Interview Essay Example | Topics and Well Written Essays - 1250 words - 3

Interview - Essay Example The focus on the interview was on police related concerns, specifically how, as police officers, they try to keep the campus safe. According to Officer Williams, they have the 222tip line that helps the police in effectively locating the person that on the verge of committing a crime or someone who was reported to have apparently brought a weapon on campus or is engaging in aggressive behavior such as bullying. Officer Williams was noted to come from Navasota, Texas; but was acknowledged to reside in Houston, Texas. He disclosed that he came to live in Houston, where initially, he said that he worked at an instruction company. After he had a family, he said that he decided to pursue a career in law enforcement through attending the University of Houston Police Academy. He remembered and relayed that he graduated top of class and signified that it was a great day for him. He said that he felt like he can make more money and aptly prepare for the future of his family. Likewise, he also emphasized that he wanted to help others who are in need of any form of assistance. After graduation, he relayed that he decided that he wanted to work for the School District so he can help children in school; especially those who become victims of bullying. Also, through focusing on issues that are related to the behavior of children within the campus, he noted that he could also be of assistance to the ones with behavioral problems and manifestation or tendencies to commit a crime. Officer Williams stated that the numbers of bullying is high in the school district and he keeps trying his very best to make sure that the students understand what can happen when someone is bullied; such as risking injuries that could also lead to physical, emotional and psychological infliction of harm. So he said that he makes sure that he focuses on issues pertaining to bullying with the aim of ultimately minimizing these incidents or ultimately putting a stop to them. One’s personal

The Taming of the Shrew Essay Example for Free

The Taming of the Shrew Essay William Shakespeare’s play, The Taming of the Shrew, is a controversial play that introduces a battle between a man and woman. The woman, whom is strong-willed, must show submission to her husband. As this play has been read by many people, there has been a wide range of different reactions about the play. Whether people agree with the morals of this play or disagree, it is based upon ones beliefs of what role women play in society. Petruccio, the man who is trying to tame Katherine, tries to â€Å"teach [her] that she must obey him [and he] acts the part of ‘shrew tamer’† (159). Katherine is quite reluctant to Petruccio trying to tame her, and she has the right to the anger she feels toward him. Katherine is a very strong woman who feels the need for independence in her life. Petruccio, however, would like to hold power over her so that he may tame her. Throughout the play the audience is guided along Katherine’s journey of complete submission to Petruccio, whom eventually becomes her husband. The end of the play marks the most important and significant part of the play. Katherine shows her submission to her husband, Petruccio. In Katherine’s speech at the end of the play she admits: â€Å"Such duty as the subject owes the prince, Even such a woman oweth to her husband, And when she is forward, peevish, sullen, sour, And not obedient to his honest will, What is she but a foul contending rebel, And graceless traitor to her loving lord?† (Lines 159-164) This part of her speech signifies that women are supposed to treat their husband as a servant would treat their royal prince. This is putting men in a higher reign of power and acknowledging them as rulers of their women. This is not agreeable by any means because women should have the right to equality in a marriage. In a sermon, titled ‘Of Domesticall Duties: Eight Treatises’ by William Gouge, it is noted that wives are to be â€Å"in subjection to obey [their] own husbands† (1). It is also said that if the â€Å"wives be stubborn, froward, and malapert, their husbands are compelled thereby to abhor and flee form their own houses even as they should have battle with their enemies† (1). This quotation is immoral because when a man and women are married, the man should not be allowed to flee at his own discretion. In those times, however, this unfortunately was permitted. After studying the play further and reading through relatable sermons, it is evident that womanly independence was highly discouraged. A woman having a man in her life, who gives her some direction, is not terrible. The ways that a man holds power over a woman and essentially becomes the boss of her however, is not right. There is a fine line between being a woman’s husband, and being a woman’s boss. A woman should be entitled to her own independence and sovereignty. Looking at the period where this play originated, it is common to discourage women from having equality to men. However, it still doesn’t make their views correct. It is encouraging to see our time period evolve since then, as it is less common to have a man trying to tame his wife. It is heartbreaking to see that some people still live by those same morals in our society. I believe that we as a generation have done a better job of trying to disregard the same views that were held during Shakespearea n times.

Benefits of Learning Through Play

Benefits of Learning Through Play Play is a very important part of a childs development, and can affect their development in a number of ways, there is a collection of principles that were formed to look at the value of play in nurturing a childs development, this is called the play Cycle. It consists of the following stages . Metalude-This is when a child chooses the activity or toy that the want to play with. Play Cue-This is an expression or a physical action which a child might do to show other children that they would like them to come over and be involved. For example, a child may have a toy car and pretend to mimic a crash sound to the other child which would then tempt them to involve themselves in the car game. Play return This is when a child or adult has accepted the request to play and then makes the decision to whether they want to involve themselves or not. Play Flow-this is when a child gets very involved in a task or activity, this usually starts from the play cue. Annihilation-This Is where a child makes the decision to stop what activity or play they are doing, reasons being boredom from repetition or if the game has ended. Play can affect all aspects of a child s development, below I have listed the different areas. Physical development Physical development through play for young children involves play which enhance gross and fine motor skills, for example threading string through small holes requires concentration and fine motor skills. Activities involving running, jumping, riding a bike requires gross motor skills. These are really beneficial for a child and need to be encouraged from a young age as they will be needed for them to take part in activities such as sports day. Children should also be encouraged to realise the importance of healthy eating alongside physical exercise. Emotional development-Play which involves emotional development is extremely important for young children and needs to be incorporated during school activities. This type of play is beneficial to all children of all ages but also helps encourage children who find it hard to express there emotions, a way in which this can be used for example children can use dolls or teddies to play out a situation, dress up and role play can be used also. This is good to build self esteem and self confidence to then assist in other incidents in school. Intellectual development- This type of play doesnt necessarily mean that a child has to put pen to paper, many play activities can be creative and fun that will benefit a child intellectually, for example a group of children could be doing junk modelling and they would then discuss which materials would suit each part of the model and what colour paints to use to then match up to the rest of the groups designs. Social development-Play is vital to make sure that children develop good social skills with there class friends, teachers and other adults. This is a life skill that needs to be encouraged from an early age to then get them ready for life in a school environment. Activities that can help build up childs social skills can involve for example a group of year 2 children having a classroom discussion about who is in there family, the other children can then discuss differences and similaritys, for example child A may say â€Å"I have a brother† child B may respond â€Å"I dont have a brother I have two sisters† obviously this type of discussion needs to be approached in a sensitive manner as some children have different family set-ups for example child a may not have a dad like child b which could then spark off a different conversation. Creating play spaces is paramount to a childs education and development. These play spaces will let children explore all sides of there development. Research was made in 2008 by OFSTED to look into learning inside and outside the classroom. This investigation found that when planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils personal, social and emotional development.Taken from http://www.ofsted.gov.uk/resources/learning-outside-classroom When creating a play space within a school setting it is important to first launch a small discussion with the children to find out what they would and wouldnt like in a play space, letting the children get involved in planning and creating a play space will emphasise there interest, and also develop self confidence, this can be done by getting the children to draw simple plans on how they would like it too look, what items they would like to include and colours. Also getting the children to make a visual model of how they would like it look by using junk materials, shoe boxes,plastic bottles, cereal boxes etc. After the children have constructed there plans the teaching staff could let each child vote for which one they like and then the winning child(ren) could be taken to some other play spaces in different schools. its important to involve children in the group discussion of creating a play space to encourage self confidence and self esteem, it also teaches them that by taking charge of a project that there is hard work involved which will then show them that they need to respect all the play equipment. It is important to assure that all children are involved in the consultation process, irrespective of age,gender, ethnicity and impairment. Also making sure the play equipment is suitable for any children with physical disabilities. Its important that being a teaching assistant you support all play sessions, there are two main forms which are Structure Process Structural support is to make sure that the classroom is set up appropriately for children to carry out play safely. To assure this, messy, noisy and quiet play needs to be separate. Each child needs to know that help is available in each play area. Play spaces need to be set up to be appealing to the eye to encourage children to take part, some children need this encouragement for something to stand out as they find it hard to choose between different play activities. Good organisation is also key to assure a steady flow to each play activity, the teaching assistant will need to make the room layout is set out appropriately for the children involved at the time and any specific needs, Process support is what the teaching assistant may have to give to pupils when they are involved in a play activity. Teaching assistants need to ensure all play activities consist of the correct materials as this will enable the pupils to engage in the tasks in hand and learn to become proactive in there approach when learning. There may be children in the class that need extra support with activities due to certain disabilities or conditions, for example there may be a child with adhd who needs one to one interaction with certain activities and encouragement to get involved in the play space. It is important to make sure as a teaching assistant you do not take over the play activity and just assist, for example if a child is struggling to use a ruler to do a straight line the teaching assistant shouldnt do it for them instead get a ruler yourself and show the child on a separate piece of paper how to hold it etc, this will then build the childs confidence and they will feel like they have achieved something new that they couldnt do before and learnt a new skill. Various legislations need to be followed when creating a play space. This is to make sure all children are safe and protected when using play equipment, it is paramount that these are always adhered too as the childrens safety is vital. The Disability Discrimination Act 1995 is put in to place to ensure all children have admittance to the same equipment, services etc as to those children without a disability When designing play space for children it is important to plan for children with disabilities, there advisability shouldnt be made obvious, facilities should be included that can stimulate children in more ways than one for example if a child has a physical disability other activities should be arranged so they are able to use there other senses, such as a texture table where they can touch items and guess what they are. If a play space is already arranged, it is important that these are equipped suitably for a child with a disability, for example if a child is wheel chair user t here needs to be adequate space for them to manoeuvre around but also to think of the needs of the other children without a disability. Its important to make every child feel valued and equal within the setting. This also goes for outdoor play spaces. According to wicksteed playscapes: RoSPAs publication â€Å"playgrounds for children with special needs† states:Like or similar play experiences should be available to all site users;i.e. If there are slides,rockers and roundabouts in a play area, then all users should be able to have sliding, rocking and rotating experiences, even if some users cannot access all play items or features. Author-wicksteed playscapes http://www.wicksteed.co.uk/legislation.html page 2 Risk assessments are vital when a play space has been created. Risk is hard to foresee but Play England have described it by stating: Providers need to decide for themselves what level of risk is appropriate in their provision, because the type and style of provision must be responsive to local circumstances. This is one reason why industry standards,which dont necessarily have a one size fits all format,need to be interpreted within the local context. This enables providers to include equipment or play opportunities that some more anxious parents might object to. However, simply reflecting the concerns of the most anxious parents, and altering playground design in an attempt to remove as much risk and challenge as possible, prevents providers from offering important benefits to the vast majority of children and young people. It may also lead more adventurous children to seek physical challenges in other, less well-managed environments, which others settle for sedentary activities Authors-S.Lester,Dr O.Jones,W.Russell url-www.wiltshire.gov.uk/supporting-school-improvement-through-play.pdf Another two legislations that needs to be adhered too is stated below Occupiers liability Act 1957 and 1984 An occupier of premises owes the same duty, the â€Å"common duty of care†, to all his visitors,except in so far as he is free to and does extend,restrict,modify or exclude his duty to any visitor or visitors by agreement or otherwise Url-www.legislation.gov.uk/ukpga/Eliz2/5-6/31/section/2 EN1176 Playground Equipment Standard The royal Society for the prevention of Accidents (RoSPA) shows information on safety for play ground equipment, there are seven different areas covered in the legislation which are stated below Safety in general Different test and safety requirements for swings Slide safety requirements Runaway safety and test methods Roundabout safety and test methods Rocking equipment safety and test methods Installation,maintenance,inspection and operation Everything described in this unit concentrates on how play can affect a childs development, physically, emotionally,intellectually and socially and that it is vital for children to have the creation of play spaces. This unit also describes how sometimes a teaching assistant needs to intervene during a play session to establish smooth flow of play and to be aware.

General George S. Patton Jr. Essay -- essays research papers

General George Smith Patton Jr. was born November 11, 1885 in San Gabriel, California. He was known as a complicated man, and having an intemperate manner. He was also known for carrying his pistol with ivory handle. He always strived to train his troops to the highest standard of excellence. Patton always dreamed of being a hero. His ancestors had fought in many wars, and grew up listening to their stories. He attended the Virginia Military institute for one year and went on to graduate from the United States Military Academy at West Point on June 11, 1909. He was then commisioned as a Second Lieutenant in the 15th Cavalry Regiment. Patton got married to Beatrice Ayer, whom he dated while attending West Point, on May 26, 1910. Patton competed in the Stockholm Olympics in the first modern pentathlon in 1912. This was considered a rigorous test of the skills a soldier could possess. He was 26 at the time and did remarkably well in all the events which included, pistol shooting from 25 meters, sword fencing, a 300 meter free style swim, 800 meters horse back riding and a 4-kilometer cross-country run. Patton placed fifth overall. Patton started taking lessons at the French cavalry school, and learning French sword drills. Patton reported to the Mounted Service School in Fort Riley, Kansas, where he became the school's first Master of the Sword. He designed and taught a course in swordsmanship while he was a student at the school. Patton's first real exposure to battle took pl...

Respiratory Case Study

Respiratory Case Study The following case study is of a 37-year old Hispanic male weighing 145 lbs and 70 inches tall found unconscious by his girlfriend. According to her he was unconscious for about 15 hours and she was concerned because he would not wake or respond and was breathing shallow and slow. She then called 9-1-1. The patient entered the ER by emergency vehicle and on my initial assessment Pt had an altered mental status, was very unresponsive showing symptoms of a possible drug overdose.The girlfriend told the physician the Pt had taken 75 mg of methadone and an unknown amount of Xanex and other amounts of Benzodiazepines. On assessment, the doctor noticed his altered mental status and unconscious status. He had a gag reflex and responded to pain. Pt had a blood pressure of 63/41 and a 02 saturation of 50% on room air and a heart rate of 108. We put the patient on an oxy mask at 14 liters and his saturation improved to 90%. The Physician then administered Narcan which in return raised the respiratory rate. The physician then eventually intubated with Etomidate.He is then diagnosed with Acute Renal Failure, Acute Lung Injury with possible aspiration and CHF with Atrial Fib. The patient has had no prior history of drug overdose. The patient did, however, have a brother that recently committed suicide and was recently released from jail. The patient does drink alcohol and takes multiple street medications and methadone for pain. For this patient with my initial thoughts would be to order an ABG to test for acidosis and see if there is an electrolyte imbalance, then a possible scan of the brain.An EKG test would also be ordered to see how the heart has dealt with the stress. Giving him Narcan would help block the receptor sites to stop the action of the OD. What ended up being ordered is the ABG, a CT of the brain, EKG, NG tube, Catheter, Glasgow Coma Scale, Chest X-ray and the lab drew blood. The ABG showed severe metabolic and respiratory acidosis, g lucose of 72, potassium of 4. 9, calcium of 7. 9 chloride of 105, C02 of 24, creatinine of 2. 6. The EKG showed atrial fibrillation with rapid ventricular response and signs of CHF.The lab results showed an electrolyte imbalance, sepsis, and no alcohol. The CT scan showed a hypoxemic brain injury and the x-ray showed infiltrates which are assumed to be from aspiration pneumonia. From this we know that the patient will stay intubated until further improvement of acidosis, help to reduce possible development of ARDS, Sepsis and until the patient will be able to breath on his own. The settings on the vent I would have chose would have been SIMV, Vt of 550-600, a rate of 15, pressure support of 10, Cpap of 5, at a 100% Fi02 with the ABG reading Ph 7. 1, Pco2 58, P02 56, and sating 76%, Hco3 18. 4. Physician ordered vent setting, SIMV, 100% Fi02, Vt of 550, rate of 12, pressure support of 10, Cpap of 5. The idea behind these settings is to allow the Pt to ventilate and to breathe off the access co2 and to oxygenate the blood. I would like to have seen a rate of 16 to help with the release of co2. 1 hour later the ABG read Ph 7. 13, Pco2 65, P02 66, Hco3 at 15. 6 and sating 85%. The settings for the Pt as far as respiratory seem to be fine for now unless the Pt develops ARDS.It is more of a metabolic concern at this time now that the Pt is ventilated. Blood gases go as follows: in the ER for initial assessment on the vent at 2130 a critical of Ph- 7. 11, Pc02- 58, P02- 56 Hc03- 18. 4 and a saturation of 76% on 100% Fio2 while on SIMV with a rate of 12, Vt of 550, pressure support of 10 and Cpap of 5. The Pt at this time has no spontaneous breathing while on the vent. Due to the drug overdose the Pt is showing both respiratory and metabolic acidosis with Moderate Hypoxemia. A follow up ABG, 20 minutes later, results in a Ph of 7. 3, Pco2- 47, Po2- 66, Hco3-15. 6 and sating 85% on 100% Fio2. The Pt is now breathing 21 BPM and a Vt of 605 in addition of the vent settin gs. The results of the latest ABG have shown small improvement, but still critical Ph and moderate hypoxemia. Another follow up ABG at 0100 shows a small improvement on the Ph to 7. 18, the Pco2 became more acidotic moved to 53, the Po2 improved to 77 which shows he is oxygenating better but still hypoxic, his Hco3 acidosis is improving at a change to 19. 8, and sating 91% now.The Pt is now breathing at a rate has come down to 10 BPM on his own above and beyond the vent. After consulting with the physician we changed the Vt to 600 and the pressure support to 20 and Cpap to 15. The Pt continued on these settings till 0415. The physician then made the change to Bi-level with the settings of a rate of 14 pressure support of 25, and an H/L pressure of 35/15. The Pt at this time is pulling a Vt of 745 and a spontaneous rate of 17 and still at 100% Fio2 and sating 92%. This is the point when the Pt makes the turn.The Bi-level or APRV was the proper setting for this Pt. He continued to imp rove over the next several days with his peek pressure climbing to 40. The Pt continues these settings and slowly improves and eventually weaned from the ventilator till the Pt no longer needs support. Pt received AP diameter X-ray to confirm tube placement and to see if there were any kind of infiltrates because of possible aspiration and to eliminate possible pneumothorax and pleural effusion. Findings included mild patchy infiltrates in the right upper to middle lobes.The left lower lobe also has some similar findings but less concerning. This may either be due to lung infection or pulmonary edema. The placement of the ET tube was confirmed at 2 cm above the carina. The NG tube was also confirmed to correct placement. The heart silhouette was not enlarged and stable. No pleural effusion was ever confirmed. Pt will be treated for minor Pneumonitis. X-rays continued throughout his stay and infiltrated were slowly diminished and tube placement was confirmed and never changed. The La b reported sodium at 142 to be within normal range, potassium 5. also with in normal range. Chloride at 105 also with in normal range, glucose levels at 169 also within normal range, calcium at 7. 9 is low. The Pt received ionized calcium through his central line. The Hematology reported the WBC at 4. 4 is at the lower spectrum of normal, the RBC at 5. 70 is within the normal limits, and HCT is 51 which are also in the normal spectrum. Blood work came back good. Sputum sample was taken and results were negative for any growth. The Pt is urinating well and color is yellow/clear with trace amounts of protein.No PFT’s were performed. Medications the Pt received in the ER: Dextrose 5% delivered intravenous to hydrate Pt, Sodium Bicarbonate was given intravenous because of the severe acidosis, Nor epinephrine given intravenous to raise the BP to a more stable condition, Dopamine also given for a vaso pressers, Etomidate was given to sedate the Pt for intubation, Clindamycin given due to the allergy of Penicillin to help with any anaerobic infection, Doripenem and Vancomycin other antibiotics, Propofol to keep Pt sedated during his intubation.Medications given while in the ICU: Clopidogrel (Plavix) given to prevent clots, Symbicort given to help prevent bronchospasm and improve lung function, Digoxin given for the CHF and slow the heart rate for Atrial Fibrillation, Famotidine to inhibit the production of stomach acid, Lisinopril given in case of hypertension, Sodium Chloride to treat his hyponatremia, Levophed (Nor epinephrine) given when the HR or BP drops, Phenylephrine also a vaso presser or to relive nasal decongestion, Pitressin also another vaso presser, Dobutamine to prevent cardiogenic shock, Dopamine for another presser, Fentanyl given to reduce pain, Haloperidol (Haldol) to help with his mental heath, Lorazepam also given to treat his mental heath or anxiety, Morphine to treat pain, and Reteplase given for anti-clotting factor.

Quaid E Azam- an Architect of Pakistan

Submitted to: Sir Superman Submitted by: James Bond Degree ‘34’ Syndicate ‘CIA’ Date: 21-03-2013 CONTENTS Chapter 1 * Background * Quaid’s early life * Education Chapter 2 * Politics * Membership of Congress * Hindu-Muslim Unity * Devotion to Muslim League * Leadership of Muslims Chapter 3 * Thought of Separate Homeland * Pakistan Resolution * Gandhi-Quaid meetings * Views about Quaid Chapter 4 * Defending Policy of Quaid Chapter 5 * Formation of Federal Cabinet * Constitutional Problems * Establishment of Capital * Provincial Government Establishment of Administrative Headquarters * Foreign Affairs * Education Policy CONCLUSION BIBLIOGRAPHY REFERENCES 1) Syed Shamsul Hassan ed. , Correspondence of Quaid-i-Azam M. A. Jinnahand other papers, Shamsul Hassan collection, Organizational Matters, Vol. I (1936-1947) 2) Akbar S. Ahmed, Jinnah, Pakistan and Islamic Identity, (Karachi: Oxford University press, 1997) 3) Prof. Khurshid Ahmed, Islamic Ideology (Ka rachi: Karachi university,2002). 4) Quaid’s speech at university stadium Lahore, 30 october 1947 5) Syed Hussain Imam â€Å"Sterling qualities of Quaid†. ) Ahmad Khan Yusufi, Speeches, statements and messages of Quaid-e-Azam. 7) Rajmohan Gandhi, Eight Lives: A Study of the Hindu-Muslim Encounter (Albany, NY: State University of New York Press, 1986) 8) Wikipedia the free Encyclopedia. 9) www. national heritage . government. pk 10) â€Å"Quaid-i-Azam Muhammad Ali Jinnah†. Government of Pakistan Website. 11) â€Å"Quaid-e-As is Mohammad Ali Jinnah†. The Jinnah Society. 12) â€Å"Jinnah: South Asia's greatest ever leader†. 13) BBC's Poll for South Asia's greatest ever leader. 14) â€Å"The Father of Pakistan†.The Most Influential Asians of the Century by TIME. 15) â€Å"Muhammad Ali Jinnah (1876–1948)†. Story of Pakistan. 16) â€Å"Jinnah's speech to the Constituent Assembly of Pakistan†. 11 August 1947. 17) â€Å"Jinnah's Thought at a Glance†. Yes Pakistan. com. 18) â€Å"Mohammed Ali Jinnah (1876–1948)†. Harappa. com. 19) â€Å"Pictures of Quaid (Album)†. Urdu Point. 20) â€Å"South Asia's Clarence Darrow†. Chow. 21) â€Å"I Remember Jinnah†. Daily Dawn (newspaper). 22) â€Å"1947 – August†. Chronicles Of Pakistan ACKNOWLEDGE This research paper is dedicated to all those martyres who worked the reation of a separate home land for Muslims. They helped Quaid-e-As am in this great mission and gave sacrifices for our independence . They face many problems and hardships for the independence of Muslims in the subcontinent. I would like to thank James Bond for assigning this topic to me. It was truly an enlightening experience for me to do research on this topic. I would also like to thank my respected teacher Iron Man for guiding me and providing me with more than enough knowledge on this topic.The research was mainly done using the help of computers and internet therefore the bibliography section may look a little empty at first. But once one gets to visit these internet sites he is marveled by the amount of data provided on the respective topic. So hats off to all those people who are spending their precious time to run these enlightening websites. Without these the worth of internet would be much less in the context of knowledge. The main objective of this research paper is to highlights the efforts of the Quaid-e-As am Muhammad Ali Jinnah in the creation of Pakistan.His role in the formation of Pakistan and in the initial administration of Pakistan after independence because he handled all the problems of Pakistan when there were only few people who knew about administrative problems. ————————————————- INTRODUCTION Quaid-e-As am as an architect of Pakistan Some revisionist people criticize Pakistan and few even go so far as to question the integrity of Quaid-e-As am in demanding a separate homeland for the Muslims of Hindustan.This modern disease has even spread to those who live in the West but have Pakistani roots. It is however interesting that all these critical people studied in Pakistani schools, travelled on Pakistani passports and have families in that country. Painting a realistic image of Pakistan in our young people's minds is the only way they can hope to have a sense of belonging to the country and the elderly generation has a duty to provide a great deal in helping such parents and families living abroad whose roots are still fastened firmly with this land. Coming back to he topic, it is very difficult to add something new or something that is not known about him. Yet the paradox is that the younger generation has to be reminded of his contribution to the history of Muslims of the Subcontinent What I want to share with you about Quaid, is not only the information from history b ooks, magazines and films, but also what was told to me by my father and those who saw the Quaid, worked for the cause of Pakistan and saw the creation of Pakistan. Pakistan’s story is so much linked with the life of the Quaid –e-As am that one cannot be told without the other.So who was this great man, who with the help of his type writer and an adoring sister created the largest country for Muslims in the world in a span of few years. In his biography of titled â€Å"Jinnah of Pakistan†, the American historian, Stanley Wilbert, makes the following observation that so accurately describes the legacy of Quaid and his footprint on history: â€Å"Few individuals significantly alter the course of history. Fewer still modify the map of the world. Hardly anyone can be credited with creating a nation-state. Muhammad Ali Jinnah did all three. During his lifetime, he brought the wisdom to walk in the path of honor, the courage to follow his convictions, and an abiding compassion for others. He enriched us all by the nobility of his spirit. ————————————————- ————————————————- CHAP # 1 Quaid’s Early life Background According to Sarojini Naidu, a famous Congress politician, close friend and follower of Gandhi but also author of Quaid’s first biography, Quaid’s ancestors were Hindu Rajput who converted to Islam.Jinnah's family belonged to the Ismailia Kahoka branch of Shi'a Islam. Early Education He studied at several schools at the Sind Madras a-tool-Islam in Karachi; briefly at the Goal Das Ten Primary School in Bombay; and finally at the Christian Missionary Society High School in Karachi, where, at age sixteen, he passed the matriculation examination other University of Bombay. Higher Education in England In 1892, at the age of only 16, he sailed to England to study and in 3 years, at age 19, he became the youngest Indian to be called to the bar in England.During his student years in England, Jinnah came under the influence of 19th-century British liberalism, and his education included exposure to the idea of the democratic nation and progressive politics. But later as an Indian intellectual and political authority, Jinnah would find his commitment to the Western ideal of the nation-state and the reality of Indian society of many religions, cultures and ethnic groups difficult to reconcile during his later political career. In 1896 he returned to India and settled in Bombay. He built a House in Malabar Hill, later known as Jinnah House. HeBecame a successful lawyer, gaining particular fame For his skilled handling. His reputation as a skilled lawyer Prompted Indian leader Bal Gangadhar Tikal to hire him as defense counsel for his sedition trial in 1905. Quaid argued that it was not s edition for an Indian to demand freedom and self-government in his own country. ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ———————————————— — ———————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- ————————————————- CHAP # 2 Introduction to Politics Membership of Congress Soon after his return to India, he joi ned the Indian National Congress, which was the largest political organization in India.Like most of the Congress at the time, Jinnah did not favor outright independence, considering British influences on education, law, culture and industry as beneficial to India. Quaid had initially avoided joining the All India Muslim League, founded in 1906 because he regarded it as too religiously oriented. However he decided to provide leadership to the Muslim minority. Hindu-Muslim Unity ; Joining Muslim League His efforts to work for all Indians was so much respected that he was called; Ambassador of Hindu-Muslim Unity. Eventually, he joined the Muslim League in 1913 and became the President at the 1916 session in Luck now.Jinnah was the architect of the 1916 Luck now Pact between the Congress and the League, bringing them together on most issues regarding self-government and presenting a united front to the British. Jinnah broke with the Congress in 1920 when the Congress leader, Mohandas G andhi, launched a law violating Non-Cooperation Movement against the British, which a temperamentally law abiding barrister Jinnah disapproved of. One Western journalist asked Quaid, why he never went to jail while all Congress leaders like Gandhi, Nehru, Patel and Baldev Singh have been in many times in prison.Quaid replies: â€Å"I am a parliamentarian. Prison is for criminals†. In 1924 Quaid, officially reorganized the Muslim League and Devoted the next seven years attempting to bring about Unity among various ranks of Muslims and to develop Rational formula to effect a Hindu Muslim settlement, Which he considered the pre-condition for Indian freedom. This task was very difficult and was frustrated in the start. Balder Singh â€Å"He once remarked that every time, I put my hand in the pocket, I find forged coins, refereeing to disunity and internal fight among Muslim leaders†.Even if he was working tirelessly to unite Muslims in Hindustan, he attended several unity conferences between Congress and Muslim league. He wrote the â€Å"Delhi Muslim Proposals in 1927†, pleaded for the incorporation of the basic Muslim demands in the Nehru report, and formulated the â€Å"Fourteen Points† Furthermore, in 1927, Quaid entered negotiations with Muslim and Hindu leaders on the issue of a future constitution, during the struggle against the all-British Simon Commission. The Muslim League wanted separate electorates while the Nehru Report favored joint electorates.Quaid personally opposed separate electorates, but accepted the decision of his party. He then drafted compromises and put forth demands that he thought would satisfy both. These became known as the 14 points of Mr. Jinnah. However, they were rejected by the Congress and other political parties. The British government called 2 Round Table Conferences in London to let Hindustani leaders to work out their differences, but talks failed. Quaid was so disillusioned by the breakdown of ta lks, that in 1931 he relocated to London in order to practice in the Privy Council Bar. Devotion to Muslim LeagueThat was a dark time for Muslims in India. But luckily, prominent Muslim leaders like Allama Iqbal, the Aga Khan and Chaudhary Rah mat Ali made efforts to convince Quaid to return from London to India and take charge of a now-reunited Muslim League. In 1934 Quaid returned and began to re-organize the party, being closely assisted by Liquate Ali Khan, who would act as his right-hand man. In the 1937 elections to the Central Legislative Assembly, the League emerged as a competent party, capturing a significant number of seats under the Muslim electorate, but lost in the Muslim-majority Punjab, Sind and the North-West Frontier Province.After the election success, Quaid offered an alliance with the Congress – both bodies would face the British together, but the Congress had to share power, accept separate electorates and the League as the representative of India's Musl ims. That was a proof of Quaid was willing to go a long way to have an independent united Hindustan where Hindus and Muslims would be equal partners. The latter two terms were unacceptable to the Congress, which had its own national Muslim leaders and membership and adhered to One India.Even as Quaid held talks with Congress president Rajendra Prasad, Congress leaders suspected that Quaid would use his position as a lever for exaggerated demands and obstruct government, and demanded that the League merge with the Congress. The talks failed, and while Quaid declared the resignation of all legislators from provincial and central offices in 1938 as a â€Å"Day of Deliverance† from Hindu domination, some historians assert that he remained hopeful for an agreement. But it was becoming clearer to Quaid and his associates that may be Congress was interested in such solution.Gandhi often said to Quaid; â€Å"Let the British leave. Afterward, we can figure out a solution. † In one of his famous letters, Quaid asked Gandhi to be more precise as to how the power would be distributed. Gandhi replied; â€Å"My dear Jinnah, I cannot answer your questions because my inner light is not working†. Quaid wrote back; †To hell with your inner light. Why do not you admit that you have no answer to what I am asking†? ————————————————- CHAP # 3 The Idea of Pakistan By the way, a wish for a separate homeland for Muslims of Hindustan was in the air for some time.In a speech to the Muslim League in 1930, Llama Irbil raised the idea of an independent state for Muslims in â€Å"Northwest India†. Chaudhary Rah mat Ali published a pamphlet in 1933 advocating a state called â€Å"Pakistan†. Thought of Separate Homeland Following the failure to work with the Congress, Quaid, who had embraced separate electorates and the exclusive right of the Muslim League to represent Muslims, was converted to the idea that Muslims needed a separate state to protect their rights. He came to believe that Muslims and Hindus were distinct nations, with unbridgeable differences—a view later known as â€Å"the Two Nation Theory†.Quaid declared that a united India would lead to the marginalization of Muslims, and eventually civil war between Hindus and Muslims. This change of view may have occurred through his correspondence with Allama Iqbal, who was close to him. Pakistan resolution In the session in Lahore in 1940, the Pakistan resolution was adopted as the main goal of the Muslim League. The resolution was rejected outright by the Congress, and criticized by many Muslim leaders like Maulana Abu Kalama Azad, Khan Abdul Gaffer Khan, Side Abdul Al Muddy and the Jamaal-e-Islamic.On 26 July 1943, Quaid was stabbed and wounded by a member of the extremist Chasers in an attempted assassination. During the mission of British minister Stafford Cripps, Jinnah demanded parity between the number of Congress and League ministers, the League's exclusive right to appoint Muslims and a right for Muslim-majority provinces to secede, leading to the breakdown of talks. When it became clear to both British and Congress party that Quaid and Muslim League would not budge from its demand, they made a common front against him. Gandhi-Quaid meetingsIn 1944 Gandhi held talks fourteen times with Quaid in Bombay, about a united front— while talks failed, Gandhi's overtures to Jinnah increased as a last ditch effort to avoid the partition of Hindustan. But League was becoming very representative of all Muslims. The League's influence increased in the Punjab after the death of Unionist leader Sikandar Hayat Khan in 1942. In the 1946 elections for the Constituent Assembly of India, the Congress won most of the elected seats, while the League won a large majority of Muslim electorate seats. Interim Government portfolios were announced on 25 October 1946.Muslim Leaguers were sworn in on 26 October 1946. The League entered the interim government, but Quaid refrained from accepting office for himself. This was credited as a major victory for Quaid, as the League entered government having rejected both plans, and was allowed to appoint an equal number of ministers despite being the minority party. The coalition was unable to work, resulting in a rising feeling within the Congress that independence of Pakistan was the only way of avoiding political chaos and possible civil war. Different views about QuaidSome revisionist historians like H M Serve and Ayesha Jalap assert that Quaid never wanted partition of India. It was actually the outcome of the Congress leaders being unwilling to share power with the Muslim League. It is asserted that Quaid only used the Pakistan demand as a method to mobilize support to obtain significant political rights for Muslims. Whatever the case may be, looking at the poor s ituation of Indian Muslims today and their second class status, Pakistanis should be grateful that Quaid gave up the idea of a united India after the British departure and insisted that Muslims in Hindustan should have their own homeland.Quaid has gained the admiration of major Indian nationalist politicians like Leal Krishna Advani whose comments praising Jinnah caused uproar in his own Bharatiya Janta Party Jessant Singh likewise praised Jinnah for standing up to the Indian National Congress and the British. Everyone from Mount baton, Gandhi, and Nehru down to ordinary persons, friend and foe all agreed that during his lifetime, he brought the wisdom to walk in the path of honor, the courage to follow his convictions, and an abiding compassion for others. He enriched us all by the nobility of his spirit.In his book â€Å"Verdict on India† (1944), Beverley Nichols, the British author and journalist has a chapter; Dialogue with a Giant. This is about his meeting with Quaid. H e wrote; â€Å"Mr. Jinnah is in a position of unique strategic importance. He can sway the battle this way or that as he chooses. His 100 million Muslims will march to the left, to the right, to the front, to the rear at his bidding and at nobody else’s. If Gandhi goes, there is Nehru or Raj opal or Paten or a dozen others. But if Jinnah goes, who is there? † CHAP # 4 Jinnah's Vision for Pakistan Defending Policy of QuaidIn 1937, Quaid defended his ideology of equality in his speech to the All-India Muslim League in Luck now where he stated, â€Å"Settlement can only be achieved between equals. † He also had a rebuttal to Nehru's statement which argued that the only two parties that mattered in India were the British Raj and INC. † Jinnah stated that the Muslim League was the third and â€Å"equal partner† within Indian politics. Quaid gave a precise definition of the term ‘Pakistan' in 1941 at Lahore in which he stated: â€Å"Some confusion prevails in the minds of some individuals in regard to the use of the word ‘Pakistan'.This word has become synonymous with the Lahore resolution owing to the fact that it is a convenient and compendious method of describing it. Whilst giving an interview to American press representatives in July 1942, when asked by one of the journalists whether the Muslims were a nation or not, Quaid replied: â€Å"We are a nation with our own distinctive culture and civilization, language and literature, art and architecture, names and nomenclature, sense of values and proportion, legal laws and moral codes, customs and calendar, history and traditions, aptitudes and ambitions, in short, we have our own distinctive outlook on life and of life.By all cannons of international law we are a nation. † A controversy has raged in Pakistan about whether Jinnah wanted Pakistan to be a secular state or an Islamic state. His views as expressed in his policy speech on 11 August 1947 said: â€Å" I think we should keep that in front of us as our ideal and you will find that in course of time Hindus would cease to be Hindus and Muslims would cease to be Muslims, not in the religious sense, because that is the personal faith of each individual, but in the political sense as citizens of the State†.Jinnah, 11August 1947 – presiding over the constituent assembly. Quaid wanted a secular state, but with Islamic principles. The reason is that a true Islamic state is not a theocratic state â€Å"Pakistan is not going to be a theocratic State to be ruled by priests with a divine mission. We have many non-Muslims – Hindus, Christians, and Parses – but they are all Pakistanis. They will enjoy the same rights and privileges as any other citizens and will play their rightful part in the affairs of Pakistan†.Broadcast talk to the people of the United States of America on Pakistan recorded February 1948 Inaugurating the assembly on 11 August 1947, Quaid spo ke of an inclusive and pluralist democracy promising equal rights for all citizens regardless of religion, caste or creed. This address is a cause of much debate in Pakistan as, on its basis, many claim that Jinnah wanted a secular state while supporters of Islamic Pakistan assert that this speech is being taken out of context when compared to other speeches by him.On 11 October 1947, in an address to Civil, Naval, Military and Air Force Officers of Pakistan Government, Karachi, he said: â€Å"We should have a State in which we could live and breathe as free men and which we could develop according to our own lights and culture and where principles of Islamic social justice could find free play†. On 21 February 1948, in an address to the officers and men of the 5th Heavy and 6thLight Regiments in Mali, Karachi, he said: â€Å"You have to stand guard over the development and maintenance of Islamic democracy, Islamic social justice and the equality of manhood in your own nativ e soil.With faith, discipline and selfless devotion to duty, there is nothing worthwhile that you cannot achieve†. CHAP # 5 Quaid-e-As am as a Governor General On 14th August 1947, Quaid-e-As am Mohammad Ali Jinnah became the 1st Governor General. He remained Governor General for thirteen months. During this period, he solved many important national issues. Some of them are mentioned as under: Formation of Federal Cabinet As soon as the Quaid-e-As am took an immediate action and nominated members of the Federal Cabinet to run the Government affairs smoothly. Liquate Ali Khan was elected as the Prime Minister.Other members of the cabinet were also nominated. This first cabinet of Pakistan took oath on 15th August 1947. Members of the Cabinet 1. Vardar Abdul Rib Nester (Transports) 2. Raja Ghazanfer Ali Khan (Agriculture) 3. Fazal-ur-Rehman (Education) 4. I. I Chundrigar (Industry) 5. Glulam Mohammad (Finance) 6. Jogander Nath Mandala (Law) 7. Sir Afar Ulla Khan Adjani (Affair) Constitutional Problems The Act of 1935 was amended and enforced in the country as there was no constitution available of the newly born state. Thus this great achievement was done under the administrative leadership of the Quaid-e-As am.Establishment of Capital Karachi was made Capital of Pakistan. Provincial Government Quaid-e-As an elected Chief Minister and Governor. Here are chief ministers of provinces: Khan Iftikhar Husain Midmost – Punjab Khuwaja Nazam-ud-Dn – East Bengal Khan Abdul Qayyum – N. W. F. P Mohammad AyeChurro – Sind Chief Commissioner (British) – Baluchistan Administrative Head Quarters For the administrative reformation, a committee was set up and Chaudhary Mohammad Aye was made the Secretary General. Civil Services were re-organized and Civil Services Academy was constituted. The Secretariat was established.Moreover, Head-quarters for Army, Navy and Air Force were set up. An ammunition factory was also set up. Attention to For eign Affairs Realizing the sensitivity of foreign affairs, Quaid-e-As am paid his utmost attention to the Foreign Policy. He developed healthy relations with the neighboring and developed countries that were the main objective of the Foreign Policy. Membership of UNO After independence, Quaid-e-As am paid immediate attention for acquiring membership of the United Nations Organization (UNO). On 30th September 1947, Pakistan became the member of the UNO. This all, was done under the dynamic leadership of Quaid-e-As am.Implementation of Education Policy Education plays an important role in the development of a country. It improves living standard of a nation and development. Education sector also needed attention at the time of independence. For this purpose, he held the first Educational Conference in 1947. He wished that every citizen of Pakistan should serve his nation with honesty and national spirit. He made nation with honesty and national spirit. He made acquisition of scientifi c and technological education compulsory for the students. Quaid-e-As am did a lot to improve education policy of the country. In the Service of PakistanQuaid-e-As am served his country till his death. Despite his bad health, he kept on going through the important files. He succumbed to deadly disease of consumption. First Cabinet of Pakistan First cabinet of Pakistan was also elected by Quaid-e-As am. He took of it. Liquate Ali Khan was first Prime Minister of Pakistan. CONCLUSION In the conclusion I would like to say that Quaid was great leader and a true Muslim and he was a real architect of Pakistan. He was great leader and he proved it by the creation of Pakistan and he is guiding star for the generation to come and he is role model for generation to come.Limitations First of all I am thankful to Allah Almighty who enabled me to make this assignment. It is wisely said that one feels no pains after he has been successful in doing a work. But I would like to mention some as they are asked. I live in hired hostel where internet is not available. Therefore, I faced many difficulties in gathering data. Moreover, I do not have my own computer so I had to work on my roommate’s computer or on the lab computer. I had much burden of studies of other subjects. So, I could not give as much concentration to this assignment.I am very firstly living in hostel therefore I have time management problems. I also do not possess very vast general knowledge. Bibliography * Syed Shamsul Hassan ed. , Correspondence of Quaid-i-Azam M. A. Jinnahand other papers, Shamsul Hassan collection, Organizational Matters, Vol. I (1936-1947) * Akbar S. Ahmed, Jinnah, Pakistan and Islamic Identity, (Karachi: Oxford University press, 1997) * Ahmad Khan Yusufi, Speeches, statements and messages of Quaid-e-Azam. * BBC's Poll for South Asia's greatest ever leader. * â€Å"1947 – August†. Chronicles Of Pakistan. * â€Å"I Remember Jinnah†. Daily Dawn (newspaper).  "Jinnah's speech to the Constituent Assembly of Pakistan†. 11 August 1947. * â€Å"Jinnah's Thought at a Glance†. Yes Pakistan. com. * â€Å"Jinnah: South Asia's greatest ever leader†. * â€Å"Muhammad Ali Jinnah (1876–1948)†. Story of Pakistan. * â€Å"Mohammed Ali Jinnah (1876–1948)†. Harappa. com. * Prof. Khurshid Ahmed, Islamic Ideology (Karachi: Karachi university,2002). * â€Å"Pictures of Quaid (Album)†. Urdu Point. * Quaid’s speech at university stadium Lahore, 30 october 1947. * â€Å"Quaid-i-Azam Muhammad Ali Jinnah†. Government of Pakistan Website. * â€Å"Quaid-e-As is Mohammad Ali Jinnah†. The Jinnah Society. Rajmohan Gandhi, Eight Lives: A Study of the Hindu-Muslim Encounter (Albany, NY: State University of New York Press, 1986). * Syed Hussain Imam â€Å"Sterling qualities of Quaid†. * â€Å"South Asia's Clarence Darrow†. Chow. * â€Å"The Father of Pakistan†. The Most Inf luential Asians of the Century by TIME. * Wikipedia the free Encyclopedia. * www. national heritage . government. pk ————————————————- ————————————————- THE END†¦ ————————————————- ————————————————- ————————————————-

Example Cognitive Evaluation †Psychology Research Paper

Example Cognitive Evaluation – Psychology Research Paper Free Online Research Papers Example Cognitive Evaluation Psychology Research Paper Miss Alias volunteered to be evaluated in order to assist the examiner in obtaining experience and basic understanding in administering and interpreting cognitive instruments. This was a requirement for Forensic Assessment I 6705. BACKGROUND HISTORY: Miss Alias is a single 33-year-old female. She was born in the City, California and raised in an intact, upper class family of British, German, and Norwegian descent. She has one sibling, who is two years, her elder. All members of her family are highly educated with â€Å"respectable† jobs. Her father is a mechanical engineer who has a Bachelor of and Science degree in engineering. Her mother is a teacher and has a degree in home economics. Her sister is an attorney who also has a master’s degree in Library Arts and Science. Miss Alias is a high level executive in advertising who has a BS degree in Finance and Business Administration. She owns a â€Å"moderately† large house located in prestigious part of the city in which she lives. She explained that in the future she would like to be married and have a child while maintaining her career. Miss Alias stated that she was very pleased with her job. Miss Alias reported that she had a â€Å"reasonably happy childhood.† Her extracurricular activities included: Pixies, Brownies, Girl Scouts, Tap dancing, Cheerleading, Swimming, National Charity league, and Tennis. She described herself as being outgoing at an early age, always playing with the neighborhood children, and having a â€Å"large† number of friends. As a group activity her family worked on remodeling their house. She remembered she and her sister having to clean the used bricks, which left their hands raw and bloody. Miss Alias stated that at times her sister and she would feel their parents loved their house more than their children. Although she never witnessed her parents fighting, she said they were non-demonstrative towards each other. She said her parents do not believe in God, which is difficult, because she aliass. She stated that her parents view individuals who have a religious affiliation as being weak; therefore she hides her belief in God from them. Miss Alias stated that â€Å"conflicts between herself and her sister started when she arrived home from the hospital at birth.† She explained that her sister always wanted to â€Å"kill† her. Her sister hid her favorite stuffed animal, hit her, and threw heavy objects at her. Miss Alias stated that her parents’ thoughts were that â€Å"her sister could do no wrong† and would say â€Å"poor Karen what are we going to do about Karen.† Her family considered Miss Alias to be the beauty of the family and because of this, they told her she was â€Å"blessed†. Her sister was not considered beautiful and because of this Miss Alias felt guilty. Her current relationship with her sister is â€Å"better†, although Miss. Alias said she is waiting for the â€Å"other shoe to drop.† She stated that she could never trust her sister. Educational History: Miss Alias stated that in kindergarten, she had a hard time reading and spelling. Because of this her parents made her read extra books as well as memorize all the state capitals which helped her overcome this difficulty. She stated that she was forced by her mother to become right handed. Her weakest area was spelling and her strongest area was mathematics. She reported her intellectual and academic abilities as being above average. She was enrolled in advanced placement classes, graduating high school with a 4.5 GPA. She graduated from college in less than three years with a 3.0 GPA. She stated that she was an exemplary student, never receiving detention, nor ever being reprimanded in school. Work History: Miss Alias performed various odd jobs before her college years. During college, she concentrated on her studies and was fortunate to have parents who would support her without her having to work while she attended school. Upon graduation from college she obtained employment at a bank as a new accounts customer service representative. While at the bank she became acquainted with people in the modeling industry, and although she occasionally modeled she mainly became interested in becoming a scout for new talent. She thereupon withdrew from the bank and worked for a modeling agency two years as a scout. Following this, she obtained a position in an advertising agency as an account executive. The reason for this career change, according to her, is that she was not using her finance and business training, which was â€Å"going to waste.† Miss Alias rapidly rose up in the ranks in the advertising agency, to the point that she is presently holding some major accounts essentially on her own. In her present position as an account executive, Miss Alias is required to use various cognitive and intellectual capabilities, including verbal communication (holding meetings with clients and colleagues, giving presentations, talking on the phone, working on reports and developing ad campaigns). In addition, she uses her creative abilities to a great extent, as she either individually or in cooperation with coworkers develops such verbal and visual structures as advertising copy, layouts, logos, slogans, music, art and photos as well as other aspects of ad campaigns. Health History: Miss Alias was the product of a 9 1/2 month pregnancy. Birth weight was 6 pounds 4 ounces. Her birth was complicated due to the umbilical cord being wrapped around her neck two times. Aside from this complication she was healthy. Her developmental milestones were reported to be normal. Miss Alias stated that her mother might have drunk wine while carrying her. Miss Alias reported that at the age of four her sister pushed her, resulting in her â€Å"cracking her head.† She stated she was injured and required stitches. In 1988, at the age of 15, Miss Alias states she was raped by a classmate while attending a debate competition. Miss Alias reported that in 1989, at the age of 16, while intoxicated at a party, six men â€Å"violently† raped her, after the rape, she blacked out. She did not know what caused her to black out. She sought no medical treatment following this event. At the age of 18 Miss Alias reports she contacted a rape crisis counseling center. In 1992, at the age of 20, while getting out of the shower, her sister, hit her with her fists and knocked her onto the floor, she said she slightly hitting her head. She denies being injured or unconscious. In 2000, at the age of 28, she had a concussion, due to a car accident. After the accident she could not make proper sentences for approximately three days and then she reported feeling normal. She reported that she was in the backseat of her friend’s car, when the car was hit by another car, sending the car spinning. The first thing she remembered before the collision was the other car turning towards her. The first thing she remembered seeing, after the accident, was the airbag dust and crackers that were spread throughout the car. She went home, believing she was fine. Two days after the accident she was dismissed from work for the day, in order for her to see a doctor. The doctor took x-rays and told her she had a concussion and would be fine. Drug and Alcohol History: Although Miss Alias experimented with â€Å"street drugs,† during her adolescent years, at the present time, she restricts herself to moderate social drinking. She aliass not smoke cigarettes or marijuana. Physical Appearance: Miss Alias is a 33 year-old Caucasian female. She presents herself with a well groomed and fashionable appearance. She is approximately 5’ 3† with blonde hair and blue eyes. She arrived for the evaluation in casual chic attire; wearing a grey v neck tee shirt with black slacks and black high heels and carrying a black cardigan sweater. She appears clean and well groomed. BEHAVIOR OBSERVATIONS AND RESPONSE TO EVALUATION: Miss Alias was courteous and cooperative during the evaluation, but appeared at times overly nervous about the correctness of her responses. During the assessment tasks that required more creative thinking, such as Picture Completion, she was anxious to find the correct answers and looked to the examiner as to whether her responses were correct. The examiner responded that it was not a part of the assessment process to give her the answers. At times during the assessment process, Miss Alias manifested anxious behavior, especially during the timed tests. At other times she appeared indifferent. She was mostly enthusiastic and eager to perform the tasks correctly and in a timely matter. However, during the later subtests, she almost seemed numb and emotionally insensitive, perhaps from fatigue. During the assessment process, Miss Alias maintained eye contact with the examiner and seemed especially attuned to the time limits allotted during the timed tasks. During these times she looked anxiously at the examiner for some clue when the allotted time would elapse. Before each task she asked if it were timed and occasionally stated that she liked the â€Å"challenge† of being timed. Miss Alias maintained an upright posture during the session, which was neither rigid nor slack. She did not apparently tire during the assessment process until the very end. At various times during the assessment process, Miss Alias asked the examiner for particulars as to why the tests were being administered and how the results would be interpreted or applied to her case. She was extremely curious and eager to learn all that she could before, during, and after the assessment. At the end of assessment, she appeared neither anxious to leave, nor desiring to stay. She appeared tired when she stood up and left. Miss Alias commented that although she felt â€Å"stupid† at times she found the experience to be â€Å"unique, perplexing and extremely interesting.† THE EVALUATION PROCEDURES: Interview Wechsler Adult Intelligence Scale, Third Edition (WAIS – III) Wide Range Achievement Test, Version IV (WRAT – 4) Peabody Picture Vocabulary Test – Third Edition (PPVT – III) Observation RESULTS OF EVALUATION: Intellectual Factors. Miss Alias was administered the WAIS III, which is a measure of an individual’s intellectual ability and overall cognitive capabilities. This assessment instrument is made up of 14 separate subtests that are divided into two major areas: Verbal subtests and Performance subtests. The Verbal subtests consist of tasks that involve language and logical verbal sequencing, while the Performance subtests consist of tasks that involve visual and spatial reasoning. Miss Alias completed the WAIS III in 3 hours and 37 minutes. Objective results of the WAIS – III were as follows: Scale IQ 95% Confidence Interval Percentile Rank Verbal Scale 115 110-119 84th Performance Scale 87 81-95 19th Full Scale 103 91-99 58th Factor Index 95% Confidence Interval Percentile Rank Verbal Comprehension 120 114-124 91st Perceptual Organization 93 86-101 32nd Working Memory 109 102-115 73rd Processing Speed 81 74-92 10th Scaled Percentile Corresponding Scaled Percentile Corresponding Subtest Score Rank IQ Subtest Score Rank IQ Picture Vocabulary 12 75th 110 Completion 5 5th 75 Digit Symbol- Similarities 16 (S) 98th 130 Coding 6 9th 95 Block Arithmetic 14 (S) 91st 120 Design 12 (S) 75th 110 Matrix Digit Span 9 (W) 37th 95 Reasoning 10 50th 100 Picture Information 13 84th 115 Arrangement 8 25th 90 Symbol Comprehension 11 63rd 105 Search 7 16th 85 Letter-Number Object Sequencing 12 75th 110 Assembly 8 25th 90 *(S) indicates a significant relative strength, p < .05; (W) indicates a significant relative weakness, p < .05. Miss Alias’s Full-Scale IQ is 103, which is in the Average range of intellectual ability. This score is at the 58th percentile of the general American population. Individuals in this range can be expected to perform moderate mental tasks and often may be found in non-managerial, professional career tracks. Persons having a Full-Scale IQ in this range sometimes obtain a higher education. In addition to the Full-Scale IQ, the WAIS - III also measures separate Verbal and Performance abilities. It is interesting to note there is a significant discrepancy between Miss Alias’s Verbal IQ (115) and her Performance IQ (87). Her Verbal IQ is significantly higher than her Performance IQ, which indicates a disparity between her language-related capabilities and her visual spatial capabilities. While her Verbal IQ lies at the 84th percentile, her Performance IQ is at the 19th percentile. These scores indicate that Miss Alias scores within the top 16% of the general American population (in the High Average range) in her verbal ability, and within the Low Average range, 19th percentile, on her non-verbal ability. The WAIS - III also provides four Indexes that measure ability clusters. These include the Verbal Comprehension Index, Perceptual Organization Index, Working Memory Index and Processing Speed Index. The Verbal Comprehension Index is a good measure of language ability and language-related intellectual capacity. On this Index, Miss Alias’s score is 120, which indicates that she is in the top 9% of the general American population. This score is in the Superior range. Miss Alias’s second highest Index score is in the Working Memory Index 109, which is at the 73rd percentile. This score is in the Average range. This score indicates that Miss Alias has an Average short-term memory capacity for learning either verbal or numeric information. On the Perceptual Organizational Index, Miss Alias had a score of 93, which is considered in the Average range and lies at the 32nd percentile. This result indicates that Miss Alias’s perceptual abilities, in such areas such as sp atial reasoning, is substantially below her verbal abilities. Furthermore, Miss Alias scored 81 on the Processing Speed Index in the Low Average range (at the 10th percentile). This result indicates that Miss Alias’s cognitive abilities appeared to be slowed in a way that aliass not match her high verbal capacities. Miss Alias’s strengths and weaknesses can be most effectively evaluated by examining three sets of data: her IQ scores, her Index scores and her Subtests scores. First, in evaluating her IQ scores there is a discrepancy between her Verbal IQ and her Performance IQ of 28 points. Miss Alias’s verbal intellectual capacities are much higher than her performance intellectual capacities with a difference that is significant at the .05 alpha level. This difference might indicate certain weaknesses related to abilities measured by the Performance Scale or might indicate an organic or functional disorder. In terms of Miss Alias’s Indices, her Verbal Comprehension Index is far higher than the other Indices, which include Working Memory Index, Perceptual Organization Index and Processing Speed Index. The most striking difference is a Superior score on Verbal Comprehension Index as compared with Low Average performance on Processing Speed Index. This discrepancy indicates that Miss Alias’s verbal comprehension and expression are in the Superior range as well as her nonverbal reasoning ability involving visual stimuli and concrete materials. Conversely, on tasks that emphasize non-verbal reasoning ability as well as tests that require visceral motor processing speed Miss Alias falls within the average general population. These results are perplexing when taken into account that she has a college degree and works in a high level managerial position. To further clarify the discrepancies in her results the subtest scores will be examined. On such subscales as Vocabulary, Similarities, Information, Arithmetic and Letter Number Sequencing Miss Alias scored in the Very Superior, Superior or High Average range. These results indicate that Miss Alias’s concentration on computational skill sequencing, verbal information and language related abilities are on a level that is equivalent to her professional capacities. She especially aliass well on verbal tasks that require information. However, on verbal tasks that require short term memory such as Digit Span and Comprehension she falls within the Average range. The results from the verbal subscales seem to indicate that Miss Alias’s capacities are most pronounced when processing speed or short-term memory are not involved in the task. While looking at the Performance subtests, Miss Alias scores in the Low Average range and Borderline range on such subtests as Picture Completion and Symbol Search. The tasks involved in these subtests require short-term visual memory, concentration, attention and a person’s ability to pick out essential from nonessential details, as well as visio-spatial reasoning abilities. The subtests that are most markedly low involve processing speed assignments, on such tasks Miss Alias performs poorly. She scored in the Average range in Matrix Reasoning, Picture Arrangement, and Digit Symbol Coding. The only Performance scale subtest that Miss Alias performed in the High Average range was Block Design. Objective results of the PVVT – III were as follows: Chr. Age Raw Score Standard Score Percentile Rank N.C. Equiv. Stanine Age Equiv. 33-1 166 88 21st 33 3 17-01 Miss Alias was administered the Peabody Picture Vocabulary Test - Third Edition which is a test that measures receptive verbal ability. Her scores on this measure are well below her age mates. Miss Alias scored at the 75th percentile on the WAIS – III Verbal Comprehension Index in contrast to her score in the 21st percentile on the PVVT – III. This suggests that Miss Alias’s expressive appears to be more advanced then her receptive vocabulary. Achievement Factors. Objective results of the WRAT IV were as follows: Subtest Standard Score Percentile Word Reading 103 58th Sentence Comprehension 107 68th Spelling 107 68th Math Computation 116 86th Reading Composite 103 58th The Wide Range Achievement Test IV is incorporated in the test battery administered to Miss Alias to provide a more diverse base of assessment, that is helpful in evaluating for possible educational and or vocational strengths and weaknesses that might impact personal, educational, and or vocational goals. The WRAT IV is a norm referenced test that measures academic skills. The assessment included subsets such as Word Reading, Sentence Comprehension, Spelling, and Math Computation for individuals between 5 and 94 years old. The Word Reading component is an estimate of letter and word decoding skills that are measured through letter identification and word recognition. The Sentence Comprehension subtest is an assessment of an individual's ability to comprehend meaning, ideas, and information contained in sentences using a cloze technique. The Spelling subtest is an estimate of an individual's ability to encode verbal information into written format. The Math Computation subtest is an overall assessment of mathematics ability regarding oral and written materials. The results of Miss Alias’s WRAT IV assessment indicate an average intellectual ability in verbal and a high average in number related skills. Her subtests scores on Word Reading, Sentence Comprehension, Spelling and Reading Composite are within the average range of ability that indicates the verbal intellectual abilities of the average college student. Her highest subtest score was in Math Computation which indicated a better ability to handle numerical information and calculations. The score comparisons between the subtests do not indicate a marked discrepancy between the various achievement abilities measured by the WRAT IV. Moreover, the results of the WRAT IV for Miss Alias do not indicate any significant cognitive weaknesses and or learning disorders, they fit the profile of an average college educated adult. SUMMARY AND CONCLUSIONS: The overall results from this assessment indicate an inconsistent profile of an average learner who may suffer cognitive and or organic deficits that may impair the consistency of her performance. This inconsistent profile can be exemplified by Miss Alias’s Low Average performance on the Peabody compared with her Very Superior performance on the Similarities subtest of the WAIS -III. In addition a marked inconsistency can be seen by comparing the profiles obtained of the examinee on the WAIS - III and the WRAT - IV. On the WAIS - III Miss Alias performed in the High Average range on tasks that emphasized verbal reasoning, arithmetic and informational tasks. However, in tests that involved nonverbal visio spatial manipulations, creative thinking, working memory and processing speed, Miss Alias’s scores were below the majority of individuals in her age group. Her scores on the WRAT – IV, however, indicate a consistent profile of an average learner and a well-ba lanced ability to deal with information, both verbal and numerical. The keys to this inconsistency may be within both Miss Alias’s results on the PVVT–III and in her low scores on the WAIS - III for both Performance IQ and Processing Speed Index. Miss Alias’s Low Average performance on the PVVT–III (21st percentile), when compared with her results for the Verbal subtests on the WAIS - III and in her Verbal subtests scores for the WRAT IV might indicate either memory or processing problems. Miss Alias’s apparent deficits in slowness of processing speed and short-term memory performance may be due to possible brain damage, as her history indicates that she suffered a concussion six years ago and lost her ability to form sentences for a short time. There may have been a residual amount of damage that resulted from the accident, as well as other reported head â€Å"impacts.† Furthermore, these deficits may be caused by either attention deficits, anxiety or the psychological residue experienced in past years, an attention deficit disorder might account for the inconsistency between Miss Alias’s test scores on these assessments as it would explain the discrepancy between her ability and her performance. Perhaps during certain assessments administered by this examiner Miss Alias faltered because of distractions or lack of attention. In addition, the fact that Miss Alias experienced being raped by six men could lead to post-traumatic stress disorder that might manifest in an inability to focus on a given task. RECOMMENDATIONS: Considering the results of this evaluation, the following recommendations are suggested: 1. It is recommended that Miss Alias undergo a full neurological examination that can determine whether her deficits may be due to organic brain damage or some other neurological deficit. 2. Because the Picture Completion subtest from the WAIS – III is so substantially than all other abilities, it is recommended that Miss Alias undergoes a complete physical examination by a physician to determine if she suffers from any vision impairments, nutritional deficits, physical illness or disease. Low scores on this subtest may reflect vision difficulties, alertness to the environment, field dependence/independence and visual acuity. 3. It is also recommended that she is further assessed for attention deficit disorder and or post-traumatic stress disorder due to her lower score in the Symbol Search subtest from the WAIS – III. Low scores on this subtest may reflect attention span, concentration, distract ability, visual acuity, verbal elaboration, visual elaboration, planning, reflectivity/impulsivity or ability to perform under time pressure. 4. To address Miss Alias’s processing difficulties, it may be helpful for Miss Alias to use mnemonic aids and verbal mediation strategies. Research Papers on Example Cognitive Evaluation - Psychology Research PaperPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesThe Relationship Between Delinquency and Drug UseEffects of Television Violence on ChildrenComparison: Letter from Birmingham and CritoThree Concepts of PsychodynamicStandardized TestingCapital Punishment19 Century Society: A Deeply Divided EraHip-Hop is Art

Free Essays on The Metamorphosis

THE METAMORPHOSIS In the opening lines of German author Franz Kafkas’ short story narrative â€Å"The Metamorphosis†, the protagonist Gregor Samsa a disgruntled traveling salesman who lives with and supports his parents and little sister, awakens from a night of unpleasant dreams to find that he has been metamorphosed into a cockroach he calls a â€Å"monstrous vermin† (Kafka, page 89). This particularly strange opening sets the stage for in my opinion, a very strange and very vague play. I say this because throughout the whole story we never find out much less are given any clue of how or why he managed to be metamorphosed into this insect. Not to mention what the moral of the story is or the fact that this whole book reads like one big nauseating, joke. As the story begins we basically from the get go are introduced to the daily gist of the book which is Gregor’s everyday struggle with his newly acquired body. This is evident when Gregor try’s to crawl out of bed but cannot because he is laid down on his back and as a cockroach does not have the means to get himself up and into a upright poistion. To make things worst when he awakens at half-past six o’clock and is immediately late for the five o’clock train he was destined to be on for his meeting with the porter. Gregor is now running the risk of being unemployed if he doesn’t make his appointed rounds as a traveling salesman. It is right before this point that we find out about Gregor’s utter contempt for not only his job and his boss but his special loan workout wage setup as well. You see Gregor’s parents are in debt to his boss who is only referred to as the â€Å"chief† (Kafka, page 90) of his firm. Gregor himself who is a returning veteran of our country yearns to be free his Indentured like servitude to his chief so that he can feel free to pursue other goals. This to me I find quit e peculiar because it is never stated what he plans on doing after he pays t... Free Essays on The Metamorphosis Free Essays on The Metamorphosis The Metamorphosis By: Franz Kafka Gregor Samsa has gone through a metamorphosis. This change has turned Gregor into a â€Å"monstrous vermin†. The anxieties, inner terrors, and cynicism, which fill Gregor’s life, are expressed by Kafka throughout the novel, metamorphosis. Franz Kafka uses these feelings as an element of Expressionism to convey Gregor’s attitudes towards his life and society. Examples depicting this element of Expressionism used in the novel are Gregor’s feelings towards his job, the effect his job has on his family, and the cruelty that his family displays. The novel opens with Gregor in his monstrous state, late for work. He infers that his job as a traveling salesman is very consequential, yet he is growing tired and frustrated, â€Å"The upset of doing business is much worse than the actual business in the home office, and, besides, I’ve got the torture of traveling, worrying about changing trains, eating miserable food at all hours, constantly seeing new faces, no relationships that last or get more intimate. To the devil with it all!† (Kafka 12). Gregor has a great amount of fury towards his job, which eventually led to his anger towards society as a whole. The fact that his office manager showed up at Gregor’s house plays an immense role in creating trepidation and anxieties in Gregor’s mind. Gregor feels strangled by his job and is too weak to tolerate the pressure. In addition to the pressure created by his office manager and society, the Samsa’s, especially Gregor’s father, take advantage of him. Gregor earns the basic income to support his family. â€Å"But of course he actually could have paid off more of his father’s debt to the boss with this extra money, and the clay on which he could have gotten rid of his job would have been much closer, but now things were undoubtedly better, the way his father had arranged them.† (Kafka 76). The superficiality of the Samsa’s has put Gregor ... Free Essays on The Metamorphosis THE METAMORPHOSIS In the opening lines of German author Franz Kafkas’ short story narrative â€Å"The Metamorphosis†, the protagonist Gregor Samsa a disgruntled traveling salesman who lives with and supports his parents and little sister, awakens from a night of unpleasant dreams to find that he has been metamorphosed into a cockroach he calls a â€Å"monstrous vermin† (Kafka, page 89). This particularly strange opening sets the stage for in my opinion, a very strange and very vague play. I say this because throughout the whole story we never find out much less are given any clue of how or why he managed to be metamorphosed into this insect. Not to mention what the moral of the story is or the fact that this whole book reads like one big nauseating, joke. As the story begins we basically from the get go are introduced to the daily gist of the book which is Gregor’s everyday struggle with his newly acquired body. This is evident when Gregor try’s to crawl out of bed but cannot because he is laid down on his back and as a cockroach does not have the means to get himself up and into a upright poistion. To make things worst when he awakens at half-past six o’clock and is immediately late for the five o’clock train he was destined to be on for his meeting with the porter. Gregor is now running the risk of being unemployed if he doesn’t make his appointed rounds as a traveling salesman. It is right before this point that we find out about Gregor’s utter contempt for not only his job and his boss but his special loan workout wage setup as well. You see Gregor’s parents are in debt to his boss who is only referred to as the â€Å"chief† (Kafka, page 90) of his firm. Gregor himself who is a returning veteran of our country yearns to be free his Indentured like servitude to his chief so that he can feel free to pursue other goals. This to me I find quit e peculiar because it is never stated what he plans on doing after he pays t...

Theodore Roosevelt Essay Example | Topics and Well Written Essays - 500 words - 1

Theodore Roosevelt - Essay Example At an early stage of his life, he had fought many wars (World War I & II), which he had received several recognitions and military honors/decorations (i.e. Distinguished Service Medal, Service Cross, etc.), particularly the Congressional Medal of Honor. As a good political leader, Roosevelt Jr. was assigned to several big responsibilities, particularly as Governor-General of the U.S. acquired territories such as Puerto Rico (1929-1932) and the Philippines (1932-1933). Being the Governor-General of the Philippines was a big challenge to his political career and leadership because the island was uncivilized; there were strong revolutionary insurgents, and the great depression. However, having a big heart or the passion to help the uncivilized or the little one, he managed to inflict good government, which was positively accepted by the Filipinos. Although he stayed in the country for a short period of time, he was viewed by many Filipinos as an extraordinary kind of Governor in terms of his attitudes and dealings compared to his predecessors. In fact, he â€Å"does not mind being bitten by jungle mosquitoes, who can fall into wild Carabao barrows and like it, who can drink Igorot wine and lick his chops, who can be really human with out losing his grin† (Collier and Horowitz 332). This positive and friendly attitude of Roosevelt Jr. had gained him the respect of the Filipino people and acceptance of the American governance in the island. Moreover, he was able to repair the Filipino-American friendship, which was lost when Gen. Leonard Wood and William Cameron Forbes declined to accept that the Philippines was ready to self-rule (Rebecca Ongsotto and Reena Ongsotto 176). The Philippines was fortunate to have Roosevelt Jr. because he â€Å"deeply sympathized with the cause of the poor and advocated the improvement of the welfare of the masses† through the inauguration of the first community assembly (Cabag 19). Through these community assemblies, social

Spatial Differences of Rich and Poor Neighbourhood in Jeddah, Saudi Essay

Spatial Differences of Rich and Poor Neighbourhood in Jeddah, Saudi Arabia - Essay Example This paper explores the reason for this gap by studying poor and the posh areas in the modern city Jeddah located in the west coast of Saudi Arabia. The study analyzes six different factors based on birth rate, income rate, employment facility, education access, healthcare facilities and the crime rate in two prominent areas of the Jeddah city, the Al-Naeem district and the Al-Sharafiyah district. The paper examines how these various hypotheses affects the living condition of the poor and the rich people in these areas using the data collected through an elaborate survey in both the districts. The outcome of the research states there is relatively little difference between the life style of the rich and the poor. Both have nearly equal access to the education and employment. The chances for the poor people to earn more are slightly less than the rich owing to their rich people’s high education standard. The birth rate in both the poor and the rich families are more or less similar with slight variations in the number of children and the earning elders. But, the prevalence of crime rate is much higher in the poor neighbourhoods than the rich people’s area. Similarly, advanced healthcare facilities are mostly limited to the rich people. Introduction Just like many other Saudi Arabian cities, Jeddah too is mostly deserted. The fast growing city is located on the border of the Red Sea. The Al-Sarawat Mountains serve as a natural fortification for the city in the eastern side. The Gulf of Salman present on the northern side of the city acts as a great port. The cities location makes it a gateway for Mecca and Medina, the Jerusalem of the Islamists. The influx of tourists from international communities was crucial in the development of this multicultural city1. Jeddah is located on Tahoma coastal plain that is about 75 kilometres west of Mecca2. The region earned natural environmental distinction with a wide desert, eroded plateau at the central region, and the weather is dry and hot, although winter brings its cold season3. The climate in the city is usually quite high ranging up to 43 Â °C (109 Â °F) in the summers. Dust storms and bush fires are quite common. Jeddah is situated at the heart of the Middle East. It can be reached easily through flight from any North African and other Middles East country’s capital within a couple of hours. It is a major port of Saudi Arabia. Jeddah is considered as the next major commercial city in Saudi Arabia after Dubai. It is quite westernized and has all the modern facilities suitable for a metropolitan city. Jeddah's major shopping area Tahlia Street features everything from Gucci to Armani products along with their traditional jewelleries. Coined as the bride of the Red Sea, Jeddah stretched in a spatial area of 1,320 km24. Objective of the Study The main objective of the study is to spot out whether there is a significant gap between the life of the rich and the poor in the Saudi Arabia. The study selects the historical city of Jeddah as sample and explores the two districts in it, the economically backward Al-Sharafiyah and the posh Al-Naeem area. The main question considered for research is; How different is the life of the people living the economically ba ckward regions like Al-Sharafiyah different from the ones living in flourishing areas like Al-Naeem. The study compares the various aspects of the life of the poor and the rich through six different hypotheses listed below. Hypothesis 1: The birth rate and the number of family members in the Al-Sharafiyah district influence the fertility of the region. Justification: Al-Naeem has controlled infant birth rate and high earning adult’s rate in each family. On the other hand Al-Sharafiyah has more number of small children and controlled number of bread

Mesopotamia Creation Stories Essay Example | Topics and Well Written Essays - 2500 words

Mesopotamia Creation Stories - Essay Example This is because a text's genre serves to channel writers and readers by providing a common ground to determine the production and interpretation of specific texts. Biblical and Mesopotamian creation stories are linguistically, culturally, and historically very different from modern day ways of thinking, experiencing and interpreting the world. So as to correctly as possible interpret the writings of Genesis it is necessary to school oneself in other Near Eastern creation stories. The present paper will compare and contrast Mesopotamian creation stories with that of the Bible. Firstly, the creation story, "Epic of Creation" will be used to develop the Mesopotamian interpretation of how the cosmos and humankind came to be. Secondly, the Biblical interpretation of creation of this universe and humans will be presented. Next, issues of translation will be addressed. Finally, a conclusion shall synthesize the main arguments of the paper, and demonstrate the critical need for comparative analysis of creation stories in the Near East. The Mesopotamian myth of creation is quite violent, especially with regard to later civilizations, such as Egypt, and the later Biblical Creation Story. ... In turn these serpents produced Anshar, the heavens, and Kishar, the earthly world. And from these two came the great gods, Anu, Enlil, and Ea, as well as the other gods of the sky, earth, and the underworld. Many of these new gods were noisy, which upset Apsu and Tiamat, since they could not rest. These primordial goddesses then discussed whether they should annihilate their progeny. When Ea, the all-knowing, learned of Apsu's plan to destroy the gods he used his magic to capture her and Mummu. Tiamat was furious and created a monstrous army of gods and freak creatures to punish Ea and his cohorts. Ea went to his father Anshar, and Anshar advised him to send Anu to fight Tiamat. But both Anu and Ea were afraid of the goddess and her army. Then Ea called Marduk forth. Marduk promised to conquer Tiamat if he were given supreme authority over the gods. The gods agreed that he was to have lordship scepter, the throne, and an invincible weapon. Armed with bow and arrows, lightning, the winds, a hurricane, and a special net, Marduk rode forth to meet Tiamat in his chariot, which was a tempest, drawn by four fearsome steeds. They clashed and Marduk caught Tiamat in his net. When she opened her mouth to swallow him, Marduk let loose the hurricane, which filled her jaws and belly, thereby stunning her. The Marduk shot an arrow into her belly and killed her. Tiamat's army fled in confusion at her downfall, but Marduk caught them in his net, chained them, and cast them into the underworld. As he was cutting up Tiamat's body, Marduk conceived a plan. From one half he made the dome of the heavens, and with the other half he made the earth. He

The International Grocery Industry Term Paper Example | Topics and Well Written Essays - 1750 words

The International Grocery Industry - Term Paper Example In every economy, there has to be a government that makes up laws that definitely affect the way an entity sets its way of business. The legal entity is concerned in setting marketing standards like prices, distribution strategies of particular goods, how to treat employees and sometimes where to set up a market or an enterprise. The legal sector can either reduce or increase the competitive nature of a company. The British government has set strict rules on how different entities can deal with food and drinks products which highly affects the Tesco supermarket. The laws that have been set affect the packaging and labeling of the products. This is so because the products are perishable and they are consumed by very many people thus a small mistake in packaging and labeling can lead to numerous deaths which are against the objectives of the government; to protect the general public. It is right for the goods to be packaged well to avoid contamination and moreover, the labeling will al low the consumer to know the expiring date of a product, the ingredients of a product and if it is a counterfeit good or an original good. The laws have made the production costs to increase thus the price of the products have to increase. It has posed a great challenge to Tesco as it had to increase the retail prices thus threatened consumers to look for other options. Moreover, the banking sector of Tesco has been able to deal with the strict government laws made to protect the general public from being exploited by the banks. Royal Bank of Scotland had a joint venture with the Tesco Personal Finance system thus it has enabled the Tesco company to deal with the strict banking laws as they have a half-half share. The share in costs makes Tesco to half the burden thus enable it to make more profit and to be stable. This has seen the company making a profit of â‚ ¤130 million in February 2007. By making such profits, the Tesco Company is expected to have bought the Royal Bank of S cotland (Nash, 2006, pp. 23-56).