Strategic Decision making creates global competitive advantage for Research Paper - 1

Strategic Decision making creates global competitive advantage for South African Breweries - Research Paper Example The firm strongly emphasizes on the continuous development of its strategies, through strategies as those described above. However, there are certain parts of the business strategy that need to be updated the soonest possible; reference is made to the HR policies of the firm, which have led to severe complaints by the employees and the development of strikes. The HR strategies of the firm are reviewed in this paper; reference is made specifically to the organizational strategies for employee motivation. Appropriate literature has been used for analyzing and evaluating the firm’s policies in the particular field; emphasis is given on the potential use of the expectancy theory for explaining and managing the lack of employee motivation in the particular organization. Also, strategic tools have been used for describing the firm’s internal and external environment – aiming to show the prospects of the firm to resolve effectively the particular organizational problem. The performance of South African Breweries in the local and the global market is depended on a series of factors; the figures included in the firm’s financial statements can be indicators for the firm’s performance up to now and its expected rate of growth. However, in order to identify the firm’s performance in the future it would be necessary to refer to the current market conditions – referring to the performance and the trends of the South African beverage industry; moreover, data on the firm’s performance up to now should be presented aiming to show the potentials of the firm to achieve a stable growth in the long term. Strategic tools, like the SWOT analysis and the PESTEL analysis will be employed in order to identify the conditions in the firm’s environment and retrieve information on the barriers that the firm’s has to face in the particular industry. Appropriate literature is also used for indicating the aspects and the pote ntial solutions of the

History of Internet Advertising Essay Example for Free

History of Internet Advertising Essay The history of Advertising goes back a long time in history during the time of the Romans in which merchants had street signs advertising their wares. With the invention of printing press during the middle part of the 1400s, things changed as it heralded a new era that shaped the course of civilization. The rise of broadcast technology in the twentieth century had made further advances in the world of advertising. In the 1920s, radio advertising carried the industry into its prime and become central to the operation of the advertising world until the rise of television advertising in the 1950s which rose to its prominence ever since up to the present time in which another break through in advertising has risen, the internet. Although internet began in the late 1960s it was only during the creation of the â€Å"Unix User Network or Usenet† (Prince, p. 3) that people got connected and â€Å"ready to do business† (p. ) through the â€Å"store-and-forward† net work ,where people could post news, views, and other communications to be read by others. Prince pointed out that the Usenet was â€Å"quickly adapted as a high-tech classified circular† (wherein categories were established for listing of items for sale. However, it was only in 1995 that a more profound use of the internet for advertisement had started as advertisement becomes more informative and specific. The internet advertising has since then begun to take substantial share of the market advertisement, and the year 2000 recorded the big leap in the internet advertisement with over eight billion dollars in revenue. Since then though, the growth of the internet advertisement in terms of dollar revenues were up and down but it is indisputably that the internet advertisement has become the most sophisticated and far reaching mode of advertisement.

Analysis of Ulysses by Alfred Lord Tennyson Essay -- Papers Poetry Poe

Analysis of Ulysses by Alfred Lord Tennyson In the poem "Ulysses" by Alfred, Lord Tennyson, the readers are shown a great king in the later years of his life. The reader finds Ulysses reflecting on the glorious days of his youth and planning that by some means he will obtain those glorious times again. He refuses to accept a future of growing old and ruling his kingdom. Ulysses will not let the rest of his life pass him by just sitting still on his throne, doing the mundane job of ruling a kingdom. Ulysses has reached the twilight years in his life and yet he refuses to give in to the fate that time has for all men. Ulysses states in the second stanza, "I cannot rest from travel; I will drink / Life to the lees."(line 9-10) With this statement from Ulysses the reader is shown that he has become very disillusioned about whatever life his throne could bring him if he were to stay at home and run the kingdom. The reader discovers what Ulysses thinks he has to do with the rest of his life when he states "I am become a name; / For always roaming with a hungry heart". (11-1...

Deciphering RU-486 Essays -- Biology Essays Research Papers

Deciphering RU-486 When told there is a drug available that may prove useful in the treatment of everything from cancer to HIV to Alzheimer ¹s Disease (1), the tendency would be to ask why its use isn ¹t more pervasive. Conversely, when told there is a drug that functions to terminate unwanted pregnancies as well as preventing them from occurring at all (1), it would be more likely to call into question the ethics of such a design. However, when considering a drug that does all these things, the need to see everything as black and white suddenly becomes less easily met. The drug RU-486, simultaneously vilified by anti-abortion advocates and praised by many research scientists, is just such a drug, and it presents a decidedly modern moral dilemma. Its inhibitory effects on the hormone progesterone are fairly effective in ending a pregnancy in its early stages (1), with this aspect of the drug being successfully marketed in Europe (6) prior to its more recent entrance into this country (13). Its othe r uses have been less widely publicized, largely because to an extent they are just being developed. RU-486 appears to also have an inhibitory effect on the class of stress hormones known as glucocorticoids, which have been recognized as being extremely harmful to the body in a whole host of ways given a high enough concentration. With the high-stress lifestyles we lead today and little evolutionary back-up to deal with that, it is imperative that we come up with a method of treating stress-related illness. It is worth considering at what point the more controversial use of RU-486 should be put aside to allow its beneficial features to achieve their fullest potential. The clinical efficacy of RU-486 comes in its ability to bind to... ... 6) Feminist Majority Foundation Reports on Mifepristone http://www.feminist.org/gateway/ru486one.html 7) Unleashing the Killer Pill: RU-486 Dangers, Lies, and Nazi/Communist Roots Exposed http://www.freerepublic.com/forum/a3a21faea3ba6.htm 8) The RU-486 Files http://www.ru486.org/ 9) Penn Scientists Identify New Pathway in HIV Cycle http://www.upenn.edu/pennnews/features/1995/042595/Vpr.html 10) AIDS-related Kaposi ¹s Sarcoma: evidence for direct stimulatory effect of glucocorticoid on cell proliferation http://cancer.med.upenn.edu/cancernet/95/may/705001.html#6 11) Cushing ¹s Syndrome http://medhlp.netusa.net/lib/cushings.htm 12) Treatment of Cushing ¹s Syndrome http://www.uptodate.com/patient_info/topicpages/text/10348A3.asp#19 13) Time Magazine: The Pill Arrives http://www.time.com/time/archive/preview/0,10987,56387,00.html

Ano Ang Kahulugan Ng Impression?

Marvic S. Garcia 211 Caoibes St. Balayan, Batangas (63)9335615026 / (63)9217691390 [email  protected] com ObjectiveTo continually enhance my knowledge and skills that I possess by absorbing and adopting the techniques whichc can be contributed by the other environment to be able to contribute for the better of myself and field where I belong. Capabilities and Skills Operation of CNC Milling (Makino Seiki MSA50 Fanuc Series16, OKK VS5-II Fanuc Series16i, Mori Seiki DuraVertical 5060 Fanuc)Robodrill T21 I Ee(Fanuc 4-way axis) OKK MC-VM4(4-way axis) and Takizawa(TC-200 L6) lathe machine, Haas VF1, FP3 Deckel, Victor Taichung Milling, DC 100, Okuma Turning(LH55L), Mazak(Mazatroll T-plus) ? Knowledgeable in engineering/mechanical drawings ? Knowledgeable in Mastercam Version 8. 0 (2D/milling process) ? Knowledgeable in Microsoft Word and Excel ? Knowledgeable in Using QC tools (calipers, micrometer, pin gauge, thread gauge, gauge block, digiheight and microhyte)Other capabilities: Well experienced in handling tight tolerance dimensions in fabricating products. Capable of setting-up CNC milling and CNC lathe machines. Can create Manual programs and have background in Mastercam programing for CNC milling with FANUC control. Can handle different types of material such as Aluminums, Plastics, Stainless Steels, Cast Irons and Heat-treated materials. Knowledgeable in different types of working environments (Mass Production/Precision and Tooling) Knowledgeable in fabricating semi-conductor products and Mold parts. Work Experiences Steel Asia Manufaccturing Corp.CNC Machinist Bahay Pari, Meycauayan Bulacan Jan. 2013 – Present Job Description ? Set-up and operate CNC lathe and CNC nutching machine ? Editing programs for CNC lathe machine and nutching machine ? Set-up and operates conventional lathe machine ? Operates welding machine ? Analyzing programs ? Checking, preparing and installing tools to the machine ? Monitoring of the dimensions and appearance of the pro duct ? Filling-up of daily out-put form and inspection sheets ? Operates overhead cranes for lifting materials ? Reporting to superior from time-to-time Ramcar TechnologyCNC Machinist Sta. Maria Industrial Park, Brgy. Bulac Sta. Maria, Bulacan Oct. 2011 – Oct. 2012 Job Description ? Set-up and operate CNC lathe and CNC milling machines ? Creating manual programs for CNC Milling machines ? Analyzing programs ? Checking, preparing and installing tools to the machine ? Operates overhead cranes for lofting-up materials ? Adjustments of parameters, programs and WCS of the machine ? Operates ban saw cutting machine ? Monitoring of the dimensions and appearance of the product ? Filling-up of daily out-put form and inspection sheets ? Reporting to uperior from time-to-time Castem Phils. Inc. CNC Machinist CEPZ, Rosario, Cavite Aug. 2009 – Oct. 2011 Job Description ? Set-up and operate CNC lathe and CNC milling machines ? Creating and Analyzing programs ? Checking, preparing an d installing tools to the machine ? Adjustments of parameters, programs and WCS of the machine ? Monitoring of the dimensions and appearance of the product ? Filling-up of daily out-put form and inspection sheets ? Reporting to superior from time-to-time Enlin Steel Corp. CNC Machinist CEPZ, Rosario, Cavite March 2008 – April 2009 Job Description Operate CNC Lathe Machine ? Se -up CNC lathe machines ? Setting up of tools ? Editing CNC programs ? Checking of the quantity of the material before fabrication ? Conduct inspection from time-to-time ? Conduct preventive maintenance of the machine Dic Seimitsu Phils. Inc. CNC Machinist CEPZ, Rosario, Cavite March 2007-Sept. 2007 Job Description ? Operation of CNC Milling (Makino Seiki MSA50 Fanuc Series16, ? OKK VS5-II Fanuc Series16i, Mori Seiki DuraVertical 5060Fanuc) ? Analyze engineering drawings that can be translated to Mastercam Version 8. 0 programs use in fabrication of products. Jigs, tools and fixtures Fabrication ? Master cam Version 8. 0 milling process programming. ? Use of QC tools such as Caliper, Micrometer, Digiheight, pin gauge, thread gauge, gauge block and microhyte use for inspection before and after fabrication. Nanbu Phils. Inc. Extrusion Staff / Machinist CEPZ, Rosario, Cavite March 2006- Sept. 2006 Job Description ? Set-up extrusion machines ? Fabricating Moulds for extrusion machine ? Cleaning, repairing and Re-machining moulds ? Installing mould and calibrator of the machine ? Conducting pre-heating and booting-up of the machine ?Conducting size checking and visual inspection of the product ? Conducting adjustments of the parameters of the machine if necessary Educational Background Tertiary Balayan Colleges Balayan, Batangas Computer Technology (1997-1999) Secondary Balayan National High School Balayan, Batangas 1993-1997 PrimaryBalayan East Central School Balayan, Batangas 1986-1993 Personal Information Male, Single, July 13, 1980, Balayan, Batangas, Roman Catholic, 5’6†, 136 lbs. I here by attest that all information stated above are true and correct to the best of my knowledge. Marvic S. Garcia

Battle of Wilsons Creek - Civil War - Missouri

Battle of Wilsons Creek - Civil War - Missouri Battle of Wilsons Creek - Conflict Date: The Battle of Wilsons Creek was fought August 10, 1861, during the American Civil War (1861-1865). Armies Commanders Union Brigadier General Nathaniel LyonColonel Franz Sigelapprox. 5,400 men Confederate Brigadier General Benjamin McCullochMajor General Sterling Priceapprox. 12,000 men Battle of Wilsons Creek - Background: As the secession crisis gripped the United States in the winter and spring of 1861, Missouri increasingly found itself caught between the two sides. With the attack on Fort Sumter in April, the state attempted to maintain a neutral stance. Despite this, each side began organizing a military presence in the state. That same month, Southern-leaning Governor Claiborne F. Jackson covertly sent a request to Confederate President Jefferson Davis for heavy artillery with which to attack the Union-held St. Louis Arsenal. This was granted and four guns and 500 rifles secretly arrived on May 9. Met at St. Louis by officials of the Missouri Volunteer Militia, these munitions were transported to the militias base at Camp Jackson outside the city. Learning of the artillerys arrival, Captain Nathaniel Lyon moved against Camp Jackson the next day with 6,000 Union soldiers. Compelling the militias surrender, Lyon marched those militiamen who would not take an oath of allegiance through the streets of St. Louis before paroling them. This action inflamed the local population and several days of rioting ensued. On May 11, the Missouri General Assembly formed the Missouri State Guard to defend the state and appointed Mexican-American War veteran Sterling Price as its major general. Though initially against secession, Price turned to the Southern cause after Lyons actions at Camp Jackson. Increasingly concerned that the state would join the Confederacy, Brigadier General William Harney, commander of the US Armys Department of the West, concluded the Price-Harney Truce on May 21. This stated that Federal forces would hold St. Louis while state troops would be responsible for maintaining peace elsewhere in Missouri. Battle of Wilsons Creek - Change of Command: Harneys actions quickly drew the ire of Missouris leading Unionists, including Representative Francis P. Blair, who saw it as a surrender to the Southern cause. Reports soon began reaching the city that Union supporters in countryside were being harassed by pro-Southern forces. Learning of the situation, an angry President Abraham Lincoln directed that Harney be removed and replaced with Lyon who was to be promoted to brigadier general. Following the change of command on May 30, the truce effectively ended. Though Lyon met with Jackson and Price on June 11, the latter two were unwilling to submit to Federal authority. In the wake of the meeting, Jackson and Price withdrew to Jefferson City to concentrate Missouri State Guard forces. Pursued by Lyon, they were compelled to cede the state capital and retreated into the southwestern part of the state. Battle of Wilsons Creek - Fighting Begins: On July 13, Lyons 6,000-man Army of the West encamped near Springfield. Consisting of four brigades, it was comprised of troops from Missouri, Kansas, and Iowa as well as contained contingents of US Regular infantry, cavalry, and artillery. Seventy-five miles to the southwest, Prices State Guard soon grew as it was reinforced by Confederate forces led by Brigadier General Benjamin McCulloch and Brigadier General N. Bart Pearces Arkansas militia. This combined force numbered around 12,000 and overall command fell to McCulloch. Moving north, the Confederates sought to attack Lyons position at Springfield. This plan soon unraveled as the Union army departed the town on August 1. Advancing, Lyon, took the offensive with the goal of surprising the enemy. An initial skirmish at Dug Springs the next day saw Union forces victorious, but Lyon learned that he was badly outnumbered. Battle of Wilsons Creek - The Union Plan: Assessing the situation, Lyon made plans to fall back to Rolla, but first decided to mount a spoiling attack on McCulloch, who was encamped at Wilsons Creek, to delay the Confederate pursuit. In planning the strike, one of Lyons brigade commanders, Colonel Franz Sigel, proposed an audacious pincer movement which called for splitting the already smaller Union force. Agreeing, Lyon directed Sigel to take 1,200 men and swing to the east to strike McCullochs rear while Lyon attacked from the north. Departing Springfield on the night of August 9, he sought to commence the assault at first light. Battle of Wilsons Creek - Early Success: Reaching Wilsons Creek on schedule, Lyons men deployed before dawn. Advancing with the sun, his troops took McCullochs cavalry by surprise and drove them from their camps along a ridge which became known as Bloody Hill. Pushing on, the Union advance was soon checked by Pulaskis Arkansas Battery. Intense fire from these guns gave Prices Missourians time to rally and form lines to the south of the hill. Consolidating his position on Bloody Hill, Lyon attempted to restart the advance but with little success. As fighting intensified, each side mounted attacks but failed to gain ground. Like Lyon, Sigels initial efforts achieved their goal. Scattering Confederate cavalry at Sharps Farm with artillery, his brigade pushed forward to Skeggs Branch before halting at the stream (Map). Battle of Wilsons Creek - The Tide Turns: Having halted, Sigel failed to post skirmishers on his left flank. Recovering from the shock of the Union attack, McCulloch began directing forces against Sigels position. Striking the Union left, he drove the enemy back. Losing four guns, Sigels line soon collapsed and his men began retreating from the field. To the north, a bloody stalemate continued between Lyon and Price. As the fighting raged, Lyon was wounded twice and had his horse killed. Around 9:30 AM, Lyon fell dead when he was shot in the heart while leading a charge forward. With his death and the wounding of Brigadier General Thomas Sweeny, command fell to Major Samuel D. Sturgis. At 11:00 AM, having repulsed a third major enemy assault and with ammunition dwindling, Sturgis ordered Union forces to withdraw towards Springfield. Battle of Wilsons Creek - Aftermath: In the fighting at Wilsons Creek, Union forces suffered 258 killed, 873 wounded, and 186 missing while the Confederates incurred 277 killed, 945 wounded, and around 10 missing. In the wake of the battle, McCulloch elected not to pursue the retreating enemy as he was concerned about the length of his supply lines and the quality of Prices troops. Instead, he withdrew back into Arkansas while Price embarked on a campaign in northern Missouri. The first major battle in the West, Wilsons Creek was likened to Brigadier General Irvin McDowells defeat the previous month at the First Battle of Bull Run. During the fall, Union troops effectively drove Price from Missouri. Pursuing him into northern Arkansas, Union forces won a key victory at the Battle of Pea Ridge in March 1862 which effectively secured Missouri for the North. Selected Sources Civil War Trust: Battle of Wilsons CreekNPS: Wilsons Creek National Battlefield CWSAC Battle Summaries: Wilsons Creek

Consulting Analysis essays

Consulting Analysis essays The current system that we have been working with is Undergraduate Business Advising. After doing some research we have found that there are a number of different problems with the current system. The main problem we have discovered is inconsistent information. One of the proposed solutions is an Undergraduate Business Advising website. The website will provide a way for advisors to communicate information to students more clearly and efficiently. It will also, in the same way, provide a way for students to access the information much quicker and easier. In addition, it will allow students to schedule appointments online. By offering this feature, we hope to increase the number of appointments and in turn decrease the number of walk-ins. Our goal is to decrease the amount of inconsistent information that students are receiving. Absolute Consulting was hired by the Undergraduate Business Advising Office to develop a web page to help enhance the advising process. We were approached by Monica Farrell to update the current process by integrating user-friendly tools on the web. Our role in the project was to gather information from students and faculty to determine what requirements are necessary for the web page. We have accomplished this through extensive interviewing, research, and questionnaires. Our team is comprised of six students from Dr. Sauters analysis class. Each member has strengths in different areas of the project, thus increasing our proficiency. The team has an excellent set of checks and balances to ensure that no one part is overshadowed by another. One of our main concerns was keeping within the scope of the project. We had to pay careful attention as to not get outside of our parameters. Through much discussion with Monica Farrell, we determined what would and would not be appropriate for the project. Monica, our contact, took our ideas to the other advisors to get feedback and we were ...

Impact Of Cell Phones Usage English Language Essay Essays

Impact Of Cell Phones Usage English Language Essay Essays Impact Of Cell Phones Usage English Language Essay Essay Impact Of Cell Phones Usage English Language Essay Essay Cell phones adopted by immature coevals in recent twelvemonth, have become planetary phenomena around the universe. Therefore, with the outgrowth of this engineering about everyone has tried to follow these cell phones. We found in this research that cell phone use had a negative impact on pupils GPA. Students utilizing their cell phone during category, they besides having and directing text messages during their category so they were able to pay less attending to talk and therefore it had negative impact on pupils public presentation. Cardinal footings: Cell phones use, Academic public presentation, GPA Introduction Commercialization of cellular phone engineering has increased its usage in recent old ages. In Pakistan sum endorsers for cell phones till 12 September 2012 have reached to 120,513,430 ( Pakistan Telecommunication Authority ) . The acceptance of cell phones by immature coevals has been a planetary phenomenon in recent old ages. It has become an built-in portion of stripling s day-to-day life and has become one of the most popular signifiers of communicating. In today s universe about every pupil is holding cell phone in their pocket, clipped to a belt, or hidden in a brief instance or bag and knows perfect use of it. As engineering is turning every twenty-four hours at really fast rate, and is conveying positive and negative effects for society and so is with cell phone engineering that has brought both positive and negative effects. It is normally observed that these cell phones have besides become position symbol for young person and they have indulged themselves in the competition of holding best and most updated cell phone with maximal characteristics. Today s young person prefer cell phones more every bit compared to internet or any other societal activity. Young people ain cell phone and besides want to upgrade it every bit shortly as new theoretical account is launched in the market. Cell phones are that much involved in our life that the individual who own cell phone is tend to be thought socially connected, independent, modern and in demand by the society. One of the most used applications of cell phones by our immature coevals is text messaging and these cellular web companies have besides played a critical function in negatively impacting our immature coevals by presenting a figure of bundles for text messaging and calls besides. Students of today are maestro in fastest text messaging and are seen text messaging piece at place, at university, going, in schoolroom and specially while analyzing. Communication with fellow pupils, professors, parents, and everyone else is merely a click off. Most of the pupils use it for chew the fating with friends. This research paper explores the impact of cell phones` use on pupils academic public presentation. We examined the consequence of nomadic use on the classs among university pupils. Literature Review Cell phones and academic public presentation: The innovation of cell phone has brought radical alteration in the universe. And therefore bought alteration in the life style of people utilizing it including pupils. In 2005, the figure of cell phone endorsers worldwide will make 2 billion ( Deloitte Research, 2005 ) . And in Pakistan entire fixed phone endorser by December 2011 reached to merely 3,098,117, less than nomadic phone endorser that were 120,151,253 boulder clay December 2011 ( Pakistan Telecommunication Authority ) . Surveies have systematically shown that cell phone is used and loved more than telecasting or cyberspace by pupils, whether they are utilizing cyberspace or watching telecasting they are holding cell phone in their custodies. Through common observation we besides evaluated that pupils need to return to their place if they forget to take it with them. Therefore with the outgrowth of this engineering about everyone has tried to follow these cell phones and are addicted to its use that they think their work d one become hard without its services and they are unable to remain connected with their friends and household. The chief issue for instructors is the perturbation created in category room due to cell phone calls and texting. Uniting this with the easiness of concealing the device due to its little size, makes it really hard for instructors to command it. Students are excited to happen out that who has called and what the message is, immature people are loath to turn off their cell phone during category clip. Normally pupils kept their devices on during talks with themselves and besides sometimes bury to turn profile silent during category and its tintinnabulation create perturbation in category. Campbell ( 2006 ) found that pupils and module view the tintinnabulation of cell phone in category to be a serious job. It is clear that if pupils spend clip texting, they will non be able to pay attending to category talk, will non be able to understand the subject and will non be able to bring forth good consequence in category, this will hold impact on their class points. Through common observation it is observed that today pupils are busy with this engineering, spends 90 % of their clip with cell phones and do nt pay attending to their surveies. And if they pretend to their parents that they are analyzing in their room, they are really dodging their parents, it is such a little device that they can easy conceal them and lie with their parents. Students are seeking to do as many friends whether miss or male child as they can, maintaining themselves busy all twenty-four hours and dark, as these web companies for their ain net income have introduced a tonss of inexpensive bundles fo r call and messaging. All these activities in which pupils have engaged themselves in today s universe are pulverizing their present and future. After explicating negative facet there are some positive impact besides, it helps pupils to remain connected with their group members when assigned some group work from their instructor and can besides reach their instructors in clip of holding any trouble sing their assignments. In school it besides helps teacher to state their parents about any serious job happened to the pupils and besides helps teacher to text their parent if they are absent from school. Students are supposed to utilize nomadic phones whole dark texting their friends. It is interesting to observe that there are few common household regulations about immature people s usage of the cell phone. In fact, many striplings ( 58 % ) reported that there were no regulations set by their parents about their cell phone usage and merely 12 % reported that their parents used remotion of their cell phones from them as penalty ( Metthews, 2004 ) . Probably because of the kiping issue it has been found that parents have to take cell phone from their kids at dark while traveling to kip. Some reported that parents had to inquire their kids to halt utilizing phone at dark as so pupils are unable to wake up early in the forenoon for their university, school or college or they feel sleepy during category and make non pay proper attending. Along with academic public presentation cell phones have besides positively and negatively affected societal relationships. With the outgrowth of nomadic phones persons are able to remain connected with their friends, household and relatives populating abroad. In add-on to maintaining up with societal relationships, persons have besides been able to increase productiveness with their work because they can be 100s of stat mis off from the office, and still have instant entree to their e-mail, paperss and contacts wherever they are ( Tully, 2003 ) . A tendency that is going more evident is present absences ; this is the construct of how an person s presence in a societal scene alterations irrespective of their physical presence, they are merely half-present ( Fortunati 2008 ) . Persons go toing any meeting with their friends, coworkers, foreman or any type of societal activity, they leave that topographic point during conversation every bit shortly as their cell phone rings or vibrate. Even when sitting with their parents they do non waver to travel in front and reply the call without believing that this could ache them. Through observation, research workers have found that persons typically will non waver to disrupt an on-going conversation to reply the tintinnabulation of their cell phone. Cell phones have given a new manner to persons to organize new relationships and to beef up bing 1s. Teenss admitted passing about an equal sum of clip speaking as they do texting each month. The characteristic is so of import to them that if texting was no longer an option, 47 per centum of teens say their societal life would stop or be worsened particularly among females ( 54 per centum compared to 40 per centum of males ) ( CTIA Survey 2008 ) . Before the outgrowth of nomadic engineering, persons have regular interaction with one another. As they have really small telephonic contact with one another so they are used to see each other places on a regular basis. Even if any one of the household member is in infirmary, their loved 1s even if out of metropolis make a visit immediately or the following twenty-four hours but now with the outgrowth of cell phones people are supposed to merely inquire about their wellness on phone call with their cell phones. Cell phones besides create a factor of safety among parents. Parents feel satisfied if their kids are holding cell phone with them while traveling outside as they can reach them whenever they want. Even in the clip of exigency they can name them. Not merely parents can reach their kids in the clip of trouble but kids can besides reach them in exigencies. But kids besides sometime misapply this device by stating prevarication to their parents and making whatever they want to make outdoors, as their parents are satisfied with their prevarication. On the other side this device along with disadvantages has helped kids and parents both to remain in contact when outside their place. As everything in this universe have advantages and disadvantages both and it is upon us how we utilize it. Hypothesis Cell phones` use will hold a negative consequence on students` academic public presentation. Model Cell phone use Academic public presentation Methodology The information was collected by administering questionnaire to pupils of different universities in Pakistan with the ages runing between 18 and 30. A sample size of 150 pupils was taken in which 65 respondents were male and 85 respondents were female. The study consisted of 24 inquiries, including cell phone impacts on pupils academic public presentation and societal relationship. Multiple pick inquiries were asked. The dependability of the instrument was calculated by utilizing SPSS. The instrument was personally administered to the sample. Demographic information ( e.g. , age, gender, university, grade, GPA ) was besides collected. Consequences After successfully roll uping the informations through distributing questionnaires in different universities of Rawalpindi and Islamabad, we have inserted that informations in SPSS package informations sheet and run desired maps necessary to cognize that what impact does independent variable ( cell phone use ) have on dependant variable ( pupils academic public presentation ) . We have evaluated pupils academic public presentation by sing their Grade point average. From the correlativity consequences as shown in TABLE 1, we have find that cell phone use is holding negative impact on pupils GPA i.e. ( r= -0.303, P lt ; 0.01 ) . We besides come to cognize that age and GPA is besides negatively related with each other i.e. ( r= -0.154, P lt ; 0.01 ) . The Cronbach s Alpha dependability for this graduated table is 0.688. For ciphering Cronbach s Alpha we have besides reversed the graduated table of inquiry 2, 3 and 6. Table 1 Correlation Consequences M S.D 1 2 3 4 Age 21.487 1.8672 1 Gender 1.58 0.49521 -0.184* Cell phone use 3.267 0.4512 0.045 -0.149 1 GPA 1.9911 0.57583 -0.154 0.246** -0.303** 1 ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 2 Arrested development Consequences Predictor Academic public presentation ( GPA ) I? I† Sig. Measure 1 Age -0.27 0.164 Gender 0.205 0.006 Measure 2 Age -0.26 0.167 Gender 0.169 0.020 Cell phone use -0.212 0.072 0.001 The tabular array 2 shows the arrested development consequence of dependant and independent variable. In measure 1 control variables i.e. age, gender is shown and in measure 2 independent variable i.e. cell phone use is shown. In horizontal line we have dependent variable i.e. academic public presentation measured utilizing pupils GPA. The fluctuation in pupils academic public presentation ( GPA ) due to cell phone use is 7.2 % . The impact of cell phones use on pupil academic public presentation is negative i.e. ( I? = -0.212 ) . This implies that the pupil whose use of cell phone is more is holding low GPA i.e. demoing hapless academic public presentation. Discussion In this research paper we have evaluated that what impact pupils cell phone use has on their academic public presentation by sing their GPA. Students age and gender is besides taken into history while running analysis utilizing SPSS. Cell phone use is taken as independent variable and pupils academic public presentation is taken as dependent variable. Questionnaires are given to be filled by pupils of different universities in Rawalpindi and Islamabad between the age of 18 and 30. The information collected is analyzed by utilizing SPSS package and evaluated the impact of cell phones use on pupils academic public presentation. The consequence shows that cell phones use is negatively impacting pupils academic public presentation. This means that the pupils who are utilizing cell phone more are holding low GPA. On inquiring inquiries on how much clip they spend on utilizing their cell phone and in how many categories they use cell phone, we have found that there is negative relationship of these two inquiries with pupils GPA. That is the pupils who are utilizing cell phone about 7-10 hours and those besides who use cell phone during their most of the categories are holding low GPA. On inquiring random inquiries we have found that one of the most used characteristic of cell phone is text messaging used by 67 % pupils ( female 37 % and male 30 % ) . Almost 81 % pupils ( female 46 % , male 35 % ) are utilizing standard text messages as compared to multimedia messages or other. 43 % pupils ( 31 % female and 13 % male ) say that they put their nomadic phone on soundless manner while go toing category. 35 % pupi ls ( 20 % female and 15 % male ) say that they on occasion receive or send text messages while the category was in session. 55 % pupils ( 35 % female and 20 % male ) agree on policy that Mobile should be kept by pupils but they should put it in quiver manner. 61 % pupils ( 40 % female, 21 % male ) say that they do non utilize dark bundles on their cell phone. 42 % pupils ( 23 % female, 19 % male ) say that they use twenty-four hours bundles on their cell phone. 67 % pupils ( 39 % female, 27 % male ) say that they spent 10 % of their pocket money on cell phones. 56 % pupils ( 32 % female, 24 % male ) say that they sometimes use their cell phone while making their assignments. As consequences show that those pupils who spend most of their clip on cell phone are accomplishing low GPA, which is in conformity with the literature and common observation. Students are utilizing their cell phone during category, they are besides having and directing text messages during their category so they will be able to pay less attending to talk and therefore it will hold negative impact on pupils public presentation. Some pupils are besides utilizing dark bundles on their cell phone which will do them unable to be attentive in their forenoon category or may be unable to go to the first category. It is better to trip missed call qui vive on their cell phone and put it off during category and when they will on it they will have message of all the calls they missed when the cell phone was away. In last reasoning all cell phone use is significantly impacting our young person who are misapplying this engineering, and therefore demoing hapless academic public presentation and p ulverizing their calling chances.

Lesson plan for special education Assignment Example | Topics and Well Written Essays - 750 words

Lesson plan for special education - Assignment Example Integrate of a wide scope of methods of instructions that are suited to learner’s distinct styles of learning. This is aimed at creating an intended program for Tom success in tertiary institution preparatory curriculums Stress on the need to ensure that Tom fits in the school curriculums and with co-joined traditional aspects of the school such as co-curricular activities. Tom will be to pursue his core based courses as well as take part in other classes, co-curricular activities like athletics together with the rest of learners in the school This lesson plan seeks to explore Tom, a 10 year old kid in the 5th. He will be engaged in a handy activity aimed at helping him distinguish different conditions that act as trigger factors to asthma. Tom will be engaged in research of various ways to prevent these conditions and also on possible methods of treatment. Through internet sources and a Brain POP utility, Tom is to develop from them, research skills (Dawson, 1989). The research activities will involve finding, compiling, and summarizing information regarding asthma. It will uplift awareness not only on asthma but also of other possible ill health. Lastly, Tom will also get to learn on ways to uplift awareness in his community regarding the conditions of ill health (Dawson, 1989). He will be able to indulge in a related activity or engage in charity work geared towards the same. 1. Give cards, with conditions that trigger Asthma, to the students to cut them apart. Begin with a related activity and challenge Tom to work in groups. Let the group members classify cards provided in a criterion that is comfortable to them. In case the members are not able to classify a few of the cards allow a quick research on the internet through a computer. This is to ensure that the students, especially Tom, come up with solutions of their own. 2. Lead a discussion to help the students to compare and contrast. At this point they can be made familiar on the condition

Apple Computer, Inc. v. Microsoft Corporation Research Paper

Apple Computer, Inc. v. Microsoft Corporation - Research Paper Example Currently, Apple and Microsoft are world’s leading companies in the computer industry. Microsoft is headed by Bill Gates whereas Apple’s CEO is Steve Jobs. Many people believe that the competition between these two companies is actually the competition between these two charismatic leaders; Bill Gates and Steven Jobs. Microsoft succeeded in monopolising the operating system market in the world with the help of their renowned Windows based operating system. On the other hand Apple tried to conquer the global consumer electronics market with the help of diversified products. Apple faced many ups and downs in their history since its introduction. It faced stiff challenges in the 1990’s; however it was able to bounce back with the help of innovation and change management principles implemented in the organization during the latter periods of 1990’s and the at the beginning of the twenty-first century. On the other hand, Microsoft has not faced many challenges during their last 35 years of history. However, at present, Microsoft is facing several challenges from companies like Apple, Google etc. This paper compares the performances of Apple and Microsoft since their introduction. The first thing we all know is that during 1995-97, Apple lost control of the business market. IT managers needed something Apple wasn't able to supply: a capable back office system with authentication and management tools. Apple appeared to be ambivalent about this loss of the business market, and a series of poor CEOs failed to understand the evolution of business requirements and failed to bring clarity to Apple's vision (Martellaro, 2006) The battle for dominance between Apple and Microsoft was intensified in 1990’s. Apple introduced their Macintosh OS in response to Microsoft’s Windows in the 90’s. However, Apple failed to capture the market whereas Microsoft did succeed in monopolising the operating system market. Apple’s failure in providing the necessary solutions to the IT managers, opened many opportunities to Microsoft which they accepted with both hands. A series of windows based products like Windows 95, 98, 2000, XP, Vista etc entered the market which helped Microsoft to monopolize the operating system market. Microsoft did everything possible to sustain their monopoly in the operating system market. They have introduced many application software which are compatible only with the Windows operating system. For example, the MS Office package including software like MS word, MS excel, MS power point, MS access etc are compatible only with Windows operating system. Majority of the global computer users were badly in need of this application software and Microsoft was able to maintain their supremacy with the help of these software packages. Another business strategy successfully implemented by Microsoft was their meaningful collaboration with Microsoft chip manufacturers and other business associates. For example, Microsoft established business collaboration with Intel, one of the prominent microprocessor manufacture

How Do We Know What We Know Quiz Essay Example | Topics and Well Written Essays - 500 words

How Do We Know What We Know Quiz - Essay Example It helps in expounding cultural, economic and political life of different societies. When one explore different areas, the experience acquired living among different people provide concrete information than the written sources in the media. The media provides insight information on activities and way of living in different communities. The media briefly outline what is one expect when were live among these communities. These social realities supplement the information we have, what we think we know and having common sense, we can derive the fact about the social, economic and spiritual life of any given society on earth. Amueshas, also called Yaneshas is an ethnic group in the Peruvian Amazonian forest. According to the media sources, Amueshas is a small group that is almost 2.9% of the registered indigenous inhabitant of the Amazonia of Peru (speedlook.com, 2015). The media sources state that Amueshas communities are located high altitude borders of River Picis, Cacazu, and Yurinaqui. Amueshas are dominant in Yaneshas communities. Their language group is Arahuaco. The westerns arrived in this region in the 16th century as missionaries and meet this group. The western intermingled with them and established a stable co-existence with this group. Western attempted to colonize these communities by consolidating them in towns and possessing their properties. Amueshas grouped itself and formed trade union that help to regain lost possessions’. The invasion of the white resulted in the change of life habits of Amueshas. They were hunting for obtain a daily meal, but this have changed. This group ha s diversified into agriculture and other forest activities as a source of income. Their tradition is one way that would help in knowing their way of life before the colonial era. The way this group has preserved it language would personal experience on customs. Expert authorities have always considered the minority groups in the Amazon forest as hunters. The

Reading response Assignment Example | Topics and Well Written Essays - 500 words - 3

Reading response - Assignment Example The book, in many ways, is a summary of the author’s journey of three decades as an author, an educator and social activist. The dominant themes of the essays featuring in this collection are the red power, the white church, the contradictory worldviews, liberating theology, practices of the state and ancient conventions relevant in the modern world. The author was of the view that the Native American style of life was reliant mainly on visions, whereas the life of the whites was centred chiefly on ideas. The same point of view is upheld in the essays in ‘For This Land’. Deloria, in this book, covers a wide variety of topics relating to religion and spirituality, which range from the protest movement of the Indians to the violation of agreements with the tribal communities in the US. He also talks about the immense struggle put forward by the Indians for the sake of preserving their holy sites and gaining access to the same on their traditional occasions. The author does not deter from mentioning even some seriously controversial issues concerning the federal agencies, museums and curio shops in the US. He candidly reveals issues such as the withholding of the human remnants and funeral offerings of American Indians. The focus of the essays in this book is on the religious facets and associations we find in the lives of human beings. Apparently his writing seems to be distant from ideological contexts and verging entirely on the theoretical framework of physical space. But as the thoughts progress, we realise that the author has been successful in involving our intellectual faculties by insinuating us to rethink our beliefs. He questions our established religious institutions and experiences, reveals all kinds of controversies that have engulfed those and compels us to ponder over our deep-rooted beliefs. ‘For This Land’ is a masterpiece from one of the foremost critics of American history. It presents a unique

Advertisment Essay Example | Topics and Well Written Essays - 250 words - 1

Advertisment - Essay Example But one finds this appropriate because the picture really says it all. The paragraph below is just additional information to emphasize the message the advertisement wants to convey. The advertiser wants to persuade those who will see the advertisement that cigarette smoking does not have to be manly. As written in the paragraph below, it is an expression for one’s love for pretty things (Lindstrom). Additional information is given in the paragraph stating that the cigarette is also available in menthol (Lindstrom). The messages in the print advertisement are arranged in such a way that the most important message that the advertiser wants to convey is presented first. The use of big letters in the statement, â€Å"Farewell to ugly cigarette. Smoke pretty.eve.† is very fitting (Lindstrom). The prominent picture of the pack of cigarettes also contributes to the message that the advertiser wants to put across his audience. On the whole, one thinks that the print advertisement is very effective in capturing the attention of its market. Even without the paragraph below the picture, the readers have already understood and absorbed the message. The advertiser has achieved his goal. Eve Filter Cigarettes. Advertisement. Lindstrom, Andrew. "50 inspiring vintage advertisements." 30 September 2008. wellmedicated.com. Web. 12 March 2013

Reading response Assignment Example | Topics and Well Written Essays - 500 words - 3

Reading response - Assignment Example The book, in many ways, is a summary of the author’s journey of three decades as an author, an educator and social activist. The dominant themes of the essays featuring in this collection are the red power, the white church, the contradictory worldviews, liberating theology, practices of the state and ancient conventions relevant in the modern world. The author was of the view that the Native American style of life was reliant mainly on visions, whereas the life of the whites was centred chiefly on ideas. The same point of view is upheld in the essays in ‘For This Land’. Deloria, in this book, covers a wide variety of topics relating to religion and spirituality, which range from the protest movement of the Indians to the violation of agreements with the tribal communities in the US. He also talks about the immense struggle put forward by the Indians for the sake of preserving their holy sites and gaining access to the same on their traditional occasions. The author does not deter from mentioning even some seriously controversial issues concerning the federal agencies, museums and curio shops in the US. He candidly reveals issues such as the withholding of the human remnants and funeral offerings of American Indians. The focus of the essays in this book is on the religious facets and associations we find in the lives of human beings. Apparently his writing seems to be distant from ideological contexts and verging entirely on the theoretical framework of physical space. But as the thoughts progress, we realise that the author has been successful in involving our intellectual faculties by insinuating us to rethink our beliefs. He questions our established religious institutions and experiences, reveals all kinds of controversies that have engulfed those and compels us to ponder over our deep-rooted beliefs. ‘For This Land’ is a masterpiece from one of the foremost critics of American history. It presents a unique

Review of Ashton Coal Water Management Plan Term Paper

Review of Ashton Coal Water Management Plan - Term Paper Example It is the Department of Primary Industries and Water which typically formulates as well as executes an effectual water management plan. However, it is mandatory for this particular department to sanction an application from a Water Entity for the purpose of taking over the execution of the plan (DPIPWE, n.d.). An effective water management plan possesses certain imperative functions. These functions comprise determining water pricing, complying with financial regulations, conducting perfect water planning along with management, identifying water markets, developing water supply as well as allied services and most importantly advancing appropriate management of water quality. It is the accountability of different water authorities, governmental agencies and water utilities to ensure smoothly execution of an effective plan of water management (NWMS, 2012). An effective water management plan is quite indispensable in order to preserve environmental integrity by forming an appropriate ba lance between various important aspects like sustainable advancement, socio-economic development and healthy along with secured environment (Department of Water Affairs and Forestry, 2007). It has been apparently observed that the conception of an effective water management plan is practiced for several years with the intention of fostering sustainable development and healthy environment. The framework associated with the plan of water management has been principally based upon enlarged understanding about environmental complexities and future challenges linked with socio-economic development. According to the frameworks associated with the plan of water planning, it has been viewed that the plan can be applied to different water bodies that encompass rivers, streams, wetlands, aquifers and lakes. Any individual can introduce as well as develop an effective planning related to water management but must follow the frameworks with the intention of fostering socio-economic advancement and sustainable development (Grafton & Hussey, n.d.). In this similar circumstance, it is to be stated that the frameworks linked with effective planning of water management would be reviewed after every five years ensuring that the plan continues to endorse prolonged water management. Specially mentioning, the prime objectives of an effectual planning of water management are to deliver long-term benefits to the community and most significantly to foster sustainable advancement along with socio-economic development. After acquiring a brief idea about the prime intentions of an effectual water management plan, it can broadly be affirmed that the aspect concerning effective planning of water management has broader scope in future targeting towards developing the environment at large (Alberta Environment, n.d.). With this concern, this paper intends to conduct an in-depth review of Water Management Plan relating to Ashton Coal. Moreover, after conducting thorough review of different fa cets contained in the plan, the plan would be passed or not will also be discussed in this paper. A Brief Overview of Ashton Coal Water Management Plan Ashton Coal Operations Pty Limited which is prevalently acknowledged as ACOL is fundamentally regarded as a completely-owned ancillary of Yancoal Australia Limited (Yancoal). It is essentially a coalmine which operates the Ashton Coal Project (ACP) that is located in the

Pros and Cons of Social Network Essay Example for Free

Pros and Cons of Social Network Essay According to Tynan (2005, p. 72), 70% of online users are concerned about their online privacy. Many users of social networking sites such as Facebook and Twitter complain about how these sites do not have the appropriate settings to prevent online threats such as identity theft and the invasion of privacy. They believe that it is the responsibility of social networking sites to safeguard users’ privacy. However, users often forget how willing they are when it comes to revealing intimate details and information of their lives on these sites. This willingness to give out their personal information invites the online privacy ‘troubles’ that users often complain about. With all these information exposed to hackers, identity thieves are given a green light to tap into users’ database when users decide to reveal their information online. Thus, we can say that the users of social networking sites are the biggest threat to their own online privacy and cases of identity thefts. There are three main reasons why people choose to reveal their personal information on social networking sites. Firstly, people use social networking sites to connect, and to do so, they have to reveal personal information about themselves. As Andrews, L. (2011, p. 2) has said, â€Å"Social networking has enormous benefits, helping us stay in touch with people from our pasts and introducing us to people who share our interests. † These information includes their name, age, city they are staying in, company or school they belong to and etc. The information they provide will help long-lost friends connect with them, help them make new friends with common interests and perhaps even help them find a love interest. Another reason why people choose to reveal information about themselves is to create identity. This ‘identity’ is like the information sheet of how the user is like. Users might even want to post their every thought and actions even places they have been to, it becomes a part of their life to log on to social networking sites and post their current status (Andrews, 2011). Writing about the groups and activities a person is involved in for example, tells friends and people around him what are his interests and helps people to understand him better. Lastly, people reveal personal information to gain access to certain websites. These include gaming sites and articles provided by social networking websites, and they often request for the user’s personal information. Users might find it worth it to reveal their information in order to enjoy the entertainment provided by these sites. Thus, they might decide that since their information will be kept confidential, it is safe to provide their personal details without a second thought. It is understood that people choose to reveal their personal information online in exchange for the benefits of using social networking sites. However, they might want to think twice after hearing what dangers they are putting themselves in. Users should be aware of how they are putting their Internet privacy at risk when they reveal personal information about themselves; there are three major threats that users should be wary of. First of all, there is there is the threat of cyber bullying. Cyber bullying is a serious problem among teenagers and it might cause mental illnesses such as depression to the victim. It can happen when a bully gets hold of the content a user posted on the Internet. Unlike normal bullying, where the victim can escape home to safety, the victim can get bullied even at home as it happens on the Internet. The bully can even get hold of the victim’s home address or phone number if the victim had posted it online. One of the most famous cases of online bullying is the â€Å"Star Wars Kid†, Ghyslain Raza, whose homemade video of him fighting with a pretend light sabre was leaked and had more than 15 million downloads. He had been so affected that he was admitted into a child psychiatric ward (Johnson, 2004). We can see from this case study how badly cyber bullying can affect a victim, and this started from a post that the victim had not expected would be leaked. All of these threats occur because people choose to post their details on the social networking sites. While social networking sites are growing, more people are online than ever before and this includes the bad guys on the net (Viega, 2009). Thus, we have to be even more careful about the threats that we might face online. Other than that, users should also beware identity theft. Identity theft is the use of one person’s personal information to commit fraud or other crimes (Columbia University Press, n. d. ). This can happen to users who reveal too much information on the Internet for an identity thief to pose as him or her. As Waldrop, B. (2011) has said, â€Å"A case of identity theft can be as serious as having your entire bank account to be wiped out. † This can be a very serious threat and users should beware of it. Finally, there is the lack of privacy online. The thing about social networking websites is that it has the weakest data link and was even rated by The Cocoon Blog as the second biggest online privacy threat in 2011. With a weak data link, it is easy for even non-users of social networking sites to hack into a user’s database and gain access to what the user has posted. In fact, Mark Zukerberg, the founder of Facebook himself had hacked into the email accounts of two Harvard Crimson reporters using data obtained from TheFacebook. coms logs (Carlson, 2010). This shows how information is easily accessed on social networking sites. People often believe that it is the responsibility of social networking websites to safeguard its users’ privacy. However, here are some of the reasons why users have a major role to play in protecting their own online privacy. Firstly, social networking sites can only protect their users to a limited extent. Social networking sites have really weak data links and they have too many users to be able to take care of all of them. Facebook for example, would be the third largest nation in the world if it were a country (Andrews, 2011, p. 1). We can think Facebook as the government and its privacy settings as the law. In a real country, there would be people breaking rules despite knowing the laws. A weak data link is like Facebook’s version of a weak police force, being unable to prevent data from being stolen. Hence, users cannot choose to rely solely on social networking sites to protect their privacy. Secondly, it is the user’s responsibility to provide his or her loved ones. Some of a user’s information such as home number or address is shared with his or her non-user family members. Thus, revealing information as such might bring harm to the family. An example would be if a burglar decides to break in to a user’s house, whose address he found on the Internet. If a social networking site user had revealed his address and phone number online, all the burglar has to do is to type in phone number or address in Google Search and it will direct him to the user’s home (Tynan, 2005). Finally, it is important that users are aware of what harm information they post can bring. This is so as the information that had been posted cannot be taken back. Even if the user had used the best services to get all of his data removed, the information can be reinstalled within a short period of time (Andrews, 2011). Hence, users are considered the biggest threat to their own online privacy as they are the ones who have a final say on what information they choose to post on the Internet. As mentioned in Cocoon’s 2011 List of the Top 10 Internet Privacy threats, the weakest link in the privacy chain could be the users themselves. Everything that Internet users do online leaves a digital footprint from search engine tastes to browsing patterns and social interactions. Therefore, users should be responsible for what they choose to do on the Internet, as they will never know who is watching and what online privacy threats awaits them. While enjoying the benefits that social networking websites provide them with, they should also be aware of the threats they are facing and learn to protect their own privacy. I strongly believe that the best way to do so is for users to limit the amount of intimate information they reveal online. Privacy settings on social networking sites might help but only to a certain extent and it is better to be safe then sorry. All in all, users should understand that while they are limiting the amount the intimate information of themselves online, they are also protecting themselves from their greatest Internet privacy enemy- themselves.

Role of amygdala in the experience of fear

Role of amygdala in the experience of fear The amygdalae (from the Greek for almond) are two groups of almond-shaped nuclei located deep within the medial temporal lobes of the brain in complex vertebrates, including humans, (see Fig 1 below). Research has shown that the amygdalae perform a primary role in the processing and memory of emotional reactions, and are considered to be part of the limbic system. [pic] Fig 1: Location of Amygdala. (Image from: imemat.blogspot.com) The regions described as amygdalae are a combination of several nuclei with distinct functions. Among these nuclei are the basolateral complex, the cortical nucleus and the centromedial nucleus, (see Fig 2 below). The basolateral complex can be further subdivided into the lateral, the basal and the accessory basal nuclei. Anatomically, the amygdala and more particularly, its centromedial nucleus, may be considered as a part of the basal ganglia. The amygdala sends impulses to various parts of the brain, for example, to the hypothalamus to activate the symp athetic nervous system; to the thalamic reticular nucleus to increase reflex movement; and to the laterodorsal tegmental nucleus for the activation of various neurotransmitters such as dopamine, norepinephrine and epinephrine. The cortical nucleus is involved in the sense of smell and pheromone- processing. It receives input from the olfactory bulb and olfactory cortex. The lateral amygdalae, which send impulses to the rest of the basolateral complexes and to the centromedial nuclei, receive input from the sensory systems. The centromedial nuclei are the main outputs for the basolateral complexes, and are involved in emotional arousal in rats and cats. [pic] Fig 2: Nuclei of the rat amygdaloid complex. (ABmc = accessory basal magnocellular subdivision; ABpc = accessory basal parvicellular subdivision; Bpc = basal nucleus magnocellular subdivision; e.c. = external capsule; Ladl = lateral amygdala medial subdivision; Lam = lateral amygdala medial subdivision; Lavl = lateral amygdala v entrolateral subdivision; Mcd = medial amygdala dorsal subdivision; Mcv = medial amygdala ventral subdivision; Mr = medial amygdala rostral subdivision; Pir = piriform cortex; s.t. = stria terminalis). (Image from: Physiol Rev 83: 805) The amygdala filters sensory information and acts as a sort of interpretation channel. The basolateral amygdala receives sensory information from the thalamus and cortex and then forwards a signal to the appropriate target areas (see Figure 3 below). It is also known as the amygdala proper, and the several areas of the brain that it targets are part of a broader network that serves much more specialized functions. Because the basolateral amygdala is critical for emotion, a better understanding of the chemicals within these brain circuits should lead to improved pharmacological treatments for emotional dysfunction in psychiatric disorders. [pic] Fig 3: The basolateral amygdala. (Image from: Current Biology, Vol.10, (4)) Within most of these disorders i s a common symptom in that the patient often says I didnt think, I just reacted. Straker, D. (2006) believes they may be exactly right. All sensory data, with the exception of the sense of smell, is sent by the body first to the thalamus which then forwards it to both the relevant part of the cortex and to the amygdala. The information is sent out over two parallel pathways: the thalamo- amygdala pathway (the short route) and the thalamo-cortico-amygdala pathway (the long route). The short route transmits a quick estimated representation of the situation, in which no cognition is involved. This pathway activates the amygdala which, through its central nucleus, generates emotional responses before the mind can form a complete representation of the stimulus. The amygdala does a quick threat assessment by comparing the sensory data received with already stored fear responses. If any of these are triggered, then the amygdala floods the cortex with chemicals to stop it taking over. The r esult is action without conscious thought. (See Fig 4 below). Subsequently, the information that has travelled via the long route and been processed in the cortex reaches the amygdala and tells it whether or not the stimulus represents a real threat. Should a real threat be presented the amygdala will then activate the efferent structures responsible for physical manifestations of fear, such as increased heart rate and blood pressure, sweaty hands, dry mouth, and tense muscles. The parallel operation of our explicit (hippocampal) and implicit (amygdalic) memory systems explains why we do not remember traumas experienced very early in our lives. At that age, the hippocampus is still immature, while the amygdala is already able to record unconscious memories. Early childhood traumas can disturb the mental and behavioural functions of adults by mechanisms that they cannot access consciously. In complex vertebrates, including humans, the amygdalae perform primary roles in the formation and storage of memories associated with emotional events. Amunts et al (2005) indicate that, during fear conditioning, sensory stimuli reach the basolateral complexes of the amygdalae, particularly the lateral nuclei, where they form associations with memories of that particular stimuli. These associations between stimuli and the aversion may be mediated by long-term potentiation, a lingering potential for affected synapses to react more readily. Memories of emotional experiences that become imprinted in the reactions of synapses in the lateral nuclei produce fear behaviour through their connections with both the amygdalaes central nucleus and the bed nuclei of stria terminalis (BNST). These central nuclei are involved in the production of many typical fear responses, including freezing (immobility), tachycardia (rapid heartbeat), increased respiration, and stress-hormone release. Damage to the amygdalae impairs both the attainment and the expression of Pavlovian fear conditioning, which is a form of classical conditioning of emotional responses.    [pic]Fig 4: The Amygdala Bypass System. (Image from: www.changingminds.org) Advances in neuroimaging technology such as fMRI, have allowed neuroscientists to show just how much of a role the amygdala plays in many psychological disorders. Donegan et al. (2003) studied patients with Borderline personality disorder who showed significantly greater left amygdala activity than the normal control subjects. Some of these borderline patients even had difficulties classifying neutral faces or classed them as being threatening. In support of these findings, in 2006, researchers at Monash University, Australia, observed increased levels of activity in the amygdala when patients with social phobia were shown images of threatening faces or when they were confronted with frightening situations. These activity levels in the amygdala were in direct correlation with the severity levels of the social phobia. Similarly, depressed patients showed more activity in the left amygdala when interpretin g emotions for all faces, and especially for fearful faces, although this hyperactivity was normalized when patients were prescribed antidepressants. Cultural studies such as Williams et al (2006) showed that normal subjects exposed to images of frightened faces or faces of people from another race will show increased activity of the amygdala, even if that exposure is subliminal. However, according to Tsuchiya et al (2009), the amygdala is not necessary for the processing of fear-related stimuli, since people with bilateral damage show rapid reactions to fearful faces. Early research on primates has also provided explanations for the functions of the amygdala in relation to emotional disorders. An early study by Brown Shafer (1888) observed rhesus monkeys with a lesioned temporal cortex (including the amygdala) and found that they suffered from significant social and emotional deficits. Kluver Bucy (1939) later expanded upon this observation by showing that large lesions to the an terior temporal lobe produced not only fearlessness, but also severe emotional disturbances including increased sexual behaviour and a propensity to place objects in their mouths. Some monkeys also displayed an inability to recognize familiar objects and would approach both animate and inanimate objects indiscriminately, while also exhibiting fearlessness towards the researchers. This behavioural disorder was later named Klà ¼ver-Bucy syndrome. However, their study can be criticised in that these lesions were so large and crude when compared to todays techniques, that researchers werent exactly sure of the structures responsible for these significant changes in behaviour. Improved techniques, such as using the neurotoxin ibotenic acid to make more precise lesions are partly responsible for the more detailed understanding of the amygdale today. | | | |[pic] |   | Fig 5: Sensory data routes, the fear response and the amygdala. (Image from: http://thebrain.mcgill.ca/flash/index_a.ht ml) Previous studies have examined activation of the amygdala in response to emotional facial stimuli, but these have been carried out in either the U.S. or Western Europe, although none of these explored cross-cultural differences. Although culture shapes several aspects of human emotional and social experience, including how fear is perceived and expressed to others, very little is known about how culture influences neural responses to fear stimuli. In response to this gap in the research, a study by Chiao et al (2008) found that the bilateral amygdalas response to fear faces is, in fact, modulated by culture. Using fMRI, they measured the amygdalas response to fear and non-fear faces in two distinct cultures, Native Japanese in Japan and Caucasians in the United States. Both culture groups showed greater activation in the amygdala to fear expressed by members of their own culture, (their in-group), than in any of the other emotional measures such as anger, happiness or neutrality . (See Fig 6 below). [pic] Fig 6: The amygdalas response to fearful facial expressions is culture- specific. (Image from: Chiao et al 2008). As mentioned earlier, sensory data, apart from the sense of smell, is sent by the body to the thalamus and then forwarded to both the cortex and the amygdala. In relation to this sense of smell, when faced with a threatening situation, many organisms, including insects, fish and mammals, release volatile pheromones, signalling the danger to other members of the same species. Nearly 70 years ago, Karl von Frisch (1941), described the alarm response in a species of small freshwater fish called the European minnow (Phoxinus phoxinus). Frisch, who was one of the founders of the scientific study of animal behaviour, demonstrated that when a minnow was eaten by a predator, a chemical released from its damaged skin would be reacted to by other minnows that were close by. They would at first dart about randomly, form a tight school and then retreat fro m the source of the chemical. Frisch called this substance schreckstoff, meaning scary stuff, and we now know that similar chemicals are used throughout the animal and plant kingdoms. A team of researchers from the University of Lausanne in Switzerland (Brechbuhl et al, 2008) have shown that mice detect alarm pheromones by means of a recently identified sensory system in the nose by examining a structure called the Grueneberg ganglion (GG), which in mammals is located on both sides in the tip of the nose, close to the openings of the nostrils. When the GG was first discovered by Hans Grueneberg in 1973, its anatomy was not known in such detail and so it was thought to be a non-sensory structure. It is only very recently that the olfactory system has come to be viewed as containing 3 distinct channels, each with a unique structure and function. The main channel is involved in detecting aromatic molecules; the second channel is called the vomeronasal system, and is an accessory olfact ory system which is now known to be involved in the detection of pheromones; the GG constitutes a third component of the olfactory pathway, one that was thought to be involved in mother-pup recognition and suckling behaviour, because it is present at the time of birth. The researchers sought to investigate the role of the GG in behaviour. Because of its location, the GG is easily accessible, so they were able to cut the axons of GG neurons in live mice (axotomy), thus preventing any signals from reaching the brain. But after numerous tests for nipple finding and other possible functions, the team actually found that the ganglion played a role in danger communication. [pic] Fig 7: Scanning electron microscope images of the mouse Grueneberg ganglion. Left: a cluster of neurons (GC) in a meshwork of fibroblasts (Fb) Right: and a higher magnification of a single GG neuron (green), with its axon (red) and thin ciliary process (blue). Scale bars: 20 microns (L) and 5 microns (R). (Image f rom: Brechbuhl et al, (2008)). 30 days after the axotomy, the researchers then compared how mice with and without their Grueneberg ganglia responded to alarm pheromones. According to Broillet, the contrast was very striking. Normal mice with the ganglia showed fear immediately by freezing while mice without the ganglia seemed to be unaffected and they carried on as before, apparently unaware of the danger signals that affected the normal mice. Although their sense of smell did not seem to be affected as they were able to sniff out cookies hidden in their cages as well as the normal mice. This study clearly shows that in mice the GG is involved in detecting alarm pheromones, rather than in mother-pup interactions, as was previously thought. It is able to perform this primitive function thanks to a specialized yet very basic structure as the GG consists simply of a small group of cells separated from the external environment by a water-permeable sheet of epithelial cells. Its location , far away from the main olfactory system, enables rapid detection of alarm pheromones. Such a mechanism is crucial an organisms survival rate, and the GG is found in every mammalian species examined so far, including humans. However, whether or not alarm pheromones affect, or even exist in humans, has been a subject for debate in the scientific community. Since pheromones are not detectable by the human sense of smell, scientists believe that pheromones are sensed by the vomeronasal organ (VNO), part of the olfactory system and located inside the mouth or nose. For many years, the existence of the VNO produced much speculation because it had only been found occasionally in adult humans, and when it was found, it was believed to be vestigial. However, Johnston et al, (1985) conducted a study in which the noses of 100 human adults were examined post-mortem and the VNO was found in the septums of 70% of those examined. Since then, much evidence has been gathered to support these findi ngs of a presence of the VNO in most adult humans, but many scientists still believe it to be a functionless organ that was inherited from some ancestor of humans. However, recent genetic research has shown the possibility of a receptor in the nose that could sense pheromones. When searching the human genome for genes that had similar sequences to those of rodent pheromone receptors, a team of researchers from The Rockefeller University in New York and the Yale University School of Medicine identified for the first time a candidate pheromone receptor gene in humans. The findings, reported in Nature Genetics, may shed new light on the molecular basis of social communication between humans, including the fear response. In conclusion, despite the saying, have no fear, to live without the ability to experience and recognise fear is to be deprived of a vital neural mechanism that enables appropriate social behaviour, and possibly even survival.

The Death Penalty Debate Essay -- capital punishment, 2015

"The death penalty issue is obviously a divisive one. But whether one is for or against, you can not deny the basic illogic - if we know the system is flawed, if we know there are innocent people on Death Row, then until the system is reformed, should we not abandon the death penalty to protect those who are innocent?" --Richard LaGravenese In the United States the death penalty is used as a punishment for capital offenses. These specifically can vary from state to state, but commonly include first-degree murder, murder with special circumstances, rape with additional bodily harm, and the federal crime of treason. (Facts) The goal of the death penalty then, is to deter these crimes from even taking place, to be so feared that offenders think twice about committing such horrible crimes. But does it? In the following paper, the above question will attempt to be answered by looking at the background of capital punishment and the death penalty, the ideas behind it, viable alternatives, and finally, the effectiveness of the death penalty at deterring crime. Early death penalty laws date back to the Eighteenth Century B.C.. The death penalty also had a heavy presence in the Fourteenth Century Hittite Code, the Seventh Century Draconian Code of Athens, and the Fifth Century Roman Law of the Twelve Tablets. (History, 1) Today, thirty-four states in the United States of America still practice the death penalty as a means of punishment for capital offenses and heinous crimes. The death penalty debate is one that Americans are no strangers to; it has been abolished and repealed numerous times throughout our history. Two of the first influential cases dates back to 1968, US v. Jackson and Witherspoon v. Illinois. In each ... ...1. "Facts About the Death Penalty." The Death Penalty Information Center. 16 July 2011. Web. 19 Oct. 2011. "History of the Death Penalty." Death Penalty Information Center. Web. 18 Nov. 2011. Kovandzic, Tomislav V., Lynne M. Vieraitis, and Denise Paquette Boots. "Does the death penalty save lives?." Criminology & Public Policy 8.4 (2009): 803-843. Academic Search Complete. EBSCO. Web. 17 Oct. 2011. "International Standards on the Death Penalty | Amnesty International." Amnesty International. Amnesty International, 1 Jan. 2006. Web. 23 Oct. 2011. "The Universal Declaration of Human Rights." Welcome to the United Nations: It's Your World. Web. 18 Oct. 2011 "In U.S., Support for Death Penalty Falls to 39-Year Low." Gallup.Com - Daily News, Polls, Public Opinion on Government, Politics, Economics, Management. 13 Oct. 2011. Web. 17 Oct. 2011

Plagues And Epidemics :: essays research papers

Plagues and Epidemics Humans are remarkably good at finding a religious scapegoat for their problems. There has always been someone to blame for the difficulties we face in life, such as war, famine, and more relevant, disease. Hitler blames the Jews for economical woes in a corrupt Germany long after the Romans held the Christians responsible for everything wrong in a crumbling, has-been empire. In the fourteenth century, when Plague struck Europe, it was blamed on "†¦ unfavorable astrological combinations or malignant atmospheres†¦" (handout p2), and even "†¦deliberate combination by witches, Moslems (an idea proposed by Christians), Christians (proposed by Moslems) and Jews (proposed by both groups)." (H p2) The point is, someone was to blame even when the obvious reasons, flea ridden rats, were laying dead on the streets. As time progressed to the twentieth century, there have been few if any exceptions made to this phenomena. In the case of Oran, the people raced to find a culprit for the sudden invasion of their town, which became the unrepentant man. This is one of Camus’ major themes; The way a society deals with an epidemic is to blame it one someone else. Twenty years ago, when AIDS emerged in the US, homosexual men became the target of harsh and flagrant discrimination, and even today are still held accountable by some beliefs. While we may no longer lynch in the nineties, we do accuse innocent groups, like the gay male population, for the birth and explosion of AIDS in our society. Given, there are some differences between each respective situation, but there are striking similarities that cannot be ignored. As the Plague invaded the town of Oran, the people quarantined within its walls began to look to their leaders for answers. Most likely these people had trouble believing that such an awful thing was happening to them, and needed someone to point the finger at. In the meantime, Father Paneloux was preparing a speech to answer the questions and fears that surrounded him, and probably vexed him as well. The truth is, his speech was as much therapeutic as it was didactic, and in winning the opinion of the public he could calm his own fears. " If today the plague is in your midst, that is because the hour has struck for taking thought. The just man need have no fear, but the evildoer has good cause to tremble." (p95) Paneloux is passing the blame, but in a very intriguing way. "You believed some brief formalities, some bendings of the knee, would recompense Him well enough for you criminal indifference.

Drama on Social Values

A Christmas Odyssey By John McNeil Summary A narrator takes a journey of discovery into the true meaning of Christmas, with Easter in view. This play was designed as a vehicle for participation by all age groups of a Sunday School, who appear in sequence from youngest to oldest. There are 2 alternate versions of this script. The first is written for a Southern Hemisphere summer Christmas, the second for a Northern Hemisphere winter Christmas. Script 1 Narrator: What does Christmas mean to you? Is it a family get-together, a big feed, Father Christmas and all that?Or what? You know, we've inherited a lot of European customs in our Christmas, perhaps when we should have been developing our own style of things. So while picnicking in blazing sun on the beach, we still sing a song about a white Christmas, and hunt for mistletoe. Bit silly when you think about it, isn't it! And after all, if the middle of winter is the proper time for Christmas, then maybe that's when we should have ours! ? It's a thought. Choir:  (Starts singing in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols.Used to sing them myself once when I was a kid. How did they go? (Hums to himself. )  Away in a manger, no crib for a bed. Yes, something like that. (Finishes off verse of carol. ) Group of children:  (Pre-schoolers; they wander on) Narrator: Kids! I think kids were made for Christmas. It's really their time, with all the goodies we pile on them. Lots and lots of goodies. (Turns to group)  What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? etc. After they have given their answers, Narrator suggests they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) It's a bit like watchin g yourself, isn't it! You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. Singing!? Choir:  (5-7 years; they file on, singing carol) Narrator:  (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? etc. Finishes with, â€Å"Where are you going now? ) Choir: Off to church. Bye bye! (They file off. ) Narrator:  (Turns to group still acting on floor. )  Aren't you lot going to church too? Group: Yes. Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess church is different things to different people. Jesus? I knew I'd heard the name before. His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals:  (7-10 years. File on, chattering among themselves.Perhaps a donkey, cow, goat, sheep, dog, etc. They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Choir:  (At rear, sing â€Å"Away in a Manger† quietly. ) Family:  (Four children in congo line. When the animals have finished their discussion, the family comes on, honking, making other car noises, and comments such as: â€Å"Why can't we find a good place for a picnic? † â€Å"Did you bring your swimming costume? † â€Å"Mummy, can we have lunch now? † What are all these animals doing on the road? † etc.They tour the stage once, and then exit out front. As they go, one of the animals – a lamb – is knocked over, and it lies down crying. ) Narrator: Hey, you've knocked over a lamb! Come back! (Goes over to the lamb, and picks it up, carries it down the aisle. Other animals file down in procession after. ) Choir:  (Enter singing. They do one verse or choru s only. ) Paper boy:  (Enters, waving papers. )  Paper! Extra! Read all about it! Jesus Christ born in Bethlehem. Hit and run driver wounds family pet! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. (Paper boy exits. Newsreader:  (While the voice is reading, choir hums a verse of its song. )  Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three travelling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local farmers have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ ut the parents are understood to have declined the offer. A new song for the event has been written by a local choir of angels. It's selling well, and is expect ed to top the charts this week. Narrator: Hold on a minute. What's going on here? Who is this Jesus person everyone's talking about? Choir:  (Starts another verse of song. ) Narrator:  (Breaks in at end of verse. )  Now hold it! You still haven't answered my question. Reporter:  (Enters, explains he is from the local radio station; carries a tape recorder. Asks some members of the choir what they think of Christmas, who Jesus is, etc. Choir:  ( Finishes song. As they do, Paper Boy comes back through. ) Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! Choir:  (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir:  (Some members turn back and call out)  To worship Jesus. We're going to church, etc. Narrator:  (Picks up paper, starts looking through it again. ) Child:  (10-13 years. Same sex as Narrator. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That 's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. ) Narrator: What is this all about? Why are these things in this sack? Child:  (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. )  Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Television crew:  (Five or six of them.They are making a film, though the audience doesn't know this yet. They enter and act out the scene where the Pharisees come to Pilate and try to get him to indict Jesus. In explaining why they hate Jesus, they should bring out the reasons he is Saviour of the world. ) Pr oduce:  (Comes on carrying a video camera. )  Okay, cut it there. I didn't like that scene. We'll try it again in a moment. In the meantime, take five. And will the actors for the Crucifixion scene get ready please. (Director exits. ) Choir:  (Enter and sings. While they sing, the TV crew stand round to one side, pretending to drink cups of coffee.Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses. As the choir finishes, the actors break into laughter at a joke. One of the actors, laughing, chokes and falls unconscious to the floor. Members of the choir go over and pick him up, carry him out. Rest of the choir file after, singing. When they've finished, Child finishes hamemring the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Child: Would you do this to a baby? Then why do you do it every day to a grown man? Child goes over to Narrator, drops the doll at hi s feet, and goes out. Narrator stares at the doll, then bends over it, crying. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think now? Narrator: Why did he/she do that? Questioner: We all do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. )  Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: But what have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ died for. So we don't have to carry all our sins around with us. Christ died, but He also rose fromt he dead. He's alive now, and wants to give  you  life. Narrator: You really mean that? Questioner: Of course. 500 peopl e saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real. He loves you. Let that sack go. Narrator:  (Looks at sack questioningly, shrugs shoulders and lets it drop. )  Hey, you're right.Suddenly there's no load. Questioner:The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. (As they exit, Choir and congregation sing a further song. ) Script Narrator: Christmas! What does it mean to you? Is it a family get together, a big feed, Father Christmas and all that? Or what? You know, we've inherited a lot of European customs in our Christmas, maybe we should have been developing our own style of things.Why is it we don't have Christmas in the middle of summer with fireworks and camping and cookouts and . . . we already have a holiday then, don't we. Men's Quartet: (Starts singing Deck the Halls in background) Narrator: But there's always one thing you can count on at Christmas, and that's carols. Used to sing them myself once when I was a kid. How did they go? (Hums to himself. ) Have Congregation sing ‘Good Christian Men Rejoice'. Group of children: (Pre-schoolers; they wander on) Narrator: Kids! Now that I think of it, kids were made for Christmas. It's really their time, with all the goodies we pile on them.Lots and lots of goodies. (Turns to group) What does Christmas mean to you? (Narrator asks several questions, such as, â€Å"What's the first thing you do Christmas morning? † â€Å"Where do you go for Christmas? † â€Å"Did you ask Santa for anything special? † etc. After they have given their answers, Narrator suggests they sing a couple songs (Away in a Manger, ). When they have finished they go and sit in a corner, and pretend they're opening their Christmas stocking, quietly acting out what they hope to find inside. ) Narrator: It's a bit like watching yourself when you were young, isn't it! Those were the days . . .You know, there's something else about Christmas I was going to mention to you, but it's slipped my mind for the moment. It'll come back to me. ( 5-7 year olds enter dressed as carollers and chatting quietly) Oh yes, Singing! Congregation sings: ‘Angels from the realms of Glory' Choir: (5-7 years; they file on, singing carol) Have this group do two or three songs. Go tell it on the mountain Hark the herald Angels Ring the bells Narrator: (When they have finished singing, asks questions of some of the choir, such as, â€Å"Who are you singing about? † ‘Who's he? † etc. Finishes with, â€Å"Where are you going now? Choir: Off to Our Christmas program at church. Bye bye! (They file off. ) Narrator: (Turns to group still acting on floor. ) Aren't you guys going to church too? Group: Yes . Come on, let's go. (They get up, look to see if anyone's watching, and run off playing with toys. ) Narrator: I guess Christmas is different things to different people. Jesus? I knew I'd heard the name before. It was His birthday or something. I wonder what sort of birthday he had. What would it have been like to be there then? Animals: (7-10 years. File on, chattering among themselves. Perhaps a donkey, cow, goat, sheep, dog, etc.They have just been in the manger when Jesus was born, and now they tell each other what they think of Jesus, looking at it from an animal's point of view. ) Angels We Have Heard on High O Little Town of Bethlehem A Child is Born Choir: (Sing ‘Away in the Manger' with congregation) Narrator: I wonder what it was like on that morning in Bethlehem. If the people back then were anything like they are today, It must have been an interesting scene. Paper boy: (Enters, waving papers. ) Paper! Extra! Read all about it! Jesus born in Bethlehem. Confusion a bounds! Read all about it! Paper! Narrator: Thanks, I'll buy one of those. Paper boy exits. ) Narrator: Here is the news. The year 1AD was marked today by the birth of a baby boy in Bethlehem. Three traveling salesmen offered prizes to the mother, Mary, for having the first baby of the new century, and local merchants have given a year's supply of groceries free. Several authors are offering to write biographies of the child, but a prophet named Isaiah claims he already has copyright on the story. King Herod has sent a telegram of congratulations, and says he is planning a special reception for the family†¦ but the parents are understood to have declined the offer.A new song for the event has been written by a local choir of angels. It's selling well, and is expected to top the charts this week. Narrator: Hold on a minute. This can't be what really happened? Who is this Jesus person everyone's talking about? Scripture reading: Luke 2:1-7 Narrator: (Breaks in at end of verse. ) Now hold it! This still isn't clear to me. No one has really answered my question. Scripture reading: Luke 2:8-20 Paper Boy: Extra! Extra! Jesus Christ born in Bethlehem. Paper! (Exits) Choir: (Start to file out after Paper Boy. ) Narrator: Hey, where are you all going? Choir: We're going to worship Jesus.Do you want to come along? Narrator: No, I think I'll just read more about it. (Picks up paper, starts looking through it again. ) Scripture reading: Luke 2:21-22,25-38 Child: (10-13 years. Enters carrying a sack. ) Narrator: Hello, what have you got there? Child: A present for you. Narrator: A present! That's very kind of you, seeing it's Christmas. Can I open it now? (Child smiles and nods. ) (Narrator reaches in and takes out a hammer, and two pieces of wood. Comments on each. Then reaches in and takes out a doll dressed in baby's clothes. Child takes them all off the Narrator, and cuddles the doll. Narrator: What is this all about? Why did you give me these things? I'm not sure a doll's quite my style. There must be something else. Child: (Whispers in his ear. ) Narrator: Are you sure? That's in there? (Child smiles and nods. Narrator looks inside again, puzzled. ) Who are you? Child: Just someone you knew a long time ago, when you were my age. (Child takes the doll, hammer and pieces of wood and sits down to one side of the stage. ) Song: (During the song, the Child sitting with the doll in the corner starts to hammer the two bits of wood together, in between verses.As the choir finishes they file out, singing. Child finishes hammering the two pieces of wood, holds the result up so the audience can see it is a cross. Child looks at the Narrator. ) Scripture reading: Isaiah 53:1-12 Child: Would you nail a baby to this cross? Then why did they do that to Jesus? (Child goes over to Narrator, Places the doll at his feet, and goes out. (Narrator stares at the doll, then bends over it, confused. As Narrator is bent over, Questioner enters. Narrator looks up at Questioner. ) Questioner: Well, what do you think about Christmas now?Narrator: ( Still thinking about his gift) Why did he/she do that? Questioner: He wanted you to understand what Christmas was all about. It's not about presents, packages, trees or tinsel. Not even about carols. It's about God coming to Earth to do something no-one else could do. Narrator: But why did they kill Him? He was such a good man. There was no need for it? (Stands up, picks up sack, throws it over shoulder. ) Such a good man, and they killed him. (Starts to go. ) Questioner: Where are you going? Narrator: To see if I can find out where they took him. Questioner: What have you got in that sack?Narrator: A Christmas present. This sack is my life. The Child told me it contains everything that I've ever done wrong or that has ever happened to me. Questioner: Wait a minute! Don't you see? That's what Christ came and died for. He wasn't just a good man, He was God in the flesh. Christ died, but He also rose fr om the dead so we don't have to carry all our sins around with us. He's alive now, and wants to give you life. Narrator: You really mean that? Questioner: Of course. 500 people saw Jesus not long after he rose from the dead, and millions since have turned to him and found that he's still real.He loves you. You can let that sack go. Narrator: (Looks at sack questioningly, at first cannot drop it, but finally shrugs shoulders and lets it drop. ) Hey, you're right. Suddenly there's no load. But why did God do it that way. I would have done things differently . . . Special Music: He Became a man like me Questioner: The Bible says, â€Å"God loved the world so much, He sent us his only son, Jesus Christ; so that whoever believes in him won't die, but will be given everlasting life. † Narrator: That's tremendous. It's the best Christmas present I ever had. You've got to tell me more. As they exit, Choir and congregation sing Joy to the world. ) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  © John McNeil 1973 All rights reserved This play may be performed free of charge, on the condition that copies are not sold for profit in any medium, nor any entrance fee charged. In exchange for free performance, the author would appreciate being notified of when and for what purpose the play is performed. He may be contacted at [email  protected] net. nz Or at: 36B Stourbridge St, Christchurch 2, New Zealand.