Organizational studies Essay

Prof. Andras Tilcsik, Rotman School of Management andras. tilcsik@rotman. utoronto. ca (preferred contact method) https://portal. utoronto. ca/ 416-946-0610 (email preferred) 95 St. George St. , Room 7018; Thursdays 2:30-3:30pm & by appointment TBA Course Scope and Mission Organizations are all around us in society: we study in them, work for them, rely on them for goods and services, and we are regulated and influenced by them. Understanding organizations, therefore, is key to becoming more effective actors in the organizations that we are, or will be, part of. Organization theory is the scientific study of how organizations function as collective social systems in their particular environment. Applied to business, organization theory primarily focuses on how different organizational design choices facilitate or hinder the achievement of organizational goals (e. g. , profit, survival, growth) in competitive marketplaces. In this course, we will explore organization theory with an emphasis on understanding organizations as systems, and on the practical applications of these theories for organization management. The primary focus of our course materials, analysis, and discussion will be on organizations (not the people who comprise it). Thus, this course—like organization theory more generally—offers a unique perspective for those interested in business and management. By the end of the course, you will achieve the following to become a more effective organizational actor: ? Familiarity with key elements of organizational structure, design, processes, and context 1 of 10 ? ? Skills in organizational analysis and the diagnosis of strengths and  weaknesses Ability to apply organizational theory to real world organizations Course Prerequisites RSM260H1/ MGT262H1 Course Exclusions RSM360H1/ MGT363H1 Required Readings ? ? Daft, R. L & Armstrong, A. (2012). Organization Theory and Design (2nd Canadian edition). Toronto: Nelson. (ISBN-10: 0176503684 / ISBN-13: 9780176503680) Supplemental material will be occasionally handed out in class, or posted on Blackboard. Evaluation and Grades Grades are a measure of the performance of a student in individual courses. Each student shall be judged on the basis of how well he or she has command of the course materials. Work Class Participation & Attendance Individual Short Paper Team Project Proposal Presentation Report Closed-book short quizzes Open-book final exam Bonus credit 10% 15% 0%* 5% 30% 10% 30% (up to 3%) Due Date Ongoing January 28, 2013 February 11, 2013 Variable March 18, 2013 Variable FAS final period (March 25, 2013) * Final project reports from groups that fail to submit the proposal on time will NOT be graded. 1. Class Participation & Attendance (10%) In each class, I might randomly call five to six students to present their work or ideas or to lead class discussion at any time. It is likely that I will open the class by asking someone to summarize the readings or cases briefly, or answer a short question. Please be prepared to participate in class by ensuring that you have read the assigned material before class. I also strongly recommend taking detailed in-class notes and reviewing them after class, while the material is fresh in your mind. I expect you to attend every class on time, and stay for the entire session. If you have an unavoidable conflict, which makes it impossible for you to attend a particular session, please notify me at least 24 hours in advance. 2 of 10 2. Individual Short Paper on Management Fads (15%) This assignment asks you to gather some information on a current and a past trend or fad in management and consider the causes and effects of these fads. This assignment is explained in more detail in Chapter 5 of the textbook (p. 195, â€Å"Chapter 5 Workbook: Management Fads†). Make sure that your address all three questions in the assignment. Your report should read like a coherent (short) essay, rather than just a set of disconnected answers to different questions. If it is helpful for your analysis, you might consider how the institutional perspective on organizations (pp. 188-193) helps explain your findings. The paper should be approximately 800 words, typed double-spaced. Write clearly and concisely and indicate all your sources. If you are not sure where to start looking for information, or how you might think about these questions, please see me well in advance of the due date. 3. Team Project (35%) In teams of 5 to 6, you will analyze a case—or a set of cases—by applying appropriate theories to generate insights about organizational theory, design, and change. The project also requires you to be creative in how you present the insights. More information about the final case project will be posted on Blackboard and provided in class on January 28, 2013. 4. Closed-book Short Quizzes (10%) To enhance your overall learning effectiveness, I will give 4 short pop quizzes through the semester. Your best 3 quiz scores will count towards your grade. Further details will be announced in class. 5. Open-book Final Exam (30%) The final exam will be an open-book written examination, in which non-electronic aids are permitted. The final will cover all readings and course content (e. g. , lectures, class discussions). 6. Bonus Credit (up to 3%) Organizational scholars sometimes run experimental studies to test new hypotheses. You can earn extra credits up to 3% by participating in research studies conducted through the Rotman Participant pool between January 7, 2012, and March 25, 2013. These credits will count towards your cumulative course grade, and your participation in a study will help contribute to cutting-edge research on organizational behavior, marketing, or other business issues. You will receive 1% extra credit for each hour of research in which you participate. To participate in a research study, sign up for an account online at http://rotman-credit. sona-systems. com. When you request an account, make sure you fill out all of the information accurately, including selecting the correct course and section, to ensure that you receive credit. Once you have an account, you may read over the descriptions of research studies that are posted online. When you identify a study in which you would like to participate, you may view available timeslots for that study and sign-up online to participate. Participation in the actual research study will take between 45 and 60 minutes. You will be debriefed at the end of the study, and you will be asked to answer a question about some aspect of the study. Once you correctly answer the question, you will be given credit for completing one study. COURSE FORMAT AND EXPECTATIONS For Written Assignments: Please note that clear, concise, and correct writing will be considered in the evaluation of all your written work for this course (i. e. , individual short paper, team project report, and final written exam). That is, you may lose points for writing that impedes communication: poor 3 of 10 organization, weak paragraph development, excessive wordiness, hard-to-follow sentence structure, spelling mistakes and grammatical errors. Students who require additional support and/or tutoring with respect to their writing skills are encouraged to visit the Academic Success Centre (www. asc. utoronto. ca) or one of the College Writing Centres (www. writing. utoronto. ca/writing-centres). These centres are teaching facilities – not editing services, where trained staff can assist students in developing their academic writing skills. For Class Participation: It is my hope that our class can serve as a riskless environment in which we all feel comfortable testing new ideas and pushing the boundaries of our thinking. This may be a different experience than you have had in previous classes, but exploring your ideas out loud by participating in the discussion will serve you well in other classes and in your future careers. I know that some of you may be shy or uncomfortable speaking publicly and/or English is not your first language. If you are particularly worried about your in-class contributions, please check in within the first two weeks of the semester, and I can work with you in creative ways to help your contributions. There is, however, no alternative to participating in class discussions. But if you do fall into this category, please come see me early in the term, and we will work together to come up with ways to facilitate your participation. There is no charge for the instruction and support. For Group Work: The final project requires students to work in teams of 5 to 6. Learning to work together in teams is an important aspect of your education and preparation for your future careers. That said, project-based teamwork is often new to students and you are therefore reminded of the following expectations with respect to behaviour and contributions to your team project. 1. Read the document entitled, â€Å"Working in Teams: Guidelines for Rotman Commerce Students† which is available on the RC portal under the Academic Services tab. 2. When working in a team, Rotman Commerce students are expected to: †¢ †¢ †¢ †¢ †¢ Treat other members with courtesy and respect; Honour the ground rules established by the team; Contribute substantially and proportionally to the final project; Ensure enough familiarity with the entire contents of the group project/assignment so as to be able to sign off on it as original work; Meet the project timeline as established by the team. 3. Resolving differences: Conflicts can – and do – occur. Conflicts are part of the team’s process of learning how to work together effectively and can actually generate exciting debate and creative solutions – if managed appropriately. Student teams are collectively expected to resolve disputes or misunderstandings as soon as they arise (and prior to submission of the final project). In cases where teams are unable to reach a mutually agreeable solution, the entire team must meet with the Rotman Commerce Team Coach** as soon as possible. The Coach will listen to the team and help develop options for improving the team process. All members of the project team must commit to, and, utilize their action plans. ** The Rotman Commerce Team Coach, Nikoleta Vlamis, may be reached 4 of 10 at nikoleta@nikoletaandassociates. com for an appointment. Nikoleta is an expert in team dynamics and facilitation. Note that Nikoleta’s role is to provide guidance, support and advice on team matters – not to formally evaluate or assess teamwork for academic purposes. 5 of 10 WEEKLY SCHEDULE (subject to change) Session 1 Date Jan 7 Topic and cases Introduction: Organization Theory & Design Textbook readings Chapter 1 2 Jan 14 Organization Design & Strategy Chapter 2 3 Jan 21 Organizational Structure Short Case: Aquarius Advertising (pp. 124-127) External Environment & Inter-Organizational Relationships Final case project announced Organization Design in an International Environment Short Case: Ivanhoe Mines (pp. 236-238) Halfway Point: Taking Stock and Looking Ahead Case: Tim Hortons (pp. 510-513) Chapter 3 Chapter 4 & 5 Individual short paper due Chapter 6 4 Jan 28 5 Feb 4 6 Feb 11 Team project proposal due No class Feb 18 University Closed (Family Day). No Class. 7 Feb 25 Organization Size, Life Cycle, and Decline Short Case: I Love Rewards Inc. (pp. 348-350) Organizational Culture Short Case: Closing the Gap (pp. 386-387) Innovation & Change Management Case: The Hospital for Sick Children (pp. 514-520) Chapter 9 8 Mar 4 Chapter 10 9 Mar 11 Chapter 11 Chapter 12 Team project report due Chapter 13 10 Mar 18 Decision-making 11 Mar 25 Conflict, Power & Politics Final team presentations (1) Final Review & Debrief Final team presentations (2) 12 April 1 N/A TBA by FAS. FINAL EXAM All course materials 6 of 10 POLICY AND PROCEDURE Missed Tests and Assignments (including midterm examinations) Students who miss a test or assignment for reasons entirely beyond their control (e. g. illness) may submit a request for special consideration. Provided that notification and documentation are provided in a timely manner, and that the request is subsequently approved, no academic penalty will be applied. In such cases, students must notify Rotman Commerce on the date of the missed test (or due date in the case of course work) and submit supporting documentation (e.g. a medical certificate) to the Rotman Commerce Program Office within one week of the originally scheduled test or due date. Students who do not provide Rotman Commerce or the instructor with appropriate or sufficient supporting documentation will be given a grade of 0 (zero). Note that the physician’s report must establish that the patient was examined and diagnosed at the time of illness, not after the fact. The Faculty will not accept a statement that merely confirms a later report of illness made by the student to a physician. Late Assignments Assignments are due at the beginning of the class of the weeks specified in the outline. The grade will normally be reduced by 10% if the assignment is not received by the specified time, and by an additional 10% per day late. Students who, for reasons beyond their control, are unable to submit an assignment by its deadline must obtain approval from the instructor for an extension. Supporting documentation will be required as per the policy on missed tests and assignments. Accessibility Needs The University of Toronto is committed to accessibility. If you require accommodations for a disability, or have any accessibility concerns about the course, the classroom or course materials, please contact Accessibility Services as soon as possible: disability. services@utoronto. ca or http://www. accessibility. utoronto. ca/. Attendance of Other Sections I teach two sections of this class on Monday. You must attend the section in which you are registered. Under exceptional circumstances, however, you may attend a different section on the same day (each section will cover the same material) provided that you receive permission from me at least three days in advance. Email Policy & Office Hours At times, the course instructor may decide to communicate important course information by email. As such, all UofT students are required to have a valid UTmail+ email address. You are responsible for ensuring that your UTmail+ email address is set up AND properly entered on the ROSI system. For more information please visit http://help. ic. utoronto. ca/category/3/utmail. html Forwarding your utoronto. ca email to a Hotmail, Gmail, Yahoo or other type of email account is not advisable. In some cases, messages from utoronto. ca addresses sent to Hotmail, Gmail or Yahoo accounts are filtered as junk mail, which means that important messages from your course instructor may end up in your spam or junk mail folder. 7 of 10 Blackboard and the Course Page The online course page for this course is accessed through Blackboard. To access the course page, go to the UofT Portal login at https://portal. utoronto. ca/ and log in using your UTORid and password. Once you have logged in, look for the My Courses module where you’ll find the link to all your course websites. If you don’t see the course listed here but you are properly registered for the course in ROSI, wait 48 hours. If the course does not appear, go to the Information Commons Help Desk in Robarts Library, 1st floor, for help, or explore the Portal Information and Help at www. portalinfo. utoronto. ca/students and review the Frequently Asked Questions. Classroom Norms Consistent with the general goal of mutual respect for all course participants, students are expected the following: Attending the class. Each class benefits from the attendance and participation of all students. Your grade for participation will be affected by absences. You should sit in the assigned seat, if relevant, and display a legible name card at all times. Arriving on time. Late arrivals are disruptive to both lectures and class discussion, and show disrespect to those who are on time. Class starts 10 minutes after the hour. Minimizing disruptions. All cell phones and pagers should be turned off during class. You should not leave and re-enter the class. You should avoid engaging in side conversations after class has begun. Focusing on the class. Laptops, iPads, and other electronic devices should be turned off during class. Being prepared for class. You should be ready to discuss any assigned readings and to answer any assigned questions for each day’s class, including being ready to open a case assigned for that day. Respect. You should act respectfully toward all class participants. Prepare using only class materials. Before a case is analyzed in class, you should neither read an analysis of the cases nor discuss it with students who have previously discussed it in class (either in a previous year or in a different course or section). Similarly, you should not share the notes handed in class with another student who may take the course at some later time. If you are in violation of this policy, or know of someone who is, please discuss it with the professor. How to Prepare for Class For all lectures: ? Start by skimming the readings, looking at headings and subheadings to understand what the reading discusses. ? Then, delve into the readings and consider the following questions. What are the central points of the reading? Why are these points important? What is not addressed? What assumptions are being made? 8 of 10 For cases: While there is no set method of case preparation, one approach involves the following: 1 ? Start by reading the textbook or any theoretical readings or articles that are also assigned. Consider what the case is designed to accomplish—why this case, now, in this course? Use the other readings as a way to frame your reading of the case ? Read the exhibits (if any) first. What do they say about the case? Then, skim the case. ? Read the case. Take notes on important issues. Draw links between the other readings and the assigned case. Apply any tools discussed in the other readings. ? Reread the exhibits (if any). ? Also, don’t forget what we’ve learned in prior classes. Often, using our tools of analysis will give you new insights into a particular case. ? It’s often helpful to summarize your perspective of the case on a single page of notes. It requires you to focus on the larger issues at hand, rather than feeling that every fact is important. ? Take a stand. What are the core issues in this case? Why are they so important? What should be done? What will happen if your idea is implemented? Academic Integrity Academic Integrity is a fundamental value essential to the pursuit of learning and scholarships at the University of Toronto. Participating honestly, respectively, responsibly, and fairly in this academic community ensures that the UofT degree that you earn will continue to be valued and respected as a true signifier of a student’s individual work and academic achievement. As a result, the University treats cases of academic misconduct very seriously. The University of Toronto’s Code of Behaviour on Academic Matters http://www.governingcouncil. utoronto. ca/policies/behaveac. htm outlines the behaviours that constitute academic misconduct, the process for addressing academic offences, and the penalties that may be imposed. You are expected to be familiar with the contents of this document. Potential offences include, but are not limited to: In papers and assignments: †¢ Using someone else’s ideas or words without appropriate acknowledgement. †¢ Submitting your own work in more than one course without the permission of the instructor. †¢ Making up sources or facts. †¢ Obtaining or providing unauthorized assistance on any assignment (this includes collaborating with others on assignments that are supposed to be completed individually). On test and exams: †¢ Using or possessing any unauthorized aid, including a cell phone. †¢ Looking at someone else’s answers †¢ Misrepresenting your identity. †¢ Submitting an altered test for re-grading. 1 This section borrows from Prof. Anita McGahan’s notes on case preparation (article forthcoming) 9 of 10 Misrepresentation: †¢ Falsifying institutional documents or grades. †¢ Falsifying or altering any documentation required by the University, including (but not limited to), medical notes. All suspected cases of academic dishonesty will be investigated by the following procedures outlined in the Code of Behaviour on Academic Matters. If you have any question about what is or is not permitted in the course, please do not hesitate to contact the course instructor. If you have any questions about appropriate research and citation methods, you are expected to seek out additional information from the instructor or other UofT resources such as College Writing Centres or the Academic Success Centre. Recording Lectures Lectures and course materials prepared by the instructor are considered by the University to be an instructor’s intellectual property covered by the Canadian Copyright Act. Students wishing to record a lecture or other course material in any way are required to ask the instructor’s explicit permission, and may not do so unless permission is granted (note: students who have been previously granted permission to record lectures as an accommodation for a disability are, of course, excepted). This includes tape recording, filming, photographing PowerPoint slides, Blackboard materials, etc. If permission is granted by the instructor (or via Accessibility Services), it is intended for the individual student’s own study purposes and does not include permission to â€Å"publish† them in anyway. It is absolutely forbidden for a student to publish an instructor’s notes to a website or sell them in any other form without formal permission.

My Childhood Memories Essay

It’s considered that childhood memory is special for everybody because it’s very personal. I can’t imagine my childhood without reminding the time that I’ve spent at our summer cottage. I can even say that it’s the most precious time in my life. It’s situated in half an hour from city by the most beautiful sea that I’ve ever seen in my life. Unfortunately we sold it 6 years ago, and maybe that is why I appreciate it so much, people always desires what they’ve lost and aren’t able to get back for going through it again. I still clearly remember us, me, my aunt and my granny, going there every summer for a holiday. And with every new word that I write into this essay I remind new shots from that what we’ve got through there together. We used to spend there 3 months of summer. We went there to spend my birthday and stayed till the study year begins. My mother came to visit me every weekends and I used to show her everything new I’ve found around there. But there is a thing which about I will regret all the rest of my life. It is the time that I’ve spent with my aunt. If I only could I’d give everything to return these days even though for couple hours. Everything we did we did together, everything I had to share I shared with her and she treated the same way with me. One of the best things I remember is how we went to the seaside everyday. It took us 15 minutes to walk there and we spend nearly whole day there. I liked to go there with her very much; we’ve had so much fun together. Well, also one of the reasons was my friend Tima, 6 years older than me, very cute and kind guy. He was at sixth class when he left the school to find a job at the building construction to help his mother financially. We met every summer during 5 years. I miss his friendship very much now. The whole woods of the world won’t be enough for me to describe all the good things we had because of they all were such a people and it was such a place that I even can’t remember anything bad. I was 12 when my parents sold the cottage. I believe my childhood ended that day.

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Advanced Managerial Accounting Report - Essay Example On the other hand, Merchant uses a more optimistic approach in discussing the strategies that management could employ to encourage staffs. Merchant’s work is based on how management can effectively control employees’ actions for greater predictability of results, while Kohn’s article is focused on the incentive scheme as a way of improving employees’ output. The article by Kohn presents various weaknesses with the incentive plans adopted by many managers to motivate staff members. The author highlights some of the weaknesses of the incentive plans as temporary compliance by staffs, stretching relationships between employees, and discouragement of risk taking. According to the author, rewards are known to undermine interest and ignore the core reasons why good performance was achieved. Merchant shows that attempting to assert too much control over staff members can be counter-productive. The author suggests that adopting more interacting approaches rather than centralizing power and functions is key to motivating staffs to better

Black Holes Research Paper Example | Topics and Well Written Essays - 1250 words

Black Holes - Research Paper Example The fundamental question is how do black holes come into existence? Stars go through phases in their life cycle where they convert a healthy supply of hydrogen into helium through a process known as nuclear fusion. This is possible due to the high pressure and temperature that occur in the core of the star. At the end of a star’s life, it begins converting helium into other denser elements. Depending on the size of the star will depend whether a black hole will form. Black holes occur usually with massive stars. What happens is that the star begins to collapse on it, pushing toward a single point on the space-time continuum. Eventually, the star collapses in on itself at a singular point in space, which creates a quantum singularity, or black hole. At this point, the gravity is so immense that nothing can escape the pull of gravity, not even light, which moves at 3.0 x 109 m/s (Ferguson 6-8). The mechanics of a black hole can be simply put into the metaphor of a water drain th at sucks up water. The first important component of a black hole is understanding the limits and properties of a black hole. The first is the Schwarzschild radius, which is where the beginning of the black whole’s influence begins. ... The Principle of Cosmic Censorship describes this phenomenon in that because there is so much discrepancies between the laws of physics inside and outside the black hole, that scientists can ignore the laws of physics when studying inside the black hole (Wald 115). Even though the existence of black holes has been proven, it is hard for scientists to find the evidence to support the existence that these invisible entities exist. This is due the fact that they do not emit any type of energy on their own; the only way that scientists can study black holes is by watching them interact with other astrological phenomenon (hence why they were termed black holes). Thus scientists have had to develop new technologies in order to see the complex interactions that black holes have on celestial objects. One of the ways in which scientists can study black holes is how they interact with normal matter in space. The vacuum in interstellar space does not contain much normal matter, as it is mostly concentrated in the form of stars, solar systems, nebulas, etc. Due to the intense gravitational forces and the angular centripetal force, any matter that gets caught in the event horizon is suddenly accelerated through space. This friction and acceleration causes the temperature of the matter to rise exponentially due to speed and friction. As the matter spins around, it gives off different types of forms of radiation, which can then be picked up by scientific instruments. Sometimes, jets of accelerated energy will be emitted from the black hole, but the mechanics of how this occurs still is unknown to scientists. This shows that there is a black whole in the region interacting with objects (Wheeler 209-20). As stated previously, when matter is brought into

The Doctrine of Precedent Essay Example | Topics and Well Written Essays - 1000 words

The Doctrine of Precedent - Essay Example The purpose of this paper is to discuss the Doctrine of Precedent which is considered as both a blessing and a curse. Legal systems within the United Kingdom were established for the most part on judge-made law, the laws developed through decisions by judges on cases brought before them. This is commonly called "common law" or case-law. Every jurisdiction developed its own forms of common law, with special note that Scotland being especially distinct from the rest. Correspondingly, in accordance to the call and tests of times, new laws as well as law reform have increasingly been brought about through Acts of Parliament. These laws are usually inspired by the policies and advocacies of the Government. As such, the progress and enhancement of case-law nevertheless remains an important source of law. The statement of law made by a judge in a case before his or her court, subsequently turn out to be binding on later judges and can in this way develop into the law for everyone to follow. It has been said that the depth and force of English law is that it is developed upon the specific example of case law rather than hypothetical models. In line with this, the lawyers will device a sufficient and effective case management system to be able to argue his or her client's case rationally and logically. The following are good examples to consider in the effective case management to wit: What legal principles are involved Or what is the cause of action Following this, it is advisable to consider as to what is the relevant law regarding the principles in the instant case. There after, sufficient pieces of evidence must be considered to prove or defend the case. And finally, which court has authority to hear and decide the case. At this point, it is important to state that the Doctrine of Precedents usually refer to the cases examined and considered by the Court of Appeal or the House of Lords. A statement of law made by a judge in a case can become binding on later judges and can in this way become the law for everyone to follow. The pronouncement must be made by a court of sufficient seniority. In general, judges at the lowest echelon of decision making, the courts of first instance, are not allowed to issue binding precedents. These judges may not be hearing full legal arguments but are concentrating on factual findings. Accordingly, it is the higher courts which issue binding rulings and the lower courts must follow them. Similarly, the pronouncement must have formed the ratio decidendi of the case. The reasoning must be a matter pertaining to the law rather than the factual decision. In addition, the pronouncement must not be obiter dictum. An obiter dictum refers to something said either about the law or the facts of the case which are not strictly necessary for the legal basis for the decisions. It is only the ratio decidendi which will be binding. It will comprise the legal principles and rules which are necessary to solve the problem before the court. Obiter dicta are not binding, however, they may be dealt with as a persuasive authority, wherein the later judges are entitled to read them and be influenced by them, but they are not obliged to follow these parts of judicial pronouncements. It is important to stress out that the Doctrine of Precedents are not concerned as to who won or lost in the case. The Doctrine speaks of the legal princip

(DEGREE LEVEL) INESTIGATING THE SOCIAL Essay Example | Topics and Well Written Essays - 1000 words

(DEGREE LEVEL) INESTIGATING THE SOCIAL - Essay Example 26). The National Health Service (NHS) was created on 5 July 1948 (National Health Services). Aneurin Bevan, the Minister of Health in the 1940’s, is seen as the architect of NHS (Gorsky 2008, p.437, 452). As mentioned above, the World War II bombings by Germany mobilized several interest groups and connected them. World War II served as a stressor, whose effects were made public by the Beveridge Report. However, the factor that did not let the effect of this event fade was Bevan. Thus, the aim of this research is to look at how the factors mentioned above influenced the interest groups in forming NHS. The Beveridge Report (Beveridge, 1942) is used to examine the ability of reports to shock their readers. This report was made with the purpose of evaluating the reconstruction needs which were caused by the 1940 bombings (Beveridge 1942, p. 5). Its advantage is that quantitative and objective data are presented. Observations were made in a natural environment. The report provides a background to the problem, indicating that reconstruction is only a part of the story and that more fundamental changes are required. However, its weakness is that as in case of every other report, this too has its own agenda. The government commissioned this report, so one could easily assume that it was in government’s best interest to present a gloomy picture of the existing system to the public. Another source is the interview with Bevan from 1949 (2009). Though this source offers a firsthand insight into the needs that led to NHS, this source is also subjective. Bevan is seen as the architect of NHS, implying that he possessed the ins and outs of development of the Act on NHS, its passing and creation of NHS. However, this interview is his personal view on events that happened in the 1940’s. Since he was a politician, his statements were designed to win over the voters by giving them

Report Essay Example | Topics and Well Written Essays - 2000 words - 13

Report - Essay Example Outlets vary in size and complexity with some providing hot meals while others only provide cold provisions. An atmosphere conducive to purchasing is required, allowing time to browse and a quick checkout service. A full range of appropriate foodstuffs needs to be available to cater for all tastes and cultural requirements. There are usually peaks and troughs in customers, with most requiring service at lunchtimes and morning/afternoon breaks. At these times, there needs to be a smooth service for customers allowing fast purchase of the desired items without having to queue for extended periods. There are many ways to show a service and its supporting elements. This report uses the service blueprint (Shostak, 1984). Although the service appears simple, there are several things going on at once, which are more easily seen in a service blueprint. The following blueprint is based on the distinctions described by Bitner et al (2008). This part of customer service operations falls within the tangibles area of the dimensions of service quality and both the physical evidence and backstage activities of the service blueprint. For Sodexo, it includes the layout of the outlet, the placement of things like the drinks machines, chillers and cold cabinets, and the overall look of the outlet. Customers expect a food outlet to be clean and comply with relevant health and safety legislation to ensure that they do not suffer from such things as food poisoning (Tester et al, 2010). In addition, any food spills should be cleaned up immediately to ensure no-one slips over. General hygiene is also a tangible aspect of service quality, even though it is not a physical item. The Sodexo staff do try to keep the catering area clean, but there are occasions when food spills are not cleared up as quickly as they could be, and this could affect consumer confidence when purchasing items for consumption. The delay in cleaning up spillage can be caused by too few staff being

Legal and Ethical of Business - IP 5 Research Paper

Legal and Ethical of Business - IP 5 - Research Paper Example This paper will research and comparatively analyze the challenges faced by McDonalds and Starbuck in India and China respectively. McDonald’s got engaged into the Indian market in 1996. This entry was in a form of a joint venture between local restaurants in both western India and northern India. This entry was expected to increase the customer base for the company. Having used the local partners, McDonald was sure to have little if any resistance in the industry. This is because it was expected that the taxes and duty issues related to foreign companies would be relatively affordable. Whereas this was not far-fetched, several other challenges became of greater concern. First, the political system in India is not so friendly. Even with the local support, the government still find loopholes to overtax the foreign entities even when partnered. The brand duty is exorbitant, and all profits are taxed for foreign firms (Chari, 2013). Further, violent destruction of hotels was also witnessed as fueled by the politicians and community leaders. For Starbuck, the political system in China is more strict but relatively transparent. From the beginning, industries and activities are either encouraged, restricted or prohibited. Establishing a business, therefore, requires initial certification (Gaff, Choy, & Chan, 2012). Following 2008 poisoned milk scandal, China has enacted more stringent laws on food and beverages companies and Starbuck almost got kicked out of the country only a few years since its entry. This contributed greatly to the loss of competitiveness in the global luxury markets especially in the large cities in China. However, the management sought to reverse this situation by partnering with real estate agencies in the country to establish shops in cheaper locations and closer to people’s residential areas. Socially and ethically, McDonald had a variety of challenges. The

Race and your community Research Paper Example | Topics and Well Written Essays - 1500 words

Race and your community - Research Paper Example It shall present my account of how human interactions in my community have been racialized. This analysis is being undertaken in the hope of coming up with a thorough and analytical assessment of the race in relation to the community, in the hope of clearly establishing the trends and patterns of human behavior. First and foremost, I am of Romanian, African-American, and Indian descent. As a child, our family moved around a lot and because of this, I was exposed to and I grew up in a mixed community. When, I joined the service, I was still in a mixed community – living and being exposed to Caucasians, African-Americans, Asians, Europeans, and other races. At present, I am still in a mixed community, being exposed to different races and cultural groups. Some of the members of my community look like me. My features are predominantly African-American and some of the members of my community look the way I do. My coloring is not as dark as those who are of pure African-American descent and so, I am slightly different from them in this regard. About 35 percent of my community is of African-American descent. About forty percent of the community is Caucasian and I do not look like them at all because of my stronger African-American features. The leaders within my community are sometimes ambivalent to people like me. Most of the leaders are Caucasians (whites) and they seem to treat people who look like me with suspicion. One time, I complained with the leaders about a Caucasian neighbor who liked to play loud music at most times of the night. They spoke to the neighbor, but they did not do so with firm authority. After a few days of quiet, my neighbor resumed his loud music. In order to avoid any trouble, I just tried my best to ignore the loud antics of my neighbor. I saw however how differently I was treated by the leaders when it was my neighbor’s turn to complain when I

Questions Assignment Example | Topics and Well Written Essays - 500 words - 16

Questions - Assignment Example the end of capitalism would be brought about by the insatiable chase for higher profits, which has more than led to the never ending replacement of humans [workers] with machines, leaving thousands of the populace unemployed. Indeed as the share of profits rises for the capitalists, the share of wages falls, in effect, decreasing the capacity of the masses to buy the goods capitalism produces. The data for the ever increasing income inequality alongside the weakening aggregate demand is but readily available. Q4. Using the creative destruction†, Schumpeter argues that the failure of capitalism is internal rather than external as Karl Marx had contended. Using the phrase â€Å"creative destruction†, Schumpeter was categorical that capitalism creates its enemies from within the very elites rather than from the Marxian impoverished masses. As rightly predicted, the most radical environmentalists championing for the capitalism with a human face in the 21st century, for instance, are but socialist children of the very capitalists. Keynes differed with the classical theorists in that while the latter believed that such markets should be self-regulating, with supply creating its own demand [Say’s law] and prices and wages adjusting when necessary to keep the said markets in a state of equilibrium, he [Keynes] argued that such markets need a hand from the government to run properly and to attain agreeable employment levels and sustained economic growth, for prices and/or wages rigid/sticky downwards, and so are the very causes of recessions and high unemployment rates. An early defender of Keynesianism, Marriner Eccles advocated and actually took a direct role in the introduction of the expansionary fiscal policies in the Fed right after the Great Depression, virtually fixing interest rates at low levels to revitalize demand through constant borrowing from the Treasury as a result of the lowered interest rates. Anglo-Saxon Capitalism relies heavily on free market

The Employment Non Essay Example for Free

The Employment Non Essay On Wednesday November 7, 2007, a landmark bill was passed in the house. A bill that will guarantee equal treatment of gays and lesbians in the workplaces. This bill is referred to as the Employment Non discrimination Act and is a climax to the aspirations pursued by gays and lesbians since 1974(www. alternet. org/workplace/67650/). It is indeed a journey that has taken over two hundred years, since the ratification of the United States constitution, which categorically guarantees every individual in the United States equal access to facilities regardless of gender, race, creed or any other basis, whatsoever. The human rights commission in its creeds vows to champion for equality in the society by rooting out all forms and manner of discrimination. Despite the key statements by the constitution and Human Rights Commission, inequality still thrives in our midst. The different societal norms and orientation have shaped peoples minds such that they are dead set against people who may display certain different characteristics from them. Inequality in the society is not only based on gender, race or creed but it also extends to sexual orientation. Discrimination against homosexuality has raged on for years and the debate on the topic is as thorny as they can get. Past legislations against discrimination have not been categorical when it comes to homosexuality. This is a fact that emerges from deep down in the society and from the conservative nature of the values that are closely guarded by people. Despite the massive campaigns conducted by human rights and gay movements, the society is yet to reconcile that gays and lesbians are normal and that they deserve equal rights just like the so called â€Å"straight people. † Homophobia thrives in the society and despite any legislation it is bound to rage on for long till the sexual stigma wanes gradually (Gerald H, 38). The public is mindset about gays and lesbians such that anything close to respecting their rights is not easily taken. There are a number of reasons why homophobia thrives in the society and why people will discriminate against them in the workplaces, friendships and even in the family. There is a common belief among most heterosexuals that homosexuality is not natural. They believe that it is a weird trait that only befits animals. People do not accept the fact that this sort of orientation has been there deep in history even in the biblical times. Homosexuals are believed to be sexual perverts who should be avoided at all costs. It is hence hard to find heterosexuals in the society who accord equal treatment to those that they suspect having a homosexual orientation. Very few heterosexuals will employ people they believe of possessing homosexual tendency no matter their credentials (Ronni L. Sanlo, 17). Religious fanatics are the ones that mostly have been dead set against gays. Despite their being a separation of state and religion, rarely will you find those in authority appreciating the sexual orientation disparities that exist in the society and champion for equality along those lines. Religion has played a great role in imparting a negative sentiments and treatments against its own rank. The Catholic Church and the Anglican have failed to embrace unanimity on the issue of ordaining gay priests despite the practice being evident among priests. Africa has nigh broken away from the Anglican mother church and mainstream for its ordination of gay priests. Most religions in spite of their liberal nature preach hatred against gays and lesbians in the belief that their teachings prohibit same sex relationships. Followers of these religions become fanatically set by the religious dogmas and cease to see the gay and lesbian as their equal. They believe that homosexuality is against Gods commandments as His first creations were of both gender rather than unisex. This is the root cause of all forms of discrimination and sexual orientation inequality in the society, as these values further shape both social and professional relations. Discrimination against lesbians in the belief that they are disgusting is rife and it mainly originates from schools. In most learning institutions, it almost escalates to a point of turning physical. Verbal harassment however is the most prevalent. A poll for example conducted by CBS in 1999 indicated that over 28% of all those polled admitted to making remarks that can be considered offensive and discriminatory to the gay community (Michael B and A. W. Brown, p31). Societal norms and cultures are passed on from one generation to another. These values include the long held beliefs and prejudices held in regarding to the core issues affecting the society. For example a look at the history of inequality and discrimination of the African American and the Hispanics population reveals that the negative sentiments expressed against these two races in the United States have their root to the early times. Slavery was perpetrated and perpetuated as a way of life. It was not unusual for people to own slaves and yet claim that they respected and stood for equality. U. S is full of such past leaders who were great and led the nation to greater heights but they still owned slaves. This is because slave ownership was the norm and failure to own one was an exception. Blacks and women in America took long before they could get an equal footing to their white males counter parts. The struggle for blacks civil rights lasted for two centuries before law could grant them equal access to public facilities in terms of employment and other vital services. This culture of discrimination against the blacks had taken root and become entrenched deeply into the way of life. The same case is happening today only this time discrimination is not along racial or religious backgrounds, it is based on sexual orientation. Majority of the people are dead set that heterosexual is the only way of life, it is the only acceptable norm and any deviation from such a norm is frowned upon. People are not open minded enough to accept other ways of living. This form of discrimination and unequal access to opportunities is imparted in children in their formative stage. Schools are the most important agents of socialization. It is where positive or negative values are imparted. Beliefs and attitudes towards various topics life are shaped in schools (Donald Moss, 22). Learning institutions and families have a long impact on how people view various subjects in life. Homophobia is one such subject that becomes sensitive in schools. Discrimination against gays and lesbians starts early in childhood especially in high schools where the students suspected to be gays are verbally and physically attacked. This discrimination may later extend to the teachers and staff who might be dismissed on mere suspicious of being lesbians or gays hence making it clear to the students that such a sexual orientation is unacceptable in life (Bruce Galloway, 22) Homophobia has also been further perpetuated by the school curriculum. Most sex education syllabuses ignore homosexuality, describing it using negative connotations. In a sex education class; sex is only taken to mean intercourse between a man and a woman while disregarding any form of sexual interactions between people of the same sex. This develops a negative attitude in people, meaning that homosexuality is a form of an abnormality or disability. Intense studies have not been conducted to get to the root cause of the negative attitude and the hostility for people who are homosexuals. Most research conducted focuses on how it can be avoided rather than how the society can be taught to integrate such a community. Homosexuality is seen as a psychopathological case as most of those who exhibit homosexually traits are advised to seek psychiatric help (John P, 2). The gays and lesbian movement also experiences problems when trying to meet and consult with each other. Some gay organizations decry lack of conference halls whenever they would want to meet. They experience open rejection, as not many people would want to be associated with them. This means that there are few forums through which the public can be taught on how to relate with homosexuals (Samantha W, P. 16). As mentioned before about socialization in schools as one source of discrimination even the educators themselves conform to this notion, viewing and accepting that homophobia is the right attitude and then imparting on the students. (Ronnil S. , 13). Homophobia is a culture that has been imparted from one generation to the next deeply entrenched into our social organization systems. It emanates from the belief that is an act of perversion that should not be tolerated by heterosexuals and hence the prevalent discrimination against those suspected or known to be gays or lesbians. Discrimination is a way of societies reaction towards people they view as outcasts. There are no enough forums through which heterosexuals, homosexuals and bisexuals can interact with each other to create more understanding due to the preconceived ideas held against each other. Works cited Deb Price, Gay? U. S houses that’s okay creators syndicate.November 12, 2007. Retrieved on 13/11/2007 from http://www. alternet. org/workplace/6760 Bruce, Galloway. Prejudice and pride: discrimination against gay people in modern Britain. Rout ledge, Taylor and Francis Group. 1984: 19-34 Gerald Hunt, Laboring for rights. Unions and sexual diversity across nations. Temple University Press 1999 32-42 John P. De Cero, Homophobia an overview, Haworth Press Inc. 1984;2 Samantha Wehbi: Community organizing against homophobia and heterosexism the world through rainbow colored. Glasses, Haworth Press. 2004; 16-24 Gail Mason, The spectacle of violence: Homophobia, Gender and Knowledge. Rout ledge 2001; 17-32 Warren J. Bluefield. Homophobia: how we all pay the price. Beacon press, 1992: 46-9 Ronni L. Sanlo, Unheard Voices: The effects of silence on lesbian and gay educators. Bergin Goerly Greenwood. 2004; 13-24 Donald Moss, Hating in the first person, plural: psychoalytic essays on racism, homophobia misogyny and terror. Other press LLC . 2003; 20-29

O great god-king Xerxes Essay Example for Free

O great god-king Xerxes Essay O great god-king Xerxes, I have heard that you are planning to launch a full-scale invasion of the Greek nations following on the steps of your father, Darius. I come here before you to attempt to dissuade you of your plans for Greece. As I am once a prominent citizen of one of the many city-states in the nation, it would do you well to listen to my advice as it contains extensive knowledge of what you are about to face if you push through with your plans. O King, barely ten years ago, your father Darius launched a similar invasion against the Greek city-states in retaliation to the Athenians’ aiding the Ionians in their revolt against his rule. Although it had been initially successful, the invasion was ultimately put to an end by his defeat during the Battle of Marathon. It could be worth noting that, despite the battle being a victory, it was a desperate attack by the Athenian army that caused the defeat of your father’s armed forces. Sparta, perhaps the state with the most powerful military in all of Greece, was absent from the battle and even then the Greeks scored a victory. Each city-state in Greece acts independently from each other. They are each governed by their respective rulers and are not influenced by the affairs of the other city-states. However, it is not impossible for each of them to call for aid to one another as evidenced by the Ionian call for aid during the previous war. Sartus was taken thanks to the aid provided by Athens, who had the major contribution in the allied army, and by Eretria. Sparta had chosen delay sending military aid as it had decided a full moon needed to pass before they do anything and were thus absent from the Battle of Marathon, where your father’s army was defeated utterly. Had Sparta’s forces been present, its superior military might compared to Athens would likely contribute to utter decimation of the Persian forces under your father’s command. However, even then, your father’s soldiers lost under the Greeks. If you attack now, O King, you risk provoking an even greater alliance that can now include Sparta, which is your most formidable enemy on the plains of Greece. The Spartans are a race that places utmost emphasis on military training and raising superior soldiers that have been tested in war. Furthermore, the Spartans will never participate and are not interested in any alliance that will not mean leadership to them. They can be a vain and arrogant nation but with the strength to back their vanity up. If you threaten the entire Greek country now, your Majesty, the major powers of the nation will definitely ally themselves with Sparta at the helm. With Spartan tactics and warriors at the vanguard, your army – no matter how great – will run into serious opposition which can result into an even greater demise than what has happened to your father’s forces in Marathon. As could be expected from any nation, the Greeks have devised battle tactics that are best suited to their terrain. They know their land; you can expect them to take advantage of that and lure your forces into a disadvantage in battle. With a possible alliance under Spartan leadership, the Greek can have a tactical and strategic advantage even if your army is greater in number. O Wise King, great wisdom it would be not to rely on the greater numbers of your armed host. The Greeks, especially the Spartans, will not be easily daunted. They have tactics that can be quite effective when employed in terrain which they know well. For example, your father Darius in Marathon faced a tactic called the phalanx. By definition, a Greek battle line deployed in a phalanx means there is equal strength in all sides of the battle formation. However, in Marathon, the Greek commander faced superior numbers but was able to modify the phalanx into an effective variant: he strengthened the wings of his battle formation while weakening the center. At first you would think that the Greeks were committing suicide and, indeed, the Greeks seemed to be at the point of desperation. However, stronger wings meant that the Greeks managed to hold off the wings of your father’s formations, holding them back and disabling them from reinforcing the center of King Darius’ battle lines. Thus, it was then that the Persian armies were surrounded and routed by the Greek army in Marathon. The results of the battle were horrific. Your father lost a sizable portion of his soldiers, sixty times more than what the Greeks lost in that same battle. A second Marathon is not the only thing that you should worry about in the conduct of battle in this planned invasion. A worse battle awaits your forces if you push through. In Greece, there is a place which we call the â€Å"Hot Gates† or Thermopylae. This place is a narrow pass bordered by a sheer cliff wall on one side, and the sea on the other side. This is a battleground ideal for the phalanx. In such a narrow pass, the phalanx will serve as a wedge that will drive through your attacking forces. The Greeks need only to strengthen their front lines with the rear guard merely pushing the front soldiers forward. In here, the superior numbers of your great army will definitely count for nothing. The Greeks, especially the Spartans and the Athenians, are aware of this pass; they will definitely use this to their advantage to hold off your army while a greater force amasses for retaliation. A Spartan-led phalanx could be as devastating as any phalanx, which had been proven by the Athenian tactics in Marathon. As you could see, Great King Xerxes, the sheer size of your army is both your strength and your liability. To support such a large host, you need a sizable navy to carry supplies back and forth. Your navy will be stretched thin supporting your great army; it will also have to endure against whatever naval counterattacks and offensives that the Greeks may launch against you. You could face a naval situation similar to Thermopylae in Salamis. It is a narrow channel, one which can reduce your navy into a bottleneck and reduce their effectiveness. The Greeks can pick your ships off one by one even if they may be smaller in size. Consider my wisdom in this matter, King Xerxes. I daresay that, even if you hold the greater number of forces, you would find it hard to manage them effectively at smaller levels. The Greeks, my former countrymen, are geniuses both in scholarship and in battle; your father Darius learnt that the hard way in the fields of Marathon under the Athenians alone. With a possible pan-Greek alliance – with the mighty Spartans leading – your forces face yet another humiliating defeat similar to Marathon, only this time you will be facing the combined might of all the city-states of Greece. Abandon this plan now, before this results to destruction of your mighty host. Sources: Wheeler, Kevin. (2001). â€Å"Ancient Greek Battles of Marathon, Thermopylae, Artemisium and Salamis. † Retrieved November 30, 2008, from Ancient World Battles website: http://www. geocities. com/caesarkevin/battles/Greekbattles1. html Lendering, Jona. (2005). â€Å"Phalanx and Hoplites. † Retrieved November 30, 2008 from Livius. org website: http://www. livius. org/pha-phd/phalanx/phalanx. html Lopez, Vincent. (2008) â€Å"Shock Tactics on the Ancient Battlefield. † Retrieved November 30, 2008 from Armchair General website: http://www. armchairgeneral. com/shock-tactics-on-the-ancient-battlefield. htm/5 Stewart, Michael. People, Places Things: Xerxes I, Greek Mythology: From the Iliad to the Fall of the Last Tyrant. Retrieved November 30, 2008 from Messagenet website: http://messagenet. com/myths/ppt/Xerxes_I_1. html Freedom44. (2004). â€Å"The First Persian War Greek Wars. † Retrieved from Free Republic website: http://freerepublic. com/focus/f-news/1196577/posts

Buteyko Breathing for Bronchial Asthma

Buteyko Breathing for Bronchial Asthma Lung disease is any pathology that occurs in the lung components and causes the lungs not to function properly and this may lead to serious problems that may cause death. They are considered the third killing factor worldwide. Lung diseases include emphysema , bronchitis, bronchial asthma, pulmonary failure, pneumonia, tuberculosis and pulmonary embolism. These diseases have the following signs and symptoms which are coughing, dyspnea, short breaths, noisy breath sound, fever, chest pain , and using accessory muscle of the neck which include scalene, upper trapezium and sternocleidmastoid muscles. The common causes of these lung diseases are smoking, infections, and genetics factors (Simon, 2000). Treatment of lung disease includes medications like corticosteroid, bronchodilators, antibiotics, and physical therapy that will give patients breathing exercises. One of the most common chronic obstructive disease, is bronchial asthma. Bronchial asthma is the fifth reason for hospitalized worldwide. Physiotherapists used to treat bronchial asthma patients who have hyperventilation symptoms using breathing exercises known as buteyko breathing technique (BBT) in additional to bronchial asthma therapy. (Bishop, 2007) Background Professor Konstantin Buteyko was a Russian physiologist (1932-2003) , who gave his name to a treatment for bronchial asthma patients. The whole idea started in 1960s when he came with the idea that shallow breathing is going to help patients who suffer from hyperventilation like bronchial asthma and stenocardia. He suggested that hyperventilation lead to decrease the amount of blood that is going to alveoli and low- level of CO2 lead to bronchoconstriction which increase hyperventilation. (Bishop, 2007) Literature Review Robert L. and other on 2007 tried to evaluate the efficiency of a non à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬pharmacological intervention Buteyko Breathing Technique (BBT) in patients with asthma with their corticosteroid medication consumption. The design of the study was a randomized control trail of buteyko technique involving 182 subject divided into group of adult with asthma their age ranged from 18-50 years old. While the control group was trained by physiotherapy for relaxation breathing technique. The main results measures by level of asthma control, defined by composite score based on Canadian asthma consensus reported 6 months after completion of intervention. The consequences show that both groups had related enhancement and a high amount with asthma control six months after accomplishment of the intervention. In the Buteyko group the degree with asthma control increased from 40% to 79% percent and in the control group from 44% to 72%. The main conclusion that six month after completion of t he intervention, a large majority of subject in each group shown control of their asthma with the additional benefits of lessening in inhaled corticosteroid use in buteyko group.(Robert, 2007) McHugh on 2003 made a study to evaluate the impact of buteyko breathing technique (BBT) on medication consumption in asthma patients. The method used is a blinded randomized control trail comparing BBT with medication control . It was directed over 38 people with asthma aged between 18-70 years. Members were followed for six months. Medication use and tempts of ventilator function were recorded. The results exhibited that BBT group shown a lessening in inhaled steroid use of 50% only and beta-agonist use 85% after six month from intervention. In the control group there was no significant outcomes. The main conclusion that BBT is a safe and effective for asthma controlling for it is sign and symptoms. BBT has clinical and potential pharm-economics benefits that must have advance studies.(McHugh, 2003) Cooper and his colleges in 2003 completed a study to compare the effect of two breathing exercises which they are buteyko and pranayma which is a yoga breathing method for bronchial asthma patients. This study involve 90 grown-ups who complain of asthma and control it by using medications. They were divided into three groups First group follow buteyko breathing technique ,the second group use a pranayma which is a yoga technique and the last group were the placebo group. Result measure used are symptoms score level , bronchial hyper reaction, medication used, forced expiratory volume before and after buteyko technique. The results showed that ( p=0.003) were the mean for buteyko group and bronchodilator uses have been lessened by two puffs/day after 6 month of practicing buteyko technique while there was no change in the mean in the other two groups. There wasnt difference in the forced expiratory volume or even volume to reduce inhaled corticosteroids. The main conclusion that BBT c an recover symptoms and lessen bronchodilator use but doesnt seem to change bronchial responsiveness or lung function in patients with asthma.(Cooper, 2003) Anatomy of Respiratory System When we breathe air it go through nose to the lower respiratory tract. The advantage of nose breathing is that when air passes through the nose it will be moisturizer, heated and cleaned from any dust. After that air moves to larynx to go into trachea. Trachea is a sensitive structure because if any cold or dry air go into it , this will cause coughing and wheezing as normal interaction to these irritation .After that air moves from the trachea to the lung through the bronchi which are entered in each lung (Figure 1). The lungs are the most important part of human respiratory system. The right lung is divided into three lobes m while the left lung is divided into two lobes. Both lungs are protected by the chest wall. In the lung small air sacs known as alveoli . Then the gases exchanged from the alveoli to the blood stream through small blood vessels known as capillaries. On the other hand , the body waste CO2 returns to the capillaries to be exhaled during breathing. Healthy bronchi al tubes make rapid gases exchange to maintain unchanged level of O2 and CO2 in the blood stream. The outer surface of bronchi is surrounded with smooth muscles that contract , relax in smooth rapid way in each breath. This process will maintain the required amount of air that is needed to go into lung tissues for normal gases exchange. This process of contraction and relaxation of muscles in controlled by sympathetic and parasympathetic of nerves system.(Gerard J,2005) What is Bronchial Asthma? One of the most common chronic obstructive pulmonary diseases (COPD) is bronchial asthma. Bronchial asthma is a chronic inflammation of lung airways that leads to swelling and narrowing of them. The results of this narrowing is difficulty in breathing. The narrowing of airways may be total or partial and can be reversed with treatments. Bronchial asthma is one of the most common diseases , it affect one in every 15 adults in United states of America. It is known to cause physiologically reversible or total obstruction or narrowing to air . Pathologically this will increase thickening of airways because of inflammation and bronchoconstriction. Also narrowing of airways maybe due to swelling which is caused by immune response to allergic materials. (Gerard J,2005) Causes of Bronchial Asthma The main cause of bronchial asthma is inflammation of lung airways that is increased by the increase of irritable stimulations such as dust, vapor, humid weather, cold air, smoke , air pollutions, and fumes.(Gerard J, 2005) Signs and Symptoms of Bronchial Asthma Bronchial asthma have major sign and symptoms that are diverse depending on the severity of the disease. These signs and symptoms include wheezing that is defined as a whistling , hissing sound when exhaling air. Prolonged Coughing, that is usually at night not as good as at early morning, and may occur after workout or when unprotected against cold or dry air. Fast breathing is another symptom of bronchial asthma because fewer air reaches the lungs which is the reasons fast breathing to make up the insufficiency. Another symptoms is the usage of accessory muscle of neck and upper shoulder. Palpitation is another symptoms which is caused by as an asthma attack become worse the airways forceful air through the narrow airways become harder. Muscles of your trunk start to help. This is seen in motion (Figure 3) of the esophagus (2), and sucking in of the abdominal just under the breast bone (5) and among the ribs (4) with each breath leading to heart palpitation. As a response to less a ir passing through inflamed airways that will cause body to do more strength to move air and due to that heart starts to contract faster (3).( Gerard , 2005) Prevention of Bronchial Asthma Bronchial asthma can be prevented by following these strategies: Always check with medical physician for treatment plan to mange signs and symptoms for bronchial asthma . Know the trigger of asthma to be avoided such as pollen air and cold air . Always monitor their breathing type so that they can recognize early symptoms of asthma attack that include coughing, wheezing or shortness of breath. Quickly treat of bronchial asthma attack with immediate taking of medications prescribed and stopping the activity that may be the cause to trigger the attack. (Sue, 2002) Treatment of Bronchial Asthma Bronchial asthma can be treated by different types of medications like corticosteroids, bronchodilators, antibiotics, and by physical therapy. One of the important technique that help patients to control signs and symptoms of bronchial asthma is the Buteyko Breathing Technique (BBT). (Sue, 2002) What is Buteyko Breathing Technique? Buteyko technique is a breathing regulator technique to reduce minute ventilation besides inhibit hyperventilation to treat bronchial asthma as an alternative approach ,besides to the drugs used. Buteyko technique needs that breathing originates from diaphragm not mouth. The main purpose while practicing buteyko breathing style is to breath in a very controlled and shallow manner without holding in the air like your last breath, it should be a gentle rhythm of breathing in and out.(Bruton,2003) Preparation For Buteyko Breathing Technique? Before starting the Buteyko Breathing technique session the physiotherapist should first takes patient pulse per minute and ability to exhale through Forced Expiratory Spiro-meter and measure the blood pressure and check if the patient have any health problems that may be contraindicated to buteyko breathing technique. Also it is important to take full medical history of management of patient bronchial asthma that usually includes hospital admission , consultant referrals and type of medication taken and their dosage. Also check if patient take other medication for other medical conditions. Physiotherapist should also check main signs and symptoms that affecting the patients daily work as if climbing stairs that increase shortness of breath to the patient. After that physiotherapist should inform bronchial asthma patient that buteyko session can be practiced three to five times a day . Before starting buteyko breathing technique session the physiotherapist should educate patient that this technique focus on breathing from the nose, so that nose clearness exercises should be given before starting session (Figure 5). The nose clearance exercises include pinching the nose gently and then move head forward and backward. Usually starting position will be sitting on chair without armrest after that progress to lying supine and finally to make patient adapt to this technique to be practiced in all active daily living of patients life, like climbing stairs. (kellet,2005) Steps of Buteyko Breathing Technique The Procedure of Buteyko Breathing Techniques is characterized by the following steps: Step 1: Close your mouth and breathe from the nose to get all the advantages mention before of nose breathing. (Figure 6).This step may be hard to be followed in the beginning but with practice it became easier with training. Step 2 : Use diaphragm to during breathing in and out , when patients practice breathing using diaphragm they should take in consideration to eliminate using of accessory muscle of neck and upper chest . (Figure 7). Step 3: Measure control pause for bronchial asthma patient , which is the time that patient able to grasp the nose and avoid air entry until the first feel of needing to re-breath again in the same way and pattern .   ( Figure8) can be measure using stop watch. Step 4: Sit in an upright position and reduce breath for around 2 à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ 3 minutes, after that bronchial asthma patient will take short rest for 20-30 second and followed by another reduce breathing period for 3 minute followed by short rest again. Step 5: After the last short rest ,the physiotherapists check the final control pause again to check progress in amount of time patient able to hold breath. Usually in first session patient will able to increase time of control pause 2-3 seconds.(Oliver, 2009) Physiological Effects of Buteyko Breathing Technique During an asthma attack people start to panic and breath faster more than body demands. They actually over breathe because they are breathing so rapidly that causes the amount of carbon dioxide in the blood to fall too low. The body responds to that by causing the airways of the lungs to become tighter which leads to decrease inhaled air in each breathe which is shown when bronchial asthma patients trying to breathe harder. This technique will help to break this negative feedback cycle by educating bronchial asthma patients to breath in a shallow way and this will lead to decrease the amount of air that reach lung during breathing. Another benefit is increasing tolerance of body for higher levels of carbon dioxide in your blood.(Oliver,2009) Who will benefit from Buteyko Breathing Technique? Buteyko breathing technique is suitable for bronchial asthma patients and some other conditions that lead to hyperventilation such as hay fever , which is allergic and inflammation due to dust , rhinitis which is also known as stuffy nose that happen due to inflammation of inner nose parts. Buteyko breathing technique can be included also for nose congestion, panic attack, resent heart, persistent cough, bronchitis, snoring and last for COPD patients .(Oliver,2009) Contraindications for Buteyko Breathing Technique Patients with these conditions will not be able to practice BBT even if they have bronchial asthma or any other condition that lead to hyperventilation . These conditions include kidney failure specially if patient on dialysis, current organ transplant, previous brain hemorrhage, recent heart attack or stroke, cardiac peacemaker device, active stomach ulcer, pregnancy, schizophrenia, uncontrolled high blood pressure, any current cancer treatment, sickle- cell anemia and sever emphysema with heart failure. (Oliver,2009) Conclusions Asthma is a common lung disease around the world and usually patients suffer from a lot of sign and symptoms like attacks of shortness of breath, chest tightness, and coughing that may affect their quality of life so that it need pharmacological agents to control it beside non-pharmacological techniques of pulmonary rehab such as buteyko technique. Buteyko breathing technique is a complementary method that proven it is effectiveness to control breathing in hyperventilation cases such as asthma and improve their quality of life, level of exercises, and forced respiratory volume. There are five core components of the buteyko breathing technique that they are the nose breathin , relax upper muscles, use diaphragm breathing, small gentle breaths and maintain good posture. The buteyko exercises can be done 3-5 times a day and it need committed for these exercises and make lifestyle changes, to be able to use fewer medication.

General Omar Bradley :: Essays Papers

General Omar Bradley General Omar Nelson Bradley was the first member of his 1915 West Point class to receive a star. Gen. George C. Marshall played a key role in his rapid advance, and he served one year as an assistant in the War Department under Marshall. Promoting him from lieutenant colonel to brigadier general in 1940, Marshall made Bradley head of the Infantry School, gave him a second star in 1941, and after that appointed him commanding general of the 82nd and 28th divisions. Impressed by Bradley's success as a planner, Marshall sent him to North Africa early in 1943 to be Gen. Dwight D. Eisenhower's "eyes and ears." Soon Bradley commanded the U.S. Second Corps in Tunisia. As a corps commander under Gen. George Patton's 5th Army, Bradley played a key role in the conquest of Sicily in the summer of 1943. Early in preparations for the 1944 invasion of Normandy, Marshall selected Bradley to command the 1st Army, which he later directed in the D-Day landings and Normandy campaign. When Patton was sent with the 3rd Army to assist in the breakout from France several weeks later, Bradley became the 12th Army Group commander, with Gen. Courtney Hodges's 1st and Patton's 3rd armies under his command. He led this force in a rapid movement across northern France and Belgium to the German frontier. Slowed by rugged terrain and supply shortages, Bradley's forces were hard hit in the Ardennes area in mid-December. When the German advance made it necessary for him to hand over command of the American forces north of the German penetration to British field marshal Bernard Montgomery, Bradley used Patton's troops to restore his lines in the south. His reinforced force in February pushed the Germans back across the Roer and led to a seizure of a bridge across the Rhine in early March. In April Bradle y's Army Group, now consisting of the 1st, 3rd, 9th, and 15th armies, led a massive drive through central Germany to the Elbe, to link up with the Russians at Torgau on April 25th before pushing into Czechoslovakia at the end of the war. When General Eisenhower retired from his job as chief of staff in 1948, Bradley assumed the position until he became the first chairman of the Joint Chiefs of Staff, a position made necessary by the recent unification of the armed forces. Soon involved in supporting military operations in Korea, Bradley was caught up first with getting additional forces to MacArthur and then in the controversy between the Far East commander and Washington over policy.

Alternate Worlds Essay -- Movie Film Matrix Essays

Alternate Worlds We are all living our lives day-to-day, thinking that everything we encounter is truly in existence. But what if we are all in a dream world? With many science fiction forms of media, they pose this question: Is there any way to tell that everything we do is really happening? One movie that embraces this topic is The Matrix. The matrix could almost be called a dream world. The world outside of the matrix is basically the real world, where humans are not controlled by computers. Zion is the only real city left in the movie. Morpheus, a main character in the movie, states, the world that has been pulled over your eyes to blind you from the truth. In Ursula K Le Guins The Lathe of Heaven there is also a confusion of the real world and the dream world. In the movie The Matrix and the book The Lathe of Heaven there are many similarities, even though the story lines are quite different. The curiosity that comes from both the movie and the book is the fact that the world is not what is seems to be. The main characters in the movie The Matrix and Le Guins book The Lathe of Heaven both have many similarities. The main character in the movie is Neo, a computer hacker, who is seeking the truth about the matrix. However, when he finds the truth, he ends up discovering more than he expected. After being discovered by Morpheus, he is taken into the real world where he becomes 'The One' and receives computer generated powers. In The Lathe of Heaven the main characters name is George Orr, who is a man who has the capa bility to dream things that can become reality. His dreams become such a nuisance that he begins taking prescription drugs, which later get him in trouble. He is punished by having to consult a psychotherapi... ...way to find close similarities, seeing how science fiction has one common theme based on speculative scientific discoveries or changes. There are many arguments showed that could link this book about a man who discovers his ability to dream things that became reality, to the movie The Matrix, which is about a computer generated reality. In these science fiction stories they both contain strong characters that all posses a pivotal role in each story, which makes it easier to compare these two different narrations. After reading The Lathe of Heaven and seeing The Matrix, the importance shows Neo and Orr and how they affect the world around them. Works Cited Le Guin, Ursula K. The Lathe of Heaven. New York: First Perennial Classics, 1971. The Matrix. Dir. The Wachowski, Perf. Keanu Reeves, Laurence Fishburn, and Carrie Ann Moss. DVD. Warner Bros, 2001. Alternate Worlds Essay -- Movie Film Matrix Essays Alternate Worlds We are all living our lives day-to-day, thinking that everything we encounter is truly in existence. But what if we are all in a dream world? With many science fiction forms of media, they pose this question: Is there any way to tell that everything we do is really happening? One movie that embraces this topic is The Matrix. The matrix could almost be called a dream world. The world outside of the matrix is basically the real world, where humans are not controlled by computers. Zion is the only real city left in the movie. Morpheus, a main character in the movie, states, the world that has been pulled over your eyes to blind you from the truth. In Ursula K Le Guins The Lathe of Heaven there is also a confusion of the real world and the dream world. In the movie The Matrix and the book The Lathe of Heaven there are many similarities, even though the story lines are quite different. The curiosity that comes from both the movie and the book is the fact that the world is not what is seems to be. The main characters in the movie The Matrix and Le Guins book The Lathe of Heaven both have many similarities. The main character in the movie is Neo, a computer hacker, who is seeking the truth about the matrix. However, when he finds the truth, he ends up discovering more than he expected. After being discovered by Morpheus, he is taken into the real world where he becomes 'The One' and receives computer generated powers. In The Lathe of Heaven the main characters name is George Orr, who is a man who has the capa bility to dream things that can become reality. His dreams become such a nuisance that he begins taking prescription drugs, which later get him in trouble. He is punished by having to consult a psychotherapi... ...way to find close similarities, seeing how science fiction has one common theme based on speculative scientific discoveries or changes. There are many arguments showed that could link this book about a man who discovers his ability to dream things that became reality, to the movie The Matrix, which is about a computer generated reality. In these science fiction stories they both contain strong characters that all posses a pivotal role in each story, which makes it easier to compare these two different narrations. After reading The Lathe of Heaven and seeing The Matrix, the importance shows Neo and Orr and how they affect the world around them. Works Cited Le Guin, Ursula K. The Lathe of Heaven. New York: First Perennial Classics, 1971. The Matrix. Dir. The Wachowski, Perf. Keanu Reeves, Laurence Fishburn, and Carrie Ann Moss. DVD. Warner Bros, 2001.

Emily Dickinson and Charles Wright :: essays research papers

Faith and spirituality can be explored in the poetry of the New England poet Emily Dickinson and the Southern poet Charles Wright. Dickinson seeks for inspiration in the Bible, while Charles Wright looks to Dickinson as a source of information, guidance and inspiration. Wright suggest that â€Å"[Dickinson’s] poetry [is] an electron microscope trained on the infinite and the idea of God†¦. Her poems are immense voyages into the unknowable.†(Quarter) Charles Wright whose poetry captures a compilation of influences states that "There are three things, basically, that [he] writes about — language, landscape, and the idea of God." Dickinson and Wright centered their poetry in their belief in God and both share the influence of the Bible. Although, Emily Dickinson physically isolated herself from the world she managed to maintain friendships by communicating through correspondence. Ironically, Dickinson’s poetry was collected and published after her death. Dickinson explores life and death in most of her poems by questioning the existence of God. Dickinson applies common human experiences as images to illustrate the connection from the personal level of the human being, to a universal level of faith and God. This can be seen in Dickinson’s Poem (I, 45). There's something quieter than sleep Within this inner room! It wears a sprig upon its breast— And will not tell its name. Some touch it, and some kiss it— Some chafe its idle hand— It has a simple gravity I do not understand! I would not weep if I were they— How rude in one to sob! Might scare the quiet fairy Back to her native wood! While simple-hearted neighbors Chat of the "Early dead"— We—prone to periphrasis Remark that Birds have fled! Dickinson employs vivid impressions of death in this poem. In the first line, she employs the analogy between sleep and death; sleep is silent but death lives within silence. She uses the word â€Å"it† to help identify something other than human. She declares that â€Å"it†¦.will not tell its name† as thought it refuses to speak and then resents the dead for its stillness and laziness. Then she acknowledges the attraction she has to death by doubting its â€Å"gravity†. In the third stanza, she expresses that she would not cry for the dead because not only is it offensive to the dead but it might panic the soul to return to dust. Christians believe that from the earth we are made and once we die, we return to the dust of the earth.

A sequence of diary entries as Mrs Danvers, reflecting on three or four important episodes in the novel

â€Å"Mrs de Winter†, everyone called her. She is not worthy of the name. That girl, who arrived at magnificent Manderley in an ugly stockinette dress, awkwardly clutching a pair of gauntlet gloves, is not fit to be called the name that was given to my Rebecca. Rebecca was beautiful. Rebecca always knew what to do and what to say, so unlike this girl who shuffled nervously up the flight of steps and stood gauchely on the threshold of the house. No, this new girl is nothing compared to Rebecca's perfection. I was glad I had collected the whole staff to welcome her, despite Maxim's letters. The hall was full of people, all wanting to see â€Å"the new Mrs de Winter†, a sea of faces staring down at her. I wanted her to feel as uncomfortable as possible, and I succeeded, for when I advanced from the crowd and lay my hand in hers, I felt it was hot and damp. As I gave her the cold speech that I had rehearsed, she could not even lift her eyes to meet mine. When I finished, she blushed a bright scarlet, stammered some kind of thanks in return, and clumsily dropped both her gloves. What an ill-bred girl! As I stooped to pick them up, I did not care to hide the smile of scorn upon my lips, for I knew she would never have the courage to challenge me. Later, when they had finished tea, I showed her up to her room. She tried to smile at me, a weak, artificial smile, which I did not return. She walked around the meagre room, and said that it was â€Å"very charming†. Silly girl! The room they have now is nothing compared to the room Mr de Winter shared with Rebecca. Their room, in the magnificent West Wing, was twice as large as this; a very beautiful room, with a scrolled ceiling, expensive tapestry chairs and a great carved mantelpiece. It was the best room in the house, whilst this one, in the East Wing, is hardly ever used, and only then by visitors. It is a second-rate room, which is only natural, as this girl is such a second-rate person. I watched her disdainfully as she sat down nervously at the dressing table and started to brush her lank mousy hair, all the while trying to make conversation, trying to win me over, not knowing that I will never let her take my Rebecca's place. I almost pitied this poor girl, for she will never fit in here. No one will ever accept her. I watched her face scornfully as I told her about the West Wing, how beautiful the room was, how expensive the furnishings were, and I compared it with the inferiority of this room. I wanted her to think that Mr de Winter put her here because he does not love her, as I am sure he does not, not after Rebecca. I watched her face, this unattractive face, and saw that already she feared Rebecca and me. She will be no match against us. June I caught the new Mrs de Winter in Rebecca's room today. She was snooping around because of Jack Favell's visit. Jack Favell came today, because Mr de Winter was away. We went up to Rebecca's room, and that was where Favell saw the new Mrs de Winter approach the house back from her walk. I quickly closed the shutters and we went downstairs so Favell could leave before she saw him, only to find her spying on us from behind the morning room door. Mr de Winter had not told her about Favell then, for she was unaware of his position, and invited him to tea. If I had not been present Favell would have accepted, rash and stupid as he is. However he insisted on showing her his hideous green car, as a way of impressing her. I would not put it past him to have offered to drive her to the lodge gates. What a way to behave to someone who may very well go running to Mr de Winter as soon as he returns! A little after half past four, I went up to Rebecca's room in the West Wing. There, as I had almost expected, at the window, stood the new Mrs de Winter. As she turned pale and awkwardly mumbled an excuse about closing the shutters, I saw that the latch of the wardrobe was not quite closed and the nightdress had been disturbed on the bed, and I knew she had been around the room. She had sat down at Rebecca's dressing table, looked in Rebecca's mirror, touched Rebecca's dressing gown, Rebecca's slippers, Rebecca's quilt, Rebecca's nightdress, and looked at Rebecca's clothes. She had disrupted Rebecca's peace, the peace that I had kept here from the day she died. It occurred to me, this girl was afraid, that was why she came up here. She was afraid of Rebecca, who still ruled at Manderley. She had to see for herself, and after seeing, she felt like an intruder in Rebecca's house, for I keep everything exactly the same as when Rebecca was alive; it is as if Rebecca's spirit still lives in that room. I took her arm and led her around the room, ingratiating, honey-sweet, falsely fawning, showing her the entire room, every last detail, every single expensive ornament and every intricate fabric. I wanted her to see how inferior she was compared to Rebecca. Rebecca was so much taller than her, for when I held up Rebecca's gown it reached down to the girl's ankles. I forced her hands into Rebecca's tiny slippers to show how delicate Rebecca's feet were. I showed her Rebecca's brushes, and told her about hair-drill, how Mr de Winter used to brush it for her, and she would laugh, â€Å"Harder, Max, harder.† It hurt me greatly to talk about these things, especially about Rebecca's death as I think every time about how I could have prevented it, but as I watched the new Mrs de Winter's face I knew that it hurt her more. I blame myself for my lady's death. I had been away, only because Rebecca was in London. When I got back, however, the servants told me she had returned, then went out again. If only I had been there, just to warn her about sailing in such weather. She always listened to me. She would have moaned, and called me an â€Å"old fuss-pot†, and we would have stayed home, talking until late about all she had done in London. I told her about Mr de Winter's grief, how he paced up and down every night after her death. I wanted to make her realise, nobody wants her here. She is only here because Rebecca died. She is only here because of an accident. I told her about how I sometimes think I hear Rebecca walking behind me along the corridor. I asked her if she sometimes thought the dead come back and watch the living, whether Rebecca comes back to watch her. I frightened her, for when I finally opened the door to let her pass she refused to look at me and stumbled as she ran. July Mr de Winter has decided to revive the fancy dress ball. There was much excitement in the house as the preparations took place. The whole village was talking about it, remembering the last ball at Manderley. The fancy dress balls had always been magnificent affairs, with fireworks and music, the great hall full of adoring people, lords and ladies, the bishop and his wife, people from Kerrith and around, and standing in the centre of the room would be Rebecca, smiling, shining in her dress, looking more charming than anyone else. Everyone talked about how elegant she was, how wonderful Manderley looked, and what a lucky man Mr de Winter was. Whenever there was a pause in the stream of guests, she would turn to me and we would share a smile at how well we had organised the whole thing. The preparations this year brought for me a stab of pain. In all the busy arrangements, there was no Rebecca. The servants carried on, it seemed, as if they had forgotten her, and instead went to this child, calling her â€Å"Mrs de Winter†. However, the girl is incapable of such a task as running the Manderley ball. While Rebecca organised everything, depicting precisely the flowers on the tables, writing each of the invitations, this ignorant girl did not even lick a stamp, instead choosing to stand about doing nothing except getting in the way. She is entirely unsuited to the position which she forced herself into. A few days before the ball, I found some of those sketches of hers in the waste paper basket. She had been considering what to wear for the ball. As you can imagine I was filled with derision at this. How typical for someone like her to be stuck for something to wear! I laughed as I thought of her trying so hard to find something special, not knowing that nothing she could find would make her even half of what Rebecca was. That was when the idea came to me, a fantastic idea. I took up the flimsy sketches and arrived at her room. As I confronted her about her lack of decision, she avoided my gaze and began to file her short, brittle nails in her nervousness. I suggested to her the idea of copying one of the pictures from the gallery, in particular the one of the young lady in white, with a hat in her hand. That picture was Caroline de Winter, a sister of Mr de Winter's great-great grandfather. She married a great Whig politician and was a famous London beauty for many years. What the new Mrs de Winter does not know is that at the last fancy dress ball at Manderley, Rebecca had copied the exact same picture. Of course, this girl and my Rebecca are very unalike, but with exactly the same costume, and a wig, I was sure that the first thing the guests would think of will be Rebecca. Mr de Winter will get such a shock, which he deserves for letting this girl take Rebecca's cherished place. Everyone will think that she did it all on purpose; it will be another one of her silly inexperienced slip-ups. I was determined that, amidst the celebrations for the â€Å"new bride†, no one will forget Rebecca. As I expected, the girl did order the dress, and on the evening of the ball I heard her and Clarice the little maid giggling in her room like two silly schoolgirls. I stood and waited in the doorway leading to the West Wing, so I could see everything. In due course, the music stopped, and the drum started beating, a soft humming sound escalating to what sounded to me like ominous thunder. The drummer shouted, â€Å"Miss Caroline de Winter.† A figure appeared at the head of the stairs, dressed in white, a sash and a ribbon, her hat in her hand, her curls standing out from her face. It was the very image of Rebecca. I was overwhelmed; the resemblance was striking; my eyes stung as I almost, almost believed that it was my Rebecca, that my dear Rebecca was back, standing at the top of the stairs, waiting to meet the applause. No applause came. I was torn back into reality as I realised that the whole hall was still. Then they must have all seen it. Yet the girl went on smiling, putting one hand on the banister. â€Å"How do you do, Mr de Winter,† she said. Mr de Winter stood still. He stared up at her, his glass in his hand, his face drained of colour, ashen white. The girl began to be afraid. My plan had worked, Mr de Winter was angry at her, and she had humiliated herself in front of all the guests. I heard her trembling voice in the hall, the long silences, the harsh tones of Mr de Winter. Then I saw her blindly running down the empty corridor, a stunned and stupid animal. She saw me standing triumphantly in the doorway, not caring to hide the loathing I felt for her. She turned and ran from me, tripping and stumbling, down the long narrow passages of Manderley, a home that is not, and will never be, her own. July, a few days later Rebecca is back. Not in person, but I feel her here. Last night Frith brought back the rumour that the Je Reviens was found by divers who went down about the ship in the bay, the one that ran aground when the bearings were confused. However, it cannot be Rebecca's boat. Rebecca's boat was crashed to bits on the rocks, yet this one was perfectly sound. When the diver broke through, he also found something else, a body. Who could it be? The flesh is rotted away by now, so as yet nobody knows. I cannot think who it could be. It cannot possibly be Rebecca, as she was found and identified at Edgecoombe over a year ago. Maybe Mr de Winter made a mistake when he identified her? Yet Rebecca is too experienced a sailor to let herself be trapped in the cabin like that. Could the body belong to one of Rebecca's men? This morning I received a message from Robert that the new Mrs de Winter wanted the menu changed to a hot meal. I was surprised, for she had never before dared to contradict anything I had done, and I did not think it necessary to bother serving someone like her a hot meal while there were plenty of leftovers from yesterday. It was even more astonishing that she should have sent the message by Robert. I confronted her about it. â€Å"I'm not used to having messages sent to me by Robert,† I said. â€Å"If Mrs de Winter wanted anything changed she would ring me personally on the house telephone.† I expected her to blush, and apologise, maybe even offer to keep the menu the way it was before. Instead, she looked at me, calmly and composedly, and answered, â€Å"I am Mrs de Winter now.† How could she have said that, when before she had not dared to meet my gaze? How could she have stood up to me, when before the slightest mention of Rebecca made her blush? What has changed? What has Mr de Winter told her? I pressed her about the story of the boat, but she would not reveal anything. She stood there, meeting stare with stare. I wonder, has everything changed? Even this girl dares to defy me. I do not know what has happened. I do not know what is going to happen, but I feel that nothing will ever be the same again.