Stem Cell Research †English Essay

Undifferentiated cell Research †English Essay Free Online Research Papers Undifferentiated cell Research English Essay Somebody you love is experiencing adolescent diabetes, Parkinson’s ailment, Alzheimer’s infection, spinal line injury, MS, ALS, certain types of malignant growth, or even coronary illness. The main any desire for finding a remedy for these genuine sicknesses is through immature microorganism research. OK bolster undifferentiated organism research? Would it be a good idea for you to help it? Is undifferentiated cell research right or wrong? Would you do everything conceivable to help this cherished one whom is enduring each and every day of their life? These are for the most part infections that have no fix and regularly decline step by step. Undifferentiated cell research is the most encouraging approach to discovering remedies for huge numbers of these sicknesses. What precisely is an undifferentiated organism? As per the Stem Cell Act, â€Å"stem cells are unspecialized cells that can form into increasingly develop, specific cells. They are found in undeveloped organisms during their initial barely any long stretches of advancement, in fetal tissue, and all the more infrequently, in some grown-up organs. Researchers work with both undeveloped and grown-up foundational microorganisms, however early stage immature microorganisms are the all the more encouraging in light of the fact that they are â€Å"pluripotent,† implying that they can possibly separate into tissue of practically any organ (cerebrum, liver, heart, pancreas, and so forth.) of the human body. Grown-up foundational microorganisms, then again, are simply â€Å"multipotent† implying that they produce only a couple of tissue types, and are hard to remove and develop, and numerous tissues can't be gotten from grown-up stem cells.† This is the reason undifferentiated organisms are so significant and why researchers imagine that they can discover solutions for illnesses through undeveloped cell research. What are early stage undeveloped cells, and for what reason would they say they are significant? As per the National Institute of Health, â€Å"embryonic undifferentiated cells, as their name proposes, are inferred structure undeveloped organisms. In particular, early stage undeveloped cells are gotten from incipient organisms that create from eggs that have been treated in vitro-in an in vitro preparation facility and afterward gave for research purposes with educated assent regarding the contributors. They are not gotten from eggs prepared in a woman’s body. They incipient organisms from which human early stage undifferentiated cells are determined are regularly four or five days old and are an empty infinitesimal wad of cells called the blastocyst. The blastocyst incorporates three structures: the trophoblast, which is the layer of cells that encompasses the blastocyst; the blastocoel, which is the empty depression inside the blastocyst; and the internal cell mass, which i s a gathering of around 30 cells toward one side of the blastocel.† Undeveloped foundational microorganisms can be developed in the research facility. As per the National Institute of Health, â€Å"growing cells in the research center is known as cell culture. Human early stage immature microorganisms are disengaged by moving the internal cell mass into a plastic research center culture dish that contains a supplement stock known as culture medium. The cells gap and spread over the outside of the dish. The inward surface of the way of life dish is regularly covered with mouse early stage skin cells that have been dealt with so they won't isolate. This covering layer of cells is known as a feeder layer. The purpose behind having the mouse cells in the base of the way of life dish is to give the inward cell mass cells a clingy surface to which they can join. Additionally, the feeder cells discharge supplements into the way of life medium. As of late, researchers have started to devise methods of developing early stage undifferentiated cells without th e mouse feeder cells. This is a critical progression in view of the hazard that infections or different macromolecules in the mouse cells might be transmitted to the human cells. Through the span of a few days, the cells of the inward cell mass multiply and start to swarm the way of life dish. At the point when this happens they are evacuated tenderly and plated into a few new dishes. The procedure of replating the phones is rehashed numerous rimes and for a long time, and is likewise called subculturing. Each pattern of subculturing the phones is alluded to as an entry. Following a half year or more, the first 30 cells of the internal cell mass yield a large number of early stage foundational microorganisms. Early stage foundational microorganisms that have multiplied in cell culture for at least a half year without separating, are pluripotent, and show up hereditarily ordinary are alluded to as an early stage undeveloped cell line.† What are grown-up undifferentiated organisms? As indicated by the National Institute of Health, â€Å"an grown-up foundational microorganism is an undifferentiated cell found among separated cells in a tissue or organ, can restore itself, and can separate to yield the major particular cell sorts of the tissue or organ. The essential jobs of grown-up immature microorganisms in a living life form are to keep up and fix the tissue where they are found. A few researchers currently utilize the term substantial undifferentiated cell rather than grown-up immature microorganism. In contrast to early stage undeveloped cells, which are characterized by their source (the internal cell mass of the blastocyst), the cause of grown-up immature microorganisms in develop tissue is unknown.† Where are grown-up foundational microorganisms found and what do they do? As per the National Institute of Health, â€Å"adult undifferentiated cells have been recognized in numerous organs and tissue. One significant point to comprehend about grown-up undeveloped cells is that there are few immature microorganisms in each tissue. Foundational microorganisms are however to live in a particular region of each tissue where they may stay calm (non-separating) for a long time until they are actuated by sickness or tissue injury. The grown-up tissues answered to contain immature microorganisms incorporate cerebrum, bone marrow, fringe blood, veins, skeletal muscle, skin and liver.† The National Institute of Health additionally states, â€Å"Research on grown-up undifferentiated cells has as of late produced a lot of energy. Researchers have discovered grown-up undeveloped cells in a lot a greater number of tissues than they once suspected conceivable. This finding has driven researchers to ask whether grown-up foundational microorganisms could be utilized for transplants. Truth be told, grown-up blood shaping immature microorganisms from bone marrow have been utilized in transplants for a long time. Specific sorts of grown-up undeveloped cells appear to be able to separate into various distinctive cell types, given the correct conditions. On the off chance that this separation of grown-up immature microorganisms can be controlled in the research center, these cells may turn into the premise of treatments for some genuine normal diseases.† There are numerous likenesses and contrasts among early stage and grown-up undeveloped cells. As per the National Institute of Health, â€Å"human undeveloped and grown-up immature microorganisms each have favorable circumstances and disservices with respect to possible use for cell-based regenerative treatments. Obviously, grown-up and early stage foundational microorganisms contrast in the number and sort of separated cells types they can turn into. Undeveloped immature microorganisms can turn out to be all cell kinds of the body since they are pluripotent. Grown-up foundational microorganisms are commonly constrained to separating into various cell kinds of their tissue of root. Notwithstanding, some proof proposes that grown-up undifferentiated cell pliancy may exist, expanding the quantity of cell types a given grown-up immature microorganism can turn into. Huge quantities of early stage immature microorganisms can be generally effectively developed in culture, while grown-up u ndeveloped cells are uncommon in experienced tissues and strategies for extending their numbers in cell culture have not yet been worked out. This is a significant differentiation, as enormous quantities of cells are required for undifferentiated organism substitution therapies.† Numerous individuals feel that undeveloped cell research is morally off-base, particularly early stage immature microorganism research. Numerous Americans feel that an incipient organism is a person, and that it ought to be treated as one. The annihilation of one life can not be supported by attempting to spare another life. The way that a solidified incipient organism will inevitably kick the bucket doesn't legitimize murdering it rashly. Numerous individuals feel that letting them pass on isn't equivalent to investigating them or executing them. Everybody in the end bites the dust, yet that doesn't legitimize probing undeveloped cell incipient organisms which thus will murder them. In spite of the fact that, individuals feel that investigating early stage undeveloped cells is morally off-base, they have to take a gander at the advantages that can emerge out of these incipient organisms. By contemplating early stage immature microorganisms researchers accept that they will have the option to discover solutions for some maladies that influence individuals all things considered. A huge number of Americans have premature births every single day. Is fetus removal moral? On the off chance that individuals will be permitted to have premature births, at that point why not advantage from their decisions. In the event that they decide to slaughter their child, at that point why do whatever it takes not to help other people by utilizing the early stage undifferentiated organisms. It isn't care for researchers are going to intentionally execute undeveloped organisms. By consummation one life, a huge number of lives can be spared or possibly drawn out. It is critical to tak e a gander at the advantages that can emerge out of early stage immature microorganism research, before settling on an imprudent choice. President Bush has consented to government financing of undifferentiated organism research. In spite of the fact that, he feels that it is morally off-base, he accepts that by examining incipient organisms that are as of now solidified and gathered, researchers might have the option to find new fixes as well as medicines for some sicknesses. Regardless of whether it is morally right or off-base, numerous researchers are as of now probing incipient organisms through secretly financed organizations. Regardless of what they do individuals won't have the option to prevent researchers from probing these undeveloped organisms, so why not bolster them. Early stage foundational microorganism research is currently legitimate in California, which implies that numerous researchers the country over will move to California to investigate undeveloped organisms. California has casted a ballot yes on a $3 billion reserve for undifferentiated organism research. This implies government cash will be utilized alongside the secretly financed cash to pay for immature microorganism research, which will permit further developed exploration. On the off chance that it is legitimate in one state, why not permit it in each state. By supporting researcher

Rituals and Festivals DBQ Essay Example

Ceremonies and Festivals DBQ Essay As you read the area, utilize your RUSH note-taking aptitudes to Remove superfluous words and keep the key Information you have to Hold onto list a few key focuses about every one of the individuals distinguished underneath. At that point, Substitute your own words. L. Government Party Politics: Write 2 key realities for each A. The Government under Washington George Washington delegated Thomas Jefferson as Secretary of State Washington relied upon Hamilton to direct local strategy since he was Secretary of the Treasury B. Hamiltonians Financial Plan Stirs Debate Hamilton proposed new expenses on products Hamilton contemplated that a national bank would advance the general government assistance C. Popularity based Republicans Challenge Hamilton Thomas Jefferson was against a national bank. Hamiltonians framework supported shippers from the upper east so the south started to address why they are paying charges 1) (Page 22): How did Hamilton and Jefferson contrast In their Interpretations of the Constitution? Hamilton utilized the Constitutions versatile statement to make a national bank while Thomas Jefferson didn't trust it was on the whole correct to make a national bank since he trusted it was illegal. II. The Struggle Over Foreign Policy A. America Has Strained Relations With Europe 1979 French Revolution started. America announced lack of bias with the French and kept on exchanging with them all through the unrest. 1795 America could exchange with the Spanish through New Orleans. B. The Allen Sedition Acts French and American boats were battling full-scale maritime war on the high oceans. Allen Act-1798 law that permitted the administration to Imprison or oust outsiders. (Page 23): Why did Jays Treaty affront France? Since we didnt help France and rather we Joined with Britain. Sick. Jefferson, Madison, and the War of 1812 A. The Supreme Court Issues a Landmark Decision 1801 John Marshall served on the Supreme Court for a long time Judicial audit, the ability to choose the lawfulnes s of government law. B. America Purchases Louisiana France offered Louisiana to America in 1801 Lewis and Clark investigated the west C. We will compose a custom article test on Rituals and Festivals DBQ explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Rituals and Festivals DBQ explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Rituals and Festivals DBQ explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Jefferson Embargo Impressments strategy of holding onto individuals or property for military or open assistance Embargo government boycott or limitation on exchange D. The war of 1812 war with Britain 1814 British torched Congress and White House however we despite everything won the war. 3) (Page 24-25): What were the circumstances and end results of the War of 1812? A few causes were that Americans were furious with the British hindrances of exchange with France and impressments. A few impacts were that the Native Americans were debilitated and there was significantly more nationalism all through the states. Developing Differences Between North South A. Industry Grows in the North Factories were worked in the states after the modern upset started in Britain. Industrialization helped urban areas develop and gave more Jobs to European workers. B. Cotton Boom in the South had more horticulture and slave work. The cotton gin diminished time of making fabric major. 4. (Page 27): Monroe Doctrine: Write the 5 Was underneath: Who: Quince Adams What: discloses to Europeans nations to avoid the Western side of the equator When: 1823 Why: Europe was irritating and we avoided their business.

Blog Archive B-School Chart of the Week January 2015 Social Currency Rankings

Blog Archive B-School Chart of the Week January 2015 Social Currency Rankings Rankings come in all shapes and sizes, but can any ranking truly capture social cachet? For a different perspective on the value of an MBA, we turn to the New York Times society pages, where the editors select and profile promising couples. Each month, we dedicate one B-School Chart of the Week to tallying how alumni from top-ranked business schools are advancing their social currency ranking. One month deep into the new year, and Columbia Business School (CBS) has climbed its way to the top of our ongoing Social Currency Ranking, boasting the highest sum of business school mentions in the New York Times society pages for January 2015. Of the 49 wedding announcements in our new year-to-date tally, more than one-fifth (11) mentioned one or more MBAs. Compared with the January kickoffs of our two previous annual rankings, this year was exceptional in that it did not include any students or graduates of the Wharton School at the University of Pennsylvania, a program that produces a large volume of MBAs each year. By contrast, Wharton had tied with CBS in January 2014 for having the most mentions and led the rankings at the start of 2013. This year, CBS accounted for six of the newlyweds mentioned, including first year Lauren Gentry, who met her husband Alidad Damooei when they were both undergraduates at Columbia; Christopher Valentine, an associate director with Standard Poor’s, who married NYU Stern alumna and La Guardia Airport ground transportation services supervisor Kelly West; and Jacqueline Korenthal, a management consultant at PricewaterhouseCoopers, who married Cornell Johnson alumnus and investment banking associate Brian Swanson. Other notable MBA weddings mentioned in the past month include that of Harvard Business School second-year student Grier Tumas to Jonathan Dienstag and that of Northwestern Kellogg alumni Lindsay Potanka and Matthew Fitzgerald. The totals for each school may seem somewhat unimpressive this early in the game, but we will continue to track wedding announcements throughout the year, watching for emerging trends among the MBA world’s most upwardly mobile alumni. Share ThisTweet B-School Charts

Sects Cults and Catholic Church - Free Essay Example

Sample details Pages: 4 Words: 1231 Downloads: 1 Date added: 2017/09/21 Category Advertising Essay Type Argumentative essay Tags: Catholic Essay Church Essay Did you like this example? SECTS, CULTS AND THE CATHOLIC CHURCH TASK ONE A – The Seventh Day Adventists A sect is a religious group with controversial beliefs, they are groups that break away from a main group/religion and form their own set of beliefs, which differ from the teachings of their parent group. Sects also reject the authority of their parent group. The Seventh Day Adventists is an example of a group that broke away from their parent religions of Millerite Movement and Christianity, to become a sect. INTRODUCTION New York was the home of the 1840s Millerite movement; Millerites were followers of the teachings of William Miller who prophesied the second coming of Jesus Christ to Earth on the 22nd October 1844. When Jesus did not appear on this day the Millerites dissolved, however from the ashes of one movement came the next as the Seventh Day Adventists arose from the disbanded Millerites. The Seventh Day Adventist Church was officially founded in 1863 and the four founding figure s were Joseph Bates, James White, Ellen G. White and J. N. Andrews. The Church quickly became popular and began to spread worldwide, reaching the shores of New Zealand in the 1880s – only shortly after its official establishment back in the States. Today the Seventh Day Adventist Church boasts over 16 million members globally and is the twelfth largest religious body in the world. SOCIAL ORGANISATION The Seventh Day Adventist Church uses a democratic church organisation system, it consists of four leadership levels, and these are: 1. The local church – this is the foundation level of church organisation. It includes all local churches that are located in cities around the world. Every Adventist is a member of their local church and has voting powers in it and these churches are the public face of the whole denomination. 2. The local mission – the local mission oversees the local churches within its specified province. It organizes things for the local chur ches such as appointing ministers, paying ministers, distributing tithes and also owns all the church land in that province. 3. The union mission – the union mission consists of all the local missions over a greater area. So it would represent several local missions over several different provinces. 4. The General Conference – this is the highest earthly authority of the church and consists of 13 ‘Divisions’, which look after various geographic locations globally. The General Conference meets every two to three years and includes union missions from all over the world. It has the final say in all matters. Membership into the Seventh Day Adventists is not given on the spot, as there are several steps to becoming a full-fledged member. The key requirement of initiates is baptism by immersion. People wanting to join are first questioned about their faith and beliefs in front of Church members. After satisfying with their answers they can then move onto to the next step. The Adventist hopeful must undergo proper instruction on the beliefs and values of the Church and if he or she must also accept the Bible as a literal interpretation. Once these conditions are satisfied the initiate is given a baptism by immersion and officially becomes a Seventh Day Adventist. RITUAL The Seventh Day Adventist Church differs mainly from its parent religions by recognizing Saturday as the seventh day of the Judeo-Christian week and celebrating it as their Sabbath day. Seventh Day Adventists keep this day holy by avoiding secular work and recreation, instead they opt for family-orientated activities and attend Church. Leading up to a Saturday, so on a Friday night, members will prepare for their Sabbath day by cooking and cleaning, with some Adventists even gathering together to welcome in the Sabbath. On a Saturday, members congregate at their local churches which are free of statues and pictures and any other decorations that distract from t he purpose of being there. Children and youths are put in special groups while adults are put in another, and all are taught about a particular biblical text or doctrine every Saturday. After their lessons the Adventists rejoin for church service and worship. Holy Communion takes place four times a year for Seventh Day Adventists, and is open to both members and Christian non-members. It begins with a foot washing ceremony, this is based on the Gospel account in John 13 where Jesus washes his disciples feet. Men and women are separated for this ceremony and meet up for the Lord’s Supper, which includes unleavened bread and unfermented grape juice. Since the Seventh Day Adventist Church began in the 1800 it has put a large emphasis on wholeness and health for its members. The Church highlights the importance of health and diet, promoting vegetarianism and heavily discouraging the use of alcohol, tobacco and drugs. Some Adventists even abstain from vices such as coffee, t ea and soft drinks. In New Zealand ‘Sanitarium Health Food Company’ is a business which specializes in healthy, nutritious breakfast cereal and is actually owned by the Seventh Day Adventist Church. DOCTRINE The Seventh Day Adventists have only one sacred text, the Bible. They believe the Bible is the perfect guide to life and they interpret it literally. Writings of Ellen White’s (one of the founders) are also considered sacred and are read for spiritual guidance. The Church takes the Bible literally, and it is a requirement of all their members to accept this literal stance, as they believe it is the very word of God, they believe the Bible is the sole rule of faith and practice. Expressions like â€Å"hear the word of the Lord† and â€Å"the word of the Lord came unto me† which are repeated throughout the Bible strengthen their belief as well as excerpts such as â€Å"I will raise a prophet from among their brethren, like unto thee, and will put my words in his mouth; and he shall speak unto them all that I shall command him†. Deuteronomy 18:18) The official teachings of the Seventh Day Adventists are passed on through the Sabbath school, which is attended on a Saturday morning by children and young adults. The Sabbath school teaches the younger members about Biblical texts and doctrines and how they as Adventists are supposed to interpret these texts. The idea is that when these young members grow up they will teach the generations of other young Adventists to come about the official teachings and so the Seventh Day Adventist teachings will continue to get assed down from generation to generation. CONTRIBUTION TO NZ SOCIETY The Seventh Day Adventist Church actively contributes to the society of New Zealand in many ways, these include promoting health through hospitals and clinics, improving living conditions of New Zealanders, providing relief in times of disaster and they provide these services to both Christian s and non-Christians. They also provide camp facilities for elderly, schools for children, hospitals and bookshops. As stated before the Seventh Day Adventist Church founded and is the sole owner of Sanitarium Health Food Company in New Zealand and Australia, as well as many other companies. Sanitarium not only provides job for Kiwis but also actively promotes healthy eating, especially in kids – it established the Kiwi Kids Weetbix Triathlon nine years ago and has continues to organize it every year. The Seventh Day Adventists have also set up a welfare program named Adventist Development and Relief Agency (ADRA) that serves those in need on a global scale in over 125 countries by delivering aid when necessary. Don’t waste time! Our writers will create an original "Sects Cults and Catholic Church" essay for you Create order

Cold War Politics During The Truman Years - 2038 Words

Chapter 26 Elizabeth Modesto 1A Cold War Politics in the Truman Years Questions Notes Why was Helen a surprise to most of the political party? †¢ Congresswoman Helen Gahagan was a person who stood out in the predominately male senate house. She also was a Broadway star prior to her current occupation. o Helen served in the congress when the nation was about to take a drastic change in course in foreign policy and when the destiny of the New Deal was at stake. o Her and her husband were drawn to the politics and joined an Anti-Nazi league in California due to their experience in their trip to Germany. o They had experience first hand of the anti-Semitism throughout Germany. †¢ Helpful motivations and additionally the objective of keeping Western Europe free of socialism drove the selection of this tremendous guide program, one of the remarkable accomplishments of U.S. after war remote arrangement. o In any case, the Marshall Plan additionally supported the U.S. economy in light of the fact that the taking an interest European countries spent the vast majority of the dollars to purchase American items and Europe s financial recuperation made new markets and open doors for American venture. Questions Notes †¢ Truman’s foreign policy experts sought American-Arab friendship as a barrier against Soviet influence in the Middle East and as a means to secure access to Arabian oil. o Uncharacteristically defying his advisers, the president responded instead to pleasShow MoreRelatedThe Soviet Union And The Cold War1038 Words   |  5 PagesAfter a series of events during the time of World War II, tensions between the United States and the Communists such as the Soviet Union and China, developed into a military and political conflict such as the Cold War. During the Cold War, which went on for 50 years, the Soviet Union and the United States competed to expand their economical and political influence. Although, the United States military has increased in size and it’s strategy. The United States power today is highly supreme when itRead MoreEssay on The Cold War from 1950-19801739 Words   |  7 PagesThe Cold War from 1950-1980 The period of 1950 to 1980 saw the Cold War spread from the traditional playing field of Europe to other parts of the world. However it is quite clear that the USA and the Soviet Union played only a marginal role in originating these conflicts-at the most setting up the basic framework for it to occur. Furthermore, when they did get involved they each did so to varying degrees. The USA seemed to be much more motivated and interestedRead MoreThe Cold War and Its Effect on The History of America Essay1706 Words   |  7 Pages The Cold War was the ideological conflict between the two superpowers of the world, the democratic United States of America and the communist Soviet Union. For over fifty years the two superpowers fought each other indirectly for power and control of the world. The Cold War started after the end of the Second World War in 1945 when the eyes of both superpowers were no longer looking at Nazi Germany, but instead at each other and the fate of the rest of the world. The Cold War began after the SecondRead MoreTruman Doctrine And The Cold War1463 Words   |  6 PagesThe Cold War was one of the most peculiar occurrences in human history, which endured almost fifty years and all those years was the dominant characteristic of international relations. It was a period of indirect confrontation between two, at the time(1945-1989), most powerfull countries in the world- the Soviet Union and the United States of America. However, there is no exact and precise date of the beginning of the war, as it started gradually, with the contribution of many different causes.Read MoreThe Forgotten War Of The Korean War1270 Words   |  6 PagesThe Forgotten War The Korean War was the first military action of the cold war and an effort to restrain the growing communist aggression. Despite this however, this war is often forgotten, perhaps it is because The Korean War wasn’t a â€Å"declared war† and ended in an unsatisfactory stalemate (U.S Enters). Though the Korean War was overshadowed by World War II and the Vietnam War, the Korean people took the freedom we helped buy with our blood and rose to be one of the top ten economies in the worldRead MoreThe Forgotten War Of The Korean War1270 Words   |  6 PagesThe Forgotten War The Korean War was the first military action of the cold war and an effort to restrain the growing communist aggression. Despite this however, this war is often forgotten, perhaps it is because The Korean War wasn’t a â€Å"declared war† and ended in an unsatisfactory stalemate (U.S Enters). Though the Korean War was overshadowed by World War II and the Vietnam War, the Korean people took the freedom we helped buy with our blood and rose to be one of the top ten economies in the worldRead MoreWhat Were The Origins Of The Korean War?850 Words   |  4 PagesWhat were the origins of the Korean War? On June 25, 1950, the Korean War began when 75,000 soldiers from the North Korean People’s Army poured across the 38th parallel which is the boundary between the Soviet Democratic People’s Republic of Korea to the north. This invasion was the first military action of the Cold War. By July, American troops had entered the war on South Korea’s behalf. As far as American officials were concerned, it was a war against the forces of international communism itselfRead MoreOrigins of the Cold War Essay1179 Words   |  5 PagesOrigins of the Cold War Revisionist historians tend to regard the outbreak of the Cold War as a result of American hostility or, at least , diplomatic incompetence, while the more traditional view lays the responsibility squarely at the feet of the Soviet Union. Assess the validity of each view. The Cold War,said to have lasted from the end of World War II to the dismantling of the Soviet Union in 1991, was one of the most significant political events of the 20th century. For nearlyRead MoreSoviet War : The Cold War1289 Words   |  6 PagesThroughout the entirety of World War II the United States and the Soviet Union joined forces and repelled against the axis powers. However the two nations did not see eye to eye and as a result had an uneasy relationship. Tensions worsened after the war due to Soviet expansion located in Eastern Europe. The two almost seemed destined to clash after the end of the Second World War. The two nations had contrasting long term interests, and different values in terms of politics. Subsequently, this caused theRead MoreThe United States As A Foreign Power During The 19th Century1292 Words   |  6 PagesThe United States as a Foreign Power during the 19th Century The Declaration of Independence established the self-evident truths that the laws of nature entailed. Life, Liberty, and the Pursuit of Happiness became rights to every person in the eyes of Americans. As the 20th century approached and America’s international affairs expanded, the natural rights declared by Americans was challenged globally. In order to protect and preserve natural human rights while also improving domestic entities,

Diabetes Diabetes And Diabetes - 1919 Words

Diabetes is a metabolic disease in which the body’s inability to produce any or enough of the hormone insulin causes elevated levels of glucose in the blood. There are different types of diabetes; Diabetes Mellitus Type I, Diabetes Mellitus Type II, Gestational Diabetes, and Diabetes Insipidus. The type of diabetes you are diagnosed with is characterized by the way the body produces insulin and how the body responds. According to the CDC 2014 Statistics Report, at present 29.1 million people in the United States have diabetes of 8.1 million of those people are undiagnosed. The ethnic groups showing the most prevalence of diabetes are Hispanics, Non-Hispanic Blacks, and Native American. The most common symptoms of diabetes are†¦show more content†¦(Hermanns-Le, Scheen, Pierard, 2014, p. 200) As our cells fail to respond to insulin, the beta cells of the pancreas produce more insulin and trigger the liver to produce more glucose to restore glycemic control. This compensational mechanism will eventually be unable to keep up with the body’s demands leading to elevated glucose levels in circulation. Eventually, the high demand of pancreatic beta cells to produce insulin will not be able to keep up and insulin production will become insufficient, lessening the uptake of glucose. This now opens the path to Type II Diabetes Mellitus. (Thoenes, 2012, p. 621) Insulin resistance eventually will lead to compensatory hyperinsulinemia. When serum insulin levels become elevated, there is a more dynamic effect on cell growth. This occurs through the binding and activation of insulin-like growth factor (IGFR) receptors in the peripheral tissues. (Hermanns-Le, Scheen, Pierard, 2014, pp. 200-201) Research suggests the elevated binding rate of insulin to IGFR causes cell growth and boosts proliferation of the epidermal and dermal cells, keratinocytes and fibroblasts respectively. (Thoenes, 2012, p. 621) Keratinocytes make up 95% of the top layer, epidermis, of the skin. They produce keratin, a protein, which gives the skin its suppleness, durability and waterproofs the surface. Fibroblasts are dermal cells which areShow MoreRelatedDiabetes : Diabetes And Diabetes3153 Words   |  13 PagesPeople all around the world might know someone with diabetes, but might have never realized how did they get diabetes, what will happen with them, what do they go through, what makes them change their lives, or what is there everyday basis when someone has diabetes? It may not be your problem, but to show respect and care for the one who may have diabetes can help them and benefit yourself to know more about it and have a better understanding of it. It can impact a person s personal life to knowRead MoreDiabetes : The Growth Of Knowledge On Diabetes1018 Words   |  5 PagesDiabetes The research focused on explaining the meaning of diabetes and how literary some concepts can be used to control the situation. Diabetes is a defect in the body that results from the inability to convert glucose to energy. In the medical terms, glucose is the primary source of energy that enables the body to execute its functions effectively. The types of foods that affect the blood sugars are called carbohydrates. We can find carbohydrates in foods such as potatoes, corn, fruit, rice andRead MoreDiabetes And Its Effects On Diabetes1408 Words   |  6 Pagesgo hand in hand with diabetes. Everyone who has diabetes goes through different events or problems each and every day. However, there is more than just one type of diabetes that corresponds with these things; there are two distinct types. It is unsure how Diabetes was discovered but now there are much simpler ways to detect if someone is diabetic. As time has gone on, it is greatly apparent that the technology and all that scien tists know about diabetes has changed. Diabetes is a disease in whichRead MoreDiabetes : Diabetes And Diabetes1433 Words   |  6 Pages Diabetes mellitus (sometimes called sugar diabetes) is a condition that occurs when the body can t use glucose (a type of sugar) normally. Glucose is the main source of energy for the body s cells. The levels of glucose in the blood are controlled by a hormone called insulin, which is made by the pancreas. Insulin helps glucose enter the cells. In diabetes, the pancreas does not make enough insulin (type 1 diabetes) or the body can t respond normally to the insulin that is made (type 2 diabetes)Read MoreDiabetes : Diabetes And Diabetes Essay1172 Words   |  5 Pages Diabetes refers to clinically and heterogenous group of disorders described by abnormal high levels blood glucose. Diabetes is ranked as 6th leading cause of death. It direct annual medical costs is approximately over $ 92 billion, and another $ 40 billion indirect cost. It affects approximately 18.2 million people in the USA (Arcangelo Peterson, 2013). Explain the differences between types of diabetes including type 1, type 2, gestational, and juvenile diabetes. There are three major classificationRead MoreDiabetes : Diabetes And Diabetes1193 Words   |  5 Pagesthe family has diabetes. Her husband, your grandfather, is at risk for diabetes. Your father has diabetes. Your mother is at risk for diabetes. Your half-sister on your father’s side of the family was recently tested for diabetes. What kind of future regarding diabetes does that leave you with? This may not be you, but this is me. This is my diabetic and at risk family. What is the difference between the types of diabetes? What are the possible problems I can have because of diabetes? How can I treatRead MoreDiabetes : Diabetes And Diabetes1371 Words   |  6 PagesDiabetes For my health project topic I chose Diabetes. One of my aunts has type one diabetes, and that is partially why I chose to do this topic. Diabetes is a group of metabolic diseases in which the person has high blood glucose (blood sugar) because of varying reasons. Some of these reasons include insulin production is inadequate or because the body’s cells don’t respond properly to insulin, or both. Insulin is a hormone produced in the pancreas that regulates the amount of glucose in theRead MoreDiabetes : Diabetes And Diabetes851 Words   |  4 Pages Diabetes comes in multiple forms: type 1, or diabetes insipidus; type 2, or diabetes mellitus; or gestational, which occurs during pregnancy and may be either type 1 or type 2. Diabetes is a metabolic disease where the person has high blood glucose. (Blood glucose is also know was blood sugar.) When the person has high blood sugar it’s either because the insulin result is insufficient, or the body’s cells don’t respond to the insulin like it should, or both can happen. There are different typesRead MoreDiabetes Is An Illness Of Diabetes2273 Words   |  10 Pages INTRODUCTION Diabetes is an illness that’s been raising for many years and yet there hasn’t been a cure found for it. Diabetes is diagnosed when you have too much glucose also known as sugar in your blood, where the pancreas isn’t able to make enough insulin to pass the sugar in use for energy to the different cells in your body. Glucose in the bloodstreams comes from the carbohydrate foods which are changed into sugar after we have eaten them or the glucose that’s been stored in the liver thatRead MoreDiabetes : Diabetes And Diabetes919 Words   |  4 PagesResistance: Diabetes Diabetes mellitus is most commonly known as diabetes. Diabetes is formally a Greek word that translates to, â€Å"the making of lots of urine with sugar in it or making sweet urine† Brawley. This disease is due to a metabolic dysfunction. Diabetes is caused due to the fact that insufficient insulin is being produced in the pancreas. Sometimes this disease can even be caused because the cells are not being responsive to the insulin being produced. Unfortunately diabetes is not just

Thesis for “The Necklace” Essay Sample free essay sample

The significance of Moupassant’s â€Å"The Necklace† is that one should non fall into the trap of wishing for better things and non acknowledging what one has to be grateful for. Moupassant uses the chief character. Mme. Loisel. to exemplify this point as she struggles with her self-image and her desire to ever be better in the eyes of others. particularly the upper category and the rich. At one time it is easy to detect the auctorial distance in the narrative. The really first sentence is. â€Å"She was one of those pretty and capturing misss who are sometimes. as if by error of fate. born in a household of clerks. † In this manner the writer keeps the reader from going sympathetic with Mme. Loisel. This supports the thesis. because if the reader were to go sympathetic with Mme. Loisel’s battle with her self-image. the reader would non see her actions in the narrative as clear errors. We will write a custom essay sample on Thesis for â€Å"The Necklace† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At first. Moupassant has Mme. Loisel ever experiencing bad for herself for non being married into a better. more extremely regarded household. The hubby is shown to be a good adult male. ever seeking to delight his married woman. but to no help. This becomes clear when the hubby comes home one flushing with an invitation to a really choice event that he thinks will do her happy. Alternatively. Mme. Loisel is unappreciative and stews about how she has nil proper to have on to such a thing. Again and once more the writer shows us the husband’s love and forfeit for his married woman. who is neer to the full satisfied. Mme. Loisel’s battle with her ego image is evident during this portion of the narrative. At last. she has a nice frock and a all right necklace and has a expansive clip at the event. This is the terminal of her first battle with self-image. Then. when the necklace is lost. she begins a new battle with her ego image to salvage her ego from being seen as a stealer. She and her hubby go through great lengths to purchase a replacing necklace and are forced to give many of their old amenitiess. After 10 old ages of life as one of the hapless she still wishes to be held with higher respect. of any kind. When she sees her old friend. she tells her the narrative of how she lost the necklace and bought her friend a new 1. merely to detect that the necklace was made of paste and more or less deserving really small. Therefore. the last 10 old ages Mme. Loisel struggled as one of the hapless to assist pay off the replacing necklace and salvage her ego from being called a stealer. were in vain. In these two cases. where the chief character yearns to be more. yet finally fails. the author’s thesis becomes clear. Moupassant uses this narrative to show that one should non wish for more than what they have. but to be grateful for it.

Machiavelli’s Life and Principles Essay Example

Machiavelli’s Life and Principles Essay Name: Tutor: Course: Date: We will write a custom essay sample on Machiavelli’s Life and Principles specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Machiavelli’s Life and Principles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Machiavelli’s Life and Principles specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Machiavelli’s Life and Principles Niccolo Machiavelli was an Italian scholar renowned for his military understanding and his views on leadership. Over his lifetime, he wrote many famous texts that scholars still revere top this day. His most famous work was The Prince, a title that mostly discusses the dynamics of power. In many of his works, Machiavelli discussed the different ways that a leader should behave and the values and attributes that they should have. Machiavelli practiced his own advice whenever he got the opportunity to do so. In The Prince, Machiavelli outlines the different ways that princes can succeed. He achieves this by using examples to show different successes in gaining and keeping power. One of the things that Machiavelli wrote about was the acquisition of power. Machiavelli claimed that it was best to use arms and virtue because when a prince acquired territory using his own troops and strengths, it would be easier for them to retain control of the land. One thing to note is that for Machiavelli, virtue mainly meant manliness and strength. Machiavelli also claimed that a leader should have evil qualities because that way it would be easier to hold on to power. For instance, he argued that it was better to be feared, but not hated, than to be loved. Lastly, he stated that a prince did not need to be trustworthy. In his life, Machiavelli adhered to some of the principles that he explains in his writings. Using his intellect and skills, he gained a series of promotions that helped him rise through the ranks of government in Florence. At one point he was in a close to the chief magistrate of Florence and in this position, he pushed for the use of local militia in the state. This conformed to one of the ideals that he stated in The Prince on the rejection of mercenaries in favor of local armies. When Florence had its own militia, Machiavelli was placed in charge of the militia. In this position, he showed great military understanding to capture Pisa (Unger 163). After Machiavelli lost his position, he was never able to rise to the same level of political prestige and was thus unable to apply his own principles. Work Cited Unger, Miles. Machiavelli: A Biography. New York, NY: Simon Schuster, 2011. Print. Class Struggles in the Contemporary World Scholars widely consider Karl Marx to be the father of Communism. His thoughts, works and ideas inspired leaders and political figures such as Josef Stalin, Vladimir Lenin and Mao Zedong. Marx’s works touched on a large number of issues affecting humanity such as governance, equality and wealth. To explain some of these issues, Marx introduced the concept of class struggles, or class conflict, to explain many of the issues that Europe was grappling with at its time. In his view, that many of the problems that were in Europe at the time, such as poverty, crime, war and unemployment could be explained by analyzing the concept of class conflict. Many of the issues that Marx talked about are still relevant in the contemporary world. Governments all over the globe are still struggling to deal with poverty, crime and unemployment and some of these crises seem to be worsening by the day. Class conflict can still be applied in the contemporary world to explain many of the problems th at humanity is facing. To explain class conflict, Karl Marx started by introducing two classes, the bourgeoisie and the proletarians. The bourgeoisie were the capitalists who owned Europe’s means of production. This meant that they were the richest people, had strong political connections and were the employers of the wage laborers (Marx and Engels 14). Marx argued that this class arose from the feudal society that had previously been in place in Europe (14). The feudal class had instituted class antagonisms and following its revival as the bourgeoisie, it was coming up with a new way of oppressing the people in lower socio-economic classes. The fresh system instituted new classes, methods of oppression and struggles within Europe (Marx and Engels 14). In contrast, Marx referred to Europe’s working class as the proletariat. This class provided the wage labor and worked in the companies owned by the bourgeoisie. Since they had no capital or means of production, these people were forced to provide labor for the upper classes as their only way of making a living (Marx and Engels 14). History shows that the feudal class, which became the bourgeoisie, had also been oppressing the working class in the previous feudal systems. This had come after most communities in Europe and Asia abolished the systems of common land ownership and replaced them with structures that created the antagonistic classes that Marx was discussing (Marx and Engels 14). Within this context, Marx explained that there was a perpetual struggle and conflict between the two main classes. The bourgeoisie and the proletariat were constantly in opposition to each other and this struggle between them played out in a persisting fight that took place in the background of their daily relations. Marx argued that history had seen people occupying positions of slaves, serfs and plebeians engaged in a constant struggle with their opposites such as freemen, lords and patricians (14). At the time that Marx was developing this theory, many of these positions had changed. The introduction of the bourgeoisie and the proletariat had made class struggles a much simpler concept to grasp. The divisions within society were limited to the two groups, with the classes consistently becoming larger as they simultaneously grew further apart. Capitalism grew hand in hand with class conflict, and it allowed the bourgeoisie to expand their industries and employ more people from the working class (Dahrendorf 5) The class conflict that Marx described was mainly the result of contrasting fortunes between the bourgeoisie and the proletariat. Marx argued that the upper classes, needed to revolutionize the means of production to ensure that they remained at the top of the system. This was followed by the domination of global trade and the world market to create consumption for the products that their industries created. This system continually expanded into a massive global force that forced the bourgeoisie to spread and settle in other parts of the globe (Marx and Engels 16). Since the bourgeoisie employed the working class in the industries and other means of production, the proletariat grew along with the system that the upper class was instituting. Marx claimed that the situation was very different for the proletariat (18). In their case, they could only survive as long as they found work and they were only employable as long as their labor created capital for the bourgeoisie. Additionally, the use of advanced technology had taken away the pride that workers formerly had in their work (Marx and Engels 18). This contrasting situation created a lot of tension between the two classes as the proletariat felt that the bourgeoisie was using them to advance its position at their expense. One of the key issues surrounding class conflict was inequality. Karl Marx felt that the situation with the bourgeoisie and the proletariat created a lot of inequality between the two classes. The proletariat worked hard within the industries owned by the upper classes, but were paid meager wages. In contrast, the bourgeoisie were able to make large profits from their industries through systems that Marx argued were oppressive. For instance, by underpaying their employees, the companies were able to make sure that the profits that they made were larger. Additionally, these profits all went to the bourgeoisie meaning that regardless of how well the industries did, the working class would still earn the same salary. In the modern world, inequality still exists in various forms. Racial prejudice and sexism are good examples of inequality. For some scholars, the reality is that there can never be a society or community in which all men, women and children are afforded equal chances (Dahrendorf 23). There are varying reasons for these disparities, with some people arguing that the diversity found in society cannot allow there to be complete equality. Within a single community, there exists a wide range of tasks that need to be done along with a large number of diverse interests and abilities. A combination of these factors is what causes the inequality (Dahrendorf 23). However, this still does not explain the reason why some members of society place themselves in positions of complete dominance over others by using oppressive systems such as the one that Marx described. Dahrendorf argues that in the modern world, the shape of class conflict has changed in some ways (24). During Marx’s time, the conflict was typified by a system of social immobility that was deeply entrenched with European society. The problem then was not just that the system oppressed the working class, but that the proletariat had no chances of moving upwards towards a higher social class. The structures within society confined them to an unsatisfactory life of hard labor and low wages. The situation is different in the modern world. The issue of entitlement has substituted that of social mobility (Dahrendorf 27). Class conflict is now about the status that people hold in society and the different opportunities attached to those positions. One real problem involving inequality in the modern world is income disparity. Income disparity can be used to show the inequality that causes class struggles within the same economic context that Marx used to apply the situation. The American society is currently struggling to contain a growing gap between the top earners and the bottom earners in the nation’s economy. The end of the World Wars and the economic depression that came in between them saw the American government develop economic policies that were supposed to deal with the issue of income inequality (Schmitt 1). The policies were able to cause a reduction in this disparity but the 1970s saw all of the progress come undone. Income disparity in the country started to rise again and this trend has continued to this day. Subsequent economic scandals and crises such as the late 2000s recession have worsened the situation making it harder for American’s in the lower social classes to cope in the prevailing econo mic conditions (Schmitt 1). Class conflict helps to explain these disparities in many ways. Firstly, the American economy still relies on a capitalist system. The only change that has happened is that the structure is no longer centered on means of production but on financial systems (Foster and Holleman 191). The oppressive systems that Marx described in his works still exist, albeit in a different form. The bourgeoisie now depend on other systems to dominate society. The capitalist systems have allowed the upper classes to control national, regional and global economy and this has caused friction between them and the working class (Foster and Holleman 192). Class conflict also explains this income inequality by showing that there is a competition between the bourgeoisie and the proletariat where the former are trying to sustain the status quo in their favor while the latter keep trying to gain dominance over the other. This conflict has translated itself into tensions between the two classes as the workers pu sh for governments to increase taxes on the higher classes. This whole situation has seen different presidents elected around the world on campaigns that appear to be against the rich (Schuman 1). In other cases, the tensions have escalated into mass protests against financial institutions and other organizations that are deemed to be under the control of the upper class (Leavitt 2). There are several arguments that can be made against the idea that class conflict still applies in the world today. Firstly, society has evolved over the past few years, leading to the formation of new classes that do not fall under the categorization of either bourgeoisie or proletariat. The rise of the middle class is a good example of these changes within the class system that is now found in the world. The middle class is usually seen to be apathetic and uninvolved in the struggle between the classes and this opposes the ideas put forward by Marx in some ways. One of the reasons why the middle class are uninvolved in the struggle is the fact that they are trying to break into the bourgeoisie as opposed to bringing it down. Another counter argument to Marx’s theories entails the fact that there have always been members of the lower classes who are in control of some means of production. These people may not have owned large industries or companies but they were employers themselves and they were not struggling as much as their companions were even though they were employed as wage laborers by the bourgeoisie. Dahrendorf notes that this contradiction was there when Marx was coming up with his views, even though his works completely failed to acknowledge the existence of these people (9). The fact that some workers are capable of owning their own businesses and industries negates one of the key arguments that Marx made concerning chances and opportunities within a class system. This situation implies that there are possibilities for the working class to create their own industries and take control of some means of production. It also suggests that social mobility was not as limited as Marx made it to be. The concept of class conflict has influenced political discourse within society for years and years. Karl Marx came up with the idea as a way of explaining the different issues that were affecting European society during the nineteenth century. Even though the concept was developed almost two centuries ago, the ideas it held still apply today. Our societies are still divided into social classes, and these divisions have been the cause of a perpetual state of conflict and never ending tension. The same problems that created the class conflict still exist today, as different countries are struggling to deal with inequality, particularly in the incomes earned by different citizens. These disparities have worsened the situation, as the conflict between the two classes has been brought out in the open. Works Cited Dahrendorf, Ralf. The Modern Social Conflict: The Politics of Liberty. New Brunswick, N.J: Transaction Publishers, 2008. Print. Foster, John Bellamy and Hannah Holleman. â€Å"The financialization of the capitalist class: Monopoly-finance capital and the new contradictory relations of ruling class power.† Imperialism, Crisis and Class Struggle: The Enduring Verities and Contemporary Face of Capitalism. Ed. James F. Petras and Henry Veltmeyer. Leiden: Brill, 2010. 191-202. Print. Leavitt, Gregory C. Class Conflict: The Pursuit and History of American Justice. New Brunswick, NJ: Transaction Publishers, 2013. Print. Marx, Karl, and Friedrich Engels. The Communist Manifesto. London: Pluto, 2008. Print. Schmitt, John. Inequality as policy: The United States since 1979. Real-World Economics Review 51.1 (2009): 1-9. Print. Schuman, Michael. â€Å"Marx’s revenge: How class struggle is shaping the world†. Time. Time Inc. 25 Mar. 2013. Web. 19 Nov. 2013.

Natural Technological Environment of Subway Sandwich Essays

Natural Technological Environment of Subway Sandwich Essays Natural Technological Environment of Subway Sandwich Paper Natural Technological Environment of Subway Sandwich Paper There are include, all new and remodeled stores are now using energy efficient lighting saving electricity as well as low flow water faucets saving an estimated 182. 1 million gallons of water annually and todays the majority of the packaging used in subway restaurant is made with recycled content and 100% can be recycled or composted. Besides, subways are in the process of moving to these packaging specifications globally. Nowadays there are 14 Subway Echo Restaurant are available and operating. These are the stores that built and designed to be more energy efficient, conserve water and reduce asset. Subway is trying to provide their franchise by having the best solutions to help them get improved on their operations focusing on energy efficiency, resource conservation, waste reduction and food safety. Energy Efficiency is design and the nature of our product offering our operations are fairly energy efficient but as energy costs continue to raise it is important to improve the energy efficiency of our restaurants. Lighting and electronic signage are the most important components of the restaurants and are the big users of energy in the store. Over the past few years, they have been improving their energy efficiency by shifted all new and remodeled restaurants to high efficiency lighting and made LED exterior signage optional in 2008 and then they are began to transition to LED lighting for sandwich units. Subway is in the process of piloting the use of additional energy saving equipment, features and processes such as LED interior lighting. So on water conservation, many regions around the world are beginning to experience varying degrees of water stress due to increases in population, weather tatter changes or adequate water management infrastructure that can result in inadequate supply of safe drinking water. For many years, recycling and composting bins have been available for franchisers for aiming to recycle compost. Subway restaurants are required to maintain a litter free environment and we encourage our customers to recycle. Subway are worked with their suppliers to optimize how our products are packaged to reduce waste streams for breads, meats, cheeses, sauces, produce, paper products and cleaning products used in our restaurants. For example, the sauces and most of the tuna are now in film pouches which require less energy to package and transport and remove 6 million pounds of corrugate from our waste stream annually. By removing the paper interline between our sliced cheeses, an additional 450,000 pounds of paper has been removed from our waste stream annually. In today, franchisees have the option to portion some ingredients using a scoop. This process eliminates the need to pre-proportions in food trays and removes additional packaging from our waste stream annually. Furthermore packaging the packaging goal is to only using the packaging that can be able to recycled or composted where facilities exists. The Subway restaurant franchisees have the option to serve their dine- in guests with a reuse able basket lined with deli paper or lined tray. This will be the approach minimizes the associated waste stream and improves the meal presentation. However, the franchisees conform to all the local legislation and having the recyclable paper bags that made with 100% recycled paper or reuse able bags are available for those areas that restrict or an plastic bag usage. In additional, the echo-restaurants are Subway franchisees are entrepreneurs and they are many visionaries dedicated to supporting their communities and the environment. In fact, Some have built ECHO-Restaurants designed to conserve resources during the development process and set the stage for efficient operations in the future. Technological environment The food safety and food quality are the top priority for Subway. The goal for Subway is to serve food that is consistently the highest quality of meats and feet standards from all the time when it is put into a sandwich or salad. To ensure that the food that been serve is always fresh and sustainable produced they have well as stringent audit process that they will be enforce throughout their supply chain as well as require ire that their suppliers employment practices meet their Vendor Code of Conduct. By giving the high standards for food safety to ensure that the entire Subway customer will getting the quality from the Subway brand. It starts with setting detail product pacifications followed by the inspection of samples that pulled from the distribution to ensure that specifications are being met. The Subway brand Office of Food Safety and Quality Enhancement team will review all the Subway food safety and quality programs and might giving recommendation for improvement if its needed. This team will be works together with the vendors to achieve the subway food safety and the quality improvement goals. Food safety is one of the main important roles in the Subway restaurant. Sandwich Artists are required to always follow the strict hand gashing procedures and proper glove usage for all food handling processes.

Restoration of Iraqi Masrshlands Essay Example | Topics and Well Written Essays - 4500 words

Restoration of Iraqi Masrshlands - Essay Example uxuriant growth contrasting with the arid landscape of most of the region; however following a directive by Iraqi President Saddam Hussein in 1993, these historic marshlands are being drained†. The development of Iraqi Marshlands has been an issue that examined thoroughly by the local authorities. More specifically, the future of these marshlands had to be evaluated in accordance with their role in the ecosystem of the whole region. The survival of these marshlands should be therefore a priority for the Iraqi authorities. However, the political decisions of the years that followed 1993 led to the total destruction of these marshlands. Although many efforts have been made since the change of the political conditions in Iraq for the reconstruction of these marshlands, this effort would be considered rather difficult to be realized taking into account the area that these marshlands cover and their importance for the financial and natural development of the greater region. In this paper, the restoration of Iraqi Marshlands will be examined as of its feasibility taking into account that any relevant initiative should be thoroughly examined and carefully designed while the appropriate strategies should be followed for the retrieval of the necessary funds for the completion of this project. In order to understand the role of marshlands in the greater Mesopotamian region, it is necessary to present the main forms of marsh as they can be observed in various geographical regions around the world. In this context, it has been found that â€Å"in geography, a marsh is a type of wetland, featuring grasses, rushes, reeds, typhas, sedges, and other herbaceous plants (possibly with low-growing woody plants) in a context of shallow water; a marsh is different from a swamp, which has a greater proportion of open water surface, and is generally deeper than a marsh† (Wikipedia, 2007, Marsh). In accordance with the above description, a marsh can have many forms depending on the

Instructional Technology Research Paper Example | Topics and Well Written Essays - 1250 words

Instructional Technology - Research Paper Example This paper aims at creating a comprehensive report on problematic use of technology for teaching chemistry to first-year students. While teaching, students within the same class will have different learning methods. It is thus important for instructors to understand the learners to design the instructional technology that suits them and enable them meet their IEP goals. Appropriate use of technology by instructors can only be achieved if the special needs of chemistry students are understood. Although it is almost impossible to obtain a single method that can be used for giving instruction for all the chemistry students, integrating different methods such power point presentation and other visual aids can enable instructors to meet the varying needs of the students. Data from previous years demonstrate that most students become used to technology-based instructions as they proceed to upper years. It is thus advisable for instructors to introduce technology-based instruction giving me thods gradually. The different students have various learning styles with most of them being both visual and audio learners. Instructors should thus incorporate visual and audio aides while giving instructions. After analyzing the entry behaviors of the students, it was clear that most chemistry students do not have opposite understanding of basic college chemistry. Most students had never learned through instructional technology and it was hard for them to follow when instructors use technology-based presentation methods from the initial stages.... Data from previous years demonstrate that most students become used to technology-based instructions as they proceed to upper years. It is thus advisable for instructors to introduce technology-based instruction giving methods gradually. The different students have various learning styles with most of them being both visual and audio learners. Instructors should thus incorporate visual and audio aides while giving instructions. Requisite Knowledge and Skills In the recent past, use of technology has become rampant in colleges. After analyzing the entry behaviors of the students, it was clear that most chemistry students do not have apposite understanding of basic college chemistry. Most students had never learned through instructional technology and it was hard for them to follow when instructors use technology based presentation methods from the initial stages. After interviewing some first year chemistry students, it was clear that most instructors overlooked the individual needs o f the students. However, it was clear that most students preferred the instructors to use power point presentation when processes being explained involved charts. However, chemical equations and mathematical representations presented using power point are poorly understood. Demographic Information Most students are not conversant with chemistry concepts while joining college. The chemistry taught in high school comprises of the basic concepts that are easy to understand. Additionally, most teachers use chalk and board to explain mathematical representation for the high school students. Therefore, most students join college with little knowledge on instructional technology. They find it hard to follow college chemistry concepts, which are often

Willy Russell in his play Educating Rita Essay Example for Free

Willy Russell in his play Educating Rita Essay Educating Rita by Willy Russell explores the relationship between the two characters involved in the play, Frank and Rita over a time span, of several months. A variety of themes are explored as Rita, a working class Liverpudlian, aspires to a higher social and academic level so that she may have choices, with Frank, a disillusioned and failed poet as her teacher. As Rita progresses, Russell uses a range of dramatic techniques and tensions between the two characters to explore themes of the personal, class, relationships, gender, dependence, superiority and education. This produces an effective and dramatic piece with clear character and plot development. The play could be staged in a number of ways, and when considering how staging would best reflect the themes and passage of time, I must consider set, costume and lighting, as well as how each of the characters should play their part. The play focuses mainly on the relationship between Frank and Rita, and the structure shows a clear crossover within their respective roles. Frank is initially the dominant male with more knowledge and experience than Rita; he is the well-educated and confident lecturer to whom Rita comes to for help to become educated. By the end of the play the roles are reversed, with Rita as the dominant educated character, with every option available to her, whereas Frank, who has turned to drink, is barely able to hold down his job. Within this structure, the interaction between the characters explores the themes mentioned above, which have both significance for them, as well as for the audience who are able to identify with the issues discussed. The way that the characters change as the plot develops shows what effect their different experiences have upon them, and how they shape the people that they have become by the end of the play. By choosing two scenes from different points in the play we can see how themes generated in an early part of the play are later developed as the characters progress. I chose Act one, scene two to explore first, as it is after the two characters have already been established. Their behaviour reflects certain themes as the second scene begins. There is also a significant incident involving poetry Frank has written, which has a link  with the later scene I have chosen, truly reflecting how the two characters have changed. While the first scene establishes the main themes of education and aspiration on Ritas part, Scene two really begins to explore such themes as well as exploring others to a higher degree. The scene begins in Franks office, as always, with Frank waiting for Rita to arrive, (he) glances at his watch. He is interrupted by a noise at the door, which turns out to be Rita oiling his study door for him, as she has noticed that it needs it. The way in which she comments, knew you wouldnt get round to it establishes the theme of gender stereotypes running through some of the play, and conveys the idea to the audience of Ritas housewifely mentality and motherly instinct, with Franks stereotypical male nature of allowing her to do the work for him. As Rita then proceeds to look around Franks office, and he watches her, it is clear how he views her from how he watches Slightly amused which indicates that he is entertained by her, and clearly views her as naive and unsophisticated when compared to him. The way Frank responds to her influences how the audience would respond, as the majority watching a professional production of this play would probably identify with Frank rather than Rita. Assuming it is a professional production, the majority of the audience would be middle class. However, although at the start they may identify with Frank, Willy Russells intent as the two characters develop is to challenge the audiences attitudes towards each. The themes of gender and superiority are closely linked here, and run throughout this scene. Typically, Rita, a young and impressionable young women, and Frank, an older educated man with a greater social position, she is naturally inclined to look up to him. Even if they were both middle class and educated, Rita would still probably view him of the superior of the two, and this opinion is reinforced by the mention of Franks girlfriend, Julia. He says she admires him tremendously, and mentions how she cooks and, cares for him. Julia is an ex-student, yet both respond in the same way to Frank, trying in a sense to, mother him and he accepts this, both sexes following their  stereotypical roles. The way Rita sees him as superior in the same sense as Julia brings up the theme of gender conflict, alongside class and social status, and is another reason why Rita sees him as superior and above mundane tasks. After oiling the door, Ritas next action reinforces this relationship. She refuses to sit down in the chair with its back to the door conveys how unsophisticated and insecure she is. The way that Frank offers her his chair, but she refuses with her comment, Youre the teacher shows how she sees their separate roles, with him with a greater status, again introducing the theme of superiority. Rita even feels Franks taste is superior to hers, Thats cos youve got taste. Although Frank has not yet commented how he feels that he is superior to Rita in terms of both education and class, the way he responds to her clearly shows how he feels they are not on equal terms. The fact that Frank is amused by Rita wondering whether or not she has reformed him reflects this, and throughout the scene he uses education as a resource to demonstrate his superiority. Rita is often ignorant of the phrases or words that Frank uses, for example a certain patina and he often corrects her in terms of the words she uses, Foster for Forster. As well as demonstrating through her ignorance of language that she is not like other students, Rita makes it known to the audience that she is not ignorant enough to not realise it. She comments on, the proper students and although it could be taken in terms of her meaning the students who go to the university all the time, without other obligations, she knows that she is in a different situation (she comments in the first scene, Degrees for dishwashers) and is probably comparing herself and her knowledge to theirs. The audience draw comparisons between Rita and Frank in terms of their behaviour and knowledge, and as the scene progresses the audience are made more aware of the different upbringings they must have had. Just before this however, there is a section of the scene in which Russell uses the language of each character to demonstrate their different social status. Rita comments Readin and studyin just after her comments on proper students, and Frank responds with the same phrase, Reading and studying.  The fact that phrase is repeated by Frank in succession makes the audience properly aware of how differently they speak, and Ritas native Liverpool accent is made evident with this clear contrast to Franks more refined voice. The phrase Rita then uses, off me cake which Frank responds to by questioning its meaning, is done so in such a way as that the audience knows he is being sarcastic, yet Rita does not seems to realise immediately. However, when Frank uses the phrase in a sentence of his own, Rita realises how he is being sarcastic, itd sound dead affected again highlighting the difference between them herself. This interaction demonstrates the different upbringing and environment they have been exposed to, and Frank does not only use his gender and age to appear superior, but through sarcasm and superiority in his use of language demonstrates how he knows he is. The themes of social class and education occur once more in Ritas next few speeches. During them, the way she sharpens Franks pencils again reminds the audience of gender stereotyping, the automatic tidying up, or carrying out of tasks that he is perfectly capable of doing himself, as well as showing how she is uneasy. Rita then conveys the sort of education she must have had from the description of her school, and how she was not really allowed to educate herself, which Frank cannot fully understand as someone for whom education has obviously always been available. He does not understand why she could not be different from her friends, and through this we see the gulf between their two upbringings, highlighting the theme of social contrast. Frank then passes her his ashtray to sharpen pencils, but the way she ignores it indicates how preoccupied she is, and how she really does have something important to say. Her ensuing monologue shows how she feels she wants more, is this the absolute maximum I can expect from this livin lark. The activities she speaks of club to go to to distract herself seem so unlikely the activities that Frank would indulge in that it seems as if he must have his life sorted and she is the one floundering, with what she really wants beyond her grasp. Frank cannot resist one more piece of sarcasm at the end of her outburst, to reassert himself as superior, and her wants as pathetic and of no value, you managed to resist another new dress? But Rita again does not realise.  By the end of this section of the scene the audience know a lot more about Rita and her character. It is clear that at the start of her education she appears stereotypical in terms of her gender, but not in terms of who she is and what she aspires to be. This re- establishes the theme of aspiration already suggested as Rita claimed she wanted to learn, Everything. Her speech about knowing how there was always something tapping away in her head, knowing she might have got it wrong indicates prior conflict within herself, but the fact that she has now come to be educated shows how this conflict has been resolved, and education is the way she will be able to become the person she wants to be, and she sees Frank as an example of that person. The conflict will later extend from herself to the rest of her family, and as she becomes alienated from them. The second half of the scene reveals more about Franks feelings and character, not just concentrating on his surface sense of superiority. The next incident explores the theme of conflict between the personal and the impersonal. Frank informs her that to write a good essay she must learn the art of criticism, which is ironic, as ultimately she will learn to criticise, and Frank will be the object of it. The way Frank informs her that good criticism is never subjective, and is almost a science is reflected in Franks character. He does not wish to involve himself, he wishes to remain absolute from his own feelings. Here the theme of the personal is really introduced as the next part of the scene really shows how each character deals with personal early on in the play. Conflict is initiated as it appears Rita is quite intent on dealing with the personal, and Frank has never come across such a view, astounded The way Rita comments on Forster, Sitting up there in his ivory tower encourages the audience to draw parallels between him and Frank, who also wishes to distance himself from the world, using alcohol as his escapism, and is in a sense sitting in his own, tower. He wants no subjectivity or sentimentality, and this is shown in the way he interacts with Rita, using attempts to be witty and sarcasm to evade the personal, as can be observed later in the scene. Throughout the play both characters struggle with the personal, Rita attempting to become distant and Frank to be in touch with his feelings. Before moving onto Franks marriage we see an example of how Frank also follows his stereotype, returning to the theme of gender. He comments of Rita that she has an undisciplined mind, which men often seem to think that that women have, and that they are disorganised and, scatty in general. Rita ignores the comment and immediately moves back to the personal, are you married? Frank answers reluctantly, stalling the question, but Rita refuses to accept this, and continues pressing Frank for personal information. He is reluctant to deal with the personal side of life, however, and when explaining why he broke up with his wife, he uses a reason which he presumes to be clever and witty, but which actually just makes evident to the audience how he is distancing himself from the pain of the break up, and presuming he is above it all. We split up, Rita because of poetry The way in which Frank says she left him for the good of literature and how the result was that he stopped writing at all is a use of dramatic irony, which is lost on Rita, however, and is there for the audiences appreciation. Rita refuses to accept his explanation, however, and even Frank admits they perhaps people do not split up for that reason. The way that that is how he remembers it simply shows that is how it is constructed in his mind, and he has created the fantasy to remove feelings connected with the event. The most obvious contrast between Frank and Rita in his scene is the way they deal with feelings, with Frank refusing to have anything to do with things of a personal nature, and Rita connecting everything to its emotional impact. After dealing with themes largely of a personal and impersonal nature, Russell reverts to the theme of superiority with reference to education, as Rita wishes to look at Franks poetry, but he denies her access of grounds of not having the literary references. This has reference to the theme of the personal also, as Franks poems are clearly very personal to him and he does not wish to show his emotional side to anyone. We next see another side of Frank, however, as Rita praises him, youre great and he says how there is less of him than meets the eye. Through this comment we see how Frank sees himself as somewhat of a fraud, however, Rita does not get the deeper meaning of his reply, she simply admires the way he can construct a  phrase like that, and as often happens in this scene, the audience, understanding Frank, should have one level of meaning, while Rita has another. This also occurs later in the scene, when Frank comments that he would like to take Rita by the hand and, run out of this room forever. Rita thinks he is merely being sarcastic, yet the audience can see the deeper level of meaning in his words, in that he feels trapped and unhappy. Frank appears to Rita the epitome of successful. He is middle class and educated, what she is aspiring to, yet from his reluctance to deal with anything other than scientific or involving feelings the audience can see how he is dissatisfied and in denial over many aspects of his life. Rita does not see this yet however, she merely sees his status as a professor, his sarcasm and evasion as witty tools of a learned man, not yet suspecting that unhappiness is the cause. The end of the scene does revel Rita as different from the common throng however. The audience draw a parallel between a bird she describes, dead out of place our way and her, and by the end of the scene she has even begun to adapt Franks sarcastic tones, doing a parody of an academic question. The audience see that although she s totally different from Frank in terms of class, and education, their relationship has begun to develop over the bond they form. Frank sees in Rita something he has not seen in a student before, and Rita feels that Frank is the kind of tutor she needs. Earlier in the play she refused to accept another one. As the play progresses we see how the themes established early on in the play are developed by Russell through his two characters. They develop through the changes they undergo in their lives as well as the effect they have upon each other, and reflect the themes established at the beginning of the play. As Rita becomes more educated she fulfils her aspirations, leaving her hairdressers job to work in a Bistro and making a successful transaction to the middle classes, whereas Frank degenerates, more and more frequently turning to alcohol. The theme of dependence running throughout the play has begun by the second act to invert, in that whereas Rita was once dependant  on Frank for all her educational needs, the time she spends during the summer at a literacy camp symbolises how she no longer needs to rely on him as much. She has already learnt about the poet Blake, for example, that Frank was planning to teach her about specially. Frank becomes more dependant on her, and as she breaks away, losing her individuality, as he sees it, to become a proper student he regrets ever educating her, and in despair turns to alcohol. As soon as Rita begins to become properly educated the relationship between the two begins to break down, and although class and education are still the main themes, it is no longer the contrast between Frank and Rita in terms of these themes that is evident, but how Rita has risen more to the same social and educational stance. As well as education being an ongoing theme, which changes the outlook of both, contrasting class is also a theme that features largely until the end of the play. Conflict and class, as well as gender conflict are closely linked throughout. At the plays opening it is clear that Frank and Rita are from different social classes. The way Frank uses this to assert his superiority could cause conflict between the two, except for the fact that Rita has accepted she is initially different from Frank, and seems to see his status as a warrant for his behaviour. Rita is obviously eager to learn however, so Frank tries to be tolerant, and as she improves he begins to accept her as more of an equal to him so conflict between the two over class is more minimal than it could be. Within Ritas own circle however, the conflict is obviously rife. As Rita develops as a person, the conflict with her husband and family increases. Her husband even burns her books in protest over her trying to break away from what he feels she should accept as her station in life, He burnt all me books. As Rita becomes more educated, in order for it to have an effect she has to change herself, and a husband feels that she has in a sense betrayed him. Conflict connected with class also occurs later in Act One as Frank and Ritas friendship progresses. Frank invites Rita for dinner at his house, with her husband, Denny. As well as this causing conflict between the married couple, in that Denny refuses to come due to his antipathy to the course and those connected with it, he blames them from distancing him from  Rita, Rita suffers conflict within herself about attending, centred chiefly on the wine she brings. She knows it is the wrong sort after she has bought it, and although it might appear to be a superficial detail, to Rita it symbolizes how little she knows about this kind of society and how to behave in such situations. It demoralizes her and she wonders how she can ever leave her social status and rise to Franks. She decides to not return to the course, however, her mother changes her mind.. Her mother crying and saying there must be better songs to sing (Ritas family and friends had been singing in the pub) really symbolizes how there must be a better life to lead, which encourages Rita to try and aspire to that hope, and so she returns to the course. Rita also experiences much gender conflict within her family. From the first scene Rita mentions how she is expected, at the age of twenty-six to settle down and have a family. Yet she rebels against this idea, even secretly using contraception, and her refusal to accept what her husband sees as her role eventually leads to the breakdown of her marriage, which allows her to, find herself even further. However, as she does try to find herself, using other people to develop her personality, this causes ever-growing conflict between her and Frank, which reaches its climax towards the end of the play. Apart from Rita, Franks main conflict is involved with the university and students themselves, as he bitterly continues to drink with their disapproval. By Act two, scene five, very near the close of the play, we can clearly see how both characters have developed and how they now interact with each other. The first thing Rita says to Frank upon entering his room is, are you sober, are you? and the way in which a whisky bottle is placed in front of him indicates the extent of his dependency on the drink. Now he can no longer rely on Rita to give him hope and entertain him he has become even more dependant on the alcohol, which is plaguing his career. Frank, even now cannot resist a sarcastic comment, which Rita ignores and proceeds to tell Frank what she thinks of his poetry. The fact that Frank has given Rita his poetry to look at is a very  significant act, which shows real character development on both sides. Earlier in the play Frank denied Rita access to his poetry, on the grounds of her not understanding literary terms. The fact that he has given them to her, and has seriously asked her for a critical analysis shows how much she must have progressed in terms of her education. Whereas she was once ignorant in this area, Frank has now deemed her sufficiently able to comment on them, and regardless of his motive, we can see how her character has developed in order that she can appreciate such work. However, on another level, Frank giving Rita his poetry shows how he has developed as a person also. As well as indicating he no longer feels his skills are superior to hers, the emotional angle of his action indicates that he is no longer dealing with only the objective side of things. By giving Rita his poetry to look at, Frank is exposing his emotional side. His poetry is such a personal thing to him that it is the most significant thing he can do, to show how he is willing to expose his vulnerable side to her as opposed to other people. By asking for a critical assessment of a lesser known English poet Frank knows that what she says will ultimately depend upon the outcome of their relationship. The way Rita analyses the poems clearly shows how she has developed in terms of her education, the main theme running throughout the play. The language she uses, witty/profound to describe the poem is a complete development of the simple terms she used earlier in the play. The fact that she can understand Franks work as opposed to the poetry she used to enjoy, Its the sort of poetry you can understand shows how she has developed her literary knowledge. However the way she quotes her flatmate, Trish when commenting on the poetry, shows how from having Frank as her only mentor and teacher at the start of the play, she has now developed a critical style from others also. Rita herself admits how she would not have understood the poetry previously, and the way she is sure she can now see wit and classical allusion in it indicates that as her education has progressed she has adapted accepted educational views of such works. The audience are next reminded of the aspirational theme, as they can compare how Rita would have reacted then and now from Franks comments, You would  have thrown it across the room. The way Franks sarcasm still washes over Rita indicates how she can see nothing wrong with her situation. She comments that she can, see now shows how her opinions of herself and her life have changed, she is no longer so discontented, and she sees nothing wrong with the social standing she now has. Franks allusion to Frankenstein, however, shows he feels that what he has created is a terrible thing, that he has made Rita a monster and his assessment of his poetry gives a deeper insight into his feelings. Frank denounces his poetry as worthless talentless shit, simply posing as something witty and clever. His poetry is such a close and personal thing to him, however, that as he criticizes it he is really criticising himself. By trying to convey how pretentious and worthless his poetry really is, he is really trying to explain to Rita that that is how he feels about himself. Earlier in the play he commented that there was less to him than met the eye, and this speech shows how low he feels he has really sunk. He is trying to show Rita how what she has gained he feels is without meaning, that what she has aspired to is worthless in his eyes, and this display of emotion indicates how his emotions have developed so that he is now in touch with them. The way Frank responds to Ritas analysis shows that he really is no longer objective, but subjective, taking what she says not as an objective critical analysis but as an indication of who she has become. Whereas before he wanted mere objectivity and nothing dealing with the personal, now that Rita has that critical skill Franks response shows that he regrets what he has done as there are now none of her views stated when she gives an opinion. He liked Ritas novelty very much, yet her analysis shows it has been taken away, and she talks like any other student. Frank now wants her to be subjective again, another example of how their characters have reversed. That as they have developed, Rita has become the objective one, and Frank the subjective, desperate for some kind of Ritas sentimentality in her work. Frank then comments that he can no longer bear Ritas presence, and she responds in a way that shows the audience she now really is his equal. Whereas before, his word was the authority, Rita stands up to Frank and  provides an argument against his. In fact she is now the dominant character, and she makes reference to this, comparing their previous relationship to one of a farther and daughter, him teaching her as she gazes back in, wide eyed wonder. Rita is trying to show that she has lost her naivety, and he is no longer the dominant male, returning to the theme of gender stereotyping. They are now on equal terms. It is here we see where the conflict has really developed in their relationship, as Rita shows she has reached what she aspired to and Frank reduces its worth, so very very little. Frank feels that in becoming educated, Rita has lost all individuality and originality, whereas Rita feels satisfied with what she has achieved, and does not understand why he cannot accept th is. The theme of Education runs throughout the play. This aspect of life is traditionally thought to lift people out of one lifestyle and give them a range of options. Rita is developed through the theme of education to reflect how it can change your lifestyle. She comments that she now knows the right kind of wine to buy and the clothes to wear in terms of reflecting a middle class status. She has become a typical middle class women, and Frank hates himself for his part in it. At the beginning of the play Frank enjoyed lording over Rita to an extent and using his superiority to gain control of the situation. It might appear that he is simply annoyed that he has lost that hold over her, and can not reassert himself with her, so is trying to drag her down and not enable her to become superior to him. It is not that simple however. Throughout the play we have seen Frank and Ritas characters developing, and although it seems Frank has been trying to keep her from escaping, and he alone wants to shape her, as the play progresses, it becomes evident that he admires her uniqueness. As Frank watches her turn into just another student it enables him to see how her unique qualities are simply wasted, and what she ends up with, has nothing of her in it. Frank, who at the start of the play was already educated, shows how education can have a degenerative effect when that is really all you have, and he reflects this in his degenerative behaviour. Although he enjoyed the way he could use his knowledge and wit to distance himself from reality, the  arrival of Rita shakes up all of his preconceptions of students and life in general . Although she might think that he really did want her to remain ignorant for his own satisfaction, Frank has simply realised how education can make you pretentious and characterless, and that although Rita has want she wanted, he feels the person she has become in order to achieve it is of little value. The theme of education is developed from the first act, and whereas it first appears to be a good thing for both Rita and Frank, the way the characters develop to reflect what an effect it can have on people show that this is not a straightforward theme. There are clearly a number of themes involved within this play, and to best reflect them the staging of the play must be carefully considered. The two acts that I have analysed display the most contrast through the way in which as the characters have developed their views and how their roles have crossed over. As well as obvious changes in the characters costumes, I would use more subtle differences including changes in lighting and the way the characters react and speak, to reflect the changes they have undergone. Firstly, costume must be considered as the audience will take initial impressions from the way each character dresses, and the way they appear at the beginning of the play and at the end must reflected in their change of dress. Frank, at the start of the play, although he does indulge in alcohol is much more together then a t the end of the play. Therefore his dress should be fairly smart, indicating how he is both middle class and a lecturer. It should include a shirt and tie, with the shirt tucked in and tie tightly tied with his top button fastened. As the play progresses however Franks change in character could be shown through subtle changes in his dress. As his and Ritas relationship slowly begins to degenerate, his appearance should become untidier, beginning with him untucking his shirt, then undoing his top button and loosening his shirt collar. By Act two, scene five his tie should have disappeared altogether. Although this is not much of a change, a mans tie, at work, is often considered by others to be smart, and about taking a pride in his appearance. He degenerate appearance by the end of the play should reflect what has happen to Frank himself, in that he no longer cares about work and through alcohol abuse, he himself has  degenerated. Ritas dress however should become gradually more flamboyant. In Act One scene two, Rita is still uneducated and working class, with the restraints of her husband and family upon her. Her clothing should be conventional and very unexceptional, to reflect her position in life. However, as she learns, gradually her clothing should become different, more creative, as she becomes educated and more creative herself. In Act Two Scene five, when Rita feels that she has fulfilled her potential, and that she knows how to act and, what clothes to wear her dress sense should be a complete change, as she now sees herself as an educated woman. Both characters clothes need to reflect how the characters feel about themselves to reinforce how they develop. In my second scene, Rita should remain standing for the entirety of the scene, with Frank slumped in his chair. Rita should also wear heels. This clear difference in height between the two should clearly convey to the audience how Rita is now highe r than Frank in terms of life also. A subtle change would reinforce for the audience the changeover in their roles. The set itself, as Franks office, is another useful reflective tool in showing how Frank degenerates. In Act one, Scene two the office, although not pristine, with books and plants spread around, should have some kind of order to it. As Frank turns to alcohol the disintegration of him must be mirrored in the degeneration of his office. By Scene five in the second act there should be much more disorder, with what were once piles of books, books scattered across the floor, and higher piles of paper, which Frank has obviously not dealt with. Posters, which Frank should have on his wall at the beginning of the play, should begin to curl halfway though the play, and by scene five should have fallen completely and be lying on the floor. Also, whereas in the earlier scene the whisky bottle should be hidden behind books, indicating discretion on Franks part, as mentioned in the play, the bottle should now simply be on the desk showing how he feels there is no point hiding the fact any more. This reflects his feelings about Ritas transformation; it shows the despair he feels in that now she has conformed, Frank sees only despair. There should also be several empty bottles strewn around to emphasise Franks dependency on the alcohol. All this reflects  Franks degeneration. The way the room has gradually fallen apart is mirrored by what has happened to him. Lighting could be a very effective tool in these two scenes to emphasise the contrast between the mood of the play towards the beginning, and the scene, which reaches the climax of Frank and Ritas dispute. In the first scene, to reflect the mood of hope and what looks like an interesting opportunity for both characters, the lighting should be bright throughout, to reflect this feeling. The lighting can also be used effectively however, to focus the audiences attention on a particular character, and emphasise the importance of what they are saying. At the beginning of Act One, scene Two, there should simply be a bright yellow light enveloping the whole stage. However, as Frank begins to ask Rita questions about her life, and she begins to respond openly to him, the lights should fade out, except for a bright spotlight focused upon Ritas face. This should be done from Ritas line Like what youve got to be into and this will emphasise her speech to the audience, as their attention will be all focused upon her and they should listen closely to the deeper meaning o her words. As Frank makes his sarcastic comment about the dress, and the tension lifts the bright lights should fade back in, and remain for the rest f he scene. However, in my chosen scene for act two the lighting must be different to reflect the gloomy atmosphere and environment Frank is now subjecting himself too. The stage should be lit only by a bulb from a desk lamp, all light which would have previously come in through the window is now shut out, to make clear how Frank, in his depression, is trying to keep the world out. In this scene spotlights on characters should be used as tension increases between the two characters, as this is a pivotal scene, and emphasising each characters line(s) will heighten the tension for the audience. Lighting could also be used effectively to show characters responses to each other. For example in the first scene, during the use of spotlights, when Frank and Rita are having a serious discussion, Franks confusion over why Rita could not have had an education earlier in life could by emphasised by fading her spotlight out to highlight the confusion on his ace then fading it in again. During Act Two, Scene 5 this technique could be used again.  When Rita is commending Franks poetry, Why did you stop writing? her spotlight could fade out to show the despair on Franks face. This technique, if used effectively would be good at highlighting the characters responses to each other in the two different scenes. Most importantly, how the characters speak react and move on stage will convey their character to the audience, and the changes in their behaviour later in the play will show their new attitude towards each other. In my chosen first scene, the two most have totally different airs. Rita, although she appears confident when speaking to Frank at the beginning of the scene, conveys her agitation through the way in which she refuses to sit down, and instead wanders around Franks room. To emphasise her uncertainty she should make some unconscious hand motion, which would convey the audience the nervous tension she is feeling. As Frank watches her he should appear totally at ease in his chair, reclining slightly to emphasise how relaxed he is. The way that Rita talks should also be different from the way that Frank delivers his lines. Frank should reply almost instantly to Ritas comments, conveying to the audience that he is confident, and feels that he has no trouble dealing with someone of Ritas calibre, whereas Rita must deliver her lines with a vaguer more uncertain utterance, more as if she is thinking out loud then having a conversation. This will emphasise the point that Frank is a confident organised teacher dealing with life, whereas Rita is uncertain and trying to clarify what she wants to do. By Act Two, Scene Five, the two characters should move and talk completely differently, conveying their different positions. Rita, who now feels happy and confident about herself, should show this by how she walks into the room. Instead of wandering uncertainly, she should stride purposefully up to Franks desk, indicating she now knows exactly what she is doing and what to say to Frank. For example, Rita must speak with conviction during her defence of Franks poetry, Its not! (pretentious) When walking around the room Rita should walk as she should when entering the room, with her head held high and striding confidently. Frank, however, should be slumped in a defeatist position, reflecting how life has defeated him. Ritas tone, when addressing Frank must be confident, and she should make much more eye  contact with him then before. Franks tone when he speaks should be much vaguer and less direct to convey his uncertainty to the audience. The passage of time could be marked in a number of ways. Changes in the characters and the set should show time passing clearly, as done in the film of Educating Rita. Firstly, an obvious way could be having a calendar on the back wall with the months changing as the play progresses. However, more subtle changes would reflect time passing just as well, and the subtler they are, the climax of them by the end of the play should surprise the audience by how gradual they have been, and indicate that it has taken a while for them to occur. Gradual changes in the set would probably reflect the time passing most effectively. The way it degenerates slowly should reflect how Franks degeneration happens over time. The office should slowly begin to become messier, with more papers scattered around, etc, but it should be gradual so that the audience are surprised when by Act One, Scene Five they realise just how dilapidated the set is. Also, when Frank is listening to his radio in some of the scenes, the broadcast could be about weather for example, and how it is changing as the seasons do. This could also indicate how time is passing as the seasons move on. Gradual changes in the characters way of dressing also should indicate how they are slowly developing and that it is taking time, and the clothes the characters wear could start off being light, summer wear, then gradually become more suitable for winter, then gradually become more summery again, also reflecting a change in seasons In conclusion, Educating Rita is a play that explores complex issues through a variety of themes using characters to develop them. The interesting characterisation means that this is not an abstract piece, and through the characters interaction the audience are captivated by their development. This makes the themes shown through them, come alive. By the end of the play we have an understanding of both characters point of view, and our sympathies lie with both characters. We can see why Frank was desperate for Rita to remain unique, but it is clear why she feels education is what she needed to uplift her. The way that neither character is depicted  as the right or wrong one show that the issues involved with both are not straightforward, and that their is not a simple answer to the questions raised by the themes which include education and class. The staging of the play if well done should add to the richness of the audiences experience, and help to show what effect the experiences have had upon each character and how they are changed by them.