Anxiety By Michael Treanor Anxiety Disorder - 915 Words

A well-heard of disorder but one that does not get taken seriously, also known as Anxiety. A lot of people seem to claim to have Anxiety but it is deeper than being fearful or being weak in certain occasions. An anxiety disorder is completely different than feeling anxious and it is always mistaken with that. Anxiety disorders come in different and unpredictable ways as well. Most terrifying part is that anxiety is a real mental illness. It is more complex than what the human eye sees. Described by Michael Treanor, author of the article â€Å"Generalized Anxiety disorder†, anxiety is a disorder that is centrally characterized by excessive, pervasive, and chronic worry. Meaning that a lot of what goes on in the victim’s head is repetitive thinking of potential negative future†¦This disorder could last up to a little of six months or could last up to a lifetime. It all depends on the sevreness of it. What differentness an anxiety disorder from the normal human emoti on ‘anxiety’ is that the disorder can cause distress that interferes with a person’s ability to live a normal life. Also, an anxiety disorder can be crippling unlike the emotion version which can go away in a matter of minutes. Having a mental illness such as anixiety comes with having several of symptoms both emotional and physical symptoms. According to the National Alliance on Mental Illness, also known as NIMA, states that some of the emotional symptoms range from feeling apprehension, feeling tense, restless and

Disruptive Technologies - 1031 Words

Harvard Business School professor, Clayton M. Christensen in his book Innovators Dilemma, introduces the concept of disruptive technologies. In his book Christensen divides technology into two groups, sustaining and disruptive. Sustaining a technology requires continuous and incremental improvements to an already established technology. Disruptive technology lacks refinement. This technology often has performance problems because firstly it appeals to a limited audience, secondly it is new and lastly it may not have a proven practical application. Therefore, a disruptive technology is a low performance, less expensive technology that is introduced in a market where the â€Å"established technology is outpacing people’s ability to adapt to it.†Ã¢â‚¬ ¦show more content†¦Lastly, since disruptive technologies emerge by introducing an improved and often cheaper version of a product, companies can secure themselves by continually improving their own products. This will s ignificantly reduce the gap that another business can squeeze through and introduce a disruptive innovation. Thus aiming to offer higher performance at a reduced price level will allow you to maintain your grasp over consumers in the market and reduce the chance of being challenged by a disruptive technology. A perfect example of a recent disruptive technology that has radically changed the concept of personal data storage is flash/jump/USB drive. Originally data storage had two main means, external hard drive and CD drives. Later this concept was heightened by the introduction of DVD drives. But no means has had as much success as flash drives have. This is a perfect example of a disruptive innovation that changed the way consumers stored data and on such a significantly easy and portable means. This was also much preferred because with mediums such as CD and DVD consumers had to get rewriteable versions for multiple uses and that was expensive. But flash drives have dominated the consumer market to such a large extent that all producers in the industry areShow MoreRelatedEcton - Disruptive Technology1072 Words   |  5 Pagesinput, OR, to get acquired by a larger organization which has the expertise and resources to ensure production, sales and distribution for the same product. In thi s essay, we will discuss Ecton s proposed business model, why Ecton qualifies as a disruptive innovator, and analyse and recommend alternatives that it can take to chart out its future Ecton Ââ€" A brief SWOT Analysis Ecton has diverse strengths to its credit. Integrating a team of engineers from ATL and Interspec to design a compact ultrasoundRead MoreWhat Is Disruptive Technology?1026 Words   |  5 PagesWhat is Disruptive Technology? Disruptive technology is a new method of doing things that originally does not meet the needs of obtainable customers. It tends to unlock new market and destroy old ones. A disruptive Technology is a technology that creates a new market and value network and which has the potential to eventually disrupt an existing market and value network, or they can even displace established market leading firms, or products and alliances. The term was defined and phenomenon analyzedRead MoreInnovation And Disruptive Technology For A Company1662 Words   |  7 PagesINTRODUCTION: Innovation and disruptive technology can be life or death for a company, however, when the company owns the knowledge it is in great shape to succeed†¦if it can see it through the fog. We often think of innovation as new, not necessarily better, widget. Although sometimes the disruptive technology is not a new widget, it is a new way of thinking or a new way addressing an old problem. As seen in the military, w idget innovation occurs the strategic level; however, the tactical levelRead MoreDisruptive Technology Essay examples3111 Words   |  13 PagesDisruptive Technology Abstract The objective of this project is to explain the emergence of disruptive technology in the IT industry that will enable and help the organizations growth in a cost effective manner. One of the hottest topics in today’s IT corridors is the uses and benefits of virtualization technologies. IT companies all over the globe are executing virtualization for a diversity of business requirements, driven by prospects to progress server flexibility and decrease operationalRead MoreDisruptive Technology: Positive or Negative790 Words   |  3 Pagesdefinition of disruptive technology. Next, the focus moves to the impacts of disruptive technology. Finally, I consider critical factors in a response designed to adopt or adapt to a disruptive technology and conclude with summarized arguments. Defining Disruptive Technology A disruptive technology is an upstart technology with the potential to topple the market leader (Ganguly, Nilchiani, Farr, 2011, p. 273). Since Bower and Christensen (1995) developed the term â€Å"disruptive technologies†, subsequentRead MoreAnalysis HP Kittyhawk997 Words   |  4 PagesBackground The attempt to launch the biggest disruptive technological change in the hard drive industry in 1992, was aimed to be reached according to Hewlard Packard (HP) by launching Kittyhawk- smallest hard disk ever. They realized that they had the strength of having the flexibility of entrepreneurs but financial support of a large high-tech company. 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This geo-targeting is another benefit of direct mail - these potential customers can obviously get to physical location. Google as counterintuitive as this may seem, technology super-company Google uses direct mail on a regular basis. The company uses the direct mail to promote many of its new services, especially to businesses. Direct mailings will often include Google AdWords coupons or information on how Google canRead MoreThe Art Of Corporate Endurance Essay1608 Words   |  7 Pagesfrequency. A commitment to â€Å"Strategic Innovation† must replace traditional Strategic Planning. Executives who fa il to acknowledge the importance of and act on this sea change are almost certain to see their companies’ fortunes fade in the face of new disruptive forces that render old methods and relationships obsolete. Read: The Art of Corporate Endurance https://hbr.org/2014/04/the-art-of-corporate-endurance Answer the following: Strategic Planning Today The term â€Å"Strategy† has become a clichà ©. StrategicRead MoreTechnology And Its Impact On The Film Renting Industry And The Management Of An Organizations Technological Assets1436 Words   |  6 Pagesnew knowledge, disruptive innovation therefore, is an innovation that disrupts or alters the market drastically. Disruptive innovation or technology as opposed to sustained technology, which is a steady linear improvement or an incremental technological development, but the introduction of a new approach that has the potential to completely transform an existing or create a new industry. The aim of this paper is to discuss the benefits and disadvantages of disruptive technologies and assess their

Nevada Constitution Free Essays

â€Å"LAS VEGAS — The sixth and final man sought in the armed robbery case against O.J. Simpson has been released on $32,000 bail after surrendering to authorities. We will write a custom essay sample on Nevada Constitution or any similar topic only for you Order Now John Moran Jr., the attorney for Charles Bruce Ehrlich, 53, of Miami, said his client is â€Å"not a principal in this thing† and will plead not guilty. Moran said Ehrlich planned to return home to the Miami area†. (â€Å"Sixth O.J. Robbery Suspect Released On Bail†, 2007) Article 1 section 7 of the Nevada’s Constitution states that all persons shall be bailable of any case except for Capital Offences or murder. Bailable cases should not be punishable by life imprisonment or when the life imprisonment sentence has parole possibility. Article 1 section 7 of the Nevada’s Constitution is clearly evident in this news. O.J.Simpson is facing cases such as kidnapping, robbery and assault. Although punishment for the said crimes could lead to life imprisonment, the punishment includes parole therefore allowing O.J. Simpson to bail for the cases under Article 1 Section 7 of the Nevada’s Constitution. Article XIII Section 3 [Sec. 3 of the original constitution was repealed by vote of the people at a special election held March 17, 1937. See: Statutes of Nevada 1937, pp. 19, 50. The original section read: â€Å"The respective counties of the State shall provide as may be prescribed by law, for those inhabitants who, by reason of age and infirmity or misfortunes, may have claim upon the sympathy and aid of Society.†] A little help for the homeless goes a long way NEVADA APPEAL Andrew Pridgen Appeal Staff Writer September 23, 2007, 4:01 AM â€Å"The day, put on by staff of Carson City Health and Human Services and about 20 volunteers from the community, was an opportunity for homeless residents to get free health care, legal advice and job counseling as well as a meal, a hygiene kit and information about which organizations around town can assist the needy back onto the road to self-sufficiency†. (Andrew Pridge, 2007) Article XIII Section 3 states that the State shall provide some of the needs of the citizens provided that these citizens are incapable of meeting their own needs for some reasons. This can be seen in the story in such a way that a certain organization, together with several volunteers, is helping the homeless residents of the country. These citizens are definitely in need of the support of the country and society. Sec. 4.   Taxation of estates taxed by United States; limitations. †¦The State of Nevada shall: 1.   Accept the determination by the United States of the amount of the taxable estate without further audit. †¦ Taxes Are the People’s Money Nevada News Digest†¦Sept.21-22, 2007 â€Å"Open Meetings Are the People’s Law†¦Many arguments are saying that the issue about tax is an issue manages only by the government agency . The secrecy within the issue of tax should be preserve, and that the people living in the state will not acquire any knowledge on how their taxes are determined. University System Regents have tackled some of these arguments; they conducted debate with their exclusive proclivity to privacy while there are about to spend millions of dollars obtain trough the taxes. The state should greatly criticize Open Meting Law and how this right to determine tax issues accompanied by Nevada Tax Commission behind closed door.† (â€Å"Taxes are for the People†, 2007) The application of Article X, Section 4 (1) can be seen in the article (Taxes are the People’s Money). The news states that â€Å"†¦ the people living in the State will not acquire any knowledge on how their taxes are determined†, which clearly shows the application of the constitution. The rate of taxation is determined by the United States and should be accepted by the State of Nevada without any further question or auditing. Article 10 Section 1 The Legislature may constitute agricultural and open-space real property having a greater value for another use than that for which it is being used, as a separate class for taxation purposes and may provide a separate uniform plan for appraisal and valuation of such property for assessment purposes. The Beginning Of The End  For Farmers Markets? By Bob Bennett Nevada News Digest†¦Sept.21-22, 2007 â€Å"In Reno farmer’s Markets are very popular, as well as elsewhere in the nation.   Yet they could be in danger of extinction if certain federal legislation is allowed to go unchecked.  The National Animal Identification System have raised their concern about the issue, currently a voluntary system run by the states, including Nevada, becoming mandatory with fines of up to $1,000 a day per animal per day plus criminal liability (as in Texas) should reports to the government fall even one day behind. While all of those factory farms in the place would all is able to limit their accountability by grouping all of their animals in lots based on its designated area, for all of those small farmers they are about to separate identification numbers †¦ and computer chips for each animal.  If a farmer has 12 chickens, twelve numbers would be needed.   Five cows would require five numbers.†Ã‚  (Bob Bebbett, 2007) Section 1 of Article VII can be seen in this issue of the Reno farmer’s market. The mandatory fine increase for agricultural property had been dictated and evaluated by the government.    A separate uniform plan had also been used in which every animal requires a separate identification number. Every animal should be reported to the government for the assessment of the property, that is agricultural properties more specifically, farm animals. Article XI  Ã‚  Ã‚  Ã‚   Section 6. Support of university and common schools by direct legislative appropriation; priority of appropriations. 1.   In addition to other means provided for the support and maintenance of said university and common schools, the legislature shall provide for their support and maintenance by direct legislative appropriation from the general fund, upon the presentation of budgets in the manner required by law. The Federal Education Budget The Nevada Observer August 1, 2005 â€Å"The U.S. Department of Education’s fiscal year (FY) 2006 budget provides $56 billion in education funding, up about one third since President Bush took office. Federal money coming to Nevada during FY 2006 will be about $439 million, up almost 69 percent from when Mr. Bush took office. Nevada’s state education budget has not kept pace. As much as $129 million will be used to help Nevada implement the reforms of NCLB. Special education grants will be more than $70 million and there will about $172 million for new Federal Student Loans†. (â€Å"The Federal Education Budget†, 2005) In this issue, $56 billion had been allotted for education and $129 million will be used by the State of Nevada. The government provided support for education that can be used in the maintenance of the school facilities and other important matters just as stated in Article XI Section 6 of the Nevada Constitution. It is the US Department of Education that evaluates the said budget. As stated in the constitution, the government will determine the amount for education and will be coming from general fund. Works Cited: Nevada Law Library.(2007).The Constitution of the State of Nevada. Retrieved September 23, 2007 from http://www.leg.state.nv.us/Const/NvConst.html Nevada Legislature.(2007).Nevada Law Library. Retrieved September 23, 2007 from http://www.leg.state.nv.us/law1.cfm The Nevada Observer.(2007). Nevada’s Online State News Journal. Retrieved September 23, 2007 from http://www.nevadaobserver.com/index.html Webster Univrsity.(2007).Sixth O.J. Robbery Suspect Released On Bail. Retrieved September 23, 2007from http://www.wftv.com/entertainment/14179988/detail.html?rss=orlcpsp=entertainment How to cite Nevada Constitution, Essay examples

All Stories Are Anansis free essay sample

With the prize money from the Hopwood Awards, Courlander took his first field trip to  Haiti, inspired by the writings of  William Buehler Seabrook. In 1939, he published his first book about Haitian life entitled  Haiti Singing. Over the next 30 years, he traveled to Haiti more than 20 times. His research focused on religious practices, African retentions, oral traditions,  folklore,  music, and dance. His book,  The Drum and the Hoe: Life and Lore of the Haitian People, published in 1960, became a classic text for the study of Haitian culture. Courlander also took numerous field trips to the  southern United States, recording  folk music  in the 1940s and 1950s. From 1947–1960, he served as a general editor of  Ethnic Folkways Library(he actually devised the label name) and recorded more than 30 albums of music from different cultures (e. g. , the cultures of  Indonesia,  Ethiopia,  West Africa, Haiti, and  Cuba). In 1950, he also did field recordings in  Alabama  later transcribed by  John Benson Brooks. In the 1960s, Courlander began a series of field trips to the  American Southwest  to study the oral literature and culture of the  Hopi Indians. His collection of folk tales,  People of the Short Blue Corn: Tales and Legends of the Hopi Indians, was issued in 1970 and was quickly recognized as an indispensable work in the study of oral literature. From 1942-43, during  World War II, Harold Courlander served as a historian for the  Air Transport Command  for the  Douglas Aircraft  Project 19 in Gura,  Eritrea. Courlander then worked as a writer and editor for the  Office of War Information  in  New York  and  Bombay,  India, from 1943-46. From 1946 until 1956, he worked as a news writer and news analyst for the  Voice of America  in New York City. He was an information specialist and speech writer for the  U. S. Mission to the United Nations  from 1956–1957. He was a writer and editor for  The United Nations Review  from 1957–1960. From 1960 until 1974, Courlander was African specialist, Caribbean specialist, feature writer, and senior news analyst for the Voice of America in  Washington, D. C.. Always sympathetic to the plight of animals, Courlander, in his later years would write with his rescued, mixed  German Shepherd  dog, Sandy, at his side. Even in the 1990s, Courlander still used the same  Royal typewriter  he had purchased in the 1940s. Courlander never learned  typing  as they teach it in school and always typed his manuscripts using two fingers. Summary: Once there were no stories in the world. The Sky-God, Nyame,  had them  all. Anansi  went  to  Nyame and  asked  how much they would cost to buy. Nyame set a high price: Anansi must bring back Onini the Python, Osebo the Leopard, the Mmoboro Hornets. Anansi  set  about  capturing  these. First  he  went  to catch the hornets, Anansi filled a calabash with water and poured some over him and some over the nest, calling out that it was raining. He suggested the hornets get into the empty calabash and, when they obliged, quickly sealed the opening. Then, he went to where Python lived and debated out loud whether  Python  was really longer than the  bamboo  poleor  not  as  his  wife  also  says. Python  overheard  and,  when Anansi explained the  debate, agreed to lie  along the bamboopole. Because  he  cannot  easily  make  himself  completelystraight  a  true  impression  of  his  actual  length  isdifficult  to  obtain,  so  Python  agreed  to  be  tied  to  thepole. When he was completely tied, Anansi took him to Nyame. To catch the leopard, Anansi dug a deep hole in the ground. When the leopard fell in  the hole Anansi offered to help him out with a strong rope. He made the leopard dizzy and once the leopard was out of the hole, Anansi tied him up and was carried away. To catch the fairy he made a doll and covered it with sticky gum. He placed the doll under the odum tree where the fairies play and put some yam in a bowl in front of it. When the fairy came and ate the yam she thanked the doll which of course did not reply. Annoyed at its bad manners she struck it, first with one hand then the other. Anansi captured her. Anansi handed his captives over to Nyame who rewards him with the stories, which now become known as Anansi stories or Anansesem. And that is why, in parts of Africa, the people love to tell, and love to hear, the stories they call spider stories. And now, you have heard one too. Insights When one is very determined, nothing is impossible. -since Anansi really wanted the own the all the stories in the world, he did everything he must to acquire his wish. Strength is not measured by size. -Anansi was just a small spider but he have conquered animals bigger than he. There are two kinds of people on earth: The tricksters and  the ones who are tricked. Relation to Life In  life,  when  we  really  wanted  something  else,  we  do everything we could to acquire what we longed for. We got to focus ourselves to the bright side. Like Anansi, we try to conquer every obstacle we face and in the end, achieve what we really wished for. Comprehension: C1. Answer the following questions: 1. Who owned the stories in the beginning? Ans. In the beginning, all tales and stories belonged to Nyame, the sky god. 2. Who wanted to own them later? Ans. Kwaku Anansi, the spider wanted to own the stories later. 3. What was the price to be paid to own all the stories in the world? Ans. Nyame set a high price: Anansi must bring back Onini the Python, Osebo the Leopard, the Mmoboro Hornets. 4. Did Anansi agree to pay the price? Ans. Yes. Anansi agreed to pay the price. 5. Why did Anansi pour water on himself and over the Hornets? Ans. To catch the hornets, Anansi filled a calabash with water and poured some over a banana leaf he held over his head and some over the nest, calling out that it was raining. 6. What did Anansi capture in the Hornets? Ans. Anansi captured a group of large wasp. 7. What dispute did the spider have with his wife? Ans. The Spider went near the python and talked to himself that his wife was stupid and said that he was longer and stronger, shorter and weaker. This seemed strange to the python. At last the Spider told that he had a dispute with his wife who said that python was shorter and weaker than the bamboo pole. 8. What suggestion did Onini give to find out the truth about his length? Ans. Onini told that it was useless and silly to argue and Spider could find out the truth by bringing the pole and measuring it. . Why did Anansi tie Onini at the one end of the pole? Ans. The Spider tied Onini so that he shouldn’t slip. So he tied the head to the pole. He tied the tail to the pole. He made it not to move. 10. Where and why did Anansi dig a pit? Ans. He went to the forest and dug a deep pit where the leopard was accustomed to walk. He wanted to catch leopard. 11. Why did Anansi bend a tall green t ree over a pit? Ans. He bent a tall tree toward the ground so that its top was over the pit and he tied it that way. 12. Why did the sky god offer Anansi all the stories? Ans. The Sky god told Anansi that great warriors and the chiefs had tried but they had been unable to do it. They did not get hornets, python and the leopard but the spider brought all these three so the Sky God offered Anansi all the stories. 13. Why should anyone acknowledge before telling a story? Ans. Because that story is certainly Anansi’s tail. C2 – Answer the following Questions: 1. Describe how Anansi captured the Hornets for the Sky God? Ans. Once there were no stories in the world. The Sky-God, Nyame,  had them  all. Anansi  went  to  Nyame and  asked  how much they would cost to buy. Nyame set a high price: Anansi must bring back Onini the Python, Osebo the Leopard, the Mmoboro Hornets. Anansi  set  about  capturing  these. First  he  went  to catch the hornets, Anansi filled a calabash with water and poured some over him and some over the nest, calling out that it was raining. He suggested the hornets get into the empty calabash and, when they obliged, quickly sealed the opening. 2. Explain how the python got trapped? Ans. Once there were no stories in the world. The Sky-God, Nyame, had them all. Anansi went to Nyame and asked how much they would cost to buy. Nyame set a high price: Anansi must bring back Onini the Python, Osebo the Leopard, the Mmoboro Hornets, and Mmoatia, the invisible Fairy. He went to where Python lived and debated out loud whether Python was really longer than the palm branch or not as his wife says. Python overheard and, when Anansi explained the debate, agreed to lie along the palm branch. Because he cannot easily make himself completely straight a true impression of his actual length is difficult to obtain, so Python agreed to be tied to the branch. When he was completely tied, Anansi took him to Nyame. 3. What method did the Spider Kwaku Anansi adopt to get the leopard as a price demanded for the ownership of all tales and stories of the world? Ans. To catch the leopard, Anansi dug a deep hole in the ground. When the leopard fell in the hole, Anansi offered to help him out with his webs. Once the leopard was out of the hole, though he was bound in Anansis webs and was carried away. C3 –Discuss the points and justify your answer. Ans. The spider achieved the impossible by using wisdom and knowledge. He used various methods to capture the Hornets, the Python and the Leopard because it was not possible for great Warriors and Chiefs. Anansi was successful in his attempt because of using skill and intelligence and became the owner of all stories that are told. To Anansi all these tales belong. Let us see what he did: First  he  went  to catch the hornets, Anansi filled a calabash with water and poured some over him and some over the nest, calling out that it was raining. He suggested the hornets get into the empty calabash and, when they obliged, quickly sealed the opening. He went to where Python lived and debated out loud whether Python was really longer than the palm branch or not as his wife says. Python overheard and, when Anansi explained the debate, agreed to lie along the palm branch. Because he cannot easily make himself completely straight a true impression of his actual length is difficult to obtain, so Python agreed to be tied to the branch. When he was completely tied, Anansi took him to Nyame. To catch the leopard, Anansi dug a deep hole in the ground. When the leopard fell in the hole, Anansi offered to help him out with his webs. Once the leopard was out of the hole, though he was bound in Anansis webs and was carried away. Language Activity – See Page No 115 – 119. Writing Activity Ans. Around the 17th or 18th century, a stout rigid stick took over from the  sword  as an essential part of the European gentlemans  wardrobe, used primarily as a walking stick. In addition to its value as a decorative accessory, it also continued to fulfill some of the function of the sword as a weapon. The standard cane was  rattan  with a rounded metal grip. A  walking stick  is a device used by many people to facilitate  balancing  while  walking. Walking sticks come in many shapes and sizes, and can be sought by collectors. Some kinds of walking stick may be used by people with disabilities as a  crutch. The walking stick has also historically been known to be used as a  defensive  or  offensive  weapon, and may conceal a  knife  or  sword  as in a  swordstick. Walking sticks, also known as  trekking poles,  pilgrims staffs, hiking poles or hiking sticks, are used by  hikers  for a wide variety of purposes: to clear spider, or part thick  bushes  or  grass  obscuring the trail; as a support when going uphill or a brake when going downhill; as a balance point when crossing streams, swamps or other rough terrain; to feel for obstacles in the path; to test  mud  and  puddles  for depth; and as a defense against wild animals. A walking stick can be improvised from nearby felled wood. More ornate sticks are made for avid hikers, and are often adorned with small trinkets or  medallions  depicting conquered territory. Wood walking sticks are used for outdoor sports, healthy upper body exercise and even club, department and family memorials. They can be individually handcrafted from a

Media Planning Essay Example

Media Planning Essay â€Å"Whoever controls the media controls the culture. † – ALLEN GINSBERG, POET â€Å"Information is the oxygen of the modern age. † – RONALD REAGAN, US PRESIDENT Media Today â€Å"Your TV is ringing. † Maybe you saw the Verizon ad that shows a cellphone with a TV attached to it—pointing out that you can talk on the phone and watch TV at the same time, on one piece of equipment. If you saw it, you might have said, â€Å"cool,† or â€Å"I want that,† or â€Å"what a ridiculous thing to do. † But Verizon could have gone further. The ad could have pointed out that some of the company’s cellphones also let you watch movies, play video games, download and listen to music, and read a newspaper or magazine. It’s an exciting time to study mass communication. None of the activities described above could have been attempted on a cellphone (call it a mobile device) just a few years ago. They raise questions about the impact that these and other technologies will have on us, our society, and the content of TV, movies, video games, music, newspapers, magazines, and movie companies. In fact, the transformations are so great that you have the opportunity to know more than conventional experts, to challenge traditional thinking, and to encourage fresh public discussions about media and society. Consider the mass media menu that Americans have today. Instead of three or four TV channels, most Americans receive more than fifty and a substantial number receive one hundred and fifty and more. Radio in urban areas delivers dozens of stations; satellite radio brings in hundreds more, and music streaming on the Web—sometimes called Internet radio—is carried out by countless broadcast and non-broadcast entities. We will write a custom essay sample on Media Planning specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Media Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Media Planning specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The advent of home computers, VCRs, CD players, DVDs, and DBS has brought far more channels of sights and sounds into people’s lives than ever before. So has the Internet and the World Wide Web, the computer network that Americans use to interact with information, news and entertainment from all over the nation and the world. Research indicates that Americans typically spend an enormous amount of time with mass media. 1 Think about your own media habits. How close do you come to the average 32 hours a week (about 4. hours a day) of television that Americans view on the traditional TV set as well as online? What about radio? Studies suggest that Americans listen to around 15 hours a week of radio in the regular broadcast mode, via satellite channels or from their online feeds. Do you do that, or do you instead listen to recorded music on your iPod or on your MP3 or CD player? Studies show that Americans spend an average of about 3. 5 hours a week with recorded music, but colleg e students undoubtedly do more of it. And what about your time reading books, newspapers and magazines? Data show that on average Americans spend about 8 hours a week with one or another of these, both their printed versions and their websites. Just a few years ago, media such as television, radio, books and newspapers seemed pretty separate. It was clear what content from each medium looked or sounded like, and it would have been foolish to suggest that newspaper articles and television programs would show up on the same channel. Today, with the rise of new computer technologies that we will explain in the coming pages, this â€Å"foolishness† is exactly what has happened. The access people have on the Internet to content from different types of media is part of a process called convergence. Convergence takes place when content that has traditionally been confined to one medium appears on multiple media channels. The media of mass communication, then, are an integral part of our lives, occurring in a wide variety of settings. In this chapter, we will explore and define communication, media, and culture, and we will consider how the relationships among them affect us and the world in which we live. We will also consider why the term mass communication remains relevant in the twenty-first century, contrary to what some writers say. In fact, the changes taking place in the media system actually make a rethought and redefined version of the term more important than ever. U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Varieties of Communication onvergence when content that has traditionally been confined to one medium appears on multiple media channels audience fragmentation the process of dividing audience members into segments based on background and lifestyle in order to send them messages targeted to their specific characteristics mass production process the industrial process that creates the potential for reaching millions, even billions, of diverse, anonymous people at around the same time industrial nature what distinguishes mass communication from other forms of communication is the industrialized—or mass production—process that is involved in creating the message material. This industrial process creates the potential for reaching billions of diverse, anonymous people simultaneously. The traditional notion of the audience as a large mass of anonymous individuals has given way beneath the fragmenting of audiences to reveal smaller, specially targeted media audiences made up of individuals who are segmented by any number of characteristics. To understand why some writers suggest that the term mass communication doesn’t connect to what’s going on in today’s world, we have to look at how the term has traditionally been used. Over the past one hundred years, people who wrote about mass communication tended to relate it to the size of the audience. That made a lot of sense back then. From the mid-nineteenth century onward, new technologies such as high-speed newspaper presses, radio, movies, and television provided access to the huge â€Å"masses† of people. Not only were those audiences very large, they were dispersed geographically, quite diverse (that is, made up of different types of people), and typically anonymous to the companies that created the material. The essential reason newspapers, radio, television, and other such media were considered different from other means of communication had to do with the size and composition of the audience. This perspective on mass communication worked very well until the past couple of decades when the key aspects of the traditional definition of mass communication as reaching huge, diverse groups no longer fit. The reason is that the arrival of media channels—including the growing number of radio and TV stations, the rise of the VCR, the multiplication of cable networks, and the rise of the Web— led to audience fragmentation (see Figure 1. 1). That is, as people watched or read these new channels, there were fewer people using any one of them. Because these new media channels do not necessarily individually reach large numbers of people—the â€Å"masses†Ã¢â‚¬â€some writers suggested that we can abandon the term mass communication. However, the view in this book is that mass communication is still a critically important part of society. In our view, what really separates mass communication from other forms of communication is not the size of the audience—it can be large or small. Rather, what makes mass communication special is the way the content of the communication message is created. Mass communication is carried out by organizations working together in industries to produce and circulate a wide range of content—from entertainment to news to educational materials. It is this industrial, mass production process that creates the potential for reaching millions, even billions, of diverse, anonymous people at around the same time (say, through televising the Olympic games). And it is the industrial nature of the process—for example, the various companies that work together within the television or Internet industries—that makes mass communication different from other forms of communication even when 6 U N D E R S T A N D I N G M A S S M E D I A Figure 1. 1 Audience Fragmentation The arrival of the diverse Media channel A array of media channels has had a fragmenting effect on audiences—as audience members move to watch, read, or listen to a new channel, fewer people use any single channel. Media channel B Media channel E Media channel C Media channel F Media channel D C Media channel G C the audience is relatively small and even one-to-one. To help you understand how mass communication relates to other forms of communication, let’s take a closer look. Communication Defined Different types of communication are a basic feature of human life. In general, the word communication refers to people interacting in ways that at least one of the parties involved understands as messages. What are messages? Messages are collections of symbols that appear purposefully organized (meaningful) to those sending or receiving them. Think about the many ways that you signal to others what you want to do or how much you care about them. The signals are often verbal but they can also be through body language. When Jane shouts excitedly to her friend Jack and leaps with joy into his arms after she wins a tennis match, that’s a form of communication. It’s likely that Jack, whose arms she almost broke, realizes that she wants to tell him something. People who study communication would typically call the interaction just described interpersonal communication, a form that involves two or three individuals signaling to each other using their voices, facial and hand gestures, and other signs (even clothes) that they use to convey meaning. When you talk to your parents about your coursework, discuss a recent movie over dinner with friends, or converse with your professor during her office hours, you are participating in the interpersonal form of communication. ommunication refers to people interacting in ways that at least one of the parties involved understands as messages messages collections of symbols that appear purposefully organized (meaningful) to those sending or receiving them interpersonal communication a form of communication that involves two or three individuals signaling to each other using their voices, facial, and hand gestures, and other signs (even clothes) that they use to convey meaning 7 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Mediated Interpersonal Communication Breakdown When tragedy strikes, it is not unusual for people to lose their sense of security in the world—at least temporarily. Yet large-scale crises may also prompt people to lose faith in the communication systems that they have come to depend on for information. During the September 11, 2001 terrorist attacks on the World Trade Center and the Pentagon, many media channels were inaccessible. Phone lines were jammed for hours, and some local radio and television stations were knocked off the air. In addition, a number of websites crashed while others failed to provide information about the attacks, leading one reporter to declare that â€Å"the Internet failed miserably. † In 2007 during the shooting rampage at Virginia Tech, dis, cussions resurfaced about communication during crises. This time, however, the focus was not on the technology but on the way people were using it, particularly new media formats such as mobile devices, blogs, and social networking sites. C U L T U R E T O D A Y As the attacks unfolded, many students used their Facebook and MySpace pages to let family and friends know they were okay. In fact, science reporter Alan Boyle remarked that â€Å"the media methods employed during [the] crisis broke new ground—and undoubtedly saved lives in the process. Others, meanwhile, questioned why Virginia Tech authorities did not take advantage of communication technologies to immediately alert members of the campus community that they were in danger. Andrew Kantor, a technology reporter for USA Today, saw this event and its aftermath as evidence that people have yet to adapt fully to new types of communication. Sources: Alan Boyle, â€Å"How Smart Mobs Coped with a Massacre, † MSNBC, accessed on 6/11/07, http://www. msnbc. msn. com/ id/18184075/; Andrew Kantor, â€Å"Virginia Tech Tragedy Highlights Differences between Old, New Media, USA Today, accessed on † 6/11/07, www. usatoday. com; Jen Muehlbauer, â€Å"Reporting the Unthinkable, The Industry Standard’s Media Grok, accessed on † 9/12/01, http://www. nettime. rg/Lists-Archives/nettime-bold-0109/ msg00273. html. mediated interpersonal communication a specialized type of interpersonal communication that is assisted by a device, such as a pen or pencil, a computer, or a telephone intrapersonal communication an individual â€Å"talking† to himself or herself small group communication communication among three or more individuals organizational communication the interactions of individuals in a formal working environment Mediated interpersonal communication, which is a specialized type of interpersonal communication, can be described as interpersonal communication that is assisted by a device, such as a pen, a computer, or a telephone. When you write a thank you note to your grandmother, send an email to your graduate teaching assistant, or call a friend on the phone, you are participating in the mediated form of interpersonal communication. In this form of communication, the people you are interacting with can’t touch you and you can’t touch them. You might even be thousands of miles from each other. The technology—the pen and paper, the computer, the telephone—becomes the vehicle (the medium) that allows you to interact with them. Communication scholars also differentiate among other forms of communication. Some write about intrapersonal communication, which involves an individual â€Å"talking† to himself or herself—for example, an internal â€Å"conversation† that weighs the pros and cons of a decision. Other researchers write about small group communication, organizational communication, or public communication. Small group communication involves communication among three or more individuals. Think of the deliberations of five friends who get together to plan a ski trip. Organizational communication involves the interaction of individuals in a formal working environment. When an executive sends messages down the chain of command, this is a form of orga- 8 U N D E R S T A N D I N G M A S S M E D I A nizational communication. Public communication involves one person who speaks to a large number of people—for instance, a professor speaking to students, or a candidate for public office talking to a crowd at a rally. Note that hese forms of communication can each take place interpersonally or they can be mediated. A group planning a ski group can meet face-to-face or can interact through email. The boss could talk to her department heads in her office, or leave a message on their phone mail system. A professor can talk in front of the class, or leave a video of himself or herself for the students to watch. While the types of communication described above have their differences, they have a central similarity: they involve messages. Seven major elements are involved in every interaction that involves messages. These elements are the source, encoder, transmitter, channel, decoder, receiver, and feedback. Let’s take them one at a time. In communication, the source is the originator of a message. public communication one person who speaks to a large number of people Source The source is the originator of the message. The source may be a person (when Jane speaks to Jack), or several people (a choir singing). But the source can also be an organization. For example, suppose you receive a notice in your mailbox from your bank. While individuals who work there created and sent the notice, from your standpoint, â€Å"the bank† was the source of the message. The source may or may not have knowledge about the intended receiver of the message, but it does have a thought or idea to transmit to some other person or organization. Encoding Encoding is the process by which the source translates the thoughts and ideas so that they can be perceived by the human senses—these are primarily sight and sound, but may also include smell, taste, and touch. A source creates or encodes a message in anticipation of its transmission to a receiver. When the source is an individual, the encoding goes on in the individual’s brain. When the source is an organization, encoding takes place when people in the organization create messages. Transmitting The transmitter performs the physical activity of actually sending out the message. Picture an employee apologizing to a supervisor for taking an unauthorized day off from work. The employee’s vocal cords and face muscles— in fact, his entire body—will be involved in the transmission of the words, tone, and physical movements that the supervisor standing in front of him will understand as meaningful. Now, picture this same employee apologizing to his supervisor, not in person, but over the phone. In this case, a second type of transmitter operates along with the vocal cords. That second transmitter is the telephone, which turns sound waves from the vocal cords into electrical impulses that can travel across the phone lines. The telephone is an example of a mediating technology, or medium, of communication. A medium is part of a technical system that helps in the transmission, ource the originator of the message which may be a person, several people or an organization encoding the process by which the source translates the thoughts and ideas so that they can be perceived by the human senses— primarily sight and sound, but may also include smell, taste, and touch transmitter performs the physical activity of distributing the message medium part of a technical system that helps in the transmission, distribution, or reception of messages 9 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A 1 The source encodes a message using the brain and transmits it through the air waves (a medium) using parts of the body (vocal cords, facial muscles). 2 The receiver hears the source’s voice, decodes the message using the senses, and prepares to encode an answer. This process of responding is called interpersonal feedback. The message travels through the air (the channel ) to reach the other person (the receiver ). 6 The former source is now the receiver. The receiver decodes the message and prepares to encode an answer (more interpersonal feedback ). In this way the interpersonal communication episode continues. 5 4 The receiver encodes a response using the brain and transmits it (the feedback) using pa rts of the body. When transmitting, the receiver becomes a source. The message travels through the air (the channel ) to reach the other person. Figure 1. 2 A Model of Interpersonal Communication In this model of interpersonal communication, information moves from a starting point at the source, through the transmitter, via the channel, to the receiver for decoding. channels the pathways through which the transmitter sends all features of the message, whether they involve sight, sound, smell, or touch distribution, or reception of messages. It helps communication take place when senders and receivers are not face-to-face. The Internet is an example of a medium, as are the radio, CD, television, and DVD. (Note that the term medium is singular; it refers to one technological vehicle for communication. The plural is media. ) Channel All communication, whether mediated or not, takes place through channels. Channels are the pathways through which the transmitter sends all features of the message, whether they involve sight, sound, smell, or touch. When a man on the street walks up to you and shouts at you in a way that you can hardly understand, the channel is the air through which the sound waves move from the man’s vocal cords. If your roommate yells at you through the phone, two channels are at work: one channel is the air that vibrates the phone mechanism, and the other is the wire through which the electrical impulses move toward you. Decoding Before a receiver can hear (and make sense of) a source’s message, the transmitted impulses must be converted to signs that the brain can perceive as meaningful. Decoding is the way in which this is done. It is the reverse of the encoding process—it is the process by which the receiver translates the source’s thoughts and ideas so that they have meaning. In the case of the interpersonal communication, the decoder is biological: the brain is the decoder. When the telephone is involved, the electrical impulses that traveled through the phone lines must be decoded into sound waves before they can be decoded by the brain. In fact, all media require this sort of decoding. When you play music on an MP3 player or iPod, it decodes the impulses that have been laid down on the disk so that you can hear the tunes. Similarly, the television is the decoding the process by which the receiver translates the source’s thoughts and ideas so that they have meaning 10 U N D E R S T A N D I N G M A S S M E D I A The source (a person) encodes a message using the brain and transmits it through the telephone (a medium) using parts of the body (vocal cords, facial muscles). The phone enco des the message as electrical signals. 2 The message travels through the air, phone, and phone lines (the media channels) to reach the other person (the receiver). 3 The phone (a receiver medium) rings. A human receiver (a person) answers the phone. The phone decodes the electrical transmission into sound, and the human receiver decodes the human source’s message using the senses and prepares to encode an answer. This process of responding is called interpersonal feedback. 6 The former source is now the receiver. The receiver (a person) decodes the message and prepares to encode an answer (more interpersonal feedback). In this way the mediated interpersonal communication episode continues. 5 4 The receiver (a person) encodes a response using the brain and transmits it (the feedback) using parts of the body and the phone. When transmitting, the receiver becomes a source. The message travels through the air, phone, and phone lines (the media channels) to reach the other person. Figure 1. 3 decoder that takes the electrical impulses from the air or cable and converts them into the programs you watch. A Model of Mediated Interpersonal Communication In this model of mediated interpersonal communication, information moves from a starting point to a source, who encodes a message. The message is transmitted through channels to the receiver, who decodes the message. receiver the person or organization that gets the message feedback when the receiver responds to the message with what the sender perceives as a message Receiver As suggested above, the receiver is the person or organization that gets the message. Sometimes the source’s message will reach its intended receiver; sometimes it reaches another receiver altogether. But even if someone other than the intended receiver receives the message, communication has still taken place. Say, for example, that you assume that your friend Brad is in the next room and, as a result, you shout your opinion about his new girlfriend, Keiko. Even if it turns out that Brad wasn’t in the next room at all and did not hear (receive) the message you sent him, but instead his girlfriend, Keiko, was in the next room, the episode can still be considered interpersonal communication: your message was encoded, transmitted via your vocal cords, sent through the channel of the air, decoded by the receiver (although not the one you intended), and received. Feedback Feedback occurs when the receiver responds to the message with what the sender perceives as a message. When Keiko, your friend’s girlfriend, tells you, â€Å"I never knew you felt that way about me, you jerk,† that is feedback. In fact, this sort of feedback continues the interpersonal communication process. As Figure 1. shows, two people continue their communication by continually receiving and responding to each other’s messages. The same thing happens with mediated interpersonal communication, as shown in Figure 1. 3. The communication â€Å" episode† 11 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A between the two ends when one of them sends no more feedback to the other (the person walks away, the parties hang up the phone). Feedback doesn’t always take place immediately, especially in mediated interpersonal communication. Say you send your friend an email. Keiko reads it, gets embarrassed by something you wrote and decides to write you a reply. You read the note and then, after thinking about it for a day, write back directly to her. Her email and your response are examples of delayed feedback. noise is an environmental, mechanical, and semantic sound in the communication situation that interferes with the delivery of the message. Environmental noise comes from the setting where the source and receiver are communicating. Mechanical noise comes from the medium through which the communication is taking place. Semantic noise involves language that one or more of the participants doesn’t understand. Noise Noise is an environmental, mechanical, and semantic sound in the communication situation that interferes with the delivery of the message. Environmental noise comes from the setting where the source and receiver are communicating. In an interpersonal communication situation, Ahmed, the source, may be at a cricket match trying to talk on the phone, and Sally, the receiver, might be at an auction where people are screaming bids. Mechanical noise comes from the medium through which the communication is taking place. Say there is static on the phone—that would be mechanical noise that would add to the environmental noise. Semantic noise involves language that one or more of the participants doesn’t understand. Let’s say Ahmed tells Sally that â€Å"the bowler attempted a bouncer that turned into a beamer. † Even when Ahmed repeats the words three times through the environmental and mechanical noise so that she hears them, Sally has no idea what Ahmed is talking about, since she knows little about the sport of cricket. From Communication to Mass Communication One way to understand mass communication is to show its similarities to and differences from other forms of communication. One similarity is that mass communication takes place through media. Small groups can come together in virtual chat rooms that are connected by wired networks, organizations can connect their far-flung employees via video conference facilities that are linked through cables and satellites, and professors who deliver public lectures can record them for projection from a computer server to different classes at different times. In other words, the channels used in mediated forms of interpersonal, group, organizational and public communication are sometimes similar to those used in mass communication. Yet another similarity between these other forms of communication and mass communication is that we can describe mass communication using the same terms of source, encoder, transmitter, channel, decoder, receiver, feedback, and noise that are shown in Table 1. 1. But here is also where we begin to see differences. The most important differences relate to the source of the message, its transmitter and the way feedback takes place. Differences in the Source In the other forms of communication we’ve discussed, individuals are the source of the message that scholars study. In mass communication, by contrast, complex organizations, often companies, take responsibility for the activity. The source is an organization such as a company, not a single person. To get a strong grasp of the difference, think of Jon Stewart delivering his version of the news on Comedy Central’s The Daily Show. If Jon were in the same room as you telling you about what he just read in the paper, that would be a clear case of interpersonal communication and Stewart would be a source. If your friend were to record that conversation on his video camera and his brother were to watch 12 U N D E R S T A N D I N G M A S S M E D I A Ta b l e 1 . 1 Differences in Types of Communication Interpersonal Communication Message Source Encoding Uses all the senses An individual By an individual’s brain Mediated Interpersonal Communication Typically verbal and/or visual An individual By an individual’s brain and technology The air, technology A few or many individuals in the same location By technology and an individual’s brain Immediate or delayed; generally direct Mass Communication Typically verbal and/or visual One or more organizations By an organization and technology The air, technology Typically, many people in different locations By technology and an individual’s brain Immediate or delayed; generally indirect Environmental, mechanical, and semantic, sometimes caused by organizations Channel Receiver The air A few individuals in the same location By an individual’s brain Decoding Feedback Immediate and direct Noise Environmental, mechanical, and semantic Environmental, mechanical, and semantic, with environmental sometimes caused by organizations the video of Jon talking about the news, that is an example of mediated interpersonal communication where Jon is still the source. The difference between these two examples of the source and Jon’s appearance on The Daily Show is that behind Stewart is an organization that is creating the news satire for him to present. Sure, Jon is reading the messages, and so it may seem that he should be called â€Å"the source. † But employees of The Daily Show helped him write his script, produced and edited the videos he introduces, and prepared his set for the broadcast. Moreover, the photos and clips he satirizes sometimes come from news firms, such as ABC News. So Jon is really just the most visible representative of an organizational source. Differences in Transmission The critical role of organizations in mass communication compared to other communication forms also shows up in the transmission of the message. In interpersonal, small group, and public communication, an individual sender or a committee takes responsibility for transmittingthe message—perhaps using microphones when speaking to a crowd or telephones when speaking at a distance. In mass communication, however, transmission is too complex to be accomplished by an indi- Mediated forms of interpersonal, group, organizational, and public communication may use channels similar to those used in mass communication. 13 U N D E R S T A N D I N G T H E N A T U R E O F M A S S M E D I A Jon Stewart, host of The Daily Show, isn’t a oneman band. It takes the entire Comedy Central organization—writers, producers, engineers, stage managers, sound technicians, camera people (to name a few)—to create each evening’s program. Stewart is the most visible representative of the organizational source that creates The Daily Show. vidual or even a few people. That is because transmission involves distributing the material to several locations and presenting the material (that is, exhibiting it) at those locations. Instead of a few individuals, a number of organizations (usually large ones) are typically involved in the process. Think of our Daily Show example again. When Jon reads the script on The Daily Show, his vocal cords transmit the words into a microphone; the air and electric current ar

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This essay will then go on to consider the signs and symptoms of the condition and its effects on Carol now and in the future. Next the complications of diabetes in general and during pregnancy will be discussed, considering the effects on Carol and her unborn child. The effects of type 1 diabetes on the developing embryo, foetus and mother will be addressed. Finally, the hereditary link for type 1 diabetes will be considered and the essay will then be concluded. Epidemiology Diabetes mellitus is a growing global and public health problem. The World Health Organisation (2006, p1) estimates that the problem could escalate to an estimated three hundred million people by 2025. It is thought that approximately one and a half million people in the United Kingdom have diabetes mellitus. Type 1 accounts for approximately twenty percent of cases of diabetes mellitus. Type 2 diabetes accounts for more than eighty percent of cases with more than one million people diagnosed in the United Kingdom (Burden, 2003, pp30-32). The aetiology and physiology of type 1 diabetes mellitus This section focuses on the causes of disease and the biological aspects of diabetes mellitus. As mentioned type 1 diabetes results from the complete absence of the hormone insulin that is involved in glucose metabolism. It is thought that it is an autoimmune disease in which the bodys immune system attacks and destroys the beta cells in the islets of Langerhans that are embedded in the tissues of the pancreas (See diagram 1). Diagram 1, this shows the islets of Langerhans that are deeply embedded with the tissues of the exocrine pancreas (http://cal.man.ac.uk/student_projects/2000/mnby7lc2/pancreas.htm). Diagram 1 The pancreas has two functions the exocrine cells produce digestive fluids and the endocrine cells produce hormones. It is the endocrine insulin producing beta cells that are important in the role of diabetes mellitus. The beta cells (see diagram 2) make insulin and when the body’s immune system attacks it results in the destruction of these cells. As the cells die insulin production stops and the consequences of this are impairment in function of, and damage to many of the organs in the body. Diagram 2 shows the insulin producing beta cells that are found in the islets of Langerhans (http://cal.man.ac.uk/student_projects/2000/mnby7lc2/pancreas.htm). Diagram 2 It is not known exactly what triggers this immune attack, but susceptibility to the disease might be inherited. The autoimmune attack may be triggered by reaction to a virus infection. The attack is thought to be carried out by the T cells of the immune system (Waugh and Grant, 2001, p234). In Diabetes mellitus there is too much glucose in the blood. When carbohydrates are eaten they are broken down into glucose. This process is known as gluconeogenesis and occurs in the liver and kidneys. The level of glucose in the blood is regulated by the naturally occurring hormone insulin. Insulin promotes transport and entry of glucose into the body’s cell and tissues. Glucose is essential to the production of energy within the cells and without it cellular death will occur (Tortora and Grabowski, 2003, p627). Signs and symptoms of type 1 diabetes mellitus This section will examine the signs and symptoms that Carol would have exhibited before diagnosis and during the course of the condition. The initial clinical indication of untreated diabetes relates to elevated blood sugar levels, and loss of glucose in the urine. When there are excessive amounts of glucose in the urine, water is taken out of the body in large amounts by the process of osmosis (Waugh and Grant, 2001, p235). This results in polyuria (increased urine output) and that leads to dehydration. Dehydration causes polydipsia (increased thirst) leading to increased fluid consumption. The inability to utilise glucose energy eventually leads to weight loss despite excessive hunger (polyphagia). Dramatic weight loss would have been a clinical sign exhibited by Carol. Some patients also complain of fatigue, nausea and vomiting. Patients with diabetes are prone to developing infections of the bladder, skin, and vaginal areas; this is because hyperglycaemia can disrupt the action o f phagocytes that are help to fight infection. The immune system in diabetes sufferers is suppressed and this limits the body’s ability to resist invasion by bacteria or viruses. Fluctuations in blood glucose levels can lead to blurred vision and extremely elevated glucose levels can lead to lethargy. Diabetic ketoacidosis is a serious medical condition resulting from uncontrolled diabetes. Ketoacidosis is caused by lack of insulin and occurs when the body uses fat as an energy source and ketones build up in the blood. Ketoacidosis starts slowly and builds up to a life-threatening condition that can result in coma and possible death (Burden, 2003, pp30-32). Carol may have exhibited all or some of these symptoms when first diagnosed and she is exhibiting symptoms of weight loss, tiredness and mood changes at present. Debatably, this is because here blood glucose levels are uncontrolled due to her pregnancy. Having said this however, research has found that adolescents (in particularly girls) are not vigilant in all aspects of managing their condition. Having a certain level of hyperglycaemia will enable a person to eat, yet remain thin. In today’s society that is obsessed with thinness teenage girls might undertake such an action (Carson, 2000, pp36-37). Complications of diabetes mellitus in general and during pregnancy There are many long-term clinical complications of diabetes that affect various systems and organs of the body. Having diabetes mellitus increases the risk of developing irreversible microvascular or macrovascular disease. Microvascular diseases include retinopathy, nephropathy and neuropathy and macrovascular diseases include ischemic heart disease, stroke and peripheral vascular disease. These disease are all a result of poor glycaemic control (Donnelly et al., 2000, pp1062-1066). Diabetic retinal and renal disease will be discussed in more detail as pregnancy can result in further complications and poor pregnancy outcome. Diabetic retinopathy is an eye disease that can lead to blindness. The longer a person is diabetic, the higher the chances are of developing the condition. It is thought that prolonged periods of hyperglycaemia cause damage to the blood vessels in the retina at the back of the eye. Diabetic retinal disease can deteriorate during pregnancy and poor glycaemic control in the first trimester is associated with the progression of retinopathy (Hill, 2004, p40-44, Donnelly et al, 2000, pp1062-1066). Carol should have her retinas examined at the start of her pregnancy to establish if she has pre-existing retinopathy. If retinopathy is diagnosed than Carol will need to have regular eye tests to monitor the condition. Continuous good glycaemic control will stop the condition from progressing. Diabetic renal disease or nephropathy is again caused by hyperglycaemia resulting in damage to the capillaries in the kidneys. The kidneys are then unable to undertake filtration of amino acids and this leads to hypertensive disease. Women who have pre-existing nephropathy are at an increased risk of poorer pregnancy outcomes. This is because high blood pressure as a direct result of nephropathy can cause pre-eclampsia. This in turn can cause premature delivery and maternal death (Donnelly et al, 2000, pp1062-1066, Hill, 2004, pp40-44). It is important therefore, that Carol’s blood pressure is monitored throughout her pregnancy as hypertension is a sign of pre-eclampsia (Bewley, 2002, p50). Effects of type 1 diabetes on the developing embryo, foetus and mother It is suggested that type 1 diabetes mellitus in pregnancy puts the foetus and the developing baby at far greater risk than is imposed on the mother. Various, potentially damaging problems can arise from foetal reactions to maternal glucose levels. Therefore, if a mothers glucose levels are high, the foetus will have correspondingly high levels (Bewley, 2002, p51). If a mothers blood glucose levels are continuously high (hyperglycaemia) during the first-trimester there is an increased risk of congenital anomalies such as neural tube defects that include spina bifida, abnormalities of the heart and anatomical abnormalities of the bones (Confidential Enquiry into Maternal and Child Health, CEMACH, 2005, p37). Neural tube defects are major birth defects of a baby’s brain or spine. They happen when the neural tube (that later turns into the brain and spine) does not develop in a correct anatomical manner resulting in damage to the brain or spine (Tortora and Grabowski, 2003, p1073). This happens within the first few weeks that a woman is pregnant, often before a woman knows that she is pregnant. Another condition that is attributed to maternal diabetes is that of Polyhydramnios. This is the medical condition of too much amniotic fluid in the amniotic sac. Polyhydramnios is generally due to maternal diabetes and is thought to be caused by increased foetal urination. This is caused by the elevated amount of glucose in the mothers blood that cross the placenta and makes the blood of the foetus hyperglycaemic. This results in increased urine output from the foetus. In pregnancies affected by Polyhydramnios, approximately twenty percent of the neonates are born with a congenital anomaly of some type. There are a number of risks that are increased in polyhydramnios including cord prolapse, placental abruption and perinatal death (Pilu Nicolaides, 2006) Other adverse neonatal conditions that are attributed to maternal diabetes are neonatal mortality, premature birth, hypoglycaemia and an increased risk of respiratory distress syndrome (Bewley, 2002, p51). There is also an increased risk of macrosomia that can lead to an augmented possibility of shoulder dystocia and an assisted delivery. Macrosomia is related to maternal hyperglycaemia and is characterised by larger-than-normal birth weight in a newborn at over 4500 grams (10 pounds). High levels of glucose in the mothers blood readily pass through the placenta to the developing baby stimulating insulin production in the baby. Insulin is a potent growth hormone and so fat is deposited which can result in a large baby. This can cause shoulder dystocia and birth trauma because the baby will not easily fit through the birth canal. Postpartum, the newborn continues to produce excessive quantities of insulin that can result in the infant being hypoglycaemic.The mother has an increased pr evalence of pre-eclampsia, postpartum infection, postpartum bleeding, and caesarean section (Reece et al, 2004, p169) . It appears from the research indicated that Carol needs to have optimum glucose control for her own health and for that of her baby. Women with type 1 diabetes should have a pre-conception glucose level within normal limits that is an HbA1c of below 7 percent. The management of pregnancies complicated by pre-existing diabetes mellitus should begin prior to conception (Reece et al, 2004, pp481). However, at seventeen it is quite possible that Carol’s pregnancy was unplanned. Is type 1 diabetes mellitus hereditary? It is thought that there may be a genetic or inherited susceptibility to diabetes. If a parent has type 1 diabetes, the chance that their children will be affected is about twenty-five to forty percent. In the instance of type 1 diabetes various genes have been indentifyed that might predispose an individual to the disease. Therefore, it is suggested that this genetic mutation might incline an individual to diabetes. It is debated that a genetic element is not, in itself enough to cause autoimmunity. It is suggested that external influences such as a viral infection are thought to trigger the disorder. It can be said that type 1 diabetes is an immunological disease that has a genetic background cause (Littorin, 2001, pp1033-37). It is possible therefore, that Carol has inherited a genetic susceptibility to type 1 diabetes from her mother, but environmental factors might activate the actual disease. Conclusion Diabetes is an increasingly common disease that if not controlled can cause a number of disabling lasting complications that can have a destructive influence on both quality and quantity of life. Type 1 diabetes is thought to be an autoimmune disease that leads to the complete destruction of the insulin producing beta cells in the pancreas. Insulin is needed to help glucose enter the cells of the body. Glucose is required in the cells to produce energy for normal cell function. It is possible that there is an hereditary link that predisposes an individual to the condition. As Carol was diagnosed with type 1 diabetes mellitus at the age of seven and she has had difficulty in controlling her blood glucose levels, she is at an increased risk of developing diabetic complications. It appears that her pregnancy will also intensify the effects of some of the complications affecting both her own health and that of her baby. It is suggested that Carol needs to attain good glycaemic control for her own health and for the health of her baby. Bibliography Bewley C (2002) Diabetes in pregnancy. Nursing Standard, 16, 25, 47-52. Burden M (2003) Diabetes: signs, symptoms and making a diagnosis. Nursing Times, 99, 1, 30-32. Carson C (2000) Managing adolescents with type 1 diabetes. Nursing Times, 96, 45, 36-37 Confidential Enquiry into Maternal and Child Health: Pregnancy in Women with Type 1and Type 2 diabetes in 2002-03, England, Wales and Northern Ireland. London: CEMACH; 2005. Diagram 1 and Diagram 2 http://cal.man.ac.uk/student_projects/2000/mnby7lc2/pancreas.htm, date accessed 23/11/2006. Donnelly R, Emslie-Smith AM, Gardner ID and Morris AD (2000) Vascular complications of diabetes. British Medical Journal, 320, 1062-1066. Hill J (2004) Identifying and managing the complications of diabetes. Nursing Times, 100, 34, 40-44. Littorin B (2001) Family Characteristics and Life Events Before the Onset of Autoimmune Type 1 Diabetes in Young Adults: A nationwide study. Diabetes Care, 24, 1033-1037. Pilu G and Nicolaides KH (2006) The 18-23 week scan: Polyhydramnios. http://www.fetalmedicine.com/18-23scanbook/Chapter14/chap14-03.htm, date accessed 23/11/2006. Reece EA, Coustan DR and Gabbe SG (2004) Diabetes in Women: Adolescence, Pregnancy and Menopause. 3rd edition, Philadelphia, Lippincott Williams and Wilkins. Rosenbloom AL, Young RS, Joe JR and Winter WE (1999) Emerging Epidemic of Type 2 Diabetes in Youth. Diabetes Care, 22, (2), 345-354. Tortora GJ and Grabowski SR (2003) Principles of Anatomy and Physiology. 10th edition, New Jersey, John Wiley Sons, Inc. Waugh A and Grant A (2001) Ross and Wilson Anatomy and Physiology in Health and Illness. 9th edition, London, Churchill Livingstone. World Health Organisation (2006) Diabetes. Fact sheet NÂ °312, September 2006, http://www.who.int/mediacentre/factsheets/fs312/en/ date accessed 23/11/2006.

A Note Regarding Paul de Mans The Intention Structure of the Romantic Image :: Essays Papers

A Note Regarding Paul de Man's The Intention Structure of the Romantic Image In "The Intentional Structure of the Romantic Image," one encounters a piece of the twentieth-century discussion of the philosophical considerations of language. One can say that Paul de Man really takes the view of Romanticism akin to that of Martin Heidegger's view of poetry in general. Heidegger states that poetry must be a kind of "speaking being" or the creation of something "new" through language.(Note 1) Language itself stands upon itself in poetry according to Heidegger. De Man picks up the broad discussion of what language is with his discussion of the Romantic image. The main thesis of this essay lies in the difference between the everyday consciousness that one has of the concrete world and the consciousness which one achieves through the Romantic image. De Man says that these two functions of the consciousness differ and that the objects one finds in concrete nature are essentially different from those found in Romantic imagery. Paul de Man begins with a discussion of how the simile works in Romantic literature. In order to illustrate his point, he provides a simile from Holderlin. The English translation of this simile may be rendered in two ways according to helpful footnote on page 67. One may either translate, "Words will originate that are like flowers," or, "Words will have to originate in the same way that flowers originate." (Note 2) The latter rendering, that with which da Man concerns himself, provides a relationship between the origination of flowers and the origination of words. This simile relates something which is natural or found in nature, the origination of flowers, to something which does not have the same "objective" existence, the formation of words. This simile of words "originating like flowers" gives one an image which will not correspond to the "natural object," the flowers, as they exist in one's everyday experience of the world. One can take note of flowers blooming in a field, but one cannot sensibly see words blooming in a poem. In order to make his point clear, da Man discusses the difference between what he calls the natural object and the image. According to da Man, the natural object rests "safe in its immediate being." (Note 3) The concreteness of the natural object provides stability in its very being. The natural object does not need to be qualified in the same way that a word does.

Overcoming Prejudices and Self Acceptance-the Color Purple

Overcoming Prejudices for Self Acceptance Throughout Alice Walker’s novel, The Color Purple, the main character, Celie, reveals all of the hardships she has endured during her life. Celie confides in her younger sister, Nettie, and God to express the way she feels in certain situations. As the story progresses, Celie eventually finds her voice and breaks away from all the men who oppressed her during her life. For the duration of the novel, prejudice becomes a reoccurring theme. Not only does Celie struggle with the external prejudices of sexism and racism, but she also struggles with the internal prejudices toward herself.By using Celie’s struggles as an example, Walker teaches the reader that one must overcome prejudices in order to accept themselves. Sexism becomes one of the main external struggles throughout the novel. With the use of the name â€Å"Mr. __† for Celie’s husband, Albert, Walker shows the reader Celie’s growing resentment towards him. The use of this name â€Å"suggests fearful effacement of an identity too dangerous to reveal† (Heglar). She begins to show bitterness when she says, â€Å"I scurry bout, doing this, doing that. Mr. __ sit by the door gazing here and there† (Walker 43). Celie takes the traditional roll of caring for the house while Mr. _ sits by and tends to his own needs and not the needs of the family. Celie’s dislike towards him grows throughout the novel as he becomes more selfish. Sexism occurs again with the use of gender roles in Harpo and Sofia’s relationship. Sofia represents a strong woman who does not let men dominate her. She and Harpo struggle with these roles throughout the novel. Sophia takes on a more masculine roll and Celie describes their arguments as â€Å"fighting like two mens† (Walker 38). Harpo believes that he should beat Sofia because she does not act like Celie in the sense that she does not give in to his every command.Finally, the use of gender violence is passed down through the generations. Gerri Bates stated that â€Å"The act of gender violence is almost handed down from father to son† (97). When the conflicts between Sofia and Harpo begin, Mr. __ encourages Harpo to beat Sofia so that she will give in to his ways. He uses Celie as an example because she never fights back and remains very obedient. With the use of sexism throughout the novel, Walker shows the reader all of the struggles Celie faced during this time period and how she overcame them. Racism also becomes a major external struggle during this novel.During this time period, whites embodied the image of higher class citizens. Many of the women in this novel aspire to look like white women in order to become more sophisticated. The white women of this time period wore an array of bright and vibrant colors that stood out from the rest. Celie describes the barrier between the races when she says, â€Å"Us dress Squeak like she a white woma n, only her clothes patch† (Walker 95). This quotation depicts the difference between the races at the time, and how even though they tried to bring Squeak up in society, they couldn’t quite reach that level because of their race.The role of racism occurs again when the mayor’s wife treats Sofia’s children like animals. While walking around town one day, the mayor’s wife approaches Sofia and her children and begins petting them like animals and saying â€Å"and such strong white teef† (Walker 87); she looks down on the family because of their race and treats them like animals. This again builds the wall between the races and shows that the white race believed that they were superior to the black race. The theme of racism contributes to the plot again with the roles of blacks and whites within society.When Sofia begins to work for the mayor and his wife, she is discriminated against solely for her race. This act is seen when she says, â€Å"H ave you even seen a white person and a colored sitting side by side in a car, when one of ’em isn’t showing the other how to drive or clean it? † (Walker 99). This quotation demonstrates the separation between the races during this time period. The mayor’s family â€Å"continually expect her to behave according to their cultural representations of the black mother† (Selzer). Whites and blacks could not create friendships and could not talk unless it was for business purposes.The roles of races play a major role in understanding the attitudes during this time period. With the understanding of the roles that the blacks and whites played in society, one can infer that Celie had to overcome more struggles than what she had originally dealt with in order to blossom and become herself. In ultimately finding herself at the end of the novel, Celie had to overcome the internal prejudices against herself. With the use of Shug Avery in the novel, Walker displa ys the hardships Celie must face with her new found sexuality.Because this relationship uses different and new feelings it â€Å"evokes so profound an erotic awakening that Celie believes she was â€Å"still a virgin† prior to it† (Hankinson). When Celie begins to have feelings for Shug, they start out innocent and then become more serious. She describes a night that they spent together when she says, â€Å"Me and Shug sound asleep. Her back to me, my arms round her waist† (Walker 116). Celie begins to allow her feelings with Shug to become reality and shows that she does not have the shy personality that everyone thinks she does.Celie breaks out of her inner prejudices again when she confides in her sister, Nettie. Celie begins to yell at the dinner table one night when she could no longer take the verbal abuse from Mr. __ and stated â€Å"You took my sister Nettie away from me, I say. And she was the only person love me in the world† (Walker 202). Celie believed that she could only confide in Nettie and God during difficult times, but she began to realize that all of her friendships would help her out in the end to become a strong, independent woman.Lastly, the growth of Celie throughout the novel is shown through all of the women that help her along the journey in becoming herself. Although Celie tries to discover herself, â€Å"Shug Avery and Sophia Butler provide the major alternative influences that allow Celie to grow and develop† (Heglar). All of the female relationships throughout the novel help Celie to realize that women do not need men to control their lives. She also realizes that women can become self-sufficient and brave without the help from other people.With help from all the women in the novel, Celie discovers herself and comes to realize that the support of a man is not necessary in the journey to happiness. By using Celie’s difficulties as a model, Alice Walker teaches the reader that self acceptanc e comes over time and that one must overcome prejudices in order to find themselves. During the course of the novel, Celie struggles with both internal and external prejudices. In the end she conquers them all and becomes the person that she truly wants to be. She realizes this when she says â€Å"I am so happy. I got love, I got work, I got money, friends and time† (Walker 218).Walker teaches the reader that no matter what other people think, what truly matters is the beauty within and being able to handle one’s self in the worst of situations. Works Cited Bates, Gerri. Alice Walker A Critical Companion. Westport, Connecticut: Greenwood Press: 2005. Print. Hankinson, Stacie Lynn. â€Å"From Monotheism to Pantheism: Liberation from Patriarchy in Alice Walker’s The Color Purple. † Midwest Quarterly. 38. 3. Gale, 2003. Literary Resource Center. Web. 1 Feb. 2011. Heglar, Charles J. â€Å"Named and Nameless: Alice Walker's Pattern of Surnames in The Color Pu rple. ANQ 13. 1 (Winter 2000): 38-41. Rpt. in Contemporary Literary Criticism. Ed. Janet Witalec. Vol. 167. Detroit: Gale, 2003. Literature Resource Center. Web. 1 Feb. 2011. inchell, Donna Haisty. Alice Walker. New York: Twayne Publishers, 1992. Print. Selzer, Linda. â€Å"Race and Domesticity in The Color Purple. † African American Review 29. 1 (Spring 1995): 67-82. Rpt. in Contemporary Literary Criticism. Ed. Janet Witalec. Vol. 167. Detroit: Gale, 2003. Literature Resource Center. Web. 1 Feb. 2011. Walker, Alice. The Color Purple. Harcourt, Inc. 2003. Print.

Balance of a Busy Life Essay

The average American has a million things on their plate. Many of them are full time student, parents and hold a job. From personal experience I can tell you that balancing school, a job and my personal life is no walk in the park. With all the things that are going on in your life, being organized, making a flexible schedule and communicating with your boss, teachers and family members, help you balance all three and still have time for yourself. The first step in balancing school, work and a busy life is making a schedule. When deciding to juggle a busy life you have to be prepared to have school assignments, run errands, and to be called off schedule at work. First creating a plan that can be used all times will help you keep these things in place. Second in the beginning of the week set a timetable for work, studying and family time. By doing this you will have a clear mind set of how your time should be spent. You’re not going to successfully juggle work with your other priorities unless you exercise a little discipline. This doesn’t have to be as painful and no fun as it sounds. Before you take on a new job, sit down and write down all of your priorities, followed by about how much time they take up each week. Estimate on the high end. Then decipher how much time you require to chill out with your BFF, tweet your heart out, etc. Now crunch the numbers and visually perceive how much time you’ll have to work. Even if it’s only enough for a shift or two a week of work, that’s fine. That is of course, unless you require working a certain amount each month to pay for rent and other cost-of-living expenses, in which case you might be obliged to skimp on socializing time. Once you have your schedule sorted out, it’s important to stick to the rules. If you decided the only way to make it all work is to devote one weekend night each week to doing school work, utilize this time efficiently and don’t get distracted by a â€Å"16 and Pregnant† marathon. By developing these time management skills now, you’ll be ready down the road when life throws even more responsibilities your way. The next step to balancing school, work and a busy life is to be organized. When having a lot on your plate it is very crucial to keeping a calendar to mark upcoming tests, deadlines and meetings can be helpful. First writing down all your assignment and their due date can help you keep everything up to date. Second have all your paperwork in separate labels folder can making getting to assignments quick and easy. If you know you have a conference coming up in a fortnight and a paper due in three, you won’t have any exculpation not to acquire that paper finished on time, and you won’t miss any of the exhilaration at your conference. Endeavor utilizing a day planner, or even an online calendar to manage your tasks. Surprises and extemporaneous events virtually always pop up, but if you’re flexible with your time and stay on top of your assignments for work and for school, emergencies won’t disrupt your entire schedule as dramatically. The last step to balancing school, work and a busy life is communication. When you have a busy lifestyle it’s very hard to keep everything in order without communication. First when you are late on, an assignment, contacting your teachers can let them know what is going on and also show them that you are very responsible student. Next letting your boss knows when important school assignment comes up. As a busy person I know how hard it is to keep up. Keeping constant communication with teachers, bosses and family members will help you keep everything in order. Your managers aren’t mind readers. Speak up and let them know that your job is important to you but that you also have school and family as priorities, and they’ll be more liable to be flexible. Particularly if you have a spouse and children, it’s critical that you communicate your schedule so everyone is on the same page. That way, if you have a final exam coming up, you can orchestrate dinner and nighttime responsibilities together accordingly. An online calendar program works well, so you can update it in real time. Likewise, keep an online or handwritten to do list to help you prioritize tasks and stay organized daily. Having a busy schedule isn’t an easy thing to handle. If you are not prepared it can feel like a whole lot or work is being pulled up. Being organized, making a flexible schedule and communicating with your boss, teachers and family members, can help you efficiently keep everything together.