Saturday, October 12, 2019
Ways To Fight The Drug War Essay -- essays research papers
Drug use has risen sharply in the United States in the past 40 years, with an estimated 23.6 million teenagers using illegal drugs within the past year. Preventing drug use has been a major issue in the area of politics, schools, or within families. Drug abuse occurs whenever the use of a drug causes physical or mental harm to the user. So far, society has been abusing drugs since the later nineteenth century, a time when the sale, purchase, possession, and use of drugs was not regulated. Dangerous drugs such as morphine, opium, and cocaine were used mainly for medical purposes including cures for depression, nervousness, alcoholism, and menstrual cramps. Because of the availability of these powerful drugs, people became addicts. In 1900, there were actually more narcotic addicts in the US than there are today; however, most of the users who became addicts were medical addicts. Very few users took drugs for recreational use only. In 1914 as an effort to curb drug abuse in the United States, the government passed the Harrison Act, which made illegal to obtain a narcotic drug without a doctor’s prescription. There were nearly half a million addicts at the beginning of 1920 and by 1945 there were only 30,000 to 40,000 addicts. The demand for drugs began to rise again in the 1960’s and continues to rise today. With this scary thought in mind, the United States needs find a solution to the rising drug problem, and fast.      Every year, more drugs are di...
Friday, October 11, 2019
Show Choir
Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking a nd writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment – Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individual's roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effect ively through speaking and writing in all areas Use problem solving skills in real world situations Criteria – Criteria – Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment – Competence will be demonstrated: o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria – Criteria – Performance will be satisfactory when: o learner performs in a winter concert & spring concer t Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain: Cognitive Level: ApplicationDifficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria – Criteria – Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors: Diana R. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed, we create these standards believing in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational package for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recognizing the relationship between the three disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. History and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to classify repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open to all SFC members. 2. There should only be one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before June 18, 2011. (The official list should be signed by the SFC Cluster and Sector Couple Coordinators to ensure tha t they are certified SFC members). Changes will be entertained until July 2, 2011. 3. A Show Choir is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Boy Band/Girl Band d. EAST – Movie Sountrack e. SOUTH – Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) points will be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choir should demonstrate the ability to sing their chosen music. . The members of the show choir  should demonstrate the ability to add movement or choreography to their performance that complements the music. 9. The members of the band/instrumentalists in the show choir should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is responsible for bringing their own musical instruments. 12. Lyrics should be wholesome and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality                                                                15% Choreography                                                               15% Blend and Balance                                                        15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence                                                             10% Synchronization and Movements                                  10% Costume/Props                                                            10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:     YELLOW WEST:         RED CENTRAL:  GREEN EAST:          BLUE SOUTH:      ORANGE
Thursday, October 10, 2019
Understanding The Complexities Of Life Education Essay
My schooling and college was really of import factor in determining my calling. Excellent classs in board scrutinies, 83 % in 10th class and 82 % in 12th class, ever kept me in top 5 % of the school. Excellent module, which ever focused on the basicss, motivated me to analyze harder and with complete apprehension of the topic. In my college, I became peculiarly interested in the field of Biology as I was ever amazed by the diverseness and complexness of life around me ; I chose to analyze biological science in more item. I chose Biotechnology as my major for my bachelor'sA grade ( B.Sc. ) along with chemical science and fauna as bush leagues. Biotechnology helped me understand applied biological science in great inside informations. I besides attended an on occupation developing under Annual Biotechnology Training plan at Haffkin Institute, Mumbai where I got more exposure to practical biotechnology, different biophysical techniques and instrumentality. Parallel to all this, I was be sides interested in computing machines right from my school yearss. A class on programming in C, gave me an chance to larn computing machine scheduling and its applications. Having heard of bioinformatics as a combination of biological science and computing machines, I applied for and got selected through big figure of applications to go to a workshop on bioinformatics at Indian Institute of Technology ( IIT ) , Mumbai. Here, I was introduced to power of computing machines to reply inquiries in biological science. My apprehension of biological science, love towards computing machines and penetration into the universe of bioinformatics and its applications through my course of study and the workshop worked as a strong motive for me to take the specialisation for my maestro ‘s grade. I determined to prosecute my farther surveies in the field of bioinformatics and computational biological science with an purpose of utilizing potencies of computing machine systems and of recent pr omotions in the field of information engineering in order to analyze biological science with more easiness and at accelerated rate. I was selected to prosecute my Maestro of Science ( MSc ) in bioinformatics at Bioinformatics Centre, University of Pune, India, through a countrywide entryway scrutiny. I was ranked 8th from around 1000 appliers who appeared for the trial. My systematically good public presentation in entryway trial and in subsequent semesters made me eligible for Prof G. N. Ramchandran family and Dept. of Biotechnology, Govt. of India scholarship to prosecute my maestro ‘s degree instruction. Bioinformatics Centre is one of the Prime Minister institutes in India which is renowned for its part in the bioinformatics research and in developing good bioinformatics human resource. Two old ages of strict preparation in bioinformatics taught me a batch about this astonishing merger of biological scientific disciplines and information scientific disciplines. I was introduced to different computing machine scheduling linguistic communications and resources for application development in bioinformatics . Classs in biological science, computing machines and accent on their appropriate integrating made me believe of biological science in a really different and unconventional mode. In our 2nd semester, we had a capable Structural Biology and Molecular Modeling ( SBMM ) , where we were introduced to bio-macromolecular constructions with a computational and biophysical position. With the survey for this peculiar class, I became more focussed on my country of involvement. Surveies of structural biological science of proteins were truly an interesting portion of my course of study. Eminent scientists from different national research institutes gave us penetrations into the structural biological science of different biomolecules. I can non travel without adverting names of some of my instructors, Prof Ashok Kolaskar ( adviser, OHSL, USA and adviser, Internet2 ) , Dr. Dhananjay Bhattacharyya ( Saha Institute of Nuclear Physics ) , Dr. Raja Banerjee ( West Bengal University of Technology ) , Dr. Uddhavesh Sonawane ( C-DAC ) , Prof P. V. Balaji ( IIT, Mumbai ) to call a few. My first research experience in the field of Bioinformatics was my maestro ‘s degree research undertaking under the counsel Dr. Pramod Wangikar in his Bio-systems Engineering Lab at Chemical Engineering section of Indian Institute of Technology ( IIT ) , Mumbai. Though it was non straight connected to my country of involvement, it gave me insights into how research methodological analysis works for computational biological science. Here I worked with analysis of regulative elements of cyanobacteria- Synechocystis as a little portion of big systems biological science undertaking traveling on in his lab. This undertaking, as a whole, was taking towards constructing a systemic theoretical account of Synechocystis. My part was to use microarray informations for cistron look of all Synechocystis cistrons and written text factor adhering site analysis in order to footnote some of the cistrons. I could foretell the map of two cistrons which found to be related to photosynthetic tract but were unknown boulder clay day of the month. I got familiar with the existent life applications of different tools and techniques that I had studied earlier. From here, I determined to prosecute my calling in the research field and contribute as per my capablenesss to the scientific community. After MSc, I worked under the counsel of Prof Valadi Jayaraman from Center for Development of Advanced Computing ( C-DAC ) , India. I worked with Prof Jayaraman on short term undertaking titled Prediction of RNA adhering proteins utilizing random woods. His first-class counsel and my difficult work contributed to my apprehension of machine acquisition applications in biological science and utilizing information from biological constructions for better apprehension of the biological procedures. The undertaking involved extraction of of import characteristics from the RNA adhering sphere of many RNA binding proteins and developing the random forest classifier to do accurate anticipations about RNA adhering belongingss of unknown proteins. This once more provided me with a really utile technique of machine acquisition for work outing jobs in biological science and besides enhanced my accomplishments of computing machine programming for existent life applications. Parallel to this work with Prof Jayaraman, I besides worked in an industry, Persistent Systems Limited, Pune as Domain Analyst, where I learnt a batch about industrial position of bioinformatics and recent IT advancements assisting bioinformatics grow. It gave me an chance to form my ideas, represent myself professionally and to larn clip and resource direction. I worked on supplying preparation and support to many of US universities, our clients, for caTissue clinical information sciences application. But my passion and finding for making research prepared my head to go forth industry and carry out research. I applied for the station of Research Associate at Bioinformatics Centre, University of Pune. I got selected after strict interview procedure by an elegant panel under the Centre of Excellence ( CoE ) grant of Dept. of Biotechnology ( DBT ) , Govt. of India. Here I started working on some of the authorities funded undertakings. I worked on â€Å" Understanding the mechanism of anisomycin induced activation of p38 MAP kinase utilizing computational attack †under the high counsel of Dr. Sangeeta Sawant. Anisomycin is an antibiotic, which besides activates p38 MAP kinase, an of import constituent of signal transduction. But no information is available on how precisely it binds to and activates p38 MAP kinase. I attempted to execute molecular docking surveies and molecular kineticss simulation experiments. This work resulted in happening out putative binding site for anisomycin on p38 MAPK and in understanding different molecular interactions taking topographic point at the inter face of these two molecules. I learnt a batch about structural belongingss of proteins and power of MD Simulations to research mechanisms underlying cellular procedures. I used Amber molecular kineticss simulation bundle extensively to transport out the simulations. Another undertaking was â€Å" Analyzing the comparative stablenesss of conformational antigenic determinants: a instance survey of muramidase †, which was carried out under the counsel of Dr. Sangeeta Sawant and Dr. Urmila Kulkarni-Kale. This survey was carried out to understand the comparative stablenesss of single antigenic determinants and happening out antigenic determinants which might retain their stableness during their processing. We could back up the hypothesis that such antigenic determinants do be and can be identified. Possible application of this survey would be in placing possible drug/vaccine marks. We used blossoming simulation technique to analyze the phenomenon. I am happy to province that a po rtion of this work was presented with batch of grasp at International Conference on Biomolecular Forms and Functions, held at Indian Institute of Science, Bangalore and complete work is in concluding phases of its entry for publication. Both these undertakings equipped me with a needed attitude to transport out research and believe in a logical and rational manner to come to a solution. It made my foundations about structural biological science, biophysical chemical science and computing machine simulations stronger than they were. Currently I am keeping the same place and seeking to take my work to a logical terminal. Presently, I am besides involved in the development of Chemical Reaction Optimization ( CRO ) based cistron choice algorithm under the counsel of Prof Valadi Jayaraman of C-DAC, Pune. This undertaking work, which had merely started, is using my scheduling and bioinformatics accomplishments to plan and implement cistron choice algorithm utilizing CRO, a late proposed optimisation technique. I besides served as a sing module of bioinformatics for biotechnology pupils at Ruia College, Mumbai, which prepared me for my sphere capable with more duties. It helped me to go more confident and responsible to do others understand bioinformatics in a elusive mode. Teaching microarray informations analysis at University of Pune, Pune and Patkar College, Mumbai besides helped my instruction accomplishments grow. I besides organized and conducted a four twenty-four hours workshop on bioinformatics for life scientists at Ruia College. Success of this workshop and positive response from the participant made me confident about my organisational accomplishments. I have attended big figure of conferences and workshops, have presented my work at national degree conferences therefore have had changeless updates about new kingdom of biological research. I besides appeared for BioInformatics National Certification ( BINC ) scrutiny, conducted by Dept. of Biotechnology ( DBT ) , Govt. of India , to prove the ability of bioinformatics human resource and certify and congratulate really few of them who deserve to be good bioinformaticians. This test is of import in manner that it holds three documents, two usual aim and theory inquiries which test your capable cognition and one practical session which examines your ability to compose computing machine plans for bioinformatics. I was awarded BINC enfranchisement with All India Rank ( AIR ) 14 and besides a family to prosecute farther research in the field. BINC enfranchisement boosted my assurance about my cognition of bioinformatics. I besides have received grasp from module for good computing machine scheduling and presently I am involved in development of a plan suit for incorporating phyletic analysis package tools to fix an machine-controlled grapevine. Proteins, indispensable biomolecules, are the workhorses of all the cellular maps. Their features and maps are chiefly attributed to their third construction. Always amazed by the manner this machinery works ; I am interested to work on structural bioinformatics of proteins and their interactions with other molecules. My primary research involvements continue to be in the development of fresh methodological analysiss to understand mechanisms underlying cellular procedures. There are many other research countries in structural biological science which involvement me like molecular mold and molecular kineticss simulation, algorithm development and executions, protein construction development, understanding the protein-protein interactions, anticipation of protein construction all of which are interlinked in a manner or other. I have been introduced to protein construction by high panel of scientists working in this country, and that has elevated my involvements to a greater tallness and inspired me to prosecute research in the same. My twelvemonth long research experience in the field of molecular kineticss simulations and molecular moorage, in order to understand the mechanisms of biological procedures and for easing vaccinum development hold given me needed experience. Besides, it introduced me to some of the restrictions and demands of bing methods of protein construction analysis. One of my research involvements is to come up with a newer representation of protein construction for usage in molecular kineticss simulation. Currently available methods require truly thorough calculation power as it involves tremendous computations on each and every atom of the system. It takes immense sum of clip on simple machines to run a molecular kineticss simulation. While working with assorted simulations, I have ob served that inexplicit solvent theoretical accounts can be good mark to accomplish this end. There is a demand to better these theoretical accounts in such a manner that they will come close expressed solvent simulations in a better manner. One of the ways in which it might work is deducing forms of interactions from expressed solvent systems and integrating them in inexplicit dissolver theoretical accounts. Current inexplicit dissolver theoretical accounts include theoretical consequence of solvent molecules but we could better these theoretical accounts by presenting non merely distance dependance, but besides clip dependent solvent interactions. It means that we could present consequence of existent dissolver system at specific clip intervals by adding some solvent molecules and redefine the theoretical account after each interval therefore propagating the alterations brought approximately by solvent molecules. Another research country which entreaties me most is protein construction anticipation. Looking back in the history of bioinformatics, tremendous attempts have been taken to understand and foretell protein construction, which in bend imparts map to the protein. Our limited success even after such tremendous attempts illustrates why protein construction anticipation is known as Holy Grail of bioinformatics. Though I have had no experience in the country, I find it really interesting country to work upon and use my cognition of protein chemical science, machine acquisition and computing machine scheduling and algorithms to lend to the field. As we look at the of import mileposts in the history of computing machine scientific discipline, we can see distinguishable markers in the development of unreal intelligence. On one manus, biological science is researching expertness from assorted subjects to be utilized in biological research and on the other manus, techniques in computing machine scientific discipline have of all time since widened their pertinence sphere. With this, my profound involvement in computing machines and my passion for biological science has widened my research ends to applications of machine larning techniques in bioinformatics and computational biological science. I have strong experience in utilizing support vector machines and random forest classifiers for work outing simple biological jobs and I wish to travel farther and assist work out much more complex jobs utilizing machine acquisition. Currently I am involved in the development of chemical reaction optimisation ( CRO ) based cistron choice alg orithm. My primary involvement in this country is foretelling accurate ligand adhering sites on a protein construction. Current ligand adhering site anticipation algorithms work on rather generalised rules like geometry based, energy based etc. I strongly think that protein pit sensing for proper ligand binding should be based on more empirical rules and cognition should be brought in from big figure of known protein pits and ligands. Categorization of proteins and ligand into several categories and qualifying each category on certain belongingss seems indispensable to me before using any generalised ligand adhering site anticipation algorithm. Another facet that I would wish to research is protein turn uping and kineticss. Most of the attempts we have made understand an indispensable procedure of protein turn uping property it to the built-in belongingss of proteins, but many of the experimental consequences have shown that many other factors in the cell contribute to the protein turn uping procedure. Chaperons, microenvironment, different ions besides play a function. I would wish to travel a measure further and seek to garner all these factors together in a computational paradigm and seek understand turn uping in better mode. Folding of a protein, which is important measure in finding its maps and interactions, will assist in developing new drug marks and interventions for assorted diseases. These are some of the jobs I would wish to work upon. My long clip calling ends are to set up myself as a research worker in the field of protein scientific discipline and contribute as per my capablenesss to the society. I besides want to be invariably indulged in learning biological science, as I truly bask learning and sharing my cognition. Besides it makes me more confident with the topic I teach. With my preparation and experiences, and my research and calling ends, I need a suited topographic point where I can use my cognition and experience to develop my thoughts further and set them to people ‘s usage. While seeking for such environment, I was peculiarly attracted by a really fresh plan in Mathematical, Computational and Systems Biology at University of California, Irvine. Amazing blend of first-class research workers from assorted subjects would certainly do a difference. That ‘s why I decided to use at UCI. I am peculiarly interested in the work of Ray Luo.
Ethical Leadership Is Mostly About Leadership Integrity Essay
A recent study conducted in 2010 among UK and some European companies, revealed that the most prominent ethical issues to organisations includes harassment, bribery, corruption and facilitation payments, and whistle blowing (Wesley et al. 2011). Thus, it is important that ethics must indeed embark from the top. Leaders cannot escape from their responsibility to establish a moral example for their followers. The ethical actions and behaviour of top management have to be consistent with their teaching, otherwise formal ethical training and codes are bound to have a slim chance of success. The outcome of organisational goals is dependent on the leader’s capabilities to set the direction for employee behaviour, which includes promotion, strategies and appraisal (Brown & Mitchell 2010). This essay will examine how leadership integrity plays a part in building an ethical leadership, and also consider the other factors involved in building ethical leadership. Ethical leadership is mostly about leadership integrity Ethical leadership involve leaders to lead in a way that respects the dignity and rights of followers. It is especially important in the society today, when the public trust has been eroded by the actions of many, in both the profit and non-profit organisations. For instance, top executives of corporate organisations contributed to the recent credit crisis by reporting higher profits than actual, in order to enjoy greater compensation themselves (Berenbeim 2009). Ethical behaviour includes key principles such as integrity, honesty, and fairness. This is a situation where by leaders engage in behaviour that benefits others and refrains from behaviour that cause harm to others (Toor & Ofori 2009). Ethical leaders embody the purpose, vision and values of the management. They link up the organisational goals to that of the employees and stakeholders, giving a sense of direction to their employees’ work and ensure that organizational decisions are based upon sound moral values (Pic colo et al. 2010). Thus, an ethical leader who demonstrates leadership integrity is one with ‘right values’ and ‘strong character’, who set examples for others by constantly making efforts to incorporate moral principles in their beliefs, values and behaviour (Freeman & Stewart 2006). Hence, leadership integrity is one of the top attribute of an effective and good leader. Leadership integrity represents an honest, reliable and trustworthy person. It symbolizes a true commitment to perform the right action, regardless of the situation. One study has shown that the integrity of profit making by managers and business owners is a key point which makes a Fortune 500 organisation stands out from other competitors (Blanchard et al. 1997). Social learning theory (Bandura 1977, 1986) also aims to explain why followers’ perceptions of ethical leadership behaviour are influenced by the individual characteristics of the leader. Social learning theory suggests that individuals learn and follow the actions, attitudes, behaviour and values of credible role models (Bandura 1977, 1986). Ethical leaders are perceived to be role models with high ethical values and traits, such as leadership integrity, and thus, this encourage followers to establish their own framework of moral ideals and principles, which ultimately leads to moral action (Avolio 2005). Followers are also able develop a higher level of moral perspective and interpersonal ability through the provision of positive and constructive moral feedback given by the ethical leaders (Eisenberg 2000; Hoffman 1988). In a study developed by psychologist Dr. Robert Turknett, it was revealed that integrity is the foundation of his leadership character model, and hence, suggested that no leader can be successful without integrity (Turknett et al. 2005). He also notes that individuals with integrity are willing to stand up and defend for what is right, careful to ke ep promises, will not twist facts, and can be trusted to speak the truth. Furthermore, James Quigley, the global CEO of Deloitte Touche Tohmatsu, emphasized the importance of integrity and trust in the professional success of an individual (Quigley 2007). He highlighted that individuals who lacks integrity are not considered trustworthy, and will severely weaken an individual’s value to the organisation. Hence, the importance of integrity and character is highly valued in the workplace. Individuals who lack integrity, are not trustworthy, and will not be given responsibilities or opportunities, and thus, will be frowned upon by other employees in the organisation (Quigley 2007). Corporations with integrity leaders are often leaders in their own industries, and likely to do better than other competitor firms, achieving in their long-term financial goals. Other fundamental elements that make up ethical leadership In contrast, other studies have suggested that ethical leadership is not just about leadership integrity, but at the same time, it consists of a multi dimensional concept, with many other fundamental elements (Trevino & Brown 2004). Ethical leaders have to be seen as both a â€Å"moral person†and a â€Å"moral manager†(Trevino et al. 2000). The moral person aspect of ethical leadership can be seen as the personal characteristics and traits of the leader, such as personal integrity, honesty and trustworthiness, including the moral nature of the leader’s behaviour, such as expressing a genuine concern for others and treating people right, demonstrating personal morality, and being open and communicative. In the process of decision making, ethical leaders consider the ethical impact of their decisions, and based them upon ethical values and decision rules (Trevino & Brown 2004). It is therefore important that leaders themselves are indeed moral persons and explici tly demonstrate ethical behaviours to their followers. Their followers learn what to do and what not to do by observing their leaders behaviour, and are likely to imitate their leaders (Kaptein 2002). However, being perceived as a moral person is insufficient. A moral person only portrays the actions of the leader. It does not advice the followers what is expected of them. A moral manager creates ethical standards and expectation throughout the organisation by portraying ethical behaviour, traits and decision making. A moral manager posses three distinct characteristics. Firstly, a moral manager actively demonstrates ethical behaviours and lead through good examples. Secondly, rewarding morally appropriate conduct and punish unethical behaviours, strengthen the organisations’ ethical stance. Thirdly, a moral manager communicates ethical values and issues throughout the organisation openly (Brown et al. 2005). There are four types of leadership styles. They include the ethical leader, the hypocritical leader, the ethically neutral leader, and the unethical leader. An ethical leader is an individual who is both a moral person and a moral manager. This leader also has a strong influence in the organisation, with regards to the ethical culture, enforcing the goals of the organisation, and influencing the ethical values, norms and standards (Kalshoven et al. 2011). Next, a hypocritical leader is one who is not a strong ethical person but who attempts to place strong emphasis on ethics and values. These leaders often talk about ethics, but do not follow up with the action itself (Trevino et al. 2000). In such cases, the followers often perceive these acts only as a false front. Without any actions to match what the leader communicates about ethics and values, it points out issues that has yet to surface, and thus, is worse than not doing anything at all, which tarnish the reputation of the leader (Trevino et al. 2000). This result in the followers not trusting the leader, and becoming cynical in everything the leader says. Thirdly, the ethically neutral leader is seen as neither a strong ethical or unethical leader. An ethically neutral leader may be an ethical person, but do not take up an active leadership role is the important areas of ethics, and followers are uncertain of the leader’s stand on the issue of ethics. Hence, the ethically neutral leader is one who focuses on end results without setting any ethical goals. Lastly, a weak moral person and moral manager is an unethical leader. Furthermore, other studies have suggested that in addition to the first key attribute of leadership integrity, there are five other attributes that characterise ethical leaders, which includes, ethical awareness, managing ethical accountability, people oriented, motivating and encouraging and empowering (Resick et al. 2006). Firstly, ethical awareness is the ability and willingness to identify moral and ethical situations and problems. Hence, without being first able to identify the ethical issue present, even a leader with leadership integrity will not be able to act ethically, which will lead to a da maging effect on perceived ethical leadership (Resick et al. 2006). Secondly, ethical leaders have to learn to manage ethical accountability, through establishing and instilling a reward and punishment system. This ensures proper ethical standards and conduct are performed throughout the organisation (Resick et al. 2006). Thirdly, in order to be aware of how their actions will impact others, ethical leaders have to be people oriented, which highlights the selfless, external focus and responsibilities required of an ethical leader (Resick et al. 2006). Next, ethical leaders are also required to be motivating. Thus, even if ethical leaders possess leadership integrity, they have to be able to motivate, exert influence, and guide followers towards the organisational goals, ethical standards and norms (Resick et al. 2006). Lastly, ethical leaders must be encouraging and empowering, and thus delegate responsibilities and tasks to employees, and ensure that they are ethically responsible. This allows the employees to be independent and responsible, and hence convey ethical standards throughout the organisation (Resick et al. 2006). Emotional intelligence is another strong attribute and influence of ethical leadership, beside leadership integrity. Leaders with high emotional intelligence are able to stimulate an ethical organisation by openly communicating about ethical issues, gaining motivation, and increase ethical awareness. Ethical leaders who have high emotional intelligence are also very trusting, understanding, engaging and have the ability to inspire others (Gregory 2010). Such leaders develop a strong set of empathy and interpersonal skills, as well as people oriented skills. They are then able to understand the influence, and impact their behaviours and decisions on the stakeholders and employees in the organisation (Gregory 2011). One study highlighted that 89% of the respondents identified emotional intelligence as highly important and essential to meeting the organisations’ top challenges (Freeman 2007). Two other studies were also conducted with business students, and nurses in the US hospitals. The results of both studies revealed that emotional intelligence has a direct relationship with ethical awareness, and thus, higher emotional intelligence scores predict higher performance in ethics (Joseph et al. 2009; Deshpande 2009). Insights and analysis In reflection, leadership integrity is an important and essential attribute in building an ethical leadership. As discussed earlier, leadership integrity is highly valued in organisations, and the absence of it will likely result in followers losing trust and respect for the ethical leader. Hence, this means that followers will especially look up to ethical leaders with strong leadership integrity as these leaders are associated with having strong positive traits and characteristics, whom will likely do the right thing, given any circumstances, and supports the statement that ethical leadership is mostly about leadership integrity. In addition, Bandura’s social learning theory suggests that individuals learn and follow the actions, attitudes, behaviour and values of credible ethical leaders. Hence, this means that followers’ moral self-development is likely to be heavily influenced by the leader’s effort to model moral behaviours. Thus, this also supports the statement that ethical leadership is mostly about leadership integrity, because the qualities of the leader, such as leadership integrity, will influence the followers to model such behaviours and values. On the other hand, only the moral person aspect of ethical leadership place emphasis on the leader’s behaviour, traits and personal decision making towards ethical conduct. The behaviours and actions of a moral manager have an external focus of how the leader is seen by employees and stakeholders, as they aim to increase the ethical awareness and standard in the organisation. Thus, under Trevino’s definition of an ethical leader, leadership integrity belongs to the category of a moral person. However, the leader needs to be both a moral person and a moral manager, in order to be considered an ethical leader. Thus, this denies the statement that ethical leadership is mostly about leadership integrity, and supports the idea that leadership integrity is only one dimension of being an ethical leader. Secondly, Resick’s definition of the six key characteristics of an ethical leader belongs to the category of either a moral person or a moral manager, where leadership integrity, ethical awareness and people orientation falls into the category of moral person, while managing accountability, encouraging and empowering, and motivating belongs to the category of moral manager. Hence, this refute the statement that leadership integrity is mostly about leadership integrity, as it can be clearly seen that leadership integrity is only one aspect of the characteristics required of ethical leadership, as there are other important elements that effect ethical leadership as well. Thirdly, studies have also revealed that other than leadership integrity, the emotional intelligence of the leader is also another key factor in building an ethical leadership. Thus, this further supports the claim that that ethical leadership is not mostly about leadership integrity, but is also heavily influenced by the personal characteristics of leaders’ emotional intelligence. My personal stand is that though the behaviour, values, traits and personal characteristics such as leadership integrity, of an ethical leader is important, but, the ability to influence and affect followers to model such moral behaviours places an even greater emphasis in building a reputation of ethical leadership. As discussed earlier, the traits and behaviours of the moral manager addresses this aspect, and thus support my stand that ethical leadership is a multi dimension concept, which consists of many other fundamental elements other than just leadership integrity. Conclusion Ethical leaders bring about highly desired benefits to organisations. The personal characteristic of an ethical leader, such as leadership integrity is one key factor in building ethical leadership. However, there are also other elements involved which have a strong impact in building ethical leadership. Hence, in order to be effective ethical leaders, individuals with leadership integrity have to demonstrate that they are capable of motivating employees by creating and stimulating an ethical organisation, developing standards of ethical conduct and behaviour, and communicating openly on ethical issues, instilling a rewards and punishment systems, demonstrating ethical behaviour, and thereby increasing the ethical awareness in the organisation. References Avolio, B. J. 2005. Leadership development in balance: Made/Born. Mahwah, NJ: Lawrence Erlbaum Bandura, A. 1977. Social learning theory. Englewood Cliffs, NJ: Prentice–Hall. Bandura, A. 1986. Social foundations of thought and action. Englewood Cliffs, NJ: Prentice–Hall. Berenbeim R.E. 2009. Ethical Leadership, Maintain an Ethical Culture. A paper presented at the Global Leadership Development conference in Mumbai, India Blanchard, K. H., O’Connor, M., O’Connor, M. J., & Ballard, J. (1997). Managing by values: Berrett-Koehler Pub Brown M.E. & Mitchell, M.S. 2010. Ethical and Unethical Leadership: Exploring New Avenue for Future Research, Business Ethics. Brown M. E, Trevino L. K, & Harrison D. 2005. Ethical leadership: A social learning perspective for construct development and testing. Organizational Behaviour and Human Decision Processes, Vol. 97, pp. 117−134. Deshpande, S.P. 2009. A study of ethical decision making by physicians and nursesin hospitals. Journal of Business Ethics, Vol. 90, pp. 387-397 Eisenberg, E.M. 2000. The kindness of strangers: Hospitality in organizational communication scholarship. In S. Corman & M. S. Poole (Eds.), Foundations of organizational communication: Finding common ground. NY: Guilford Freeman R.E. & Stewart L. 2006. Developing Ethical Leadership, A Bridge Paper of Business Roundtable Institute for Corporate Ethics. Freedman J, 2007 Workplace Issues Report, Six Seconds 2008. Gregory P, 2010, Ethical Leadership, Training journal, pp. 44-47 Hoffman, M. L. 1988. Moral development. In M. H. Bornstein & M. L. Lamb (Eds.), Developmental psychology: An advanced textbook (2nd ed., pp. 205-260). Hillsdale, NJ: Lawrence Erlbaum Associates. Joseph J, Berry K, & Deshpande S P 2009. Impact of emotional intelligence and other factors on perception of ethical behavior of peers, Journal of Business Ethics. Kalshoven K, Den Hartog D, De Hoogh A, 2011, ‘Ethical leadership at work questionnaire: Development and validation of a multidimensional measure, The Leadership Quarterly, vol. 22, pp. 51-69 Kaptein M. 2002, Guidelines for the development of an ethics safety net. Journal of Business Ethics, Vol. 41, pp. 217-234 Piccolo R.F, Greenbaum R, Den Hartog D.N. & Folger R. 2010.The Relationship between Ethical Leadership and Core Job Characteristics, Journal of Organizational Behavior, Vol.31, pp.259–278. Quigley, J H. 2007. Trust – An Essential Asset: Creating Individual and Corporate Value, The Raytheon Lectureship in Business Ethics, Waltham: Bentley College, pp. 1-24. Resick, C, Hanges, P, Dickson, M, Mitchelson, J, 2006, ‘A Cross – Cultural Examination of the Endorsement of Ethical Leadership’, Journal of Business Ethics, Vol.63, pp. 345-358 Toor S. & Ofori G. 2009. Ethical Leadership: Examining the Relationships with Full Range Leadership Model, Employee Outcomes, and Organizational Culture, Journal of Business Ethics, Vol. 90, pp.533–547. Trevino L. K. & Brown M 2004, Managing to Be Ethical: Debunking Five Business Ethics Myths, The Academy of Management Executive, Vol 18. No. 2, pp 69-83 Trevino L. K, Hartman, L. P, & Brown, M. 2000. Moral person and moral manager: How executives develop a reputation for ethical leadership. California Management Review, Vol. 42(4), pp.128-142 Turknett, Robert L., & Turknett, Carolyn N. 2005. Decent People Decent Company: How to Lead with Character at Work and in Life. Mountain View, CA: Davies-Black Publishing. Wesley S, Basran S, Hayward A. & Harris D. 2011, Corporate Ethics Policies and Programmes: UK and Continental Europe Survey 2010. A Publication of the Institute of Business Ethics. http://www.ibe.org.uk, viewed 1st September 2012.
Wednesday, October 9, 2019
Critical Thinking Part 3 Assignment Example | Topics and Well Written Essays - 750 words
Critical Thinking Part 3 - Assignment Example The questionnaire used in the interview was developed specifically for the study. The authors developed the interview guide from key themes found in a review of the literature on second cancer risk. The authors presented evidence of the reliability of the instrument used: â€Å"A person-centered, open-ended interviewing approach helped elicit detailed responses and focused participants’ responses onto areas previously not anticipated†(489). The interviewers were trained since they are educated in the area and also studied related research before conducting their research. The questions were appropriate for the research question. One sample question was: â€Å"compared with other people your age, how would you describe your risk of developing cancer this year?†(489). There is evidence of credibility and fittingness in the authors’ design. Great care and detail was put into the interview and analyzing of the data. An interpretative, qualitative design was used to collect the data and the constant comparative method was used to analyze the findings (483). Data coding was also used to compare emerging codes and cluster the data into new codes. The statistical analysis fitted the research question. Two important themes emerged from the data: thinking about second risk and living with risk, a family affair. The findings were not statistically important since the data was qualitative. The authors used tables and figures effectively and in a way that was easy to interpret. One table showed a sample of the questionnaire used when interviewing the test subjects. It is possible there is researcher bias in the report of the findings since the ethnic sample was all one race. Findings may have been specifically inherent in the ethnic sample interviewed, the researchers made generalizations about all cancer survivors when only one ethnicity was studied. The findings of the study will be relevant and will increase understanding of cancer survivors’ mindsets, but will
Monday, October 7, 2019
Literacy Features When I Whistle by Endo Shusaku Essay
Literacy Features When I Whistle by Endo Shusaku - Essay Example Literary features are the tools that the writer uses to help the reader understand what he is trying to say. The basic theme of the novel is about the generation gap between a nostalgic World War II veteran and his ambitious son Eiichi, a doctor by profession. Edno has used his two characters to highlight the difference between the pre and post war generations. Eiichi is the representative of the modern world, which is more materialistic, morally, ethically and socially corrupt. It is evident through his relationship with his father, patients and friends. Ozu, on the other hand represents the past or the pre world war generation, which values life, friendship, morality and ethics. Endo introduces the characters of Aiko and Flatfish to reveal the purity and simplicity of Ozu’s time. Narrative Technique: Endo has used simple prose, which keeps on shifting back and forth into the past and the present. His narrative technique helps him in disclosing the past and at the same time keeping the readers well informed about the present situation. The narrative keeps on shifting between Ozu and Eiichi. As Ozu’s reminiscences moves towards the past, the two narratives come in contact with each other with devastating effects. The third person narrative gives us a detailed analysis of the rift between the father and the son. Symbolism: The characters along with different objects in the novel are highly symbolic. Ozu, Flatfish and Aiko symbolize the past. The simplicity and purity of their relationship symbolizes the simplicity of their time. Eiichi symbolizes the modern materialistic man who is more interested in his own success. Nature is not mentioned when Eiichis life is described, but when the narrator talk about Ozu’s memories, nature is all around, the beach, the rivers and the pines. Edno has used the father and the son as a metaphor to describe the change of values of the post and pre war generations. Eiichi’s generation is
Sunday, October 6, 2019
Urban Problems in Texas Essay Example | Topics and Well Written Essays - 1250 words
Urban Problems in Texas - Essay Example Issues such as crime and overcrowding plague Dallas, Austin and San Antonio just as much as they are likely to plague cities like Chicago, Los Angeles and Detroit. However, Texas also faces some urban problems that remain unique to the state because they are largely the result of the speed with which the state developed these areas as compared with the (sometimes) centuries that other cities in the United States have had. Between the 1970s and the early 1980s, cities in Texas were recording record rates of growth in population (Texas, 2007). This was due to the influx of new residents from other states in the union who were seeking the sun and had heard about the low property taxes. This large influx of people provided an abundant and constantly increasing labor force which further helped to attract new businesses. In addition, Texas as a state generally held numerous pro-business traditions such as a notoriously low number of available labor unions, an already high and increasing la bor force, low taxes for businesses, a close proximity to numerous natural resources and a proliferation of city governments that were favorable to growth and development, frequently offering even more incentives for businesses to move to their area. As a result of this boom, though, the urban areas of Texas are now experiencing a general decline that seems unlikely to be curtailed in the near future. This decline is the result of an aging population, urban sprawl to the suburbs with the result of greater poverty within city limits, disintegrating infrastructure, increased crime rates and mandates to meet with increasing federal and state requirements while federal aid hits an all-time low and low state taxes have precluded any ability to overcome these challenges. By the late 1980s, economic conditions in Texas cities had dramatically changed from the boom they saw in the previous decade including the aging, or graying, of the urban residents and subsequent loss of the
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