Michellamine A ( A natural product) Essay Example | Topics and Well Written Essays - 3000 words

Michellamine A ( A natural product) - Essay Example Structurally they originate, from the acetate polymalonate pathway and not from amino acids 1. They exist as monomeric and dimeric naphthylisoquinoline alkaloids. The monomeric alkaloids which possess a naphthalene-isoquinolene linkage and the dimeric naphthylisoquinolines include the michellamines. The Michellamines comprise two monomeric naphthylisoquinoline coupled together. The Michellamine dimers A, B and C are isolated from the leaves of Ancistrocladus korupensis 1,5,16, 18, 21. These dimeric alkaloids possess highly useful medicinal properties like antiviral and antiparasitic, which are distinct from their monomeric counterparts 13. In addition they also possess several pharmacological, toxicological and antiviral properties such as the inhibition of the cytopathic effects of the Human Immunodeficiency virus which is the major causative agent of AIDS 1, 9, 12, 19. Experiments show that Michellamines A and B give protection in vitro to human CEM-SS lymphocytes against the cytopathic effects of HIV virus (14)20, 21. Michellamine B has been shown to have inhibitory effect on drug-sensitive ,drug- The naphthylisoquinoline alkaloids are exists as both monomers and dimmers. All the monomeric naphthylisoquinoline alkaloids are biaryls containing a naphthalene moiety and an isoquinoline moiety and these two are linked. They may contain a dihydrogenated (this is present in the said ref: 13,) or a tetra hydrogenated isoquinoline moiety 13. The linkage varies between the different alkaloids. There is also a restricted rotation about this linkage and hence these compounds exist as thermally stable atropisomers 1. This is an interesting characteristic feature among these alkaloids. These alkaloids are also unusual on account of the methyl group present at the 3- position and oxygenation at the 8 and/or 6 position of the isoquinoline ring, which suggest that they have a polyketide origin. These alkaloids can be grouped according

Treating The Aged With Respect Essay Example | Topics and Well Written Essays - 750 words

Treating The Aged With Respect - Essay Example The old adage is to enjoy life to the fullest, from the early years to the onset of the sunset years. This is equally applicable to anyone, whether rich or poor, as enjoyment of life can be quite simple. It does not take plenty of money to do so, although money certainly helps in so many ways if one can have it (and plenty of it if possible). There are advantages to growing old, such as experience and wisdom that supposedly goes with it; love and respect are the other things one can crave for. American society is characterized by a hectic lifestyle and working schedule; everybody is either at school trying to earn a degree or working hard to earn enough for comfortable living and also at the same time attain that iconic American dream, to reach the middle class. Another dream is to have squirreled away enough savings for an enjoyable retirement to afford some things. This paper deals on the question whether Americans treat their aged with enough respect and love. Discussion Contrary to anecdotal evidence, Americans greatly honor their old relatives although it can be admitted that most of these younger people are often quite busy pursuing their careers that precludes them expressing their love and respect for their senior loved ones in the more frequent ways that most people normally expect. But nevertheless, they express this through phone calls. They also send loving letters to them, and for those seniors who are Internet savvy, then they can also connect on the Internet through social networking sites such as Facebook. A point is that people mistakenly believe the seniors are largely forgotten in a fast-moving society such as America where everybody is in a hurry to get off to somewhere. From the viewpoint of the old and aged citizens of this country, they have the vantage point of having a lifetime of memories or a long list of experiences to comfort them in their old age. They may suffer from some infirmity but that does not preclude them from enjoying life as long as they are not bedridden yet and can still pursue some activities of normal living (Cowley x). Seniors can also surprisingly be creative and inventive when it comes to meeting some of their physical needs without asking for help. These can be illustrated by taking their time when walking (very slowly so as not to fall) or find a new way of doing things only t hey can think of. What is quite remarkable is often their positive outlook on life despite advancing in years and facing the inevitable (Janis 5). Most seniors tend to become deeply spiritual as they are in a stage in life prior to going into eternity. Today's senior citizens enjoy an active lifestyle unlike that of earlier generations of aged people who were confined to nursing homes and spend the rest of the day doing nothing or keep playing the same parlor games over and over throughout a day. The advent of modern medicine has made senior living worthwhile and older or retired people can go wherever they want to such as places as go on luxury cruise or enjoy a sunny beach environment in a tropical country. These people go whenever they want to go with no one curtailing their activities. A positive attitude is the next best thing to having good health; it keeps the years away. The saying is to live and love well enough to keep mind and muscles going for a long time (Stein 52). You nger people show their respect for older loved ones when they visit them in nursing or retirement homes to enjoy being together with their aging parents or relatives. Moreover, they also show respect

Competency Goals Essay Example for Free

Competency Goals Essay In order for children to feel safe away from home they need a safe environment where they can learn and play comfortably. I am always alert and continuously observe the children at all times. Children must never be left unsupervised. In the class, safety precautions such as checking all tables and chairs for damage and sharp edges is done weekly. All electrical outlets that are not being used are covered with safety caps. I guarantee that the children’s work and play areas are free of clutter. When the children are using scissors, pencils or other instruments, I make sure they carry them in an appropriate manner to prevent injury. We have on file written permission from the parent’s to take their child for any emergency medical care if the nurse isn’t on campus. Outdoor play areas are checked daily for harmful objects such as bottles, cans, or other litter items before the children go out to play. In the center, a fire drill is conducted Once a month. A Healthy Environment A healthy environment is essential for effective learning. A visual daily health check is done each day upon each child’s arrival. I respond immediately to accidents, health concerns and emergency conditions calmly. The classroom is maintained in a clean and hygienic environment. While working with parents, together we assist the children in building good grooming habits b maintaining consistent routines at school and encourage them to do so at home. Hand washing following toileting, washing hands before meals and brushing teeth is done in the center to encourage healthy needs. Children are able to flourish in an environment that influences their growth and development. A Learning Environment Children learn by doing and by imitating each other, their parents and their teachers. I respect and acknowledge each child’s ideas, concern and feelings. We provide a variety of materials in the class from the books we  use to the toys with which the children play. Participation is encouraged without any of the children feeling frustrated. An environment is provided where each child has fun during activities that are allowed and encouraged to participate in various activities to appreciate each other’s cultural differences. Each child display their work around the classroom they enjoy seeing their accomplishments. Open communication is provided for each child. I try to make sure the children’s daily schedule is followed, but sometimes we get a little behind. Transition from one activity to another is smooth. COMPETENCY GOAL II TO ADVANCE PHYSICAL AND INTELLECTUALCOMPETENCE Physical Physcial development is important for healthy development. Physical activities are designed to be fun for the children. Children like a lot of physical movement. In the class we schedule time to use both gross and fine motor skills. We plan physical activities during outside time, such as relay races, jumping rope, hula hoops, throwing a ball and just plain exercising. Play enhances learning both inside and outside. My enthusiasm is shown when I actively play with the children. In the class, we exercise to music, combining music and movement. Parents are encouraged to get involved in physical activities with their children. We plan, develop and coordinate fine and small motor skill activities such as stringing large and small beads, cutting with scissors, turning single pages in books, drawing and putting puzzles together. Sleep is also important for growth. Children need rest during the day. Quiet time with music is played in order to help the child relax. Intellectual Children want answers to their questions. Most of their questions start with â€Å"Why†. As their teacher, I know that it is important to their questions answered. It is their way of learning. They need to learn how to perceive different things. In the class we use symbols as part of comprehending.  Books are used to ask questions and think about what is being read to them. As part of our schedule, I let the children plan their own activities. They tell me what center they want to go in and what they plan to do in their centers. Children are given the opportunity to talk about their parents, friends and things happening around home and community. On some Fridays we do show and tell or idol Friday. The children bring items from home and tell the class something about the item. We also bring something to share; this way the children in turn ask us questions. In the class, we sing our Alphabet and sounds song. This helps them to learn letters of the alphabet. We play number gam es for rote counting and shape searching in the class for shapes recognition. COMPETENCY GOAL III TO SUPPORT SOCIAL AND EMOTIONAL DEVELOPMENT AND TO PROVIDE POSITIVE GUIDANCE Social Development Teachers are very important role models for a child. Promoting social skills includes helping children begin to understand the feelings and needs of others. In the class, I always model good social skills around the children. Observation is an important tool while learning how a child feels and behaves. When a child tells me no one will play with him/her, through observation, the child is monitored around his/her peers to see if there is a lack of social developing skills. Helping, sharing, showing concern and cooperation with each other is always encouraged. Children are rewarded with praise for kindness, being helpful and cooperative to each other. Each child is made to feel special. Addressing social skills, knowing the children’s cultural background and environment is very important to me. Social interactions are provided through play. Play socially helps children to cooperate and appreciate each other. Children have to be able to get along with each other in order for the day run smoothly. Emotional Development As a teacher, I try to make a great difference in developing emotional skills in the children. Children are encouraged to express love, fear, and anger. It is important for me to help the children control both negative and  positive emotions. Emotional development through play is encouraged. It helps children relieve feelings in a safe environment and promotes self-confidence. I respect each child as an individual and the natural differences in how children express their feelings. In the class, puppets and role-play are used in exhibiting emotions whether positive or negative.in the class, I plan and provide a place for the children to have some down time when they are experiencing negative emotions. Positive Guidance The way a teacher acts influences the children. I always maintain a positive attitude around the children. The climate of the class is always relaxed. My tone of voice is calm, when speaking with the children. As the teacher in the class, I use guidance techniques such as modeling appropriate behavior and allowing the children to act their age. Directions are given in a positive way. The schedule is provided and followed daily so the children will know the routine and can make transitions easier. A helper chart is put up this way, all the children share responsibility of keeping the classroom clean and orderly. As a group, we together come up with a set of class rules, which are agreeable with the students and me. Children are encouraged to feed and dress themselves. Children are praised when they cooperated and help each other, especially during clean up Time. COMPETENCY GOAL IV TO ESTABLISH POSITIVE AND PRODUCTIVE RELATIONSHIPS WITH FAMILIES It is very important to me to let parents and families of the children I work with know and feel they are a big part of our program. The parents as well as their children are important to me and the overall success of the program. I encourage a cooperative atmosphere among each child’s relationships within the family structure. Parents are always welcome in the classroom. Regular communication with the parents is important. It is important to present a united effort to the family of the children with whom I teach. Newsletters are sent home on a weekly basis t parents to inform them of upcoming events. A parent news board is set up to provide daily  updates to parents on meals, activities and important dates. In order to maintain an open, friendly and cooperative relationship with each child’s family we provide parents with opportunities to become involved in the programs. We encourage parents to volunteer in the classroom, attend workshops, serve on policy and advisory committees, attend field trips and attend parent meetings. During parent meetings suggestions are made for improving the daily program. Information about their child’s experiences and achievements in the center is provided to the parents. Reports are distributed periodically to help parents understand the progress of his or her child. Home visits are made twice throughout the school term to share activities and materials that parents can use at home with their child. Each family’s cultural background, religious and parenting beliefs are respected. Parent-Teacher conferences are another means of communication with parents they are also held twice in a school term. Parents need to know and feel they are a part of the teaching team in the classroom. Together, our common goal is always, the children. COMPETENCY GOAL V TO ENSURE A WELL-RUN PURPOSEFUL PROGRAM RESPONSIVE TO PARTICIPANT NEEDS To ensure a well-run program, I maintain an open communication with my Lead Teacher and other staff members. We work as a team to provide quality, developmentally appropriate activities and materials for the children each day. I’m always willing to work with bus monitors, parents and volunteers. It is important to me that the children can flourish well in an environment that influences their growth and development. Each child’s nutritional needs are met. Up-to-date records is maintained on each child. Each child’s record is kept confidential. Confidentiality secures the privacy of the children and their families. The parents, staff members Lead Teacher and myself work to identify the strengths and needs of each child. Records and reports concerning growth, behavior, health, and progress of each child is maintained. This information is shared with each child’s parent. Schedules are posted and followed daily they are where the parents can read them. This way, they know what their child is working on daily. By using appropriated  guidelines, I observe the children for signs of abuse or neglect and follow through if needed. Center brochures are distributed to each child’s family. Each child’s progress is discussed with his/her respective parents. Planning is essential. A great deal of time is sent on planning, so that children will have their needs met. I ensure that the classroom is clean and safe. The classroom is always prepared before the children arrive. Reference materials, are utilized as needed each day. To stimulate and motivate the children, I consistently look for new and innovative methods. I read various books and education websites to acquire acknowledge. It is important to maintain appreciation for each child’s cultural background. COMPETENCY GOAL VI TO MAINTAIN A COMMITMENT TO PROFESSIONALISM As a teacher, I enjoy teaching Pre-K. I demonstrate a positive attitude toward the children and their parents. It is important to promote quality services. I take advantage of all opportunities to improve my personal and professional growth. This growth is beneficial for the children I teach, as well as their parents. I take advantage for personal development by attending conferences, in-service trainings, staff meetings and study groups. I read books, stay in contact with other pre-k teachers and resource coordinators to help keep me informed of changes in the teaching field. Information about the children, their families and staff is kept confidential. Effective communications and working well with my co-workers is very important. I perform my duties professionally no matter where I work. While dressing in a professional manner, my hair, nails and attire are maintained clean and attractive. A positive, professional attitude is projected at all times. Cultural differences in the chi ldren are respected at all times. Parents are informed about field trips, home visits and conferences. I ask parents to volunteer in the class, each week I send home a family activity this keeps them involved in learning about their child’s experiences at school. I am committed to keeping the children safe, providing good communication, positive guidance and working with the families of the children. It is important for the children’s family and me  to work together. The key is teamwork. The common goal is that the parents and myself will do what is best for the child.

The Chomsky On Language Acquisitions English Language Essay

The Chomsky On Language Acquisitions English Language Essay One of the greatest linguists of all times, Noam Chomsky asserts that language is innate. He wrote his famous book, Language and Mind in 1972, in which he proposed his famous theories on  language acquisition. In this book Chomsky wrote, When we study human language, we are approaching what some might call the human essence, the distinctive qualities of mind that are, so far as we know, unique to man. According to Chomsky, language is one characteristic that is unique to humans among all other living beings. Chomskys theories have made it easier to understand the evolution and development of the languages. Chomskys theories on language are based upon the importance of linguistics in modern sciences. According to him, to study languages, it is important study human nature that lies in human mind. Chomsky on Language Acquisition Noam Chomsky postulated that the mechanism of the language acquisition is derived from the innate processes. Innate is something which is already there in mind since birth. The theory proposed by Chomsky is proved by the children living in same linguistic community. Moreover, they are not influenced by the external experiences which bring about the comparable grammar. He thus proposed his theory on language acquisition in 1977 as all children share the same internal constraints which characterize narrowly the grammar they are going to construct. He also proposed that all of us live in a biological world, and according to him, mental world is no exception. He also believes that as there are stages of development for other parts of the body,  language development  can also be achieved up to a certain age. Innatism: Noam Chomsky The linguist Noam Chomskys views have had a tremendous impact on language acquisition theory and research. Chomskys transformation-generative grammar (TG) approach differed substantially from previous views of language learning. For Chomsky, the essential rules of grammar (everything we know about our language: phonology, syntax, morphology, semantics, etc.) lie hidden in the abstract deep structure of language. Deep structure rules are universal. Its not what the environment brings to the child but what the child brings to the environment. Chomsky claimed that children are biologically programmed for language and that language develops in the child in just the same way that other biological functions develop. For example, every child will learn how to walk (if there is nothing wrong with the child). The child doesnt need to be taught. Most children learn to walk at about the same age. For Chomsky, language acquisition is very similar. The environment makes a basic contribution in this case, the availability of people who speak to the child. The childs biological endowment will do the rest. This is known as the innatist position. Chomsky proposed his theory in reaction to what he saw as the inadequacy of the behaviorist theory of learning based on imitation and habit formation. Evidence seems very strong that children are by no means systematically corrected or instructed on language. Have you ever tried to correct the grammar of a three-year-old? Not many parents have been observed correcting their toddlers or pre-schoolers grammatical errors. When parents do correct, research has shown, they tend to focus on meaning and not on language form, often simply repeating the childs incorrect utterance in a more complete grammatical form. When parents do correct errors, children often ignore the correction, continuing to use their own way of saying things. A Social Interaction Model of First Language Acquisition The foundation of all language, according to Vygotsky, is social interaction. Vygotsky originated the notion that the most fertile environment for all early learning, including child 4 language acquisition, is found in what he termed the Zone of Proximal Development. The relation between thought and word is a living person. In the Vygotskian approach, children attempt to communicate, and in these attempts they learn language. Social interaction creates many opportunities for children to acquire the necessary social features of their native language: they learn how to use speech in different contexts, and they acquire the ability to know what to say to whom, when, and where. Consider the acquisition of various forms of requests. The zone of proximal development creates many opportunities for English-speaking children to realize that a request such as à ¢Ã¢â€š ¬Ã¢â‚¬ ¢gimmeà ¢Ã¢â€š ¬- can work with younger playmates and some siblings but may not work successfully with mom and dad. Older children learn more complicated variations of requests, such as knowing that à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Wouldnt you like toà ¢Ã¢â€š ¬Ã‚ ¦.?à ¢Ã¢â€š ¬- is a more polite way of asking à ¢Ã¢â€š ¬Ã¢â‚¬ ¢Wannaà ¢Ã¢â€š ¬Ã‚ ¦?à ¢Ã¢â€š ¬- Second Language Learning It is clear that a child or adult learning a second language is different than a child acquiring a first language, both in terms of personal characteristics and conditions for learning. Questions to consider when trying to understand how second language learners learn are: 1. Does the learner already know a language? 2. Is the learner cognitively mature? That is, is she or he able to engage in problem solving, deduction, and complex memory tasks? 3. How well developed is the learners metalinguistic awareness? That is, can the learner treat language as an object (for example, define a word, say what sounds make up that word, or state a rule such as à ¢Ã¢â€š ¬-add an -s to form the plural)? 4. How extensive is the learners general knowledge of the world? This kind of knowledge makes it easier to understand language because one can sometimes make good guesses about what the speaker is probably saying even when the language carrying the message is new. 5. Is the learner nervous about making mistakes and sounding à ¢Ã¢â€š ¬-silly when speaking the language? 6. Does the learning environment allow the learner to be silent in the early stages of learning, or is he or she expected to speak from the beginning?5 7. Is there enough time available for language learning to take place, and is there plenty of contact with proficient speakers of the language? 8. Does the learner receive corrective feedback when he or she makes errors in grammar or pronunciation, or does the listener overlook these errors and pay attention to the message? 9. Does the learner receive corrective feedback when she or he uses the wrong word, or does the listener usually try to guess the intended meaning? 10. Is the learner exposed to language which is modified in terms of speed of delivery, complexity of grammatical structure, and vocabulary, so that it matches the learners ability to comprehend and interact? All second language learners, regardless of age, have by definition already acquired at least one language. This prior knowledge may be an advantage in the sense that the learner has an idea of how languages work. On the other hand, knowledge of other languages can also lead learners to make incorrect guesses about how the second language works, and this may cause errors which a first language learner would not make. Young language learners begin the task of language learning without the benefit of some of the skills and knowledge which adolescent and adult learners have. The first language learner does not have the same cognitive maturity, metalinguistic awareness, or world knowledge as older second language learners. Although they are developing cognitive maturity and metalinguistic awareness, they still have a long way to go in these areas, as well as in the area of world knowledge, before they reach the levels already attained by adults and adolescents. Most child learners do not feel nervous about attempting to use the language, even when their proficiency is quite limited. Adults and adolescents, on the other hand, often find it very stressful when they are unable to express themselves clearly and correctly. Nevertheless, even very young children (pre-school) children differ in their nervousness when faced with speaking a language they do not know well. Some children happily chatter away in their new language; others prefer to listen and participate silently in social interaction with their peers. Fortunately for these children, the learning environment rarely puts pressure on them to speak when they are not ready. One condition which appears to be common among learners of all ages though perhaps not in equal quantities is access to modified input. This adjusted speech style is sometimes called à ¢Ã¢â€š ¬-foreigner talk or à ¢Ã¢â€š ¬-teacher talk. Many people who interact regularly with language learners, such as experienced teachers, seem to have a sense of what adjustments are needed to help their learners understand. The  Nativist Position The best known and most influential proponent of the innatist position is  Noam  Chomsky.  In his famous  review of Skinners book  Verbal  Behavior  he pointed out that imitation and SR-theories of learning fail to explain how people come to produce sentences which they never heard before. He argues that cognition plays the decisive part in creating the ability to produce an unlimited number of sentences with the knowledge of a limited number of grammatical rules. He calls this ability  language competence  and distinguishes it from  performance, that is the actual use of language which  under the heat of communicative exchanges or when people are tired  may lead to the production of grammatically faulty sentences. Explaining language learning on a cognitive basis raises the question, however, how children come to know the categories and rules of grammar which they need for a creative production of sentences.  In that context the logical problem of language acquisition and the poverty of the input argument prompt researchers like Chomsky,  Fodor, and  Steven Pinker  to argue that languages are not learned like any other complex faculty (flying airplanes or doing complex mathematical calculations, for instance) but acquired on the basis of an innate knowledge of grammatical principles contained in  a  language acquisition device (LAD).  In later versions of Chomskyan theories the LAD is renamed  Universal Grammar.  The logical problem of language acquisition, which gave rise to the problematic distinction of language acquisition and learning,  is seen to lie in the fact that adult language generally is full of grammatically errors, unfinished sentences and similar handicaps w hich seem to make it impossible for the human brain/mind as a logical machine to extract from that sort of controversial input the right sort of grammatical rules. Observation of children and their parents reveals, too, that adults do not give children explicit instruction in rules of grammar (which would undo the logical problem of language acquisition). The protagonists of the nativist position of language acquisition aim to explain  first language acquisition, not  second language acquisition. Quite a few researchers in this camp doubt that UG (Universal Grammar) is available for second language acquisition. Some of them argue that UG may be available for second language acquisition up to a critical age only (early puberty) after which the plasticity of the brain would put an end to the beneficial workings of UG. We must remember, too, that  second language acquisition (SLA)  is different from  foreign language learning.SLA takes place in a target language environment and provides the learners with plenty of language input in contextually meaningful situations. In contrast foreign language learning takes place under extreme time limits in a first language cultural context and provides comparatively poor environmental conditions for language acquisition. Because of the reasons just mentioned it is problematic to directly connect nativist theories of language acquisition with new developments in FLT. The truth is, though, that nativist theories have definitely influenced theories on second language acquisition and they have indirectly had an effect on theories and methods in FLT. The perhaps most prominent example of such indirect influences and subterranean cross currents is the comprehensible input hypothesis developed by  Stephen Krashen. His  theory of second language acquisition actually consists of five main hypotheses: 1. the acquisition-learning hypothesis, 2. the monitor hypothesis, 3. the natural order hypothesis, 4. the input hypothesis, and 5. the affective filter hypothesis. His position shares with nativist theories the learning acquisition dichotomy. The crucial point of his arguments is that grammar acquisition is an unconscious process which cannot really be helped or replaced by the teaching and conscious learni ng of explicit rules of grammar. What teachers can do to help their learners is make comprehensible the second language input which they provide because learners will find it easier to figure out the rules underlying the production of the input if they understand its meaning.

The Internet and Its Effects Essay -- Argumentative Persuasive Essays

The Internet and Its Effects The Internet was first developed in 1957 as a communication resource for the military Defense Unit. Since then the Internet remains to a service of communication that is now provided to all people with the access of a computer. Over the past several years the Internet has developed and expanded into an endless resource of information and knowledge. With billions of Internet users present in the world today, the idea of living life through the computer is not as uncommon as it used to be. Today people have the opportunity to experience relationships and receive an education through the computer. Although the quality of this kind of life is available, one may ask how realistic and healthy is it. Through the Internet, the process of gaining the products of life is non-existent. For example, I remember doing book reports and the process and experience in which it created. I would set aside at least a few hours of a day to go to the library, and work with a Liberian as a team in order to locate the information that I needed. I would then travel through an array of books to my destination. I would search through a few books on the same topic located right next to the book for which I had been looking. After finding several books with an array of different information I check them out, return home, and enjoy. Some may say that the Internet could have saved me the time it took to locate my resources. However, the process I went through socially, mentally and physically are aspects of life created through an experience, which the Internet cannot provide. Although the services provided through technology have brought society closer together, it has also pushed it farther apart. Consequently the Internet may... ...he effect. I have, and will continue to, experience the change and lack of communication that occurs with family and friends. The method in which I receive my education continues to become less personal as teachers take a step back and computers jump foreword. Computers are not a choice, they are a required form of communication in today's world that suggest we could all learn a great deal from sitting at a computer, alone. Works Cited Hallak, Jacques. " Global Connections, Expanding Partnership and New Challenges." U.S. Department of Education. September 20, 2000. (28 April 2002) Buchanan, Elizabeth. " The Social Microcosm of the Classroom." CPSR Newsletter. December 1997. (22 April 2002) Scherlis, William. "Internet Paradox, a Social Technology That Reduces Social Involvement and Psychological Well Being." American Psychologist 53 (1998): 1017-1031

Information systems of business Essay

A business have to manage lots of different information. All information systems have 2 big issues, one is the organisation who receive the information and the other is that appropriate members of staff gets the information. A number of policies have to be put in place concerning security of information, backups, health and safety, organisational policies, costs and increasing sophistication. Security of information can be an operational issue. It is all about maintaining the integrity and availability of organisational information and knowledge. Managers need to have the right information available at the right time to make good decisions. The reliance on technology to store information increases which means the risk posed by system failure and malicious attack from viruses also increases. IT security policy should take into account common risks to information the business relies upon. This policy should include secure login id for IT systems and controls that limit access to information. Backups are also an operational issue these are stores on separate hardware from the live versions of the information. Health and safety can be an operational issue. There are many regulations concerning health and safety. The Health & Safety (Display Screen Equipment) Regulations 1992 this is the minimum requirements for work stations and includes the extent to which employers must ensure that workstations meet the requirements laid down in this schedules, the equipment, the environment and the interface between the computer and operator. Another is the management of health and safety at work regulations 1992 this is that every imployer shall provide his employees with comprehensible and relevant information.

The Great Gatsby: “It is Nick who makes Jay Gatsby into The Great Gatsby”

The ambiguous â€Å"greatness† of Jay Gatsby is imparted to the reader through the thoughts and observations of Nick Carraway, a character who is personally involved in the intricate events and relationships featured in the plot. He is therefore an excellent choice of narrator as this participatory role places him beside the ‘great' namesake of the book, which is essentially how he appears to portray the idealistic, materialistic and yet naive character of Jay Gatsby. In using Nick as such a device, Fitzgerald presents an insight into Gatsby which is gradually developed from ambiguity to admiration as he refines Nick's perception throughout the ‘riotous excursion'- as Nick metaphorically describes the action of the novel – and establishes his often negative outlook on the selfishness, greed and moral corruption of American society. Nick is conveniently able to acquire this personal knowledge of Gatsby through his approachability, causing other characters to confide in him through his inclination â€Å"to reserve judgement†. However, his negative judgement of society (from which Gatsby is ‘exempt') ironically contradicts his initial claim to impartiality, and Nick continues to judge people thereafter. This reveals his viewpoint to be increasingly subjective and lends his character the virtues of being realistic, thus possessing human failings which evoke a more complete persona, and not merely a mouthpiece for Fitzgerald's thoughts. However, covertly, he also communicates the author's condemnation of 20's society as his own, since Fitzgerald has incorporated such judgements into his personality, creating the illusion of an impartial narrator while pursuing his satirical condemnation of the Jazz Age and his apparent admiration of the idealism implicit in the American Dream (represented by Gatsby's impossible optimism). Indeed, Fitzgerald's use of this â€Å"intelligent but sympathetic observer† at the centre of events â€Å"makes for some of the most priceless values in fiction† (William Troy, 1945). The values of â€Å"economy and intensity† are achieved by his central role in events, while â€Å"suspense† is achieved through Nick's personal flaw of not fully perceiving Gatsby's character, causing revelations about Gatsby's past and present to be frequent and striking. We think particularly of how Gatsby â€Å"came alive† to Nick in Chapter 4 through Jordan's reminiscing, and of how, in Chapter 9, revelations are still made after his death (such as the schedule brought to Nick's attention by Gatsby's father) which consolidate Nick's respect for his extensive ambition. Nick's perception of Gatsby is limited in certain aspects as the latter is an ambiguous character, though this incomplete knowledge does not deter Nick's positive view, which develops from not knowing Gatsby at all to admiring him for his strangely noble, if delusory, dream. Gatsby's ambiguity simply fuels fascination in Nick, who uses the adulatory adjective â€Å"gorgeous† to describe him, and proceeds in his narrative to seek the reason for this attraction in the mystery of Gatsby. The apparent bias presented in Nick's narration may also be due to many connections felt with Gatsby as a result of similarities between both their characters and Fitzgerald himself: many of Gatsby's characteristics are often Fitzgerald's own, incorporated into his character alongside Nick's. Just as the author had fought in the war, so have his characters, a fact which had taken Daisy away from Gatsby and excitement away from Nick's life as he â€Å"came back restless†. They both seek to reclaim these things, Nick by coming East and Gatsby by reacquiring Daisy's love. Nick empathizes with Gatsby's longing, and here perhaps Fitzgerald incorporates his own experience of losing the affections of his first love, Ginevra King, this failure in achieving his own dream revealing bias in the author himself. This may be the reason for the author positing that Gatsby is â€Å"great† while also impressing his negative opinion on the causes of both his and Gatsby's failure – in this case society, and the class differences which precluded Fitzgerald's relationship with the wealthier King. In the wider context of social satire, this contrast between dreams and failure is analogous to the rich and poor within American society, and is portrayed through the rather obvious symbolism of the â€Å"Valley of Ashes† whose uncomfortable proximity to the higher class Eggs foregrounds the vast disparity between rich and poor in the Roaring Twenties. Initially Nick only perceives the visible side of Gatsby – his material possessions and his parties where guests â€Å"came and went like moths among the whisperings and the champagne and the stars† in Chapter 3. He describes the parties as dreamlike, perhaps reflecting Gatsby's outlook on life, and tempting, as wealth was in 1920s America. Fitzgerald's simile of the guests being insect-like expresses Nick's observation of the superficial materialism and immorality of American society (emphasized in the former quotation by the sibilance of â€Å"whisperings†), as they are only tempted by Gatsby's wealth, drawn like moths to his light, while making Gatsby seem somehow compelling and superior to them as they revolve around him In direct contrast to such shallowness, Fitzgerald reveals Nick's admiration for Gatsby's â€Å"romantic readiness†, and his â€Å"infinite hope† in his idealistic love of Daisy, to further build the â€Å"great† element of Gatsby's personality as it is discovered. This aspect of Gatsby, when introduced, also makes him â€Å"more real† (EK 1925) and empathetic, than American society of the time, as his dream is revealed to be for love, not material status. These poetic descriptions, though also used ‘in order to persuade us that Gatsby is a man of poetic sensibility†, do not imply that â€Å"Fitzgerald takes the dangerous, no-hands course of simply saying so† as Kenneth Tynan (1974) states. In fact, Nick's positive opinions of Gatsby are developed very subtly and implied throughout events in the plot. These gradually build the impression of Gatsby's imaginative and beautiful sensibility, such as Nick's discovery of his idealism regarding Daisy's love. At times, such usages of poetic narrative depictions contrast sharply with the dull, bare portrayal of the poorer sections of society. To this end, light is used by Nick in positive descriptions throughout the novel, his own and Fitzgerald's fascination with modern developments of his time projected through Nick's observant and admiring documentation of places lit by electric lighting, such as Gatsby's house which was ‘blazing with light,' and the important symbol of Gatsby's â€Å"hope† for Daisy's love – the symbolic green light at the end of Daisy's dock, ultimately described, with pity, as an â€Å"illusion. Light is thus used in a symbol of both Nick's admiration felt at Gatsby's â€Å"hope†, and his sympathy as it is for an immaterial romantic goal (love), which disregards Gatsby's material prominence. Nick also favourably compares Gatsby to a seismograph; an ‘intricate' device driven by unknown/seen forces which mirrors Nick's own impression o f him. This analogy is not merely an â€Å"apt†¦ symbol for the human sensibility in a mechanized age† (Edwin S. Fussell 1952), showing Nick's focus on material developments; it is also clearly used to accentuate his opinions on how admirable Gatsby's â€Å"heightened sensibility† is. Nick's use of such comparisons also suggests the ambiguity in his rendering of Gatsby. Nick only makes us aware of Gatsby's personality in strategically placed narrative elements. These staged revelations, though revealing aspects of Gatsby that hint at criminality (like his activities in Chicago and various other rumours) simultaneously emphasize his admirable qualities such as his prizing of Daisy's love. Indeed, Nick's narration increasingly overlooks Gatsby's flaws, both his and Fitzgerald's views increasingly colouring the tale and casting Gatsby's dream in a positive light. By creating this empathy with Gatsby, Fitzgerald effectively communicates the intense disappointment felt at the intrusion of reality on idealism in the final chapters of the novel, and sympathy for the failure of Gatsby's dream is invoked. Clearly, though Maxwell E Perkins (1924) feels that Gatsby's ambiguity is â€Å"mistaken† as it makes his character more nebulous, Fitzgerald actually uses this as a main method of drawing the reader into a prominent theme of illusion, the ultimate illusion being love itself. The mysteriousness of Gatsby is also used to enable Nick's â€Å"growth in moral perception† (Troy 1945) which Troy describes as a â€Å"necessity† in such a narrator; Nick gradually perceives Gatsby's â€Å"moral† side- his â€Å"innate purity†, and society's lack of this in comparison, subsequently favouring Gatsby and giving some credibility to EK's evaluation of Gatsby being â€Å"more real† than the other characters due to the paradoxically pure nature of his dream. In this respect, Chapter 4 is used to further Nick's, and the reader's, positive perception of Gatsby. It features Jordan recounting a â€Å"romantic† memory of Daisy's former relationship with Gatsby, Fitzgerald effectively digressing from Nick's narration in order to impart a very deliberate and important revelation from Gatsby's past. It is this relationship which Gatsby seeks to reclaim by means of his wealth, and is the basis of the â€Å"romantic readiness† admired in him by Nick. Nick subsequently colours his narrative with the new awareness and says that Gatsby â€Å"came alive to me, delivered suddenly from the womb of his purposeless splendor†. With this metaphor of a birth, Fitzgerald makes a clear effort to separate Gatsby's huge vitality from the â€Å"purposeless splendour† of materialism, and, by extension, of American society, which he condemns through Nick's judgement of it. In Chapter 6 Fitzgerald again manipulates narrative structure in Nick's tale of Gatsby's origins, as at this stage in the plot's chronology Nick is not privy to this information- it was imparted by Gatsby himself â€Å"very much later† in the novel, and is presented achronologically to renew readers' faith in Gatsby before it is severely challenged in chapter 8, â€Å"with the idea of exploding those first wild rumors about his antecedence†. Fitzgerald reveals a specific part of Gatsby's background through Nick's narration, selected to instill sympathy for Gatsby in the reader by describing his younger self's (Gatz's) upward struggle from poverty, and the author's admiration for the idealistic dreams that had spurred him to create a â€Å"universe of ineffable gaudiness† that he elaborated nightly until â€Å"wedding [these] visions to [Daisy's] breath†. This metaphor reveals the uniting of Gatsby's original ambitions with a dream of love, and is also used to invoke sympathy for the extent to which his dreams are ultimately and perhaps tragically revealed to have gone â€Å"beyond her, beyond everything†. This revelation of Gatsby's â€Å"childlike notion of beauty and grace† (Maxwell Geismar 1947) is illustrated by this analeptic episode, strongly suggesting Gatsby's ultimate innocence and â€Å"pure† dreams beneath his materialistic exterior Fitzgerald presents the social context of the novel through the transformation of the American Dream in the '20s: the new generation of Americans were â€Å"dedicated more than the last to the fear of poverty and the worship of success†, as Fitzgerald himself had stated at the time. Society's material methods of gaining this success are portrayed negatively through Nick's condemnation of the Dream, as Nick has established himself as valuing morals and hard work highly; his family had become â€Å"prominent† through ownership of a â€Å"wholesale hardware business†, while Fitzgerald's own childhood took place in a farming, working environment. Similarly, the values admired in Gatz's willingness and determination to work for and succeed in gaining his dreams are symbolically those lost values of society that had appealed to Fitzgerald, and would appeal to Nick's sensibilities, which is why Nick still portrays Gatsby as being â€Å"great† in contrast to Jazz Age society which seeks goals through material means rather than hard work. This is paradoxically true in spite of Gatsby's own materialism, because the latter is portrayed as unimportant to Gatsby beside his love for Daisy. Through Nick's narrative, then, Gatsby is presented as embodying the old work ethic of a meritocracy but also its transformation to materialism, and ultimately the unattainable goals of the American Dream, this factor essentially providing the grounds for seeing Gatsby as a tragic hero. His idealistic dreams as Gatz are implied to be â€Å"incommunicable for ever,† as they are, in fact, â€Å"wed to Daisy's breath† which is just as perishable as his money. In Chapter 7, Tom's revelations about Gatsby's criminal bootlegging cause the brittle faiade of Jay Gatsby to be â€Å"broken up like glass† against Tom's â€Å"hard malice†, this simile depicting Nick's dislike of the malicious Tom and of the superficiality of the American Dream, but also, crucially, the way Gatsby's dreams have been demolished due to his â€Å"reliance upon material power as the single method of satisfying his searching and inarticulate spirit† (Maxwell Geismar 1947). Gatsby is thus left â€Å"watching over nothing†, this nihilistic phrase ending the chapter and corroborating the sympathy felt by Nick at the hopelessness of Gatsby's â€Å"dead dream†, making Nick â€Å"not want to leave him†. With his death in Chapter 8, this sympathy might indeed render Gatsby not merely â€Å"great†, but genuinely tragic. Thus as readers, we feel ultimately that Nick's (or Fitzgerald's) message is that the â€Å"colossal vitality of [Gatsby's] illusion† is curtailed by the faults of society and that Gatsby himself, by contrast, is â€Å"greater† than his social milieu. Gatsby's is â€Å"the tragedy of a romanticist in a materialist society† (Kuehl, 1959), his immaterial dreams inevitably perishing in the face of society, the hopelessness that it's glamorous exterior encloses, communicated throughout the novel both by the satire of the parties, the obvious symbolic qualities of the Valley of Ashes, the similarly tragic George Wilson, and the doomed Myrtle. Clearly, though John McCormick (1971) regards Daisy as â€Å"the agent of Gatsby's downfall, just as she had been the agent of his rise,† the apparent cause of Gatsby's failure â€Å"went beyond her,† being the â€Å"vital illusion† created by society which had surpassed Daisy; she had only been the springboard for his ideals. The author's message is ultimately a poignant one of hope being obscured by failure, communicating both Fitzgerald's admiration of such dreams, and contempt of the reality which smothers them. In this sense, Nick's voice in the novel is undeniably Fitzgerald's. Having said this, Nick is rendered sufficiently autonomous to be a convincing narrator in his own right, as Gatsby finally also receives sympathy due to tangible affinities formed with him, such as that of disillusionment, which Nick empathizes with as he has been a victim of his own illusion regarding the true nature of Daisy and Jordan, and Gatsby's character itself. A â€Å"growth in moral perception† (when applied to Nick) is â€Å"the tale of the novel† (Troy, 1945) as it is this which ensures Nick's positive portrayal of Gatsby: Nick comes to discover his true history and admired ambition as Gatz, as well as the ultimate tragedy of his still believing, in the face of such adversity as his â€Å"dead dream. This moving naivety clearly proves, however, that in Gatsby's case any growth in moral perception does not apply; even though Daisy has clearly returned to Tom's alluring wealth in Chapter 8, Gatsby innocently, and dumbly, states, â€Å"I suppose Daisy'll call, too,† not perceiving the immorality of the age he lives in. As Kuehl (1959) says, â€Å"it is illusion, and not it's materialization† which is the centre of Gatsby's character – he is a dreamer despite his material status, and his â€Å"heightened† goals will never be materialized, making them pale in comparison to the concrete aspirations o f society and contradicting E. K's evaluation – Gatsby is not precisely â€Å"more real† than society, but he is â€Å"greater† in many ways, as both Nick and Fitzgerald successfully portray him at the close of the novel: the noble dreams that inspire Nick's admiration within Gatsby are only unattainable due to denounced external factors, and therefore ultimately do not subtract from Gatsby's tragically â€Å"great† portrayal.