Diagnosis Of Diabetes Mellitus ( Dm ) - 843 Words

Diabetes or clinically referred to as Diabetes Mellitus (DM), is part of several groups of metabolic illnesses where there are high glucose levels for an extended period of time. Diabetes happens if there is not enough insulin produced by the pancreas or the body cells are not adequately responding to the insulin produced. (Ciccone, 2016 p510-511). Delving into its early history, diabetes was one of the early illnesses described, from a tablet found in Egypt from the year 1500 BC that stated too great emptying of the urine.† The early recorded case was about type 1 diabetes. Ancient medicine men from India around the same period identified the disease and gave it the term Madhu Mehta honey urine,† by observing the urine of a patient attracted ants. An early mention of diabetes or to pass through found in passages from poetry by Apollonius, a Greek philosopher from the Egyptian area of Memphis in 230BC. Diabetes was almost nonexistent in the Roman empire, the philosopher Galen commenting that he had observed two cases in his lifetime. The ancient people’s diet and lifestyle was an important factor and also because the symptoms diagnosed during the late stages of the disease. Philosopher Galen called it urine diarrhea or diarrhea urinosa. A surviving papyrus was found with written details about diabetes in the writings of Aretaeus on 2nd or early 3rd BC. He stated that the disease, which he ascribed to the coldness of moisture, imitating the inscriptions fromShow MoreRelatedDiabetes Mellitus ( Dm ) Is One Of The Most Prevalent Diseases Affecting The Endocrine System1636 Words   |  7 PagesDiabetes mellitus (DM) is one of the most prevalent diseases affecting the endocrine system. The incidence of DM in the United States has reached over 29 million citizens (Diabetes Latest, 2014). Of the 29 million, the Centers for Disease Control and Prevention (2014) estimate that 1 in 4 are unaware of their condition. DM can be categorized into three different diseases: Type One, Type Two, and Gestational. Types one and two are diagnosed anytime throughout a patient’s life; gestational is DM thatRead MorePathophysiology Of Diabetes Mellitus And Diabetes Essay1189 Words   |  5 PagesPathophysiology of Diabetes Mellitus Diabetes Mellites(DM), is a deficiency of insulin action causing hyperglycemia. The majority of DM have a decreased secretion of the cells, insulin resistance, or counterregulatory hormones( McPhee Hammer, 2010). Insulin is synthesized from the beta cells from the pancreases. Composed from A peptide and B peptide connected to C peptide and disulfide bonds. Insulin is a hormone that aids in metabolism. encourages glucose uptake and the synthesis works mainlyRead MoreDiabetes Mellitus ( Dm ) Or Type 2 Diabetes1398 Words   |  6 PagesDiabetes Mellitus (DM) or Type 2 Diabetes is seen as a metabolic disease that is categorized by abnormally high blood glucose or hyperglycemia. Diabetes Mellitus is also formerly known as noninsulin-dependent diabetes mellitus and is the most common form of diabetes that is seen. Insulin is a hormone that is supplied to the body that allows us to efficiently use glucose as fuel. When carbohydrates are broken down into sugars in the stomach glucose ent ers the blood circulation simulating the pancreasRead MoreNutrition Therapy On Type 2 Diabetes Mellitus862 Words   |  4 PagesNutrition Therapy in Type 2 Diabetes Mellitus Smelter et al. (2010) defines diabetes mellitus (DM) as a chronic metabolic disorder of glucose metabolism characterized by hyperglycemia. DM is etiologically divided into types 1 and 2 referring to inadequate insulin secretion and reduced insulin-driven glucose uptake in muscle cells respectively. However, the term â€Å"Non-insulin dependent diabetes mellitus† to refer to type 2 DM is no longer used because some degree of beta-cell failure leading to reducedRead MoreThe Effectiveness And Side Effect Possibilities Of The Combined Treatment For Type 2 Diabetes Mellitus Essay734 Words   |  3 PagesAssessment of the effectiveness and side-effect possibilities of the combined treatment for type-2 diabetes mellitus Diabetes mellitus (DM) is a chronic metabolic disease which is mainly caused by the abnormalities of insulin regulation to control glucose level in the blood, thus resulting hyperglycemia [1, 2]. There are currently two major distinct types of DM, namely type-1 and type-2 diabetes. Type-1 diabetes corresponds with the inability of pancreatic hormonal glands to produce sufficient insulin toRead MoreA Brief Note On Diabetes Mellitus ( Dm ) Is A Serious Disease That Affects Much Of The U.s. Population1140 Words   |  5 PagesDiscussion Post Week Nine NURS6051, N-20 Diabetes Mellitus (DM) is a serious disease that affects much of the U.S. population. DM occurs when the body had trouble regulating the amount of glucose in the blood stream. Although they share a similar name, Diabetes Insipidus (DI) is a different process, which involves kidney-related fluid retention problems. As advanced practice nurses (APNs) one must be able to differentiate, diagnose, and treat all three disorders appropriately. The purpose ofRead MoreThe Prevalence Of Autonomic Dysfunction And Fac Tors Affecting Can1432 Words   |  6 PagesCAN). Mean fasting blood glucose and BMI were significantly associated with CAN in type 2 DM. Parasympathetic involvement was more than sympathetic involvement. Out of all tests performed, heart rate response to standing (EI ratio) and deep breathing (30:15 ratio) were the most common test affected in our study population. S. Aggarwal et al [41] in their study on 50 patients with non cardiac Diabetes Mellitus had demonstrated 70% of patients were tested positive for autonomic dysfunction, howeverRead MoreFactors That Influences Blood Glucose Control2932 Words   |  12 PagesAbstract Background: Diabetes is the most dangerous and common life long-health condition which affects mankind irrespective of age. Diabetes is a boon for the health care provider as it is a very demanding and complex disease. It is very essential that this killer disease must be identified early and significant treatment must be entitled to the patient as soon as it is detected. By creating a good awareness of this disease and its manifestations, the increasing number of mortality and morbidityRead MoreDiabetes Mellitus ( Dm ) Is A Metabolic Disorder Caused By Pancreatic Disorders1103 Words   |  5 PagesDiabetes Mellitus (DM) is a metabolic disorder caused by pancreatic dysfunction resulting in absence or insufficient insulin secretion. Different categories of DM are as follows; type 1 DM, type 2 DM, other specific type and gestational DM (GDM) (Huether McCance 2012). Type 1 DM is caused by autoimmune where there is no insulin production, type 2 DM happens later in life due to insulin r esistance from obesity, low level of HDL(good cholesterol), or polycystic ovary disease (Blair, 2016). OtherRead MoreThe Aspiration Of Gastric Contents777 Words   |  4 Pagesconditions (diabetes, renal and liver dysfunction, sepsis, recent trauma, acute intra-abdominal processes) and physiologic states (such as labour) can prolong gastric emptying time increasing the risk of aspiration in these patients 5. Patients with a diagnosis of Diabetes Mellitus (DM) are a particularly important group to study, since their condition is highly prevalent in the general population and may place them at increased risk of aspiration 7. One common consequence of Diabetes Mellitus (DM) is

Night World Huntress Chapter 15 Free Essays

Jez recognized them immediately-not the individuals, but the type. They were ‘wolves, and they were thugs. Somebody’s hired muscle. We will write a custom essay sample on Night World : Huntress Chapter 15 or any similar topic only for you Order Now She didn’t have her stick, but she didn’t need it. She could feel a dangerous smile come to her lips; part anticipation and part sheer fury. Suddenly she wasn’t tired, wasn’t sore, wasn’t anything but perfectly in tune with her body and dying to use it as a weapon. She launched herself like a streak of red lightning, passing Claire easily and knocking the human girl flat before landing in front of the ‘wolves. A guy and a girl. They snapped to attention in front of her, each dropping into a fighting stance. Behind her, she could hear Claire say, â€Å"Ow.† â€Å"Good morning and welcome to the Bay Area,† Jez told the ‘wolves; then she snap-kicked the girl in the face. The girl flew backward. She wasn’t out of commission, but it had wrecked the joint attack they had been about to make. The guy knew this, but he was a wolf, so instead of waiting for his partner to recover, he growled and threw himself at Jez. Oh, Goddess, this is too easy. As he drove a punch at her face, Jez turned sideways and let his fist whistle past her. Then she threw her left arm â€Å"* around his left hip, holding him in what was almost an embrace. A deadly one, though. At the same instant she slammed her left hand up to his chin, striking with enough force to stun him. He staggered in her arms, snarling. Bristly hairs erupted on his face. â€Å"Sweet dreams, Fido,† Jez said. She hooked her left leg around his right just below the knee and brought him crashing to the platform. His head hit the concrete and he went limp. Somewhere behind Jez, a sort of thin shrieking had begun. Claire. Jez ignored it, and ignored the two or three people scrambling for the stairs- avoiding the down escalator because it was right beside Jez. She was focused on the female werewolf, who was back on her feet. â€Å"Do yourself a favor and don’t even try anything,† she said, grinning. â€Å"You’re way outclassed.† The girl, who had reddish-brown hair and a feral expression, didn’t answer. She simply showed her teeth and lunged for Jez. With both hands reaching for Jez’s face. You’d think they would learn, Jez. thought. Especially after what just happened. Even as she was thinking it, her body was making the right moves. She grabbed the girl’s leading arm with both hands, then twisted, pulling her off balance. She took the girl down with a pull drop, flipping her to the platform. As soon as the girl was flat Jez locked the arm she still held and began to apply leverage against the elbow joint. â€Å"Don’t move or I’ll break your elbow,† she said pleasantly. The girl was writhing in pain, spitting and struggling and hurting herself worse. Absently, Jez noticed that Claire had stopped shrieking. She glanced up to make sure her cousin was all right and saw that Claire was on her feet, staring openmouthed. Jez gave her a reassuring nod. Then she looked back at the female ‘wolf. Now that the fight was over she had the leisure to wonder what was going on. There were plenty of people who might want to kill her, but she couldn’t think of any reason for them to target Claire. And they had been targeting her; Jez was sure of that. This was no random thing. This was two ‘wolves attacking a human right in public, in front of witnesses, as if they didn’t care who saw them. This was something planned, something important. She gave the girl’s arm a little twist, and the girl snarled wildly, glaring at Jez with reddish eyes full of animal fury and hatred. â€Å"Okay, you know what I want,† Jez said. ‘I need answers, and I don’t have much time. What are you doing here? Who sent you? And why do you want her?† She jerked her head toward Claire. The girl just glared harder. Jez applied more pressure. â€Å"Look, I can make time for this if I need to. I can do this all day. After I break this elbow I’ll do the other one. And then I’ll break your ribs, and then your kneecaps-â€Å" â€Å"Filthy halfbreed scum,† the werewolf snarled. Jez’s heart gave an odd lurch. She tried to quiet it Well, now, that was interesting. Somebody obviously knew her secret. And since they’d been going for Claire, they knew Claire was connected with her†¦. They knew about her family. Jez saw white light. She threw sudden pressure against the ‘wolfs elbow joint. The girl screamed, a sound more of anger than of pain. â€Å"Who hired you?† Jez said softly, each word coming out like a chip of ice. â€Å"Who sent you after my cousin?† She stared into the reddish eyes, trying to reach into the girl’s soul and yank an answer out of her. â€Å"Nobody messes with my family,† she whispered. â€Å"Whoever sent you is going to be sorry.† She couldn’t ever remember feeling so angry. And she was so focused on the girl, so intent, that it wasn’t until Claire screamed that she realized someone was approaching behind her. â€Å"Jez, watch out!† The yell woke Jez up. Without releasing her hold on the female ‘wolf, she turned around-just in time to see a male vampire stalking her. He must have come up the down escalator. And behind him, unbelievably, was Claire, running and getting ready for a flying tackle. â€Å"Claire, don’t!† Jez yelled. She struck the female ‘wolf once, with deadly accuracy, on the side of the jaw to knock her out. Then she sprang toward the vampire. But Claire was already grabbing him-a completely futile and foolish gesture. He whipped around and seized a handful of dark hair, and then he was holding Claire in a choke hold, putting her body between him and Jez. â€Å"One more step and I’ll break her neck,† he warned. Jez skidded to a stop. â€Å"You let go of my cousin,† she spat. â€Å"No, I really think we need to talk first,† he said, the beginnings of an ugly grin on his face. â€Å"You’re the one who’s going to give answers-â€Å" Jez kicked him. A roundhouse kick to his knees while he was busy talking. She didn’t worry about keeping it nonlethal. She only cared about breaking his hold on Claire.- It worked. He lost his grip, stumbling sideways. Jez grabbed Claire and thrust her out of the way, shouting â€Å"Run! The escalator’s right there!† But Claire didn’t run. â€Å"I want to help you!† â€Å"Idiot!† Jez didn’t have time to say that Claire couldn’t help her; could only hurt her. The vampire had recovered and was moving toward her in fighting position. He was big, probably over two hundred pounds. And he was a full vampire, which gave him the advantage of strength and speed. And he was smarter than the ‘wolves; he wasn’t just going to lunge. And Jez didn’t have a weapon. â€Å"Just keep behind me, okay?† she snarled under her breath to Claire. The vampire grinned at that. He knew Jez was vulnerable. She was going to have to keep half her attention on protecting Claire. And then, just as he was about to make an attack, Jez heard the smack of footsteps on concrete. Running footsteps, with a weird little hesitation between them, like somebody with a limp†¦. She flashed a look toward the stairs. Hugh had just rounded the top. He was out of breath and bleeding from cuts on his face. But as soon as he saw her and the vampire he waved his arms and yelled. â€Å"Hey! Ugly Undead! Your friend missed me! You want to have a try?† Hugh? Jez thought in disbelief. Fighting? â€Å"Come on, hey; I’m here; I’m easy.† Hugh was hopping toward the vampire, who was also flashing looks at him, trying to assess this new danger while not taking his focus off Jez. â€Å"You want to go a few rounds?† Hugh dropped into a boxer’s pose, throwing punches at the air. â€Å"Huh? You want to try for the title?† All the time he was speaking, he was dancing closer to the vampire, circling to get behind him. Beautiful, Jez thought. All she needed was for the vampire to shift his attention for one second-just to glance behind him once-and she could kick his face in. It didn’t work that way. Something went wrong. The vampire tried to glance behind him. Jez saw her chance and made the kick, a high kick that snapped his head back. But somehow instead of falling backward the vampire managed to blunder forward straight at her. She could easily have gotten away-except for Claire. Claire had obediently kept behind her-even when behind her meant standing right by the BART tracks, on the yellow metal squares that marked the edge of the platform. Now, as the vampire stumbled forward and Jez began to slide out of the way, she heard Claire gasp, felt Claire clutch at her wildly. She knew what had happened instantly. Claire had tried to run the wrong way and was teetering on the edge of the platform. More, she was taking Jez with her. There was a distant rumble like thunder. Jez knew she could save herself-by getting rid of Claire. She could use Claire’s body as a springboard to propel herself away from the drop. That way, only one of them would die. Instead, she tried to twist and throw Claire away from her, toward safety. It didn’t work. They both lost their balance. Jez had the strange, surprised feeling one gets in the middle of a fell-where’s the ground?-and then she hit it It was a bad fell because she was tangled with Claire. All Jez could do was try to keep Claire* away from the third rail on the far side of the track. The impact winded both of them and Jez saw stars. She could hear Hugh screaming her name. The distant thunder had become a roaring, whizzing sound, carried through the tracks underneath Jez. Down here, she could feel a rattling that wasn’t audible from above. It was a noise that filled her head and shook her body. She knew absolutely, in that instant, that they were going to die. Both of them. Crushed to pieces under the train. The white dragon would run right over them and not even know it. There was simply no chance. Claire was clinging to her desperately, clawing Jez’s arms hard enough to draw blood, and gasping in the breath for a scream. And even if Jez had been a full vampire, she couldn’t have lifted Claire the four feet to the platform fast enough. There was nothing to save them, no hope. No rescue. It was over. All of this flashed through Jez’s mind in the single instant it took her to look up and see the train bearing down on them. Its sleek white nose was only thirty feet away, and it was braking, but nowhere near fast enough, and this was it, the actual moment of her death, the last thoughts she would ever think, and the last thing she would ever see was white, white, white- Blue. It happened all at once, filling her vision. One second she could see clearly, the next the entire world was blue. Not just blue. Fiery, dazzling, lightning-shot blue. Like being inside some sort of science-fiction special effect. There was blue streaming and crackling and sizzling all around her, a cocoon of blue that enfolded her and shot past her and disappeared somewhere ahead. | I’m dead, Jez thought. So this is what it’s like. Completely different from what people say. Then she realized that she could hear a faint shrieking sound beneath her. It was Claire. They were still holding on to each other. We’re both dead. Or we’ve fallen into some kind of space warp. The rest of the world is gone. There’s just-this. She had an impulse to touch the blue stuff, but she couldn’t move because of Claire’s grip on her arms. It might not have been safe anyway. Where it flowed over her, she could feel a sort of zinging and tingling as if all her blood were being excited. It smelled like the air after a storm. And then it disappeared. All at once. Not by stages. But it still took Jez several moments to see anything, because her eyes were blinded with dark yellow after-images. They burned and danced in front of her like a new kind of lightning, and she only gradually realized where she was. On the train tracks. Exactly where she had been before. Except that now there was a huge, sleek BART train two feet in front of her. She had to tilt her head to look up at its nose? It was gigantic from this angle, a monster of white, like the iceberg that sank the Titanic. And it was stopped dead, looking as if it had always been here, like some mountainous landmark. As if it had never moved an inch in its history. People were yelling. Shrieking and yowling and making all kinds of noise. It seemed to come from far away, but when Jez looked she could see them staring down at her. They were at the edge of the platform, waving their arms hysterically. As Jez stared back at them, a couple jumped down to the tracks. Jez looked down at her cousin. Claire was dragging in huge breaths, hyperventilating, her whole body shaking in spasms. She was staring at the train that loomed over them with eyes that showed white all around. A loudspeaker was booming. One of the people who had jumped, a man in a security guard’s uniform, was jabbering at Jez. She couldn’t understand a word he was saying. â€Å"Claire, we’ve got to go now.† Her cousin just whooped in air, sobbing. â€Å"Claire, we have to go now. Come on.† Jez’s whole body felt light and strange, and when she tried to move she felt as if she were floating. But she could move. She stood up and pulled Claire with her. She realized that somebody was calling her name. It was the other person who had jumped to the tracks. It was Hugh. He was reaching for her. His gray eyes were as wide as Claire’s, but not wide and hysterical. Wide and still. He was the only calm person in the crowd, beside Jez. â€Å"Come on. Up this way,† he said. He helped her boost Claire to the platform, and then Jez scrambled up and reached down to help him. When they were all up, Jez glanced around. She knew she was looking for something-yes. There. The werewolves she’d knocked out. It seemed a hundred years ago, but they were still lying there. â€Å"The other guy got away,† Hugh said. â€Å"Then we have to get out of here fast.† Jez heard her own voice, sounding quiet and faraway. But she was beginning to feel more attached to her body. Hugh was guiding Claire toward the escalator. Jez got on the other side of Claire, and they both helped keep her on her feet. The security guy was behind them, yelling. Jez still couldn’t understand him and ignored him completely. When they reached the lower level, she and Hugh began to walk faster, pulling Claire along with them. They shoved Claire through the handicapped gate by the ticket window and vaulted over themselves. From down here, Jez could see that the train was smoking all along its bottom. White smoke that sizzled up into the muggy air. â€Å"We can’t go on the street,† Hugh said. â€Å"They’ve got cars out there.† â€Å"The garage,† Jez said. They both headed for it, a multi-story brick building that looked dark and cool inside. They were almost running with Claire, now, and they didn’t stop until they were deep within the bowels of the garage, with emptiness echoing all around them. Then Jez sagged against a brick pillar. Hugh bent over with his hands on his knees. Claire simply folded to the ground like a marionette with all its strings cut. Jez let herself breathe for a few minutes, let her brain settle down, before slowly lowering herself beside her cousin. They all looked as if they’d been in an accident. Hugh’s shirt was ripped and there was drying blood all down one side of his face. Claire’s hair was wildly disheveled, and there were scrapes and small cuts on her face and arms. Jez herself had lost a lot of skin to the tracks, and her forearms were bleeding where Claire had scratched her. But they were alive. Beyond all hope, they were alive. Claire looked up just then to find Jez gazing at her. They sat for several moments simply staring into each other’s eyes. Then Jez reached out to touch her cousin’s cheek. â€Å"It was you,† she whispered. â€Å"All that time-and it was you.† She looked up at Hugh and began to laugh. He looked back, his face pale in the semi-darkness. He shook his head and began to laugh, too, but shakily. â€Å"Oh, Goddess,† he said. â€Å"I thought you were dead, there, Jez. I thought I’d lost you.† â€Å"Not while she’s around, apparently,† Jez said, and laughed harder. She was slightly hysterical, but she didn’t care. Hugh’s laughter sounded a little like crying. â€Å"I saw that train-and there was no way it was going to stop in time. And then-that light. It just shot out-and the train hit it. It was like a physical thing. Like a giant cushion. The train hit it and it squashed and the train went slower and then it kept squashing-â€Å" Jez stopped laughing. â€Å"I wonder if the people on the train got hurt.† â€Å"I don’t know.† Hugh was sober now, too. â€Å"They must’ve gotten thrown around. It stopped so fast. But it didn’t smash. They’re probably okay.† â€Å"I just-from the inside, it looked like lightning-â€Å" â€Å"From the outside, too. I didn’t imagine it would look like that-â€Å" â€Å"I didn’t know it would be so powerful. And, think about it; she’s untrained-â€Å" There they were, an Old Soul and a vampire hunter who’d seen everything the streets had to offer, babbling like a couple of kids. It was Claire who stopped them. She had been looking from one of them to the other, getting more and more agitated. Now she grabbed Jez’s arm. â€Å"What are you guys talking about?† Jez turned to her. She glanced at Hugh, then spoke gently. â€Å"We’re talking about you, Claire. You’re the Wild Power.† How to cite Night World : Huntress Chapter 15, Essay examples

Discussion about Kentucky Fried Chicken (KFC) Fast Food Restaurant Cas

Question: Discuss about the Kentucky Fried Chicken Fast Food Restaurant. Answer: Introduction KFC or Kentucky Fried Chicken which is a fast food restaurant mainly specializes in fried chicken and the company has its headquarter at Louisville, Kentucky in United States. It is considered to be the second largest fast food restaurant chain in terms of sales after McDonalds operating globally in 115 countries though its 18000 outlets across the globe (KFC, 2016). The company operates in order to cater to the specific tastes and preferences of its customers and thus emphasizes upon facilitating its customers with high quality products and services. In this context, the operations of the company is supported by highly skilled and experienced employee base responsible for delivering efficiency in both its backstage and frontstage operations. From the analysis of the fast food restaurant operations, I observed the fact that the operations are generally divided into front of the house and back of the house operations. Where in back of the house operations, the areas involved include the purchasing of the materials, the receiving, and storage, issuing preparation of the food, service, sanitation, dishwashing, budgeting, accounting and control, the front of the house of the operations can be related to the individuals and the operations that directly interact with the customers in the dining space. Analyzing the front of the house of the operations at KFC, I became aware of the fact that the managers tend to play a major role. They emphasize upon forecasting the number of guests to be expected on a particular day and communicate the message to the kitchen. This is done by analyzing the arrival of the guests on that particular day in the previous year taking into consideration the factors like the weather conditions, day of the week, events or holidays and others (Greasley, 2008). I observed that the tables are generally 24 to 30 inches square and are placed at equal distance from each other and the tables are also capable of accommodating six people when they are spread open. Once the tables are laid and restaurant is set, the front staff members get involved in quick service meeting and then get into actions. When the guests or the customers enter the restaurant they are greeted by the hosts and they are shown the way to the table. The menus are handed over to the guests and t hey also have the provision of displaying the menus with price on the display screen. Very often, the customers are asked to wait for few minutes so the orders can be spaced out to prevent the kitchen from getting over slammed. The customers are also helped with the menus by the server, offers if any are also explained and their queries are answered. After clearly explaining the menus, the customers allowed the space to decide their menu. Once the customers decide their menu they visit the counter where they place the order and are facilitated with the receipt of the amount that they have to pay for the order placed. After that the order is taken which is again sent to the kitchen and appropiate cutlery is checked for each of the customers and the spoons are added or removed as required. The order once ready is then handed over the customers in a tray. The customers receive the tray and enjoy their menu on their preferred table. Once the customers are done with their food, they are approached by the staff members within the store and are often facilitated with the survey leaflets to collect their valuable feedbacks about their experience within the restaurant outlet (Iredell, 2007). Moreover, from the analysis, I came across that in this overall operation, the managers emphasize upon ensuring the fact that everything is functioning smoothly and are ready to help the staff members and guests in every way possible. On the other hand, I also emphasized upon analyzing the back of the house of operations of KFC. The analysis revealed the fact that the kitchen proves to be the center of production and thus needs to be run properly in order to offer good quality food and presentation so that it can be meet the goals of costing. The chefs are responsible for checking the inventory at the close to ensure sufficient quantities of food for the expected visitors. The suppliers are provided the orders one day before so that the materials get delivered. The prep cooks are assigned with their responsibilities and task the day before and the chef tends to ensure that all the menus are prepared as per the standardized recipes and entire line is ready for the service. During the service delivery, the manager acts as a caller that facilitates in controlling the ordering and expediting of the plates at the pass (Weng et al., 2016). Once the service has been delivered, the food is put away and the cleanup part is done, the par stocks are checked for the next service, orders are made and schedules of production are made and thus it acts as a never ending process. With the passage of time, I have observed that the competition in the fast food restaurant industry has increased with various players like KFC, McDonalds, Subway, Starbucks and thus it becomes important on the part of the fast food restaurants chain like KFC to not only strive towards ensuring operational efficiency, but also take into consideration the aspects like service encounter which is the main aspect that is looked upon by the customers while evaluating a service. Again if the customers are satisfied with the service encounter then it tends to have a positive significant impact on the business profitability through repeat purchases and positive word of mouth marketing. Thus, I can emphasize upon the fact that fast food restaurant should be proactive in their approach to design strategies that are capable of leading the business towards sustainable competitive advantage. Again the service encounter can be looked upon as an area where the promises made by the business are eith er kept or broken and at times it can also be referred to as the real time marketing efforts that are capable of offering high level customer satisfaction and gain customer loyalty (Zeithaml Bitner, 2008). The service encounters also facilitate the customers with the reasons and grounds to develop their perception or opinion towards the business in context to the service quality. Thus, in conclusion, I would like to focus upon the point that with each service encounter, the business has opportunity to enhance the overall satisfaction on the part of the customers. Moreover, in this context I tend to emphasize that where service encounters tend to portray the image the businesses like KFC as a quality service provider, it becomes important that the managers play a major and active role in delivering quality services. Taking into consideration the front stage operations, the managers are responsible to train to the staff members so that they acquire required skills to handle the customers and ensure efficiency in their operations (Drucker and Maciariello, 2008). Moreover, the managers are also responsible for assisting the staff members together with the customers in order to ensure the fact that operational functions are carried out in a smooth manner. They also have the roles and responsibilities of analyzing the external and internal environment to develop strategies so that the business can be led to new heights ahead of the competitors. Conclusion Thus from the above discussions, I would like to derive that a fast food restaurant is characterized with back stage and front stage operations where the managers tend to play a major role in ensuring enhanced service encounters leading to improved overall customer satisfaction. References Drucker, P. and Maciariello, J. (2008).Management. New York, NY: Collins. Greasley, A. (2008).Operations management. Los Angeles: SAGE Publications. Iredell, A. (2007). Control in Food Service Operations.Cornell Hotel and Restaurant Administration Quarterly, 4(3), pp.39-45. KFC. (2016).About - KFC: WHAT MADE us GREAT IS STILL WHAT MAKES US GREAT. [online] Available at: https://www.kfc.com/about [Accessed 13 Sep. 2016]. Weng, S., Gotcher, D. and Kuo, C. (2016). Lining up for quick serviceThe business impact of express lines on fast-food restaurant operations.Journal of Foodservice Business Research, pp.1-17. Zeithaml, V.A., Bitner M.J, (2008) Service Marketing, 2nd Edition, McGraw Hill, New York.

Robert Frost`s Poems Essays - Robert Frost, , Term Papers

Robert Frost`s Poems Robert Frost takes our imagination to a journey through wintertime with his two poems "Desert Places" and "Stopping by Woods on a Snowy Evening." Frost comes from a New England background and these two poems reflect the beautiful scenery that is present in our part of the country. Even though these poems both have winter settings, they contain very different tones. One has a feeling of depressing loneliness, and the other a feeling of welcome solitude. They show how the same setting can have totally different impacts on a person depending on their mindset at the time. These poems are both made up of simple stanzas and diction, but they are not simple poems. In the poem "Desert Places" the speaker is a man who is traveling through the countryside on a beautiful winter evening. He is completely surrounded with feelings of loneliness. The speaker views a snow-covered field as a desert place. "A blanker whiteness of benighted snow/ With no expression, nothing to express." Whiteness and blankness are two key ideas in this poem. The white symbolizes open and empty spaces. The snow is a white blanket that covers up everything living. The blankness symbolizes the emptiness that the speaker feels. To him there is nothing else around except for the unfeeling snow and his lonely thoughts. The speaker in this poem is jealous of the woods. "The woods around it have it ? it is theirs." The woods symbolize people and society. They have something that belongs to them, something to feel a part of. The woods have its place in nature and it is also a part of a bigger picture. The speaker is so alone inside that he feels that he is not a part of anything. Nature has a way of bringing all of her parts together to act as one. Even the animals are a part of this wintry scene. "All animals are smothered in their lairs, / I am too absent spirited to count." The snow throws its blanket of whiteness over everything, and to him it is a feeling of numbness. "The loneliness includes me unawares." The speaker has lost his enthusiasm for life. He cannot express his feelings easily because of this feeling of numbness. The speaker is also in denial about feeling alone. He is at a stage where he just does not care about too much and he feels a bit paranoid. "They cannot scare me with their empty space." He is saying who cares how I feel; I do not need anyone else. "I have in me so much nearer home/ To scare myself with my own desert places." The speaker was starting to realize that he had shut himself off to the world. He recognized that this winter place was like his life. He had let depression and loneliness creep into his life and totally take over like the snow had crept up on the plain and silently covered it. If he continues to let these feelings run his life, eventually everything would be snuffed out much like the snow does to nature. "Stopping by Woods on a Snowy Evening" is a much happier and more upbeat poem than "Desert Places." This poem is about stopping to enjoy life or as the clich? goes, stopping to smell the roses. "But I have promises to keep, / and miles to go before I sleep." The speaker in this poem was a very busy man who always had obligations to fulfill and places to go. A feeling of regret is present. The man would like to stay and enjoy welcome solitude. "The woods are lovely, dark and deep." This poem expresses the joy of nature. The speaker seems concerned about what the rest of society would think about him just stopping in the middle of nowhere for no apparent reason. His horse represents society. "My little horse must think it queer/ To stop without a farmhouse near." He admits that just stopping does seen odd. He is also somewhat concerned about the man who owns the woods. The man almost feels guilty for looking so lovingly at this other man's woods. "He will not see me stopping here/ To watch his woods fill up with snow." I think that the speaker's life may be a little better off since he stopped to take a deep breath and enjoy all that really matters, the simple things. "Stopping by Woods on a Snowy Evening" is the opposite of "Desert Places." The settings where exactly

In what ways is The Signalman a typical ghost story Essays

In what ways is The Signalman a typical ghost story Essays In what ways is The Signalman a typical ghost story Paper In what ways is The Signalman a typical ghost story Paper The Signalman describes the steam from the train as vapour The driver of the train which runs down the signalman describes his actions just before the train he was driving killed the signalman:- Ah it was a dreadful time, sir. I never left of calling to him. I put this arm before my eyes not to see, and I waved this arm to the last; but it was no use. And finally after hearing the signalmans state of anguish the narrator tries to decide what to do next:- Though in a subordinate position, still he held a most important trust, and would I (for instance) like to stake my own life on the chances of his continuing to execute it with precision? As you can see, the style of writing is quite complicated and written in the familiar old fashioned Victorian style (who says halloa nowadays? but this is standard in ghost stories, even modern day ghost stories use some old fashioned words because it seems to work better. Dickens use of adjectives to create a brooding and supernatural atmosphere is typical of ghost stories, the cutting which is overshadowed by trees leaving little light to shine through is described as a dungeon suggesting a claustrophobic and imprisoned atmosphere which is typical of a ghost story. Rarely are ghost stories set in wide sprawling open spaces and this is no exception. Dickens describes the tunnel (using quite simple adjectives) as having a gloomy entrance and the actual tunnel itself being black and the signal box as dismal. But he then goes onto describe the mouth of the tunnel as described as having a barbarous, depressing and forbidding air and then the narrator feels as though he had left the natural world like he had entered hell, then he goes on to describe the sounds the wind blowing through the telegraph wires make:- But do listen for a moment to the wind. and the wild harp it makes of the telegraph wires Language like this adds plenty of atmosphere to this already evil location and gives it a supernatural air. Ghost stories always have plenty of atmosphere (so this is a typical feature) by using language like this the story makes you feel as though you are actually there in this evil setting with all the disturbing features present. Dickens describes the feeling of the train coming as a violent pulsation like it was an evil force, you get a real feeling of how noisy and powerful this thundering beast is. Dickens also uses descriptive writing when the narrators what its like walking down the steep sides of the cutting:- It was made through a clammy stone, that became oozier and wetter as I went down Which suggests to me that the closer he gets to the railway line, the more evil and forbidding the location becomes as though youve stepping from one world to the next just by going down this steep cutting. The two characters are described very well as the narrator has an all-knowing, conf ident air. When thinking of what to do next after listening to the signalmans stories, the narrator thinks to himself:- I had proved the man to be intelligent, vigilant, painstaking and exact; but how long might it remain so, in his state of mind? The confident narrator uses quite long, complex, fluent sentences as if he knows what he was talking about and is not at all fazed by the ghost stories he had been told and does not even consider the signalmans stories to be true. He stands by the idea that he is right and what he knows what to do next. The narrator says when commenting on his past education says to himself:- He had run wild, misused his opportunities, gone down and never risen again Suggesting that he would never rise to the same level as he (the narrator) was on and that it was a shame the signalman had missed his chance. The narrator seemed to have summed the signalman up before hed got to know him personally or heard any of his past, like he was judging a book by its cover. The reticent, jumpy, nervous air of the signalmans conversations puts a message across to me that this man is scared of something. He is described as having an attitude of expectation and watchfulness, suggesting that something is going to happen. He speaks in much shorter bursts of sentences, no long passive ones here At the danger light, It WAS there, No it was silent. The signalman also shouts to get a point across like he is agitated and on the edge. It is typical for ghost stories for the confident character to use long and fluent sentences and the nervous victim, to use short sentences because he has a lot on his mind, is distracted and does not have time to think. In the first half of a ghost story words such as calm and confident are used to describe the thoughts and feelings of the sceptical character. But the end of the story uses words such as terror and horror used to describe his feelings and thoughts. This is because the sceptical character is not sceptical anymore or confident because he as experienced something terrifying. This is typical of a ghost story for the words to describe his/her state of mind to change completely by the end of the story. The signalman himself is described as dark, sombre and with heavy eyebrows which reminds me of Scrooges appearance in A Christmas Carol. One other typical aspect of ghost stories is there is never any detailed description of the ghost itself at all (if there is one in the story, it may just be a ghostly presence), the story uses suggestion. This is how the signalman describes the ghost:- and I saw this someone else standing by the red light Was the figure dark? Was it a woman or man? All we know from the text was that it was intangible, you have to use your imagination for the rest. This is also typical of ghost stories where you have to use youre imagination. Conclusion Is The Signalman a typical ghost story? I think most of you already knew the answer to this one-of course it is. It has so many of the patented features of ghost stories, the dark, bleak and isolated setting (away from civilisation and help), the spirit appearing one moonlit night, which also means strange shadows. Then there is the two main characters-one nervous and subdued, one confident and rational. The ghost only appears when the victims alone. There is nothing the signalman can do to get rid of the spirit and the ending of the story is typically enigmatic leaving an air of mystery. The list goes on, but the typical elements are what makes it such a good read, without these features it would not be a proper ghost story in my opinion, it would be very hard to write a ghost story without any of these features. Personally I thought The Signalman was a brilliant ghost story which really made me shiver. Its the little details such as the gloomy red warning light, the way the telegraph wires made a noise when its windy and the dark, gloomy tunnel were the factors which were particularly disturbing for me. The fact that it was set in such a lonely place made it all the more scarier, but the surprising twist at the end was probably the best part of the story (where we find out the strange coincidence between the driver, the narrator and the ghost). I prefer stories (such as this) which have a surprising ending, which leaves an air of mystery and makes you think and question the issues in the story, long after you have turned the last page. Although they are quite different in terms of the actual story, Id say that The Signalman is probably not as accomplished and well-rounded as Dickenss other story A Christmas Carol(A Christmas Carol has more of a feel good ending than The Signalman which I preferred to this quite sad one). None the less, The Signalman is more disturbing and scarier and creates a better atmosphere than A Christmas Carol which is an essential part in any ghost story. A brilliant typical ghost story.

The Definition Civil Liberties and Some Examples

The Definition Civil Liberties and Some Examples Civil liberties are rights that are guaranteed to the citizens or residents of a country or territory. Theyre  a matter of fundamental law. Civil Liberties vs. Human Rights Civil liberties generally differ from human rights, which are universal rights to which all human beings are entitled regardless of where they live. Think of civil liberties as rights that a government is contractually obligated to protect, usually by a constitutional bill of rights. Human rights are rights implied by ones status as a person  whether the government has agreed to protect them or not. Most governments have adopted constitutional bills of rights that make some pretense of protecting basic human rights, so human rights and civil liberties overlap more often than they dont. When the word liberty is used in philosophy, it generally refers to what we would now call human rights rather than civil liberties because theyre regarded as universal principles and not subject to a specific national standard. The term civil rights is a near-synonym, but it often specifically refers to rights sought by African Americans during  the American civil rights movement. Some History The English phrase civil liberty was coined in a 1788 speech by James Wilson, a Pennsylvania state politician who was advocating the ratification of the U.S. Constitution. Wilson said:   We have remarked, that civil government is necessary to the perfection of society. We now remark that civil liberty is necessary to the perfection of civil government. Civil liberty is natural liberty itself, divested only of that part, which, placed in the government, produces more good and happiness to the community than if it had remained in the individual. Hence it follows, that civil liberty, while it resigns a part of natural liberty, retains the free and generous exercise of all the human faculties, so far as it is compatible with the public welfare. But the concept of civil liberties dates back much further and most likely predates that of universal human rights. The 13th century English Magna Carta refers to itself as the great charter of the liberties of England, and of the liberties of the forest (magna carta libertatum), but we can trace the origin of civil liberties back much further to the Sumerian praise poem of Urukagina at around the 24th century BCE. The poem which establishes the civil liberties of orphans and widows and creates checks and balances to prevent government abuses of power. Contemporary Meaning In a contemporary U.S. context, the phrase civil liberties generally brings to mind the American Civil Liberties Union (ACLU), a progressive advocacy and litigation organization that has promoted the phrase as part of its efforts to protect the authority of the U.S. Bill of Rights. The American Libertarian Party also claims to protect civil liberties but it has deemphasized civil liberties advocacy over the past several decades in favor of a more traditional form of paleoconservatism. It now prioritizes states rights rather than personal civil liberties. Neither major U.S. political party has a particularly impressive record on civil liberties, although the Democrats have historically been stronger on most issues due to their demographic diversity and relative independence from the Religious Right. Although the American conservative movement has had a more consistent record with respect to the Second Amendment and eminent domain, conservative politicians do not generally use the phrase civil liberties when referring to these issues. They tend to avoid talking about the Bill of Rights for fear of being labeled moderate or progressive. As has been largely true since the 18th century, civil liberties are not generally associated with conservative or traditionalist movements. When we consider that liberal or progressive movements have also historically failed to prioritize civil liberties, the necessity of aggressive civil liberties advocacy, independent of other political objectives, becomes clear.   Some Examples If the fires of freedom and civil liberties burn low in other lands, they must be made brighter in our own.  President Franklin D. Roosevelt  in a 1938 address to the National Education Association. Yet four years later, Roosevelt authorized the forcible internment of 120,000 Japanese Americans on the basis of ethnicity.   You dont have any civil liberties if youre dead. Senator Pat Roberts (R-KS) in a 2006 interview regarding post-9/11 legislation.Manifestly, there is no civil liberties crisis in this country. People who claim there is must have a different goal in mind. Ann Coulter in a 2003 column

The Flourishing Villain Coursework Example | Topics and Well Written Essays - 250 words

The Flourishing Villain - Coursework Example (Brown, 2001) For example, braver person can be considered virtuous, however, an excess of bravery bounds with the tendency to make thoughtless and purposeless actions, such as jumping from the roof. In contrast, lack of bravery makes a person coward. Subsequently, flourishing is about living a life of excellent functioning. Due to the fact that evil actions are not virtues, they cannot be constituents of happiness in Aristotles interpretation and cannot make a person flourish. Moreover, it is not possible to say that a person, who enjoys pleasure is flourishing as far as only the highest good, which is good intrinsically, is a component of flourishing. (Kraut, 2007) At the same time, the highest good requires from persons to act rationally. In contrast, a pleasure can be of different nature, it can be both good and bad, and without goal. Therefore, pleasure is not the same as happiness. Happiness and flourishing are final, they are the goal, and remain self sufficient. To my mind, the discussed ideas reflect the generally accepted rules of living as the essentials of living in a society persuade that a person who lives the righteous and moral life can achieve the highest happiness while those who mistreat others end in misery. Apart from that, it often happens that those, who conduct evil deeds are, in fact, unhappy and have issues that prevent them from living a life as all the rest. Numerous studies of psychologists serve as a good proof of this fact. If a someone who is deceitful, selfish, or self-indulge could be named flourishing than it would be justified to call murders flourishing as well. Obviously, this is not the case as such people simply does not suit the definition, they do not show sympathy and pity where it is appropriate. Kraut, R. (2007). Blackwell guide to aristotle\. (pp. 342-343). Oxford: John Wiley & Sons. Retrieved from

Essay Questions For My Midterm Example | Topics and Well Written Essays - 1000 words

Questions For My Midterm - Essay Example the staff should keep in mind include integrating current structures while working on new structures to improve service delivery (project management and program management slide 10). The growth and effective service delivery will depend majorly on the effectiveness of the IRM staff. The team should practically lay strategies that reflect the plan’s objective. The applicability of their knowledge towards the political science plan will depend on existing structure and will focus on logistics. The two rules in the CPIC process will include information security, which will entail delivery and evaluation of the system without experiencing external forces interference. The second rule will be on system performance; the system will undergo scrutiny and evaluate its viability in an aim of ensuring quick and effective service delivery. The system should ensure compliance with the OMB requirement. The plan will contain three phases; the first phase will involve selection criteria to choose. The CIO will do the system selection where a cost benefit analysis will be done. The security and reliability of the system will be done prior to its applicability to the political science class. The design will be adjusted top meet the proposed standards. After a reliable system is chosen, the system undergoes the second phrase, which is control, the IRM team will ensure that there exist limits in which the system will operate, the period placed for the CPIC will be adhered to and the team w ill enable the IT initiatives are executed. The final phase will be the evaluation phase, the system will be evaluated according to its outcome and the invest performance will be compared to the amount of resources pumped into the system. The period given will determine if the system is below par of is working according to plan. Departments requesting for ongoing projects or new projects will have to forward their request to the financial manager who is under the CIO and attach the proposal

Terry J. Allen, “Reach Out and Track Someone ” Summary Essay Example for Free

Terry J. Allen, â€Å"Reach Out and Track Someone † Summary Essay Allen discusses ethical and legal implications of cell phone tracking technology. He begins by noting how this technology benefits emergency responders tracing the source of 911 calls then moves to showing how cell phone â€Å"pings† have been used to solve murder cases. Allen discusses how telecom companies and the government do not divulge the extent of their monitoring activities and capabilities. The legality of wiretapping, collecting cell phone records, and tracing cell phones is already being debated. On one side of the debate are those that worry about protecting individual’s privacy. On the other side are those that find that taking the time to process a search warrant can delay bringing criminals to justice. The author notes that the invasion of privacy is not just on the part of the government, but also in the hands of entrepreneurs searching to create profitable businesses. Article 2: Kate MacAulay, â€Å"Technology’s Peril and Potential,† summary MacAulay compares and contrasts viewpoints of two authors, George Ritzer and Sherry Turkle, in order to examine how values and morals are shaped my technology. Both authors make note of the negative effects of technology. For Ritzer these problems trickle down to the individual from a larger societal movement (termed McDonaldization) whereas for Turkle technology poses a threat to an individual’s self-identity and relationships with others. In examining the authors’ overall views on technological advancement, MacAulay finds that Ritzer is almost entirely pessimistic while Turkle has a more positive, balanced view. As Ritzer and Turkle both warn of the dangers technology poses, MacAulay advocates that we become aware of these dangers in order to use this technology in a safe manner, ultimately finding a way to use technology to become better people. Main Themes The main theme that these writings share is the recognition of the power of technology to impact our lives, both for the positive and the negative. Allen and MacAulay are similar in that neither takes a one-sided view of the issue; they examine the issue from both sides. Allen, however, seems to be more cautionary in warning of the potential of the technology to infringe on people’s privacy. The writings differ with regard to the types of examples the authors use to illustrate their points. Allen uses information from diverse sources: popular advertisements, murder trials, government edicts, etc. His examples speak more directly to the reader. MacAulay, on the other hand, is comparing the views of two published authors, with whom the reader is most likely not familiar. How would Author A respond to Author B? Allen would largely agree with MacAulay but would likely argue that it is perhaps a bit to optimistic to grant individuals that much control over how they use technology. As he states, businesses and the government have the capabilities to monitor how we use technology. We cannot use technology entirely in a personal manner. My Own Views After reading these two texts, I agree with the authors that technological advances come with some strings attached (including loss of privacy). I also agree with MacAulay’s discussion of the implications of creating alternate virtual identities (with regards to Turkle’s writing). These writings have not so much changed my view on the subject as much as they have provided evidence supporting my pre-existent views. However, I was not aware of some of the legal implications of cell phone tracking discussed by Allen. This discussion raises the question of how laws must be changed or re-interpreted to deal with issues that result from technological advances. I had also never thought of these issues from a top-down approach (as MacAulay discusses with regards to the phenomenon of McDonaldization). Now, I see the main controversy as being who holds the responsibility for ensuring that technology is used responsibly. Is it the consumer? Is it the government? Is it the businesses that create the technology? Views I Wish to Share After much thought, I have come to realize that the regulation of technology cannot be left to any one individual or group. These writings have given me greater understanding of the complexities of the issue, and as a user of technology, I am very much interested in ensuring that I use technology safely. The new perspective that I wish to share with my readers is that using technology is not necessarily an individual’s right. It is a privilege, and as a privilege, there are some conditions attached. If one is to use technology to create virtual identities different from one’s own, one has to take responsibility for how that identity impacts one’s relationship with the self and with others in real life. Similarly, if one chooses to use a cell phone, one has to understand that the possibility exists for the usage to be tracked.

Unrequited Love In Porphyrias Lover :: Porphyrias Lover Essays

Unrequited Love in "Porphyria's Lover" In Robert Browning's dramatic monologue "Porphyria's Lover," he introduces the persona, a twisted and abnormally possessive lover whose dealings are influenced by the perceived deliberation of others actions. As the monologue begins, a terrible, almost intentional storm sets upon the persona, who awaits his love, Porphyria. His lover "glide[s] in" (l 6) from a "gay feast" (l 27) and attempts to calm her angry love. This leads to a disastrous end, either for spite or fulfillment of a figurative wish that "would [now] be heard" (l 57). Browning suggests one must be cautious of what one wishes for, especially in dealings with love, where one focuses on the heart rather than material consequences. Romantic poems, plays and stories from the Victorian period in England dealt primarily with forbidden love. A class system set strongly in Browning's "Porphyria's Lover," or an aged bitterness between two families in Shakespeare's "Romeo and Juliet," both prevented lovers from living "happily ever after." In literature it can be argued that there are two ways to come together with a lover. The first is death, as seen in Shakespeare's dramatic plays and poetry, and the second is sexual. "Porphyria's Lover" is a reflection of both. 2 Shakespeare's story of "star-cross'd lovers" begins with a prologue summarizing what events lead to the death "From forth the fatal loins of these two foes" (Hylton). Here the "ancient grudge [that] break[s] to new mutiny, / Where civil blood makes civil hands unclean" leads to the foes' "children's end" (Hylton). In "Porphyria's Lover," the parallel of nature's tremendous storm, and the persona's own thoughts elude to his plans: "The rain set early in tonight, / The sullen wind was soon awake" (l 1-2), his thoughts began to mold into a scheme, while his rage corresponds with the storm as "It tore the elm-tops down for spite, / And it did its worst to vex the lake"(l 3-4). The aforementioned sentence foreshadows the events to come. Porphyria enters from the storm into her lover's home, "When glided in Porphyria; straight / She shut the cold out and the storm, / And kneeled and made the cheerless grate / Blaze up, and all the cottage warm" (l 6-9), permitting the persona to feel safe in within himself and his surroundings. She sat by his side "And called [him]. When no voice replied, / She put [his] arm about her waist, / And made her smooth white shoulder bare, / And all her yellow hair displaced" (l 15-18).

Life Without Music Written by a 4th Grader

â€Å"Without music, life would be a mistake (Friedrich Nietzsche)†. What is the function of music to life and to the society? By definition, music is the art or science of combining vocal or instrumental sounds (or both) to produce beauty of form, harmony, and expression of emotion. Music universal and without it, the world would be a totally different place, and in this essay I will discuss how. Firstly I will be discussing about how music is extremely important and then I will talk about a counter-argument on why this is not so.For my counter-argument, it will be based on the premise of modern music. â€Å"It’s the music that you choose† – 19-2000 by Gorillaz in their debut album Why is music important? Music is a universal language, but what does this mean? Music, or at least good music, conveys a lot of emotion, ideas and notions that are inexpressible in English, or any other language. What does music do? Music breaks this language barrier and provid es people with means of communication. It inspires common human feelings and bridges gaps between cultures that spoken languages cannot.It brings people together and creates universal community. â€Å"After silence, that which comes nearest to expressing the inexpressible is music. † – Aldous Huxley Music is one of the best ways to evoke emotions healthily. It touches our emotional being and evokes moods and feelings that are sometimes difficult to express. It can change a difficult mood and make it happy or excited; it can change a light mood and take it deeper and more profound. For people who are not good at expressing their emotions, music is a very good method to do so.It has been shows that people with Asperger’s Syndrome ( high-functioning autism) benefit from music. Bottling up emotions is extremely unhealthy. If music be the food of love, play on. – William Shakespeare One good thing about music, when it hits you, you feel no pain. -Bob Marley Mu sic also generates an ambient atmosphere. You can use music in any environment to enhance and augment what is already there. For me, personally, music is my sanctuary. Music is my release of emotions and I love ‘feeling' the music.I put everything I have into it so I can put the emotions the composer was feeling when they wrote the piece. Then when I’ve finished playing/listening I feel like I’ve accomplished something great. Music is something that I can control and change to fit whatever I’m feeling. Religious people also claim that music heightens their spirituality. Every religion on the planet uses music in some form or the other to enhance the soul, whether it is the rhythmic chants from Buddhism or the devotional songs in Hinduism.Music is recreational; listening to soothing songs can be a way of relaxing and allowing your body and mind to take break from the monotony of life. Studies have proven that music can be a good way of helping your imaginat ion develop There is nothing in the world so much like prayer as music is. – William P. Merrill There are other various benefits from music such as enhanced brain function, helping develop the imagination, and making mundane and boring activities much, much more enjoyable â€Å"Reality leaves a lot to the imagination. † – John LennonThere really is no objective answer to the question â€Å"Why is music important†. It inspires people and allows us to get in touch with our emotions in a way that is unique. For those amongst us who find it difficult to express ourselves, music can evoke reactions. Your mood can change from dark and depressed to elated and delirious happiness with just the selection of the right track and a hit of the play button. Music works wonders on creating a certain atmosphere. You can use music to liven up a boring party or to create a romantic ambiance.For my counter-argument I will modify Nietzsche’s quote by a little, â€Å" Without Good music, life would be a mistake (Friedrich Nietzsche)†. I completely agree with Nietzsche’s statement of how without music, one’s life is incomplete. In modern music there is no depth and emotion in their music and this can be seen from artists like â€Å"Lady GaGa, Justin bieber, Katy Perry and various others†. I shall quote from the song â€Å"poker face† by Lady GaGa, she repeats â€Å"Poker face† till infinity.There is no emotion or feelings conveyed in this type of music, therefore, life is incomplete without Good Music. In conclusion, music is essential in the lives of people as it plays a significant part that no other such form of entertainment can replace and conveys emotions and feelings no language can convey. ——————————————– [ 1 ]. https://www. google. com. sg/search? sourceid=chrome&ie=UTF-8&q=what+is+music%2F#hl=e n&q=music&tbs=dfn:1&tbo=u&sa=X&ei=7uiXT6i5N5GzrAeWoY2oAQ&ved=0CCsQkQ4&bav=on. 2,or. r_gc. r_pw. r_cp. r_qf. ,cf. osb&fp

How Ot Manage Stress

How to manage stress When it comes to how to manage stress, there are loads of methods to deal with this problem. Today, with the increasing number of people getting overwhelmed pressure on their study or job, more and more people are paying their attention to how to solve stress problem more effectively. In this essay, we are going to talk about how to manage people’s stress physically and emotionally. 1. How to manage stress physicallyEngaging with people’s pressure in physical method means to do some regular physical exercise or sport in order to reduce stress, such as yoga, walking, gardening or any other physical exercise that people like. The purpose is to make people have time and space to release themselves into a peaceful relaxation. The following method will show that. 1. 1Regular Exercise Doing some regular exercise such as Yoga, gardening, working, jogging or any other physical activities that people like after work or study are able to lower people’s heart rates, blood pressure and oxygen consumption (Treven, Treven, Zizek, 2011).In addition, it also will let your physical body into a state of peaceful relaxation. 1. 2 A Deep Breath This is the simplest method to deal with stress that people have. All people need to do is climbing a top of the mountain, then have a sit, try to get rig of all the trouble inside your mind. 2. How to manage stress emotionally 2. 1 Release of Emotions The reason why a plenty of people who are suffer from the overwhelmed pressure is that they always keep their stress inside mind instead of pouring it out. So at this point, people need toâ€Å"letting off some steam†(Donvan, 1991), which means expressing emotion to others.Communication with closed friends or colleague is a good way to heal issue of pressure, on the other hand, people are also able to chat with parents and family relatives, who are understand each other easily than anyone. Under this circumstance, people would put themselves in to harmony surroundings, so the pressure will disappear immediately. 2. 2 Getting assistance from the social support Firstly, people could search help from the professional institution which focus on studying on stress. In this manner, people will find out their original issue of pressure as soon as possible, and then listen advises from the professional experts.In addition, marriage is also a way to deal with manage, according to the survey from a double who all earn money, women with spouse will heal quicker from the daily stress than the woman who don’t have one(Novotney,2008 as cited in Treven, Treven, Zizek,2011 ). 2. 3 Letting go Mostly, people will feel stressful because of the heavy workload, Andrew Weil, the natural health guru, said thatâ€Å"individual should get rid of what he can spare†(Wei, 1997 as cited in Treven, Treven, Zizek,2011 ), which means people should throw away the unimportant things, people should make their life more simpler and easier inste ad of being complicated.Conclusion In general, it is divided into two separated section about how to manage stress, physically and emotionally. Taking a deep breath at a high place and engaging some regular exercise belong to physically section. Releases emotions, getting help from professional and throw away the unimportant things belong to emotional section. People should select the proper technique for managing stress wisely according their own needs.

The Birth of My First Child. essays

The Birth of My First Child. essays Witnessing the birth of my first child. Giving birth to life is a miracle. Most women give birth naturally. Some women cannot give birth naturally, these women due to science have to be assisted by a procedure called caesarian section. I recently witnessed my wife go through this procedure of caesarian section and it was an unnerving, scary and exciting experience I will never forget. Firstly, I felt nervous because after eight months of pregnancy, our doctor advised us the baby was not turning. The doctor went on to say, that these cases sometimes happen and not to be alarmed. He told my wife and I, that if by the due date the baby had not turned, he would have to perform a cesarean section to take the baby out. This news made me tense with nervousness. I felt my wifes life was in jeopardy because of this complication. My wife assured me the caesarian procedure is safe, that doctors have performed this procedure for quite some time. When due day arrived I woke up at 5am, which was early for me, because the previous night I could hardly sleep, all I did was toss and turn. I could not help but worry what will be the outcome of the caesarian operation. The operation was scheduled for 11am on September sixth nineteen ninety-four I will never forget that day. I woke my wife up at eight oclock, and we said a prayer together. We got ready and left the house at 10am. For some reason, driving to the hospital seemed to take longer than usual; maybe I was thinking too much about the outcome of the caesarian operation. We arrived at the hospital at 10.30am and went through registration. We were sent up to the maternity floor. When we arrived at the maternity floor the nurses there all knew my wife, because she works at that hospital as a nurse. My wife was led into a room were she was hooked up to a sonogram, a dilation machine and a vital sign machine. After the nurse left I asked my w ...

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).