6 Reasons to Seek a Job in Health Care

6 Reasons to Seek a Job in Health Care The health care field has always been a solid  place to seek employment, and moving forward, the field is expected to add five million jobs by 2022- one-third of the total number of all jobs added by that time!  This increase of jobs in health care is largely the result of an aging population and changes to the health insurance system.  In 2014, health care jobs grew over 50 percent more than the previous year, according to Forbes. In addition to job security, a career in health care also comes with bonuses you won’t find in most other professions.Employee SatisfactionOne of the reasons the health care field is a good place to work is because of the fulfillment  employees find in  their jobs. Employers in the health care field seem to go that extra mile to ensure that employees are content and feel welcomed and comfortable on the job. One new study by Great Place to Work ® gives interesting insight into what makes an employee happy and inspires loyalty to a health care company.Health Care Companies Show AppreciationOne of the major reasons health care employees state they are happy with their jobs are constant tokens of appreciation from their employers. Some health care providers hold town hall meetings to hear what employees have to say. Others host a monthly breakfasts for groups of  employees. Others offer free meals at lunchtime or cater meals and hold birthday parties for all employees.Job PerksPerks are an important reason why health care jobs are popular. Health care workers work long hours and are on their feet for extended periods of time. Fitness classes, gym memberships, and free or subsidized health care are common, along with more unusual perks such as ping pong and arcade games on-site! One health care provider even supplies a concierge service to run errands for employees. A North Carolina health care company has vegetable gardens that are maintained by employees and a walking trail for fresh air and exercise.A Family-Friend ly Work AtmosphereOne feature these winning health care facilities have in common is that the people who run them go out of their way to make the employees feel like family. Employees who feel a personal connection work harder and go out of their way to help others. An Ohio facility holds events like Easter egg hunts for children and pet picture contests to encourage a sense of togetherness and camaraderie. A California company is both family and pet friendly, with the view that work and life demands require balance.Education Is EncouragedSeveral facilities in Missouri and Texas encourage employees to continue with their education, while one Texas health care facility even  offers courses that employees may take for career advancement. A Tennessee facility offers tuition reimbursement as incentive for employees to further their  education.Bonuses  to Augment PayMost employees of these health care facilities agree that they receive adequate pay; however, additional perks are ad ded to the pay structure in some cases. One Florida facility offers its employees no-interest loans and an Ohio company hands out frequent bonuses in appreciation. A New Jersey company offers a four-week vacation period for employees who work full-time and has childcare facilities on the site. It also allots one day’s pay for the employee to do volunteer work and donates the money raised to charity on an annual basis.

How to Use Sentence Connectors to Show Contrast

How to Use Sentence Connectors to Show Contrast Once you have mastered the basics of correct usage in written English, you will want to express yourself in increasingly complex ways. One of the best ways to improve your writing style is to use sentence connectors. Sentence connectors are used to express relationships between ideas and to combine sentences. The use of these connectors will add sophistication to your writing style. After you study these constructions, take the  contrasting ideas quiz  to check your understanding. Common Connectors for Contrast Type of Connector Connector(s) Examples Coordinating conjunction but High level positions are stressful at times, but the financial rewards make these positions very desirable indeed. Subordinating conjunctions whereas, while While high level positions are stressful at times, the financial rewards make these positions very desirable indeed. Conjunctive adverbs in contrast, on the other hand High level positions are stressful at times; on the other hand, the financial rewards make these positions very desirable indeed. Prepositions unlike Unlike the undesirable stress of high level positions, the financial rewards make these positions very desirable indeed. Common Constructions for Contrast Formula Example Explanation the main statement, but contrasting statement Id really like to come to the film, but I have to study tonight. Use a comma or semicolon (;) with but. But is the most common way to show contrasting ideas. the main statement, in spite of contrasting statement OR in spite of contrasting statement, main statement They continued on their journey, in spite of the pouring rain. Use in spite of plus a noun, noun phrase or gerund the main statement, despite contrasting statement OR Despite the contrasting statement, main statement They continued on their journey, despite the pouring rain. Use despite plus a noun, noun phrase or gerund the main statement, although contrasting statement OR Although contrasting statement, main statement We wanted to buy a sports car, although we knew that fast cars can be dangerous. Use although with a subject and a verb. Learn More About Sentence Connectors Sentence Connectors: AdditionSentence Connectors: OppositionSentence Connectors: Cause / EffectSentence Connectors: Comparison

STAR WARS Assignment Example | Topics and Well Written Essays - 250 words

STAR WARS - Assignment Example Therefore, they drill into the earth’s crust and pump in water. The principle of contraction and expansion works best here. When cold water comes in contact with the hot rocks, fractures develop on the rocks thus giving room for water to horizontally move towards the already drilled second hole. Steam escapes through this second hole to reach the earth’s surface. Depending on what has been set up, the steam can be used in turning turbines or steam engines (World Nuclear Association, 2013). Permanent disposal of war nuclear waste is increasingly becoming a problem because it takes a very long time for the waste isotopes to decay into safe levels. Even though waste management specialists’ advice users to bury such wastes deep below the ground; it is easy for particles to move thus causing ethical concern. War has a huge impact on the natural environment since it causes massive pollution to water sources, soil and air. For instance the Iraqi war of 2003 led to massive death among people blue plastic barriers that had a high level of uranium oxide got lost but dumped in the river to for barriers (Cardona, 2004). Residents unknowingly used the containers to store water and other food stuffs. Since then, there has been an increased death due to leukemia. Another example is the Gulf war of 1991 where Iraq and Kuwait differed over oil fields. In response to it, Iraq dumped close to two million tons of crude oil in the Persian Gulf. This had a huge effect on marine life. People living by the shows died due to brain cancer and kidney failures. For some reasons, nuclear energy is good. However, it has long negative impacts on the environment. This is evident through the major wars the world has experienced. The Hiroshima bombing in Japan still has effects to the city occupants. The effects of radiation have led to gene mutation and infertility in some

Globalization from a Cultural Anthropology's Perspective Essay

Globalization from a Cultural Anthropology's Perspective - Essay Example They came to the conclusion that all societies at their â€Å"civilization† stage must have gone through the former two stages of savagery and barbarian before making their way to â€Å"civilization†. All three stages were characterized on the basis of their shared attributes. Tyler focused more on other aspects of culture, for instance language and mythology, the arts of life and the arts of pleasure. (Hays) Globalization implies increasing influx of trade, finance, culture, people and ideas due to the advances in technology which has indirectly made modes of communication sophisticated, easier worldwide. Globalization has fast taken over today’s global economy. Not only are the world’s farthest places easily accessible but communication within seconds to and fro from different corners of the world has become a lot more easy. Today’s children and youth are far more connected and well versed with their counterpart teens from world over then a decade ago. Globalization studies have become very important point of convergence of interpretive anthropology and cultural anthropology. Terms such as â€Å"The New Economy† and globalization have become integral focus of Cultural Anthropology in modern literature of cultural anthropology. ... For example music, movies, arts. Popular culture and globalization have attracted similar hit songs, movies, artificats, even ways of conducted business in countries sharing different cultures. This is primarily because of more and easy awareness. So much has the influence of globalization been on cultural anthropology that today branding and value creation have whole heartedly accepted their importance. Massive campaigns world over are built accordingly. William Mazzarella’s award winning work titled â€Å"Very Bombay: Contending with the Global in an Indian Advertising Agency† is a very important example. (Harris) The widespread perception of consumer culture has always been there. Many attribute to America’s wealth and the status emerging out of WWII. Corporations back then were at their peak of manufacturing capacity. They had made a lot of money by capitalizing on the military needs and requirement. As a result, living standards rose and demands for material goods with more social standing also peaked. This lifestyle has stayed for the past few generations and now in most cases we short-sighted assume that we will always live like this. A good example of culturally invasive global trend can be seen in plastic surgery rooms in Iran. During the course of Islamic Revolution, makeup stayed restricted to Persian women and their faces would be covered to Islamic culture and names. As of today, Iran has become the nose job capital of the world. Iranian women world over spend more than â€Å"1500 dollars† to achieve what they call the â€Å"perfect nose† . The influences of satellite and television have also been immense and invasive. Persian women and many South Asian countries have adopted the idea that western nose is

Intro to medical technology Essay Example for Free

Intro to medical technology Essay This course will introduce students to the role, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to Clinical Laboratory Science. There will also be discussions on the more common laboratory tests associated with diseases of organ systems and how the results are utilized in diagnosis. Selected laboratory exercises from major disciplines in Clinical Laboratory Science will be performed. Course Learning Outcomes Upon completion of the course the student will be able to: 1. Appreciate the important role of the Medical Technologist in the saving of lives and relate that to the role of Jesus in the saving of souls. 2. Describe the different designations of laboratory professionals, the major job functions, and the education requirements for entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and interpretation of procedures presented. 4. Perform laboratory procedures taught utilizing correct techniques. 5. Discuss proper specimen collection techniques. Possess an introductory knowledge of the scope of testing performed in each of the following sections of the Clinical Laboratory: a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. Contribute to the overall improvement of the healthcare system. Instructional Procedures There will be one 80 minute lecture and a three-hour laboratory session weekly for approximately fifteen weeks. A short devotion will be conducted at the beginning of each class period. There will be written tests, assignments, reading reports and one final comprehensive exam. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. The laboratory component of this course will carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade will not be included in the calculation of the overall grade for this course. In this course, mastery is the goal, and the student is responsible for the information from assignments, text, manual, class discussion, other reading and laboratory procedures. No assignment should be placed beneath the office door unless otherwise specified by the instructor. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes cannot be made up. Integration of Faith and Learning Outcomes: 1. Demonstrate the fulfilment of God’s manifestation in our lives as the study the of Clinical Laboratory Science highlights the amazing design of the human machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that reflect an appreciation of health and wellness as tokens from God to be cherished and a commitment to assist others experiencing ill health through by our skills. Knowledge is power, but it is a power for good only when united with true piety. It must be vitalized by the Spirit of God, in order to serve the noblest purposes. CPT p. 38. NCU Values and Attitudes: Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness: I, Fabian Pitkin and all the students of MTCH: 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following: 1 Handling student issues in a fair and equitable manner 2 Displaying honesty with submitted work 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me. (Philippians 4:13) Integrity: The facilitator and students will undertake learning experiences that exercise the highest levels of integrity such as: Honouring deadlines in submission of assignments Practising academic honesty with respect to the use of published works and other intellectual property Participating equally in group work and activities Good stewardship of tools, equipment and other resources in the teaching learning environment Give fair evaluation to student work Display proper deportment and conduct. Justice: The facilitator and all students will exercise the highest level of justice and fairness in all actions related to this course in the areas of: Fair grading for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students regardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the University’s Main Campus and Extension Sites are available for student use. Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about gender, ethnicity, religion, et cetera will be tolerated. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either activity may result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for any other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this course, please ask the facilitator for clarification. Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should communicate with the instructor in a timely manner, to seek such special considerations. Students should present appropriate verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course Content Lecture 1. Introduction to the Profession and Fundamentals of the Clinical Laboratory No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the evolution of Clinical Laboratory Science 2. Draw and describe the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the importance of regulations concerning the quality and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and describe non-analytical and analytical factors in quality assessment. 8. Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the future directions for laboratory medicine. Content: 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Introduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. Quality Assessment Activities: 1. Group work (Think/pair/share) – What is Medical Technology? What does it entail? 2. Discussion – How important/ integral is this profession to the health care delivery system? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 4 -20 Lecture 2. Safety in the clinical laboratory, Specimen Collection, Transportation Handling Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the basic aspects of infection control policies, including how and when to use PPEs and the reasons for using Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3. Describe the basic steps if first aid. 4. Identify seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills needed to interact with patients in the collection of specimens 6. Describe the principles and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. Explain the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content: 1. Occupational Safety and Health Administration Acts and Standards 2. Handwashing Immunization 4. Prophylaxis 5. Exposure control 6. Laboratory Hazards 7. General Infection control Activities: 1. Group work (Think/pair/share) – Why is it so important to be immunized prior to entering into the clinical laboratory? 2. Discussion – What is the value of proper sample collection and handling to the generation of quality patient results? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 21-72 Assessment # 1: This assesses knowledge, comprehension, and synthesis of facts and principles outline in the lecture. Assessment tools- Matching, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 100 Lecture 3. Systems of measurement, Laboratory Equipment, and Reagents; The Microscope; Measurement Techniques in the Clinical Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Convert metric units of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin. Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to manufacture them. 4. Describe types and uses of laboratory centrifuges. 5. Compare various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. Explain the difference between magnification and resolution. 9. Define alignment, and describe the process of aligning a microscope. 10. Describe the procedure for correct light adjustment to obtain maximum resolution with sufficient contrast. 11. Identify the four basic measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its concentration. 14. Define Beer’s Law. 15. Name the components of the spectrophotometer. Identify three quality control tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content: 1. International Systems 2. Laboratory plasticware and glassware 3. Laboratory balances 4. Laboratory centrifuges 5. Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities: 1. Group work (Think/pair/share) – Problem solving; converting Fahrenheit to Celsius to Kelvin and finding unknown concentrations using the Beer’s law. Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 78 147 Lecture 4. Quality Assessment Quality Control in the Clinical Laboratory, Central Laboratory Automation Point-of-Care Testing, and Laboratory Information Systems No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratory’s quality assessment program, including its quality control program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5. Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard deviation in determination of the reference range. 7. Explain the major benefits of laboratory automation 8. Describe the five steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory Improvement Amendments of 1988 (CLIA ’88) test procedures 11. Provide examples of instrument-based point-of-care testing 12. Identify at least six characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory information systems 14. List and describe components of a computer system 15. Define the abbreviations LAN and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe five Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content: 1. Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities: 1. Group work (Think/pair/share) – Problem solving: Laboratory statistics and generation of Levy Jennings chart. 2. Discussion – Practical ways of ensuring quality in the clinical laboratory Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a single dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. Differentiate the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8. Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in blood and body fluids. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac markers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic drug assays and identify drugs of abuse. Content: 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. Electrolytes Acid-base balance 9. Renal function and other organ markers 10. Lipids 11. Hormone assays 12. Tumour markers Activities: 1. Group work (Think/pair/share) – Problem solving in serial dilution, creatinine clearance determination. 2. Discussion – Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 151 -159; 200 232 Sectional # 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture. Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 100 Lecture 6. Introduction to Haematology Haemostasis; Introduction to Blood Banking No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the composition of blood 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a differential blood count 5. Discuss the common laboratory tests used for coagulation and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and serum typing procedures 9. List and explain the components of compatibility testing, including identification, ABO and Rh typing, screening for unexpected antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each. Content: 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. Blood cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities: 1. Case study – Case review on anaemia Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 238 – 342; 543 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of urinalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a semen analysis. Content: 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities: 1. Group work (Think/pair/share) – Microscopic mapping the production of urine Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 351 414 Assessment # 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the terms: microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content: 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. Basic equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testing Activities: 1. Group work (Think/pair/share) – Media classification and identification Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology Serology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the grading of agglutination reactions. 6. Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and DNA chip technology. Content: 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities: 1. Group work (Think/pair/share) – Confidentially and HIV reports 2. Group revision – Brief review of the lecture Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 505 530 Assessment # 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 LECTURE SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be assigned on the basis of the student’s performance on tests, assignments, reading reports, labs and the final comprehensive examination. B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows: GRADE Quality Points Definition A 4. 00 Superior A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above Average B- 2. 67 Above Average C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations: 1. Attend all lectures, labs and tests. 2. Read assigned material before each lecture or lab session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise. Present all labs and assignments on time and in a neat format. No late work will be accepted. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from journal articles pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are: September – Accreditation for Clinical Laboratories October – Quality Assessment in the Clinical Laboratory November– choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clinical Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of information. 6. Use the lab objectives as a study review guide for examinations. All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. Disturbance of the class session will result in suspension from the class. 8. Take responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients’ lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology. This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students’ own initiative which may be reported to and reviewed by the teacher prior to initiation and or completion. REFERENCE MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES: All papers and assignments submitted should include a certificate of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and breach of copyright. Participation students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking feature embedded in the eLearning system ? orion DL, will be utilized to monitor student activity. Conduct within the Online Learning Environment the same guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ONLINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? Orion Learning Management System (? orion LMS): http://aeorionde. ncu. edu. jm/. For assistance or further details regarding access to online courses please visit: https://aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http://aeorionde. ncu. edu. jm/ and click on the orientation link. University Information Systems Services (UNISS) provides technical support between the hours of 8:00AM and 10:00PM Mondays through Thursdays and 8:00AM to 1:30PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance. Email service requests can be directed to: [emailprotected] edu. jm POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk: http://uniss. Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest possible time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please review the important technical requirements and the web browser configuration information at http://aeorionde. ncu. edu. jm/ to ensure that your personal computer meets the outlined requirements. This course has integrated communication tools that may be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http://aeorionde. ncu. edu. jm/features . Interaction with Instructor: The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may send personal concerns or questions to the instructor via email or using the course messaging module. The instructor will as much as possible reply to student’s queries within a week. LIBRARY SERVICES Distance Learners will need an ? orion user account to access all of the library’s electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http://www. ncu. edu. jm/library/ ASSIGNMENT SUBMISSION Please use the Assignments link on the course menu or see the icon on the designated page to upload assignments. You may click on the link for each assignment and follow the on-screen instructions to upload and submit your file(s). Bear in mind that you may only submit each assignment once, after which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note: each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 11:59 PM on the specified date. After your submission is graded, you may click each assignment’s â€Å"Graded† tab to check the results and feedback. If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group members will be able to view the results and feedback once it’s been graded. Assignment Submission Instructions using Turnitin: Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon located on the assignment submission web page. Next, click the submit icon. After which you will need to upload your assignment file please note that only one file may be submitted. To submit your assignment, click on â€Å"Browse† and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to: http://www. Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU EMAIL Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and faculty/staff through electronic mail. At the same time, e-mail raises some issues concerning security and the identity of each individual in an e-mail exchange. The university encourages all official student email correspondence to be sent only to a student’s NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m

Accounts Of The Holocaust Essay -- essays research papers fc

Accounts of the Holocaust The Holocaust was the systematic annihilation of six million Jews by the Nazi regime during the Second World War. I will tell the story of the Holocaust through many different personal accounts of people involved in many different sides of this incredible story. I will do this by using the personal accounts of surviving victims, of those not directly involved in the event, though affected by it, and the defense of the Nazi party. But first, I will tell you a little about the event. The Holocaust began in 1938 and lasted until 1945. This was most definitely the hardest seven years the Jewish population has ever faced. In 1933 approximately nine million Jews lived in the 21 European countries occupied by Germany during the war. The rise of the Nazi party’s anti-Semitism became noticeable in 1935 when laws were put forth limiting the rights of all German Jews. For the Jewish population the hardest time came with the introduction of the concentration camps. Jewish people were Cordova 2 stripped from their homes and hiding places by the German special police services such as the Special State Police (the Gestapo), the Storm Troopers (S.A.), and the Security Police (S.S.). The Jews were transported, in mass amounts, to different Concentration and Extermination Camps throughout Europe. Here they were forced into labor and exterminated when found to be useless to the Nazis. To explain the cause of the Holocaust we must first look at the situation through the eyes of the Nazi party. They truly believed that the Jewish population was the enemy and that annihilation was the only way to rebuild Germany. Dr. Joseph Gobells, the author of The Gobells Diaries, and a member of the Nazi party explained: The Jews have deserved the catastrophe that has now overtaken them. Their destruction will go hand in hand with the destruction of our enemies. We must hasten this process with cold ruthlessness. We shall thereby render an inestimable service to a humanity tormented for thousands of years by the Jews. This uncompromising anti-Semitic attitude must prevail among our own people despite all objectors. (www.virtual.co.il,1) Nazis felt that in order to build a perfect world all the impure Cordova 3 people, such as the Jews, must be exterminated. The Nazi party also expressed why all Jews, including women and children, were targeted. Heinr... ... dear G-d in a world gone mad and I have seen evil unleashed beyond reason or understanding. I was with them. We drank from the same bitter cup. I hid with them Feared with them, Struggled with them And when the killing was finally done I had survived while millions had died. I do not know why I have asked many questions for which there are no answers And I have even cursed my life thinking I could not endure the pain. But a flame inside refused to die. I could not throw away What had been ripped away from so many. In the end I had to choose life. I had to struggle to cross the bridge between the dead and the living. I had to rebuild what had been destroyed. I had to deny death Another victory. Bibliography www.about.com/holocaust www.members.home.net/captianhall/david_e.html#PreWarDaysOUR www.remember.org/malka.html 1 www.remember.org/witness/lipetz.htm 2 www.virtual.co.il/education/education/holocaust/quote/gobells.htm 1 www.virtual.co.il/education/education/holocaust/quote/himmler.htm 2 www.virtual.co.il/education/education/holocaust/quote/hitler.htm 3   Ã‚  Ã‚  Ã‚  Ã‚  

Strategic Analysis for Philip Morris

Mehmet Burkay 251311001 STRATEGIC ANALYSIS FOR PHILIP MORRIS *PEST ANALYSIS – Political and Legal Forces †¢ The laws regulated by the governments against the cigarette companies and cigarette advertisements, since early 90s. †¢ Increasing tax rates on cigarettes especially in U. S. and Western Europe †¢ The barriers against outside producers in china, korea, taiwan, japan – Economic Forces †¢ Increasing buying power of the consumers in developing countries †¢ Incremental costs of alternative marketing strategies †¢ Compensation expenditures †¢ Shrinking old markets in developed countries Growing new markets in developing countries – Social Forces †¢ Developing social awereness against harm of cigarette †¢ Campaigns against cigarette – Technological Forces †¢ Researches on cure for cancer †¢ Decreasing costs due to the developments of new Technologies †¢ Comprising new advertisement methods through internet * SWOT ANALYIS – Strengths †¢ Company’s strong financial budget †¢ Well known brands in cigarette market †¢ Prestigious image of Marlboro †¢ Successful partners in foreign markets †¢ Strong distribution channels †¢ Essential corporate culture – Weaknesses †¢ Inadequate comunication with public Opportunities †¢ Growing new markets in developing countries †¢ Chance to use brands in different sectors †¢ Merging or forming strategic alliances with local corporations in foreign markets – Threats †¢ Aggressive marketing campaigns of competitors †¢ Social campaigns against cigarette †¢ Legal barriers against cigarette consumption and advertisements †¢ Increasing prices in agricultural products †¢ Deaths due to cigarette †¢ Probable compensations * Industry and Competitor Analysis †¢ Potential Entrants: low First investment costs are quite high and markets are quite dom inated by existing firms Bargaining Power of Suppliers: medium In many countries state is the supplier of tobacco and prices are defined by states †¢ Bargaining Power of Buyers: low Cigarette consumers have no chance to bargain on prices †¢ Other Stakeholders’ Power: high Governments have very strong power to apply sanction on cigarette firms and cigarette market. †¢ Threats of Substitute Products: low Cigarette is easy to reach and use. There is also no serious product that can substitute cigarette †¢ Competition in Industry: high There are many firms activating in industry

The Lost Duke of Wyndham Chapter Twelve

Jack did (eventually) find his bedchamber, but even though he knew he'd likely still have been happily asleep if he hadn't been determined to join Grace at breakfast, when he lay down atop his covers, intending to take a restorative nap, he found himself unable to do so. This was profoundly irritating. He had long prided himself on his ability to fall asleep at will. It had come in handy during his years as a soldier. No one ever managed to acquire the correct sleep, either in quality or amount. He would steal his slumber where he could, and his friends had been eternally jealous that he could prop up against a tree, close his eyes, and be asleep within three minutes. But not, apparently, today, even though he'd traded a knobby tree for the finest mattress money could buy. He closed his eyes, took his customary long, slow breaths, and†¦nothing. Nothing but Grace. He'd like to have said she was haunting him, but that would have been a lie. It wasn't her fault that he was a fool. And in truth, it wasn't just that he was completely desperate for her (although he was, and most uncomfortably, too). He couldn't get her out of his mind because he didn't want to get her out of his mind. Because if he stopped thinking about Grace, he would have to start thinking about other things. The possibility of his being the Duke of Wyndham, for one. Possibility†¦Bah. He knew it was true. His parents had been married. All that was needed was to locate the parish register. He closed his eyes, trying to push back the overwhelming feeling of dread that was bearing down on him. He should have just lied and said that his parents had never wed. But blast it, he had not known the consequences when he said that they had. No one had told him he'd be crowned the bloody duke. All he'd known was that he was so damned furious with the dowager for kidnapping him and with Wyndham for staring at him like he was something to be swept under the rug. And then Wyndham had said, in that smarmy, superior voice of his: If indeed your parents were married†¦. Jack had snapped out his reply before he had a chance to consider the consequences of his actions. These people were not better than he was. They had no right to cast aspersions on his parents. It was too late now, though. Even if he tried to lie and recant his words, the dowager would not rest until she'd burned a trail through Ireland in search of the marriage documents. She wanted him to inherit, that much was clear. It was difficult to imagine her caring for anyone, but she had apparently adored her middle son. His father. And even though the dowager had not shown any particular fondness for him – not that he had made much of an effort to impress – she clearly preferred him over her other grandson. Jack had no idea what had transpired between the dowager and the current duke, if anything. But there was little affection between the pair. Jack stood and walked to the window, finally admitting defeat and giving up on the notion of sleep. The morning sun was already bright and high in the sky, and he was suddenly seized by a need to be out of doors, or rather, out of Belgrave. Strange, that one could feel so closed-in in such a massive dwelling. But he did, and he wanted out. Jack strode across the room and snatched up his coat. It was satisfyingly shabby atop the fine apparel of Wyndham's he'd donned that morning. He almost hoped he bumped into the dowager, just so she could see him all dusty and road-worn. Almost. But not quite. With quick, long strides he made his way down to the main hall, just about the only location he knew how to get to. His footsteps were annoyingly loud on the marble as he walked forth. Everything seemed to echo here. It was too big, too impersonal, too – â€Å"Thomas?† He stopped. It was a female voice. Not Grace. Young, though. Unsure of her surroundings. â€Å"Is that – I'm so sorry.† It was indeed a young woman, of medium height, blond, with rather fetching hazel eyes. She was standing near the doorway of the drawing room he had been dragged into the day before. Her cheeks were delightfully pink, with a smattering of freckles he was sure she detested. (All women did, he'd learned.) There was something exceptionally pleasant about her, he decided. If he weren't so obsessed with Grace, he would flirt with her. â€Å"Sorry to disappoint,† he murmured, offering her a roguish smile. This wasn't flirting. This was how he conversed with all ladies. The difference was in the intention. â€Å"No,† she said quickly, â€Å"of course not. It was my mistake. I was just sitting back there.† She motioned behind her to a seating area. â€Å"You looked rather like the duke as you walked by.† This must be the fiancee, Jack realized. How interesting. It was difficult to imagine why Wyndham was dragging his heels on the marriage. He swept into a gracious bow. â€Å"Captain Jack Audley, at your service, ma'am.† It had been some time since he'd introduced himself with his military rank, but somehow it seemed the thing to do. She bobbed a polite curtsy. â€Å"Lady Amelia Willoughby.† â€Å"Wyndham's fiancee.† â€Å"You know him, then? Oh, well, of course you do. You are a guest here. Oh, you must be his fencing partner.† â€Å"He told you about me?† The day grew more interesting by the second. â€Å"Not much,† she admitted. She blinked, staring at a spot that was not his eyes. He realized that she was looking at his cheek, which was still discolored from his altercation with her fiance the day before. â€Å"Ah, this,† he murmured, affecting mild embarrassment. â€Å"It looks much worse than it actually is.† She wanted to ask about it. He could see it in her eyes. He wondered if she'd seen Wyndham's blackened eye. That would certainly set her curiosity on fire. â€Å"Tell me, Lady Amelia,† he said conversationally, â€Å"what color is it today?† â€Å"Your cheek?† she asked with some surprise. â€Å"Indeed. Bruises tend to look worse as they age, have you noticed? Yesterday it was quite purple, almost regally so, with a hint of blue in it. I haven't checked in the mirror lately.† He turned his head to offer her a better view. â€Å"Is it still as attractive?† Her eyes widened, and for a moment she seemed not to know what to say. Jack wondered if she was unused to men flirting with her. Shame on Wyndham. He had done her a great disservice. â€Å"Er, no,† she replied. â€Å"I would not call it attractive.† He laughed. â€Å"No mincing words for you, eh?† â€Å"I'm afraid those blue undertones of which you were so proud have gone a bit green.† He leaned in with a warm smile. â€Å"To match my eyes?† â€Å"No,† she said, seemingly immune to his charms, â€Å"not with the purple overlaying it. It looks quite horrible.† â€Å"Purple mixed with green makes†¦?† â€Å"Quite a mess.† Jack laughed again. â€Å"You are charming, Lady Amelia. But I am sure your fiance tells you that on every possible occasion.† She did not reply. Not that she could; her only possible answers were yes, which would reveal her conceit, or no, which would reveal Wyndham's negligence. Neither was what a lady wished to show to the world. â€Å"Do you await him here?† he asked, thinking to himself that it was time to end the conversation. Lady Amelia was charming, and he could not deny a certain level of entertainment that came from making her acquaintance without Wyndham's knowledge, but he was still a bit wound up inside, and he was looking forward to time out of doors. â€Å"No, I just – † She cleared her throat. â€Å"I am here to see Miss Eversleigh.† Grace? And who was to say that a man could not acquire a bit of fresh air in a drawing room? One had only to crack open a window. â€Å"Have you met Miss Eversleigh?† Lady Amelia asked. â€Å"Indeed I have. She is most lovely.† â€Å"Yes.† There was a pause, just long enough for Jack to wonder at it. â€Å"She is universally admired,† Lady Amelia finished. Jack thought about making trouble for Wyndham. A simple, murmured, It must be difficult for you, with so beautiful a lady in residence here at Belgrave, would go a long way. But it would make equal trouble for Grace, which he was not prepared to do. And so instead he chose the bland and boring: â€Å"Are you and Miss Eversleigh acquaintances?† â€Å"Yes. I mean, no. More than that, I should say. I have known Grace since childhood. She is most friendly with my elder sister.† â€Å"And surely with you, as well.† â€Å"Of course.† Lady Amelia acceded. â€Å"But more so with my sister. They are of an age, you see.† â€Å"Ah, the plight of the younger sibling,† he murmured. â€Å"You share the experience?† â€Å"Not at all,† he said with a grin. â€Å"I was the one ignoring the hangers-on.† He thought back to his days with the Audleys. Edward had been but six months younger, and Arthur a mere eighteen months after that. Poor Arthur had been left out of any number of escapades, and yet wasn't it interesting – it was Arthur with whom he had ultimately formed the strongest bond. Arthur had been uncommonly perceptive. They shared that. Jack had always been good at reading people. He'd had to. Sometimes it was his only means of gathering information. But as a boy he'd viewed Arthur as an annoying little whelp; it wasn't until they were both students at Portora Royal that he realized that Arthur saw everything, too. And although he had never come out and said it, Jack knew that he'd seen everything in him as well. But he refused to grow maudlin. Not right now, not with a charming lady for company and the promise of another at any moment. And so he pushed more happy thoughts of Arthur to the forefront of his mind and said, â€Å"I was the eldest of the brood. A fortuitous position, I think. I should have been most unhappy not to have been in charge.† Lady Amelia smiled at that. â€Å"I am the second of five, so I can appreciate your sentiments as well.† â€Å"Five! All girls?† he guessed. â€Å"How did you know?† â€Å"I have no idea,† he said quite honestly, â€Å"except that it is such a charming image. It would have been a shame to have sullied it with a male.† â€Å"Is your tongue always this silver, Captain Audley?† He gave her one of his best half smiles. â€Å"Except when it's gold.† â€Å"Amelia!† They both turned. Grace had entered the room. â€Å"And Mr. Audley,† she said, looking surprised to see him there. â€Å"Oh, I'm sorry,† Lady Amelia said, turning to him. â€Å"I thought it was Captain Audley.† â€Å"It is,† he said with a very slight shrug. â€Å"Depending upon my mood.† He turned to Grace and bowed. â€Å"It is indeed a privilege to see you again so soon, Miss Eversleigh.† She blushed. He wondered if Lady Amelia noticed. â€Å"I did not realize you were here,† Grace said after bobbing a curtsy. â€Å"There is no reason why you should have done. I was heading outside for a restorative walk when Lady Amelia intercepted me.† â€Å"I thought he was Wyndham,† Lady Amelia said. â€Å"Isn't that the oddest thing?† â€Å"Indeed,† Grace replied, looking acutely uncomfortable. â€Å"Of course I was not paying much attention,† Lady Amelia continued, â€Å"which I am sure explains it. I only caught sight of him out of the corner of my eye as he strode past the open doorway.† Jack turned to Grace. â€Å"It makes so much sense when put that way, does it not?† â€Å"So much sense,† Grace echoed. She glanced over her shoulder. â€Å"Are you waiting for someone, Miss Eversleigh?† Jack inquired. â€Å"No, I was just thinking that his grace might like to join us. Er, since his fiancee is here, of course.† â€Å"Is he returned, then?† Jack murmured. â€Å"I was not aware.† â€Å"That is what I have been told,† Grace said, and he was certain that she was lying, although he could not imagine why. â€Å"I have not seen him myself.† â€Å"Alas,† Jack said, â€Å"he has been absent for some time.† Grace swallowed. â€Å"I think I should get him.† â€Å"But you only just got here.† â€Å"Nonetheless – â€Å" â€Å"We shall ring for him,† Jack said, since he wasn't going to allow her such an easy escape. Not to mention that he was rather looking forward to the duke discovering him here with both Grace and Lady Amelia. He crossed the room and gave the bellpull a yank. â€Å"There,† he said. â€Å"It is done.† Grace smiled uncomfortably and moved to the sofa. â€Å"I believe I will sit down.† â€Å"I will join you,† Lady Amelia said with alacrity. She hurried after Grace and took a seat right beside her. Together they sat, stiff and awkward. â€Å"What a fetching tableau the two of you make,† he said, because really, how could he not tease them? â€Å"And me, without my oils.† â€Å"Do you paint, Mr. Audley?† Lady Amelia inquired. â€Å"Alas, no. But I have been thinking I might take some lessons. It is a noble pursuit for a gentleman, wouldn't you say?† â€Å"Oh, indeed.† Silence, then Lady Amelia nudged Grace. â€Å"Mr. Audley is a great appreciator of art,† Grace blurted out. â€Å"You must be enjoying your stay at Belgrave, then,† Lady Amelia said. Her face was the perfect picture of polite interest. He wondered how long it had taken her to hone the expression. As the daughter of an earl, she would have any number of social obligations. He imagined that the expression – placid and unmoving, yet not unfriendly – was quite useful. â€Å"I look forward to touring the collections,† Jack replied. â€Å"Miss Eversleigh has consented to show them to me.† Lady Amelia turned to Grace as best she could, considering that they were wedged up against one another. â€Å"That was very kind of you, Grace.† Grace grunted something that was probably meant to be a response. â€Å"We plan to avoid cupids,† Jack said. â€Å"Cupids?† Lady Amelia echoed. Grace looked the other way. â€Å"I have discovered that I am not fond of them.† Lady Amelia regarded him with a curious mixture of irritation and disbelief. Jack glanced at Grace to gauge her reaction, then returned his attention to Lady Amelia. â€Å"I can see that you disagree, Lady Amelia.† â€Å"What is there not to like about cupids?† He perched himself on the arm of the opposite sofa. â€Å"You don't find them rather dangerous?† â€Å"Chubby little babies?† â€Å"Carrying deadly weapons,† he reminded her. â€Å"They are not real arrows.† He made another attempt to draw Grace into the conversation. â€Å"What do you think, Miss Eversleigh?† â€Å"I don't often think about cupids,† she said tersely. â€Å"And yet we have already discussed them twice, you and I.† â€Å"Because you brought them up.† Jack turned to Lady Amelia. â€Å"My dressing room is positively awash in them.† Lady Amelia turned to Grace. â€Å"You were in his dressing room?† â€Å"Not with him,† Grace practically snapped. â€Å"But I have certainly seen it before.† Jack smiled to himself, wondering what it said about him that he so liked making trouble. â€Å"Pardon,† Grace muttered, clearly embarrassed by her outburst. â€Å"Mr. Audley,† Lady Amelia said, turning to him with determination. â€Å"Lady Amelia.† â€Å"Would it be rude if Miss Eversleigh and I took a turn about the room?† â€Å"Of course not,† he said, even though he could see in her face that in fact she did think it was rude. But he did not mind. If the ladies wished to share confidences, he was not going to stand in their way. Besides, he enjoyed watching Grace move. â€Å"Thank you for your understanding,† Lady Amelia said, linking her arm through Grace's and pulling them both to their feet. â€Å"I do feel the need to stretch my legs, and I fear that your stride would be far too brisk for a lady.† How she uttered that without choking on her tongue, he did not know. But he merely smiled and watched them as they moved as one to the window, leaving him behind and out of earshot.

My Utopia essays

My Utopia essays My utopia does not exist in a perfect world; the reason for this is that I believe there is no such thing as a perfect world. There are balanced worlds, and worlds that exist in harmony, but never a perfect world. If there were such thing as a perfect world there would be no need for advancements and breakthroughs as there is now. Society would become stagnant, and eventually die off. So in my utopia, my world, things are ever changing, there is not a day that is like any other; there are similarities, but never the same thing twice. The people that inhabit my world are content. They have all their needs met, and they meet the needs of their society. Everyone works. The need for everyone to work should be obvious. And anyone who does not work for the good for their society is exiled. As a reward for working, all a persons needs are met by the society they serve. If you work, you get a house, you get the food you need, and the clothing to clothe you. Other material possessions are earned through a merit system. Through this system, if you go above and beyond what is required of your responsibilities then you earn a merit, and merits can be exchanged for superficial possessions. Working also guarantees free health care. This, including relatives and children, if you are sick and cannot work, your relatives health care will cover you, covers everything. The same with any other special needs you or your family might have. They are all covered by society. Education is also provided by society. An individual can progress their quest for knowledge at any level for free. All institutions provide the same level of learning to all that apply. There will be no uneducated people in my utopia. Education is a fundamental of my utopian society. Education is encouraged by society, and progressive study beyond the required levels can also earn merits. To keep a well maintained society running smoothly, and elected body of officials whom...

A Profile of Henry VIII of England

A Profile of Henry VIII of England Henry VIII was King of England from 1509 to 1547. An athletic young man who famously grew much larger later in life, he is best known for having six wives (part of his quest for a male heir) and breaking the English church away from Roman Catholicism. He is arguably the most famous English monarch of all time. Early Life Henry VIII, born June 28, 1491, was the second son of Henry VII. Henry originally had an older brother, Arthur, but he died in 1502, leaving Henry heir to the throne. As a youth, Henry was tall and athletic, frequently engaged in hunting and sport, but also intelligent and academic. He spoke several languages and studied the arts and theological debate. As king, he wrote (with help) a text refuting the claims of Martin Luther, which resulted in the Pope granting Henry the title of Defender of the Faith. Henry became king on the death of his father in 1509 and was welcomed by his kingdom as a dynamic young man. Early Years on the Throne, War, and Wolsey Shortly after acceding to the throne, Henry VIII married Arthur’s widow Catherine of Aragon. He then became active in international and military affairs, pursuing a campaign against France. This was organized by Thomas Wolsey. By 1515, Wolsey had been promoted to Archbishop, Cardinal, and Chief Minister. For much of his early reign, Henry ruled from a distance through the greatly capable Wolsey, who became one of the most powerful ministers in English history and a friend of the king. Some wondered if Wolsey was in charge of Henry, but this was never the case, and the king was always consulted on key matters. Wolsey and Henry pursued a diplomatic and military policy designed to raise England’s (and thus Henry’s) profile in European affairs, which was dominated by the Spanish-Franco-Habsburg rivalry. Henry displayed little military ability in wars against France, living off one victory at the Battle of the Spurs. After Spain and the Holy Roman Empire became united under Emperor Charles V, and French power was temporarily checked, England became sidelined. Wolsey Grows Unpopular Attempts by Wolsey to change England’s alliances to maintain a position of importance brought a backlash, damaging vital income from the English-Netherlands cloth trade. There was upset at home, too, with the regime growing unpopular thanks partly to demands for more taxation. Opposition to a special tax in 1524 was so strong the king had to cancel it, blaming Wolsey. It was at this stage in his rule that Henry VIII entered into a new policy, one which would dominate the rest of his rule: his marriages. Catherine, Anne Boleyn and Henry VIII’s Need for an Heir Henry’s marriage to Catherine of Aragon had produced just one surviving child: a girl called Mary. As the Tudor line was recent to the English throne, which had little experience of female rule, no one knew if a woman would be accepted. Henry was worried and desperate for a male heir. He had also grown tired of Catherine and fascinated by a woman at the court called Anne Boleyn, sister of one of his mistresses. Anne didn’t want to simply be a mistress, but queen instead. Henry may also have been convinced his marriage to his brother’s widow was a crime in Gods eyes, as proved by his dying children. Henry decided to solve the matter by requesting a divorce from Pope Clement VII. After seeking this, he decided to marry Anne. Popes had granted divorces in the past, but now there were problems. Catherine was an aunt to the Holy Roman Emperor, who would be offended by Catherine being shunted to the side, and to whom Clement was subservient. Furthermore, Henry had obtained, at cost, special permission from a previous Pope to marry Catherine, and Clement was loathe to challenge a previous papal action. Permission was refused and Clement dragged a court decision out, leaving Henry worried about how to proceed. Fall of Wolsey, Rise of Cromwell, Breach With Rome With Wolsey growing unpopular and failing to negotiate a settlement with the Pope, Henry removed him. A new man of considerable ability now rose to power: Thomas Cromwell. He took control of the royal council in 1532 and engineered a solution which would cause a revolution in English religion and kingship. The solution was a breach with Rome, replacing the Pope as the head of the church in England with the English king himself. In January 1532, Henry married Anne. In May, a new Archbishop declared the previous marriage voided. The Pope excommunicated Henry soon after, but this had little effect. The English Reformation Cromwell’s break with Rome was the start of the English Reformation. This wasn’t simply a switch to Protestantism, as Henry VIII had been a passionate Catholic and he took time to come to terms with the changes he made. Consequently, England’s church, which was altered by a series of laws and bought tightly under the control of the king, was a halfway house between Catholic and Protestant. However, some English ministers refused to accept the change and a number were executed for doing so, including Wolsey’s successor, Thomas More. The monasteries were dissolved, their wealth going to the crown. Six Wives of Henry VIII The divorce of Catherine and the marriage to Anne was the start of a quest by Henry to produce a male heir which led to his marriages to six wives. Anne was executed for alleged adultery after court intrigue and only producing a girl, the future Elizabeth I. The next wife was Jane Seymour, who died in childbirth producing the future Edward VI. There was then a politically-motivated marriage to Anne of Cleves, but Henry detested her. They were divorced. A few years later, Henry married Catherine Howard, who was later executed for adultery. Henry’s final wife was to be Catherine Parr. She outlived him and was still his wife at the time of Henrys death. Final Years of Henry VIII Henry grew ill and fat, and possibly paranoid. Historians have debated the extent to which he was manipulated by his court and the extent to which he manipulated them. He has been called a sad and bitter figure. He ruled without a key minister once Cromwell fell from grace, attempting to stop religious dissension and maintain the identity of a glorious king. After a final campaign against Scotland and France, Henry died on January 28, 1547. Monster or Great King? Henry VIII is one of England’s most divisive monarchs. He is most famous for his six marriages, which caused two wives to be executed. He is sometimes called a monster for this and for executing more leading men than any other English monarch on alleged charges of treason. He was aided by some of the greatest minds of his day, but he turned against them. He was arrogant and egotistical. He is both attacked and praised for being the architect of England’s Reformation, which brought the church under crown control but also caused dissension which would lead to further bloodshed. Having increased the holdings of the crown by dissolving the monasteries, he then wasted resources on failed campaigning in France. Henry VIIIs reign was the height of direct monarchical power in England. However, in practice, Cromwell’s policies enlarged Henry’s power but also bound him tighter to Parliament. Henry tried throughout his reign to enhance the image of the throne, making war partly to increase his stature and building up the English navy to do so. He was a fondly-remembered king among many of his subjects. Historian G. R. Elton concluded that Henry was not a great king, for, while a born leader, he had no foresight for where he was taking the nation. But he was not a monster, either, taking no pleasure in casting down former allies. Sources Elton, G. R. England Under the Tudors. Routledge Classics, 1st Edition, Routledge, November 2, 2018. Elton, G. R. Reform and Reformation: England, 1509-1558. The New History of England, Hardcover, First Edition edition, Harvard University Press, January 26, 1978.

Public Relations, Publicity and Corporate Advertisement Term Paper

Public Relations, Publicity and Corporate Advertisement - Term Paper Example Others may request for more time to think about it. During product promotion, it is the duty of a salesperson to promote the products. The salesperson will employ various methods of promoting the products. These methods may include creating of trade shows that will demonstrate the product to attract distributors. They may also visit retailers to persuade them to stock their products. The salespeople will use all means to force the products into the market. The salespeople will also take charge of the presentation. They will talk about the product and give every detail concerning the product. During the presentation, the salesperson will convince the customers of the goodness of the product. Salesperson skills are required maximally during this phase. A salesperson is then required to propose the product to the consumer. He will inform them of the cost and the payment terms. The salesperson’s skills are required in convincing the customer that the cost stated is fit for the product. Objections usually arise, and therefore a salesperson is required in overcoming these objections. The objections that arise usually revolve around time and money. The customers do the request for time, to go and assess other alternative products. It will need a salesperson to convince them otherwise. Arguments about money are common since they do advocate for the price reduction. These reductions may come to a point that the business doesn’t make the profit. A salesperson is required during the negotiations to ensure that the products are purchased at the satisfaction of both parties. As also explained above, some customers accept the product, usually after a battle. During this battle, a salesperson is required to convince the customer to a point where he accepts the product. (Champy 2010) As a sales professional, a lot is expected for the ability and sales performance to exceed one's quota or higher personal goals that one has set for him.  Ã‚