Monotony in Elisa’s life Essay Example for Free

Monotony in Elisa’s life Essay Many people in our modern society lead monotonous lives; in other words they follow a routine and have little or no excitement in their lives. Sometimes we fool ourselves by believing that a monotonous life is happy life, but it does not work the same way for every person. Leading a monotonous life can be very harmful to one’s well being and those around us. In the short story â€Å"The Chrysanthemums† by John Steinbeck we see a person who finds herself in this situation, following a daily routine without much change in it. When a person realizes that they have been living a boring life they start to feel dissatisfied with what they have accomplished, act on impulse and even resort to different activities in an attempt to escape from reality. It often happens that people neglect themselves and do not do anything to satisfy their inner desires which later turn into regret. Regret is the effect that comes from not doing that which you want to do, not realizing your dreams or even from making the wrong decision. If a person strictly follows a routine it happens that they refuse to relax or have fun because it can affect their work or lives. These people are followed by a feeling of unaccomplishment which can lead to sorrow and sadness. The problem is that you start repeating this cycle that does not really benefit your health, it may benefit others and improve your work or studies but you always have to take into consideration your well being. Regret is a very powerful emotion and can carry on for years if a person is not careful it can gravely affect their state of mind and create many complexes. In â€Å"The Chrysanthemums† the character of Elisa is a perfect example of someone who leads a monotonous life. Elisa is tired of her life because she feels tired of the same issues every day, caring for her garden being a wife and even dealing with an awkward husband. Elisa regrets not living a more exciting life. In the story, the traveling handyman when talking with Elisa asks her for some chrysanthemums seeds and a very interesting conversation comes up. Elisa tries to explain to him how to care for the chrysanthemums by explaining the feeling of how you do it, but they interpret the explanation as something sexual. Elisa gets aroused by the conversation and tries to touch the man’s leg in the heat, but resists herself in the end. This leaves me to think that maybe she feels unsatisfied in her marriage, she desires something, regrets not having this exciting life. By using the same example we can also relate the situation to how living in this monotony can make a person act on impulse. To act on impulse is to give in to your deepest desires, to follow your urges; it is the drive for what we do. This impulsive behavior surfaces from the situation, since Elisa cannot hold her desire she breaks down and almost does something she might have regretted later on. Jane Atkinson states, When a man youve never met before suddenly gives you flowers dont be alarmed hes only acting on Impulse (Atkinson). What I’m trying to say is that acting on impulse is like taking a risk. What we have in the quote is basically that, the man is probably nervous and thinking that the woman will not accept them or feel harassed, but he takes a risk, acts on impulse, without completely thinking about the consequences of his actions. Many people live an entire life by acting on impulse without thinking about the consequences, but it is a fact that sometimes you could end up with a very complicated situation. Sometimes acting on impulse is not bad, but you cannot go over the top, there needs to be a balance between the two. Elisa, for a single moment, acted according to what her body wanted, but at the last moment realized that what she was going to do might have caused big problems later on. Basically acting on impulse is not exactly a bad thing, but in Elisa’s case, where the impulses come out of regret, it is a very severe problem. If you act on impulse you will not just cause harm to yourself, but to those around you too. The human being when cornered in a situation tends to look for an easy way to get out of this situation; this is the meaning of escaping from reality. The easy way out may be an efficient one, but in the long run may end up being the worst since it is the most dangerous for your health. Elisa’s monotonous live creates the perfect situation to make a person desire to escape. To escape from reality one uses an activity or an object which aids the person to create a more comfortable scenario. Many people use drugs to escape from reality, alcohol is one of the most common since it makes you see everything in a different way. Elisa is already mentally affected due to her dull, monotonous life and to make it worst the traveling handyman reminds her that her life will probably be the same until her death. By analyzing Elisa’s behavior from the story we can infer that she has been using the chrysanthemums garden as a way to bury in all her feelings and hide all her sadness, but nearing the end of the story when Elisa and her husband are on their way to the restaurant she asks if they could buy some wine, her second attempt to escape from reality. Elisa wants to use alcohol to escape from the sadness she was feeling; we can also assume that from this point on Elisa might develop a drinking problem due to the constant use of alcohol to alleviate the sadness. Escaping from reality might ease the pain inside one’s heart, but it cannot resolve any problems. Also there is also the fact that Elisa is living in a rather sexist society. Ott, Jim states, â€Å"Its the enigmatic tale of a woman named Elisa who loves her husband, but is fenced in by geography and circumstances in a mans world†. In the quote we basically have a summary of the story, but we mainly focus in the part where it says â€Å"in a man’s world† meaning that Elisa is being seen as weak and defenseless and treated as inferior. If a person constantly escapes from reality and never confronts his problems they will just make things worst since the problems will pile up and become even more complicated. In the end it just goes back to the same saying that everything in excess can be deadly. Leading a monotonous life can be harmful to a person’s well being. Monotony makes people feel dissatisfied, makes them act illogically and can even throw them into a deep depression. But there are also people who believe that it does not cause harm and that it can even be good for your health. Leading a monotonous life does not physically injure anyone and as long as a person does not take it to extreme measures then it does not cause any harm. There is also the fact that nobody has died because of monotony and it is not even a disease. However there are many factors that can make this seemingly normal way of life a deadly one. Even if it is not a disease it acts like one by obstructing your way of thinking, affect your judgment and more. It is true that as long as you do not do anything extreme then it will not cause much harm, but the problem is that not everyone understands this, most people just take it to the extreme or just do not do anything at all. Of course monotony cannot kill a person, but it can drive one into suicide easily since there are many people with weak minds and hearts who get overtaken by the feeling and do rash things without taking everything into account. In other words although monotony is not a deadly disease it can be harmful because it works it affects the weakest part of the body which is the mind. To live on a routine may sound like a completely normal and healthy activity, but, like everything, if you surpass a certain limit it can have the exact opposite meaning and effects on a person’s life. Once you put the facts in monotony can cause great harm like in Elisa’s case, but it can have the exact opposite effect too. Gregory J. Palmerino states, â€Å"In the end, both husband and wife bear responsibility and suffer for their seemingly childless and sexless marriage; the punishment, however, appears to be meted out unfairly† (Palmerino). This one quote basically sums up everything I want say about the story. Elisa and her husband are only making their problems worst and have many regrets and secrets or rather untold opinions of one another that are yet to be said aloud. The only real problem in all of this is the fact that their punishment really is being meted out unfairly since Elisa is getting the short end of the stick because she is being oppressed by her status as a woman and because of the fact that even though she is extremely unhappy she cannot do anything about it. The thing about Elisa’s lifestyle is that one thing leads to another, since she is living a monotonous life she regrets not doing many things and thus tends to act on impulse to try and accomplish these unfulfilled desires and lastly since she cannot fulfill these desires she resorts to the use of other objects to ease the pain in her heart. The saddest part of everything that is happening to Elisa is that she herself is making things worse for her and her husband. Works Cited Atkinson, Jane. Policeman just cant Help Acting on Impulse. News of the World: 53. May 23 2010. ProQuest Central. Web. 19 Oct. 2012 . Ott, Jim. This Valley Life: Livermore to Read and Celebrate Steinbeck. Oakland TribuneJan 07 2010. ProQuest Central. Web. 19 Oct. 2012 . Palmerino, Gregory J. Steinbecks THE CHRYSANTHEMUMS. The Explicator 62.3 (2004): 164-7. ProQuest Central. Web. 19 Oct. 2012.

Fischer Esterification of Isopentyl Acetate

Fischer Esterification of Isopentyl Acetate Brendaliz Bonilla Chemistry Department Susquehanna University Abstract Esters are prepared in many ways and one of which is through Fischer Esterification. Using this method, esters are produced by refluxing a carboxylic acid and an alcohol in the presence of a concentrated acid catalyst.1 The purpose of reflux is to heat a reaction mixture at its boiling temperature to form products, without losing any of the compounds in the reaction flask. To exploit Le Chateliers principle and shift the position of the equilibrium to the right, an excess of one of the reactants were added to the reaction mixture.1 The reaction mechanism involves initial protonation of the carboxyl group, nucleophilic attack by the hydroxyl, proton transfer, and loss of water followed by loss of the catalyzing acid to produce the ester.2 The process is thermodynamically controlled yielding the most stable ester product. Typically, only primary and secondary alcohols are used in the Fisher method since tertiary alcohols are prone to elimination.3 In this lab, a Fisher Esterification w as performed to synthesize isopentyl acetate from isopentyl alcohol and acetic acid as seen in figure 1. Figure 1: Reaction scheme of the preparation of isopentyl acetate by Fischer Esterification. Experimental Instruments Used: A Nicolet IR 100 FT-IR was used in this experiment. Procedure and Observations: A mixture of 5.0mL (4.111g) of isopentyl alcohol, 7.0mL of glacial acetic acid, and 1mL of concentrated sulfuric acid was added to a 25mL round-bottomed flask.   The round-bottomed flask was hooked to the reflux apparatus and the mixture was brought to a boil for an hour. The mixture was cooled to room temperature, placed into an ice bath, and put in a separatory funnel with 10mL of water.   The funnel was shaken vigorously and vented several times.   The bottom layer was drained from the separatory funnel into a beaker.   5mL of 5% sodium bicarbonate was then put into the separatory funnel.   The separatory funnel was shaken and vented several times.   The bottom layer was drained into the same beaker.   5mL of saturated sodium chloride was added to the contents of the separatory funnel.   The separatory funnel was shaken and vented several times.   The bottom layer was drained into a differen t beaker.   The mixture that was left in the separatory funnel was transferred to an Erlenmeyer flask with 1g of anhydrous sodium sulfate.   The flask was corked and was left to sit for 10 to 15 minutes.   The mixture was transferred to another Erlenmeyer flask and .503g of anhydrous sodium sulfate was added.   A distillation apparatus was assembled with the receiving flask immersed in an ice bath.   The mixture was transferred into a round-bottomed flask and attached to the distillation apparatus.   The product that was now in the receiving flask was then weighed.   The percent yield was determined and an IR was done on the product. Results and Discussion At the end of the experiment, a successful esterification was performed from the starting acetic acid, using isopentenyl alcohol to make the product of Isopentyl acetate. The reactants were heated using a reflux apparatus so that the product would not be lost, helping serve as a catalyst in the reaction.1 Any remaining water left over from the esterification process was dried using anhydrous sodium sulfate. The ester, isopentyl acetate was synthesized, which had the smell of bananas. In this experiment, 3.99 g of isopentyl acetate was formed by the direct esterification of acetic acid with isopentyl alcohol, as seen in table 1. The sulfuric acid was used as a catalyst in the reaction. Table 1: The weight of the final product collect, percent yield, and result of the IR spectrum. Weight (grams) 3.99 g Percent yield 61.8% IR Peaks (cm-1) 2954, 1747, 1231, and 1056 cm-1 An excess of isopentyl acetate was used to shift the reaction to the right so that esterification could occur. During isolation, the excess acetic acid and isopentyl alcohol was removed with sodium bicarbonate, and the isopentyl acetate was further purified after through drying with anhydrous sulfate and through distillation. The excess acetic acid was used in order for the reaction to favor esterification. An excess of isopentyl alcohol could have been used instead to form isopentyl acetate; however excess acetic acid is easier to remove from the products than isopentyl alcohol because isopentyl acetate and isopentyl alcohol are similar in structure and therefore, prefer to be in the same layer of the solution. Since sodium carbonate is a base, it is used in the extraction of acetic acid because it turns acetic acid into a conjugate base or sodium acetate which is more soluble in water. The equation for this acid-base extraction is: CH3COOH+NaCHO3à ¢Ã¢â‚¬  Ã¢â‚¬â„¢CH3COO-Na + H2CO3 . The percent yield of the isopentyl acetate was 61.9 % (as seen in table 1) with a theoretical yield of 6.44g. In the experiment, the acetic acid was in excess and the isopentyl alcohol was the limiting reagent, therefore, the reaction depended on the amount of isopentyl alcohol available. This experiment was successful because the smell of bananas was achieved along with the percent yield attained of 61.9%. Some of the errors that might have occurred included not properly/fully draining the aqueous layers after the reflux, and that the solution may have not completely dried with anhydrous sodium sulfate. For the IR spectrum data, the -C-CO 2R stretch characteristic of an ester is visible in the pure isopentyl acetate IR spectrum in the 1735-1745 cm -1 range. The -C-H stretches are visible just below 3000 cm -1, and the -C-O and -CO 2 stretches appear as several peaks in the 1050-1300 cm -1 range, which can be seen in Appendix E. The product resulted in major IR peaks at 2954, 1747, 1 231, and 1056 cm-1. These results indicate that our isopentyl acetate product is very pure, as the peaks are nearly identical to the expected peaks. The peak at 2954 indicates the C-H bond. The peak at 1747 indicates the aldehyde (C=O). The peak at 1231 indicates methyl group. The peak at 1056 indicates residual acetic acid (R-Cl), which can be seen on Appendix D-G. Conclusion The major product that was formed from the Fischer Esterification of isopentyl alcohol and acetic acid was isopentyl acetate. This is because the ester formed is the equatorial position, which makes the compound more stable than cis-4-tert-butylcyclohexanol. Based on the experiment that was conducted the synthesis of isopentyl acetate from a carboxylic acid and an alcohol could be done by a Fisher Esterification reaction, and the percent yield of the product is about 61.9%. References Experiment 4 Background. Experiment 4 Background. Web. Accessed: 15 Feb. 2017. http://www.reed.edu/chemistry/alan/201_202/lab_manual/Expt_banana_oil/background.html. Mutual Solubility of Water and Aliphatic Alcohols. Mutual Solubility of Water and Aliphatic Alcohols Journal of Chemical Engineering Data (ACS Publications). Web. Accessed: 15 Feb. 2017. http://pubs.acs.org/doi/abs/10.1021/je00037a019. Alcohol Reactivity. Alcohol Reactivity. Web. Accessed:17 Feb. 2017. https://www2.chemistry.msu.edu/faculty/reusch/virttxtjml/alcohol1.htm. Appendix A: Finding the Limiting Reagent Grams X 1 mol / molecular weight = moles of reactant Glacial Acetic Acid: 8.5 mL X ((1 g/1 mL) X 1 mol) / 60.05 g/mol = 0.142 mol Isopentyl Alcohol: (4.37 g X 1 mol) / 88.15 g/mol = 0.0459 mol Appendix B: Calculating Theoretical Yield of Isopentyl Acetate (Moles of limiting reagent X molar ratio X molecular weight of product) / 1 mol = theoretical yield (0.0459 X 130.19) / 1 mol = 6.44 g Appendix C: Calculating Percent Yield (Actual / theoretical) X 100% = percent yield (3.99 g/ 6.44 g) X 100% = 61.9%

Use of Allegories in A New England Nun :: New England Nun Essays

Use of Allegories in A New England Nun  Ã‚     In "A New England Nun", Mary E. Wilkins Freeman depicts the life of the classic New England spinster. The image of a spinster is of an old maid; a woman never married waiting for a man. The woman waiting to be married is restricted in her life. She does chores and receives education to make her more desirable as a wife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This leads to the allegories used in this short story. The protagonist life paralleled both of her pets' lives, her dog Caesar's and that of her little yellow canary. Both comparisons are of restriction and fear of freedom. The animals and the woman of this story are irreversible tamed by their captivity, and no longer crave freedom. Ideas of sin guilt and atonement are also present between the woman and the dog. These images typify nineteenth century beliefs of women and their place in society. This story of Louisa Ellis is an allegory for woman, and uses the levels of allegory ironically. The stories of the dog and the bird layer the theme to help represent Louisa's life, who in turn represents the Eighteenth century woman of society. Louisa's animals and their relationship to her suitor are further links between her and her pets. The suitor brings out different traits than the norm in both the animals and the woman of this story. The man's influence is seen as disruptive. Man is seen as a threat to the serenity and security of a spinster's life.   Ã‚  Ã‚  Ã‚   Imagery put forth by this story, and by stereotypes of the day is of the new England spinster. Women who were not married yet, lived a life of chores and piousness. They learned their domestic chores and other things that would make them presentable as a wife. They did gardening work, read literature, mended clothing and the sort. These women were dependent on men to come and take them, to change their lives. Those who were not chosen were called old maids or spinsters. They typically were wealthy enough not work, so they lived a singular existence at their homes. Their homes became prisons. Leaving the home was possible

Analysis of A Black Birch in Winter :: Black Birch in Winter Essays

Analysis of A Black Birch in Winter This poem is extremely easy to understand if one understands the comparison being made. Although by saying that a tree may look old in the winter but it will appear reborn in the spring is what Wilbur is talking about, he is relating and comparing this to the life of an aging man. The poem states that "Old trees are doomed to annual rebirth, new wood, new life, new compass, and greater girth." This means that the tree will stretch and crack year after year to accommodate new growth. This resembles a rebirth of the tree each year, but also an aging process. The poem talks about the old tree and relates it to an aged man. "Or the trenched features of an aged man." It means that the tree is comparable to the aged man because it grows, stretches, and cracks as the years go by. The man grows older and becomes more wrinkled or "cracked," also. He will continue to get more wrinkled and cracked as the years go by. The tree can be looked upon as something not that fancy, like "mosaic columns in a church," along with the features of an aged man. The mosaic columns would appear to be big and old, probably scarred from weather and time, as a tree might look. As one looks and studies the old tree and its annual rebirth, one might notice that it is like a form of art. "And this is all their wisdom and their art, to grow, stretch, crack, and not yet come apart. The older trees get the stronger they usually get. When one looks at the cracks and features of the tree, one can notice how strong and wise the tree is by all the patterns and age marks on the tree. Rings are features that can tell how old a tree is. As the tree grows each year, and becomes stronger, the rings build themselves up around the old wood, which makes the tree bigger. There are some symbols in this poem that some critics of the psychological method use. Yonic and Phallic symbols are images that depict female and male images. Yonic symbols are concave symbols, which refer to females.

Herd Health Surveillance And Management Health Essay

In 1907, the ‘British Royal Commission ‘ proved that childrens were at hazard from bovine TB ( 1 ) . Today this Zoonotic bTB ( caused by M. bovis ) is present worldwide. Tuberculosis, pulmonary tuberculosis, besides known as ‘Scrofula ‘ , is a menace to public wellness, domestic farm animal, wildlife, and besides to merchandise industry. The position of this disease as a re-emerging zoonotic disease is today of great concern ( 4 ) . The first instance of bovid infection from adult male to cattle was reported by Magnusson in 1937 ( 2, 3 ) . Bovine TB is now classified by OIE as a â€Å" List B † disease. States following the FAO and the OIE recommendation, seek to use appropriate and effectual control measures to halt the visual aspect of new instances of TB ( incidence ) ( 5, 23 ) . This can be hard to accomplish because the infective dosage could be a really low sum of B ( 22 ) .Low incidenceAs ‘incidence ‘ we understand the sum of new instances happening in a defined period of clip. The chance of developing a specific disease during a specified period of clip is the incidence rate. Incidence rate = new instances in specified period of clip ten factor ( 100,1000aˆÂ ¦ ) Entire population at hazard during the period ‘Low incidence ‘ ( LI ) occurs when new instances emerge in a lower and slower rate than before within a period of clip in the targeted population. Is this low incidence step existent and important adequate to province that bTB is under control and even taking to a possible obliteration? The reply is likely, No. Low incidence might non reflect the existent state of affairs on a national degree. Low incidence of bTB can propose that the disease is by and large non distributing fast, but has a changeless, slow tendency within the cattle population. The incidence could be higher in some portion of the state and really low in others. We need the ‘prevalence ‘ , in order to better understand how TB in a population could be quantified. ‘Prevalence ‘ is the entire figure of bing instances happening at one peculiar clip. : Prevalence = chronic conditions Diseases – count the entire figure of disease persons ‘Prevalence rate'A is the sum of the population who has a disease at a given clip. Prevalence rate = bing instances at the specified point of clip x factor Entire population at hazard during the period ( 15 ) In livestock the disease is profoundly predisposed by farming and managerial factors which are of highest importance. Environmental factors such as carnal carrying denseness, motion between groups, quarantine, the new stock, environmental fortunes ( humidness, temperature, air current, rain seasons ) , lodging, bedclothes, lacrimation, airing, sanitation and nutrient balance besides play critical portion. In diseases outbreaks in animate being groups, usually both clinical and sub clinical instances exist in the group ( Iceberg Concept ) . In those endemic diseases, more of the infections in a group have a sub clinical ( soundless ) presentation ( see figure ) . It is cardinal to place the status in the group in inquiry or the instance categorization ( negative, exposed, fishy, or reactor ) . ( 24 ) There is a group of states like Australia ( 30,31 ) , Poland and others, which has achieved free bTB position using strict methods of surveillance monitoring and control ( 23,41, Apx 1 ) . Others such as EEUU ( 27, 28, 29 ) and Spain, show by and large the moderate but uninterrupted decline of the disease ( 36 ) . Spain has improved the incidence rate. There has besides been a alteration in the prevalence rate of bTB among the carnal population ( 25 ) . This disease can be endemic. Prevalence / Incidence, of b.TB during 1986 – 2006 in Spain. PROGRAMA NACIONAL DE ERRADICACION DE TUBERCULOSIS BOVINA. ANOS 2008-2010.. ( 25 )Spain – a low incidence stateIn Spain the prevalence is higher in beef herds and engendering contending bulls ‘ herds than in dairy herds, which may be due to production related differences between these types of herds. Beef herds are kept under more extended conditions, which allow contacts with other herds and wildlife, via communal grazing land ( 4 ) . BTB presence in the wildlife species had been proven as a beginning of infection for house servants animate beings and a threat to endangered species ( 6,8 ) . It seems that species sharing the same ecosystems are conveying the disease. M. bovis has besides been detected in carcases of cervid, hare, wild Sus scrofa, Iberian lynx and fox found in studies of wildlife killed in national Parkss and private estates in cardinal, southern and west of the Iberian Peninsula ( 7, 4 ) . Figure1. Main bovid TB hazard factors classified into animate being, herd and region/country degrees. Worldwide bovine TB hazard factors Vet. Res. ( 2009 ) 40:50aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.. ( 4 ) Spain has a control programme in topographic point, at national and regional degree. Harmonizing to their informations about 97 % of the herds are free of bovine TB ( bTB ) ( 18 ) .This was achieved by the application of government trials and slaughter at the national degree. In the Central organisation there is the Ministry of environmental, rural and sea. On the regional degree there are official veterinary services with provincial and territory central offices ( 20,21 ) . REPORT OF THE â€Å" BOVINE TUBERCULOSIS † SUB-GROUP TASK FORCE, Spain, 14-15 November 2007 ( 18 ) Spain as a member province of the EU Commission has its ain Sub-group Task Force, which report back on the advancement of its bTB obliteration programme ( 18 ) . In order to command and forestall eruptions of bTB assorted signifiers of surveillance programmes have been established and information gathered and utilised from findings of these.What is disease surveillance?â€Å" Epidemiologic surveillance is defined as an experimental method based on uninterrupted entering to follow wellness position or hazard factors in a defined population, and peculiarly to observe the visual aspect of pathological procedures and analyze their development over clip and in infinite, with a position to following appropriate control measures â€Å" ( 19 ; Toma et al. , 1991 ) . Surveillance is defined as a ‘mechanism applied to roll up and construe informations on the wellness of carnal population, to accurately depict their wellness position with regard to specific diseases of concern ‘ ( 28 ) . The term surveillance is used for the acknowledgment of new or alien diseases, and monitoring is aimed at observing additions in established infection degrees that may signal the return of a disease eruption. Surveillance programmes are frequently used to integrate both surveillance and monitoring activities ( MOSS ) ( 28 ) .There are really clear definitions in the study of the ISVEE conference, held in Durban. ( 2009 ) Epidemiologic surveillance signifiers portion of descriptive epidemiology because it aims to supply a dependable image of the epidemiological state of affairs sing one or more diseases ( 13 ) . The construct of disease surveillance is shown in Figure 1. ( 26 ) .Surveillance methodsObligatory surveillance: Bovine TB is a countrywide programme disease which requires the declaration of all suspected bTB instances by husbandmans, veterinaries, abattoirs inspectors, and everybody in contact with farm animal. Everyday surveillance: Name inactive surveillance, besides known as ‘scanning ‘ surveillance, is an ongoing observation of the prevailing disease profile of a susceptible population. With the information from this information we can observe any unnatural alterations or emerging diseases and obtain a general image of the disease state of affairs. Active surveillance: Besides called tailored programmes, marks a specific disease or status within a defined population. The presence of the disease can be measured or its absence verified. At first a clear instance definition must be developed. Surveillance is so carried out in structured population-based reviews ( methodical proving at slaughter, random studies, scrutinies for infection in non-symptoms animate beings including wildlife ) or in structured mark surveillance actions ( disease coverage, aiming proving, ante-mortem reviews, research lab probes, lookout elements, field records, farm animal ‘s herds, wildlife disease statistics ) . â€Å" Effectives controls requires an apprehension of the epidemiology of a diseases, including its infections kineticss within house servants every bit good as wildlife populations † ( 32 chapter 8, p. 363 ) .Datas elementsDatas are obtained from different beginnings: Findingss in butcheries, in the field, in research research labs, menagerie, ferine animate being keepers, private veterinary patterns and from province veterinary surveillance. There are good definitions in the web of USDA. This site provides wide information on animate being health/disease countries ( 40 ) We can specify the informations by the event under surveillance. The event and the population at hazard ( numerator/denominator ) , have to be mensurable. Then we need to place the beginnings and the information suppliers, based in the appropriated nose count to obtain a existent position of the disease. Data aggregation is a squad undertaking, aggregators and suppliers and everybody else involved participate to accomplish the aims. It is based on hazard appraisal. To be good processs must be focused, systematic, efficient, dependable and economical. The end is to entree concealed pockets of an carnal population, to avoid uncontrolled state of affairss in the hereafter. The chief end here is the obliteration the bTB, and to derive the position of freedom of the disease. In disease surveillance, compulsory and voluntary presentments are common beginnings for informations aggregation. In distant countries with hapless substructure participatory assessments can be a valuable beginning of information. Labs play an of import portion for the proviso of valuable and dependable informations. An active and full functional diagnostic research lab service is hence cardinal for any surveillance activity. Analysis of information is besides performed by the research labs. Here we find two constructs to see, first esthesia, 2nd feasibleness. The threshold of esthesia must be the same in the full trial to hold consistence in the analytical procedure ; the targeted surveillance must be realistic and possible to execute.Once the information is validated it is fed into a centralized database for the entree and distribution to all stakeholders, usually by via an internet interface. The result must be clearly accessible for all parts involved. The usage of epidemiological informations can supply the rating of the disease and its effects. The cyberspace has become an of import tool for the decentralization of informations entry. Appropriate analysis of informations provides a good planetary representation of the state of affairs ( 11,14 ) . Geographic information systems GIS are used to back up this procedure ( 16 ) .Aims of national surveillanceTerbium is a notifiable disease worldwide. The OIE provides recommendations in its ‘Terrestrial Animal Health Code ‘ and all facets of surveillance are addressed and recommendations given to follow ( 17 ) .The purpose is to use a national surveillance, monitoring and control system which will help the obliteration of the disease. The chief aims for a national surveillance should be: To gauge the size of the job within the domestic and wildlife carnal population. To observe eruptions in animate beings both farmed and in wildlife population, monitor the class of such eruptions and measure the impact. To place bovid TB in the instance that it is brought to the state. To hold preventative controls and obliteration steps in topographic point on defined carnal populations to mensurate promotion and efficaciousness in the obliteration plan. To hold the capacity to verify disease freedom or low threshold of hazard for trading aims.DecisionBTB is a life endangering disease that affects animate beings and worlds likewise. Since its find attempts have been made to track it, to handle the disease and to command its spread with the purpose to finally eliminate it. Despite these attempts bTB is re- looking in an alarming manner amongst animate beings and worlds. Surveillance has become a cardinal component to avoid, proctor and halt the spread of the disease. Some states have been successful in cut downing and keeping its spread, or even eliminating it through effectual surveillance of their house servants and wildlife carnal population. The job is complex, broad stretch and clip consuming. It involves establishments, the husbandmans, the veterinarian services, the regional and governmental administrations ; even environmental factors play an of import portion. There is a demand to organize, on a regional degree every bit much as on a national one. Exchange of information and communicating is needfully combined to guarantee that information is processed and evaluated right, seasonably and used suitably ( 37 ) . Surveillance and effectual control programmes for bTB, adapted to the demands of each state and part, should be implemented and supported by regional, governmental and international organic structures, in a co-ordinated mode. Developing states frequently lack of the necessary installations, and hence need extra support from the developed universe to help their obliteration of this disease. ( 37 ) Epidemiologic Surveillance Systems

Honey and mumford Essay

Peter Honey and Alan Mumford developed their learning based on the work of Kolb. Their preferred learning styles are Activist, Pragmatist, Theorist and Reflector. These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one’s own personal learning each learner ought to: Understand their learning style Seek out opportunities to learn using that style  For people to understand their particular learning style Honey and Mumford have developed a Learning Style questionnaire. By knowing your result it means you are able to learn better because you get a better fit between learning opportunities and the way you learn best. This also makes your learning easier, more effective and more enjoyable. You can become an all-round learner, increases your versatility and helps you learn from a wide variety of different experiences. You can improve your learning skills and processes, increased awareness of how you learn and opens up the whole process to self-scrutiny and improvement. Learning styles Activists are people who learn by doing. They need to get their hands dirty, dive in with both feet first. They have an open-minded approach to learning, involving themselves fully and without bias in new experiences.The activities they tend to use for learning are: Brainstorming Problem Solving Group Discussion Puzzles Competitions Role-play Theorist learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. They prefer to analyse and synthesise, drawing new information into a systematic and logical ‘theory’. The activities they tend to use for learning are: Models Statistics Stories Quotes Background Information Applying Theories Pragmatist learners need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. They experiment, trying out new ideas, theories and techniques to see if they work. The activities they tend to use for learning are: Time to think about how to apply learning in reality Case Studies Problem Solving Discussion Reflectors learn by observing and thinking about what happened. They avoid leaping in and prefer to watch from the side-lines. They prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. The activities they tend to use for learning are: Paired Discussions Self-analysis Questionnaires Personality Questionnaires Time Out Observing Activities Feedback from others Coaching Interviews Learning style Honey and Mumford definition Activist â€Å"Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: â€Å"I’ll try anything once†. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so; they seek to centre all activities around themselves.† Theorist â€Å"Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesize. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. â€Å"If it’s logical it’s good.† Questions they frequently ask are: â€Å"Does it make sense?† â€Å"How does this fit with that?† â€Å"What are the basic assumptions?† They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their ‘mental set’ and they rigidly reject anything that doesn’t fit with it. They prefer to maximise certainty and feel uncomfortable with subjective judgements, lateral thinking and anything flippant.† Pragmatist â€Å"Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with  ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities ‘as a challenge’. Their philosophy is â€Å"There is always a better way† and â€Å"If it works its good†.† Reflector â€Å"Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others’ observations as well as their own.† http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford Kolb Kolb’s learning theory has four distinct learning styles which are based on a four stage learning cycle. The four learning styles are: Concrete Experience – A new experience of situation is encountered, or a reinterpretation of existing experience. Reflective Observation – Of the new experience. Of particular importance are any inconsistencies between experience and understanding. Abstract Conceptualization – Reflection gives rise to a new idea, or a modification of an existing abstract concept. Active Experimentation – The learner applies them to the world around them to see what results. In this respect Kolb’s theory is particularly elegant, since it offers both a way to understand individual people’s different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb explains that different people prefer different learning styles. Various factors influence a person’s preferred style, in Kolb’s experiential learning theory Kolb defined three stages of someone’s development and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are: Acquisition – birth to adolescence – development of basic abilities and ‘cognitive structures’ Specialization – schooling, early work and personal experiences of adulthood – the development of a particular ‘specialized learning style’ shaped by ‘social, educational, and organizational socialization’ Integration – mid-career through to later life – expression of non-dominant learning style in work and personal life. Kolb believes that effective learning is seen when a person progresses through a cycle of four stages: of having a concrete experience followed by observation of and reflection on that experience which leads to the formation of abstract analysis and conclusions which are then used to test hypothesis in future situations, resulting in new experiences. Kolb sees learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence. The process of learning is influenced by a variety of personal factors. A thorough knowledge of these factors will help teachers and parents to understand and guide their child’s learning. Some important factors that can have an influence on a person’s learning are: Fatigue and Boredom – It is more boredom than fatigue that affects students more. The difference between the two is that fatigue is mental and physical tiredness which decrease in efficiency and competency to work. Boredom on the other hand is lack of desire to work. Age and maturation – Learning is dependent upon age and maturation. Learning doesn’t take place unless the individual is matured enough to learn. Some children can learn better at an earlier age while others take more to learn the same content. Interests – Various types of interests of the students can be exploited to facilitate their learning. Their interests during early infancy are mostly limited. As  a child grows their interests diversify and stabilize. Motivation – Motivation is the heart if the learning process. It generates the will in an individual to do something. There are two types of motivation that are commonly recognized. These are – Intrinsic; this type of motivation arises when the resolution of the tension is to be found in mastering the learning task itself. -Extrinsic; this type of motivation occurs when a student pursues a learning task for reasons that are external. For example, if a student engages in construction of a model aero planes because they think it would please their father, who is an ex-pilot, rather than because of intrinsic motivation. Intelligence – Intelligence is expressed by an IQ score on an intelligence test is positively related to learning. Generally students with a higher IQ learn rapidly however this is not always the case. Aptitude – A student who possesses appropriate aptitude for a particular subject of study or skill will learn better and retain it for longer. On the other hand they will require relatively longer time to study a subject for which they lack natural aptitude. Attitude – The learning process is also influenced considerably by the attitude of the student. If they are alert, attentive and interested in the material to be learnt. They are also bound to have a favourable attitude towards it. An attitude like that will enable them to tackle the learning situation economically, pleasantly and effectively. Environmental factors – Surroundings; students may easily get distracted and lose interest in the lesson if they are sat around friends as they are more likely to socialise instead of learn. Relationships with teachers, parents and peers; Relationships are important as bad ones can lead to stress and other problems for example if the student has a bad relationship with their teacher they might act out and may lose interest in doing work so they fall behind and don’t learn the correct stuff. Media; Media can be such a bad influence on most teenage students because of media such as social networking which can be easily accessed through their phone. This means they may be more tempted to use their phones during their lessons to use social networks such as Facebook or twitter. For example if that student is starting to lose interest in their lesson then they may be tempted to use their phones for that reason. I think that there are a few of these factors that influence my own learning process. For me these factors are Fatigue and Boredom Age and maturation Motivation Attitude Environmental factors I always find that my surroundings and social networking have a massive influence on my learning as I tend to get distracted by people around me, my phone, internet and TV. I am more likely to let these distract me if I am bored or don’t have any motivation to do the work. Because of this I often find that I am behind and sometimes struggle with the work I am doing. It’s important for people to learn the correct skills for learning so that our ability to understand and to help you gain the knowledge to increase your abilities to work to your full potential. There are different ways of learning which are: Observation Questioning Use of internet Supervisors Classroom Work experience Having these skills are important as they can make a person better because there is a range of skills that they can use to improve their overall knowledge. These skills impact my learning because of these I am able to improve on what I am taught by teachers by watching it in practice, asking questions to learn more about the subject of work, using the internet to research information about that subject of work, ask for help from teachers, learning supports and other students by asking other students it helps them as well as they get to go over what you are asking so it would tend to stick more. And by work experience so you get to learn while putting information to practice and this gives you opportunities to ask questions.

Essay on The Apollo Group, Inc. [University of Phoenix]

Case Study Analysis Report - Webster University – BUSN 6070 Instructor: Jonnie Green Student: Jacquline Wicks-Callahan Title of Case: The Apollo Group, Inc. [University of Phoenix] Case: Andrew: Case #7-1, Assignment # 1 Purpose: The purpose of this case study is to understand the University of Phoenix’s philosophy and business model to develop targeted plans to address identified issues. Introduction Apollo Group, Inc., was found in 1973 by John G. Sperling, PhD., in response to a need for a then neglected market of working adults, who were seeking higher education. Dr. Sperling, believed that rather than catering to the traditional student population age 18-22, he would create the University of Phoenix be run†¦show more content†¦Ã¢â‚¬ ¢ Improve program offerings by expanding instructor’s base. Recommended Solution †¢ Study other institutions that are set up to cater to similar demographic of students. Analyze and compare their best practices to University of Phoenix. †¢ Examine the inherent shortfalls in e-learning to students and the criticism levied against on-line education. Determine if these accusations have merit. †¢ Recruit tenured Professors from respected universities to create and facilitate on-line courses to help provide more credibility to the e-learning curriculum. Implementation Plan †¢ Form a committee to review the top ten Universities that offer on-line degrees to non-traditional students and assess their processes as compared to the University of Phoenix’s programs by October 2011. The committee will be required to provide their findings and recommendation for a process improvement plan to the Executive Committee members by December 2011. o Focus Areas: ââ€" ª Determine time on average faculty devotes to e-teaching. ââ€" ª Determine parameters for selecting faculty determine the faculty mixture i.e. how many tenured professors and how many working professionals make up the faculty roll. ââ€" ª Review Academic Programs and degree requirements. Summary University of Phoenix was designed to cater to working professionals; their curriculum was designed around working professionals asShow MoreRelatedDetailed Design Process1733 Words   |  7 Pagesdesigning the Frequent Shopper Program for Kudler Fine Foods, it is important to consider certain tradeoffs of the project, in terms of costs, the schedule of the project, and the performance of the system, regardless of which approach is chosen (University of Phoenix, 2012). 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Definition and Examples of Sound Bites

A sound bite is a brief excerpt from a text or performance (usually ranging from a single word to a sentence or two) that is meant to capture the interest and attention of an audience. Also known as a grab or a clip. In recent presidential elections, said Craig Fehrman  in 2012, the average TV sound bite has dropped to a tick under eight seconds (The Boston Globe). In the 1960s, a 40-second sound bite was the norm. Examples and Observations From Other Writers From the late 1960s to the late 1980s, the place of oratory in U.S. public culture was shrinking--literally. In 1968, the average sound bite in presidential election news coverage was more than 43 seconds long. In 1972, it dropped to 25 seconds. In 1976, it was 18 seconds; in 1980, 12 seconds; in 1984, just 10 seconds. By the time the 1988 election season rolled around, the size of the average sound bite had been reduced to less than 9 seconds. . . . By the end of the 1980s, . . . the time and space allotted to political oratory in the American mainstream media had already been incrementally eroded.(Megan Foley, Sound Bites: Rethinking the Circulation of Speech From Fragment to Fetish. Rhetoric and Public Affairs, Winter 2012)A day like today is not a day for sound bites, really. But I feel the hand of history upon our shoulders.(Prime Minister Tony Blair on arriving in Belfast, Northern Ireland, for the talks that produced the Good Friday Agreement, April 8, 1998Seeking to prod Cong ress to provide more money to help prevent layoffs from local and state governments, [President] Obama stressed how much better off private companies are doing in terms of hiring.   Ã¢â‚¬Å"The private sector is doing fine, he said, immediately giving Mitt Romney the same kind of bumper-sticker sound bite that Mr. Obama used against Mr. McCain four years ago. (Michael D. Shear, Republicans Take Aim at Obama’s ‘Doing Fine’ Comments. The New York Times, June 8, 2012)Over images of factory employees hard at work and smiling families, an announcer says, when a million jobs were on the line, every Republican candidate turned their back, even said, Let Detroit go Bankrupt.Then the commercial pivots to the president. Not him, says the announcer as a sound bite of the president plays. Don’t bet against the American auto industry, Mr. Obama is shown saying.(Jeremy W. Peters, Obama Goes After Republicans in New Michigan Ad. The New York Times, February 23, 2012)I a m even told that you like your reading in short bursts now. Little chunks. Sound bites. Like that. Because you are busy. In a rush. Like to graze. Like cows. A bite here. A bite there. Too much to do. No time to spare. Under pressure. Bollocks. Lazy. Stupid. Finger out. Socks up.It was not always thus. Time was when an Englishman could happily gawp at a single sentence for an hour at a time. The ideal magazine essay took roughly as long to read as it took your umbrella to dry.(Michael Bywater, The Chronicles of Bargepole. Jonathan Cape, 1992) Sound Bites as Compressed Arguments As Peggy Noonan has explained so well, a sound bite is the culmination of good writing and a good argument. Ask not what your country can do ... or The only thing we have to fear ... represented the sharpest point of the speeches behind them. (John Dickerson, Dispatches From the Republican National Convention.Slate, August 30, 2012)The sound-bite should encapsulate the main point of the argument; the strongest opinion or reaction. Again there is a danger of distortion by over-emphasizing the already emphatic and polarizing a point of view, and this danger can only be eliminated by carefully explaining the context in which the remarks were made. (Andrew Boyd, Peter John Stewart, and Ray Alexander, Broadcast Journalism: Techniques of Radio and Television News, 6th ed. Focal Press, 2008) The Sound Bite Culture A sound bite society is one that is flooded with images and slogans, bits of information and abbreviated or symbolic messages--a culture of instant but shallow communication. It is not just a culture of gratification and consumption, but one of immediacy and superficiality, in which the very notion of news erodes in a tide of formulaic mass entertainment. It is a society anesthetized to violence, one that is cynical but uncritical, and indifferent to, if not contemptuous of, the more complex human tasks of cooperation, conceptualization, and serious discourse. . . . The sound bite culture . . . focuses on the immediate and the obvious; the near-term, and the particular; on identity between appearance and reality; and on the self rather than larger communities. Above all, it is a society that thrives on simplicity and disdains complexity.(Jeffrey Scheuer, The Sound Bite Society: How Television Helps the Right and Hurts the Left. Routledge, 2001) Television Journalism and Sound Bites In any campaign reform, it must be acknowledged that television news is an accomplice as well as a victim of the politicos. The sound bite is to television what the fang bite was to Dracula. The office seeker who has a thought that takes more than 30 seconds to express turns producers rabid. (Walter Goodman, Toward a Campaign of Substance in 92.  The New York Times, March 26, 1990)Television is the enemy of complexity. You rarely have time to express the fine points, the caveats, the context of your subject. Youre always being interrupted just as you try to make a larger point. What works best on a talk show is the snappy one-liner, the artful insult, the definitive declaration. What makes you look weak and vacillating is an acknowledgment that your case is not airtight, that the other side may have a valid point. (Howard Kurtz, Hot Air: All Talk, All The Time. Times Books, 1996)If news reporters and cameras are only there to be used by politicians as recording devices for their sc ripted soundbites, at best that is a professional discourtesy. At worst, if we are not allowed to explore and examine a politicians views, then politicians cease to be accountable in the most obvious way. (ITV news reporter Damon Green, quoted by Mark Sweney in Ed Miliband TV Interviewer Reveals Shame Over Absurd Soundbites. The Guardian, July 1, 2011) Sound-Bite Sabotage Sound-bite saboteurs on all sides of the aisle try to move the opinion of publics toward positions that are contrary to the best available data. Rather than communicating with publics to enable more informed decision making, sound-bite sabotage occurs when public and private leaders use the tools of public relations to discredit the importance of using data, engaging in scholarly inquiry, and supporting democratic deliberation.Seeing (hearing, reading, experiencing) sound-bite sabotage draws our attention to the commodification of political discourse rather than to the political spectacles constructed, to distract citizens from the communicative strategies mobilized by public and private elites. (Julie Drew, William Lyons, and Lance Svehla. Sound-Bite Saboteurs: Public Discourse, Education, and the State of Democratic Deliberation. SUNY Press, 2010) Alternate Spellings: sound-bite, soundbite