Free Essays on Bertolt Brecht And The Caucasian Chalk Circle

Bertolt Brecht and The Caucasian Chalk Circle Bertolt Brecht was one of the most prominent figures in theatre during the twentieth century. A German poet, playwright, and theatrical reformer, Brecht was born in Ausburg in 1898, and died in East Berlin in 1956. Throughout his lifetime, Brecht contributed an impressive body of work, including four volumes of prose and short stories, three volumes of poetry, seven volumes of plays, two volumes of scripts and scenarios, three volumes of essays on theatre, two volumes of essays on literature and art, and one volume of essays on politics and society. Some of his best known works are Baal, Man is Man, The Threepenny Opera, Mother Courage and Her Children, The Good Woman of Setzuan, The Caucasian Chalk Circle, and Galileo. One of Brecht’s greatest contributions to theatre was a technique known as the alienation effect, designed to encourage the audience to detach themselves emotionally from the play. He encouraged his audience members to think rather than feel, or become t oo involved in the story. Brecht developed a form of drama known as epic theatre, in which the ideas or lessons are important, and are the reason for telling the story. Brecht was a socialist, and his political views are evident in most of his work. He used his work as a forum to address the political issues and the current events of his day. He staunchly opposed Nazi rule of Germany, and fled the country in 1933. He lived in the United States from 1941 until 1947, and it was during this time that he wrote The Caucasian Chalk Circle (Stern vii). Brecht had always allowed himself to be influenced by a variety of sources including, but not limited to, the theatres of Japan, India, and China, as well as Greek tragedy, fair-ground entertainments, and the Elizabethans (Bertolt paragraph 2). Brecht borrowed from many sources for The Caucasian Chalk Circle. The story is loosely based on an ancient Chinese leg... Free Essays on Bertolt Brecht And The Caucasian Chalk Circle Free Essays on Bertolt Brecht And The Caucasian Chalk Circle Bertolt Brecht and The Caucasian Chalk Circle Bertolt Brecht was one of the most prominent figures in theatre during the twentieth century. A German poet, playwright, and theatrical reformer, Brecht was born in Ausburg in 1898, and died in East Berlin in 1956. Throughout his lifetime, Brecht contributed an impressive body of work, including four volumes of prose and short stories, three volumes of poetry, seven volumes of plays, two volumes of scripts and scenarios, three volumes of essays on theatre, two volumes of essays on literature and art, and one volume of essays on politics and society. Some of his best known works are Baal, Man is Man, The Threepenny Opera, Mother Courage and Her Children, The Good Woman of Setzuan, The Caucasian Chalk Circle, and Galileo. One of Brecht’s greatest contributions to theatre was a technique known as the alienation effect, designed to encourage the audience to detach themselves emotionally from the play. He encouraged his audience members to think rather than feel, or become t oo involved in the story. Brecht developed a form of drama known as epic theatre, in which the ideas or lessons are important, and are the reason for telling the story. Brecht was a socialist, and his political views are evident in most of his work. He used his work as a forum to address the political issues and the current events of his day. He staunchly opposed Nazi rule of Germany, and fled the country in 1933. He lived in the United States from 1941 until 1947, and it was during this time that he wrote The Caucasian Chalk Circle (Stern vii). Brecht had always allowed himself to be influenced by a variety of sources including, but not limited to, the theatres of Japan, India, and China, as well as Greek tragedy, fair-ground entertainments, and the Elizabethans (Bertolt paragraph 2). Brecht borrowed from many sources for The Caucasian Chalk Circle. The story is loosely based on an ancient Chinese leg...

First Battle of the Marne in World War I

First Battle of the Marne in World War I The First Battle of the Marne was fought September 6-12, 1914, during World War I (1914-1918) and marked the limit of Germanys initial advance into France. Having implemented the Schlieffen Plan at the wars outset, German forces swung through Belgium and into France from north. Though pushing back French and British forces, a gap opened between two armies on the German right wing. Exploiting this, the Allies attacked into the gap and threatened to encircle the German First and Second Armies. This forced the Germans to halt their advance and retreat behind the Aisne River. Dubbed the Miracle of the Marne, the battle saved Paris, ended German hopes of a quick victory in the west, and touched off the Race to the Sea which would create the front that would largely hold for the next four years. Fast Facts: First Battle of the Marne Conflict: World War I (1914-1918)Dates: September 6-12, 1914Armies Commanders:GermanyChief of Staff Helmuth von Moltkeapprox. 1,485,000 men (August)AlliesGeneral Joseph JoffreField Marshal Sir John French1,071,000 menCasualties:Allies: France - 80,000 killed, 170,000 wounded, Britain - 1,700 killed, 11,300 woundedGermany: 67,700 killed, 182,300 wounded Background With the outbreak of World War I, Germany began implementation of the Schlieffen Plan. This called for the bulk of their forces to assemble in the west while only a small holding force remained in the east. The goal of the plan was to quickly defeat France before the Russians could fully mobilize their forces. With France defeated, Germany would be free to focus their attention to the east. Devised earlier, the plan was altered slightly in 1906 by Chief of the General Staff, Helmuth von Moltke, who weakened the critical right wing to reinforce Alsace, Lorraine, and the Eastern Front (Map). Chief of the German General Staff Helmuth von Moltke. With the outbreak of World War I, the Germans implemented the plan which called for violating the neutrality of Luxembourg and Belgium in order to strike France from the north (Map). Pushing through Belgium, the Germans were slowed by stubborn resistance which allowed the French and arriving British Expeditionary Force to form a defensive line. Driving south, the Germans inflicted defeats on the Allies along the Sambre at the Battles of Charleroi and Mons. Fighting a series of holding actions, French forces, led by commander-in-chief General Joseph Joffre, fell back to a new position behind the Marne with the goal of holding Paris. Angered by the French proclivity for retreating without informing him, the commander of the BEF, Field Marshal Sir John French, wished to pull the BEF back towards the coast but was convinced to stay at the front by War Secretary Horatio H. Kitchener. On the other side, the Schlieffen Plan continued to proceed, however, Moltke was increasingly losing control of his forces, most notably the key First and Second Armies. Marshal Joseph Joffre. Photograph Source: Public Domain Commanded by Generals Alexander von Kluck and Karl von Bà ¼low respectively, these armies formed the extreme right wing of the German advance and were tasked with sweeping to the west of Paris to encircle Allied forces. Instead, seeking to immediately envelop the retreating French forces, Kluck and Bà ¼low wheeled their armies to the southeast to pass to the east of Paris. In doing so, they exposed the right flank of the German advance to attack. Becoming aware of this tactical error on September 3, Joffre began making plans for a counter-offensive the next day. Moving to Battle To aid this effort, Joffre was able to bring General Michel-Joseph Maunourys newly-formed Sixth Army into line northeast of Paris and to the west of the BEF. Using these two forces, he planned to attack on September 6. On September 5, Kluck learned of the approaching enemy and began to wheel his First Army west to meet the threat posed by Sixth Army. In the resulting Battle of the Ourcq, Klucks men were able to put the French on the defensive. While the fighting prevented the Sixth Army from attacking the next day, it did open a 30-mile gap between the First and Second German Armies (Map). Into the Gap Utilizing the new technology of aviation, Allied reconnaissance planes quickly spotted this gap and reported it to Joffre. Quickly moving to exploit the opportunity, Joffre ordered General Franchet dEspà ©reys French Fifth Army and the BEF into the gap. As these forces moved to isolate the German First Army, Kluck continued his attacks against Maunoury. Composed largely of reserve divisions, the Sixth Army came close to breaking but was reinforced by troops brought from Paris by taxicab on September 7. On September 8, the aggressive dEspà ©rey launched a large-scale attack on Bà ¼lows Second Army driving it back (Map). Field Marshal Sir John French. Photograph Source: Public Domain By the next day, both the German First and Second Armies were being threatened with encirclement and destruction. Told of the threat, Moltke suffered a nervous breakdown. Later that day, the first orders were issued for a retreat effectively negating the Schlieffen Plan. Recovering, Moltke directed his forces across the front to fall back to a defensive position behind the Aisne River. A wide river, he stipulated that the lines so reached will be fortified and defended. Between September 9 and 13, German forces broke off contact with the enemy and retreated north to this new line. Aftermath Allied casualties in the fighting numbered around 263,000, while the Germans incurred similar losses. In the wake of the battle, Moltke reportedly informed Kaiser Wilhelm II, Your Majesty, we have lost the war. For his failure, he was replaced as Chief of the General Staff on September 14 by Erich von Falkenhayn. A key strategic victory for the Allies, the First Battle of the Marne effectively ended German hopes for a quick victory in the west and condemned them to a costly two-front war. Reaching the Aisne, the Germans halted and occupied the high ground north of the river. Pursued by the British and French, they defeated Allied attacks against this new position. On September 14, it was clear that neither side would be able to dislodge the other and the armies began entrenching. At first, these were simple, shallow pits, but quickly they became deeper, more elaborate trenches. With the war stalled along the Aisne in Champagne, both armies began efforts to turn the others flank in the west. This resulted in a race north to the coast with each side seeking to turn the others flank. Neither was successful and, by the end of October, a solid line of trenches ran from the coast to the Swiss frontier.

Gun Control Unit 2 Part 2 Research Paper Example | Topics and Well Written Essays - 500 words

Gun Control Unit 2 Part 2 - Research Paper Example This could have been a much needed move to woo supporters into his unpopular camp. Apparently, only four senators had publicly declared their support for the bill. However, President Bush’s personal physician, Dr. Burton Lee, was quoted saying that the bill would get support from the White House. A turn of events was what Senator Chaffee prayed for as he sought support from the reluctant public as well as the Congress (Mulligan, 1992). According to Hutcheson (1994), gun control was winning the debate in a 216-214 majority support of lawmakers. It appeared that the NRA constitutional interpretation and hence gun possession proposal was losing approval of the legislature. Rises in death toll by way of drive-by shootings as well as criminal mass killings prompted the decision of the lawmakers. Hutcheson further observes that NRA crackdown on possession of guns would go in line with the new law established by the lawmakers. Runkle and Rock, in the York Daily Record (2001) recorded that more than any anti-crime campaigners, including anti gun campaigners, safety and responsibility agenda was its top agenda. Media portrayal of the National Rifle Association (NRA) as shooters was a major deception that continued to thrive among the public. On the contrary, no other association had attempted to educate the media on safety and gun possession responsibilities than NRA did yet condemnation was in the giving. The Washington Post recorded a series of attacks in protest to the unfair media bias to issues on anti-gun lobbying against the NRA attempts to campaign for education on safe and responsible gun possession. There was a heated debate as to whether the public should continue to be misguided on the issue of gun possession which is legal in the first place. Guns or no guns in the public possession as member argued, giving of wrong information was the cause of all the squabbles in the debate. Apparently, NRA m embers

Answerthe question Essay Example | Topics and Well Written Essays - 1500 words

Answerthe question - Essay Example But can such issues bring about programmatic changes in Muslim societies? In the current context of a referendum on the issue of banning minarets, the media criticized it by proclaiming it â€Å"pure discrimination† by LA Times, â€Å"disgraceful† by New York Times, not paying any focus on the expression of the Muslim societies. In the fear that Muslims are trying to create a â€Å"parallel society† in Europe, the ban was voted that favor the demolition of minarets by 57 percent of the voters. Muslims didn’t react on the issue. Earlier eggs were thrown by the Muslims on Baroness Sayeeda Warsi, a leading Muslim politician in England. Such acts help in presenting a wrong image of the community. In the words of the Swiss Islamic scholar Ramadan, â€Å"Muslims have striven to remain hidden in order to avoid a clash. It would have been more useful to create new alliances with all these Swiss organizations and political parties that were clearly against the initiative† (Amanullah 2009). Not weighing much on Ramadan’s su ggestions to the Muslim community on the issue of banning minarets, important issues need to be attended, which are Muslim’s isolation from the democratic forces, their insistence on following traditions in the name of religion – traditions which are not relevant with the changing times. Muslims the world over should express their views on violence, terrorist attacks, women rights, democracy, and their relations with the West. The movie ‘Who Speaks for Islam? What a Billion Muslims Really Think’ written jointly by Georgetown University professor John Esposito and Dalia Mogahed, Executive Director of the Gallup Center for Muslim Studies, raises issues like political liberty and freedom of speech that have come to the forefront to be explored and followed by the Muslim society to bring programmatic changes (Reef & Suhail 2009). Political liberty and freedom of speech are more demanding issues, as they are

Principles for Implementing Duty of Care in Health Essay Example for Free

Principles for Implementing Duty of Care in Health Essay In my work I have a duty of care to the young people I work with. This means their health, safety, wellbeing and emotional development is my responsibility. For me to do this I follow company policies and procedures and when needed seek advice from the appropriate people. Ac3. Explain where to get additional support and advice about conflicts and dilemmas. While at work for any support I need I firstly will talk to the other member of staff I am on shift with. After that I may call a senior in the office or the out of hour’s duty manager. If problems are still not solved then for the safety of the young person I may need to call the police depending on the situation. 054.3 Ac1. Describe how to respond to complaints. If a yp wants to make a complaint about anything my first action would be to try and resolve the issue myself. After that it may need to go higher up to a senior or my manager, failing that I would assist the yp to fill in a complaint form and then hand it to the manager who would then take the appropriate action from thee. Ac2. Explain the main points of agreed procedures for handling complaints. †¢ Minor/informal complaints such as a yp complaining about the dà ©cor in their bedroom may be dealt with by staff verbally but it still must be recorded on a complaint form and handed to the operations manager. A record will be made in the complaints log. The complaint will be dealt with in 14 days and a written response will be given to the complainant regarding the outcome. †¢ Serious complaints must be written down within two working days and be fully responded to in writing. The complaint must be handed to the operations manager who then should notify the managing director of keys using a complaint referral form. All serious complaints must be resolved within 35 days. †¢ All serious/written complaints must be recorded briefly on a complaints form and in the central complaints file. They will be counted and audited on a monthly basis. The full investigation details will be filed in an individual investigation file. †¢ The operations manager must ensure all serious complaints are entered onto the weekly complaints report by the nominated office. †¢ Any complaint received externally must be logged in the homes central record and copies of any correspondence must also be held in the home. †¢ Copies of any correspondence and the fully completed appendix one must be sent to the complaints administrator at Rawtenstalll office who will ensure the checklist id fully completed.

Unit 1 Info Tech ? Outcome 3/Assessment Task 2 ? Investigation Report :: essays research papers

Unit 1 Info Tech – Outcome 3/Assessment Task 2 – Investigation Report To complete this assessment task, it stated to study and analyze different events that I did during three days. I was asked to describe the sources of information, describe the nature of the information, technologies used to produce it, the qualities and the usefulness of the information. The different types or sources and information consisted of Text, numeric, sound and visual. These are all major ways that information is transmitted to the public. Sound, Visual and Text are the most common ways, as everyone sees them at least 10 times a day. These are shown if forms such as newspapers, magazines, via radio or television, billboards and over the Internet. The information shown originates from ideas, and from what the public wants. An example of this is the news. Major stories are so well organized and picked very carefully. It must appeal to the whole community, in a very strong way, whether it is about a killing, some major court hearing and even something popular in parliament. Probably one of the major things that a news reporter has to think about is â€Å"who is the news targeted at†? Target audience can make the difference between the story being eye catching and appealing to the public, or being just another ordinary story. Depending on what audience the story is aimed at, determines what time the story will be shown, or on what page. For example, the sport is always shown at the end of the news and on the last pages of the newspaper. Accuracy, completeness, consistency, validation, appropriateness and timing are major parts needed to get a message across. Accuracy is very important, yet some news reporter’s change the story around a little to keep viewers and readers interested. Validation and timing is very important, because viewers want to be updated with current news. The information that was shown as texts, picture and sound were the 3 main points that attract people. Sound because it is easy to get through to people without them doing much, reading because people look at the papers everyday as well as billboards, and picture because everyone watches the television at some stage of night.

Civilians and law enforcement should be aware of the basic human rights Essay

In today’s society, we live amongst social media and video recordings trying to expose police officers and other government officials alike. In reality, what could help those issues would be to get educated on both sides of the law. What does it mean to have a search warrant? Are you allowed to be searched without a warrant? These are basic human rights that both a civilian and civil service worker should know which all relate back to criminal procedure. When searching, â€Å"search and seizure† into the United States Code, there were a ton of things that turned up, but one stuck out – an article titled, â€Å"16 USC 706: Arrests; search warrants†. Now, I have seen countless videos on YouTube of people screaming that police are unlawfully searching them without their permission, I’m sure we all have, but I’ve always wondered who was in the wrong. Was it really the civil service workers fault? Were those people right? This article states that the only way someone is allowed to be searched, and therefore arrested, without a warrant is if a police officer visually sees a crime being committed. This makes perfect sense – for example, prostitution. If a police officer pulls up to a prostitute and they offer that officer services, there is no reason for the officer to get a warrant. The prostitute has already committed the crime, which the officer has witnessed first hand. It goes on to state, then, that an officer can search anyone and anything IF they have a search warrant which can be obtained from the judge. But what happens when a person still doesn’t want to be searched? That lead me to the joint article titled, â€Å"18 USC 2231: Assault or resistance†. It is a normal reaction, when a stranger enters your home, to be a bit taken aback. This article, however, talks about what happens when a legal search and seizure take place and a citizen resists and/or assaults an officer. When an officer has a warrant to search and/or seize some of your property, there is nothing you can do. Though, if you decide to take physical action against that officer, even using a deadly weapon, you could be imprisoned for up to ten years. These are just glimpses into some of the United States Codes that make up our criminal procedure and our everyday laws. There is a whole process both parties have to go through when a suspected crime is committed. Not only are these codes in place to help police officers, but to protect a citizen from unlawful treatment. Criminal procedure is meant to help both parties and, hopefully, with a little bit of education, that message can be spread throughout the United States.       References Worrall, J. L. (2015).  Criminal Procedure: From First Contact To Appeal  (5th ed.). Retrieved August 26, 2017. 2231. Assault or resistance. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search%2Band%2Bseizure&f=treesort&fq=true&num=45&hl=true&edition=prelim&granuleId=USC-prelim-title18-section2231 706. Arrests; search warrants. (n.d.). Retrieved August 26, 2017, from http://uscode.house.gov/view.xhtml?req=search and seizure&f=treesort&fq=true&num=18&hl=true&edition=prelim&granuleId=USC-prelim-title16-section706#sourcecredit

Epistemologies; Plato vs. Aristotle Essay

Plato, the father of philosophy, was a rationalist. He was the first systematic metaphysician and epistemologist. He believed that we had innate knowledge; a priori. So to him learning was only a matter of remembering. Plato believed that the â€Å"ideal† world existed beyond our own physical earth because according to him realty could not be changing or imperfect. From his point of view what we see are only the particulars, the mimics of the real thing, therefore, we have to pull back from the world of peculiars and search in our own minds. Things like justice or moral virtues do not exist in this world in a proper form. In Crito & Meno we can clearly see these ideas. The essential argument in Crito is ‘The Many vs. The One’. Socrates says â€Å"We should’t care all that much about what the populace will say of us, but about what the expert on matters justice and injustice will say, the individual authority, or Truth. † With this phrase he is saying that we should never pay attention to the opinion of the many but always find the one who knows because that is the only person whose opinion is valuable. And later on he goes on to say that if it is never good to do injustice then it is also wrong to do injustice in response to injustice which is why he refuses to escape. In Meno we get more in depth into the idea of inborn knowledge. Meno starts with the question ‘What is Virtue? ’ but Meno always answers the question by giving examples of virtue instead of defining the word and going to the roots of what all those virtues have in common. Down in the world of particulars there are many kinds of virtues for example for the male it’s to run the state, female it’s to run the household but what is important, essential is the traits they both have in common; temperance and justice. Socrates uses the dialectical method in order to get answers out of Meno and also clearly demonstrates this method on a slave of Meno to prove his theory about innate knowledge. Even though it can always be used, using the dialectical method is specifically significant when a person believes that we have innate knowledge, because if what we call learning is just remembering then teaching is just pulling out that knowledge, giving opportunities for that innate knowledge to spring forth. Aristotle on the other hand was an empiricist. He believed that we â€Å"learned† through our senses, by gathering knowledge from the world around us; â€Å"a posteriori†. By reading ‘On the soul’ and ‘Metaphysics’ we get a clear sense of Aristotle’s epistemology. Aristotle encourages embracing the particular in order to possibly gain a sense of the universal. According to Aristotle forms are the essence and when we combine form and matter we get human. The reading ‘On the Soul’ discusses that the body and the soul is not one, that sight allows us to absorb the world in very abstract ways and that memory is learning. In the reading ‘Metaphysics’ Aristotle sets forth causes for the explanation of change: Substance (essence), Matter (or substratum), Source of change and the cause opposed to this. Plato and Aristotle both believed in a universal purpose but the ways in which they got to these universal purposes were very different. Plato was an idealist, he despised the physical whereas Aristotle was a scientist, he loved facts and commonsense. Aristotle would argue that we gain knowledge after experience (a posteriori) but Plato would certainly disagree and say that we gain knowledge before experience (a priori). Plato believes that there is a world of ideas where ideas exist perfectly, the objects in our world are just mimics whereas Aristotle says that the ideas we perceive are inside the particular object. By saying that matter and form combined is what makes an individual Aristotle brings Plato’s Forms â€Å"down from the heavens to concrete reality. †

Chronic Obstructive Lung Diseases (Copd) Essays

Chronic Obstructive Lung Diseases (Copd) Essays Chronic Obstructive Lung Diseases (Copd) Paper Chronic Obstructive Lung Diseases (Copd) Paper Chronic Obstructive Lung Diseases (Copd) Introduction: In this paper I am going to discuss Chronic Obstructive lung Diseases (COPDs) which is caused due to partial or complete obstruction by an increase in the resistance to air flow. Excluding tumor and foreign body, the obstructive disorders include: 1. Asthma 2. Emphysema 3. Chronic bronchitis 4. Bronchiectasis 5. Cystic fibrosis 6. Bronchiolitis However Emphysema and chronic bronchitis are the major obstructive pulmonary disorders. In all these diseases, the hall mark is a decreased expiratory flow rate (FEV1: FVC ratio) with either increased or normal total lung capacity. Methodology: In order to complete this paper I searched the internet for various sources, did extensive reading and compared various obstructive pulmonary diseases. Result: In Emphysema destruction of the terminal bronchioles occur leading to abnormal enlargement of air spaces. TYPES: It is classified according to the anatomic distribution of the lesion with in the acinus. a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Centriacinar: involves upper lobes of lung and apices, usually seen in male smokers along with chronic bronchitis. Bullae may rupture and lead to spontaneous pneumothorax. b.  Ã‚   Panacinar: Predominant in anterior margins of the lungs. It causes uniform destruction and enlargement of the air spaces. It is strongly associated with a-1 antitrypsin deficiency. c.  Ã‚   Paraseptal: involves distal acinus and pleura, in areas of fibrosis and scars. It may lead to spontaneous pneumothorax. d.  Ã‚   Irregular: occurs in cases of old scarred lung from TB, histoplasmosis etc.usually remains   symptom less[1]. Enphysema can be also be classified as 1.  Ã‚   COMPENSATORY EMPHYSEMA: it is a condition in which hyper inflated lungs are found as result of compensation, mostly due to loss of lung substance during unilateral pneumonectomy. 2.  Ã‚   SENIL E EMPHYSEMA: In this type lungs are expanded due to age. It is mostly asymptomatic with no destruction of walls. 3.   Ã‚  OBSTRUCTIVE INFLATION: This condition is due to a tumor or foreign body causing sub total obstruction resulting in lung expansion because of trapped air in the alveolar spaces. Emphysema is aggravated by smoking because smoke particles activate macrophages which in turn recruit neutrophils from the circulation, elastase an enzymes is released from neutrophils which further enhances macrophage elastase activity. An important role is played by free radicals released from activated neutrophils which inactivates a-1 antitrypsin by releasing oxidants. Morphology shows boggy and voluminous lungs. Microscopically air spaces are enlarged, rupture of their thin walls show Honey combing appearance. Capillaries are compressed and contain no blood. Chronic Bronchitis: Described as persistent cough with sputum for atleast 2 consecutive years for atleast 3months.The cause is usually chronic irritation of airways by the substances inhaled esp tobacoo smoke. Smoke illicit bronchitis by eliciting excess mucus secretion with hypertrophy of mucus glands, brochioloitis and metaplasia of bronchiolar epithelium. The injury initiated by smoke is further aggravated by secondary infections[2]. It usually occur in these forms: 1.  Ã‚   Simple chronic bronchitis: It is characterized by marked sputum production, mucoid in nature.The airflow is not obstructed . 2.  Ã‚   Chronic mucopurulent bronchitis: It is mostly after secondary infection followed by simple bronchitis. Sputum contains pus. 3.   Ã‚  Chronic asthmatic Bronchitis: Individuals with hypersensitive airways showing intermittent episodes of asthma and demonstrating chronic bronchitis. Morphology shows a.congestion and edema of mucous membranes of lung, b.hypertrophy of mucus glands, c.filling of air spaces by mucinous secretion, d.mucus plugs, imflamation and fibrosis in bronchioles, e. change of bronchiolar epithelium from columnar to squamous epithelium f. decreased number of cilia Clinical Features Of Copds: Early stage of disease   are asymptomatic because of pulmonary reserve function, later on, with the progression of disease, a wide variety   of symptoms are observed. The spectrum of disease are designated in two extremes, type A and type B. Mostly , features of both type A and type B are present in a single case[3]. Type A patients:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Present with chronic cough either dry or prductive of mucoid f sputum ; progressive dyspnea, and wheezing. They hyperventilate and often sit hunched forward (to bring accessory respirator muscles into action) with mouth open and nostrils dilated in an attempt to overcome the ventilatory difficulty. Their lungs are over inflated with increase anteroposterior diameter of the chest (â€Å"barrel chest†) and flattened diaphragm on chest xray. These patients successfully maintain oxygenation of the blood by hyperventilation. Patients with type A COPD are sometimes called â€Å"pink puffers†. Type B patients: Have marked chronic obstructive bronchitis and canno hyperventilate. There is decreased oxygenation of blood (cyanosis) and increased arterial carbon dioxide content. They also have pulmonary hypertension caused by changes in themicrovasculature of the lung parenchyma. This leads to right ventricular hypertrophy and failure (â€Å"cor pulmonale†), and peripheral edema due to right heart failure is a dominant clinical feature . Type B patients are sometimes called â€Å"blue bloaters† The correlation between these clinical types and pathologic changes is inexact. Type A patients frequently have dominant emphysematous changes while type B patients usually have dominant chronic obstructive bronchitis. Most patients however have varying mixtures of both pathological changes and clinical features. In type B patients with chronic hpercapnia (elevated) Pco2) , the respirator centre becomes insensitive to the Pco2 stimulus and is driven by the hypoxemia. Administration of oxygen in these patients can remove the respiratory centre drive and cause carbon dioxide retention and death (â€Å"carbon dioxide narcosis†)[4]. Pathogenesis The protease antiprotease hypothesis holds that destruction of alveolar walls in emphysema stems form and imbalance between proteases and their inhibitors in the lung. The evidence is as follows:  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Individuals with a hereditary deficiency of the major protease inhibitor, alpha-I-antitrypsin, invariably develop emphysema, and at a younger age if they smoke.  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pulmonary instillation of proteolytic enzymes, including neutrphil elastase, results in emphysema in experimental animals. EMPHYSEMA AND CHRONIC BRONCHITIS Predominant bronchitis Predominant Emphysema Age (yr) 40-45 50-75 Dyspnea Mild, late Severe, early Cough Early, copious sputum Late, scanty sputum Infections Common Occasional Respiratory insufficiencies Repeated Terminal Cor pulmonale Common Rare, terminal Airway resistance Increased Normal or slightly increased Elastic recoil Normal Low Chest radiograph Prominent vessels; large heart Hyperinflation, small heart Appearance Blue bloater Pink Puffer Conclusion:   COPD covers a broad spectrum of pulmonary diseases. One of the most important and preventable leading factor for COPDs is smoking. One should avoid smoking. Work Cited Page: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Quinn, Campion E. 100 Questions Answers About COPD. Jones and Bartlett Publishers, Inc, 2005. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Currie, Graeme P. ABC of COPD. BMJ Books, 2006. 3.  Ã‚  Ã‚  Ã‚  Ã‚   Schneider, Arthur S., Szanta Philip A.Pathology.Lippincott Willians Wilkins. 4.  Ã‚  Ã‚  Ã‚  Ã‚   Cotran, Ramzi S., Vinay Kumar, Tucker Collins. Pathologic Basis of Disease.W.B. Saunders Company. [1] Quinn, Campion E. 100 Questions Answers About COPD. Jones and Bartlett Publishers, Inc, 2005, pp 65-89. [2] Currie, Graeme P. ABC of COPD. BMJ Books, 2006.pp10-35. [3]Schneider,Arthur S., Szanta Philip A.Pathology.Lippincott Willians Wilkins,pp 70-135. [4] Cotran , Ramzi S., Vinay Kumar, Tucker Collins.Pathologic Basis of Disease.W.B. Saunders Company ,pp 134-190.

How to Make Non-Toxic, Realistic Fake Snow in Minutes

How to Make Non-Toxic, Realistic Fake Snow in Minutes You can make fake snow using a common polymer. The fake snow is non-toxic, feels cool to the touch, lasts for days, and looks similar to the real thing. Key Takeaways: Make Fake Snow One of the easiest ways to make realistic fake snow is to mix sodium polyacrylate and water.The resulting snow is white, wet, fluffy, and cool to the touch. It is also non-toxic and reuseable.Sodium polyacrylate is a polymer used in disposable diapers, growing toys, sanitary napkins, and gel water sources. Fake Snow Materials You only need two simple materials for this project: Sodium polyacrylateWater What You Do There are a couple of ways to get the ingredient necessary to make fake polymer snow. You can purchase the fake snow or you can harvest sodium polyacrylate from common household sources. You can find sodium polyacrylate inside disposable diapers or as crystals in a garden center, used to help keep soil moist.All you need to do to make this type of fake snow is add water to the sodium polyacrylate. Add some water, mix the gel. Add more water until you have the desired amount of wetness. The gel will not dissolve. Its just a matter of how slushy you want your snow.Sodium polyacrylate snow feels cool to the touch because it is mainly water. If you want to add more realism to the fake snow, you can refrigerate or freeze it. The gel will not melt. If it dries out, you can rehydrate it by adding water. Helpful Tips Fake snow is non-toxic, as you would expect from a material used in disposable diapers. However, dont purposely eat it. Remember, non-toxic is not the same as edible.When you are done playing with fake snow, its safe to throw it away. Alternatively, you can dry it out to save and re-use.If you want yellow snow (or some other color), you can mix food coloring into the fake snow.If you want drier snow, you can reduce the amount of water the polymer can absorb by adding a small amount of salt.Skin contact with the artificial snow could potentially cause a irritation or a rash. This is because leftover acrylic acid could remain as a by-product of sodium polyacrylate production. The level of acrylic acid is regulated for disposable diapers to be less than 300 PPM. If you choose another source for the chemical that isnt intended for human skin contact, the resulting snow could be itchy. About Sodium Polyacrylate Sodium polyacrylate is also known by the common name waterlock. The polymer is a sodium salt of acrylic acid with the chemical formula [−CH2−CH(CO2Na)−]n. The material is superabsorbent, with the capacity to absorb 100 to 1000 times its weight in water. While the sodium form of the polymer is most common, similar materials exist substituting potassium, lithium, or ammonium for sodium. While sodium-neutralized polymers are most common in diapers and feminine napkins, the potassium-neutralized polymer is more common in soil amendment products. The U.S. Department of Agriculture developed the material in the early 1960s. Researchers sought a material to improve water retention in soils. Originally, the scientists developed a hydrolyzed product made from a starch-acrylonitrile co-polymer. This polymer, known as Super Slurper, absorbed over 400 times its weight in water, but did not release the water back again. Many chemical companies worldwide joined the race to develop a super absorbent polymer. These included Dow Chemical, General Mills, Sanyo Chemical, Kao, Nihon Sarch, Dupont, and Sumitomo Chemical. The first commercial products resulting from the research were released in the early 1970s. However, the first applications were for adult incontinence products and feminine sanitary napkins, not soil amendments. The first use of a super absorbent polymer in a baby diaper was in 1982. Sources of Sodium Polyacrylate for Fake Snow Disposable diapers and garden crystals arent the only sources of sodium polyacrylate for fake snow. You can harvest it from the following products. If the particle size is too big for snowflakes, pulse the wet gel in a blender to reach the desired consistency. Pet padDrown-free insect and bird feedersSanitary napkinAnti-flood bagGel hot or cold packGrowing toysInside waterbedsWater blocker for wire and cables

3DCS & 3DMS part A Coursework Example | Topics and Well Written Essays - 1000 words

3DCS & 3DMS part A - Coursework Example development as it seeks to infuse aspirations, develop interpersonal and other required skills and make the employees equipped of the necessary skill set which makes them adept to handle their job responsibilities and grow in their career and life. As stated earlier, relationship between mentor and mentee is more on personal lines than formal based. This is so because it is not dependent on any specific task or outcome and as such, involves many outcomes and learning processes. Some of the key aspects in the mentor and mentee relationship are: Mentor mentee relationship is free from implied or open authority as enjoyed by coaches. This is so because coaches are deputed for some specific outcomes and its achievement is crucial to their training purpose. However, mentoring is a relationship free of power and based on mutual trust and respect as both the mentor and the mentee tend to gain from each other. While a coach can insist on the compliance, a mentee has full rights to decide upon the relationship tenure, intensity and focus. In a nutshell, self-selection is the initiator in the mentor mentee relationship where mentee picks up the mentor as contrasted to coaching where coach selects the trainee. The relation being an open and trusted one, objectivity substitutes subjectivity in the outlook of both the parties. When both of them learn from each other, it is essential that no single entity tries to impose one’s opinion or belief onto the other and provide complete freedom to think and act. A mentor is supposed to advise more than mere telling or commanding. In this light, it is imperative that the mentor is aware and knowledgeable of the best interests of the mentee. This is advantageous to allow the mentee think on exact lines as whatever will be advised by him will be taken seriously by the mentee. Thus, only such advises should be put forth which are sure to be accepted and relevant to the interest and situation for the mentee. Mentoring started off as

Indian Religion Essay Example | Topics and Well Written Essays - 500 words

Indian Religion - Essay Example They comprise of two distinct parts, one is the Brahmanas or the knowledge, which deals with the direct realization of God and the Karma Kanda, which deals rituals and their performance. The Vedas are four in number Rig-Veda, Yajur-Veda, Sama-Veda and Atharva-Veda. No Hindu religious text can be based on anything other than the Vedas; hence, the Puranas or Epics are also based on the authority of the Vedas. In the epics, the Divine Incarnations of God are described. These Divine Incarnations also, followed the precepts of the Vedas implicitly, thereby setting an example to the common man. As such, the Vedas are unchangeable and eternal; nothing can be added to, reduced or changed in them. The Puranas serve to illustrate the injunctions laid down in the Vedas. The very same Brahma Vidyas of the Vedas, or direct methods to realize the Ultimate Reality, are to be found in the Puranas. However, the emphasis in Puranas, as they deal with Divine Incarnations, is on Faith or Bhakti. The Bra hmanas with their emphasis on Brahma Vidyas, are what comprises the Path of Knowledge to realize God. It must be emphasized that Sanatan Dharma has many paths or methods to realize God. It is a highly developed religion and has a very strong base in practical religion. Initially the emphasis was on the Path of Knowledge but over a period of time it was realized that such logical reasoning to arrive at the ultimate truth was not possible for everyone. The path of Bhakti or Faith was found to be uncomplicated and very easy.