Nursing Theories Essay Example | Topics and Well Written Essays - 250 words - 1

Nursing Theories - Essay Example How might the concepts we are discussing related to theory and management be applied in community settings, including Third World countries? According to Watson (2008), the theory of human caring offers a structure that nurse leaders can employ to reinstate the nurses’ value-oriented mission of care that permits the leaders to care for nurses and promote wellness. As a result, Watson’s theory of human caring can be used to solve staffing issues in the organization (Wade et al., 2014). In reference to Douglas (2010), staffing of nurses is an imperative aspect of patient care delivery. Nurse leaders can adopt the theory of human caring to solve staffing issues in myriad ways. One way can be through impacting nursing staff through supporting them to take part in self-care activities and practice kindness and love for self and others. Additionally, the nurse leaders can use the theory to develop and adopt policies that guarantee healthy work settings, restricting work hours and offering time for the nurses to relax and rejuvenate (Wade et al., 2014). By portraying the application of the theory by the nurse leaders, it offers an alleyway for the nurses to commence caring in an analytical manner in their practice, and change in the way they interact with patients (McEwen & Wills, 2014). This can assist in reducing compassion fatigue, which results in many nurses resigning from acute care where they are needed most.

Jean Piaget Essay Example for Free

Jean Piaget Essay Jean Piaget was born in 1896 in the French-speaking Swiss city of Neuchatel to an â€Å"agnostic medievalist† and a religious mother with â€Å"socialist leanings†. He became a professional in mollusk classification and was published in specialized journals. After a doctoral thesis on the taxonomy of Alpine mollusks, in 1918, and studies in psychology and philosophy in Zurich and Paris, he joined the Jean-Jacques Rousseau Institute of Geneva, in 1921. The Jean-Jacques Rousseau Institute was a center for research on child development and education. He later taught experimental and developmental psychology, sociology, and history and philosophy of science, mostly at the University of Geneva. From 1929-1967, Piaget directed the International Bureau of Education, originally established to coordinate educational information and research, and to promote peace and international understanding through education. In 1955, with support from the Rockefeller Foundation, he created the interdisciplinary International Center for Genetic Epistemology (which closed in 1984). After his discovery in 1912 of Creative Evolution, by the French philosopher Henri Bergson, Piaget became interested in the nature of life and evolution, although he rejected the Darwinian theory of natural selection and adopted the basic postulate of his later thought: the idea that the theory of knowledge and the theory of life are inseparable. One of Piagets earlier writings, from 1918, was called, Recherche, was an autobiographical novel and philosophical essay. In Recherche, Piaget sketched a theory of organic, philosophical , and social phenomena based on the idea of equilibrium between parts and wholes. Real-life dis-equilibria (within a society, for example, between individual and collective interests) tend toward an ideal equilibrium that preserves the integrity of parts and wholes alike. Piaget studied the growth of intelligence, by which term he meant chiefly the capacities, structures, and notions that make scientific thought possible. He described development as a sequence of stages from birth through adolescence. The stages appear at variable ages in different cultures and settings, but their order is invariable. This stage theory is one of the best known stage theories that describes four qualitatively different stages of cognitive development. These four stages are: sensorimotor, preoperational, concrete operational, and formal. As the stages progress, the thinking of the child changes in ways that involve more than the addition of knowledge and skills. â€Å"According to Piagets stage theory, all the explanation and practice in the world will not help a child functioning at one stage to understand the ways of thinking at a higher stage. Piagets stage theory model describes how humans make sense of their world by gathering and organizing information. According to Piaget, â€Å"certain ways of thinking that are quite simple for an adult, are not so simple for a child†. In the early 1920s, Piaget came up with a â€Å"clinical method† that combined the use of items from intelligence tests, new problem-solving situations, and open-ended conversations with school-age children. He studied the childs language, reasoning, conceptions of the world, theories of causality, and moral judgment. Piaget considered the development of intelligence as a process of â€Å"socialization of thought†, and he attributed great developmental import to social interactions among peers and between children and adults. Piaget found that children at are at first â€Å"egocentric† (ie, experienced difficulty to take another persons point of view) and attached to concrete appearances but the children gradually moved away from egocentrism and became capable of thinking abstractly and logically. Earlier studies of children done by Piaget, studied mainly the content of the childs mind and took into account age-related behaviors. These studies that Piaget conducted concentrated on the main features of the childs â€Å"mentality† in doing these tasks. Piaget saw a different role for interaction. He believed that interaction encouraged development by creating disequilibrium – that cognitive conflict helped to motivate change. He believed that the most helpful interactions were those between peers, because peers are on an equal basis and can challenge each others thinking. As Piaget said, â€Å"to go beyond his current state and strike out in new directions†. In Piagets writing, The Construction of Reality (1937), he describes how basic forms of intentionality and the categories of object, space, causality, and time evolve, during the sensorimotor period, between the newborns reflex activities and the development of language at about 18 months. Piaget defined human intelligence as a form of adaptation that â€Å"prolongs organic adaptation and functions according to the same mechanisms, â€Å"assimilation† and â€Å"accommodation†. Piaget later termed his approach constructivist because he assumes that the concepts and structures of intelligence are successively constructed and reconstructed by means of the physical and mental activities which an organism uses to adapt to the external world. In Piagets later work, he created the idea or concept of mental development and the history of science as a process of â€Å"equilibration toward an increasingly larger capacity for assimilating the world†. Piagets work encouraged the belief that instruction must adapt to the childs developmental level, had direct impact on moral and science education, and also helped to inspire remedial procedures. Piaget continues to remain a major reference in developmental psychology, especially in educational psychology. It was Piagets research techniques, formulation of new problems, insightful observations, and his emphasis on the development of cognitive capacities that helped contribute in fundamental ways to shape the contemporary child and cognitive psychology. There are many ways that Piaget s theory of cognitive development and learning can be useful within the classroom setting. For students who are in the Preoperational stage (2-7 years of age), you should make instructions short-not too many steps all at once. As a teacher, it is also important to demonstrate actions and instructions out for students to also be able to visualize. At this stage, it is also important to have plenty of hands-on practice with skills such as cutting out letters of the alphabet so that the students can see the shape of them, and also use the letters to help form words. For students who are in the Concrete-Operational stage (7-11 years of age), it is still important to use visual aids and props when teaching. One good way to do this is with three-dimensional models that work and show movement ideas. Another good way to help teach students in this stage would be to read a story or book to the class and have the students personalize the story by asking them open-ended questions that would help to stimulate their thinking, as well as, help to stimulate their logical and analytical thinking skills For students who are in the Formal Operations stage (11years of age-adult), you want to continue to use concrete-operational teaching strategies such as charts, illustrations, more sophisticated graphs and diagrams. A good way to challenge and encourage students in this stage would be to give them opportunities to solve problems and reason scientifically by having classroom debates where there are two different positions on a subject. Another way to encourage thinking skills in this stage would be to have the students compare the experiences of characters in stories and movies to their own experiences in life.

Humanistic Care Model for Higher Education Development

Humanistic Care Model for Higher Education Development Analysis and Contemporary Humanistic Care Model for Higher Education Development under the Perspective of interaction Keywords: Humane care, interaction, education, educational patterns, trends, analysis. Abstract. Global economic integration to promote the development of higher engineering education to the international, diversified, collaborative and other direction. Based on the analysis of the development trend of higher engineering education on the basis of international education around environmental factors explained the local culture rooted in international engineering talent our international certification engineers from academic education! international curriculum system and teaching staff, teachers and multi-modal international exchanges, multi-cultural awareness and integration describes internationalization and to achieve the role of engineers in talent Training. Introduction Teachers and students constitute the main teaching activities, teaching and learning is to link both ends, either end not become neglected education, teacher-student relationship should reflect educational. Teacher-student relationship throughout the entire process of education, improve the quality of teaching, play educational performance have a pivotal role. To some extent, the relationship between teachers teaching in itself is a living resource, with a strong educational force, how to develop a direct impact on teacher-student relationship can proceed smoothly and education can promote the comprehensive development of man. However, in reality, the impact of external adverse factors within the College of Teacher Student Relationship by the emergence of the phenomenon of alienation between teachers and students, people in relation to the relationship between alienation and things, the only thing is the champion teachers and students exchanges instrumental rationality dominated the human spirit, meaning, value sidelined, teacher-student relationship presents instrumental, utilitarian tendency, teachers and widened the psychological distance, lack of communication, teachers and apathy, when there is a conflict opposition . To grasp the relationship between teachers and students in colleges and universities, colleges and universities for teacher-student relationship to the spiritual world, meaning the world, the value of the world ignored, trying to humane care From the viewpoint and find out a persons value certainly pay attention to peoples emotions respect for human subjectivity, full of educational relationship between teachers and many people need care, so that the true return to humane care, tends to eliminate the reality of the relationship between teachers and students of University of alienation teacher-student relationship, showing the relationship between students and teachers to care for the exchange of ideas kernel, emotional blend of features to e nhance the relationship between teachers and students to guide teachers and students the value of life developing trend. Thus, in the New rediscover Teacher Student Relationship in the Perspective of Humane Care and teacher-student relationship in depth, teacher-student relationship will Colleges revitalized, to show the power of education, colleges and universities to achieve the purpose of educating people also has a realistic and it has affirmed the significance of people who pay attention to the times the value of human development. . Generally believed that the basic functions of university personnel training, scientific research, social services, culture and heritage. Among them, the personnel training is the fundamental task of universities, educational functions of universities is the ultimate purport presence, it is beyond doubt. General Secretary Hu Jintao to comprehensively improve the quality of higher education as the theme of the centennial celebration of Tsinghua University speech: comprehensively improve the quality of higher education, we must vigorously promote personnel training level, the fundamental task of higher education personnel training. Talent Quality in relation to the countrys economic development, is the lifeline of survival and development of colleges and universities. Therefore, to improve the quality of personnel training is the central task of our colleges and universities to work, we must attach great importance. Student Relationship With the emergence of education and production, i ts connotation with the times and continue to advance with the times, is an old and timeless topic. Figure.1 Interactive communication The Proposed Methodology    Humane Care Theory.  Enrich and improve the theoretical relationship between teachers and students. Universities College student relationship as the most basic and core relationships, physical and mental development as well as for the construction of university teachers and students have a vital role. Previous studies in the relationship between teachers and students of primary and secondary research more abundant, and for the study of the relationship between college teachers, the domestic number is not a lot of research, several foreign research is also small. The teacher-student relationship factors determine its complexity should also be more perspective look at, just some research in breadth and depth are lacking, there is no systematic theoretical system. In this paper, starting from the Perspective of Humane Care explore the relationship of university teachers and students, allows researchers to further broaden the perspective of teacher-student relationship, teacher-student relationship at the same time broaden the research vision of the nature of the relationship between teachers and students, content and meaning extension is also extremely useful, by the Humanities theoretical framework caring starting to explore the nature of the problem and the reason for the existence of the relationship of university teachers and students, and reasonable measures on this basis, it is recommended, to provide some theoretical reference for the study of the relationship between college teachers and students to further enrich and improve the teacher-student relationship theoretical study. Practical significance.  Teacher-student relationship throughout the entire process of University education, direct impact on the quality and effectiveness of teaching personnel training colleges and universities. To some extent, the interaction between teachers and the teaching process itself. Full of educational teacher-student relationship is the effective protection of the quality of teaching, the successful cultivation of outstanding talent premise. Under Humane Care Perspective of research on the relationship between teachers and students of colleges and universities will help to improve the relationship between teacher and student, resolve conflicts, conflict, and then build a harmonious College Educational Environment; conducive to teaching and learning, teachers and students to promote harmony together. Humanistic care teacher-student relationship can fully stimulate the teachers and students of University of initiative and creativity, in lively classroom atmosphere effect ively improve classroom teaching; in favor of the education system, university management reform. Current research on the relationship between college teachers can provide reference and basis for the development and university management rules and regulations to improve the education policy approaches. Document analysis.  After a review of a large number of domestic and foreign literature, drawing on previous studies, based on humanistic concern in the Perspective of a comprehensive analysis of this topic College student relationship, which conducted this study to provide a new perspective for the frame structure designed to provide the basis. Historical law.  Historical law by generation, development and demise of the process of thinking about, and explore the essence of things and laws approach. Since the humane care and the evolution of teacher-student relationship is a historical process. In this paper, the relationship between teachers and humane care and comb and a historic mining, summarized the connotation of relationship between college teachers under the Perspective of humane care, teacher-student relationship to the reality of University Development and evolution has also been more objective, historical stage of understanding, in order to find the teacher-student relationship through the history of the development trajectory of clues. Thus, the history of law is the main research method of this thesis, to carry out this study and obtain the correct conclusions available to developing historical basis. Based on the above analysis of the interpretation of the relationship between teachers and students and combining the second chapter in the interpretation of the connotation of humanistic care, I believe that the relationship between teachers and students and teachers in the teaching process in order to form the core of the teaching include working relationship, in the psychological relationship reflect the social interpersonal relationships within the system. Limited special relationships in education and teaching activities, teacher-student relationship is a kind of humanistic care and educational. This type of teacher-student relationship is based on humane care humanistic concern for the rational core, teachers and students emotional communication as a link, a caring teacher-student relationship as a complete person, under the overall premise of communication exchanges, is the spirit of life between teachers and students meet and collide in education, the mind is a real sense of human communication is based on the harmonious development of body and mind as the highest teacher-student interaction purport beneficial relationship. In this paper, the university teachers and students Humane Care Perspective reflects the relationship is such a type of relationship between teachers humane care, university teachers and students in the school is the educational process, teachers and students of subjectivity inherent need for the development of life, teachers and students of emotional experience for the kernel to the emotional needs of both teachers and students as a link to equal access, exchange, dialogue, teachers as role models and caring side to respond, acceptance, certainly one of the students formed the benefit of both interactive communication link . Humane Care Student Relationship attention to peoples real, emphasizing both teachers and students as their subjective life, the presence of the spirit of life, the value of life encounter between compatible Aio i, designed to contribute to both teachers and students of life and life resonance, promote feelings of humanity both generation and experience, is the true meaning of life of teachers and students to enhance the value and presentation. People-oriented, is in the process of education and teaching all the work, point to the purpose of the task should be people-centered, respect for human life, dignity, rights, emphasis on human values and meaning, to enhance the quality of human life. Fundamental Characteristics of College of Humanities Caring teacher-student relationship is the people-oriented, to respect, care for both the teachers and the dignity of life and well-being, enhance the value of life of both students and teachers. Humanistic Caring teacher-student relationship people-oriented, caring for life characteristic point is to ask teachers and students to achieve mutual respect life, reverence for life. Existence of human life, that is, the existence of a body of life, when people in their own people as well as people outside the objective world of interactive activities, people are actively and positively, dynamic contact, communication, thinking, understanding, with the changes in the objective world and continue to transform themselves and their world other than their own. In the university teacher-student relationship, the teacher role models to establish care to respect, reverence student life, respect the subjectivity of students personality and dignity, nature and characteristics of the creation of life returned to the free development of students, independent students and dynamically develop their potential life choice and initiative. As one of the main concern of teachers in the teaching proc ess of education only really achieve student-centered care for the existence and development of the life of the student body, and effectively for the sake of development of students, to get respect from the experience to care for one student teacher and awe. Of course, caring relationship, cared for one of the students have to respect the lives of teachers, teachers labor awe, respect, consideration and accept the teachers reasonable suggestions and comments, to be appropriate responses to the teachers care, certainly. Only teachers and students both the value and meaning of life to give each other mutual respect and caring in order to achieve smooth teachers and students emotional communication and exchange. Traditional physical education teacher training is mainly used in the classic is tinted demonstration, teacher talk, students practice teaching model. Educational psychology research indicate that motivation is the most realistic, the most active factor is interest in understanding, people with interest in the state have learned all too often mastered quickly and firmly. The traditional sports teaching mode is The dignity, the traditional teachers and students conducting active passive absorption based, individualized and ignores the principle of individualized instruction, students only in fixed mode of thinking of PE teachers continue to learn knowledge and training methods, student learning initiative and thinking space and exercise has been very limited. The modern information technology in teaching, theoretical knowledge of the various sports, sports technology, technical difficulties, focusing on common errors made into action sports teaching software, students watch, explain, learn, and discuss with the students, ask questions, analyze and solve problems, participate in practice, students learn to exercise autonomy and motivation in the process, improve students ability to analyze and solve problems. Information technology in physical education and training so that the sports teaching content and teaching and training methods continue to improve, that is, the use of student-centered teaching and training methods, which will help improve the overall quality of students. Physical Education and Training is the earliest construction of sports science, is the most mature one discipline. Physical Education and Training in the future development, according to the strategic needs of the times and development of Sports, in the direction of sustainable development to improve discipline task and content, and constantly improve their own disciplinary system, internal discipline and external synthesis. But also to discipline their independence were kept, the special nature of sport throughout the discipline being. The discipline of Physical Education and Training through its own internal and external transformation will be more responsive to the development of the times, to provide strong support for Chinas sports undertakings. Conclusion Teacher-student relationship as a University College of the most basic relationships, its rich content, including knowledge of the relationship between teachers and students offering and accepting personality equal relationship, the relationship between emotional communication, ethics and promote each other. But by its very nature, is still teacher-student relationship is a relationship between people, is a kind of care for the kernel of the collision of ideas, blending emotion, morality into each other, the pursuit of happiness in life and dignity, to enhance teachers and students both the value of life symbiosis, in total, shared interaction. We have reason to believe that the relationship between teachers and students in the human care of moist, teacher-student relationship will certainly show great educational force, and ultimately help to achieve higher education adult education to become useful purpose.

Billy Budd Essay -- essays research papers

To form simply one opinion or show merely one aspect of this story is naive, rude, and closed minded. How may one stick to one deli mea, moral questioning, or out-look on a book that jumps from such cases like frogs on lily pads? Just as Melville has done, I shall attempt to arrange my perception of Billy Budd, in a similar fashion. That is, through an unorthodox practice (that is; jumping from pt. to point), of writing an essay I shall constantly change and directions and goals of what it is I wish to state.   Ã‚  Ã‚  Ã‚  Ã‚  One may perceive the book’s structure to be loose and quite flexible; one finds that the fits and starts, and the shifting of lengths between chapters are the best way to convey the feelings/ meanings of Billy’s story. Maybe the narrator believes that Billy is true on a deeper sense; in other words, it corresponds to real experience. Don’t you, yourself find that when you are trying to make a major decision, or living through some crucial event your mind keeps shifting from one thing to another, sometimes quickly and dramatically, sometimes inventing hypothetical situations to use as comparisons or differences? This is similar to the case as seen in Billy Budd. The Book doesn’t work in a strict and orderly fashion but starts out to describe at length different characters, then moves to fast actions, slows down again to a very argued trail, then draws rapidly to a close with Billy’s hanging. Even after that event, (the hanging), t he book lingers on with a comment of it and ties up all loose ends (Captain Vere dieing etc†¦). Though this story lacks orthodox format, it coheres in a profound and moving way.   Ã‚  Ã‚  Ã‚  Ã‚  The style and point of view of Billy Budd can be dealt with together b/c of the strong narrative voice determines both. The narrator of the story is clearly a highly educated person with a great knowledge of mythology. Though the voice of the narrative is consistent in this novel, the point of view is constantly changing. Sometimes we are put inside the heads of the characters (he tells us Claggart’s secret thoughts about Billy, and makes us feel the anguish Captain Vere is experiencing in making his hard decision. Then again there are other times were he removes both of us (narrator, and reader), from a scene, (Best example being, when Vere goes to tell Billy that he must hang- and avoids mak... ...was drafted directly from prison. But no one knows for sure. About his intelligence, just like the snake used his intelligence to trick Mankind, Claggart too uses his intelligence to trick Billy. Thus the fall of either’s â€Å"Garden.†   Ã‚  Ã‚  Ã‚  Ã‚  Upon this review, one can ask such a question of, does every Eden have to have its snake? The presence of John Claggart in Billy Budd suggest that evil is part of our world, and it will always attach itself to innocence and try to corrupt it.   Ã‚  Ã‚  Ã‚  Ã‚   Billy Budd focuses on the inner life of a single ship. Life aboard the Indomitable is a scaled down model of life itself, yet it is apparent of the intensity and almost claustrophic this setting can be as the story proceeds and everything is heightened. Thought the wide-open sea is all around, it only isolates the men from the rest of the world. If you’ve ever been momentarily separated on a camping trip, per-say, then you know how quickly one can get on another’s’ nerves. This story captures that intensity. One must also remember that Billy is set in a time of war and mutiny, and theses factors have a major impact on the story and everyone’s decisions.

Comprehensive assignment Essay

1. (5 pts) Describe the metabolic process providing your energy while you were walking (at an easy pace) before the bee stung you. Include which molecules are being consumed. The metabolic process providing my energy while I was walking at an easy pace is aerobic metabolism. During aerobic metabolism, mitochondria absorb from the surrounding cytoplasm these molecules: ADP, phosphate ions, O2, and organic substances like pyruvate. These molecules go through the citric acid cycle. The electron transport chain is also involved to create ATP. For each molecule of pyruvate that goes into the citric acid cycle, the cell gains 17 ATP molecules. Glycogen reserves can also be used and converted to glucose. Glycolysis breaks down glucose molecules to create more pyruvate. However, if not enough glycogen is available, the cell can also use amino acids and lipids to do this. This is a very efficient process but also only contributes a fraction of the ATP during aerobic metabolism. At moderate levels of activity, most of the energy during aerobic metabolism comes from work done by the mitochondria. The muscles involved during this process need all of the energy produc ed as ATP, and there is no extra left over in this particular metabolic process if muscle activity increases (â€Å"Muscle Tissue† P. 306-7). 2. (8 pts) Trace the sound of the bee from your outer ear to perception. (Include all focusing, conduction, transduction, transmission and perception processes and structures). Sound vibrations from the buzzing bee vibrate the air molecules as pressure waves around my ear and enter the auricle which is cone-shaped in order to direct these sound waves into the ear via the external acoustic meatus. The sound waves reach the tympanic membrane through the external acoustic meatus and cause it to vibrate. When the tympanic membrane moves, it causes the auditory ossicles to move. The auditory ossicles are made up of the malleus, incus, and stapes. These ossicles are important because they amplify the sound. The stapes then transfers this movement to the oval window and the pressure waves move through the perilymph of the scala vestibuli. These waves then disturb the basilar membrane as they move toward the round window  of the scala tympani. This causes vibrations of hair cells against the tectorial membrane. The information about where the sound originated and about how strong the pressure waves are is interpreted by the central nervous system over the cochlea r branch of cranial nerve VIII (â€Å"The Special Senses† P. 584-5). 3. (4 pts) Turn your head to the right. (Create a table that describes which muscles move which bones across which joints under the control of which nerves). Action:Muscle:Origin:Insertion:Nerve: Bends head towards shoulder and turns face to opposite sideSternocleidomastoidClavicular head attaches to sternal end of clavicle; sternal head attaches to manubrium. Mastoid region of skull and lateral portion of superior nuchal lineAccessory Nerve XI; Cervical Spinal Nerves (C2-C3) Rotates and laterally flexes neck to that side, Splenius (Splenius capitis, splenius cervicis)Spinous processes and ligaments connecting inferior cervical and superior thoracic vertebrae, Mastoid process, occipital bone of skull, and superior cervical vertebrae, Cervical Spinal Nerves Rotates and laterally flexes neck to that sideLongissimus capitis Transverse process of inferior cervical and superior thoracic vertebrae, Mastoid process of temporal boneCervical and thoracic spinal nerves Rotates and laterally flexes neck to that sideLongissimus cervicis, Transverse process of superior thoracic vertebrae. Transverse processes of middle and superior cervical vertebrae. Cervical and thoracic spinal nerves. Extends vertebral column and rotates toward opposite side. Semispinalis cervicis. Transverse processes of T1-T5 or T6 Spinous processes of C2-C5Cervical spinal nerves Rotates head to that sideLongus capitis. Transverse processes of cervical vertebraeBase of the occipital boneCervical spinal nerves. Flexes or rotates neckLongus colliAnterior surfaces of cervical and superior thoracic vertebraeTransverse processes of superior cervical vertebraeCervical spinal nerves (â€Å"The Muscular System† P. 339-341) 4. (6 pts) Move your eyes and look at the bee. (Create a table that describes  which nerves control which muscles to cause the needed eye movements). Action:Muscle:Origin:Insertion:Nerve: Eye looks down. Inferior RectusSphenoid around optic canal. Inferior, medial surface of eyeball. Oculomotor Nerve III Eye looks laterally. Lateral Rectus. Sphenoid around optic canalLateral surface of eyeball. Abducens Nerve VI Eye rolls, looks down and laterally. Superior ObliqueSphenoid around optic canal. Superior, lateral surface of eyeball. Trochlear Nerve IV (â€Å"The Muscular System† P. 335) 5. (8 pts) Trace the image of the bee to perception. (Include all focusing, transduction, transmission and perception processes and structures). After a retinal molecule absorbs light, the normally 11-cis form of the bound retinal molecule straightens to become the 11-trans from. This change activated the opsin molecule. Opsin activates transducin which is a G protein. This G protein then activates phosphodiesterase. Phosphodiesterase is an enzyme that breaks down cyclic-GMP. The break-down of cyclic-GMP removes them from the gated sodium channels and makes the gated sodium channels inactive. Because of this, sodium ion entry into the cytoplasm decreases. This sodium ion reduction then reduces the dark current. Active transport continues to remove sodium ions from the cytoplasm even though the gated sodium channels are closed. This causes the transmembrane potential to drop down to -70 mV and hyperpolarize. This hyperpolarization decreases neurotransmitter release. The adjacent cell is then aware that the photoreceptor has absorbed a photon. A specific ganglion cell keeps track of a specific portion of the visual field. Rods are also called M cells and give the brain information about a general location of received photons and light rather than very specific information. Cones are also called P cells and can be much more specific than rods. The P cells are smaller and more numerous than M cells. This helps them be better at giving information about edges, fine detail and color. The activation of a P cell gives information about a very specific location. The P cells give high resolution information. Axons from the ganglion cells converge on the optic disc, penetrate the eye, and continue toward the diencephalon on the optic nerve. II. From there the information is split in half and travels to the back of the brain and to the occipital lobe. Together, the diencephalon and the brain stem process the information and control eye reflexes and pupil dilation and/or constriction in order to see clearer and focus in on an object. Depth perception is a phenomenon that takes place when the visual cortex of my occipital lobes reviews the slightly different information obtained by each eyeball. The superior colliculi of the midbrain make motor commands that control unconscious eye, head, and/or neck actions that respond to visual stimuli. My eyes in the bright summer light looking at a bee that is so close (on my right shoulder) are likely to constrict so as to limit the photon stimulation on my retina and so as to focus on just the tiny bee (â€Å"The Special Senses† P. 569-74). 6. (11 pts) Move your left hand to swat the bee. (Create a table that describes which muscles move which bones across which joints under the control of which nerves). Limit your discussion to the movement at the shoulder and elbow only (do not include any un-needed muscles nor discuss the movement at any other joints). Action:Muscle:Origin:Insertion:Nerve: Move Left Arm Toward Right Side Flexion and medial rotation at shoulderDeltoid (anterior part)Clavicle and scapula (acromion and adjacent scapular spine)Deltoid tuberosity of humerus. Axillary nerve (C5-C6) Medial rotation at shoulder. SubscapularisSubscapular fossa of scapula. Lesser tubercle of humerusSubscapular nerves (C5-C6) Adduction and medial rotation at shoulder. Teres MajorInferior angle of scapula. Passes medially to reach the medial lip of intertubercular groove of humerus. Lower subscapular nerve (C5-C6) Adduction and flexion at the shoulder. Coracobrachialis. Coracoid process. Medial margin of shaft of humerusMusculocutaneous nerve (C5-C7 Flexion, Adduction, and medial rotation at shoulder. Pectoralis Major. Cartilages of ribs 2-6, body of sternum, and inferior, medial portion of clavicle. Crest of greater tubercle and lateral lip of intertubercular groove of humerusPectoral nerves (C5-T1) Adduction and medial rotation at shoulderLatissimus DorsiSpinous processes of inferior thoracic and all  lumbar vertebrae, ribs 8-12, and thoracolumbar fasciaFloor of intertubercular groove of humerus. Thoracodorsal nerve (C6-C8) Adduction at the shoulderTriceps brachii (long head)Infraglenoid tubercle of scapula Olecranon of ulna. Radial nerve (C6-C8) Bend left forearm towards right shoulder Flexion at elbow and shoulderBiceps brachiiShort head from the coracoid process; long head from the supraglenoid tubercle; both on the scapulaTuberosity of radiusMusculocutaneous nerve (C5-C6) Flexion at elbow Brachialis Anterior, distal surface of humerus Tuberosity of ulna Musculocutaneous nerve (C5-C6) and radial nerve (C7-C8) Flexion at elbow. Brachioradialis Ridge superior to the lateral epicondyle of humerusLateral aspect of styloid process of radius. Radial nerve (C5-C6) (â€Å"The Muscular System† P. 353-355) 7. (2 pts) What molecule provided the energy for the movement of your arm? ATP (adenosine triphosphate) provided the energy for the movement of my arm. 8. Feel the pain of the stinger in your skin. a. (3 pts) What layers of the skin are penetrated and what tissue types make them up? The epidermis is the outermost layer of skin, and it is made of stratified squamous epithelium. The dermis is deep to the epidermis and it is made of dense irregular connective tissue. The hypodermis is deep to the dermis and is made of adipose tissue (â€Å"The Tissue Level of Organization† P. 114-126). b. (5 pts) Trace the pain sensation from the receptors to perception. There are pain receptors on the shoulder that communicate to the central nervous system. Because a bee sting is a stinging, injection-like pain, it would be considered â€Å"fast pain.† Fast pain sensations are carried by myelinated Type A fibers. The myelination helps the information to travel faster down the neuron. The bee sting stimulates the dendrites of  nociceptors in the shoulder and causes depolarization. The initial segment of the axon must reach threshold in order to release an action potential. Once an action potential is released, it travels by neurons to the central nervous system. When the action potential reaches the central nervous system, glutamate and/or substance P are released as neurotransmitters. These neurotransmitters make it easier for neurons to travel along pain pathways. This is known as pain perception (â€Å"Neural Integration I: Sensory Pathways and the Somatic Nervous System† P. 498). 9. (8 pts) Explain your autonomic response to this event. State which division is taking control and describe exactly how that division will effect breathing rate, heart rate, and pupil size. (Note: don’t just describe the effect, but describe the control pathway that leads to that effect, including any chemical messengers involved.) The sympathetic division of the autonomic nervous system is taking control. This division increases breathing rate, heart rate, and pupil size. The visceral motor nuclei in the hypothalamus activates autonomic nuclei in the brain stem and spinal cord. The brain stem and spinal cord in turn activate autonomic ganglia that then stimulate visceral effectors such as smooth muscle, glands, cardiac muscle, and adipocytes. Smooth muscle effectors affect blood vessels by constricting them and increasing blood pressure and speeding up blood flow in order to increase oxygen circulation. The smooth muscle also affects the constriction/dilation of the lungs. The sympathetic nervous system wants to dilate the lungs to increase breathing rates and oxygen intake. The glands that are stimulated cause the body to perspire. The cardiac muscle increases heart rate. Adipocytes can be used for energy because they are fatty acids (lipids) and can be used to make ATP during glycolysis very quickly (â€Å" Neural Integration II: The Autonomic Nervous System and Higher-Order Functions† P. 518-523). 10. (6 pts) Describe the elements of the homeostatic control system that caused the sweating and the red skin. Include the control pathway involved. The control pathway of the sympathetic division that caused the sweating and  the red skin was the sympathetic chain ganglia. Preganglionic fibers carried motor commands that affect the head, neck, limbs, and thoracic cavity. The unmyelinated postganglionic fibers that control the body wall enter the gray ramus and return to the spinal nerve for further distribution. They then are able to innervate the sweat glands of the skin and the smooth muscles in blood vessels. This innervation causes the sweat glands to sweat and the blood vessels to constrict. Constricting the blood vessels is helpful because it will raise blood pressure and increase oxygen circulation (â€Å"Neural Integration II: The Autonomic Nervous System and Higher-Order Functions† P. 521) 11. (1 pts) Describe the metabolic process providing your energy while you were running (as fast as you could) after the bee stung you. Include which molecule(s) is(are) being consumed. The metabolic process that was providing my energy while I was running as fast as I could was anaerobic metabolism. This metabolic process does not require oxygen and uses glycolysis to generate 2 ATP molecules but also to generate 2 pyruvate molecules. Each pyruvate molecule can be broken down by the mitochondria to generate 17 ATP molecules. This is a total of 34 ATP molecules. This is a lot of energy and is necessary when muscles are at peak activity levels (â€Å"Muscle Tissue† P. 306-7). 12. (5 pts) Explain what the â€Å"Epi-Pen† contains (what kind of chemical is that) and how that will help in this situation. What effect will that pen have on the breathing rate? The â€Å"Epi-Pen† contains epinephrine which is a neurotransmitter. It will try to improve the situation of an allergic reaction by increasing breathing rate, increasing heart rate, raise dropping blood pressure, reduce inflammation, and reverse hives (â€Å"Drugs and Medications – Epipen im†). Works Cited â€Å"Drugs and Medications – Epipen im.† WebMD. Last Revised: 2013. First published by WebMD, 2005. Web. Visited: 30 November 2013. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Musclar System.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Muscle Tissue.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Neural Integration I: Sensory Pathways and the Somatic Nervous System.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"Neural Integration II: The Autonomic Nervous System and Higher-Order Functions.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Special Senses.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012. Martini, F. H., Nath, J. L., and Bartholomew, E. F. â€Å"The Tissue Level of Organization.† Anatomy & Physiology. 9th Ed. Boston: Benjamin Cummings, 2012.

Project on Agriculture

The economy of Bhutan, one of the world’s smallest and least developed countries, is based on agriculture and forestry, which provide the main livelihood for more than 60% of the population. Agriculture is the primary source of livelihood for the majority of the people in Bhutan. Approximately 80% of the populations in Bhutan are involved in the agriculture sector and over 95% of the earning women in the country work in the agricultural sector. Agriculture in Bhutan is characterized by its labor intensive nature with relatively low intensity of farm inputs.Major crops cultivated in Bhutan are maize and rice where 49% of total domestic cultivation is maize and 43% for rice. Agriculture in the country includes cultivation of wheat and other minor cereal crops. Paddy is the primary crop in those regions where proper irrigation is available. Apart from paddy, other crops like wheat, barley, oil seeds, potato and different vegetables are also cultivated in these lands. Maize is mai nly cultivated in dry land regions at lower elevation. Forests are also responsible for regulating the availability of water for agricultural purpose.Goals & Objectives of Agricultural sector â€Å"To intensify and diversify adopting an integrated approach in nutrient and pest management and achieve at least 70 percent self-sufficiency on the food grains†. * Ministry of Agriculture Based on the above statement the ministry of agriculture holds the following goals & objectives: * National Food security * Conservation of natural resources * Sustainable economic production * Enhancement of rural income * Social and Regional balance Role of the Agriculture sectorAgriculture in Bhutan has a dominant role in the economy of the country and is the largest sector in the Bhutanese economy. Some of the roles of the agriculture are as follows: 1) Source of employment: Agriculture is one of the main sources of income for the Bhutanese since Bhutan is a developing country and depends mostl y on the agricultural products. Agriculture sector provides has provided employment opportunity and will continue to provide for some more years. 2) Contribution to National Income: National income is the total money earned within the country.In Bhutan, agricultural sector provides the majority contribution to the capital earned within the country. It comprises of one third Gross Domestic Product of our country. 3) International Trade In spite of its remote and land-locked location, Bhutan has been relatively successful as an agricultural exporter. The value of agricultural exports has grown at an annual rate of almost 9% since 2000. Taking advantage of the cooler climate, Bhutan exports oranges, potatoes, vegetables, and apples to India and Bangladesh which helps in promoting international trade.4) Contribution to Government revenue: The tax collected through agricultural lands is one of the main sources of income for the government which in turn is used to protect the welfare of t he people. Challenges faced by the Agriculture Sector Agriculture sector in Bhutan is facing problems undermining their growth and development. Though the Royal government is putting in great effort to develop and promote the sector it still faces some challenges as follows: * Natural calamities * Labor Shortage * Lack of marketing facilities * Social factors Agricultural FinanceFinance is the life blood of the agriculture sector and helps in enhancement of the agricultural production like in purchasing the fertilizers, pesticides, seeds, etc. In Bhutan there are financial institutions who provide agriculture loans in the form of short-term, medium-term and long-term funds. The financial institutions that provide credit to the farmers are: * Bhutan Development Bank Limited * Royal Insurance Corporation of Bhutan * Bank of Bhutan * Bhutan National Bank Industrial Sector in the Bhutanese Economy Bhutan is one of the least developed countries in the world.Before 1960s, manufacturing wa s a household work and a few items like agricultural tools, weapons, handicrafts, wood product were produced on a small scale. However, after 1961, the number of industries expanded steadily. Nevertheless, industrial development experienced relatively in slow pace in Bhutan due to weak entrepreneurial orientation, high transport, underdeveloped infrastructure, etc. The industrial growth would enhance the living standard of the people and increase the rate of economic growth of a nation. In Bhutan the basis of industrial growth are â€Å"Sustainable Development† and â€Å"Gross National Happiness†.

Momentum Essays - Physics, Mechanics, Classical Mechanics, Collision

Momentum Essays - Physics, Mechanics, Classical Mechanics, Collision Momentum Conservation of Momentum Kristin Favreau October 26, 1999 Purpose: To show that momentum is conserved in a closed system by illustrating the conservation of momentum in an elastic collision and an inelastic collision. Method: If momentum is conserved in a closed system, the total momentum of the system before collision should equal the total momentum of the system after the collision. Strobe photos will be used in the calculations that will prove that momentum is conserved. 1.) Elastic collision: A strobe photo will be used that shows a large glider smashing into a smaller glider which is initially at rest. This will cause the smaller glider to move and the large glider will continue to move also. 2.) Inelastic collision: A strobe photo will be used that shows a glider smashing into another glider which is initially at rest. When they collide the two gliders will stick together and will move. -The masses, distances and times will be measured in order to calculate the momentums of the systems before and after collision occurs. Data: V = d/t P = m x v 1.) Elastic collision: When Mass Distance Time Velocity Momentum Glider A Before Collision .31215 kg .009m .6s .015 m/s .00468 Kg m/s Glider B Before Collision .15580 kg 0 m/s 0 Kg m/s Glider A After Collision .31215 kg .005m 1.0s .005 m/s .00156 Kg m/s Glider B After Collision .15580 kg .011m .6s .018 m/s .00280 Kg m/s 2.) Inelastic collision: When Mass Distance Time Velocity Momentum Glider C Before Collision .3105 kg .016m 1.0s .016 m/s .004968 Kg m/s Glider D Before Collision .3000 kg 0 m/s 0 Kg m/s Gliders C+D After Collision .6105 kg .015m 2.0s .008 m/s .004884 Kg m/s Calculations: 1.) Elastic collision: Before After Glider A .00468 Kg m/s .00156 Kg m/s Glider B + 0 Kg m/s +.00280 Kg m/s .00468 Kg m/s .00436 Kg m/s 2.) Inelastic collision: Total momentum before = Total momentum after mv + mv = (m + m ) v (.3105kg x .016 m/s) + 0 = (.3105 kg + .3000 kg) x .008 m/s .0050 Kg m/s = .0049 Kg m/s Conclusion: Through experiments with strobe photos involving elastic and inelastic collisions, I was able to show that momentum is contained within a closed system. My efficiency for the elastic collision was 3.54% and my efficiency for the inelastic collision was 1.01 %. Less than 10 % of the momentum was lost in either collision indicating a good experiment. The lost momentum can be attributed to the transfer from mechanical energy to thermal energy. Sources of Error: 1.) The distances measured in the two strobe photos were estimated. 2.) The measurement of time was an average. % error = difference x 100 sum of all 1.) % error = .00032 x 100 = 3.54 % error .00904 2.) % error = .0001 x 100 = 1.01 % error .0099

The Taming of The Shrew Themes

'The Taming of The Shrew' Themes Lets examine the two major themes that drive Shakespeares  The Taming of The Shrew. Theme: Marriage The play is ultimately about finding a suitable partner for marriage. The motivations for marriage in the play vary enormously, however. Petruccio is only really interested in marriage for economic gain. Bianca, on the other hand, is in it for love. Lucentio has gone to great lengths to win Bianca’s favour and to get to know her better before committing to marriage. He disguises himself as her Latin teacher in order to spend more time with her and to gain her affections. However, Lucentio is only permitted to marry Bianca because he has managed to convince her father that he is incredibly rich. Had Hortensio offered Baptista more money he would have married Bianca despite her being in love with Lucentio. Hortensio settles for marriage to the widow after his marriage to Bianca is refused. He would rather be married to someone than have no one. It is usual in Shakespearian comedies that they end in marriage. The Taming of the Shrew does not end with a marriage but observes several as the play goes on. Moreover, the play considers the impact that a marriage has on family members, friends and servants and on how a relationship and bond is formed thereafter. There is a form of elopement where Bianca and Lucentio go off and marry in secret, a formal marriage between Petruccio and Katherine where the social and economic contract is key, and the marriage between Hortensio and the widow which is less about wild love and passion but more about companionship and convenience. Theme: Social Mobility and Class The play is concerned with social mobility which is ameliorated through marriage in Petruccio’s case, or through disguise and impersonation.  Tranio pretends to be Lucentio and has all the trappings of his master while his master becomes a servant of sorts in becoming a Latin teacher for Baptista’s daughters. The Local Lord at the beginning of the play wonders whether a common Tinker can be convinced he is a lord in the right circumstances and whether he can convince others of his nobility. Here, through Sly and Tranio Shakespeare explores whether social class is to do with all the trappings or something more fundamental. In conclusion, one could argue that being of high status is only of any use if people consider you are of that status. Vincentio is reduced to a ‘faded old man’ in Petruccio’s eyes when he is encountered on the way to Baptista’s house, Katherine acknowledges him as a woman (who could get any lower on the social strata?). In fact, Vincentio is super powerful and rich, his social status is what convinces Baptista that his son is worthy of his daughter’s hand in marriage. Social status and class are therefore very important but transient and open to corruption. Katherine is angry because she does not conform to what is expected of her by her position in society. She tries to fight against the expectations of her family, friends and social status, her marriage ultimately forces her to accept her role as wife and she finds happiness in finally conforming to her role. In the end, the play dictates that each character must conform to his position in society. Tranio is restored to his servant status, Lucentio back to his position as a rich heir. Katherine is finally disciplined to conform to her position. In an additional passage to the play even Christopher Sly is returned to his position outside the alehouse having been stripped of his finery: Go take him easily up and put him in his own apparel again and lay him in the place where we did find him just underneath the alehouse side below.(Additional Passages Line 2-4) Shakespeare suggests it is possible to cheat class and social boundaries but that the truth will win out and one must conform to ones position in society if we are to live a happy life.

Managerial Competencies Essay Example | Topics and Well Written Essays - 5750 words

Managerial Competencies - Essay Example Therefore, the following discussion would encompass the findings and their implications relating to managerial competencies and their implications upon effectively performing different managerial roles along with responsibilities. Communication Competency In accordance with the Experiential Exercise Self-Assessment Inventory, the communication competency can be apparently observed as above average. It has been found from the assessment that the negotiation and the internal communication dimension is above average which facilitated me to effectively transfer as well as exchange valuable information to other individuals. In this regard, it can be affirmed that I should highly focus on improving the formal communication skill in order to efficiently communicate and exchange valuable information to each individual. Planning and Administration Competency The Experiential Exercise of the self-assessment process has clearly depicted that I possess better knowledge in gathering valuable info rmation, analyzing different problems and adopting quick decisions. Therefore, the aforesaid aspects would enable me to effectively monitor the information in accordance with their relevance concerning any ongoing activity. ... imensions in the teamwork competency such as creating supportive environment and managing team dynamics, certain major deficiencies can be a major constraint in enhancing my managerial skill. Therefore, I have to significantly focus on improving my competency based upon the aforesaid critical aspects. Strategic Action Competency According to the observation of self-assessment process, it can be viewed that I m quite weak in this particular characteristic. I have moderate knowledge about the industry along with an average understanding about the actions performed by the strategic partners and rivals within the industry. Therefore, I should need to focus on increasing the knowledge as well as the understanding of the industry which can in turn enable me to obtain effective decisions and identify the competitive position within the respective industry. Multicultural Competency The multicultural competency significantly defines the cultural knowledge and understanding. With regard to the self-assessment process, it can also be stated that significant deficiency of understanding about the impact of global events on the organization and little experience concerning the linguistic knowledge can be regarded as my major weaknesses that might negatively impact in gaining superior competitive position. Therefore, I need to highly focus on increasing the multicultural competency which in turn can enable me to gain substantial knowledge with the growing trend of the global business environment. Self-Management Competency With regard to the self-management competency, it has been viewed that I am above average in this particular characteristic. In accordance with the self-assessment process, it can be viewed that I possess adequate knowledge as well as experience about the integrity

Alienation in Hamlet Essay Example | Topics and Well Written Essays - 1500 words

Alienation in Hamlet - Essay Example * Alienation can be seen within Hamlet's soliloquies, his conversations with other characters and within his actions. Hamlet may be regarded as the prototype for the scores of "angry young men" what have populated literature, poetry, plays and latterly films since he first appeared on the stage. Hamlet's alienation is personified by his opening line: It is the fact that his first line is an aside that so perfectly encapsulates his alienation from a society that he should be the center of. He does not speak the line to his Uncle, or even the Court, but rather as an inward comment aimed at breaking the third wall of the stage for the audience. He is alienated from his world, and part of ours because of it. As the play continues Hamlet's alienation deepens and starts to influence many of those around him. When he decides to put "an antic disposition on" (I.5, 175) the question arises for the rest of the play whether he is playing at being mad, genuinely mad, or perhaps both. Here is the second part of "alienation" - madness that removes a person from the common spheres of reality. But Hamlet's madness is in fact closer to the reality and genuine feeling than those supposedly sane people around him. Thus later in the scene when he is chided for carrying on with his mourning beyond that which is seen as convenient or seemly, he answers, "I have that within which passeth show." (I.2, 85) Others show their feelings on the outside, they are merely masks of feeling while Hamlet genuinely feels on the inside. The fact that he cannot show what he feels properly, or more importantly, act upon what he feels brings further alienation. After the King chides Hamlet for being too gloomy, the latter produces another pun, as he states "not so, my lord, I am too much in the sun" (I.2, 67). Thus the fact that Hamlet is too much in the 'light' for his liking is mirrored with the fact that he is too much a "son". Hamlet cannot forget his father as the rest of the kingdom appears to have found it so easy to do. This sense of aloneness is another case of alienation for the young prince. He uses a bitter kind of humor to try and hide it, but it is a futile attempt. When Gertrude attempts to lighten the mood by saying that Hamlet's attitude "seems" peculiar to him, Hamlet retorts with the following: . . . seems madam Nay, it is. I know not seems. (I.2, 76) Later in the play these themes develop to fruition. When the actor cries over the death of his imaginary lover Hamlet is disgusted with himself, "what's Hecuba to him or he to her" (III.1, 497). Nothing is the silent reply, but the actor can show more emotion than Hamlet when can when his father has been genuinely murdered. In this opening scene the King and Queen say far more to Hamlet than he says in return. This illustrates the fact that words can at times be used to dissemble rather than communicate. The King and Queen use words to hide the obvious impropriety of their marriage so soon after Hamlet's father's death. Hamlet says so little because there is little that needs to be said. He regards the facts about the marriage as so obvious that they

The Marketing Management In Hotel Industry Essay

The Marketing Management In Hotel Industry - Essay Example The reason why the author does this research is that of his interest in both subject quality manufacturing and HRM and also because he wants to improve the knowledge in both areas that he is interested in. For the manufacturing area the author has some knowledge and regarding HRM is due to the fact that the author is doing the Masters degree in HRM. Also, because the author is from the south UK, so he is interested in understanding how the HRM works in the UK. The author also would like to work and a HR department especially in the manufacturing industry. To achieve the above-mentioned aim, the author has set out two objectives that need to be answered. The first objective that the author state is: To find out how individuals with chocolate retail industry difficulties are treated by the hotel chocolates in the UK (i.e.: the application of the law on equal opportunities towards chocolate retail industry). ... In Chapter two the study continues with the Hotel Chocolat's' Growth in the UK chocolate manufacturing sector about the areas of this study. Next, in Chapter three the study continues with the Customer-Based Analysis. In Chapter four the study continues with the conclusion, recommendations, and statistical reliability and in the last chapter, the author suggests his own personal Recommendations be made in the area of research. Conclusion To conclude after taking into consideration these suggested recommendations, the Chocolat's functions will operate in a better way and a high level of performance will be introduced and the employees will be kept satisfied. What can be done is to recruit more full-timers because the Hotel will be able to invest more, for example in training. In the case where the hotel will have to recruit part timers, it must be ensured that these employees will sign a temporary contract for the summer period. This move will provide the hotel the opportunity to plan in long term in respect with the recruitments.

Soviet American Relations 1929 Essay Example | Topics and Well Written Essays - 1250 words

Soviet American Relations 1929 - Essay Example No incident in examining a history of relations between these two powers is independent of other events that occurred prior to or during any such dialogue. To understand the context in which it is written demands an understanding of the milieu of the era. In order to facilitate this, I will first examine briefly the period prior to the Litvinov/Stimson communications from both the American and the Soviet perspective. At the culmination of World War One the United States engulfed itself in what is frequently termed as "Isolationism". The term infers that foreign policy dictated that the United States not concern itself with outside influence and concentrate instead on building a solid national base. This idea of isolation although embraced by many simply was not the case, nor was it the United State's intention during the 1920's. After World War One many American's felt that, although the Allies were victorious, the reasons for American involvement in the war were politically motivated rather than in the United State's best interest. More so, the loss of life suffered during the war intensified this feeling. Although not implicitly stated, many, at the time, felt that the United State's involvement was, in effect, to help the British government save face and retain their position as a global power. Although the United States did in many respects remove itself from direct intervention in the world relations, it was far from isolating itself. Much focus was placed on internal strengthening and development within the country, but at the same time America was still a key figure in world diplomacy and politics. The greatest contention between the United States and the Soviet Union at this time was the fall of the Russian government and the establishment of a Marxist's doctrine in what became the Soviet Union. After World War One Germany and the Soviet Union were virtually 'social outcasts' within the world political scene. Dialogue between the Soviet Union and the United States at the conclusion of the war was further strained by the Soviet Union's realization that American prisoners of war held by the Soviet government could be used as bargaining leverage to gain the United States' legitimization of the new Soviet government. Having previously negotiated for exchange of prisoners w ith the Soviet Union, the United States was unwilling to relent to these pressures when the Soviet government withdrew from the agreement and steadfastly refused to acknowledge its world legitimacy. Instead, the United States turned to Britain and France to assist in the negotiation for release of all three countries prisoners of war. The United States although politically refusing to recognize the Soviet Union as a sovereign nation - did so after World War One as it built, developed and strengthened economic ties. The national agenda of the era was to fabricate a strong economic base within the United States, but foreign investment including investment in the Soviet Union was prevalent by American industry during this period. During such times, as steadfastly as the United States refused to acknowledge the new communistic creation of the Soviet Union,

The Historical Relevance of the Movie Saving Private Ryan Essay

The Historical Relevance of the Movie Saving Private Ryan - Essay Example Besides, the movie acts the role of a link between past and present. Thesis statement: The movie "Saving Private Ryan" is historically relevant because it portrays World War II from personal and general perspectives. Plot summary The movie begins with a World War II veteran’s (Ryan) visit to Normandy American Cemetery and Memorial in France. The film is presented as a flash-back, which represents the Normandy Invasion of 1944, undertaken by America and its allies against German control over French territory. The initial landing on French soil was undertaken and successfully accomplished by Captain John H. Miller. Dancyger opines about Miller that â€Å"His conscious self-sacrifice to save Ryan elevates the premise of the narrative to mediation on the question of what is worth dying for, and the film implies that there are issues and events in life that are worth dying for† (197). Then, the whole attention is shifted to the main plot of the story. Within this context, Ge neral George Marshall came to know that Ryan family is to be informed that four brothers are lost during the war. But George Marshall was aware of the fact that Private First Class James Francis Ryan (fourth brother) was not dead but missing in action. The following part of the film revolves around Miller’s attempt to find out Ryan. The troop members travel through Neuville, Vierville and Ramelle and finds out Ryan. In the end, Ryan and others survive and Miller was succumbed to death. Then the viewers came to know that the old man in the beginning of the film who visit’s Miller’s grave was Ryan. Historical relevance As pointed out, the movie "Saving Private Ryan" is interconnected with one of the important events during World War II. Within this context, the movie can be considered as attempt from the director to commemorate the soldiers who fought bravely to save the whole world from Nazism and Fascism. Besides, the director makes use of the main character (Mi ller) as a mouthpiece to communicate with the viewers. The director shows ample importance to the relationship between past and present. The first scene in the film represents the present condition, in which a World War veteran visits a grave yard. When the camera suddenly shifts attention to another scene, and the time element becomes stagnant. This leads to a sequence of scenes in which the camera focuses upon the hardships faced by the soldiers during the World War II. As the whole world was undergoing imminent threat from Adolf Hitler and his ideology of Aryan supremacy, the plot selected by the director can be considered as historically relevant. The movie’s plot is interconnected with war history, especially the World War II. But the director does not try to portray the World War II as a whole. Instead, he made use of a specific incident within the World War II as the plot for his movie. For instance, the Invasion of Normandy in France by America (say, in 1944), and its allies was an important event during the World War II. It paved the way towards the ultimate downfall of Adolf Hitler. Instead of telling the story from a third person perspective, the director made use of the character Miller as the eye witness and participant of the war. Within this context, the film must be considered as a tribute to the soldiers who fought for the wellbeing of humanity. One can easily identify that the physical and mental trauma faced by the soldiers during World War II is an eye opener for the whole world. The director gave ample importance to the combat scenes and same is to be considered as a kaleidoscopic vision into the darker side of war. Besides, the movie represents the survival instinct of human beings in critical

The Early Inhabitants of the Americas Essay Example | Topics and Well Written Essays - 750 words

The Early Inhabitants of the Americas - Essay Example In this regard, the United States sought to establish a strong presence across the world in order to enhance its superiority. On the other hand, the Soviet Union fought its way by seeking support in African countries and across the East (Jones, 19). 2) The discovery of America was a turning point in the European international affairs. Countries like England, Portugal, and France were envious of Spain on the great wealth it got from the American and this led to the fight for control of the colonial lands. The focus was basically to benefit from the huge spoils. Indeed, the discovery of America created the impetus and motivation for colonization of the world and the growth of empress across the world. In comparison to the modern times, it is seen that China and the West are increasingly getting interested in Africa due to the potential of the continent. The focus of China is therefore to establish a strong presence and this is already causing much concern for countries like the United States. As such, the United States is extending various development programs to Africa with the hope of neutralizing China’s presence (Jones, 70). 3) After getting interested in the Americas, the European powers began pressing into the interior of the land and laying claims. They placed much pressure on the Spanish and this led to a series of proxy wars. The whole region came under much competition and many of the proxy wars involved the natives. The last of the war, the Yamasee War marked the end of the militancy of the Native Americans in the South. On various occasions, the United States has used such proxy wars involving natives in achieving some of its goals. For instance, during the Battle of Tora Bora in search for Osama Bin Laden in 2003, the Americas used the natives of the region who were well acquainted with the conditions in fighting against the terrorists (Jones, 89).

Soviet American Relations 1929 Essay Example | Topics and Well Written Essays - 1250 words

Soviet American Relations 1929 - Essay Example No incident in examining a history of relations between these two powers is independent of other events that occurred prior to or during any such dialogue. To understand the context in which it is written demands an understanding of the milieu of the era. In order to facilitate this, I will first examine briefly the period prior to the Litvinov/Stimson communications from both the American and the Soviet perspective. At the culmination of World War One the United States engulfed itself in what is frequently termed as "Isolationism". The term infers that foreign policy dictated that the United States not concern itself with outside influence and concentrate instead on building a solid national base. This idea of isolation although embraced by many simply was not the case, nor was it the United State's intention during the 1920's. After World War One many American's felt that, although the Allies were victorious, the reasons for American involvement in the war were politically motivated rather than in the United State's best interest. More so, the loss of life suffered during the war intensified this feeling. Although not implicitly stated, many, at the time, felt that the United State's involvement was, in effect, to help the British government save face and retain their position as a global power. Although the United States did in many respects remove itself from direct intervention in the world relations, it was far from isolating itself. Much focus was placed on internal strengthening and development within the country, but at the same time America was still a key figure in world diplomacy and politics. The greatest contention between the United States and the Soviet Union at this time was the fall of the Russian government and the establishment of a Marxist's doctrine in what became the Soviet Union. After World War One Germany and the Soviet Union were virtually 'social outcasts' within the world political scene. Dialogue between the Soviet Union and the United States at the conclusion of the war was further strained by the Soviet Union's realization that American prisoners of war held by the Soviet government could be used as bargaining leverage to gain the United States' legitimization of the new Soviet government. Having previously negotiated for exchange of prisoners w ith the Soviet Union, the United States was unwilling to relent to these pressures when the Soviet government withdrew from the agreement and steadfastly refused to acknowledge its world legitimacy. Instead, the United States turned to Britain and France to assist in the negotiation for release of all three countries prisoners of war. The United States although politically refusing to recognize the Soviet Union as a sovereign nation - did so after World War One as it built, developed and strengthened economic ties. The national agenda of the era was to fabricate a strong economic base within the United States, but foreign investment including investment in the Soviet Union was prevalent by American industry during this period. During such times, as steadfastly as the United States refused to acknowledge the new communistic creation of the Soviet Union,

The Early Inhabitants of the Americas Essay Example | Topics and Well Written Essays - 750 words

The Early Inhabitants of the Americas - Essay Example In this regard, the United States sought to establish a strong presence across the world in order to enhance its superiority. On the other hand, the Soviet Union fought its way by seeking support in African countries and across the East (Jones, 19). 2) The discovery of America was a turning point in the European international affairs. Countries like England, Portugal, and France were envious of Spain on the great wealth it got from the American and this led to the fight for control of the colonial lands. The focus was basically to benefit from the huge spoils. Indeed, the discovery of America created the impetus and motivation for colonization of the world and the growth of empress across the world. In comparison to the modern times, it is seen that China and the West are increasingly getting interested in Africa due to the potential of the continent. The focus of China is therefore to establish a strong presence and this is already causing much concern for countries like the United States. As such, the United States is extending various development programs to Africa with the hope of neutralizing China’s presence (Jones, 70). 3) After getting interested in the Americas, the European powers began pressing into the interior of the land and laying claims. They placed much pressure on the Spanish and this led to a series of proxy wars. The whole region came under much competition and many of the proxy wars involved the natives. The last of the war, the Yamasee War marked the end of the militancy of the Native Americans in the South. On various occasions, the United States has used such proxy wars involving natives in achieving some of its goals. For instance, during the Battle of Tora Bora in search for Osama Bin Laden in 2003, the Americas used the natives of the region who were well acquainted with the conditions in fighting against the terrorists (Jones, 89).

Enron-The Smartest Guys in the Room paper Essay Example for Free

Enron-The Smartest Guys in the Room paper Essay Answer the following questions based on the film Enron: The Smartest Guys in the Room (2005). 1. (a) Describe the ownership structure at Enron. (b) How did the ownership structure contribute to the Enron scandal? (15 points) When Enron became a publicly traded company, the employees and executives had more incentive to manipulate earnings and financials. With the shift in structure, there were more external stakeholders to satisfy, which caused the company to focus on short-term results, rather than long-term interests. The company went as far as to trade all sorts of things, including weather and broadband, in order to gain support from investors. Enron got a lot of that support. Investment banks put about $25 million each into the company. With high stakes and image on the line, Enron manipulated earnings to drive stock prices up through mark-to-market accounting to please its stakeholders. 2.(a) Describe the following three leaders: Ken Lay, Jeff Skilling, and Andy Fastow. (b) How did EACH leader contribute to the scandal? (20 points) Ken Lay was a very ambitious man. He was the son of a poor Baptist preacher. Because of Lay’s humble roots, Lay worked several jobs as a kid. He always dreamed about being a businessman one day and making huge wealth for himself. Lay believed he could have a better life with more wealth. He also believed in government deregulation. Lay had a PhD in economics. He aggressively pushed for deregulation of energy markets in Washington. His goal was to liberate businessmen from government’s hold. He took advantage of government letting energy prices float with the market, and started Enron Corporation through a few mergers. Jeffrey Skilling, former CEO of Enron, was said to be â€Å"incandescently brilliant† by many at Enron. In reality, he was a risky, danger-seeking gambler. Skilling had a Darwinian view and strongly beli eved in the idea of â€Å"survival of the fittest†. He implemented a group called the Performance Review Committee. The committee was involved in the â€Å"rank and yank† system, in which the bottom 15 percent of the company got fired each year. This ultimately led to numerous unethical actions and turning a blind eye to fraud because of employees’ determination for job  security. Skilling was a former nerd, and went on to change himself. He was very admired at Enron. When he got Lasik surgery, everyone else did too. Skilling was responsible for making energy into a tradable entity and for his advocacy of mark-to-market accounting, which was the main tool for Enron’s earnings manipulation. Fastow was a very greedy man. He served as CFO of Enron. He was responsible for running numerous companies that partnered with Enron. He mainly worked to cover up the financial fantasy land that Lay and Skilling had created. He was hired before age 30 by Skilling to join Enron. He always idolized Skilling and wanted to please him. He ended up hiding about $30 billion in debt through his companies. In addition, he skimmed off many of the deals he made, using Enron stocks as collateral. Fastow did not have a strong moral compass, and would play to the greed of the investment banks. He would offer investment banks accounts for their silence. One analyst, John Olsen, star ted to question the firm, and weeks later, was fired by the investment bank because Fastow paid off the bank with big Enron accounts. 3.(a) Describe the organizational culture at Enron. (b) How did the organizational culture contribute to the Enron scandal? (15 points) The culture at Enron was very cut-throat and filled with greed. Money drove the company and its employees. In fact, even the elevators had displays of the stock prices. The company was overtaken by hubris as well. Everyone was on the bandwagon—the accounting firm, investors, executives, and employees. The entire company thought it was changing the world. Everyone was blinded by arrogance, greed, and money. Enron was always portrayed as a super power in the market. It was said that is someone wanted to be part of the market, they had to go through Enron. In addition, many employees, including Skilling, were former nerds and had something to prove. There was a very macho culture at Enron. Skilling would organize dangerous, macho trips for employees and big clients. The stories from these adventures became legend. One man almost died from a flipp ed Jeep. Stories like that were legendary in the office. The culture ultimately led Enron to scandal because of the ideas it had put into people’s heads—that money drove everything and cash was king. 4.(a) Describe the performance management/reward system at Enron. (b) How did the performance   management/reward system contribute to the Enron scandal? (20 points) The reward systems were big. The executives and employees were all fans of the â€Å"pump and dump† system in which the employees drove the stock prices up, and would them sell the stocks off. The company was consumed by stock prices, as stocks were a large part of the compensation structure at Enron. Even the elevators had stock prices posted, so people could be reminded daily that there was more money to be made. The cash bonuses were extravagant too. In fact, a 25-year-old made a $5 million bonus. Executives were given multi million dollar bonuses. In addition, to prevent anyone from raising any flags, Enron played on the greed of the outside accounting firm, Arthur Anderson, as well as law firms. In fact, in 2001, Arthur Anderson got $1 million a week to keep things quiet and go along with everything. The la w firm was paid off handsomely as well. Analysts at investment banks would never really look into things because of greed as well. Because of all the bonuses, outsiders turned a blind eye, as did employees, which ultimately gave way to the scandal that ensued. 5.(a) Describe the regulatory/oversight weaknesses for Enron. (b) How did the regulatory/oversight weaknesses contribute to the Enron scandal? (15 points) Enron sought to take advantage of the low level of government regulation and the hyper capitalism created by the reigning consumer culture of the time. The company was run by a group of intelligent individuals who recognized they could take advantage of the government failure of low regulation. Early on while working for Enron, Lay founded many friends within Congress, including the friendship of George H.W. Bush and George W. Bush. The government helped in pork barrel legislation for the company, granting it even more power. In addition, Bush senior helped secure millions of subsidies for Enron and helped promote Ken Lay as ambassador of deregulation at large. In addition, even energy-specific regulators turned a blind eye. Pat Wood, chair of FERC, was recommended by Lay as chair, and would work with Enron in lack of government in tervention. Even the power plants in California were working with Enron at one point. Enron could call someone at a power plant and cause rolling blackouts in parts of California,  driving energy prices up. With support from the government and very low regulation and intervention, Enron had a clean path to scandal. 6.Describe three (3) specific ways, which are directly related to the above factors, that Enron-like scandals could be prevented in the future. (15 points) 1. Publically-traded companies should have a strong board of directors that oversees the company and does not have investment in the company. Greed drove Enron to do what it did, but a board of directors who has no stake in the company would be more objective and ethical in decision-making for the company. 2. There should be less compensation tied to stock performance, as that was a large incentive for fraud at Enron. People’s earnings were tied too closely to stock. 3. Analysts should be help more responsible for their actions. The investment banks they worked for got sued, but who’s to say the analysts who turned a blind eye ever got punished? They made the banks lots of money, so they probably kept their jobs and got a slap on the wrist. More consequence in the public eye would deter these actions in the future.

CNS Involvement in GBS: Brainstem Auditory Evoked Potential

CNS Involvement in GBS: Brainstem Auditory Evoked Potential BRAINSTEM AUDITORY EVOKED POTENTIAL AS AN INDEX OF CNS DEMYELINATION IN GB SYNDROME Dr. Smita Singh*, Dr. Nitesh Mishra**, Dr. Shraddha Singh#, Dr. Sunita Tiwari## ABSTRACT: Guillain-Barrà © Syndrome (GBS) is an acute, frequently severe and fulminant polyradicular neuropathy that is autoimmune in nature. GBS manifest as rapidly evolving areflexic motor paralysis with or without sensory disturbances. It mainly involves peripheral nervous system and autonomic nervous system. There are rare evidences about the involvement of central nervous system (CNS) in GBS. The main objective of the study was to assess the CNS involvement in GBS using the Brainstem Auditory Evoked Potential (BAEP). The study was conducted in the clinical neurophysiology lab in the department of physiology, CSMMU Lucknow. Study group involved 26 subjects (n=26) having GBS and control group involved 30 normal subjects (n=30). BAEPS were recorded by Neuroperfect- EMG 2000 EMG/NCV/EPsytem. The data so obtained were subjected to analysis using Statistical Package for Social Sciences (SPSS) Version 13.0. There was significant increase in PIII PV peak latencies and PI-PIII PI-PV interpeak l atencies in both left and right ear in the study group, which showed the CNS involvement in GBS which can be assessed using BAEP. Key words: Guillain-Barrà © Syndrome, Central Nervous System, Brainstem Auditory Evoked Potential INTRODUCTION: Guillain-Barrà © Syndrome (GBS) is an acute, frequently severe and fulminant polyradicular neuropathy that is autoimmune in nature. GBS manifest as rapidly evolving areflexic motor paralysis with or without sensory disturbances. The usual pattern is ascending paralysis i.e. weakness begins in distal limbs but rapidly advances to affect the proximal muscle functions. Lower cranial nerves are usually involved causing bulbar weakness and difficulty with handling secretions and maintaining airways. Deep Tendon Reflexes (DTR) usually disappears with in 1st few days of onset. Bladder dysfunction if present is usually transient1. In severe cases of GBS autonomic involvement is common. Usual feature are loss of vasomotor control with wide fluctuation in blood pressure, postural hypotension and cardiac dysrhythmias. Pain is another common feature of GBS most common is deep aching pain in weakened muscles. GBS shows mainly two types of pathophysiology, demyelinating form and axonal degeneration. Basis of demyelinating form is conduction block, which results in flaccid paralysis and sensory disturbances. Recovery is possible as remyelination occurs. Axonal degeneration shows slow rate of recovery and results in greater degree of residual disability. CSF shows albuminocytological dissociation that is elevated CSF protein level (100-1000gm/dl) without accompanying pleocytosis. CSF usually remains normal when duration of illness is less than 48 hours. CSF protein level increases at the end of first week of illness. Electrodiagnostic features are mild or absent in early stages and lag behind clinical evolution. Demyelinating form shows prolonged distal latencies, slow conduction velocities, conduction block and temporal dispersion of compound action potential. Axonal form shows decrease amplitude of compound action potential without conduction slowing and prolongation of latencies. There are several clinical, pathologic and electrophysiologic evidences that have established that GBS affects predominantly the peripheral nervous system. Focal demyelination of the Schwann cell derived myelin has been described. Neuropathologic and electrophysiologic evidences for involvement of central nervous system are rare. There are few studies2, 3, 4, 5, which have been performed to explore the involvement of CNS in GBS. However, there exists no study in the Indian environment regarding the same. The present study is an effort to explore the CNS involvement in GBS by measuring auditory evoked potentials. This test evaluates the integrity of auditory (Brainstem Auditory Evoked Potential) pathway by measuring evoked potentials. Evoked potentials are recorded as electronic impulses by surface electrodes attached to the scalp. A computer extracts these low amplitude impulses from background brain wave activity and averages the signals from repeated stimuli. Brainstem auditory evoked potentials, produced by delivering clicks to the ear, and help to locate auditory lesions and evaluate brainstem integrity. MATERIAL METHODS: The study was conducted in the clinical neurophysiology lab in the department of physiology, CSMMU Lucknow. The subjects of study group were selected from neurology, pediatrics and medicine department of CSMMU Lucknow and selection of the subjects of study group had been done on the basis of detailed history, though clinical examination, laboratory investigations and clinically proven cases of GBS. Normal healthy controls were selected after through clinical examination and it was insured that they do not have any apparent clinical illness that may affect the evoked potentials. Clearance from the institutional ethical committee was obtained written informed consent had been taken from the entire subjects study and control group. The study was conducted on clinically diagnosed cases of GBS of both sexes. The subjects were diagnosed on the basis of history, clinical examination, and typical CSF profile (albuminocytological dissociation) and electrophysiological evidences of demyelination. Subjects having prior neurological illness, apparent hearing and visual impairment, AFP due to another cause were excluded from the study group. All the subjects of study and control group were tested under similar laboratory conditions. Subjects were given sufficient time to relax rapport had been established so that they feel comfortable and cooperate during investigation Recordings of BAEPS: BAEPS were recorded by Neuroperfect- EMG 2000 EMG/NCV/EPsytem. The EPs were recorded with disc electrode from standard scalp location. Electrode were placed at vertex (Cz, reference electrode) ,ipsilateral and contralateral mastoid process (Ai and Ac active electrode) and forehead (Fz, ground electrode) after proper cleaning the scalp or skin site with alcohol followed by EEG conducting paste For recording 2000 click stimuli at the rate of 11Hz/sec with duration of .1 ms were delivered at 70 dB. The other ear was masked by pure white noise at 40 dB. This click generated by passing 0.1 ms square pulses trough shielded headphone. Electrical impedance was kept less than 5 kilo ohm. Peak latencies of all the waves I., II, III, IV and V and interpeak latencies of I-III,II-V and I-V were determined for both right and left ears separately. STATISTICAL ANALYSIS: The data so obtained were subjected to analysis using Statistical Package for Social Sciences (SPSS) Version 13.0. The data has been shown as mean ±SD, to compare the difference between the normal and healthy controls; â€Å"t† test for independent samples has been carried out. The confidence limit of the study was kept at 95%, hence a â€Å"p† value less than 0.05 denoted statistically significant difference. RESULTS: Table 1: Peak Brainstem Auditory Evoked Potentials for Left Right Ears ** p Table 2: Inter-peak latencies for BAEP for Left Right Ears * P DISCUSSION: Guillian Barre syndrome (GBS) is regarded as a predominantly motor neuropathy with transient or absent sensory features. Although the central nervous system is rarely involved, GBS associated with CNS, manifestations has been described in children by Okumura et. al (2002)6. and in adults by Maier H et. al. (1997)3, and Muller HD et. al.(2003)4 Maier H et. al. (1997)3 observed histopathological changes in CNS of GBS patients. He found infiltration of macrophages microglial cells and/or lymphocyte in different areas of central nervous system. Spinal cord and brainstem shows lymphocytic infiltration and microglial activation. Histopathological feature of CNS involvement is also observed by Muller HD et. al. (2003)4 in form of the cellular infiltration of spinal cord though not very significant and suggested CNS involvement in GBS occur, though rare. There are few studies which had demonstrated CNS (changes) lesion in GBS on neuroimaging. Nadkarni N et. al. (1993)7 observe MRI finding of CNS white matter lesion in patient of GBS who had developed symptoms of optic neuritis after plasmapharesis. These findings suggest there may be possibility of same antigenic mechanism of pathogenesis in CNS as well as peripheral nervous system. Okumura et. al. (2002)6 reported the clinical course and electrophysiological and neuroimaging of a patient of GBS associated with CNS lesion. He found mild slowing of background activities without paroxysmal discharge in electroencephalogram (EEG), mildly prolonged N2 latency with abnormal waveform in VEPs. BAEPs were unremarkable. In magnetic resonance imaging (MRI) there were multiple lesions in cortex and sub-cortex in the right occipital lobe and in the deep white matter in both frontal lobes. Despite all these lesions there was no evident CNS manifestation in the case. This implies that an association of CNS involvement in patients with GBS could be under estimated because some lesions can be clinically silent. The present study was an effort to evaluate central nervous system involvement in patients of GBS in Indian population because there is no study regarding the same performed in the India. In the view of known pathologic involvement of most proximal portion of peripheral nerves in GBS, the most likely cause of these BAEP abnormalities is focal demyelination of Schwann cell derived myelin sheath that covers the extramedullary portion of the auditory nerves. Prolongation I-III IPL indicative of lesion in the auditory nerve to medullary junction or lower pons around superior olive trapezoid body. The prolongation of I-V IPL suggests the abnormality of conduction of auditory signals from the proximal auditory nerve to the mesencephalon via pons. The findings of the study of BAEPs are comparable and show similarity with the results of study done by Zgorzalewicz M et. al. (2003)8 except there is an additional finding of IPL III-V prolongation in our study. In the study done by Schiff JA et. al. (1985)9 had also found prolonged I-III inter peak latencies (IPL) in five of six patients of GBS and I-V IPL in two of six patients, these results are comparable with the present study. Ropper AH et. al. (1986)10 also find the BAEP abnormality in the form of I-III and III-V IPL prolongation in patients of GBS, though that was not clinically significant. Whereas Nelson KR et. al. (1988)11, find the BAEPs abnormality in patients of GBS as prolongation of wave II latency and total absence of BAEM wave form in the early stage of disease and with the complaints of sudden onset of deafness, hearing improved with the recovery and BAEP abnormality of conduction block was replaced as a prolongation of wave I latency. After convalescent period BAEPs become normal. In present study there was no case present as similar complaint and BAEPs finding. Topcou M et. al. (1993)12 had performed evoked potential study in patients of GBS and found BAEPs and VEPs values were abnormal in some patients during early course of illness, though the values were not statistically significant. Wong V et. al. (1997)13 had found BAEPs abnormality in Miller Fischer syndrome (MFS), a variant of GBS. His findings of BAEPs abnormalities suggest proximal auditory nerve and brainstem involvement. CONCLUSION: Thus it can be concluded from our study that though often ignored, the central nervous system demyelination does occur in Guillain-Barrà © Syndrome (GBS) and the same can be assessed using evoked potentials like Brainstem Auditory Evoked Potentials (BAEP). REFERENCES: Harrisons; Principle of internal medicine, 15th ed. McGraw-Hill 2001. Lobuz-Roszak B, Pierzchala K, Kapustecki J, GBS central nervous system symptoms, Neurol Neurochir Pol 2004 May-June; 38 (3) : 221-6. Maier H, Schmidbauer m, pfausler B et al., Central nervous system pathology in patients with the GBS, Brain, 1997 Mar, (pt 3); 451-64 Muller HD, Beckman A, Schroder JM, Inflammatory infiltrates in the spinal cord of patients with GBS, Acta Neropathol (Berl) , 2003 Dec, 106 (60 : 509-17 Nadkarni N, Lisak Rp , GBS with bilateral optic neuritis and central white matter disease, Neurology, 1993 Apr, 43(4) : 842-3 Okumura A , Ushida H , Maruyama K et al., GBS associated with central nervous system lesions, Arch dis Child 2002 Apr ; 86 (4) : 304-6. Nadkarni N, Lisak Rp , GBS with bilateral optic neuritis and central white matter disease, Neurology, 1993 Apr, 43(4) : 842-3 Zgorzalewicz M Zielinska, Kilarski D. Brain stem auditory visual evoked potential in children adolescents with GBS, Neurol Neurochir Pol, 2004; 38(1Suppll): 531-7 Schiff JA , Cracco RQ, Cracco JB, Brain stem auditory evoked potentials in GBS, Neurology. 1985 May; 35 (5). Ropper AH, Chiappa KH, Evoked potentials in GBS, Neurology, 1986 Apr; 36(4): 587-90 Nelson KR , Gilmore RL, Massey A , Acoustic nerve conduction abnormalities in GBS ,Neurology, 1988 Aug ; 38(8): 1263-6 Topcu M, Ergin M, Nurlu G et al., Evoked potential in GBS, Turk J Pediator, 1993 Apr- Jun; 35 Wong V. A neurophysiological study in children with Miller Fisher syndrome and Guillain Barre Syndrome. Brain Dev. 1997 Apr; 19(3): 197-204.