Nietzsche and Christianity

When the German philosopher Friedrich Nietzsche referred to himself and the Anti-Christ, he was doing more than simply using a metaphor. A slight look at his work reveals that practically his entire philosophical system was oriented against Christianity. Most of his books, but primarily The Twilight of the Idols, The Anti-Christ, The Genealogy of Morals, contain the fiercest attack that any philosopher has ever conducted against Christianity. Nietzsche attacks both Christianity as a religious system, as well as the Christian idea of God. The Christian conception of God –God as God of the Sick, God as spider, God as spirit – is one of the most corrupt conceptions of God arrived at on earth: perhaps it even represents the low-water mark in the descending development of God type. (Nietzsche, 2003, p. 140). And so he goes†¦ That quote is only a minor example of the insults Nietzsche proffers against Christian values. He does not seem to repair in the fact that Christianity has disciplined the human spirit for thousands of years; that civilization, as we know it today, owes a lot to the Judeo-Christian values and believes. But, this is precisely the problem. Nietzsche does not believe that the current status of humanity, the values that sustain it, are commendable values. Since he states over and over that man is something that must be turned into something else, this is, the overman, he also believes that, as a consequence, Christianity has done anything productive for humanity, especially when it comes to encouraging man to exercise his will to power. Nietzsche expresses his preference for Buddhism, which he calls â€Å"the only really positivistic religion history has to show us† (2003 p. 141). However, he fails to explain in what manner would Buddhism attain what Christianity has. There is no doubt that the influence of Christianity could be evidently perceived in every realm of mother society. Political and social institutions, democracy, and in general, the concept of egalitarism, in one way or the other, are a consequence of Christian values. It is one thing to be critical of the defective concepts or practice of a given system, be it political or religious, but it is a very different thing to try to crush that entire system with a rhetorical hammer, as Nietzsche attempts to do. In his desperate discourse against Christianity, his criticism at times becomes irrational. Nietzsche’s preference for Buddhism could be explained by his personality. He highly valued individualism, which is very emphasized by the practice of Buddhism. Nietzsche considered that both Christianity and Islam are religions of the sheep and that by their very nature deny individualism or prevent the individual from reaching his inner potential. Nietzsche’s logic states that these religions turn man into a little more than an ape, who mostly imitates but is unable to act in obedience to his own will. Let’s remind ourselves that insulting, using degrading epithets against the adversary, does not prove anything, except the fact that the one who proffers the insults does so precisely due to a lack of valid arguments. And this is exactly what Nietzsche does when the few valid points he has made against Christianity have exhausted. Let’s pay attention to this. Christianity also stands in opposition to all intellectual well-costitutedness – it   can use only the morbid mind as the Christian mind, it takes the side of everything idiotic, it proclaims a curse against the spirit, against the superbia of the healthy spirit. Because sickness belongs to the essence of Christianity, the typical Christian condition, faith, has to be a form of sickness†¦Ã¢â‚¬  (2003, p.181) The use of words such as morbid, idiotic, sickness, all this insulting rhetoric, in reference to Christianity, is in the place where arguments were supposed to be.   This name-calling rhetoric must not be taken as the truth. It would be helpful to remember that while Christianity provides man with a sense of certainty, with a general explanation of the origin and current state of things, Nietzsche’s ideas, especially his ideas of the overman with energy and freedom to do as he pleases, provide no satisfying explanation, but on the contrary, a lot of questions. What Nietzsche proposes could only lead to anarchy. Even for a person who does not believe in the divine origin of Christianity, it is obvious that its values have a positive impact in society. Nietzsche directs a substantial degree of his criticism to the main Christian believes. Concepts such as Guilt, Punishment, Bad Conscience, to which he dedicates an entire section of On the Genealogy of Morals (2006), are treated as if they were not only errors, but a conspiracy against what Nietzsche calls the natural human spirit, which according to him has been contaminated by Christianity. However, it is more than evident that it has been precisely the existence of that type of concepts and ideas what has disciplined man. It would not be exaggerated to state that ninety percent of the degree of civility with which humanity conducts itself is owed to Christianity. The German philosopher himself recognizes that if humanity were to distance itself from the idea of God, in general, and from the believe in Christian values in particular, it would lead to nihilism; this is a state of emptiness that will lead many to self-destruction. In this regard, we arrive now to a very troubling question. Let’s assume that, as Nietzsche conjectures, the entire system of believe upon which Christianity founds itself is a total lie; that there is no God at the end of its road, and that every element that composes it is no more than a man-made fiction. Given the fact that those values have been a great positive contribution to humanity, fro what reason are we supposed to abandon all that and embrace Nietzsche message of the death of God and Christianity? Doesn’t Nietzsche himself recognize that his ideas conduct to nihilism and Christianity to a state of certainty? Let’s go as far as assuming that Nietzsche’s conceptions in reference to the inexistence of God are true. Is it really better to hold on to this truth that leads to the self-destruction than to a fiction that leads to self-preservation? This is a very difficult question. We have no idea of where would these super-human values that Nietzsche proposes take us. This is the poetic form of Nietzsche’s explanation: So I sank once Out of my madness of truth, Out of my longing of days, Weary of day, sick from light, -Sank downwards, eveningwards, shadowwards: With on truth Scorched and thirsty: -Do you still remember, do you remember, hot heart, How you then thirsted?- That I am banished From all truth, Only fool, Only poet! Nietzsche’s obsession with truth, as the poem reveals, not only deviates him from truth, but also prevents him from having in mind that the truth is not necessarily a good thing at all times. This, of course, does not sound good. However, in addition to appreciating truth for what it is in itself, as reasoning beings that we are, it is extremely important that we take into consideration tat the practicality of the truth is equally important to truth.   Christian concepts such as prayer, grace, blessing, and many other concepts that according to the German philosopher do not have a clear connection with reality, provide men with a sense of inner spiritual unity, with peace of mind and heart that Nietzsche obviously sees as undesirable, but that, objectively speaking, seem to be extremely beneficial. But in addition to the passion with which Nietzsche criticizes Christianity, he also spends sometime discussing the founder of Christianity himself: Christ. In reference to Christ, however, it most be pointed out that Nietzsche enters into an obvious contradiction. On the one hand, he uses degrading epithets against Jesus Christ, such as idiot, but on the other hand, he claims that Jesus’ way of life has been distorted by his followers, and accuses the Apostle Paul of founding a religion that is contrary to that taught by Jesus. Nietzsche concludes that Jesus contribution was to teach others how is it that each individual must conduct himself as Jesus did during the incidents that led to his death in sacrifice. Jesus’ inaction, the fact that he did not defend himself during the events that surrounded his execution, is an example of how people should live their lives. At times, it seems as if Nietzsche refers to Jesus with certain tenderness. The case could be made, therefore, that Nietzsche tries to save the historical image of Christ while, at the same time, he declares war against all that has been presented and the legacy of Christ, which Nietzsche sustains is no more that an invention of his disciples. – The word Christianity is already a misunderstanding – in reality there has been only one Christian, and he died on the Cross. The Evangel Died in the Cross. What was called Evangel from this moment onwards was already the opposite of what he had lived: bad tidings’, a dysangel†¦ The Christian, that which has been called Christian for two millennia is merely a psychological self-misunderstanding. (2003, p. 163) However, let’s have one thing crystal clear here. Nietzsche’s criticism against actual Christians is obviously unfair if one takes into consideration that the masses of followers of the Messiah honestly try to imitate him, but are indeed surrounded by a social and political scenario that is totally different to the one in which Christ emerged. Not putting resistance to the physical attacks perpetrated against him had a particular purpose, that is, his execution by his enemies. On the other hand, his followers do not pretend, nor are they mandated by the Christian teachings to seek an opportunity to give their lives. In other words, the word, misunderstanding, which Nietzsche insistently uses, could be applied to Nietzsche himself. He is the one who is misunderstanding what Christ was and what Christianity is supposed to be. In his virtually fanatic criticism against Christianity Nietzsche launches a quasi-violent attack against priests. Nietzsche does not seem to recognize that priests have made any positive contribution to humanity. He adopts here a radical perspective and, according to his statements, priests are one virtually the worst type of ruling class that has ever existed. Nietzsche accuses priests of conspiring against what he calls the natural human spirit. In addition, Nietzsche accuses priests of denying men from exercising their free will when it comes to eating from ‘the Tree of Knowledge’. The beginning of the Bible contains the entire psychology of the priest. – The priest knows only one great danger: that is science – the sound conception of cause and effect. But science flourishes in general only under happy circumstances – one must have a superfluity of time and intellect in order to ‘know’†¦ Consequently man must be made unhappy – this has at all times been the logic of the priest. (2003, p. 177) In general, Nietzsche uses a very insulting language when criticizing Christianity. Instead of providing well founded logical thoughts, he decides to adopt a theatrical rhetoric that proves nothing, except the fact that Nietzsche hated Christianity. But, again, let’s bear in mind that hate an insults are not good arguments. It will be enough to take a look into the following quote, in order to verify up to what point is Nietzsche mad against Christianity. Christianity also stands in opposition to all intellectual well-constitutedness – it can use only the morbid mind as the Christian mind, it takes the side of everything idiotic, it proclaims a curse against the ‘spirit’, against the superbia of the healthy spirit. Because sickness belongs to the essence of Christianity, the typical Christian condition, ‘faith’, has to be a form of sickness. (2003, p.181) This insulting rhetoric, the use of words such as morbid, idiotic, sickness, etc., reveals nothing about Christianity, but does reveal a lot about their author. What do they reveal? It is quite evident: that the mind that produced such insults is precisely a morbid, idiotic, and sick mind. Works Cited Nietzsche, Friedrich, On the Genealogy of Morals, New York, Barnes & Noble, 2006 —. Thus Spoke Zarathustra, New York, Barnes & Noble Classics, 20005 —. Twilight of the Idols and The Anti-Christ, London, Penguin books, 2003                                    

Chinese Communist Party in the Civil War in 1949 Essay

The Chinese Civil War, which lasted from 1927 to 1949, was a civil war in China which the Chinese Communist Party (CCP) overthrew the Guomindang (GMD) . As the CCP had always been inferior to the GMD in many aspects, many were shocked and startled by the Communist’s victory; although numerous factors show that the Communist’s victory was almost inevitable. This essay will examine the factors that lead to the Communists victory, which includes ideology, economic, political, social, military, foreign issues, and personalities of the leaders. One of the major advantages of the CCP can be seen in their social aspects and the support of peasants, which were the vast majority of people. They owned limited amount of land, had high rents, low productivity, were in dept and many lived on the edge of starvation. In addition, having peasant support for the CCP can supply with food resources. Therefore, Mao understood the first goal he had to achieve was the support from peasants. First, he set up peasant unions of Hunan from 1925-27, then in 1838-45 when Chiang had their attention focused on the Japanese Invasion, Mao and the CCP went to the rural areas, where the peasants were grateful for the way the soldiers behaved and helped the people. Then, the political leaders confiscated land from the landowners and redistributed it to landless people; lastly, they were given rights to vote for village leaders. By doing all this, the once enslaved and exploited people of china gained faith and freedom established the myth that only the ‘Red Army’ was the true protector of China. In contrast, the GMD had no strong support from the peasants; and most of them felt no connection to the government. The GMD had no party organization helping the struggling provinces, and after the split of GMD and CCP in 1927, the support of common people was very low . On the military aspects, the CCP was disadvantaged in the number of arm forces. In 1945, the GMD had 5 million troops, while the CCP only and 1.25 troops. However, there are a few points which can turn this into an advantage. Firstly, they made use of guerilla warfare, which is extremely suitable for small troops to travel swiftly, change position; be precise and alert. Secondly, the communists selected high quality troops and trained them strictly with strong discipline. Lastly, the communists had similar  lifestyles between the leaders and soldiers, and with the peasant support, they sustained high morale within the Red Army. With all these advantages, we can see that in 1930-1931 Chiang Kai-shek sent 3 military expeditions to exterminate the Red Army, facing an army of 300000, the CCP defeated them all . Here, we can see how effective the guerrilla warfare is in facing a large amount of troops. In contrast, the GMD had huge troops and modern weapons . However, the GMD troops did not have strategies against the light armed and swift troops of the CCP. Moreover, because the life between the leaders and the soldiers had too much difference, they had low morale and did not have the full heart to fight for the GMD. In terms of economic aspects of the CCP, and they did not have a lot of expenses due to the guerilla warfare tactics, and the people can self-supply themselves with food, as they were all peasants. In contrast for the GMD, 65% of the state’s budget was met by currency expansion and only 10% by taxes . Therefore, they were highly dependent on foreign aids of the US. The constant depreciation of the value of paper currency undermined in particular the morale in all jobs that were dependent upon the payment of salaries, including troops, officers and civilian officials. Their tolerance was limited and led to widespread corruption. In terms of political aspects, the CCP had made a lot of errors and had escaped destruction by a hair’s breadth, but they had an extraordinary resilience, refused to give up and learned from their mistakes . In 1927 after the failure of the autumn harvest uprising and retreated to Jinggang Shan, he noticed needed to win the hearts of the peasants; therefore, he adapted the Marxist theory and incorporated it into the peasants . Then, as he retreated with the remaining troops, he set his base in the Jinggang shan mountains where nationalists were far. Here, it shows that Mao learned from his mistakes. Furthermore in 1936 during the Japanese invasion, Mao forced the GMD to unite with them to defend the country, and here, we can also see that Mao truly cared for his country and did not just want power. In contrast, the GMD did not truly care for China. Firstly, the GMD’s support came from the wealthy city classes and landowners, which was a small population of China. Lastly, the GMD lacked passion and never learned from  their mistakes, for example, in the final battle in 1948, when they were advised to concentrate his forces on the Huai River. The foreign issues were also a crucial point in the victory of the communists. During the Japanese invasions in 1937, the GMD, who were supposed to be in charge of china, conserved his forces for the inevitable civil war, and pinned their hopes of interventions of foreign powers to defeat Japan . Moreover, as the GMD is dealing with the Japanese invasions, it gave chance to the CCP to gain popularity, strengthen their armies, and give them time to expand in general. By 1945, party membership gained from 100,000 to 1.2 millionOther factors such as the ideology and the personalities of the Mao and Chiang played an important role in the victory of the Communists. In the ideology of communism by Marx, they were just supposed spread communism, but later, it was adapted by Mao to suit china’s conditions, focused on the peasantry as the main revolutionary force, instead of the workers. Meanwhile, the Nationalists did not remain to their original ideology, which was the three principles – people’s livelihood, democracy and nationalism. For example, when Chiang gave the warlords a position in the government to develop urban areas, he ignored people’s livelihood. During the Japanese invasion, he ignored nationalism by relying on foreign aid, and in 1932, he ignored democracy by suppressing the media, books, and the press. Gradually, the GMD lost support and the people favored the Communists. In conclusion, the Communists’ victory was due to the peasant support, political organization, and their use of military tactics in guerilla warfare. Also, the nationalists’ incapability of governing, corruptions not remaining to the original ideology, and the lack of passion, leads to the downfall of the GMD. In addition to the foreign issues, the Japan invasions, the Communists truly won not only by forcing the GMD out of china physically, but winning the people’s hearts and minds. At last, the country with the largest population, China, is finally painted red. References Chinese Civil War 1946-1949. (2000., December 16). Wars of the World. Retrieved September 26, 2007, from http://www.onwar.com/aced/chrono/c1900s/yr45/fchina1946.htmElegant, R. S. (1972). Mao vs. Chiang: The Battle for China, 1925-1949. New York: A Thistle Book. Lescot, P. (2004). Before Mao (S. Rendall, Trans.). 10 East 53rd Street, NewYour, NY10022, USA: HarperCollins Publishers. (Original work published 1999)Marrin, A. (1989). Mao Tse-Tung and His China. 375 Hudson Street, New York 10014, USA: Puffin Group. Meins, B. (n.d.). Chinese history: The Chinese Civil War of 1927-1950 . In Helium where knowledge grows. Retrieved September 26, 2007, from Helium Web site: http://www.helium.com/tm/346350/chinese-civil-happen-momentShowalter, D. (2005, April). Decisive Encounters: The Chinese Civil War, 1946-1950. Retrieved September 26, 2007, from LookSmart Web site: http://findarticles.com/p/articles/mi_qa3686/is_200504/ai_n14681639Wood, J., & McManus, A. (1998). China Revolutionary Leadership (L. Day, Ed.). 6 Ride Way, Albany, Auckland, NewZealand: Macmillan Publishers. (Original work published 1998)

Pinyin Exercise

Chinese Pronunciation Pronunciation Chinese is not a phonetic language, as a result its pronunciation is not related to the written Chinese words (characters). In order for non-Chinese speakers to learn the correct pronounciation, a system called â€Å"Pinyin† was developed to transcribe the sounds of Standard Chinese. Pinyin uses the letters of the familiar English alphabet to help the student determine the pronounciation of the unfamiliar Chiense words. Most Mandarin sounds are easy for English speakers to pronounce although some require more practice than others.Pinyin is also a useful tool for learning new vocabulary and for looking things up in a dictionary as well as for typing Chinese. Other than this, however, it has no practical usage since Chinese people do not read or write in pinyin. Actually, many Chinese people do not know pinyin at all. Therefore, you should learn to read and write in characters as soon as possible. I. The four tones: Chinese is known as a tonal language. Tones are the results of the variation of pitch levels in the pronunciation of a syllable.Each syllable is composed of three components: (a) Initials; (b) Finals; (c) tones. Except for nasal sound like â€Å"n† and â€Å"m†, all Chinese syllables ends with vowels. So we call them â€Å"Final Sounds†. The consonants at the beginning of a syllable are called â€Å"Initial Sounds†. There are altogether 21 initials as shown in Table 2. Initials only refer to the consonants that appear in the initial position of a syllable. Although it is acceptable to have a syllable without an initial, there must always be a final. A final may have one or more vowel sounds and sometimes a consonant ending like -g and -ng .In fact, other than -g and -ng other consonants can’t appear in a final at all. Altogether, there are thirty seven finals as listed in Table 3. There are 4 tones in Mandarin Chinese as illustrated in Table 1. Each Chinese word (character) carries a tone. Perhaps the most important thing to remember at this stage is the fact that different tones of a certain syllable indicate completely different meanings. The features of the four tones are clearly illustrated in the following diagram: Figure 1: Figure 1: a. The four tonesThe representation of tonal pitch contours as numbers in Figure1 is attributed to Yuen Ren Chao, who devised this scale to cover the tonal aspects of the Chinese language as well as other tonal languages. Unlike the music score, it consists of five arbitrary levels and each is labeled from the bottom upwards, 1 through to 5. As with the music score, the lowest line represents the lowest pitch, and the highest line, the highest pitch. The variance of the pitch could be captured using the reference pitch numbers by observing the starting, middle and end-points of the tone.The numbers were then enclosed in two forward slash marks. For example, /55/ would be a high level tone, whilst /11/ is a low level one. /53/ is a high falling tone, /35/ is a mid rising tone, whilst /31/ is a mid falling tone. /214/ is a tone which starts low, falls and then rises again. Short tones can also be represented as a single number for instance a short mid level is /3/. By using the numbers, Tone one is /55/; Tone two is /35/; Tone Three is /21/4 and Tone Four has the pitch level of /51/. The lines in the above table indicate the pitch contours of the four tones.And the four tones are represented with the following symbols (Table 1): Tones First Second Third Fourth Symbols Examples di di di di Table 1: Symbols of tonal accent If we use the musical notes to illustrate on the five scale, the four tones have the following patterns: Figure 2: b. The Four Tones Tone One: Tone One has the highest pitch level for it starts at five and ends up at five. It is near the top of your comfortable range. As a result, you should be able to sound the first tone syllable continuously without effort. ma: maaaaaa†¦Ã ¢â‚¬ ¦Tone Two: Tone Two starts in the middle of your voice range and rises straight toward the level of the first tone. It is similar to the English tone when you are questioning: What?! ma: ma? Tone Three: Tone Three is the lowest tone of all. It starts low and then rises towards the middle high pitch level and has longer duration. Your pitch level should drop until you feel out of breath and then release it. ma Tone Four: Tone Four begins at the top of your comfortable range and proceeds quickly to the bottom. It is short and sounds as if you are being stern. ma Tonal exercise exercise: 1. Listen to the recording and read alound: a-ma ma-ma ma-ma mi-mi mi-mi mi-mi li-li la-ma fa-fa fa-fa fa-fa ni-ni ni-ni bi-di ni-li la-ma ta-ta ta-ta ta-ta ti-ti ti-ti ti-di li-ni ma-la da-da da-da da-da di-di di-di li-ni ni-li la-ma pa-pa pa-pa pa-pa pi-pi pi-pi ni-mi li-ni pa-ma 2. Listen and indicate the tonal accent for the following syllables: ta ting da ding ni ning mi fa ma ping pu hao tu lao hen dong bo nin ming lin II. The initials: As was introduced earlier, there are 21 initials altogether. Initials are similar to the English consonants. However, they differ in that initials only refer to the consonants that appear in the initial position of a syllable.The 21 initials are listed below according to the positioning of one’s mouth in producing the right sounds in Table 2. Table 2 Table of initials Unaspirated Aspirated Labial Dental Guttural Palatal Retroflex Dental Sibilant b(o) d(e) g(e) j(i) zh(i) z(i) p(o) t(e) k(e) q(i) ch(i) c(i) Nasals m(o) n(e) Fricatives fo l(e) h(e x(i) sh(i) s(i) Voiced Continuants r(i) Please note that the initials can not be pronounced without adding certain finals. Please practice with your teacher in class and listen to the audio sounds after class. The initials listed in Row 1 are called labials because the lips must be used to pronounce them.The sounds in Row 2 are dentals because the teeth are employed to produce these sound s. The initials listed in Row 3 are called ‘gutturals†, which means their pronunciation, is controlled by the muscles in the back of the mouth. Actually, since the initials listed in Rows1-3 are very similar to the English consonants, you can achieve their sound very easily. The â€Å"Palatals† in Row 4 needs more practice. When pronouncing j and q, you must first raise the front of the tongue to the hard palate and press the tip of the tongue against the back of the lower teeth, and then loosen the tongue and let the air squeeze out through the channel thus made.The two sounds only differ in that the q is an aspirated sound. To pronounce x, you should raise the front of the tongue towards (almost touching) the hard palate and then let the air squeeze out. In short, j(i) is like j in jeep. q(i) is like ch in cheap and cheese. x(i) like sh in banshee, between the s in see and the sh in she. Refer to Figure 2 for a better understanding. Figure 2: Palatals The initia ls in Row 5 are â€Å"retroflexes†. To pronounce this sound, the tongue is curled back (retroflexed) until the tip touches the front part of the roof of the mouth.The tongue is only a little farther toward the back of the mouth than when pronouncing the initials r in ‘run’. To pronounce zh, ch, the tip of the tongue begins by touching the roof of the mouth, then quickly moving away. The two sounds differ only in that a strong puff of air accompanies with ch sound. zh is kind of like dg in fudge, and ch is like ch in church, but curl the tongue up toward the zh(i) ch(i) roof of the mouth while pronouncing the â€Å"ch† sound. But when produce the sound of sh, r, the tip of the tongue does not ever touch the roof of the mouth but simply rests in a close-by position as illustrated in Figure 3 below. h sounds like sh in English, but you should curl the tongue up sh(i) toward the roof of the mouth while pronouncing the â€Å"sh† sound. r(i) sounds zhr as in pleasure. Please note that r is the only initial that is voiced. zh-ch Figure 3: Retroflexes shi ri Dental sibilants (buzzing or hissing sounds) are listed in the last row. They are called â€Å"Dental sibilants† because the pronunciation of which involves the tip of the tongue placed behind the top of front teeth. The tongue must be farther towards the front than when pronouncing an English s. z, is not too far from ds in â€Å"reads†. , is near the ts in â€Å"carts† though more air should be blown out. Exercises on Initials: 1. Listen and repeat: b: babi baibei p: pipei f: fafang h: hehao d: dadao t: titan l: linli r: ruran j: jiaji q: qiqi x: xiaxiang zh zh:zhizhong ch ch:chuchu sh sh:shisheng z: zizu c: s: cengci sisuo paipao fanfa heihai dedao tiaoting lunluo rengran jinji qinqing xixin zhaizhu chengche shushi zuzong cancun susong baobi papo fafu hehu didian tantu lailin renren jingjia qingqi xixia zhangzhou chachao shensheng zaizao caice sansi benbo p opi fangfa huihuang daidong tingtang lingli rongru jingjie qingqing xinxi zhazhen chachang shanshui zizun cuncao sisui ubi pianpang fenfu huahui dongdan tongtian lanling runri jiajin qinqing xianxiang zhuzhai chuanchu shangshu zangzu cuicu susuan 2. Listen and pronounce the following syllables. Please pay attention to the unaspirated initials and aspirated initials: b-p: piaobo paiban bianpai banping pingpao paobing pingbi pengbi pibao peibei panbi pianpi d-t: tongdeng ditou z-c: zaici caozuo g-k: gekai gongkai kaiguo konggang keku guku kangu kuaigan guke guoku kaigong kuguan cizu zanci zice canzan caizi zaice zacao cezi cazao zican deti daiti tidu tida dianti diaotou tidan dantian ditu ditang 3.Please pronounce the following retroflexes: zhuchu shizhang shishi zhizhu chushi reshui ruoshi chicheng shichang shusheng shaoshu zhashe rizhao ruizhi chishui changchu chuanchang zhenzhong chushu shiren renzhi chushou zhenzheng shenzhi chishui zhengshi zhiran renzhi zhichi caishui chuangshan g chouchu changcheng shice chuzhong rushi zhiru chuanchang shashi shangren rengran ruchang 4. Please practice the following palatals with the recording: pijing qijian qicai qixian jingqi xiaqi xiqi jijin qixiang chuqu chaijian jiuji jiaqi pingxi jianqi pingjing jiaoqi xingjin xiqin qijia qinqie jiqi qixi jiaxiao xianxiang qinjian inxing xiaojing xiangxin xiaji xingqi qingjin jingji jingxi qinxin qingjing qiangquan xiangjin jianqi jiqiao jiajie qingxing 5. Read aloud and compare: b—f:bafang p—f:pifu d—l:daili t—l:tuliao f—h:fahui r—l:luru zh—z:zhizao zh— ch—c:canchuan ch— sh—s:shisi sh— zh—j:zhijing zh— ch—q:chaqi ch— sh—x:xishou sh— jizhe qiche shanxi fabiao fupin lidai liti huifa rangli zizhu chuci sishi zhijin chaiqian xiaoshi binfen pifa dalian tilian fanhuan rili zhuzu changci shensi jiazhi qincha shixi fangbian fangping lada lantian hefa ranliao zengzhan g checi shanse zhiji changqing xishu bufu pingfan danliang tianliang fanhua liren zhize chicu shisanIII. The finals: : The basic vowels: There are altogether six basic vowels in Chinese as shown in Figure 4. Figure 4 Basic vowels a is a central vowel. To pronounce it, the tongue remains in a natural, relaxed position, as a in father. o is a rounded semi-high back vowel. It sounds like o as in or, like the wa in wall. You should have the lips rounded to pronounce it. e is an unrounded semi-high back vowel. To produce this vowel, first pronounce o, then change the shape of the mouth from rounded to unrounded. At the same time open the mouth wider.This vowel is different from â€Å"e† in English, which is pronounced with the tongue raised slightly forward. It needs special practice. i is an unrounded high front vowel. The tongue is raised higher than it would be to ea. pronounce its counterpart in English as in tea. u is a rounded high back vowel. The tongue is raised higher tha n it would be to pronounce its counterpart in English. It slightly resembles the o as in English oo To pronounce it: (1) The tongue must be pulled toward the back of the mouth while the lips make a very small opening in front. 2) Imagining that you holds as much water as possible without either swallowing it or spilling any of it out of the lips. (3) Try to whistle the lowest note possible, then vocalize instead of actually whistling. u is a rounded high front vowel. It is a combination of i and u. To produce this vowel, (1) first pronounce i, then modify the shape of the mouth from unrounded to rounded; (2) try to whistle the highest note, but vocalize instead of actually whistling. i also represents two additional special vowels: -i one is an alveolar front vowel, it goes with z, c, s; the other is an alveolar ack vowel, it goes with zh, ch, sh, r. The finals: A final may have one or more vowel sounds and sometimes a consonant ending like -g and ng . In fact, other than -g and -ng other consonants can’t appear in a final at all. Putting altogether, there are thirty six finals as listed in Table 3. Table 3: The finals: Row -a -i -u -i i a ia e ie -i ai Ending -o/-u ei ao ou iao iu ui -n an en -ng -r ang eng ong er iang ing iong uang ueng ian in uan un u ua uo uai -u u ue uan un ei sounds like eigh in sleigh and eight. ao reads as ow like the au in sauerkraut. u sounds like oh, as in soul. an has the sound of ahn, between the an in can and the on in con. en sounds like un as in run, as en in chicken. ang sounds like ahng, a as in father and ng as in sing. eng has the sound of ung as in hung and lung. ong ong(ueng) is like the ung in German jung or, u as in put plus ng as in sing. er crosses between ar and er. ia sounds like ee-ah (quickly, as one syllable), like the ya in yacht. ie reads as ee-eh (quickly), like the ye in yet. iao starts with ee in see and end with ow in now. u iu(iou) sounds like yo as in you or eo as in Leo, close to u in union. ian r eads as ee-en (quickly)( an after i sounds between man and men in English) in in(ien) sounds like een as in seen, like the ine in machine. iang sounds like ee-ahng (quickly) . ing ing(ieng) is similar to ing as in ring. iong goes like ee-ong (quickly), almost like German jung. ua sounds like wa as in wash and the wa in wander. uo sounds like the wo as in wore and the wa in waltz. uai sounds like why or like the wi in wide. ui( ui(uei) goes like way, between we and weigh. uan is similar to wahn, as in wander . n un(uen) is similar to when or the wen in Owen. uang sounds like wahng. ueng starts with u as in put then quickly goes to eng. ue goes like the German umlaut u in uber plus e in ie. uan starts with u and then wan as in wander. un starts with u and then goes on to en quickly. Please note that the vowel quality of some finals varies with different tones. For example, the final iu (you) with the first and the third tone will sound different. Therefore, our focus should be on the accuracy of the tones instead of on the distinctions. Exercises on Finals: 1.Please read the following syllables aloud: o: pomo bopo fotuo e: u: u: er er: ei ei: ao ao: lehe bufu yuju erjiu feiche paomao keke pubu xuqu erhu xuefei gaozhao ou ’zhou nuoruo tongxue zhuisui tanpan renzhen qinxin hundun tese zhuchu quju erxi beihou baodao dou ’ou guocuo hulue huigui ganhan genben pinyin kunlun moluo hege tushu quyu ji ’er leihen laobao shougou tuoluo yuanyue cuihui canzan menzhen xinxin shuncong mopo ji ’e fuwu yunu ersai weisuo baochao goushou cuoluo yuenan hesui shanshi shenchen xinyin zungui ou ou: shouhou uo uo: zuocuo ue: ui ui: xuexiao huicui n an: canlan en en: in in: zhenren binlin un un: chunsun 2. Contrasts: ou—(u)o ou—(u)o:doushuo u—u —u: ei—ui ei—ui: lushu duilei gouduo luxu cuifei shoucuo juzu beiwei tuolou lutu leitui rouguo quchu leizhui ao—ou ao— ou: baochou an—ang an—ang:dan gran en—eng en— eng:zhenzheng in—ing xinxing in—ing: ong—-iong ong—-iong:longxiong uan—un:yuanjuan an— uan—un: luanlun uan— ie— ue: ie— u—iu u—iu iu: jieyue jiuju laorou nanfang zhencheng xinqing yonggong qunxuan chuannuan xuejie qujiu chanshen jiaohao chaoshou bangwan chengren jinling qionglong yuanjun tuandun quexie luxiu shancen qiaogao houtao hangang zhengshen pinqing xiongyong xuanyun shunshuan xieyue jiuqu zhenchan liaokao roudao kangzhan lengshen yingxin jiongpo quanjun chunguan juelie xuliu nanfen daoqiao en—an en— an: sanzhen ao—iao ao— iao:xiaoyao III. Pinyin Romanization-spelling rules: rules: Pinyin Romanization has been the official romanization system in the People's Republic of China since 1958. Some of the finals (in boldface) listed in Table 3 are spelled differently as shown below in Table 4. Row -a -i -u -u -i a e -i ai Ending -o/-u ei ao o u yao you -n an en -ng -r ang eng ong er yang ying yong wang weng i ya ye wu wa wo yu yue wai wei yan yin wan wen yuan yun Table 4: Finals in Pinyin Romanization The spelling rules are summarized as below: Tone marks: We know that the four tones are indicated by the diacritical marks: -, /, /, that appear above the vowels of spelled syllables. There are rules to follow about where to put the diacritical marks. First, if there is a single vowel in the syllable, put it over the vowel. Second, if there is more than one vowel, put it over the vowel in this order: a, o, e, i, or u. When two vowels i and u are together, you put it over the last vowel.Third, if the diacritical mark is over an i, omit the dot. xin –new (adj. ) re –hot (s. v. ) ren – person (n. ) dui – correct (adj. ) leng – cold (s. v. ) liu – to stay (v) Spelling rules: u 1. When the uo final combines with the labial initials b, p, m, f, the â€Å"u† drops out. bo – wave (n. ) po – broken or worn out (adj. ) mo – to rub (v. ) fo – Buddha (n. ) u But the â€Å"u† stays when any other initial is used. duo – much or many (adj. ) cuo -wrong (adj. ) 2. When the u final combines with the palatal initials j, q, or x, the umlaut drops out. This is u because only the u final can go with j, q, or x, but not the u final.Therefore, any time a â€Å"u† comes after j, q, or x, one knows it has to be the u final even though the umlaut is not there. ju (ju) – office or bureau (n. ) qu (qu) – to go (v. ) xu (xu) – to permit (v. ) The only other initials that u combines with are l and n. In these cases, the umlaut stays: nu – female (adj. ) lu – green(adj. ) i i y 3. When the finals beginning with â€Å"i† occur without an initial, the â€Å"i† changes to â€Å"y†. ie > ye – also (adv. ) iao > yao – want (v. ) The three finals i, in and ing are excepti ons to rule three, in which case a â€Å"y† is in, i added while the â€Å"i† remains: i> yi one (num. in > yin to print (v. ) ing > ying hard (s. v. ) i y When the final iu (iou) goes without an initial, the â€Å"i† changes to a â€Å"y† by rule four o and an â€Å"o† is added: iu > you to have (v. ) u u w 4. When the finals beginning with â€Å"u† occur without an initial, the â€Å"u† changes to â€Å"w†. uo > wo – I or me uan >wan – bowl w The u final is an exception to rule five. When it occurs without an initial, the ‘w’ is added: u>wu five (number) u When the ui (uei) and un (uen) finals occur without an initial, the â€Å"u† changes to a w e â€Å"w† by rule five and an â€Å"e† is added: ui > wei – stomach (n. un >wen – to ask (v. ) 5. When the finals beginning with u occur without an initial, the umlaut drops out and a y â€Å"y is added in front. u> yu f ish (n. ) uan > yuan distant (adj. ) 6. If the noun is a place name, then capitalize the first letter. If it is a Chinese name, capitalize the first letter of the surname and given name. beijing> Beijing (Peking) wang xiaoxiao> Wang Xiaoxiao niuyuu> Niuyue (New York) zhang zhong > Zhang Zhong (a name) Spelling exercises: 1. Please correct the spellings for the following syllables: uan> uan> diu> buo> ian> wun > zo> ie> uen> wuei > iu> jan> qong> chuen> wui> yuan > 2. Spell the dictated syllables and add the diacritical marks. ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ ___________ IV. Tone sandhi Tone sandhi refers to the sound change in tones when different sounds come together. Sandhi in Sankrit means â€Å"putting together†. Third tone Sandhi: In Mandarin Chinese, the most common tone sandhi rule is that the leading syllable in a set of two third-tone syllables is raised to the second t one. For example, nihao ( , the most common Mandarin greeting, is pronounced nihao. If there are more than two third tones, the same rule applies although other rules may apply. Exercise: Please read the following syllables. hen hao mai jiu shuijiao qi zao caozi yunxu chao mi mijiu jiugui suoyi zao zou liaojie yufa Lao Li yuanzu xiang zou yaogou xizao shuiguo ni hao laohu da gu bie zou xiao jiao Half third tone: If a third tone is followed by the first, second or the fourth tone, the third tone will only keep the falling pitch and remains there instead of rising. Since it is half realized, it is called a half third tone.Actually, a full third tone is only possible when it is phrase final or when it is by itself. The following figure (Figure 5) will indicate the change. Figure 5: Half third tone Exercises Please read the following syllables. Exercises: Niuyue (New York) Beijing (Beijing) laoshi (teacher) caihong (rainbow) wo lai (I will do it. ) wangqiu (tennis) zoulu (to walk) keshi (but ) qing wen (May I ask? ) Faguo nuhai ni shuo (France) (girl) (You speak) Meiguo (America) haokan (good-looking) falu (law) qing zuo (Please sit. ) qing shuo (Please speak. ) hao shu (good book) daqiu (to play a game) ni kan (You look. luyou (to travel) Fourth-tone Sandhi: When a fourth tone is followed by another fourth tone, the first one becomes a variant of the regular fourth tone as illustrated below in Figure 6. Figure 6: Fourth Tone Sandhi As indicated in Figure 6, the modified fourth tone starts as a regular fourth tone does. But its pitch level only drops to Scale 3, half as far as a full fourth. Exercise: Please read the following syllables. duihua (dialogue) guixing (honorable surname) Yidali (Italy) zaijian (goodbye) dianshi (T. V. ) sushe (dormitory) shuijiao (to sleep) shang ke (to go to class) zhaogu (to take care of) ieshao (to introduce) kanbao (to read newspaper) jiaoshi (classroom) Tone Sandhi for yi and bu: Yi (one; once) and bu (no, not) will also undergo t one sandhi under certain conditions. Preceding a syllable with the first, second or third tone, yi becomes yi. Bu keeps the fourth tone without any change. yiqi (together) bu hao (not good) yi jia (a family) butong (not same) yinian (one year) buting (not listen) When preceding a syllable with a fourth tone, both yi and bu become a second tone. yigong (altogether) buhui (can not) yixia (a little bit) buguo (but) yiyang (same) bukan (not to look)When yi and bu are phrase final or used alone, they keep their original tones: yi and bu. Please note that the tone of yi and bu will change only when they mean yi (one; once) bu (no; not). Exercise: Please read the following syllables syllables. yitian (a day) bu leng (not cold) yiding (definitely) yihuir (a moment) bu zhidao (I don’t know. ) yizu (a group) bu zao (not early) yi. ge (one + measure word) bu re (not hot) bu dui (not correct) buqu (not to go) di yi (the first) bu shi (not to be) bu mai (not to sell) bu xing (not okay) bu tai hao(not that good) buda (not big) u lai (not to come) Neutral tone tone: In actual speech, all unstressed syllables are pronounced with a â€Å"neutral tone†, which is sometimes considered as a lack of tone. In most varieties of Mandarin, the second syllable in two-syllable compounds is weaker in tonal prominence than the first one. A neutralized tone takes very little time to pronounce and does not hold or stick to its original tone. When actually pronouncing a neutral tone, one should not consider how a neutral tone sounds but focus on the tonal feature of the syllable that goes before it.Generally speaking, the pitch level of a neutral tone differs when following different tones as indicated in Figure 7. Figure7: Pitch level of neutral tones From Figure 6, we know that when following the first tone, the pitch level of a neutralized syllable is around the middle low pitch, i. e. at Scale 2. When it is after a second tone, the pitch level settles around middle pitch, i. e. Scale 3. When it goes after a third tone (half third tone actually), the pitch level is around middle high pitch, i. e. Scale 4. Its pitch level is the lowest, when a neutral tone is right after the fourth tone, i. . Scale 1. Whether a syllable is neutralized or not, one can’t tell from the Pinyin. In this book, we will either put a dot before a neutralized syllable or simply indicate it without a tone mark. Exercises: Please read the following syllables. xue. sheng (student) xi. huan (to like) di. fang (place) he. qi (gentle) tian. qi (weather) shu. fu (comfortable) ren. shi (to know sb. ) ta. men (they/them) women (we/ us) peng. you (friend) shen. me (what) jue. de ming. zi ge. ge fu. qin ma. ma ye. ye sun. zi (to feel) (name) (elder brother) (father) (mom) (grandfather) (grandson) yin. ei (because) di. di (younger brother) xie. xie (Thank you. ) jie. jie (elder sister) cong. ming (smart) er. zi (son) mu. qin (mother) ba. ba (dad) nai. nai (grandmother) ming. bai (clear ) xing. fu (happy) shi. qing (things) ke. yi (may) suoyi (therefore) ai. hao (hobby) gezi (height) dui. fu (to deal with) gongfu (Konfu) shuo. chu. lai (to speak out) er. duo (ear) guaibude (no wonder) kan. qi. lai (it seems that) xi. huan. shang(to begin to like) shuo. bude (can’t be blamed) The fickle ‘r’ sound: sound: Northerners, especially Beijingese tend to add the fickle ‘r’ to a word. uar (flower) menr(door) baimianr (drug, cocain) nar (where) qiur (ball) dianyingr (movie) dahuor (everybody) xiangweir (fragnant) hua huar (to draw) ge menr (buddy) miantiao (noodles) yucir (fish bone) yi kuair (together) xiao niaor (little bird) xiaohair ( little kid) yi dianr ( a bit) liaotianr (to chat) fan guanr (restaurant) mei zhunr (not sure) mei shir (nothing) xiao huar (joke) changger (to sing) guai wanr ( to make a turn) More Pinyin exercises: 1. Please read the following syllables: tongxue (classmate) waiguo (foreign country) xiao. iao (a Chinese name ) Shanghai (Shanghai) Jiazhou (California) gaoxing (happy) Zhongguo (China) Meiguo (America) peng. you (friend) liuxuesheng (international student) Yingguo (Britain) Lundun (London) xi. huan (to like) zhi. dao (to know) 2. Please read the following sentences: Jintian tian. qi hen hao. (The weather is good today. ) Bu leng bu re. (It is neither cold nor hot. ) Xin tongxue dou hen gao. xing. (New students are very happy. ) Robert shi Meiguo xue. sheng (Robert is an American student. ) Robert , ta you hen duo tongxue. you Meiguo tongxue, ye you waiguo tongxue (He has many classmates. (There are American students. ) (and there are also foreign students. ) , , Ta you yi ge Zhongguo pengyou, (He has a Chinese friend,) xing Wang jiao Wang Xiaoxiao. (whose surname is Wang and is called Xiaoxiao. ) Zhang Yizhong ye. shi Robert de xin peng. you. Robert (Zhang Yizhong is also Robert’s new friend. ) Ta bu . shi Meiguo xue. sheng. (He is not an American student. ) Ta shi Zhong guo liuxuesheng. (He is an international student from China. ) Wang Xiaoxiao shi Beijingren. (Wang Xiaoxiao is from Beijing. Zhang Yizhong bu. shi Beijingren, shi Shanghairen. , (ZhangYizhong is not from Beijing. He is from Shanghai. ) Robert hai you yi. ge Yingguo tongxue jiao Alex. Robert ,? Alex. (Robert also has a classmate from Britain, whose name is Alex. ) Ta ye shi liuxuesheng. (He is also an international student. ) Robert gen Alex dou hen xi. huan Zhongguo. (They both like China. ) Robertand Alex ye dou hen xi. huan Zhongwen. (Also they both like Chinese. ) Ni. shi Meiguo shenme di. fang ren? (Where are you from in the U. S.? ) ren. hi nimen hen gao. xing. (It is my pleasure to know you. ) 3. Please read the following poems: Jing ye si (Li Bai) Chuang qian ming yue guang, Yi shi di shang shuang. ju tou wang ming yue, di tou si gu xiang. (In the quiet night So bright a gleam on the foot of my bed – Could there have been a frost already? Lifting myself to look, I found that it was moonlight. Sinking back again, I thought suddenly of home. ) Chun xiao (Meng Haoran) Chun mian bu jue xiao, Chu chu wen ti niao. Ye lai feng yu sheng, hua luo zhi duo shao. A Spring morning Awake light-hearted this morning of spring, Everywhere round me the singing of birds – But now I remember the night, the storm, And I wonder how many blossoms were broken. Yong e (Luo Bin Wang) e e e, Qu xiang xiang tian ge, Baimao fu lu shui, Hong zhang bo qing bo. (Twisting its neck, , , , the goose is singing to the sky. With its white feather on the green water, the red palms are striking on the clear water. ) Hui xiang ou shu (He Zhizhang) Shao xiao li jia lao da gui, Xiang yin wei gai bin mao cui. er tong xiang jian bu xiang shi, Xiao wen ke cong he chu lai. (Coming home I left home young. I return old; Speaking as then, but with hair grown thin; And the children, meeting me, do not know me. They smile and say: â€Å"Stranger, where do you come from? â€Å") 4. Tongue twisters: Si shi si. Shi shi shi. Shi si shi shi si. Si shi shi si shi. Si shi si shi si shi si. Four is four. Ten is ten. Fourteen is fourteen. Forty is forty. Forty four is forty four. Che shang you ge pen, Pen li you ge ping, ping ping ping, pang pang pang, bu zhi shi pen peng ping hai shi ping peng pen. , , , , , There is a basin in the car, and a bottle in the basin. Bin bin bin, bang bang bang, Not knowing which is hitting which. Shu. shang you zhi xiao taozi, Shu xia you zhi xiao houzi. Feng chui tao shu hua hua xiang, Shu. shang diao xia xiao taozi. Taozi da zhao xiao houzi, Houzi chi diao xiao taozi. (There is a peach on the tree, There is a monkey under the tree. The wind blows and the tree talks, With the wind, the peach falls, Right onto the monkey. And the monkey eats the peach. ) , , ,

Critical analysis based on movie Jesus Camp Essay

Critical analysis based on movie Jesus Camp - Essay Example She brings a religious tract over to a suddenly befuddled blond, telling her "Hi, um, God's just telling me that you're on his mind and he just wants to take you and he just wants to love on you and he has special plans for your life." As the blond responds with a kind, yet confused "thank you," Rachael is congratulated by her mentor for listening to the voice of God and bravely sharing her love for Jesus with a lost soul. A weeping Tory, after a particularly emotional meeting, holds the microphone feebly as she cries with all the strength in her heart "I just pray for a change over our nation," illustrating the hidden political agenda with which she has been indoctrinated. At one point in the film, as the religious world crosses into the political realm, Levi states, "America is supposed to be God's nation." Pastor Becky claims that she "can go into a playground of kids that don't know anything about Christianity, lead them to the Lord in a matter of no time at all, and just moments later make them be seeing visions and hearing the voice of God." On all levels she appears to sincerely believe in her mission, though statements such as "They're so usable in Christianity" point to the frightening view of a larger "army of the Lord." She tells children that in the old days (under the Laws of God) "Harry Potter would've been put to death," a rousing call for exclusion, especially a few scenes later when several children tell another child that he resembles Harry Potter. In one scene she has the children "pray over" a cardboard cutout of George W. Bush, who is lionized in parts of the film. Michael Papantonio, who is the first person introduced...A weeping Tory, after a particularly emotional meeting, holds the microphone feebly as she cries with all the strength in her heart â€Å"I just pray for a change in our nation,† illustrating the hidden political agenda with which she has been indoctrinated. At one point in the film, as the religious world crosses into the political realm, Levi states, â€Å"America is supposed to be God’s nation.† Pastor Becky claims that she â€Å"can go into a playground of kids that don’t know anything about Christianity, lead them to the Lord in a matter of no time at all, and just moments later make them be seeing visions and hearing the voice of God.† On all levels, she appears to sincerely believe in her mission, through statements such as â€Å"They’re so usable in Christianity† point to the frightening view of a larger â€Å"army of the Lord.† She tells children that in the old days â€Å"Harry Potter would’ve been put to death,† a rousing call for exclusion, especially a few scenes later when several children tell another child that he resembles Harry Potter. In one scene she has the children â€Å"pray over† a cardboard cutout of George W. Bush, who is lionized in parts of the film. Michael Papantonio, who is the first person introduced in the film, presents a more moderate view of Christianity. Accusing the religious right of â€Å"dividing this country,† he presents an alternate view, one where the love espoused by Christianity is not tainted by the intolerance and agendas of the far-right as personified by Pastor Becky.

Nicotinic Acetylcholine Essay Example | Topics and Well Written Essays - 1250 words

Nicotinic Acetylcholine - Essay Example Synthesized in the endoplasmic reticulum, a fraction of the subunits of this receptor assemble into homo and hetero-pentameric complexes. The only complexes that reach the cell surface, after exiting from endoplasmic reticulum are the pentameric complexes. nAChRs have been identified as crucial elements in central nervous system functions such as consciousness, attention, and memory; and participate in numerous cerebral circuits. (Bocquet, Carvalho, Cartaud, Neyton Poupon, Taly, Grutter, Changeux, Corringer 2007) The opening of the channels of these receptors is triggered by the neurotransmitter acetylcholine. Nicotine also has the same effect. A diagram of the chemical structure of acetylcholine is given below. Nicotinic acetylcholine receptors are located mainly in the postsynaptic membrane under the motor nerve terminal at the neuromuscular junction. Nicotinic receptors can also be found in different synaptic locations; e.g. the muscle nicotinic receptor always functions post-synaptically. The nerve cell forms of the receptor can be found both post-synaptically (performing classical neurotransmission) and pre-synaptically (causing the release of other neurotransmitters). In contrast to the muscarinic acetylcholine receptors, Nicotinic Acetylcholine receptors do not operate with the help of a second messenger. Instead they open themselves forming an ion channel. Curare causes inhibition of these receptors. Nicotinic acetylcholine receptors have a very wide distribution in the various body tissues. Nerve cell receptors are found in the central nervous system and also in the peripheral nervous system. The neuromuscular receptors, on the other hand are found in the neuromuscular junctions of somatic muscles. ... The neuromuscular receptors, on the other hand are found in the neuromuscular junctions of somatic muscles. The stimulation of these receptors causes muscular contraction.(Barrantes 1998) Structure and function of Nicotinic Acetylcholine Receptors The nicotinic acetylcholine receptor protein includes one or many sites which can bind the neurotransmitter ACh and also a specific channel for cat ions which is also known as the intrinsic cationic channel. These ions can be Na+, Ca2+ or K+ and the channel is specific in nature. The process of the opening of ion channel is linked to the binding of ACh. (Maelicke 1986) Protein chemistry and sequence analysis of polypeptide has revealed a general scheme for each subunit which consists of : 1. A globular extra cellular N-terminal domain (ECD); 2. A trans-membrane domain (TMD) 3. A cytoplasmic domain There are 2 to 5 Acetylcholine binding sites on the ECD. Nicotinic receptors have many subunits and these subunits belong There are 2 to 5 Acetylcholine binding sites on the ECD. Nicotinic receptors have many subunits and these subunits fit in a multigene family (seventeen members in the human being) When many of the subunits combine they form a great numbers of receptors. Every subunit gives three parts or "loops" to the site of binding. The sites which bind ACh are located on the outer side of the subunits. And as the agonist binds, the subunits happen to be more alike to the other subunits. And the channel gets more proportioned and a hole of about 0.65nm in diameter opens up. This channel helps the nicotinic acetylcholine receptor to adhere to its role by many ways. Firstly it encloses a mechanism of gating which is closed in the inactive states of the channel but it is open in the active

Development of mathematical model to calculate fuel consumption of Essay

Development of mathematical model to calculate fuel consumption of passenger cars - Essay Example The NEDC was simulated under laboratory conditions, and driving parameters together with the fuel consumption were measured. A few driving phases were identified so that any drive cycle may be composed by these phases; and mathematical relationships have been fitted on measured data for each of the phases. The world population is 6.5 billion at the moment and rising. Climate change has caused widespread greenhouse effects like global warming, higher acid levels in oceans and reduced ice cover at the poles (Harrabin, 2013). The major causes of greenhouse effect are the by-products of industrialization, and especially carbon dioxide (Samimi & Zarinabadi, 2011). The level of carbon dioxide, the main constituent of emission by vehicles, is linked to consumption of fuel by the vehicle. Due to this there is need to regulate the amount of greenhouse gases that are emitted into the atmosphere and this is effective by fuel economy. The fuel economy (FE) of any vehicle can be calculated as a r atio of distance travelled per unit volume of fuel consumed or as the ratio of fuel consumption per distance travelled (GFEI, 2013). Fuel economy standards can be of various forms such as litres of fuel consumed per hundred kilometres of distance travelled or distance travelled per unit volume of vehicle fuel (An, et al., 2011, p. 4). The regulations pertaining to fuel economy followed by the four largest automobile markets, namely, the US, the EU, Japan and China differ significantly from each other leading to a lack of global standards on the issue.

Michaels Stress Case Study Example | Topics and Well Written Essays - 1000 words

Michaels Stress - Case Study Example Michael would like to change his job responsibilities to be more adaptive to a broader visitation schedule, however the financial worries associated with his move seems to conflict with his ethical and emotional stability, thus creating anxiety and physical health problems. This scenario is causing conflict so intense that it is physically impacting Michael’s long-term health prospects. Additionally, workplace concerns over potentially losing his job further complicates his ability to approach the situation as it would lead to financial ruin and homelessness associated with unemployment. He worries, essentially, that he would be short-listed as a potential layoff candidate if he were to ask his superiors to adjust his schedule. Question 2 Fortunately, Michael is fully functional and there is no evidence that his own self-concept or self-esteem has been impacted negatively. It is mostly the anxiety caused by a variety of family-related and workplace-related situations that are causing his frustration and internal conflict. Anxiety is not necessarily a product of self-esteem problems, but is an outcome of externalized stressors that are creating the scenario where Michael must choose between two consequences, both of which maintain negative consequences if he approaches them in the pursuit of improving his family lifestyle. Michael seems to be withdrawing from his problems by avoiding managing them, such as asking his superiors for a more flexible schedule. There is no evidence that his self-concept has been affected negatively, only that Michael seems to have a lower locus of control, meaning that he believes external scenarios are directly responsible for his problems. Otherwise, Michael does not seem to manifest long-term self-esteem problems. Question 3 Adjustment is defined as â€Å"any effort to cope with stress, whether successful or not† (Morris & Maisto, 2005, p.452). Michael, as a fully functional person, is weighing the demands of his ext ernal environment against his desire for more realistic possibilities related to his career and his family life. He seems to understand, fully, the burdens that the external environment places on his life and feels trapped by circumstance with his externalized locus of control beliefs. His recent life changes have left him unable to adjust successfully, however he is at least not manifesting more complicated emotional or cognitive problems such as avoidance or concentrated withdrawal. He is clearly feeling pressured by what is occurring in his work life and family life and is doing the best he can to maintain a positive outlook despite the consequences of approaching the situation with direct confrontation. In Michael’s case, personal growth can be achieved, since he really is affected by circumstances out of his control, through exercise, meditation, and practical physician visits or counseling sessions. Question 4 Michael, again, shows all of the traditional signs of a full y functional person and does not seem to be manifesting any of the traditional defense mechanisms commonly found in such scenarios. He recognizes the source, effectively, of his problems and considers their impact if he were to confront them head-on. For example, he is not projecting his anger, denying the existence of the problem, or displacing his feelings by shifting his aggressions onto another person or object, as described by Freudian beliefs related to defense mechanisms. Instead, Michael is simply allowing his externalized stressors to create physical symptoms that could be controlled with active counseling and a trained person to help him work through his difficult

Essay Example | Topics and Well Written Essays - 500 words - 35

Essay Example These early Christians beliefs are at par with the present day beliefs on the existence, holiness, faithfulness and the power of God. The views of the early Christian teachings on evil, the devil and sin based on the teachings of the three saints are obsolete. In religion, the problem lies with explaining the cause and proof of these ideologies. The saints attribute all evil and sin to the devil. St. Anthony states that he envies all what he considered good and holy (Porter and Prince Danforth, 472). He referred to him as the ‘opponent or the enemy’ who was associated with sins including fornication. They believed that the devil was the cause of all temptations and he targeted those who were staunch believers. According to the early teachings, discipleship was interpreted as living one’s life based on the teachings of Jesus Christ. The disciples were bestowed with the duty of preaching the gospel to many people in accordance to the teachings of Jesus and converting them to Christians through baptism. Discipleship required a lifestyle of selflessness, continuous hardships and in the case of St. Anthony he experienced physical torture (Russel and Amy, 51). These conditions for discipleship are harsh and not legalistic. In the 21st century there are diverse religious beliefs and early principles including discipleship, brotherhood and sisterhood are slowly fading away. The saints viewed the world as full of evil and attributed this to the devil. The saints were not successful in their mission to convert the world. The saints were not irresponsible by trying to withdraw from the world. They were trying to take responsibility for all the evil in the world by taking up the burden of fighting against the ‘enemy’ alone (Kelly, 146). They were just attempting to reinforce the already existing Christian values and not creating an alternative model. Though they managed to convert a few individuals through their discipleship

(consumer behavior) Essay Example | Topics and Well Written Essays - 1000 words

(consumer behavior) - Essay Example Questionnaires with appropriate scales were used to randomly collect data from people in different areas in an undisclosed city in the UK. After testing for validity and reliability, the collected data were quantitatively analysed using the structural equation modelling together with invariant tests with age and gender as moderators; those aged between 17 and 40 were considered as young while those above 40 were taken to be old (Aroean 72). It was found out that innovativeness could be a predictor of playful consumption and brand consumption though the latter does not predict playful consumption. This is an important article in understanding the role that consumers and behavioural perspectives play with regard to playful consumption. Organisations would find this research important in satisfying â€Å"innovative, playful consumers† thus the need for playful product brands (Aroean 70). As such, brand managers could retrieve relevant information to boost brand loyalty and share. Interestingly, the research reveals that switching brands does not pass as a predictor of playful consumption which means that marketers should not be concerned with their innovative customers who find varied play brands. But even so, these consumers would need to be constantly supplied with new playful rewards in form of new products so as to avoid adaptation. Nonetheless, the use of random sampling makes this study less desirable to marketers seeking to penetrate specific target markets with specific products. Eckhardt, G. M. and Houston, M. J. â€Å"On the Malleable Nature of Product Meaning in China.† Journal of Consumer Behaviour 7.6 (2008): 484 – 495. Wiley Online Library. Web. 29 October 2012 It is known that customers attach various meanings to products guided by context. But little research has been done to determine the source of this variation. Just like the other consumers, Chinese consumers hold multiple meanings

Body and Fashion Photography Essay Example | Topics and Well Written Essays - 2000 words

Body and Fashion Photography - Essay Example Crucially, this body contains the possibility, inherent to fashion, of reinventing itself in a constantly changing form. A process of transubstantiation transforms the fleshy, organic substance of the body into the artificial, synthetic substance of the fashion garment. The separate ontological states of what is possibly "clothing" and what is possibly "body" no longer signify and in the new entity that emerges from this alchemical process, the boundary between self and non-self is dissolved. The female model then can be seen as the embodiment of fashion's imaginary. As the avatar of fashion, it is where artifice, change and imagination coalesce on the body of the model to create a new, previously only imaginable, form. Central to my argument is the different relationship that exists between the model's body and fashion photography in the lived world and the body and clothing in fashion representation. In the lived world, this relationship has been characterized as one of co-dependency and equivalence, to the point where "dress cannot be understood without reference to the body and . . . the body has always and everywhere to be dressed" (Entwistle 2000: 324). But in fashion representation, Roland Barthes has suggested that a hier- archy exists, with fashion at the apex. Of particular relevance to this article is his explanation of how, in fashion representation, all that is natural is dissolved into the artifice of fashion.This is a fundamentally important point as it enables the relationship between clothing and the body in the manipulated image to be viewed as an exaggeration of something that is already present in the conventional fashion image. In the lived world, this relationship has been cha racterized as one of co-dependency and equivalence, to the point where "dress cannot be understood without reference to the body and . . . the body has always and everywhere to be dressed" (Entwistle 2000: 324). But in fashion representation, Roland Barthes has suggested that a hier- archy exists, with fashion at the apex. Of particular relevance to this article is his explanation of how, in fashion representation, all that is natural is dissolved into the artifice of fashion. This is a fundamentally important point as it enables the relationship between clothing and the body in the manipulated image to be viewed as an exaggeration of something that is already present in the conventional fashion image. In The Fashion System, Barthes identified the distinction between the garment that is manufactured and/or worn and the garment that exists only as representation and meaning. Put simply, a picture of a dress is not a dress. What this means is that represented (or, in his terminology,"image") clothing does not have the other potential modalities contained in those garments that circulate in the lived world ("real" and "used" clothing).

Understanding advertising media Essay Example | Topics and Well Written Essays - 750 words

Understanding advertising media - Essay Example Capturing the true essence of advertising is an exigent task for there are varying factors that greatly affect its definition. One of these factors that cause modification in the meaning of the term is the media used. At present times advertising encompasses different avenues of communication.These include the printed media such as magazine, books and newspapers; visual media such as the television; the electronic media such the internet and other diverse form of tools that can attract the attention of the target market to a certain product (Richards & Curran, 2002).In the developing world of advertising and the business market, the printed media remains to be the primary avenue used. In the United kingdoms, the newspapers and magazines are established form of media utilized for advertising. The Guardian is one of the newspapers in the UK that receives a comparatively significant readers' share as compared to other newspapers and magazines.The Guardian is one of the leading newspaper s in the United Kingdom. There are factors that affect the competitiveness of this newspaper. The Guardian is known for covering news in a wide range of fields that is presented in a visually stimulating design that attracts the readers. This is due to the fact that the newspaper is being printed in colour which is unique for broadsheets. Another feature of the newspaper that serves purpose is the size of The Guardian and its printing process; the speed of production decreases with the size of the paper, thus, this size lessens the time needed for production of the Guardian (Hollis, 2005). Aside from the lay-out of the newspaper, the primary aim of this printed media is to impart issues that are pioneering and at the same time is of significant value to the target readers. Reaching and attracting a diverse population of readers is also important for any newspapers and media, thus, the Guardian made use of the advantages of the internet to be able to target the readers online (Rusbri dger, 2006). In the study of any form of media, attributes such as the target market, the circulation and coverage are considered. In the case of the written media, the editorial style is one factor that is deemed important. This factor mainly deals on the style of writing of a particular published work such as the newspaper. The primary consideration is the organization of the presented information in a newspaper. Every data imparted must be unambiguously constructed in prose or paragraphs and in a language that is considered formal yet not expressed in jargons that some groups of readers would not be able to understand. The literary presentation includes the construction of every story, the priority given to each story and the presentation of every titles and subtitles. May it be in the printed version or as seen in the web, the interface and the layout are important. Being a paper presented in full colour can be used to its advantage (Lynch & Horton, 2004). The aesthetics of the paper present ation can be used as a tool to attract readers whose readership and attention largely depends on being captured visually. The Guardian has 14.5 percent readers share compared to the other newspaper that is distributed daily. There is an increase which can only show that there is an improvement in the number of readers targeted by the newspaper. This is made possible although according to data presented The Guardian has the least volume sales. Thus, this can only mean that compared to the sales made in groups more individual readers purchase the Guardians (The Guardian, 2006a). In terms of readership on the other hand, a research that is periodically conducted by the National Readership Survey (NRS) revealed the following results. The result for the 2005 NRS is presented in Table 1. Based on the analysis conducted by The Guardian, an increase of 11.6% was observed in the survey results from NRS for the period of 12 months or one year.

How To Handle Information Essay Example for Free

How To Handle Information Essay The learner can: 1. Understand requirements for handling information in social care settings 1.1 Identify legislation and codes of practice that relate to handling information in social care settings 1.2 Explain how legal requirements and codes of practice inform practice in handling information 2. Understand good practice in handling information in social care settings 2.1Explain how to maintain records that are up to date, complete, accurate and legible 2.2Describe practices that ensure security when storing and accessing information 2.3Describe features of manual and electronic information storage systems that help ensure security 3. Understand how to support others to handle information  3.1 Explain how to support others to understand the need for secure handling of information 3.2 Explain how to support others to understand and contribute to records Additional information about the unit Unit purpose and aim(s) This unit develops the knowledge and understanding needed to implement and promote good practice in recording, sharing, storing and accessing information in social care settings. This unit is aimed at those who are interested in, or new to working in social care settings. Unit expiry date Details of the relationship between the unit and relevant national occupational standards or other professional standards or curricula (if appropriate) HSC 31 Guidance for developing assessment arrangements for the unit (if appropriate) Others may include: Colleagues External third party such as IT specialist Social worker Occupational Therapist GP Speech and Language Therapist Physiotherapist Pharmacist Nurse Specialist nurse Psychologist Psychiatrist Independent Mental Capacity Advocate Advocate Dementia care advisor Assessment requirements or guidance specified by a sector or regulatory body (if appropriate) This unit needs to be assessed in line with the Skills for Care and Development QCF Assessment Principles. Support for the unit from a SSC or other appropriate body (if required) Skills for Care and Development Location of the unit within the subject/sector classification system 01.3 Health and Social Care Name of the organisation submitting the unit Availability for use Shared Unit available from Unit guided learning hours

Education: The Social Institution | Research

Education: The Social Institution | Research Introduction Education is one of social institution that makes society and the country sustainable and development. With education, people acquire knowledge, skills, habit, value, and morality, and attitude (Roth Hok, 2004, p 3). It provides the country workforce in order to meet the challenge of globalization of today competitive economic and technological development. Accordance with the needs above, each country try to build up quality of education, enlarge and widespread the educational building centers, schools and universities everywhere in the country. Moreover, they provide the chance to those who want to work on the educational sectors which aspect as private sector or organization. Additionally, the educational institution tries to reform and generate more method, structure or other techniques to improve the educational system. There are four functions of education: enculturation, qualification, allocation and legitimation (Historical Root Document) in which each function plays very imp ortant role and works in deferent aspect that education become more and more effective. In order to stabilize and develop the country more effectively, legitimation is one of the most important functions, which have been applying actively in education. In term of educational aspect, legitimation is the tool to establish and link the people in society. It provides norm, values and ideology to stabilize the political power and also cultural and social identity (Historical Root Document). Cambodia is one of the developing countries which has just emerged from the war that the education had been distracted to almost zero. According to Mr. Heng stated that Having passed four years of the barbaric genocidal regime of the Pol Pot- Ieng Sary clique our infrastructure in the domain of education and teaching is completely shattered. (Ayres, 2003). Now it has been struggling very hard to become the developed country by focusing much on the education as the main sector that education in term of legitimation has been applied more potentially in the Cambodian context in order to stabilize, nationalize the nation as a whole. Research Questions What is the main factor to shape the curriculum in Education? How did the education curriculum in PRK and later apply the social and national vision to the citizens? How effective have the education system work in conceptualize the citizen for stabilizing the country? Education in Cambodia in term of Legitimation In Cambodia, from one period to another, the curriculum has been changed and reformed steadily in order to modernize and get a better quality to fulfill the need of society within the Cambodian context. The curriculum has been set and assimilated the ideology to the young Cambodian to be harmony, peace, stability and feeling of loving nation and society and also supports and serves their political power. On the other hand, curriculum has policies to correct and encourage the students to learn more and understand their obligation as students to respect the school regulations and laws, avoid committing the crime in society that is unacceptable. Additionally, the curriculum has provided them how to be good citizens, know their national identity, love the national culture, think critically and live together peacefully. According to the curriculum the students are provided to learn the subjects that tell about the way of living, the way to speak, dress, stand, sit, and walk, it also provi des norms, value and persuade the young Cambodians to love and protect their own national heritage; moreover, the information the students get is to follow and support the government context that the nation become stability, prosperity and successful development. (Policy for Curriculum Development, 2005-2009) General goal of curriculum in term of legitimation The goals and aims of education are to develop human resources mentally, emotionally, and physically. It provides the learners to gain the real life experience in society. It also provides the learners to understand the value of education that is limited by the royal government. In reforming of educational system, the students can solve the faced problem in their life such as aids, traffic, domestic violence, human right, climate change, protect the environment, reduce the poverty and other conflicts in community and also the country. Education can erg all the learners to think about economics, religion, controversial land, governments concession land. When the learners understand about these problems they can work out these peacefully. As we know, when we reform the educational system, it usually effects both government and learners such as the government spend a lot of budgets and the learners are difficult to adapt with new programs. But we must reform it to progress better in cou ntry as well as in the religion. A good education gives the learners to get high knowledge to reply the need of ministries, departments, companies, enterprises, organizations and other institutions. If they get well paid job, they will help themselves, their families and country. When the learners are educated from schools with good curriculums, they will become very well educated persons who are very important asset in their society. Moreover, they can attract investors to invest in their community and also the country. One country has rapid development; it is because of the high knowledgeable learners. It is necessary cant be lake of them. (Research in Post-Compulsory Education, Vol. 3, No. 1, 1998) In PRK period In the period of People Republic Kampouchea regime, the government was in left with nothing in the hands as well as the education system. (Arys, 2000) With the official government was empty idea related to the education theory and practices, most of them were in the army sectors. In addition to this, the influence of cold war in the current flow of world power between Russia and the United State (Nayan Chanda, 2007) led to spread the ideology of socialism which affected on Cambodia government in education curriculum. However the new educational program had been announced officially in on July 30, 1979 in the PRK. The system had been put an effect by Heng samrin. The new educational structure had been replaced by the administration of Vietnamese and French educational practice. The primary school course had been divided into two three-year cycle prior to 1975, was reduced into four grade, secondary school six years to maximum three years cycle. The ten years structure and ascending nu mbering system followed the denote school grades, were very similar to those Vietnamese. Another feature of the system which the same as Vietnameses was the decentralized control. Provincial education committees were vested with a high degree of responsibility for making decision. (Ayres, 2003) In that way, education is to protect and build the Peoples Republic of Cambodia in to socialist country, (Ayres, 2003), so in the period the education is provided to the people in order to stabilize the country and improve the political power. After PRK period 1990s After the election in 1993, The Cambodia constitution has rehabilitation plans, the strategies of MoEYS, the strategies of socioeconomic, and the real national situation the education reform policy had been accepted by the education system development committees as the following: The general education system from grade 11 to 12 years added 1year to primary school that the formula is 6+3+3, which is 6 years in primary school, 3 years in secondary school 3 years in high school. They also increase up 6 hours per day in order to get the international standard of 5,000 hours in which one class period 45 minutes in primary school and 50 minutes in secondary school. There 6 subject areas in primary and 8 subjects in secondary school include foreign subjects (English or French) grade 5 in primary school upward. (UNESCO statistical yearbook, 1999) The goal of curriculum has been set to increase the quality of general education and adept with the globalization in order to easy to learn and teach more effectively that the students and teacher become very skillful and they can work very well and effectively in the class as they have expected to get high standard knowledge. (The effect of curriculum type on middle grade instruction, Vol. 5 pp.201). The curriculum has also helped them to learn thing which is fit to their ability to the situation in their own society as well as their family, community, and help next generation to love their own nation and people. Moreover the curriculum helps them to build up their capacity to improve the policy and develop their country. The curriculum can correct their habits how to live and work in their country peacefully. Thus they can be very important asset to work more effectively to develop the nation and liberal pluralistic democracy. (Policy for Curriculum Development, 2005-2009) Conclusion In conclusion, as I mentioned above, it is important to reform the educational system for all the learners. I deeply believe for good curriculums can drive the learners and country to grow up sharply. If in one country has lots of good learners, the country will develop faster. For example, the Unites State of America. This country is over 200 years old, but they develop all fields. If we compare with Cambodia, it is so far different. It shows that human resources from study with good curriculums help to improve all the fields in their country. The important of curriculums help the learners improve them to think about the problems properly such as social issue, family economics, land conflict, domestic violence, aids, traffic, human right, children right and other things the learners understand about climate change, environment issue, traditions, cultures, religion relieve and understand universal laws. In my ideas, I think that good curriculums are important for the learners to reac h and achieve their goals in their life. A good curriculum can lead the learners to do the right thing and they become good citizens, leaders in the future. Additionally, good curriculums help all the learners do and think something correctly that society and human being recognize. Totally, the reforming of curriculums drives the learner to love their people, culture, costume, national treasure, environment, government, leaders, and their country. (Policy for Curriculum Development, 2005-2009)

William Lyon Mackenzie :: essays research papers

William Lyon Mackenzie William Lyon Mackenzie's life can best be understood if man and legend are separated. William was born on March 12, 1795 in Scotland. Three weeks after his birth, his father, Daniel, supposedly died, but no record of his death has ever been found. William and his mother were said to gone through great hardship, having to move off of Daniel's land. After moving to Dundee, William, who went by the names Willie or Lyon, entered the Dundee Parish School at the age of five, with the help of a bursary. At fifteen, he was the youngest member of the commercial newsroom of the local newspaper. He also belonged to a scientific society, where he met Edward Lesslie, and his son, James. These two would be William's patrons throughout most of his life. In 1820, William sailed to Canada with John, another son of Edward Lesslie. Mackenzie was immediately impressed with Upper Canada. Before the end of the year, Mackenzie was writing for the York Observer under the name of 'Mercator'; In 1824, Mackenzie started his most famous newspaper, the Colonial Advocate. The first edition appeared on May 18, 1824. The sole purpose of this paper was to sway the opinions of the voters in the next election. On June 8, 1826, a group of fifteen, young, well connected Tories disguised themselves as Indians, and broke into Mackenzie's York office in broad daylight. They smashed his printing press, then threw it into the bay. The Tories did nothing to compensate him, so it was clear that they were involved. Mackenzie ntook them to court, and seeing that their 'disguise'; had been seen through, they offered Mackenzie  £200. He refused, and after a bitter trial, the court awarded him  £625. In March of 1829, Mackenzie went to the United States to buy books for resale, and to study the actions of the newly appointed Andrew Jackson. He compared the simplicity and the cost of American government to Canada's, and saw that their spoils system might be a way of doing away with some Family Compact members. When an assembly met in January of 1831, Mackenzie fully immersed himself into its proceedings. He demanded inquiries into abuse, and insisted on a review of representation in the province. He appointed people on the council to fight for what he, himself wanted, while what he personally did angered and annoyed the Tory members of parliament. On December 12, 1831, Mackenzie was voted out of parliament on a vote of 24 to 15.

An Analysis of Boots Essay -- Health Beauty Products Retail Essays

An Analysis of Boots Introduction The business I have chosen is Boots due to my interest in health and beauty products. Boots is a multi-national company. It has branches all over the world including Thailand and Japan. Boots was established by John and Mary Boots. The first ever Boots store opened in 1849 in Nottingham selling herbal remedies for poor city people. One hundred and fifty four years later Boots now owns 700 retail units which have a value of  £740 million and a gross income of about  £900 million. The Boots organisation is a public limited company (PLC); Boots is a company run by a set of directors and a chairman for investing shareholders. Boots has its shares bought and sold at the Stock Exchange. By this it is open to anyone who trades in this market. When dealing with shares the organisation can issue different types of shares called preference and debenture shares. These shares have a higher status than ordinary shares. Advantages of being a PLC The organisation can become multinational or conglomerates. A good example of this is Boots as they have been bought by BASF a German owned company and due to this they have opened Boots stores in many other countries. Also the organisation can expand to third world countries which Boots has also done. By doing this Boots can use raw materials and nationalise even further. Public limited companies have advantages that they can expand their organisations into different businesses and conglomerates. This protects the firm from dealing in one market. Ø The organisation can be on the stock exchange and this enables them to offer shares for sale publicly. Due to this PLC's can acquire ready capital for further development if they ar... ...communication will be better because it is multidirectional unlike M.I.R stationers. The benefits of a flat structure are that the employees feel valued and are treated quite fairly, their ideas and opinions are also took in consideration. The hierarchical structure is quite complex and different to a flat structure; there are levels of importance and authority from the very beginning. This makes it difficult for staff to communicate to each other. And when communication is poor in any organisation, this has bad effects on the businesses aims and objectives. P6 list appropriately the sources of evidence you used in your research The sources of information I used for my research are: - Boots annual report Hodder GNVQ Business Intermediate GNVQ business Heinmann intermediate Business www.boots-plc.co.uk A leaflet called All about Boots An Analysis of Boots Essay -- Health Beauty Products Retail Essays An Analysis of Boots Introduction The business I have chosen is Boots due to my interest in health and beauty products. Boots is a multi-national company. It has branches all over the world including Thailand and Japan. Boots was established by John and Mary Boots. The first ever Boots store opened in 1849 in Nottingham selling herbal remedies for poor city people. One hundred and fifty four years later Boots now owns 700 retail units which have a value of  £740 million and a gross income of about  £900 million. The Boots organisation is a public limited company (PLC); Boots is a company run by a set of directors and a chairman for investing shareholders. Boots has its shares bought and sold at the Stock Exchange. By this it is open to anyone who trades in this market. When dealing with shares the organisation can issue different types of shares called preference and debenture shares. These shares have a higher status than ordinary shares. Advantages of being a PLC The organisation can become multinational or conglomerates. A good example of this is Boots as they have been bought by BASF a German owned company and due to this they have opened Boots stores in many other countries. Also the organisation can expand to third world countries which Boots has also done. By doing this Boots can use raw materials and nationalise even further. Public limited companies have advantages that they can expand their organisations into different businesses and conglomerates. This protects the firm from dealing in one market. Ø The organisation can be on the stock exchange and this enables them to offer shares for sale publicly. Due to this PLC's can acquire ready capital for further development if they ar... ...communication will be better because it is multidirectional unlike M.I.R stationers. The benefits of a flat structure are that the employees feel valued and are treated quite fairly, their ideas and opinions are also took in consideration. The hierarchical structure is quite complex and different to a flat structure; there are levels of importance and authority from the very beginning. This makes it difficult for staff to communicate to each other. And when communication is poor in any organisation, this has bad effects on the businesses aims and objectives. P6 list appropriately the sources of evidence you used in your research The sources of information I used for my research are: - Boots annual report Hodder GNVQ Business Intermediate GNVQ business Heinmann intermediate Business www.boots-plc.co.uk A leaflet called All about Boots

Comparing Social Expectations in Amy Tans The Joy Luck Club and Huckleberry Finn :: comparison compare contrast essays

Social Expectations in Joy Luck Club and Huckleberry Finn       Of the many novels written in recent history, perhaps two of the most of these society expectant novels are Amy Tan's The Joy Luck Club, and Mark Twain's The Adventures Of Huckleberry Finn. These books present the views of society very well, yet at the same time, differentiating very much from each other.    In The Adventures Of Huckleberry Finn, a boy takes an incredible voyage down the river, representing life's journey. This voyage takes Huck Finn through many places, and demands him to make good moral decisions along the way, regardless of what society thinks. In the process of the story, Huck Finn learns that although society is usually correct in his eyes, he must learn to make decisions that he knows deviate from the values of society, yet he also learns that his decisions are morally correct.    In a different perspective, The Joy Luck Club sheds an different light on societies expectations, partly because of the different ethnicities involved in these two stories. The societal demands on the characters in the Joy Luck Club are very different from the ones expressed in Twain's novel. While the characters in The Joy Luck Club are Chinese immigrants, the characters involved in Twain's novel are White Americans, with the exception of Jim, the Black slave Huck learns to befriend. In critiquing these two novels, one notices that these two novels are in fact very different from each other, especially so in the aspects of societal expectations.      In The Adventures Of Huckleberry Finn, the main conflict that comes up is that of the issue of slavery. The society in this novel does not even consider slavery to be wrong, while Huck Finn continues to shun slavery more and more, as the book unfolds. This very belief Huck Finn beholds is evident, with his ever growing friendship with Jim, a slave in the novel. While society sees Jim as property, Huck can discriminate, and sees past the societal ploy for ethical mistreat on another human being, more specifically on an entire race. In this same novel, other societal expectation are present, and noticeable. This is evident through Huck's education. Society expects him to be educated, while Huck resents this all the while (Twain 20,21). In this expectation of Huck by society, there can be found no wrong.

Internet neutrality Essay

Internet neutrality enjoys a lot of support from consumers, technology companies and online companies. It is also supported by the main internet application organizations. This is mainly because they feel that the users of the internet should be in full unrestricted access to the internet applications and that they should have unregulated choice of the content they wish to view from the internet. The internet has applied the principle of neutrality ever since it was invented. An equal opportunity to access the internet is a basic concept that should be applied at all times, and thus no single user should be denied the right to access the internet. It would be not in order if the broad band carriers were allowed to use their power in the market to discriminate against the less powerful up coming carriers. The same way the telephone service providers are not allowed to dictate to the consumers whom they should call or even what to say in a telephone conversation, the same should apply to the broadband carriers, and thus they should not be permitted to misuse their power in the market to control online activities (Cerf, Para 7). Data would be controlled if internet neutrality is not allowed to continue, thus a legal mandate should be put in place to ensure that all the cable companies allow the providers of internet services unlimited access to the cable lines. Internet neutrality should be denied the right to screen, filter or interrupt the internet content unless permitted to do so by a court order. Internet neutrality should also ensure that there are laws governing digital freedoms and rights, thus the internet technology should remain open and free to all the internet users and this would enhance democratic communication (Zittrain, pp 78). Charging each and every website regardless of its market share would effectively hinder innovation and competition especially to the new small entrants into the market and thus more developments in technology would be blocked. By permitting preferential treatment of traffic in the internet, the newer and less competitive online companies would be highly disadvantaged and slow innovation would be realized in online services. In fact, most of the current major internet providers started as their operations in small garages with little capital and very great ideas, thus without internet neutrality such great ideas and innovations would never have been realized. If the internet neutrality is not maintained the internet would more or less appear like a television cable. It would be dominated by only a few companies who would be responsible of controlling the distribution and access of internet content. This would impact very negatively to some major industries and they would be faced with increased costs in order to acquire secure and fast internet facilities (Nuechterlein, & Weiser, pp 120) Conclusion The internet neutrality should be protected as it minimizes its control by the owners, it increases healthy competition and also gives others a chance to come up with innovative ideas which ushers in new technology every now and then and thus the internet remains relevant to the modern society. The neutrality of the network is very important in ensuring that a competitive and free market exists for the internet content. Work cited: Cerf, Vinton; Internet neutrality law needed (2006): Retrieved on 9th May from, http://www. infoworld. com/d/networking/internet-neutrality-law-needed-vi nton-cerf-says-577. Nuechterlein, Jonathan E. & Weiser, Philip J. ; Digital crossroads: American telecommunications policy in the internet age (2005): MIT Press, ISBN 0262140918. Zittrain, Jonathan; The future of the Internet and how to stop it (2008): Yale University Press, ISBN 0300124872.