Mehmet Egirgen Essay Example

Mehmet Egirgen Essay PARAGRAPH STRUCTURE THE THREE PARTS OF A PARAGRAPH 1. TOPIC SENTENCE: States the main idea of the paragraph. It limits the topic to one specific area that can be discussed completely in the space of a single paragraph. It has two parts: a) Topic b) Controlling idea. e. g. Driving on freeways requires skills and alertness. Topic controlling idea Registering for college classes can be a frustrating experience for new students. Topic controlling idea Gold, a precious metal, is prized for two important characteristics. Topic controlling idea 2. SUPPORTING SENTENCES: develop the topic sentence. They explain or prove the topic sentence by giving more information about it. e. g. First of all, gold has a lustrous beauty that is resistant to corrosion. For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago. 3. CONCLUDING SENTENCE: signals the end of the paragraph and leaves the reader with important points to remember. e. g. In conclusion, gold is treasured not only for its beauty but also its utility. HOW TO WRITE GOOD TOPIC SENTENCES 1. It must be a complete sentence. 2. It must contain both the topic and the controlling idea. 3. A topic sentence is the most general sentence in the paragraph because it gives only the main idea. It doesn’t give specific details. A reader wants to know generally what to expect in a paragraph, but they don’t want to learn all the details in the first sentence. a) A lunar eclipse is an omen of a coming disaster. ______too specific. _____ b) Superstitions have been around forever. ______ too general_______ c) People hold many superstitious beliefs about the moon. ___ best TS______ d) Is made of green cheese. _____ incomplete_____ Now, it’s your turn: a) The history of astronomy is interesting. ___________ b) Ice age people recorded the appearance of new moons by making scratches ___________ in animal bones. c) For example, Stonehenge in Britain, built 3500 years ago to track the ___________ movements of the sun. d) Ancient people observed and recorded lunar and solar events in different___________ ways. ********************************************************* a) It is hard to know which foods are safe to eat nowadays. __________ b) In some large ocean fish, there are high levels of mercury. ___________ c) Undercooked chickens and hamburger may carry E. coli bacteria. ___________ d) Not to mention mad cow disease. ___________ e) Food safety is an important issue. ___________ Writing topic sentences: Read the paragraphs below. The topic sentence of each paragraph has been omitted. Try to write a suitable topic sentence for each paragraph. ______________________________________. In Beijing, China, people own over 7 million bicycles. In cities in Denmark, between 20 and 30 percent of daily trips are made on bicycles. We will write a custom essay sample on Mehmet Egirgen specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mehmet Egirgen specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mehmet Egirgen specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In many Asian cities, bicycle-like vehicles called rickshaws carry between 10 and 20 percent of the goods moved daily. In Africa, the bicycle is the most common means of traveling intermediate distances. In Iran, too, bicycles are the primary means of transportation in such cities as Yazd and Kerman. ____________________________________. The earliest known examples of wheels are from Mesopotamia. It dates from about 3500 to 3000 BC. Wheels were first used in the cart or wagon, pulled by humans or animals. After the invention of the steam engine, wheels were driven by steam. Today, animal-drawn carts re still used in many countries. The horse-drawn chariot appeared in Mesopotamia around 2000 BC. It was later used in Egypt, Persia, Greece, Rome, and other ancient civilizations. _________________________________________. Water is often drawn from rivers, lakes, or the ocean for use in factories and power plants. This water is usually returned to the source warmer than when it was taken. This small temperature change in the body of water can drive away the fish and other animals that were originally present. It attracts other animals in place of them. The result may be fish and other wildlife deaths. ____________________________________. The United Nations (UN) estimates that the world population reached 6 billion in 1999, and is increasing by more than 77 million persons each year. The rate of increase, 1. 3 percent per year, has fallen below the peak rate of 2 percent per year attained by 1970. By the late 2040s, the UN estimates, the growth rate will have fallen to about 0. 64 percent annually. At that time more than 50 countries will experience negative growth. __________________________________________. The worlds heaviest rainfall is about 10,922 mm per year. It occurs in northeastern India. As much as 26,466 mm, or 26 m, of rain have fallen there in one year. Other extreme rainfall records include nearly 1168 mm of rain in one day during a typhoon in Philippines; 304. 8 mm within one hour during a thunderstorm in Missouri; and 62. 7 mm in over a 5-min period in Panama. HOW TO WRITE SUPPORTING SENTENCES The biggest problem in student writing is that student writers often fail to support their ideas adequately. They need to use specific details to be thorough and convincing. There are several kinds of specific supporting details: examples, statistics, and quotations. Sample paragraph: HOW TO WRITE CONCLUDING SENTENCES: A concluding sentence serves two purposes: 1. It signals the end of the paragraph. 2. It leaves the reader with the most important ideas to remember. It can do this in two ways: a) By summarizing the main points of the paragraph. b) By repeating the topic sentence in different ways. You may start your concluding sentence with one of those signals: End-of-paragraph signals followed by a comma| End-of-paragraph signals not followed by a comma| Finally, Lastly, In brief, Therefore, Thus, Indeed, To sum up. In conclusion,In short, | The evidence suggests that†¦. There can be no doubt that †¦These examples show that †¦We can see that †¦. | Now it’s your turn. Write concluding sentences for the follwing paragraps: **************************************************************************** Read the two paragraphs below and answer the questions that follow each paragraph: PARAGRAPH 1 To be able to make good coffee, you should be aware of some delicate points. First, it is very important to make sure that the pot in which you want to make coffee is clean. Dust can make your coffee bad. Second, pour some clean water into the pot, and let it boil. When the water boils, remove the pot from the stove and let it remain still for a few seconds. Next, pour some instant coffee into a cup and fill the cup with water from the pot. The Lavazza brand is the best instant coffee on the market. What is the topic sentence of the paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that do not belong? PARAGRAPH 2 An ideal husband has several characteristics. First, he must be gentle. Second, he must come from a respectable family. Moreover, he must be an honest man who always tells the truth and never cheats his wife. Loyalty is another important point in an ideal husband. Finally, he must be in an acceptable financial situation. All girls like to live in their husbands personal house, go to work in their husbands personal car, and have fun with their husbands money. What is the topic sentence of the second paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that dont belong? Why dont they fit? THE OUTLINE The outline gives you a general plan for your paragraph. It will tell you what points you should include in your paragraph. There are two types of outlines: topic outline, and sentence outline. In topic outlines, you use phrases after each head number. In sentence outlines, however, you use complete sentences after each head number. The outline below—the plays of Shakespeare—is a topic outline. As you can see, only words or phrases have been used in this outline. Notice that in writing courses, topic outlines are often preferred over sentence outlines. Developing the skill of outlining is a good help for any beginner. Outlining can give you a general plan, a platform, an emblem, or a blueprint. You can then use your outline to give organization to your paragraphs. Suppose that you are asked to write about Shakespeare. Shakespeare will be the subject of your writing. Now, it is for you to decide what to write about Shakespeare. You may decide to write about the plays of Shakespeare. This will be the topic of your paragraph. You should then narrow this topic by a number of controlling ideas. Suppose that you decide to write about three types of Shakespeares plays. You have limited your topic in terms of number and type. Now you can make the following outline: The plays of Shakespeare I. Tragedies A. Macbeth B. Othello II. Comedies A. The comedy of errors B. The merchant of Venice III. Histories A. Richard II B. Henry V This outline can then be expanded into the following paragraph: The plays of Shakespeare can be classified into three types. First, there are the tragedies. Two of his most famous tragedies are Macbeth and Othello. Shakespeare has also written a number of comedies. Shakespeares most outstanding comedies are The comedy of errors and The merchant of Venice. Moreover, some of Shakespeares plays focus on history. Richard II and Henry V belong in this category. EXERCISE 1. Read the following paragraph carefully, and: 1. Underline the topic. 2. Circle the controlling ideas. . Write an outline for the paragraph. Forests may be divided into the following six general types. First, there are the forests of the hot areas. The famous subtypes are the forests of the northern hemisphere and the oceanic forests. Second, monsoon forests are characteristic of Bengal, Myanmar, Southeast Asia, and India. Tropical forests, on the other hand, are found in regions such as the Campos of Brazil. The next ca tegory—Northern pine forests—form a worldwide belt around the earth. Next, rain forests are characteristic of central Africa and the Amazon. Finally, evergreen forests are found in North America and the Caribbean islands. 2. Write a unified paragraph on the basis of the information you get from the following outline. Types of trees I. Fruit trees A. Fleshy fruits 1. Orange 2. Apple B. Dry fruits 1. Nuts 2. Almond II. Fruitless tress A. Pine B. Oak STEPS OF WRITING A GOOD PARAGRAPH On the whole, there are eight steps for writing a good paragraph. 1. Think about the subject carefully. Example: Air pollution 2. Narrow the subject to a few topics. Example: Causes of air pollution Effects of air pollution Air pollution and the environment Air pollution versus water pollution The history of air pollution Air pollution and global warming 3. Choose one of the topics. Make sure you know about what you write. Also, make sure the topic will be of interest to the readers. Example: effects of Air pollution 4. List some details about your topic. Example: Effects of air pollution on animal life Effects of air pollution on plant life Effects of air pollution on human health Effects of air pollution on atmosphere 5. Choose the most important detail you want to communicate. It should be interesting or important to the readers too. Example: The effects of air pollution on human health 6. Write a topic sentence based on this detail. Include a few controlling ideas in the topic sentence to limit the size of your paragraph. Example: Air pollution has two major effects on human health. 7. Make an outline for the paragraph. Effects of air pollution on human health I. Physical effects A. Heart attack B. Lung cancer II. Psychological effects A. Depression B. irritation 8. Write your paragraph, using the information you have listed in the outline. EXERCISE 1. Choose one of the following subjects: coin airplane shark sea . Follow the eight steps of paragraph writing and develop a paragraph. Then read your own paragraph and try to answer these questions: 1. Is my paragraph unified? 2. Is it complete? 3. Which sentence is the most general? 4. Which sentences provide specific details to support the topic sentence? 5. Are any sentences unrelated to the topic sentence? 6. Is my paragraph sketchy? 7. What are the controlling ideas of my topic sentence? 8. Is my paragraph interesting? 9. Are my supporting sentences related to my topic sentence? 10. Is there any irrelevant supporting sentence in my paragraph?

Gods Chosen Soldier essays

Gods Chosen Soldier essays Beowulf, is a story of a man who seems to be unrealistic to people of today. Yet the character, Beowulf still arouses the imagination of any generation from all over the world. Beowulf, is undoubtedly one of the most studied, debated over, and read epics of all times. One of the most controversial topics in the tale is the juxtaposition of Christian ethics which are found throughout the story, yet the time frame of the tale was a time that is known as mainly a pagan belief existing among the people. Upon researching different authors, one can find every possible interpretation imaginable about the Christian verses pagan elements in the story. However, the fact still remains that either the Christian elements found throughout was derived from the poet or perhaps a man even in the time of Beowulf could have been chosen by God to try and lead the people to a true God. The beautifully written epic, Beowulf, tells of a simpler time when a man such as Beowulf could understand and app reciate his unusual strength as a gift worthy only to be claimed by almighty God. As the epic begins, a far away land is in trouble and in desperate need of hero. Beowulf hears of a fierce monster ravaging and killing men of King Hrothgars land, the Danes. These same people were at war long ago with Beowulfs people, the Geats, therefore Beowulf and his people knew of the Danes well. Beowulf's father was the first to strike a blow and start a famous feud (Crossley-Holland, 44). Yet when Beowulf heard of the Danes distress he quickly understood that he should go. Beowulf was considered the bravest and strongest of his people, and most other warriors for that matter. Beowulf understood his strength to somehow be of divine nature rather than of his own accord (Norton Anthology, 1058). Many times throughout the epic are references made to God or to an all-powerful force. Such references are excessively...

The Recent Turn to Intersectionality In Feminist Theory Essay

The Recent Turn to Intersectionality In Feminist Theory - Essay Example Her academic work is undoubtedly the most prominent and well-known on the topic of intersectionality that at present received the substantial number of both critiques and appreciations primarily from the academe. Hence, the scholarly work of Kimberle Crenshaw will take a crucial part of this essay as shown in my argument. In this paper, I will take the standpoint of Crenshaw and argue that gender and race are overlapping characteristics of humans, whereby one cannot be separated from the other. Gender and race are the significant components of the multi-layered facets of life. Therefore, I will argue that women of colour are marginalised within both feminist theory and anti-racist policies, as both groups have their own strict set of ideas, from which black women are often left out, hence their experiences, are overthrown. I will start the essay with a critique of second-wave feminism, with relation to black women, who were throughout left out of its agenda. Afterwards, I will move o n to talk about how racism is a gendered process, hence women who are black or blacks who are women should not be excluded from these groups. Throughout the essay, I will include recent examples of the treatment of intersectionality in mainstream media to support my argument that while feminist academia has recently turned to intersectionality, there has still not been an understanding on what intersectionality actually is. Therefore, this remarkably must be the ultimate source of confusion regarding the existence of intersectionality as a concept, allowing women of colour in the societies today to be still highly disregarded at some point. First of all, I believe, a critical examination of the second wave feminism is necessary in order to establish the circumstances and treatment of black women from around the 1960’s up until the 1980’s, which consequently led to and had a great influence in creating feminist multiculturalism and later intersectionality per se.

Sexual Orientation, poverty, and homophobia Research Paper

Sexual Orientation, poverty, and homophobia - Research Paper Example Homophobia refers to a hostile social ideology towards gay or homosexuality. Homophobia is a negative feeling and attitude of people towards the homosexual community, relations and behaviour that eventually contributes towards discriminating and violent experience faced by many gays, lesbian and bisexual people. Homophobia is widely practiced in many societies due to which there are some very serious problems faced by the people with homosexual alignment because they always face the fear of social opposition after being identified as gay. The lives of these people are strongly affected from homophobia (Cozza, 2003). Social scientists and analysts frequently discuss the issue of homophobia and its impacts upon people and society. It is commonly believed that homophobia bounds people into rigid gender based roles where their creativity and self-expression rights are badly destroyed. Blumenfeld (1992) explains that homophobia often inhibits gay and bisexual people to develop self-identity and due to intense social pressure, they have to spend their lives under stress, and that affects their mental condition. The fictional character of Ennis Del Mar in the movie Brokeback Mountain is an important and prominent example of depiction of homophobia through the cinematic expressions and characterization (Stacy, 2007). The character reflects the problems and troubles encountered by a person in homosexual relation and his efforts to keep his relations hidden from people. It indicates the social pressure upon people to hide or discontinue their homosexual relations due to the fear as homophobia makes it impossible for the societies to accept homosexuality. The typical Wyoming society of Ennis represents the typical society and thinking style of the people observed everywhere. Like Ennis’s town, the people in different societies reject and oppose

Company analysis Research Paper Example | Topics and Well Written Essays - 2500 words

Company analysis - Research Paper Example It is a holding company. The company is a supplier of communications, entertainment, and information services and products to customers, government agencies, and businesses. It functions in two most important segments: Wireline and Verizon Wireless. Verizon Wireless Communications services and products consist of data services, equipment sales, and wireless voice over all United States (Verizon). The services and products of Wireline include internet access, voice, long distance, broadband video and data, network access, Internet protocol network services, and various other services. The company gives these services and products to consumers of United States, as well as to businesses, carriers, and government consumers in both America and all its one fifty countries globally. Verizon Communications Inc. attained HUGHES Telematics Inc. as well. The long-term source of Verizon value is central role we usually play in industry fundamental to global economy and extremely embedded in cust omers’ lives. Even though it’s the iconic products that enhance people’s creative strategies, and lives that release new markets and develop technological access. The associations that endorse initiatives or innovation apply technology to imperative social issues. Verizon is standard-bearer for industry and organizer in giving advantages of our authorizing technology to the global (Verizon). Verizon Communications Inc. ranked number one in industry list of World Most Admired Companies in 2012 Fortune magazine. For Verizon Communications Inc, the philanthropic and technological resources to attend to world’s unmet environmental and social needs are the first priority. In this procedure, the social innovation that will release new markets, reinforce growth and grow Verizon’s important role in digital world. Verizon Wireless was founded in 2000 as a mutual venture of Verizon Communications and also Vodafone. It is an inventive wireless communications corporation that links businesses and people with innovative wireless technology and also available service (Verizon). Vodafone is also an innovation of Verizon Communications Inc. It is the biggest mobile telecommunications giver in Western hemisphere and accounts for 45% possession of the Verizon Wireless. Vodafone provides services in thirty countries and networks in more than fifty more. The mission statement of Verizon Inc is As follows: "As a leader in communications, Verizon's mission is to enable people and businesses to communicate with each other. We are also committed to providing full and open communication with our customers, employees and investors." (Verizon). â€Å"Vision statement of Verizon Communications Inc is, â€Å"Win customers by building wireless, broadband and global IP networks and delivering the innovative products, services, applications and content that transforms lives and empowers businesses and communities.† (Verizon). Strategic Imperatives A t Verizon Communications Inc, the power of technology is used to resolve the impediments any company may face. The Strategic Imperatives are to increase the revenue, customer retention and growth, give bundle services of Television, data, and voice and takes share from the competition. Verizon exploit the weaknesses of cable, outperforms cable on service of customers, give best customer service, and also provided flexibility of installation. Verizon believes in

Refractory Monosymptomatic Nocturnal Enuresis Treatment

Refractory Monosymptomatic Nocturnal Enuresis Treatment Role of Posterior Tibial Nerve Stimulation in the Treatment of  Refractory Monosymptomatic Nocturnal Enuresis: A Pilot Study Ali Abdel Raheem,* Yasser Farahat, Osama El-Gamal, Maged Ragab,  Mohamed Radwan, Abdel Hamid El-Bahnasy, Abdel Naser El-Gamasy  and Mohamed Rasheed Purpose: We evaluated the early clinical and urodynamic results of posterior tibial  nerve stimulation in patients with refractory monosymptomatic nocturnal enuresis. Materials and Methods: We randomly assigned 28 patients with refractory  monosymptomatic nocturnal enuresis to 2 equal groups. Group 1 received a  weekly session of posterior tibial nerve stimulation for 12 weeks and group 2 was  the placebo group. Evaluation was performed in each group at baseline and after  posterior tibial nerve stimulation to compare clinical and urodynamic findings. Another clinical assessment was done 3 months after the first followup. Results: The 2 groups were comparable in baseline clinical and urodynamic data. Overall, 13 patients (46.4%) had detrusor overactivity and 14 (50%) had decreased  bladder capacity. After treatment 11 group 1 patients (78.6%) had a partial or full  response to posterior tibial nerve stimulation but only 2 (14.3%) in group 2 had a  partial response (p 0.002). Also, the average number of wet nights in group 1 was  significantly lower than at baseline (p 0.002). All urodynamic parameters significantly  improved in group 1. In contrast, the number of wet nights and urodynamic  parameters did not change significantly in group 2. At 3-month followup the number  of patients with a partial or full response in group 1 had decreased from 11 (78.6%)  to 6 (42.9%). No change was evident in group 2. Conclusions: Posterior tibial nerve stimulation can be a viable treatment option  in some patients with refractory monosymptomatic nocturnal enuresis. However,  deterioration in some responders with time suggests the need for maintenance  protocols. Key Words: urinary bladder, nocturnal enuresis, transcutaneous electric  nerve stimulation, urodynamics, treatment outcome  NOCTURNAL enuresis is usually associated  with severe psychological and social  distress to children and their families. 1 In recent years several treatment  modalities emerged to treat NE, such  as behavioral therapy,2 alarm treatment,  3 medical therapy with desmopressin,  oxybutynin and imipramine,  and combination therapy.4–6 However,  none has been completely successful and  the relapse rate of all of them is significant. 7–9 Therefore, there is a great need  to find other treatments that could be  more effective and durable than current  therapy.  The pathogenesis of refractory NE  was discussed in many studies and attributed  to decreased bladder capacity  and/or PTNS was introduced with early  promising results as neuromodulative  therapy for diseases that involve the  lower urinary tract and for refractory conditions in  adults and children.15–19 These beneficial effects of  PTNS for controlling various bladder disorders led  us to try it in patients with refractory primary MNE.   MATERIALS AND METHODS A total of 28 patients were included in this prospective,  randomized, placebo controlled, single blind study from  January 2010 to March 2012 at the urology department at  Tanta University Hospital. The study protocol was reviewed  and approved by the Tanta University institutional  review board. Informed consent was obtained from  all participants or from parents if the patient was younger  than 18 years. We recruited patients with severe (3 or more wet nights  per week) primary MNE at least 6 months in duration in  whom available conventional and combination therapies  had failed, including desmopressin, anticholinergics and  an alarm. We excluded those with secondary NE, nonMNE,  nocturnal polyuria and any neurological abnormality. All patients provided a detailed history and underwent  complete physical examination, urinalysis, x-ray of the  lumbo-sacral spine and ultrasound of the urinary system.   All patients were asked to keep a nocturnal enuresis diary  for 2 weeks, which included the time of sleep and arousal,  and whether they had a dry or wet bed in the morning. Nocturnal urinary output was measured as the total urine  volume collected in the diaper after voiding during the last  night (assessed by weighing the diaper in the morning)  plus the first morning urine volume. Nocturnal polyuria  was defined as nocturnal urine output 130% or greater of   EBC for age.20 The Arabic version of a 2-day frequency-volume chart  (adapted from the Pan Arab Continence Society, www.pacsoffice.com) was obtained from all patients to confirm  that the problem was MNE. Daytime functional bladder capacity was considered the recorded MVV. EBC for age  was calculated by the formula, 30 _ (age in years _ 30). Children with MVV less than 65% of EBC for age were  considered to have a small bladder.20 All patients also underwent urodynamic tests, as performed  by the same urodynamicist using a Delphis-KT  device (Laborie, Toronto, Ontario, Canada), including  1) uroflowmetry with PVR estimation by ultrasound for at  least 2 voids and 2) cystometrogram, including 1 filling  cycle using an 8Fr double lumen urethral catheter with  the patient supine and a slow filling rate of 10 ml per  minute. Patients were randomly divided into 2 equal groups by  method. Randomization was done blindly by having an  independent nurse randomly take a card from an envelope  containing 14 cards for group 1 and 14 for group 2. Group  1 received active PTNS treatment sessions using the  Urgent ® PC Neuromodulation System, while group 2 underwent  a sham procedure. Treatment Protocol We applied the technique described by Stoller.21 The patient  lay supine with the soles of the feet together, and the  knees abducted and flexed (frog position). A 34 gauge  needle was inserted percutaneously approximately 2  inches (5 cm) cephalad to the medial malleolus and 1 cm  from the posterior margin of the tibia at an angle of 60  degrees from the skin surface and the lead wire attached  to it. The surface electrode was placed on the same leg  near the arch of the foot over the calcaneus bone. The  device was turned on and amplitude was slowly increased  until the largest toe of the patient began to curl, the digits  fanned or the entire foot extended, indicating proximity to  the nerve bundle (see figure). If this response was not  achieved or pain occurred near the insertion site, the  device was turned off and the procedure was repeated. When the needle was inserted in the correct position, the  current was set at a tolerable level (pain threshold) and  the session continued for 30 minutes. For the sham procedure we tested only the foot response  to the electrical impulse and then turned off the  apparatus during the whole session. To avoid patient  identification of the type of procedure all participants  were informed that they may or may not feel a sensory  stimulus in the lower extremities during the treatment  sessions. Groups 1 and 2 underwent 12 weekly outpatient treatment  sessions. All participants were advised to stop all  medical treatment for NE at least 1 month before starting  PTNS but to continue behavioral therapy, including fluid  A, neuromodulation system. B, system in use with flexion of left largest toe.   restriction at night, complete bladder emptying before  sleep and awakening 2 hours after sleep to void. Patient Assessment The first patient evaluation was done in the first 2 weeks  after the last session. This evaluation involved repeating  the clinical and urodynamic assessments. The clinical part  included a nocturnal enuresis diary for 2 weeks in which  the number of wet nights/week was reported as well as a  2-day frequency-volume chart. The clinical response to treatment was assessed as  outlined by the International Children’s Continence Society,  including no response—less than a 50% decrease in  the total number of wet nights, partial response—50% to  89% decrease, response—90% or greater decrease and full  response—100% decrease.20 Urodynamic assessment included  uroflowmetry, PVR measurement and cystometry. The second evaluation was done 3 months after the last  session. It involved clinical evaluation using nocturnal  and voiding diaries only. Statistical Analysis All statistical analysis was performed using SPSS ® 17.   Data are shown as the mean SD unless otherwise specified. The Student t and paired sample t tests were used  for comparison between groups and in the same group,  respectively. Nonparametric data were compared by the  Wilcoxon signed ranks or Mann-Whitney U test. Statistical  significance was considered at p 0.05. RESULTS Recruited for this study were 28 patients with refractory  NE who met inclusion criteria. Initial assessment  and baseline characteristics of each group  showed no significant difference in clinical and urodynamic  parameters (table 1). Overall, in the 2  groups DO was present in 13 patients (46.4%) and  14 (50%) had decreased bladder capacity.   The procedure was performed easily with no adverse  effects in all cases. No patient discontinued  the planned sessions. At the end of the PTNS sessions clinical assessment  revealed significant improvement in the average number  of wet nights per week in group 1 (decrease from  4.7 to 2.6, p 0.002, table 2). Compared to the placebo  group, the number of wet nights after treatment was  significantly lower in group 1 (p 0.041, table 2). At  that time 4 group 1 patients (28.6%) had a complete  response to PTNS, 7 (50%) had a partial response and  3 were nonresponders. However, in group 2 there were  2 patients (14.3%) with a partial response, while the  remainder did not respond. When we compared the 2  groups, the difference in this response rate was statistically  significant (p 0.002, table 2). At first evaluation after the end of treatment, the  active group showed significant improvement in all  urodynamic parameters compared to baseline, including  first and strong desire to void, and MCC  (p 0.002, 0.01 and 0.000, respectively, table 2). In  group 2 these parameters did not significantly differ  compared to baseline (table 2). Also, DO disappeared  in 2 of 7 group 1 patients but this improvement was  not noted in the sham treated group (table 2). Statistical  analysis revealed that the difference be- Table 1. Patient characteristics Active Placebo p Value No. boys/girls 8/6 9/5 1 Mean SD age (yrs) 13.7 2.8 14 2.8 0.8 Mean SD body mass index (kg/m2) 24.95 4.40 26.27 4.23 0.43 Mean SD max urine flow (ml/sec) 26.85 6.74 23.28 5.49 0.13 Mean SD PVR (ml) 6.21 7.11 5.86 5.48 0.9 Mean SD daytime frequency 3.9 0.67 4.29 0.64 0.07 Mean SD MVV (ml) 266.57 82 288.93 106.29 0.27 Mean SD No. wet nights/wk 4.7 1.3 5.1 1.4 0.42 No. detrusor overactivity: Present 7 6 1 Absent 7 8 — Mean SD void desire (ml): 1st 148.46 25.89 153.50 21.65 0.59 Strong 260.43 84.18 271.79 75.43 0.71 Mean SD MCC (ml) 291.21 86.82 322.21 76.04 0.32 Table 2. Intragroup and intergroup comparisons of clinical and urodynamic findings after PTNS at first evaluation Active Placebo Baseline After Treatment p Value Baseline After Treatment p Value Posttreatment p Value Mean SD void desire (ml): 1st 148.46 25.89 177.71 35.48 0.002 153.50 21.65 154.14 20.71 0.59 0.041 Strong 260.43 84.18 283.64 72.03 0.01 271.79 75.43 271.6 72.8 0.94 0.67 Mean SD MCC (ml) 291.21 86.82 322.5 65.89 0.000 322.21 76.04 323.57 77.44 0.57 0.97 No. detrusor overactivity: Present 7 5 0.44 6 6 1 0.7 Absent 7 9 8 8 Mean SD MVV (ml) 266.57 82 280.14 71.81 0.022 288.93 106.29 291.07 96.84 0.73 0.6 Mean SD No. wet nights/wk 4.7 1.3 2.6 2.2 0.002 5.1 1.4 4.7 2.1 0.08 0.041 No. response: — — — — Full 4 0 0.002 Partial 7 2 None 3 12 1516 POSTERIOR TIBIAL NERVE STIMULATION FOR REFRACTORY NOCTURNAL ENURESIS tween the 2 groups in this regard was not statistically  significant (p 0.7, table 2). Furthermore, in  this evaluation urodynamic parameters showed that  bladder volume at first desire to void was significantly  higher in group 1 than in group 2 (p 0.041). On the other hand, bladder volume at strong desire  to void and MCC did not significantly differ between  the groups (p 0.67 and 0.97, respectively, table 2). Five of the 8 group 1 patients with decreased EBC  showed improved capacity. MVV also significantly  increased after treatment from a mean of 266.57  82 to 280.14 71.81 cc (p 0.022, table 2). When we studied the relationship between the response  to PTNS and initial urodynamic findings, we  noted that all 10 group 1 patients with small bladder  capacity and/or DO showed a good response to treatment,  including 4 and 6 with a full and partial response,  respectively. However, when we compared the type of  response in those with normal vs abnormal urodynamic  results, the 4 patients with normal urodynamic findings  in this group had a poor response to the sessions, including  3 with no response and 1 with only a partial response. This difference was significant (p 0.007). Clinical results at 3 months after the last session  showed some deterioration in early results in the  active group. In this group the number of patients     ith a full response decreased from 4 to 2 and the  number of those with a partial response decreased  from 7 to 4. No change was detected in the other  group. However, when we compared the response  rate in the 2 groups at this time, we detected no  significant difference (p 0.13). In addition, the  average number of wet nights per week at that time  was 2.9 in group 1 and 4.2 in group 2, which did not  significantly differ (p 0.07). DISCUSSION This study demonstrates that PTNS could be of value  in some patients with primaryMNEin whom previous  conventional therapies failed. To our knowledge this  treatment modality has not been tried before in such  cases but it has been successfully used for overactive  bladder syndrome,22,23 lower urinary tract dysfunction  in adults and children,15,18 refractory overactive bladder,  16 refractory vesical dysfunction19 and refractory  nonneurogenic bladder sphincter dysfunction.17   Absent daytime lower urinary tract symptoms in  patients with NE does not necessarily mean that the  bladder functions well because DO and/or decreased  bladder capacity was previously reported in such  patients.10,11 The clinical response to desmopressin  therapy is less satisfactory when NE is associated  with decreased bladder capacity and/or DO.12–14 In  our study we detected DO and decreased bladder  capacity in 46.4% and 50% of patients, respectively,  although patients with MNE only were included in  analysis. These values agree with previous reports  showing bladder overactivity24 and small bladder  capacity25 in 49% and 50% of children with MNE,  respectively. These findings may partially explain  the mechanism of resistance to the previous treatment  trials in our patients. Our results and those of others reveal that PTNS  can be applied easily and safely in children.18,19  After the 12 PTNS sessions in our series, patients  showed a significant increase in MVV and urodynamic  parameters, including first and strong desire  to void, and MCC, compared to the placebo group. These results agree with those in previous reports  demonstrating that PTNS increased cystometric capacity  from 197 to 252 cc26 and from 243 to 340 cc,27  and increased MVV by 39 cc, which was statistically  significant.23 However, at 3-month followup we detected some  deterioration in the response rate compared to early  results. The overall number of full and partial responders  decreased from 11 (78.6%) to 6 (42.9%) in  group 1. This deterioration during followup suggests  that PTNS may have temporary efficacy and its effect  decreases gradually with time. This finding was also  noted in patients with overactive bladder treated with  PTNS. van der Pal reported that 7 of 11 patients with  an initially good response had evidence of subjective  and objective deterioration after PTNS.28 They suggested  the need for maintenance treatment. The early promising results of this study encouraged  us to suggest that PTNS might be effective  in patients with refractory primary MNE in  whom nocturnal polyuria is not an etiological factor  but in whom the main underlying pathological  condition is decreased bladder capacity and/or DO. However, the exact mechanism that could explain  the mode of action of this treatment modality is  still unknown. PTNS may induce some inhibitory  effects on DO. The existence of this functional  abnormality in the bladder implies that the detrusor  is not completely relaxed between voids.   Therefore, the capacity of the overactive bladder is  usually smaller than that of the bladder with a  normal detrusor. Consequently, the clinical response  usually occurs when bladder capacity increases  and DO improves after PTNS. This explanation  may be supported by the improvement in  bladder capacity (functional and cystometric) and  the disappearance of DO in patients who responded  to PTNS in our study. The main limitations of this study are the small  sample size and the short 3-month followup. In  addition, we did not repeat urodynamic tests at  the second followup at 3 months to avoid patient  discomfort but depended only on the patient clinical  response. However, this information could be important for assessing the cause of the deterioration in PTNS efficacy after treatment was  stopped. CONCLUSIONS PTNS appears to be a viable treatment option in  some patients with refractory primary MNE. However,  deterioration in the response rate with time  raises important questions about the long-term  efficacy of this therapy and the need for further  maintenance sessions. More studies are needed to  support our findings and select patients who  would be good candidates for this therapy.

Atwoods Tricks With Mirrors as a Declaration of Female Independence Es

Atwood's Tricks With Mirrors as a Declaration of Female Independence Relationships are complex things, with ever-changing dynamics. Some traditional roles are always played in the constant search for balance between giving and taking in relationships. Women have historically and stereotypically played the role of "giver" in male-female romantic unions. In recent years the gender laws of relationships have been changing and evolving, but even as recently as the 1970s and 1980s women have been restricted to the role of complacent giver in their relationships. Their freedom of thought and even private speech have been impossible to repress, however, and through broadening that communication, things have been forced into change. A perfect example of this form of communication as an attempt to change the role-playing games of relationships is Margaret Atwood's 1974 poem, "Tricks With Mirrors." Through the use of poetic devices such as metaphor and tone in "Tricks with Mirrors," Atwood attempts to explain and break free from the restrictions of these tradit ional dynamics in relationships.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Part I of the poem, Atwood uses a seemingly vague introduction to the subject matter, but gets straight to the point. Within five lines, she distinctly identifies her role as a mirror as she says, "I enter with you / and become a mirror," (lines 4-5). She gives the impression that she is merely an object in this relationship - she is a mirror through which her self-absorbed lover may view himself. "Mirrors / are the perfect lovers," she states (lines 6-7). They show a constant and loyal reflection to whoever may stand in front of them. She is objectifying herself as she tells her lover to carry her carefully up the stairs and to ... ...She uses her tone of voice and the metaphors of mirrors and pools to make her case for freedom. Atwood's speaker is merely an object trapped in a relationship in which she serves only to reflect her lover to himself - and she no longer wishes to remain as such. She is seemingly ever patient in her endeavors, and continues to give throughout her quiet rebellion. All her lover ever does is take from her what he pleases - a faithful reflection of what he wishes to see in himself. Atwood defines these traditional roles in relationships while forming her opposition to the nature of these unfair dynamics. "Tricks with Mirrors" is almost an anthem for the oppressed woman - a statement that calmly explains a situation that needs to be changed. A deeper message may be found in the poem, however, as she conveys her detached unhappiness - do not become a mirror, she tells us.

Analysis of two speeches Obama and Bono

I have chosen to look at two speeches, one given by Barack Obama and another given by Bono. Both are very important leaders with their own kind of political influence. By choosing these speeches with a serious content (education and the third world) and both addressing the same kind of audience (students), I will be able to give an useful comparison in terms of leadership and emotional intelligence. Barack Obama's †Back to school† speech In his speech to the nation’s students (from kindergarten to 12th grade) President Barack Obama tries to stress the importance of getting an education and the responsibilities students have themselves.Addressing children ranging from 6 years to 18 years of age is a difficult task and Obama employs various strategies (both leadership and emotional) in order to get his message across to as many as possible. First of all, he talks directly to his listeners and makes sure they see him as a peer they can identify with and not only as th e President of the United States, which exemplifies his social skills. Secondly, he uses an informal style, a simple language, many repetitions, plenty of diverse concrete examples they can relate to, and he speaks to their patriotic feelings and their sense of responsibility.Obama’s main challenge with his target group is their size and diversity, and he therefore has to employ several strategies in order to reach as many as possible. In order to quickly get his listeners’ attention, he starts out by speaking directly to them, â€Å"Hello everyone – how’s everybody doing today? † A key element in getting the message across is that he gets the students’ attention, and that he then holds on to it. One way of doing this is by addressing them at eye level. He gets them to identify with him, respect him and deem him credible and then shows them that he genuinely cares about their situation (empathy).Obama does this by beginning the speech with a necdotes from his own life. He tells them how he was raised by a single mother, who could not afford to send him to the same schools as the other children, and how she homeschooled him at 4. 30 in the morning. He also tells them how he got into trouble and did things that he is not proud of. By sharing these rather personal stories of struggle and adversity, Obama uses his emotional intelligence in order to gain credibility in their eyes. Listening to someone who you respect and who you believe is credible makes it a lot easier to accept the messages and values that they speak of.After having established contact with his listeners, Obama starts conveying his message and values to the students. Obama’s main message of the speech comes in two parts. Firstly, he says that getting an education is the student’s own responsibility. Parents, teachers and the government also have a responsibility (he takes on the responsibility as a leader of the nation), but at the end of the day, â€Å"none of it will matter unless all of you fulfill your responsibilities†. In this argument, Obama tries to speak to the students’ conscience and sense of responsibility.He shows them how so many people already have done so much for them, and that it is now their turn to do something; namely to take responsibility for their own education. Secondly, Obama talks about the responsibility towards the US. Not only do the students have a responsibility towards themselves, they also have a responsibility towards their country. Here the political aspect of the speech appears. The United States cannot function or compete in the future if there are no qualified people to fill the many functions a society has, such as nurses, doctors, senators etc., â€Å"What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future. †This leadership argument speaks to the listeners’ patriotic feelings. Mos t Americans are raised to be patriotic, and this is something Obama takes advantage of on several occasions in his speech with great success. Every one of the students carry the responsibility towards their country, â€Å"We need every single one of you to develop your talents, skills and intellect †¦ If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country† (leadership).At the center of the speech is the idea that education is paramount to getting a successful life and that everybody has the opportunity to succeed. Obama stresses that, â€Å"[e]very single one of you has something you’re good at. Every single one of you has something to offer. † and with some hard work and dedication the sky is the limit according to Obama. It seems as if Obama is truly concerned about the students, but the politics are easy to spot. Obama needs strong students in order to succes sfully run the country.During this part of the speech Obama motivates and inspires his listeners by showing them some of the key values he believes in (motivation and self-awareness). Hard work and dedication is one value he stresses as most important. In this part he indirectly refers to the American dream that implies that if you work hard you can achieve anything. Here Obama uses the American cultural heritage of the American dream in his rhetoric, â€Å"Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future.†To further build on this motivational argument he offers several concrete examples of people who have had poor conditions, and who still have made it, through hard work and dedication. The examples are himself and his wife, Michelle Obama, who have both had difficult odds, but made it anyhow, and three cases he has found for the occasion, Jazmin Perez, Andoni Schultz and Shantell Steve. These three people have all overcome difficult odds and are living proof of how the American dream is obtainable if only you are willing to work hard, set goals for yourself and not give up, â€Å"Jazmin, Andoni and Shantell aren’t any different from any of you.They faced challenges in their lives just like you do. But they refused to give up. They chose to take responsibility for their education and set goals for themselves. † Obama uses rhetoric in order to get his political message across. By using a simple language, addressing the students at eye level, employing leadership and emotional arguments and using several concrete examples (i. e. that he has weaknesses himself (self-evaluation)) he is able to reach a broad audience and show them what values he perceives to be the most important and by that inspire and motivate them. Bono’s commencement speech at Harvard UniversityPaul David Hewson, mos tly known as Bono from U2, has given his life to music, but also to charity. This is expressed in his very personal speech at Harvard University. Bono approaches the students at the commencement at Harvard University, and asks for their help to make America a great country and to help people in need. Bono begins his speech by introducing himself. He actually starts to criticize people like himself. Bono is talking about rock stars and singers, and says that singers contain a very big ego. This statement is a little paradoxical, because Bono is a singer and a rock star himself (self-awareness).Afterwards he is making clear that he is not just a singer, but also a father and a friend of dogs. The problem or conflict Bono is bringing up through his speech is mostly about Africa and the poor (the third world). He mentions the conflict, which has taken place in connection with sending money to some of the poorest countries of the world. When money is send to a third world country, it is not necessarily the poorest and the sickest people who get the money, because of the countries’ great debts. Bono finds this extreme problematic, and is therefore asking the students for their help.He thinks that the smart people at Harvard are needed to work this problem out. His argumentation for the importance of this cause is its influence on world history. He appeals to them and tries to motivate them by telling the sad story of the third world (motivation). Many people in third world countries dies e. g. of AIDS and HIV, because they do not get the money there is sent as help. He is mentioning that this holocaust, as he says, in Africa will be remembered forever, along with the internet. This argumentation is the climax of the speech.He brings up subjects who are very frail, and this is the point during speech, in which the listeners are paying most attention. During the speech at Harvard University Bono is appealing to the listeners feelings. In that way he uses emotio nal intelligence a lot. Already from the beginning he is trying make like a personal bond between him and the audience. He is talking about is personal life, which makes the speech a little informal and tries to make the audience forget the pedestal that most of them have put him on. This makes the listeners feel comfortable in his presence, and let them met him at eye level (social skills).The subject he brings up is mostly including death and diseases. The third world conditions are in advance much discussed, and the discussions are typically very emotional. Bono is mentioning the conditions as an â€Å"African holocaust†. Even the word â€Å"holocaust† is enough to bring up bad memories and associations about World War II. To speak of the African problems by using a word like holocaust, both attracts people’s attention but also fills them with horror – again he is appealing to the emotions of his listeners. People are maybe finding the death in Africa hard to relate to.But when Bono is talking about holocaust every man and woman knows the grade of seriousness and importance of the cause. The message of his speech is about brotherly love, charity and helping people in need. Bono is saying himself that he wants to ask the people at Harvard University for help. Help to make life better for people in the third world. By this he as a leader encourage them to take responsibility. He tries to guide them in the direction he thinks they should be guided (leadership). Comparison of the two speeches Both speeches start of by trying to meet the audience at eye level in order to inspire and motivate the audience.Both Obama and Bono succeed in doing this by making a rather humoristic intro before turning to the reel content of the political messages in the speeches. If this connection was not established, the political message would never get across to the rather difficult audience. The ability to establish this connection with an audience, an employee or a client is a sign of both good leadership skills and good emotional intelligence. Both Obama and Bono are very assertive in their speeches, but in very different ways. It is obvious that Bono is a rock star (who by nature exudes assertiveness) and not a politician like Obama.The Bono speech is written without a lot of foreign and long words, the language is very common, he uses little rhetoric, when getting his political messages across, which is all in oppose to the Obama speech. Obama uses long and intellectual words to promote his trustworthiness. Bono also uses a kind of slang when he says: â€Å"I’ve seen great minds and prolific imaginations disappear up their own ass (†¦)†. No one, especially not the President of The United states of America, besides a famous rock star, would be expressing themselves like that.Bono attracts the listeners’ attention by doing this, and he gets away with it, because of the entertainer and person he is. But it is definitely not something that a reel company leader would do in order to get his employees to follow him and his ideas. Obama shows a great deal of his emotional skills by letting in on his own weaknesses. Obama is the situational leader who guides his audience on what they must do and how they should do it, which you need to be, when you are the President of the United States of America. Bono I would characterize as a transformational leader (charismatic and inspirational). Analysis of two speeches Obama and Bono I have chosen to look at two speeches, one given by Barack Obama and another given by Bono. Both are very important leaders with their own kind of political influence. By choosing these speeches with a serious content (education and the third world) and both addressing the same kind of audience (students), I will be able to give an useful comparison in terms of leadership and emotional intelligence. Barack Obama's †Back to school† speechIn his speech to the nation’s students (from kindergarten to 12th grade) President Barack Obama tries to stress the importance of getting an education and the responsibilities students have themselves. Addressing children ranging from 6 years to 18 years of age is a difficult task and Obama employs various strategies (both leadership and emotional) in order to get his message across to as many as possible. First of all, he talks directly to his listeners and makes sure they see him as a peer they can identify with and not only as th e President of the United States, which exemplifies his social skills.Secondly, he uses an informal style, a simple language, many repetitions, plenty of diverse concrete examples they can relate to, and he speaks to their patriotic feelings and their sense of responsibility. Obama’s main challenge with his target group is their size and diversity, and he therefore has to employ several strategies in order to reach as many as possible. In order to quickly get his listeners’ attention, he starts out by speaking directly to them, â€Å"Hello everyone – how’s everybody doing today?†A key element in getting the message across is that he gets the students’ attention, and that he then holds on to it. One way of doing this is by addressing them at eye level. He gets them to identify with him, respect him and deem him credible and then shows them that he genuinely cares about their situation (empathy). Obama does this by beginning the speech with an ecdotes from his own life. He tells them how he was raised by a single mother, who could not afford to send him to the same schools as the other children, and how she homeschooled him at 4.30 in the morning.He also tells them how he got into trouble and did things that he is not proud of. By sharing these rather personal stories of struggle and adversity, Obama uses his emotional intelligence in order to gain credibility in their eyes. Listening to someone who you respect and who you believe is credible makes it a lot easier to accept the messages and values that they speak of. After having established contact with his listeners, Obama starts conveying his message and values to the students. Obama’s main message of the speech comes in two parts.Firstly, he says that getting an education is the student’s own responsibility. Parents, teachers and the government also have a responsibility (he takes on the responsibility as a leader of the nation), but at the end of the da y, â€Å"none of it will matter unless all of you fulfill your responsibilities†. In this argument, Obama tries to speak to the students’ conscience and sense of responsibility. He shows them how so many people already have done so much for them, and that it is now their turn to do something; namely to take responsibility for their own education.Secondly, Obama talks about the responsibility towards the US. Not only do the students have a responsibility towards themselves, they also have a responsibility towards their country. Here the political aspect of the speech appears. The United States cannot function or compete in the future if there are no qualified people to fill the many functions a society has, such as nurses, doctors, senators etc. , â€Å"What you’re learning in school today will determine whether we as a nation can meet our greatest challenges in the future. † This leadership argument speaks to the listeners’ patriotic feelings.Most Americans are raised to be patriotic, and this is something Obama takes advantage of on several occasions in his speech with great success. Every one of the students carry the responsibility towards their country, â€Å"We need every single one of you to develop your talents, skills and intellect †¦ If you don’t do that – if you quit on school – you’re not just quitting on yourself, you’re quitting on your country† (leadership). At the center of the speech is the idea that education is paramount to getting a successful life and that everybody has the opportunity to succeed.Obama stresses that, â€Å"[e]very single one of you has something you’re good at. Every single one of you has something to offer. † and with some hard work and dedication the sky is the limit according to Obama. It seems as if Obama is truly concerned about the students, but the politics are easy to spot. Obama needs strong students in order to successf ully run the country. During this part of the speech Obama motivates and inspires his listeners by showing them some of the key values he believes in (motivation and self-awareness). Hard work and dedication is one value he stresses as most important.In this part he indirectly refers to the American dream that implies that if you work hard you can achieve anything. Here Obama uses the American cultural heritage of the American dream in his rhetoric, â€Å"Where you are right now doesn’t have to determine where you’ll end up. No one’s written your destiny for you. Here in America, you write your own destiny. You make your own future. † To further build on this motivational argument he offers several concrete examples of people who have had poor conditions, and who still have made it, through hard work and dedication.The examples are himself and his wife, Michelle Obama, who have both had difficult odds, but made it anyhow, and three cases he has found for the occasion, Jazmin Perez, Andoni Schultz and Shantell Steve. These three people have all overcome difficult odds and are living proof of how the American dream is obtainable if only you are willing to work hard, set goals for yourself and not give up, â€Å"Jazmin, Andoni and Shantell aren’t any different from any of you. They faced challenges in their lives just like you do. But they refused to give up.They chose to take responsibility for their education and set goals for themselves. † Obama uses rhetoric in order to get his political message across. By using a simple language, addressing the students at eye level, employing leadership and emotional arguments and using several concrete examples (i. e. that he has weaknesses himself (self-evaluation)) he is able to reach a broad audience and show them what values he perceives to be the most important and by that inspire and motivate them. Bono’s commencement speech at Harvard UniversityPaul David Hewson, most ly known as Bono from U2, has given his life to music, but also to charity. This is expressed in his very personal speech at Harvard University. Bono approaches the students at the commencement at Harvard University, and asks for their help to make America a great country and to help people in need. Bono begins his speech by introducing himself. He actually starts to criticize people like himself. Bono is talking about rock stars and singers, and says that singers contain a very big ego.This statement is a little paradoxical, because Bono is a singer and a rock star himself (self-awareness). Afterwards he is making clear that he is not just a singer, but also a father and a friend of dogs. The problem or conflict Bono is bringing up through his speech is mostly about Africa and the poor (the third world). He mentions the conflict, which has taken place in connection with sending money to some of the poorest countries of the world. When money is send to a third world country, it is n ot necessarily the poorest and the sickest people who get the money, because of the countries’ great debts.Bono finds this extreme problematic, and is therefore asking the students for their help. He thinks that the smart people at Harvard are needed to work this problem out. His argumentation for the importance of this cause is its influence on world history. He appeals to them and tries to motivate them by telling the sad story of the third world (motivation). Many people in third world countries dies e. g. of AIDS and HIV, because they do not get the money there is sent as help. He is mentioning that this holocaust, as he says, in Africa will be remembered forever, along with the internet. This argumentation is the climax of the speech.He brings up subjects who are very frail, and this is the point during speech, in which the listeners are paying most attention. During the speech at Harvard University Bono is appealing to the listeners feelings. In that way he uses emotion al intelligence a lot. Already from the beginning he is trying make like a personal bond between him and the audience. He is talking about is personal life, which makes the speech a little informal and tries to make the audience forget the pedestal that most of them have put him on. This makes the listeners feel comfortable in his presence, and let them met him at eye level (social skills).The subject he brings up is mostly including death and diseases. The third world conditions are in advance much discussed, and the discussions are typically very emotional. Bono is mentioning the conditions as an â€Å"African holocaust†. Even the word â€Å"holocaust† is enough to bring up bad memories and associations about World War II. To speak of the African problems by using a word like holocaust, both attracts people’s attention but also fills them with horror – again he is appealing to the emotions of his listeners. People are maybe finding the death in Africa h ard to relate to.But when Bono is talking about holocaust every man and woman knows the grade of seriousness and importance of the cause. The message of his speech is about brotherly love, charity and helping people in need. Bono is saying himself that he wants to ask the people at Harvard University for help. Help to make life better for people in the third world. By this he as a leader encourage them to take responsibility. He tries to guide them in the direction he thinks they should be guided (leadership). Comparison of the two speeches Both speeches start of by trying to meet the audience at eye level in order to inspire and motivate the audience.Both Obama and Bono succeed in doing this by making a rather humoristic intro before turning to the reel content of the political messages in the speeches. If this connection was not established, the political message would never get across to the rather difficult audience. The ability to establish this connection with an audience, an employee or a client is a sign of both good leadership skills and good emotional intelligence. Both Obama and Bono are very assertive in their speeches, but in very different ways. It is obvious that Bono is a rock star (who by nature exudes assertiveness) and not a politician like Obama.The Bono speech is written without a lot of foreign and long words, the language is very common, he uses little rhetoric, when getting his political messages across, which is all in oppose to the Obama speech. Obama uses long and intellectual words to promote his trustworthiness. Bono also uses a kind of slang when he says: â€Å"I’ve seen great minds and prolific imaginations disappear up their own ass (†¦)†. No one, especially not the President of The United states of America, besides a famous rock star, would be expressing themselves like that.Bono attracts the listeners’ attention by doing this, and he gets away with it, because of the entertainer and person he is. But it is definitely not something that a reel company leader would do in order to get his employees to follow him and his ideas. Obama shows a great deal of his emotional skills by letting in on his own weaknesses. Obama is the situational leader who guides his audience on what they must do and how they should do it, which you need to be, when you are the President of the United States of America. Bono I would characterize as a transformational leader (charismatic and inspirational).

Learn About the Universal College Application

Learn About the Universal College Application While the Common Application is still the online application format of choice for the majority of colleges that do not use their own applications exclusively, a few dozen  schools have also begun to accept the Universal College Application. Some use this newer format exclusively or in addition to their own institutional application, but many accept both the Universal College Application and the Common Application, leaving the choice up to the applicant. So what’s the difference? The Common Application is accepted by nearly 700  colleges and universities across the country and internationally as of the 2016-2017 application cycle. About a third of these colleges are Common Application exclusive, meaning that they do not have a separate institutional application or accept applications in any other format. The Common Application actively originally promoted a philosophy of â€Å"equity, access, and integrity,† meaning that member colleges used a holistic approach to their application review process, taking into account letters of recommendation, the personal essay, and any other supplemental information provided by the student in addition to test scores and high school grades. This requirement, however, has eased recently as the Common Application works to bring more schools into the fold. The Universal College Application has never  promoted any specific philosophy or application requirements. Colleges must simply be accredited institutions that adhere to the National Association for College Admissions Counseling Statement of Principles of Good Practice in order to use the Universal College Application. Only 34 colleges and universities currently use this application, and they vary widely in size and prestige, including everything from Ivy League and other highly selective schools to small, private liberal arts colleges. Like the current Common Application, colleges on the Universal College Application do not have to require letters of recommendation or a personal essay. Most members do still require these elements, but some, including the Milwaukee School of Engineering, the University of Tampa, and Nazareth College, have chosen to make the personal essay optional. But even for the majority of schools who do require an essay, the Universal College Application does not have specific prompts. The personal essay can be on any topic the student chooses (an option that was eliminated from the Common Application in 2013) as long as it’s no longer than 650 words. Aside from these differences, these two applications are fairly similar. Both ask the same basic questions on biographical and family information, academic records, and extracurricular activities, and there aren’t many significant differences in the format of the applications- which isn’t too surprising, as they were, in fact, created by the same company, Applications Online. But will using a different application put you ahead of the pack during the application review and admissions process? As far as most colleges are concerned, no. According to the Princeton admissions office, â€Å"We view the two applications as equivalent and treat them equally. Please feel free to submit whichever application you prefer. Cornell, another Ivy that accepts both formats, takes a similar stance. From their admissions website: â€Å"Although there are slight differences in the applications, it is important to recognize that both applications provide us with the critical information that our selection committees will need to make thoughtful admissions decisions, and they will be viewed equally.† At the end of the day, both applications serve the same purpose: to help the admissions office decide if you’re a good fit for their school. But if you’re still unsure of which application to use, here are a few more fast facts that might tip the scales in favor of one or the other: Looking to get a head start on the application process? The Universal College Application launches a month earlier than the Common Application, on July 1 rather than August 1.If you’re applying to a number of schools, keep in mind that the Common Application has more than 650 member colleges compared to the Universal College Application’s 34, so the odds are much better that most, if not all, of the colleges on your list accept it. Make a list of all of your colleges and which applications they accept; if only one or two are on the Universal College Application, it will certainly save you some time to stick to the Common Application.The Universal College Application has a few additional features that may appeal to the technologically savvy applicants out there. It is compatible with most tablets and mobile devices, so you can edit your application on the go. Also, if you have a website or other online content that you’d like to share with the schools you’r e applying to, this application has a section to add those links. (Do yourself a favor, though, and leave the link to your Facebook out of that section.) Ultimately, whether you apply to your dream school via the Common Application, the Universal College Application, or the college’s own institutional application, the most important decision you should be making during the process is not the paper (or website) you put the information on, but how to present yourself in the best possible light to tell the college who you are and why you’d be a great addition to their student body. Also, with the Common Application loosening the restrictions on its membership and with the emergence of the new Coalition Application, the future of the Universal College Application is uncertain. While the other two applications have been gaining members, the Universal College Application lost a dozen members in the past couple of years. As of the 2016-2017 admissions cycle, 34 colleges and universities accept the Universal College Application, ranging from highly selective Ivy League institutions to small, private liberal arts colleges and research universities. Any accredited institution that adheres to the National Association for College Admissions Counseling Statement of Principles of Good Practice is permitted to use the Universal College Application. The following is a list of schools that currently accept the Universal College Application. Click on a school for more information including admissions requirements, SAT and ACT data, costs and financial aid, and more. American University in Bulgaria  Ã‚  Ã‚  Ã‚   Location: Blagoevgrad, Bulgaria  Ã‚  Ã‚  Ã‚   AUBG official website Beloit College        Ã‚  Location: Beloit, Wisconsin  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Beloit College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Beloit College Bryant University  Ã‚  Ã‚  Ã‚   Location: Smithfield, Rhode Island  Ã‚  Ã‚  Ã‚   Bryant University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Bryant University University of Charleston  Ã‚  Ã‚  Ã‚   Location: Charleston, West Virginia  Ã‚  Ã‚  Ã‚   Official UC website The University of Chicago  Ã‚  Ã‚  Ã‚   Location: Chicago, Illinois  Ã‚  Ã‚  Ã‚   University of Chicago Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for the University of Chicago Cornell University  Ã‚  Ã‚  Ã‚   Location: Ithaca, New York  Ã‚  Ã‚  Ã‚   Cornell University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Cornell Fisher College  Ã‚  Ã‚  Ã‚   Location: Boston, Massachusetts  Ã‚  Ã‚  Ã‚   Fisher College Profile Harvard University  Ã‚  Ã‚  Ã‚   Location: Cambridge, Massachusetts  Ã‚  Ã‚  Ã‚   Harvard University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Harvard Johns Hopkins University  Ã‚  Ã‚  Ã‚   Location: Baltimore, Maryland  Ã‚  Ã‚  Ã‚   Johns Hopkins University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for JHU Johnson Wales University  Ã‚  Ã‚  Ã‚   Location: Providence, Rhode Island  Ã‚  Ã‚  Ã‚   Johnson Wales University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for JWU Lake Erie College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Painesville, Ohio  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Erie College Profile Landmark College  Ã‚  Ã‚  Ã‚   Location: Putney, Vermont  Ã‚  Ã‚  Ã‚   Landmark College Profile Lawrence Technological University  Ã‚  Ã‚  Ã‚   Location: Southfield, Michigan  Ã‚  Ã‚  Ã‚   Lawrence Tech Profile Lynn University  Ã‚  Ã‚  Ã‚   Location: Boca Raton, Florida  Ã‚  Ã‚  Ã‚   Lynn University Profile Milwaukee School of Engineering  Ã‚  Ã‚  Ã‚   Location: Milwaukee, Wisconsin  Ã‚  Ã‚  Ã‚   MSOE Profile Nazareth College  Ã‚  Ã‚  Ã‚   Location: Rochester, New York  Ã‚  Ã‚  Ã‚   Nazareth College Profile Newberry College  Ã‚  Ã‚  Ã‚   Location: Newberry, South Carolina  Ã‚  Ã‚  Ã‚   Newberry College Profile Notre Dame of Maryland University  Ã‚  Ã‚  Ã‚   Location: Baltimore, Maryland  Ã‚  Ã‚  Ã‚   NDMU Profile Princeton University  Ã‚  Ã‚  Ã‚   Location: Princeton, New Jersey  Ã‚  Ã‚  Ã‚   Princeton University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Princeton Randolph College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Lynchburg, Virginia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Randolph College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Randolph College Rensselaer Polytechnic Institute  Ã‚  Ã‚  Ã‚   Location: Troy, New York  Ã‚  Ã‚  Ã‚   RPI Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for RPI Rhodes College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Memphis, Teennessee  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Rhodes College Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for Rhodes College Rice University  Ã‚  Ã‚  Ã‚   Location: Houston, Texas  Ã‚  Ã‚  Ã‚   Rice University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Rice Rochester Institute of Technology  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Rochester, New York  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  University of Rochester Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for U of R University of Rochester  Ã‚  Ã‚  Ã‚   Location: Rochester, New York  Ã‚  Ã‚  Ã‚   Rochester Institute of Technology Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for RIT Savannah College of Art and Design (SCAD)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Savannah, Georgia  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Savannah College of Art and Design  Profile  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  GPA, SAT and ACT Graph for SCAD Southern Vermont College  Ã‚  Ã‚  Ã‚   Location: Bennington, Vermont  Ã‚  Ã‚  Ã‚   SVC Profile University of Tampa  Ã‚  Ã‚  Ã‚   Location: Tampa, Florida  Ã‚  Ã‚  Ã‚   University of Tampa Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for the University of Tampa Thiel College  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Location: Greenville, Pennsylvania  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thiel College Profile Utica College  Ã‚  Ã‚  Ã‚   Location: Utica, New York  Ã‚  Ã‚  Ã‚   Utica College Profile Vanderbilt University  Ã‚  Ã‚  Ã‚   Location: Nashville, Tennessee  Ã‚  Ã‚  Ã‚   Vanderbilt University Profile  Ã‚  Ã‚  Ã‚   GPA, SAT and ACT Graph for Vanderbilt Wentworth Institute of Technology  Ã‚  Ã‚  Ã‚   Location: Boston, Massachusetts  Ã‚  Ã‚  Ã‚   Wentworth Profile Wilson College  Ã‚  Ã‚  Ã‚   Location: Chambersburg, Pennsylvania  Ã‚  Ã‚  Ã‚   Wilson College Profile University of Wyoming  Ã‚  Ã‚  Ã‚   Location: Laramie, Wyoming  Ã‚  Ã‚  Ã‚   University of Wyoming Profile Check out this list for colleges that accept the Common Application.

Free Essays on Facism And Effects

Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. This right-wing philosophy will even advocate violent action to maintain this loyalty, which is held in such high regards. Fascism approaches politics in two central areas, populist and elitist. Populist in that it seeks to activate "the people" as a whole against perceived oppressors or enemies and to create a nation of unity. The elitist approach treats as putting the people’s will on one select group, or most often one supreme leader called El Duce, from whom all power proceeds downward. The two most recognized names that go along with Fascism are Italy’s Benito Mussolini and Germany’s Adolf Hitler. The philosophy of Fascism can be traced to the philosophers who argue that the will is prior to and superior to the intellect or reason. George Sorel, Friedrich Nietzsche, and George Hegal are main philosophers whose beliefs and ideologies greatly influenced the shaping of Fascist theory. Sorel (1847-1922) was a French social philosopher who had a major influence on Mussolini. Sorel believed that societies naturally became decadent and disorganized. This decay could only be slowed by the leadership of idealists who were willing to use violence to obtain power. Nietzsche (1844-1900) theorized that there were two moral codes: the ruling class (master morality) and the oppressed class (slave morality). Nietzsche believed the ancient empires were developed from the master majority and t... Free Essays on Facism And Effects Free Essays on Facism And Effects Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. This right-wing philosophy will even advocate violent action to maintain this loyalty, which is held in such high regards. Fascism approaches politics in two central areas, populist and elitist. Populist in that it seeks to activate "the people" as a whole against perceived oppressors or enemies and to create a nation of unity. The elitist approach treats as putting the people’s will on one select group, or most often one supreme leader called El Duce, from whom all power proceeds downward. The two most recognized names that go along with Fascism are Italy’s Benito Mussolini and Germany’s Adolf Hitler. The philosophy of Fascism can be traced to the philosophers who argue that the will is prior to and superior to the intellect or reason. George Sorel, Friedrich Nietzsche, and George Hegal are main philosophers whose beliefs and ideologies greatly influenced the shaping of Fascist theory. Sorel (1847-1922) was a French social philosopher who had a major influence on Mussolini. Sorel believed that societies naturally became decadent and disorganized. This decay could only be slowed by the leadership of idealists who were willing to use violence to obtain power. Nietzsche (1844-1900) theorized that there were two moral codes: the ruling class (master morality) and the oppressed class (slave morality). Nietzsche believed the ancient empires were developed from the master majority and t...

Players view on the NBA Lockout 2011 Research Paper

Players view on the NBA Lockout 2011 - Research Paper Example he players since the partnership loses a lot of money and has given proposition to reduce the player’s salaries by 40% as well as set up a fixed payment for each team (Croslis). The proposition has generated many outcries from the players who have aired out different views on the matter. The players view the lockout as a result of failure of communication between them, and the league officials since most of them were not provided with the copy of the proposal that was regarded as final (Stein). Most players have insisted to vote out the final plan if they had the opportunity to give their opinion on the matter. The players also insisted that the executive director would have prevented the lockout from happening if he had learnt something from the last lockout that occurred between 1998 and 1999 (Stein). The players view the leaders especially Stern as dictators since they have been enforcing certain rules and regulation without consulting the players. Therefore, the lockout comes because of the officials being ignorant of the role that players hold in the league. The players take the lockout as a great obstacle to a new sporting year which most of the diehard fans have anticipated for long since the end of the last sporting year. The players view the lockout as a fa ilure by the officials to come into terms, and most have moved out to join other teams outside the country in an effort to continue earning, but still in waiting for the deadlock to stop. The players feel that they have been exploited in the fact that their salaries will be reduced by about 40% while the league continues to thrive on their success (Croslis). The players still think that the lockout should continue since they are not willing to accept any person to dictate their career, which happens to, be their life and source of livelihood. Their view is that their patterns have turned out to be their enemies, and they cannot surrender to their terms (Stein). They feel that they are not the cause

Role of Private Sector Organizations in Education Essay - 1

Role of Private Sector Organizations in Education - Essay Example Bringing the education sector right under the auspices of the private sector is important because there is more check and balance in doing the same and that there are minimal losses, both from the imparting of education as well as the financial standpoint. Also encouraging private sector organizations to come up with different education related and vocational ventures is indeed much needed at present. This is because education is usually the responsibility of the state itself but the people who could impart training regimes and coaching measures are the ones who hail from the private sector, in essence the specialists who know their work well and hence they must be given their due right to express what they can do best. Steps need to be taken to bring them in the forefront so that their undertakings could be further developed from and that there are no grey areas when the talk goes out loud regarding institutionalizing education centers and areas of excellence related with the very s ame topic. (Levine, 1985) The way in which organizations have adopted the role as the torchbearers for the society when it comes to imparting education, falls directly under the domains of the notion of corporate social responsibility. This is a term that has been spoken of at length within the present day organizational regimes due to the fact that a number of different education programs, social awareness measures, human development initiatives and general reforms have made the rounds of the organizations on a consistent basis and essentially benefited the different publics of the said organizations as well as the society. Corporate social responsibility can be applied to a business in a very innovative way. The company can invest in the social arena with much return in mind, not in the short-term but of course in the long run. Corporate social responsibility is internal to an organization; it dictates the manner in which it has to plan about the courses of action it has to carry out with respect to the society. This term basically deals with the organization's set of operations that it carries out for the welfare of the society while existing within itself. It helps the humanity in more than one ways, to train and educate them and to ponder upon issues, which can really change the fate of coming civilizations. (Berkhout, 2005) It all comes under this heading of corporate social responsibility. The Government must play its role in harnessing the skills attached with the corporate sector in finding out the better means in which it can benefit the society. For that certain loans and grants can also be fi xed for a certain company depending on its market level in the business world. Extensive research has found that corporate responsibility is becoming an essential part of any company's day-to-day undertakings. Thus, the responsibility played by the government as well as the citizens in this regard should be quite eloquent and expressive. Their voice is given due value by the company and it does just about everything to get more and more customers and consumers which in turn excites it to search for better means to get the very same people. This, in turn, attracts the company to sponsor big events and sports galas, competitions as well as come towards social welfare