An Evaluation of anthrax as a weapon of bioterrorism

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An Evaluation of Anthrax as a Weapon of Bioterrorism

Introduction

Since September 11th, terrorism has featured regularly in the media causing widespread alarm. Since the postal attacks in the winter of 001, in which Bacillus anthracis spores were delivered by mail to targets of terrorism, attention has turned to the possibility of terrorist attack using bioweapons.

Bacillus anthracis The Organism




Bacillus anthracis spores, the initial infective agent of the disease anthrax are 1-�Ým by 0.5-1�Ým in size(). Once implanted the spore germinates into the vegetative cell, a gram positive, facultatively anaerobic bacterium(1). These non-motile vegetative cells are 1-8�Ým by 1-1.5�Ým in size() and secrete three toxin components lethal factor (LF), oedema factor (ED), and protective antigen (PA)(1) (see fig1).

1) Bacillus anthracis )

EF PA LF

)

Anthrax The Disease and its Treatment

The disease is exhibited in three forms in humans. The most common form is cutaneous anthrax. Spores penetrate the skin via a wound, germinate and cause a temporary disfiguring oedema(7). This is harmless unless the oedema blocks an airway but has been known to lead to anthrax meningitis in some cases(1). The most morbid form is inhalational or pulmonary anthrax, which is fatal in approximately 0% of cases(7). The third, rarest form of the disease is ingestional anthrax, which is exhibited gastro-intestinally or oropharyngeally(1). This occurs due to ingestion of meat from an infected animal. This form of the disease is fatal in around 50% of cases(7).

The vaccine employed in the USA is an inactivated cell free product, which is 0% effective for 1- years. This is currently administered to those in the military and high-risk members of the US postal service().

B.anthracis is sensitive to a range of antibiotics, such as penicillin, ampicillin, tetracycline, erythromycin, chloramphenicol, oxacillin, streptomycin(8), vancomycin, rifampin, chloramphenicol, imipenem, clindamycin, clarithomycin. Ciproflaxin or doxycyclin, along with one or two other antimicrobial agents are administered prophylactively for 100 days after suspected exposure to anthrax(). The use of antibiotics has promoted growth of strains resistant to quinolones (e.g. ciproflaxin) and macrolides (e.g. erythromycin)(10). The value of post exposure vaccine administration has been shown to have positive value as it initiates an immune response(11).

The Production and Employment of Bacillus anthracis As a Weapon of Bioterrorism

Anthrax was tested in the UK in 14 when small bombs containing B.anthracis spores were detonated on the surface of the Scottish island of Gruignard. Sheep were tethered near the test sites and number of them died from the pulmonary infection(1). The soil on the Island remained contaminated up until the early 180s.

Testing of all biological weapons was prohibited under the Biological Weapons and Toxins Convention (17) signed by most countries including Iraq and the USSR. Iraq went on to weaponize and produce enough anthrax to attack Iran and the Kurdish population(7). An accidental aerosol release of anthrax spores in Sverdlovsk in the former USSR resulted in 7 cases and 68 deaths(1).

Some autonomous terrorist organisations are capable of attack using anthrax as a weapon. The Japanese terrorist group Aum Shinrikyo have dispersed aerosols of anthrax throughout Tokyo on numerous occasions but did not succeed in infection().

To perform a terrorist attack, a terrorist must first obtain a suitably virulent strain of anthrax, such as the Ames strain of anthrax used in the recent postal attacks. The terrorist may obtain the organism from a number of sources. One possible source would be an infected animal carcass from a region in which the disease is still largely present, such as Iran. The organism must then be cultured on a suitable medium. A medium containing thallous acetate and EDTA is a medium selective for B. anthracis as EDTA chelates an essential cation. B.anthracis can utilise thallous acetate as a replacement while Bacillus cereus (a closely related bacterium) can not(14). Enough B.anthracis spores for a small-scale postal attack (only a few litres) may be cultured in a regular kitchen(7). To cause inhalational anthrax, the product must be milled into a fine enough powder to become airborne on opening of the package at its destination.

Weapons-grade anthrax, which is milled into a very fine powder, absent of the sticky material difficult to eliminate with only basic equipment, may be obtained by theft from research installations, or purchased from a rogue nation such as Iraq or rogue elements within a nation such as the Russian Mafia.

A large-scale terrorist attack would be extremely difficult but not impossible. Detection by the authorities must be avoided, sufficient funding must be found. Getting the spores airborne is also difficult, as security regarding the procurement of an aeroplane for any purpose has tightened. Also, meteorology must be considered. Airborne spores may not travel upwind. High humidity decreases the time for which the spores remain airborne(1).

If 100kg of anthrax was released over Washington DC, the 10,000 to million fatal cases are predicted. This matches the effects of a hydrogen-bomb attack().

Escherichia coli has been cloned containing the plasmid encoding the lethal anthrax-toxin components. They produced less toxin than B.anthracis and did not excrete the product(14). This technique could be employed to produce large amounts of lethal toxin for felonious uses. Other organisms could be investigated as more suitable candidates for genetic manipulation to produce the toxin.

Anthrax Compared with other Possible Agents of Bioterrorism

Infective Agent. Predicted number of persons infected. Predicted number of persons killed.

Anthrax (Bacillus anthracis) spores 50 000 100 000

Plague (Yersinia pestis) bacteria 150 000 6 000

Tularemia (Fracisella tularensis) bacteria 50 000 1 000

A number of other organisms or biologically derived substances may be considered as potential agents of bioterrorism. Smallpox causing variola virus is possibly the most feared of these. The disease is extremely infectious. The infectious dose is only a few virions(15), while 500 to 55000 inhaled anthrax spores are required to cause pulmonary anthrax(). Secondary transmission of smallpox is possible via contact or droplet-infection(15), while anthrax finds a biological ¡§dead-end¡¨ in humans(1).

There is also no safe treatment for smallpox. Vistide (cidofovir) is thought to be useful but its use promotes renal failure(16). Once contracted, smallpox is around 0% fatal, while pulmonary anthrax is around 0% fatal once infected. Anthrax spores are also more persistent in the environment. Smallpox is also very difficult to obtain as it only remains in two laboratories in the world, one in the USA, one in Novosibersk in Russia(16). It is alleged that Russia has produced and weaponized smallpox for use in ballistic missiles(15).

Botulinum toxin is another agent employed by the Aum Shinrykyo group in its attacks around Tokyo(). Derived from Clostridium botulinum, an easily obtainable, soil-dwelling bacterium, it is the most poisonous substance known to humankind. The lethal inhaled dose is less than 1�Ýg. An aerosol release is predicted to kill 10% of people to 0.5km downwind. Iran, Iraq, Syria and North Korea have weaponized botulism toxin(17).

Yersinia pestis causes potentially fatal pneumonic plague. Secondary spread is possible, as in smallpox. There is no vaccine available against Y. pestis and some antibiotic-resistant strains exist(18).

Francisella tularensis is one of the most infectious known bacteria. It causes tularemia, which is fatal to a lesser extent than inhalational anthrax(1) (as shown in table 1)

Conclusion

B.anthracis is indeed a potentially potent weapon of bioterrorism. Each agent of bioterrorism mentioned above has factors such as availability, infectivity, incidence of secondary infection, and fatality of the disease. Anthrax compensates for its relatively low infectivity and lack of secondary infection, by its availability, the fatality of the disease, and the persistence of the spore in the environment, which can be up to sixty years in soil(0). None of the other organisms mentioned persist in the environment for any significant length of time. The widespread panic among civilians and costs to the USA government in prevention (tightened security, development and production of vaccines and antibiotics) is the first significant victory to potential bioterrorists.

As terrorist organisations grow (even some countries, such as Iraq, are regarded as ¡¥terrorist states¡¦) the threat of large-scale attack, using anthrax as a bioweapon, grows concomitantly.

Word Count 1 words

Bibliography

1. Quinn CP, Turnbull PCB. In Topley and Wilson¡¦s Microbiology and Microbial Infections, volume ; 18. p7-815

. Inglesby TV, Henderson DA, Bartlett JG, et al. Anthrax as a Biological Weapon.

JAMA 1;81175-1745

. Gerhardt P. Cytology of Bacillus anthracis.

Fed Proc 167;61504-1517

4. Tang G, Leppla SH. Proteasome Activity is Required for Anthrax Lethal Toxin to Kill Macrophages.

Infect and Immun 1;67055-060

5. Price LB, Hugh-Jones M, Jackson PJ, Kiem P. Genetic Diversity in the Protective Antigen Gene of Bacillus anthracis.

J Bacteriol 1;18158-6

6. Welkos SL, Vietri NJ, Gibbs PH. Non-toxigenic Derivatives of the Ames Strain of Bacillus anthracis are Fully Virulent for Mice role of Plasmid pX0 and Chromosome in Strain- dependent Virulence.

Microb Pathogen 1;1481-88

7. Ala¡¦Aideen D. Risk of Deliberately Induced Anthrax Outbreak.

Lancet 001;58186-188

8. Nalin DR, Sultana B, Sahunja R et al. Survival of a Patient with Intestinal Anthrax.

Am J Med 177;610-1

. Malecki J, Wiersma S, Cahill K et al. Investigation of Bioterrorism-Related Anthrax and Interim Guidelines for Exposure Management and Antimicrobial Therapy.

JAMA 001;866-

10. Stephenson J. Experts Focus on Infective Agents of Bioterrorism

JAMA 00;87575-576

11. Centres for Disease Control and Prevention. Additional Options for Preventive Treatment for Persons Exposed to Inhalational Anthrax.

JAMA 00;8757

1. Manchee RJ, Broster J, Melling J et al. Bacillus anthracis on Gruignard Island.

Nature 181;454-55

1. Meselson M, Guillemin J, Hugh-Jones M et al. The Sverdlovsk Anthrax Outbreak of 17. Science 14;6610-108



14. Knisely RF. Selective Medium for Bacillus anthracis.

J Bacteriol 166;785-786

15. Henderson DA, Inglesby TV, Bartlett JG et al. Smallpox as a Biological Weapon.

JAMA 1;8117-17

16. Kunin A. Bioterrorism and your skin.

www.dermadoctor.com/pages/newsletter171

17. Arnon SS, Schechter R, Inglesby TV et al. Botulinum Toxin as a Biological Weapon

JAMA 001;85105-1070



18. Inglesby TV, Dennis DT, Henderson DA et al. Plague as a Biological Weapon

JAMA 000;881-0

1. Dennis DT, Inglesby TV, Henderson DA et al. Tularemia as a Biological Weapon

JAMA 001;8576-77

0. Wilson JB, Russell KE. Isolation of Bacillus anthracis from soil stored 60 years.

J Bacteriol 164;877-8

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A child called it

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Love and a family who cared was all he wanted, but hate and child abuse was all he got. David Pelzer’s story is one of the most unforgettable and severe child abuse cases in California. David was brutally beaten and starved by his mother who was an alcoholic and who had emotional problems. She played games that were unpredictable and torturous that left David nearly dead. In this story A Child Called “It”, it reveals both bright side of our nature and the dark side. His mother wasn’t always abusive to him. In his earlier years she was a loving mother, until the alcohol took control of her and then she reveals her dark side to her son, David.

In David’s years before the abuse started his family was called the “Brady Brunch” of the 160’s. He and his two brothers were blessed with the perfect family. David’s father, Stephen Joseph was a fireman working in San Francisco. David’s mother, Catherine Roerva was an averaged size woman who was a house wife. She would always glow with love for her children. When Christmas came, he and his brothers became more and more excited. The pile of gifts under the tree grew day by day. David’s mother would creep into his room and whisper, “Santa came!” After they were done opening presents, David found his mother crying outside on the porch steps. He asked why she was crying and she said she was crying because she was so happy to have a real family. When spring came along, his mother would take the family on picnics. She would prepare a feast of fried chicken, salads, sandwiches, and lots of desserts. The trip David never forgot was the trip to the river. His mother excused David a half-hour early on the last day of school, and they headed up to a beautiful river. Each day was a new adventure for him. David would either spend the day climbing an old, burnt tree stump with their special whomper-stomper boots or swimming in the river at Johnson’s Beach. Johnson’s Beach was a whole day event for the family. As David was sitting by a rock at Johnson’s beach he felt someone holding him tightly, it was his mother. He felt her heart beat and never felt more safe and warm then at that moment in time. He whispered to himself, “Everyday seems to sprinkle with magic.”

David was badly beaten by his alcoholic mother at a very young age. The punishments started by him getting put into a corner, but then as the months went by his mother would escalade her anger and intentionally burn his arm because he was a “bad boy.” David’s mother was only abusive towards David, and he could never figure out way. David would try so hard to be a good boy but his mother would always find something to yell at him about. The abuse got so bad that David went days without eating. His only way of food was to steal from his classmates at school, that didn’t last very long because his principal found out and made a phone call to David’s mother. When David returned home after school that day, his mother was furious and he got smacked around and was forced to get his chores done while his other siblings were outside playing. David wasn’t allowed to sleep in a nice comfortable bed, his bed was a cot down in the basement and his only shelter for warmness was an old ripped blanket. David would be so hungry he would dream about food just to fall asleep. If David was lucky he would get food, only it would be the leftovers that his brothers didn’t eat so it wasn’t that much. David had to learn to play his mothers games in order to survive because she no longer considered him a son, but a slave; and no longer a boy, but an “it”

The bright side of his mother’s nature was being a loving and caring mother towards her kids. When she started to drink her self esteem and lovingness went down and the dark side of her nature began to show. She didn’t care what she looked like and she most of all didn’t care about David. David had a really hard childhood and no one should ever experience something like that. Lucky for David he got out alive. David was abused for about three years, he finally got help March 5th, 17. David always thought about killing himself but he didn’t want his mother to win. He played her games and came up with strategies that kept him alive. With this book that he has written he has touched the hearts of many people and has helped kids talk about child abuse.




All in all you can see that David didn’t have the ideal life as a kid. David came forth and shared his horrible childhood by writing a book. This book helps people who have been child abused come forward and talk to someone about it. David was a very smart and intelligent boy, by learning how to play his mothers games. What may seem to be a perfect life, can change within a blink of an eye.



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A/S Evaluation

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Evaluation

Introduction

I started this project by experimenting with different materials and creating different mark making. I also produced several different still life studies.

Research




I got my primary research from producing observational drawings of different artists

work, such as Kurt Schwitters.I got my secondary research from

looking back over my sketchbook and using the Internet to find more information and studies of Kurt schwitters. I recorded my research by finding a lot of artists work and stuck them into my sketchbook, and then wrote up about them.

Development of Ideas

I tried to recreate my machine part still life by using collage and paints. This worked very well and achieved the Kurt Schwitters style I wanted and was similar to his work. This was the best media I used. I also explored lots of other different ideas by doing several experiments using different materials, such as decollage. The materials and media I used were charcoal, rubber, paint, collage and ink.

I also encountered two problems while I did this project. They were remembering where I was working the week before and remembering where each item in my still life was placed. The other problem I had was my scale on my skulls. I found this hard and stressful sometimes. I overcame this problem by measuring different areas and lines with a pencil. This was a great help and made my scale look correct.

Realising intentions and conclusion

I feel that I have achieved what I hoped with my brief as I have used a range of

different media that I would not normally use. The time plan helped me kept on task

, but I did get behind a bit because I wanted to finish my designs and produce a couple more still life studies. The feedback from other students was very useful and helpful

because it suggested different ideas of what you can do to improve your work.

The connection between my final piece and Kurt Schwitters work is that I used found materials in my work to create an atmosphere of coldness. Using college in my final piece was a really good idea I had as it created depth and form. The composition of the machine parts worked very well.

If I had to improve my work and were able to tackle the same brief I would liked to keep with my brief better because I got behind in certain places. I would also like to work back into my final outcome to add little details with a fine brush because I think that would finish of the final piece better.



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Character Analisis for "Sexual Perversity In Chicago

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Title Sexual Perversity In Chicago

Author David Mamet

Character Joan S. Webber

1. How do you relate to the (a) plot, (b) mood, (c) the theme of the play? Describe and explain EACH.




A) I relate to the plot of the play just as the other characters, I am trying to make my way

through the sexual and emotional mind fields of the singles in Chicago.

B) I relate to the mood of the play through my actions which play a small but vital role.

C)

. What is your super-objective? This is a statement about what you want to do in the play.

My super objective is to understand the three things that confuse me the most, men, sex, and life in general.

. How do you (as the actor) relate to the theme? Can you relate to what the playwright is saying? Why?

4. What are your opposition forces? What’s in the way of what you want to achieve? Who is against you?

I believe is against me (my opposing forces)

5. Indicate all of your relationships. With whom are you most heavily involved? Why?

In the play I am only heavily involved with Debra Soloman who is both my best friend and roommate.

6. How are you physically and psychologically different from the other characters in the play?

I am different from the other characters in the sense that I play the youngest women in the play who seems to know my way around physically but psychologically I find life confusing especially in the fields of men and sex.

7. When you enter, where have you been? When you exit, where are you going?

When I enter I have just come back from where I was retrieving snacks from the lounge across the hall for the toddlers snack time. Upon leaving I am taking two toddlers to wash their hands and call their parents.

8. How do your changes affect others in the play?

In the play I push people away and come off as being rude with knowing it. When I change and try to fix it I am still pushed away became the other character still sees me as rude because they think I’m being sarcastic about it.

. Find all the lines and record those of importance here. These are ANY lines in the script, which reveal something about you, and what you say about yourself, what you say about other characters, what others say about you, and what comments and descriptions the playwright offers. Write them down and INCLUDE THESE TRAINTS IN YOUR CHARACTERIZATION PROCESS.

10. Who likes or dislikes you? Who do you like or dislike?

Out of the four characters in this play Bernie dislikes me because I met him at a singles bar and I was blunt about telling him to get away from me. Danny doesn’t care for me either his reason is because I always have a “slick remark” that makes him annoyed he doesn’t just openly check me because I am the best friend of his girlfriend. Deb is the only one who likes me and I like her. I dislike both Bernie and Danny just as strongly as they dislike me because there men and I don’t understand them (even though I wouldn’t dare let them know it.)

11. Physical description (be as detailed as you can). Include sex, age, height, weight, hair color, eye color, skin, posture, appearance, defects or unusual physical features.

I am a twenty-two year old female who weights not a pound over 15. I am 5 feet 8 inches tall with medium length brown hair that I keep in a tight bun and on occasion in a French roll. My eyes are dark brown and my skin complexion is opaque and a bit pale due to not being much of abeach lover. I sit up strait and don’t follow the trend of showing off my body like others but would prefer something a something a bit more conservative but yet at the same time professional.

1. Sociological profile class occupation, attitude, education, race, nationality, political affiliation, admirable qualities, intellect

I am ranked in the middle class range as a kindergarten school teacher my attitude is basically non afflictive, flippant simply quick with comebacks. I am a white American with a bachelors of science degree in education. I am a republican and I am kind and loving of young children.

1. Psychological profile moral standards, sexual behavior, ambitions, personal habits, frustrations, temperament, life attitude, complexes, emotional disturbances, adnormal behaviors, abilities, talents

14. Who are you? First, middle, and last name

I am Joan Sarah Webber

15. In what country, state, and city do you live?

I reside in the United States of America and live on the north side of Chicago, Illinois in the city on a lake.

16. Are you single, married, or divorced

I am a single young women.

17. How do you dress, walk, and sit?

I dress professionally but comfortably, I move and appear to be confident in my walk and sit up strait.

18. What are you characteristic voice tones?

My characteristics in voice is a monetary tone.

1. Are you in good health?

I am in very good normal health.

0. What are your strengths? How are they affected in the play?

My biggest strength in the play is being flippant this strength is affected by Bernie when I meet him at a singles bar and he calls me a Cockteaser after I continuously pushed him away and told him to leave me alone. When this is said it makes me notice how rude I’m being and I apologize but by this point does not care and storms off.

1. Do you use good English skills? Do you speak illiterately? Do you have a dialect? Why?

I have good English skills with northern dialect.

. What kind of life have you had?

I have had a life.

. In what kind of home do you live?

I live in an apartment in a big city on a lake.

4. What are you needs and wants?

I want and feel the need to understand my life.

5. Do you get what you want? Where? When? How? Why?

In the play all I get is more confused. I cover this up when Deb and Dan brake up and give her all kinds of advice when I cant supply myself with any.

6. Who helps you? How?

Deb’s experience with Dan helps me to understand men can’t be understood and that there’s no sense of blaming yourself. Bernie also helped me at the bar to see just how rude I can be even though I still continued to insist on having the last word I kept that lesson in the back of my mind.

7. What is your general response to people?

8. What do you do (actions in the play)? What prompts these actions?

In the play I have the tendency to push people away (mainly men). Are you I do this because I don’t understand them so I look at them as a threat. I also tend to tell people where their wrong and point out their mistakes. The reason I do this is because I want the person (in this case Deb) to feel like she doesn’t need men so she’ll want to stay with me.

. What do you NOT do?

I don’t make and effort to entertain things I dislike or feel uncomfortable around.

0. How do you want to appear in general?

I want to appear as an independent women who is always right and there to comfort my friend about her relationship and seem like the advice give, the soother of the situation.

1. How do you NOT want to appear?

I do NOT want to appear as the way person I am on the inside, which is really confused and lost.

. How do you want to be perceived by yourself?

. What appearances must you avoid at all costs?

4. What appearances must you avoid with each particular character?

5. Who is your god? This is NOT a religious question. Who or what are the guiding forces within your life?

My god is my job. I believe it is the only thing I can turn to that doesn’t confuse me, a place where I don’t have to worry about sex or men. Besides all that I am the one who is in control of every thing and at this stage of my life I need that.

6. Who is your private audience? If you knew someone was watching you, who would you be living and playing for?

I would have to say my private audience would be all the single women if I knew someones watching me, I’d be living and playing for them because I would want them to see and feel the same things I do and how confusing being a single women really is.

7. Find the good in your bad character, or the bad in your good character.



8. What are the differences between you and the actor?

Of course my physical appearance and my characters physical appearances are different but so are our psychological appearances. For instance, I (as the actor) could care less about how I appear to someone else as long as I’ satisfied with it nothing else has any form of importance to me. Also Joan has questions about things as an adult that I have already gone about finding for myself and solving. Joan also lets her guard down when called out about being rude where as I personally become sharper. Lastly Joan uses a cover up to hide who she really is never allowing others to see who she really is and doesn’t give them an option that they can base from how and who she REALLY is, frankly why I’m me all the time so people know what to expect before they want to form any kind of relationship.

. What are the similarities between you and the actor?

Some of Joan and Is’ similarities are that just as Joan I too live in the same class as she and also some of her admirable qualities. For example, she is kind just as my self she also cares deeply for children and is strait forward with them about the definitions and questions that are asked about that the parents might be upset with.

40. What is the dramatic purpose of your role as created by the playwright? Why are you in the play?

In the play I help in setting the mood because I am debs advice giver because if you look at it the play is really about Deb and Danny’s relationship, Bernie and I just fill in the gaps to set the singles stage and tell our friends how wrong they are for one another.

41. What qualities of the actor are needed? Physically, vocally, personality, and special skills?

Well physically I would wear my hair up and in a bun. I would also have to wear semi-dressy for work but not too dressy because I teach a kindergarten class. As for my speech I would need only to talk as normal as I usually do but a bit more mature because my character is a born Floridian. Being that myself (as the actor) and myself (as the character) share some similarities I would still need to touch up my personality. I would have to play the personality traits of my character and delete some of the ones I do as an actor. Due to the fact that I have a psychological gesture that I use and know of now that has been brought to my attention as the actor I plain to use that in my peace as Jane.

4. Determine a psychological gesture and explain how you use it. (what do you DO that SHOWS how you FEEL?



4. Do a character observation period. Find a person on whom you would base parts of your characterization. Maybe it is several people. Observe them and incoporate the traits in your characterization. List these observations.



44. what animal best represents you? Why? List animal traits/behaviors you will use in

your characterization.



45. What inanimate object best represents you and why?



46. Fantasize about your IDEAL future. Where will you be in one year, five years, and ten years?



47. Make a list of as many adjectives that you can which describe you.



48. Are you in the foreground, middle ground, or background; explain?



4. Are you head, heart, gut, or groin centered; explain?



50. Create and imaginary background. Complete your history, giving special attention to the events in your life which were influential in the development of your character as you appear in the work.



Mind that the sample papers like Character Analisis for "Sexual Perversity In Chicago presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

help

We are ready to represent the best custom paper writing assistance that can cope with any task like help even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like help in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

lopInstructions for Love and Joy

Who is Who Love is the bigger cat - gray and white. Joy is the other cat. She is diabetic. Love is pretty shy. He may hide under the bed. Both cats are very friendly.

Feeding - Wet food. Morning and night - take out two small plates from the cabinet above the cat food in the kitchen. Put 1/ can of fancy feast on one plate, 1/4 on the other. Put the 1/ can plate in the kitchen on the napkin - thats for Joy. Put Loves (the 1/4 can) in my bedroom. Wet food leftovers go in a baggie in the fridge.

Feeding - Dry food. I leave dry food out at all times. The bowl (its out) is in Joys food area in the kitchen. Keep it filled with the whiskas dry food.




Feeding - Water. I leave a big bowl of water out in the kitchen. Please replace it with fresh tap water daily. I also leave both toilet seats up because they like to drink from the bowl.

Clean up. Dirty dishes are rinsed and go into dishwasher; empty cans go into wastebasket under kitchen sink; needles go in sharps container on the counter.

Insulin. After Joy eats, give her 5 ccs of insulin. Its on the refrigerator door. The needles are in a small jar on the counter. Note I am expecting new boxes of needles. They should arrive on Thursday and will be on the doorstep. Please open and use them as I believe you will run out before I return.

Litter Box. The litter box is in the guest bathroom in the hall. I have put bags in the sink for the waste.

Mind that the sample papers like help presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

Earnest Confession

We are ready to represent the best custom paper writing assistance that can cope with any task like Earnest Confession even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Earnest Confession in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

Walt Disney has been successful in making wonderful animated movies not just loved by the children but by other elders too. Disney succeeds in teaching our children a very vital lesson in life, how good looks and fame does not stand for true love. Beauty and the Beast, Walt Disney’s 11 instant classic, I consider the finest animated movie ever made, deserving a prominent position on my list of all-time greats. I always knew that Beauty and the Beast was one of my favorite movies, but not until recently my conscience discovered the fondness for this movie. Irresistible appears to be an apt description of this film because every frame is imbued with an exceptional magic for any motion picture, animated or otherwise.

As a child Sleeping Beauty and Cinderella contributed to be my favorite movies, but I guess Beauty and the Beast definitely changed my opinion. On the contrary, now it has become a ritual or a passion to watch every weekend with my niece, bringing hilarity for my peers. My friends laughed and told me about my impulse for this movie. For some reason, I did not take their joke seriously at first until I realized how many times I have watched it with my niece.

I remember this one time my friend, Alicia, having a guy problem. Her boyfriend, Jamie, often acted “high and mighty”, and Ali (Alicia) did not like that attitude a tad. She told me how her boyfriend mistreated one of her friends because her monetary status did not match with Jamie’s or Ali’s. At that point, Jamie reminded me of the Beast, once a conceited young prince who turned away a beggar woman who came to his door for shelter from the storm. In return the beggar woman who turned out to be a beautiful enchantress placed a spell on the castle, and only when the prince learned to love and be loved the curse would break. When I correlated the Beast with Jamie, Alicia chuckled saying something about my itch for this movie which in reality made me ponder on her mock. Even though Alicia was not the only person to spot the remarks that I somehow relate to this movie, the thought of my obsession remained indigestible. Does relating little incidents with film’s concept in our life mean obsession with the movie?

After that, for the last two years, for the Halloween dinner, I have been making my niece dress like Belle, the main character of the story. Consequently, last year her mother, apparently my sister, instantly said, “Ah, Belle from Beauty and the Beast must be your aunt Shivangi.” Right that minute I realized that maybe I do have a little craze for this movie. Apart from the Halloween excuse, even the screen saver on my personal computer is of Belle and the beast downloaded straight from the Disney website, “supposedly” for my niece’s love for that movie. This brings to my attention that I used my niece simply as a scapegoat to hide my passion for this film.




What makes this brilliant movie different? Why do I love watching it over and over again? Well this film seems different from those usual fairy tales where the prince rescues the princess, and they fall in love with each other. In this motion picture, Marian Belle, the main character of the narrative, lived with her father- a nutty inventor. Hence, that gave the town people the idea of Belle being a little out of the ordinary. Her name means beauty, and it is revealed by her magnificent appearance throughout the duration of the movie. Gaston, the dignified warrior of the town, wanted by every girl, displays true love for Belle. Surprisingly, Belle sees right through his beauty and recognizes him as an unkind and conceited fool who does not know how to love.

Meanwhile, when Belle’s father is locked in the dungeon by the hideous beast in his castle, Belle agrees to be a prisoner instead for the rest of her life. This shows the family values in her character, again teaching us the most important aspect of life love. Further in the movie, Belle resides in the castle with no fear for the beast. She teaches him how to eat, live, act, and read like human beings which results in love between them. At first Belle does not realize about the feelings developed in her heart for the beast, but the gruesome monster shows his love for Belle by releasing her from his imprisonment to go help her father. In the end, when the last petal of the rose given by the enchantress is about to fall, Belle confesses her love for the beast breaking the spell on the castle. This closure shows that love can convert an evil and unkind man into a generous loveable individual.

My favorite characters in this movie consist of the three playful servants of the prince. Lumiere, the castle maitre d’, turned into a candlestick after the curse; Mrs. Potts, the housekeeper, changed into a teapot along with her fun-loving son Chip, turned into a teacup; and last but not the least, Cogsworth was the castle’s butler changed into a clock. Mrs. Potts guided the enchanted beast on how to talk and deal with Belle’s emotions, thoroughly aware of the consequences if anything went wrong. Lumiere and Cogsworth always fought on silly comments each had and not failing to serve their master by guiding him how to impress Belle. In my opinion, these three characters played a vital role and contributed equally in their love story.

This animated motion picture has various special editions, too. For instance, Beauty and the Beast Enchanted Christmas, an insertion into the story is about Belle deciding to organize a secret Christmas Eve party without the permission of the beast and how Belle’s love makes the master change his opinion about Christmas. Along with this, a recently released special edition of Beauty and the Beast Belle’s Magical World is a full-length movie that brims with delightful stories and songs, and all my favorite characters and voice cast from the acclaimed and beloved movie masterpiece. From these versions, I discovered how true friendship and cooperation can turn a gloomy castle into an enchanted palace fit for a Princess like Belle. When I went to see these movies, I was amazed to know that I am not the only fan of Belle and the Beast.

After all these facts I honestly confess that, yes, I am a fan of Disney’s movie Beauty and the Beast. When I relate day to day conversations of my life with this movie, it just tells me what important place it occupies in my heart and mind. But nothing can now change my craze for this intriguing movie. I am sure from this moment my niece will not be used as an excuse to hide my obsession for this movie, and I will continue to watch this family movie. In fact, I plan to go buy the other two additional versions of the film for myself and not just for my six year old niece. According to my standpoint, this romantic tale teaches us that love can change ones attitude and conveys a significant message that inner beauty has more important than physical appearances for true love.

This ageless tale proves to be a family feature that someone over the age of eighteen can venture into without an accompanying child. I unquestionably find this movie irresistible and certainly continue watching it repeatedly.



Mind that the sample papers like Earnest Confession presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

Team Dynamics

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Team Dynamics



Team Dynamics

Introduction




A group may be defined as a collection of two or more people who work together with one another regularly to achieve common goals. In a true group, members are mutually dependent on one another to achieve common goals, and they interact with one another regularly to pursue those goals over a sustained period of time. Groups are good for both organizations and their members, helping to accomplish important tasks and to maintain a high-quality workforce. Groups can also be considered as teams to the extent that they meet the demands of this definition. A team is a small group of people with complementary skills, who work actively together to achieve a common purpose for which they hold themselves collectively accountable (Schermerhorn, Hunt, Osborn, 00). A group can become a team by learning how to form a group, learning the effectiveness of team dynamics, and by learning the decision making process.

How Groups Form

There are five stages of group development that begin the team building process Forming, Storming, Norming, Performing, and Adjourning. The group itself will pass through different stages in its life cycle. Further, depending on the stage the group has reached the leader and members can face very different challenges.

In the Forming stage of team development, a primary concern is the initial entry of members to the group. During this stage, individuals ask a number of questions as they begin to identify with other group members and with the group itself (Schermerhorn et al., 00). For example, their concerns may include “What can the group do for me?” or “What can I contribute to the group?” Equally important, members are interested in getting to know each other and discovering what is considered acceptable behavior, in determining the real task of the group and in defining group rules.

The Storming stage of group development is a period of high emotionality and tension among the group members (Schermerhorn et al., 00). During this stage, hostility and fighting may occur, and the group typically experiences many changes. Cliques may form as individuals compete to impose their ideas for an assignment to the group. Moreover, outside demands, including premature expectations for performance results may create uncomfortable pressures (Schermerhorn et al., 00). However, member’s expectations tend to be clarified, and attention shifts toward obstacles standing in the way of the group goals. Individuals begin to understand one another’s interpersonal styles, and efforts are made to find ways to accomplish group goals while also satisfying individuals needs.

The Norming stage of group development is the point at which the group really begins to come together as a coordinated unit (Schermerhorn et al., 00). Holding the group together may become more important to some members than successfully working on the group’s projects. Moreover, a premature sense of accomplishment at this point needs to be carefully managed as a “stepping stone” to the next higher level of group development (Schermerhorn et al., 00).

The Performing stage marks the emergence of a mature, organized, and well-functioning group (Schermerhorn et al., 00). The group is now able to deal with complex tasks and handle internal disagreements in creative ways. For example, getting projects finished and ready for a deadline by passing around rough drafts and editing each other’s work in preparing for the final

product.

The well-integrated group is able to disband, if required, when its work is accomplished. The Adjourning stage of group development is especially important for the many temporary groups that are increasingly common in the new workplace, including task forces, committees, and project teams (Schermerhorn et al., 00).

Team Building Process

Teamwork doesn’t always happen naturally in a group. It is something that team members and leaders must work hard to achieve. In the medical field, for example, the surgeon and surgical nurses focus as a team when preparing for surgery. Nevertheless, even experienced teams run into problems for instance, look at the world of sports and see how at times they play the game individually instead of as a team. Usually, this causes conflict among the members and very often the team will lose the game. Further, this often applies to work group and teams when they are newly formed because they are trying to master challenges in the early stages of group development. Besides, even when the team matures, most work teams encounter problems of insufficient teamwork at different points in time. When difficulties occur within a group the process of team building can help. This is a sequence of planned activities designed to gather and analyze data on the functioning of a group and to initiate changes designed to improve teamwork and increase group effectiveness.

Team building is participatory, as well as being data-based. Whether the data is gathered by questionnaire, interview, nominal group meeting, or other creative methods; the goal is to get good answers to such questions as “How well are we doing in terms of task accomplishment?” or “How satisfied are we as individual members with the group and the way it operates?” These questions can be answered in a collaborative and motivating manner (Schermerhorn et al., 00).

Approaches to Team Building

There are three approaches to team building formal retreat, continuous improvement, and the outdoor experience. The formal retreat approach takes place at an off-site area and may last from one to several days, with group members working intensively on a variety of assessments and planning tasks. Moreover, formal retreats are often held with the assistance of a consultant, who is either hired from the outside or made available from in-house staff (Schermerhorn et al., 00).

In a continuous improvement approach, the manager, team leader, or group members themselves take responsibility for regularly engaging in the team building process (Schermerhorn et al., 00). In addition, the team members commit themselves to monitoring group development and accomplishments continuously and making the day-to-day changes needed to ensure team effectiveness. This process can be accomplished through communication between team members that includes continuous feedback and creative criticism.

Finally, the outdoor experience approach places group members in a variety of physically challenging situations that must be mastered through teamwork, such as sports. By having to work together in the face of difficult obstacles, team members are supposed to experience increased self-confidence, more respect for others’ capabilities, and a greater commitment to teamwork (Schermerhorn et al., 00). Team building experiences can be found in several areas of recreation and many are located on the internet for corporations and businesses to access.

Improving Team Process

There are many changes in the new workplace; the increased emphasis on teams and teamwork is a major challenge for people used to more traditional ways of working. There are several ways to improve the team process

• Distributed leadership is the sharing of responsibility for meeting group task and maintenance needs.

• Task activities directly contribute to the performance of importance task

• Maintenance activities to support the emotional life of the team as an ongoing social system.

This sets the stage for conflicts that can drain energies otherwise needed for task performance (Schermerhorn et al., 00).Foundations of Group Effectiveness

The foundation of group effectiveness tasks can be simple or complex. Complex tasks are ones that tend to not be routine while simple ones are routine and standard. Moreover, goal setting has become an effective tool of the group dynamics. A 168 paper by Edwin Locke is usually considered to be the seminal work on a theory of goal setting (Luthans, 18). Practical guidelines for how to improve performance through goal setting include the following

• Specific goals

• Difficult, challenging goals are better than relatively easy goals

• Owned and accepted goals arrived at through participation seem preferable to assigned goals

• Objective, timely feedback about progress toward goals is preferable to no feedback

(Luthans, 18).

A group’s potential level of performance depends on the resources that its members individually bring to the group. Abilities set the parameters for what members can do and how effectively they will perform in a group. Technology has a great impact on teams. The Place-Time model is based on the options that teams have when working across different location and times.

Same Time Different Place

Same Time Face-to-Face Telephone

Video conference

Different Time Single text editing

Shift work E-mail

Voice Mail

(Aranda, Robbins, Thompson, and others, 000).

The most important aspect of deciding team composition is to look for contribution to the team purpose rather than convenience of meeting or balance of power. As team members are chosen, the key questions to ask are

• What different kinds of information does the team need to work effectively? Who can provide that information?

• What skills does the team need? Who can bring these skills to the team or who is willing to develop them?

• What cross-functional bridges can be built with this team? Who needs to be on the team to make this happen?

• How can the team be a learning/development tool for members? Who can facilitate this learning on the team?

• How can the team build relationships among people who do not often work together? Who should be included in the team from outside the usual membership pool?

(Aranda et al., 000).

There are no absolutes for team size, but experience and research have shown that the most effective team size ranges from four to twelve people. The research on group size leads us to two additional conclusions (1) groups with an odd number of members tend to be more preferable to those with an even number; and () groups made up of five or seven members do a pretty good job of exercising the best elements of both small and large groups (Aranda et al., 000). Having an odd number of members eliminates the possibility of ties when votes are taken. And groups made up of five or seven members are large enough to form a majority and allow diverse input, yet small enough to avoid the negative outcomes often associated with large groups, such as domination by a few members, development of subgroups, inhibited participation by some members, and excessive time taken to reach a decision (Aranda et al., 000).

Intergroup Dynamics

The accepted criterion for what goes on within groups such as family or peer groups is that it must be small enough for face-to-face interaction and communication to occur (Luthans, 18). In addition to being small, the group must have a feeling of comradeship, loyalty, and common sense of values among its members. The criterion changes when shifting the focus from small groups to larger inter-group coalitions (Luthans, 18).

What goes on between groups or coalitions of groups within organizations has long been recognized as an important dimension of group dynamics. A recent comprehensive review of the coalition literature suggests that the following characteristics of a coalition should be included

• Interactive group of individuals

• Deliberately constructed by the members for a specific purpose

• Independent of the formal organization’s structure

• Lacking a formal internal structure

• Mutual perception of membership

• Issue-oriented to advance the purpose of the members

• External forms

• Concerted member action, act as a group

(Luthans, 18).

Decision Making Process

Decision making process is the course of action, when teams decide how to deal with a problem. There are five major steps involving a decision-making process.These steps include recognizing the problem, identifying and analyzing alternate courses of action, choosing a preferred course of action, implementing the course of action, and evaluating the results (Schermerhorn et al., 00). Whether it’s done individually or in a group, these steps have proven to be vital in the process of making decisions. When making decisions within the group, more factors are involved in the process. The following methods may be used in-group settings

$ Lack of Response- one idea after another is suggested without and decision taking place.

$ Authority Rule- the chairperson, manager, or leader makes a decision for the group.

$ Minority rule- two are people are able to dominate the group into making a decision to which they agree.

$ Majority rule- formal voting may take place, or members may be polled to find the majority viewpoint.

$ Consensus- the state of affairs whereby discussion leads to one alternative being favored by most members and the other members agreeing to support it.

$ Unanimity- when all group members agree totally on the course of action. The first step is how group make their decisions.

(Schermerhorn et al., 000). Depending on the situation, the group decides what particular method its best suited for.

Assets and Liabilities of Group Decision Making

After analyzing the best process, groups have to realize the assets and liabilities of group decision-making. For example, limiting themselves to one decision would be a mistake. However, changing methods that best fit the situation is ideal. It gives the group more flexibility when determining decisions. On the other hand, if a decision process is determined before the group encounters decision making, the process could be dealt with more quickly.

With that said, there are potential advantages and disadvantages of group decision-making. Information is the key, the more knowledge and expertise used to solve the problem, the better the final outcome will be. Then alternatives have to be set, the more alternatives that the group examines, the better their chances are to avoid tunnel vision. The next step is understanding and acceptance. The final decision is better when its understood and accepted by all the group members. Finally, all the group members have to be committed to make the final decision work.

Disadvantages also exist within groups. Individuals may feel some type of social pressure, they may feel obligated to go along with what the group wants. Minority domination is a problem, which can cause decisions to be forced by individuals with strong influential tendencies, or smaller groups, within groups (Schermerhorn et al., 00). Time demands are also a concern, the more people involved in discussions usually take longer to make than individual one’s.

Groupthink

After analyzing the assets and liabilities, groupthink comes into play. Groupthink is the tendency of cohesive group members to lose their critical evaluative capabilities. (Schermerhorn et al., 000). For example, since cohesive groups demand conformity, members don’t want to criticize another individual’s ideas and suggestions. The result is a poor decision being made. All members of the group should be aware of the signs and symptoms of groupthink.

Improving Group Decision Making

Once groups have accomplished the group decision making process, improving on those skills would be the next step to success. There are different decision making procedures that may be used. Brainstorming is the first technique, when doing so, all criticism must be ruled out and creativity and imagination is a must. Also, quantity is a positive attribute, for example, the greater the number, the better chance excellent ideas will appear. Nominal group decision is the next technique, this is when the group’s rules are set (Schermerhorn et al., 00). In any group, there are times when opinions are different and arguments can develop, which is why rules are set. The third setting is the Delphi technique, which involves generating decision making alternative through a series of survey questionnaires (Schermerhorn et al., 00). This techniques is used primarily when members aren’t able to meet face to face. The final technique is called “computer-meditated”, which involves the use of technology for teams to reach a final decision (Schermerhorn et al., 00). This particular technique is used to take place across great distances, for example, when groups use the internet to hold meetings. All four settings are comparable techniques that are useful for improving the group decision making process.

Conclusion

In conclusion, team dynamics is an intricate and valuable part of a group and is the deciding factor in forming a team. Groups are good for both organizations and their members, helping to accomplish important tasks and to maintain a high-quality workforce. A team is a small group of people with complementary skills, who work

Mind that the sample papers like Team Dynamics presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

Who is David Hockney?

We are ready to represent the best custom paper writing assistance that can cope with any task like Who is David Hockney? even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Who is David Hockney? in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

Who is David Hockney?

David Hockney is an English painter/photographer (the most highly publicized British artist since the Second World War) who has moved over to the United States of American (California) to live and work. He started off as a well-known painter in his earlier years but is now concentrating more on his photography work than his painting.

His phenomenal success has been based not only on the flair, wit, and versatility of his work, but also on his colourful personality, which has made him a recognizable figure even to people not particularly interested in art a film about him entitled A Bigger Splash enjoyed considerable popularity in the commercial cinema.

Hockney started experimenting both with large composite photographs and with works made of paper pulp impregnated with colour - the Paper Pools. From 18 Hockney explored the use of the camera, making composite images of Polaroid photographs arranged in a rectangular grid. Later he used regular 5-millimetre prints to create photo collages, compiling a complete picture from a series of individually photographed details.




The kinds of photos that David Hockney creates have a lot of depth, feeling and emotion, he watches people go about their normal life and he captures moments of it.

A joiner photograph is a series of photos taken one after another focusing on the motion of a subject (person, animal) he takes many pictures of the subject in motion and then arranges them to make like a movie sequence one after another. David Hockney says that joiner photographs have a lot more ‘depth’ compared to rolling film (short film). He likes capturing a single image rather than filming something in motion.

Three other major points about joiner photographs are that it gives emotion, feeling and it gives you thought of to what’s happening in that moment, what the persons feeling or thinking.

Mind that the sample papers like Who is David Hockney? presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

ilha paqueta

We are ready to represent the best custom paper writing assistance that can cope with any task like ilha paqueta even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like ilha paqueta in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

On Thursday, July 16, 00 I was invited to a cocktail party at the Brasillian consulate in downtown Miami. While there I was seeking to one of the consuls and he pointed out a painting by Lia Miharakis called Illhia Paqueta 11, at the time he told me that Miharakis had made too similar paintings Illhia Paqueta, and Illhia Grande. The consul went on to tell me that Illhia Grande, had appeared on the cover of Time magazine a few years back, and that got me really interested in this work. This painting is one of those pieces that really move you; it definitely lightened the mood in the room that it was in. At first sight Illhia Paqueta seems very complex, with its different tones and shades of color, however it is a very simplistic vision of an ideal existence in south eastern Brasil. The painting is oil on canvas and it is medium sized at 1 x ½, the size of this painting is perfect.

Illhia Paqueta is an island in the south eastern coast of Brasil, to be more precise, it is off the coast of Rio de Janeiro. The island it self is only accessible by boat, helicopter, or seaplane, however it is one of the more populated islands in the region. I myself spent much of my early- mid childhood going to the island; my father would take my family there on our boat just about every weekend. The funny thing is that this painting was finished in the year 11, which is a whole lifetime (70 years) before I was born, and going by his painting I could swear that the place has not changed at all. The painting depicts the beautiful bay that is the main entry point to the island; Miharakis did a beautiful job in painting the local environment, as well as a very large number of people (probably exaggerated).

In this piece Miharakis uses many “tricks” to lure the viewer into this environment. When you first look at this work your eye is automatically pried to the top right corner, because of the bright yellow color that he uses for his leafs. Then your eye is taken back toward the left along the upper most tree line, and then back down the left side. All the while she’s put all kinds of gorgeous plant life, mixed with some houses in the background. When your eyes finally come across the bottom part of the painting, that’s when you realize that no matter what happened in the past, at this moment the people pictured in this piece, are genuinely happy, and full of life, it really makes you want to be there, on that day with those people.

This painting not very balanced, for you have lot more things going on in the upper part of the painting then on the bottom, such as most of the people, all the foliage, the houses, and some wildlife Were as the bottom of the painting, consists mostly of lighter colors, with the water, as well as some people. However if the viewer sees this picture from right to left then it is very balanced in that sense, because Miharakis evenly distributed the objects/colors. Miharakis also uses a lot of repeating shapes such as ovals for the leafs, triangles for the roof tops, and rectangles for the walls. The use of depth in this painting is great, Miharakis put trees in either side that are much bigger that the people and houses in the back, there by giving the viewer a sense of depth.




I really loved this piece, I thought that it was very well made, and it looked as if Miharakis put a lot of work into this piece. Illhia Paqueta is not a painting of what an ideal person would look like, but of what an ideal day would look like, because the people are really just part of the back ground. This painting really should be in a museum, because it really is an experience, with the power to sooth your soul, and lift your mood. Finally I was happy to have had this experience, and I feel lucky to have seen this piece.



Mind that the sample papers like ilha paqueta presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

Is lying as bad as stealing?

We are ready to represent the best custom paper writing assistance that can cope with any task like Is lying as bad as stealing? even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like Is lying as bad as stealing? in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

Although lying is quite a bad behavior, it still can¡¯t compare with stealing which is a crime. As far as I am concerned, everyone has lied in one¡¯s life, however only a few people have ever stolen. In truth, lying is not as bad as stealing.


First of all, lying is not really harmful to other people. Under most circumstances, people lie to conceal something that they don¡¯t want others to know or to avoid some situations. For instance, a boy breaks a bottle that is his father¡¯s favorite. He is afraid of being blamed, so he tells his father that it was broken by their dog. Also, a friend of yours invites you to go fishing with him. However you don¡¯t like to, so you tell him that you are so busy that you have no time to go.


Second, sometimes lying is helpful. A patient gets serious cancer, for example, however the doctor doesn¡¯t tell him the truth in order not to make him worried. As a result, the patient feels more comfortable.


On the other hand, stealing is much worse than lying. Everyone becomes very angry when they find that something of theirs was stolen, such as money and cars, because they will have many problems. For example, if someone¡¯s wallet that includes his ID card and credit cards is stolen, he will have to apply for them again and it will waste much time and be inconvenient. However, this is just a simple case, and many cases are still more serious than it.





In short, it can¡¯t be asserted that lying is as bad as stealing. Generally, lying has much less negative effects than stealing does.





Mind that the sample papers like Is lying as bad as stealing? presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!

promotion

We are ready to represent the best custom paper writing assistance that can cope with any task like promotion even at the eleventh hour. The matter is that we posses the greatest base of expert writers. Our staff of freelance writers includes approximately 300 experienced writers are at your disposal all year round. They are striving to provide the best ever services to the most desperate students that have already lost the hope for academic success. We offer the range of the most widely required, however, not recommended for college use papers. It is advisable to use our examples like promotion in learning at public-education level. Get prepared and be smart with our best essay samples cheap and fast! Get in touch and we will write excellent custom coursework or essay especially for you.

Promotion is often described as the fourth and final element in the marketing mix, as conceptualised by McCarthy (de Sáez 1), the other elements being product, price and place. Promotion itself is often divided into a mix, best


understood as a portfolio of promotional techniques or channels, selected to meet the


prescribed objectives of the promotional strategy (Rowley 18). Walters (1)


divides the promotional mix into advertising, personal selling, public relations and





promotions, while Rowley (18) adds direct marketing, sales promotion, and


sponsorship.


There is a common factor between all of these tools of promotion they all


involve or constitute a communication model. Some critics actually refer to the


promotional element of the marketing mix as marketing communication (de Sáez


1). What is the relationship between promotion and communication? Rowley


(18, p. 8) suggests that promotion is one side of the communication process,


the other side being provided by market research, to create a two-way


communication model, described thus


Promotion


Producer Customer


Market research


(Diagram adapted from Rowley (18))


Interpretations of the relationship between the concepts of promotion and


public relations are particularly heterogeneous. Public relations is defined by


Leerburger (18, p. 7) as a management function that establishes and maintains a -


way dialog between an organization and its various publics and to use that dialog to


express a positive influence towards the organization. An alternative definition is


offered by Hart (1, p. 47), who sees public relations as the planned and sustained


communication of you messages to your target markets using the public media of


print, broadcast and electronic press. A rather limited denotation, it focuses on


media to the exclusion of the promotional or public relations event (Krieg-Sigman


15) and the role played by all staff i.e. the embedded public relations value of


quality service delivery (Usherwood 11).


Amidst all of these seemingly confusing statements, have we


developed a useful sense of what promotion is, as well as what it is not? To


summarise, promotion is variously defined as synonymous with, more than, or less


than the related concepts of marketing, public relations, communication and


publicity. However, if we synthesise the available literature, several salient factors


emerge while promotion, public relations and communication can all be said to


involve relationships of influence and meaning, the literature suggests that public


relations and communication, for good or bad, are inevitable. Even when promotion


occurs with inadequate thought and planning, a decision was taken at some level,


however perfunctory and instinctive, to do it. Therefore, promotion is


premeditated. Whether disastrous or wildly successful, a choice is made to


promote or not to promote.


The decision to promote is taken because positive outcomes are expected to


result from the time, resources and effort deployed. Therefore, successful


promotion is partially dependent on meeting clearly articulated objectives. Whether


or not those objectives have been met will be dependent on a process of evaluation.


Promotion is also based on an assumption of quality i.e. that something is worth


promoting, and that the promotion itself ought to be of commensurate quality.


More than simple promulgation, promotion contributes to an onwards and


upwards momentum.


Hamilton (10) distinguished between promoting in order to raise awareness


(publicity), and promoting in order to sell something (marketing).


18


Cronin (181, p. 85) posits a cumulative advantage theory of promotion,


suggesting that effective promotion will have a snowballing effect and gathering


influence and momentum and easing the way for future promotion, so that success


breeds success.


Rowley (18) translates the objectives of promotional strategies into a


number of categories, including increased sales (equivalent to use in libraries), the


maintenance or extension of the market share, brand recognition, the creation of a


favourable future climate, an informed and educated market, a competitive


advantage and improved promotional efficiency. It is a mixture of short and long


term outcomes, encompassing the cognitive, affective and behaviour stages of the


promotional communication process. Rowley stresses that these objectives must be


adopted in proportions that are appropriate to the individual organisation.


Irving (1, p. ix) plots the potential objectives of marketing along a


continuum which ranges from the direct and palpable, to the indirect and more


enduring outcomes, all contributing to improved funding, support and impact. It


would seem sensible to assume that promotional objectives will correspond closely


with those of the overall marketing strategy.


But why evaluate? Most simply, because there is no other way of


knowing whether promotional objectives are being met and there is no conceivable


justification for not knowing. Moreover, whether those objectives were satisfied or


not, we need to know precisely why (Pickton 18).


Usherwood (181b, p. 166) further asserts that, while it may be difficult,


evaluation (of public relations) is not impossible. He identifies the real problems as


being the difficulty of measuring long-term cumulative effects and the sheer


expense of evaluation, which he estimates, may be greater than the cost of the public


relations effort itself. By implication, evaluation is perhaps the only (albeit costly)


means of justifying the initial expenditure on promotion.


Usherwood (181b, p. 168) also criticises the lack of precision in many of


the evaluative methods thus far identified. We have already looked at the example of


the complex relationship between library promotion and increased use.Usherwood


offers another attendance figures are often recorded at promotional events and cited


as proof of the impact of that promotion, but other evidence suggests that the


people who attend such events are already well informed about the service or topic


being promoted.


Rowley (18, p. 87) adds that it also difficult to separate out the effects of


promotion form other elements of the marketing mix. For evaluation purposes,


Rowley suggests sales figures (presumably for a fee-based information service) and


other measures of reputation, but offers no explanation of what these measures


might involve.


Cchristopher H. Lovelock, services marketing (Englewood Cliffs, N.J Prentice Hall, 184, pp.46-64


178


Methodology


Bookstein, A. (18). Sources of error in library questionnaires, Library


Research, 4, 85-4.


Busha, C. H. & Harter, S. P. (180). Research methods in librarianship


techniques and interpretations. London Academic Press.


Erlandson, D. A. (1). Doing naturalistic inquiry guide to methods. London


Sage.


Fisher, D. & Hanstock, T. (17). Citing references a guide for users. 4th ed.


Nottingham The Nottingham Trent University, Library & Information Services.


Hafner, A. W. (18). Descriptive statistical techniques. Chicago American


Library Association.


Heather, P. & Stone, S. (184). Questionnaires. CRUS guide 5. Sheffield


Centre for Research on User Studies, Sheffield University.


Line. M. B. (18). Library surveys an introduction to the use, planning,


procedure and presentation of surveys. nd ed. London Clive Bingley.


Mellon, C. A. (10). Naturalistic enquiry for library science methods and


applications for research, evaluation and teaching. Westpoint, CT Greenwood


Press.


Patton, M. Q. (180). Qualitative evaluation methods. London SAGE.


Patton, M. Q. (10). Qualitative evaluation and research methods. nd ed.


London SAGE.


Phillips Jr., J. L. (16). How to think about statistics. 5th ed. New York W.


H. Freeman and Company.


Stephen, P. & Hornby, S. (17). Simple statistics for library and information


professionals. nd ed. London Library Association.


Stone, S. & Harris, C. (184a). Analysing data. CRUS guide . Sheffield


Centre for Research on User Studies, University of Sheffield.


Stone, S. & Harris, C. (184b). Basic social research techniques. CRUS guide .


Sheffield Centre for Research on User Studies, University of Sheffield.


Stone, S. & Harris, C. (184c). Designing a user study general research design.


CRUS guide 1. Sheffield Centre for Research on User Studies, University of


Sheffield.


Subject bibliography


Aslib (15). Review of the public library service in England and Wales for the


Department of National Heritage. Summary and schedule of recommendations.


London, Aslib.


Attenborough, L. (1). Reaching new readers. The Library Association


Record, 101(7), July 1, .


CIPFA (18). Public library statistics 18/ estimates. London CIPFA.


Carter, Sue & Morris, Catharine (1). Lecture given at the University of


Sheffield, on 8/04/.


Chambers English Dictionary (1). Edinburgh Chambers Harrap.


Cronin, B. (181). From paradigm to practice the logic of promotion, Aslib


proceedings, (10), October 181, 8-.


Cronin, B. (1). Market research introductory notes. In Cronin, B. (1).


The marketing of library and information services . London Aslib, 471-481.


Davidson, J. & Johnson, A. (18). Read it and reap, Library Association


Record, 100, 645-646.


Edsall, M. S. (180). Library promotion handbook. Phoenix, AZ Oryx Press.


England, L. & Sumsion, J. (15). Perspectives of public library use a


compendium of survey information. Loughborough LISU / London Book Market.


Ernestus, H. (181). The German experience a case study in library promotion,


Aslib Proceedings, (10), October 181, 405-41.


Eyre, G. (ed.) (14). Making quality happen a practical guide to promoting


your library. Newcastle Youth Libraries Group.


Gallimore, A. (1). Marketing a public sector business library developing a


strategy. In Cronin, B. (1). The marketing of library and information


services . London Aslib.


Griffith, L. (1). Political marketing of the rural library. In Cronin, B.


(1). The marketing of library and information services . London Aslib.


Hamilton, F. (10). Infopromotion publicity and marketing ideas for the


information profession. Aldershot Gower.


Hannagan, T. (15). Management concepts and practices. London Pitman.


Harris, C. (18). User needs. In Kinnell, M. (ed.). Planned public


relations for libraries a PPRG handbook. London Taylor Graham, 17-4.


Hart, K. (1). Putting marketing ideas into action. London Library


Association.


Heeks, P. & Turner, P. (eds.) (181). Public library aims and objectives. Public


Libraries Research Group.


Huws, G. & Eyre, G. (14). Public relations, promotion and libraries in


context. In Eyre, G. (ed.). Making quality happen a practical guide to


promoting your library. Newcastle Youth Libraries Group.


Irving, A. (1). Marketing the information profession to the information society.


Viewpoints in LIS 7. London Library Association.


Karpf, A. (1). Pages of history, The Guardian (G), Wednesday April 7th


1, -.


Kassel, A. (1). How to write a marketing plan. MLS (Marketing Library


Services), 1(5), June 1. [http//www.infotoday.com/mls/jun/how-to.htm].


Site visited 06/0/.


Kinnell, M. (16). Meeting their needs marketing and library services. In


Elkin, J. & Lonsdale, R. (eds.). Focus on the child libraries, literacy, learning.


Kinnell, M. & MacDougall, J. (14). Meeting the marketing challenge


strategies for libraries and leisure services. London Taylor Graham.


Kinnell, M. & MacDougall, J. (17). Marketing in the not-for-profit sector.


Oxford Butterworth-Heinemann.


Krieg-Sigman, K. (15). Kissing in the dark promoting and communicating in


a public library setting, Library Trends, 4(), Winter 15, 418-40.


Library Association (18). Libraries in the United Kingdom and the Republic of


Ireland. 5th ed. London Library Association.


Leerburger, B. A. (18). Promoting and marketing the library.


Rev. ed. Boston, Mass Hall.


Library Association Record (1a). LaunchPad reaches out to parents, Library


Association Record, 101(), March 1, 15.


Library Association Record (1b). Stories have them rolling in the aisles.


101(), July 1, 8.


McKearney, M. (18). Causing a stir with words, Library Association Record,


100(1), December 18, 65-65.


Pickton, D. (18). Evaluating a campaign programme will it work, is it


working, has it worked … why?. In Kinnell, M. (ed.). Planned public


relations for libraries a PPRG handbook. London Taylor Graham, 88-10.


Pyle, R. (18). Training and educating staff for public relations. In Kinnell,


M. (ed.). Planned public relations for libraries a PPRG handbook. London


Taylor Graham, 78-87.


Pyle, J. C. (11). Publicity and promotion, British Librarianship &


Information Work 186-10, 1, 1-07.


Roberts, S. A. (18). Budgeting and costing campaigning activities - paying the


price and value for money. In Kinnell, M. (ed.). Planned public relations for


libraries a PPRG handbook. London Taylor Graham, 46-58.


Rowley, J. E. (15). From storekeeper to salesman implementing the


marketing concept in libraries, Library Review, 44(1), 15, 4-5.


Rowley, J. (17). Managing branding and corporate image for library and


information services, Library Review, 46(4), 17, 44-50.


Rowley, J. (18). Promoting and marketing communications in the information


marketplace, Library Review, 47(8), 18, 8-87.


de Sáez, E. E. (1). Marketing concepts for libraries and information services.


London Library Association.


Smith, R. (1). Marketing the library. In Cronin, B. (1). The


marketing of library and information services . London Aslib.


Tilke, A. (ed.) (18). Library Association guidelines for Secondary School


Libraries. London Library Association.


Usherwood, B. (181a). Do you relate? Practical public relations, Aslib


Proceedings, (10), October 181, -.


Christopher H. Lovelock, services marketing (Englewood Cliffs, N.J Prentice Hall, 184, pp.46-64


178


Methodology


Bookstein, A. (18). Sources of error in library questionnaires, Library


Research, 4, 85-4.


Busha, C. H. & Harter, S. P. (180). Research methods in librarianship


techniques and interpretations. London Academic Press.


Erlandson, D. A. (1). Doing naturalistic inquiry guide to methods. London


Sage.


Fisher, D. & Hanstock, T. (17). Citing references a guide for users. 4th ed.


Nottingham The Nottingham Trent University, Library & Information Services.


Hafner, A. W. (18). Descriptive statistical techniques. Chicago American


Library Association.


Heather, P. & Stone, S. (184). Questionnaires. CRUS guide 5. Sheffield


Centre for Research on User Studies, Sheffield University.


Line. M. B. (18). Library surveys an introduction to the use, planning,


procedure and presentation of surveys. nd ed. London Clive Bingley.


Mellon, C. A. (10). Naturalistic enquiry for library science methods and


applications for research, evaluation and teaching. Westpoint, CT Greenwood


Press.


Patton, M. Q. (180). Qualitative evaluation methods. London SAGE.


Patton, M. Q. (10). Qualitative evaluation and research methods. nd ed.


London SAGE.


Phillips Jr., J. L. (16). How to think about statistics. 5th ed. New York W.


H. Freeman and Company.


Stephen, P. & Hornby, S. (17). Simple statistics for library and information


professionals. nd ed. London Library Association.


Stone, S. & Harris, C. (184a). Analysing data. CRUS guide . Sheffield


Centre for Research on User Studies, University of Sheffield.


Stone, S. & Harris, C. (184b). Basic social research techniques. CRUS guide .


Sheffield Centre for Research on User Studies, University of Sheffield.


Stone, S. & Harris, C. (184c). Designing a user study general research design.


CRUS guide 1. Sheffield Centre for Research on User Studies, University of


Sheffield.


Subject bibliography


Aslib (15). Review of the public library service in England and Wales for the


Department of National Heritage. Summary and schedule of recommendations.


London, Aslib.


Attenborough, L. (1). Reaching new readers. The Library Association


Record, 101(7), July 1, .


CIPFA (18). Public library statistics 18/ estimates. London CIPFA.


Carter, Sue & Morris, Catharine (1). Lecture given at the University of


Sheffield, on 8/04/.


Chambers English Dictionary (1). Edinburgh Chambers Harrap.


Cronin, B. (181). From paradigm to practice the logic of promotion, Aslib


proceedings, (10), October 181, 8-.


Cronin, B. (1). Market research introductory notes. In Cronin, B. (1).


The marketing of library and information services . London Aslib, 471-481.


Davidson, J. & Johnson, A. (18). Read it and reap, Library Association


Record, 100, 645-646.


Edsall, M. S. (180). Library promotion handbook. Phoenix, AZ Oryx Press.


England, L. & Sumsion, J. (15). Perspectives of public library use a


compendium of survey information. Loughborough LISU / London Book Market.


Ernestus, H. (181). The German experience a case study in library promotion,


Aslib Proceedings, (10), October 181, 405-41.


Eyre, G. (ed.) (14). Making quality happen a practical guide to promoting


your library. Newcastle Youth Libraries Group.


Gallimore, A. (1). Marketing a public sector business library developing a


strategy. In Cronin, B. (1). The marketing of library and information


services . London Aslib.


Griffith, L. (1). Political marketing of the rural library. In Cronin, B.


(1). The marketing of library and information services . London Aslib.


Hamilton, F. (10). Infopromotion publicity and marketing ideas for the


information profession. Aldershot Gower.


Hannagan, T. (15). Management concepts and practices. London Pitman.


Harris, C. (18). User needs. In Kinnell, M. (ed.). Planned public


relations for libraries a PPRG handbook. London Taylor Graham, 17-4.


Hart, K. (1). Putting marketing ideas into action. London Library


Association.


Heeks, P. & Turner, P. (eds.) (181). Public library aims and objectives. Public


Libraries Research Group.


Huws, G. & Eyre, G. (14). Public relations, promotion and libraries in


context. In Eyre, G. (ed.). Making quality happen a practical guide to


promoting your library. Newcastle Youth Libraries Group.


Irving, A. (1). Marketing the information profession to the information society.


Viewpoints in LIS 7. London Library Association.


Karpf, A. (1). Pages of history, The Guardian (G), Wednesday April 7th


1, -.


Kassel, A. (1). How to write a marketing plan. MLS (Marketing Library


Services), 1(5), June 1. [http//www.infotoday.com/mls/jun/how-to.htm].


Site visited 06/0/.


Kinnell, M. (16). Meeting their needs marketing and library services. In


Elkin, J. & Lonsdale, R. (eds.). Focus on the child libraries, literacy, learning.


Kinnell, M. & MacDougall, J. (14). Meeting the marketing challenge


strategies for libraries and leisure services. London Taylor Graham.


Kinnell, M. & MacDougall, J. (17). Marketing in the not-for-profit sector.


Oxford Butterworth-Heinemann.


Krieg-Sigman, K. (15). Kissing in the dark promoting and communicating in


a public library setting, Library Trends, 4(), Winter 15, 418-40.


Library Association (18). Libraries in the United Kingdom and the Republic of


Ireland. 5th ed. London Library Association.


Leerburger, B. A. (18). Promoting and marketing the library.


Rev. ed. Boston, Mass Hall.


Library Association Record (1a). LaunchPad reaches out to parents, Library


Association Record, 101(), March 1, 15.


Library Association Record (1b). Stories have them rolling in the aisles.


101(), July 1, 8.


McKearney, M. (18). Causing a stir with words, Library Association Record,


100(1), December 18, 65-65.


Pickton, D. (18). Evaluating a campaign programme will it work, is it


working, has it worked … why?. In Kinnell, M. (ed.). Planned public


relations for libraries a PPRG handbook. London Taylor Graham, 88-10.


Pyle, R. (18). Training and educating staff for public relations. In Kinnell,


M. (ed.). Planned public relations for libraries a PPRG handbook. London


Taylor Graham, 78-87.


Pyle, J. C. (11). Publicity and promotion, British Librarianship &


Information Work 186-10, 1, 1-07.


Roberts, S. A. (18). Budgeting and costing campaigning activities - paying the


price and value for money. In Kinnell, M. (ed.). Planned public relations for


libraries a PPRG handbook. London Taylor Graham, 46-58.


Rowley, J. E. (15). From storekeeper to salesman implementing the


marketing concept in libraries, Library Review, 44(1), 15, 4-5.


Rowley, J. (17). Managing branding and corporate image for library and


information services, Library Review, 46(4), 17, 44-50.


Rowley, J. (18). Promoting and marketing communications in the information


marketplace, Library Review, 47(8), 18, 8-87.


de Sáez, E. E. (1). Marketing concepts for libraries and information services.


London Library Association.


Smith, R. (1). Marketing the library. In Cronin, B. (1). The


marketing of library and information services . London Aslib.


Tilke, A. (ed.) (18). Library Association guidelines for Secondary School


Libraries. London Library Association.


Usherwood, B. (181a). Do you relate? Practical public relations, Aslib


Proceedings, (10), October 181, -.


Mind that the sample papers like promotion presented are to be used for review only. In order to warn you and eliminate any plagiarism writing intentions, it is highly recommended not to use the essays in class. In cases you experience difficulties with essay writing in class and for in class use, order original papers with our expert writers. Cheap custom papers can be written from scratch for each customer that entrusts his or her academic success to our writing team. Order your unique assignment from the best custom writing services cheap and fast!