Ode to the West Wind - 2446 Words

Ode to the West Wind, Shelley invokes Zephyrus, the west wind, to free his dead thoughts and words, as from an unextinguished hearth / Ashes and sparks (63, 66-67), in order to prophesy a renaissance among humanity, to quicken a new birth (64). This ode, one of a few personal lyrics published with his great verse drama, Prometheus Unbound, identifies Shelley with his heroic, tormented Titan. By stealing fire from heaven, Prometheus enabled humanity to found civilization. In punishment, according to Hesiod s account, Zeus chained Prometheus on a mountain and gave him unending torment, as an eagle fed from his constantly restored liver. Shelley completed both his dramatic poem and Ode to the West Wind in autumn 1819 in Florence,†¦show more content†¦Inspiration gives the poet a melody, a sequence of simple notes, resembling the wind s stream (15), but his creative mind imposes a new harmony of this melody, by adding chords and by repeating and varying the main motifs. The huma n imagination actively works with this wind to impose harmony on its melody. The lyre accomodate[s] its chords to the motions of that which strikes them, in a determined proportion of sound; even as the musician can accommodate his voice to the sound of the lyre ( §8). In this way, the poet s mind and the inspiration it receives co-create the poem. In Ode on the West Wind, the `melody delivered to Shelley is unconsciously expressed in the poem s epic metaphor, and the chords that his mind generates in response are, first, the repetitions and variations of that melody -- for example, the variation of the leaves metaphor -- and secondly, the formal order: the sonnet sequence imposed on terza rima, as if the tradition of Western sonneteering were imposed on Dante s transcendental vision. That Shelley echoes the metaphor-melody s points of comparison throughout The Defence of Poetry shows how deeply ingrained it was in his mind. To Shelley, metaphors like this, comparing a human being and the universe, characterize the prophetic powers of all poets. Their conscious, rational mind, in routineShow MoreRelatedOde to the West Wind Essay1102 Words   |  5 PagesThe wind is one of the most powerful forces known to man. It can do things that man has been envious of and also terrified of throughout the centuries. It is no wonder why She lley decided to write a poem of praise in its name. Shelley writes this poem with the speaker being a poet himself frustrated that he can not tell the world the things that he feels the world needs to know. Throughout the poem he continually is describing what the wind can do and what he wishes the wind could do for him. ItRead More Ode To The West Wind Essay1549 Words   |  7 Pages Theme :- Inspiration in amp;#8220;Ode to the West Wind; amp;#8220;When composition begins, inspiration is already on the decline; - P. B. Shelley nbsp;nbsp;nbsp;nbsp;nbsp;Shelley deals with the theme of inspiration in much of his work. However it is particularly apparent in amp;#8216;Ode to the West Windamp;#8217; where the wind is the source of his creativity. The cycles of death and rebirth are examined in an historical context with reference to The Bible. The word inspiration hasRead MoreOde to the West Wind Essay655 Words   |  3 PagesWild West Wind An ode is a poem with extraordinary lyrics, aiming at loftier thought, and more complex formal structure than most lyrics. Another characteristic of an ode is that they are often addressed at something or someone. An ode is a long lyric poem, highly interested in a specific subject, tone, and style, often written to celebrate an event, person, being or power. In which in Ode to the West wind, Shelley describes the winds mighty power and fierce strength, for example in Ode toRead MoreOde to the West Wind Explication Percy Bysse Shelley’s Ode to the West Wind is a dramatization of600 Words   |  3 PagesOde to the West Wind Explication Percy Bysse Shelley’s Ode to the West Wind is a dramatization of man’s useless and â€Å"dead thoughts† (63) and Shelley’s desire from the Autumn wind to drive these â€Å"over the universe† (65) so that not only he but man can start anew. The thoughts are first compared to the leaves of trees but as the poem progresses the thoughts are paralleled with the clouds and finally the â€Å"sapless foliage of the ocean† (40). Shelley personifies himself with the seasons of the Earth andRead MoreImagery in Ode to the West Wind by P.B.Shelley1300 Words   |  6 PagesNilanjan Dutt Imagery in Shelley’s Ode To The West Wind Ode to the West Wind is a poem by Percy Bysshe Shelley that shows the correspondence between the inner and the outer world of the poet. It is among his famous poems. The major theme of the poem is the poet’s intention to become a force that may bring the change and rejuvenation in man’s life. This theme is metaphorically shown by the rejuvenation of nature through the west wind as an agent. It is described through his excellent useRead MoreOde to the West Wind by Percy Shelley801 Words   |  3 PagesPhilosophical Poem. Shelley was in love with Goodwill and Mary Wollstonecraft’s daughter, Mary, and in 1814 they eloped to Europe. He was one of the epic poets of the 19th century. He the best known for classic anthology verse works such as Ode to the West Wind and The Masque of Anarchy (Shelley, Percy www.dwardmac.pitzer.edu/Anarchist). Percy was in a relationship with Harriet. Percy and Harriet had two children, daughter Elizabeth Lanthe born in (1813-1876) and son Charles born in 1814. Percy madeRead More An Analysis of Ode to the West Wind Essay1353 Words   |  6 PagesAn Analysis of Ode to the West Wind Shelleys Ode to the West Wind appears more complex at first than it really is because the poem is structured much like a long, complex sentence in which the main clause does not appear until the last of five fourteen line sections. The poems main idea is held in suspension for 56 lines before the reader sees exactly what Shelley is saying to the west wind, and why hes saying it. In the first four sections Shelley addresses the west wind in three differentRead MoreAnalysis Of The Poem Ode Of The West Wind 1855 Words   |  8 Pagesâ€Å"Ode to the West Wind†, using various literary devices, proposes the question: How does the speaker, or Percy Shelley, perceive the west wind and what relationship does Shelley wish to obtain with the west wind in order to achieve his main goal? In Shelley’s â€Å"Ode to the West Wind†, metaphors and similes, tone, and imagery reveal Shelley’s perception of the west wind as a powerful force of nature and his dire need to b ecome like the wind in order to inspire the world that surrounds him. The firstRead MoreEssay on Romanticism and Shelleys Ode to the West Wind985 Words   |  4 PagesRomanticism and Shelleys Ode to the West Wind       M.H. Abrams wrote, The Romantic period was eminently an age obsessed with fact of violent change (Revolution 659). And Percy Shelley is often thought of as the quintessential Romantic poet (Appelbaum x). The Ode to the West Wind expresses perfectly the aims and views of the Romantic period. Shelleys poem expresses the yearning for Genius. In the Romantic era, it was common to associate genius with an attendant spirit or forceRead MoreEssay on Analysis of Ode to the West Wind1129 Words   |  5 Pagespentameter in terza rima formation. The rhyming pattern follows the form aba bcb cdc ded ee. According to Shelleys note, this poem was conceived and chiefly written in a wood that skirts the Arno, near Florence, and on a day when that tempestuous wind, whose temperature is at once mild and animating, was collecting the vapours which pour down the autumnal rains. They began, as I foresaw, at sunset with a violent tempest of hail and rain, attended that magnificent thunder and lightning peculiar to

Masturbation There is Nothing Wrong With A Little Self...

Masturbation is defined as the self-stimulation of the genitals to achieve sexual arousal and pleasure, usually to the point of orgasm/sexual climax (Knowles, 2002). It is a natural process and one of the most common sexual activities that humans take part in. The subject of masturbation has long been a taboo topic and seen is a sin in many Western religious cultures. Because of this, guilt and shame are associated with masturbation. In the seventeenth and eighteenth centuries many believed masturbation caused illnesses and it was seen as a disease. This has been proven to be untrue and in fact many medical professionals now believe masturbation to be good for a persons physical and sexual health. Masturbation is a natural healthy†¦show more content†¦Parents need to make sure they aren’t sending mixed messages to their children. By telling them what they are feeling and doing feels good but is wrong is a very confusing concept for not only adolescents but for m any adults as well (Moglia and Knowles, 1997). â€Å"Negative responses from adults only magnify the guilt and anxiety that a child is taught to associate with this behavior† (Yarber, 2010). The Love Masturbation continues into adulthood with a better understanding of its purpose. At this stage it â€Å"can serve as rehearsal for mature, adult sex play with partners, but it can also provide mature people with pleasure and fulfillment, regardless of their age† (Knowles, 2002). Studies have shown that men are more likely to masturbate from adolescence in to their mid 50’s. Women however may experiment in their teen years, but do not regularly masturbate until their mid 20 and then well into their 40’s. (Castleman, 2009). In the 1950’s, Kinsey and his colleagues conducted a study involving undergrads that indicated that 92% of the men they interviewed and 58% of the women reported that they had masturbated at some point in their lives. In recent years those numbers have changed. In a recent study of 98% of malesShow MoreRelatedMastubation Empowering Women1577 Words   |  7 PagesMasturbation Empowers Females Masturbation is defined as the sexual stimulation of a persons genitals usually to the point of orgasm. Self masturbation is a common form of autoeroticism. Masturbation with a partner (called mutual masturbation), is also common.As it is defined, this act has varied social, physical, psychological and religious implications. This essay will look at these and show that masturbation can be a way to empower girls and women. Masturbation is socially acceptableRead MoreWhy Women Control Men1298 Words   |  6 Pagesthat their self-image is negatively affected by sexual intimacy with men. As a result, girls grow up in an environment where men are actively and openly desiring sex, while women are not. A woman thus socially empowers herself to be the gate-keeper to a man s sense of masculinity. Young boys are also discouraged from masturbation by the use of guilt and shame (i.e. I guess you re going back home to your hand tonight), while girls face no such negative emotions with masturbation. This formRead MoreWhat I Learned About Sex, Social Work And Sociology1347 Words   |  6 Pageswork and sociology, I immediately added the class to my course cart. I thought to myself, â€Å"A class about sex? Easy A.† Little did I know the great impact this course would have on me. Human Sexuality has increased my general knowledge about the sex act itself, it has forced me to acknowledge different views, taught me about risks, prepared me for marriage and has developed my self confidence as a sexual being. My general knowledge about sex has increased dramatically. Walking into class on the firstRead Moremarriage as a universal cultural trait4265 Words   |  18 Pagessocieties allow a male to have more then one wife and vise versa. In some societies a group of male marries a group of female, while in some societies the parents arrange the marriage while in other the male and female arrange their marriage by their self. DEFINITION OF MARRIAGE Various authors have defined marriage differently. Some of the important definitions are as below. Waster Mark ; â€Å"as a relation of one or more men to one are more women, which is recognized by custom law and involvesRead MoreHuman Sexuality Notes Essay3619 Words   |  15 Pageswith signs of sexual arousal-erection, vaginal lubrication, pelvic movements. Nocturnal orgasm- involuntary orgasm during sleep Erotic fantasy: happen during daydreams, masturbation, or sex with a partner. (Images to representations of past experiences) Functions: source of pleasure and arousal during masturbation or sex with partner, overcome anxiety in a negative sexual situation, forbidden wishes, provide relief from gender role expectations Male-female similarities and differencesRead MorePros and Cons of Incest3450 Words   |  14 Pagesand tradition of the family institution, there is not much substantive argument surrounding why incest between consenting adults is supposed to be wrong. Reproduction between blood relatives does contain some risks, but is there a well-founded argument against its morality beyond this? Not really. If two individuals deeply love one another, why is wrong for them to follow their desire? 2. Incest must be harmful and not just immoral to be banned. 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An individual struggling to overcome such a complex might fabricate a superiority complex as a way of maintaining a sense of self-worth, and in fact this is what David has done. If you were to meet him for the first time, you wouldn’t guess that there was an â€Å"inferior† bone in his body. He appears to have a very high opinion of himself—always bragging and quick to argue thatRead MoreSerial Killers Essay2668 Words   |  11 Pagesinto a chart of childhood behavior traits among serial killers (p. 29). Frequency of Reported Behavior Indicators in Childhood BEHAVIOR # OF CHILDREN WITH BEHAVIOR PERCENTAGE WITH BEHAVIOR % Daydreaming 28 82 Compulsive Masturbation 28 82 Isolation 28 71 Chronic Lying 28 71 Enuresis (bed wetting) 22 68 Rebelliousness 27 67 Nightmares 24 67 Destroying Property 26 58 Fire Setting 25 56 Stealing 27 56 Cruelty to Children 28 54 Read MoreNegative Effect on Media Sex and Violence3139 Words   |  13 Pagesfemale character. Although sexual and violent content tends to get a lot of attention, I was surprised by how little impact such content had on attitudes toward women. Instead it seems to be portrayals of women themselves, positive or negative that have the most impact, irrespective of objectionable content. In focusing so much on violence and sex, we may have been focusing on the wrong things, Ferguson said. While it is commonly assumed that viewing sexually violent TV involving women causes

The Perils of Obedience Response free essay sample

â€Å"The Perils of Obedience. † Harper’s Magazine Dec. 1973: 62+. Print. Yale University psychologist, Stanley Milgram, conducted a series of obedience experiments during the 1960’s to prove that for many people, obedience is a compelling drive overriding their own morality and sympathy. These experiments ended in shocking results. The Milgram experiment consisted of a teacher, learner, and the experimenter. The teacher being the actual subject while the others were actors. They were told that they would be taking part in a memory and learning study. The learner is strapped into a kind of an electric chair while the teacher/subject is seated in front of a shock generator labeled with terms like â€Å"Slight Shock,† â€Å"Moderate Shock† and â€Å"Danger: Sever Shock. † The final two switches are labeled simply with a menacing â€Å"XXX. † The teacher/subject is to ask the learner a series of word pairing questions and when answered incorrectly, the learner will receive a â€Å"shock† delivered by the teacher. We will write a custom essay sample on The Perils of Obedience Response or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The learner will in fact receive no shock but this fact is hidden from the subject. The shock levels starts at 30 volts and increasing in 15-volt increments all the way up to 450 volts. As the experiment continues and the learner starts answering incorrectly, subjects show obvious conflict and hesitation especially when the learner starts verbally protesting. Each time the subject asked the experimenter whether they should continue, the experimenter ordered a series of commands to prod the subject along. To stop this experiment, all the subject must do is make a clear break with authority. The level of shock that the subject was willing to deliver was used as the measure of obedience. How far do you think most subjects were willing to go? I, along with most people, didn’t foresee that 65% of the subjects were willing to deliver the maximum shock. So why did so many subjects carry out a seemingly sadistic act on the instruction of an authority figure? This isn’t a question to be answered lightly and can’t be fully explained. Maybe the subjects felt the need to please the authority figure? Maybe they felt that the responsibility for hurting the learner actually fell on the experimenter because the subjects were just following orders? Or maybe all people harbor deeply aggressive instincts constantly pressing for expression. Whatever the excuse, I find the results of the experiment disheartening and worry about how I would have acted if put under those same circumstances. â€Å"Obedience is as basic an element in the structure of social life as one can point to† (Milgram) * â€Å"if a person is placed in a situation in which he has complete power over another individual, whom he may punish as much as he likes, all that is sadistic and bestial in man comes to fore† (Milgram) * â€Å"They are proud of doing a good job, obeying the experimenter under difficult circumstances† (Milgram) * â€Å"subjects have precisely the opposite view of their actions – namely, they see them as originating in the motives of some other person† (Milgram)

Presidential Debates Essays - United States, Money, Al Gore

Presidential Debates Presidential Debates Making a decision is a very important part of life that every person, at one time or another, has to make. Options are always available when someone has to make a decision. In choosing a President for our country, we have to look at our candidates and decide which ones beliefs can help the country the most. We get to hear the President's opinions through the debates. This year, although we had numerous candidates, the only two that were allowed to participate in the debates was Vice President Al Gore and Texas Governor George Bush. The first debate was held at the University of Massachusetts in Boston. There was no clear and obvious winner in this debate. The debate featured a lot of bickering by both candidates as Gore questioned Bush's experience and his proposals and Bush focused on the Vice President's character and his abilities in the past eight years. He attacked Gore for his involvement in the Buddhist temple fundraising event in 1996. He said, I felt like there needed to be a better sense of responsibility of what was going on in the White House. It is really a shame that the Republicans have to start condemning little things when they cannot find anything wrong with the policies. They did not see anything wrong with what Bill Clinton has done in the past eight years so they start denouncing him for the Monica Lewinsky scandal. The Texas Governor also believed that Gore had had his chance for the past eight years but had not done anything he had promised. One of the most important issues for the candidates and the voters is the way the way they control foreign policy. When asked if they would use force to remove Slobodan Milosevic, both said they would not, but Bush said that he would ask Russia to mediate in the talks. This led Gore to point out that Russia has a tendency to support Milosevic at times. A poll was taken after a debate asking people whom they thought had won the debate. Forty-two percent of the people believed that Gore had won, while thirty-nine percent believed it was Bush. Nineteen percent believed it was a tie. While the second debate at Wake Forest University was the least exciting and was gone over very politely by both candidates, the third debate at Washington University in St. Louis featured the most arguing between the two. Bush tried to illustrate himself as a leader who would reach across party lines and bring the nation together. Bush also believed that, although, both of them could talk and make promises, he could actually get it done. On the other hand, Gore tried to portray Bush as someone who would lend a helping hand to big, corporate companies. After feeling the pressure from the first two debates, Gore came out very aggressive and put the governor on the defensive. When asked about affirmative action, Bush said he was not in favor of it because he did not like quotas. He said, Quotas are bad for America. Its not the way America is all about. He said that he was in favor of affirmative access. To that Gore responded, I dont know what affirmative access means I do know what a ffirmative action means. I know the governors against it and I know that Im for it. In a post debate poll taken, both candidates got forty-one percent while fourteen percent of the people called it a tie. For more then three months, the polls had been showing a dead heat between the candidates and even after the election, it still stands this way. You have to wonder if both these candidates are worthy or not good enough to be president. I would have to choose the latter. Both these candidates came at a time when they have to follow one of the greatest presidents in our history. I believe that it is wrong that other candidates such as Ralph Nader and Pat Buchanan do not get a chance to show what they stand for by participating in the debates. I can surely say that whoever eventually wins the election will not be reelected in 2004 becase

Free Essays on The White Negro

For many who may still not know, rap music continues to outsell other genres of American music. Since Americans of African descent comprise of about 12% percent of the nation's population, this means that the vast majority of documented rap music buyers are whites teenagers. Although white rapper Eminen has struck platinum with his sophomore album "The Marshall Mathers LP", and artists like Kid Rock and the group Limp Bizkit pepper their rock music with rap, the genre itself is still heavily influenced by the "Black" and Latino youth . For idealists, white kids buying rap music represents a level of racial understanding and acceptance unknown to their parents. However for realists, this phenomenon is nothing more than the re-emergence of the White Negro. True cross-racial engagement necessitates meaningful interaction and buying a CD or dressing "hip-hop" is not a substitute. Norman Mailer coined the term "White Negro" in his 1957 essay of the same name when he stated, "So there was a new breed of adventurers...who drifted out at night looking for action with a black man's code to fit their facts. The hipster has absorbed the existentialist synapses of the Negro, and for all practical purposes could be considered a White Negro." Critics of the day aptly pointed out that hipsters adhered to an idea of "black" which itself was based on racial stereotypes. Ned Polsky wrote, "Even in the world of the hipster, the Negro remains essentially what Ralph Ellison called him-an invisible man. The White Negro accepts the real Negro not as a human being in his totality but as the bringer of a highly specified and restricted 'cultural dowry, ' to use Mailer's phrase. In doing so he creates an inverted form of the nigger in his place." In effect the White Negro can only enjoy African-American culture (and exploit it financially) as long as the African-American is deemed by society as different, strange or exotic. The co-opting of A... Free Essays on The White Negro Free Essays on The White Negro For many who may still not know, rap music continues to outsell other genres of American music. Since Americans of African descent comprise of about 12% percent of the nation's population, this means that the vast majority of documented rap music buyers are whites teenagers. Although white rapper Eminen has struck platinum with his sophomore album "The Marshall Mathers LP", and artists like Kid Rock and the group Limp Bizkit pepper their rock music with rap, the genre itself is still heavily influenced by the "Black" and Latino youth . For idealists, white kids buying rap music represents a level of racial understanding and acceptance unknown to their parents. However for realists, this phenomenon is nothing more than the re-emergence of the White Negro. True cross-racial engagement necessitates meaningful interaction and buying a CD or dressing "hip-hop" is not a substitute. Norman Mailer coined the term "White Negro" in his 1957 essay of the same name when he stated, "So there was a new breed of adventurers...who drifted out at night looking for action with a black man's code to fit their facts. The hipster has absorbed the existentialist synapses of the Negro, and for all practical purposes could be considered a White Negro." Critics of the day aptly pointed out that hipsters adhered to an idea of "black" which itself was based on racial stereotypes. Ned Polsky wrote, "Even in the world of the hipster, the Negro remains essentially what Ralph Ellison called him-an invisible man. The White Negro accepts the real Negro not as a human being in his totality but as the bringer of a highly specified and restricted 'cultural dowry, ' to use Mailer's phrase. In doing so he creates an inverted form of the nigger in his place." In effect the White Negro can only enjoy African-American culture (and exploit it financially) as long as the African-American is deemed by society as different, strange or exotic. The co-opting of A...

Bridge of San Louis Rey essays

Bridge of San Louis Rey essays In this story the Marquesa's daughter, Dona Clara, is a very different child compared to her parents. Having a high intellect, She shares the traits of intelligence, coldness, and independence. Dona Clara was a very intelligent child growing up. She had high hopes and set a lot of goals when she was very young. Having faith in her knowledge, she constantly corrected her mother's speech and english, as if the role of mother and daughter were reversed.eventually when Dona Clara was old enough, she left her family and moved across the country to Europe, and became the official Spokeswoman for the Spanish Court. Unlike her mother, Dona Clara was quite the intellect. Throughout this story you notice that Dona Clara is a very cold hearted person. a good example of this is when she was growing up, not only did she constantly correct her mother's grammar and any other errors she might have had, but she never shared the same love for her parents as most children did growing up. It didn't stop there either. As I mentioned earlier, Dona Clara eventually moved away from her mother. However, she didn't only move away from her mother just for the sake of getting a good job in her social skills, but she wanted nothing to do with her mother, because she couldn't put up with the way she was (always drunk, very inferior in intellect compared to her daughter, scrubby looking, dirty). At one point in the story, the Marquesa decided to go on a trip to visit her daughter, but the end results were the Marquesa "kissing the door on the way out." She went back home, still with no such luck of receiving the same love she felt for her daughter. Despite her intellect , Dona Clara was a very cold person. However, had Dona Clara received the letter her mother had sent to her about how she was going to change her life around before she died on the bridge, would Dona Clara's person have changed completely? This book shows one trait that I find significant to ...

Tourism - Operation Management Essay Example | Topics and Well Written Essays - 2000 words

Tourism - Operation Management - Essay Example Handling the transport of the visitors is a major concern for tourist sector because it would influence the activities of major hotels that would be hosting visitors (Alcantara, 2012:1). A delay created by the transport department would reverberate to influence programs of tourism industry. The intention of this paper is to investigate London 2012’s, current transportation network, and how it may affect the transfer of clients during the duration of their stay. The paper will recommend how tour operator business can ensure good performance while delivery high quality. London has embarked on infrastructure development, which includes building of rail line, expansion of roads as well refurbishing of personal houses be individuals. The private sector expects to rent their apartments to Olympics tourists. Stores have made adequate arrangement for goods in the wake of the Olympics. Goal of London Olympics Olympics has diverse goals which aim at creating development opportunities, p romoting women interest, protecting athletics, creating of avenues, which bring sustainable development and creating sporting opportunity during summer. The current situation London transport system depends on the services of trains, roads, underground trains, and air transport. Since UK got the opportunity to host Olympics think tanks have been assessing the current trends of transport network with a view of meeting needs of visitors that London would host. Current reports shows that London trains, buses and underground trains struggle to make 12 million journeys in a day. The figure is likely to rise following the demands that the transport sector would meet during Olympics. Organizers of the Olympics believe that London will have to meet the needs of 3 million extra journeys. London expects to host 10,500 athletes, 20,000 journalists, and 9,000 officials (Travis, 2011:16). The major concern is the ability of the transport system to facilitate timely arrival of the athletes. The c hallenges have necessitated creation of a program, which intends to upgrade the transport sector to cope with the anticipated number. Tour sector has numerous services, which include transportation, booking, reservation, ticketing among others. The sector host taxi operators as well as tour cars that offer services from one destination to the other. The road situation in London has an ability of supporting a given number of vehicles thereby influencing the approach that London Olympic committee would take (Great Britain. 2006:132). The idea is to meet the needs of the Olympic tourists as well as meeting the needs of tourists. Balancing the two issues is quite intricate given the situation of infrastructure (roads, railway line, and airports). Environment for Tour Industry Strength London boost of its capacity to receive tourists across the globe. It is one of most visited city in the world. It is a major destination for visitors because of business that it commands and leisure activ ities that many visitors acquire when they come to London. Hotel industry in London is one of flourishing sectors because of the population that they serve around the year. London has regional air services, which offer transport at reasonable costs. Olympic tourists can use the opportunity to visit in lands or other regions of the country. Opportunities London has a legacy of housing plan that can accommodate the visitors. It also command sustainable

Final Canvas -knowledge partner Essay Example | Topics and Well Written Essays - 1250 words

Final Canvas -knowledge partner - Essay Example one of the most effective tools for strategic management, which assisted Lab Vlieland in determining the potential problems that are likely to impact in future (Muehlhausen, 2013). Customer segment is one of the internal blocks of canvas model of Lab Vlieland, as the segmentation of customers allow the business to identify its key customers. Additionally, the company tends to focus over identifying the communities i.e. the targeted customers whom they serve products and/or services and maximize profitability of the business. Moreover, community members, knowledge partners, developers and employees of the organisation are the four key customer segment of Lab Vlieland. The knowledge partners of Lab Vlieland include travelling agencies, universities, sponsors, energy specialists as well as community members and volunteers. These knowledge partners will enable Lab Vlieland to get consultancy, supporting to provide efficient services as well as intelligence-based approach to attract large tourists. Apparently, developing strong connection with the communities will effectively ensure attractiveness of Lab Vlieland. Besides, developer is directly related to measuring the changing perception of the customers and engaged in research and development activities to provide maximum satisfaction to the customers. On the other hand, employees of the business engaged in producing products and/or services as per their requirements of customers (Diehl & Nikolou, 2013). Customer relationship is one of the most integral approaches of managing customers by forming effective communication with current and possible customers. In this regard, it is very essential for Lab Vlieland to retain its profitability objectives and attracts customers with various customer intimacy strategies for building a strong differential competitive advantage and improved engagement with the consumers. Furthermore, this will enable to develop a strong connection with the communities at large. Another

Strategic risks †thinking about them differently Essay Example for Free

Strategic risks — thinking about them differently Essay One of the most important aspects to put into consideration when taking up a project is project risk management. A project risk is an event / condition, which is uncertain that, upon it occurrence brings either a positive or a negative impact on the project. A positive manager should consider this as one of the ten knowledge areas where competence is highly regarded. Risk management is critical, especially to organizations working in multi-project environments and the maturity for risk is high (Loftus, 1999). A wide range of risks is apparent when working in projects involving construction among other engineering work. These risks are mostly attributed to government policy, diversity in stakeholders’ aspirations and the challenges of adding multiple projects. For a good risk management process, there must be a clear statement and understanding of roles and responsibilities, proper skills on technical analysis and the prevailing organizational factors should support the project. Project risk management involves identifying, assessing and prioritizing of risks: and thereafter putting resources to use in order to reduce, monitor and control those risks that could affect the project negatively and increase realizing of opportunities (Jaafari, 2001). This report seeks to outline the knowledge acquired on management of risk in projects among other basic knowledge gathered on management of projects. Discussion             All organizations exist for their own different purposes, and that of public engineering organizations in the construction business, the purpose is to deliver a service, which brings a beneficial result in the public/ stakeholders interest (Harrison, 2004). Decisions to pump resources into investments on capital infrastructure are prompted by needs that are meant to enhance the achievement of the major purpose. According to Flanagan and Norman (1993), the benefits of efficient risk management are evident especially in projects involving capital infrastructure because they are dynamic in nature and bring positive cost implications from the construction related decisions. Risk management should be taken as an intrinsic part of capital infrastructure investment decisions mainly because, as project, ventures get more elaborate, the role of risk management is exemplified (Kutsch Hall, 2010). Regarding this realization, some countries have enacted government policies o n constructors emphasizing on the need to incorporate risk management in capital infrastructure schemes (Uher Loosemore, 2004). Risk is therefore, in many occasions, viewed as a condition or event whose occurrence will have adverse effects on the project and may hinder the attainment of set objectives. Hence, risk management relates decisions to such probable harmful effects (Chapman et al, 2012). This philosophical approach to risk management enables the process to be broken down into four fundamental sub-processes (Culp, 2001). These involve identification, analysis, response and monitoring. The former step of identification is the most critical step because it has the biggest effect on decisions emanating from the process of risk management. Reviewing risk management, in his article, Williams (1995), notes that there is little structured work in publication about typical risks. According to Chapman (1998), as much as risk identification is critical on the risk assessment and response phases, very little empirical evidence is available at this early phase. The heavier task in risk management remains in the analysis and response to the risk, yet the reasoning stands that unless the risks are identified, they cannot be analyzed and responded to. For most engineers, the need to have a set out program is critical for it provides an umbrella under which all current projects fall so that an outcome can be delivered massively in general, and greater than the total sum of all others. A program is usually temporary, and flexible; created to direct and oversee the implementation of a set of related projects and activities for the deliverance of beneficial outcomes that relate to the organization’s strategic objectives. Several projects are undertaken under this umbrella. This explicitly differentiates between program management outcomes and project management outputs. However, there is a link between projects and strategy through the program. Risk management is becoming an increasingly important process due to external pressures in existence. However, good risk management is seen as a critical attribute of organizational success in the field of engineering. The assumption that programs are merely extensions of projects should cease to exist because many will tend to reflect program risk management to project risk management (Allan, 2008). Program management is a broad extension of the varied, yet related, projects. On projects, it is important to define one or more objective functions like capital expenditure and completion time to represent it to measure the probability of achieving the set targets. Risk management then goes on to model the project’s objectives against the projects variables like costs and the quantity of inputs. These variables are usually uncertain as time goes on, hence the uncertainty of a hundred percent achievement of the objectives set. The most ideal situation would be identifying and characterizing the variables in advance providing that they will remain unchanged by time. This would make it easy to estimate the possible risks and the consequent variance of the project’s objective(s). However, not all project variables can be identified as new variables might surface as the project goes on while the probability of occurrence of the initial variables may vary (Kerzner Saladis, 2009). The impacts of the initial variables, both positive and negative, may c hange too hence making risk management even more hard (Drummond, 1999). Certainty and uncertainty of realizing a project’s objectives are measurable, only ideally. The possibility of a project not breaking even could be considered as a representative of the whole project: and then used in turn to evaluate against the variable and try to reduce the risks involved. This becomes a basis for decision-making. Some projects may proceed normally in a stable environment, hence making the uncertainty high at the time it is conceptualized. Pro-active planning and making prudent decisions will see the uncertainty reduce (Royer, 2001). However, uncertainty in complex projects within a changing environment will not necessarily reduce/ diminish as time goes by Chapman (1998). It is necessary to keep on checking on the project’s variables and re-evaluating of the objective function’s status to facilitate adjustments in the project’s strategies. Uncertainty surrounds many parts of a project; hence early resolution of variables may not be poss ible always. Variables change over time leading to exposure to new threats and risks along the way. This fact should not be refuted and a lot of work is required in the planning evaluating phases, where most of the critical work is done. In spite of all the uncertainty and complexity surrounding risk management and project management, it is important to seek methods of improving the project’s base value (Drummond, 1999). Conceptualization, planning, and implementation of a project are complex process that requires management based on set strategic objectives, which vary from time to time. The objectives should be integrative and holistic in the sense that it caters for social, political, environmental, and community aspects (Sears et al, 2010). Traditionally, planning in project management should form the basis of planning, alongside other functions of project management including; human resource, time, scope, integration, quality and procurement. These should be the fundamental factors f consideration along each phase. A variety of guidebooks, protocols and codes of practice in the engineering field have been made available for use in risk management in project management. In the United Kingdom, the ‘Orange book’ is a framework that is set to offer guidance on basic risk management concepts and as a resource for developing risk management processes and implementing them I the public sec tor (Aritua et al 2011). It is also aimed at using a risk based decision-making on investment. There have been many more publications and publications aimed at dictating hoe risk management should look like. These guidelines have offered a basis upon which projects are appraised and their investment viability tested. This has enhanced the process and shifted its reception and perception from project risk management to a risk management strategic level (Melton, 2011). In engineering and construction professions, program management and project management came to existence due to the changing procurement environment (Cox et al 2006). In the United Kingdom, procurement of infrastructural assets was done in a sequential manner, which involved a clear differentiation in the project life cycle phases. Currently there are three major procurement systems. These systems are prime contracting, Design and Build procurement and Private Finance Initiative (Aritua et al 2011). These methods were because of the need to adopt integrative and collaborative project delivery methods. The procurement systems have features like framework agreements, the use of specifications that are output based, and more importantly, emphasis on the lifelong value of the structures (Shehu and Akintoye, 2009). The office of Government Commerce has facilitated the change in construction procurement in the public sector too. The agency’s main agenda is to ensure that policies ar e followed and enhancing promotion of the best performance practices. These systems ensure that the project undertaken is of high quality and regard set policies and guidelines. These sanctions in the public works and construction sector have acted as strategic risk management tools for they ensure quality assurance as well as proper quality management. Project management should incorporate the use of a strategy-based management approach. This will facilitate the integration of planning, risk management and decision-making hence ensuring real time real time realization of an optimum of the project’s strategic objective against its variables (Schmidt, 2009). The project’s promoters are not always the investors. Investors are not always actively involved in the management of the project, but invest resources into the project hoping to get dividends. The promoters’ objective, on the other hand, is to deliver a facility that will ensure a long term balanced and financially viable business entity. The project is therefore a compromise between the attainment of investors’ interests and that of the community (Pinto Morris, 2010). Project development should be based on a set of strategic objectives, which stamp the project as a business and entwining project decisions to strategic business decisions (Wearne, 198 9). Amid all risks, the project should be planned proactively regarding its variables and with a focus on the life cycle objective functions (Westland, 2007). All life cycle functions should be observed. These are: financial functions, customer satisfaction, and policy observance/ adherence to statutory concerns. Statutory concerns could be like those regarding projects adjacent to ecological systems or highly populated areas (Jha, 2011). Proactive planning of the project ensures real time minimization of risk. Effective risk management ensures that there is typical conceptualization of projects and their subsequent implementation using strategic objectives. It also ensures any further variables are assessed and managed accordingly to optimize the project’s strategic outcome, that which of a business entity (Heagney, 2011). Since projects are subjected to changes in objectives and variables due to external factors, it is important to incorporate a continuous risk management p rocess that involves continuous risk and uncertainty management process conducted in real time to bring value to the project manager. Strategies made from risk analysis are a basis upon which decision-making is based going forward. Objectives of the life cycle are the vessel for analysis. Ethical practices are important factors to put into consideration when taking up/ procuring a project (Ralf et al, 2014). There exists codes of conduct and these codes may vary depending on the government regulations from one country to another. These codes guide management of projects, operations and supervision of work, and the technical aspect of the project, which is building. Since the work done is of great importance, the designed code of conduct and ethical measures should be used as they set standards for the output as well as achieving business objectives with the community in regard (Haukur et al, 2011). Reflective assessment Group activities that included vast research and group projects were vital in broadening my understanding of the project management theory, which of great importance to establishing and undertaking successful projects. According to Turner (1993), scope management is what the project management theory regards. Scope management involves three fundamental issues; ensuring that an adequate amount of work has been done, avoiding doing any unnecessary work and ensuring that the work done fulfills the intended business purpose as stated. The recognition of the sequential state in which activities are undertaken helped us as a group in determining what had to be done at a particular time and by what particular persons as well as accounting for what had been spent on completed work in anticipation of costs that would be accrued in the next steps. I came to understand project management by likening it to production operations management. The crystallization of project management theory to oper ations management theories made it easy for us to recognize the resounding reliance on the transformational theory, which is production oriented. This is because project management involves injecting inputs on which transformational processes occur to bring the result, which is the output (Nell, 1998). Goals are set on the output, upon which a basis for control is placed: control systems are put in place to ensure activities align with achieving intended goals and putting improvement measures in place. This deep understanding of the theory has been enhanced mainly by the critical analysis and discourse that we have engaged ourselves with in the group to widen knowledge on the process. Relevant knowledge on management theories on planning, execution and control has expanded from these activities as well as project theories pertaining flow of production (which projects have been likened with) (Sulliman, 2014). These productions method include incorporating techniques such as lean prod uction and just in time (JIT) (Gilbereath, 1922). Ethical practices in governance for contemporary organizations are also a major factor for consideration (Ralf et al, 2014). Conclusively, exploration on the area of project management has instilled in me management skills, which are very critical in handling projects and managing every aspect in them including risk. References Allan, N., Davis, J., 2006. Strategic risks — thinking about them differently.Proceedings of ICE 159 Aritua B., Nigel J. Smith, Denis Bower (2011) International Journal of Project Management. United Kingdom: University of Leeds Chapman, C. B., Ward, S., Chapman, C. B. (2012). How to manage project opportunity and risk: Why uncertainty management can be a much better approach than risk management : the updated and re-titled 3rd ed of Project risk management, processes, insights and technoiques. Chichester, West Sussex: Wiley. Cox, A., Ireland, P., Townsend, M. (2006). Managing in construction supply chains and markets: Reactive and proactive options for improving performance and relationship management. London: Thomas Telford. Culp, C. L. (2001). The Risk Management Process: Business Strategy and Tactics. New York: John Wiley Sons. Drummond H 1999. Are we any closer to the end Escalation and the case of Taurus? International Journal of Project Management Flanagan, R., Norman, G. (1996). Risk management and construction. Oxford [u.a.], Blackwell Science.Gilbreath, R. D. (1992). Managing construction contracts: Operational controls for commercial risks. New York: Wiley. Harrison, F. L., Lock, D. (2004). Advanced project management: A structured approach. Aldershot, England: Gower. Haukur, I. J., Ingason, H. T. (2013). Project ethics. Farnham, Surrey: Gower. Heagney, J. (2011). Fundamentals of Project Management. New York: AMACOM. Jaafari A. (2001) International Journal of Project Management. Sydney: University of Sydney Jha, K. N. (2011). Construction project management: Theory and practice. New Delhi: Dorling Kindersley. Kerzner, H., Saladis, F. P. (2009). Project management workbook and PMP/CAPM exam study guide. Hoboken, N.J: Wiley. Kutsh E. Hall M. (2010) International Journal Paper of Project Management. United Kingdom Loftus, J. (1999). Project management of multiple projects and contracts. London: Thomas Telford. Means, J. A., Adams, T. (2005). Facilitating the Project Lifecycle the Skills Tools to Accelerate Progress for Project Managers, Facilitators, and Six Sigma Project Teams. Hoboken, John Wiley Sons. http://www.123library.org/book_details/?id=9130. Melton, T. (2008). Real project planning developing a project delivery strategy. Amsterdam, Butterworth-Heinemann. Nell, E. J. (1998). The general theory of transformational growth: Keynes after Sraffa. New York: Cambridge University Press. Pinto, J. K., Morris, P. (2013). The wiley guide to project, program, and portfolio management. Hoboken, N.J: Wiley. Ralf M., Rodney T., Erling S.A, Jingting S., Oyvind K. (2014). Ethics, Trust, and Governance in Contemporary Organizations. Norway: Project Management Institute Royer, P. S. (2001). Project risk management: A proactive approach. Vienna, Virg: Management Concepts. Schmidt, T. (2009). Strategic project management made simple: Practical tools for leaders and teams. Hoboken, N.J: John Wiley Sons. Sears, S. K., Sears, G. A., Clough, R. H. (2010). Construction Project Management: A Practical Guide to Field Construction Management. New York: John Wiley Sons, Inc. Shehu, Z., Akintove, A., 2010. Major challenges to the successful implementationand practice of programme management in the constructionenvironment: a critical analysis. International Journal of Project Management Suliman Saleh Al Fredi (2014) International Journal of Science and Technology. Saudi Arabia: Al Qassim University Uher, T. E., Loosemore, M. (2004). Essentials of construction project management. Sydney: UNSW Press. Westland, J. (2007). The project management life cycle: a complete step-by-step methodology for initiating, planning, executing closing a project successfully. Williams, T., 1995. A classified bibliography of recent research relating to project risk management. European Journal of Operational Research Zhang Lianying et al (2012) Procedia Engineering. China: Tianjin University Source document

Knowles Separate Peace Essays: Self-Knowledge and Inner-Peace

A Separate Peace: Self-Knowledge and Inner-Peace The theme suggested in the closing paragraph of the novel A Separate Peace is that people create their own enemy and then they defend themselves laboriously and obsessively against their imaginary enemy. They develop a particular frame of mind to allay the fear that arises while facing their nonexistent enemy. In the novel, the protagonist, Gene, tries to fight a war with his best friend, Finny, not realizing that the enemy he sees is not Finny but is his own insecurity. At the beginning Gene believes that Finny is actually his enemy who is trying to sabotage him. Gene thinks that Finny envies his academic ability just as he envies Finny's extraordinary athletic ability. To feel better about himself, Gene lowers Finny to his level so that they are "even, even in enmity.† Gene's attitude toward Finny is a manifestation of his jealousy and lack of self-confidence. Finny, on the other hand is extremely confident. He never had the evil thoughts about destroying Gene's grades - he is too innocent of a person to have such thought. Furthermore, Finny, being a carefree person, does not even care about his own grades, and certainly not Gene's grades. Gene does not realize the truth, or perhaps he simply does not want to admit the truth. He has created an enemy to protect himself from acknowledging that he is not completely satisfied with his character, or lack of thereof. Gene finally realizes that Finny is not tryin... ...defenses that people have constructed are as useless as the "Maginot Lines"; they only prevent people from analyzing their emotions and characters. People should view the enemy and the war in a more objective perspective, and try to understand themselves. Only by doing so can they eventually find their identity.

Computerized Library System Essay

Chromosomal aberrations are disruptions in the normal chromosomal content of a cell and are a major cause of genetic conditions in humans, such as Down syndrome, although most aberrations have little to no effect. Some chromosome abnormalities do not cause disease in carriers, such as translocations, or chromosomal inversions, although they may lead to a higher chance of bearing a child with a chromosome disorder. Abnormal numbers of chromosomes or chromosome sets, called aneuploidy, may be lethal or may give rise to genetic disorders. Genetic counseling is offered for families that may carry a chromosome rearrangement. The gain or loss of DNA from chromosomes can lead to a variety of genetic disorders. Human examples include: * Cri du chat, which is caused by the deletion of part of the short arm of chromosome 5. â€Å"Cri du chat† means â€Å"cry of the cat† in French; the condition was so-named because affected babies make high-pitched cries that sound like those of a cat. Affected individuals have wide-set eyes, a small head and jaw, moderate to severe mental health issues, and are very short. * Down syndrome, the most common trisomy, usually caused by an extra copy of chromosome 21 (trisomy 21). Characteristics include decreased muscle tone, stockier build, asymmetrical skull, slanting eyes and mild to moderate developmental disability.[51] * Edwards syndrome, or trisomy-18, the second-most-common trisomy.[citation needed]Symptoms include motor retardation, developmental disability and numerous congenital anomalies causing serious health problems. Ninety percent of those affected die in infancy. They have characteristic clenched hands and overlapping fingers. * Isodicentric 15, also called idic(15), partial tetrasomy 15q, or inverted duplication 15 (inv dup 15). * Jacobsen syndrome, which is very rare. It is also called the terminal 11q deletion disorder.[52] Those affected have normal intelligence or mild developmental disability, with poor expressive language skills. Most have a bleeding disorder called Paris-Trousseau syndrome. * Klinefelter’s syndrome (XXY). Men with Klinefelter syndrome are usually sterile, and tend to be taller and have longer arms and legs than their peers. Boys with the syndrome are often shy and quiet, and have a higher incidence of speech delay and dyslexia. Without testosterone treatment, some may develop gynecomastia during puberty. * Patau Syndrome, also called D-Syndrome or trisomy-13. Symptoms are somewhat similar to those of trisomy-18, without the characteristic folded hand. * Small supernumerary marker chromosome. This means there is an extra, abnormal chromosome. Features depend on the origin of the extra genetic material. Cat-eye syndrome and isodicentric chromosome 15 syndrome (or Idic15) are both caused by a supernumerary marker chromosome, as is Pallister-Killian syndrome. * Triple-X syndrome (XXX). XXX girls tend to be tall and thin and have a higher incidence of dyslexia. * Turner syndrome (X instead of XX or XY). In Turner syndrome, female sexual characteristics are present but underdeveloped. Females with Turner syndrome often have a short stature, low hairline, abnormal eye features and bone development and a â€Å"caved-in† appearance to the chest. * XYY syndrome. XYY boys are usually taller than their siblings. Like XXY boys and XXX girls, they are more likely to have learning difficulties. * Wolf-Hirschhorn syndrome, which is caused by partial deletion of the short arm of chromosome 4. It is characterized by severe growth retardation and severe to profound mental health issues. Cri du chat syndrome, also known as chromosome 5p deletion syndrome, 5p minus syndrome or Lejeune’s syndrome, is a rare genetic disorder due to a missing part ofchromosome 5. Its name is a French term (cat-cry or call of the cat) referring to the characteristic cat-like cry of affected children. It was first described by Jà ©rà ´me Lejeune in 1963.[1] The condition affects an estimated 1 in 50,000 live births, strikes all ethnicities, and is more common in females by a 4:3 ratio. Signs and symptoms The syndrome gets its name from the characteristic cry of affected infants, which is similar to that of a meowing kitten, due to problems with the larynx and nervous system. About 1/3 of children lose the cry by age 2. Other symptoms of cri du chat syndrome may include: * feeding problems because of difficulty swallowing and sucking. * low birth weight and poor growth. * severe cognitive, speech, and motor delays. * behavioral problems such as hyperactivity, aggression, tantrums, and repetitive movements. * unusual facial features which may change over time. * excessive drooling. * constipation. ————————————————- Genetics Cri du chat syndrome is due to a partial deletion of the short arm of chromosome number 5, also called â€Å"5p monosomy†. Approximately 90% of cases results from a sporadic, or randomly-occurring, de novo deletion. The remaining 10-15% are due to unequal segregation of a parental balanced translocation where the 5p monosomy is often accompanied by a trisomic portion of the genome. These individuals may have more severe disease than those with isolated monosomy of 5p. Most cases involve total loss of the most distant 20-10% of the material on the short arm. Fewer than 10% of cases have other rare cytogenetic aberrations (e.g., interstitial deletions, mosaicisms, rings and de novo translocations). The deleted chromosome 5 is paternal in origin in about 80% of de novo cases. Loss of a small region in band 5p15.2 (cri du chat critical region) correlates with all the clinical features of the syndrome with the exception of the catlike cry, which maps to band 5p15.3 (catlike critical region). The results suggest that 2 noncontiguous critical regions contain genes involved in this condition’s etiology. Two genes in these regions, Semaphorine F (SEMA5A) and delta catenin(CTNND2), are potentially involved in cerebral development. The deletion of the telomerase reverse transcriptase (hTERT) gene localized in 5p15.33 may contribute to the phenotypic changes in cri du chat syndrome as well. people with cri du chat syndrome Down syndrome (DS) or Down’s syndrome, also known as trisomy 21, is achromosomal condition caused by the presence of all or part of a third copy ofchromosome 21.[1] Down syndrome is the most common chromosome abnormality in humans.[2] It is typically associated with a delay in cognitive ability (mental retardation, or MR) and physical growth, and a particular set of facial characteristics.[1] The average IQ of young adults with Down syndrome is around 50, compared to children without the condition with an IQ of 100.[1][3] (MR has historically been defined as an IQ below 70.) A large proportion of individuals with Down syndrome have a severe degree of intellectual disability. Genetics Karyotype for trisomy Down syndrome. Notice the three copies of chromosome 21 Down syndrome disorders are based on having too many copies of the genes located on chromosome 21. In general, this leads to an overexpression of the genes.[54] Understanding the genes involved may help to target medical treatment to individuals with Down syndrome. It is estimated that chromosome 21 contains 200 to 250 genes.[55] Recent research has identified a region of the chromosome that contains the main genes responsible for the pathogenesis of Down syndrome.[56] The extra chromosomal material can come about in several distinct ways. A typical human karyotype is designated as 46,XX or 46,XY, indicating 46 chromosomes with an XX arrangement typical of females and 46 chromosomes with an XY arrangement typical of males.[57] In 1–2% of the observed Down syndromes.[58] some of the cells in the body are normal and other cells have trisomy 21, this is called mosaic Down syndrome (46,XX/47,XX,+21).[59] [60] Trisomy 21 Trisomy 21 (47,XX,+21) is caused by a meiotic nondisjunction event. With nondisjunction, agamete (i.e., a sperm or egg cell) is produced with an extra copy of chromosome 21; the gamete thus has 24 chromosomes. When combined with a normal gamete from the other parent, the embryo now has 47 chromosomes, with three copies of chromosome 21. Trisomy 21 is the cause of approximately 95% of observed Down syndromes, with 88% coming from nondisjunction in the maternal gamete and 8% coming from nondisjunction in the paternal gamete.[58] The actual Down syndrome â€Å"critical region† encompasses chromosome bands 21q22.1-q22.3.[61] Edwards syndrome (also known as Trisomy 18 (T18) or Trisomy E) is a genetic disordercaused by the presence of all or part of an extra 18th chromosome. It is named after John H. Edwards, who first described the syndrome in 1960.[1] It is the second most commonautosomal trisomy, after Down syndrome, that carries to term. Edwards syndrome occurs in around one in 6,000 live births and around 80 percent of those affected are female.[2] The majority of fetuses with the syndrome die before birth.[2]The incidence increases as the mother’s age increases. The syndrome has a very low rate of survival, resulting from heart abnormalities, kidney malformations, and other internal organ disorders. Signs and symptoms Children born with Edwards syndrome may have some or all of the following characteristics: kidney malformations, structural heart defects at birth (i.e., ventricular septal defect, atrial septal defect, patent ductus arteriosus), intestines protruding outside the body (omphalocele), esophageal atresia, mental retardation, developmental delays, growth deficiency, feeding difficulties, breathing difficulties, and arthrogryposis (a muscle disorder that causes multiple joint contractures at birth).[3][4] Some physical malformations associated with Edwards syndrome include small head (microcephaly) accompanied by a prominent back portion of the head (occiput); low-set, malformed ears; abnormally small jaw (micrognathia); cleft lip/cleft palate; upturned nose; narrow eyelid folds (palpebral fissures); widely spaced eyes (ocular hypertelorism); drooping of the upper eyelids (ptosis); a short breast bone; clenched hands; choroid plexus cysts; underdeveloped thumbs and or nails,absent radius, webbing of the second and third toes; clubfoot or Rocker bottom feet; and in males, undescended testicles. of choroid plexus cysts, which are pockets of fluid on the brain. These are not problematic in themselves, but their presence may be a marker for trisomy Genetics Edwards syndrome is a chromosomal abnormality characterized by the presence of an extra copy of genetic material on the 18th chromosome, either in whole (trisomy 18) or in part (such as due to translocations). The additional chromosome usually occurs beforeconception. The effects of the extra copy vary greatly, depending on the extent of the extra copy, genetic history, and chance. Edwards syndrome occurs in all human populations but is more prevalent in female offspring.[7] A healthy egg and/or sperm cell contains individual chromosomes, each of which contributes to the 23 pairs of chromosomes needed to form a normal cell with a typical human karyotype of 46 chromosomes. Numerical errors can arise at either of the two meiotic divisions and cause the failure of a chromosome to segregate into the daughter cells (nondisjunction). This results in an extra chromosome, making the haploid number 24 rather than 23. Fertilization of eggs or insemination by sperm that contain an extra chromosome results in trisomy, or three copies of a chromosome rather than two.[8] Trisomy 18 (47,XX,+18) is caused by a meiotic nondisjunction event. With nondisjunction, a gamete (i.e., a sperm or egg cell) is produced with an extra copy of chromosome 18; the gamete thus has 24 chromosomes. When combined with a normal gamete from the other parent, the embryo has 47 chromosomes, with three copies of chromosome 18. with edwards syndrome Isodicentric 15, also called idic(15), partial tetrasomy 15q, or inverted duplication 15 (inv dup 15), is a chromosome abnormalityin which a child is born with extra genetic material from chromosome 15. People with idic(15) are typically born with 47 chromosomes in their body cells, instead of the normal 46. The extra chromosome is made up of a piece of chromosome 15 that has been duplicated end-to-end like a mirror image. It is the presence of this extra genetic material that is thought to account for the symptoms seen in some people with idic(15). Individuals with idic(15) have a total of four copies of this chromosome 15 region instead of the usual two copies (1 copy each on the maternal and paternal chromosomes). The extra chromosome is rarely found in mosaic state, i.e. some of the cells carry the marker chromosome. However, mostly because of the marker’s instability and tendency to be lost during cell division (mitosis), some cells are completely normal with 46 chromosomes. Occasionally, cells may have more than one idic(15), resulting in 48 or 49 chromosomes in all or some of their cells. A similar clinical picture albeit to a milder degree could be expected in individuals that have the extra chromosome 15 material as an interstitial duplication; not as a marker chromosome; thus having 46 chromosomes.[1][2] Signs and symptoms Individuals with idic(15) have delays in language development and motor skills such as walking or sitting up. Other traits may include low muscle tone (hypotonia), seizures, short stature, and mental retardation. Distinctive facial features associated with idic(15) may include epicanthal folds (skin folds at the inner corners of the eyes), a flattened nasal bridge, button nose, and a high arched palate (roof of the mouth). Some individuals with idic(15) also have features of autism, such as problems with communication, social interactions, and repetitive and stereotyped behaviors (e.g., lining up toys, playing with a toy in the same manner over and over again, hand flapping, rocking back and forth). These are some mild features but with a severe person there may be more such as inability to talk at all. Genetics Generally, idic(15) is not inherited; it is said to appear de novo; in one member of the family, by chance. In most cases, the abnormal chromosome is generated in the mother’s germ cells; oocytes. This finding is due to ascertainment bias; i.e. cases with maternally derived idic(15) usually have clinical findings and attract attention but those with paternally derived idic(15) usually do not. Thus, established cases are usually patients with maternally inherited idic (15).[4] . The smallest markers appear to be harmless and they may go undetected. However, if they are large enough to contain a number of important genes, they may result in â€Å"idic(15) syndrome† which is characterized by mental retardation, autism and other neurological symptoms.[5] One of the regions responsible for the symptoms of idic(15)syndrome is the critical PWS/AS-region named after the Prader-Willi and/or Angelman syndromes. Jacobsen Syndrome, also known as 11q deletion disorder, is a rare congenital disorder resulting from deletion of a terminal region of chromosome 11 that includes band 11q24.1. It can cause intellectual disabilities, a distinctive facial appearance, and a variety of physical problems including heart defects and a bleeding disorder. The syndrome was first identified by Danish physician Petra Jacobsen,[1] and is believed to occur in approximately 1 out of every 100,000 births. Possible characteristics * Heart defects * Mild to severe intellectual disabilities * Low-platelets (thrombocytopenia) * Facial/skeletal (dysplasia) * Wide-set eyes caused by trigonocephaly * Folding of the skin near the eye (epicanthus) * Short, upturned nose (anteverted nostrils) * Thin lips that curve inward * Displaced receding chin (retrognathia) * Low-set, misshapen ears * Permanent upward curvature of the pinkie and ring fingers (camptodactyly) * Large great toes/Hammer toes Klinefelter’s syndrome, 47, XXY, or XXY syndrome is a condition in which a human has an extra X chromosome. While females have an XX chromosomal makeup, and males an XY, affected individuals have at least two X chromosomes and at least one Y chromosome.[1] Because of the extra chromosome, individuals with the condition are usually referred to as â€Å"XXY Males†, or â€Å"47, XXY Males†.[2] This chromosome constitution (karyotype) exists in roughly between 1:500 to 1:1000 live male births[3][4] but many of these people may not show symptoms. The physical traits of the syndrome become more apparent after the onset of puberty, if at all.[5] In humans, 47,XXY is the most common sex chromosome aneuploidy in males[6] and the second most common condition caused by the presence of extra chromosomes. Other mammals also have the XXY syndrome, including mice. Patau syndrome, also known as trisomy 13 and trisomy D, is a chromosomalabnormality, a syndrome in which a patient has an additional chromosome 13 due to anondisjunction of chromosomes during meiosis. Some are caused by Robertsonian translocations, while others are caused by mosaic Patau syndrome. The extra chromosome 13 disrupts the normal course of development, causing heart and kidney defects, amongst other features characteristic of Patau syndrome.[vague] Like allnondisjunction conditions (such as Down syndrome and Edwards syndrome), the risk of this syndrome in the offspring increases with maternal age at pregnancy, with about 31 years being the average.[1] Patau syndrome affects somewhere between 1 in 10,000 and 1 in 21,700 live births.

Projectile Motion

I. Introduction This study focuses on the different factors that affect the game results of the throwing events namely, javelin throw, discus throw, and shot put throw. It is observed that during athletic meets, the winner is determined by the farthest throwing distance. However, this distance does not sum up the outstanding performance of a winning athlete. Several factors are deemed to be essential in strategically winning a throwing event. For instance, an athlete may need more effort in performing as compared to another because of certain physical or strategic hindrances. These hindrances seem to be inexistent when a game is analyzed using the distance covered only. Thus for the purposes of this study, the competition outcome is defined to be the resulting projectile from the throw. In analyzing the projectile, the research is opened to the influences of strategies beyond throwing the farthest. These factors can be grouped into three aspects: the thrown object’s standard measures, the strategy, and the player’s characteristics. First, the projectile allows us to examine the effects of the thrown object’s standard measures to the throwing ability of a player. These measurements include the weight of the object, and its circumference, in the case of the shot put and the discus, or its length, in the case of the javelin. Second, the projectile exposes the possibility of implementing various strategies that may affect the throwing distance, such as the angle of the throw and the velocity of the turn, in the case of the shot put and discus throw, or run, in the case of the javelin throw. Finally, the projectile also somehow illustrates the advantages or disadvantages of the player’s characteristics like height, weight, and body-build. Consequently, the research will not be tied to the distance results of the throwing events. Rather, it will be concerning thee different projectile elements – distance, height, angle, and force – as they are influenced by the aforementioned groups of variables. At the end of the day, this paper will justify the inevitability of standards with regard to the object’s measured properties, and will recommend the best player profile and playing strategy, as supported by the projectile results of conducted experiments. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object. Projectile Motion Projectile Motion Lab Report Objectives: This laboratory experiment presents the opportunity to study motion in two dimensions, projectile motion, which can be described as accelerated motion in the vertical direction and uniform motion in the horizontal direction. Procedures and Apparatus: |Rubber Ball |White sheets of papers | |Metal Track |Water | |Books |Table | |Meter-stick |Stopwatch | Obtain all the apparatus and material needed to proceed with experiment †¢ Set up a ramp using the metal track and a bunch of books at any angle so that the ball will roll off. †¢ Measure the distance from the edge of the table to the end of the ramp. †¢ Roll the ball down the ramp and off the table but make sure to catch the ball as soon as it leaves the table; do this part 10 times and record the times †¢ Calculate average velocity for this step †¢ Measure the height (vertical distance or the y-axis) of the table. †¢ Using this height, derive t (time) from the unif orm accelerated motion in order to obtain the predicted distance x. The next step is to release the ball from the ramp and let it fall off the table to the floor. †¢ Measure the spot on the floor where the ball hits the floor point when the ball rolls off the table. †¢ We positioned a piece of paper on the floor on which the ball marks the spots it hit first; to achieve this we wet the ball with water so the mark will be more evident †¢ Record these distances at least 3 times in and add them up to obtain the actual distance x. †¢ Compare these actual results with the predicted distance, which you obtain in the first part using uniform motion.Summary of Theory: Projectile motion in two dimensions can be predicted by treating the motion as two independent motions; the horizontal (x) component of the motion and the vertical (y) component of the motion. We examined projectile motion by observing a ball rolling down then leaving the ramp, thus becoming a projectile wi th a horizontal initial velocity. We measured the horizontal and vertical distances that the projectile traveled from the end of the ramp to when it hit the floor my using a meter stick to measure. -The correct equation for the horizontal motion used was: V=?X/t, where ? X is the distance on the horizontal motion and t is the time for each trail. -The equation used to find the time was the derived uniform accelerated motion equation: -t = v2y, where y is the height of the table and g is the acceleration due to gravity g on the vertical motion % Error, actual-predicted x 100% actual Data and Results |Trial |Times(s) |Velocity(m/s) | |1 |00:00:82 |12. 20 | |2 |00:00:83 |12. 05 | |3 |00:00:85 |11. 6 | |4 |00:00:85 |11. 76 | |5 |00:00:82 |12. 20 | |6 |00:00:78 |12. 82 | |7 |00:00:79 |12. 66 | |8 |00:00:88 |11. 36 | |9 |00:00:84 |11. 90 | |10 |00:00:88 |11. 36 | |Maximum Velocity |11. 36m/s | |Minimum Velocity |12. 0m/s | |Average Velocity |12. 01m/s | |Table Height |76. 30cm | |Predicte d impact point |47. 32cm | |Minimum impact point distance |44. 76cm | |Maximum impact point distance |50. 51cm | |Actual impact point distance |46. 33cm | |% Error |2. 14% | Conclusions and Observations: Our predicted impact of (distance X) point of 47. 2cm was short by only 1cm of the actual X value of 46. 33cm. The impact points were close, so based on these results we support our predicted X value given the collected data from the experiment. I also calculated the % error and it was only 2. 14% and that again confirms our accurate result. One of the reasons for this accurate result was the technique we used to mark the point where the ball hit the floors in which we wet the ball with water so it will leave a mark on the paper place along the meter-stick. Another evidence to support our results was the height of table found from the kinematics’ equations was 76. cm while that actual measured height was 76. 3cm. As we performed the experiment we confirmed that the horizontal acceleration is always zero, but the horizontal distance that the ball covers before striking the ground does depend on initial velocity because we used uniform motion. We also leaned that Velocity in the y-direction is always zero at the beginning of the trajectory. In other words, the acceleration in the y-direction is constant, a fact that confirms the independence of vertical and horizontal motion. Through this lab, I was able to examine the affect of forces on the trajectory of a moving object.

Art from greece essays

Art from greece essays The piece of art that I chose from this chapter can be found on page 157. This is a sculpture of the Greek god of the sea, Poseidon. I guess it seems fitting that this sculpture was found on the bottom of the sea in 1928. The ancient sailors relied on Poseidon for safe voyage on the seas. He had is good points and his bad as a god; he is often thought of as a moody god. When he became upset that was when the seas would be rough, causing shipwrecks and drownings. On the other hand, when Poseidon was happy the ocean would be calm and new lands in the water would be created. This god was always creating trouble with another; he was always having love affairs or competitions. But, none the less he played a major role in Greek mythology, especially as one of the major gods in the Trojan War. This statue of him is very unique. This was probably created around 460 BC by the ancient sculptor Kalamis. It is roughly 2 meters high, made of bronze, and is of one of the newer styles of Greek art. His flowing style is that of contrapposto, so it is more relaxed, unlike the earlier archaic sculptures. His pose is one that seems to command space, his slightly bents knees make it looks as though he is about to move at any moment. This pose is most likely one of him in some sort of sport or battle, because upon looking closely one can see that his right hand should be holding a spear or something of the sort. His motion is evident of one major thing, however. It shows the Greek interest in athletics. The Greeks would go to the gymnasia and study the athletes in order to perfect the figure in action. Overall, this sculpture of Poseidon was the one in the chapter that caught my attention the most. I like the contrapposto style more so than the archaic. The fact that it is also made out of bronze is special because very few sculptures of bronze have survived from that age. It seems that Kalamis did a great job emphasizing the beaut...

Politics in Egypt

Politics in Egypt Failure of Secular Political Movements In most cases, secular political movements fail because of lack of organization and the spontaneous nature of these groups. These groups often arise spontaneously without proper organization.Advertising We will write a custom essay sample on Politics in Egypt specifically for you for only $16.05 $11/page Learn More The movements are, therefore, often not identified with a particular leader. The lack of predefined leadership agendas dents the movement’s strength as rivalries arise from the different groups constituting the movement. The movement, thus, has to handle challenges of institutionalizing their diverse interests. With time, various governance issues such as qualification of the leaders, the people to spearhead constitution making, what the constitution should entail, and scheduling of elations arise. Leadership wrangles are also dominant in absence of well defined succession plans. Despite the popularity of the secular movements, internal rivalries are common. This was the cause of divisions in the Muslim brotherhood in the 1980s and 1990s where the group split along key personalities (Rutherford 89). Generational disparities also contribute to the failure of political movements. Internal divisions may arise due to reluctance to integrate the agendas of the different age groups, especially the young generation, into decision making organs. Conflict of interest across the generation and reluctance of leaders to give the young people the opportunity to utilize their skills can cause rivalry.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ideological differences may also come out across the generation, whereby the young generation may be willing to accommodate new concepts and ideas while the older generation of leaders is rigid. This was witnessed in the breakup of Muslim brotherho od in 1996 when the old generation of leaders refused to support the youth’s propositions of incorporating other groups into their organization (Rutherford 90). This caused the youths to split from the main organization and formed their political party, though not successful. Evolution of other organizations which are autonomous and financially well endowed threatens the political movements. This may be so when the emerging groups do not have commitment to the movement’s common goal, in spite of the groups being sympathizers of the movement. The movement, therefore, remains as an umbrella body for the different parties having divergent purposes and ideologies. The regime of the day may also impose repressive measures against the movement, often leading to disintegration of the movement. Threats, detention and imprisonment of the members of the movement often put the organizational structure of the movement into disarray, thus weakening it. The repressive measures can c reate leadership crises, impacting on the hold of the movement in the population. This is exemplified by the repression activities of the government in 1970s and 1980s that affected the organizational structure of the Muslim brotherhood. This reduced its influence among the different Islamic activists.Advertising We will write a custom essay sample on Politics in Egypt specifically for you for only $16.05 $11/page Learn More The government also elevated the generational differences across this group by cracking down on young members, whereas the older members who were the leaders did not respond to these sufferings (Rutherford 91). The movement may often appeal to the masses, spanning across social, religious, ideologies and all age differences. It can, therefore, be made up of people from all walks of life, including those in the economy, military, youth activists and politicians. Sectarian groups may take advantage of lack of proper leadership mechanisms and pursue their interests once they have attained power, contributing to failure of the movement. For instance, the military may exercise too much power and attempt to exert regulations on the pace and type of change to be implemented. The military may often rule with decrees and such rule is not overseen by anybody, for example parliament or opposition. Thus, the military rules without consulting the general public on major issues (International Crisis Group 2). Common values of Islamists and Secularists Islamists and secularists share various dimensions of constitutionalism, among them being the, â€Å"rule of law, constraints on state power, protection of civil and political rights and public participation in politics† (Rutherford 101). In the rule of law, the Islamists and secularists have agreements on shar’ia as the basis of governance. Shari’a must be derived from the Qur’an or the Sunnah obtained from reliable sources.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shari’a defines the ethical and spiritual ways that the believer must follow to live a moral life in accordance with God’s ways. Thus, every believer is obliged to follow shar’ia. Shar’ia also establishes the legal and moral principles for a spiritually enriched society. Through demonstration of the expected moral values to be adhered to, shar’ia promotes harmony and stability in the nation. The Shar’ia teachings also stipulate that to lead a spiritual life, one must meditate and interact with fellow believers and practice the teachings. It is, thus, the responsibility of the state to steer the people to have good morals by enforcing shar’ia. These topics have no contention and are not subject to discussion, thus the Islamism and secularists have an accord. Issues that are not available in the Qur’an and Sunnah require formulation of laws that are in agreement with Shari’a. These laws must be generated through governance in different political, social, cultural, and economic settings. The man-made laws are established based on fundamental pillars of Shar’ia in relation to governance. These principles include, †to establish justice, to rule through consultation (shura), to govern in a manner accountable to the citizenry, to derive laws from the Islamic Shar’ia, and to respect the people’s rights† (Rutherford 103). Governance is, therefore, aimed at employing the central pillars of Shari’a to formulate laws. The people designing these laws must consider the expectation of the community while upholding the Shar’ia principles. The laws do not contradict Shar’ia if they address the needs of the community and are geared towards addressing the interests of the citizens. In addition, the formulated laws must cater for the expectations of the community and the unique nature of the demands at that time. The laws are also formulated by building consensus c oncerning the issue at hand, in accordance to shar’ia principles and reflecting diverse knowledge and opinions. The Shar’ia, thus, allows for application of non-Muslim ideologies to handle situations in life as long as the ideologies do not contradict the shar’ia. The laws should mirror the values and sense of justice. The Islamists and secularists believe that Muslims have to reinterpret religion to correspond with issues in the contemporary world. Governance by Shar’ia is reaffirmed when the citizens and state demonstrate honest attempts to behave as pertains to Islam and not just oriented towards the particular legislative outcome. Shari’a is based on protecting, â€Å"religion, rationality, property and wealthy† (Rutherford 122). This means that it is enforced to promote justice, fairness, and compassion, and thus laws that stratify these ethical issues are compliant with shar’ia. The process of formulating laws is important in re inforcing Shar’ia. This requires careful consideration of challenges facing the Egyptians and evaluating the possible laws that can help while reflecting Shari’a principles. The role of religious leaders is secondary to drafting the law and interpreting shar’ia. In constraints of state power, exercising state power is confined under Shari’a, hence the people can ignore or even impeach a leader whose conduct and rule contradicts Shari’a. The people have the freedom of expressing allegiance to the state that is founded on Shar’ia, and which responds to the community’s will. The leader is, thus, elected by the citizens and is responsible to them. The leader as a human being can make mistakes as he is not divine, hence he should always engage his subjects on major issues. The state must also be subjected to checks and balances, hence the essence of decentralizing powers to other governance organs and empowering civil societies (Rutherford 112). In protection of civil and political rights, Islamists and secularists have common values in upholding individual rights and freedom. All the citizens have rights to, â€Å"better living standards, life, dignity, and property† (Rutherford 113). Ideal governance is based on, â€Å"consultation, justice, freedom, equality and the accountability of the ruler† (Rutherford 113). Freedom to express one’s self, to think and inquire is essential in practicing Islam faith. Islamists and secularists also believe in public participation in politics. The people are, therefore, supposed to be involved in electing their leaders. By consulting the people, the state gives the citizens a chance to participate in determining governance. Status of Shar’ia under Mubarak and Current Discussions Shari’a is the main source of legislation in Egypt, under article 2 of the constitution. This means that all the legislations must be derived from the principles of Shari ’a. In interpretation of the article, the court in 1985 ruled that the principles of shar’ia must be applied into positive state law. The Shari’a has two principles; those which are express and cannot be debated, and those which can be applied in relation to different contexts. These relative principles are subject to interpretations while adhering to Shari’a. In Mubarak’s regime, two constitutional amendments were carried out but all of them left article 2 intact. Regarding family and personal status laws, the laws were ramified in accordance to shari’a; though this ramification was not comprehensive. Family conflicts such as divorce and alimony were put together to form one case in 2004 so that they can be heard by one court. Personal status laws are enacted by the parliament. The legislation of laws was often followed by some explanations to demonstrate how the laws were adopted and backing literature to justify the legislation (ISLAMOPED IA para 1). Current discussions Having ascended to power, Muslim brotherhood is advocating for consultative governance according to Islam. Muslim brotherhood perceives public engagement in politics as essential in governance. This can be promoted by carrying out free and fair elections in order to choose leaders who demonstrate accountability. This approach is, however, not shared by some scholars who see perceive embedded problems in mass politics, such as enactment of legislation that is not established on ethical principles of Islam (ISLAMOPEDIA para 1). Instead, these scholars are of the view that the state should put organs that can maintain checks and balances, for example a constitutional court that makes sure the formulated legislative measures are in accordance to Shari’a. After the ouster of Mubarak and subsequent entry of the new regime, constitutional plans to amend the constitution were initiated. The main discussions in the amendment of the constitution gravitat ed around article 2 which invokes shar’ia as the major source of laws. People opposed to this article cite it as being biased and the article does not address those people having divergent religious views. Those against the proposals to change article 2 were concerned that changing it was likely to cause sectarian rivalry (ISLAMOPEDIA para 2). However, as the secular groups are minorities, most people are opposed to amending the article. International Crisis Group. â€Å"Popular protest in North Africa and the Middle East (1): Egypt Victorious?† Middle East/North Africa Report No. 101. 2012. Web. ISLAMOPEDIA. Islam and the state of post Mubarak era 2012. Web. Rutherford, Bruce K. Egypt after Mubarak: Liberalism, Islam, and democracy in the Arab world. Oxford: Princeton Studies in Muslim Politics, 2012. Print.