Saturday, December 28, 2019

No Child Left Behind Act Vs. Every Student Succeeds Act Essay

Mike Jean 12/4/16 EDUC 480B Prof. Boesenberg No Child Left Behind Act vs. Every Student Succeeds Act December 10, 2015: We Won, RIP No Child Left Behind! Headlines such as this one, seen on the American Federation of Teachers newsletter, were commonplace on this momentous day for all involved in the American educational system. Newspapers ranging from the New York Times to the Washington Post, to nearly every small town daily chronicle, celebrated the end of a much-maligned era; that of No Child Left Behind. On this momentous occasion, President Barack Obama signed into law the Every Student Succeeds Act (ESSA) of 2015. This measure was meant to reauthorize the Elementary and Secondary Education Act (ESEA) of 1965 that was introduced during President Lyndon B. Johnson’s Great Society Reform. Most importantly, for Americans, it replaced the No Child Left Behind Act (NCLB) instituted during the presidency of George W. Bush. The Every Student Succeeds Act was touted by lawmakers for returning power back to the states by taking a more flexible approach to student testing and school accountability. This measure is a step in the efforts to return American to its place as a leader in education worldwide, but this bill is not without its pundits as well. One of the leaders in the staunch opposition to the Every Student Succeeds Act is none other than Diane Ravitch. Ravitch, a former Undersecretary of Education during the Bush administration, whoShow MoreRelatedThe No Child Left Behind Act990 Words   |  4 PagesThe purpose of this paper is to address the Every Student Succeeds Act (ESSA) which was signed into law by President Barack Obama in December 10, 2015. The paper will also address the No Child Left Behind Act (NCLB) which was signed into law by President George W. Bush in 2002. The paper will talk about some of the key components of ESSA in comparison with NCLB and identify some possible strengths and weaknesses in ESSA’s new approach. ESSA was signed into law on December 10, 2015 by PresidentRead MoreThe Role Of State And Local Control Of Education850 Words   |  4 Pagesschool elementary and secondary teachers to meet their state’s definition of highly qualified in the core academic subjects they teach. No Child Left Behind Act The No Child Left Behind Act of 2001, which was established by former President George W. Bush; is a United States Act of Congress that is a reauthorization of the Elementary and Secondary Education Act, which includes Teacher Title I. The nation standards vary upon the NCLB are diverse into Highly Qualified Teacher, Accountability and StandardRead MoreHistory of Special Education1216 Words   |  5 PagesHistory of Special Education The field of education has been around for a very long time, but special education has not always been around. In fact, for many years it wasn’t even accepted in the world of education. In the past, students with special needs were often not allowed to go to public school because of their disabilities. However, in today’s world, they have a right to free public education and most of the time benefit greatly from some of the resources that are available. Special educationRead MoreThe Brown Vs. Board Of Education Essay1195 Words   |  5 Pagesdivided as new housing development plans take place. Many students go to their closest schools due to lack of transportation and in response, the schools become either rich schools, or poor schools. This then results in unfair education opportunities. Many residents of Charlotte NC are unaware of this, or feel they have no voice. It is however the law for students to receive equal education, and North Carolina has a No Child left Behind Act that is clearly not in full effect in CMS, which will eventuallyRead MoreThe Importance Of Education In Education1303 Words   |  6 Pageseducation than low income students due to the fact that wealthy people tend to send their children to private institutions that have a different curriculum than public schools. This problem has limited American equity because â€Å"Only 28% of high school graduates from high-poverty schools enrolled in four-year universities, compared to 52% of graduates from low-poverty schools† (Chen, pg 3). This is a very important problem because the education system isn’t helping students â€Å"dig their way out of theRead MoreParagraph On Education Within Countries1040 Words   |  5 PagesEducation within Countries Many people have always thought, that the United States of America has always been ahead of every other country in the world. Whether it is in the economy, army, or in the educational field people think that the U.S is superior. What people do not know is that we are not the only country out there. The United States might be greater and better in quality in some areas, but education is definitely not. We are the U.S and we struggle because we want to! because we are lazyRead MoreThe Desegregation Of The United States1633 Words   |  7 Pagesmandated school districts to bus students to different schools so integration would be possible (Wilson). President Lyndon B. Johnson was also a key part in education reform during this time period, which will be discussed later. The federal government became involved to create additional benefits for low-income students. Head Start and the Elementary and Secondary Education Act (ESEA) were created to reduce poverty by providing equal opportuni ties for all students (Cross). Leading up to the 21stRead More The No Child Left Behind Act and Educational Technology Essays3120 Words   |  13 PagesThe No Child Left Behind Act and Educational Technology Overview of Act: What it entails The No Child Left Behind (NCLB) Act has become a large, nationwide issue, since President George Bush signed it into law on January 8, 2002, giving the schools the responsibility to keep every student’s academic achievement at a passing level. (Florida Department of Education; 2003; pg. 1) Each state had twelve years to have all students proficient in reading and math, which gave each state less than aRead More`` Looks Like 10 Miles Of Bad Road : Cheating, Gaming, Mistrust, And An Interim Principal1500 Words   |  6 Pagesmeasurement stemming from Federal educational policies such as the No Child Left Behind Act (NCLBA) and continuing with the Every Student Succeeds Act (ESSA). With increasing pressure to raise student test scores and subsequently overall school performance ratings, administrators and teachers in some schools and districts have unfortunately begun using strategies, which are not ethical (and sometimes illegal) to increase student achievement. This paper is i n response to a fictional case study basedRead MoreA Balanced System Of The Republican Party And The Democratic Party1541 Words   |  7 Pagesbe supported. The democrats support the â€Å"No Child Left Behind† initiative and, when necessary, to close consistently failing schools that refuse help to make way for new schools with new approaches. Although in 2012 even Democrat, US Rep George Miller agrees that this program needs a rewrite. He stated, â€Å"We have learned a lot since the law’s enactment. Thanks to NCLB, the evidence is irrefutable that all kids can learn if given an opportunity to succeed, regardless of their zip code or income. However

Friday, December 20, 2019

The Rhetorical Analysis Of Martin Luther King Jr. - 728 Words

Martin Luther King Jr. gives this speech on September 28, 1965. This time period was the heart of the Civil Rights movement in America. Slaves received their freedom at the end of the Civil War, in 1865. However, the battle for former slaves did not end there. While they may have earned their freedom, there was still a long road ahead to achieving equality. Martin Luther King Jr., was a Civil Rights activist and speaker. In this speech, he talked not only about what has been accomplished, but about everything that was still a problem. Touching on the KKK, racism, troubles voting, and even the unemployment of African Americans in Chicago. He touched on how during slavery, slaves often referred to the story of Moses leading the Israelites†¦show more content†¦The reader’s interpretation of this text is highly influenced by the narrator. For example, he painted the character of Pharao by describing his reaction when the Israelites do not make the amount of bricks he orde red: â€Å"And the supervisors of the Israelites, whom Pharaoh’s taskmasters had set over them, were beaten†(Exodus 5:14). The narrator pictured Pharaoh as evil here, by describing how he beats his people for not reaching their goal, when he took away their straw that was used to make bricks. By showing Pharaoh to be evil this makes God seem even more graceful and caring when he saves the Israelites from. God is also seen as persistent in his goal to free the Israelites because he asks Moses multiple times to go to Pharaoh and ask him to let the Israelites go (Exodus 7:16, 8:1, 9:1). By showing that God asked the Pharaoh multiple times, it again presents a loving God, who cares lots about his children and wants them to be free. After seeing that God is represented of caring towards his people and loving, it would be easy to interpret that is something that remains true today. If God does still care about his people, which can be inferred from the representation of Go d in this story, then one could assume that God would help African Americans overcome the oppression and racism they face. So, while the directShow MoreRelatedRhetorical Analysis Of Martin Luther King Jr.1046 Words   |  5 PagesRhetorical Analysis Essay Civil rights activist, Martin Luther King Jr. gave his memorable â€Å"I Have a Dream† speech while standing at the feet of the Lincoln Memorial in Washington D.C. His uplifting speech is one of the most admired during the civil rights era and arguably one of the best in American history. On August 28th, 1963, Martin Luther King Jr. spoke about the true American dream: equality. Although the video of his oral spectacle is powerful, the written document portrays exactly howRead MoreThe Rhetorical Analysis Of Martin Luther King Jr.1139 Words   |  5 Pagesuse rhetorical devices and strategies to get their point across and try to convince the reader to believe in their perspective. It can also be used to get emotions from its readers, but that isn’t really the whole point of persuading someone. For instance, Martin Luther King Jr. uses an abundance of pathos in order to make the reader or clergymen feel sympathy towards the black people. Along with pathos, he uses lo gos and a bundle of hypophora. In order to obtain the goal of persuasion, Martin LutherRead MoreRhetorical Analysis Of Martin Luther King Jr847 Words   |  4 PagesMartin Luther King Jr and The Civil Rights Movement Martin Luther King Jr was a protestor who became the most important spokesperson and leader in the Civil Rights Movement.  He was a member of the National Association for the Advancement of Colored People(NAACP) and in 1954, he decided to take a position as a preacher at Dexter Avenue Church in Montgomery, Alabama. King felt as though it was his moral duty to help the civil rights movement which is why he planned many activities that will helpRead MoreRhetorical Analysis Of Martin Luther King Jr.976 Words   |  4 PagesMartin Luther King Jr. wrote numerous speeches in efforts to inspire the idea of non-violent protesting in hopes of eventually reaching racial equality. Under what conditions can a man with seemingly no connection to a local community step in and assume the mantle of leadership as a spokesman for a segment of that community’s population? In all of the speeches, one way or another, Dr. King used several different rhetorical devices in order to defend his ow n actions. In specific, two of his speechesRead MoreRhetorical Analysis Of Martin Luther King Jr1689 Words   |  7 PagesMartin Luther King Junior is often known as the leader of African American civil rights in the United States. His infamous â€Å"I Have a Dream† speech brought a crowd of over two hundred and fifty thousand people to the steps and lake of the Lincoln Monument in Washington D.C. In 1963, Martin Luther King Jr. led a protest in Birmingham, Alabama that focused on the unfair treatment and the segregation of African Americans. The court ruled that he was not allowed to hold protests. Therefore, he was arrestedRead MoreRhetorical Analysis Of Martin Luther King Jr. Essay1996 Words   |  8 PagesIn 1963 Martin Luther King Jr. wrote a letter while incarcerated in Birmingham jail to eight clergymen in response to their letter known as â€Å" A Call For Unity.†   The letter asked for the halt of direct action type protest in Birmingham, Alabama that Martin Luther King was leading.   The letter has become known as one of the greatest works of argument in American history. Part of the reason for the letter’s notoriety and effectiveness is due to its eloquent use of pathos. King’s use of pathos in hisRead MoreThe Rhetorical Analysis Of Reverend Martin Luther King Jr.764 Words   |  4 PagesWhile sitting in a jail cell, Reverend Martin Luther King Jr. uses this time of reflection to write a letter to the 7 white church leaders in the south in rebuttal to their recent criticisms of the Civil Rights Movement. The letter comes after the recent protest in Birmingham, and the criticisms of his work form the Southern leaders. King crafts his argument in a cause and effect style to illustrate the direct problems or criticisms, and refutes these claims with substantial support in favor of hisRead MoreRhetorical Analysis Of Dr. Martin Luther King Jr.769 Words   |  4 Pagesactivists in the nation such as Dr. Martin Luther King Jr. After his assassination, people took their grief to the public and called for acts of violence to deal with the sudden loss. As their anger continued to rise, Cesar Chavez published an article, in which he urged people to com e to their senses and take a less violent approach to the situation. Chavez states that only through nonviolence will people continue to strive towards the peace that they and Dr. King have so long looked forward to. HeRead MoreRhetorical Analysis Of Martin Luther King Jr. s I Have A Dream 1132 Words   |  5 PagesMartin Luther King Jr. was the man who wrote the speech entitled â€Å"I have a dream† and presented it to nearly 250,000 people on August 23, 1963. In that speech, MLK Jr. used several different types of figurative language/rhetorical devices in order to convey his message to the people on a deeper level. These devices include personification, allusion, symbolism, hyperbole, metaphor, simile, and anaphora. Personification is a form of figurative language in which something has nonhuman human qualitiesRead MoreRhetorical Analysis Of I Have A Dream Speech By Martin Luther King Jr.815 Words   |  4 PagesMemorial more than two score years ago, Dr. Martin Luther King electrified America with his momentous I Have a Dream speech. Aimed at the entire nation, King’s main purpose in this speech was to convince his audience to demand racial justice towards the mistreated African Americans and to stand up together for the rights afforded to all under the Constitution. To further convey this purpose more effectively, King cleverly makes use of the rhetorical devices — ethos, pathos and logos — using figurative

Thursday, December 12, 2019

The Influence of Music free essay sample

Music gives a soul to the universe, wings to the mind, flight to the Imagination, and life to everything. (Plato, 428-348 BC ) Music Is Inseparable part of our everyday life; we can face It In every corner of our town, on TV commercial, films, radio etc. Music can be understood everywhere, even if you cannot speak the language of other countries, but you move, dance, sing and enjoy the music while listening to it. We may not understand the words of a musical selection but we do understand the tatty of songs.We cannot avoid it and we cannot disclaim that music has an impact on humans behavior, mood and attitudes. Music can affect us In ways In which people are not even aware of, and for this reason, music Is simply amazing. Therefore, this issue has been studied for decades, by unrelated people for each other, such as music educators, neuroscience, composers, psychologists, singers, philosophers, mathematics, therapists, medical researchers and others. That is why music is used in millions of places. The first question of inquiry chart is: how does music affect our emotions?Music can produce deferent emotions in listeners. Also, It is a form of expression, because artists often express their feelings through songs. They write songs when they are happy, sad, angry. And even when they are in love. It has been proven that certain types of music can evoke sadness, while others can give you an excitement. Also, music has the ability to change the emotional and physical status of people, whether they are in bad moods, good moods, or sad moods. As health reporter of BBC news Sonny Musicologist (2011) wrote Music releases a chemical in the brain that has a key role In setting good moods.Also, when people listen to music, their body produces serotonin, which Is known as the happiness hormone and that Is why, lovely songs can make them happy. According to Emperor State Research, which was conducted by Christopher Rear, Pamela Macdonald and Gwen Scares (2010), they investigated the effects of different types of music on moods. They took fifty four participants, who were undergraduate college students. Sixteen of them were men, thirty seven of participants were women, and one participant was unspecified. The age range of participants was from eighteen to thirty years.Materials which were used In an Investigation were three compact discs [CD]: pop, heavy metal and classical music with approximately ten minutes music on each CD. According to results of Rear et al. (2010), nineteen of participants reported that they felt themselves more relaxed and calm while listening to classical music, seventeen of partakers who listened to heavy metal, reported increases in Jitteriness, and decreases In calmness, security, satisfaction, comfortableness, relaxation, contentedness, steadiness, and pleasantness. Other seventeen students felt more types of music make us feel and behave in different ways. I would agree that music impacts on our emotions, because when I listen to the song with the title Dont Worry e Happy by Bobby Mesmeric, all problems go far away from me for three minutes. Actually, I see myself as a melanoma, because I try to listen to different types of music, pop, rap, rock, classical, house, soul etc. However my tastes change due to time, now I prefer to listen to rap music, tomorrow I can listen to club music. Additionally, I want to add that music can transport memories from past to present, for example when I hear some songs from school time, I remember my classmates and school.As Abss Happy New Year brings us emotions and atmosphere of the New Year. In conclusion, music communicates with our hearts and minds; it serves as a powerful connection into our emotions. Music is not only for entertainment and for pleasure, but has been used for a wide range of purposes due to its social and physiological effects. Music has been used in stores, offices, and as a background in advertisements and has been reported to influence listeners emotions and behaviors. So, the second question of the chart would be: How does music affect consumer behavior?It is a simple fact that most music of today is composed, strutted, sold and bought, performed and listened to for some commercial purposes. One of the main purposes is selling. Nowadays the main concept of this modern world is to make more money, as everybody knows; customers are the main source of the companies income, whether you make products, goods or service. Moreover, managers and marketers try to attract more consumers by using different tricks. One of them is to influence customers behavior by music and sounds.First of all, on an average day, the average person watches an hour and a half of the commercial television stations, of which fifteen minutes will be made up solely of advertisements. Approximately half of all advertisements will have music (Fellows, 1998, Para. L). Good music can contribute to the effectiveness of an advertisement by making it more attractive. A good music engages the attention of an audience, evoke emotions and sometimes make audience to dance and sing. Music plays an important role in marketing business, by appealing customers through their emotions, as it was mentioned before.In this case, music should send messages about products brand name, shape, and even taste etc. For example, according to Michael Morrison (2009), Victoria Secret is a good example of this phenomenon. The playing of classical music in their stores, as contributed to a prestigious store atmosphere, leading to a customer perception of higher merchandise and service quality. The atmosphere of the shopping environment can influence customer attitudes and their perceptions in relation to the overall quality of the store in terms of the product, service the purchase price.Music can be helpful element of a stores atmosphere. Also, Morrison made several case studies; one of them is about Borders asks, book retailer, which wanted to maximize the amount of time people stay in the store. Music in the store is slow and relaxed, designed to maximize customer visit time. Research showed that if shoppers stay longer and travel more slowly throughout the store, they are likely to purchase more. This case can be proved by Mailmans study (1982) that found that the tempo of music can effect shoppers movements around the stores. In my point of view, music can affect our music, our appreciation may be changed in various ways. For example, I listen to classical music when I stand in the traffic Jams; I feel myself less stressed and more relaxed. Finally, we face ads with music everywhere, while shopping, watching ivies, driving cars, surfing the internet and so on. The third question of the chart is: how does music affect education? Albert Einstein (n. D) asked about his theory of relativity, It occurred to me by intuition, and music was the driving force behind that intuition. My discovery was the result of musical perception. There have been a number of studies done on the effect of music on academic development. US Irvine researchers Frances Earaches, Gordon Shaw, and Katherine Ky (1993) published an article entitled Music and spatial task performance, they exposed college students o listen to ten minutes of Mozart Sonata in D major for Two Pianos, KICK, to ten minutes of a relaxation tape, or ten minutes of silence, which was followed by a test on spatial reasoning. Earaches et al. Research showed a significant rise in scores from students who listened to the Mozart Sonata.The students who listened to the Mozart sonata showed eight and nine point increase in their IQ scores over their scores when they took the test after a period of silence or listening to the relaxation tape. These finding nowadays is known as Mozart Effect. In addition, recent researches proved that music affects the body. As Laurence ODonnell (1999) stated Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and increases the ability to learn. Mozart music and baroque music, with sixty beats per minute beat pattern, activate the left and right brain. More importantly, research has proven that the limbic part of the brain is responsible for long term memory, which means when information is learned with music; there is a rater chance that the brain will encode it in long term memory. (Dry Roy Page, 2006) In my opinion, sitting in the silence is the best condition of learning. I have tried to listen to Vivaldi and Mozart, but songs did not made me more attentive or smarter.However I will attempt to listen to classical music every day. I consider this type of music would help children and pupils, because their brain enhance day by day till they got eighteen years old. Thus, music carries with it more than Just feelings, it can be a powerful transportation for information. In conclusion, music can be a positive force for relaxing, calming and learning. Music can serve many different purposes. Some people uplift their mood and emotions, some people make money by influencing others, nevertheless everybody benefits from music.

Wednesday, December 4, 2019

Role of Zeus in the Iliad free essay sample

But Rhea hid the newborn in a cave on Mount Dicte in Crete. (To this day, the guides at the cave of Zeus use their flashlights to cast shadow puppets in the cave, creating images of baby Zeus from the myth. ) When he had grown up, Zeus caused Cronus to vomit up his sisters and brothers, and these gods joined him in fighting to wrest control of the universe from the Titans and Cronus, their king. Having vanquished his father and the other Titans, Zeus imprisoned most of them in the underworld of Tartarus. Then he and his brothers Poseidon and Hades divided up creation. Poseidon received the sea as his domain, Hades got the Underworld and Zeus took the sky. Zeus also was accorded supreme authority on earth and on Mount Olympus. Zeus was also known for having many relations with mortal and immortal alike. His offspring include Ares god of war, Eris goddess of discord, Apollo god of light, Aphrodite goddess of beauty, Hermes god of thieves and commerce, Artemis huntsman of the gods, Hephaestus god of the forge, Persephone wife of Hades, Hebe goddess of youth, Dionysus god of the vine, Epaphus, Minos King of Create, Rhadamanthus, the Muses namely, Clio (History), Urania (Astronomy), Melpomene (Tragedy), Thalia (Comedy), Terpsichore (Dance), Calliope (Epic Poetry), Erato (Love Poetry), Polyhymnia (Songs to the Gods), Euterpe (Lyric Poetry), and his favourite Athena. We will write a custom essay sample on Role of Zeus in the Iliad or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Other stories in Greek mythology include the creation of the world, the overthrowing of Cronos, creation of man by Prometheus, the lovers of Zeus who all have stories of their own, the birth of Athena, the wanderings of Dionysus and the labours of Hercules. The story of the Iliad is focusing on the Trojan War. This war is between the Trojans and the Achaeans. There are several themes in the story, one of them being the wrath of Achilles and the will of Zeus. With this I will end my introduction. The Role of the Gods in Homers Iliad If one holds the contemporary view of the Christian God then it may be difficult to comprehend the actions and motivation of the Greek deities. The Christian God does not tend to take such an active role in the affairs of peoples lives, where, on the other hand, the Greeks regarded direct involvement by the gods as a daily, uncontrollable part of life(Guthrie 17). Needless to say, divine intervention was a major variable in the equation of Homers Iliad. The gods picked who they would favor for different reasons, except Zeus. As the symbol of supreme authority and justice, he makes judgment calls as to the other gods involvement in the war, remains impartial, and doesnt seem to get caught up in picking favorites. Even when his own son, Sarpedon, was about to die, Zeus chose to let the outcome go unaltered. On the other hand, Zeuss wife, Hera, displayed the more typical actions of a god. After Paris, a Trojan, judged Aphrodite the fairest over Hera, and, after her daughter Hebe was replaced as cupbearer to the gods by a young Trojan boy, she was quite resentful towards Troy and its people. Obviously, she sided with the Greeks and would stop at nothing to express her will. Scheming and manipulating, she even dared to trick her husband, King of the Gods. Hera, along with Athena, who was also passed over by Paris, is seen as the chief divine aid to the Greeks. Being the god of the sea, Poseidon was another strong supporter of the ocean-faring Greeks. Whenever Zeus turned his back, Poseidon tried to help the Greeks in the fight. Poseidon felt that he was somewhat Zeuss equal, as his brother, but recognizing Zeuss authority and experience, he looked to Zeus as an elder. There were also Gods who favored the Trojan side of the conflict. Both Apollo and Artemis, twin brother and sister, gave aid to the city of Troy. Although Artemis takes a rather minor role, Apollo, perhaps angered by Agamemmnons refusal to ransom Khryseis, the daughter of one of his priests, and was constantly changing the course of the war in favor of the Trojans. Responsible for sending plague to the Greeks, Apollo was the first god to make an appearance in the Iliad. Also, mainly because Apollo and Artemis were on the Trojan side, their mother, Leto, also helped the Trojans. Aphrodite, obviously supporting Pariss judgement, sided with the Trojans. Although she was insignificant on the battlefield, Aphrodite was successful in convincing Ares, her lover and the god of war, to help the Trojans. One view of the gods seemingly constant intervention in the war was that they were just setting fate back on the right course. For instance, when Patroklos was killed outside of Troy, Apollo felt no guilt for his doings. It had already been decided that Patroklos would not take Troy, he should never have disobeyed Achilles in the first place. As a god, he was just setting fate on a straight line. Achilles laid blame on Hektor and the Trojans. He did not even consider accusing Apollo, who never came into question, although he was primarily responsible for the kill. Apollos part in the matter was merely accepted as a natural disaster, or illness, would be today. This general acceptance of a gods will is a recurring trend throughout the poem. A prime example of this trend is in book XXIV. Achilles, angry over the death of Patroklos brutally disgraced Hektors body. Tethering Hektors corpse through the ankles, Achilles dragged him around Patroklos tomb every day for twelve days. This barbaric treatment was uncalled for and displeased the gods greatly. Achilles mother, Thetis, was sent by Zeus to tell him to ransom the body back to the Trojans. One may think Achilles would be possessive of the body and attempt to put up a fuss as he did before with Agamemmnon in Book I. But, Achilles showed humility and respect for the gods and immediately agreed to ransom the body to the Trojans, showing that all mortals, even god-like Achilles, were answerable to the gods. This ideology would seem to give the gods a sort of unlimited freedom on earth, although, the gods could not always do as they pleased and, eventually, had to come before Zeus. Zeus acted as a balance of sorts throughout the Iliad. He had to keep the gods in order and make sure that what fate decreed, would happen. For example, after Achilles re-enters the battle, Zeus declared that if Achilles was allowed to go on slaughtering the Trojans with nothing to slow him down, he would take Troy before fate said it would happen. Therefore, to counter Achilles massive retaliation against the Trojans, Zeus allowed the gods to go back to the battle field. In Zeuss own interests, he preferred to deal with issues more personal to the individual heroes of the Iliad. This can be seen throughout the book as Zeus attempted to increase the honour of certain individuals. Zeus knew that Hektor was going to be killed by Achilles, and, feeling sorry for Hektor, Zeus attempted to allow Hektor to die an honourable death. For instance, when Hektor stripped Achilles armor off Patroklos, Zeus helped Hektor fill out the armor so he would not seem like less of a man than Achilles. Zeus also gave his word to Thetis that Achilles would gain much glory showing his involvement on a personal level. Homer used the gods, and their actions, to establish twists on the plot of the war. It would not have been possible for him to write the story without the divine interventions of the gods. Indeed, they affected every aspect of the poem in some way, shape or form. Yet, from the immortal perspective of the Greek god, the Trojan War, and everything related to it, was only a passing adventure in the great expanse of time. The Role Of Zeus in Homers Iliad In the era of Homer, divine intervention was thought to be typical, and one of his foremost works, The Iliad, reflects this. Nearly all of the Greek gods are involved in the outcome of the Trojan War, which happens to be the background story of this epic poem. The gods are used by Homer to add twists on an otherwise standard plot of war. I shall concentrate on Zeus, however, and reflect on his actions and their outcomes on the Trojan War, and more importantly, the story of The Iliad. Zeus, very untypical of a Greek god in his lack of involvement in the Trojan War for selfish reasons, was portrayed as the father figure, being impartial and fair to both sides of the war. He remains this way to serve as a check for each gods involvement in the war. Without his presence at the head of the inner circle of Olympus, it is likely that the activity of the Trojan War would become chaotic, possibly even becoming a playground of war for the gods. With Zeuss majestic power, above all of the other gods combined, along with his experience, he is quite befitting to his role in the storyline of The Iliad. The Iliad was thought to be written by a Greek minstrel named Homer. The Iliad was the first of the major epics credited to him, the second being The Odyssey. Discussion about Homer among scholars inevitably leads to controversy on nearly every conceivable issue, ranging from his birthplace to his actual composition of either of these epics. Because of our lack of reliable information, we have but a small fragment of knowledge agreed on by scholars about the writer of the first great piece of literature of Western civilization. Homer in ancient Greece was conceived as a blind, old man, singing or reciting his own compositions (History of Horticulture), and at least seven ancient Greek cities claimed to be his birthplace. His work has been questioned as to two separate ways: if one minstrel, possibly named Homer, composed these works alone, and if so, if this minstrel wrote both of these epics. It has been argued that Homer is, in fact, the collective progression of minstrels that have passed this ever-evolving tale down until it was inscribed into the epic that we have today. The opposite has been argued also, however. Concerning the second question, that of if Homer wrote both The Iliad and The Odyssey, several points have been brought up. One point brought up is the fact that they have been thought to be written over a generation apart, which, if true, makes it very unlikely for one man to have composed both of these classic epics. The other point brought up is the amount of variances in the writing of these epics, especially in writing style and word choice and phrasing. It has been proposed by several scholars that the authors of The Iliad and The Odyssey be named Homer I and Homer II, respectively. However the origin of these epics, they are classics and served as cornerstones for the early Western literature, and possibly even modern as well. The Iliad has been ascribed to Homer in approximately 750 BC. This would put his writing several centuries after the completion of the Trojan War, currently thought to have occurred in 1185 BC. Homer is writing in what historians call the Dark Ages of Greek history, in which the Greek population saw a virtual elimination of literacy. By the time his epics were composed, literacy had begun to return, which is one of the reasons his works became so popular. Homer reflects on a different time, almost a half millennium earlier, reflecting on an era known as the Heroic Age. This contrasts directly with the contemporary society of Homer, in which the quality of life dropped tremendously. The Iliad, in essence, recounts the story of part of the tenth year of the Trojan War. It recounts of the anger of Achilles, the greatest warrior present at Troy, and of the background battle that is ensuing. The background story of the Trojan War is assumed to be known by the reader, and Homer focuses his energies on expanding the characters of the epic, showing the reader that he is more a dramatist than a pure historian, writing for pleasurable purposes rather than strictly educational purposes. The main theme of The Iliad is the anger of Achilles, even starting in the first line of the play. The wrath of Achilles is brought on by the irrational actions of the leader of the Greek forces, Agamemnon. Achilles refuses to fight against the Trojans, and the Greeks suffer accordingly without their top warrior. Two other themes are intertwined around this main theme, one being the Trojan War, and the final being the will of Zeus, my subject. These intertwining themes meet in the end of the epic, when Achilles wrath is curbed and he returns to battle. The role of Zeus in Homers Iliad is one of moderator and the overall director of all that occurs in this story. His position was to ensure that whatever fate decreed would happen. As I stated before, without his presence, the story would likely become a war playground for the gods instead of the Greeks and Trojans. Zeus stayed impartial throughout almost the entire epic in contrast to the other gods, who would scheme and contrive plans for the sides that they chose to ally with. For example, Hera, his wife, chose to display the more typical actions of a Greek divinity. Paris, a Trojan prince, chose Aphrodite as the fairest over Hera and Athena, and this infuriated her, and she went to no end to try to help the Greek army defeat the Trojan side (Classics in Translation, 14). However, Hera recognizes the superiority of Zeus over herself as well as the rest of the Olympian gods. Hera is obviously the subservient god, even becoming afraid and ceasing speaking when Zeus orders her under the possible occurrence of him laying his invincible hands on her (Iliad, Book I, 30). She does try to undermine his power by trickery, slyly getting him to sleep while her and her brother, Poseidon, god of the seas, influence the war in the favor of the Greeks (Iliad, Book XIV, 334). However, when Zeus awakens, his reemergence into the picture effectively eliminates the other gods from intervening in the war due to his sheer will and backing power (Iliad, Book XV, 349). The opposing gods were mainly Apollo and Artemis, twin brother and sister. They favored the Trojan side, and were constantly turning the tide in favor of the Trojans. Apollo respected Zeus and his enforcing of the laws of fate, however, and kept fate as it was deemed to be. An example of this is when Achilles servant, Patroclus, tries to take the city of Troy. Before Patroclus was allowed to wear Achilles armor into battle, he promised only to drive the Trojans away from the ships and not to take an offensive against the city of Troy. Only the reflection of Patroclus by Apollos shield three times prevents this. This lack of moderation shown by Patroclus, as well as the deeming of death before the end of battle by fate, granted by Zeus, leads to his death (Iliad, Book XVI, 398). Zeus serves as an enforcer of fate in the epic, giving no ground to anyone, even his blood relatives. Zeus also shows no mercy to mortals in The Iliad. His own son, Sarpedon, was allowed to die at the hands of Patroclus while Zeus looked on, unwilling to break fate and save even his own son. Zeus was debating whether or not to take him from the battlefield, but Hera convinced him by expressing the feelings other gods would have, namely anger. She told him that he would not be praised and that other gods would possibly take their loved ones out of battle as well (Iliad, Book XVI, 391). Zeus was confined to his own sorrow because he was not willing to take his son out of the battle. Zeus was able, however, to have Apollo take his body from the battlefield and take him back to Lykia, where he could be buried as a hero (Iliad, Book XVI, 397). Patroclus, another example somewhat discussed previously, was also fated to die when he took an offensive against the Trojan city. It was fated for him to die in battle, and it was Zeus who then aroused the spirit in Patroclus breast (Classics In Translation, 37). This led him into his inescapable fate, to which Zeus was unerring and emotionless. Zeus will only enter into the fray of the Trojan War if fate is not being followed, and will only alter situations until fate has been met. At the end of the epic, when Achilles is finally roused back into battle, he turns the fate of the war so much to the Greek side that Zeus temporarily allows the other gods back into the war to ensure the city of Troy is only sacked when fate decrees, and not a second earlier. Zeus interferes in the war in areas that fate has nothing to do with, such as glory and honour. Zeus helps Hector, the main hero of the Trojan side, in his attainment of honour when he takes the armour of Achilles off the body of Patroclus. Only Achilles could fit into the incredible armour, but with Zeus intervention, Hector was enabled to fit into the armour as well, proving himself no less of a man than Achilles (Iliad, Book XVII, 408). Zeus knew of the fate of death of Hector at the hands of Achilles, and felt that the increase in honour of Hector was necessary. Zeus also wanted a respectable and honourable death for Hector, the Trojan hero, and was infuriated when Achilles decided to desecrate the body of Hector. This epic ends when Hectors body is ransomed back to the Trojan side to the pleasure of Zeus, in essence wrapping together the themes of the wrath of Achilles and the presence of all-powerful Zeus. Zeus has an overriding presence in The Iliad, sometimes not directly present, but always in the mix. He is the only presence in the epic that stresses the Greek ideals of moderation and fate. The Greeks believed in the ideal of moderation and the essence that moderation was the key to becoming a better person. Fate also could not be avoided in the eyes of the Greeks, and when fate was trifled with, bad things happened, as they did when fate was trifled with in The Iliad. The presence of Zeus in the epic affected every action taken or avoided in some shape, way, or form. His allowance of other gods intervening in the war at times strengthens the idea that he is all-seeing, all-powerful, due to the fact that the other gods intervention inevitably led fate back onto its original course. In the eyes of the Greeks, the Trojan War was a spectacular event to the mortals, but to the gods, it was nothing more than a mere petty struggle. However, the idea of fate must always be kept under all circumstances, and Zeus was the overseeing power that ensured this in The Iliad. Chapter III Analysis Sub Topic I: Zeus’ Personal Intentions Zeus acted in a way that was not considered normal for the Greek Gods, because in Greek mythology the gods were always intervening. This was considered as a part of life. Zeus was portrayed as a father figure because he was fair to both sides. Without him the Trojan War would become a battleground for the gods themselves. Zeus is befitting to his role because of his power which is greater than all the other gods combined and also because of his experience. The main theme of the Iliad is the anger of Achilles. This is brought about by the irrational acts of Agamemnon the leader of the Greeks. This causes the Greek army to suffer accordingly. There are also two other themes in the story. One is the Trojan War itself and the other is the will of Zeus. The will of Zeus is so great that it is regarded as a theme in itself. These themes meet in the end resulting in Achilles wrath being curbed and he returns to battle. Zeus’ will was to allow things to happen in the way that fate decreed it should happen. Zeus stayed impartial to the sides in contrast to the other gods which include Athena, Hera, Poseidon and Hermes on the side of the Greeks and Aphrodite, Apollo, Artemis and Leto for the Trojans. A simple example of the typical behaviour of a Greek god/goddess would be the actions of Hera. When Paris decided that Aphrodite was the fairest god over Hera and Athena, Hera was infuriated and went to no end to help the Greeks. However Hera knows that Zeus is mightier than her and ceases speaking when Zeus threatens her with is invincible hands (Iliad, book I). Even after this Hera still tries to help the Greeks by tricking Zeus into sleeping with her, while Poseidon influenced the war (Iliad, book XIV). An example of Zeus enforcing fate was when Patroclus tried to take the city of Troy. Before Patroclus was allowed to wear Achilles armour into battle, he promised to only drive the Trojans away from the ships and not take an offensive to the city. Only the reflection of Patroclus by Apollo’s shield prevents this. The lack of moderation by Patroclus and the decision of death before the battle by fate granted by Zeus, leads to his death (Iliad, Book XVI). Zeus gives no ground to anyone, even his son Sarpedon whom he let die under the hand of Patroclus. Zeus however was able to make Apollo take out the body from the battlefield and send him back to Lykia, where he would be buried a hero (Iliad, XVI). Even in the example of Patroclus it was already decided that he was to die in battle and it was Zeus who â€Å"aroused the spirit in Patroclus’ breast†. At the end of the story, Achilles goes back into battle he turns the fate of the war so much towards the Greek side that Zeus allowed the other gods to temporarily go back to war to ensure that Troy is only sacked when fate says so. Zeus’ personal intentions lie in the areas where fate plays no part, such as glory and honour. Zeus helps Hector in the attainment of honour when he takes Achilles’ armour off Patroclus and puts it on himself. Only Achilles could fit in the incredible armour but with the help of Zeus, Hector fits in it as well, proving himself no less of a man than Achilles (Iliad, XVII). Zeus knew that Hector was going to die and that an increase in glory and honour was necessary. Zeus also intervened when Achilles, after killing Hector, decided to desecrate Hector’s body. The epic ends when the body is ransomed back to Troy to the pleasure of Zeus. This wraps up the themes of the will of Zeus and the wrath of Achilles. Zeus has an overriding presence and is the only presence which upheld the Greek ideals of moderation and fate. This ends my analysis on the personal intentions of Zeus. Sub Topic II: How Zeus helped the Trojans One of the most notable ways that Zeus helped Troy was when Achilles overcame his wrath and decided to com back to the battlefield. When Achilles returned, his retaliation was so great. Because of this Zeus feared that Troy would be taken before it was the right time. In response to Achilles massive retaliation, Zeus allowed the gods to return to the battlefield. This allowed more time for Troy and in the end allowed Troy to fall at the time fate decreed it to fall. Another way that Zeus helped Troy was when Hera seduced Zeus with glamour and love charms from Aphrodite. When Zeus saw her, he was so overwhelmed and he said that she was more beautiful than the wife of Ixion who bore him Peirithoos, sweet Danae who bore him Perseus, Europa who bore him Minos and Rhadamanthys, Semele who bore him Dionysos, Alkmene (Alcmene) who bore him Herakles (Heracles), the queen Demeter, and glorious Leto, mother of Apollon and Artemis (Iliad, book 14). While Zeus was asleep, Poseidon then went to help the Achaians. Luckily for the Trojans, Poseidon’s bellowing and shrieking awakened Zeus. When Zeus awoke he realized Hera’s treachery and Poseidon’s boldness. He then sent Iris to warn Poseidon of his folly. Poseidon saw the wisdom of retreating and did so. Then Zeus sent Apollo to revive Hector and charge the Achaians back to their ships, thus rebalancing the battle. Zeus did several other things for Troy, including raising the honour of his beloved Hector and sending Sarpedon’s body back to Lykia where he would be buried a hero. Sub Topic III: How Zeus helped the Achaians Zeus helped the Achaians directly by allowing fate to happen. That act in itself gave the Achaians the victory because Troy was already fated to fall. If Zeus had gone against fate, the Achaians would fail and Troy would not fall. Zeus also helped the Achaians indirectly by falling for the charms Hera used on him. This gave Poseidon the chance to help the Achaians turn away the Trojans who already reached the ships of the Achaians. Another way that Zeus helped the Achaians indirectly was by sending Agamemnon a sinister dream. The dream then took the form of old Nestor and said to Agamemnon â€Å"Sleeping, son of Atreus, tamer of horses? You should not sleep all night, not as a captain responsible for his men, with many duties, a great voice in the conferences of war. Follow me closely: I am a messenger from Zeus, who is far away but holds you dear. ‘Prepare the troops,’ he said, ‘to take the field without delay: now may you take by storm the spacious town of Troy. The Olympian gods are of two minds no longer: Hera’s pleading swayed them all, and bitter days from Zeus await the Trojans. ’ Hold on to this message against forgetfulness in tides of day when blissful sleep is gone. Zeus intended to destroy the Achaians in windrows by their ships but instead of this happening, Achilles came back and the Achaians succeeded. With this Zeus hit two birds with one stone. He did glorify Achilles because of his promise to Thetis and he also followed fate by allowing the Achaians to triumph and overthrow Troy. Chapter IV Conclusion My conclusion on the role of Zeus is that Zeus is a moderator and overall director of everything that occurs in the story. His job in the story is to ensure that everything fate decreed would happen. As was stated before, without Zeus’ presence the story would become a war playground for the gods, instead of the Achaians and the Trojans. Unlike the other gods who wanted to help the sides they were allied to Zeus’ interests lie in things that are not affected by fate like glory and honour. Compared to the other gods, Zeus stayed impartial to any side through the whole epic. The other gods would scheme and make plans to give the side they allied with the upper hand. The result of Zeus’ impartiality was that Zeus was not considered as a typical Greek divinity. The more common action of a Greek divinity would be to destroy any person who infuriates him or her. A perfect example, albeit a commonly used one, would be Hera. When Paris chose Aphrodite over Hera and Athena, Hera was infuriated and went to no end to defeat the Trojans. Comments My comments on this book would be very positive. As I am an avid fan of Greek mythology, this story really appealed to me. The translation puts out all doubts as to how the original writer would want it written. The description and detail are so precise, which is great and it makes the book so much better.

Thursday, November 28, 2019

Flaws of Contagion Essay Example

Flaws of Contagion Essay In 2011 , the blockbuster, Contagion, was released, featuring several prominent actors. In summary, the movie is the story of a father who loses his wife and son to a completely brand new virus. This new virus, dubbed MOVE-I, originated from a bat in Hong Kong. The bat bit a fruit then dropped it into a pigpen infecting the pig that consumed the fruit with the bats virus. While pig was prepped to be cooked, the chef touched the pigs mouth, getting virus on his hand and shakes the hands of woman, Beth, making her patient zero for MOVE-I . The disease then spread to others who mom In contact with Beth or Beets belongings. After the CDC realized the existence of this virus, they promptly started researching It. After several days of research, clients were able to determine that the virus was 15 to 19 kielbasas In length and containing six to ten genes, typical of a paramours containing genes from bats and pigs, which attach to receptors found on cells In the respiratory and the central nervous system. The virus is seemingly able to be contracted through the respiratory tract, but kills the host by making its way to the brain and causing encephalitis. The vaccine for the virus was developed by first growing the virus in fetal bat cells in culture, propagating and isolating, and finally inoculating rhesus monkeys with attenuated and dead forms of the virus. Out of desperation for working vaccine, after observing one monkey surviving during the vaccination trials, one of the researchers injected herself with the tested vaccine given to the surviving chimp. By doing so, she skipped the entire clinical trials portion of developing vaccines and had the vaccine abstracted to be mass-produced. We will write a custom essay sample on Flaws of Contagion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Flaws of Contagion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Flaws of Contagion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While this movie was more scientifically accurate then most other movies, there are still several aspects of the movie that seem incorrect. One aspect of the movie that stood out to me as incorrect was what the virus was considered to be. According to one of the researchers, the virus was described to have the physical qualities of a ovoviviparous. This statement itself is already inaccurate since a virus genome should not defer so much between the viruses infects a host. Though there may be a wide range of genomic size across the entire ovoviviparous family, the strain of virus hat Infects a host should not differ as much. In addition, while physically the virus may resemble a ovoviviparous, it seems to have the pathological effects of a ovoviviparous, oblivious, and influenza combined. The virus Is highly contagious (a trait of avariciousness), yet kills the host quickly (common for oblivious), has a short Incubation period (traits of Influenza), and seems to cause encephalitis from entering through the respiratory tract (as seen by Influenza associated encephalitis). It Is extremely unlikely for a virus to exalt pathological effects of three different mammals of viruses at the same time. For a virus to have the traits of three different families viruses, they virus can no longer be considered a paramours. In fact this virus seems to relate more to oblivious because of the high lethality and transmissible of the virus. In addition to the unlikely identity of the virus, the origin of virus seems just as spread to a pig and then to humans, which mimic the transmission route of the Hander virus, which is part of the ovoviviparous family. While the route of transmission seems credible, it is who is infected first that isnt. According to the movie, the first person to be infected is the wife, Beth. However, in reality she would not be the first become infected. If contracting the virus is as simple as touching the pigs mouth, the farmer raising the pigs or the butcher the operators of the slaughterhouse that kills the pig should be infected first. The farmers are dealing with the pigs much more closely and the operators at the slaughterhouse are constantly being exposed to blood and other bodily fluids of the pig and so they should have a bigger change of becoming infected first as opposed to Beth. This is similar to the case of Hander virus, where the farmers were the first ones to become infected. However, if the virus has a high mutation rate, designing a possible vaccine for, it is extremely difficult. For example, designing the yearly flu shots can be somewhat of a guessing game. Scientists look at the global strains of influenza and make a prediction as to which strains will be prevalent the coming winter and then create a vaccine for those strains. Sometimes they are able to predict it well, other time they are not. This vaccine must constantly be updated or changed because the virus itself mutates so past vaccinations are no longer effective. Obtaining the perfect vaccination for highly immutable virus, like in the movie, is nearly impossible. In addition, the researcher would have to test the vaccine that she created more times before even thinking about injecting it in a human. The only basis that the researcher had that the vaccine worked was that one monkey survived with that vaccine. Normally, a vaccine needs to be tested on many more monkeys to see if it is truly viable. In addition, clinical trials are necessary to see how the general populace will react to the vaccination. Just because the vaccine works in animals does not mean that it will work the same in humans. Thus more tests are needed to ensure the quality of the vaccine. Lastly, after the Cutter Laboratories Incident, during which the vaccine made for polio actually caused polio itself, more stringent laws would have passed to require researchers to find the possible side effects of the vaccine. It would be terrible to have a repeat of the Cutter Laboratories incident for a lethal virus like MOVE-I.

Sunday, November 24, 2019

Alaska Airlines Essays - Alaska Airlines, Star Air Service

Alaska Airlines Essays - Alaska Airlines, Star Air Service Alaska Airlines Alaska Airlines For nearly 70 years, Alaska Airlines has served the west coast of North America. Alaska Airlines has grown from a small regional airline in 1932 to one today that carries more than 12 million customers per year. Alaskas route system spans more than 40 cities and primarily services four countries: Canada, United States, Mexico, and Russia. Its fleet of 88 Boeing jets is the youngest among all major airlines and it has earned U.S. airline recognition from Travel & Leisure and Cond Nast Traveler magazines. The foundation of Alaska Airlines began in 1932, when Mac McGee started flying his three-seat Stinson between Anchorage and Bristol Bay, Alaska. In 1934, a merger with Star Air Service created the then-largest airline in Alaska. By the late 1940s, using surplus military aircraft, Alaska had branched into worldwide charter work, including the Berlin Airlift in 1948 and Operation Magic Carpet, the airlift of thousands of Yemenite Jews, to Israel in 1949. In the late 1960s, Alaska strengthened its operating base by merging with Alaska Coastal-Ellis and Cordova airlines, legendary Southeast Alaska carriers owned by aviation pioneers Shell Simmons, Bob Ellis and Mudhole Smith. Alaskas world now stretched from Fairbanks south to Ketchikan and down to Seattle. And in some of the coldest days of the Cold War, Alaska made headlines with regular charters to the Soviet Union. In 1972, Alaska Airlines faced severe financial difficulties. Fairbanks businessmen Ron Cosgrave and Bruce Kennedy were hired and they are credited with salvaging the airline, and winning the trust of creditors, employees, and customers by improving time performance and customer service. In addition, construction of the trans-Alaska pipeline brought a surge in business to the airline through the transport of supplies, equipment and workers. Finally, Cosgrave and Kennedy focused on customer service. In 1987, Alaska Airlines merged with Horizon Air and Jet America and increased its fleet five-fold. The following section provides an overview of the history of Alaska Airlines. Alaska Airlines History by Decade 1930s The company that ultimately became Alaska Airlines was born in 1932 when Linious Mac McGee painted McGee Airways on the side of a three-passenger Stinson and started flying out of Anchorage. In 1934, McGee merged with Star Air Service, creating the largest airline in Alaska with 22 aircraft. Flying in those days wasn't scheduled. You typically flew when the plane was full, be it passenger, furs or groceries. Finances were tight, but perseverance ruled the day. Business expanded in 37 with the purchase of Alaska Interior Airlines. Late that year, McGee sold Star to a group led by one of his former pilots, Don Goodman, who renamed the carrier Star Air Lines. The 1938 creation of the Civil Aeronautics Authority to regulate airlines signaled the end of the true bush-flying era. 1940s Star Air Lines received most of the routes it wanted from the CAA but was denied the coveted Alaska/Seattle run. That went to Pan American. Star bought three small Alaskan carriers in 1942, changed its name to Alaska Star Airlines and then Alaska Airlines in 1944. The company grew despite a shortage of workers during the war, feuds with the CAB, and cash troubles that had employees paying for fuel out of their own pockets. In the late 40s, charter operations overshadowed scheduled service, and Alaska became the largest charter operator in the world. Using surplus military aircraft, it flew everywhere, carrying food in the Berlin Airlift and refugees to the settlement of Israel. 1950s The airline expanded in 1950 with the purchase of two more small Alaskan carriers. Under CAB mandate, the far-flung charter business of the 40s was ended. But Alaska's dream came true in 51, when it received authority to fly from Anchorage and Fairbanks to Seattle and Portland. The CAB forced what it considered a business-saving change in management a short time later. As a result, Alaska's financial footing was improved, though still tenuous, when Charlie Willis, a decorated World War II pilot, came aboard as chairman and CEO in 57. A born marketer, he ushered in one of the most colorful eras in company history, and brought in-flight movies to the nation's skies for the first time. 1960s While the jet age was just coming to

Thursday, November 21, 2019

Gender Identity Essay Example | Topics and Well Written Essays - 5250 words

Gender Identity - Essay Example This paper stresses that gender identity is the sense of identification whether you are a male or a female. This concept entails appearance, behaviors and several other aspects which are always influenced by society and culture. This report makes a conclusion that psychologists believe that human identities are the composition of separate components. The first involves the child’s orientation towards sex whether he is homosexual, heterosexual or bisexual. Second important aspect is child’s behavior whether a male is a sensitive boy or macho type guy or a female is tomboyish or homemaker type lady. The third aspect involves core gender identity that determines whether a child is according to his or her sex or opposite to it. Still scientists and researchers are quite uncertain to predict when these feelings arise and come forward. Some consider this phenomenon as physical while others believe that it is mental or psychological fact. There is also a great debate that gender identity is shaped by the maturity of hormones mainly estrogens and testosterones. Gender identity comes into view by age of two which is a combination of sociological as well as biological factors. Beside sex differences, mal es and females are quite different from childhood. As girls reach to maturity quicker and faster than boys. Girls are healthier and have abilities to develop written and oral skills quicker as compared to boys.

Wednesday, November 20, 2019

Biophysical Aspects of Pharmacology Essay Example | Topics and Well Written Essays - 1000 words

Biophysical Aspects of Pharmacology - Essay Example According to the research findings, it can, therefore, be said that the physician may prefer to insert a gastroscope to promote safety in the delivery of food and medications for patients who developed increased difficulty of swallowing. With the insertion of the tube, an assessment must be carefully performed to ensure the correct placement of the tube and prevent accidental dislodgment. Specifically, placement of the tube can be checked by listening to a gurgling sound over the epigastric region of the abdomen while injecting a small amount of air into the tube. In addition, it might also be useful to aspirate a small amount of stomach content and test for pH. An acidic pH provides accurate information that the tube is in the stomach. Furthermore, abnormal breathing patterns suggest that the tube has been dislodged and is possibly blocking the airway. While the presence of any foreign material can be very uncomfortable, the tube should remain in place unless the physician orders fo r its removal. Lastly, the assessment of drug allergies and adverse reactions remains an important part of management. Practically, the healthcare professionals should take the subjective data from the patient as truth aside from considering the objective signs manifested by the patient. Thus, the patient really is experiencing pain at the moment. The patient’s report of pain should be the primary data to assess pain. This data would be further validated using an appropriate pain rating scale. Moreover, the patient’s behavioral manifestations can also be important factors in determining the patient’s pain tolerance. The medication chart should also be consulted to prevent over and under dosage of pain medications.  

Monday, November 18, 2019

MIH512-Demography and Health (Module 3-SLP) Essay

MIH512-Demography and Health (Module 3-SLP) - Essay Example This population increase lead to the societal changes proposed by Durkheim, namely that an increase in population would lead to a more dense society with more specialization. This in turn would then influence future patterns of population growth or decrease. The growth in both countries is very similar. Rapid population growth in the late 18th and early 19th centuries was caused by an influx of emigrants. Neither one of these nations has experienced any significant amount of out-migration. Traditionally they have been the destination for immigrants. Both countries also show aspects of the Theory of Demographic Transition. The projected population shows a leveling of growth over the next few decades. This growth is then shown to decrease indefinitely for some time afterwards. The burning question is can these countries sustain continued growth for the next few decades before an overall decline is realized, or are we already at the threshold of the carrying capacity of our ecosystem. Some neo-Malthusians would argue that the greatest hope for humanity is an increase in the death rate, thus slowing the growth of the population. Canada and Brazil are both countries with vast natural resources and lots of open space. The advanced economy of Canada and the growing economy of Brazil seem to indicate that they will be able to provide growth and a high standard of living for much of their population into the near future. But as Eberstadt points out in his article, population growth or decline is largely determined by culture, so projections of growth or decline are tricky to make (Eberstadt, 2003). According to the Rule of 69, Canada’s population is expected to double in about 68 years. This is calculated based on the current change in population change from 2007-2008 of 1.01%. Brazil is expected to double its population in about 73 years based on an annual growth of .96%. It does not seem likely that this doubling will

Friday, November 15, 2019

Private Hospitals for Undergraduate Medical Training

Private Hospitals for Undergraduate Medical Training Private Hospitals for undergraduate medical training an untapped resource in Ireland. Introduction Undergraduate medical education and training is a subject of considerable importance in relation to the quality of learning and teaching opportunities for students, and the ability of the learning environments to support the development of clinical skills and knowledge, professional practice and patient-focused high quality care delivery. The Irish context presents a particular challenge due to changes in the organisation and delivery of medical care into two distinct sectors, private or public, which alters the opportunities offered for medical student experience and focuses services in different ways. While the acute care sector (public) is the one in which most medical students train, it is apparent that there are opportunities to be gained from utilising private hospital and medical locations as well, in order to expose medical students to the widest possible and available medical expertise. However, the quality of the experience in such locations may be questionable, and the ran ge of experiences available may be severely limited A review of the literature pertaining to the title will demonstrate some of the key issues around this topic, drawing on literature from the UK and internationally, due to the commonalities in medical education structure, form and pedagogy that are found globally, and in particular, referring to the UK model as being the one which dominates still even in the Irish medical education sector. Discussion Due to changes in the healthcare structure in Ireland private, there has been a split in the way that doctors provide acute medical and surgical care services. Within Ireland in the healthcare model which has evolved, there are now public only or private only contracts for consultants, meaning that consultants cannot work across both sectors. Prior to this change, a doctor could work across both sectors, meaning that while they could engage in the public sector work that is the meat and drink of medicine and surgery, most consultants made their money in private hospitals, leaving their NCHD team to do their public work. However, the challenges this change poses for the way in which medical education is delivered in Ireland have not really been picked up on in the literature, and so an exploration of pertinent literature, in the light of the author’s contextual knowledge, is important, to explore this impact and to appreciate the scope and opportunities inherent within the new structure. There is some evidence that the changes to medical education, whilst global, are very real in the Irish context. The issues affecting medical education include â€Å"increasing service demands on clinical teachers, the need for shared teaching among different health-related disciplines, the need to incorporate modern educational principles and technologies, adapting to changing societal views of health and disease and the demand for health professionals to be more accountable.†[1] Issues such as professionalism and widening understanding of diversity are inherent in these issues. What this suggests, among other things, is that in order to make best use of the existing resources, areas still untapped need to be accessed, and at the same time, the way that medical ‘education’ is delivered needs to evolve.[2] Up until the present day, the private hospitals have not really been involved in med education. However, now they are currently making associations with universities who are eager to tap this resource, in order to make use of the private hospital setting for clinical experiences for medical students (and other healthcare students). It could be posited that these hospital present a hitherto untapped resource, full of opportunities, but also as a point of great scope for development of new ways of thinking about and providing more appropriate forms of education. As a public private system becomes more defined we need to start using the private sector to teach medical students. This is particularly important as there have been, recently, significant increases in the numbers of medical students[3], with public sector hospitals overwhelmed by medical student numbers, exacerbated by graduate entry into medicine adding to the larger and more diverse pool.[4] This may be affecting the qualit y of their learning, and also the quality of care provision.[5] There are, however, challenges, because as an unused resource, and an untested learning environemtn, there are not the internal resources, skills, systems and the like already in existence to support the influx of medical students. Similarly, there are lots of new private hospitals opening that are not used for teaching, and these hospitals are not equipped for teaching. This is something to bear in mind, and there is a need to identify the requirements of a hospital being equipped for medical student teaching and learning. Basic needs would be structural, such as the provision of a student centre, student accessible IT services, student support, changing rooms, training laboratories, and the like. Some of the major concerns are that private hospitals not equipped and did not make considerations for medical student education at the design phase, meaning that making them primary locations for medical student clinical experience could be very challenging and costly. There is also the issue private patients may not welcome students, particularly as they have paid for their care and so want complete control over it. This may mean students being excluded from key experiences. However, all patients in public sector healthcare have the option to not have students present, so this may not be insurmountable, but it would require rewriting protocols, mission statements, and the like to include an educational component. Another concern is the fact that private hospitals have not yet got to the same level of provision or range of clinical disciplines as public ones. For example, very few have intensive care departments, full time 24/7 consultant cover, emergency departments or major trauma units. Therefore the casemix of patients is elective, and limited, and students if only placed in private hospitals, will not be exposed to emergency. However, the contrary is also true as public teaching hospitals are now getting less elective patients for routine surgeries such as cholecystectomies and hernias. There is evidence to suggest that the relevance of the training medical students receive is of some importance to the quality of their experience and their future skills.[6] There could, therefore, be an argument for cross-sector placements, on rotation, with students doing different placements in different hospitals. This may have the advantage of exposing students to a wider socio-cultural mix of patient s as well as a wider pool of medical expertise, both of which may be of significance in the requirements of medical staff in the current climate.[7] Certainly, there is an emergence of a need to develop more creative approaches to clinical medical education which address the social and societal issues affecting health and illness as well as the medical knowledge itself.[8] This is evident in the emergence of debate around professionalism and professionalisation/socialisation of medical students into their profession, but also into the wider healthcare workforce. While traditionally, medicine has enjoyed a hegemonic position with near godlike autonomy[9], things have changed and new ways of viewing the medical profession have emerged. This has included a demand for more transparent, ethical practice, for doctors to view patients as individuals within their personal, social context, and the need for doctors to demonstrate respect for others, teamworking skills, and more self-awareness and increased awareness of social responsibility.[10] It also includes the reflexivity and awareness required to underpin the development of clinical decision making and problem solving skills, in general, and in application to particular disciplines and cases.[11] These notions of professionalism and reducing the divide between physician and patient are deemed important fo r the profession, as long as professional standards are also maintained.[12] This is where the challenge seems to reside, in providing medical students in Ireland with the scope to develop their professional knowledge and skills, along with the development of themselves, and their professional role, across two radically different healthcare provision domains.[13] Yet the research shows that it is the quality of the clinical or practical experience that medical students have which affects both aspects of their development, their clinical skills and their professionalism.[14] Medical education has moved away from the didactic forms that have characterised it for centuries towards a more interactive, student-centred type of training, although not as far as the other healthcare professions have.[15] Therefore, developing the private sector provision could serve a number of purposes, not just providing a useful place for the runoff of extra students currently flooding the public sector h ospitals. It could provide the opportunities for students to be assessed in skills and attributes relevant to each sector, as well as each individual case they are addressing. This would represent a more individualised approach to medical education.[16] There is a high likelihood of a considerable amount of resistance to such a reorientation, however, because the traditional, hierarchical and hegemonic structures of the medical profession will not be easily overcome.[17] What changes there are may not be fully bedded down within the Irish healthcare sector.[18] There is also the challenge of ensuring that there are adequate clinical educators available or even employed within this sector.[19] However, it would also be important to consider the impact of a large amount of private sector clinical experience on the professional development and socialisation of medical students, because much of this occurs within the institutional setting and is affecting by that setting, by the organisational culture, and by the behaviours of others within that setting.[20] Therefore, if students are modelling themselves primarily on what they are seeing within the private sector, this exposure could be detrimental, in the long run, to their professionalism, their awareness, and the ways that the work with others.[21] The nature of medical education itself is one which may need to change, to reorient itself to a different model of teaching and learning which is more appropriate to modern day medicine[22]. â€Å"Continued efforts are needed to reduce the factual load of the curriculum.†[23] It is apparent that in the current climate, with rapid developments in science and technology applied to medicine, and the increasing speed of these developments, that delivering a didactic curriculum is not practical, and instead, medical schools need to be able to â€Å"equip students with the skills and attitudes needed to cope with rapid change and lifelong learning.†[24] This includes students learning how to learn in a self-directed, more autonomous way,[25] which would then help to overcome the differences between the sectors and support students in cross-sector working and identifying the learning and development opportunities specific to each. However, the literature shows that in Ireland (as in many other places), the nature of medical education remains quite didactic and offers only limited opportunities for students to work in alternative ways. Yet the requirement for personal and professional development has already begun to be realised in the UK and Ireland, and as such the groundwork has already been laid.[26] Similarly, literature shows that medical student learning differs depending on the clinical environment,[27] which may be related to the culture of the environment and the purpose of the medical provision,[28] and if this is the case, then a great deal of research will be needed, along with ongoing evaluation, in order to assess the impact of the use of private sector hospitals within Ireland. The literature demonstrates that new ways of learning can be developed and implemented, based on more social, interactive, collaborative models[29], such as the development of communities of practice.[30] In this case, such communities would need to span the different sectors effectively, and overcome the differences between them, but these could expand to make better use of and collaborate more effectively with the training of interprofessional colleages[31]. This raises the question of whether there are the skills, capacity and even inclination to develop medical education along such lines, a lthough the ongoing benefits of communities of practice would be exponential.[32],[33]. The need for medical students to emerge as knowledgeable professionalss with the requisite understanding and skills must not be overlooked.[34],[35] Conclusion It would appear that there is a great untapped potential in the use of private sector hospitals in the Republic of Ireland to supplement medical student education by providing clinical locations for practice-based learning. However, this learning may need to be located in a different paradigm to the traditional medical apprenticeship model that has dominated this sector to date. The private sector hospitals would need to be come part of the partnership teams with universities and public sector hospitals. They would need to develop the facilities and infrastructure to support medical students. Medical students would gain a lot from such placements, but it would appear to be best that these form part of a cross-sector rotation of placements, rather than a private setting constituting their dominant clinical learning setting. The ways in which medical students are ‘taught’ would also need to change, to become more focused on personal and professional development, self-directed learning, and on all the elements of being professional in relation to current definitions of the word, and the social expectations placed upon healthcare professionals. Research is required into how private sector hospitals can be used, how medical education is changed by this and will change the nature of these locations, and how different approaches to new pedagogies will benefit medical students overall. The impact of these changes on professionalism, and the resistance from the profession, will also need to be considered. Ultimately, private hospitals can support the current provision, but the nature of the healthcare provision in Ireland would have to be considered also in the light of international models and how it intersects with these. Anything which improves student development and the skills and capabilities of newly qualified doctors must be a positive move, but research is needed to demonstrate that this would be so. References Arnold, L. (2002) Assessing professional behaviour: yesterday, today and tomorrow. Acad Med 77 (6) 58-70. Bligh, J. (2004) More medical students, more stress in the medical education system. Medical Education 38 460-462. Chastonay, P., Brenner, F., Peel, S. and Guilbert, J-J. (1996) The need for more efficiency and relevance in medical education. Medical Education 30 235-248. Cruess, R., Cruess, S. and Johnston, S.E. (1999) Renewing professionalism: an opportunity for medicine. Acad Med 74. (8) 878-884. Currie, G. and Suhomlinova, O. (2006) The impact of institutional forces upon knowledge sharing in the UK NHS: the triumph of professional power and the inconsistency of policy. Public Administration 84 (1) 1-30. Department of Health (2004) Medical Schools: Delivering the Doctors of the Future London: Department of Health. Dogra, N., Conning, S., and Gill, P. (2005) Teaching of cultural diversity in medical schools in the United Kingdom and Republic of Ireland: cross sectional questionnaire survey. BMJ 330 403-404. Dowton, S.B., Stokes, M-L., Rawstrong, E.J. et al (2005) Postgraduate medical education: rethinking and integrating a complex landscape. MJA 182 177-180. Dornan, T., Hadfield, J., Brown, M. et al (2005) How can medical students learn in a self-directed way in the clinical environment? Design-based research. Medical Education 39 356-364. Epstein, R.M. and Hundert, E.M. (2002) 287 (2) 226-235. Defining and assessing professional competence. JAMA 287 (2) 226-235. Finucane, P. and Kellet, J. (2007) A new direction for medical education in Ireland? European Journal of Internal Medicine 18 101-103. General Medical Council (2002) Tomorrow’s doctors: recommendations on undergraduate medical education. London: GMC. Gordon, J. (2003) Fostering students’ personal and professional development in medicine: a new framework for PPD. Medical Education 37 (4) 341-349. Hilton, S.R. and Slotnick, H.B. (2005) Proto-professionalism: how professionalisation occurs across the continuum of medical education. Medical Education 29 58-65. Howe, A., Campion, P., Searle, J. and Smith, H. (2004) New perspectives approaches to medical education at four new UK medical schools. BMJ 329 327-331. Irvine, D. (1999) The performance of doctors: new professionalism. Lancet 353 1174-1177. Littlewood, S., Ypinazar, V., Margolis, S.A. et al (2005) Early practical experience and the social responsiveness of clinical education: systematic review. BMJ331 387-391. Lloyd Jones, M. (2005) Role development and effective practice in specialist and advanced practice roles in acute hospital settings: systematic review and meta-synthesis. Journal of Advanced Nursing 49 (2) 191-209. McMahon, T. (2005) Teaching medicine and allied disciplines in the 21st century lessons for Ireland on the continuing need for reform. Radiography 11 61-65. Medical Council (2001) Review of medical schools in Ireland Dublin: Medical Council. Moercje, A.M. and Elika, B. (2002) What are the clinical skills levels of newly graduated physicians? Self-assessment study of an intended curriculum identified by a Delphi process. Medical Education 36 472-478. Norman, G. (2002) Research in medical education: three decades of progress. BMJ 324 1560-1562. Nuffield Trust (2000) University Clinical Partnership: Harnessing Clinical and Academic Resources London: Nuffield Trust Working Group on NHS/University Relations. Ostler, D.T., (2005) Flexner, apprenticeship and ‘the new medical education.’ Journal of the Royal Society of Medicine 98 91-95. Perkins, G.D., Barrett, H., Bullock, I. et al (2005) The Acute Care Undergraduate Teaching (ACUTE) Initiative: consensus development of core competencies in acute care for undergraduates in the United Kingdom. Intensive Care Medicine 31 1627-1633. Rogers, J.C., Swee, D.E. and Ullian, J.A. (1991) Teaching medical decision making and students’ clinical problem solving skills. Medical Teacher 13 157-164. Satran, L., Harris, I.B., Allen, S. et al (1993) Hospital-based versus community-based clinical education: comparing performances and course evaluations by students in their second-year pediatrics rotation. Acad Med 68 380-382. Sinclair, S. (1997) Making doctors: an institutional apprenticeship Oxford: Berg. Smith, T. and Sime, P. (2001) A survey of clinical academic staffing levels in UK medical and dental schools: a report to the Council for Heads of Medical Schools London: Council for Heads of Medical Schools. Stewart, J., O’Halloran, C., Harrigan, P. et al (1999) Identifying appropriate tasks for the preregistration year: modified Delphi technique. BMJ 224-229. Swick, H. (2000) towards a normative definition of medical professionalism. Acad Med. 75 (6) 77-81. Thakore, H. and McMahon, T. (2006) Sink or swim: the future of medical education in Ireland. The Clinical Teacher 3 129-132. Wenger, E.C. and Snyder, W.M. (2000) Communities of practice: the organisational frontier. Harvard Business Review 78 (1) 139-147. Williams, G. and Lau, A. (2004) Reform of undergraduate medical teaching in the United Kingdom: a triumph of evangelism over common sense. BMJ 329 92-94. Worley, P., Esterman, A. and Prideaux, D. (2004) Cohort study of examination performance of undergraduate medical students learning in community settings. BMJ 328 207-209. Footnotes [1] Finucane, P. and Kellet, J. (2007) [2] Thakore, H. and McMahon, T. (2006) [3] Bligh, J. (2004) [4] Thakore, H. and McMahon, T. (2006) [5] Bligh, J. (2004) [6] Chastonay, P., Brenner, F., Peel, S. and Guilbert, J-J. (1996) [7] Dogra, N., Conning, S., and Gill, P. (2005) [8] Department of Health (2004) [9] Hilton, S.R. and Slotnick, H.B. (2005) [10] Hilton, S.R. and Slotnick, H.B. (2005) [11] Rogers, J.C., Swee, D.E. and Ullian, J.A. (1991) [12] General Medical Council (2002) [13] Arnold, L. (2002) [14] Littlewood, S., Ypinazar, V., Margolis, S.A. et al (2005 [15] Norman, G. (2002) [16] Ostler, D.T., (2005 [17] Williams, G. and Lau, A. (2004) [18] Currie, G. and Suhomlinova, O. (2006) [19] Smith, T. and Sime, P. (2001) [20] Sinclair, S. (1997) [21] Swick, H. (2000) [22] Howe, A., Campion, P., Searle, J. and Smith, H. (2004) [23] Medical Council (2001) [24] Medical Council (ibid) [25] Dornan, T., Hadfield, J., Brown, M. et al (2005) [26] Gordon, J. (2003) [27] Worley, P., Esterman, A. and Prideaux, D. (2004) [28] Satran, L., Harris, I.B., Allen, S. et al (1993) [29] Perkins, G.D., Barrett, H., Bullock, I. et al (2005) [30] Wenger, E.C. and Snyder, W.M. (2000) [31] Lloyd Jones, M. (2005) [32] Wenger, E.C. and Snyder, W.M. (2000) [33] Nuffield Trust (2000) [34] Moercje, A.M. and Elika, B. (2002) [35] Irvine, D. (1999)

Wednesday, November 13, 2019

Company Analysis: Northwest Airlines :: Essays Papers

Company Analysis: Northwest Airlines Introduction Northwest Airlines is one of the pioneers in the airline transportation industry and is ranked at the fourth largest air carrier in the United States today. The success of the carrier depends on the quality and reliability of the service at a reasonable price. Close competitors force Northwest to innovate their services by increasing efficiency. This essay will try to examine different perspectives in the services needed to successfully complete the company’s objectives. The analysis will explain historical and financial perspectives that may give a better understanding of the current market trend of the organization. Services â€Å"Northwest Airlines is engaged principally in the commercial transportation of passengers and cargo.† (5) NWA is a complete full service air transportation carrier that is the forth-largest air carrier in the world that services over 750 destinations located in 120 different countries on 6 continents. They operate 2,600 flights daily around the world and operate more than 200 nonstop between the United States and Asia each week. Headquarters is based in Minneapolis/St. Paul. The main connecting hubs are located at Detroit, Minneapolis, Memphis, and Tokyo. Northwest employs 50,600 employees nationwide as of Dec. 31, 1998. (6) NWA also has 1269 Stockholders as of Feb. 26, 1999. (6) Northwest continues to improve cargo shipping by proudly dedicating 12 Boeing 747 aircraft and easily becoming one of the largest cargo airlines in the world. (4) Cargo is very profitable for Northwest because â€Å"Northwest has predicted cargo revenue will top the 900 million mark in 2000 †. (3) The enormous fleet of aircraft contains 400 airplanes. (1) Northwest has subsidiaries wholly owned (Unless otherwise indicated by NWA) by Northwest Aircraft, Northwest Aerospace Training corps, MLT Inc, Express Airlines, and Express Airlines I. (6) History Northwest Airlines began service on October 1, 1926, flying mail between Minneapolis / St. Paul and Chicago. (2) They started passenger transportation in July 7, 1927. (2) Throughout the years Northwest has grown steadily by acquiring new system routes in the northwestern region of the USA. The year 1930 was a landmark in history because Northwest moved their home base operation to their present headquarters in St. Paul. The air service grew overnight with the acquisition of Southern Airways in 1936. Northwest’s famous red tail was introduced for the first time on February 1948.

Sunday, November 10, 2019

Automotive Industry and Porsche Production Line

Shona L. Thomas- Porsche Case Study 1. ) General Environment Factors for Porsche: A. ) Demographic segment for Porsche is Age and Income distribution. Porsche target age is group is consumers is male over the age of 40 in addition to an average income of 180k a year. That has a positive effect on this segment because they have defined their niche audience that best responds to their line of cars. B. ) Political and Legal segment directly affects the future production of Porsche vehicles with regulatory gas mileage requirements and EPA guidelines.If the 2020 CAFE plan is implemented in North America Porsche will not be able to sell cars in North America. Political issues and governmental decisions affect the development of the local economy as for example the increase of oil prices during the Iraq war and the drop of the dollar compared to other currencies, they can also have an influence on sales in the automotive industry. This is a negative effect as the VW sales group has laid a p lan to exceed GM and Toyota in sells by 2018 but with pending EPA guidelines this may create a definite challenge.C. ) Technological segment for Porsche is leading in product innovation, factory applications and knowledge. Porsche production line has the ability to manufacture two cars seamlessly at the same time without losing any production time or driving cost up. Their technology is a positive and is evident because they offer consulting services to competitive and noncompetitive automobile companies. 2. ) Porsche brand is so strong and unique that the only two forces I can thoroughly support are Threat of new entrants and bargaining power of Buyers. A. Porsche has a threat of new entrants due to automobile manufacturers such as BMW, Nissan and GM. However Porsche has product differentiation and Capital Investments. Porsche is also known for prestige, variety of Porsche emblems and its full line up. Consequently BMW, Nissan and GM have all produced one or two comparable cars. B. ) Bargaining power of Buyers is relevant because due to recent economic recessions internationally the price point of Porsches automobiles they followed suit of other competing luxury brands and released more affordable automobiles such as the Cayenne.The production of the Cayenne set record sales for Porsche. Therefore this is a high force. 3. ) The two major competitors of Porsche are BWW and Audi. BMW as designed models such the Z4 and Audi has designed models such as the R8 to compete with Porsche's Cayman and Boxter. Prices points on both models are within the same range as the aforementioned Porsche brands. These two models (BMW and Audi) both have competitive points in regards to engineering, exclusivity and service.The future actions of BMW and Audi that show evidence competitive activity is both automobile companies are creating a more modern design which is attracting more consumers, more drive power options for an economical price and puts luxury and comfort versus Porsc he sports then luxury. 4. ) The most important Value Chain areas for Porsche are: A. ) Management Information Systems- Joint venture with MHO has led to awards such as Silver Partner service and SAP Channel Partner Gold. The performance and oriented approach allows Porsche to consistently implement new design, technologies and functionalities.Porsche at purchased ownership in MHP and later purchased a controlling share which lead to new business techniques and technologies. The MIS has created sustainable competitive advantage through superior operating performances and the ability to respond with flexibility and quickly to changes in technology. They are superior to each competitor as they do not patent their technological gains but allows others to copy. B. ) Supply Chain Management: Porsche SAP technology Leipzig has created a seamless distribution in logistics. Within the same plant, the two models, Panamera and Cayenne can be built simultaneously.Each model requires a high degr ee of integration and cooperation with other Porsche plants. As parts are delivered every hour, the flows of goods are real-time. No inventories, any waiting times, but the highest degree of precision and flexibility. Even if faced with a change on short notice, production will be able to stay in synch. Porsche is the leading manufacturer in the world and is superior to all other competitors for the aforementioned reasons. C. ) Marketing and Sales: In 2011 VW group inclusive of Porsche and other brands ranked number 3 in the world trailing Toyota and GM.However in Europe the VW group leads sales amongst competitors. Porsche relates their increase in marketing and sales to the CRM processes in SAP. All systems are originated in German but the data is also shared North America as well as Canada. North America and Canada represents the biggest market for the car manufacturer almost 40 percent of all luxury cars are sold there. The second reason is that the orientation of the pilot proj ect toward a non-German market prevented a focus that can be considered too German influenced. 5. The most significant financial and nonfinancial factors for Porsche are: Return on investments. Three Porsche product lines – the 911, the Boxster, and the Cayenne has had high operating margins compared to nearly any other major automobile manufacturer. The two newer product lines, the Boxster and Cayenne, had both been launched with the capital and technology from its other lines of cars. The Porsche Boxster was manufactured by Valmet of Finland under a licensed manufacturing agreement allowed Porsche to use means of financial support.Valmet owns its own factory and tools, and builds the Boxster for Porsche. This reduces the capital Porsche needs to support its own business significantly. The Porsche Cayenne was co-manufactured with Volkswagen. The Cayenne was assembled on the same production line as the Volkswagen Touareg therefore reducing the required capital to support Pors che’s business. 6. ) The strength is that Porsche has a high brand presence and reputation across the globe. Porsche preferred consumers are wage earners in excess of 250k. Few car models are available but it has a wide range of variants.They have built a trust worthy brand that has international recognition in the domestic as well as racing industry. A weakness of Porsche is that it lacks presence in the middle income segment which is the fastest growing of all classes. The cars have very high maintenance and running cost in an extremely luxury car market. The opportunities that Porsche has it that they can capitalize on its exclusivity and increase sales. They also have a sector of the company that has first class technology that will give them a competitive edge on future generation and concept cars.In addition to increased manufacturing facilities and distribution as well as a servicing network. The threats that face Porsche are the Governmental policies in some countries especially North America. The looming recession this may decrease purchasing power and the intense competition from automobile leaders. The top three competitors are BMW, Audi and Mercedes Benz. 7. ) The major competitive advantages of Porsche using VRIN are The most valuable capital this company has is its loyal customers with their sense of Porsche responsibility. The most aluable support for this company is its work force, technology and its tradition of outstanding performance. (Parity producing because other companies can re-evaluate their customer relations and change the scope of employees to gain the loyalty and recognition that Porsche has. ) Porsche is rare because the cars have a virtually untarnished reputation and are considered among the finest performance vehicles in the world. (Temporary competitive advantage because they BMW and Audi have models that compete with Porsche vehicles. ) Porsche technology is costly to imitate.Porsche has become a leader in automobile m anufacturing and advanced technology that has led to winning Performance awards. Therefore allowing Porsche to consistently implement new design, technologies and functionalities. (Sustainable competitive advantage because Porsche provides consulting to automobile manufacturers and have not patent protected their technological advances; therefore companies rely on them for the most up to date technology) Porsche is nonsubstitutable because lineup is quite broad for a specialty automaker and now even includes a luxury super sport sedan, the Panamera.Throughout its history, Porsche has exhibited amazing resilience, weathering changes in consumer tastes and the economic climate. (Competitive Advantage is the brand name. ) 8. ) Porsche uses Corporate Strategy. The overall scope and direction is to diversify business operations, further advance technology and work together to achieve particular goals. As part of its corporate strategy for 2018, Porsche wants to double its vehicle sales a nd increase its presence in the individual markets. This growth strategy is to increase the workforce by 50 % from its present level of 14,000 worldwide.Porsche is creating wide-ranging electric mobility vehicles in Germany and has launched the roll-out of three electric-powered Boxter cars. Electro mobility is one of the central challenges of the coming years. The engineers at Porsche want to contribute something in their usual high-performance way to meet the challenge. 9. ) 7s Implementation factors that are the most important is: 1)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strategy: plan to gain a sustainable advantage over the competition (BMW and Audi) 2)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Structure: how people and tasks are rganized (Consulting and Automobile division) 3)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Systems: processes and procedures that are currently in place (Manufacturing plants) 4)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Style: leadership style (Brand imaging) 5)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Staff: employees and their gener al capabilities (ongoing training) 6)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skills: competencies and skills of the employees (ongoing training) 7)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shared Values: culture, beliefs, values and traditions (Mission statement) 10. ) Two questions:Do you think Porsche will meet the CAFE requirements for 2018 or will they actually stop selling cars in North America? How will that affect the American Porsche consumer? Cadillac has now developed and launched a car that has a Ferrari engine how will that compare or will it compete with the Porsche Panamera? How will new entrants such as American based cars that is adding technology comparable to Porsche affect future market opportunity and ,undecided target consumers?