About film Magnifico Essay

The film opens with the birth of Magnifico (also called Ikoy in the film). It is clearly discernible at the outset that the boy was born in to a rural poor family. His father, Gerry, is a carpenter but does not have regular employment. It was Gerry who christened him Magnifico because he enjoyed watching a magician by that same name. Magnifico’s mother, Edna, augments the family income by stitching embroideries. Their house is a dilapidated hollow-blocks-and-wood structure typical in rural Philippines. They were so impoverished that they could only prepare soup and noodles for the town fiesta. At one point Edna had to pawn her wedding ring so they could have food on their table. The story actually begins when Magnifico turned nine. His brother, Miong, has just lost his much-needed scholarship from a university in the capital city Manila. This was a heavy blow because Gerry pinned his hopes on Miong to save the family from poverty. His grandmother, Magda, who lives with Magnifico’s family, figured in a serious accident and had to be hospitalized. In the hospital it was discovered that Magda had pancreatic cancer. This was another backbreaking blow because part of Gerry’s meager income would now go to medical expenses. As if these problems were not exasperating enough, Magnifico’ sister Helen had cerebral palsy, which rendered her incapable of self-mobility and comprehensible speech. Burdened by such seemingly insurmountable difficulties, Edna lustily sighed, â€Å"life is a never-ending misery†. But whole throughout the film life proved to be a series of small marvels. When Magnifico heard whispers that his grandmother Magda would soon die and that his family was incapable of shouldering the sky-high burial expenses, he innocently devised a secret plan. Employing the help of his school buddy Carlo, he covertly began constructing a wooden coffin. For materials he asked scrap wood from a local woodcarving shop and borrowed carpentry tools from his neighbors. And together with Carlo, he sold iced water and juice at the town carnival, hoping to collect money enough for his grandmother’s funeral dress, flowers, and tomb. When their two plastic jars emptied, they ended up with 306 pesos (about 4 euros) in their hands. However this was way too low, considering that he needed at least 30,000 pesos (roughly 400 euros). Yet Magnifico never lost hope. Nor felt bad. He was determined to fulfill his mission even if he had to sell iced water and juice until kingdom come. For aside from toiling for her grandma’s wake, he was also saving for her sister Helen. He  promised to bring her to the town carnival so she could have a colored balloon and enjoy the merry-go-round and other fun rides. Since Helen could not walk, Magnifico resolved to use his money to rent a wheelchair from Domeng. On the day Magnifico and Helen would go to the carnival, Magda’s illness worsened. And since his parents had virtually nothing, Magnifico had to part with his 230 pesos to buy the requisite medicines. Armed with less than a hundred pesos in his pockets but with a lot of determination, Magnifico brought Helen to the carnival by carrying her on his back. The neighbors who saw Magnifico and Helen at the carnival showed them compassion. A guy who used to bully Helen for laughs drove them there. Two feuding neighbors each gave them 100 pesos for tickets to the rides. One ticket controller admitted them without charge, another gave them a huge discount and a vendor gave Helen a free balloon. Magnifico brought Helen around. He showed her the cotton candies, the ice cream, the works. Helen had the time of her life. When Domeng saw Magnifico hauling Helen on his back, he understood why Magnifico wanted to rent his wheelchair. Moved by what he witnessed, Domeng decided to give his wheelchair to Magnifico for free. So he arranged for Magnifico to get the wheelchair from his house. On his way to Domeng’s house, Magnifico was hit by a car and died instantly. The colorful coffin he built for his grandmother became the chest in which he was buried. MAGNIFICO AS A CHRIST-FIGURE Peter Malone defines the Christ-figure in films as â€Å"any purely fictional character who resembles Jesus, significantly and substantially†. This does mean that the character has to look like the conventional Jesus in church paintings or be named Jesus. The character does not even have to be Christian nor male nor sinless in order to be a Christ-figure. The Christ-figure is â€Å"neither Jesus nor the Christ, but rather a shadow, a faint glimmer or reflection of him†. Thus, for the Christ-figure to be authentic, the film character must mirror Jesus’ life in some way. When the film character’s life or at least some aspects of it make implicit, metaphorical representations of Jesus’ own life and values then he or she may be considered a Christ-figure. Hence, â€Å"the Christ-figure is a way of being led back to the Jesus of the Gospels†. Aside from being the son of a carpenter, the central dynamic of Magnifico’s story runs parallel to a variety of  Christ-story elements and situations in the Gospels. The film presents these elements and situations in both symbolic forms and in the day to day life and behavior of Magnifico. The following are some of the scenes wherein we can see Jesus peek through in Magnifico. a.) Magnifico serves others with love Magnifico is a film brimming with Christian themes, the most obvious of which is that of selfless love. Magnifico’s love for his grandma Magda, for his parents, for his brother Miong, for his buddy Carlo, and especially for his sister Helen is radically Christian and thus radically different from any experience of love these people have ever experienced from other members of their family and from their neighbors. Magnifico’s attentiveness to the feelings and needs of his ailing grandmother contrasts against Edna’s bitterness towards Magda. Edna regarded Magda’s illness and impending death as an unnecessary encumbrance to the family. Magnifico, on the other had, wanted to make her grandma’s apparent passing away as dignified and unburdensome as possible. He spent much of his free time making this mission into reality. Magnifico’s compassion towards Helen contrasts against Makoy’s bullying of the crippled girl. He never felt burdened by Helen even if he had to carry, entertain, protect and feed her often. He labored hard to secure a wheelchair for her and to give her the chance to have a â€Å"normal† life and enjoy the carnival. While doing all these, Magnifico never complained nor had any selfish reasons. All he cared about was the joy he could give to those he loved and to those who needed him the most. Such compassion and selfless desire to be of service to others positively manifests Magnifico’s role as a Christ-figure who came to serve not to be served and to give his life as a ransom for many. b.) Magnifico makes â€Å"miracles† happen There is a minor character in the film named Ka Doring. She isolated herself from people and lived in the cemetery because she felt more at peace being away from the crowd. She was always begrudging and her face perpetually frowned. Children made fun of her hoarse voice. In turn she would scare them off with threats and curses. Magnifico brought her a bottle of herbal medicine for her soar throat. At first Ka Doring suspected that Magnifico was just one of the kids who wanted to make fun of her so she threw the bottle away. Upon learning this, Magnifico brought her another bottle and this time Ka Doring drank a few gulps. Later on Ka Doring’s sore throat would go away. During the town fiesta, Magnifico also brought Ka Doring noodles cooked by her mother. Magnifico brought about healing in Ka Doring, both in the physical and in the emotional sense. For when her soar throat healed she was not anymore antagonistic towards the children who made fun of her. Another small miracle made possible by Magnifico concerned Helen’s speech impediment. Edna tried all she could to teach her daughter Helen to say even such simple words as Nanay (mother) but to no avail. There came a point when Edna’s patience was stretched too thin that she ended up hurting Helen physically. On the night when Helen would be brought by Magnifico to the carnival she miraculously began to talk. It was out of sheer joy that Helen began to utter words like â€Å"mother† and â€Å"carnival†. The total healing experienced by Ka Doring and the unsurpassable joy experienced by Helen which gave her the impetus to speak implicitly establishes that dimension of Jesus as healer and miracle worker. These two narrative frames dramatically highlights Magnifico as a Christ-figure. c.) Magnifico inspires forgiveness and reconciliation Magnifico’s christological identity is exteriorized not only in the small miracles he effected in Ka Doring and Helen but also in bringing about reconciliation between Miong and his girlfriend, between Edna and Magda, and between Tessie and Cristy. Miong broke his rich girlfriend’s heart when she learned that Miong only wanted to marry her in order to bail out his family from poverty. Magnifico encouraged his elder brother Miong to ask forgiveness from his girlfriend. Miong humbled himself and went to his girlfriend to reconcile with her. As has been noted above, Edna was always bitter towards Magda. But in the end Edna’s attitude towards her mother-in-law changed radically. It seemed that Edna’s heart suddenly melted when she saw her son carrying Helen on his back without a hint of displeasure or exasperation. The camera focused on Edna’s face and we see tears streaming down her cheek. Then she looked at Magda, and in their eye-to-eye contact it is communicated that now Edna understood the meaning of unconditional love. If her son Magnifico could carry the crippled Helen  with love, so must she bear Magda with patience and compassion. That night was the beginning for a new and better relationship between Edna and Magda. Tessie and Cristy were both jealous of each other. While Tessie was a perennial gambler, Cristy was a helpless rumormonger. They were neighbors but they didn’t talk to each other. In the carnival they each gave Magnifico one hundred pesos. Not conscious of the presence of the other, each waved and smiled at Magnifico and Helen. After which they discovered that the other was just nearby and they soon had eye-to-eye contact. For a brief moment it seemed that their mutual hatred for each other had gone away for the better. It seemed that at last they were initiating a new way of being neighbors. Except for his brother Miong, it was not a conscious effort on the part of Magnifico to bring warring people to reconcile. Yet it seemed that every contact with Magnifico was life-changing and inspiring. These people were moved to ask pardon, to forgive and reconcile not so much by what Magnifico did as by his manner, his way of being and loving, which formed a luminous evidence to his being a Christ-figure. d.) Magnifico carries his own cross, dies and brings about redemption To start building his grandma’s coffin Magnifico and his devoted friend Carlo went to a woodcarving shop and asked its owner for scrap wood. On their way home they carried a long wooden plank on their shoulders which paralleled to that part in the passion story when Simon of Cyrene helped Jesus carry his cross. Whole throughout the movie Magnifico would be seen carrying something – a bottle of herbal medicine and some noodles for Ka Doring, a basin of vegetable for his family’s lunch, plastic jars for iced juice and water, a pouch of money to buy medicines for his grandma Magda, a brush to paint her coffin, and Helen on her back. These were his little crosses. These bespoke of his immense determination to be a person for others. And such involving scenes were essentially Christlike in their execution, content and effect. The life of Magnifico was cut short. He was on his way to meet Domeng to get the wheelchair for his paralyzed sister when a vehicle hit him. He died just like that. He must have been too excited to see Domeng on the other side of the road that he failed to notice the speedy cars. Up to his last breath Magnifico was always on the move to be of service to others. Symbolically his death poignantly conveys that, like Christ, he was willing to lay down his life for others. It was a kind of poetic justice – his death empowered  others to new life. This new life began for the family he left behind. Everyone who knew him attended his funeral. It was such a sad moment. The burial donations the family received totaled 31,105 pesos. When he was still alive Magnifico hoped to raise as much as 30,000 pesos. Ironically, this was to be accomplished in his death. Because of it Edna was able to redeem the wedding ring she pawned. And because of it they had something to restart on financially. Hence, the money became a metaphor of redemption for his family. One recurring symbol used throughout the film was the Rubik’s cube which Gerry tried to solve for at least a year. His failure to solve it symbolized his family’s lack of accomplishment in delivering themselves out of poverty, despair and misery. After one problem piled after another Gerry could not bear it any longer and threw the Rubik’s cube out of his sight. After Magnifico’s death, Gerry discovered that Magnifico had solved the Rubik’s cube, putting everything in its proper place. This was so symbolic of what Magnifico did for the people around him – he united his family, reconciled feuding neighbors, brought about healing to the sick, gave joy to the handicapped – in short putting their lives and their relationships in their proper place. Thus, in effect Magnifico became the Good Shepherd who died so that others may have the fullness of life.

Topic: the United States Home Front During World War Ii

Topic: The United States Home Front During World War II Essential Question: â€Å"How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives:Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society.Background Description/Historic al Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military.Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. In short, the war became a catalyst for significant economic and social change whose impact extended well-beyond its duration. For example, before the war women had traditionally played a secondary role in the job market and men had dominated the industrial job sector.However, with millions of men being drafted or jo ining the military, women were needed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job discrimination and lower pay levels, but some of these inequities began to fade as they took on more and more responsibility in factories and production centers. Posters extolling â€Å"Rosie the Riveter† were printed, recognizing the need and importance of recruiting women for the work force.Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their average age was over thirty-five. The war could not have been won without them. The war also began to create a more level playing field for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California w hole families had been sent to military detention camps), were being drafted and joining the military.In the case of African and Japanese Americans, separate and segregated military units were created†¦ yet, they fought on the same battlefields with their fellow citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable.America’s entry into the war had brought the Nation together, united in a common and just cause, like at no other time in its history. The sacrifice being made by families and citizens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately result in more equal rights for everyone. What was happening on war front was linked to the home front. T he combination would result at war’s end with America emerging as the world’s pre-eminent economic super power.Instructional Activities and Primary Source/Document Excerpts: The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general class discussion, in a pair-and-share format, or in small groups with a cooperative learning activity. At the discretion of the teacher, document excerpts, photographs, and posters could grouped at designated â€Å"stations† in the classroom, and small groups of students could rotate from station to station during the instructional period.As the groups of students examine, explain, and evaluate the pictures and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a menu) which of the following photographs, posters, and document excerpts are most appropriate for the instructional needs of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking questions to stimulate student discussion and interaction.As a discussion prompt for either small group or whole class discussion, the teacher can present the following adage to the students: â€Å"If ‘every picture tells a story,’ describe what story about the American home front in World War II is being told by the following photographs and posters. † The photographs and posters of women and African Americans during World War II have been selected from the following websites:www. womenshistory. about. com and www. archives. gov/research/african-americans/ww2 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Document â€Å"A†: Whereas it is the policy of the United States to encourage full par ticipation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders, and Whereas there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, . . .I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to provide for the full and equitable participation of all workers in defense industries, without dis crimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. † —– Executive Order 8802, June 25, 1941 by President Franklin Roosevelt Document â€Å"B†: It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of race, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy was stated in my Executive Order signed on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships.The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his professional or technical ability and training. † —– Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document â€Å"C†: â€Å"I welded . . . lying on the floor while another welder spattered sparks from the ceiling and chippers like giant woodpeckers shattered our eardrums. I . . . have sat at a bench welding flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made some good welds. . . I had a good taste of summer today, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months.It is harder on them than on any other of the workers—their leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when I’d have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses fog and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my strong conviction. . . [that] what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right kind of training. I’ve mastered tacking now, so that doesn’t bother me.I know that I can do it if my machine is correctly set, and I have learned enough of the [ways] of machines to be able to set them. And so, in spite of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. † —– Augusta Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship Diary of a Woman Welder (New York: Penguin, 1944). Document â€Å"D†: In the figure below the development of the United States labor force by gender during the war years. |Year |Total labor force (*1000) |of which Male (*1000) |of which Female (*1000) |Female share of total (%) | |1940 |56,100 |41,940 |14,160 |25. | |1941 |57,720 |43,070 |14,650 |25. 4 | |1942 |60,330 |44,200 |16,120 |26. 7 | |1943 |64,780 |45,950 |18,830 |29. 1 | |1944 |66,320 |46,930 |19,390 |29. 2 | |1945 |66,210 |46,910 |19,304 |29. | |1946 |60,520 |43,690 |16,840 |27. 8 | Source: Bureau of the Census, Historical Statistics of the United States (1976), Chapter D, Labor Series D 29-41. Document â€Å"E†: â€Å"It is nearly five months since we were attacked at Pearl Harbor. . . . Since then we have dispatch ed strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is testing our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a tough job—and a long one. . . To build the factories, to buy the materials, to pay the labor, to provide the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a war—all cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be spent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for thi ngs that we want, things which are not absolutely essential.We will all have to forego that kind of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the stopping of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their lives—winning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why they fight. We too are the United State s of America. That is why we must work and sacrifice. It is for them. It is for us. It is for victory. † —– President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F â€Å"In late May 1940, with the fall of France imminent, [President] Roosevelt requested huge funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director†¦.On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the world’s â€Å"arsenal of democracy†. [After the attack on Pearl Harbor on December 7, 1941,] at the beginning of 1942 Roosevelt announced a compulsory production program: ‘Let no one say that this cannot be done, and we are committed to doing it. ’ He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 antiaircraft guns, 500, 000 machine guns, and 8 million tons of merchant shipping in one year†¦. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping†¦.During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. † Louis L. Snyder’s Historical Guide to World War II Greenwood Press: Westport, Conn: Louis Snyder: 1982 Sample Thought-provoking Questions To Develop Student Group or Whole-Class Discussion: 1. If the adage, â€Å"Every picture tells a story,† is applied to each of the above-list ed photographs and posters, how did World War II affect the lives of women and African Americans? † 2.How did World War II affect American family life? 3. Explain the meaning of President Roosevelt’s Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example: female welders). Why was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to or ganize a March on Washington if the Defense Industries were not desegregated. 8. Explain the meaning and significance of the following quotation and slogan of A. Philip Randolph, President of the Brotherhood of Sleeping Car Porters, in 1941, in proposing a massive March on Washington: â€Å"WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE RIGHT TO WORK AND FIGHT FOR OUR COUNTRY. † Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802?Do you think that Randolph made the right decision? Explain your viewpoint. 9. How did World War II end the Great Depression and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an â€Å"arsenal of democracy? † Summary: The teacher can refer the students back to the â€Å"essential question† which was posed at the start of the lesson: â€Å"How important was the home front to the United States’ victory in World War II? † The stud ents are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II.At the teacher’s discretion, the pupils’ responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an essay prompt or a journal entry into a â€Å"learning log† to bring effective closure to the lesson. Thus, as a circular approach to teaching and learning, the lesson was â€Å"opened† with a thought-provoking â€Å"essential question† as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical assessment through the lens of the lesson’s evaluative â€Å"essential qu estion. †Application (â€Å"Transfer Task†): Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the armed services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial: [pic] 1. Study the images of sculptor Ray Kaskey’s bas-relief panel that depict the following: †¢ Lend-Lease/War Declared †¢ News of Pearl Harbor Men and Women at Work/Aircraft Construction †¢ Agriculture †¢ West Coast Shipbuilding †¢ War bond Parade 2. How does Kaskey’s relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskey’s panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the memorial on the fifty six pillars. The oak leaves represent American industrial strength and the wheat sheaves represent America’s agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4.Examine the image of the pillars of states and territories. Notice that they are all connected by ropes. What does this tell you about the memorial’s design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. Read the memorial inscription by Colonel Oveta Culp Hobby. (marker stone on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobby’s quote? [pic] 6. Read the memorial inscription by President Fra nklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelt’s quote? [pic]Image 1: Pacific Victory Arch and State and Territory Pillars [pic] Image 2: Atlantic Victory Arch and State and Territory Pillars [pic] Image 3: Bas-relief panel â€Å"Lend-Lease/War Declared† [pic] Image 4: Bas-relief Panel â€Å"News of Pearl Harbor† [pic] Image 5: Bas-relief panel, â€Å"Men and Women at Work/Aircraft Construction† [pic] Image 6: Agriculture [pic] Image 7: Bas-relief panel â€Å"West Coast Shipbuilding† [pic] Image 8: Bas-relief panel â€Å"War Bond Parade† [pic] The Friends of the National World War II Memorial would like to thank the generous support of the AT&T Foundation, General  Motors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible.

Brain - the Most Important Organ

Brain - the Most Important Organ If I asked you what the most important organ was then maybe you would say itwas the heart or the lungs, but the vast majority of you would probably have said the brain and for good reason too. The brain controls everything about you. How the Brain Works The brain works by transmitting signals through something called neurons, the neurons transmit these signals through what are called axons. And then those axons are covered is a substance called myelin which acts as a sort of insulator that makes signals faster. Now with all of this it may surprise you that the brain is made of mostly fat! In fact it has the most fat out of any organ. But the brain still manages to work like a well oiled machine. After the neurons clump up they form something called grey matter and white matter. And those form to make up the entire brain. The vagus nerve is the main nerve that connect the brain to the rest of the body. It is sometimes called the â€Å"Highway of the brain† because of how much information passes through it. The arguably most important part of the brain is called the brainstem, it controls breathing, heartbeat, and other vital systems. Then after that the brain is split into hemispheres. There are also cortexes and lobes, but I wont go into detail with those. The left hemisphere controls logical thinking. It also controls speech. The right hemisphere controls the creative part of you. It is tied to artistic ability and also helps you recognize people. But both hemispheres control the opposite side of the body, the right controls left and left controls the right side. The Immune System With all these delicate parts that need to be protected the brain has evolved a way to combat any viruses or bacteria that are trying to attack it or any other part of the body. This system is called the immune system. The first cells that come are called phagocytes. The specific phagocyte I will talk about is called a Macrophage. It is the first defense against bacteria and viruses, but they can be infected by viruses, so the body has made cells called natural killer cells to kill any infected cells. While the Macrophages are very powerful in the case of a bacterial infection, the Macrophages will also cause inflammation and call Neutrophiles. The Neutrophils are so powerful that they accidentally harm the body too. Now if this isnt enough then the macrophages will call an immune cell called the Dendritic cell. The Dendritic cell will start collecting antigens of the virus/bacteria. Then they will travel to a lymphocyte through the lymphatic system. There they will activate T and B cells. The T cells then go to activate the B-cells and and the B-cells produce antibodies that will kill the virus/bacteria. After this there will be leftover T and B cells that will remember the bacteria/virus, and they are called memory T and B cells. This is how vaccines work! Multiple Sclerosis Now with that out of the way we can start to talk about some diseases. The first one I will talk about is called M.S. (Multiple Sclerosis.) This disease is formed because of what is called an autoimmune attack. An autoimmune attack is what happens when the immune system accidentally attacks itself. The most prominent of the cells that attack the own body are the natural killer cells. Now usually in a normally functioning immune system there are cells to stop this, they are called suppressor cells. In patients with M.S. however there is both a lack of suppressor cells and too many natural killer cells. This overall leads to the destruction of the myelin and the symptoms associated with M.S. which there are to many to count, but a few examples are Depression, Headache, Sleep Deprivation, and other symptoms like those. Prions Another of these neurodegenerative diseases are called prions. Prions are malformed proteins that infect other proteins and turn them into other prions. Prions are mostly found in cerebrospinal fluid. There is currently no way to catch Prions from other people other than†¦ Cannibalism and surgical equipment that was not sanitized. But, you can catch it from eating the meat off of animals that have it. One example of these diseases is Mad Cow disease. In humans it’s called vCJD, but the similarity between these two prions is that they both have a 100% death rate within one to two years. The Blood Brain Barrier (BBB) Now you may be asking yourself â€Å"Doesnt the brain have ways to stop diseases like those from harming it?† Well if you were asking those questions then you would be right. It is called the Blood Brain Barrier and as the name implies, it is a barrier between the blood and the brain. Usually this barrier can keep most bacteria and viruses out using a sort of meshat a cost. The BBB also keeps immunes cells from entering the brain in the event of an infection. This is why brain infections are so severe if they occur. Split Brain Now back in the 19th century they didnt understand the delicate machinery of the brain. So they started tampering with it. They created a procedure where they split the cord connecting the two hemispheres in order to cure seizures. It worked for a time, but then the patients started reporting that one part of their body was acting sort of on its own. For example they would choose to eat something and then they would have the left part of their body do something else. This is of course because the two parts of their brain couldnt communicate with each other that well. And that’s why it worked so well to cure seizures which happen because of the brain sending random signals everywhere. All of the diseases I listed are all incurable†¦ For now. So think about the future and what will happen and how medicine will evolve to help cure these diseases. Take this advice and help the world become a better place with no disease!

Is recruiting efforts, promotions, prejudice, and retention of Research Paper

Is recruiting efforts, promotions, prejudice, and retention of minority officers a source of stress within a law enforcement agency - Research Paper Example Therefore, the qualification and experience of such individuals take the center stage of considerations. However, the recruitment, promotion and retention of the minority groups calls for further considerations, other than their suitability; in terms of qualifications and experience. In this case, the vulnerabilities of the candidate, which makes them to be in a meager position than the rest, who have qualifications and experiences are considered, with the aim of giving such candidates the opportunity, since they cannot compete with the rest effectively, owing to their vulnerabilities (Shusta, Levine, Wong, & Harris, 2005). This causes stress because; there are chances that such candidates might fail to perform well in the job, despite having been favored over the others. On the event that such candidates fail to deliver as expected, yet they were favored on the basis of their race, gender or origin, it will cause stress to the other partners at work, since they could feel that the best qualified candidates would have been recruited, promoted or retained (Wirth, 2001). More than to the employer who might feel that they did not get the best qualified candidate for the job, the qualified candidates who lost the job to the minority candidate feel more stressed out. Law enforcement agencies are sensitive and particularly prone to great dangers, on the event that they are not run by qualified and the most suitable candidates (Arnesen, 2007). Therefore, the application of affirmative action, requiring that the minority groups are favored during recruitment, promotion or retention serves to put such agencies at risk of having individuals, who may not be as qualified and experienced with the work, as the other candidates who were disqualified to pave way for the minority. The stress will be borne by both the law enforcement agency and the minority candidate; since the candidates will always feel that they are in the job

Create Short-term Wins step 6 - The Heart of Change book - GE case + Research Paper

Create Short-term Wins step 6 - The Heart of Change book - GE case + executive summary - Research Paper Example This idea seemed rather surprising for me at first glance; but then, I understood that the majority of important decisions made in the company is based on emotions. That is why it is worth taking this idea into account. One more new thing I have learnt after reading The Heart of Change is that the company can be changed successfully only by means of eight steps. They are these ones: 1) increase urgency, 2) build the guiding team, 3) get the vision right, 4) communicate for by-in, 5) empower action, 6) create short-term wins, 7) don’t let up and 8) make change stick. The book under consideration helped me to comprehend that each of the seven steps listed above are very important and nothing will be changed in the organization and functioning of the company if one of the steps is omitted. For example, it is very important to create short-term wins. They are necessary to plan all processes and foresee the results of concrete work. Moreover, this step is a good way to motivate emp loyees and organize all the staff of the company. It is logical that nothing will be achieved without this step because no company can be successful for a long period of time without a concrete plan. It should be stressed that the sixth step is the best basis for good planning in any company. It should be mentioned that the authors of The Heart of Change pay the reader’s attention to the stories that demonstrate the relevance of the sixth step. They are the stories to remember: the List of the Bulletin Boards, Creating the New Navy, The Senator Owned a Trucking Company and Hoopla. All these stories teach the reader to apply the short-term wins in his/her organization. Another explanation of the short-term wins is â€Å"quick achievements†. There is a growing body of evidence that no person may be working for a long period of time if he/she does not see the results of his/her efforts. That is why it is very important to resort to the use of the sixth step. It is no wond er that it is also applied in Jack Welch’s leadership. The creation of short-term wins helps to achieve a lot of important aims. They are: Quick achievements help to get constant feedback and motivate leaders. The latter are persuaded that their actions are valid and important for the whole company. Wins provide all the members of the company with an emotional uplift. This changes the atmosphere in the company and makes it more enthusiastic and friendly. Short-term wins make more passive people become interested in the process. They see success by means of quick achievements and understand that it is necessary to join the process. Short-term wins leave no voice to cynics and those, who like to criticize the policy of the administration. The effectiveness of short-term wins is demonstrated through the creation of â€Å"the Big Four.† This means that the company does not write the list of all its purposes, but chooses just four important goals to achieve. This ruse makes the results seem more visible. The list with four aims is placed in every place, where the employees may gather. They see â€Å"the Big Four† and understand that the company is

West Africa the Atlantic Slave-Trade Essay Example | Topics and Well Written Essays - 750 words

West Africa the Atlantic Slave-Trade - Essay Example As an outcome Africans were taken to North America, Central America, South America and Caribbean to offer slave labor in gold and silver mines and agricultural plantations growing crops such as cotton sugar and tobacco (Rodney 125). The tarnished commerce of the human being persisted for more than 400 years since the Atlantic slave trade did come to an end in the late 1870’s. Atlantic slave trade was systematized in Europe and about the huge profits made by countries such as England and France. Africans journey from Africa to America across Atlantic Ocean was a terrible one. Africans were crowded like sardines on the slave ships of the Atlantic full of oppression and brutality which they replied nobly (Rodney 125). The precise number of how many Africans were taken from their families to be sold as slaves is not known, but it is estimated that 15 million slaves reached the American continent and the Caribbean island because of Atlantic slave trade. The number of slaves who left Africa soil was much higher than 15 million since some were killed during the brutal process of acquiring the slaves and also some died on board. By the 19th century, there was a modification as people who took the leading role in ill-using Africa. The European Countries themselves were inactive in the slave trade; in its place European who had established themselves in Brazil, North America and Cuba were the ones who planned the trade. America had gained independence from the Britain and it was the new nation of United States of America which played the greatest role in the last 50 years of the Atlantic slave trade, by taking back slaves at a greater value than ever before (Rodney 126). In order to be in a commerce relationship with West Africa, most of the European countries decided to up factories on the coast. A factory in the trading language of the West African coast was a place where European and African products

There have been many barriers in the success of theMNC but they have Essay

There have been many barriers in the success of theMNC but they have managed to set back - Essay Example Changes in the policies and economic system in the developing countries have lead to a shift the way governments had perceived their interest. Hence there has been a wide range of attitudes of government towards the multinationals. Economic globalization has lead to the widening and extent of international transactions. One of the consequences of globalization is the growing convergence of the level of income, consumption pattern and also institutional structure among the industrialized countries and developing countries. To most important determinants of globalization includes fast and extensive implementation of new technologies mainly computer technologies and information, organizational cost and also cross border communications and secondly, liberalization of domestic and also of international markets. But it can also be said that globalization has not affected all the countries and also regions in some way or the other. It has resulted in widening the assets and also income gaps between the developing countries and industrialized countries (Dunning & Narula, 2004, p.39). The globalization has emerged as one of the going concern and has forced the multinationals to excel in its respective industry by way of expansion and creating a brand name all over the globe. Body Growth of Multinationals Post war period has witnessed the unprecedented and sustained growth in the multinational corporations. There has been a growth of international business which has been financed by the foreign direct investment (FDI) which further has been accompanied by variety in its source of geographical distribution (Tolentino & Tolentino, 2004, p.1). The subject that has raised maximum interest in relation to the promising economies is the rise of multinationals. The framework which is designed to explain the growth of multinationals are hence not adequate enough to understand the growth of emerging multinationals as in today’s date (Dolfsma, et.al, 2009, p.146). With the e xpansion of world economy it promoted a recovery in the rate of FDI in the global scenario. By the year 1960, the global stock of FDI has reached about $60 billion and by 1980 it stood at about $500billion. It was during these decades that the term multinational were invented and the economic theorist has turned their attention in explaining the existence of international firms. During 1960’s US have accounted nearly 85% of all new FDIs flows. By 1980 it held about 40% of the stock in total. Today the German have managed to surpass Netherland. In 1980 there was no multinational investment made in neither China nor India and Japan accounted for only 1% of the FDI stock. 1980 was the phase when globalization got intensified. Japan share of manufacturing increased from merely 55 to about 20% thirty years later the inception of globalization. The most striking changes took place with the emerging countries. Multinationals were seen as a means to develop new products, technologies and also skills. Chain adopted the market oriented policy is an example of starting point of new global economy. Deregulation and also privatization has further opened up new opportunities with respect to globalization and includes services such as tourism, transport, telecommunications and other services. Multinational faces risk of expropriation but the rules of international property

Global Marketing Assignment Example | Topics and Well Written Essays - 1500 words

Global Marketing - Assignment Example Culture is recognised to be an essential factor which imposes considerable impact upon the entire performance of the organisations (Lee & Carter, 2009; Bardhan & et. al., 2006). Culture is recognised to be an essential element on the basis of which the different magnitudes of human behaviour are determined. Culture comprises different elements that include belief, morals, knowledge, art and customs among others. These are various elements that depict the culture of a particular society. Moreover, culture is based on different macro environmental factors including social, economic, political and religious beliefs. In this regard, people of a society develop cultural values, behaviour and beliefs on the basis of the aforementioned factors (Soares & et. al., 2007). Culture is based on various concepts such as attitudes, values and ideas through which people perform various actions in a society. The cultural values and beliefs are usually shared amid the people of a society according to which individuals develop their ethnic values and purchasing behaviour (Belshek, 2004). Global marketing is often regarded as an appropriate strategy which adopt by business originations with the intention of conducting diverse operational functions effectively on a global context. Presently, there are various factors that can be viewed to be responsible for business organisations to execute their respective operations successfully in overseas business market segments. In this regard, these factors comprise minimised or unrestricted trade barriers, multilateral agreements in relation to trade activities and prevalence of common business market conditions. Culture is often recognised to play an imperative role in supporting the organisations towards making effective decisions. Business organisations, in order to execute their respective operational functions or activities efficiently in the worldwide market segments, are required to possess adequate knowledge in relation to fundament al and cultural values. In this respect, organisations having adequate knowledge in relation to cultural values will be able to operate their business operations with greater efficiency. It is worth mentioning that organisations, with appropriate understanding and knowledge about cultural values and beliefs will be facilitated with the opportunity of formulating along with executing effective marketing strategies towards the accomplishment of predetermined business targets (Vogt, 2013; Kotabe & Hesen, 2010; Gillespie & et. al., 2010; Lee & Carter, 2009). Culture should be considered in global marketing as the present business market scenario or the market conditions is recognised to be changing frequently due to several factors. The foremost factors for the change in the market conditions can be apparently observed as the development of new business markets and the preferences of global consumers that are likely to alter in relation to demographics along with expectations. It has be en viewed that the global marketing activities have changed due to the dissimilar cultural values along with beliefs that holds by the worldwide customers (Keegan, 2011; Lee & Carter, 2009; Passaris, 2006; Picard, 2004). Thus, it can be affirmed that the market conditions of global market are often predicted to remain much dependent

Supermarket Observation PowerPoint Presentation Example | Topics and Well Written Essays - 500 words

Supermarket Observation - PowerPoint Presentation Example This trend follows for the various product brands. After the energy drinks come the juices. First one meets brands that boast of being organic and natural and those that are synthetic come after. The products are arranged such that single pieces of the product appear at or around the eye level. The pieces are arranged very close to one another and in fact touch against each other. The bigger containers of soft drinks are placed closer to the ground while those that are packed in many units are placed on higher shelves. As one traverses the aisle, the product prices keep changing depending on product, brand and size. The aisle starts with expensive products gradually introducing cheaper products and then ending in more expensive products. Yet again, the medium sized products which are moderately priced by brand are placed on the middle shelves. Given that many people tend to be attracted to goods placed at the middle shelves or at eye level, many product brands tend to be featured therein. Products that are middle sized or that are grouped in small units are positioned in the middle shelves. Smaller units and extremely large units of products are placed on upper and lower shelves. Middle sized products are thus more easily accessible to the potential buyer. The end caps contain goods that have closer expiry dates. The products featured therein are not quite much of a bargain. Most of the products featured in the end caps were full priced and could have been placed there to highlight their presence in the supermarket. Considering the arrangement of products as observed in the supermarket, it is beyond doubt that the aisle is arranged to offer the potential buyer utmost convenience as noted by Consumer Reports Magazine (par 1). Yet again, the aisle is arranged so as to lure the potential buyer into spending more than they had actually budgeted for as they have to walk longer distances to access the products that they would

Recommendations to the Wallace Group Essay Example for Free

Recommendations to the Wallace Group Essay Mr. Wallace, I have concluded my interviews with your team and have a list of recommendations based on priorities. The recommendations are unbiased and not intended to be personal attacks on the current management; they are based on the sound management principles and intended to maximize your company’s potential. a. Realign the corporate structure. Begin by recruiting a new board of directors using outside directors, â€Å"executives of other firms but are not employees of the board’s corporation†1, in addition to a limited number of management directors from inside the company. This combination of three companies working as independent entities is not working, they must be integrated and a different management organizational structure must be implemented. This group will be able to accomplish the next recommendation. b. Develop a mission statement and goals. The company must embark upon strategic management planning. This will include: †¢Clearer sense of strategic vision for the firm †¢Sharper focus on what is strategically important Improved understanding of a rapidly changing environment1 The Wallace group lacks vision and goals for its divisions and this leads to a lack of direction for the management team. A mission statement â€Å"defines the fundamental, unique purpose that sets a company apart from other firms of its type and identifies the scope of the company’s operations in terms of products offered and markets served†1. This business must develop a corporate wide strategic management plan to set a direction for the company and its shareholders. A part of this management planning would consist of SWOT analysis, strategy formulation, implementation and evaluation. This process is often referred to as Plan – Do – Act – Check or PDAC and is a continuous process. Making a profit today is not enough; there has to be an evaluation of where the company is now, where will it be in 2, 5, 10 years and how the company will attain those goals. c. Change the organizational chart: There needs to be an in-depth evaluation of the personnel currently in place. The current chart is one of vertical structure and should be revamped to be more horizontal. This accomplishes the goals of empowerment and coordination between the divisions. A glaring problem is the VP of the chemical division, J. Luskics, as he was the former owner that guided the company into foreclosure and appears to not be running the division efficiently now. The chemical division is not even internally competitive for the plastics or electronics divisions. Mr. Luskics should either be bought out of the company or reassigned to a position that he might be successful. There also is a redundancy among positions in the company, for example there are three directors of industrial relations, these positions should either be combined or incentivized to cooperate in the best interest of the company. d. Personnel development. There is no apparent leadership development in place and the company has relied on promoting technical staff to management positions which many are not equipped to handle. There needs to be a leadership development series initiated, leadership retreats to communicate and encourage relations amongst the teams, and perhaps some Management Assessment of Proficiency (MAP) testing to asses the current management team. Management development and succession planning must be implemented to ensure long term success. Job responsibilities need to be developed and implemented for all positions but specifically for the management team; including specific goals, budgeting, forecasting (long range planning), training, and staff satisfaction. . Communication. The lack of clear strategies, long term plans, goals and objectives has led to the recent revolt at the stockholders meeting. This is a clear indication of the frustration felt from the staff level up and the new direction of the company must be clearly communicated to all staff. Enthusiasm is contagious and the presentation of a new course for the company will be very exciting for staff. Employee surveys, sugges tion boxes and an engaging of the front line staff will do much to improve morale and spark improvements. I would like to commend you sir for creating a successful company but I do believe there are concrete steps that you can take to improve the future of this company. Mr. Wallace I believe the development of a vision will produce great results, with this vision you will attract personnel that want to be a part of a great company and profits for all involved will naturally follow. Remember â€Å"Visionary companies make some of their best moves by experimentation, trial and error, opportunism, and – quite literally – accident†2. I estimate that this plan of action will initially cost $1. 5 million but there will be cost savings realized in personnel reassignments, recruitment and retention, productivity, and a renewed sense of commitment that will be reflected in profits far surpassing the costs.

The Southern Pride Of The Civil War English Literature Essay

The Southern Pride Of The Civil War English Literature Essay The Civil War was from 1861-1865. The outcome of the war and the war itself impacted not only the people of that era, but also American literature. Authors infused the ways of the northern and southern people into their works like a baker folding food coloring into batter to make a delicious confetti cake. For example, in A Rose for Emily by William Faulkner, Faulkner writes and now miss Emily had gone to join the represtatives of those august names where they lay in the cedar-bunds cemetery among the ranked and anonymous graves of the union and confederate soldiers who fell at the battle of Jefferson.(89). In Faulkners short story the aftermath of the historical event, the civil war, is seen in the symbolism he uses throughout the short story, his character Emily, and his view of the south. In A Rose for Emily symbolism is used to show the effects of the civil war on the south and to lay a deeper meaning in the short story. At the beginning of this story the house is old, worn down, and out of style. It is described to have once been white, decorated with cupolas and spires and scrolled balconies in the lightsome style of  the seventies.(Faulkner 89). The house can symbolize the fall of the old south and the fallout of southern traditions since the civil war. The house also symbolizes the break down of miss Emily emotionally and physically over the years. Back when Emilys father died the house was still in good condition and kept up with, Emily also kept up with herself. She was young and considered a proper southern belle. When miss Emily dies she is old and her hair has turned gray. Just as Emily is stubborn so is the house. She refused to accept the modern ideas, when the town got free postal delivery miss Emily alone refused to let them fasten the metal numbers ab ove her door and attach a mailbox to it.(Faulkner 93), as it seems the house rejected updating with the new advances. A couple symbols to tell that time was passing are Miss Emilys pocket watch and her hair. The pocket watch is only mentioned once in the story. It was when the Board of Aldermen went to her house to collect taxes. They were in the living room and after the board was done talking, then thru could hear the invisible watch ticking at the end of the gold chain.(Faulkner 90). The ticking is a sign that time never stops and that southern ideals are changing. Emilys hair turned gray over the years, when we next saw muss Emily, she had grown hatband her hair was turning gray. During the next few years it grew grayer and grayer until it creased turning.(Faulkner 93). This showed time passing by. Homer Barron in this short story symbolizes a rat and the north. Homer symbolizes a rat to Emily when she found out he was not a marrying man(Faulkner 92). He most likely wouldnt hav e kept a promise to marry her so to Emily arsenic was a good choice of poison to kill him with. The druggist wrote a note of the box of arsenic For rats!'(Faulkner 92). Homer also symbolizes the north because he is from the north and has northern ideals. He portrays the northern ideals moving into the south. A rose from the title a rose for Emily symbolizes preservation. Homer is the rose when Emily kills him and keeps him in her room. The room has valance curtains of faded rose color, upon the rose-shaded lights(Faulkner 94), which is the perfect place to preserve a body. Emily preserved him like a rose to make him last. The rose is preservation of southern ideals as well. Also the rose is a remembrance of death. A lot of death occurred throughout this short story. The rose could also symbolize silence. With homer representing the north and a rose as silence, homers death is a way that Emily silenced the north or change in her life. Miss Emily symbolizes the old south. Emilys fathe r raised her on the southern ways, alive, miss Emily had been a tradition, a duty, and a card; a sort of heredity obligation upon the town, dating from that day in 1894(Faulkner 90). She was traditional, as in not paying taxes, like most southern people are. Death symbolizes Emilys life. She was alive but not really living the life she had. In a way she is death as in the grim reaper. Her father dies in her presence and she kills homer Barron. Emily herself dies in this short story, thus symbolizing the death of the old south. Faulkner uses symbolism in a rose fir Emily to help portray what kind of character Emily is. Faulkners character Emily is affected by the civil wars outcome. Emilys father settled in Jefferson, Mississippi after the war. Her father instilled strong southern beliefs into Emily. An effect of this is that Emily is stubborn and unwilling to change. Her refusal to pay taxes makes her more than just a stubborn town eccentric.(Smith 3). Miss Emily refused to conform to the ideals of the town when she wouldnt let the people put numbers on her house. Proof of Emily having southern beliefs is that her servant is black, a few of the ladies had the temerity to call, but were not received, and the only sign of life about the place was the Negro man -a young man then- going in and out with a market basket.(Faulkner 91). The black servant refers back to when slaves where allowed in the south. Miss Emilys father had repressed Emily from suitors,Mr. Grierson was a strict man who demanded high standards from hid daughter.(Black 4). The lacks of interaction with people lead her to have, the in ability to feel or demonstrate appropriate affect, or emotion, that is congruent to a particular situation.(Smith 2). Always being under her fathers control leads her to deny her fathers death. With her newly found freedom she cut off her hair as a sign of breaking away from her fathers control.(Fatima 3). Homer Barron started off as a fling; then became an obsession for Emily. The male presence was needed for her to function properly; homer was merely filling a vacancy(Bernardo 1). Emilys obsession over him made her never want to let him go. The fact that homer wasnt the marrying type pushed Emily over the edge to kill him, so she wouldnt ever have to let him go and keep him forever in her presence. Miss Emilys father presses southern ideals into Emily, which had a bad effect on her. Faulkner expresses the civil war affects through Emily. Emily is also a good expression on his views of the south. Faulkners vision of the south is seen through symbolism, the character of Emily and the events that take place in the short story. Homer represents the north. The north is inviting itself into the south and pushing away traditions that have been carried on for decades with the power the civil war has given it. When homer was supposively courting with miss Emily the town was appalled, at first we were glad that miss Emily would have an interest, because the ladies all said, of course a Grierson would not think seriously of a Northerner, a day laborer. (Faulkner 92). As the story goes on the south, represented by Emily, wins the battle. This is when she poisoned homer in fear of him leaving her. The town thinks that Emily has ran homer off, but instead she has killed him so she can keep him for herself. Emily silenced homer, thus preserving the integrity of the old southern ways. Faulkner has given the south a win in his short story since in the civil war the south lost to the north. A s the story unravels, in time so does Emily and the house. They both grow old and weathered. The southern ideals are dwindling away also as time goes on. Even though most of the south has forgotten Emily hasnt. She is the rose of preservation for southern ideals, traditions, and way of living. When Emily dies it means that all recollection of the old south is gone along with her. In William Faulkners A Rose for Emily, Faulkner wrote, à ¢Ã¢â€š ¬Ã‚ ¦-some in their brushed Confederate uniforms-à ¢Ã¢â€š ¬Ã‚ ¦(Faulkner 94). This was describing some veterans at Emilys funeral. IN this short story symbolism, the character Emily, and the view of the south show the consequences of the north winning in the Civil War. In American literature the Civil War shaped the works of many authors around that time era. Bernardo, Karen. William Faulkners A Rose for Emily'. 5/5/2010. Blank, Amanda. Short Story Reviews: A Rose for Emily, by William Faulkner. 5/5/2010. . Fatima. A Rose for Emily. 5/5/2010. Faulkner, William. A Rose for Emily. Trans. Thomas Gould. Literature: An Introduction to Reading and Writing. Ed. Edgar Roberts. New York: Longman, 2009. Print. Smith, Nicole. Psychological Character Analysis of Emily in A Rose for Emily by William Faulkner. 5/52010.

Multiple Sclerosis Essay -- Diseases, Disorders

Multiple sclerosis, also known as MS, is one of humankind’s most mysterious diseases. No one knows the exact cause and there is no exact treatment. Still multiple sclerosis has the ability to affect nearly 3 million people worldwide and at least 500,000 people in the United States (Boroch). This disease tends to be more common in individuals of northern European descent and women are more than twice as likely to develop multiple sclerosis as men. Of those 3 million people, most of them are between the ages of 20 and 50 years old (Dangond). Even though multiple sclerosis is a mystery disease, scientists are working to determine the exact cause and treatment. Multiple sclerosis is an autoimmune disease that involves the different areas of the central nervous system, CNS- the brain and spinal cord (Dangond). Within the central nervous system there are cells that are covered with a protective myelin. In people with MS, the myelin sheaths around the cells begin to deteriorate and the nerve fibers, also known as axons, which are normally protected by the myelin, end up being destroyed (Boroch). After a while scar tissue is replaced where the myelin breaks down, hence the name multiple sclerosis or many scars (Boroch).When the nerve fibers are destroyed they begin to lose their ability to conduct signals and communicate with the other neighboring nerve cells. Without this ability, the nerve cells that make up the central nervous system cannot communicate with the rest of the body (Blackstone). The loss or slow down of these signals impairs such functions like vision, strength, and coordination. Scientists don’t clearly know what causes the damage to the nerve cells, but they believe that it might be caused by confusion in an individua... ... (Stauffer). The good news is that technology has thrived over the years and scientists are trying to determine new treatments every day. It won’t be long till there is a known cause and a successful treatment. It is important that people who are affected with multiple sclerosis don’t give up because a cure will come. Works Cited Blackstone, Margaret. The First Year--multiple Sclerosis: An Essential Guide for the Newly Diagnosed. 2nd ed. New York: Marlowe, 2007. Print. Boroch, Ann. Healing Multiple Sclerosis: Diet, Detox & Nutritional Makeover for Total Recovery. Los Angeles: Quintessential Healing,, 2007. Print. Dangond, MD, Fernando. "MedicineNet.com." MedicineNet. Web. 20 Mar. 2012. . Stauffer, Melissa. Understanding Multiple Sclerosis. Jackson: University of Mississippi, 2006. Print.

Mental Retardation Essay -- Papers

Mental Retardation Mental retardation is defined as, an individual with limitations in cognitive ability and adaptive behaviors that interfere with learning. Individuals with mental retardation learn at a slower pace, have low IQs, and may reach a level where learning stops. There are no exact causes for mental retardation but some things are associated with the disability. Prenatal development problems, childbirth difficulties, and a childhood brain injury can all lead to mental retardation. An individual with mental retardation might have problems in learning and social skills. Learning problems can include: difficulty making decisions, short attention spans, and limited strategies for dealing with changes. Problems they face with social skills are being to friendly, difficulty labeling emotions, and being wary of new places. Despite the setbacks and individual with mental retardation can receive an education and lead a productive role in society. "I Am Sam" is about a mentally retarded man named Sam (Sean Penn). In...

Capital Punishment :: essays research papers

Capital Punishments Capital punishment is one of the most discussed and argued issue around the world, probably because of it is crucial diversity. The main reason why people have different point of views is based on the cultural, economic, political and social diversity in today’s societies. For example; how is your status in society? Rich people tend to favor the capital punishment, compared to the minorities with poor economic background. Same as Republicans vs. Liberals, Republicans’ tend to have a more positive attitude towards these kind of disciplinary actions compared to the Liberals. The reason why this issue never been solved is because there is no right answer to the question. It’s up to every person to decide what ever they believe is the right or most appropriate penalty for murder. Even the States disagree on this issue. There is an obvious characteristic between the States that favor and disfavor the death penalty. The Southern States tend to favor the penalty compared to the Northern States. There are 37 States that have Capital punishment and 82 % of all executions since 1976 have occurred in Southern States. In New England, only Connecticut still enforces capital punishment. Does it really affect the criminals of the society? Does it really work as a deterrence to commit crimes? Unfortunately the answer is NO. The States who implemented capital punishments have shown no trends of decreased crime rate. In Florida, the murder rates have increased the last three years even though an increases number of people have been executed over the same time period. So, if it not deters crime, why continue to follow the same path. An answer to that is that it still makes people feel more relaxed and secured when they know their State gives the criminals death penalty. The difference between the costs of executing a person compared to give him/her a life time sentence is incredible. The State of Kansas made a survey comparing the costs in 2004, which demonstrated that capital punishment is many times more expensive. For example, the investigation costs are 3 times greater, the trial cost is 16 times greater, the appeal cost is 21 times greater and finally it takes an average of 34 days in a capital punishment trial compared to 9 days in a non-death trial (according to DPIC). As we can see the main factor that brings up the costs for capital punishment is not the execution itself, it is the trial process.

Purpose of satisfying the audience Essay

   On the other hand this is effective because it appeals to the audience and influences their views on Lohan, because it appeals to the audience making them envious of her. In the article from ‘Cosmopolitan’ Jennifer is more in control and has a more appropriate picture for her target audience which is women from 20-30 where as the picture from ‘sugar’ is suited for young adults from 13-17. The image of Jennifer is natural and has a sharp focus with a light background to make her stand out more. Jennifer looks like the glamorous one as she says that she no longer has to try hard to please others. This is because her hair is tied back just like herself tied away from the publicity. Her hair is tidy and neat like herself and it is unlike Lindsay’s hair. Lopez is also smiling at you being more welcoming and approachable whereas Lindsay looks rebellious and standoffish which gives â€Å"Cosmopolitan† readers a good impression. The article meets the purpose of entertaining the audience using imagery. The purpose of Lohan’s article is to introduce Lindsay and make the target audience who are teenagers, more drawn in and interested in Lindsay’s life t. The tag which is a piece of small text that tells you about the article, works in favour of promoting both celebrities. In Lindsay’s case; â€Å"†¦ an alleged love for booze and bad boys†¦ Lindsay’s not your average Hollywood A-lister†¦ â€Å". â€Å"Sugar† uses quick chatty informal language and the use of â€Å"booze† which is colloquial language. It also uses words like â€Å"nope† and â€Å"stuffin† helps to sell and promote her. When ‘sugar’ uses these types of phrases appeals to teenagers who tend to read quick easy and short texts. Whereas in Lopez’s article the use of formal words like â€Å"speculation† and â€Å"identifies† and longer sentences are appropriate to entertain and satisfy the audience which are adults. They are more effective to the target audience making them feel the magazine is made just for them, but advertising the celebrities at the same time. The articles are trying to publicize Jennifer and Lindsay by putting a positive light on them. Both the articles satisfy the audience because they tell you about an everyday situation and problem. For example the celebrity’s love life but it is more alluring because it is based and happening to a celebrity and it is easier to compare with our own lives. In Lindsay’s situation it’s all about her wanting a boyfriend, however in Lopez’s view it’s more about her former boyfriends and the fact that now she’s at the age where she doesn’t need men, which appeal to adults. The text is in favour of Lindsay, we can see this because the article talks about her life and the gossip talk that teenagers are interested in. â€Å"a reported fling with Fred durst (well who hasn’t? ) The article is talking about Lindsay’s relationship, they point the finger at Fred making it seem normal to go out with different boys, saying what Lindsay is doing is right. Which is a popular subject in teenage talk, appealing to the target audience? There is a great contradiction with her wanting to be normal. ‘Sugar’ says â€Å"Hollywood clones sport blonde hair, spray on tans and skinny bods†¦ And, well, normal figure† here sugar says that Lindsay stands out because she doesn’t look like other celebrities. She is no longer a red head or has a curvy figure but looks like a Hollywood clone. This is effective to the audience because the target audience are being entertained with this contradiction. She no longer stands out or is not normal in her figure and looks. The anchorage which is a small piece of text at the bottom of a page next to Lohan’s picture, gives an extra feature which supports the view of Lohan being important. â€Å"Apparently Colin Farrell turned down the lovely Lindsay when did he get so fussy† The anchorage is pointing the finger at Farrell, making him look bad but in my view it just makes Lindsay look more desperate and in need of promotion. Farrell is a celebrity known for his popularity for dating all girls. Whereas Jennifer Lopez doesn’t seem to need it, because she has so many years of experience in the celebrity light. The desperation of Lindsay Lohan is more apparent now because she looks like another Hollywood clone, she’s become skinny and blonde just like her friend Paris Hilton ( a popular super model) from looking healthy uniquely beautiful to skinny and blonde. In other words selling herself more then she needs to. She is contradicting herself because in the article when she’s asked about dieting she says â€Å"NO!†¦Ã¢â‚¬ ¦ its sad how people have become so aware of how they look†, but now she’s completely changed herself. The two articles entertain, inform and sell the celebrities lives in a positive light and satisfy the audience using imagery and words appealing to the target audience. In Lohan’s case she is promoting herself to please her target audience using colloquial language and sorter text. Whereas in Lopez’s article, it refers to her love life and puts her in a positive light towards her target audience. Using longer words, formal language and text. The type of language and the length of the text suits and satisfies the different audiences.

Research Strategy Paper. Stress

A vast amount of information about work-related stress is readily available. After doing a preliminary search of keywords â€Å"work related stress,† I found that the National Institute of Occupational Safety and Health, the Center for Disease Control (CDC), Oxford university's medical department, the US National Library of Medicine and the National Institute of Health all maintain sites which will be useful as sources for me. All of these sites are administered by well-known and legitimate organizations and loud be excellent sources of accurate and reliable information.They also include the results of professionally conducted clinical research studies. Additionally, the same keyword search conducted In the university of Phoenix library resulted In 330 sources available for research utilization. By focusing on these numerous sources, I will find relevant and unbiased studies and material directly specific to work-related stress. An overview of my research strategy process is s ummarized as follows: – Identify and select the problem/topic. I have already decided my topic will be â€Å"Work-Related Stress†.Find and Identify the symptoms of the work-related stress that are common to the ma]orally of people affected by work-related stress and not to a specific career field or occupation. – Find and identify the common causes that are relevant to the majority of people and not a specific career field or occupation. – Find and identify both long-term and short-term health risks and benefits, if any, related to work- related stress. – Identify the treatments available to reduce or eliminate work-related stress. Any medication prescribed for the treatment of stress must be approved by he Food and Drug Administration(FDA).Pipeline or experimental medication will not be considered. ; Develop conclusions related to the above research. – Summarize research findings and conclusion in the form of a written report. In order to e ffectively get the most reliable information regarding work-related stress, I will utilize credible publications, books, articles, Journals and studies and I will reference all cited data. Utilizing both the Internet and the University of Phoenix library, I will search for, locate and compare legitimate data and studies to find profession.Different Jobs have different stresses and stress levels and I am trying to capture the common theme behind work-related stress as a general topic. I will verify the source of any potential research information by conducting some background checks on the author to ensure that they are experts in their field. Once I have located and identified what I feel to be relevant data, I will compile the information for comparison. Only material meeting my specific research parameters will be utilized in order to ensure consistency and accuracy throughout all phases of my project.While conducting my research, I will combine both quantitative and qualitative r esearch methods in order to ensure that my findings are reliable, unbiased and objective. Because I am not focusing on a specific career field or occupation, I will ensure that my research is objective and can be reproduced by data supported through studies and research conducted on people from various backgrounds, locations and professions. By comparing data collected from the different studies meeting my criteria, I will be able to effectively utilize consistent data and eliminate irregularities or other material not applicable to my particular search focus.The symptoms, causes and health risks must be consistent in all studies. Additionally, hours spent at work and work environment should be varied to ensure that the common causes and stresses are captured. Since my topic is medically related, my research will be more effective by utilizing the most recent information and studies available. Medical technologies and research can evolve rapidly and therefore make older data and mat erial obsolete very quickly. Obtaining the most recent and credible material will be key for my research topic.For the retirement portion of the research, I will limit studies to natural remedies or medication approved by the FDA. After combining and comparing all data that is applicable to my research of work related stress, the material will be reviewed again for accuracy and also to ensure that all material is objective. Conclusions will be drawn based on the findings and the results will be presented in a written report. References * (1) Retrieved from the National Institute of Occupational Safety and Health website: * http://www. CDC. Gob/nosh/programs/work/emerging. HTML

Common Core Standards Essay

Much like the runways of Paris with its changing fashion trends, the world of education follows trends as well. Educators cringe when they hear â€Å"No Child Left Behind† some ten years beyond its advent. Now, the phrases â€Å"Common Core† and â€Å"Student Learning Objectives† have teachers seeing red. However, despite the latest and greatest trends to boost student achievement, the very same students in the United States continue to underperform on a global scale in Mathematics. In 2012, the Program for International Student Assessment (PISA) bore out results that â€Å"29 nations and jurisdictions outperformed the United States by a statistically significant margin,† (Heiten, 2013). In order for our students to rise to a position high on the performance scale of nations, students must master the basics in all subjects, but more specifically in the area of Mathematics. In an effort to develop students with a deeper understanding of mathematical and language and reading concepts, forty-five states (my home state of Maryland being one of them) and the District of Columbia have adopted the Common Core Standards, a system of expected benchmarks for students in grades K-12. According to the Common Core State Standards Initiative website, the standards â€Å"define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs,† (Common Core State Standards Initiative, 2014). The local statistics mirror the national data. Both present conditions which are symptomatic of a larger systemic problem; American students are not mastering mathematical concepts at any level. The learning environment is a fourth grade inclusion classroom in a neighborhood school in the suburban Washington, D.C. (Maryland) area. Students in the class are differently abled. The class has students with Individualized Learning Plans (IEP) to accommodate varying needs from Asperger’s Syndrome to mild intellectual disabilities. There are also students who have been tested and identified as Talented and Gifted (TAG), as well as on grade level learners. Students are taught in whole group, differentiated small groups, and occasional pull out sessions with specialists. Current Conditions There are twenty-one students in the fourth grade inclusion classroom. All students took a standardized unit test in October 2013 that tested the Common Core Standards taught in the first quarter of the 2013-2014 school year. Of these, Standard 4.OA.B – Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite, (Common Core State Standards Initiative, 2014), only 20% scored at a level of â€Å"proficient† on standardized (MUST Test Result Data, 2013). The lack of proficiency in this standard is symptomatic of the underlying condition I have encountered; students have not yet mastered basic multiplication facts. Without mastery of basic multiplication facts 0-12, students are unable to manipulate and perform operations on fractions and decimals and subsequent pre-algebra concepts in the latter half of fourth grade and continuing into following grades through high school. Desired Conditions The current conditions for the fourth grade class is at 20% of students who have performed at a â€Å"proficient† level of mastery in basic mathematical facts. This is equivalent to a grade of 80%, or a â€Å"B†, in traditional percentage and letter grading systems used in the US. The desired state of performance is the inverse of the current statistics; 80% should have mastery at a level of proficient or advanced and 20% performing at minimal or below grade level standards. After mastering basic facts, students will be able to not only identify multiples and factors of numbers 1-100, they will also be able to perform operations on fractions and later, algebraic statements. Data Collection Processes Discussion of Data Collection Instruments The designer developed a survey for teachers of grades three through five in order to help determine where problems or areas of deficiency are in current math. The first two questions asked the percentage of their students who are currently proficient in accuracy and automaticity in multiplication facts. In other questions, respondents ranked their responses using a Likert Scale,  which helped to identify their attitude on the necessity of students mastering basic multiplication facts currently in order to develop a deeper understanding of current and future mathematical concepts. In the questionnaire, respondents were asked to rank what they believe to be their students’ biggest challenges in mastering this specific standard. Questions also asked the extent to which computer aided instruction is used in helping aid in mastery of multiplication facts. In getting answers to these questions, I will use the data to identify several factors; impact of teacher’s attitude t oward remediating students in basic facts that should have been mastered in the previous grade, and time dedicated to instruction and practice in this particular standard. Discussion of Sources of Data Six intermediate elementary (grades three through five) classroom teachers who instruct students in mathematics answered the survey and questionnaire. Students of these teachers range from those with special needs, general education needs, and also students identified as â€Å"Talented and Gifted† (TAG). Data Gathered Through Other Sources Quantitative data was gathered from the Prince George’s County Public Schools Mandatory Unit Systems Test (MUST) in Mathematics administered countywide to fourth grade students in 146 elementary schools. Specific data used in this needs analysis was limited to one fourth grade inclusion classroom, Lake Arbor Elementary, where the designer is the teacher. The designer collected further quantitative data from the same inclusion class on timed multiplication tests where twenty-two students answered 100 multiplication facts (0-12) problems in five minutes. Data Analysis Techniques Used The survey and questionnaire were designed to gather data that would substantiate the need for students to master basic multiplication skills in intermediate elementary grades. The survey was used to gather both qualitative and quantitative data based on teachers giving percentage results of students’ current level of performance. Teachers also ranked what they believed would improve their teaching of mathematics in the classroom. The questionnaire was designed to gather data on teachers’  attitudes of the importance of student mastery of basic multiplication facts. The questionnaire also served as a tool to gain input on the challenges the believe limit their students from performing on grade level in mathematics, particularly in mastering basic multiplication facts. Finally, teachers were given the opportunity to answer an open-ended question, which gauged their attitude toward the importance of mastery of basic multiplication facts in the modern world and classroom . Results of Analysis Question one of the survey asked what percentage of your students can answer basic multiplication facts with accuracy on most occasions. Findings of Needs Analysis While a majority of respondents determined mastery of basic multiplication facts as â€Å"essential for success in their current grade,† it is of note that two teachers said mastery of basic facts are â€Å"desirable, but not as important as in past year.† This information would indicate teachers’ attitudes are moving away memorization of facts, possibly due to the  widespread availability of technological applications that students can or will use in the classroom and later in life. The attitude towards the lowering of importance of rote memory skills for facts reflects the larger societal dependence on technology. Applications on smartphones and mobile devices are becoming increasingly used in place of mental math and are utilized both by the current generation of students in elementary school now, but also by the newer generation of teachers who instruct them. To further deepen the understanding of the philosophical shift in importance of memorization of multiplication facts, teachers were asked if they administered timed multiplication tests in their classroom. Furthermore, teachers were asked if they encourage an atmosphere of healthy competition for mastery of the facts amongst their students. While all six respondents reported that they do administer timed multiplication tests, only one teacher stated that there was an atmosphere of â€Å"healthy competition† amongst her students where they challenge one another to higher levels of performance. The information suggests that while teachers are still administering the tests as part of regular instruction, the instructors’ attitude of the importance of them as a way to aid in student mastery of facts is evidenced in the lack of encouragement by both teacher and students to achieve at higher levels. Finally in the questionnaire, teachers were asked to rank factors they believe to be the biggest challenge(s) their students face that prevent them from performing on grade level in their current math instruction. The two most common responses amongst all respondents cited both a lack of support from parents in practice of math facts and a lack of basic understanding and mastery of basic mathematical facts from addition and subtraction up to division and multiplication as the biggest barriers to student success. Goal of Instruction Given practice in automaticity and accuracy, fourth grade students will be able to independently complete 100 multiplication problems of basic facts 0-12 in five minutes time with an increase in automaticity and accuracy of 50% over a ten-week period as measured by a pre-test and post-test assessments. Having this knowledge will enable students to manipulate and perform operations on fractions and mixed numbers, as well as deepen their knowledge of factors and multiples for future instruction.

Holistic Care Nurse

The name and other identifying information about the patient included within this piece of work have been changed to protect confidentiality, as required by The Code of Professional Conduct (Nursing and Midwifery Council, 2008). For this reason, the patient included in this case study will be given the pseudonym of Sam Jones. The purpose of this assignment is to identify one client problem and provide an evidence-based plan of care for the individual. The purpose of care planning is to show a logical and systematic flow of ideas through from the initial assessment to the final evaluation (Mooney and O'Brien, 2006).The nursing model that will be incorporated in this care plan will be the Roper, Logan and Tierney's model (2000). This model was chosen because is it extremely prevalent in the United Kingdom and is the most widely used model familiar to nurses. The model of nursing specifies 12 activities of daily living which are related to basic human needs and incorporates five dimensi ons of holistic care, physiological, psychological, sociocultural, politicoeconomical and environmental (Roper, Logan and Tierney's model, 2000).Care plans are based on evidence-based practice, allowing the nurse to determine the est possible care and rationale for the chosen nursing interventions (Roper, Logan and Tierney, 2000). They take into account the psychological, biological and sociological needs of the person and therefore provide a holistic approach to care (Roper, Logan and Tierney, 2000). The main activity of living that will be affected within this care plan will be maintaining a safe environment as Mr. Jones may have a potential problem of death, due to hypovolemic and/or metabolic shock caused by ketoacidosis.Diabetic ketoacidosis (DKA) usually occurs in people with type 1 iabetes mellitus, but diabetic ketoacidosis can develop in any person with diabetes (Diabetes I-JK, 2013). DKA results from dehydration during a state of relative insulin deficiency, associated wit h high blood levels of sugar level and ketones (Diabetes I-JK, 2013). This happens because there is not enough insulin to allow glucose to enter the cells where it can be used as energy so the body begins to use stores of fat as an alternative source of energy, and this in turn produces an acidic by-product known as ketones (Diabetes I-JK, 2013).It is evident that DKA is associated with significant isturbances of the body's chemistry, which should resolve with appropriate therapy (Diabetes I-JK, 2013). Severe metabolic acidosis can lead to shock or death (Dugdale, 2011). The specific problem was chosen because there are measures that can significantly reduce the risk of metabolic and hypovolemic shock which can be caused by severe metabolic acidosis (Dugdale, ) Within the care plan relevant care interventions will be identified to prevent the possible development of shock for Mr.Jones. In practice the interventions would happen contemporaneously. The interventions involve identifyin g the potential risk factors for the development of hock by using specific assessments. This will be done by following an assessment which includes planning, assessing, implementing and evaluating the care that will be provided to Mr Jones and to evaluate its effectiveness (Mooney & O'Brien, 2006). Once the diagnosis was made, specific, achievable, measurable, realistic and time limited goals of care for Mr.Jones were made. The NHS foundation trust specific guidelines for adult diabetic ketoacidosis suggest a series of immediate actions and assessments for suspected DKA which will allow for appropriate interventions to be ade and will provide a baseline which will provide a measure of the effectiveness of the treatment (The Joint British Diabetes Societies Inpatient Care Group, [JBDS], 2012). Mr Jones will need fluid and electrolyte management to clear ketones and correct electrolyte imbalance (Nazario, 2011).