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Monday, September 30, 2019

The second Gulf war

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After the Camp David Accords between the Egyptian president Anwar Sadat and Israeli premier Menachem Begin, Egypt gave up its guiding role in the Arab world. This leading role was passed on to the Iraqi dictatorial president Saddam Hussein. The western powers did not begrudge him this honor as long as he challenged Islamic fundamentalism. And in May 180, Hussein combated Islamic extremists by starting a war with fanatical neighbor Iran. With economic and military aid from from other secular Arab countries and the West, Hussein predicted the war would end very quickly. Instead, it was an exhausting war of attrition, which lasted for nine years.


In 188, a UN brokered truce ended the conflict, but by then Iraq was armed to the teeth with hi-tech weaponry; mostly supplied by the U.S. However, the nation was burdened with debt. Given his economic situation, Hussein set his sights on the neighboring oil rich country of Kuwait. He accused the Emir of Kuwait of breaking agreements that limit oil production in the Middle East. According to Saddam Hussein, this brought down world oil prices severely and caused billions of dollars in lost Iraqi revenue. So, on August nd, 10, on Saddams orders, Iraqi military forces invaded and occupied the small Arab state of Kuwait.


By invading Kuwait, Iraq succeeded in surprising the entire world. By releasing a statement demanding he withdraw his troops immediately, the U.S. ended its policy of accommodating Saddam Hussein. The Iraqi leaders demonization was taking place in the international press and President Bush confronted little difficulty in winning Americans support for the potential war against Iraq. Negative attitude toward Iraq was soon a worldwide phenomenon.


The United Nations Security Council passed 1 resolutions condemning the invasion, and approved the use of force. President Bush also sent his defense minister Richard Cheney to Saudi Arabia to show King Fahd reports revealing Iraqi intentions of invading his country, thus obtaining permission to send Allied troops and planes to Saudi Arabia. It took very little time for the United States to form a coalition of countries, including the Arab countries Syria, Egypt, and Morocco, and more than $5 billion was pledged and received. The ultimate decision was to use military force if Iraq did not withdraw unconditionally by January 15, 11. When the deadline was set, it was time to start preparing for the worst; 500,000 soldiers (including 00,000 Americans) positioned themselves at the Saudi-Iraqi border.Custom writing service can write essays on The second Gulf war


And on January 17, 11, war replaced words, as five successive waves of bombers armed with HARM (High-speed Anti-Radiation Missiles) and cruise missiles launched the first attack on Iraq. The missiles wreaked terrible destruction on Iraqi forces. However, the missiles not only hit military targets but also the center and outskirts of Baghdad, killing hundreds of innocent civilians.


To minimize casualties of the coalition forces, under the command of U.S. General Norman Schwarzkopf, a strategy with five weeks of intensive air attacks and ending with a ground assault was planned and initialized. Besides the tremendous air power, the coalition deployed technologically advanced weapon systems, never before engaged in combat, such as the U.S. F-117A Stealth bomber, advanced infrared targeting that illuminated Iraqi tanks buried in the sand and laser-guided smart bombs. The large-scale usage of air force and the latest technology made the war short and saved great numbers of Allied soldiers lives.


After establishing air superiority, coalition forces disabled Iraqs command and control. This caused communication to fail between Baghdad and its troops in the field. The next stage was to relentlessly attack Iraqs infantry, which was dug in along the Saudi-Kuwaiti border, and the elite 15,000 man Republican Guard in southeastern Iraq and northern Kuwait.


In retaliation, Iraq started launching SCUD missiles at Israel. Saddam was counting on the fact that the Israeli government would react and enter the war. Given the Arabs hatred of the Jews, he hoped to incite the whole of Islam in a Jihad against Allied forces. But the maneuver failed, Israels anti-missile defense intercepted and destroyed the SCUDs in mid-flight.


Every move Saddam made was unsuccessful. His last attempt was when Iraqi soldiers set three Kuwaiti oil wells on fire and sent hundreds of thousands of burning oil into the Persian Gulf, creating an ecological disaster, and brought down the disapproval of the entire world.


The ground war began on February , after a last ditch attempt at mediation, and featured a massively successful out-flanking movement of the Iraqi forces. The Iraqis apparently anticipated that they would be attacked frontally, by a large Allied amphibious landing and had heavily fortified those defensive positions. Schwarzkopf instead moved the bulk of his forces west and north, and in a major use of helicopters, attacked the Iraqis from their rear. The five weeks of intensive air attacks had greatly demoralized the Iraqi front-line troops, causing widespread desertions. Iraqi commanders had already lost much of their ability to communicate with Baghdad, which made their situation even worse. Remaining front-line forces were quickly killed or taken prisoner with minimal coalition losses.


President Bushs decision to terminate the ground war at midnight February 8, 11, was criticized, because the United States left Saddam Hussein in power, instead of taking him prisoner and trying him before an international tribunal. It allowed Baghdad to rescue a large amount of military equipment and personnel that were later used to suppress the postwar insurrections of Iraqs Shiite and Kurdish citizens. In his own defense, the president asserted that the war had expelled the Iraqi forces from Kuwait and reestablished Kuwaiti independence. Bushs decision was probably influenced by his desire to maintain coalition unity. A particular reason was to keep on board the Arab members, who were increasingly unhappy at the devastation inflicted on Iraqs infrastructure and civilian population.


Iraqi representatives accepted allied terms for a provisional truce on March , and a permanent cease-fire on April 6. Iraq agreed to pay reparations to Kuwait, reveal the location and extent of its stockpiles of chemical and biological weapons, and eliminate its weapons of mass destruction.


Operation Desert Storm was perhaps the most efficient war in American History, at least when considering the cost in American lives. It also marked a new stage in world affairs in which there would be only one superpower, a power that was prepared to put its military might to use to dissuade any country attempting to disrupt the world order.


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Friday, September 27, 2019

Dss

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MIS-745 Decision Support Technologies


School of Management, Syracuse University


Fall 00, Wed. 700 - 45


ProfessorOffice Hours


e-mail


Telephone


URL


Michel Benaroch


Wed. & Thur. 40-50 (or by appointment) room 46


mbenaroc@syr.edu


(15) 44-4/18


http//sominfo.syr.edu/facstaff/mbenaroc/courses/mis-745/syl-f0.htm


Course_Objectives Readings Grading Tentative Schedule


Team Project Group-Case Assignments Downloadable Software Links to Useful Resources


Last updated 8/5/00


• NEW …


Whats new until 8/15/0?


Course Objectives


This course studies the use of advanced technologies in managerial decision-making and business data mining. The


technologies covered include Genetic Algorithms, Neural Networks, Decision Tree Induction, Expert Systems, and


Fuzzy Logic. The course looks at how the theoretical foundations of these technologies apply to business decision


problems involving quantitative models, heuristic (symbolic) models and data-driven models, and focuses on


providing hands-on experience with commercial Excel add-ons and PC-based software tools that employ these


technologies. Attention is also given to key issues organizations face in developing and deploying DSS applications


using these technologies.


Prerequisites only basic spreadsheet skills; no programming skills are required.


By the end of this course, students will


1. understand the process of developing a DSS application;


. know the theoretical foundations of the target decision-support technologies;


. understand the practical basis for applying these technologies to business decision-making problems that


involve reasoning with quantitative models, data-driven models, and heuristic symbolic models. (Sample


problem areas include risk analysis, investment analysis, trading, economic prediction, target/direct


marketing, marketing research, learning consumer choice models, product design, production planning,


scheduling, distribution under constraints, human resource evaluation, engineering, and so on.);


4. gain hands-on experience with several commercial software tools implementing the target technologies


o Excel -- advanced spreadsheet capabilities,


o Generator genetic algorithms,


o ThinkPro, MATLAB neural networks,


o See5 decision trees induction,


o VP-Expert rule-based expert systems,


o QubiQuick, MATLAB fuzzy logic;


5. build a full-scale DSS prototype using one (or more) of the above tools.


The course achieves these objectives through class lectures, computer demonstrations, student presentation and class


discussion of case applications, homework assignments, and a group term project entailing the development of an


actual DSS prototype.


Readings


• Benaroch M., Advanced Decision Support Technologies From Spreadsheet Models to Web Mining, selected


draft chapters will be distributed online.


• Additional lecture notes, cases and articles will be distributed online.


Grading (tentative)


Assignments (individual)


Case presentation (team)


Final Project (team)


Bonus


40%


0%


40%


10%


• Case Presentation. Each group consisting of - students will present 1- cases. The presentation should be


about 0-0 minutes long. The presenting group is not required to submit a written analysis.


General suggestive case questions (try to address question 5, if possible)


1. What is the "business" problem being addressed and why is it challenging?


. Why was it necessary to use the solution approach (or advanced technology) discussed in the case?


. What are the strengths and weaknesses of the solution approach presented in the case?


4. If relevant, how "scalable" is the solution approach presented in the case to real-world setting?


5. How "costly" (time, effort, money) is the solution approach to the particular context discussed in the


case?


• Final Project. The final team project is described in the last part of the syllabus. Students are to work on the


project in their pre-assigned teams. Except for extremely unusual circumstances, no extensions will be given


past the 1/5/00 submission deadline.


• Bonus. A 10% bonus will be given to every individual who finds an "interesting" web-based DSS


application that is described at a sufficient level of detail for everybody to understand its "workings".


Academic Integrity Policy


Students are expected to abide by principles of academic honesty.


The faculty of the School of Management has adapted an Academic Integrity Policy emphasizing that


honesty, integrity, and respect for others are fundamental expectations in our School. The Policy


requires all students who take SOM courses to certify in writing that they have read, understand, and


agree to comply with the Academic Integrity Policy. SOM students will soon receive information


regarding this procedure. All non-SOM students enrolled in this course are required to complete a


certification statement available in the Office of Graduate Programs (Suite ). Completed


statements will be kept on file in the Office of Graduate Programs.


Tentative Schedule


Class Topic & Readings


1 8/7 Introduction to Decision Support Systems (DSSs)


• notes-1


• Benaroch M., Chapter 1 Decision Support Technologies, Draft version


• Benaroch M., Chapter Decision Support Framework, Draft version


• (optional) Dutta S., Wierenga B, and Dalebout A., Designing Management Support Systems Using an Integrative Perspective,


Communications of the ACM, Vol. 40, No. 6, pp. 70-7, 17.


/ Traditional decision support models and how advanced technologies fit HW #1-a Due /10


• notes-


• Benaroch M., Chapter 4 Formal Models in Decision Support, Draft version


• (case) Moynihan G.P, Purushothaman P., McLeod R.W., and Nichols W.G., DSSALM A decision support system for asset and


liability management, Decision Support Systems, Vol. , pp. -8, 00.


• (case) Recio B., Rubio F., Criado J.A., A decision support system for farm planning using AgriSupport II, Decision Support System, 6


(00) 180


/10 ----------------- ------------------------- HW #1-b Due /17


4 /17 Genetic Algorithms (GA) & (Generator) HW #-a Due /4


• notes-


• Benaroch M., Chapter 5 Evolutionary Algorithms and Applications, Draft Chapter


• (case) Vergara E.F. et al., An evolutionary algorithm for optimizing material flow in supply chains, Computers & Industrial


Engineering, Vol. 4, pp. 407-41, 00.


5 /4 --------- " -------------- & Genetic Programming (GP) HW #-b&#c Due 10/1


Project abstract due /4


• (case) Sarker R. and Newton C., A genetic algorithm for solving economic lot size scheduling problem, Computers & Industrial


Engineering, Vol. 00, pp. 000-000, 00.


6 10/1 Data Mining Overview


• notes-4-0


• (case) Daskalaki S., Kopanas I., Goudara M., Avouris N., Data mining for decision support on customer insolvency in


telecommunications business, European Journal of Operational Research, Vol. 145, pp. �55, 00.


• (case) Cooper L.G. and Giuffrida G., Turning Data Mining into a Management Science Tool New Algorithms and Empirical Results,


Management Science, 000.


7 10/8 Supervised Neural networks (NNs) & (ThinkPro, MATLAB) HW #-a Due 10/15


Data for HW #


• notes-5


• Benaroch M., Chapter 11 Supervised Neural Networks, Draft Chapter


• (case) Leigh W. et al, Forecasting the NYSE composite index with technical analysis, pattern recognizer, neural network, and genetic


algorithm a case study in romantic decision support, Decision Support Systems, Vol. , pp. 6177, 00.


8 10/15 ----------------- ------------------------- HW #-b Due 10/


10/ Supervised & Unsupervised Neural networks (NNs) & (ThinkPro, MATLAB)


• notes-5-1


10 10/ Decision Tree Induction & (See5, CART) HW #4-a Due 11/5


Full project proposal due


• notes-6


• Benaroch M., Chapter 10 Decision Tree Induction, Draft Chapter


11 11/5 ----------------- ------------------------- HW #4-b Due 11/1


• (case) Kim J.W. et al., Application of Decision-Tree Induction Techniques to Personalized Advertisements on Internet Storefronts,


International Journal of Electronic Commerce, Vol. 5, No. , pp. 45�6, Spring 001.


1 11/1 Expert systems (ESs) & (VP-Expert) HW #5 Due 11/1


• Notes-7


• (case) Lazarov A. and Shoval P., A rule-based system for automatic assignment of technicians to service faults, Decision Support


Systems, Vol. , pp. 460, 00.


1 11/1 Fuzzy Logic & (CubiQuick, MATLAB)


• notes-8


14 11/6 Thanksgiving no class


15 1/ Student project presentations and course summary Complete project due 1/5


Team Project


The term project is to be done in groups of -4 students. Students are free to choose the topic for the project based on their interests,


experience, majors, etc. Important mile-stones are


1. One-page project abstract due on /4/00


The abstract should include a short description of the decision problem to be addressed, explanation of why this problem


is suitable for a DSS application, in what ways is the proposed DSS supposed to be used and by who, and what decisionsupport


technologies and software package are likely to be suitable for implementation.


After the project abstract is approved, each group will work closely with the instructor to expand and refine the abstract


into a full proposal (i.e., conceptual formulation of the problem, data requirements, data collection plan, implementation


strategy, testing and validation, etc.).


. Full project proposal due on 10//00


The structure and content of the full proposal usually depends on the type of problem solved, the problem-solving


approach, and technologies used. Therefore, each group must work closely with the instructor to develop the full


proposal. However, you can get an idea of what is the full proposal might include by looking at the following outline.


. Complete project due on 1/5/00


Each group has to hand in the disk(s) containing the entire working DSS prototype, and an accompanying 10-15 pages


paper (proposal enhanced by implementation details, users' manual, etc.). For the same reason explained above, each


group will have to work with the instructor to decide on the exact structure and content of the accompanying paper. Note


since the instructor reserves the right to keep both the disk(s) and paper, each group must make sure that they keep a copy


of these.


Each group will give a 15 minutes presentation of their project, so that the other students can benefit from their experience


and insights.


Downloadable Software


Software Tools


• Generator genetic algorithms (download, unzip, and run file install.exe)


• ThinkPro neural networks (download, unzip, and run file install.exe)


• See5 decision trees induction


• VP-Expert rule-based expert systems (download, and unzip into a directory named VPX)


• QubiQuick, MATLAB fuzzy logic


Spreadsheet Files Class Examples & Assignments


• Local-Optimum demo illustrating how Excel's Solver gets stuck in a local optimum


• Optimization Examples all the optimization examples provided in class


• Worker-Task assignment assignment-type problem to run with GAs.


• Portfolio Balancing for problem in the GA homework assignment.


• Trading-Rules demo illustrating how GAs are used to find optimal trading rules


Links to Optional Readings and Useful Resources


Traditional Decision Support Systems


• (case) Forgionne G.A., Selecting rail grade crossing investments with a decision support system, Information Sciences, Vol. 144, pp. 75�


0, 00.


• (article) Plane D.R., How to Build Spreadsheet Models, MSOR Today, February, 17.


• (article) Bhargava H.K., Sridhar S., and Herrick C, Beyond Spreadsheets Tools for Building Decision Support Systems, Computer, Vol.


, No. , March, 1.


Genetic Algorithms and Genetic Programming


• (case) Suer G.A., Vazquez R., Santos J., Evolutionary programming for minimizing the average flow time in the presence of non-zero


ready times, Computers & Industrial Engineering, Vol. 45, pp. 1-44, 00


• (case) Balasubramanian R. and Bui T., GPR A Data Mining Tool Using Genetic Programming, Communications of the Association for


Information Systems, 5(6), 001.


• (case) Karuga G.G. et al., AdPalette an algorithm for customizing online advertisements on the fly, Decision Support Systems, Vol. ,


pp. 85�106, 001.


• (case) Oliver J.R., A Machine Learning Approach to Automated Negotiation and Prospects for Electronic Commerce, Working paper,


Wharton, U. of Penn, 000.


• (case) Allen F., and Karjalainen R., Using Genetic Algorithms to Find Technical Trading Rules, Journal of Financial Economics, Vol.


51, pp. 45-71, 1.


• (tutorial) Introduction to Genetic Algorithms (general overview & Java applets with good visuals)


• (tutorial) Experimenting with the parameters of Genetic Algorithms (Java Applet -- very effective)


• (tutorial) The Genetic Programming Notebook (useful introduction and links to rich sources)


Data Mining


• (case) Chakrabarti S. et al., Mining the Web's Link Structure, IEEE Computer, pp. 60-67, August 1.


• (case) Gerritsen R., Assessing Loan Risks A Data Mining Case Study, IEEE IT Pro, pp. 16-1, December, 1.


• (article) Spiliopoulou M., Web Usage Mining for Web Site Evaluation, Comm. Of the ACM, 4(8), 000.


Neural Networks Supervised Learning


• (case) An-Sing Chen, Mark T. Leung, Hazem Daouk, Application of neural networks to an emerging Financial market forecasting and


trading the Taiwan Stock Index, Computers & Operations Research, 0 (00) 01�


• (case) Montagno R. et al., Using neural networks for identifying organizational improvement strategies, European Journal of Operational


Research, Vo. 14, pp. 8-5, 00.


Neural Networks Unsupervised Learning (self-organizing maps)


• (case) Restaurant Location in Hoteling Business


• (case) Voice Recognition


Knowledge Induction (and Machine Learning)


• (case) Sorensen et al., The Decision Tree Approach to Stock Selection, Journal of Portfolio Management, 000.


• (case) Theusinger C. and Huber K.P., Analyzing the footsteps of your customers, WEBKDD'000, 000.


• (case) Fawcett T. and Provost F., Adaptive Fraud Detection, Data Mining and Knowledge Discovery, pp. 1-8, 17.


Expert and Knowledge-Based Systems


• (case) Mustafa Ozbayrak, Robert Bell, A knowledge-based decision support system for the management of parts and tools in FMS,


Decision Support Systems, Vol. 5, pp. 487-515, 00.


• (case) Lazarov A. and Shoval P., A rule-based system for automatic assignment of technicians to service faults, Decision Support


Systems, Vol. , pp. 460, 00.


Fuzzy Logic


• (case) L. Rizzi, F. Bazzana, N. Kasabov, M. Fedrizzi, L. Erzegovesi, Simulation of ECB decisions and forecast of short term Euro rate


with an adaptive fuzzy expert system, European Journal of Operational Research, Vol. 145, pp. 6-81, 00


• (case) Yuan Y. et al., The development and evaluation of a fuzzy logic expert system for renal transplantation assignment Is this a useful


tool?, European Journal of Operational Research, Vo. 14, pp. 15�17, 00.


• (case) Deinnichenko V., Bikeshera G., and Borisov A., Fuzzy Approach in Economic Modeling of Economics of Growth, in Artificial


Intelligence in Economics and Management, Ein-Dor P. (Ed.), Springer-Verlag, 16.


• Machacha L.L. and Bhattacharya P., A Fuzzy-Logic-Based Approach to Project Selection, IEEE Transactions on Engineering


Management, Vol. 47, No. 1, pp. 65-7, FEBRUARY, 000.


• Kunsch P.L. and Fortemps P., A fuzzy decision support system for the economic calculus in radioactive waste management, Information


Sciences, Vol. Xxx, pp. xxx-xxx, 00.


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Thursday, September 26, 2019

Impact of Two Sociological Theorists on Society

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Impact of Two Sociological Theorists on Society


Morgan Alley


Sociological Theory


April 17, 00Write my Essay on Impact of Two Sociological Theorists on Society


Two theorists, Charles Horton Cooley and George Herbert Mead, use sociological theory to develop their views on the interactions and structures of society. Sociological Theory relies on evidence from senses and from the social world itself to arrive at its conclusions, it is an abstract, symbolic representation of, and explanation of, social reality, and a disciplined manner about the social world (Adams, Sydie 001, p1,4). Everyone uses sociology in some way of thinking when guessing why someone acts in a certain way, or why something happened, this is just a couple of things that we as people do everyday. Sociologist however, have more in depth thought and do more research, as well as gathering evidence to support these thoughts and then hope to present them in publications for society. Cooley and Meads views have made a significant impact, not only in sociological world, but also in the view of the world. Each theorist has made different contributions to society but, they also have similarities in some aspects of sociology.


Charles Horton Cooley, our first theorist, was born 1864, in Ann Arbor, Michigan the son of a law professor at University of Michigan. Cooley was inspired by William James, John Dewey, as well as Darwin, and the developments in German Psychology. Herbert Spencer also influenced him but fell away from his views, as did most theorists. Cooley suffered from ill health, and as a semi-invalid, he read extensively and indulged in "much day-dreaming" (Reiss 168). He was unenthusiastic about engineering, and did a graduate degree in political economy and sociology at Michigan


(Adams, Sydie 001, pp10,11). Cooley was making his contributions at the turn of the twentieth century with a main focus on the self and primary groups.


The self in a very large and interesting class of cases is the social reference that takes on the form of a somewhat definite imagination of how one's self appears in a particular mind, and the kind of self-feeling one has is determined by the attitude toward this attributed mind. A social self of this sort might be called the reflected or looking glass self


"Each to each a looking glass


Reflect the other that doth pass


(Cooley, 10, pp.17-185,


www.Pfeiffer.edu/~Iridener/DSS/Cooley/LKGLSSLF.HTML)


He felt that this looking glass self has three elements "the imagination of out appearance to the other person; the imagination of his judgment of that appearance, and some sort of self-feeling." The last element is critical cause the feeling of pride or shame is not simply the reflection of the self but the "imagined effect of this reflection upon another's mind" (Cooley 10184-185,Adams, Sydie p1). Cooley suggested that the meaning of "I" is grasped when the child becomes aware of "self-feeling" accompanying the use of I, me and my by other" and this awakens ones "own self-feeling already existing in and inarticulate form," and they "come to stand for self lacerative feeling or attitude, for self will and appropriation" (Cooley, 100,1,Adams,Sydie p.1). Society exists in and individuals mind because of interactions with many other individuals, so that "self and society are twin-born and the notion of a separate and independent ego is an illusion" (Cooley, 10 0,1,Adams,Sydie p1).


Intimate face-to-face association and cooperation characterize primary groups. Primary groups are primary in the sense that they give the individual the complete experience of social unity, and also in the sense that they do change in the same degree as more elaborate relations, but form a comparatively permanent source out of which the latter are ever springing. However they are not independent of the larger society, but to some extent reflect its spirit (Cooley 10 pp5-1,www.Pfeiffer.edu/~Iridener/DSS/Cooley?PRIMGRP.HTML). Cooley felt that these primary groups are fundamental in forming the social nature and ideals of the individual (Cooley 156, p). The most important spheres of these groups are the family, play group for children, and the neighborhood or community group of elders (Cooley 156, p4). These groups are the basis for which the individual develops and it also sets the morals that one must follow through out the various stages of life. Ideas of love, freedom, and justice also had their part in primary groups. Primary groups, however, "need to be watched and cherished with very special care" so they do not decay or disappear, because they are basis on which higher imaginations, "moral unity," and "brotherhood" are built (Cooley 10,Adams,Sydie p14). Cooley maintained that human nature is not something existing separately in the individual, but a group-nature or primary phase of society, a relatively simple and general condition of the social mind. It is something more than the mere instinct that is born in us �though that enters into it- and something less than the more elaborate development of ideas and sentiments that makes up institutions. It is nature that are developed and expressed in those simple face-to-face


groups that is somewhat alike in all societies. In these types of societies that human nature comes into existence. Man does not have human nature at birth; he cannot acquire it except through fellowship, and it decays in isolation (Cooley 10, pp5-1, www.pfeiffer.edu/~Iridener/DSS/Cooley/PRIMGRP.HTML).


Cooley saw caste, or rigid inequalities between groups in society, as perpetuated by three conditions "likeness or unlikeness in the constituent of the population; the rate of social change and the state of communication or enlightenment" (Cooley 1017,Adams,Sydie p.16). A more open and free society promotes divisions based on competition rather than heredity and marked a transition from caste to class society. (Adams, Sydie 001, p.16).


Cooley understood that the self and the acceptance of others led to primary groups, that in-turn help to develop a better understanding of the self. The relationship of the self and primary groups develop society and install the morals and a since of the "we-feeling." It was the we-feeling he wished to see prevail in society at large. The we-feeling he wished to see prevail in society at large. The we-feeling broke down caste and "wipes out conventional distinctions," leaving only those that was functional for the organic whole (Cooley 1561-1).


George Herbert Mead was born in South Hadley, MA on February 7, 186, and died in Chicago, Illinois, on April 6, 11. Mead entered Oberlin College and earned a Bachelors Degree. He earned a Masters Degree in Philosophy at Harvard University and lived with William James during this time. He later worked at the University of


Michigan and worked with and was influenced by Charles Horton Cooley, William James, and John Dewey which gives them some of the same views of the development of the self. Mead and Dewey moved to the University of Chicago where Mead taught mostly social psychology and took major roles in the time of Pragmatist movement in Chicago. Mead's major contribution to social psychology was his attempt to show how the human self arises in the process of social interaction, especially by way of symbolic interaction (www.utm.edu/research/iep/m/mead.htm).


The process of social interaction use symbolic communication whish is the use of signs, such as gestures, to convey meaning. When the gesture is more than a reflex action that stimulates a response in the other, it becomes a significant symbol. A significant symbol is a gesture that has a meaning behind it, such that the symbol "answers to the meaning in the experience of the first individual and also calls out the meaning in the second individual (Mead, 164a157,Adams,Sydie p1). Mead supports the view that an analysis of the various meanings of objects and situations depends finally on role taking and the use of significant symbols. Analysis requires a mind having a social component, which is constitutive and necessary to every individual mind (Mead, 18,p11). Meads illustration of a dog fight, in which each dog's action is a stimulus for the other dog; as the act is "responded to by the other dog; it in turn, undergoes change" (Mead 164a154,Adams,Sydie p1). However, conversations of gestures do not have to be significant gestures. Gestures become significant when there is attitude behind them (Adams, Sydie 001,p1). Therefore "A conversation of gestures consists simply


in continued readjustment of one individual to another" (Miller, 18,p10). Mead viewed the social self as a social object dependent on communication through symbols and gestures. Through such communication humans take part in social interaction, and this brings about actions and reactions by others, this view by others cause the self to develop. People taking the attitudes of others became known as the generalized other (Mead 164b5-84,Adams,Sydie p). The role taking of others develops in two stages the play stage and the game stage. The play stage involves the child taking the role of others, such as role of parents, it represents relatively simple role taking because one role at a time is played and the relationship between roles is not clearly understood (Adams,Sydie 001,p). The game stage deals with the ability to understand connections between roles. At this stage the child must "not only take the role of other, but must assume the various roles of all participants in the game, and govern his actions accordingly" (Mead, 164b85,Adams,Sydie p). In the game stage, the child learns to "function in the organized whole, and this tends to determine his relationship with the group to which he belongs"(Mead, 14160,Adams,Sydie p). The game stage is the ability of the person to take the role of the generalized other and developing the self emerges from these stages.


The self that emerges from taking the attitudes of others Mead is referred to as the "Me." The "Me" represents the attitudes of others that the self is aware of and to which the "I" responded (Mead, 164a0,Adams,Sydie p5). The "Me" contains the social knowledge of roles, structures, values, and beliefs and their implications for social action.


The "Me" represents self-control as the "expression of the 'me" against the expression of the 'I'" (Mead,164a8-,Adams,Sydie p5).


The full nature of these levels of "me" comes into proper relief only when we understand the meaning and function of the "I" (Natanson, 17 p16). The "I," is the creative, imaginative part of the self, which Mead believed is evident in artist (Adams, Sydie 001,p5). Mead understood the "I" as a transcendent act in which the unique self, the person, adds to or goes beyond traditional or typical behavior. In this sense, the contribution of the "I" to the individuals behavior is that of an emergent, novel quality that transcends the "me." The "I" also "both calls out the 'me' and responds to it" (Natanson, 17,p16).


Both "I" and "me" relate necessarily to social experience without the common-sense world of other persons with whom the individual interacts, without "society" with its economic, moral, and cultural organization, it is not meaningful to speak of a "self," let alone the special aspect of the self termed the "I" and "me" (Natanson, 17,p16). The individual takes the attitude of the "me" or the attitude of "I" according to the situations in which one finds themselves (www.utm.edu/research/iep/m/mead/htm). The "I" and the "me" is a dynamic relationship that involves the constant interaction of both to develop the self. The process of determining the self puts society in a constant changing atmosphere, described as social change.


The constant interaction of the "I," "me," and social change, Mead felt, is a dialectical relation between individuals and society and the self emerges out of these


interactions. For Mead society is the product of reflexive individuals' taking account of others, and mind and self can only develop in society (Adams, Sydie 001,p7). Society then is based on social acts, which the occasion or stimulus which sets free impulses is found in the character or conduct of a living form that belongs to the proper environment of the living form that whose impulse it is (Natanson,17,p18).


Cooley and Mead shared a lot of views and have some of the same ideas. This could be due to the fact that they were colleagues at the University of Michigan between 181 and 18. Both were also influenced by William James and John Dewey, as well as Darwin and his developments. Mead was influenced by Cooley's ideas on the interactive, communicative nature of society, and the ideas that the self was created from such interactions, beginning in attachment to small, primary groups, through which links to larger social structures are established (Adams,Sydie 001,p1). Mead and Cooley were both concerned with the self, but also with the solutions to the many social problems that hand resulted form industrialization, urbanization, and mass immigration to the United States. Both felt that scientific sociology is the answer to the problems that challenge a democratic society (Adams, Sydie 001, p10). Cooley and Mead's views of the self had and still has great impacts on how we develop in society today, it also set the stage for the development of symbolic interactions, which is the explanation of interactions through the use of symbols for communication. Both also stressed the need to preserve and enlarge democratic freedoms. Mead and Cooley believed that the success of reform efforts depends on the use of scientific methods, with the sociologist having great contributions to make (Adams, Sydie 001, p). With both theorist coming


through at the same time and having the same Pragmatic influence, one can see why there contributions to the sociological world have similarities.


Bibliography


Adams,Bert N. & Sydie, R.A. (001)


Sociological Theory


Thousand Oaks, California, Pine Forge Press


Cooley, Charles H. (156)


Social Organizations


Glencoe, Illinois, The Free Press


Cooley, Charles H. (10)


Human Nature and Social Order "The Looking Glass


Self," New York Scribner's Sons


www.Pfeiffer.edu/~Iridener/DSS/Cooley/LKGLSSLF.HTML


Cooley, Charles H. (10)


Social Organizations "A Study of the Larger Mind"


New York Scribner's Sons


www.Pfeiffer.edu/~Iridener/DSS/Cooley/PRIMGRP.HTML


Miller, David L. �Edited by (18)


The Individual and the Social Self


Chicago, The University of Chicago Press


Mitchell, William C. (167)


Sociological Analysis and Politics


Engelwood Cliffs, N.J., Prentice Hall, Inc.


The Internet Encyclopedia of Philosophy


George Herbert Mead


www.utm.edu/research/iep/m/mead.htm


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Wednesday, September 25, 2019

To kill a mocking bird

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English Advertising Assignment


Hypothesis


What strategies different charity organizations use to persuade you to donate money to their cause?


Summary of resultsCheap College Papers on to kill a mocking bird


In the field of advertising, language has a powerful influence over people and their behaviour. The choice of language to convey specific messages (with the intention of influencing people) is vitally important in gaining their support and contribution. In the field of a non profit organization I found that the strategies to gain support all fell under two categories 1 techniques to provoke sympathy


techniques to provoke guilt


In this field it is so important to engage all readers' attention as they usually need all the help they can get. The aim of my assignment was therefore to research what were the most common syntactical features and their effects.


Generally all the advertisements persuading the reader to donate money had no specific audience. The aim of each ad was to gain as much support as they could so they could not afford to leave out any particular group of people. Sometimes what may have limited their audience was either the necessity in having a credit card number or needing to have your own home with a letterbox and address etc.


I expected to find that advertisers used a variety of techniques to lure the readers into contributing towards their fund. So the devices used to provoke guilt were different to that which provoked sympathy but instead I found that they generally all used similar devices to gain attention.


Firstly ads that provoked sympathy all had similar patterns in the vocabulary they used. Their modifiers were very emotive trying to gain the readers sympathy. There were a lot of words put into describing the situation and the feelings of the people involved. In a WWF ad they described "our island is one of the most biologically important places on earth and one of the most threatened. " We must "conserve what's left of our critically endangered species." They use stories full of nouns and adjectives to give the facts and information to appeal to our senses and emotions. "but here in New Zealand thousands of families live in substandard or overcrowded housing conditions."


The verbs used are generally all imperatives. They need to add a sense of urgency in the ad and promote immediate action. Often we see words such as "Call…" "Give…" "Help…" "Save.."


The syntax in ads that provoked sympathy also had more of a range in the sentence types it used. I found that when they were gaining your sympathy and telling the story the sentences were longer, (complex) to list the situation. "caught up in conflict, fleeing in terror, in need of urgent medical care." But when it came to the last few sentences (where they were talking to the reader directly) the sentences were simple or minor. This was used to achieve brevity and a more direct, urgent tone. "Please give all you can…Call now."


In terms of syntactical features things common in these ads were repetitions used to emphasize an idea "Many will be injured…Many more will be separated…" antitheses to show contrasting situations "New Zealander's love their ¼ acre section…sadly though for some owning their own home isn't as achievable." and definitely the use of imperatives in wanting the readers to contribute. Another common technique is the use of personal pronouns such as "you" or "we". It makes us fell included and that we are helping to improve the situations in the world today.


Thirdly all these ads did have something extra to make their campaign unique and different from other charities. With "Save the Children" their simple sentenced slogan is short and sharp to create memorability. With "Gregg's Red Ribbon Roast" a common device used was alliteration and the repetition of "build better." These technique were not only used to increase memorability it also established a rhythm.


On the other hand looking at ads which provoked guilt onto the reader there were many similar syntactical features as mentioned above but also some differences.


The biggest differences were the lexical features. The majority of them still had stories full of facts and information but when it came to involving the reader the verbs chosen were slightly different. They all denoted a positive action starting of with a personal pronoun "you can…" "You will…" and answers such as "Yes, I want to.." all to include the reader and make them feel as they are making "a world of difference." Adverbs such as "Just…" or phrases such as "Yes I want to join the I care programme…" all contribute in provoking guilt. It successfully makes us feel bad, as if we don't "care" if we do not contribute and donate money. Once again the personal pronouns are clearly present in the text.


A very effective syntactical technique used to provoke guilt is the use of rhetorical questions. They immediately engage the reader's attention and generally we know what the answer of the question should be. For example "Like to tell you daughter she has to work in a brothel?" we know the answer is no and we realize that if we don't donate we will force children into that situation therefore guilt on our part. Parallel structure can also be found in the ads. "While that's not enough to go far here in New Zealand, it's enough to make a life saving difference for children in Iraq." Though this does not make us feel guilty directly but it carries connotations that suggest $10 a month is not much at all. Repetition has also been cleverly used to emphasize an idea and trigger guilt "Don't blame the government…Don't blame industrialists…Don't blame oil companies…Blame yourself". This ad strongly accused us as the reason for the environment putting the blame on ourselves. Another clever technique was the use of personification in an animal protection ad. In this ad it gave animals simple human necessities such as "respect and protection" instead of "a life of misery, depravation and torment." This makes us realize that animals like humans have emotions and basic needs and need protection just like us and thus once again triggering the guilt.


Lastly there is once again the use of imperatives promoting action from the public, adding a sense of urgency in words such as "Call now" "Help" "save" which are all commonly found.


From doing my research I was able to find the various techniques non profit organizations used to persuade the reader to donate money. Though there were limited differences between ads that triggered guilt and sympathy I found the ads which provoked guilt to be more successful in gaining the readers contribution as a result of better vocabulary chosen and more clever syntactical features.


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Tuesday, September 24, 2019

E-learning

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Throughout generations, we moved from a society based on agriculture, through one based on industry, to the highly technically oriented society we live in today. This era demands the greatest asset to any field of work or pursuit in life--knowledge, or human talent. Consequently, in order to keep up with this dynamic society, a sound educational system, including training, is a fundamental source of achieving the competitive advantage for any individual or organization. However, we are not only talking about a four-year degree, but the idea of a forty-year degree, where students learn throughout their lives. It doesnt matter whether they're full or part time students or have already begun working in their field.


Because of this expanding knowledge demand, today's education landscape is characterized by rising enrollments, changing demographics, and greater demand for anytime/anywhere learning. An intriguing example of this need is seen in the idea of e-learning, which is considered the fastest growing sector in educational approach. Therefore, it is very important to assess the quality of education offered through e-learning. We decided to do so through an examination of the quality and the possibilities for of Blackboard.com, one of the leading providers of e-education.


As the Internet grows, Blackboards roots in e-Education strengthen. What began as a collaborative effort among a team of students and faculty at Cornell University, has grown into a user base of two thousand clients (over five million individuals) in more than seventy countries worldwide, including colleges and universities, corporations and associations, as well as leading commercial education providers. In order to closely examine the quality of this site, we decided to look at its major advantages and disadvantages by following evaluation principles from the text, as well as an inside view from the student-learner's perspective, since two of our group members took an educational course through Blackboard.


ADVANTAGES


Blackboard facilitates educational process in many institutions around the country. The website has many advantages which we divided into five following categories


1. Convenience


. Consistency


. Customization


4. Privacy


5. Long-Term Cost Effectiveness


Convenience


There are two kinds of convenience that Blackboard offers


• Time flexibility Education is available twenty-four hours a day, seven days a week.


• Place flexibility Education is available any place that has a computer and Internet access, i.e. learning is not a constraint to a particular geographic location.


This idea of anytime/anywhere education is of crucial importance to working individuals, students with physical/mobility disabilities, and mothers on maternity leave. They do not have to leave their house or take off from work, or spend time and money commuting in order to receive an education.


Consistency


Blackboard offers consistent quality of education from group to group over time, unlike courses relying on several different instructors for different groups, even within the same class. This has been an issue throughout the existence of organized education, because different schools, depending either on economic or social status were receiving different education. With e-learning, the idea of inequality or discrimination is brought to a minimum. In addition, material is consistent over the length of the course, and not susceptible to disruptions due to unexpected trainer turnover or illness.


Customization


Blackboard offers customization and interoperability that focus on individualized needs of students. This is achieved through following approaches


• Customized Features Blackboard offers a number of user-centric features that provide the sense of a learner-focused approach. This is achieved through the following tools


 Personal calendar, address book, user directory and to-do list.


 Customized academic Web resources to fit individual needs and preferences.


 Selected announcements of future events collected according to individual needs and preferences.


• Self-Paced Most of the courses offered by Blackboard are self-paced, catering to different learning speeds. This way, students who absorb material faster will not be bored and de-motivated by listening to the concepts they already know and understand. On the other hand, students who need more time to internalize these same concepts will have an opportunity to take that time, without feeling rushed or pressured.


• Immediate feedback Any assignments, exercises, quizzes, or tests offered through Blackboard provide immediate feedback to the student. Over time, this feedback is customized through various techniques, pointing out the mistake pattern that a particular student tends to make. In addition, it provides the list of suggestions on how to overcome this weakness, whether it is regarding material content, or test taking abilities. From this perspective, Blackboard offers pedagogical flexibility that is not achieved in a traditional learning environment.


• Retention Because of all these customized features that cater to unique learning needs, retention of material offered through Blackboard is at least as good as with other methods, and is often superior.


Privacy


The anonymity of Blackboard and e-education in general, offers an element of privacy that was previously unknown. There are individuals who actually prefer to interact with teachers and fellow students online. In the traditional classroom setting, a few students may dominate the discussion, while shy individuals may find it very difficult to participate because of their quiet nature. By contrast, both extrovert and introvert students can easily speak up online. The element of instructor/peer pressure is diminished, allowing students to express their opinions more comfortably. In addition, e-students tend to reflect more before participating, and therefore their comments and viewpoints often contain more logic and coherence than those expressed in classrooms. Also, a variety of forums within one discussion might be created, each with a distinct set of properties and approaches that allow for various pedagogical insights and routes to managing interaction. A number of colleges and universities, such as the University of Wisconsin, Madison, recognize and often prefer this method of discussion, characterizing it as "more effective and fact oriented, with low tolerance for discrimination".


Long-Term Cost Effectiveness


The long-term asset that Blackboard's educational program delivers is highly advantageous to schools who would like to offer e-learning opportunities to their students or companies who would like to do the same for their employees. Although the system's disadvantage of start-up costs exists and will be considered in the next section, the infinitely lasting value given the institution is extremely advantageous. Schools do not need to worry about lack of room to accommodate enough students leading to costly expansions or building projects. Students are also benefited long-term by avoiding transportation, or lodging costs over a lifetime of education.


DISADVANTAGES


Although Blackboard facilitates the educational process in many institutions around the country, it has certain disadvantages akin to the Computer-Based Training companies. We divided them into five following categories


1. Technical Problems


. Lack of Interpersonal Skills


. Short-Term Costs


4. Control


5. Inadequacies


Technical Problems


Although computer-based learning is the fastest growing educational approach, at the same time it's the youngest. Because it is so new, Blackboard and other similar sites encounter problems associated with e-learning on a daily basis, most of them being technical in nature. Although it is certain these difficulties encountered from time to time will be worked out in the future leading to an incomparable learning experience, they now pose certain problems. Both students and teachers have difficulties logging in, posting messages, uploading assignments, and giving and taking tests. Some of the specific examples are described bellow


• Blackboard.com operates very poorly on Netscape for Macintosh. This becomes quite a problem with Colleges and Universities, since over fifty five percent of them operate on Netscape for Macintosh because of slightly lower installation costs compared to other providers. Unless Blackboard comes up with a solution fast, this market segment is unreachable, and therefore lost.


• Resizing the quiz window using AOL connection often causes all entered information to be lost. This obviously causes the user dissatisfaction, especially during the test or training crunch time.


• Although theoretically Blackboard.com should work with almost any type of connection or PC, the practicality of situation is quite different. In order for a clip, test, or exercise to run smoothly, it needs a high-speed modem, as well as PC with a fast processing power. Therefore, many students end up using the University server, however in this case, the student obviously needs to be at the school which defeats the sole purpose of Blackboard.


Lack of Interpersonal Skills


Even though we now live in a knowledge-driven society, it is still one made up of people and knowing how to interact and operate in such society is still an irreplaceable part of any education. The following disadvantages may be offset by the traditional learning environment of a classroom but pose a threat to CBT programs


• less effective or even inadequate in teaching interpersonal or soft skills


• less opportunities to get involved in student academic life


• peer learning not predominant nor teachers learning from their students


Short-Term Costs


Because the market and technology for e-learning is relatively new and is presently in high demand, the short-term costs prove to be a disadvantage for using Blackboard and similar sites.


• Start-up costs for equipment are very high.


• Equipment and information systems take a longer amount of time to develop than a traditional course.


• Instructors need to be trained for the initial use.


• System implemented cannot be modified easily and is therefore, more costly to change.


Control


The issue of controlling the learning environment to uphold honest academic conduct is seemingly difficult if not impossible in an e-learning setting. The following disadvantages are related to control


• Attendance is not verifiable, thus it is easier for irresponsible student to skip the class.


• Identity of test-taker is not verifiably the same as the student who is enrolled.


• No control over when resources such as textbooks are used, if they're being used when they are not supposed to be used, or whether resources are appropriate and honest for the students use.


Inadequacies


Even though e-learning is an excellent tool for training and understanding of certain skills, some subjects or abilities simply cannot be taught effectively through use of CBT. The following are those inadequacies (excluding interpersonal skills which were already discussed)


• For teaching physical or psychomotor skills.


• For times when an instructor is essential, i.e. for the benefit of role-play exercises and networking.


• For actively learning a foreign language through oral instruction.


As we have already mentioned, education is necessary in order to get ahead, and more importantly to stay ahead through a life-long, educational endeavor. Education can thus be viewed as a strategic set of maneuvers, whose learning approaches are not always black and white as we can clearly see from the above analysis. Each individual is unique, and therefore, they have different learning needs and goals. Blackboard.com and e-education in general caters to this need for both customized and individualized learning. However, that is not to say that the need for a more traditional approach, such as the classroom approach is diminishing. Certainly this is because for some students and for some contexts, the traditional classroom approach is irreplaceable. Perhaps the most accurate answer is that the most effective education will take place through an intelligent blend of learning approaches that are matched to the individualized needs and learning styles of the student.


INTERNET TRAINING SOURCES AND HUMAN RESOURCES


The training and lifelong development of human talent, besides being an individual goal for many students and employees, is also a major aspect of Human Resources that is being newly redesigned with the advent of e-learning. E-learning is one of the future human resources competencies that will be critical to HR professionals because of current and future trends predicted for this field. Oddly enough, these trends coincide with several of the advantages of e-learning previously discussed. The positive qualities of internet training sources and the future of HR in four different categories are compared below


• Workplace Flexibility The fact that employees will have more and more choices about work arrangements, allowing them to meet their individual needs is no surprise in our society where convenience is of the utmost importance. E-learning via programs such as Blackboard parallel this flexibility in both place and time flexibility discussed under the advantage of convenience.


• Global Business The prediction of technology, especially the Internet [enabling] more businesses to enter the global marketplace is no doubt already in full swing today. Technology thus brings all businesses to an even playing field so to speak, breaking down barriers and enforcing total objectivity in the marketplace. This is similar to Blackboards commitment to consistency where statuses are invalid and inconsequential to a global learning environment that emphasizes equality.


• Work and Society A renaissance to the importance of family will supposedly be achieved because families will return to the center of society. This also compliments Blackboards flexibilities in time and place, again included in convenience advantages because mothers who chose to have a family life, can still pursue their learning goals without leaving their house or taking off work to do so.


• Workforce Development The opinion that training will be delivered just in time, wherever people need it, using a variety of technology cuts to the very core of e-learning and what Blackboard is founded upon. The self-paced nature and personal customization of Blackboard indicates the training is just in time for each particular student, learning as they need to know the subject either for themselves or their employers.


So regardless of what the life-long learning objectives, societal trends can change how one pursues them, be it through the traditional classroom setting, e-learning such that Blackboard offers, or a combination of the two. It should be expected then, that the work environment through the Human Resources function of the organization and all others would also be effected and adopt some of these trends for a more efficiently and effectively run operation. A m�lange of applications between the advantages of e-learning and the future predictions for Human Resources can be made to show us where we have been, where we are, and wh


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Monday, September 23, 2019

Fightclub - Nonsense or Literature?

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Fight Club is the most frankly and cheerfully fascist big-star movie since Death Wish, a celebration of violence in which the heroes write themselves a license to drink, smoke, screw and beat one another up.


Sometimes, for variety, they beat up themselves. Its macho porn--the sex movie Hollywood has been moving toward for years, in which eroticism between the sexes is replaced by all-guy locker-room fights. Women, who have had a lifetime of practice at dealing with little-boy posturing, will instinctively see through it; men may get off on the testosterone rush. The fact that it is very well made and has a great first act certainly clouds the issue.


Edward Norton stars as a depressed urban loner filled up to here with angst. He describes his world in dialogue of sardonic social satire. His life and job are driving him crazy. As a means of dealing with his pain, he seeks out 1-step meetings, where he can hug those less fortunate than himself and find catharsis in their suffering. It is not without irony that the first meeting he attends is for post-surgical victims of testicular cancer, since the whole movie is about guys afraid of losing their cojones.


These early scenes have a nice sly tone; theyre narrated by the Norton character in the kind of voice Nathanael West used in Miss Lonelyhearts. Hes known only as the Narrator, for reasons later made clear. The meetings are working as a sedative, and his life is marginally manageable when tragedy strikes He begins to notice Marla (Helena Bonham Carter) at meetings. Shes a tourist like himself--someone not addicted to anything but meetings. She spoils it for him. He knows hes a faker, but wants to believe everyone elses pain is real.


Help with essay on Fightclub - Nonsense or Literature?


On an airplane, he has another key encounter, with Tyler Durden (Brad Pitt), a man whose manner cuts through the fog. He seems able to see right into the Narrators soul, and shortly after, when the Narrators high-rise apartment turns into a fireball, he turns to Tyler for shelter. He gets more than that. He gets in on the ground floor of Fight Club, a secret society of men who meet in order to find freedom and self-realization through beating one another into pulp.


Its at about this point that the movie stops being smart and savage and witty, and turns to some of the most brutal, unremitting, nonstop violence ever filmed. Although sensible people know that if you hit someone with an ungloved hand hard enough, youre going to end up with broken bones, the guys in Fight Club have fists of steel, and hammer one another while the sound effects guys beat the hell out of Naugahyde sofas with Ping-Pong paddles. Later, the movie takes still another turn. A lot of recent films seem unsatisfied unless they can add final scenes that redefine the reality of everything that has gone before; call it the Keyser Soze syndrome.


What is all this about? According to Durden, it is about freeing yourself from the shackles of modern life, which imprisons and emasculates men. By being willing to give and receive pain and risk death, Fight Club members find freedom. Movies like Crash must play like cartoons for Durden. Hes a shadowy, charismatic figure, able to inspire a legion of men in big cities to descend into the secret cellars of a Fight Club and beat one another up.


Only gradually are the final outlines of his master plan revealed. Is Tyler Durden in fact a leader of men with a useful philosophy? Its only after weve lost everything that were free to do anything, he says, sounding like a man who tripped over the Nietzsche display on his way to the coffee bar in Borders. In my opinion, he has no useful truths. Hes a bully--Werner Erhard plus S & M, a leather club operator without the decor. None of the Fight Club members grows stronger or freer because of their membership; theyre reduced to pathetic cultists. Issue them black shirts and sign them up as skinheads. Whether Durden represents hidden aspects of the male psyche is a question the movie uses as a loophole--but is not able to escape through, because Fight Club is not about its ending but about its action.


Of course, Fight Club itself does not advocate Durdens philosophy. It is a warning against it, I guess; one critic I like says it makes a telling point about the bestial nature of man and what can happen when the numbing effects of day-to-day drudgery cause people to go a little crazy. I think its the numbing effects of movies like this that cause people go to a little crazy. Although sophisticates will be able to rationalize the movie as an argument against the behavior it shows, my guess is that audience will like the behavior but not the argument. Certainly theyll buy tickets because they can see Pitt and Norton pounding on each other; a lot more people will leave this movie and get in fights than will leave it discussing Tyler Durdens moral philosophy. The images in movies like this argue for themselves, and it takes a lot of narration (or Narration) to argue against them.


Lord knows the actors work hard enough. Norton and Pitt go through almost as much physical suffering in this movie as Demi Moore endured in G.I. Jane, and Helena Bonham Carter creates a feisty chain-smoking hellcat who is probably so angry because none of the guys thinks having sex with her is as much fun as a broken nose. When you see good actors in a project like this, you wonder if they signed up as an alternative to canyoneering.


The movie was directed by David Fincher and written by Jim Uhls, who adapted the novel by Chuck Palahniuk. In many ways, its like Finchers movie The Game (17), with the violence cranked up for teenage boys of all ages. That film was also about a testing process in which a man drowning in capitalism (Michael Douglas) has the rug of his life pulled out from under him and has to learn to fight for survival. I admired The Game much more than Fight Club because it was really about its theme, while the message in Fight Club is like bleeding scraps of Socially Redeeming Content thrown to the howling mob.


Fincher is a good director (his work includes Alien , one of the best-looking bad movies I have ever seen, and Seven, the grisly and intelligent thriller). With Fight Club he seems to be setting himself some kind of a test--how far over the top can he go? The movie is visceral and hard-edged, with levels of irony and commentary above and below the action. If it had all continued in the vein explored in the first act, it might have become a great film. But the second act is pandering and the third is trickery, and whatever Fincher thinks the message is, thats not what most audience members will get. Fight Club is a thrill ride masquerading as philosophy--the kind of ride where some people puke and others cant wait to get on again.


Please note that this sample paper on Fightclub - Nonsense or Literature? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Fightclub - Nonsense or Literature?, we are here to assist you. Your cheap custom research papers on Fightclub - Nonsense or Literature? will be written from scratch, so you do not have to worry about its originality.


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Friday, September 20, 2019

Autosomal diseases

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Autosomal Diseases


PCB 106


800AM T/TH


066-8-4Cheap custom writing service can write essays on autosomal diseases


Down syndrome


Down syndrome or DS, is one of the most common genetic causes of mental retardation or developmental delay. That means it is caused by a problem with a persons chromosomes, on which the genes that make each person unique are located.


People with DS are usually mildly to moderately mentally retarded. Some are developmentally delayed and some are severely retarded. Each person with DS is different.


Babies with DS tend to develop more slowly than other babies do. They may start walking later than other babies. When they are grown, they tend to be smaller than the other members of their family and they may be a little stocky or heavy.


Many people with DS have eyelids that may be slanted upward. They may have small folds of skin at the inside corners of their eyes. Their noses may be somewhat flat and their ears may be small and shaped abnormally. They may have a large space between the big toe and the second toe.


Children who are born with DS are also more likely to have certain health problems. They are more likely to get infections, such as respiratory illnesses (problems with lungs and breathing). When they do get infections, they often last longer. They may have eye or ear problems or digestion problems like constipation. Some babies with DS may have problems in their stomachs or intestinal blockage that prevent them from digesting food properly.


About half are born with heart defects, which means there is something different with the way their heart developed. Some develop leukemia, a type of cancer. But each person with DS is different and may have one, several, or all of these problems.


Down syndrome is caused by, having an increased number of chromosomes. Normally, there are pairs of chromosomes. Half of the pair is from the mother and half are from the father.


Down syndrome is not caused by anything either the mom or dad did before the child was born. Anyone can have a baby with Down syndrome. But the older the mother, the greater the risk of having a baby with Down syndrome.


About one out of every 800 babies born has DS, no matter what race or nationality the parents are. It is not contagious, so you cant catch it from someone else. Its impossible to get DS after you are born.


The most common type of Down syndrome is called trisomy 1. About 5% of people with DS have trisomy 1.With this type of DS, the child is born with an extra chromosome. He has 47 chromosomes instead of 46. Instead of having two number 1 chromosomes, he has three of them.


Because people with DS are born with an abnormal number of chromosomes, there is no cure for Down syndrome. It is something they will have all their lives.


At one time, most children with DS did not live past childhood. Many would often become sick from infections. Others would die from their heart problems or other problems they had at birth.


Today, most of these health problems can be treated and most children with DS grow into adulthood. Medicines can take care of many of their infections. Surgery can correct heart, stomach, and intestinal problems. There are medical treatments for leukemia. Someone with DS has a good chance of living to be 50 years old or more.


Many kids with DS are in regular classes. Some need special classes to help them in areas where they have more trouble learning. Their parents work with teachers and others to come up with a plan for the best way for each child to learn. The whole idea is to take advantage of their strengths and help them in the areas where they have weaknesses.


With this extra help, kids with DS can grow up to do many of the things kids without DS can do. Some will live in special homes with other people who sometimes need extra help.


Sometimes, other kids may want to bully someone with DS just because hes different. But kids with Down syndrome are just like anybody else. They go to school, play sports, and have friends. They can feel happy, sad, silly,angry, and lots of other emotions, like other kids do. When they get teased, it hurts their feelings as it would anyone else. They want to be accepted just like everyone else does.


A kid with DS is just another kid, but one who might have a few extra problems to deal with. And sometimes - just like you - what they need most is a helping hand and a friendly word of encouragement


Turner syndrome


Turner Syndrome is one of the rare diseases that affect only women. It is caused by abnormalities in one of the X chromosomes, and has a number of symptoms, including short stature and the presence of a webbed neck.


While Turner syndrome symptoms may be apparent at birth, the condition often isnt diagnosed until puberty. The characteristic short stature may be overlooked, and the girl is just presumed to be shorter than average. As with other rare diseases, most people have never heard of Turner Syndrome, so the warning signs are often missed.


So, out of all the rare diseases, why are men immune to Turner Syndrome?


Humans have pairs of chromosomes, which contain all of our genetic information. Men are distinguished from women by having one pair of chromosomes consisting of a single X and a single Y chromosome. Women on the other hand normally have two X chromosomes.


In women suffering from Turner Syndrome, some of the genetic material on one of these chromosomes is missing, or an entire X chromosome may be missing. The exact cause of the disease isnt known but it is thought to be a random occurrence affecting approximately one out every ,000 live female births.


Male fetuses that miss the X chromosome dont survive. A Y chromosome cant function on its own. A single X chromosome can survive, however, and the resulting child is a girl with Turner Syndrome.


These are the observable signs of Turner Syndrome


• short stature


• webbed neck


• lack of secondary sex characteristics


• a hollow appearance to the chest


• lack of menstruation


• low hairline


• droopy eyelids.


If you have Turner Syndrome, or know someone who does, chances are youre already aware of the physical symptoms of the disease short stature and a webbed neck are the most common symptoms. This site offers a more in-depth examination of Turner Syndrome. It explains what many of the hidden symptoms are, and possible health problems that arise from the disease.


While there is no known cure for Turner Syndrome, some medical interventions can help, and the site covers those too.


Huntington disease


HUNTINGTON DISEASE (HD) is an inherited, degenerative neurological disease that leads to dementia. About 0,000 Americans have HD and about 150,00 more are at risk of inheriting the disease from a parent.


The HD gene, whose mutation results in Huntington disease, was mapped to chromosome 4 in 18 and cloned in 1. The mutation is a characteristic expansion of a nucleotide triplet repeats in the DNA that codes for the protein huntingtin. As the number of repeated triplets - CAG(cytosine, adenine, guanine) - increases, the age of onset in the patient decreases.


Furthermore, because the unstable trinucleotide repeat can lengthen when passed from parent to child, the age of onset can decrease from one generation to the next. Since people who have those repeats always suffer from Huntington disease, it suggests that the mutation causes a gain-of-function, in which the mRNA or protein takes on a new property or is expressed inappropriately.


With the discovery of the HD gene, a new predictive test was developed that allows those at risk to find out whether or not they will develop the disease. Animal models have also been developed, and we know that mice have a gene that is similar to the human HD gene. Research on understanding the mechanism that causes the triplet repeat to increase is ongoing, since its discovery could be critical to the development of an effective treatment for this and other similar diseases.


Autosomal Diseases


PCB 106


800AM T/TH


066-8-4


Down syndrome


Down syndrome or DS, is one of the most common genetic causes of mental retardation or developmental delay. That means it is caused by a problem with a persons chromosomes, on which the genes that make each person unique are located.


People with DS are usually mildly to moderately mentally retarded. Some are developmentally delayed and some are severely retarded. Each person with DS is different.


Babies with DS tend to develop more slowly than other babies do. They may start walking later than other babies. When they are grown, they tend to be smaller than the other members of their family and they may be a little stocky or heavy.


Many people with DS have eyelids that may be slanted upward. They may have small folds of skin at the inside corners of their eyes. Their noses may be somewhat flat and their ears may be small and shaped abnormally. They may have a large space between the big toe and the second toe.


Children who are born with DS are also more likely to have certain health problems. They are more likely to get infections, such as respiratory illnesses (problems with lungs and breathing). When they do get infections, they often last longer. They may have eye or ear problems or digestion problems like constipation. Some babies with DS may have problems in their stomachs or intestinal blockage that prevent them from digesting food properly.


About half are born with heart defects, which means there is something different with the way their heart developed. Some develop leukemia, a type of cancer. But each person with DS is different and may have one, several, or all of these problems.


Down syndrome is caused by, having an increased number of chromosomes. Normally, there are pairs of chromosomes. Half of the pair is from the mother and half are from the father.


Down syndrome is not caused by anything either the mom or dad did before the child was born. Anyone can have a baby with Down syndrome. But the older the mother, the greater the risk of having a baby with Down syndrome.


About one out of every 800 babies born has DS, no matter what race or nationality the parents are. It is not contagious, so you cant catch it from someone else. Its impossible to get DS after you are born.


The most common type of Down syndrome is called trisomy 1. About 5% of people with DS have trisomy 1.With this type of DS, the child is born with an extra chromosome. He has 47 chromosomes instead of 46. Instead of having two number 1 chromosomes, he has three of them.


Because people with DS are born with an abnormal number of chromosomes, there is no cure for Down syndrome. It is something they will have all their lives.


At one time, most children with DS did not live past childhood. Many would often become sick from infections. Others would die from their heart problems or other problems they had at birth.


Today, most of these health problems can be treated and most children with DS grow into adulthood. Medicines can take care of many of their infections. Surgery can correct heart, stomach, and intestinal problems. There are medical treatments for leukemia. Someone with DS has a good chance of living to be 50 years old or more.


Many kids with DS are in regular classes. Some need special classes to help them in areas where they have more trouble learning. Their parents work with teachers and others to come up with a plan for the best way for each child to learn. The whole idea is to take advantage of their strengths and help them in the areas where they have weaknesses.


With this extra help, kids with DS can grow up to do many of the things kids without DS can do. Some will live in special homes with other people who sometimes need extra help.


Sometimes, other kids may want to bully someone with DS just because hes different. But kids with Down syndrome are just like anybody else. They go to school, play sports, and have friends. They can feel happy, sad, silly,angry, and lots of other emotions, like other kids do. When they get teased, it hurts their feelings as it would anyone else. They want to be accepted just like everyone else does.


A kid with DS is just another kid, but one who might have a few extra problems to deal with. And sometimes - just like you - what they need most is a helping hand and a friendly word of encouragement


Turner syndrome


Turner Syndrome is one of the rare diseases that affect only women. It is caused by abnormalities in one of the X chromosomes, and has a number of symptoms, including short stature and the presence of a webbed neck.


While Turner syndrome symptoms may be apparent at birth, the condition often isnt diagnosed until puberty. The characteristic short stature may be overlooked, and the girl is just presumed to be shorter than average. As with other rare diseases, most people have never heard of Turner Syndrome, so the warning signs are often missed.


So, out of all the rare diseases, why are men immune to Turner Syndrome?


Humans have pairs of chromosomes, which contain all of our genetic information. Men are distinguished from women by having one pair of chromosomes consisting of a single X and a single Y chromosome. Women on the other hand normally have two X chromosomes.


In women suffering from Turner Syndrome, some of the genetic material on one of these chromosomes is missing, or an entire X chromosome may be missing. The exact cause of the disease isnt known but it is thought to be a random occurrence affecting approximately one out every ,000 live female births.


Male fetuses that miss the X chromosome dont survive. A Y chromosome cant function on its own. A single X chromosome can survive, however, and the resulting child is a girl with Turner Syndrome.


These are the observable signs of Turner Syndrome


• short stature


• webbed neck


• lack of secondary sex characteristics


• a hollow appearance to the chest


• lack of menstruation


• low hairline


• droopy eyelids.


If you have Turner Syndrome, or know someone who does, chances are youre already aware of the physical symptoms of the disease short stature and a webbed neck are the most common symptoms. This site offers a more in-depth examination of Turner Syndrome. It explains what many of the hidden symptoms are, and possible health problems that arise from the disease.


While there is no known cure for Turner Syndrome, some medical interventions can help, and the site covers those too.


Huntington disease


HUNTINGTON DISEASE (HD) is an inherited, degenerative neurological disease that leads to dementia. About 0,000 Americans have HD and about 150,00 more are at risk of inheriting the disease from a parent.


The HD gene, whose mutation results in Huntington disease, was mapped to chromosome 4 in 18 and cloned in 1. The mutation is a characteristic expansion of a nucleotide triplet repeats in the DNA that codes for the protein huntingtin. As the number of repeated triplets - CAG(cytosine, adenine, guanine) - increases, the age of onset in the patient decreases.


Furthermore, because the unstable trinucleotide repeat can lengthen when passed from parent to child, the age of onset can decrease from one generation to the next. Since people who have those repeats always suffer from Huntington disease, it suggests that the mutation causes a gain-of-function, in which the mRNA or protein takes on a new property or is expressed inappropriately.


With the discovery of the HD gene, a new predictive test was developed that allows those at risk to find out whether or not they will develop the disease. Animal models have also been developed, and we know that mice have a gene that is similar to the human HD gene. Research on understanding the mechanism that causes the triplet repeat to increase is ongoing, since its discovery could be critical to the development of an effective treatment for this and other similar diseases.


Bibliograhies


Reviewed by Charlotte E. Grayson , MD, January 00


Coleman, Mary and Rogers, PT. Medical Care in Down Syndrome A Preventative Medicine Approach. Marcel Dekker, Inc, NY, 1.


Korenberg, JR et al. Down syndrome phenotypes The consequences of chromosomal imbalance. Proc. Natl. Acad. Sci. USA, 1 47-5001, 14.


Patterson, D. The integrated map of human chromosome 1. In Etiology and Pathogenesis of Down Syndrome, Wiley-Liss, 15, p 4-55.


Hernandez D and Fisher EMC. Down syndrome genetics unravelling a multifactorial disorder. Hum. mol. Genet., 5 1411-1416, 16.


Shapiro, BL. Whither Down syndrome critical regions? Hum Genet 41-4, 17.


Pediatric Research, 50(), 417-4. Retrieved December 6, 00


This site debuted on December 5, 15 and the site was last updated on February , 001.


http//www.neurologychannel.com/huntingtons/


Critical Reviews in Neurobiology. 8()15-6, 14.


Lindvall, O. Neural transplantation. Cell Transplant, 15 Jul-Aug; 4 (4) -400.


Please note that this sample paper on autosomal diseases is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on autosomal diseases, we are here to assist you. Your cheap custom college paper on autosomal diseases will be written from scratch, so you do not have to worry about its originality.


Order your authentic assignment from cheap essay writing service and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!