Pope Leo XIII-Rerum Novarum Essay

Encyclical is a letter from a Christian leader, particularly the pope, which is intended for general distribution among churches. The tern originally applied to some of the letters written by Saint Paul and early church writers called Apostolic Fathers that were sent to many churches. After the time of the Apostolic Fathers, bishops wrote encyclicals to the churches in their care. In modern times, encyclical has come to mean a letter written by the pope to Roman Catholic churches throughout the world. These letters have addressed such topics as church teachings, church discipline, current social and moral issues, peace, the rights of workers, and the plight of people living under oppression. Pope Leo XIII With the election to papacy by Leo XII in 1878 comes a new age in the history of the Roman Catholic Church. His reign was the second longest in papal history. Only Pius IX served longer. Leo wrote many encyclicals. One of the most famous was Rerum Novarum which he wrote in May 15, 1891. The aforementioned encyclical upheld the rights of labor. Pope Leo XIII sought to convince liberal administrations that it is possible for the church and the state to live in harmony. During his papacy, particularly intense anti-church feelings were expressed by Italy, France, and Germany. The pope was successful in reducing the liberal administrations limitations against the church. However he was a failure in Italy and France. If truth be told, in 1880, new anti-church laws were submitted by the French government. Such laws eliminated the church from several other areas of French lifestyle, prohibited religious education in academic institutions, and banished religious orders from the country. On the other hand, in Italy, oppositions against the church were expressed by both the government and its citizens. The pope started a new policy of maintaining an open communication between the church government and the daily life of the Catholics. To achieve this end, he authored several writings addressed to the Catholic community. His pronouncements covered different subjects ranging from the relationship between the state and the working class, theology and church decrees, Bible teachings, and philosophy. Rerum Novarum was his most important statement on social questions. Leo was open to new forms of government, but he still remained suspicious of democracy. In a letter to United States Catholics in 1895, he warned against seeing the American separation of church and state as an ideal for all nations. In 1899, he addressed another letter to the American church condemning Americanism, a movement that had many followers in France and Italy. It was an adaptation of such American concepts as religious liberty and the need to adjust the presentation of Catholic teachings to modern ideas and practices. Leo was born in Carpineto, Italy, near Rome. His given and family name was Giocchino Vincenzo Pecci. Rerum Novarum The expansion of factories and industry in the nineteenth century created a class of wealthy owners, a class of industrial workers, and a host of new social problems. The socialists proposed that the state should take over the factories from private ownership. In this official papal statement, Pope Leo XIII sought a middle ground, recognizing the oppression workers could suffer but rejecting the abolition of private property as a solution. In the Catholic tradition, Pope Leo XIII thinks of a job primarily as a way to support one’s family, not as a calling in itself – and this may be a more realistic approach to factory work. Rerum Novarum is conservative on issues of the father’s place in the family, but it was and is radical on issues of labor and capital. Rerum Novarum is the magna carta of Catholic social endeavor. Subtitled as â€Å"On Capital and Labor,† this encyclical expressed the Roman Catholic Church’s response to the labor tensions and social instability which have emerged in the advent of industrialization and ultimately marked the beginning of socialism. The Pope articulated that the function of the state is to maintain social justice by upholding the rights of the citizens, while the church must make a stand on social concerns to demonstrate proper social principles as well as to guarantee class harmony. Leo XIII reiterated the church’s ancient teaching concerning the central value of the rights to private property, but acknowledged, in one of the most popular passages of the encyclical that moral considerations must temper the free operation of market forces. Even while Rerum Novarum adheres to position of the conventional teaching regarding the duties and rights of property and the employee-employer relationship, it employs the ancient teachings particularly to current conditions. Describing the plight of the working class as an introduction, the encyclical then disputes the false Socialist philosophies and protects the right of private ownership. The real solution, as prescribed by the pope may be obtained through the united action between the employee, the employer, the state, and the church. The church as it should be is concerned in the social matter because of its moral and religious outlooks. The state, on its part has both the duty and right to interfere in the name of individual and social welfare and justice. Moreover, the workers and their employers should coordinate in separate and joint relations for their common protection. All of these were laid out with substantial details to address the main issues and interactions of social and industrial life. Further identifying the Catholic Church with labor, while vehemently criticizing socialism, Pope Leo XIII released the first of the social encyclicals. In 1891, eight years after the death of Karl Marx, Pope Leo XIII begins this encyclical by describing the industrialization in terms consistent with socialist analysis. In describing this process of industrialization, Pope Leo XIII clearly sympathizes with the plight of the common laborers who must sell their labor in exchange for less than a just wage to owners of the means of production who are not equally compelled to enter this contractual relationship. He recognizes that workers must unite and organize if they are to restore the power imbalances between laborers and the owners of the means of production. He clearly rejects a socialist revolution; instead, he calls for reforms that would mitigate the negative effects of the free market. He argues that socialism is misguided for at least two reasons. First, he states that the socialist cure, eliminating private property, is unjust for those owners of the means of production who have acquired their property through legitimate means. Second, workers would actually be worse off, he argues, if in the name of justice they lost their freedom to use the fruits of their labor as they pleased. Perhaps, no other proclamation on social concerns reached a wide audience or enjoyed broad influence. Rerum Novarum inspired an extensive Catholic social writings, as many non-Catholics regarded it as one of the most sensible and explicit pronouncements ever made concerning the issue in question. At times dismissed as vague, this encyclical is as precise as any text could be written for a number of nations in varying levels of industrial progress. Even while Rerum Novarum had formed a part of the established Catholic teachings for several years now in no way had it ever been expressed with distinct articulation and authority. Over the years, humanity has come towards a realization of how hard it is to describe the complete requirements of justice in terms of wages, a continuously growing number of persons turn to the message sent by the pope as the most successful and valuable principle of industrial justice that has ever been expressed in recorded history. The significance of Rerum Novarum lies in its clear depiction of the troubles confronting the urban poor during the 19th century. Also, this encyclical was remarkable for its condemning open capitalism. One of the solutions it recommended were the creation of trade unions as well as the introduction of collective bargaining, chiefly as a substitute to state intervention. It also acknowledged that the poor deserves to be considered when addressing social concerns. Such consideration is stressed by the concept of â€Å"preferential option for the poor† which is a contemporary Catholic principle. God’s special preference for the poor was initially expressed in Pope Leo’s Rerum Novarum.

Everest Report Essay

The Everest simulation is a group and team exercise that encourage us to play a unique role of a team of hikers, attempting to reach the summit of Mount Everest. The simulation is designed so that members are dependent on each other and are encouraged to work collectively in order to achieve the highest team goal outcome possible whiles simultaneously completing as much personal goals as the members can. The purpose of the report is to anyalyse the team experience while applying a range of subjects, concepts and theories that is learnt in the course â€Å"managing people and organization† to out experience, illustrating the 1. Group and teams 2. Power and Conflict 3. attitudes, perception and personality The simulation requires team members to be able to lead, to participate and to communicate and motivate each other effectively while making critical decisions in response to different situations and circumstances in each stages of the simulation while considering the different information each members received and the conflicting or opposing interests of each members. The experience gives us a first-hand insight into working as a team, it has enabled us to identify the benefits and the potential problem of working in a team or work group in the contemporary and dynamic business environment. We experience how conflict, power, collective thinking, and attitudes can be managed and influence to either benefit the team performance or hinder it. The Everest group simulation is a web-based simulation/ exercise produced by the Harvard Business School Where five or six students are placed into a formal group and each are assigned individual, unique and vital role to play by the system. Additionally, each individuals are given specific goals/mission in respect to their roles. The students are encouraged to work collectively as a team of hikers attempting to reach the summit of Mount Everest, whilst completing as many team and individual goals as they possibly can. The simulation covers a range of subjects, concepts and theories that is learnt in the course â€Å"managing people and organization†, illustrating the 4. Group and teams 5. Power and Conflict 6. attitudes, perception and personality The simulation requires team members to be able to lead, to participate and to communicate and motivate each other effectively while making critical decisions in response to different situations and circumstances in each stages of the simulation while considering the different information each members received and the conflicting or opposing interests of each members. GROUPS AND TEAMS Using Tucker’s five stages of group devleopment as the basis on describing the Everest Simulation. The forming stage began when every students were randomly assigned to a temporary team of 5 or 6 for the purpose of completing the everest simulation. During the tutorial, the team members had the chance to briefly introduced themselves and then proceed to discussing the team contract and at the end, members exchanged personal information as described by Tuckman (Maples 2008) . There was anxiety as we were stangers at first, curiosity of how the simulation experience will look like, and positive expectation for the team, as desrcibed by Lacoursiere and Spitz (Tuckman 1977). It is important to note that when using Tucker’s five stages of group development(Tuckman 1977) to describe our team experience, our team did not proceed sequentially from one stage to the next ie. from forming to storming, norming performing and lastly adjourning, as described by Tucker (Tuckman 1977). Rather, our group tends to occasionally regress back to previous stages of group development; as our team is always moving back and forth between the storming, norming and performing stage. The storming stage occured when our team were discussing the team contract. This stage is described by Tuckman as characterised of intragroup conflict (Tuckman 1977) For example, Everyone had their own opinions on which communication tool to use before, during and after the simulation and had their own preference on the location to meetup to run the simulation. We proceed to the norming stage when conflict of opinions are identified during the team contract. Noting that we were all strangers, the team contract discussion went smoothly as everyone was demonstrating a positive attitude and behaviour with agreeableness driven by the desire to get along and to be accepted by one another, and to avoid any serious potential conflict.Tuckman described this procces as devleoping group cohesion (Tuckman 1977) (Maples 2008) .The day and time to meet for the simulation was established rather quick as no one was traveling or had conflicting schedule. Although there were few suggestions of location to meet up prior the simulation, a solution came up rather quickly. The team decided to use communication tool, i.e. mobile phone or email before and after the  simulation as to discuss any further issues/problem prior and after the simulation. However most of the time our communication is via email. For the day of the simulation, the whole team member agreed on meeting and communicating face to face. We regressed back to the storming stage when prior to the first stage of the simulation, roles are given to us i.e. Leader, Marathon runner, environmentalist, photographer, physician and observer; and individual and team goals are assigned. In this stage, new problems and issues are addressed and conflicting opinions are voiced out by each member. i.e. How is the team going to simultaneously meet the team goals and personal goals as well as reaching the summit while avoiding being rescue. We move forward to the norming stage again when when roles and relationship has been accepted and familiarized, and personal goals has been reviewed as described by Tuckman (Maples 2008); team contract was also refereed back to in order to remind some members of how we are going to proceed throughout the simulation. During this stage, there was cohesiveness, cooperation and collaboration as described by Maples (maples 2008) between members as everyone wanted to achieve our primary goal of reaching the summit as a team. Our team undergo the performing stage when completing round 1 of the simulation after problem have been solved and final decision have been made (maples 2008). However, our team regressed back to the storming stage when new problems occurred at round 2 and new conflicting opinions are raised by team members. This trend of going back and forth between storming and performing stage continue to occur as our team progresses to each new rounds, new problems are presented such as frostbite or changing health condition forcing our team to regressed back to the storming stage. Unfortunately the end results of team goals and my individual goals indicated a bad performance by our team. This is the adjourning stage of our temporary group where the Everest simulation is completed, roles and duties are terminated as described by Tuckman (Maples 2008), and the members are concern with the disengagement and termination of the group as described by Braaten (Tuckman 1977). To some  members, there is some sense of achievement i.e. 2 out of 5 reached the summit, to others, there might be some sense of regret as we know we could of done better. After the simulation, we continue to discuss about the simulation experience via email and face to face. Analysis on experience based on groups and teams It was beneficial that our team agree to meet face-to-face rather than communicating virtually when running the simulation. It reflects the fact that our team is considered a future team described by Algae as having little experience as an intact team or share no past history with team members but expects to have an extended future with fellow members. (Algae 2003) Furthermore, the simulation is designed so that each members are interdependent of each other due to their roles and task in the simulation; as a result, our team is motivated to be open and trusting with one another during the simulation and tend to share information prior the simulation and during the early stages of the simulation similar to the argument of Algae. (Algae 2003) Our team has also set certain standards and norms during our team contract discussion which members are expected to follow, i.e. expected individual attendance, being punctual and participate and engage in discussion and active listening; we believe that the later(participation) will benefit our team decision-making process during the simulation. While our team tends to be open and communicative during the early stages by expressing their opinions and generating diverse alternatives for decision making, we tend to be less engage in decision making during the later stages of the simulation. Consequently, 3 out of 5 of our members were rescued off the mountain after round 3. I suspect that we have fallen into the trap of group-think where some of the members adopt an agreeableness personality and therefore may have contribute to poor decision making as described by Charles (Charles 1997). As we are a self-managing team, evidently we tend to be cohesive and emphasized excessively on majority voting and support our team goals rather than our own personal opinion therefore contributing to  the occurrence of group-think, and this is similary argued in Charles article (Charles 1997) Additionally, I felt that we have also forgotten about the team contract and the norm that we have set which states we must contribute to the decision-making process, as we do not occasionally refer back to the contract. What could have been done to reduce group-think is to develop a strong group norm/culture that values debate and disagreement from group members and to continuously promote and encourage team-think characterized of divergent views, open expression and discussion of collective doubts (Charles 1997). Power and Conflict Analysis of experience based on power and conflict To what extent of power each member has wasn’t important as members were treated with equal importance as the simulation is designed so that we are interdependent on each other. Furthermore, we agreed to adopt a shared leadership therefore everyone would feel equal, valued and involved. Although the leader was assigned to have the higher power due to his higher position in the hierarchy within the team, team members did not express any concern or demonstrate any negative attitude in response to his role. According to Bachrach, Baratz and Dahl, power is define as the ability to influence others to do something that it would not otherwise have done (politis 2005). By accepting this definition, our team did not exercised power enough to promote conflict during the simulation. Our team tends to hold a strong traditional view of conflict where conflict is seen as a problem that should be minimize or suppressed rather than the contemporary view of conflict where differences in opinions, alternatives and opposing views can be a positive sign teams in terms of decision making, as stated by Hellriegel (Darling 2001). As a result, our team only engaged in numerous minor level of conflict. For example, during the team contract discussion, members freely and comfortably expressed their different opinions of locations that they find suitable to meet up. The fact that we  are all strangers, gives us the incentive to avoid high level of conflict that may offend personal feelings and threaten relationships. As we progress through further rounds, I notice how it took a relatively shorter amount of time to make the final decisions in response to new problems and to proceed to the further stages. For example, when distributing the canister prior to proceed to the summit, there wasn’t a single opposing view by any of the other team members. This may indicate that the team members have continuously avoid conflict. Consequently, we did not achieve a high proportion of our team goals and my own personal goals. This trend supports Chen’s study and Song’s argument that adopting an avoiding conflict management behavior reduces team’s innovation performance. (Chen 2012) Culture may also play a part in our attitude towards conflict as we are all of Asian heritage; as Chen argued that â€Å"Chinese managers rely on an avoiding style because of their relatively high value on conformity and tradition; but US managers rely more on a competing style because of their relatively high value on individual achievement.† (Chen 2012) Something that is noteworthy from our team experience is the connection between avoiding conflict management and group-think which both occurred during our simulation, Cheng argued that adopting an avoiding behavior makes it very difficult for team to create open discussions or generate alternatives for decision making as seen in our team experience and therefore leads to the occurrence of group-thinks. (Chen 2012) As a result, What was lacking in our team is the persistent promotion of conflict in the later stages of the simulation; Consequently, it lead to a avoiding behavior and higher occurrence of group-think. Amason noted 2 types of conflict, cognitive conflict, that improve team’s effectiveness by encouraging team members to participate in decision making and generate variety of ideas and opinions; and affective conflict, that hinders team effectiveness by provoking hostility and distrust among members. (Amason 1995). The leader should have consider using his legitimate  power to promote cognitive conflict and encouraged members to comfortably and freely voice out objection or opinions. As I identify myself as an introvert, I tend to have a habit of not voicing out my opinion or express my view that may be in conflict with the other members decisions; this has happen in some occasion during the simulation. For example, when the environmentalist and myself are both in a weak condition, the doctor suggest that medicine should be given to the environmentalist and I agree without considering the situation for myself and the environmentalist. Another example, is when the leader announce the distribution of canister, I didn’t question his method however I was concern; consequently I did not make it to the summit as I ran out of oxygen. As Webb hypothesized, extroverted persons would participate more actively in group interaction than would introverted persons (Webb 1982) I find myself valuing personal feelings in surface level and tend to have strong view about traditional conflict therefore have the urge to avoid conflict. Attitudes, Perception and Personality Analysis of experience based on attitude, perception and personality During early stages of the simulation, our team was demonstrating a positive personality and attitude towards the simulation and other team members with openness and trust. Consequently, We were promoting organizational citizenship behavior(OCB) while simultaneously avoiding any workplace misbehavior. This is supported by Chiaburu findings that emotional stability, extraversion and openness promote higher citizenship relative to conscientiousness and agreeableness (Chiaburu 2011). This behaviors was partly due to the fact that the simulation was a one off event and therefore there is no second chances if we make a potential mistake due to any misbehavior; we don’t want to mess up or leave a bad impression especially since we are considered as future teams with no past history or relationship with each other(algae 2003). Another reason may be that we are all from an Asian heritage and therefore we tend to relate to each other easily. One of the problem with the design of the simulation is that the roles were assign to us without our preferences. Therefore the leader was unable to consider our personality and values that would best fit the 6 available roles and unable to initiate structure, that is, defining and structuring roles of group members ( Kerr 1974) For example, the observer was more involved in decision making and had a more proactive personality in comparison to myself and therefore may have done a better performance if assigned to another role. Although her role exclude her from running the simulation, she tend to be highly involved and felt that she had gain a job satisfaction. What some of the members such as myself lack is a proactive personality and attitude in later stages. This pro-activity that is characterized of people who identify opportunities, show initiative, take action. Perception can be a dangerous factor that may have hinder our team outcomes. Although there wasn’t a time limit established for the simulation, our team perceived a time limit for the simulation therefore felt a need to rush in the process. Evidently, in late stages, we tend to accept choices straight away without coming up with alternatives, decision making felt relatively faster as we progress through further rounds. In some occasions, information is perceived as of no relevance or we tend to underestimate or overlook the information given. For example, we think too highly of our health status and as long as we are not critical, we will be fine. Consequently we ignored the frostbite warning, our doctor got rescued due to a severe frostbite. The members also perceived that the leader know what is best for the team and has experience leading, and therefore we do not voice out. The same example, when our leader was distributing the canister, no one question his judgment. However, little do we know that the leader may be inexperience or have limited knowledge like us in regards to leading as he was only given the role during the simulation and had no time to plan. Additionally, while our team tends to be more analytical and calculative in the early stages, our team tends to be more risk taking in the later stage;  For example, we have strong support for our goal to reach the summit as a team rather than sacrificing any of our members therefore canister was distributed to everyone however subconsciously, I knew that both me and the environmentalist wouldn’t make in with the limited canister, neither me nor her would wish to offend each other by asking one another to sacrifice , as a result, both me and the environmentalist ran out of oxygen . Conclusion The Everest simulation was a beneficial experience by providing me insights into the team environment. Through the simulation, our team was able to apply theories and knowledge learned from the course Mgmt 1001 to practical use in team situations, demonstrating the relevance and logic behind these theories. The experience has enable us to identify the benefits and the potential problem of working in a team or work group. The benefit includes effective communication, collective thinking, cognitive conflict, generating diverse alternatives and opinions while the potential problem includes ineffective communication, conformity, group-think and affective conflict. Ultimately, it depends on the teams ability to manage this issues in order to achieve high performance and effective decision making..

Assignment Checklist Questions Essay

1. Did you adhere to the length requirement of the assignment? If not, reduce your words.Essay will not be accepted if it is more than 50 words beyond the max. The essay contains 1095 words. 2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example? Proper MLA first page format has been used. 3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment. The essay contains a captivating introduction. 4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before your thesis? The other side of the debate has been briefly addressed. 5. Is your thesis the last sentence of the first paragraph, or do you have a good reason it is not? The thesis is the last statement of the intro para. 6. Did you include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map. 7. Have you used third person point of view throughout? Check and make sure you have not shifted into first person (I) or second person (you) without having a good reason. You can use a global search to double check. Third person is used. 8. Does each paragraph have a topic sentence (stated or implied) with at least two supporting points, details, and a conclusion? Each paragraph contains all necessary elements. 9. Did you use a transitional word, phrase or sentence at the beginning of each body paragraph? Did you use transitional words or phrases between sentences within paragraphs, as necessary? Transitions are used. 10. Did you follow all 18 instructions on page two and three of this assignment handout? All 18 instructions have been used. 11. Did you correctly follow the four-step research inclusion method we discussed for both paraphrases and quotations? The four steps are as follows: introduce, present according to MLA, credit your source parenthetically and discuss. Research inclusion methods are followed. 12. Did you check each use of research to determine whether you integrated it? Which integration methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using either (1) a snippet; (2) a colon; (3) the author, title, or both. Author, Colon and Snippet methods were used. Avoided the use of titled integration due to lengthy titles which made it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation. 14. Did you check any titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks No titles are used. 15. Does your in-text citation properly match the corresponding Works Cited entry? Check this very carefully – remember the first word/first word formula. Proper match of citations. 16. Did you make sure to do your in-text and Works Cited entries correctly? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or another reputable source? Make sure you checking against MLA, not APA. In text and works cited entries are correct. 17. Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily repeat the main supporting points? The conclusion is suggestive and emphatic. Jeremy Roberts Sharren Patterson GNED 1401 26 October 2014 The Importance of Teaching the Holocaust Inhumanity reached a point in the early 1940s that will be spoken about for years beyond our existence. The largest genocide of the 20th century, the Holocaust, was described by Samuel Totten as the â€Å"systematic, bureaucratic  annihilation of six million Jews by the Nazi regime and their collaborators as a central act of state during World War II† (â€Å"A Note†). This significant event in history presents an ongoing discussion regarding its role within high school curriculums. The Holocaust’s profound nature is why numerous individuals avoid teaching the subject in school, despite its historical significance. Farnham states that even though there is â€Å"potential for direct pain and guilt from [teaching the Holocaust], the significance of the subject in human as well as in historical terms is such that the burden [of teaching the subject] must be endured† (â€Å"Teaching the Holocaust† 274). Even though the subject needs to be taught with great care due to its sensitive nature, high school history classes should include the Holocaust because it is a major event that helped shape the world we live in today. Including this act of genocide in curriculums will provide an accurate representation of history, an ethical framework for students, and a foundation for our future history. To better understand history, it is paramount that the most accurate and detailed information about the Holocaust is taught to students. By detailing how and why the event occurred, students will be given an opportunity to fully understand the pain and suffering individuals endured in Germany during this time period. â€Å"One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others† (Farnham, â€Å"What is† 22). In addition to helping students empathize with the suffering, Holocaust education should also address the role politics and media played in organizing the massacre of millions of individuals. The views that led to this massacre were deeply embedded within the German culture and surrounding countries prior to the Holocaust. However, it was the radical leader, Adolf Hitler, who utilized politics, media, and technology to impose his â€Å"final solution.† The following statement from Totten emphasizes the importance of teaching how the genocide took place: [T]he education that students receive about the Holocaust has to be unique, powerful and bereft of perfunctory nature. . . . [The teachers] also need to appreciate and teach the fact that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to maximize the killing process. Most importantly, though, teachers and  students need to realize that the Jews were killed not for what they were or for what they practised or believed, but for the fact that they were; that, all Jews were to be exterminated simply because they existed. (â€Å"A Note†) Keeping such a significant event out of high school curriculums might increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust: all Germans are Nazis, the Jews were helpless victims and didn’t fight back, Jews living in Germany were not German, and all victims died in gas chambers (42). Providing accurate information to today’s youth about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the tremendous influence and power that Adolph Hitler had. Broadening a student’s view of how and why the Holocaust occurred is just as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, â€Å"[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act† (â€Å"What is† 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, â€Å"What is† 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the â€Å"use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide† (Totten, â€Å"A Note†). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision making. The development of students’ moral and ethical framework is not only vital to their future actions and decisions, but also the future of humanity.  Through the teaching of the Holocaust, today’s youth are given an example of one of the very worst acts of inhumanity. Students will learn that it was not only Germany who was responsible. Numerous countries refused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, â€Å"Germany alone is not to blame. If Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees† (â€Å"A Note†). By detailing this fact, students are made aware of the â€Å"danger of staying silent, apathetic and indifferent in the face of others’ oppression† (Totten, â€Å"A Note†). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make morally sound decisions. There are very few events throughout the course of history which contain such a breadth of material. Learning about the Holocaust can be a transformative experience for students because it engages them to consider numerous elements, including, human rights, morals and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the implementation of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better society and a future history that everyone can be proud of. Works Cited Farnham, James F. â€Å"Teaching the Holocaust: A Rationale for Dealing with the Absurd.† The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014. Farnham, James F. â€Å"What is the Value of Teaching the Holocaust?† The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014. Kitson, Alison. â€Å"Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust.† Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"Teaching the Holocaust: The Imperative to Move Beyond Cliches.† Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"A Note: Why Teach about the Holocaust?† Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct. 2014.

Child Physical Performance The Concept of Motor Development Essay

Child Physical Performance The Concept of Motor Development - Essay Example Whatever the case, it is apparent that some specific motor habits and activities are expected of children between a certain age group, that is surely linked with their expected neuromotor development. Expected Activities: the age group under consideration for studying the link between neuromotor development and movement mechanics in humans has been from children of ages 5 to 12. The basic neurological functions have by now developed enough in children between these age limits to enable them to perform certain activities that are universal in this context and form the basis of the study of movement science. Any abnormalities can then be examined easily as we already have the established and the expected activity range for these children. The method of data collection may differ among the scientists, but it is unanimously agreed that there are a total of eleven basic activities that should be performed by children of this age group. These activities are known as fundamental motor skills (NSW 1997), and they form the basis of all the other and more advanced activities that an individual performs later in his life (NSW 1997). Six of these activities would be discussed in this paper. The first among those activities is running. Through studies it has been established that among both boys and girls, this skill is expected to be mastered by the age of 10, however, if any child has not learned to perform it properly till the age of 6, it is unlikely that he or she would learn to do so ever in the future (NSW 1997). Running is one of the most common fundamental skills performed by children in this age group. The skill of kicking has shown to increase and improve drastically with age, from the limit of 5 to the limit of 12, with much more boys performing the skill than girls, and the general trend of increased proportions in the learning of this skill, too, had a steeper gradient among boys than among girls (NSW 1997). This trend in itself reflects upon the differences in the physical activities expected of boys from girls based clearly upon the differences between their physical make up and neuro-muscular development. Behavioral traits and differences might come into play here, too. The skill of the catch is expected almost at an equal level and statistical proportions from both the boys and the girls in the towards the lower limit of the age group under study, however, with the advancement of age towards the upper limit, there is a marked increase in the number of boys who can perform it as compared to the number of girls who can perform it at the same age limit, and even the ratio of increasing skill acquisition of the catch among the boys with age is much higher than

Registration law Essay Example | Topics and Well Written Essays - 2000 words

Registration law - Essay Example The Lords held that this was a "functional design" (Amp, 1972) which did not "appeal to" nor was it "judged by the eye". The Lords proposed a number of general propositions that have become a part of established precedent: This definition of eye appeal was relaxed in the Gardex Ltd. v. Sorata Ltd. [1986] RPC 623 in which the court held that the design on the underside of a shower tray was not registrable. This, and similar cases, led to the 1988 amendment of the Act that stated that a design could not be registered if the "appearance of the article is not material" (Act, 1988, 1(3)). Thus aesthetic considerations are not normally taken into account to a material extent by persons acquiring or using a product or if the design were applied to the product: that design cannot be registered. The amendment had the important effect of removing from registration protection many everyday household items that would otherwise have been covered on the basis that their design is not solely dictated by function. Essentially, the onus was thus moved to the designer to prove the aesthetic importance of the design over functionality. Thus the Directive was designed not to harmonize all design law perfectly but rather to prevent discrepancies between national provisions that would stifle trade between member states. One of the reasons for the inclusion of the Directive within the 1949 Act is that the latter was seen as inflexible and uncommercial, especially considering the need for eye appeal, which was always rather amorphous and contentious issue. The new requirement is that the design falls within the definition of "design", that the design is new and that design exhibits

Edouard Manets Olympia Essay Example | Topics and Well Written Essays - 1250 words

Edouard Manets Olympia - Essay Example However, young Edouard rebelled against the will of his father, who wanted for him to become a lawyer. He went to follow his passion of studying painting at the Louvre, and abroad in Holland and Italy.1 His work, constantly refused by the establishment, received the support of his close friend Baudelaire and was inspired by Velazquez, Rembrandt and Titian. Manet painted a wide variety of subjects (seascapes, still lifes, portraits, as well as urban, religious and historical scenes) and his most famous paintings are Musique aux Tuileries, Djeuner sur l'Herbe, Le Fifre, Un Bar aux Folies-Bergres and of course, Olympia. Supported by Emile Zola, he also painted his portrait in 1866.2 When he died in his early 50s, the Impressionists were making art that insisted it was of the moment - a train steaming out of a station, rain on the boulevard, Manet's art is at the forefront of this discovery of contemporary life during their time.3 To this day, numerous artists had begun to challenge the stale conventions of the Academy when Manet's Olympia was accepted for the Salon in 1865. Never had a work caused such scandal. Critics advised pregnant women to avoid the picture, and it was relegated to thwart vandals. She is not a remote goddess but emphatically in the present, easily recognized among the demimonde of prostitutes and dancehalls.4 Viewers were not used to the painting's flat space and shallow volumes. To many, Manet's "color patches" appeared unfinished. Even more shocking was the frank honesty of his courtesan: it was her boldness, not her nudity, that offended. Her languid pose copied a Titian Venus, but Manet did not cloak her with mythology. In Olympia's steady gaze there is no apology for sensuality and, for uncomfortable viewers, no escaping her "reality".5 Anthony Julius agrees with that premise of "escaping reality." In his book, Shock and art Transgressions: The Offenses of Arts (2001), he deems that such art succeeds by alienating people, exposing our prejudices, sabotaging our habits. So Manet's Olympia, a naked prostitute in a classic pose, stares back at us, unmasking the centuries of male dominance and voyeurism disguised as an interest in the artistic nude of myth and history. He claims that the purpose of the painter, which is to convey his artistry is concealed by the shock value and diminishes its semblance of value as an art. In Heschel's analysis of Geiger's study of the "Jewish Jesus" (1988), she draws an analogy to Manet's Olympia, whose direct stare at her audience discomforted a world used to the demure artistic portrayal of women and concluded that it was "unchristian" and making it less of a scholarly gaze. Geiger's Jewish study of Jesus unsettled the Christian, or at the very least culturally Christian, academic world. According to Heschel, by reversing the situation in which Christians, especially the biblical critics of the age, wrote about Judaism to one where Jews wrote about Christianity, Geiger made a major adjustment to the power relations between the two religions. Where Christian theologians excoriated Pharisees and Pharisaism, Geiger argued purposely that Jesus was a Pharisee par excellence; the ideal that Jesus preached so

A Comparative Analysis of Internet Banking in the United Kingdom and Dissertation

A Comparative Analysis of Internet Banking in the United Kingdom and Thailand - Dissertation Example United Kingdom and Thailand 49 4.3 Socioeconomic and Technology Factors Impacting on Internet Banking in Thailand and the UK 50 4.3.1 Thailand 50 4.3.2 United Kingdom 54 4.4 Comparison of Internet Banking Services Offered by Banks in Thailand and the United Kingdom 58 4.4.1 Banks in Thailand 58 A. Bangkok Bank 59 B. Siam Commercial Bank 60 C. Kasikorn Bank 61 D. Overall Impression for Internet Banking Offerings by Banks in Thailand 62 4.4.2 Banks in the United Kingdom 62 A. NatWest Bank 63 B. Lloyds TSB Bank 64 C. HSBC bank 65 D. Overall Impression for Internet Banking Offerings by Banks in the United Kingdom 66 4.4.3 Comparison of Internet Banking Service Offerings by Banks in Thailand and the United Kingdom 66 4.5 Chapter Review and Conclusions 67 Chapter 5: CONCLUSIONS AND RECOMMENDATIONS 68 REFERENCES 71 List of Figures Figure 2.1: Communication Methods and Access Devices in Electronic Banking 16 Figure 4.2.1: Global Competitiveness and Stage of Development for Thailand 53 Figure 4.2.2: Global Competitiveness and Stage of Development for the United Kingdom 57 List of Tables Table 4.1: Comparison of Internet Usage and Population for UK and Thailand 48 Table 4.2: Number of Users of Internet Banking Services in UK and Thailand 49 Acknowledgements Declaration of Originality MASTERS DISSERTATION SUBMISSION FORM Student’s family name: Thasnanipan First names: Nutthapon Student ID No: Course: Master of Business Administration (MBA) Supervisor: Dissertation Title: A Comparative Analysis of Internet Banking in the United Kingdom and Thailand Declaration I certify that this dissertation is my own work. I have read the University regulations concerning plagiarism. I am willing to allow Coventry Business School to use my dissertation as a sample for future students. Signed...In the ubiquitous computing age and a competitive era for banking, customers now present new demands for access and service to keep banks interested in enhancing Internet banking. United Kin gdom now presents 6.5 million customers for Internet banking services, and Thailand has a customer base of around 2 million, with both countries expecting continued strong growth in Internet banking, which also includes mobile banking. However, Thailand presents a GDP per capita of US$ 4,992 that is about a seventh of the US$ 36,120 GDP per capita of the United Kingdom, with a lower penetration of the Internet, cultural preferences for personal relationships and a leaning towards cash transactions.This dissertation presents an examination of relevant and authoritative literature related to Internet banking in Thailand and the UK, an analysis of secondary data for Internet banking for the two countries together with a critical examination of Internet banking services offered by three of the more prominent banks operating in each of the two countries. Internet banking services offered by NatWest Bank, Lloyds TSB Bank and HSBC Bank in the United Kingdom together with those offered by B angkok Bank, Siam Commercial Bank and Kasikorn Bank in Thailand were subject to a critical analysis.

How Multinational corporations and human trafficking hold Brazil back Research Paper

How Multinational corporations and human trafficking hold Brazil back from development - Research Paper Example They bring great opportunities in the developing countries with employment generation, output expansion, and escalation in technical know-how and so on. But on the other hand it brings many challenges too. Brazil is a country whose economy has escalated in recent years and has encountered a large jolt of foreign investments. A major fraction of these investments have generated from the MNCs forming an indispensible part. In Brazil, these MNCs have propelled its economy, but also have contributed to the increased economic inequality leading to elevated poverty levels, loss of markets for the domestic producers and as well as behavioral aspects like identity loss. This has resulted in hindering the development of the Brazilian economy and also threatens its future. Apart from those social menaces like human trafficking is also hinders development. The paper discusses the ways in which the MNCs and human trafficking has declined development and poses a threat to its future. 1. Introduct ion The rate of intensification of the terms globalization, internationalization, removal of trade barriers has escalated manifold within the framework of global trade in recent years. Mammoth investments are being made by organizations (Multinational and Transnational corporations) of the developed countries in the underdeveloped and developing countries reaping huge benefits for them with cost minimization. These foreign investments within the underdeveloped and developing countries have brought in a large number of opportunities in the form of employment, cultural integration, regional development of these countries (Tankeu, n.d.). Brazil, a Latin American country, has also encountered large foreign investments with MNCs entering into the country creating employment, local development and thrusting the pace of the economy. But this is only a superficial layer of thinking process. The story is not so simple. A deep scrutiny with evidences and reverse thought process reveal that ac tually the MNCs are hindering the current development of the country as well as its future. Social menaces like human trafficking have increased to elevated levels hitting the Brazilian economy really hard. Thus, having stated this, the focus of the paper will direct towards discussing the ways in which the MNCs and human trafficking are actually hindering the growth of Brazilian economy and pushing it backwards (Hauge & Magnusson, 2011, p.6). The research question that will be addressed in this paper is, â€Å"How Multinational corporations and human trafficking hold Brazil back from development?† 2. Research track: For addressing the issue in a proper and transparent manner prior discussion needs to be done with the current situation of the country with respect to development status done under the heading present situation. Within it, the first segment deals with the concept of MNCs acting as hindrance to development. The next section presents data support of the country wi th respect to its development. After that, the subsequent section will deal with the problem of human trafficking in the country. Then the course of the paper will enter into the hardcore process of analyzing the country’s development hindrance due to MNCs followed by discussion of the issue of human trafficking. 3. Present situation 3.1 Alarming truth –MNCs in development shrinkage The trajectory of globalization through empirical evidences has been seen as two way traffic. At one end, it has acted as a force delivering economic prosperity to people all over the world and on the other hand, it has been blamed for creating huge inequalities

Strategic Position of McDonalds in the Fast Food Industry Essay

Strategic Position of McDonalds in the Fast Food Industry - Essay Example According to Derdak and Pederson, McDonald’s Corporation is the leading hamburger fast-food restaurant chain in the world. Maurice McDonald and Richard McDonald initially started the company in 1940 as a barbecue restaurant but Ray Kroc later brought it in 1995; Kroc was initially a franchise agent of the restaurant and he is the one who initiated the global expansion of the restaurant chain.According to Derdak and Pederson, McDonald’s Corporation is the leading hamburger fast food restaurant chain in the world. Maurice McDonald and Richard McDonald initially started the company in 1940 as a barbecue restaurant but Ray Kroc later brought it in 1995; Kroc was initially a franchise agent of the restaurant and he is the one who initiated the global expansion of the restaurant chain. Presently the McDonald’s Corporations has its own restaurants that it manages and there are licensed franchisees and affiliates that operate under the corporation’s portfolio. The refore, the net income of the company is attributed to sales from its own restaurants, licensing fees from franchisees, and royalties. The present headquarters of the corporation are in Oak Brook, Illinois in the United States, and it has presence in over thirty four thousand locations across the world. Among the popular dishes served at the McDonald’s restaurants include French fries, hamburger, Chicken, coffee, milk shakes, soft drinks, salads and desserts.

Ap English Language Composition Free

Ap English Language Composition Free Response Questions Essay Would the process be worthwhile? It would. According to the Environmental Defense Fund, or EDF, â€Å"†¦ we can solve climate change, invest in a clean energy future, and save billions in imported oil† (Samuelson). Many argue that the United States government cannot afford to become involved in energy initiatives and anti-global warming legislation; to counter, what other alternatives does the nation have? With the typical â€Å"family spend[ing] about $1,900 per year on home utility bills,† energy is costing this nation a fortune (â€Å"Energy Savers†). â€Å"With 2. people ii the average household,† family spending would drop from $1,900 per year to $91. 25 per year (Samuelson). To say our government cannot afford this concept is an inaccurate, false, misguided statement. However, would America’s efforts alone be enough? After all, this is a global issue. The Energy Information Administration states â€Å"the United States, China, Russia, Japan, and India †¦ account for fifty-four percent of the world’s total carbon dioxide emissions†¦Ã¢â‚¬  (graph). In contrast, recent polls express that Americans are not the only ones interested in energy conservation (graph). The â€Å"Gallup Polls conducted in 2007 show that† America, Japan, China, Russia, and India have all attempted to reduce negative environmental impacts by the following: â€Å"using less water in [the] household†, avoiding â€Å"using certain products that harm the environment†, â€Å"voluntarily recycle[ing] newspapers, glass, aluminum, motor oil, [etc. ]†, and some have even involved themselves â€Å"in a group or organization that works to protect the environment† (graph). While Americans, Japanese, Chinese, Indians, and Russians attempt to save money by reducing energy usage, Singapore offers citizens monetary tax cuts on energy efficient cars Webber). Not only does Singapore offer tax cuts to those who keep the environment clean, they also financially punish those who pollute the environment with â€Å"gas-guzzling engines† (Webber). Innovation and inspiration—the combination that makes America unbeatable (Friedman). By drafting energy conservation and anti-global warming legislation, the American government will allow the planet to prosper. Better for the planet, better for the people, better for you—the American government needs to take an active role in promoting a â€Å"green revolution†.

Connecting And Comparing Literature English Literature Essay

Connecting And Comparing Literature English Literature Essay For the final essay, two short stories and one poem will be used to illustrate comparisons by looking at the characters as their respective authors describe them, and how this is used to draw readers into their stories and poems. The two stories being used are, A Rose For Emily, by William Faulkner, and The Bride Comes to Yellow Sky, by Stephen Crane. The poem being used is, The Road Not Taken, by Robert Frost. Conflict and prejudice will be highlighted as the common thread among the three works. Comparison will come from using the characters in the stories and poem, and how the authors use descriptive writing to draw their readers into the stories and poem. In A Rose For Emily, the description of Miss Emilys house by William Faulkner is a big square frame house that had once been white (DiYanni, 2007), and how Miss Emily looked as she walked in to the meeting with the Board of Aldermen, a small, fat woman in black, with a thin gold chain descending to her waist and vanishing into her belt, leaning on an ebony cane with a tarnished gold head (DiYanni, 2007). The end of the story finds William Faulkner giving great detail about the body of Miss Emilys suitor Homer Barron and the room decked and furnished for a bridal night, and how the body of Homer was described as fleshless and once laid as if it were in an embrace, how he had rotted beneath his nightshirt (DiYanni, 2007). The vivid description allows one to get a clear view of the room and the decomposed body of Homer. When he writes about the indention on the pillow as if someone had laid their head there and then they find the strands of grey or silver hair, one can visualize Miss Em ily lying next to Homer in a macabre way. The style of writing William Faulkner uses in this story, allows him to navigate among many points of view within the story. William Faulkners use of third person allows for flashbacks and the ability to dig deeper into the history of the town. By also using symbolic language such as referring to Emily as Miss Emily (DiYanni, 2007), William Faulkner is able to send the reader back in time when the story actually takes place. This allows the reader to get a better understanding of the larger issues that were at play in the South around the turn of the century. The language used in The Road Not Taken by Robert Frost is quite moving. Robert Frost speaks of approaching a fork in the road. He must choose which road to proceed down. He chooses the one that appears less traveled only to find that it is traveled about the same as the other road. Robert Frosts subtle use of description when he refers to the two roads being about the same, lets one know that they may be close, but not exact. Many of the roads chosen in life look very similar at the entrance but change quite often as they are traveled. His use of the word sigh and difference in the fourth stanza can mean either positive or negative feelings, but since the author mentions that nothing will be known until the future, we do not know which effect these words mean. Robert Frost speaks of possibly coming back to travel the first road at a later date but doubts this as life is too short. Robert Frost infers that he will report back on his travels down the second road at some point in the f uture. The character in this poem must choose a road to take without knowing where it may lead. In A Rose For Emily, Miss Emily had to make a choice as well. Her choice was to poison Homer to keep him from leaving. Another part of the poem that connects to Miss Emily is where her decisions would lead. This could be what Miss Emily was thinking when poisoning Homer. Emily may have thought briefly as to what the town would say about her actions. Perhaps this is why she kept him upstairs in the bedroom so she had him with her at all times even though he was not a living breathing being he was still with her. As long as she kept him hidden in the house, and made it look as though he would marry her, the townspeople would be satisfied. Many questions arise with the story as to why Miss Emily would do this. Perhaps Miss Emily thought she would not die alone. Even though she could not talk to Homer he would be there with her when she died. The poem also relates to The Bride Comes to Yellow Sky. Jack had choices to make in The Bride Comes to Yellow Sky that included whether to leave town and get married, tell the townspeople before he left, tell them before he returned, and whether or not to return to Yellow Sky after the fact. I think the part of the poem where he states, I took the one less traveled (DiYanni, 2007), could describe the choices of Jack and his bride as they boarded the train. How Jack went to San Antonio and married a girl he thought he loved without letting the townspeople of Yellow Sky know what he was doing could be compared to the line in the poem, I shall be telling this with a sigh, somewhere ages and ages hence (DiYanni, 2007). Jacks escape route from the train station in Yellow Sky would involve the choice of two roads. The first would have been to get off the train and face the town. The one Jack chose was the second road or choice which was to plan his escape from the train to avoid being seen by the townspeople before he could come up with a plan to introduce his bride. Just as Miss Emily loved Homer, Jack loved his bride and married her whether the townspeople would like it or not and Jack loved his town, but loved his bride more so he married her without talking to the towns people. There are many correlations between Jack and his bride and between Emily and Homer. Both Jack and Emily are in love with their significant other, and both Jack and Emily choose the road of deceit. Jack keeps his marriage a secret from the town and Emily keeps the death of Homer a secret from the town. The two short stories chosen connect in a way that shows the reader how people judge and are prejudice towards others. In the story, The Bride Comes to Yellow Sky, there are several prejudices in the story. For instance when the porter bullied them with skills in ways that did not make it plain to them that they were being bullied (DiYanni, 2007). The porter on the train treated them with all the unconquerable kind of snobbery. He oppressed them in a way they had small knowledge of him doing so (DiYanni, 2007). In the story, A Rose for Emily, the towns people thought the Griersons were snobs in their own right, the towns people thought the Griersons held themselves a little too high for what they really were (DiYanni, 2007). Another part of the story finds Miss Emilys neighbor complaining to the judge about the smell coming from Miss Emilys house. She relates to Miss Emily as a high and mighty Grierson, and wants the judge to do something about the smell coming from the house (DiYann i, 2007). When Miss Emilys father dies, the towns people are glad in a way, saying Miss Emily would somehow now be humanized and learn what it was like to live on little money (DiYanni, 2007). It seems Faulkner and Crane must have been treated with some type of prejudice in their life. Perhaps Faulkner and Crane were prejudice towards others also. One could speculate that both of these writers reflect many personal life experiences in their writings. Prejudice has been around for so long that it may never completely go away. It is sad that people have to deal with this in their everyday lives, and one could argue that this is what makes some stronger and makes others weaker. The stories here both take place in the South, which would make sense as the South is still noted for harboring prejudices. Both authors speak with an apparent knowledge of the South Even though one of them was not born there. Stephen Crane spent quite some time in the South and found the people and towns very interesting. He was originally from New Jersey and instantly fell in love with a woman from Florida. This could have led to his writing about Jacks instant love for his bride from San Antonio. William Faulkner came from a traditional southern family and grew up in Mississippi. Being from the south, his writing knowledge and style are ever present in his stories. He describes southern family traits and customs that are still used today. Some of these would be the hospitality and community atmosphere. Communities do not only affect the language of the author but they also can provide the community of the authors work. Some communities act like an extended family and an author may want to show that aspect. Sometimes an author may wish to write about a close-knit community that knows everyone elses business. Often a writer will write about their community, illustrating certain cultural aspects that they hold dear. All of these can be examples of the writers community coming to life in their own stories. In A Rose for Emily (DiYanni, 2007), William Faulkner shows a community that is very involved with each other. They are constantly talking about what Miss Emily does, what she says, and whom she sees. William Faulkner speaks for the community using the pronoun, we, throughout the story. He describes how the community reacts to Homer Barron trying to court her, At first we were glad that Miss Emily would have an interestà ¢Ã¢â€š ¬Ã‚ ¦ (p. 82). Everyone becomes very interested in Miss Emilys love life. When she buys poison they become worried that she was dumped and will now commit suicide. Then they hear that she bought things for a man and they become happy for her again. This is probably an example of the type of people William Faulkner was around. Another example of a community that is close comes from; The Bride Comes to Yellow Sky. In this story the marshal, Jack Potter, is illustrated as a very important figure in his community. Because he is a prominent figure he feels he committed a crime by leaving Yellow Sky to get married. Additionally, the townspeople speak kindly of the marshal when a former outlaw, Scratchy Wilson, goes on a drunken rampage, I wish Jack Potter was back from San Antonà ¢Ã¢â€š ¬Ã‚ ¦ (p. 487). Jack is responsible for taking care of Scratchy when he gets drunk. Stephen Crane lived briefly in the Old West and more than likely witnessed similar events to that of Scratchy Wilson. Many people have been told they would never make anything of their lives by someone who had judged them before they knew whom they were. They then go on to prove them wrong by getting a degree and making for themselves a good life.    This is what makes so many of the writers stories relevant to their readers. They are able to draw the readers in using some of their own life experiences, which make the readings more interesting and can help the reader relate to the stories. It also enables the reader to become a part of the story. The readers can actually place themselves as a character in the story because many have had some type of prejudice directed towards them at some point in their lives. If one has ever lived in small town America, the description of how the towns people act in both stories The Bride Comes to Yellow Sky and A Rose for Emily are right on the money. Being one from a small town, it reminds me of both stories on how people judge marriage, there is something wrong with a person if they are not married by a certain age and then if some of the elders in the town do not approve of the marriage comments are made. Both stories in so many ways compare to life in small towns, where people have nothing better to do than to spy on someone to see what they can gossip about. As a youth, it did not matter which friends home your were visiting, the adults in that home were your surrogate parents while you were there. Even today, people are watched and dissected according to what they do and dont do as it relates to what is expected. Robert Frost was born on the west coast and then moved to the east coast. His poems deal more with his life in New England and with rural America. His life was hard and riddled with death and depression. Only two of his kids outlived him. His struggle with life and the many crossroads he faced are evident in his poem, The Road Not taken. Reading this poem reminds me of the fact that I am at a fork in the road and I have chosen my path. At this time, I do not know where this road will lead, but am anxious to find out. I found Frosts poem to be very tricky and very deep. The more I read it, the more I enjoyed it. I may have to save this one as it really spoke to me about choices we make. I found myself apprehensive at the beginning of this class. My ability to read and hopefully interpret poems has expanded since starting this course. I was never much into poems, but at least I am beginning to feel as though I can understand what the author is saying through the use of imagery and elements. As this class has progressed I have found through the readings in the class that I enjoyed most of the readings. I have found I now read with an open mind and do not judge a book, short story, poem, or play by its title. I read a story through and then read it again and find that it makes more sense the second time around. In conclusion, I feel the two short stories and one poem I chose can be compared in many different aspects. The three of them tie in very well with each other through conflict and prejudice. Even though the authors come from similar, but different backgrounds of life, they all wrote with their life experiences in mind. The authors had a talent for drawing readers into their stories and poems and kept the readers attention throughout the readings.

Conceptual Model of Strategic Data Projects

Conceptual Model of Strategic Data Projects CHOSEN SCENARIO: VINCES VINYL Analysis and Design A. Conceptual Model: A conceptual model, or a summary-level data model, is generally used on strategic data projects to describe an entire organization. As the most abstract form, it is useful in communicating ideas to a wide variety of stakeholders. Platform specific information, e.g., data types, is excluded. Other implementation details, e.g., procedures and interface definitions, are omitted. CDM (Conceptual Data Model) is typically created without consideration of database concepts and used in the initial planning phase. Business practice, rather than information similarities, defines relationships. In this phase, it is irrelevant how information is stored and managed, but primarily understanding how stored data is used is crucial. It provides the overall structure of the database and high-level information about the subject areas and/or data structures of an enterprise. Its simple purpose is to establish the Entities, their Attributes and their high-level relationships. In other words, there is little detail, consisting of the basic Entities along with their simple relationships. If any Attributes are included, they are loosely typed (e.g., no length settings). Connectors between Entities do not define relationships to specific Attributes. (UC Davis). Common characteristics of a CDM (DataModel.com): Enterprise-wide coverage of the business concepts. (For example, Customer, Product, Store, Location, Asset.) Designed and developed primarily for a business audience. Contains around 20-50 entities (or concepts) with no or extremely limited number of attributes described (sometimes minimized for printing on one page). Contains relationships between entities, but may or may not include cardinality and nullability. Entities will have definitions. Designed and developed to be independent of DBMS, data storage locations or technologies. In fact, it would address digital and non-digital concepts. This means it would model paper records and artifacts as well as database artifacts. Conceptual Model for Vinces Vinyl: The primary entities are: the owner, vendors/suppliers, customers/buyers, employees and albums. The owner purchases albums from vendors/suppliers, sells them to customers/buyers and employs part-time help, who stocks and also sells the albums to customers/buyers. (See screenshot below.) Logical Model: A logical data model, or a fully-attributed data model that is independent of DBMS, technology, data storage or organizational constraints, typically describes data requirements from the business aspect. Also referred to as LDM, it represents the (entire or partial) business requirements of an enterprise and is developed before the physical data model. It involves using the business information discovered during CDM and translating it into a relational style, empirical layout of the data. While the data modeling uses a relational model notation, the resulting data implementations using relational technologies are not required. This technique includes more detail, or Attributes. Nevertheless, it is still generic since it is not bound to a specific DBMS. It helps to define the detailed structure of the data elements in a system and the relationships between data elements. The model refines the data elements introduced by a Conceptual data model, just as it forms the basis of the physical data model. The process of creating a logical model (based on a conceptual model) involves (DataModel.com): Setting the Attributes. These later become Table Columns. Setting the Relationships. At this level, Primary Keys, Foreign Keys, etc. are not yet set. This level can be used to verify and adjust the Connector multiplicity (or, cardinality) details that were established for relationships in the Conceptual model. Common characteristics of a logical data model (DataModel.com): Typically describes data requirements for a single project or major subject area. May be integrated with other logical data models via a repository of shared entities Typically contains 100-1000 entities, although these numbers are highly variable depending on the scope of the data model. Contains relationships between entities that address cardinality and nullability (optionality) of the relationships. Designed and developed to be independent of DBMS, data storage locations or technologies. In fact, it may address digital and non-digital concepts. Data attributes will typically have datatypes with precisions and lengths assigned. Data attributes will have nullability (optionality) assigned. Entities and attributes will have definitions. All kinds of other meta data may be included (retention rules, privacy indicators, volumetrics, data lineage, etc.). In fact, the diagram of a logical data model may show only a tiny percentage of the meta data contained within the model. A logical data model will normally be derived from and or linked back to objects in a conceptual data model. A physical data model is a fully-attributed data model that is dependent upon a specific version of a data persistence technology. The target implementation technology may be a relational DBMS, an XML document, a NoSQL data storage component, a spreadsheet or any other data implementation option. Logical Model for Vinces Vinyl: Necessary aspects of the DBMS are represented to address the business solution. (See screenshots below.) Physical Design: Physical level modeling involves adding platform specific detail to the model, i.e., detail specific to the DBMS, where the database is to be deployed. This can be accomplished by creating a copy of the logical model and by adding the physical definitions. It includes all required tables, columns, relationships, and database properties. It visually represents the structure of the data, as implemented by a relational database schema (e.g., tables, columns, indexes, constraints, primary and foreign keys). In other words, by defining a physical data model, the database schema can be derived automatically. The logical model, which was derived from the business concepts (or, conceptual model), is in turn adapted for database deployment. PDM, as it is sometimes known, involves the final stage of planning. This stage involves an absolute design of the database implementation, which is often completed by a data architect, or a database administrator. As such, the CDM, LDM and PDM phases are finalized. The key aspects of PDM are (DataModel.com): For each Class: The Stereotype must be set to Table. The Database setting must be set to a specific DBMS. Update the Attributes to reflect Columns Typed to the specific DBMS Field types. Add more detail to the Connectors (relationships), in order to define the Primary Key (and Foreign Key) linking. Further details can be added to the derived physical model. These include setting: Stored Procedures: (A stored procedure is a group of SQL statements that form a logical unit and perform a particular task. Stored procedures are used to encapsulate a set of operations or queries to execute on a database server. They can be compiled and executed with different parameters and results, and they can have any combination of input, output and input/output parameters.) Views: (A Database View defines a subset of the database, aggregated into a dynamic, virtual table. The information presented by a Database View is not physically replicated. It is simply automatically derived based on the query that defines the view.) Common characteristics of a physical data model (DataModel.com): Typically describes data requirements for a single project or application, sometimes even a portion of an application. May be integrated with other physical data models via a repository of shared entities Typically contains 10-1000 tables, although these numbers are highly variable depending on the scope of the data model. Contains relationships between tables that address cardinality and nullability (optionality) of the relationships. Designed and developed to be dependent on a specific version of a DBMS, data storage location or technology. Columns will contain precision- and length-assigned datatypes. Columns will have nullability (optionality) assigned. Tables and columns will have definitions. It will also include other physical objects such as views, primary key constraints, foreign key constraints, indexes, security roles, store procedures, XML extensions, file stores, etc. The diagram of a physical data model may show only a tiny percentage of the meta data contained within the model. Physical Model for Vinces Vinyl: This model builds on the nonphysical (conceptual and logical) models that have been crafted. (See screenshot below.) (Special note: In case the above sample is insufficient, I am including the database diagram that I also submitted for the Scenario Activity.)

Comparison of The Matrix and Do Androids Dream of Electric Sheep? Essay

Comparison of The Matrix and Do Androids Dream of Electric Sheep? Andy and Larry Wachowski's movie, The Matrix parallels many of the characters and themes that are explored in Philip K. Dick's novel, Do Androids Dream of Electric Sheep?. There are five main characters or groups of people that are explored in Dick's novel. First, Morpheus, the leader of the "unplugged" individuals, emulates the role that the Rosen Association plays. Next, Cypher, an underhanded man, who is comparable to Rachel Rosen, a typical android, shows no empathy towards anyone. Surprisingly, Rick Deckard, an android killer and the main character, resembles the "agents" in The Matrix. Following Rick, the androids represent the enlightened men and women in The Matrix. Lastly, John Isidore, an unintelligent man, symbolizes the mass amount of people plugged into the Matrix. On a grander scale, the Matrix itself is very much like Mercerism, a way of life, which is explored in Do Androids Dream of Electric Sheep?. In addition to this, both futures contain the results of world-wide-wars. To start, the Rosen Association, an android producing and harboring organization, compares to Morpheus in a variety of ways. The Rosen Association creates new androids just as Morpheus frees minds. Neither of which, are easy tasks. Rick is talking with the head of the Rosen Association, Eldon Rosen, about a test he needs to perform on some androids. Eldon complies with Rick, but he explains to him that it is not that easy, "We can't just phone down to production and ask for a diverse flock of items"(44). Androids are very complex and cannot just be mass produced. Morpheus has a similar problem. Humans are also extremely complex. It is dangerous to free a mind that i... ...p? and The Matrix, both contain futures that are strikingly similar in a number of ways. Primarily, the characters in Do Androids Dream of Electric Sheep? match up perfectly with those in The Matrix. Dick's characters and creations: The Rosen Association, Rachel Rosen, Rick Deckard, the androids, and John Isidore resemble Morpheus, Cypher, the "agents," the "unplugged," and the people plugged into the matrix respectively. Interestingly, both stories involve global warfare. Finally and most obviously, Mercerism and the matrix itself serve the same exact purpose, which is to blind people from the truth in oder to control them with more ease. Works Cited Dick, Philip K. Do Androids Dream of Electric Sheep?. New York: Ballantine Books, 1968. Matrix, The. Dir. Andy Wachowski, Larry Wachowski. Perf. Keanu Reeves, Laurence Fishburne. Film. Warner Brothers,1999. Comparison of The Matrix and Do Androids Dream of Electric Sheep? Essay Comparison of The Matrix and Do Androids Dream of Electric Sheep? Andy and Larry Wachowski's movie, The Matrix parallels many of the characters and themes that are explored in Philip K. Dick's novel, Do Androids Dream of Electric Sheep?. There are five main characters or groups of people that are explored in Dick's novel. First, Morpheus, the leader of the "unplugged" individuals, emulates the role that the Rosen Association plays. Next, Cypher, an underhanded man, who is comparable to Rachel Rosen, a typical android, shows no empathy towards anyone. Surprisingly, Rick Deckard, an android killer and the main character, resembles the "agents" in The Matrix. Following Rick, the androids represent the enlightened men and women in The Matrix. Lastly, John Isidore, an unintelligent man, symbolizes the mass amount of people plugged into the Matrix. On a grander scale, the Matrix itself is very much like Mercerism, a way of life, which is explored in Do Androids Dream of Electric Sheep?. In addition to this, both futures contain the results of world-wide-wars. To start, the Rosen Association, an android producing and harboring organization, compares to Morpheus in a variety of ways. The Rosen Association creates new androids just as Morpheus frees minds. Neither of which, are easy tasks. Rick is talking with the head of the Rosen Association, Eldon Rosen, about a test he needs to perform on some androids. Eldon complies with Rick, but he explains to him that it is not that easy, "We can't just phone down to production and ask for a diverse flock of items"(44). Androids are very complex and cannot just be mass produced. Morpheus has a similar problem. Humans are also extremely complex. It is dangerous to free a mind that i... ...p? and The Matrix, both contain futures that are strikingly similar in a number of ways. Primarily, the characters in Do Androids Dream of Electric Sheep? match up perfectly with those in The Matrix. Dick's characters and creations: The Rosen Association, Rachel Rosen, Rick Deckard, the androids, and John Isidore resemble Morpheus, Cypher, the "agents," the "unplugged," and the people plugged into the matrix respectively. Interestingly, both stories involve global warfare. Finally and most obviously, Mercerism and the matrix itself serve the same exact purpose, which is to blind people from the truth in oder to control them with more ease. Works Cited Dick, Philip K. Do Androids Dream of Electric Sheep?. New York: Ballantine Books, 1968. Matrix, The. Dir. Andy Wachowski, Larry Wachowski. Perf. Keanu Reeves, Laurence Fishburne. Film. Warner Brothers,1999.

Creating a Modern-day Movie Adaptation of The Glass Menagerie Essay exa

Creating a Modern-day Movie Adaptation of The Glass Menagerie Dysfunctional. Codependent. Enmeshed. Low self-esteem. Personal struggles of the twenty-first century or those of the past? In his play, The Glass Menagerie, Tennessee Williams portrays a southern family of the 1940’s attempting to cope with life’s pressures, and each of their own conflicts, after they have been deserted by their father and husband. In attempting to create a modern-day movie adaptation of The Glass Menagerie from the original play, a parallel element would still be conveyed to the audience- inner and intra personal struggles of the past continue to be those of the present. If produced in the present day, the new version would have seemingly subtle changes such as new speaking styles, characters, and sets that will allow it to become modernized. Some original parts of the play such as â€Å"dated† dialogue, character traits, and settings will be discarded, but the original vision of Tennessee Williams will remain intact by keeping elements essential to recounting the Wingfield Family struggles.   Ã‚  Ã‚  Ã‚  Ã‚  As director of the updated production of The Glass Menagerie, one would first have to look at the type of speaking style and dialogue as a means to modernize the original content. In the play, Amanda, the mother, is characteristic of a southern belle. Her language reflects the stereotypical tradition and the polite nature of a southern woman. Tom and Laura, in keeping with their...

Pertussis caused by Pertussis toxin

B. Pertussis is a bacterium that is responsible for causing whooping cough. The symptoms and signs develop as a result of action of the Pertussis toxin on the upper respiratory tract (containing ciliated ciliated pseudostratified columnar epithelium). The individual develops several episodes of uncontrollable coughing. The characteristic whoop sound is heard during the cough. It develops especially when the individual is breathing in. The individual also develops fever, diarrhoea and a running nose .Before understanding the mechanism by which the toxin acts (that is a transduction mechanism), it is important that the physiology of transduction is understood. Receptors are present on the surface of a cell which helps it to communicate with its external world. Specific molecules bind with these receptors present in the external environment and are recognised by the cell. Once these molecules bind to the receptors a cascade of intracellular signals may be produced which brings about sev eral processes and actions in the cell.A number of antigens or molecules can be recognised by receptors preset on the surface of the cell, following which signals are transmitted within the cell. The lymphocyte cells can bind with and recognise several antigens (belonging to various microorganism and foreign substances). The receptors which are present on the surface of the lymphocytes are made up of complexes containing multiple proteins. Some of the antigens are capable of binding with receptors present on the surface of the lymphocyte and stimulate them to divide further or differentiate into specific effectors cells having a certain function.Some of the antigens are also capable of brining about death of degeneration of the cell. The receptors present on the two types of lymphocytes may be different from each other and are able to recognise different molecules or antigens. However, in both lymphocytes, the intracellular signal pathway is similar. Ultimately, the nucleus is activ ated and alterations occur in the genes to enable a reaction from the lymphocyte (including gene expression) . Receptors are present on the surface of the cell, where molecules bind, and the cell is able to identify the molecule that has attached.The receptor proteins are able to produce a signal once the molecule has attached to the receptor. This signal is transmitted across the plasma membrane, and brings about intracellular events. Signal transduction is a process by which signals are transformed from one form to another. The transformation of the intracellular signal ensures that the message is transmitted in a forward direction, to its destination. The signal may be transmitted to various portions of the cell and may be also get amplified. Finally, the nucleus receives the intracellular signal and the genetic transcription helps to bring about division of the cell .Most of the studies conducted currently for signal transduction were performed on animals, and only a few are con ducted on human subjects . Hence, a lot need to be studied in the field of signal transduction. In some receptors present on the surface of the cell, once antigens are bound with specific molecules, certain ion channels are opened up and an ionic gradient exists that works as an intracellular signal. In certain other cells, when the receptor combines with the molecule, a change in the protein occurs that causes the cytoplasm to get stimulated, resulting in transmission of intracellular signals.When the receptor combines with the specific molecule, a signal is transmitted that enables the receptors to cluster on the surface of the cell. This clustering results in the receptor producing a very strong signal. The exact manner in which the receptors clustering occur is still not understood. However, if the cell contacts another cell that has several copies of the MHC protein complex, they begin to recognise it and cluster around . The receptors present on the cell, usually bring about i ntracellular signals by stimulating the enzyme protein tyrosine kinase (they add phosphate group to tyrosine residues).The receptors on the cytoplasmic front contain tyrosine kinase that is usually inactive. However, when clustering occurs, they begin to stimulate each other through transphosphorlyation, which further activate the biochemical signalling molecules present in the cytoplasm. On the antigen front of the receptor, no tyrosine kinase is available and hence the cytoplasmic front combines with the tyrosine kinase present in the cytoplasm. During clustering, the enzymes are closer to each other, which help to activate the intracellular signalling mechanism.The biochemical activity of the cell is regulated by phosphorylation of the enzymes and proteins by the tyrosine kinase. Phosphorylation makes certain enzymes active, and once they are dephosphorylated (by the enzyme protein phosphatase), they become inactive. Once an enzyme is phosphorylated, new binding sites are created for the target proteins . Phospholipase C-gamma enzyme is present at the tyrosine receptor or the plasma membrane and can attach itself to phosphotryrosine. This enzyme amplifies and forwards the signal.Once tyrosine kinase gets phosphrylated, the phopholipid is broken down into 2 components, namely DAG and IP3. Many DAG and IP3 molecules are produced from single molecules of PLC-gamma, and in this way the signal gets amplified. The IP3 combines with the receptors present on the endoplasmic reticulum, causing the release of calcium ions, and thus raising the level of calcium intracellularly. The signal is maintained even when the Calcium ions are exhausted, as calcium channels present on the cell membrane are opened and the extra-cellular calcium flows in.The Calcium ion binding protein Calmodulin is also activated that controls the activity of other enzymes present in the cell. The signal is transmitted to the nucleus. DAG on the other hand activates the enzyme Protein kinase C. T hey may act in several mechanisms to finally ensure that the signal has reached the nucleus . Calmodulin also controls the activity of the enzyme adenylate cyclase produced by the human cell GTP-proteins help to transmit the signal from the tyrosine kinase receptors to the nucleus. Ras is the most common type of GTP-proteins.It may be activated once the molecule comes in contact with the receptor. Ras can be bound to GTP or GDP. The GDP form of Ras is inactive compared to the GTP. This inter-conversion is brought about by the enzyme Ras-GTPase. Usually, the GTP-proteins are present in an inactive form and are activated once the specific molecule comes in contact with the receptor. GDP can also be converted to GTP by GEF’s. Activation of GTP-proteins leads to activation of several protein kinases (known as ‘MAP-kinase’). MAP-kinase can bring about phophrylation and activation of nucleus transcription .B. Pertussis sticks to the cell with the help of â€Å"filamen tous hemagglutinin† (FHA). The Pertussis Toxin also helps to bind the bacterial cell to the host cell. During the colonization of the bacteria, the toxin plays a very important role in invasion . The substance Filamentous hemagglutinin (FHA) produced by B. Pertussis combines with the receptor integrin present on the plasma membrane. This in turn stimulates increased binding of another portion of FHA with another receptor present on the plasma membrane known as ‘complement receptor-3’ (CR-3).In this way as the binding of the B. Pertussis antigen is increased with the receptors present on the plasma membrane, the signal produced is strong . The Pertussis Toxin mainly helps the bacterial cell to attach itself to the epithelium of the trachea. The Pertussis toxin is made up of 5 subunits (obtained through the process of gel electrophoresis), namely S-1, S-2, S-3, S-4 and S-5. In fact, the S-4 component is two in number . The subunit S-4 is present in a larger ratio co mpared to the others.The Pertussis toxin has two components namely, A-promoter (S-1) which brings about the toxin enzymatic activity, and B-oligomer (S-2, S-3, S-4 and S-5), which helps the toxin to bind to the receptor present on the plasma membrane. The Pertussis toxin produces several physiological effects including rise in the lymphocyte count, activating the islet cells to release greater amounts of insulin and exaggerating the effects of histamine. The physiological effects of Pertussis toxin mainly brings about it effect on the G-i component of the adenylate cyclase.The toxin works by ADP-ribosylation of G-i protein provided by the S-1 component of the toxin . Compared to normal stimuli, activation with the Pertussis toxin results in greater accumulation of the cAMP within the cells. Agents that obstruct production of cAMP are inactivated by the Pertussis toxin. When the cell is affected with Pertussis toxin and toxin acts on G-i protein, the responses to various chemotactic agents are reduced, suggesting that G-i plays a very important role in the development of immunity.Transducin is Guanine-protein present in the rods and the cones that activates cyclic AMP-selective phosphodiesterase. ADP-ribosylation of tranducin is also stimulated by Pertussis toxin . By altering the manner in which G-proteins are bound, the bacterial toxin can obstruct the signal transduction process. The toxin brings about ADP-ribosylation of certain alpha subunits of the G-protein component of adenylate cyclase namely G-i, G-o, G-t, G-gust, and G-s is not converted to G-olf. Once G-i is ribosylated, the enzyme adenylate cyclase is reduced increasing the level of cAMP .Once the levels of cAMP are raised, the function of the phagocytic cells is reduced (such as chemotaxis, engulfment, bactericidal action, etc) . The S-1 component of the Pertussis toxin is united with the B-oligomer portion in a non-covalent manner. The B-oligomer portion helps the toxin to attach to the receptor present on the plasma membrane. Without the B-oligomer portion, the S-1 component of the Pertussis toxin is unable to pass through the cell . The S-2 and the S-3 components of the Pertussis Toxin mainly help in adhesion of the cell to the host cells.Ciliated epithelial cells contain a glycolipid that helps the S-2 component to bind, whereas the phagocyctic cells contain glycoprotein that helps to bind the S-3 component . Certain opioid receptors are present on the surface of the cell that is linked with the G-protein receptor family. Once the opioid receptors have been activated by the Pertussis toxin, the G-proteins that are sensitive to the Pertussis toxin (namely G-i and/or G-o) are stimulated. The ADP-ribose portion of the NAD is transferred to the G-i. G-i gets inactivated and does not obstruct adenylate cyclase.The intracellular concentration of cAMP increases because the transformation of ATP to AMP cannot be controlled . This results in generation of an intracellular signal which activates the gene transcription in the nucleus and brings about cell division. Once the opioid receptor has been activated, the enzyme Adenylate cyclase is decreased and the Cyclic AMP levels present in the cell are increased. Calcium channels are repressed and inward flow of potassium ions are stimulated by the opioid receptors. When the opioid receptors were stimulated, neuronal excitability reduced.Opioid receptors activation can also bring about activation of the MAP-kinase. Once this occurs, arachidonate may be released and genes c-fos and jun-B are expressed . BvgA and BvgS proteins help the B. Pertussis to express adhesions, virulence factors and toxins. BvgA appear similar to the regulator component, whereas BvgS appears similar to the regulator and sensory component. This system helps to bring about phosphorylation cascade following sensory inputs. As transmission and receiving can occur in this system, a signal pathway system does exist.The cytoplasmic front of the BvgS autophosphorylates with ATP (r-phosphate portion). BvgA is phosphorylated following transfer of BvgS of the phosphate group to the Asp. Gene expression may occur in relation to phosphrylation of BvgA . The human IL-1 stimulates release of kappa Ig-L by the pre-B Cell lines, IL-2R by the Natural Killer cell Lines and PGE2 by the rheumatoid synvovial cells. However, all these IL-stimulated factors are reduced by the Pertussis toxin, which may be associated the cAMP production.As IL-1 stimulates GTPase activity, Pertussis Toxin brought about a reduction in GTPase activity. Pertussis toxin also stimulated ADP-ribosylation of the enzyme adenylate cyclase in the membrane of cells that are usually activated in cells sensitive to IL-1 . Once the cell is affected with the Pertussis toxin, agents that would otherwise obstruct the collection of cAMP are no longer effective. The Pertussis toxin brings about certain cell transduction mechanism that further enables the cell to be invaded by the microorganism .Many of the bacterial toxins such as Cholera Toxin, E. coli labile toxin and the Pertussis toxin act in the same manner and produce the same effect (that is a rise in the cAMP levels of the cell). However, the symptoms and signs of each of these disorders are different. This is mainly because the target tissues and cells of each of these toxins are different. The Pertussis toxin mainly acts on the epithelium of the respiratory tract causing several symptoms such as whoop, cough, breathing problems and cyanosis .