Quantitative Method in Economics Assignment Example | Topics and Well Written Essays - 750 words

Quantitative Method in Economics - Assignment Example This is the rate which the government has to charge firms involved in polluting the environment to compensate for the impacts of their operations to the environment. 16. The total tax revenue collected will be arrived at by taking the product of this tax rate and the estimated units likely to be produced. Assuming the units produced are Q*; the tax revenue will be 3.3698Q*. 18. Price elasticity of demand is the change in price relative to demand and it is a measure of the degree or extent at which price changes relative to the demand. It is worked out as the Change in demand divided by Change in price; 20. Depending on how elastic demand is will dictate the potion for the producers and that for the consumers. With inelastic demand as witnessed in our case, the producer will bear a smaller weight of the tax as compared with the consumers who will feel a greater pinch of the

William Shakespeare Essay Example for Free

William Shakespeare Essay William Shakespeare (1564-1616) was born in Startford-on-Avon, in the country of Warwick. The third child and first son, William was christened on 26th April, 1564 in the parish chruch. His father, John Shakespeare, was a prosperous businessman. William got his education in a good grammer school. His father’s business failed due to neglect so William could not attend the University. At the age of eighteen, he married Anne Hathaway, the daughter of an old family friend and they had three children. The date of his arrival in London is not known but he was said to have been arrived there around 1592. A theatre company, ‘Lord Chamberlain’s Men’, refounded in 1594, developed into London’s leading company. Shakespeare became an important member in it and this group later got the name, ‘King’s Men’. From 1599, this occupied the Globe Theatre and later in 1608 took over the Blackfriar’s monestry. Shakespearean plays performed here show the change in the stage conditions, having more scenery and lighting effects. Shakespeare, by his Venus and Adonis and Rape of Lucerce, had earned considerable fame in 1594. The revival of classical drama brought about a change in the attitude of noblemen of that time. The theatre began to be attended by and the quality of the plays improved. In 1597, Shakespeare purchased ‘New Place’, an outstanding residential property. After acquiring a lot of property in Stratford, he retired to his house ih New Place. His career as a dramatist was over and The Tempest was his last play, written in 1611. On 23rd April, 1616, Shakespeare died and was buried in the altar of Stratford Church. As You Like It is a pastoral comedy by William Shakespeare believed to have been written in 1599 or early 1600 and first published in the First Folio, 1623. The plays first performance is uncertain, though a performance at Wilton House in 1603 has been suggested as a possibility. The play remains a favourite among audiences and has been adapted for radio, film, and musical theatre. Plot Development The plot of As You Like It is complex and comprises of a number of interweaving plots. The inter-linking of plots has been done beautifully by Shakespeare. The characters have been fashioned and fit into incidents. ‘ As You Like It’ follows its heroine Rosalind as she flees persecution in her uncles court, accompanied by her cousin Celia and Touchstone the court jester, to find safety and eventually, love, in the Forest of Arden. The play features one of Shakespeares most famous and oft-quoted speeches, All the worlds a stage, and is the origin of the phrase too much of a good thing. Themes Envy, Hatered,Jealousy,Conceit The theme of envy, hatred, jealousy and conceit has been brought by Shakespeare with the help of Oliver and Duke Frederick. Oliver is envoius of his brother Orlando because although he treats him like a rustic he has all the good qualties in him which eclipse the qualities of Oliver. It is because he is jealous of Orlando, he hates him and tries to kill him. In the same way Duke Frederick is jealous of the popularity of Duke Senior and Rosalind. When he comes to know that it is because of Rosalind that the qualities of Celia are hidden, he decides to banish her as well. He had only kept Rosalind back because Celia could not stay without her. Loyalty,Love,Devotion Adam is loyal to Orlando and loves him because he reminds him of Sir Rowland de Boys. He saves Orlando’s life by helping him escape from the trap laid by Oliver to take his life. Adam also offers Orlando his life savings and his service although he is very old. Duke Senior also has some followers who willingly follow the Duke to banishment. Love and devotion is also seen in Celia for Roslind as they ecape to the forest of Arden together. They are inseperable like the Juno’s swans. Rosalind is in love with Orlando when he bravely defeats Charles the prized wrestler of the Duke. She gives him her necklace. A shepard named Silivius has also fallen in love with Phebe. Another love-story of Touchstone and Audrey is also taking place. It is anti-romantic story and although Touchstone wants to marry Audrey, he does not want it to be a life-long bond. Background of the Poet Vikram Seth is an Indian novelist and poet. He has written several novel and poetry books. He has also received several awards including Padma Shri, Pravasi Bharatiya Samman, WH Smith Literary Award and Crossword Book Award. Seth was born on 20 June 1952 in a Punjabi family to Leila and Prem Seth in Calcutta (now Kolkata). Seth spent part of his youth in London but returned to his homeland in 1957. He received primary education at Welham Boys School and then moved to The Doon School. After commencing secondary education at The Doon School in India, Seth returned to England to Tonbridge School. Having lived in London for many years, Seth now maintains residences near Salisbury, England, where he is a participant in local literary and cultural events, having bought and renovated the house of the Anglican poet George Herbert in 1996 and in Delhi, where he lives with his parents and keeps his extensive library and papers. Structure of the Poem The Frog and the Nightingale is a fable in the form of a poem. A fable is narrative, not longer than a short story and has a moral. This poem has animals as its main characters. In this poem the poet has adapted features of modern poetry in following the pattern mixed metre and free verse. However to add the flavor of a ballad, a conscious effort has been made to keep it close to the common speech. The poem follows the iambic meter and regular rhyme immediately following the lines rhyming together. The last word of each line rhymes with the last word of the next line. Mostly the lines are hexasyllabic with variations of one syllable. Theme and Summary of the Poem The poem, The Frog and the Nightingale is a powerful example of how people are deceived by others because of the wrong self-image and the lack of moral courage. Generally, people build their self-image on what others think of them. They do not have the moral courage to see through their strengths and weaknesses, and thus they fall into traps of selfish people. There are many people who use other people to fullfil their selfish motives. The poet wants to convey the message that we need to realise our potential, have self-confidence and judgement of character so that we do not become victims of the crafty and hypocritical world. The poem begins with the frog croaking all day long at the Bingle Bog, under the sumac tree. Although the other creatures hated his singing, they had no choice because the frog was to determined to display his hearts elation. One night a nightingale arrived and enchanted everyone withher melodious voice. Everyone cheered the nightingale and she sang all night long. The following night when the nightingale was getting ready to sing the frog came to her and criticised the song as if he was a very good singer. The frog promised to train the nightingale but would charge a reasonable fee. He made nightingale sing continuously for six hours, not caring whether it is raining or not. He charged fee to everyone who came to sing the nightingale sing and thus she became very famous. The frog used to watch all the audience with joy both sweet and bitter. The frog used to scold her and she grew more morose. Her voice was losing its charm and thus people stopped to listen to her singing. Once, during a performance, the frog began to shout on her asked her to puff up and sing properly. Th nightingale puffed up ,burst a vein and died on the spot. The frog got back his position and continued to sing and display his hearta elation.

Paratextuality in Shakespeares King Lear Essay example -- William Sha

Pitching Mad Boy: How Paratextuality Mediates the Distance Between Spectators, Adaptations, and Source Texts. A popular anecdote used to introduce students and spectators to King Lear tells how, for 150 years, the stage was dominated by Nahum Tate’s adaptation, in which Lear and Cordelia are happily reconciled, and Cordelia is married off to Edgar. Here is what N.H. Hudson had to say about Tate: This shameless, this execrable piece of demendation. Tate improve Lear? Set a tailor at work, rather, to improve Niagara! Withered be the hand, palsied be the arm, that ever dares to touch one of Shakespeare’s plays again. (quoted in Massai 247) Of course, such sophisticated and erudite commentators as are assembled here today will be quick to point out a couple of ironies about Hudson’s condemnation of Shakespeare adaptation. First, Shakespeare himself was an adaptor. Most if not all of his plays are adapted from extant plays, renaissance romance novels, or even, as in the case I will be discussing today, old Norse sagas. King Lear was adapted from an earlier play, which was itself based on Holinshed’s chronicles. Second, popular adaptations by Tate and Colley Cibber, among others, by making Shakespeare accessible and tasteful to Restoration and Enlightenment audiences, played no small part in establishing Shakespeare at the centre of the literary canon (Massai 247). And as an afterthought, it might be worth noting that Tate’s adaptation does not so much ruin the original King Lear as restore it – Tate’s happy ending is more â€Å"faithful† than Shakespeare to Shakespeare’s sources, The True Chronicle History of King Leir and Holinshed’s Chronicles. I mention this by way of introducing Michael O’Brien’s Mad Boy Chronic... ...eares.ca/ Massai, Sonia. "Stage Over Study: Charles Marowitz, Edward Bond, and Recent Materialist Approaches to Shakespeare." New Theatre Quarterly 15, no. 3 [59] (1999): 247-55. Morrow, Martin. â€Å"A Viking Free for All.† Rpt. in O'Brien, Michael. Mad Boy Chronicle : From Gesta Danorum by Saxo Grammaticus, c. 1200 A.D. and Hamlet, Prince of Denmark by William Shakespeare, c. 1600 A.D. 1st ed. Toronto: Playwrights Canada Press, 1996. Pp. 152-54. O'Brien, Michael. Mad Boy Chronicle : From Gesta Danorum by Saxo Grammaticus, c. 1200 A.D. and Hamlet, Prince of Denmark by William Shakespeare, c. 1600 A.D. 1st ed. Toronto: Playwrights Canada Press, 1996. Shaner, Madeleine. Rev. of Mad Boy Chronicle, by Michael O'Brien. 2001. Backstage West 28 Sept. 2003. http://www.canadianshakespeares.ca/ Stam, Robert. Film Theory : An Introduction. Malden, Mass.: Blackwell, 2000.

MAR project team Essay

Strength Integrated Health consists a number of hospitals. Has an internal technology department – MIS. Has a large number of staff MAR project team is well rounded with technology. The institutions of Integrated Health are well known by the people in Tempe, Arizona. A non-profit organization, which means all the earned money minus the salary and daily operational costs of the institution, can be used for development. Weaknesses Utilizes manual processing of information. Low investment on automation. Chief Information Officer doesn’t have technical background. Some Directors doesn’t support automation and would rather have the traditional process. A large number of staff doesn’t agree with the change. Due to manual filings, specialists reported that patients endorsed to them doesn’t have files 30% of the time. Doesn’t have a change management process. MIS Staff are underestimated and their relevance is not clear to the whole organization Opportunities Lower of costs by investing on computerizing MAR. Can attract partnerships with insurance companies as they are becoming a trend. By investing in computerized MAR, less information would be missing or incorrect If medical tests would not be repeated unnecessarily, then operational costs can be lessen. Computer management of patient medication profiles offers the opportunity to enhance communication between pharmacists and nurses decrease medication errors and delays in delivery of therapy. enhance medication delivery accuracy and timeliness Threats If the computerized MAR is not implemented, insurance companies would not want to partner with Integrated Health. Increasing incorrect medical profiles of patients. If the computerized MAR is implemented, There will be dependence on its automation in the future and when it fails, operations will stop. Cost for further upgrades to fix bugs and improve services will be considered.

Children Stay at Home for Entertainment Essay

The twenty first century held many changes for our life . This changes are different and multifarious . as well as this covered all aspects of life. The most effect was on the children that changed their life completely different rather than previous generation . Those children become spend a large amount of time inside their homes , playing computer games and watching television , rather than playing games and sport outside . This phenomenon is disturbing many people, therefore they ask what are the benefits , and what are the drawbacks in this case. This essay will talk about these views. To begin with ,there are two reasons may be most advantages for the children spend a large of time inside their home. Firstly , It is clear that children who spend more time at home for entertainment will be more safe from those who spend time outside, which may causes for them risk of theft or assault. Secondly , Children sit at home a long time help them to avoid many bad practices such as smoking or drug. On the other hand , there are many drawbacks in this instance , firstly , children who spend bulk of time inside their home, that means they will disappear from the sun for a long time, it may result in they have deficiency in vitamin D , which the sunlight is natural source for it , â€Å"kids tend to stay indoor more days and play on their computers instead enjoying the fresh air . This mean their vitamin D levels are worse then previous years â€Å"(S.Peace 2010)[1]. Consequently it lead to some diseases such as rickets , which this practice blamed for increasing numbers of children suffer from it . As well as these figures dismayed some scientists as well according to professor T Cheetham from Newcastle university[2] . Secondly, stay a long time in front of screen lead to fitness that the most common diseases among children. In conclusion can the children of new century enjoying with a new technologies , but they should not ignore the healthy practice which protect them from diseases . In fact I think the generation of this century is more lucky than their ancestors ,particularly if I compared him with our generation.

Burns Essays

Skin Disorders/Burns Essays Skin Disorders/Burns Essay Skin Disorders/Burns Essay The incidence of burn injuries has been declining during the past several decades. Approximately 2 million people require medical attention for burn injury in the United States each year (Kao Garner, 2000). The risk of death increases significantly if the patient has sustained both a cutaneous burn injury and a smoke inhalation injury.Young children and elderly people are at particularly high risk for burn injury. The skin in people in these two age groups is thin and fragile; therefore, even a limited period of contact with a source of heat can create a full-thickness burn. The National Center for Injury Prevention and Control lists â€Å"fire/burn† among the categories of the 1998 Unintentional Injuries and Adverse Effects.Most burn injuries occur in the home, usually in the kitchen while cooking and in the bathroom by means of scalds or improper use of electrical appliances around water sources (Gordon Goodwin, 2001). Careless cooking is one of the leading causes of household fires in the United States. The U.S. Fire Administration reports that nearly one third of all residential fires begin in the kitchen. The major factors contributing to cooking fires include unattended cooking, grease, and combustible materials on the stovetop.Burns can also occur from work-related injuries. Education to prevent burn injuries in the workplace should include safe handling of chemicals and chemical products and increasing awareness of the potential for injuries caused by hot objects and substances. The national Institute for Burn Medicine, which collects statistical data from burn centers throughout the United States, notes that most patients (75%) are victims of their own actions. Contributing to the statistics are scalds in toddlers, school-age children playing with matches, electrical injury in teenage boys, and smoking in adults combined with the use of drugs and alcohol. One of the major culprits of burn injuries is the inappropriate u se of gasoline. The U.S. Home Product Report, 1993-1997 (2001), indicated that there were over 140,000 gasoline-related fires and approximately 500 people died from gasoline-related injuries during this period.Many burns can be prevented. Medical personnel can play an active role in preventing fires and burns by teaching prevention concepts and promoting the use of smoke alarms has had the greatest impact on decreasing fire deaths in the United States.There are four major goals relating to burns:PreventionInstitution of lifesaving measures for the severely burned personPrevention of disability and disfigurement through early, specialized, individualized treatmentRehabilitation through reconstructive surgery and rehabilitative programsII. DiscussionA. Classification of BurnsBurn injuries are described according to the depth of the injury and the extent of body surface area injured.a.)  Ã‚  Ã‚   Burn DepthBurns are classified according to the depth of tissue destruction as superfici al partial-thickness injuries, deep partial-thickness injuries, or full-thickness injuries. Burn depth determines whether epithelialization will occur. Determining burn depth can be difficult even for the experienced burn care provider.In a superficial partial-thickness burn, the epidermis is destroyed or injured and a portion of the dermis may be injured. The damaged skin may be painful and appear red and dry, as in sunburn, or it may blister.A deep partial-thickness burn involves destruction of the epidermis and upper layers of the dermis and injury to deeper portions of the dermis. The wound is painful, appears red, and exudes fluid. Capillary refill follows tissue blanching. Hair follicles remain intact. Deep partial-thickness burns take longer to heal and are more likely to result in hypertrophic scars.A full-thickness burn involves total destruction of epidermis and dermis and, in some cases, underlying tissue as well. Wound color ranges widely from white to red, brown, or bla ck. The burned are is painless because nerve fibers are destroyed. The wound appears leathery; hair follicles and sweat glands are destroyed.The following factors are considered in determining the depth of the burn: ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How the injury occurred ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Causative agent, such as flame, or scalding liquid ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Temperature of the burning agent ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Duration of contact with the agent ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thickness of the skinB. Management of the Patient with a Burn InjuryBurn care must be planned according to the burn depth and local response, the extent of the injury, and the presence of a systematic response. Burn care then proceeds through three phases: emergent/resuscitative phase, acute/intermediate phase, and rehabilitation phase. Although priorities exist for each of the phases, the phases overlap, and assessment and management of specific problem s and complications are not limited to these phases but take place throughout burn care.C. Planning and GoalsThe major goals for the patient may include restoration of normal fluid balance, absence of infection, attainment of anabolic state and normal weight, improved skin integrity, reduction of pain and discomfort, optimal physical mobility, adequate patient and family coping, adequate patient and family knowledge of burn treatment, and absence of complications. Achieving these goals requires a collaborative, interdisciplinary approach to patient management.III. ConclusionContinued assessment of the burn patient during the early weeks after the burn injury-focuses in hemodynamic alterations, wound healing, pain and psychosocial responses, and early detection of complications.Other significant and ongoing assessment focus on pain and psychosocial responses, daily body weights, caloric intake, general hydration, and serum electrolyte, hemoglobin, and hematocrit levels. Assessment fo r excessive bleeding from blood vessels adjacent to areas of surgical exploration and debridement is necessary as well.

Sassy, Funny, Girly Quotes for Women With Attitude

Sassy, Funny, Girly Quotes for Women With Attitude As Cyndi Lauper sang, Girls Just Wanna Have Fun. When a bunch of girls get together for a girls night out, you can imagine how raucous they can get. These girly quotes focus on appreciating the good things in life - with a big dash of fun. Enjoy being a sassy girl and entertaining your friends with these quotes from activists, entertainers, writers, and poets. Katharine Hepburn If you obey all the rules, you miss all the fun. Beyonce I embrace mistakes, they make you who you are. Dolly Parton   Im not offended by all the  dumb blonde  jokes because I know Im not dumb...and I also know that Im not blonde. Kesha Just because Im sassy and have a mouth on me doesnt mean Im coming from a negative place. Coco Chanel A girl should be two things: classy and fabulous. The most courageous act is still to think for yourself. Aloud. Alyssa  Edwards Dont get bitter, just get better. Kayci Diane I love the person Ive become because I fought to become her. Drew Barrymore Lets get down and dirty. Lets be a real girl. Tallulah Bankhead Its the good girls who keep diaries; the bad girls never have the time. Gloria Steinem The truth will set you free. But first, it will piss you off. A woman without a man is like a fish without a bicycle. Proverb The whisper of a pretty girl can be heard further than the roar of a lion. Katy Perry Too many girls rush into relationships because of the fear of being single, then start making compromises, and losing their identity. Dont do that. Marilyn Monroe A woman knows by intuition, or instinct, what is best for herself. Jeanine Pirro Youre a beautiful girl, and you can do anything you want in life. Erma Bombeck If you cant make it better, you can laugh at it. Albert Einstein Any man who can drive safely while kissing a pretty girl is simply not giving the kiss the attention it deserves. Elizabeth Taylor Big girls need big diamonds. Pour yourself a drink, put on some lipstick, and pull yourself together. Colette What a wonderful life Ive had. I only wish Id realized it sooner. Taylor Swift If you have something about yourself thats different, youre lucky. Its not a curse. Maya Angelou I love to see a young girl go out and grab the world by the lapels. Lifes a bitch. Youve got to go out and kick ass. Mae West Too many girls follow the line of least resistance, but a good line is hard to resist. Im single because I was born that way. Maryon Pearson Behind every great man, there is a surprised woman. RuPaul If you cant love yourself, how in the hell you gonna love somebody else? Eleanor Roosevelt No one can make you feel inferior without your consent.

How To Use Google Docs For Blogging And Marketing

How To Use Google Docs For Blogging And Marketing Google Docs is where I do my blogging. I’ve mentioned it before, and listed my reasons, which include everything from interface to how it fits into my blogging workflow for both myself and freelance clients. Let’s not forget to mention that it is free. There are a lot of other places you can do your blogging (Evernote, OneNote, WordPress), and there are good reasons to use them. Some of those tools, such as WordPress, can be extended through plugins to get them to do all that you need them to. But now that you can easily attach your Google Docs into , let’s take a look at why Google Docs is a great place, from both writing and cooperative standpoints. How To Use Google Docs To Simplify Your Blogging And Marketing via @JulieNeidlinger The Writing Experience The experience you have when writing matters. This means the actual writing as well as everything else that goes into writing your blog post, such as research. The experience you have when writing matters. #bloggingLess distracting writing. I love, love, love distraction-free writing. The appearance of the tool I’m using has an effect on how well I write. While Google Docs isn’t technically â€Å"distraction free† (it actually has a lot of formatting options available on the writing screen), there is a strong semblance to it. Google has been steadily adjusting all of its products across the board to a more consistent and user-friendly appearance, and Google Docs is no different. Part of removing the distraction of writing is removing the decisions you have to make to get to the actual process of writing. Google Docs, particularly if you are already a Google Drive or Google products user, makes it easy to get going on writing without having to deal with much beyond a few clicks. Portable writing and copy. Portability is more than a handy feature, especially if you are working either outside the geography of a typical office or outside of your blogging platform. Freelancers and those with writing clients, especially, have this experience. Not everyone is using the same blogging platform or wants to give access to their blogging platform to outside writers. There are two approaches to portable copy that I want to cover: working offline and flexible copy. Working offline:  Using Google Drive apps on your Chromebook or mobile device, you can write blog posts when you don’t have an Internet connection. I frequently write on my Chromebook in the offline mode on airplanes or in hotels without an Internet connection. While you won’t have access to online research tools, you can get basic writing done. Flexible copy:  Yes, Google Docs can export your copy in several formats, but what you’ll probably do most often is copy and paste into a blogging platform. Google Docs does a good job of exporting clean HTML right into WordPress (save for adding the b tag to the h tags). Unless you get really fussy with your text styling, Google Docs has improved a great deal when it comes to copying and pasting text without excess formatting. There’s some additional good news regarding just how portable copy is for users, and  we’ll cover that at the end of the post. Write in Google Docs even when you're offline, then transfer to and into WordPress....Built-in research tools. While doing research with a search engine is easy enough, Google Docs has some tools that make it possible to do it all right from your Docs screen without having to hop into other tabs. Tools: Google Docs comes with a lot of built-in tools. You can access these from the main menu as well. The handy one is the â€Å"research† tool, which allows you to do sidebar Google searches. You can do a general search, or break down many specific kinds of searches (for example, just Google Images or just Google Scholar). If you’re doing all of your writing in Google Docs, you can even do a personal search of your own content on Google. Add-ons: You can grab add-ons from the main menu. There’s a pretty good selection depending on what you need. I have added a bibliography creator, document navigator (for the longer writing projects), one to manage workflows, and so on. Adding them to your Google Docs is done while in an actual document. It’s not as if you can’t do these searches or find these tools elsewhere in standalone tools, but again, if you’re like me, you have enough tabs open at any given moment. Sometimes its nice to be able to do the research in the same place without always jumping back and forth. That’s part of simplifying your blogging workflow. Organizing Your Workflow And Your Work While research and writing tools are handy, Google Docs really shines when it comes to working with others. Whether with team members or with clients, it has both discussion and organizational tools that are helpful. Setting up folders. Google allows you to write a basic description of the folders and files found in your Google Drive. As a freelance blogger, I give each writing client their own folder. I then use the description of their folder to add notes about client requirements, such as word counts, contact information, and other copy specifications. This makes it easier to keep important information straight. For your blogging team, you might organize your folders based on blogging category, content campaigns, or workflow process (e.g. Ideas, In Progress, Review, To Publish). You can use the folder description to alert your team to what that category of content should be about, notes on the campaign from a team meeting, or the â€Å"rules† of using your workflow properly. Even if you are a solo blogger, using folders properly in Google Docs will keep your Google Drive from becoming a huge mess. You may have a folder for images, ideas, for research- whatever fits how you work. The descriptions on each folder are a great place for notes of things you need to remember for any content that goes inside. While Google Docs has a great search function, that’s no excuse to be haphazard. How I Set Up My Folders: Being both a solo blogger and a freelance blogger, I put folders to work. I have the following top-level folders in regards to my blogging: Clients:  I changed the color to red for this folder so it stands out. Each folder inside of it is a client. The description of those individual client folders tells me, at a glance, word count and important client expectations. Blogging: This folder is for my own blogging. I have subfolders for actual blog posts, ideas (blog posts started or outlined but not yet written), and research (where I save PDFs of websites using the Ctrl-P and â€Å"Save To Google Drive† option on my Chromebook). I also have, not in a subfolder, a few spreadsheets (analytics, headline ideas, etc.). I save research as a PDF because sometimes Web pages and ebooks disappear, and I want to be able to reference them in future blog posts. I have a few subfolders in the research folder to organize those PDFs by category so when it comes time to write on a related topic, I just have to hop in and see what I’ve discovered while surfing the Web earlier. I also have a Google Doc in each subfolder where I save quotes and interesting snippets from books and magazines I’ve read, with bibliography. In this way, when I find interesting content even while â€Å"off the clock†, I can still help myself out later when it comes time to write. I just hop into the subfolder on the topic I need, find PDFs or quotes to build content around, and writing just got easier. It’s similar to people using Evernote or Pocket, saving Web content for later. Working with your team. One of the big struggles when creating content with a team is the discussion around the content, versioning controls, and making necessary edits. Having that kind of discussion and activity happen alongside the actual content (instead of in an email with references to â€Å"changes in the fourth paragraph† or something similar) is very helpful. There are four basic ways you need to work with your team when it comes to the actual content you’re all trying to create: Editing: The default setting, when you open or create a doc, is full-on editing. You can change this, though, to suggestions so that the actual edits don’t change the copy but suggest the changes. You can accept or reject those changes with a click. Commenting: By highlighting portions of copy, your team can ask questions and carry on conversations. General review: Sharing the Google Doc with your team is easy, whether you want to give them full-edit access, or just need to let team members in on the content but not have the ability to make changes. For example, your graphic designer and social media manager may need to see the copy but you don’t want them to be able to edit it. Revisions: You can always see or revert back to an old version by checking out past revisions. This control is found under File See Revision History. It will bring up a listing of revisions in the right sidebar, using color to show you what has changed since the latest version. Of course, you’ll need notifications when things happen on your document. Each document has notification controls (all notifications, only yours, or none) so you get an email when someone leaves a comment. You can alert specific team members by tagging them in your comments with @ or +theiremail@gmail.com, but you’ll have to have shared the doc with them, of course. If you haven’t, you’ll be asked to do so. You can also email collaborators on a specific document that you’ve shared with them earlier through the â€Å"File† menu. 4 Ways To Use Google Docs To Turn  Your #Marketing Team Into Rock StarsWorking with clients. There are a couple of ways you can work with blogging clients who might need to approve your copy before it can be published. You can do it within the standard Google Docs setup, or you can use an add-on. Share and review: By sharing your finished blog post with your client, you can give them access. If it is read-only, they can preview it and offer feedback via email. If you give them edit access, they can leave comments on specific parts of your copy. Approval workflow: If you need more to your client approval workflow than comments and edit suggestions, there is another option. The add-on that you could put to use for a more standard client approval workflow is called â€Å"Workflows.† Its aim is to establish read-only versions, send emails to those you need to approve the content, and stay on top of the approval process. It isn’t a perfect solution, by any means, but if you aren’t using any other app or system for such approvals and you’re already doing your work inside Google Docs, it may be an option for you. For most clients, the share and review process is enough, particularly if you’re using an app like where things like tasks and discussion are also happening. If you aren’t using , Google Docs also integrates with most of the popular project management tools (Trello, Asana, Zapier, etc.) and much of that workflow can be handled there. Why Use Google Docs? Why not just use WordPress instead of writing in Google Docs? All your writing in one place:  As a possible control freak, it lets me keep a copy of everything I’ve written in one place. I also downloaded the Google Drive app to my computer so that it is backed up for offline access, too. Easy to rework content:  If my content isn’t locked inside WordPress, I can easily turn it into an ebook or something else. Google Docs is more portable. Flexible for multiple clients:  Freelancers are going to discover that each client uses their own project management tools. Using Google Docs has helped me cut through the hassle of creating content to fit so many tools since most have Gmail and are familiar with Google Docs. A client’s WordPress may or may not be an option to you, depending on the access you are given. Multiple people working at once:  WordPress wisely only allows one person to edit a post at once. Gone are the days of lost copy because someone else was in a post. Google Docs lets you all in, notifying everyone who is in there and coloring your cursor to pinpoint your location in the document. You all can edit live. Cleaner interface:  This is a personal opinion, but I’m not keen on the new distraction-free WordPress. The latest version does not allow for the â€Å"quick save† of the old, but instead refreshes the whole page (as well as some other annoyances). Google Docs saves as you go. Better editing experience:  The editing tools and ability to accept or reject suggested edits right there in the copy is a huge help. No one will miss the agony of long email chains or conversations held in places away from the actual copy, causing you to jump back and for from tab to tab to make the changes. 6 Reasons To Use Google Docs For #Blogging And #MarketingGreat News For Users now integrates with Google Docs as part of an all-in-one editorial calendar feature! You can write your posts- and any other kind of content- in Google Docs, and sync it with . now integrates with Google Docs for your all-in-one #marketing calendar! With this integration, Google Docs is combined with the great workflow tools available in . Freelancers can still manage and organize their content from their end, but easily send that finished copy right to without having to manually copy and paste. That’s exciting stuff! And if this sounds like something you'd like to try for yourself, make sure to download your free 'How To Use Google Docs For Blogging And Marketing' infographic to remember the takeaways from this post.

P53 mutations and Cancer Essay Example | Topics and Well Written Essays - 1000 words

P53 mutations and Cancer - Essay Example The genes are codes that instruct the cell how to make many different proteins. One gene 'codes' for one protein. In a cancerous cell some of the genes have been damaged or lost. And this is termed as 'mutation'. A mutation may mean that too much protein is madeor that a protein is not made at all. There are three different types of genes that are important in making a cell cancerous genes that encourage the cell to multiply; genes that stop the cell multiplying; and genes that repair the other damaged genes. Some genes encourage multiplication of cells. In general these genes are only activated during repair after a wound or an operation in an adult. But if these genes become abnormal, they instruct the cell to multiply all the time and are termed as oncogenes or in other words are the 'cancer genes'. There are also those genes that instruct the cells to stop multiplication and these are the tumor suppressor genes. These are genes are in the cell particularly to stop the cell multiplying or doubling. They act as the natural brake to the oncogene's accelerator. Here again the problem is accelerated if one of these 'tumor suppressor genes' becomes damaged and stops working. As a result the cell may then carry on multiplying. In other words it becomes immortal, which is one of the properties of a cancer cell. The best known tumor suppressor gene is called p53. ... Disruption of this gene is associated with approximately 50 to 55 percent of human cancers. In other words it can be said that the p53 protein acts as a checkpoint in the cell cycle, either inhibiting or initiating programmed cell death. Hence p53's has an important role to play when in comes to cancer which is nothing but unchecked proliferation of cells. At this point of time there is another question that arises in our mind. If people have a built-in tumor suppressor then why do so many get cancer Research suggests that there are several factors that determine the p53 molecule activity as it can be inactivated in several ways. Genetics plays an important role, for instance, in some human families if p53 mutations are inherited the family members have a high incidence of cancer. However in many cases the molecule is inactivated by an external source. For instance, DNA tumor viruses, such as the human adenovirus and the human papilloma virus, have a tendency to bind to and inactivate the p53 protein function, which invariably alter cells and initiate tumor growth. Besides, some sarcomas amplify another gene, called mdm-2, which produces a protein that binds to p53 and inactivates it, much the way the DNA tumor viruses do (Burley n. pag). Hence it can be said that there are several factors that determine the functioning of p53 molecule s. There is another way in which p53 molecule can trigger the cancerous growth in human body. In a normal cell, p53 protein binds DNA, which in turn stimulates another gene to produce p21 which is another protein molecule. The p21 protein in turn interacts with cdk2 which is another protein that stimulates cell division. If for any reason p21 binds cdk2, the cell cannot continue through the cell cycle and does not

The orgins of stunt performance in theater Research Paper

The orgins of stunt performance in theater - Research Paper Example There were no thoughts about stunt performance in the early film industry. If anything demanding needed to be done in the film, producers used to hire desperate or crazy fellows to perform these actions. The first known professional stuntmen were buster Keaton and Keystone Kops. They learnt this through trial and error, and slowly perfected. All stunts action in films was real; no faking of actions took place. In most cases, early stuntmen were comedians and spent most of their time entertaining their audience in theatres (Claudia 56). In the beginning of the 20th century, audience’s interest in serial movies rose. The demand called for evolution of more risky stunt; film producers doubled their actions and made their scenes more dangerous. The rise of the American in 1910 was also a factor that led to growth stunt people and movie stars. Yakima Canutt and tom Mix were among the most famous stuntmen in this period (History of theatres nd. In 1970s, this was the beginning of technological advancements. It was a period that air bags, bullet squibs, and air rams developed. The evolution has continued up to date for computer has come to reduce the risk involved in these arts (History of theatres n.d). Although computers can develop graphics like the above, they can never by as real as what was produced before their evolution. The above graphic is a real illustration of a man hanging with a wire (Lambert 67). The first theatre recorded in reference to world’s records was introduced by the Romans. They had copied this philosophy from the Ancient Greek. The constructed semi circular structures using wood, but were later reconstructed using stones. They had a raised stage with seats surrounding it. They were built in the open air, inside big halls, or barns. Elizabethan theatres in London borrowed ideas from this knowledge. An ideal example is the Globe theatre in London (History of theatres n.d). One of the most common stunt effects is stage combat.

Marketing Concept Essay Example | Topics and Well Written Essays - 750 words

Marketing Concept - Essay Example Second, it stresses the aim of business organizations to generate profit from its operations. Thus, the definition of CIM involves assessing the marketing strategy which will be mutually beneficial for customers and companies. Business organizations as this definition implies are profit maximizing entities. Lastly, this definition highlight that marketing is not just about providing the current needs by "anticipating" the future requirements of the markets. In summary, the CIM's definition of marketing balances the satisfaction of customer and profit maximizing goal of business organizations. According to the American Marketing Association (AMA), "marketing is the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational goals." Like the CIM, AMA also recognizes that main purpose of marketing which is to satisfy customers. However, it clearly elaborated that customers can be grouped into individuals and organizations. Thus, it indicates its deeper understanding that companies should market to individuals and organizations differently. Compared to the definition of CIM, AMA defines the functional aspect of marketing. The definition highlights the components of the marketing mix-product, promotion, price, and place. This specifically elaborates the function that marketing managers make, that is, to plan and execute a strategy through an integrated and complementary components of marketing mix. In comparison to CIM's definition, AMA focuses more on marke ting as a management function. B. Marketing Concept Marketing is primarily concerned with the satisfaction of customers profitably. Marketing can be adequately understood through different marketing concepts such as the following: 1. Target market and segmentation. In order for business organization to create an effective marketing strategy, companies need to divide its market based on demographic, psychographic, and other factors (Kotler 2002). Target market is the segment that presents the greatest opportunity. In the case of Haagen Dasz, its customers are segmented based on their age. The company targets the adult market. 2. Marketplace, marketspace, and metamarket. These are where business organizations conduct their business operations. Marketplace refers to the traditional marketplace while marketspace is digital and is created through the internet technology (Kotler 2002). Metamarket is a complementary market of products and services which are related in the mind of customers. 3. Marketers and prospects. A marketer is an institution seeking the response of a prospect (Kotler 2002). In the case of Haagen Dazs, it is a marketer seeking the response of the adult market. 4. Needs, wants, and demands. Needs are basic human needs. Wants are the products where the needs are directed. Demand is a want backed by purchasing power. In the case of Haagen Dazs, food is a need and ice cream is a want. Demand is when an individual has the money needed to buy the ice cream. 5. Product, offering, and brand. Product is the value proposition in a physical form while brand is an offering from a known source. In the case given, Haagen Dazs is the brand

Explain the difference between macroeconomics and microeconomics. How Essay

Explain the difference between macroeconomics and microeconomics. How are these two fields related - Essay Example In contrast, Macroeconomics is concerned with the national economy as a whole and provides a basic understanding of how things work in the economy. Microeconomics can be defined as the branch of economics in which we study about individual aspects like a firm or household. It is concerned with individuals making their choice about what is to be produced, how and for whom it is to be produced, and what price should be charged for it. Micro economics deals with the economic action and behavior of individual units and small groups of an economy (Sloman and Garratt, 2010). It covers the following fields of the study: Price Theory Theory of Consumer Behavior Theory of Behavior of Firms Theory of Production Microeconomics has many theoretical as well as practical advantages. Few of them are: It helps in understanding the working of a free market economy It provides us a way for efficient employment of resources It covers some of the problems of taxation. It guides Business Executives in at taining maximum productivity Macro economics deals with the behavior or working of the whole economic system. It is the study of aggregates or averages covering the entire economy. In contrast to microeconomics, macroeconomics is concerned with the conduct, arrangement decision-making performance of the entire economy. Macroeconomists studies the relationship between the following: National income National Output Total Savings Total Investment Total Consumption Total Unemployment International trade International finance By definition, Macroeconomics is very wide in its scope and study as it deals with the problems of unemployment, economic fluctuations, inflation, and deflation. It is concerned with the effects of investment on total output, total income, and aggregate employment. The monetary discipline of the macroeconomics examines and analyzes the effect of the total quantity of money on the general price level. In the international trade sphere, it deals with the problems of b alance of payments and foreign aid. The field of macroeconomics provides us fundamental theories which can help us in preventing depressions and recessions by allowing governments to formulate adjustments through changes within the macroeconomic policies (McConnel and Brue, 1997). These policies are in general the monetary policy and fiscal policy of the state. The major differences that exist between micro and macro-economics are discussed briefly as follows (Mbaknol, 2011): S. No. Micro-economics Macro-economics 1. Aggregation Level Economy’s individual units are studied, like a particular product, a particular firm, etc. Problems of the economy are studied as a whole. The aggregates are studied, like national income, aggregate savings, etc. 2. Objectives Principles, problems and policies that are related to the best distribution of resources are studied in it. In it the principles, policies and problems relating to the full employment of the resources and the development o f those resources are covered. 3. Focus Price determination, Equilibrium of Consumer, Welfare and allocation of resources is dealt. National income, full employment, trade cycles, general price-level, economic growth, etc are dealt here. 4. Assumptions Ways for allocation of production and factors of production

Economic Relations between Korea and China Essay

Economic Relations between Korea and China - Essay Example For centuries, China stood as a leading country, easily outpacing other countries in the arts and sciences. In the 19th century and early 20th centuries, however, China was overwhelmed by civil unrest, major famines, military defeats, and foreign occupation. It seemed like China would never catch up with the Western developed countries economically, but after the 1978 reform period, Deng Xiaoping, a hero of China, focused on market-oriented economic development and by 2000 output had quadrupled.There is no doubt that China has had tremendous effect on Korea economically, politically and culturally since early days of Korea due to proximity and Korean speaking ethic minorities living in China. We must not fail to indicate here that Korea here refers to both North and South Korea. Both of these republics have trade relations with China. South Korea and China normalized diplomatic and economic relations in 1992 and North Korea did so round about the same time.Although the relationship b etween Korea and China had ceased during the Cold War, the reestablishment of diplomatic relations had led to a surprisingly rapid growth of bilateral exchanges. Statistics show that Korean Foreign Direct Investment (FDI) to China has increased at very fast rate and continuous to increase as China has become the second most viable destination for investment after the United States. The development of economic relations between South Korea and China over the past decade has been dramatic... numbers, direct bilateral trade between Korea and the PRC has gone from $4.4 billion in 1991, the year before the normalization of relations, to $41.1 billion in 2002 and has already reached $39.8 billion in just the first three quarters of 2003."2China's entry into the WTO had caused them to grow quite rapidly. The recent brisk exports from Korea to China have also been a key factor in the economic growth of China. This growth had caused demand for electrical equipment, semi-conductors and communication equipments which are the main exports of Korea. For an example, North Korea's trade volume hit a new record in 2004, approaching $1.38 billion. North Korea's exports to China topped $582 million, up 47.2 percent compared with 2003. Imports totaled $795 million, up 26.5 percent from the preceding year. North Korea's total trade volume for 2005 reached nearly $2.9 billion. 3 This increase in North Korea's exports to China can be attributed to the increase in exports of crabs, fish, and shellfish; metal products; and textile goods. It is also interesting to note that the North's increase in imports from China is mainly attributed to the increase in the import of energy elements such as crude oil and foods such as frozen pork. Imports of different types of grains like rice and wheat are also noticeable.According to L. Gordon Flake, Executive Director, Mike and Maureen Mansfield foundation, "Korea's imports from China are currently undergoing a structural transformation. China has begun to manufacture electronic components because China is undergoing rapid industrialization. It means that both Korea and China are entering into a highly a competitive market with regard to electrical equipments. This bilateral economic exchange between China and Korea can create

Explain the difference between macroeconomics and microeconomics. How Essay

Explain the difference between macroeconomics and microeconomics. How are these two fields related - Essay Example In contrast, Macroeconomics is concerned with the national economy as a whole and provides a basic understanding of how things work in the economy. Microeconomics can be defined as the branch of economics in which we study about individual aspects like a firm or household. It is concerned with individuals making their choice about what is to be produced, how and for whom it is to be produced, and what price should be charged for it. Micro economics deals with the economic action and behavior of individual units and small groups of an economy (Sloman and Garratt, 2010). It covers the following fields of the study: Price Theory Theory of Consumer Behavior Theory of Behavior of Firms Theory of Production Microeconomics has many theoretical as well as practical advantages. Few of them are: It helps in understanding the working of a free market economy It provides us a way for efficient employment of resources It covers some of the problems of taxation. It guides Business Executives in at taining maximum productivity Macro economics deals with the behavior or working of the whole economic system. It is the study of aggregates or averages covering the entire economy. In contrast to microeconomics, macroeconomics is concerned with the conduct, arrangement decision-making performance of the entire economy. Macroeconomists studies the relationship between the following: National income National Output Total Savings Total Investment Total Consumption Total Unemployment International trade International finance By definition, Macroeconomics is very wide in its scope and study as it deals with the problems of unemployment, economic fluctuations, inflation, and deflation. It is concerned with the effects of investment on total output, total income, and aggregate employment. The monetary discipline of the macroeconomics examines and analyzes the effect of the total quantity of money on the general price level. In the international trade sphere, it deals with the problems of b alance of payments and foreign aid. The field of macroeconomics provides us fundamental theories which can help us in preventing depressions and recessions by allowing governments to formulate adjustments through changes within the macroeconomic policies (McConnel and Brue, 1997). These policies are in general the monetary policy and fiscal policy of the state. The major differences that exist between micro and macro-economics are discussed briefly as follows (Mbaknol, 2011): S. No. Micro-economics Macro-economics 1. Aggregation Level Economy’s individual units are studied, like a particular product, a particular firm, etc. Problems of the economy are studied as a whole. The aggregates are studied, like national income, aggregate savings, etc. 2. Objectives Principles, problems and policies that are related to the best distribution of resources are studied in it. In it the principles, policies and problems relating to the full employment of the resources and the development o f those resources are covered. 3. Focus Price determination, Equilibrium of Consumer, Welfare and allocation of resources is dealt. National income, full employment, trade cycles, general price-level, economic growth, etc are dealt here. 4. Assumptions Ways for allocation of production and factors of production

International Marketing Case Study Example | Topics and Well Written Essays - 3000 words

International Marketing - Case Study Example Today instead of the traditional approach of 'maximizing' the profits, organizations go ahead with multiple objectives, monetary as well as non-monetary. There are short-term objectives as well as long-term ones. Strategists are supposed to prioritize all such objectives, so that there is clarity and ease of decision making in situations where there is an apparent clash of objectives. Here we'll analyse Vodafone, its strengths, comparative advantages, its weaknesses and some of the opportunities that it can capitalize on in the Turkish telecom market. Vodafone has acquired competitive advantage over its rivals on account of its marketing efforts, brand building, value creation, innovation, operational efficiencies etc. Today Vodafone is one of the world's leading international mobile telecommunications group having an equity base in 27 countries across 5 continents, 186.8 million proportionate customers and 33 partner networks (Vodafone, 2006). Company's vision statement1 says, the c ompany aspires 'to be the world's mobile communications leader, enriching customers' lives and helping individuals, businesses and communities to be more connected in a mobile world'. With this vision company plans to invest in Turkey. The PEST or PESTEL analysis is a useful tool for any industry or b... The analysis mainly comprises of; Political factors Economic factors Socio-cultural factors Technological factors Environmental Factors Legal Factors All these factors have different relevance for different types of industries and businesses. Political The modern Republic of Turkey was founded in 1923 by the legendary Mustafa Kemal, better known as "Ataturk" or father of the Turks. The democratic tradition of modern Turkey has faced quite a few challenges with periods of instability. In the recent past Turkey has also been criticized for its human rights record. Amnesty International accused the Turkish government in November 2001 of systematically and regularly torturing its citizens. Corruption remains one of the key challenges for Turkey. After the parliamentary elections held in November 2002, the Justice and Development Party (AKP), a moderate Islamist group, won a resounding majority. This caused some worry amongst the proponents of Turkey's reforms program, as AKP is known to position itself as a champion of Turkey's beleaguered impoverished majority, and is therefore potentially vulnerable to damaging economic populism (Datamonitor, 2006). But so far all such apprehensions have been put to rest with the continuance of the e conomic reforms, a necessity for favorable investment climate in the country. Turkey has been successfully able to overcome the banking and currency crisis of 2000-2001 Economic Turkish economy was in real bad shape during the 1990s, with growth rates of about 3% only. The 2000-01 banking and currency crisis further crippled the economy. But with some active support from IMF, the economy has been able to stage a turnaround. Owing to successful economic and structural reforms, CAGR of the Turkish economy over 2000-2005

Family Essay Example for Free

Family Essay The Conservative party wishes to try and tackle Homophobia, especially inside sport. The Conservatives also want to make businesses and work places much more LGBT (Lesbian Gay Bisexual Transgender) friendly. The Conservatives are currently debating to try and make same sex marriages legal. Businesses: The Conservatives are trying to help out smaller businesses, and have already doubled small business rates. Which means 330,000 small businesses will not have to pay any business rates until April 2013. The Conservatives have introduced a National Insurance holidays to businesses outside the South East and London. Big Society: Conservatives are currently trying to encourage volunteering, which is a scheme to bring together young people from different back grounds. The Conservatives have started training Community Organisers to identify local leaders and bring people ogether so that these people can act on what is most important to their community. A nuclear family is a universal term to describe a two generation combination/ grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to make up the nuclear family. A nuclear family is a universal term to describe a two generation combination/grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to ake up the nuclear family. A nuclear family is a universal term to describe a two generation combination/grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to make up the nuclear family. A nuclear family is a universal term to describe a two generation combination/grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to make up the nuclear family. A nuclear family is a universal term to describe a two generation combination/grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to make up the nuclear family. A nuclear family is a universal term to describe a two generation combination/grouping usually consisting of a father, mother and one or more children (usually two children). They would live in the same household all together to make up the nuclear family. v v A

The Acquisition Vs Learning Education Essay

The Acquisition Vs Learning Education Essay The innateness of language structure is most relevant to the process by which a child learns its first language. The first language is learnt informally, naturally and spontaneously without the child being aware of the fact that it is learning something. But there comes a stage when the child learns a new language which may be the second or third language. As second or third language learning happens through a formal process, exposure to an altogether different kind is required where the learning situation is artificial. It is generally said that people acquire the first language and learn the second language but experts in the field often use it interchangeably. People learn or acquire these languages in different circumstances with different results. The difference between first language and second language acquisition are presumably due to different conditions that either facilitates or constraint language acquisition/learning. In First Language Acquisition (FLA) abundant exposure is available but it is not so with the second language where natural circumstances are available. It is through instruction that second language is mostly learnt. Second Language acquisition appears to be a process which exhibits certain regularities, is constrained by a number of factors determining its course, rate of progress, and final outcome, is subject, within certain limits, to external influences such as (methods of ) instruction(Klein, 1988.1). Krashen attempts to distinguish between the first language acquisition and second language learning by saying, there are two independent ways to developing ability in second languages. Acquisition is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, while learning is a conscious process that results in knowing about language (1985.1). Hence, Acquiring a language is picking it up i.e. developing ability in a language for use in natural, communicative situations. Language learning is knowing the rules, having a conscious knowledge of the grammar (Chaudhary, 2002, 96). A second language can be acquired rather than learnt in situations where children have exposure to a wide range of languages i.e. a multilingual situation is conducive to language acquisition. However, it is necessary to keep in mind that there is a wide range of learners from different environments and settings which affect the degree to which learners have the opportunity to acquire the second language. Moreover, cognitive processes of learning by rule formation helps learners to acquire language faster than by the natural processes of unconscious acquisition. Teacher Education in India The development of both, Pre-service and In-service teacher education in India is explained, in order to gain a good knowledge of the objectives of the programmes, the developments that have taken place in various teacher education programmes and the current state of affairs in the field of teacher education in India. Pre-service teacher education Teacher education programmes have existed in the country for over a century. In the 1850s, teacher training existed as an undifferentiated course of study meant for school teachers. Later, on the recommendations of the Indian Education Commission (1884), the teacher training programmes were mode more differentiated and for graduates the course was designed to be of shorter duration. During the twentieth century, greater differentiation was sought and practised with respect to the stages at which teachers were expected to teach. Alongside this, different training modes were introduced, such as regular campus-cum-practicing school experience, correspondence-cum-contact programmes and the more recent distance learning programmes of teacher education. Despite such diversification, the basic features of these programmes as well as the theoretical premises have not altered significantly. Although newer concerns surface from time to time have been taken cognizance of, for e.g. learner-centeredness and the break-with-methods. These concerns have not influenced in any major way the main stream system of teacher education (Stern, 1983). The professional preparation of teachers has been recognized to be crucial for the qualitative improvement of education since the 1960s (Kothari Commission, 1964-66). The Commission, in particular notes the need for teacher education to be: brought into the mainstream of the academic life of the Universities on the one hand and of school life and educational development on the other. Recognizing quality as the essence of a programme of teacher education, the Commission recommended the interdiction of integrated courses of general and professional education in Universities and a comprehensive programme of internship. Subsequently (1983-85), The Chattopadhyaya Committee Report of the National Commission on Teachers envisioned the New Teacher as one who communicates to pupils: the importance of and the feeling for national integrity and unity; the need for a scientific attitude; a commitment to excellence in standards of work and action and a concern for society. The Commission observed that: what obtains in the majority of our Teaching Colleges and Training Institutes is woefully inadequate If teacher education is to be made relevant to the roles and responsibilities of the New Teacher, the minimum length of training for a Secondary teacher should be five years following the completion of class 12. Reiterating the need to enable general and professional education to be pursued concurrently, the Commission recommends that: to begin with we may have an integrated four year programme which should be developed carefully it may also be possible for some of the existing colleges of Science and Arts to introduce an Education Department along with their other programmes allowing for a section of their students to opt for teacher education. The Chattopadhyaya Commission recommends a four-year integrated course for the secondary as well as the elementary teacher. (NCERT, 2005) The National Policy of Education (NPE 1986-92) recognized that: teachers should have the freedom to innovate, to device appropriate methods of communication and activities relevant to the needs of and capabilities of and the concerns of the community. The policy further states that teacher education is a continuous process, and its pre-service and in-service components are inseparable. As a first step, the system of teacher education was to be overhauled. The Acharya Ramamurti Committee (1990) in its review of the NPE 1986 observed that an internship model for teacher training should be adopted because the internship model is firmly based on the primary value of actual field experience in a realistic situation, on the development of teaching skills by practice over a period of time. The Yashpal Committee Report (1993) on Learning without burden noted: inadequate programmes of teacher preparation lead to unsatisfactory quality of learning in schools The content of the programme should be restructured to ensure its relevance to the changing needs of school education. The emphasis in these programmes should be on enabling the trainees to acquire the ability for self-learning and independent thinking. (NCERT, 2005) In-service Teacher Education Similar developments have taken place in respect of in-service programmes of teacher education. However, it may be noted that the in-service programmes have drawn their substance from the emerging needs and concerns of education appeared from time to time. As a result these programmes have, at at best, been awareness programmes in respect of specific concerns and not teacher development programmes, as visualized. As an outcome of the National Policy on Education (1986), orientation of school teachers gained momentum on a mass scale. Efforts have been initiated over the past few years to gradually develop a network of institutions like DIETS, IASEs, CTEs with the mandate of providing in-service education to primary and secondary school teachers respectively. During the last decade the use of satellite interactive television based activities have been provided for teacher up-gradation as part of the SOPT and DPEP projects. The majority of them however continue to perform their legacy functions (NCERT), 2005). The major indicator of quality of training is its relevance to the needs of teachers. The transactional approach and other concepts like activity based teaching, joyful learning, classroom management for large size classes and multi grade situations, team teaching, co-operative and collaborative learning which require demonstration and participatory training are also planned to included in in-service education programmes. The potential for radical shifts in school practices and programmes via effective in-service education programmes has been acknowledged by most Education Committees and Commissions. The Report of the National Commission on Teachers (1983-85) highlighted the absence of of clear-cut policies and priorities for in-service education and lack of systematic identification of needs. It recommended planning ahead of time and closure scrutiny of methodologies adopted for in-service education of teachers. It also recommended that strategies used for in-service education must be imaginative, bold and varied. It further states that the most effective among them are the services organized through the school complex put forward by the Kothari Commission intends to link primary and secondary schools with a view to pulling resources and including the educational processes. The commission mooted the idea of Teachers Centres that could function as: a meeting place for teachers located in a school that has resources that it would like to share with others it is a forum where workshops practical in nature are organized for teachers of all faculties and at all levels it pools in the talents of all teachers of various schools who act as resource personnel for centres workshops and it arranges book fairs. What teachers need most is a change in the climate of schools, an atmosphere conducive to educational research and enquiry (select) teachers could be given study leave and sent to advanced centres of learning for furthering their professional competence through visiting fellowships. The landmark National Policy on Education (1986) linked in-service teacher education as a continuum with pre-service education. A Centrally Sponsored Scheme of restructuring and strengthening of teacher education was evolved and implemented. The scheme visualized the establishment of DIETs in each district, up-gradation of 250 Colleges of Education as Colleges of Teacher Education, establishment of 50 institutes of Advanced Studies in Education (IASEs) and strengthening of State Councils of Educational Research and Training (NCERT, 2005). In all these reports, common ideas expressed are: the need to restructure the teacher education programmes to the changing needs of education, and to make these programmes more as awareness- raising programmes. Also, these programmes needed to be demonstrative and participatory in nature, with varied strategies to explore methodologies. With all these developments in teacher education, it is interesting and important to see the outcome of these changes from the perspectives of teachers, teacher educators and researchers. REFERENCES Stern, H. H. (1983). Fundamental Concepts of Language Teaching. Oxford: Oxford University Press. NCERT (National Council of Educational Research and Training) (2005). Fifth Survey of Educational Research (1988-1992). Vol. I and II. New Delhi: NCERT. NCERT (National Council of Educational Research and Training) (2005). National Curriculum Framework. New Delhi: NCERT. II CHAPTER In order to organize and interpret the descriptive data, the following three related areas in the literature were reviewed. These are: (a) Theories of language teaching and learning, (b) The methods of language teaching and language skills and (c) In-service teacher education. This chapter puts together the summary of the review findings from these three major areas. Researchers acknowledge the complexity involved in teaching and in learning to teach effectively (Ballentyne, Bain and Packer, 1999; Calderhead, 1996; Clark and Peterson, 1986). At the primary and secondary levels, the difficult and complicated process of learning to teach has been well studied (Ethell, 1997; Wideen, Mayer-Smith, and Moon, 1998). Emerging from these researches is the understanding of the central role that teachers views and theories play in teaching practice (Pajares, 1992; Richardson, 1996; and Trumbull, 1990). The field of language teaching is subject to rapid changes. This is because the profession responds to new educational paradigms and trends, changes in curriculum, and students needs. Educational institutions also face new challenges resulting from changes in language teaching. As a result, teachers need regular opportunities to update their professional knowledge and skills. This update is necessary for teachers to take appropriate decisions in the classroom. Decision taking depends on teachers understanding and assumptions about language teaching. The dominant conception of teacher learning and development as development of skills of performance which is largely unreflective has led to a formal procedure of following instructions from authority. The result is that teachers are growing more alienated for a lack of personal significance in the teaching and learning processes. So, the search for an alternative model of development is motivated by dissatisfaction with the existing one and possibility of an alternative view as holding more potential to address issues of concern to this study. This could be in form of providing opportunities to teachers voice their views about teaching/learning English as a second language. It could also be reflecting on their practices, thus finding out their own insights in more concrete terms and, through INSET programmes, rethinking of their teaching practices for better understanding of teaching and learning processes. In the reconstituted view of teacher change, teachers are seen as playing an active, developmental and constructivist role that is based on both understanding and skills. This alternative view of teachers receives support in the literature where, for instance, teachers have been seen as authors of reform (Krishner, 2002.47), as researchers and curriculum developers (Stenhouse, 1975), and as progressing towards self-authorship (Baxtor Magolda, 2001, 2002, 2003, 200; and King, 2004). The responsibility this entails in making informed choices as a teacher is a moral and intellectual meaning making process involving the teacher in self-reflection. Beyond acquiring behaviour, it centres more fundamentally on the views of teachers about the nature of knowledge, nature of teaching and learning, and, their role in making explicit their implicit theories of teaching/learning, among other things. In this chapter, the theories of teaching and learning, methods of teaching language skills will b e discussed in detail. It will also discuss the INSET programmes offered in India and, look at some studies in these areas in order to arrive at a methodological framework of the present study. Theories of Teaching Teachers teach within the context of framework of assumptions that shape their planning and interactive decisions. Theories of teaching are central to how one understands the nature and importance of classroom practices. As Posner (1985) observes, different theories of teaching lead to a different understanding of classroom life. A didactic view of teaching is based on the belief that teaching is primarily concerned with transmitting knowledge through providing clear explanations, or discussions. A discovery view of teaching by contrast, is based on the idea that students can develop knowledge themselves through active investigation and discovery, with a minimum of teacher explanation and with a provision of opportunities to learn inductively from observation. An interactionist view, on the other hand, holds that students come with well-formed ideas, so that there is a necessary interaction between the students own ideas and the learning materials. While general teaching theories such as these have informed approaches to mainstream teaching, such as behaviourist, cognitive-developmental, social-psychological, theories specific to second language teaching and learning have been developed and formed the basis for specific methodologies for language teaching such as the Communicative Approach and Natural Approach. However, teaching is an individual activity. As such, teacher development involves teachers in creating an approach that draws on their experiences and understanding as well as their personal principles about food teaching. These are known as the teachers implicit theories of teaching. the explanations given by teachers for what they do are typically not derived from what they were taught in teacher education programmesRather, the classroom actions of teachers are guided by internal frames of reference which are deeply rooted in personal experiences, especially in school ones, and are based on interpretations of these experiences. (Marland, 1995. 131) Theories of Learning There are numerous approaches and theories which have a huge impact on learning. Generally, approaches provide information about how people acquire their knowledge of the language and about the conditions which will promote successful language learning. Five major approaches to language teaching/learning will be discussed below. The Naturalistic Approach This approach is based on the assumption that language acquisition is innately determined and that one is born with a certain system of language that one can call on later. Numerous linguists and methodologists support this innateness hypothesis. Chomsky, who is the leading proponent, claims that each human being possesses a set of innate properties of language which is responsible for the childs mastery of a native language in a short span of time (Brown, 2002. 24). According to Chomsky, the mechanism, which he calls language acquisition device (LAD), governs all human languages, and determines what possible form human language may take (Dulay, Burt, Krashen, 1982. 6). Some linguists, in particular Stephen Krashen, distinguish between acquisition and learning. Acquisition is supposed to be a subconscious process which leads to fluency. Learning, on the other hand, is a conscious process which shows itself in terms of learning rules and structures. Furthermore, Krashen claims that there are three internal processors that operate when students learn or acquire a second language: the subconscious filter and the organizer as well as the conscious monitor (Dulay, Burt, Krashen 1982. 11-45). The organizer determines the organization of the learners language system, the usage of incorrect grammatical constructions as provisional precursors of grammatical structures, the systamatical occurrence of errors in the learners utterances as well as a common order in which structures are learnt. The filter is responsible for the extent to which the learners acquisition is influenced by social circumstances such as motivation and affective factors such as anger or anxiety. The monitor is responsible for conscious learning. The learners correct mistakes in their speech according to their age and self-consciousness (Dulay, Burt, Krashen 1982.45). Cognitive Approach Cognitive psychologists claim that one of the main factors of second language acquisition is the building up of a knowledge system that can eventually be called on automatically for speaking and understanding. At first, learners have to build up a general knowledge of the language they want to understand and produce. After a lot of practice and experience they will be able to use certain parts of their knowledge very quickly and without realizing that they did so. Gradually, this use becomes unconscious and the learners may focus on other parts of the language. The cognitive theory is relative newcomer to second language acquisition and there have been only a few empirical studies about this approach so far. Although it is known that the processes of automatizing and restructuring are central to the approach, it is still not clear what kinds of structures will be automatized through practice and what will be restructured. Also it cannot predict which first language structures will be transferred and which will not. As far as the phenomenon of restructuring is concerned, psychologists state that things that one knows and uses automatically may not necessarily learned through a gradual build-up of automaticity but they may be based on the interaction on knowledge one already has. They may also be based on the acquisition of new language which somehow fits into an existing system and may, in fact, restructure this system (Lightbown and Spada, 1995. 25). Two important models in this approach are Attention processing model and Implicit and Expli cit models. The Constructive Approach In the constructive paradigm, learning emphasizes the process ans the product. Learning is process of constructing meaningful representations, of making sense of ones experiential world. In this process, students errors are seen in a positive light and as means of gaining insight into how they are organizing their experiential world. The notion of doing something right or correctly is to do something that fits with an order one has established oneself (Von Glasersfield, 1987. 15). This perspective is consistent with the constructivist tendency to support multiple truths, representations, perspectives and realities. Multiplicity is an overriding concept for constructivism. It defines not only the epistemological and theoretical perspective but also the many ways in which the theory itself can be articulated. Researchers and theorists have developed variants of constructivism or have evolved the theory in different directions. Nonetheless, there are many common themes in the literature on constructivism which permit the derivation of principles, instructional models and general characteristics. Social Interaction Approach According to Vygotsky, social interaction plays a vital role in the learning process. He emphasizes the role of shared language in the development of thought and language which stands for social interaction. According to Vygotsky (1962) children develop higher order cognitive functions such as linguistic skills, through interactions with adults or more knowledgeable peers. Eventually these skills are internalized independently. The most important interactions take place within a childs Zone of Proximal Development (ZPD). It is the teachers duty to try to take each child to the next level (X+1). The teacher does this by giving maximum help to the children. Perhaps he/she can give learners just the prompt they need. This prompt provides for the learners a breakthrough he/she needs. Sometimes the teacher can take the whole class through a series of steps, which help them solve the problem. Learning depends on the differences in their areas of zones of proximal development. Children are to be exposed to the social interaction first and it will eventually enable them build their inner resources. Vygotskys contention is that language is the key to all development and words play a central role on the development of thought but in the growth of cognition as a whole. Therefore, child language acquisition is the result of social interaction. Teaching is social responsibility and a cognitive activity. The Communicative Approach Proponents of this approach state that the goal of language teaching is communicative competence. Another aim is the development of procedures for the teaching of the four language skills (listening, speaking, reading and writing). Moreover, the four skills build the basis of the independence of language and communication (Richards and Rodgers, 1986. 64-66). According to Littlewood, one of the most important aspects of Communicative Language Teaching is that it plays systematic attention to functional as well as structural aspects of language (Littlewood, 1981.1). Another important aspect is pair and group work. Learners should work in pairs or groups and try to solve problematic tasks with their available language knowledge. Generally, communicative language teaching focuses on communicative and contextual factors in language use and it is learner-centred and experience-based. A central aspect of Communicative Language Teaching is communicative competence. (See also ) Also there is little discussion of learning theory, there are still some elements that, according to Richards and Rodgers (1986), can be defined as communication principles and meaningfulness principles. The first one includes activities that involve real communication which are supposed to promote learning. The second element describes activities in which language is used for carrying out meaningful tasks which are also supposed to promote learning. The last one states that language that is meaningful to the learner supports the learning process. Of great importance is meaningful and authentic language use (Richards and Rodgers, 1986. 72). In-service Teacher Education (INSET) Teachers can continue to be learners and develop their pedagogical understandings using their beliefs, by engaging themselves in ongoing professional development opportunities. One of these opportunities is the In-service teacher education programmes where teachers can learn to reflect on other teachers teaching and, think meta cognitively about teaching and learning which is a key factor in being able to resolve problems and dilemmas that arise in their daily teaching practices. There are fundamental assumptions underlying teacher education (Fullen, 1991): Teacher education must be thought of as a career long proposition. Teacher development and the academic development of the school in terms of curriculum, materials, and methods of teaching must go hand in hand. We cannot have one without the other. The role of teacher education programmes in preparing teachers for the difficult endeavour of teaching a second language (English) in India, and particularly the role of in-service teacher education programmes and their impact of teachers classroom teaching would be examined, keeping the above said assumptions in the forefront. In-service Teacher Education (INSET) in India The need for ongoing teacher education has been a recurring theme in language teaching circles in recent years and has been given renewed focus as a result of the emergence of teacher-led initiatives such as action research, team teaching and reflective teaching. Opportunities for an in-service education are crucial for long term development of teachers. The well established tradition of teaching and learning in India has retained its inherent strength even under adverse circumstances. The post-independence period was characterized by major efforts being made to nurture and transform teacher education. The system of teacher education has come under considerable pressure as a result of expansion and growth of school education. Having inherited the foreign model of teacher education at the time of independence from Britain in 1946, major efforts have been made to adapt and upgrade teacher education curriculum to local needs, to make it more context-based. The current system of teacher education is supported by a net work of national state and district level resource institutions working together to increase the quality and effectiveness of teacher education programmes for serving teachers throughout the country. The changing role of teachers in the changing definitions of teacher effectiveness have been frequently studied and analysed. The current focus on teacher education is to develop professional competencies, and achieve higher levels of commitment and motivation for higher level performance in teaching. Emerging information and communication technologies is an added dimension to the teacher education programmes. As a result of all these developments, teacher education in India is on the verge of major transformation. Bolam 1986) define teacher education as: Education and training activities engaged in by teachers following their initial professional certification, and intended primarily or exclusively to improve their professional knowledge, skills and attitudes in order that they can educate childrenmore effectively. In-service training for teachers in India is provided by: The State Department of Education. Colleges of Education. Educational associations. Voluntary Agencies. In-service programmes are often conducted via short term instructional courses and workshops. Many teachers take part in these programmes which contain a mix of many-courses and expository lectures. Each state has a State Council of Education Research and Training (SCERT) and whenever a new curriculum is implemented, massive training programmes are arranged across the state. At the district level, District Institutes of Education and Training (DIETS) undertake education programmes to train the teachers at district level. In the absence of DIETS, the Colleges of Teacher Education (CTEs or IASEs) are entrusted with the responsibilities of training the teachers. The INSET programmes currently in practice can all be put under five different categories based on the aims of the programmes. The following table familiarizes with some types of INSET programmes currently offered in India. Types of INSET programmes in India INSERT PROGRAMME AIMS Organized by educational Institutions such as CIEFL or RIE Enriching teachers subject knowledge and pedagogy Centrally designed programmes such as KV schools Teaching approaches such as orienting all teachers towards CLT approaches Locally determined programmes. For e.g. ALC School courses Attending to the felt needs of schools One-off short programmes Specific aims such as teaching vocabulary, or developing materials Programmes determined by individual needs Pursuing higher education or self-development Table 2:1: Types of INSET programmes in India (Source: Mathew, R.2005) These programmes differ mainly in their aims of the programmes and thereby differ in their training methodologies also. The takers of the programme also vary in each of these INSET programmes. As a result, the impact of these courses also differ. For example, many teachers who are willing to attend the three month INSET courses offered by the Regional Institute of South India (RIESI) are serious about updating themselves with the latest developments in the field of ELT and re-equipping themselves to meet the changing demands made by the students, parents and the society. Another example of an INSET course was the 5-Day intensive training programme for teachers working in rural areas which used to be offered by the RIE (i

Byzantium versus Western Europe Essay -- Ancient History, Roman Empire

The Eastern part of the Roman Empire held imperial power headed by the city Byzantium later renamed Constantinople after the emperor Constantine (316). It remained the capital until Charlemagne revived the Western Empire (316). Between 324 and 330, â€Å"the Byzantine Empire passed from an early period of expansion and splendor to a time of sustained contradiction and splintering and, finally, catastrophic defeat† (316). The first period; between 324 and 632, of Byzantine history experienced great successes territorially, politically, and culturally (317). Especially, under the reign of Emperor Justinian and Empress Theodora; both intelligent and tough; even to the extent of being called tyrants by their court historian and biographer (317-18). During their reign, there were more than 1500 cities, Constantinople being the largest filled with great size and splendor (317). Between the fourth and fifth centuries Decurions; councils of 200 local, wealthy, landowners, governed the cities (318). By the sixth century however, the decurion councils were replaced by special governors deemed more reliable by the emperor (318). Justinian also ordered a revision of Roman law and created several compilations with the aid of a committee of learned lawyers (320, 342). The compilations later became the foundation for most European law (320). The first compilation; Code, revised imperial edicts, the second; Novellae, presented the decrees issued by Justinian and his successors, the third; the Digest, compilation of old legal experts’ opinions, and the fourth compilation; the Institutes, a practical textbook for young scholars (320). Still, this strengthening of the empire did not allow him to retrieve the Western imperial lands conquered by barbarians... ...ir religion upon the people (325). Thus, these peoples found refuge in Muslims from Byzantine oppression (325). Muslim conquerors tolerated other religions and offered protection for many peoples (326). Christian Europe developed a lasting fear and suspicion of the Muslims as they were assaulted and challenged by them at all fronts (326) In both the east and west the Muslim invasion was confronted and halted though contact between Muslims and Christians continued (326). Muslims regarded Byzantium â€Å"as a model to learn from and improve upon† (326). Despite the differences between the Christian west and the Muslim world, there was creative interchange between the two (326). Sine the Arabs were more advanced, the West benefited from this interchange most (326). Oftentimes, the Church became an important force for Western Europe through invasions, changes, etc (328).

Diarrhea

Diarrhea is abnormally frequent and watery bowel movements. It is one of the most common bodily disturbances. Diarrhea may be a mild symptom of some more serious condition, such as tumor of the bowel (intestine), or may be the chief symptom of an infection in the bowel caused by bacteria, viruses, or parasites. In addition, diarrhea may be caused by improperly prepared or spoiled foods, by contaminated water, by certain chemicals, by irritation or inflammation of the lining of the intestines, or be generalized diseases that do no involve the bowel primarily (Stone, et al.112-113).Diarrhea varies from a slight inconvenience lasting a day or two to a grave illness. The most severe form of diarrhea is found in persons suffering from cholera. Consequences of diarrhea are loss of electrolytes, such as sodium and potassium; dehydration; and, in severe cases, heart failure. Diarrhea is a leading cause of death in infants. Treatment of diarrhea is directed towards eliminating the cause, when the cause is known. Drugs such as paregoric may be used to decrease the irritability of the bowel.The patient may be given extra fluid, injected directly into his veins (Wolfe 34-36), to make up for fluids lost through the bowel. Furthermore, diseases of the digestive system are essentially of two types, infections and intoxications. An infection occurs when a pathogen enters the gastrointestinal (GI) tract and multiplies. Microorganisms can penetrate into the intestinal mucosa and grow there or can pass through to other systematic organs.Infections are characterized by a delay in the appearance of gastrointestinal disturbance while the pathogen increases in numbers or effects invaded tissue (Wolfe 34-36). There is also usually a fever, one of the body’s general responses to an infective organism. Some pathogens cause disease by elaborating toxins that affect the GI tract. Intoxication is caused by ingestions o such a performed toxin. Most intoxications, such as that caused by Staphylococcus aureus, are characterized by a very sudden appearance (usually in only a few hours) of symptoms of a GI disturbance.Fever is less often one of the symptoms (Stone, et al. 112-113). Both infections and intoxications often cause diarrhea, which most of us have experienced. Severe diarrhea, accompanied by blood or mucus, is called dysentery. Both types of digestive system diseases are also frequently accompanied by abdominal cramps, nausea, and vomiting (see http://digestive-disorders. health-cares. net/diarrhea. php). The general term gastroenteritis is applied to diseases causing inflammation of the stomach and intestinal mucosa (Stone, et al.112-113).Botulism is a special case of intoxication because the ingestion of the performed toxin affects the nervous system rather than the GI tract. In the developing countries, diarrhea is a major factor in infant mortality. Approximately one in every ten children dies of it before the age of five. It also affects the absorpt ion of nutrients from their food and adversely affects the growth of the survivors. The cause of diarrhea may be any of several organisms.Most are not identified, but surveys in such countries as Bangladesh indicate that the three most common causes are enterotoxigenic E. coli, Shigella spp. , and intestinal rotaviruses. It is estimated that mortality from childhood diarrhea could be halved by oral rehydration therapy (Stone, et al. 112-113). Ideally, this is a solution of sodium chloride, potassium chloride, and sodium bicarbonate. However, even a solution of a handful of table sugar and a pinch of salt in a liter of water has proved to be a very useful treatment for diarrheal diseases. Reference: What is diarrhea? Health-cares.net your fitness guides. http://digestive-disorders.health-cares.net/diarrhea.php Stone, J., et al. (1999).Clinical gerontological nursing, pp. 112-113 (3rd edition) Philadelphia: W.B. Saunders. Wolfe, M (Ed.) 2000. Therapy of digestive disorders. Pp. 34-36. Philadelphia: W.B. Saunders.