Industrial Grinders Case Essay

G’s large quantity of steel rings are on hand and the substantial inventory of special steel for their manufacture. And this steel as inventory can’t be sold. I. G had manufactured industrial machines for sale in numerous countries for nearly 70 years. It means it has market to sale rings no matter whether it is steel or plastic ring. These rings could be supplied for their own machines too. In general the plants were allowed considerable leeway in administering their own affairs. Bridgeman has right to make market strategy in time. During slack periods, company has a policy of employing excess labor on various make-work projects rather than laying the men off. At that time, the salary is at about 70% of regular wages. Low labor cost will decrease the cost of production. There are a lot of steel rings on hand and can’t be sold. The total book value of these inventories exceeded $93,000. Large inventory means less liquid cash. Maybe it influences operation in the future. Now I. G only has steel rings and these rings have higher cost than plastic rings. Also the lives of steel rings are shorter than plastic rings. I. G’s competitor Henri Poulenc has already started selling plastic rings at the same price as steel rings. And if I. G makes plastic rings, it can start selling only after 4 months so by then Henri Poulenc will take over more market shares. The competitiveness of I. G is very weak now. The ring innovation is an opportunity for I. G, but also a kind of threat. When instead of steel rings, plastic ring I. G starts using it gives I. G a chance to reform. It could cut down the cost and improve the quality of rings. If I. G switches from steel rings to plastic rings successfully, it could expand business and get more profits because of low cost, so it’s an opportunity. However, the competitor had plastic rings in advance than I. G, so it’s threaten for I. G. Competitor could use this advantage to get more business. It maybe threat to I. G’s operation and profits. In the early 1970, Japanese manufacturers had successfully entered the field with low priced spare parts. Other companies also had appeared with low quality and lower price machines. The competition would become more intense. More competitors share one market, so each supplier needs to improve competitiveness. It’s a new challenge. After analyzing internal and external situation of I. G, we can say that I. G has strong operational capacity. However, the core problem is what to be done about the steel inventory. I. G should start developing plastic rings as soon as possible and start using those. Because the core of competition is production, even though steel ring still has its value now, the plastic ring will substitute for it sooner or later. The strong competitor of I. G is Henri Poulenc. It has already introduced plastic rings. Only if I. G produces plastic ring in time it can compete with Henri Poulenc and stop them from grasping more market share. In addition, plastic ring has lower cost and longer life than steel ring. The Table A shows the cost of 100 plastic rings is $66. 60, but 100 steel rings cost $263. 88. Obviously, if they sale at the same price, 100 plastic rings will get $197. 25 more profit than steel rings. However, Anders Ericsson, the development engineer, estimated that the plastic rings could be produced by mid-September, so before mid-September, I. G has to sell steel rings on hand. Fortunately, Henri Poulenc was said to be selling the plastic ring at about the same price as the I. G steel ring, so I. G wouldn’t get strong shock from Henri Poulenc. Of course, Henri Poulenc will get higher profit, but only analyzing from the price, I. G and Henri Poulenc are in the same position, so it depends on demanders’ preference which kind of rings they like. And I. G could sell the steel rings in different markets, which are not covered, by plastic rings of Henri Poulenc. It avoids direct conflict. Steel inventory is a big weakness of I. G, so it’s a good time to consume a large amount of steel. Assuming the sales continued at the current rate of 690 rings per week before mid-September, it would consume 19400 steel rings. During the slack time, I. G could ask labors to convert the steel inventory into rings to satisfy the supply amount before mid-September, because at that time, the labor cost will be about 70% of regular wages so that decreases the cost to produce steel rings. Those steel rings only need to satisfy the supply amounts for 4 months using, because after mid-September, plastic ring will be used instead of steel. If there are more steel rings converted than demanded, I. G will pay for labour cost from their pocket. It will waste resources, time and money. So nothing definite can be said about the steel inventory.

Reflection on Lifespan Development Essay

Abstract The purpose of this paper is to present a comparison of my knowledge and understanding of lifespan development at the outset of course PSY 7210 Lifespan Development and at the courses’ end. In this paper I will explore lifespan development by identifying and discussing the stages of development, theoretical perspectives and research related to lifespan development. I will conclude with discussing how my knowledge and understanding of lifespan development can be applied within my specialization of Industrial-Organizational (I-O) Psychology. Reflection on Lifespan Development As middle age lurked its unwanted presence I began to recognize how true and applicable the saying â€Å"life is too short† applied to almost everything the average middle-aged person set to accomplish. At age 42, I have no regrets in life. My parents set the stage for my desire for achievement and accomplishment, and I set out to do the same for my children. A person’s lifespan is their legacy; and I strongly believe that nothing happens by chance, all things happen as a consequence of some action. For example, my enrollment in this course was the consequence of years of work in a field that I no longer hold a passion. I started career as a high school girl’s basketball coach and somehow 22 years later managed to service 14 years in United States Air Force; two years as a State Correctional Officer; and seven years as a State Auditor. My academic career has seen me bounce from nursing to education and finally settling with business. My most important career as a mother is about to take new direction, as my youngest children begin their collegiate journey. So the question I asked myself was â€Å"What do I do now†? I recently obtained my Masters degree in Management and Leadership and was not sure I wanted to return to school so soon; however the profession that I’ve longed to do for so many years required additional  academic credentials. My love of teaching is why I decided to embark on my new academic journey. I have sailed through my lifespan with no regrets and surely do not want to tack any on so late in life. This course is my first course in psychology. The course material has been somewhat challenging because my background is not in psychology. My lack of foundational knowledge in psychology has required me to do a bit more than skim through scholarly literature. I feel I have a better understanding of lifespan development now than I did at the outset of this course, yet I know my journey into the world of psychology has only just begun. Lifespan Development Lifespan development is deals with understanding the growth, changes, and stability of behavior that occur throughout the lifespan. The field of lifespan development studies the patterns in physical development, cognitive development, and personality and social development that occur during the lifespan (Berk, 2007). The study of physical development examines the way in which the body’s makeup determines behavior. The study of cognitive development seeks to understand how growth and change in intellectual capabilities influence a person’s behavior. Personality development is the study of stability and change in the characteristics that differentiate one person from another. The study of social development examines the way in which individuals’ interactions and relationships with others grow, change, and remain stable over the course of life. Those who study lifespan development approach the field from different perspectives. These perspectives are based on various developmental theories. Six major theoretical perspectives are used in lifespan development: psychodynamic perspective, behavioral perspective, cognitive perspective, humanistic perspective, contextual perspective, and evolutionary perspective. Although each has added significant value to the study of lifespan development, this paper will focus primarily on the psychodynamic, behavior, and cognitive perspectives. Psychodynamic Perspective The psychodynamic perspective focuses on the inner person (Berk, 2007).  Supporters of the psychodynamic perspective believe that inner forces, memories, and conflicts of which a person has little control motivate behavior throughout the lifespan (Berk, 2007). The name that comes to mind when discussing the psychodynamic perspective is Viennese physician and theorist, Sigmund Freud. Freud’s psychoanalytical theory suggests that unconscious forces act to determine personality and behavior. Freud believed there are three aspects to the human personality: the id, ego and superego. The id is the part of personality that exists at birth. The id operates on what Freud calls the pleasure principle (Berk, 2007, p. 15), which drives the innate need to maximize good feelings and minimize bad feelings. The rational and reasoning aspect of personality is called the ego. The reality principle (Berk, 2007, p. 15) regulates the ego. Freud classified a person’s conscience as the superego. The superego guides a person through the journey between right and wrong. In addition to his theory on the different parts of human personality Freud also formulated theory to explain the manner in which personality develops during the lifespan. According to Freud (Berk, 2007) â€Å"psychosexual development occurs as children pass through a series of stages in which pleasure, or gratification, is focused on a particular biological function and body part.† The stages of Freud’s psychosexual development include the oral stage, the anal stage, and the phallic stage. The oral stage takes place during the first year of life. Freud believed during this stage all needs are satisfied orally or through the mouth; for example, eating and drinking. The anal stage takes place during the second year of life. During this stage the battle between control and letting go begins. The phallic stage takes place during the third and fifth years of life. During this stage a child develops a fixation with the genitals. Freud’s psychosexual stages focus on developmental changes in the first 5 years of life and transformation of the id. Psychoanalyst Erik Erikson’s psychosocial theory is also part of the psychodynamic perspective. According to Erikson (Berk, 2007) society and culture have an influence on human development. In contrast to Freud whose theory that proposed development was complete by adolescence (Berk, 2007), Erikson’s theory argues that development is continuous throughout the lifespan and occurs in eight stages. The first stage of development, trust  versus mistrust, occurs during infancy (birth to 1-year-old). During this stage if an infant’s basic needs are met by a responsive and attentive caregiver, the infant will begin to trust the caregiver, thus establishing the foundation for future trust relationships. In contrast if an infant does not receive enough or irregular care, or if caregivers are unresponsive, the infant can develop mistrust. The autonomy versus shame and doubt is the next stage, which occurs between the first and third years of life. According to Erikson successful development through one stage is essential for an individual to pass on to the next stage of development. For example, if an infant does not establish trust for it’s caregiver during the trust versus mistrust stage, then it will be difficult to establish a sense of autonomy (Broderick & Blewitt, 2010). Autonomy versus shame and doubt is the next stage of Erikson’s psychosocial theory. During the autonomy versus shame and doubt stage a child begins to develop its independence. Physical and cognitive growth and control during this stage afford a child the desire and ability to explore outside the comfort and security of his or her parental safe haven. Parents who are overprotective and do not allow their children to explore their independence risk their child developing issues with their self-esteem and confidence. If not allowed to explore independent of the parental structure a child could begin to doubt her ability and feel shameful for not being able to accomplish expected tasks. The initiative versus guilt stage occurs during early childhood. During this stage a child begins to develop social skills and learns to manage her behavior. The concept of what is right or wrong is factored into a child’s decision to exhibit certain behavior in social settings. Interaction with peers and individuals outside the family structure has a major influence on development during this stage. Guilt from further exploration of independence may occur if caregivers criticize the child’s methods of exploration. The industry versus inferiority stage is the development period that occurs during adolescence. During this stage of development adolescent self-awareness and intellectual skills are heightened (Broderick & Blewitt, 2010). The identity versus role confusion is the stage of development in which adolescents explore self or role identity. The adolescent begins to define who she is and what she wants to do in life. In contrast to self-awareness adolescents may experience role  confusion during this stage. Some adolescents will have trouble establishing the level of self-understanding necessary for positive life direction. The intimacy versus isolation stage of development is the period of development where intimate relationships are formed; young adults develop meaningful friendship, fall in love, and establish relationship skills that will impact their ability to form future relationships. Adolescents who fail to establish a sense of trust for their environment may have trouble in establishing intimate relationships. The generativity versus stagnation stage of development occurs during middle adulthood. During this stage of development an adult begins to evaluate how her past and present behavior impact the lives of others, rather than focusing only on her personal wants and needs (life). The final stage of Erikson’s eight stages of development is the ego integrity versus despair stage, which occurs during late adulthood. This stage is the time for reflection. An adult evaluates life choices and assess whether goals and dreams were fulfilled or whether life choice have left her with regrets. Psychodynamic theory centers on development relative to the unconscious mind. Freud argues that development is complete by adolescence and that unconscious behavior affects development; where as Erikson suggests development is a continuous process throughout the lifespan and occurs in eight stages. Each theorist has contributed important information to the understanding of lifespan development. According to Berk (2010), psychoanalytical theory provides a strong basis for understanding past behavior but does not do a very good job with predicting future behavior. Behavioral Perspective Behavioral theorists argue that individuals do not pass through stages of development but rather development is based on observable behaviors influenced by stimuli in the individuals’ environment (Feldman, 2006). Furthermore behavioral theorist suggests that nurture rather than nature is more significant to human development. The behavioral perspective views development from a more personal perspective. Unlike psychoanalytical theorists that believe each person will pass through the same stage of development at approximately the same stage in life; behavioral theorists  believe that development is different for each person, given that each person will respond to her environment in a different way. Behaviorism rejects the psychoanalytical theory of studying the unconscious mind to understand human development (Feldman, 2006). Behaviorism focuses on things that can be seen – social and cultural cues, human action and reaction and other observable aspects of the external environment. Unlike psychoanalytical theorist who believed that development is discontinuous – occurring in distinct stages; behavioral theorists believe that development is a continuous process – gradual levels of achievement building on previous level (Feldman, 2006). Research conducted by Psychologist Ivan Pavlov, John Watson and B. F. Skinner set the foundation for Behaviorism. Through Pavlov’s research with dogs the principle of classical conditioning was discovered. Pavlov found that he could acquire the same behavior from the dog (salivation) produced by a specific stimulus (food) by associating the original stimulus with another stimulus (a bell) (Santrock, MacKenzie-Rivers, Malcomson & Ho Leung, 2011). Watson conducted similar research involving the principle of classical conditioning except he used human beings as his test subjects. Watson conducted an experiment where he gave an infant a rat to assess he fear of the creature. Once it was determined that the infant was not afraid a loud noise was sounded each time the infant was allowed to play with the rat. The noise did frighten the infant. After this coupling of the rat and loud noise was accomplished a few times the infant began to develop a fear of not only the loud noise but also the rat. Watson concluded that the infant’s fear of the rat was the result of classical conditioning (Santrock et al., 2011). Skinner took a different approach to his research and set out to understand the principle of operant conditioning. Operant conditioning suggest that certain behaviors are associated with certain consequences, for example, if a parent wants a child to behave the parent could give the child some type of reward that would induce good behavior. Most are familiar with the later principle of operant conditioning; many aspects of human behavior are controlled by some type of reward and punishment system (Santrock et al, 2011). Cognitive Perspective The cognitive perspective focuses on the development of human understanding.  Cognitive theory is constructed around the conscious mind rather than the unconscious mind (psychoanalytical theory). Theories that have added value to cognitive perspective are Piaget’s cognitive development theory, Vygotsky’s socio-cultural cognitive theory, and the information-processing approach. This paper will only touch on Piaget’s cognitive development theory. Piaget’s theory states that children actively construct their understanding of the world and go through four stages of cognitive development (Santrock et al., 2011, p. 40). The four stages are the sensorimotor stage—use of the senses and movements in infancy to explore the world; preoperational stage – use of words and images, symbolic but illogical thinking of preschool aged children; concrete operational stage—organized logic and reasoning of school-aged children; and formal operational stage—complex, abstract reasoning system of the adolescent and adult (Berk, 2007, p. 19). The four stages involve a pattern or organization and adaptation. Individuals’ organize past experiences in a manner that helps them understand the world, while adapting to new experiences. Piaget suggests that this process of organization and adaptation is continuous throughout the lifespan because the way human beings think is in constant evolution. As we age our experiences grow, as does our brain. For example, a child perception of where babies come from will no doubt change over the course of his or her lifetime, yet if you ask a child where babies come from the child will try to associate what he or she understands about babies to answer your questions. The common response usually has to do with two people loving each other; yet many find as they get older love has very little to do with where babies come from. The cognitive perspective contributed to lifespan development the concept that learning begins well before human beings can formulate words. Where an infant will use its body and immature sound to communicate its needs an adult will use reasoning and logic to get its way. Stages of Lifespan Development Development throughout the lifespan is divided into periods: the prenatal period (conception to birth); infancy period (birth to three years old); early childhood (three to six years old); middle childhood (six to 12 years  old): adolescence (12 to 20 years old); early adulthood (20 to 40 years old); middle adulthood (40 to 60 years old); and late adulthood (60 years old to death). Each period is characterized with specific physical and cognitive growth and developmental changes. This part of the paper will define each period of development and examine theory and research relative to the period. Prenatal Development The importance of preconception health has been far overlooked. As the mother of three, when my spouse and I began to discuss the possibility of having a baby one of my first thoughts was whether I was healthy enough to conceive. I believe once an individual or couple make the decision to conceive the importance of his or her (their) preconception health is removed from the equation, even though preconception health has a major impact on prenatal development. There is not much research on the importance of preconception health and care; however, over recent years with an increase in adolescent pregnancy and pre-term births that has changed drastically (Dean, Bhutta, Mason, Howson, Chandra-Mouli, Lassi & Iman, 2012). Proper health care prior to conception will improve the chances for successful prenatal development. The prenatal period encompasses the most rapid phase of development of our lives, beginning as a single cell and ending as a newborn baby emerging into the world (Slater & Lewis, 2006, p.41). The prenatal period sets the foundation for future development. The prenatal period begins with conceptions and ends with birth. The prenatal period is divided into three stages: the germinal stage, the embryonic stage, and the fetal stage (as cited in Slater & Lewis, 2006, p. 42). In the germinal period the sperm fertilizes the egg. The union of the sperm and egg takes place in the fallopian tubes. During ovulation an egg is released from the ovary and enters the fallopian tubes. Sperm journey up the fallopian tube to meet the egg. This meeting results in the formation of a single-celled organism called a zygote. The zygote journeys down the fallopian tube to the uterus where it implants. The germinal period last approximately 2 weeks. The embryonic stage begins during the middle of the second week and concludes at the end of the eighth week, at which time the physical appearance of the  embryo is clearly human (Slater & Lewis, 2006, p. 43). The embryonic stage is considered the most critical stage of prenatal development. It is during this time that all the major organs of the body begin to form. At the conclusion of this stage the embryo is transformed into the fetus. The fetal stage follows from the end of the embryonic stage, beginning at nine weeks and ending with the onset of labor and birth of the baby (Slater & Lewis, 2006, p. 44). During this stage the fetus head, eyes, genitals, fingers and toes all under go massive growth. .r The image of a human being is undeniably visible. The prenatal period is the most vulnerable period of human development. Not only is the physical health of the parents important to fetal development but the prenatal environment (Broderick & Blewitt, 2010) also has an impact on prenatal development. The prenatal environment is a blend of both internal and external parts; the internal being the mother’s womb and the external all elements outside the womb – physical environment and social and cultural factors (Broderick & Blewitt, 2010). Research has long debated the influence nature versus nurture has on prenatal development. The question remains how much of development is influenced by genetics (nature) and how much is influenced by environment (nurture) (Slater & Lewis, 2006). It would make sense to view the prenatal period as being heavily influenced by genetics; however environmental factors actually influence development just as much as genetics. There is a clear balance between genetic and environmental influences during prenatal development. Genetics direct physical growth and development, where as environmental factors influence physical growth and development. These environmental factors called teratogens can cause serious damage during prenatal development. Environmental substances and agents (Broderick & Blewitt, 2010) such as alcohol, tobacco and illegal drugs cause serious harm to an unborn fetus. Women who consume alcohol during pregnancy are at risk of having an infant who suffers from fetal alcohol syndrome. Mothers who use tobacco products during pregnancy risk having a pre-term baby or infant with low birth weight. Environmental factors also include socioeconomic and cultural factors. Women who live in low-income communities are at risk of not getting enough to eat or proper medical care during pregnancy. Poor  nutrition and inadequate medical care could result in pre-term birth or infant low birth weight. Stress is also an environmental factors. Women who are subjected to daily distress can pass the effects of stress onto their unborn child. Children born to mothers who suffered from depression and other stress related issues were found to be emotional, psychological and developmentally challenged. Children who suffer from Attention Deficit Disorder present an example of how maternal stress during pregnancy can impact the physical development. Adequate nutrition, routine medical care and maternal psychological and emotional well being are essential to reduce the influence external factors have on prenatal development. How a fetus develops during the prenatal period will have a immense impact on the subsequent periods of development. Infancy The infancy period of human development begins at birth and ends at the approximate age of three. Parent-child bonding is essential during the infancy period. Infancy is the period of development in which a human being relies completely caregivers for all its basic needs, as such, infancy is marked as the period in which human beings develop trust for others and for their environment. According to Erikson (Broderick & Blewitt, 2010) during this period infants must resolve the crisis of trust versus mistrust (p. 9). Human beings undergo a significant amount of physical and cognitive development during the infancy period. During infancy, interaction with caregivers sets the emotional foundation for all future relationships. Cognitive, motor, and social/emotional development are also developmental milestones that occur during the infancy period. Many ‘first-time’ developmental events occur during infancy. Infants’ learn various skills such as crying, nursing and coordination; these learned skills ensure the infants’ ability to satisfy his/her attachment needs by soliciting the nurturing attention from caregivers. During infancy an emotional and physical attachment is established between an infant and its caregiver(s). According to Bowlby (Delius, Bovenschen, Spangler, 2008; Broderick & Blewitt, 2010) attachment theory is the theory of social-emotional development; where infants develop a bond with the primary caregiver(s) and a sense of security within their environment. The attachment relationship that develops between infant and caregiver will set the foundation for all  future relationships, as such, any deviation from a healthy attachment relationship can have an adverse affect on the infants future relationships. A study by Bates, Maslin, & Frankel (Year), found a direct correlation between a child’s ability to self-regulate his/her behavior and the mother-child attachment relationship established during infancy. Early Childhood Human infants are the most vulnerable and helpless of any other species at birth; however cognitive, physical and emotional development during the infancy period is what helps bring the human infant to developmental par. Early childhood is the period of development where extensive cognitive, emotional, physical and social growth occurs. The early childhood period begins at age three and last until around six years old. The early childhood period marks the start of school for most children. Children begin to explore their environment and reach for more autonomy and independence. Cognitive skills continue to develop and children begin to develop a sense of self during early childhood. Children begin to learn the physical differences between self and others. Children learn social appropriateness and begin the journey of peer interaction. During this stage children may experience behavior problems as they attempt to develop their social skills and independence. It’s during this st age that children begin to interact more frequently with individuals outside the family structure. Exposure to other children, cultures, values and environments can have a negative impact on a child’s behavior. Middle Childhood The middle childhood period begins at age six and ends around the age of 12 or 13. For most children, middle childhood begins the journey to independence and self-awareness/actualization. Children begin to develop concrete likes and dislikes. Boys show signs of increased gross motor coordination and girls show signs of increased fine motor coordination. At this time some children will begin playing sports or participate in extracurricular activities such as music lessons, little league or girls scouts. Emotional and biological changes and continued cognitive development also occur during middle childhood. The onset of puberty is common during middle childhood. Children develop gender specific role  identities and sexual identity/orientation may also develop. Middle childhood also marks the beginning of peer pressure and self-esteem issues. Adolescence Adolescence can be a very emotional and challenging period of development. It begins around the age of 12-13 and last until age 20. Adolescence is the period between childhood and adulthood. Individuals continue to aggressively reach for more independence from family. Adolescence is marked with more physical changes/development. For late bloomers, the onset of puberty may not occur until adolescence. Identity and gender conflict are common issues of adolescence. Adolescence continues the exploration of sexuality (sexual preference and sexual orientation). Culture begins to have a significant influence on gender role identity. In many cultures, adolescence marks the ascension into adulthood. Adolescence can be a time of great conflict when cultural views on gender roles and identity do not match with a child’s maturity level. Parents and authority figures begin to few adolescents as pseudo-adults. Parental expectations are high and some adolescents do not possess a level of maturity that meets parental standards. The conflict of almost being an adult can cause rebellious and risky behavior in some adolescents. Adolescents are more prone to illegal substance use, violent behavior, illegal behavior, and sexual promiscuity. Erikson suggests that adolescence is the stage of development that is plagued with the most crises and success through this stage requires a healthy and stable environment. Early Adulthood Early adulthood begins around the age of 20 and last well into the 40s. Early adults are focused on friendships, intimate relationships, child bearing and careers. During early adulthood a person might experience physical, emotional or psychological issues such as depression or chemical dependency. Physical development is at its peak by early adulthood; however cognitive skills continue to develop. Individuals begin to take on new roles and identities in their personal and professional lives. Morals and values begin emerge (independent of parental influences). One of the major milestones of early adulthood is falling in love. An individuals’ ability to successfully develop and maintain an intimate adult relationship will  depend significantly on the attachment relationships developed during infancy. According to Broderick & Blewitt (2010) childhood attachment theory provides a useful framework for conceptualizing adult intimacy (p. 382). Erikson’s sixth stage of development, intimacy versus isolation is another theoretical view on the process of establishing intimate relationships in early adulthood. Erikson suggests (Broderick & Blewitt, 20100) that young adults are internally driven to establish intimate relationships by their need for generativity (p. 381). Middle Adulthood Middle adulthood begins at the age of 40 and last until the age of 60-65. Middle adulthood marks the time of new beginnings for a lot of people. Middle age finds many people divorced, starting new careers, going back to school and even starting families for the first or second time. Stay at home parents are entering the workforce for the first time or returning back to work after raising their family. Middle adulthood marks the beginning of the loss of friends and family due to illness (death). Middle adulthood brings changes in physical appearance and ability (menopause, hair loss, impotence†¦). Individuals begin to find a sense of community during middle adulthood; volunteering their time and resources for various community and/or humanitarian causes. Health issues are also a factor during middle adulthood. The onset of physical and emotional illness has a significant impact on the quality of life during middle adulthood. According to Erikson, individuals experience the seventh stage of development, generativity versus stagnation, during middle adulthood. Generativity refers to an individuals need to guide and mentor younger generations to leading and developing meaningful lives, in contrast to stagnation which refers to an individuals feeling he or she has done nothing to give back to or help the next generation. Late Adulthood Late adulthood begins around the age of 60-65 and last until death. More physical and health related issues occur during late adulthood. Loss of friends and family to illness and natural causes is more frequent and common during late adulthood. Changes in cognitive ability due to mental illness (dementia, Alzheimer’s) manifest during late adulthood. Late adulthood marks the time of retirement for many individuals. Late adulthood marks the period of senescence – the process of aging (Broderick & Blewitt, 2010). As an individual gets older changes in food consumption and metabolism result in changes in weight. Also, changes in of the tissue and bone density in addition to compression of the spinal cord result in changes in height. As the body begins to degenerate an individual is more susceptible to illness and disease. More common physical changes of aging include hair, hearing and tooth loss, and wrinkling and reduced physical strength. Developmental changes in the brain are also part of the aging process. During middle to late adulthood an individual will begin to experience some loss of memory (Broderick & Blewitt, 2010). It becomes difficult to remember minor details of past and/or immediate events. Other effects of aging include changes in mental health. Many older individuals suffer from chronic mental illnesses such as dementia or Alzheimer’s disease. As an individual gets older he or she may find it difficult to physically do many of the things he or she did during adolescence or middle adulthood. Because of these new age imposed restrictions many individuals experience and/or suffer from mental and emotional illness. Getting older can limit or change a persons’ social life, as such, many people become discourage and/or depressed because of physical limitation due to aging. During late adulthood individuals enter Erikson’s eight stage of development, integrity and despair. According to Erickson for most individuals late adulthood is a time for reflection. An individual looks back upon his or her life to access whether life was good and filled with happiness or whether life is laced with countless regret. Knowing what I know – Applying Lifespan Development to Industrial-Organizational Psychology Industrial-Organizational (I-O) Psychology is the study of the workplace. I-O psychologist apply methods of psychology to issues of business, talent management, coaching, assessment, selection, training, organizational development, performance, and work-life balance (www.siop.org, nd). â€Å"Industrial/Organizational (I/O) psychologists study human behavior in the workplace. I/O psychology is an applied discipline that seeks to improve organizational behavior, attitudes, performance, and results. I/O psychologists are trained in the disciplines of organization change and  development, leadership effectiveness, work motivation, training and employee development, human performance improvement, job analysis, performance appraisal, personnel selection research, test development, research methods, and statistics. I/O psychologists are employed in business and industry, consulting firms, non-profit organizations, government agencies, the military, and academe. Through their research and performance improvement interventions, I/O psychologists improve the bottom line of the organization by helping the organization’s leaders select the right people, train and develop people effectively, motivate employees, improve individual and group performance, and reward empl oyees appropriately† (http://www.latech.edu, nd) So how can studying lifespan development benefit the professional career of an I-O psychologist? My ultimate professional goal is to teach at the university level. But while I work my way towards gaining the knowledge and skills necessary for a career in academics I would like to direct my attention to making the workplace a better place for the lesbian, gay, bisexual and transgender (LGBT) community. As a member of the LGBT community I have witness blatant acts of discrimination against LGBT employees and watched some many tolerate a hostile and unhealthy work environment. I would like to help organizations establish programs that educate employees about the LGBT community, specifically the psychology aspect of coming out. For many of my LGBT colleagues’ coming out is a two-fold process; a person first comes out to family and friends and then must make the decision of coming out in the workplace. The psychological trauma associated with coming out in the workplace has an impact, not only on the person coming out, but on the organization as a whole. I believe educating employees about self—personal morals, values and religious beliefs is a good place to start in the fight against LGBT workplace discrimination. It is the personal morals, values, and religious beliefs that allow people to form opinions about LGBT individuals. So how will I apply my knowledge of lifespan development? Through my study of lifespan psychology I gained a better understanding of how the varies stages of life can influence how a person thinks or reacts to a situation. There is no right age of coming out and in my experience coming out can happen in any stage of life. The knowledge I gained about the various stages of life will help me in developing a program geared  around these stages. I would also like to provide career counseling for LGBT youth. The adolescent years are already a confusing time, coupled with the idea that one might be homosexual; this may leave some LGBT youth in limbo about what they want to do with their lives. Current LGBT youth programs are geared towards helping youth understand their sexuality, but drop the ball on helping the individual understand how to live as an openly gay adult. Overall the knowledge I gained from this course will help me to better understand why human being do the things they do and how I can help them do things better. I have a better understanding of the various changes that occur throughout the lifespan and as an I-O psychologist I can apply this knowledge to improving the workplace for individuals in all stages of life. References Baltes, B. B., & Dickson, M. W. (2001). Using Life-Spa Models in Industrial-Organizational Psychology: The Theory of Selective Optimization With Compensation. Applied Development Science. 5(1), 51-62. Benson, P., Galbraith, J., & Espeland, P. (1994). What kids need to succeed: Proven, practical ways to raise good kids. Minneapolis: Free Spirit Publishing. Berk, L. E. (2007). Development through the lifespan. Boston, MA: Allyn and Bacon. Berkowitz, M., & Grych, J. (1998). Fostering goodness: Teaching parents to facilitate children’s moral development. Journal of Moral Education, 27(3), 371-391. Bono, G. & Froh, J. (2009). Gratitude in school: Benefits to students and schools. In R. Gilman, E, Huebner, & M. Furlong (Eds.), Handbook of positive psychology in the schools (pp. 77-88). New York: Routledge. Broderick, P. C. & Blewitt, P. (2010). The Life Span: Human development for helping professionals (3rd ed.). Upper Saddle River, NJ: Pearson Education Inc. Courage, M. L., & Howe, M. L. (2002). From infant to child: The dynamics of cognitive change in the second year of life. Psychological Bulletin, 128(2), 250-277. doi: 10.1037/0033-2909.128.2.250 Dean, S., Bhutta, Z., Mason, E. M., Howson, C., Chandra-Mouli, V., Lassi, Z., & Iman, A., (2012). Care before and between pregnancy (Born to Soon: The Global Action Report on Preterm Birth). Retrieved from The Partnership fro Maternal, Newborn and Child Health website: http://www.who.int/pmnch/media/news/2012/preterm_birth_report/en/index.html Feldman, R. S. (2006). Development across the life span. Upper Saddle River, N.J: Pearson/Prentice Hall. Heckhausen, J., & Schulz, R. (1995). A life-span theory of control. Psychological Review, 102(2), 284-304. doi: 10.1037/0033-295X.102.2.284 Hepper, P. G., (2006). Prenatal Development. In A. Slater & M. Lewis (Eds.), Introduction to Infant Development (pp. 41-62). Retrieved from http://www.oup.com/uk/orc/bin/9780199283057/slater_chap03.pdf Huitt, W. (2010). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27, Athens, Greece. Retrieved from http://www.edpsycinteractive.org/papers/holistic-view-of-schooling.pdf Louisiana Technical University, (nd). What is I-O Psychology. Department of Psychology and Behavioral Sciences. Retrieved from http://www.latech.edu/education/psychology/graduate/industrial_organizational_psychology/internship/Brochure.pdf McElwain, N. L., Booth-LaForce, C., & Wu, X. (2011). Infant–mother attachment and children’s friendship quality: Maternal mental-state talk as an intervening mechanism. Developmental Psychology, 47(5), 1295-1311. doi:10.1037/a0024094 McCrae, R. R., Costa, P. r., Ostendorf, F., Angleitner, A., HÃ…â„¢ebà ­Ã„ kovà ¡, M., Avia, M. D., & †¦ Smith, P. B. (2000). Nature over nurture: Temperament, personality, and life span development. Journal Of Personality And Social Psychology, 78(1), 173-186. doi:10.1037/0022-3514.78.1.173 Rothbart, M. K., & Ahadi, S. A. (1994). Temperament and the development of personality. Journal Of Abnormal Psychology, 103(1), 55-66. doi:10.1037/0021-843X.103.1.55 Santrock, J., MacKenzie-Rivers, A., Malcomson, T., & Ho Leung, K. (2011). Life-Span Development (4th ed.). McGraw-Hill Pyerson.

Discovery Strategies for Self-expression and Persuasion Personal Statement

Discovery Strategies for Self-expression and Persuasion - Personal Statement Example Outline preparation often requires consideration of a variety of topics before sorting them out to select the very basic to the subject matter in question. Valerie also likes using regular outlines due to their structural nature. I agree with Valerie because an essay can lose focus if the writer does not adhere to a specific structure. A regular outline implies that there a definite structure consisting of the introduction, body, and conclusion (Kapai 31). I also conquer with Valerie concerning the differences between process and persuasive essays; in process essays, the write-only outlines the main facts, but persuasive essays require consideration of both sides before taking a stand. According to Kapai, giving due consideration to both sides of the argument portrays respect to other people’s views and limits fallacious conclusions during discussions (11).

Statement of Purpose for Master's in Chemical Engineering Personal

Of Purpose for Master's in Chemical Engineering - Personal Statement Example It has opened up my canvas as I have comprehended how things shape up within this field of study and how the same would be when I take it up as a profession in the times to come. This work has allowed me to come to terms with how operations are run under the banner of the oil and gas companies and how research has been seen as a quintessential part of the very same. I have also realized how I need to cope up with the changing requirements of the time and what my disposition needs to be see under such aegis. The Master’s in Chemical Engineering would pave my way towards building up a better future for not only me but also the organizations that I work with. It would mean that there would be a mutual benefit that needs to be cashed upon under the related settings that I have envisioned for my own self. I hold my career in great stead and this is the reason why I want to attain my M.Sc degree from such a reputable university like yours. This is also one of the reasons why I want to continue with the university from where I am graduating because I know the alumni of this university speak highly as they are placed in some of the top oil and gas companies of the world.

Children of heaven Movie Review Example | Topics and Well Written Essays - 1250 words

Children of heaven - Movie Review Example As a result, Ali and Zahra decide to share Ali’s converse; Zahra’s wears it to school for her morning class and races back to Ali, so he can wear them to his afternoon class. The pair bicker and clash like any other siblings, but yet stick together and help each other in solving their predicament. I. Family ties and Social Network The shoes are symbolic of the family’s poverty which slowly unravels and emboldens the many challenges on a daily basis throughout the course of the movie. Due to this reason, the children do not get their parents involved in the matter, which would have only added to their financial troubles. The only way they can coordinate is by exchanging notes and taking advantage of their parents’ illiteracy. Ali’s concern for his sister and family’s financial condition highlights the significance of family values in the Iranian society. Despite their young age and innocence, Ali realizes the magnitude of his irresponsibility and therefore tries his best to make up to his sister and faces all sorts of mishaps. The film not only focuses on family values and importance, but also depicts a strong sense of trust shared by all members of the community. The people are considerate and greatly concerned for the wellbeing of everyone else. When Zahra and Ali finally discover that her pink shoes were actually picked up by the blind trash scavenger, who gave them to his young daughter; they actually give up their entire plan of retrieving those shoes. The aforementioned aspect clearly portrays that the siblings are endowed with the same kind of consideration for others as their community members. They can relate to the other girl’s situation which then causes them to continue with their previous arrangement. Community spirit is an integral theme of the movie, which is clearly deeply instilled within the young children, who despite their own financial hardships are capable of empathizing with the other girl a s well. The consideration within the community is further evident when Ali’s teacher tries to save Ali from getting in trouble with the principal when he fails to reach school on time. The community spirit and filial piety is truly heartwarming especially with Ali, who begins to accompany his father to the suburbs, where he helps him talk to the rich residents of the area to help him get work. It is shown that Ali fully understands his responsibility as a son and assists his father as much as he can. Ali understands that his father works hard to get his children educated and it is the fulfillment of these filial duties that end up becoming a crucial turning point in the plot of the movie. (Ebert, 2011) II. The divide between the rich and the poor As poverty is a recurring theme in the movie, it further juxtaposes the lifestyle of the rich and poor to demonstrate the ever-increasing schism in the society. While the main object of conflict is the missing pair of shoes, which is an object usually taken for granted for the privileged ones but in Ali’s household, they are a valuable possession. Besides the plot, the filmmakers have made use of great cinematography that has played an exceptional role in portraying rural life. The scene where Ali and his father are actually riding towards the suburbs, the camera shifts from the medieval streets and dirt roads, to the high rises and beautiful bungalows situated in Northern Tehran. There

Hobbes and Locke views on the State of Nature Essay

Hobbes and Locke views on the State of Nature - Essay Example The egoism in man, is a presupposition of Hobbes which leads him to the description of nature as a constant power struggle. In a natural state, that is, in a physical state, men are generally equal in strength, mental capacity and experience (Solomon, Ed, 1992, p. 178). He asserts that everyone has a natural and equal right to everything. However, if man was without government the conflict from desire would lead to a state of war of every man against every man: Hereby it is manifest, that during the time men live without a common Power to keep them all in awe, they are in that condition which called Warre; and such a warre, as is of every man, against every man(Solomon, Ed, 1992, p. 179). Fortunately, however, Hobbes argues that "passion" in the form of a "fear of death", and the desire to live a long and peaceful life, has allowed man to use "reason" in order to form laws which combined, provide the basis or foundation of a civil society, allowing man, therefore, to escape the state of nature-- the universal "strife": â€Å"The Passions that encline men to Peace, are Feare of Death ... and Reason suggesteth convenient articles of Peace, upon which men may be drawn to agreement.(Solomon, Ed, 1992, p. 180) It is at this point, that the political philosophy of Hobbes can now be understood, given that the foundations have been established, namely, that if the end of man is security, then the state itself is necessary. In particular, for the purposes of securing peace, Hobbes argues that of the three forms of government, monarchy, aristocracy, and democracy, monarchy is the most effective at realizing this end of a peaceful society. In keeping with the notion that the state itself, is a like a human body-- or, one might refer to the state in this sense, as the political body. Monarchy is like the mind of a body, which rationally maintains the desires in a sense of harmony. The desires, in terms of the analogy of the state with the body, amount to the people who th e monarch is sovereign over. Hobbes argues that for the purposes of peace, monarchy is necessary. The interests of the monarchy and his subjects, Hobbes argues are exactly alike, thus, what is good for the monarchy (the mind), is also good for the people (the body), given that they are all connected with the aim of self-maintenance: â€Å"It is manifest, that men who are in absolute liberty, may, if they please, give Authority to One man, to represent them everyone.† (Solomon, Ed, 1992, p. 184) Thus, if the Monarch is rich and secure, so too is the people, given that his wealth is derived from theirs. Further, there will be no argument and disagreement in making decisions, and that decisions will stand more firm. As an analogy again, with the body, one could see for example, that when someone is confused or in a state of inner turmoil mentally, often the body suffers as a result. If there is only one decision maker, namely, the monarch, then there is no suffering amidst the b ody as a whole. In terms of fear then, which was raised earlier in the context of Hobbes view of human nature, or his psychology, Hobbes argues that rather than fearing the sovereign which is reasonable and the regulator of the passions-- the body should

Comparing social behavior between fresh H2O dolphins and salt H2O Lab Report

Comparing social behavior between fresh H2O dolphins and salt H2O Dolphins - Lab Report Example The work also shows that their social behavior is also demonstrated through dolphin human relations behaviors]. *Iriarte, V., and Marmontel, M. (2013). River Dolphin (Inia geoffrensis, Sotalia fluviatilis) Mortality Events Attributed to Artisanal Fisheries in the Western Brazilian Amazon. Aquatic Mammals, 39(2), 116-124. [The author points out dolphins’ social behaviors through the prism of ecological adaptation. His work also offers insight into marine environment. The work also shows how human beings can interact amicably with dolphins without any conflict]. *Lundquist, D.J. (2011). Behaviour and movement patterns of dusky dolphins (Lagenorhynchus obscurus) off Kaikoura, New Zealand: Effects of tourism. A thesis submitted for the degree of Doctor of Philosophy at the University of Otago, Dunedin, New Zealand. [Lundquist’s study offers species specific information on the behaviors of dolphins. His study narrows down to behaviors, which can be assessed at species level. His work attempts to show how travel and movements patterns are critical as dolphins’ social behaviors within a pod]. [The authors’ research is critical in demonstrating social behaviors in dolphins. The study also shows how such behaviors compare with those of other animals as well as human beings. The study also highlights on other random social behaviors are ecologically acquired and serve a specific social purpose]. [The author’s work demonstrates that part of dolphins’ social behavior involves echolocations mechanism of group location. Their work show how high frequency whistles assist in finding mates and social groups amongst dolphins]. *Orbach, D.N., Kirchner, T., and WÃ ¼rsig, B. (2014). Measuring the Mating Behaviors of Free- Ranging Dusky Dolphins (Lagenorhynchus obscurus). Proceedings of Measuring Behavior

Fishbowl Inventory Control Solution Research Paper - 1

Fishbowl Inventory Control Solution - Research Paper Example Additionally, it requires setting up the users, customizing the reports, and integrating the QuickBooks with the other applications used by the third parties to align the industry with its particular needs. During the testing process, there will be a utilization of use cases to ensure that there exists maximal functionality of the system. Such cases include the Log on and the Shut down among others. The purpose of the cases is to facilitate communication among the users, understand various requirements, and provide the prototype test cases. User involvement is vital to the testing and implementation of the technology into the company. For maximum participation among the users, it is paramount to involve them as early as the development of the cases starts. The situation will enhance their understanding and minimize time wastage when dealing with the clients. In this case, the immediate program manager will sign off to ascertain the testing of this novel technology. The company needs a development and a production environment since it is an emerging business. However, with time, there is a need to involve such an environment. In this context, the company employees are few, meaning that all of them require training to maximize the available resources. Further, training all the employees will ensure that they acquire the much-needed skills to help one another in the delivery of the company services. However, there will be an emphasis on those that interact with the technology on a daily basis. The training will commence mid the next week on Wednesday the 24 2015 at the company’s boardroom. During the training, special applications will be of help to guarantee an adequate training the acquisition of the technical skills that require an emphasis (Sun-Mee & Munoz, 2014). For instance, the distinct applications intended for use include; customized videos and consultant training sessions.

Strategies to Turn Around a Division in a Company Essay Example for Free

Strategies to Turn Around a Division in a Company Essay The steps towards turning around an ailing division would require identifying areas that are operational and non operational areas. Thus, both positive and negative elements in regard to the functionality of the system would have to be identified. How these elements would be applied to enhance the performance of the division is of significant. Therefore, I call for a meeting to introduce myself as well as know the team working in that division. In the process, I would give reasons for my belief in the success of the division where I would explore prior achievements and point a way towards achieving such results. I would show that I believe in their expertise and explain my role as to lead the team into achieving success and a good work environment. I would eliminate their fear of loosing jobs and ask them to participate fully in the process to turn around the division. To establish the areas that are functional and not functional, I would engage the employees. Thus, I would ask them to write down what they think works and what doesn’t in the division and give suggestion on what they would want done to rectify the fault. I would also lay out a system where all the employees would access the information gathered and involve them into deciding the best ideas where they would vote on the ideas to implement. I would then discuss with them the results. If I find some ideas not viable, I would explain and open the floor for comments. I would encourage criticism. (Maund, 2001) Communication is vital within an organization and thus I would improve its tools and functions within the division. Thereafter, I would extend this gesture to other departments where I would encourage departmental heads to share information with employees. I would offer incentive for improved communication within and between departments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After achieving enhanced communication I would embark on improving the product line. The problem of an outdated product line with diminishing market share is as a result of rejection by buyers. The reasons would list as the product being obsolete, low in quality, very expensive or the wrong audience is being targeted. Thus, I would request the marketing and sales department to conduct a study to determine a solution. The research findings would be open to employees for scrutiny within a set period of time probably, a week. We would effect changes to the product line and ask employees to try the products in the market and ask them for their opinions on them. Note that these would not be free samples to employees. About the division structure, I would not alter to avoid alienating employees. Instead, I would maintain the stability of the previous environment and inject momentum by introducing new tasks and communication tools and functions. However, if there were suggestions through the initial fact findings I would consider structural changes. Last but not least, I would present the fact finding to the top management with reasons as to the course of action I took. In the agenda, I would include strategies of marketing the new product line where after, I would request for funds to launch the new product line stating our expected financial returns. The old product would have to be terminated and therefore, expenses streamlined. (Sparrow and Hilltop, 1994) In conclusion, as much as the success of these strategies would depend on the market, enhanced communications and participation of motivated employees as well as improving non functional systems and maintaining functional systems, are vital into conquering that market. References Maund, L. (2001): An Introduction to Human Resource Management: Theory and Practice: Palgrave Macmillan, Sparrow, P. and Hilltop, J. (1994): European Human Resource Management in Transition: New York, Prentice Hall.

Tips for writing formal reports Essay Example for Free

Tips for writing formal reports Essay 1. I t is necessary to write for a specific audience e.g. colleagues or the scientific public and to recognize the kind of information and order that that person or people will require. This means that there is no one format. 2. All reports must be written in the third person rather than the first or second i.e. ‘100 mls of water was added.’ Rather than ‘I’ or ‘We’ added 100 mls of water 3. A Grade Sheet is required as the first sheet This, like the rest of the report, should be produced on a word processor, double spaced on standard unlined paper with 1 inch margins all round. I t should include the experiment’s number, title of report, date and authors name. 4. Pages should be numbered from the title page onwards. 5. If this is a report produced by a student it should have a title page with the following information:- the title of the course taken, the author and title, names of any associates who assisted with the experiment, the name and address of the college department involved, the person to whom the report is being submitted such as a professor and the date of that submission. 6.This is followed by either an abstract , or the executive summary, usually of about 200 words, on occasion longer. These are written after the completion of the experiment and the rest of the report. The following points should be included, the purpose of the work, a statement of how this was accomplished and a summary of any conclusions reached together with any recommendations for future action. 7. This is followed by a table of contents. 8 There follows the introduction an explanation of why this experiment was done. 9.Then comes the experiment i.e. what was done and why 10 The results are outlined and discussed 11 Finally there must be a brief conclusion and any recommendations. 12 References should be made according to an agreed format e.g. A.P.A. 13 In some cases an appendices are needed for such things as lengthy lists of statistics or a list of calculations made. Each appendix should be numbered separately 14 Any report must be carefully checked for accuracy before submission.

How Is Slaughterhouse 5 Anti War English Literature Essay

How Is Slaughterhouse 5 Anti War English Literature Essay This essay explores and analyses how Kurt Vonneguts Slaughterhouse 5 is an anti-war novel. There are various instances throughout the novel which demonstrate that the author was trying to condemn the notion of war. Vonnegut was inspired via his experiences during the war, the protagonist of the novel, Billy Pilgrim, expresses Vonneguts perspective regarding the horrors of war. The main indications in the novel which denoted anti-war were Vonneguts unique literature techniques, humanism and author positioning. Throughout this essay, I will examine how Vonnegut effectively deploys his techniques in the novel and convinces readers. The incorporation of science fiction with the Tralfamadorians by Vonnegut operates as a further method to express his feelings against warfare. It was described in the novel that the Tralfamadorians are capable of observing a fourth dimension. Due to this special ability, they hold a completely different mentality in comparison to humans. The Tralfamadorians say how only on earth is there talk of free will (Slaughterhouse 5 pg.133). This represents the view of Vonnegut that humans beliefs of free will are causing the war. Hence the Tralfamadorians belief of fatalism  aims to justify the irrationality of war by criticizing humans thoughtless decisions on initiating wars. (Cacicedo 2005) The Tralfamadorians also stated that there will always be war on earth since humans are designed that way.  This statement was intended by Vonnegut to dishonor war and label it in a negative way. In addition, the existence of the Tralfamadorians in this novel is another way Vonnegut thinks about th e war. The hallucinations Billy experiences after the war tells the readers how his life has changed, and also shows how he is trying to erase his horrific memory of the war by escaping his reality and embracing the Tralfamadorian world and their philosophy on life. Therefore Vonnegut is deploying authorial voice technique to expose his views on philosophy towards the readers, this was achieved by contrasting the concepts of philosophy between humans and Tralfamadorians. The fire bombing of Dresden in Germany was an extremely influential event for Vonnegut. As Vonnegut recalls the incident in Dresden, he relates the event in a way that allows the reader to engage in his personal perspective of the incident. He encounters the Dresden experience with condolence and sadness rather than aggression, pain and resentfulness. Billy observes the sadistic and cruelty of the world when city of Dresden gets bombed. He feels the awkward misery over the attack due to his situation of being ambushed by his allies and he experiences and sees the suffering of his enemies. In this way, Vonnegut draws attention of the reader to the underlying theme of a mans capacity of violence and cruelty. Billy also described aftermath of the attack by saying Once a beautiful city looking like the surface of the moon. Therefore by utilizing the voice of Billy, Vonnegut is trying to persuade the readers that any sort of massacre, even those of our enemies, should not to be considered with satisfaction or joy as we all are humans to be valued. Another reason how this book promotes anti-war can be noticed by the title, Childrens crusade. This title represents the soldiers in the warfare, as children thus implying that they are naÃÆ' ¯ve and innocent. Another reason why Vonnegut portrayed the soldiers as children is to emphasize the fact that the wars are fought by the children, who are incapable of comprehending the cause of the war. Therefore Vonnegut attempts to convey his message that these children soldiers are being exploited by sadistic leaders. Vonnegut has chosen the word children as children have no duty in war thus the war should not be occurring. This also leads the reader to be sympathetic of the soldiers; they are depicted without any independent thought and do not have the motivation to take other peoples lives. Vonnegut is also trying to cast a negative light upon the instigators of war with this title. Thus the overall message of Slaughterhouse 5 is that war is not heroic or glorious and that government p ropaganda tries to blind people from the ugly truth of warfare. It can then be seen with these elements that Vonnegut is endorsing a negative perspective towards war. The literary technique of irony is also employed to further uphold the anti-war theme by making light of a horrific scenes and misery from war. This use of black humor makes Vonneguts audience laugh inappropriately at instances of death and destruction which then leaves a significant impact upon the reader. Vonnegut does this to effectively convey his anti-war sentiment by manipulating his audience to feel guilty and ashamed. Another aim for this technique is to allow the readers to deeply reflect on the negative side of war. The main example of irony used in this novel by Vonnegut is would be the ending of the novel, when the bird says poo too weet! to Billy after there is a lengthy passage detailing a pile of rotting bodies. This signifies that the war is nonsensical and unnecessary just like what the bird has said to Billy. A further example of irony used in the novel is the highly unlikely instance where the trained infantry scouts are killed, however Billy and Ronald who are not trained, survive. Thus this is a technique creates a guilty conscience for the readers because war is inappropriate subject to be laughed at. This exploitation of the readers consciences towards the issue of war relates back to the anti-war sentiment that is evident throughout the novel. Lastly, a prayer in the novel which goes as follows G-d grant me The serenity to accept The things I cannot change, Courage To change the things I can, And wisdom always To tell the difference. (Slaughterhouse 5, pg. 137) This prayer by Vonnegut epitomizes his message and demand towards the readers. Vonnegut is trying to tell the readers that some parts of life are inevitable and must be acknowledged, but there are numerous aspects in life which must be changed. Vonnegut argues that we must utilize our beyond abilities in order to learn and change. Thus the destiny of future can be adjusted by our act. The novel Slaughterhouse 5 was produced by Vonnegut to expose his negative reflection towards war in order to persuade the readers. Another purpose of this novel is to prevent the occurrence of wars to come in the future. Vonnegut has achieved this by employing various methods in his writing, such as literature techniques, humanism and author positioning. The Vonneguts aim in creating this novel was to share his emotional experiences and to allow people to understand the grief he attained from war. This was accomplished by revealing the misery side of the war and proposing his philosophy. In conclusion, Vonneguts Slaughterhouse 5 can be perceived in numerous ways. It can be recognized as science fiction novel, semi-autobiographical novel and unquestionably as an anti war book. Vonnegut successfully conveys his thoughts and message to the readers by effectively deploying his techniques to convince the readers.

Body Dysmorphic Disorder Essay -- BDD Self Image Health Essays

Body Dysmorphic Disorder People now a days have a problem with the way they appear. For hundreds of years, people, especially females, have been concerned with their weight, the way they look, and the way people perceive them. In the article, Do You Have a Body Image Problem? author Dr. Katharine A. Phillips discusses the concerns with body dysmorphic disorder (BDD). Dr. Phillips uses her knowledge or ethics to discuss the effects that BDD has on people today. She also uses emotion to show the reader how people are seriously affected by this disorder. In Dr. Phillips article, she discusses how people are emotionally and socially affected by the body dysmorphic disorder, and how society is also affected by it. The human body is one of the most beautiful things that anyone can have. There is not one body that appears to be the same. However, many people think that their body should look the same as somebody on the cover of a magazine. But little do people know that the bodies on the covers of magazines are airbrushed, or are a combination of a couple of different people put into one body. If it is so simple to see that we should not idealize others bodies, then how come people do? That is where media plays a role; they make the average person believe that they should look like the models today. When people realize they cannot look like models, they develop different disorders. One of the disorders that Dr. Phillips discusses is BDD, which is body dysmorphic disorder. This disorder consists of people who are obsessed with how they appear. Everybody is concerned with how they appear, but people who have BDD are overly concerned with how they look. This disorder can socially affect them by not al... ..., the picture has good symbolism because it shows that you should have fun, and you should enjoy how you look. Another advertisement that this site contains is a rounded rectangular box that contains the words â€Å"Everyone tells you how to look good† and it shows a lady in a sitting position possibly doing yoga. The box does not contain what it is advertising for, but it gives the viewer the eagerness to check out what it contains. This web site contains plenty of examples of ethos, pathos and logos. Women.com and Dr. Phillips did a good job creating a web site that appeals to the human eye. This site gives someone comfort in trusting the information that it contains due to who wrote the article and who sponsors it. I found this site to be very informative, and I liked how it allowed the spectator to link to many other trustworthy and helpful sites.

Effective Diversity in Learning Essays -- Education Schools

Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years. Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the lear ning style diversities means being able to be flexible and incorporate a variety of teaching techniques. Is Gender a learning style? Absolutely gender is a learning style and teachers ... ...ated a more effective education system. It is expected that diversity in the classroom continue to change and therefore change how teachers educate their students. Works Cited Gorski, P. (2010). Multicultural Educaion Reform. Retrieved January 15, 2011, from EdChange: http://www.edchange.org/multicultural/curriculum.html Radovancev, E. (2005, December). MULTICULTURAL DIVERSITY. Retrieved January 15, 2011, from ewu.edu: http://web.ewu.edu/groups/library/MulticulturalDiversity05.pdf Rowe, K. (n.d.). Diversity In The Classroom: Understanding Difference in a Global Society. Retrieved january 15, 2011, from AZBN Education Department: http://www.azbn.gov/documents/news/diversity%20in%20the%20classroom.pdf Sadker. Custom book for Ashford: SOC 312 Teachers, Schools and Society: A Brief Introduction to Education. McGraw-Hill Primis Custom Publishing, 38503.

Vertical Structure of Japanese Society

It promulgates the values of filial piety and harmonious relationship between the universe and oneself. It became the official gulden philosophy during the Outages period and It helped legitimate the Outages Shogun rule through its concepts of â€Å"a hierarchical society in accord with nature, of benevolent paternalism in government, of an ethical basis for administration, and of a meritorious Harmony was established through reciprocal benevolent ruling and obedience from their subjects.Social stratification of the Samurai, Peasant, Artisan and Merchant was also developed in a animal vein, with merchants seen as the lowest class as they are deemed as parasites under Neo Confucian values. It is not surprising that the IEEE (household/ family) system was also created during this period. The ‘e system placed great emphasis on family tradition and Its continuity, Members of an lee are expected to see themselves as one collective unit and work towards the greater good of the house hold and not for oneself.The head of the household is typically the eldest male heir and wields absolute power and responsibility. The lee system essentially placed emphasis on the parent-child (vertical) relationship over the husband-wife horizontal) relationship. This can be seen in the code of obligations for samurai promulgated In 1684[2]. The hierarchical social structure continues to be rigidly defined in modern Japan, and has brought about many societal norms and practices unique to Japan.The idea of a â€Å"good wife, wise mother†[3] was introduced In the Mel]/ period and continued to define gender roles in Japan until the late 20th century. The men were expected to take up arms for the nation's imperialist ideals and subsequently serve as corporate warriors In the lead up to post World War Two economic miracle. Thus the men devoted his life to work and serving his boss, while the women devoted their life to child rearing and their education, perpetuating the signific ance of vertical relationships In Japan.The Bunyan-kabob-relationship Is a vertical relationship that makes the relationship between an employer and his employee reminiscent of a parent-child relationship. It is a long term and deeply personal relationship that forms the basis of lifetime employment seniority system in Japan. The sample-kohl- relationship is another vertical relationship where seniors who are more experienced re duly respected by juniors who lack the experience and who needs to learn from seniors.

Heroism – Beowulf

The concept of heroism is one of which that can be somewhat difficult to explain through literature due to the popularity of the â€Å"pop fiction† heroes that illuminate the spotlight today. Heroes like Beowulf are often looked as mediocre when compared to the crime fighting characters known as Batman and Superman. Roger B. Rollin attempts to distinguish the difference and importance of literary heroes in his article, â€Å"Beowulf to Batman: The Epic Hero and Pop Culture. † Beowulf, the epic hero of the Anglo-Saxons, is depicted to be a true hero in the article.Rollins explains the five types of heroes, why people and cultures have heroes, and how movie heroes affect the view of heroism. Rollins states from the very beginning that there are five types of heroes in the literature. Beowulf is described to be the â€Å"type two† hero, â€Å"If superior in degree to other men and to his environment, the hero is the typical hero of romance, whose actions are marvel ous but who is himself identifies as a human being. The hero of romance moves in a world in which the ordinary laws of nature are slightly suspended† (Rollins, 435).This description is translated to mean that Beowulf is the strongest of his men who surpasses the realities of the physical world while still being human himself. As Beowulf embarked into the depths of the dark lake to face Grendel’s mother it was â€Å"for hours he sank through the waves† (line 572). Though the hero suspends the physical limitations of a human being, this does not mean that Beowulf has no error. In his final battle against the fire dragon, Beowulf acknowledges that he will die, an act of pure defeat when a hero is the subject of attention.Beowulf realizes that â€Å"His weapon/ Had failed him, deserted him, now when he needed it/ Most, that excellent sword† (lines 734-36) and that his life was â€Å"a journey/ Into darkness that all men must make, as death/ ends their few bri ef hours on earth† (lines 739-41). Beowulf, being a type two hero according to Rollins, â€Å"is more human than superhuman† (435). This hero is more attainable for readers themselves, knowing that the powers and virtues the hero possesses are possible to achieve, but not to the extent of the hero himself.By being the classic romantic hero, Beowulf is able to suspend the general limitations of human beings yet still identify himself as a human, fully susceptible to flaws and mistakes. People and their cultures look up to heroes, but not the heroes like those in literature. No, the role models for the world’s culture today are those that include Batman, Superman, and Spiderman. During the time in which Beowulf was written, the people of that time looked up to these warriors as the ideal man.However, since times have changed, today’s culture looks to discover heroes who are ideal in the present society. Like the Anglo-Saxons, society today realizes that they will never live up to the heroism of their heroic role models, but enjoy the entertainment the stories bring. Since Beowulf was passed down orally, embellishments were expected, as they are today; Rollins explains that, â€Å"we know, deep down in our hearts, that Batman will not be turned into a shish kabob by ‘The Joker’†¦. e are aware that such victories do not always occur in reality, there is a part of us which very much wants them to occur† (432). The world’s culture forces people to strive for the better of heroism, fully knowing that it will not become a reality. The fact that people today want their own chance for heroism shows that, in a sense, they are all attempting to become a unique â€Å"Beowulf† themselves. The popularity of movie heroes often distorts the image of heroism.Looking at Anglo-Saxon literature, it is obvious that a hero would be a man who is skilled in hunting, fishing, and almost the exact twin of the king. In pop culture, though, a hero is depicted as a strong, crime-fighting, custom-dressed man who lives a double life. For example, Superman. Kent Clark is an ordinary man, but transforms to the seemingly perfect, Superman when disaster strikes. According to Rollins, Superman â€Å"is absolute in his power, his glory, and his goodness† (435). In the movies, heroes are put above the rest of civilization, making them seemingly untouchable.The movies make it that a hero is not someone like a police officer, but just the person who swoops in and saves the day. On the other hand, in ancient literature, like Beowulf, the hero is a well respected man in the community who is elected to save the kingdom. When compared to movies, the hero from literature does not have the glitz, glam, and fame as a â€Å"Hollywood-ized hero. † The heroes in movies are heroes, but have more of a superficiality face rather than the heroic ideal characteristic as those from the Anglo-Saxon time period.From Beowulf to Batman, heroism is expressed for all time periods to relate. Beowulf was a hero for exemplifying the heroic ideal of his time and similarly, Batman is a hero for fighting crime, a characteristic that is makes his heroism credible. Heroes are relevant in all literature and pop culture; distinguishing the difference is what challenges the learner. WIth careful inspection, it is obvious to understand that there is no one type of hero, but a multitude of heroes that are showcased through literature and Hollywood alike.

A Game of Thrones Chapter Sixty-four

Daenerys The flies circled Khal Drogo slowly, their wings buzzing, a low thrum at the edge of hearing that filled Dany with dread. The sun was high and pitiless. Heat shimmered in waves off the stony outcrops of low hills. A thin finger of sweat trickled slowly between Dany's swollen breasts. The only sounds were the steady clop of their horses' hooves, the rhythmic tingle of the bells in Drogo's hair, and the distant voices behind them. Dany watched the flies. They were as large as bees, gross, purplish, glistening. The Dothraki called them bloodflies. They lived in marshes and stagnant pools, sucked blood from man and horse alike, and laid their eggs in the dead and dying. Drogo hated them. Whenever one came near him, his hand would shoot out quick as a striking snake to close around it. She had never seen him miss. He would hold the fly inside his huge fist long enough to hear its frantic buzzing. Then his fingers would tighten, and when he opened his hand again, the fly would be only a red smear on his palm. Now one crept across the rump of his stallion, and the horse gave an angry flick of its tail to brush it away. The others flitted about Drogo, closer and closer. The khal did not react. His eyes were fixed on distant brown hills, the reins loose in his hands. Beneath his painted vest, a plaster of fig leaves and caked blue mud covered the wound on his breast. The herbwomen had made it for him. Mirri Maz Duur's poultice had itched and burned, and he had torn it off six days ago, cursing her for a maegi. The mud plaster was more soothing, and the herbwomen made him poppy wine as well. He'd been drinking it heavily these past three days; when it was not poppy wine, it was fermented mare's milk or pepper beer. Yet he scarcely touched his food, and he thrashed and groaned in the night. Dany could see how drawn his face had become. Rhaego was restless in her belly, kicking like a stallion, yet even that did not stir Drogo's interest as it had. Every morning her eyes found fresh lines of pain on his face when he woke from his troubled sleep. And now this silence. It was making her afraid. Since they had mounted up at dawn, he had said not a word. When she spoke, she got no answer but a grunt, and not even that much since midday. One of the bloodflies landed on the bare skin of the khal's shoulder. Another, circling, touched down on his neck and crept up toward his mouth. Khal Drogo swayed in the saddle, bells ringing, as his stallion kept onward at a steady walking pace. Dany pressed her heels into her silver and rode closer. â€Å"My lord,† she said softly. â€Å"Drogo. My sun-and-stars.† He did not seem to hear. The bloodfly crawled up under his drooping mustache and settled on his cheek, in the crease beside his nose. Dany gasped, â€Å"Drogo.† Clumsily she reached over and touched his arm. Khal Drogo reeled in the saddle, tilted slowly, and fell heavily from his horse. The flies scattered for a heartbeat, and then circled back to settle on him where he lay. â€Å"No,† Dany said, reining up. Heedless of her belly for once, she scrambled off her silver and ran to him. The grass beneath him was brown and dry. Drogo cried out in pain as Dany knelt beside him. His breath rattled harshly in his throat, and he looked at her without recognition. â€Å"My horse,† he gasped. Dany brushed the flies off his chest, smashing one as he would have. His skin burned beneath her fingers. The khal's bloodriders had been following just behind them. She heard Haggo shout as they galloped up. Cohollo vaulted from his horse. â€Å"Blood of my blood,† he said as he dropped to his knees. The other two kept to their mounts. â€Å"No,† Khal Drogo groaned, struggling in Dany's arms. â€Å"Must ride. Ride. No.† â€Å"He fell from his horse,† Haggo said, staring down. His broad face was impassive, but his voice was leaden. â€Å"You must not say that,† Dany told him. â€Å"We have ridden far enough today. We will camp here.† â€Å"Here?† Haggo looked around them. The land was brown and sere, inhospitable. â€Å"This is no camping ground.† â€Å"It is not for a woman to bid us halt,† said Qotho, â€Å"not even a khaleesi.† â€Å"We camp here,† Dany repeated. â€Å"Haggo, tell them Khal Drogo commanded the halt. If any ask why, say to them that my time is near and I could not continue. Cohollo, bring up the slaves, they must put up the khal's tent at once. Qotho—† â€Å"You do not command me, Khaleesi,† Qotho said. â€Å"Find Mirri Maz Duur,† she told him. The godswife would be walking among the other Lamb Men, in the long column of slaves. â€Å"Bring her to me, with her chest.† Qotho glared down at her, his eyes hard as flint. â€Å"The maegi.† He spat. â€Å"This I will not do.† â€Å"You will,† Dany said, â€Å"or when Drogo wakes, he will hear why you defied me.† Furious, Qotho wheeled his stallion around and galloped off in anger . . . but Dany knew he would return with Mirri Maz Duur, however little he might like it. The slaves erected Khal Drogo's tent beneath a jagged outcrop of black rock whose shadow gave some relief from the heat of the afternoon sun. Even so, it was stifling under the sandsilk as Irri and Doreah helped Dany walk Drogo inside. Thick patterned carpets had been laid down over the ground, and pillows scattered in the corners. Eroeh, the timid girl Dany had rescued outside the mud walls of the Lamb Men, set up a brazier. They stretched Drogo out on a woven mat. â€Å"No,† he muttered in the Common Tongue. â€Å"No, no.† It was all he said, all he seemed capable of saying. Doreah unhooked his medallion belt and stripped off his vest and leggings, while Jhiqui knelt by his feet to undo the laces of his riding sandals. Irri wanted to leave the tent flaps open to let in the breeze, but Dany forbade it. She would not have any see Drogo this way, in delirium and weakness. When her khas came up, she posted them outside at guard. â€Å"Admit no one without my leave,† she told Jhogo. â€Å"No one.† Eroeh stared fearfully at Drogo where he lay. â€Å"He dies,† she whispered. Dany slapped her. â€Å"The khal cannot die. He is the father of the stallion who mounts the world. His hair has never been cut. He still wears the bells his father gave him.† â€Å"Khaleesi, † Jhiqui said, â€Å"he fell from his horse.† Trembling, her eyes full of sudden tears, Dany turned away from them. He fell from his horse! It was so, she had seen it, and the bloodriders, and no doubt her handmaids and the men of her khas as well. And how many more? They could not keep it secret, and Dany knew what that meant. A khal who could not ride could not rule, and Drogo had fallen from his horse. â€Å"We must bathe him,† she said stubbornly. She must not allow herself to despair. â€Å"Irri, have the tub brought at once. Doreah, Eroeh, find water, cool water, he's so hot.† He was a fire in human skin. The slaves set up the heavy copper tub in the corner of the tent. When Doreah brought the first jar of water, Dany wet a length of silk to lay across Drogo's brow, over the burning skin. His eyes looked at her, but he did not see. When his lips opened, no words escaped them, only a moan. â€Å"Where is Mirri Maz Duur?† she demanded, her patience rubbed raw with fear. â€Å"Qotho will find her,† Irri said. Her handmaids filled the tub with tepid water that stank of sulfur, sweetening it with jars of bitter oil and handfuls of crushed mint leaves. While the bath was being prepared, Dany knelt awkwardly beside her lord husband, her belly great with their child within. She undid his braid with anxious fingers, as she had on the night he'd taken her for the first time, beneath the stars. His bells she laid aside carefully, one by one. He would want them again when he was well, she told herself. A breath of air entered the tent as Aggo poked his head through the silk. â€Å"Khaleesi, † he said, â€Å"the Andal is come, and begs leave to enter.† â€Å"The Andal† was what the Dothraki called Ser Jorah. â€Å"Yes,† she said, rising clumsily, â€Å"send him in.† She trusted the knight. He would know what to do if anyone did. Ser Jorah Mormont ducked through the door flap and waited a moment for his eyes to adjust to the dimness. In the fierce heat of the south, he wore loose trousers of mottled sandsilk and open-toed riding sandals that laced up to his knee. His scabbard hung from a twisted horsehair belt. Under a bleached white vest, he was bare-chested, skin reddened by the sun. â€Å"Talk goes from mouth to ear, all over the khalasar,† he said. â€Å"It is said Khal Drogo fell from his horse.† â€Å"Help him,† Dany pleaded. â€Å"For the love you say you bear me, help him now.† The knight knelt beside her. He looked at Drogo long and hard, and then at Dany. â€Å"Send your maids away.† Wordlessly, her throat tight with fear, Dany made a gesture. Irri herded the other girls from the tent. When they were alone, Ser Jorah drew his dagger. Deftly, with a delicacy surprising in such a big man, he began to scrape away the black leaves and dried blue mud from Drogo's chest. The plaster had caked hard as the mud walls of the Lamb Men, and like those walls it cracked easily. Ser Jorah broke the dry mud with his knife, pried the chunks from the flesh, peeled off the leaves one by one. A foul, sweet smell rose from the wound, so thick it almost choked her. The leaves were crusted with blood and pus, Drogo's breast black and glistening with corruption. â€Å"No,† Dany whispered as tears ran down her cheeks. â€Å"No, please, gods hear me, no.† Khal Drogo thrashed, fighting some unseen enemy. Black blood ran slow and thick from his open wound. â€Å"Your khal is good as dead, Princess.† â€Å"No, he can't die, he mustn't, it was only a cut.† Dany took his large callused hand in her own small ones, and held it tight between them. â€Å"I will not let him die . . . â€Å" Ser Jorah gave a bitter laugh. â€Å"Khaleesi or queen, that command is beyond your power. Save your tears, child. Weep for him tomorrow, or a year from now. We do not have time for grief. We must go, and quickly, before he dies.† Dany was lost. â€Å"Go? Where should we go?† â€Å"Asshai, I would say. It lies far to the south, at the end of the known world, yet men say it is a great port. We will find a ship to take us back to Pentos. It will be a hard journey, make no mistake. Do you trust your khas? Will they come with us?† â€Å"Khal Drogo commanded them to keep me safe,† Dany replied uncertainly, â€Å"but if he dies . . . † She touched the swell of her belly. â€Å"I don't understand. Why should we flee? I am khaleesi. I carry Drogo's heir. He will be khal after Drogo . . . â€Å" Ser Jorah frowned. â€Å"Princess, hear me. The Dothraki will not follow a suckling babe. Drogo's strength was what they bowed to, and only that. When he is gone, Jhaqo and Pono and the other kos will fight for his place, and this khalasar will devour itself. The winner will want no more rivals. The boy will be taken from your breast the moment he is born. They will give him to the dogs . . . â€Å" Dany hugged herself. â€Å"But why?† she cried plaintively. â€Å"Why should they kill a little baby?† â€Å"He is Drogo's son, and the crones say he will be the stallion who mounts the world. It was prophesied. Better to kill the child than to risk his fury when he grows to manhood.† The child kicked inside her, as if he had heard. Dany remembered the story Viserys had told her, of what the Usurper's dogs had done to Rhaegar's children. His son had been a babe as well, yet they had ripped him from his mother's breast and dashed his head against a wall. That was the way of men. â€Å"They must not hurt my son!† she cried. â€Å"I will order my khas to keep him safe, and Drogo's bloodriders will—† Ser Jorah held her by the shoulders. â€Å"A bloodrider dies with his khal. You know that, child. They will take you to Vaes Dothrak, to the crones, that is the last duty they owe him in life . . . when it is done, they will join Drogo in the night lands.† Dany did not want to go back to Vaes Dothrak and live the rest of her life among those terrible old women, yet she knew that the knight spoke the truth. Drogo had been more than her sun-and-stars; he had been the shield that kept her safe. â€Å"I will not leave him,† she said stubbornly, miserably. She took his hand again. â€Å"I will not.† A stirring at the tent flap made Dany turn her head. Mirri Maz Duur entered, bowing low. Days on the march, trailing behind the khalasar, had left her limping and haggard, with blistered and bleeding feet and hollows under her eyes. Behind her came Qotho and Haggo, carrying the godswife's chest between them. When the bloodriders caught sight of Drogo's wound, the chest slipped from Haggo's fingers and crashed to the floor of the tent, and Qotho swore an oath so foul it seared the air. Mirri Maz Duur studied Drogo, her face still and dead. â€Å"The wound has festered.† â€Å"This is your work, maegi,† Qotho said. Haggo laid his fist across Mirri's cheek with a meaty smack that drove her to the ground. Then he kicked her where she lay. â€Å"Stop it!† Dany screamed. Qotho pulled Haggo away, saying, â€Å"Kicks are too merciful for a maegi. Take her outside. We will stake her to the earth, to be the mount of every passing man. And when they are done with her, the dogs will use her as well. Weasels will tear out her entrails and carrion crows feast upon her eyes. The flies off the river shall lay their eggs in her womb and drink pus from the ruins of her breasts . . . † He dug iron-hard fingers into the soft, wobbly flesh under the godswife's arm and hauled her to her feet. â€Å"No,† Dany said. â€Å"I will not have her harmed.† Qotho's lips skinned back from his crooked brown teeth in a terrible mockery of a smile. â€Å"No? You say me no? Better you should pray that we do not stake you out beside your maegi. You did this, as much as the other.† Ser Jorah stepped between them, loosening his longsword in its scabbard. â€Å"Rein in your tongue, bloodrider. The princess is still your khaleesi. â€Å" â€Å"Only while the blood-of-my-blood still lives,† Qotho told the knight. â€Å"When he dies, she is nothing.† Dany felt a tightness inside her. â€Å"Before I was khaleesi, I was the blood of the dragon. Ser Jorah, summon my khas.† â€Å"No,† said Qotho. â€Å"We will go. For now . . . Khaleesi. † Haggo followed him from the tent, scowling. â€Å"That one means you no good, Princess,† Mormont said. â€Å"The Dothraki say a man and his bloodriders share one life, and Qotho sees it ending. A dead man is beyond fear.† â€Å"No one has died,† Dany said. â€Å"Ser Jorah, I may have need of your blade. Best go don your armor.† She was more frightened than she dared admit, even to herself. The knight bowed. â€Å"As you say.† He strode from the tent. Dany turned back to Mirri Maz Duur. The woman's eyes were wary. â€Å"So you have saved me once more.† â€Å"And now you must save him,† Dany said. â€Å"Please . . . â€Å" â€Å"You do not ask a slave,† Mirri replied sharply, â€Å"you tell her.† She went to Drogo burning on his mat, and gazed long at his wound. â€Å"Ask or tell, it makes no matter. He is beyond a healer's skills.† The khal's eyes were closed. She opened one with her fingers. â€Å"He has been dulling the hurt with milk of the poppy.† â€Å"Yes,† Dany admitted. â€Å"I made him a poultice of firepod and sting-me-not and bound it in a lambskin.† â€Å"It burned, he said. He tore it off. The herbwomen made him a new one, wet and soothing.† â€Å"It burned, yes. There is great healing magic in fire, even your hairless men know that.† â€Å"Make him another poultice,† Dany begged. â€Å"This time I will make certain he wears it.† â€Å"The time for that is past, my lady,† Mirri said. â€Å"All I can do now is ease the dark road before him, so he might ride painless to the night lands. He will be gone by morning.† Her words were a knife through Dany's breast. What had she ever done to make the gods so cruel? She had finally found a safe place, had finally tasted love and hope. She was finally going home. And now to lose it all . . . â€Å"No,† she pleaded. â€Å"Save him, and I will free you, I swear it. You must know a way . . . some magic, some . . . â€Å" Mirri Maz Duur sat back on her heels and studied Daenerys through eyes as black as night. â€Å"There is a spell.† Her voice was quiet, scarcely more than a whisper. â€Å"But it is hard, lady, and dark. Some would say that death is cleaner. I learned the way in Asshai, and paid dear for the lesson. My teacher was a bloodmage from the Shadow Lands.† Dany went cold all over. â€Å"Then you truly are a maegi . . . â€Å" â€Å"Am I?† Mirri Maz Duur smiled. â€Å"Only a maegi can save your rider now, Silver Lady.† â€Å"Is there no other way?† â€Å"No other.† Khal Drogo gave a shuddering gasp. â€Å"Do it,† Dany blurted. She must not be afraid; she was the blood of the dragon. â€Å"Save him.† â€Å"There is a price,† the godswife warned her. â€Å"You'll have gold, horses, whatever you like.† â€Å"It is not a matter of gold or horses. This is bloodmagic, lady. Only death may pay for life.† â€Å"Death?† Dany wrapped her arms around herself protectively, rocked back and forth on her heels. â€Å"My death?† She told herself she would die for him, if she must. She was the blood of the dragon, she would not be afraid. Her brother Rhaegar had died for the woman he loved. â€Å"No,† Mirri Maz Duur promised. â€Å"Not your death, Khaleesi.† Dany trembled with relief. â€Å"Do it.† The maegi nodded solemnly. â€Å"As you speak, so it shall be done. Call your servants.† Khal Drogo writhed feebly as Rakharo and Quaro lowered him into the bath. â€Å"No,† he muttered, â€Å"no. Must ride.† Once in the water, all the strength seemed to leak out of him. â€Å"Bring his horse,† Mirri Maz Duur commanded, and so it was done. Jhogo led the great red stallion into the tent. When the animal caught the scent of death, he screamed and reared, rolling his eyes. It took three men to subdue him. â€Å"What do you mean to do?† Dany asked her. â€Å"We need the blood,† Mirri answered. â€Å"That is the way.† Jhogo edged back, his hand on his arakh. He was a youth of sixteen years, whip-thin, fearless, quick to laugh, with the faint shadow of his first mustachio on his upper lip. He fell to his knees before her. â€Å"Khaleesi, † he pleaded, â€Å"you must not do this thing. Let me kill this maegi.† â€Å"Kill her and you kill your khal,† Dany said. â€Å"This is bloodmagic,† he said. â€Å"It is forbidden.† â€Å"I am khaleesi, and I say it is not forbidden. In Vaes Dothrak, Khal Drogo slew a stallion and I ate his heart, to give our son strength and courage. This is the same. The same.† The stallion kicked and reared as Rakharo, Quaro, and Aggo pulled him close to the tub where the khal floated like one already dead, pus and blood seeping from his wound to stain the bathwaters. Mirri Maz Duur chanted words in a tongue that Dany did not know, and a knife appeared in her hand. Dany never saw where it came from. It looked old; hammered red bronze, leaf-shaped, its blade covered with ancient glyphs. The maegi drew it across the stallion's throat, under the noble head, and the horse screamed and shuddered as the blood poured out of him in a red rush. He would have collapsed, but the men of her khas held him up. â€Å"Strength of the mount, go into the rider,† Mirri sang as horse blood swirled into the waters of Drogo's bath. â€Å"Strength of the beast, go into the man.† Jhogo looked terrified as he struggled with the stallion's weight, afraid to touch the dead flesh, yet afraid to let go as well. Only a horse, Dany thought. If she could buy Drogo's life with the death of a horse, she would pay a thousand times over. When they let the stallion fall, the bath was a dark red, and nothing showed of Drogo but his face. Mirri Maz Duur had no use for the carcass. â€Å"Burn it,† Dany told them. It was what they did, she knew. When a man died, his mount was killed and placed beneath him on the funeral pyre, to carry him to the night lands. The men of her khas dragged the carcass from the tent. The blood had gone everywhere. Even the sandsilk walls were spotted with red, and the rugs underfoot were black and wet. Braziers were lit. Mirri Maz Duur tossed a red powder onto the coals. It gave the smoke a spicy scent, a pleasant enough smell, yet Eroeh fled sobbing, and Dany was filled with fear. But she had gone too far to turn back now. She sent her handmaids away. â€Å"Go with them, Silver Lady,† Mirri Maz Duur told her. â€Å"I will stay,† Dany said. â€Å"The man took me under the stars and gave life to the child inside me. I will not leave him.† â€Å"You must. Once I begin to sing, no one must enter this tent. My song will wake powers old and dark. The dead will dance here this night. No living man must look on them.† Dany bowed her head, helpless. â€Å"No one will enter.† She bent over the tub, over Drogo in his bath of blood, and kissed him lightly on the brow. â€Å"Bring him back to me,† she whispered to Mirri Maz Duur before she fled. Outside, the sun was low on the horizon, the sky a bruised red. The khalasar had made camp. Tents and sleeping mats were scattered as far as the eye could see. A hot wind blew. Jhogo and Aggo were digging a firepit to burn the dead stallion. A crowd had gathered to stare at Dany with hard black eyes, their faces like masks of beaten copper. She saw Ser Jorah Mormont, wearing mail and leather now, sweat beading on his broad, balding forehead. He pushed his way through the Dothraki to Dany's side. When he saw the scarlet footprints her boots had left on the ground, the color seemed to drain from his face. â€Å"What have you done, you little fool?† he asked hoarsely. â€Å"I had to save him.† â€Å"We could have fled,† he said. â€Å"I would have seen you safe to Asshai, Princess. There was no need . . . â€Å" â€Å"Am I truly your princess?† she asked him. â€Å"You know you are, gods save us both.† â€Å"Then help me now.† Ser Jorah grimaced. â€Å"Would that I knew how.† Mirri Maz Duur's voice rose to a high, ululating wail that sent a shiver down Dany's back. Some of the Dothraki began to mutter and back away. The tent was aglow with the light of braziers within. Through the blood-spattered sandsilk, she glimpsed shadows moving. Mirri Maz Duur was dancing, and not alone. Dany saw naked fear on the faces of the Dothraki. â€Å"This must not be,† Qotho thundered. She had not seen the bloodrider return. Haggo and Cohollo were with him. They had brought the hairless men, the eunuchs who healed with knife and needle and fire. â€Å"This will be,† Dany replied. â€Å"Maegi, † Haggo growled. And old Cohollo—Cohollo who had bound his life to Drogo's on the day of his birth, Cohollo who had always been kind to her—Cohollo spat full in her face. â€Å"You will die, maegi,† Qotho promised, â€Å"but the other must die first.† He drew his arakh and made for the tent. â€Å"No,† she shouted, â€Å"you mustn't.† She caught him by the shoulder, but Qotho shoved her aside. Dany fell to her knees, crossing her arms over her belly to protect the child within. â€Å"Stop him,† she commanded her khas, â€Å"kill him.† Rakharo and Quaro stood beside the tent flap. Quaro took a step forward, reaching for the handle of his whip, but Qotho spun graceful as a dancer, the curved arakh rising. It caught Quaro low under the arm, the bright sharp steel biting up through leather and skin, through muscle and rib bone. Blood fountained as the young rider reeled backward, gasping. Qotho wrenched the blade free. â€Å"Horselord,† Ser Jorah Mormont called. â€Å"Try me.† His longsword slid from its scabbard. Qotho whirled, cursing. The arakh moved so fast that Quaro's blood flew from it in a fine spray, like rain in a hot wind. The longsword caught it a foot from Ser Jorah's face, and held it quivering for an instant as Qotho howled in fury. The knight was clad in chainmail, with gauntlets and greaves of lobstered steel and a heavy gorget around his throat, but he had not thought to don his helm. Qotho danced backward, arakh whirling around his head in a shining blur, flickering out like lightning as the knight came on in a rush. Ser Jorah parried as best he could, but the slashes came so fast that it seemed to Dany that Qotho had four arakhs and as many arms. She heard the crunch of sword on mail, saw sparks fly as the long curved blade glanced off a gauntlet. Suddenly it was Mormont stumbling backward, and Qotho leaping to the attack. The left side of the knight's face ran red with blood, and a cut to the hip opened a gash in his mail and left him limping. Qotho screamed taunts at him, calling him a craven, a milk man, a eunuch in an iron suit. â€Å"You die now!† he promised, arakh shivering through the red twilight. Inside Dany's womb, her son kicked wildly. The curved blade slipped past the straight one and bit deep into the knight's hip where the mail gaped open. Mormont grunted, stumbled. Dany felt a sharp pain in her belly, a wetness on her thighs. Qotho shrieked triumph, but his arakh had found bone, and for half a heartbeat it caught. It was enough. Ser Jorah brought his longsword down with all the strength left him, through flesh and muscle and bone, and Qotho's forearm dangled loose, flopping on a thin cord of skin and sinew. The knight's next cut was at the Dothraki's ear, so savage that Qotho's face seemed almost to explode. The Dothraki were shouting, Mirri Maz Duur wailing inside the tent like nothing human, Quaro pleading for water as he died. Dany cried out for help, but no one heard. Rakharo was fighting Haggo, arakh dancing with arakh until Jhogo's whip cracked, loud as thunder, the lash coiling around Haggo's throat. A yank, and the bloodrider stumbled backward, losing his feet and his sword. Rakharo sprang forward, howling, swinging his arakh down with both hands through the top of Haggo's head. The point caught between his eyes, red and quivering. Someone threw a stone, and when Dany looked, her shoulder was torn and bloody. â€Å"No,† she wept, â€Å"no, please, stop it, it's too high, the price is too high.† More stones came flying. She tried to crawl toward the tent, but Cohollo caught her. Fingers in her hair, he pulled her head back and she felt the cold touch of his knife at her throat. â€Å"My baby,† she screamed, and perhaps the gods heard, for as quick as that, Coh ollo was dead. Aggo's arrow took him under the arm, to pierce his lungs and heart. When at last Daenerys found the strength to raise her head, she saw the crowd dispersing, the Dothraki stealing silently back to their tents and sleeping mats. Some were saddling horses and riding off. The sun had set. Fires burned throughout the khalasar, great orange blazes that crackled with fury and spit embers at the sky. She tried to rise, and agony seized her and squeezed her like a giant's fist. The breath went out of her; it was all she could do to gasp. The sound of Mirri Maz Duur's voice was like a funeral dirge. Inside the tent, the shadows whirled. An arm went under her waist, and then Ser Jorah was lifting her off her feet. His face was sticky with blood, and Dany saw that half his ear was gone. She convulsed in his arms as the pain took her again, and heard the knight shouting for her handmaids to help him. Are they all so afraid? She knew the answer. Another pain grasped her, and Dany bit back a scream. It felt as if her son had a knife in each hand, as if he were hacking at her to cut his way out. â€Å"Doreah, curse you,† Ser Jorah roared. â€Å"Come here. Fetch the birthing women.† â€Å"They will not come. They say she is accursed.† â€Å"They'll come or I'll have their heads.† Doreah wept. â€Å"They are gone, my lord.† â€Å"The maegi,† someone else said. Was that Aggo? â€Å"Take her to the maegi.† No, Dany wanted to say, no, not that, you mustn't, but when she opened her mouth, a long wail of pain escaped, and the sweat broke over her skin. What was wrong with them, couldn't they see? Inside the tent the shapes were dancing, circling the brazier and the bloody bath, dark against the sandsilk, and some did not look human. She glimpsed the shadow of a great wolf, and another like a man wreathed in flames. â€Å"The Lamb Woman knows the secrets of the birthing bed,† Irri said. â€Å"She said so, I heard her.† â€Å"Yes,† Doreah agreed, â€Å"I heard her too.† No, she shouted, or perhaps she only thought it, for no whisper of sound escaped her lips. She was being carried. Her eyes opened to gaze up at a flat dead sky, black and bleak and starless. Please, no. The sound of Mirri Maz Duur's voice grew louder, until it filled the world. The shapes! she screamed. The dancers! Ser Jorah carried her inside the tent.