. She has the full determine of her families ethnically conversant, equally forced, disobedient self-possession behind her. Even as her mother will threaten the teachers at P. S. 186 who dare to start playing the dozens behind colored folks, Hazel will carry on her threats. When the money is not reimbursed, she starts a fire below the candy counter that close up the theater down for a week: I mean even gangsters in the movies say my word is my bond. So dont anybody get away with nothing far as Im concerned. The story Gorilla, My Love first emerged in Redbook Magazine in November, 1971, a year after the periodical of Bambaras path breaking, cherished, and inflammable black feminist anthology The Black Woman. The story itself has a descent, however, dating back to 1959, when Bambaras first child-narrated short story, Sweet Home, appeared in Vendome magazine. When Bambara was interviewed by Beverly Guy-Sheftall in the mid-seventies, (1) she comment on the prospects for her changeable and authorize girl narrators, whose stories had been emerging all through the sixties and were lastly gathered up on the wings of the success of The Black Woman and published in a collection entitled Gorilla, My Love in 1972: There are certain kinds of feelings that people are very thankful of, people who are tough, but very sympathetic. You put me in any neighborhood, in any city, and I will tend to descend toward that type. The kid in Gorilla (the story as well as that collection) is a kind of person who will stay alive, and shes successful in her survival. (233) All but four of the fifteen stories in Gorilla, My Love are enclosed by the realization of a child or teenage character; of those, ten are voiced in the first person (2)with the singular I drawing its energy and power from an implied we of community. When Hazel storms into the managers office, then, she is traveling on the strength of more than a decade of such acts of defiant resistance by Bambaras feisty girls. Bambara calls her the kidof the story and the whole collection. But in fact there is no particular narrative â€Å"kid† in any dull sense unites the whole collection. Some of the I voices are youngsters; others quite young children, including Hazel herself from the title-storywho is proud to be the guide of her grandfathers car on the way back from a pecan-gathering journey. But, as she admits, she actually likes the front seat because the pecans variables in the back are scary: There might be a rat prowling somewhere. And she admits to us that she still sleeps with the lights on and blames it on Baby Jason. Still, she is one of the most tough-talking and self-possessed young female voices in American literature. And she shares individuality with the other girl-children in Bambaras stories of that decade for the laser-like intensity of her ethical cleverness and her ability to distinguish the convolutions of adult hypocrisy. Bambara wrote in a personal narrative entitled Salvation Is the Issue in 1984: What informs my work as I read itand this is the answer to the regularly lift question about how come my children stories administer to escape being unbearably shy, delightful and sentimentalare the basic givens. One, we are at war. Two, the normal reply to domination, lack of knowledge, wickedness and bewilderment is wide-awake confrontation. Three, the natural reply to pressure and disaster is not collapse and surrender, but alteration and regeneration. BIBLIOGRAPHY †¢ Maud Martha by Gwendolyn Brooks. Retrieved on December 25. From http://www. amazon. com/Maud-Martha-Gwendolyn-Brooks/dp/0883780615 †¢ Volunteer Slavery: My Authentic Negro Experience by Jill Nelson. Retrieved on December 25. From http://www. amazon. com/Volunteer-Slavery-Authentic-Negro-Experience/dp/014023716X †¢ Gorilla, My Love by Toni Cade Bambara. Retrieved on December 25. From http://www. amazon. com/Gorilla-My-Love-Vintage/dp/0679738983 †¢ African American Literature. Retrieved on December 25. From

Sunday, July 21, 2019

The Difference Between International Banking And Global Banking Finance Essay

The Difference Between International Banking And Global Banking Finance Essay To define a banking system as International or Global is quite difficult because there is no clear-defined Bank system model. We can make a certain classification by looking at the way in which foreign assets are funded and liabilities are managed. The international model of banking system relies more in Centralised funding which means that assets funds and liabilities (gathered mostly by bank domestic market) are shared among the main Bank units and then allocated to other member of the banking group. While Multinational or Global Banking has a more decentralised tendency which means that funds and liabilities are local claims. To diminish our uncertainties regarding the banking classification we can see the currency in which rely the bank assets and liabilities. In this way we can see the dependency on foreign exchange of the cross-border funding. International Banking is very dependent on foreign exchange rather than Global Banking which use local currencies and consequently elimi nates transfer and exchange rate risks. Identify five ways in which a bank headquartered in the USA can fund loans to a borrower in Japan, and classify them as examples of international or global banking Real life examples can give us a better understanding of Banking System models. We can take into account a Bank which its main offices are situated in USA. We can distinguish five ways where this bank can fund loans to a borrower located in Japan. Looking carefully the way this funding is done, we can make a certain classification as International or Global Banking. USA customers deposit their money to Bank Head Office which follows these funds to Japan gives them as loans to Japan borrowers. Since this process involves cross-boundary it is considered as International Banking. USA customers deposit their savings to Head Office which in turn deposits these funds at its Bank Unit in Japan. The Bank unit can give these funds as loans to Japan borrowers. This is also an International banking system. Another way to move funds is that Head Office gets Japan deposits and in turn gives loans to Japan borrowers who need financing. So the whole process is done by the head office in USA without involvement of any bank unit or USA saver. This is International Banking classification again for the same reason. If a Bank unit in Japan takes deposits from Japan savers and gives these funds as loans to Japan Borrowers then we are in the same country, so it called Global Banking system. Still we have the same system as the last one when the USA saver deposit their saving to Bank units in Japan and the funds goes for Japan borrowers. The ratio of locally funded foreign assets to total foreign assets is referred to in the reading. What value will this take for a pure global bank? What will be the value for a pure international bank? Use the data provided in you case study to illustrate this. The foreign assets, especially the ratio of cross-border assets to locally funded ones, is the best measurer to classify a banking system as International or Global. Since it is difficult to have a banking system totally Global, this measurer ratio would be, (total local assets)/(total foreign assets)=1. For banking system totally International this ratio would be 0. If we have another measurer ratio such as, (total cross-border assets)/(total foreign assets)=0 for Global Banking and 1 for International banking. These are the sides of the segment and the most of the banks relies between these sides. Identify five reasons for the move away from international and towards global banking since 1980s. According to BIS reporting data at the reference Global Banking System, we can see the movement that banking system had during certain different periods. If we choose a starting point such as year 1980 till now, we can see that Global banks has been expanded more than International ones. Especially US Banks local claims has been increased by 400% instead of the foreign claims which were increased by 55% (Bis Reporting Data table). We can identify some reasons to explain how this shifting is done: Most of Bank strategies tended to increase their assets and liabilities in foreign markets. This goal is achieved by trying to make the saving customers into more credit card holders or mortgage customers. Another reason for the shift was by increasing the market of Bonds and Securities. So, the aim was to increase borrowers of local obligations or local government bonds. The period of 80 is known as Debt Crisis, where most of the banks couldnt pay back their debts (region as Latin America was most hit by this crisis and also other well-developed countries). In such Market Risk, moving toward global banking was a good solution to reduce risk. Also, having different currencies in different countries makes the exchange of currencies very risky for bank transaction and funding. So, having the funds in a country and investing those funds there eliminates this kind of risk. Acquisitions of cross border banks and by expanding existing operations was one of bank strategies that makes banks more and more global. If we look back at 90s the data show an increase of inflows in some developed countries by 21 % (UNCTAD (2001)) and this came by merging and acquisitions. Another reason for expansion of Global Banking are the countries restriction which are becoming more and more easy in the meaning that they are becoming more opening to new financial institutions. Having lots of country boundaries like financial laws or any other restrictions makes the global system quite difficult to enlarge. Why is Europe an exception? use data from you case study Reading through the article Global International Banking, we can see that the regions involved are mostly of USA or Asia. So, Europe its not so much involved in this kind of Globalisation. Even from the data in table 1 ( BIS Report 2001) we can see that Europe countries has a high number on international claims (Europe area shares almost 38.6 %of international claims vs all countries and Western Europe shares 62.2%) This is possibly due to the main head offices which are located in Europe, in countries like London, Amsterdam, Zurich and Luxemburg and thus they tend to have more cross-border activities. These activities are also strongly related to Europe money market. The goal is to have cross-border funds in order to strength the position of Euro currency and also to increase local claims in Europe. Also many large business companies tend to have securities and obligations in other countries outside Europe using the funds raised up in Europe in euro currency. Such activity increases the competition between these large companies and tends to avoid main retail transactions in Europe countries. Also there are other factors that exclude Europe from this shifting towards global systems such as, Institutional ones. The existence of Cartel groups makes difficult the shift because of the fear of losing the group value. Also most of the Europe banks are affected by different regulatory systems, differen t tax and labour laws, accounting and reporting systems, and also having different country restrictions in Europe, impede the shifting to global systems. Distinguish between Transfer Risk and Country Risk. How does global banking diminish Transfer Risk? Every banking system, International or Global involves certain kinds of risk such as Country Risk, Transfer Risk and other risks hanged on by the institution itself. Since these systems lay down in different countries, they face the countries restrictions e.g country economic, political, social. From this tendency comes factor such as interest rates, currency evaluation or other issues (not dependant on country economy, such as natural disasters) which may affect a lot the foreign investor. The risk that arises from the country, in which it is being invested, is called country risk. Part of such risk can be considered Transfer Risk. This is due to preclusion of exchanging the foreign currency to the country one to make transactions. The transfer risk is limited to country in the terms of the countrys demand for foreign currency and also to the foreign exchange which could fluctuate in different periods. Investing in one country and using those funds for loans or other possible invest ments, like global banking does, diminish the transfer risk in terms of currency devaluation. International banking involves funds transfer through the countries and in this way the transfer risk is at high levels. During the Argentine crisis, USD deposits and USD loans were treated differently by the Argentine authorities. Deposits remained in USD, while loans could be repaid in pesos at a devaluated exchange rate. What are the implications of this for global banking strategies? Include some data from the case study When a country is in financial crisis, happens that lots of foreign investors move away, inflation goes up, unemployment arises and other effects take presence in that country like Argentina in our case. The Argentine government took a decision to treat bank deposit in USD and loan instalments to be paid in pesos. Having peso currency depreciated, makes that the exchange rate between Dollar and Peso to be high (more peso for one dollar). When the exchange rate is high, the effect it has on interest rate is that it goes down. by keeping at low level the interest rate of the country, more money will be in circulation, and more cash flows for any investment. In this kind of situation, Argentina can be attractive to new investors, especially global banks which operate locally. The government decision has an effect on local claims in local currency. In this way the peso currency gains strength foreign reserve in USD can be kept at the same level as the cash circulation. Since the ratio lo cal claims versus international claims was 34% (table 1, BIS reporting (2001)) the government tented to increase such ratio. Argentina is a good example of shifting from international to global system because such a decision helps global strategies to be developed in this country and to diminish transfer risk. Part Two: Capital Flows in East Asia since the 1997 crisis In what sense can the net capital outflows from East Asia since the 1997 crisis be said to have supported the global economic and financial system in recent years? Explain your answer fully. The 1997 was a year to be remembered for countries like Thailand, Malaysia, Indonesia and other countries that form the East Asia region. Due to lack of financial system and poor governance, those countries were affected by stock market devaluation, asset prices going down and also currency devaluation. Having such financial problems, lots of investors move away causing capital withdraws. But since then, gradually improvements have been made by passing from account deficit to account surplus valued at $88 billion. Current account balance surplus or deficit shows how well the net foreign assets of that region are and in the calculation are included government or private payments of the certain period. The net capital flows from East Asia to other part of the world involved the creation of foreign exchange reserves. Viewing the data (BIS Quarterly Review (2003)) between two references of times 1998 and 2003, we can see that the region reserves has been growing time after time, increasing in this way the global reserve by almost 50%. But the usage of this reserve didnt focus on region domestic investment but to other part of the world. The country, which played a great role in region recovery, was United States. Having current account deficit in the same period, at about $240 billion (BIS Quarterly Review (2003)) United States imported for East Asia region a net value of $116 billion. In other word we can say that United States invested in Asian assets with high risk and the region gradually transferred the risk to global markets which want to diversify their investment portfolios. Despite this growing there are some criticisms regarding how well can this reserve be used on the region itself and not to the rest of the world. But what are the benefits from the yield of the foreign exchange reserve comparing to the investment inside the region. What can be the profits in each case? The region main profits on the first case are by balance payments in order to have assets in financial markets at the rest of the world, and this is called risk free global market. The other case is to invest in the region, and in this way to improve the regions financial market. Some critics believe that in the last case there will be much more profits than the first one and makes the reserve less rational. Another critic is done to the net Capital outflows in the sense of externalities involved in the process. As we all now, Externalities are behaviours or any financial decision which dont takes into account the country or region interest. In our discussion we can say that the resources of the region are putting into work for the other part of the world rather then for the private companies or corporate. In what sense have the gross flows of capital into and out of East Asia involved an international exchange of risk that is restoring and strengthening national and corporate balance sheets in the region and rendering the regions economies more resilient? Explain your answer fully. Capital flows have two point of view in which has to be seen, capital inflows or capital entering in the region and capital outflows or capital going out of the region. Both ways of flows involves risk in the process, but this risk involves different counterparties. What is in common, is that Capital flows in East Asia has been influenced by so called, Foreign Direct Investments (FDI) which was the main source of capital inflows in the region and data shows that before the 1997 crisis the region was receiving almost 20% of global FDI. Even after the crisis, the region had some difficulties to attract new investments but still the FDI were at high level, especially in China. The main FDI for the region are USA, Japan and investments between the regions countries. In 2002 East Asia was having 16% of net USA FDIs and 15% of Japan net FDIs. Also, having trade arrangement between regions countries is one of the possible investments flows. Being in an international exchange of capital flow s, it involves risk for sure and it comes in different forms such as, portfolio investments and bank channels. Equities of portfolio in the region went down after the crisis, especially in Thailand (80% between 1996 and 1998 (Graph 5, BIS Quarterly Review (2003)). Gradually region equity market got some strength and local equities versus international equity began to be more correlated. This was due to exports, industrial production and the region economy as a whole. Even, foreign bank lending to the region fell dramatically after the crisis. If we look at graph 6 (BIS Quarterly Review (2003)) we can see that Japanese banks reduce their claims on East Asia. Some of East Asia banks sold their debts to USA investor and other corporate bonds were sold in international market. In contrast to counterparties involved in the inflow of capital process, the outflow process is through bank channels. After the crisis East Asia began to buy securities of US Treasuries, US Agencies and some European and Japanese government debts which we know that they are low risk. Also banks began to have deposits outside the region, in international banks. Paying back low-risk debts and selling its own equities, East Asia was giving to the outside world secure capital and in turn its financial structures, such as corporate balance sheets were getting stronger. But if we compare the yield from capital inflows and the yield from capital outflows, data shows that East Asia during 1997-2002 is getting less than its giving. But, from this exchange of capital the region is getting liquidity. But, how much could East Asia earn if the capital on gross basis have been invested in the region and not to flow outside it. Till now, only USA had more benefit by East Asia, and local market bond of the region has been left behind.

Saturday, July 20, 2019

The Allegory in Hawthornes Young Goodman Brown Essay -- Young Goodman

The Allegory in â€Å"Young Goodman Brown†      Ã‚  Ã‚   It is the purpose of this essay to show that Nathaniel Hawthorne’s â€Å"Young Goodman Brown† is indeed an allegory. M. H. Abrams defines an allegory as a â€Å"narrative, whether in prose or verse, in which the agents and actions, and sometimes the setting as well, are contrived by the author to make coherent sense on the ‘literal,’ or primary, level of signification, and at the same time to signify a second, correlated order of signification† (5).    Yvor Winters in â€Å"Maule’s Curse, or Hawthorne and the Problem of Allegory† says that Hawthorne is essentially an allegorist (11). Stanley T. Williams in â€Å"Hawthorne’s Puritan Mind† states that the author was always â€Å"perfecting his delicate craft of the symbol, of allegory† (42). A. N. Kaul states : â€Å"In an effort to apprehend and adequately reflect the new complexity of man’s life, he [Hawthorne] molded the venerable – in his case directly inherited – allegorical method into the modern technique of symbolism† (3). It is quite obvious from the names of the characters in the short story that their names are contrived to give a secondary signification. Goodman is on the primary level a simple husband who is following his curiosity about evil; on the level of secondary signification he is Everyman or the new Adam: R. W. B. Lewis in â€Å"The Return into Rime: Hawthorne† states: Finally, it was Hawthorne who saw in American experience the re-creation of the story of Adam and who . . . exploited the active metaphor of the American as Adam – before and during and after the Fall† (72). Goodman responds in this way to the fellow-traveller when the latter implicates the governor in devilish deeds:    "Can this be so!" cried Goodman Brown, with... ...t/nh/nhhj1.html    Kaul, A.N. â€Å"Introduction.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Leavis, Q.D. â€Å"Hawthorne as Poet.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Lewis, R. W. B. â€Å"The Return into Time: Hawthorne.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Williams, Stanley T. â€Å"Hawthorne’s Puritan Mind.† In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA: Greenhaven Press, 1996.    Winters, Yvor. â€Å"Maule’s Curse, or Hawthorne and the Problem of Allegory.† In Hawthorne – A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.   

Friday, July 19, 2019

Running Training Essay -- Compare Contrast Papers

Running Training For the past several years runners all over the world have been trying to figure out and arguing over the simple question: â€Å"Is high mileage training better than low mileage, during training season?† Kenyan’s in Africa have been running unbelievable amounts of mileage for years, and tend to always be in the top field in any race over five thousand meters. While Africans have been leading the fields for years, where do the best US runners end up? Not in the lead pack! Perhaps they are training too hard to be like their Kenyan counterparts. I think a lot of runners believe that if they train like the runners from Kenya that they will have the same results. When in truth they end up running themselves into the ground. Perhaps that is why there are others that think that if they train light and more to their athletic ability level that they will have better results. Many runners think that less mileage is better for a runner during training season, as does George Sheehan who wrote the essay titled â€Å"Training: More or Less.† In his essay he claims that he believes the optimal distance for athletes is twenty to twenty-five miles per week, including speed work, and races. While his theory on training might be correct for his level of training, it may not be sufficient for other runners who are serious about training with all they have. Many believe that in order to get better they must put in the miles on the road, which will get their legs used to the stress put on their muscles and feet during the course of a race. As a distance runner for the Buena Vista University Cross Country and Track team, in Storm Lake, Iowa, my experience with low mileage training and high mileage training came out wit... ... further distances. Runners are entitled to their own opinion, because everybody’s bodies are different and are more fit for running different levels of mileage. While those runners are training with low mileage, others who are against running low mileage because they believe that getting the body used to running further distances will improve their running. The above research gave plenty of examples of how there is a rebuttal going on where some runners believe that less training means more output, as well as how some believe that more training means more output. Examples are given throughout the paper to support both ideas. Works Cited Hage, Jim. When Less Really is Less. 15 Apr. 2002 . Sheehan, George. Training: More or Less. 1991. 15 Apr. 2002 .

Essay --

Friendship is the best thing among humans, but sometimes it can be used in a wrong way that could betray someone. In the play Julius Caesar by William Shakespeare, friendship is not what it appears to be. It is easy to manipulate friendship with trickery. Cassius, Brutus, and all the other conspirators knew that they could use this to their benefit. The conspirators used friendship to blind Caesar from what was real happening. It was not friendship that was the cause of Caesar demise, but it was dishonesty. Also they used flattery along with other manipulation to get rid of any thoughts of distrust that Caesar may have had about their honesty. These are the ways one to gain someone’s trust. Friendship can be a wonderful part of life, but if it is not true friendship in which people are open and honest with each other, then it can turn into a very bad thing, sometimes even death. This friendship would soon be lost into disloyalty with Caesar’s assassination. Even though Caesar murdered by Brutus and Cassius, friendship still was a strong subject because it hided conspirator’s real pu...

Thursday, July 18, 2019

Kalpana Chawla: The First Indian-American Astronaut

‘Kalpana Chawla' ( July 1 , 1961 – February 1 , 2003 ) was an Indian-American astronaut and space shuttle mission specialist of STS-107 ( Columbia ) who was killed when the craft disintegrated after reentry into the Earth's atmosphere . Early Life Chawla was born in Karnal , Haryana , India . Her interest in flight was inspired by J. R. D. Tata , India's first pilot. Education Chawla studied aeronautical engineering at the Punjab Engineering College in 1982 where she earned her Bachelor of Science degree. Thereafter she moved to the United States to obtain a Master of Science degree in aerospace engineering from University of Texas ( 1984 ). Dr. Chawla earned a doctorate in aerospace engineering from University of Colorado in 1988 . That same year she began working for NASA ‘s Ames Research Center . Kalpana Chawla became a naturalized USA citizen, and married Jean-Pierre Harrison, a freelance flying instructor. Chawla held a certified flight instructor's license with airplane and glider ratings, and has commercial pilot's licenses for single and multiengine land and seaplanes. NASA Career Dr. Chawla entered NASA's astronaut program in 1994 and was selected for flight in 1996 . Chawla's first mission to space began on November 19 , 1997 as part of the 6 astronaut crew that flew the Space Shuttle Columbia Flight STS-87 . Chawla was the first Indian-born woman in space, as well as the first Indian-American in space. (She was the second person from India to fly into space, after cosmonaut Rakesh Sharma who went into space in 1984 in a Soviet spacecraft. ) On her first mission Chawla travelled over 6. million miles in 252 orbits of the earth, logging more than 375 hours in space. During STS-87, she was responsible for deploying the Spartan Satellite which malfunctioned forcing two other astronauts to go on a spacewalk to capture the solar satellite. A five-month NASA investigation blamed the error on the flight crew and ground control. She was fully exonerated (although this did not stop some reporters from making direspectful comments about her involvement in the mishap in the days after her death in the explosion of the final Columbia mission). After being selected for a second flight, Chawla lived at the Lyndon B Johnson Space Center in Houston, Texas , undergoing extensive training. Chawla's mission got delayed in July 2002 when NASA engineers identified three cracks on the shuttle's second engine's liquid hydrogen flow liner. Over six months later the shuttle was cleared and she returned to space in the ill-fated STS-107 mission. Chawla was dedicated to the scientific goals of SPACEHAB/FREESTAR microgravity research mission, for which the crew conducted nearly 80 experiments studying earth and space science, advance technology development, and astronaut health and safety. Personal Characteristics Chawla was a strict vegetarian . On her mission, she carried a white silk banner as part of a worldwide campaign to honor teachers, as well as nearly two dozen CDs, including ones by Abida Parveen , Yehudi Menuhin , Ravi Shankar , and Deep Purple . She went to her first rock concert, a Deep Purple show, in 2001 with her husband. â€Å"Kalpana is not necessarily a rock music aficionado,† her husband said of a Deep Purple show they went to in 2001. â€Å"But (she) nevertheless characterized the show as a ‘spiritual experience. † The administrator for the Hindu temple in Houston where Chawla attended when her schedule permitted said â€Å"She was a nice lady †¦ and very pious. â€Å"DeathKalpana Chawla died in the Space Shuttle Columbia disaster which occurred on February 1, 2003, when the Space Shuttle disintegrated over Texas during re-entry into the Earth's atmosphere, with the loss of all seven crew members, shortly before it was s cheduled to conclude its 28th mission, STS-107. Memoria Shortly after her last mission, India renamed its first weather satellite ‘Kalpana-1' in her honor. She died a hero and a role-model for many young women, particularly those in her hometown of Karnal where she periodically returned to encourage young girls to follow in her footsteps. Her brother, Sanjay Chawla , remarked â€Å"To me, my sister is not dead. She is immortal. Isn't that what a star is? She is a permanent star in the sky. She will always be up there where she belongs. â€Å"