Patrick Platt

HISTORY AND PHYSICAL EXAMINATION Patient Name: Patrick Platt Patient ID: 771033 Room No: 560 Date of Admission: 08/30/—- Admitting Physician: William Payne, MD Admitting Diagnosis: Rule out fracture of left arm. CHIEF COMPLAINT: Pain and swelling, left upper arm. HISTORY OF PRESENT ILLNESS: The patient is an elderly male, who fell four days prior to admission. He noted immediate pain and swelling in the area just above his left elbow. He presented to the emergency room for treatment. PAST HISTORY: Past illnesses include whooping cough as a child. Tonsillectomy in the past. No known allergies to medications. FAMILY HISTORY: No hereditary disorders noted. Mother and father are deceased. Two brothers are alive and well. One sister has adult-onset diabetes mellitus. SOCIAL HISTORY: The patient is married and has two children. His wife does not work outside the home. (No mention of tobacco or alcohol use). PHYSICAL EXAMINATION: GENERAL: The patient is a well-developed, well-nourished male who appears to be in moderate distress with pain and swelling in the upper left arm. Vital signs: Blood pressure 140/90, temperature 98. 3 degrees Fahrenheit, pulse 97, respiration 18. HEENT: Head normal, no lesions, Eyes, arcus senilis, both eyes. Ears, impacted cerumen, left ear. Nose, clear. Mouth, dentures fit well, no lesions. NECK: Normal range of motion in all directions. (Continued) HISTORY AND PHYSICAL EXAMINATION Patient Name: Patrick Platt Patient ID: 771033 Date of Admission: 08/30/—- Page 2 INTEGUMENTARY: Psoriatic lesion, right thigh, approximately 1 mm in diameter. CHEST: Clear breath sounds bilaterally. No rales or rhonchi noted. HEART: Normal sinus rhythm. There is a holosystolic murmur. No friction rubs noted. ABDOMEN: Normal bowel sounds. Liver, kidneys, and spleen are normal to palpation. GENITALIA: Tests normally descended bilaterally. RECTAL: Prostate 2+ and benign. EXTREMITIES: Pain and swelling noted above the left elbow, other upper extremities normal. No cyanosis or clubbing. The legs demonstrate 2+ pitting edema to the knees. NEUROLOGIC: Crainial nerves II through XII intact, memory intact, sensation intact to light touch. ASSESSMENT AND PLAN: The patient was sent for plain film of the left arm, which revealed a fracture of the left humerus. The fracture was reduced in the emergency room. X-ray revealed anatomic alignment. He was released to home with a prescription for a nonsteroidal anti-inflammatory and instructions to elevate his arm. He will follow up in the office in three days. PROGNOSIS: Good. _________________________ William Payne, MD WM:R D:08/30/—- T:09/01/—-

Is biological pest control better than chemical pest control?

Food is vital for humans to survive, the population of the world is immense as it approaches 6 billion and all these humans need to be fed on a continual basis. Therefore, a large quantity of food needs to be produced rapidly and on a very large scale. Generally farmers across the western world do produce food very quickly and efficiently and there tends to be a surplus of food, whereas, in less developed countries they have a shortage of food. Due to the size of the world's population and it's high levels of demand for food farmers are unable to leave crops alone and let them grow naturally. Read this  Respiratory Activity For example, one-third of the crops that are grown worldwide are spoiled by pests, animals particularly insects and many plants. Certain types of crops grow better in certain set conditions and there are many different factors which effect the crop yield. Crops grow by photosynthesis, the environmental factors affecting the rate of photosynthesis, are light intensity, concentration of carbon dioxide in the air, and the surrounding temperatures. All the requirements for photosynthesis need to be available at a good rate and supply, the light intensity which is usually supplied by the sun needs to be at suitable intensity, which means the crop will only grow certain times of the year due to the amount of light available. The same applies to the concentration of carbon dioxide, which usually does not tend to cause a problem, as there is ample supply of carbon dioxide in the surrounding air, however if it is ever to run low the crops will not grow. The temperature is another factor which has a huge effect on the growth of crops, if the temperature is to get too high this would prevent any growth of the plant as it would not be able to deal with the extreme temperature killing off the chlorophyll that the plant requires to grow. However if the temperature is decreased to a very low temperature this will restrict any growth, as the plant will not be able to function properly. Therefore, all these factors need to be at the correct rate for the crop to be able to grow sufficiently. Many different types of crops such as maize, corn, wheat, rice, fruit and vegetables are grown at different times throughout the year and most farming is usually based on monoculture. Which is where one type of crop is grown in a certain piece of land, this technique of mass production tends to cause many problems and is not as straight forward as it seems. If crops are growing extremely well and conditions are correct and all the crops have all their requirements at the right rate and intensity there is still one other factor which would still prevent a perfect yield from being produced which are known as pests. These pests still destroy all crop yields, by destroying the crop its self and restricting growth in certain ways. When crops are grown they are just like plants in that they compete for mineral ions, water from the soil and light, however when crops are grown using the monoculture method there usually isn't a problem because it's the same crop being grown and so the conditions can be controlled. However, the problems that do arise is that if there is a large concentration of the same crop in one area and they are all in close proximity to each other then there is the potential of the crop being infected by diseases, fungi, unwanted plants and insects which will then lead to the rapid destruction of large areas of the crop. There are a number of different pests, for example, insects, fungi and weeds that effect individual crops in different ways; like insects, fungi and weeds. Weeds are plants that grow in places we do not want them to grow and there optimum growth occurs in ground disturbed by human activity. They compete with cultivated plants for space, water and minerals. Worldwide, about 10% of crop yield are lost because of weed growth. Weeds tend to come in different sizes and they can be long and the same length as the crops, which means their roots are able to reach deep into the ground and take the nutrients, they require leaving many shortages for the crops. Also weeds can sometimes have broad leafs that cover the crops and so take all the sunlight and restrict the amount of sunlight reaching the crop. The competition between the crops and weed, which is organisms of different species, is known as interspecific competition. Occasionally you may come across weeds that are very small and do not do any real harm to the crops. The insect pests work in many different ways, each kind of plant has its own species of aphids, and these little creatures have small mouthparts, which they use to suck sap from plants. The loss of sap can be harmful to the plant in many ways in that, it can cause leaves to curl up and become distorted. The leaves are the place where photosynthesis takes place; the curled up leaf leaves the plant unable to photosynthesise efficiently and so can leave the plant stunted. Another way in which aphids can effect crops are, that as the aphids suck in the sap if that crop was diseased they could pick up the disease or virus and then go suck on another plant which would then pass the disease or virus on, which would spread the disease to many plants, any organism which spreads disease or viruses from host to host is known as a vector. Also if the aphids take in to much sap they tend to secrete it through their abdomens, this is usually a sticky honey dew which forms a sticky droplet which attracts ants, which then attack the crop even further. So altogether there are a number of ways in which crops are prevented from being grown. The ways in which these pests can be controlled and crops can be grown without too many problems is that we can put into the environment a chemical substance that kills the pest, which is called pesticides, or we can put into the environment another organism, which kills the pest, which is known as biological control. A pesticide is any substance or mixture of substances intended for preventing, destroying, or repelling any pests. Chemical control is the use of pesticides. Insects, which eat crops, can be killed with insecticides. Fungi, which grow on crops, are controlled with fungicides. Weeds, which compete with crop plants for water, light and minerals, can be controlled with herbicides; pesticides are usually applied as pellets, powders or sprays. Many different chemical substances are used as pesticides; there are contact pesticides, systemic pesticides and residual pesticides. The contact pesticides are used as spray as they are sprayed straight on to the crop where the pests are living and as the contact insecticides spray comes in contact with the insect, the insect tends to absorb it in through its gas-exchange pores, the spiracles, along its body. This is where it attacks the insects and poisons them. The same process occurs with contact herbicides and fungicides the surface of the plant absorbs the poison through, and so the poison then attacks it there. This method is not very expensive however they need to be reapplied continuously as there are always pests, which are missed out, and the affect of it does not last very long. Systemic pesticides work in a similar way as they are sprayed straight on to the crop where the leaves and surface of the plant absorbs it in and so it is transported all around the plant. Therefore, whenever a sap-sucking insect comes along it sucks the poison into its body, and this eventually results in the killing of the creature. This method for systemic insecticides is very effective because the spray does not have to come into contact with the insect so it only attacks the insects that attack the crops. Systemic herbicides are also quite effective in that they are able to be sprayed onto the surface of the leaf where they get absorbed and then have that poison transported all along the weed killing off the tissue and even reach the roots. Residual pesticides can also be quite effective, as they are also sprayed directly on to the soil and instead of attacking the actual insect or weed they attack any insect egg and larvae, and weed seedling as they germinate. All these methods are used for chemical pest control; chemical pest control is very effective in that this is the most popular method in the UK for farming large number of crops, to provide the large population of the UK. However even though chemical pest control is very effective and is very popular there are a number of disadvantages of using chemical pesticides. Firstly, chemical pest controls involve many chemicals that can be very dangerous if they are not monitored correctly. Therefore, chemical pest controls must be safe for farmers to use and must not damage the environment. To provide this there must be continual testing and development carried out on all pesticides. This can be very expensive and this expense will be passed onto the farmer in the form of the pesticide costing a huge amount of money. This expense is taken by the farmer on the premise that it will assist in the good growth of his crops, however, the disadvantage being that it may not work at all! It is also known that pesticides damage the environment a great deal, Pesticides can badly affect wildlife through changes in the food web, direct and indirect poisoning. And their harmful effects may show up in animals, which have no direct relationship to the original pest. In that in the 1950's many of the pesticide used did a lot of damage to the environment especially one DDT (dichlorodiphenyltrichloroethane). It was used to kill insects, however people didn't realise that it is a persistent insecticide, which means it doesn't break down but remains in the body of insects and the soil. So whenever a bird or other organisms ate the insects they ate the DDT too. And so the DDT stayed in their bodies and just began to accumulate. Also as well as being persistent it was also non-specific as most pesticides are. This means that it not only harms the insect it's meant to but also harms other living things. For example in the 1960s, the gannet population in Quebec began to shrink. The shells of the gannets' eggs were too thin to protect the embryos. Once the egg had been examined they realised DDT was the culprit. Because there where large concentration of DDT in the birds because of all the pests they had consumed which had been sprayed with it. Many other birds such as ospreys, eagles and peregrine falcons also had been affected greatly and populations of those birds had declined. Also all the chemical sprays that are sprayed into the air will have a great effect on the atmosphere. So many pesticides harm the environment a great deal, even though many tests are done before hand. Pesticides also change wildlife habitat, for example if a herbicide was put down on certain plants or vegetation, animals that depend on that piece of vegetation find it difficult to live any longer and so slowly will begin to die out, and so if they begin to die out then the population of their predator that relies on that particular creature, will begin to decrease. Another problem, that that may arise is if a particular pesticide is used a lot the pest may eventually become resistant to it. The pesticide no longer kills the pest and so a new one has to be developed at all times which results in more resources and cash flow being ploughed into developing and testing. Also once the pesticides are applied, they can be used up quickly and if it rains they sometimes need to be reapplied which takes much time and effort because special clothing and safety measures need to be carried out each time. The most important disadvantage of using chemical pesticides are that the crops that have been produced using pesticides are now covered with chemicals which we will now eat and which can be very harmful for us. Another major harm to humans is to farmers, who are using the pesticides and are in contact with it on a continual basis and it has led to them becoming extremely ill, for example, in parts of the UK, farmers and their families are being diagnosed with illnesses, which are associated with pesticide poisoning. Such conditions as multiple sclerosis that are occurring in many of the farmers, especially in the cases where they use sheep dipping as part of their work. Also in less developed countries the farmers are effected a lot more because they do not have all the specially designed clothing which they require and so in places like Malaysia and Sri Lanka, 7 to 15 per cent of farmers experience poisoning at least once in their lives. The advantages of using pesticides are that all these chemicals do produce the maximum amount of food, which is very cheap for the consumer, because the farmers are able to produce on a mass scale, using the chemicals to make sure they have a high-quality crop yield. Also pesticides work very fast and most of the time instantaneously, once applied to the ground. With pesticides you usually have a guarantee that they will work and be extremely effective, and solve the pest problem. Chemical pest control is one way to control pests even though there are a number of disadvantages, however the other way to stop pests from destroying crops are by biological control. Biological control is not using chemicals but the use of a specially chosen living organism to control particular pests; the chosen organism may be a predator, parasite or disease, which will attack the harmful insect. It is a form of manipulating nature to increase a desired effect. Examples of this are usually A bluebird: it eats insects to prevent damage to trees and gardens. They are found throughout the United States, UK and Canada A ladybird beetle: it eats small soft insects, which prevents damage to fruit and crops. They are found throughout North America. A garden spider: consumes insects with wings by catching them in a sticky web that it spins. Usually found in America and UK. Biological control is usually done in three ways known as classical biological control, conservation and augmentation, these are three ways to use these natural enemies against unwanted insect pest population. Classical biological control is to import which involves travelling to the country or area from which a newly introduced pest originated and returning with some of the natural anomies that attacked it and kept it from being a pest there. New pests are constantly arriving accidentally or intentionally. Sometimes they survive. When they come, their enemies are left behind. If they become a pest, introducing some of their natural enemies can be an important way to reduce the amount of harm they can do. The second method is conservation; conservation of natural enemies is an important part in any biological control effort. This involves identifying any factors that limit the effectiveness of a particular natural enemy and changing them to help the beneficial species. Conservation of natural enemies involves either reducing factors, which interfere with the natural enemies, or providing needed resources that help natural enemies. The final method is augmentation; augmentation is a method of increasing the population of a natural enemy, which attacks a pest. This can be done by mass producing a pest in a laboratory and releasing it into the field at the proper time. Another method of augmentation is breeding a better natural enemy, which can attack or find its prey more effectively. Mass rearing can be released at special times when the pest is most susceptible and natural enemies are not yet present, or they can be released in such large numbers that few pests go untouched by their enemies. The augmentation method relies upon continual human management and does not provide a permanent solution unlike the importation or conservation approaches may. There is also another way in which pests can be controlled using the biological control method, which is known as Biochemical pesticides these are natural occurring substances, which are safe. This is because most plants and animals produce chemicals that can be used, as pesticides, the oils and seeds are usually the substances, which can be pesticides. For example many insects produce chemical substances called Pheromones, which attract the opposite sex. Synthesised pheromones are sometimes used to attract pest insects into traps. The traps are usually sticky which hold the insects and so enables you to get rid of them by killing off the insects. Another method of biological control is crop rotation this helps to discourage pests. Since different pests affect different crops, crop rotation can be very effective method of pest control. Using crop rotation means that there is high possibility of pests dying out before the same plant is grown on the soil again. In many cases, removing their preferred food and shelter can control pest populations. Examples of crop rotation are below. Year1: potatoes – may be affected by potato cyst eelworm Year 2: cabbage – may be affected by clubroot and brassica cyst eelworm Year3: beans – root nodule bacteria improve soil nitrate supply All these methods of biological controls can be used however they also have many disadvantages to them, just as chemical control biological control takes more intensive management and planning. It can take more time; require more record keeping, more patience, and sometimes more education or training. Because a successful use of biological control requires a greater understanding of the biology of both the pest and its enemies. Also often the result of using biological control is not as dramatic or quick as the results of pesticide use, which can react very quickly. The aim is not to wipe out the pest because this could be counter-productive. If the pest were reduced to such an extent that it no longer provided enough food for the predator, then the predator in its turn would be wiped out. The few remaining pest could then increase their population rapidly, in the absence of the controlling agent. The ideal situation is where the controlling agent and the pest exist in balance with one another, but at a level where the pest has no major affect on the crop yield. Even though biological control has disadvantages it also has many advantages. Biological control, overall is a far safer method as it reduces the environmental and public safety hazards of chemicals, as the food we are eating is not covered with poisonous sprays and the air is not being polluted by sprays which we breath in that can be quite harmful to us. Also biological control is cheaper for the farmer to use overall because like pesticides they don't have to be reapplied continuously, once they have been introduced they begin to work and consume the pest, so together its cheaper and less time consuming and easier to apply. Another advantage of biological control is that the pest are less likely to become resistant to the control organism then they are to pesticides, which means unlike pesticides a new pesticide doesn't have to be developed on a regular basis. Also unlike most insecticides biological controls are often very specific for a particular pest. The biological and chemical controls of pests work very well individually however the two can be used together, this is known as integrated control. This method can be very successful as was shown in Indonesia in 1970's, when they began to use large numbers of pesticides to control the pests to produce high yields strains of rice. There where a lot of brown planthopper pests, and so farmers found them selves spraying up to 8 times a season, to get rid of the pests however it was later discovered that the insecticide was the problem of the large number of these pests. This is because the sprays had wiped out all the natural predators of the pest, particularly the spiders and yet only had a limited effect on the pest its self. So it was here that the integrated control was introduced. With integrated control the use of pesticides is always the last resort with the minimum amount used. This then prevents pests and enables large healthy yields of crops without using too many pesticides, which have many disadvantages. However using integrated pest management is not always easy, the technique requires time, knowledge and dedication on the part of the farmer. Overall when using pest controls there are a number of factors to consider, to get maximum effect and sustain pest control. The important factors to consider are how efficient each method is at controlling the pest, the cost, damage that might be caused to the environment, and possible health hazards. When considering how efficient each method is at controlling pests I think both are quite good in their own way in that biological control is aimed at the one pest whereas chemical pesticides tend to infect all insects and plants that they are sprayed on. However at the same time chemical works a lot faster and targets the problem more efficiently whereas biological takes a lot more time to establish its self to the environment and take effect. The cost is a lot cheaper for the biological, because even though it costs a lot to research and develop to make sure everything is correct and working well, it doesn't cost the farmers a lot to get the method started, and once it has been applied it doesn't have to be re-applied continuously like chemical control. Also with chemical control there is the extra cost on top to develop and test the chemical product, also new chemical products need to be developed continuously at all times because pests become resistant to them quickly unlike biological control. Even though biological requires a lot of development, training and testing it only has to be done once and then there usually is a result, and doesn't have to be repeated over and over again to develop new pesticides like chemical control. Damage that might be caused to the environment is mostly caused by chemical control because there are a number of pollutants sprayed into the air, which infect the atmosphere, and there are a lot of chemicals going in to the soils, which also damages the soil. Also if pesticides are persistent a large concentration can be built up in different animals, which can cause problems and be dangerous to those animals. Additionally pesticides are not selective and harm creatures that don't need to be infected; also a number of habitats can be destroyed when certain plants are killed. Whereas biological don't have any environmental effects and so biological controls would be a better one to use. Possible health hazards are that chemical controls can be dangerous to the people who have to apply them to the ground and also the food we eat has absorbed the spray and so they can infect us and harm our bodies. However biological controls do not have any health hazards, therefore, are very safe and is the better one to use. In addition in the developed world we have become increasingly concerned about the long-term effects that chemical pesticides and herbicides may have on us as we eat our well-sprayed food. We have also become progressively greener over recent years, with more and more people expressing concern over the future of the earth and our effect on it. Substituting biological control for chemical intervention therefore seems like a very good idea. The developing world cannot yet afford such concerns the main struggle for many developing nations is to be able to feed all their hungry mouths. But in these countries too the cost of chemical control and the increasing resistance of pests to the expensive chemicals are adding another powerful voice to the arguments in favour of biological control as an integrated part of pest management. So overall the one I think is best and has least problems and safest to use is the biological controls.

Abcd

In Parsons Journey the children are the only hope for Afghanistan s future. Do you agree? Children are the only hope for the future of Afghanistan because Varian and the others used to live differently than the other people in Afghanistan. One day Varian found a baby inside a bombed house and she took the baby girl along with her so that she doesnt get bored. Varian found ASPI in a cave who couldnt walk because he lost his leg in the war, ASPI scared Varian by saying that he Is holding a gun towards her and if she comes any further he will be shooting her.Still Varian as not angry or was not offended. Later on when they were friends she took care of ASPI she never use to make fun of ASPI as he Is not having a leg. Varian was a kind of girl who use to take care of everybody throughout the Journey through the villages. When Varian was going through villages, one day she saw a baby crying In a house where his mother was lying beside she said the boy you are Like my brothers height. This shows that Varian was a caring natured girl even If she Is having to many hurdles in her own life. ASPI was rude. E used to shout at Varian by saying bring some food by throwing the pot towards dont like people throwing things to me. .. If you want food go get it by yourself Varian said.. . Again he shouted back saying L cant walk cant you see that? How stupid you are, even though ASPI was rude she never used to be upset about that and still took him with him as he was all alone. Moreover when use to say her plans to ASPI about how she will be escaping from Afghanistan. He said that he was coming with her, Just to annoy her, but that was not the only reason for coming with her. This character shows that she was all et that she will take ASPI and Hosannas along with him to live a better life. Her imagination keeps them going. They found a girl named Leila, she takes them to her house and she also teaches them how to get food from the mines. They decided to stay for a while Varian use to educate ASPI what she knows. When they were out of food and were all hungry she was the one to go to the village and ask for job in change of food. Her dream was to live forever happily in green valley where there will be no bombs or no mine and they will live happily ever after.

Design, synthesis and pharmacological tests of leukotrienes A4 Dissertation

Design, synthesis and pharmacological tests of leukotrienes A4 hydrolase inhibitors as a potential targets of interest in cancer - Dissertation Example Chemical shifts (?) are reported in parts per million (ppm) relative to TMS and the coupling constants (J) are described in hertz. IR spectrums were obtained using Perkin Elmer Spectrum 100 FT-IR spectrometer, wavenumbers (?) in cm-1 Methods 1. Preparation of (Z)-(((5-(2-bromo-2-nitrovinyl)-1,3-phenylene)bis(oxy))bis (methylene))dibenzene (43) Scheme 26 Synthesis of (E)-(((5-(2-nitrovinyl)-1,3-phenylene)bis(oxy))bis(methylene))dibenzene (43). In a 25 ml round bottom flask a solution of 3,5-dibenzyloxy-benzaldexyde (318.4 mg, 1.0 mmol) in xylene (mixture of isomers, 10 ml) were added bromonitromethane (279.9 mg, 2 mmol), dimethylamine bromide (1.134 g, 9 mmol) and potassium fluoride (8.7 mg, 0.15 mmol). The flask was equipped with a Dean-Stark system and the mixture was heated at reflux temperature until the disappearance of the aryl-aldehyde by TLC (usually noted after a reaction time of 4-5 hours). Toluene (10 ml) was added and the reaction was left refluxing for 18 hours. After bei ng cooled at room temperature, the reaction mixture was evaporated under vacuum to remove xylene, then diluted with water and extracted with CH2Cl2 (3?20 mL). In some cases a filtration over Celite ® surface was required in order to remove excess of reagent residues prior to extraction. The organic phase was then washed with water, dried over anhydrous MgSO4, filtered and concentrated under vacuum. Crude product was purified by chromatography on silica gel (40 g) using mixtures of Hexane and AcOEt of increased polarity. The target compound was afforded as a brown oil (45 mg, 10% yield) 2. Preparation of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene (50) Scheme 27 Synthesis of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene (50). In a round 250 ml bottom flask, a solution of 4-bezyloxybenzaldehyde (6.36 g, 0.03 mol) in toluene (75 ml) was prepared. To this solution, nitromethane (17.7 ml, 0.33 mol), dimethylamine hydrobromide (15.108 g, 0.12 mol) and potassium fluoride (341.5 mg, 4.5 mmol) w ere added. The flask was equipped with a Dean-Stark system and the mixture was heated at reflux temperature until the disappearance of the aryl-aldehyde by TLC. After 3 hours and 45 minutes, the reaction flask was cooled at room temperature and the reaction mixture was evaporated under vacuum to remove toluene, then filtered under Celite surface and the filtrate was diluted with brine, dried over anhydrous MgSO4, filtered and concentrated under vacuum. After, the crude product was purified by chromatography on silica gel (90 ml of pure CH2Cl2) to provide the corresponding (E)-1-(benzyloxy)-4-(2-nitrovinyl) benzene (50) as a solid mass (0.55 g, 7.25% yield), which was later purified by flash column chromatography. IR ?max (KBr): 3109.9, 1687.9, 1625.9, 1596.8, 1509.3, 1490.6, 1463.2, 1455.4, 1425.0, 1384.9, 1336.9, 1307.3, 1245.7, 1167.2, 1122.4, 1080.9, 1031.2, 987.0, 921.2, 869.5, 849.4, 818.6, 751.1, 726.9, 697.1, 654.9, 616.2, 551.6, 528.5, 520.0, 505.3, 463.0, 416.9, 406.0 cm-1. 3. Preparation of 1-(benzyloxy)-4-(2-nitroethyl)benzene (51) Scheme 28 Synthesis of 1-(benzyloxy)-4-(2-nitroethyl)benzene. 200mg of (E)-1-(benzyloxy)-4-(2-nitrovinyl)benzene were added to a flask containing 1.55g of silica gel. Then 2.3 ml of 2-propanol and 12.5 ml of chloroform were added. Then 117mg, 3.1 mmol of NaBH4 was added. The solution was stirred at room tempera

Child psychology Essay Example | Topics and Well Written Essays - 750 words

Child psychology - Essay Example All these factors display the maturity that child attains, physical growth, development of the body, brain and nervous system besides the competence a child bears (Development: Its Nature). This course of sequential changes brings maturity in the development. The psychological impact is seen if there occurs some genetic disorder or any cognitive problem or deprivation of natural developmental process (Development: Its Nature). Early childhood (1 - 3 yrs), is the age of schema, cognition, sensorimotor development, a stage of awareness about object permanence, language development or preoperational stage, building words and conversation are of prime importance. This is the stage when gross and fine motor skills are developed. Growth in this stage is rapid (Development: Its Nature) and therefore nutritional requirement is more for the complete development and must include rich protein diet. In this stage development of autonomous learning and regulated actions are the prime focuses as child starts representing things with words and images but lack logical reasoning (Exploring Child Development). This can be understood with the Piaget's theory of cognitive development. The child is a keen observer at this stage; therefore psychological impact of the environment is more during this stage of development. What child grasps from the environment impacts the personality of the child. For the complete development of the child it is imperative that the child must be engaged in various activities that involve problem solving skills, more conversation must be carried out for the development of language during early childhood (Exploring Child Development). During this stage child develops self-awareness, concept of gender and emotions. Parenting behaviors at this stage directly influences the young child development (Exploring Child Development). Any kind of parental dispute, divorce or broken relationship directly affects young child's development. It is in this stage peer and sibling relationships develop. Congenial and healthy relationships directly influences psychology of the child and fill the child with trust and faith in the relationships. Since grasping is very high in this stage, parents must understand the psychology of the child and should filter the programs on the television as they directly influence the young children's emotional and social development (Exploring Child Development). In the middle childhood (3 - 5 yrs) the growth is somewhat rapid followed by a plateau stage in late childhood (5 - 12 yrs). During this stage improvement in cognitive skills occur, thinking is more abstract, theoretical and hypothetical (De velopment: Its Nature). During this stage many progressive, coherent and orderly changes are observed in a definite direction. These changes are not of the same kind and are in the size, features, intellectual abilities, psychological behavior in the society, communication, logical skills, learning as a result of child's interaction with the environment and maturation in terms of revealing steady opening-up of characters or potentials present in an individual due to genetics or

Internal Assessment Research Paper Example | Topics and Well Written Essays - 1750 words

Internal Assessment - Research Paper Example Section D analyzes the evidence provided by the sources in relation to Al-Qaida’s objective for 9/11 and the degree to which they realized this objective. Lastly, section E summarizes the information between sections B and D. This investigation is an effort to assess the event 9/11 itself, rather a mere in-depth look into why the Al-Qaida attacked the United States and the outcomes of this reason and action over the years. Immanuel Wallerstein says Al-Qaeda clearly set off to obliterate nearly a century of disgrace for the Islam in 9/11. What Al-Qaeda managed to accomplish since this event is fix deep fears amongst United States citizens regarding their physical security and overall future.1 Clint Watts argues that the Al-Qaeda has not organized any serious attack against the west since 9/11, which indicates they most likely did not accomplish any of their goals apart from attempting to â€Å"cut off the head of the snake.†2 Writer Mortada Radwan says the first goal of the Al-Qaeda was to â€Å"awake† Americans by dealing a major blow on American soil, followed by engaging the United States in battle as the second goal. A series of hands-on military and resources acquisition activities, recuperating with other minor jihadi revolts, proclaiming an Islamic state, and entering into a full-blown war were the third, fourth, fifth, and sixth goals respectively.3 In 2006, Paul Haven said Al-Qaeda attacked the United States because their affairs in Afghanistan were questionable and of purely selfish interests.4 Bill Steiden wrote in 2009 that the Al-Qaeda attacked the United States because their localized approach against US forces in the Middle East was failing.5 Eileen Sullivan and Lolita C. Baldor believe the 9/11 attacks were Al-Qaeda’s way of gaining global notoriety and reputation in an effort to spread their agenda and propaganda across the world.6 Newsday released an article in 2011 claiming the 9/11 attacks were Al-Qaeda’s way to force United

Personal Conflict Essay Example | Topics and Well Written Essays - 500 words

Personal Conflict - Essay Example The first three years of my adolescence went well without major events except the effort of accepting numerous physical changes. However, when I was turning 16 years, my friends exposed me to peer pressure that was too much to handle. Notably, I had a measure of naivety, which compelled me to consider pleasing friends as a critical thing. Moreover, I felt that there was a salient to belong, since I had grown up with them my whole life. This paper will describe a serious conflict that I faced when I was 16 years old and how I handled it. As a young child, my parents had always been proud of me and had made efforts of inculcating good values in me. I remember my mother was very specific with discipline and appropriate behavior. Moreover, I was a bright student and presented an exemplary performance in school. These were enough reasons to make my parents proud of me. However, becoming an adolescent changed my life. I faced a serious identity crisis that destroyed my self-esteem. I was torn in between my parents and my peers. At some point, I was well aware that I needed to obey and respect my parents, however, with the increasing pressure from my peers that proved to be difficult. My change of behavior and attitudes made my parents begin to be very strict with me. There are many times when I was given strict rules if I had to go out with my friends. Despite these strict rules, I ended up breaking them and losing the favor of my parents. They were distressed about the challenges I was facing as a teenager. They tried to help me, but to no avail. When I was not allowed to go out, I eventually lost the approval of my friends. Having lost the favor of my parents and the approval of my friends, I was faced with a personal conflict. I felt lonely and disappointed with life. The personal conflict plunged me into emotional distress. I lost interest in many of the things I had been doing before and my self-esteem was

Analyse a Brand Community of Your Choice Essay Example | Topics and Well Written Essays - 1000 words

Analyse a Brand Community of Your Choice - Essay Example Brand communities are termed as very complex and its members are often known to relate their personal identity with a brand community. Customer expectations and wants are largely characteristics of these brand communities (Wiegandt, 2009, p.15). The present study would try to analyse the aspect of brand communities and particularly the brand community of Apple. The choice of product assumes significance as it is one of the most renowned brands of the globe and has a high brand image and popularity. Brand Community Brand communities have several characteristic features with the most prominent being the aspect of awareness of a particular type. This includes the aspect of sharing a set of common faith and beliefs among the members of the group within the group i.e., homogenous within the group and heterogeneous outside the group (Ratneshwar & Mick, 2005, p.256).The discussions in brand communities normally involves discussion about the various aspects of only a particular brand. One of the online brand communities of Apple includes only aspects that are related to the brand. This includes advertisements and information about new products and company news. These do not contain any information about any brand other than Apple. The views and comments of the members are also essentially concentrated around the same aspect. This essentially is in tune with the aspect of homogeneity between the group members and heterogeneous with other groups. In this case the identity of the group members is masked by the identity of the brand and aspects relating to the brand assume greater importance (Schau & Muniz, 2002). Parsons & Maclaran (2009), state that one of the essential aspects and characteristic features of brand communities involve the instance of consumption based on collective traits. The example of the Apple brand and community is a very realistic example of this aspect. In the Apple community emphasis is only given on the common interests of the members of the bran d which in this case is the love and interest about Apple’s products and services as well as other relevant information that is related to the brand as a whole (Parsons & Maclaran, 2009, p.94). The aspect of ethical marketing is also closely linked with the brand communities. The importance of ethics in marketing activities has been rigorously researched in various academic and professional circles. The main goal of marketing activities is to increase the market share and marketers are known to use various means to do so. The era of competition has also increased the use of unethical aspects. Brand communities are an easy target for marketers considering their affinity towards a brand. However, ethical aspects need to be included so that the loyalty is maintained with the members of the community (Carrigan, Marinova & Szmigin, 2005, p.481-486). Apple’s marketing strategy is largely based on focussing upon the product and innovation associated with the products. The com pany does not try to go into sentimental issues and largely focuses on the product while promoting it in the market. These aspects go well with the communities of the brand that helps generate advantage for the organization. Brand communities

Cross cuiltur managment (Expatriation and Culture Shock in China ) Essay

Cross cuiltur managment (Expatriation and Culture Shock in China ) - Essay Example Cardozo (2007) believes that these opportunities are being sought and preferred because of the excitement of foreign travel and the challenges presented by the new posts. It would appear, however, based on studies and recent developments on expatriation, that the figure is not altogether rosy for the expatriates. One of the undesirable effects of expatriation is culture shock, a condition defined as â€Å"coming to understand and adapt to differences in culture† by Kwintessential Ltd., a company engaged in cross cultural services. It is the objective of this paper to take an in-depth look at expatriation and culture shock in China, how expatriation leads to culture shock and how this condition is experienced by the expatriates. The choice of China is made for the simple reason that China is an interesting case for cultural study especially in its present role as the bearer of a new economic order, and for many expatriate managers, is a stimulating environment in which to live and work (Kaye and Taylor, 1997). The paper further aims to examine the causes of this undesirable state using research data gathered from secondary sources. It is hoped that the examination will add more insights into this problem and possibly contribute to a deeper understanding and resolution of the same. Extent of Failure of Expatriation According to Harzing (1995), almost every publication on the topic of expatriation defines and evaluates expatriate failure as the â€Å"percentage of expatriates returning home before their assignment contract expires.† Harzing (1995) cites Buckley and Brooke who claimed that expatriate failure would be in the range of 70 per cent for developing countries and 25-40% in developing countries. Rosalie Tung in Shilling (1993) puts a second to this claim by citing survey results among US, European and Japanese multinational corporations indicating a high percentage of failures in overseas assignments. In another report by Sharon Lobel, failed assignments were reported to have occurred in as often as 70% of the time in many developed countries (Shilling, 1993). Addler and Ghadar in Harzing (1995) attribute a range of 25-40% for failed American expatriates while Tung’s estimate of the failure rate among expatriates in Europe is 10%. It is easy to see from these percentages that the returning expatriates, known as repatriates, represent a substantial sum of money lost on their failure to adapt to the country of assignment. If the losses are substantial from the returning assignees, what is more disturbing is the finding in recent studies that showed the decreasing number of candidates now refusing foreign assignments (Rao, 2010) Other studies have shown, according to Kaye and Taylor (1997), that 16-40% of expatriates terminate their foreign assignments early because of their poor performance on the job or their inability to adjust to their new environment. Not only that, the same studies show that as many as 50% of those who stay would be functioning at low levels of effectiveness (Kaye and Taylor, 1997). It is estimated that the average cost to the parent company of a failed assignment would be in the range of $65,000 to $300,000 per failure (Mendenhall and Oddou in Kaye and Taylor, 1997). Culture Shock: A Major Cause of Failure The Oxford Dictionary of Sociology refers to culture shock as â€Å"

Response to No Reservations Saudi Arabia Essay Example | Topics and Well Written Essays - 250 words

Response to No Reservations Saudi Arabia - Essay Example The video captures the Social status and traditional aspects through Danya’s explanation that indicates that not every place they can visit and find porches. The western culture is unacceptable for women in Saudi Arabia, which is indicated by the type of clothes worn by the people of Saudi Arabians. In addition, they depend on the old ways of transportation, which is the use of camels. Consequently, the country has engraved traditional ways of doing things. The video show the Saudi mall that is full modernized women clothes, which contradicts the rule women are supposed to cover themselves from head to toe. It is evident throughout the video that the Jeddah is about 95% desert and Saudi Arabians spend their time by trapping lizards to eat. Saudi Arabians have unique cultural practices and advocate for gender discrimination against women as shown from the video. The food taken, clothes worn and the lifestyle shown in the video clearly shows that the people of Saudi Arabia are far from modern western

Promotion and advertising strategies Essay Example for Free

Promotion and advertising strategies Essay In 1966, while sitting in a small diner, Rollin King, a Texas businessman presented his attorney, Herb Kelleher with an idea. The idea entailed creating a new airline, one that would offer low fares to passengers and would fly quickly between three cities: Dallas, Houston, and San Antonio. Together, they formed Southwest Airlines. Initially, the airline battled a number of obstacles from various competitors of that time, as the other airlines did not want to see a new competitor in the market who offered low cost flights to local areas. Despite various attempts made to keep Southwest a mere vision, they legally won the right to fly through the Supreme Court and began offering air service in 1971. AirTran Airways, formerly known as ValuJet Airlines, first began operating October 26, 1993. The Airline was renamed after the 1996 crash of ValuJet into the Florida Everglades, killing all 110 passengers and crew members on board. Since that time, AirTran has grown to be one of the most profitable airlines in the industry, offering service to more than 60 destinations across the United States, as well as to Mexico and the Caribbean. On September 27, 2010, AirTran Airways made a public announcement that they entered into agreement allowing Southwest Airlines to acquire them. Numerous entities report the reasons behind the acquisition are: to make Southwest a dominant competitor in the airline industry, â€Å"Southwest is following the trend in the industry: merge or acquire in order to stay alive and competitive† (Mouawad, 2010). In addition, the acquisition would allow Southwest to mark its presence in markets they were previously unable to penetrate, â€Å"The deal would expand Southwest’s network by 25 percent and give it its first international  destinations in the Caribbean and Mexico† (Mouawad, 2010). As relayed in a statement made by Bob Fornaro, AirTran Chairman, President and CEO on AirTran’s official website, â€Å"Joining Southwest Airlines will give us opportunities to grow, both professionally as individuals and as a group, in ways that simply would not be possible with out this agreement. Together with Southwest, the world’s largest passenger airline, their financial resources, tremendous brand, legendary customer service, corporate culture and decades-long record of success, we will have the opportunity to go places neither company could have gone alone.† As a result of the acquisition, which was completed on May 2, 2011, Southwest has experienced several unexpected glitches during the transitioning stages. One major issue has been with the ticketing and reservations systems, â€Å"Southwest Airlines agents struggle with AirTran Airways tickets and vice versa, sometimes leaving passengers who have been delayed and need rebooking in the lurch† (McCartney, 2013). It is reported that prices and seat availability are inconsistent on both websites when attempting to book a ticket online. Customers, who purchase early boarding passes for their itineraries, are limited to using them only for the Southwest leg of the trip, as it is not recognized by AirTr an. This has caused numerous complaints with customers who pay full price for early boarding, but are only able to use it for half of the itinerary. Southwest has been diligently working to combine both airline systems, but has not successfully completed the project to date. â€Å"Southwest, for now, have agents of both airlines trying to work two reservation systems on different windows of their computer screens so one airline can check in customers from the other. Southwest says it will have a unified system, new to both airlines, in place by the end of the year† (McCartney, 2013). A prominent issue that has resulted in the acquisition is that once AirTran has been fully integrated into the Southwest Brand, upgraded seating will no longer be available, as Southwest only offers coach class with unassigned seating. In addition, Southwest has been in the works to transition all aircraft from AirTran’s 717 aircraft, which it inherited, to its existing 737 model. â€Å"AirTran had first class, they had assigned seats, and Southwest has no first class, no assigned seats, doesn’t sell through global distribution systems-a very different product than what AirTran offered in the market. It is very distinguishable† (Boehmer, 2010). Delta Airlines and other major competitors feel they will be able to capture former AirTran customers, who find the elimination of upgraded seating unacceptable. Prior to the acquisition, Southwest Airlines had an organizational structure which was instrumental in the company becoming a leading competitor in the airline industry. Founder Herb Kelleher’s leadership style allowed for everyone, including front line employees to play a major role in business planning and operational budgeting. Herb believed that â€Å"management decisions are made by everyone in the organization, not just the head executives† (Advance Business Consulting Website, 2013). As a part of their organizational structure, Southwest maintained over 35,000 employees, had 568 Boeing 737 model aircraft, and operated in 67 domestic cities coast-to-coast. Whereas AirTran, who operated with a similar organizational model, listed assets of 8,500 employees, 86 Boeing 717’s and 52 Boeing 737’s, operating in approximately 37 markets. Southwest Airlines has not made major changes to their organizational structure as a result of the merger. The new Southwest airlines assets contain: â€Å"43,000 plus employees, over 700 aircraft, operating in over 100 markets, serving 100 million customers†, (Bomkamp, 2010). Southwest continues to function with three primary levels of management: Executive Vice Presidents, Senior Vice Presidents, and Vice Presidents, all positions subordinate to Chairman of the Board, President, and CEO, Gary Kelly. Since the acquisition, Southwest has taken a slow approach to integrating AirTran systems, procedures, and employees into the Southwest family. Southwest appears to believe they will be able to seamlessly integrate 8,500 AirTran employees into the body of Southwest’s existing 35,000 employees. However, industry analysts feel Southwest’s expectations are risky at best, â€Å"It will be tricky for Southwest. Southwest’s whole business model is built on a particular approach to managing employees. It’s a big bet they are making that they can swallow AirTran† (Cappelli, 2010). According to Southwest Airlines Announcements for Reporting Structure of AirTran and Leadership Changes, Human Resources Practices were modified in effort to embrace the leadership team coming from AirTran. Almost all AirTran leaders were placed in positions with Southwest that were commensurate to positions previously held. The other leaders who were not placed in commensurate positions were hired on as full time consultants to ensure the integration of the two  airlines went well. Southwest airlines have maintained a precedent that was established in 1971, when the company first began conducting business. Southwest Airlines began with four planes and less than 70 employees. During its first year of operation, the company experienced financial trouble, forcing the executives to make the decision to sell one of its planes or lay off employees. In effort to maintain the relationship with its employees, Southwest opted to sell the plane. In return, the employees were asked to cut gate turn-around from 55 minutes to 15 minutes. The employees obliged, helping to establish one of the friendliest management/labor relationships in the airline industry, as reported by PBS.org. According to Atlanta Business Chronicles, the following statement was issued to AirTran employees in the form of a Question and Answer sheet in effort to address their concerns regarding job security, â€Å"The combination of the two airlines will result in additional employment opportunities as the combined airline continues to grow and expand the Southwest network. In its nearly 40 year history, even during the most recent financial crisis, Southwest has remained profitable and has never had layoffs.† This statement was in attempt to calm fears that the acquisition would bring surrounding job stability. As in any industry, when employees are facing major changes in the workplace, especially as it relates to mergers and acquisitions, it is important to communicate plans for the direction of the company and the employees involved. This strategy allows time for the employees to process the information they have been given and adjust to the changes to come. It is imperative that companies model this practice as non-communication results in insecurity, chaos, and hostile work environments where uncertainty is present. References Advance Business Consulting Website (2013). Retrieved from http://www.advancebusinessconsulting.com/advance!/strategic-alignment/strategic-alignment-business-cases/the-rise-of-southwest-airlines.aspx AirTran Airways Official Website, (2014). Retrieved from http://www.airtranairways.com/about-us/history.aspx Atlanta Business Chronicle, (2010). QA on the Southwest-AirTran merger. Retrieved from http://www.bizjournals.com/atlanta/stories/2010/09/27/daily2.html Boehmer, Jay (2010, November 08). Delta Sees Opportunity In Southwest, AirTran Merger. Business Travel News, (15), 4. Retrieved from http://elibrary.bigchalk.com Bomkamp, S., (2010). Huff Post Travel: Southwest Airlines Buys AirTran for $1.4 Billion. Retrieved from http://www.huffingtonpost.com/2010/09/27/southwest-airlines-airtran_n_739975.html?view=printcomm_ref=false Cappelli, P. (2010). Strategic Management North America: By Acquiring AirTran, Will Southwest Continue to Spread the LUV? Retrieved from http://knowledge.wharton.upenn.edu/article/by-acquiring-airtran-will-southwest-continue-to-spread-the-luv/ McCartney, S., (2013). The Wall Street Journal: Southwest and AirTran Airlines: Mergers and Aggravations. Retrieved from http://online.wsj.com/news/articles/SB10001424127887324448104578611980670019710 Mouawad, J., (2010). The New York Times: Southwest, Determined to Expand, Buys AirTran. Retrieved from http://www.nytimes.com/2010/09/28/business/28air.html?_r=0pagewanted=print PBS.Org (date not available). Chasing the Sun: The History of Commercial Aviation Seen Through the Eyes of Its Innovators. Retrieved from http://www.pbs.org/kcet/chasingthesun/innovators/hkelleher.html Southwest Airlines Official Website. (2014). Retrieved from http://www.southwest.com/html/about-southwest/index.html?int=GFOOTER-ABOUT-ABOUT

Scotland Child Committee Purpose Social Work Essay

Scotland Child Committee Purpose Social Work Essay The North East of Scotland Child Protection Committee (NESCPC) has produced this Risk Assessment Framework in response to an identified need for a Pan Grampian approach. This framework is for use by all agencies located within Aberdeen City, Aberdeenshire and Moray with the aim of ensuring that there is a consistency of understanding and approach to risk assessment across all sectors. The framework is written with the additional understanding that all practitioners have a responsibility to ensure that they are familiar with and follow their own organisations child protection procedures. These should all link to the overarching NESCPC Guidelines and give advice on who to contact, how to take immediate action and how concerns should be recorded. Background Several models of Risk Assessment exist but are not used in a systematic way because they are not thought to be comprehensive enough to be used in all situations (Scottish Government: Effective Approach to Risk Assessment in Social Work: an international literature review (2007). To enable greater consistency and conformity across Scotland, the Scottish Executive (2005) proposed a programme of change: Getting it Right For Every Child, incorporating the development work undertaken on an Integrated Assessment Planning and Recording Framework (IAF). This is based on requirements to gain a thorough understanding of: the developmental needs of a child the capacity of a parent/carer to respond appropriately to those needs the impact of the wider family and wider environmental factors on parenting capacity and on the childs needs This Framework emphasises the need to treat assessment as a process rather than an event. In evaluating the assessment and planning a response, practitioners are expected to consider the totality of the childs development and any unmet needs rather than focusing too narrowly on a need for protection. This approach should make sure that: Children get the help they need when they need it; Help is appropriate, proportionate and timely; Agencies work together to ensure a co-ordinated and unified response to meeting the childs needs; The plan is used to put in place arrangements to manage risk and to co-ordinate help for the child or young person; The plan is based on assessment and analysis of the childs world, including the risks, needs and resilience factors. What is Risk Assessment? Risk Assessment is a frequently used term without practitioners always being clear about what is meant. Risk assessment is merely the description of good methodical practice to risky situations (Jones, 1998). Risk Assessment is a critical element of the integrated assessment process pulling together, as it does the identified strengths within a family as well as those areas of concern or risk that need to be addressed. It is a complex, continuous and dynamic process, which involves the gathering and weighting of relevant information to help make decisions about the family strengths, needs and associated risks and plan for necessary interventions. Good systematic assessment confirms what may have happened, how this may affect the immediate and future safety of the child or young person, places this in context and informs what needs to be done. Risk assessments can also be used to predict the escalation of the presenting behaviour as well as the individuals motivation for change. Assessing risk is not an exact science; prediction involves probability and thus some errors are inevitable. Basic Principles when assessing risk. The welfare of the child is paramount. Risk assessment should be based on sound evidence and analysis Risk assessment tools should inform rather than replace professional judgement All professionals involved in risk assessment should have a common language of risk and common understanding of information sharing to inform assessment Risk assessment is influenced by professionals own personal and professional values, experiences, skills and knowledge The judgement and experience of practitioners needs to be transparent in assessment No tool, procedure or framework can adequately account for and predict human behaviour Effective communication and information sharing is crucial to protecting children Children, young people and family views should be sought, listened to and recorded with clear evidence of their involvement in decision making where possible. A good risk assessment process should elicit and highlight both commonalities and differences in professional and family perspectives Good risk assessment requires the best possible working relationship between worker and family members All staff must always be alert and aware to situations where children may be at risk and address any potential concerns through their own agencys child protection policy / NESCPC child protection guidance. Risk Assessment Framework This framework is adapted from the work undertaken by Jane Aldgate and Wendy Ross (A Systematic Practice Model for Assessing and Managing Risk, 2007) and is structured in 9 different stages: Using the SHANNARI well-being indicators (Safe, Well, Active, Nurtured, Achieving, Respected, Responsible and Included). 2. Getting the child and familys perspectives on risk. Drawing on evidence from research and development literature about the level of risk and its likely impact on any individual child. 4. Assessing the likely recurrence of harm. 5. Looking at immediate and long-term risks in the context of My World triangle. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. 7. Weighing the balance of that evidence and making decisions. 8. Constructing a plan and taking appropriate action. 9. Management of Risk 1. Using the SHANARRI well-being indicators: The Scottish Executive (2004) agreed a vision for Scotlands Children. They should be: Safe Healthy Active Nurtured Achieving Respected Responsible Included Using these SHANARRI indicators, professionals consider the childs holistic needs. In any assessment professionals should ask themselves the following key questions: What is getting in the way of this child being safe, healthy, active, nurtured, achieving, respected, responsible and included? Why do I think that this child is not safe? What have I observed, heard, or identified from the childs history that causes concern? Are there factors that indicate risk of significant harm present and is the severity of factors enough to warrant immediate action? What can I do? What can my agency do? Do I need to share / gather information to construct a plan to protect this child? What additional help may I find from other agencies? 2. Getting the child and familys perspectives on the risk. The involvement and partnership with children, young people and their families is integral and essential to successful risk assessment and management. Information is incomplete and a good understanding of the risks of harm and needs of the children cannot be reached without families perspectives on the risks to their childrens difficulties. An open and transparent approach that actively involves all involved, including the children and families is of clear benefit in that: Children, young people and families can understand why sharing information with professionals is necessary; Children and families can help practitioners distinguish what information is significant; Everyone who needs to can take part in making decisions about how to help a child; Everyone contributes to finding out whether a plan has made a positive difference to a child or family; Professionals behave ethically towards families; Even in cases where compulsory action is necessary, research has shown better outcomes for children by working collaboratively with parents. 3. Drawing on evidence from research and developmental literature about the level of risk and its likely impact on any individual child. Risks need to be seen in the wider context of short and long term risks to childrens wellbeing and development. Core factors can be identified in relation to abuse or neglect but these should not be used as predictors for current and future abuse without being considered in the context of the childs own nature and environment. In all cases of child abuse, parenting capacity should also be considered and this involves taking account of historical information as well as assessing the here and now. Protective factors need to be weighed up against risk factors and vulnerability to determine the level of risk to the individual child or young person and the likelihood of future harm. The factors should be used as a knowledge base to underpin more detailed assessments of strengths and pressures based on the My World triangle. (See Section 5). Factors to be considered: (This list is not complete but is a general guide). Adapted from City of Edinburgh Risk Taking Policy and Guidance (2004). Consideration of significant harm (link to Safety Threshold considerations, Section 3 NESCPC guidelines for further explanation); Current injury/harm is severe: the more severe an injury, the greater the impairment for the child/young person and the greater the likelihood of reoccurrence; Pattern of harm is escalating: if harm has been increasing in severity and frequency over time, it is more likely that without effective intervention the child/young person will be significantly harm; Pattern of harm is continuing: the more often harm has occurred in the past the more likely it is to occur in the future; The parent or care-giver has made a threat to cause serious harm to the child/young person: such threats may cause significant emotional harm and may reflect parental inability to cope with stress, the greater the stress for a person with caring responsibilities, the greater the likelihood of future physical and emotional harm to the child/young person; Sexual abuse is alleged and the perpetrator continues to have access to the child/young person: if the alleged perpetrator has unlimited access to the child/young person, there is an increased likelihood of further harm; Chronic neglect is identified: serious harm may occur through neglect, such as inadequate supervision, failure to attend to medical needs and failure to nurture; Previous history of abuse or neglect: if a person with parental responsibility has previously harmed a child or young person, there is a greater likelihood of re-occurrence; The use of past history in assessing current functioning is critical. Factors relating to the child or young person Physical harm to a child under 12 months: very young children are more vulnerable due to their age and dependency. Any physical harm to a child under 12 months should be considered serious and the risk assessment should not focus solely on the action and any resultant harm, but rather that the parent has used physical action against a very young child. This could be as a result of parenting skill deficits or high stress levels. Child is unprotected: the risk assessment must consider parental willingness and ability to protect the young child. Children aged 0-5 years are unable to protect themselves, as are children with certain learning disabilities and physical impairments. Children, who are premature, have low birth weight, learning disability, physical or sensory disability and display behavioural problems are more liable to abuse and neglect. The child/young person presents as fearful of the parent or care-giver or other member of the household: a child/young person presenting as fearful, withdrawn or distressed can indicate harm or likely harm. The child/young person is engaging in self-harm, substance misuse, dangerous sexual behaviour or other at risk behaviours: such behaviour can be indicators of past or current abuse or harm. Factors relating to the parent or care-giver The parent or care-giver has caused significant harm to any child/young person in the past through physical or sexual abuse: once a person has been a perpetrator of an incident of maltreatment there is an increased likelihood that this behaviour will re-occur. The parent or care-givers explanation of the current harm/injury is inconsistent or the harm is minimised: this may indicate denial or minimisation. Where a parent or care-giver fails to accept their contribution to the problem, there is a higher likelihood of future significant harm. The parent or care-givers behaviour is violent or out of control: people who resort to violence in any context are more likely to use violent means with a child or young person. The parent or care-giver is unable or unwilling to protect the child/young person: ability to protect the child/young person may be significantly impaired due to mental illness, physical or learning disability, domestic violence, attachment to, or dependence on (psychological or financial) the perpetrator. The parent or care-giver is experiencing a high degree of stress: the greater the stress for a parent or care-giver, the greater the likelihood of future harm to the child or young person. Stress factors include poverty and other financial issues, physical or emotional isolation, health issues, disability, the behaviour of the child/young person, death of a child or other family member, divorce/separation, and large numbers of children. The parent or care-giver has unrealistic expectations of the child/young person and acts in a negative way towards the child/young person: this can be linked to a lack of knowledge of child development and poor parenting skills. Parents or care-givers who do not understand normal developmental milestones may make demands which do not match the child/young persons cognitive, developmental or physical ability. The parent or care-giver has poor care-giving relationship with the child/young person: a care-giver who is insensitive to the child or young person may demonstrate little interest in the child/young persons wellbeing and may not meet their emotional needs. Indicators of poor care-giving include repeated requests for substitute placement for the child/young person. The parent or care-giver has a substance misuse problem. Parental substance misuse can lead to poor supervision, chronic neglect and inability to meet basic needs through lack of money, harmful responses to the child/young person through altered consciousness, risk of harm from others through inability to protect the child/young person. The parent or care-giver refuses access to the child/young person: in these circumstances it is possible that the parent or care-giver wishes to avoid further appraisal of the well-being of the child. Highly mobile families decrease the opportunity for effective intervention, which may increase the likelihood of further harm to the child/young person. The parent or care-giver is young: a parent or care-giver under 21 years may be more likely to harm the child through immaturity, lack of parenting knowledge, poor judgement and inability to tolerate stress. The parents or care-givers themselves experienced childhood neglect or abuse: however caution has to be exercised here; parenting skills are frequently learned/modelled but later positive experiences can counteract an individuals own childhood experiences. Factors relating to the Environment The physical and social environment is chaotic, hazardous and unsafe: a chaotic, unhygienic and non-safe environment can pose a risk to the child/young person through exposure to bacteria/disease or through exposure to hazards such as drug paraphernalia, unsecured chemicals, medication or alcohol. Conversely, an environment with overly sanitised conditions, where the childs needs are not recognised or prioritised is also harmful. 4. Assessing the likely recurrence of harm. When assessing how safe a child is consideration must be given to likelihood of recurrence of any previous harm. Factors for consideration: The severity of the harm (How serious was it? How long did it continue? How often?) In what form was the abuse / harm? Did the abuse have any accompanying neglect or psychological maltreatment? Sadistic acts? Was there any denial? This could include absence of acknowledgement, lack of co-operation, inability to form a partnership and absence of outreach. Are there issues with parental mental health? This could include personality disorder, learning disabilities associated with mental illness, psychosis, and substance/alcohol misuse. These also link to consideration of additional family stress factors, the degree of social support available to the family, the age of the children and number of children and the parents own history of abuse. Other agencies may be able to add additional knowledge and expertise to inform an effective risk assessment. Looking at immediate and long-term risks in the context of the My World triangle. The Assessment Triangle Being healthy Everyday care and help Learning and achieving Keeping me safe Being able to communicate Being there for me Confidence in who I am Play, encouragement and fun Learning to be responsible Guidance, supporting me to make the right choices Becoming independent, looking after myself Knowing what is going to happen and when Enjoying family and Friends Understanding my familys background and beliefs Support from School Work opportunities family, friends and for my family other people Enough money Local resources Belonging Comfortable and safe housing An important principle underpinning the evidence-based planning in Getting it Right for Every Child is that there are many positive and negative influences in the world each child experiences. Each child is unique and will react differently to these influences but all children will react to what is going on in different parts of the family and the wider world in which they are growing up. This is why recent thinking in child development urges that we take a look at all the different influences in a childs whole world when assessing childrens development. This is called a childs ecology and is encapsulated in the My World triangle. Each domain of the My World triangle provides a source of evidence that enable a full developmental holistic assessment of any individual child. The domains can be used to identify strengths and pressures, which balance risk and protective factors. 6. Using the Resilience Matrix to analyse the risks, strengths, protective factors and vulnerabilities. The Resilience Vulnerablity Matrix As defined by Daniel and Wassell, (2002). RESILIENCE Normal development under difficult conditions eg.secure attachment, outgoing temperament, sociability, problem solving skills. High Support / Low Concern PROTECTIVE ENVIRONMENT Factors in the childs environment acting as buffer to the negative effects of adverse experience. ADVERSITY Life events / circumstances posing a threat to healthy development eg. loss, abuse, neglect. Low Support / High Concern VULNERABILITY Those characteristics of the child, their family circle and wider community which might threaten or challenge healthy development eg. disability, racism, lack of or poor attachment. Low Support / High Concern Families assessed to be in this category are the most worrying. Low Concern / High Support. Families in this group have a network of support and are generally more able to cope with advice and guidance from standard services. Resilience includes the protective factors that are features of the child or their world that might counteract identified risks or a predisposition to risk such as: Emotional maturity and social awareness. Evidenced personal safety skills (including knowledge of sources of help). Strong self esteem. Evidence of strong attachment. Evidence of protective adults. Evidence of support networks (supportive peers / relationships). Demonstrable capacity for change by caregivers and the sustained acceptance of the need to change to protect their child. Evidence of openness and willingness to co-operate and accept professional intervention. Protective factors do not in themselves negate high risks, so these need to be cross-referred with individually identified high risks and vulnerabilities. Vulnerabilities are any known characteristic or factors in respect of the child that might predispose them to risk of harm. Examples of these include: Age. Prematurity. Learning difficulties or additional support needs. Physical disability. Communication difficulties / impairment. Isolation. Frequent episodes in public or substitute care. Frequent episodes of running away. Conduct disorder. Mental health problems. Substance dependence / misuse. Self-harm and suicide attempts. Other high risk behaviours. The more vulnerabilities present (or the more serious one single vulnerability is) then the greater the predisposition to risk of harm. The presence of vulnerability in itself is neither conclusive nor predictive. These must be set alongside identified risk factors to be properly understood as part of an assessment process. 7.Weighing the balance of that evidence and making decisions. Decisions now need to be made about what to do to address the needs relating to the childs safety. These decisions lead to a plan to protect the child. This plan should also address the childs broader developmental needs. Stages of decision-making: Data gathering Weigh relative significance Assessment of current situation Circumstances which may alter childs welfare Prospects for change Criteria for gauging effectiveness Timescale proposed Childs plan (child in need plan, child protection plan or care plan, depending on the status of the child). What Factors Reduce the Effectiveness of Risk Assessment? Poor integrated working practices between agencies and individuals. Lack of holistic assessment. Inadequate knowledge of signs, symptoms and child protection processes. Information that has not been shared. Difficulty in interpreting, or understanding, the information that is available. Difficulty in identifying what is significant. Difficulty in distinguishing fact from opinion. Difficulty in establishing linkage across available evidence. Working from assumptions rather than evidence. Over confidence in the certainty of an assessment. A loss of objectivity. Making Effective Risk Assessments Assess all areas of potential risk Define the concern, abuse or neglect Grade the risks Identify factors that may increase risk of harm Consider the nature of the risk its duration / severity Set out and agree time scales for the assessment to be carried out Specifically document the identified risk factors Gather key information and evidence Has all the required information been gathered? Assess the strengths in the situation Check if any risk reducing factors exist? Build a detailed family history and chronology of key events/concerns Assess the motivation, capacity and prospects for change? What risk is associated with intervention? Be aware of potential sources of error Identify the need for specialist supports Plan your key interventions. Constructing a plan and taking appropriate action. Constructing the childs plan is a fundamental part of the Getting it Right for Every Child (Scottish Executive, 2005) initiative. This specifies that there will be a plan for a child in any case where it is thought to be helpful. This can be in both a single agency and a multi-agency context. The assessment of risk and the management of risk is incorporated into the childs plan. This also includes an analysis of the child or young persons circumstances based on the My World triangle and should cover: How the child or young person is growing and developing (including their health, education, physical and mental development, behaviour and social skills). What the child or young person needs from the people who look after him / her, including the strengths and risks involved; The strengths and pressures of the child or young persons wider world of family friends and community; and Assessment of risk, detailing: The kind of risk involved; What is likely to trigger harmful behaviour; and In what circumstances the behaviour is most likely to happen. The plan should note risk low, medium or high as well as the impact of the child or young person on others. (Guidance on the Child or Young Persons Plan, Scottish Executive. 2007, page 13). The plan should address key questions: What is to be done? Who is to do it? How will we know if there are improvements? The Childs Plan should be monitored and reviewed and amended as need, circumstances and risks change. (Scottish Executive, 2007). Child Protection Case Conferences play a key role in the management of risk. A Child Protection Case Conference will be arranged, where it appears that there may be risk of significant harm to children within a household and there is a need to share and assess information to decide whether the childs name needs to be placed on the Child Protection Register and be subject to a Child Protection Plan. (Link to Part 4 NESCPC guidelines) 9. Principles for Risk Management There is a need to ensure that the ongoing shared plan: Manages the risk Puts the decisions into a recorded form that clearly shows how and why decisions were reached. Makes the risk management an ongoing process that links with all areas of agreed and informed professional practice and expertise. Ensures that the decisions made have actions with named persons, clear timescales and review dates. Ensures that any agreed timescales can be reduced if new risks / needs become apparent. Ensures that new risk assessments and analysis inform reviews. Lessons from Significant Case Reviews. Significant Case Reviews repeatedly describe warning signs that agencies have failed to react to which have should acted as indicators that children and young people at risk of serious harm. Examples include: Children and young people who may be hidden from view; are unavailable when professionals visit the family or are prevented from attending school or nursery. Parents who do not co-operate with services; fail to take their children to routine health appointments and discourage professionals from visiting. Parents who are consistently hostile and aggressive to professionals and may threaten violence. Children and young people, who are in emotional or physical distress, but may be unable to verbalise this. Children and young people who are in physical pain (from an injury) may be told to sit or stand in a certain way when professionals visit the family or may hide injuries from view. Children and young people who have gone missing / run away (with or without their families). Workers should adopt an enquiring and investigative approach to risk assessment and not rely on parents or carers statements alone. Further corroboration of statements and challenging of parental views and perceptions is essential if to effectively determine the risk to the child or young person. Interventions should not be delayed until the completion of an assessment, but they have to be carried out in accordance with what is required to ensure the child or young persons safety, taking account of any indications of accelerated risks and warning signs. The type and level of intervention, irrespective of when it is made, must always be proportionate to the circumstances and risks faced by the child. Workers should pay particular concern to the rule of optimism. Many significant case reviews have illustrated that practitioners views can be strongly influenced by factors such as seeing indicators of progress or apparent compliance and co-operation. This does not, however, always mean that the child or young person is safe and such factors need to be balanced against the overall balance of evidence and actual risks. It is essential that those exercising professional judgement in relation to child protection take account of all multi-agency skills and expertise. This is of particular importance in relation to understanding of child development and the impact of child abuse and/or neglect on children and young people, both in the immediate and long term. Thus whilst immediate safety provisions have to be put in place, consideration must also be given to the longer term outcomes as a result of abuse or neglect. Significant case reviews highlight the importance of communication between all agencies that work either directly, or indirectly with children and/or their families. Thus it is imperative that: Adult services MUST ALWAYS consider any potential risks for any child linked to their adult clients. Childrens services MUST ALWAYS ascertain whether any adult services may be involved with their child clients. All services MUST ALWAYS ensure there is effective communication where there are concerns about the protection of a child. Concerns relating to actual or potential harm should never be ignored and are an indication that immediate intervention might be needed to ensure the protection of the child from future harm. Decisions to protect children and young people should never be delayed and where applicable, emergency measures should be considered. (see Part 3 of NESCPC Guidelines).

Observations of The Joy Luck Club

Observations of The Joy Luck Club Quotes Observation 1) p3 On her journey she cooed to the swan: In America I will have a daughter just like me. But over there nobody will say her worth is measured by the loudness of her husbands belch. Over there nobody will look down on her, because I will make her speak only perfect American English. 2) P3 This feather may look worthless, but it comes from afar and carries with it all my good intentions. And she waited, year after year, for the day she could tell her daughter this in perfect American English. (I.Prologue.4) 3) P56 I was still screaming after two laughing men grabbed this man and, shaking him, said, Joe, stop it, for Chrissake. Youre scaring that poor little girl and her maid. (II.2.38) 4) P121 I know this, because I was raised the Chinese way: I was taught to desire nothing, to swallow other peoples misery, to eat my own bitterness.And even though I taught my daughter the opposite, still she came out the same way! Maybe it is because she was born to me and she was born a girl. And I was born to my mother and I was born a girl. All of us are like stairs, one step after another, going up and down, but all going the same way. (IV.1.4) 5) P129 In the afternoon, my mother spoke of her unhappiness for the first time. We were in a rickshaw going to a store to find embroidery thread. Do you see how shameful my life is? she cried. Do you see how I have no position? He brought home a new wife, a low-class girl, dark-skinned, no manners! Bought her for a few dollars from a poor village family that makes mud-brick tiles. And at night when he can no longer use her, he comes to me, smelling of her mud. (IV.1.90) 6) P 145 My daughter did not look pleased when I told her this, that she didnt look Chinese. She had a sour American look on her face. Oh, maybe ten years ago, she would have clapped her hands hurray! as if this were good news. But now she wants to be Chinese, it is so fashionable. And I know it is too late. All those years I tried to teach her! She followed my Chinese ways only until she learned how to walk out the door by herself and go to school. (IV.3.6) 7) P 145 How can she talk to people in China with these words? Pee-pee, choo-choo train, eat, close light sleep. How can she think she can blend in? Only her skin and her hair are Chinese. Inside she is all American-made. 8) P149 And then I saw another sign across the street. It was painted on the outside of a short building: Save Today for Tomorrow, at Bank of America. And then I thought to myself, This is where American people worship. See, even then I was not so dumb! Today that church is the same size, but where that short bank used to be, now there is a tall building, fifty stories high, where you and your husband-to-be work and look down on everybody. (IV.3.50) 9) P 154 Cannot be helped, my mother said when I was fifteen and had vigorously denied that I had any Chinese whatsoever below my skin. I was a sophomore at Galileo High in San Francisco, and all my Caucasian friends agreed: I was about as Chinese as they were. But my mother had studied at a famous nursing school in Shanghai, and she said she knew about genetics. So there was no doubt in her mind, whether I agreed or not: Once you are born Chinese, you cannot help but feel and think Chinese. (IV.4.2) 10) P 156 And then I whispered, Theyll think Im responsible, that she died because I didnt appreciate her. And Auntie Lindo looked satisfied and sad at the same time, as if this were true and I had finally realized it. (IV.4.29) 11) P 158 Hello, I say to the little girl. My name is Jing-mei. But the little girl squirms to look away, causing her parents to laugh with embarrassment. I try to think of Cantonese words I can say to her, stuff I learned from friends in Chinatown, but all I can think of are swear words, terms for bodily functions, and short phrases like tastes good, tastes like garbage, and shes really ugly. And then I have another plan: I hold up the Polaroid camera, beckoning Lili with my finger. She immediately jumps forward, places one hand on her hip in the manner of a fashion model, juts out her chest, and flashes me a toothy smile. As soon as I take the picture she is standing next to me, jumping and giggling every few seconds as she watches herself appear on the greenish film. (IV.4.53) 12) P 166 And although we dont speak, I know we all see it: Together we look like our mother. Her same eyes, her same mouth, open in surprise to see, at last, her long-cherished wish. (IV.4.146) She wants her daughter to have a good life in America. She dreams of her daughter having it better and only being judged because of her capability and not based on who she is married to. Her child will have a voice of her own and wont be looked down on just because she is American. There is a language gap between mother and daughter. In order to get her daughter to understand all of her love and intentions, the mother needs to wait and communicate in her daughters languageà ¢Ã¢â€š ¬Ã‚ ¦which might never happen. Seeing an Asian woman and what appears to be a white girl, peoples first conclusion is that the Asian woman is the girls maid. Despite An-meis best efforts, her daughter still followed the mold of Chinese women who are voiceless and shoulder all the emotional burdens. An-mei speculates that the long matrilineal line is like a staircase that: although each step is in a new place, they are all going the same direction. Suyuan Woos is ashamed of her life. She hates how she doesnt have any rights and unhappy because she is treated just like property. It disappoints her how this is how she must live because of Tsing. She has to be grateful to him since he is the one who created her social life and position. Waverly doesnt like hearing she isnt chinese from her mother. Part of that may be because its trending but Waverly still likes to believe that she is chinese even though she is American. She wants to believe its a part of her, but when her mother told her that they will know shes an outsider just by doing nothing when they are in China, it upsets her. She is saying that chinese traits are in her blood and that they were passed on to her and when she goes to China it will come out. However, she is still American so there will be things that make Waverly stand out. She may look the part but she doesnt fit it completely. Lindo is basically saying that American people treasure wealth rather than their own God. She says that Americans believe that money is the most important thing in our society and that can say a lot. Suyuan says that you cant choose your nationality. Being chinese is a part of you and its always going to be inside of her or in her genes. She cant just choose not to be chinese. Jing-mei feels guilty because she thinks she wasnt a good daughter while her mom was alive. There are also the other sisters who didnt get a chance to also be good daughters for their mom when she was alive so that causes her to feel even guiltier. Although she wasnt able to talk to her verbally, she was still able to communicate with her in some way to show we was a friend. The language barriers can be broken down. ing-mei is able to accomplish one of her moms dreams. They all have a connection with each other and their mother. They are like her and look like her too. This is a way for the mother to still be with her daughters even if she has passed. They all have a part of their mother in them.

Metaphysical Poetry :: essays papers

Metaphysical Poetry Discuss the uses of metaphors of colonization in metaphysical poetry and/or Milton. "Movement across or through space becomes a process of colonization of that space." During the period of Milton's Paradise Lost as well as myriad of poets construction of an epoque submerged in metaphysical literature, a number of significant events both socio-political, entwined with a systematic religious metamorphism of the sixteenth and seventeenth century led to a time of unrest and discovery. The creators and author's of work of this periods placed their emphasis not specifically on a level of morality or self understanding but rather a rediscovery of the body and soul, almost a form of existensionalism or physical cosmos with a geography. 'All things are subject to the Mind... It measures in one thought the whole circumference of heaven and by the same line it takes the geography of the earth. The seas, the air, the fire all things of either, are within the comprehension of the mind. It has an influence on them all, whence it lakes all that may be useful, all that may be helpful in government. No limitation is prescribed to it, no restriction is upon it, but in a free scope it has a liberty upon all. And in this liberty is the excellence of the mind; in this power and composition of the mind is perfection of a man... Man is an absolute master of himself; his own safety, and tranquillity by God... are made dependent on himself.'1 In this short example of Puritanism text as it stands, alone contains a number of various references to the process of colonization, of expanding, perceiving all geographically and manipulating, making man or perhaps more specifically the colonisers omniscient and God-like. The crusader self-reliant and independent with the knowledge that God is his guardian of safety and tranquillity. In this particular the growing number of Puritans played a significant role both in the cultivation and transformation of the Christian religion and foreign territories. The Puritans themselves comprised of those in the Church of England unhappy with limitations of the Elizabethan Settlement; some were Presbyterians, and all were to some extent or other Calvinists (though not all Calvinists were Puritans). They were a people of scrupulous moral rigour and favoured plain styles of dress, detesting any form of luxury or decadence. The name Puritan later became a catch-all label for the disparate groups who led much of the New World colonization and won the English Civil Wars. New World colonization began as early as 1480 by English seamen performing spectacular feats of exploration

Faulkner’s Contradictory Roles as Father and Artist in the Film, William Faulkner: a Life on Paper :: Movie Film Essays

Faulkner’s Contradictory Roles as Father and Artist in the Film, William Faulkner: a Life on Paper After viewing the film William Faulkner: a Life on Paper it would be easy to attempt a pseudo-psychoanalytic interpretation of Faulkner’s relationship with his daughter and the other women in his life, but I think that would do a disservice to him. The film focused on the contradiction between Faulkner’s personal life, especially his relationships with women, and his professional life as a writer. The artistic sensibility that caused him to drink to excess and behave erratically does not fit common expectations of a good father. I think, however, that the interviews with his daughter, Jill Summers, and the other women who grew up with him as a father figure (at least one grand-daughter and one niece) indicate how that apparent contradiction was an essential part of the man whom they loved. I would like to consider two comments made by men who had known Faulkner in Oxford, Mississippi. One, a blacksmith, said that one day Faulkner suddenly left in the middle of a conversation with him. Faulkner’s only explanation later was that â€Å"when I think of something, I’ve got to go.† The other, a former friend of Faulkner’s speculated that he didn’t â€Å"think anyone knew who Bill really was, he was so moody†¦he was different from anybody else, seemed like.† The first comment indicates Faulkner’s unpredictability, possibly a humorous idiosyncrasy, but certainly not what is expected of a father. The second comment is intricately tied to the first. Because Faulkner’s behavior was unpredictable, often indicating that he was entirely self-absorbed in his own ideas and work, others found him to be distant. Those closest to Faulkner—his daughter, Jill, Phil Stone, and even Joan Williams—do not offer a portrayal of him that objects to his being erratic and distant. Probably the most poignant moment with Jill Summers is when she tells the story of asking her father not to drink before her birthday. His response was to remind her that Shakespeare’s daughter was never remembered by anyone. Although Summers relates the other facts of her father’s short-comings with little display of emotion, her face appeared pained after this story. Yet she said earlier in the film that she was absolutely sure that her father loved her very much. Maybe the problem is partly in what we expect a father to be. The film raises the problem of whether someone can function as both a great