geography Essay Example

geography Essay Essay #6- I n todays society there are many people that dont like others religions. This is becoming a huge problem especially in the middle east, were many people are killed every day for no reason. The biggest problem going on right now is the problem between the Israiles. (Jewish people) and the Palastiniens. They both are fighting over land they both call their own holly land, which at this time the Isralians control. However this is not the only problem that this century has had over religions. You might remeber a war called world war II, a war in which was started because a man by the name of Hitler, thought is religion was supreme and called for his country to kill all of the jews that lived on the land he controlled. Some people out there just dont think that other people should follow the believes of another god, in their mind they believe in something we call monotheism, the believe in only one god. More than likely they are not going to like other people who dont believe in their god. Another reason why there is so much intolerance for other religions, is because your religions is pretty much the way of life for most people. For example, some religions believe on praying five to six times a day, while others you dont have to pray at all. And because your religions is a way of life, many people dont think that any other way of life is ok, because that is what they are taught from a very young age. This is the reason why many people dont like Americans, because in their religion and society the women are not allowed to bear any skin, while in our society and most of western religions there is no rules on what women wear. The problem of religions and violence is probley never going to end. I think that the problem with religions and violence is kind of like racism, some people just

Find Ideas for Enterprise Stories in Your Hometown

Find Ideas for Enterprise Stories in Your Hometown Enterprise reporting involves a reporter digging up stories based on his or her own observation and investigation. These stories typically arent based on a press release or a news conference, but on the reporter carefully watching for changes or trends on his beat, things that often fall under the radar because theyre not always obvious. For instance, lets say youre the police reporter for a small-town paper and over time you notice that arrests of high school students for possession of cocaine are increasing. So you talk to your sources in the police department, along with school counselors, students, and parents, and come up with a story about how more high school kids are using cocaine in your town because some big-time dealers from the nearest big city are moving into your area. Again, thats not a story based on someone holding a press conference. Its a story that the reporter dug up on his own, and, like many enterprise stories, its important. (Enterprise reporting is really just another word for investigative reporting, by the way.) So here are some ways you can find ideas for enterprise stories in various beats. Crime and Law Enforcement Talk to a police officer or detective at your local police department. Ask them what trends theyve noticed in crime over the last six months or year. Are homicides up? Armed robberies down? Are local business facing a rash or burglaries? Get statistics and perspective from the police on why they think the trend is occurring, then interview those affected by such crimes and write a story based on your reporting. Local Schools Interview a member of your local school board. Ask them whats happening with the school district in terms of test scores, graduation rates, and budget issues. Are test scores up or down? Has the percentage of high school grads going on to college changed much in recent years? Does the district have adequate funds to meet the needs of students and teachers or are programs having to be cut due to budget constraints?​ Local Government Interview your local mayor or a member of the city council. Ask them how the town is doing, financially and otherwise. Does the town have enough revenue to maintain services or are some departments and programs facing cutbacks? And are the cuts simply a matter of trimming fat or are important services - like police and fire, for instance - also facing cuts? Get a copy of the towns budget to see the numbers. Interview someone on the city council or town board about the figures. Business and the Economy   Interview some local small business owners to see how theyre faring. Is business up or down? Are mom-and-pop businesses being hurt by shopping malls and big-box department stores? How many small businesses on Main Street have been forced to close in recent years? Ask local merchants what it takes to maintain a profitable small business in your town. Environment Interview someone from the nearest regional office of the Environmental Protection Agency. Find out if local factories are operating cleanly or polluting your communitys air, land or water. Are there any Superfund sites in your town? Seek out local environmental groups to find out whats being done to clean up polluted areas.

Gender and psychology in Carol Ann Duffy's poems Thesis Proposal

Gender and psychology in Carol Ann Duffy's poems - Thesis Proposal Example Issues of gender, society, psychology, surrealism, sexuality, history, and fantasy have all found a place on the pages of her books. In my thesis, I intend to explore her poetic device of the dramatic monologue and its relation to the multiplicity of voices her poetry embodies. To better understand the societal and literary importance that set her body of work apart from others, it is necessary to indicate how this type of monologue gives a sense of freedom and authority to the misunderstood and neglected. Furthermore, I plan to shed light on the mental processing of the marginalized through the speakers reflections; in addition, I will focus on how her characters create their own identity by transforming the narrative language. The objectives of my research are firstly, to explore the various topics Carol Ann Duffy addressed in her writing, such as gender roles, female sexuality, suicide, and childhood, and to discuss what she had to say about each of them; secondly, to explore Carol Ann Duffy’s use of the narrative monologue as a vehicle of expression for her characters; and thirdly, to reveal the importance of Carol Ann Duffy’s body of work in the world of literature. It is my supposition that an analytical exploration of Carol Ann Duffy’s poetry will reveal a female writer who has found her voice in controversial topics by allowing her characters to develop their voice through her writing. The question I want to address is how successful is Carol Ann Duffy at broadening the reader’s perception of women, by shedding light on women’s issues through the unique usage of narrative monologues? In several of her books, such as The World’s Wife, Feminine Gospels, and Selling Manhattan, Duffy uses her writing to bring the female characters from the background to the forefront to emphasize the importance of the female

Leadership and Management of Strategic Change of Qatar Airways Assignment

Leadership and Management of Strategic Change of Qatar Airways - Assignment Example The author of the essay "Leadership and Management of Strategic Change of Qatar Airways" tells that change can happen anywhere at any time because it is usually an uninvited guest in many situations. This makes strategic change management a tough job for the top management in any organization. The most important factor driving organizations to change is the uncertainty persisting in the economic sector, worldwide. Another important factor is the turbulences in the market because current markets are very much vulnerable for changes and the global markets are susceptible to frequent changes. Another major cause for changes is the rise in the expectations, needs and demands of the customers. They always look for better products with better benefits for better life. Consequently, the rate of entry of new comers is quiet high a factor that increases the competitiveness in corresponding fields (Wootton, Horne and Wootton, 2010, p.89). This insists organizations to come up with more competi tive products so as to fully achieve the competitive advantage. The business tie-ups and acquisitions also will lead to changes in the strategy of both organizations. Budget pressures will induce changes in companies. Alterations in the vision and mission of the organization will also lead to changes in the organization’s strategy. All the PESTEL factors, i.e. political, economic, socio-cultural, technological, environmental and legal factors have impact on bringing about a change in the strategy of organization.

Stress and burnout Research Paper Example | Topics and Well Written Essays - 750 words

Stress and burnout - Research Paper Example Ayala (2002) further indicates that uncontrolled levels of stress can eventually lead to burnout that is detrimental to the overall productivity of employees in an organization. However, stress may be beneficial because it can lead to creativity and inventions at the workplace. Consequently, it is fundamental to discuss the effects of stress and burnout to an organization and its employees. According to Gryna (2004), burnout is a feeling that results from an extended period of stress. Continuous burnout has a hazardous effect that lowers the self-esteem of individuals while on duty. Employees begin disliking their pastime activities in the organizational context. Notably, burnout correlates with emotional instability highlighting the absence of zeal and enthusiasm. Gryna (2004) asserts that burnout is a condition that arises when an individual lacks the motivation to undertake duty. It is equally attributable to prolonged suffering. Clinically, it is complex to guesstimate the level of employee burnout. Problems associated with stress and burnout to the organization One of the major problems associated with stress and burnout is the employees incapability to produce quality results as they did in the past (Ayala, 2002). Consequently, both stress and burnout are the main inhibitors of success to organizations. These two attributes contribute to huge losses to organizations annually. Gryna (2004) affirms that organizations incur losses because of the increased levels of stress among its staff. The most widespread loss is the reduction in the level of employee’s productivity in the organization. Subsequently, stressed employees exude low morale when undertaking duties and obligations. Lack of confidence contributes to their dismal performance at work because strained employees perform poorly. According to Gryna (2004), burnout increases the rates of turnover of employees; thus, increasing the costs required to run operations in an organization. This is beca use an organization will have to incur costs when recruiting new staff to continue with operations. Moreover, organizations will have to invest in training new employees before entrusting them with duties. High turnover due to burnout affects the employees’ loyalty who may feel neglected by the management (Gryna, 2004). This will make it difficult for them to focus on organizational growth. Interestingly, employees in organizations attribute stress to several to harsh working conditions. Problems associated with stress and burnout to the employees According to Arnold, Demerouti & Wilmar (2005), burnout affects employees’ attitude leading to the deterioration of an individual’s health. Subsequently, burnout leads to financial losses. For example, an employee experiencing burnout is prone to commit errors while on duty. Additionally, there are high chances that conflict can arise in an organization when employees experiencing burnout. Stress and burnout does not o nly affect the organization’s performance but they also affect the overall wellbeing of an individual. For instance, stressed employees exude negative emotions while on duty that may influence their lives. Moreover, an employee suffering from burnout is likely to develop chronic illness that may lead to depression. Arnold, Demerouti & Wilmar (2005) indicates that chronic ailments such as type diabetes have been associated with

Definition Of The Term Authentic Material

Definition Of The Term Authentic Material During the last decades, English language has been expanding considerably all over the world. In fact, people have started to talk about English language as the new global language. As a consequence of this impressive evolution, our nation has applied several educational measures to the general curriculum of education in order to teach correctly English as a second language in schools. The creation of the program Inglà ©s abre puertas and the changes made to the studying plans of MINEDUC are clear examples of this initiative. Notwithstanding, these attempts of improving the English level in our students did not work at all. Last year, a proficiency test called SIMCE was taken so as to evaluate the level of English language in students of third year of high school, and the results obtained by this assessment were really deficient. Indeed, 89% of all students evaluated were not able to certificate a basic level of English. In light of this pitiful scenario, this paper proposes the use of authentic materials as an interesting and useful ESL teaching technique which can contribute to ameliorate the low level of English in students. In the following paragraphs, it will be stated the definition of the concept authentic materials in the ESL field and the sources where teachers can get them. Furthermore, guidelines for the correct selection of these teaching materials will be provided, and the advantages of using them will be described in detail and supported firmly. As the title of this project says, the subject of study is the use of authentic materials in ESL lessons. Thereby, it is necessary to start by defining what authentic materials really are. Firstly, the conceptualization of teaching/learning materials has to be stated concisely and explicitly. In essence, the term material refers to resources in the classroom which students are able to use with the purpose of improving and complementing their learning process. For instance, a book, a photocopied handout, a poster, a flashcard, a whiteboard, or any technological equipment can be defined as material because they act in a complementary way in the teaching/learning process and include the characteristics mentioned before. As Tomlinson (1998) asserts, they are anything which is used to help to teach language learners.à ¢Ã¢â€š ¬Ã‚ ¦ anything which presents or informs about the language being learned.(p.11). Although it is easy to delineate the meaning of the term teaching/learning materials, the concept of authenticity is a bit more complex of classifying since there are several different authors who have attempted to define it in the field of second language teaching. For example, Heitler (2005) states that authentic materials are any texts written by native English speakers for native English speakers (p.5), while Tomlinson (1998) ascertains that an authentic text is a text not written or spoken for language teaching purposes. Likewise, Kramsh (1993) adds the term authentic has been used as a reaction against the prefabricated artificial language of textbooks and instructional dialogues, it refers to the way language is used in non-pedagogic, natural communication, and Little and Singleton (1988) declares that an authentic text is a text that was created to fulfill some social purpose in the language community in which it was produced. In the same line, Harmer (1991) defines authentic texts as materials which are designed for native speakers; they are real texts; designed not for language students, but for the speakers of the language, and Sanderson (1999) complements the description of authentic materials saying that they are materials that we can use with the students in the classroom and that have not been changed in any way for ESL students. A classic example would be a newspaper article thats written for a native-English-speaking audience (p.3). As it can be seen, there is a spectrum of distinct conceptualizations of authenticity. However, there is an agreement with some specific characteristics of genuine resources among the definitions established before. One of those shared features is the non-pedagogic purpose. Authentic materials are not produced nor adapted so as to be used for teaching or learning a second language; in fact, they are taken as genuine as possible from the reality. In this way, the artificiality of language is avoided completely. A pos itive consequence since the artificial nature of the language and structures used, make them very unlike anything that the learner will encounter in the real world and very often they do not reflect how the language is really used (Berardo, 2006, p.62). In order to complete this pursuit of genuineness, it is essential to obtain materials produced by native speakers. They interact with their peers inevitably in the target language because it is their innate language. Actually, there is not a better version of spoken or written English than the one made by the people who lives in English spoken cultures, so native production becomes another key aspect in the classification of authentic materials. Considering that any interaction between two native speakers can be used as an authentic material, it is unavoidable to look for common situations with the intention of getting real communication in English. Every person uses his own language to transmit a message to other person, and this pr ocess of normal communication among people has to be captured so as to have the authenticity desired in ESL teaching. Thus, real communication is a vital facet in the conceptualization authentic materials. In sum, the three basic characteristics of authentic materials are non-pedagogic purpose, native production, and real communication. For the purpose of this paper, authentic materials will be classified and identified in respect of those features. Nowadays, there is a huge variety of different sources where materials with the characteristics established before can be found, so the task of selection of adequate genuine resources has become a tough one. Even though, the globalized world offers multiple options to look for proper authentic materials for ESL lessons, there are three prime sources which are the most typical used: internet, literature, and mass media. The first one provides a limitless range of useful materials for ESL classroom. In internet, teachers can find podcast, videos, songs, websites, images, advertising, and plenty of other resources which can serve as authentic materials. All these resources possess the benefits of being constantly updated, and additionally most of them are interactive. Unquestionably, this source is the one which contains more available resources among the three named before, and the procedure of searching for specific information is easy to do as well. These advantages of abundance and easiness plus the others mentioned above make internet a valuable source for ESL teaching. Opposite to the advantages of internet, literature works with others aspects of language. It does not provide many resources to be used as authentic materials; indeed, it mainly provides books. Despite the fact that poems and fairy tales can also be utilized for ESL teaching, they are not applied in lessons in a frequent mode. In regard to books, they not only serve as genuine resources for English teaching/learning, but they also function as a reflection of the community in which was written. From literature, students can extract relevant information about cultures and know in depth their linguistic characteristics. As Sanderson (1999) states, language and cultures are intrexicably linked (p.2), so the cultural background is an important advantage of using literature as a source. In addition to this benefit, there is a special contribution to students made by literature. Most of the books are written with the purpose of transferring human experiences to readers, and these experiences have an intrinsic emotional significance. Hence, teachers can use literature to teach students human values so as to educate them integrally. In that way, they will be exploiting totally these authentic materials, and completing one of the major tasks for educators. By the same token, the other main source for finding genuine resources exhibits benefits akin to the previous ones. Mass media play an essential role in the communication of modern society, and their relevance can be demonstrated with the fact that today people are informed about all the important events which happen in the world due to their communicative labor. Mass media function as a way of global communication, and their product is abounding and immediate information. There are several resources from mass media which can be utilized for ESL teaching as magazines, TV programs, live radio and newspapers, but just the last men tioned provides numerous benefits as authentic material. According to Sanderson (1999), there are numerous reasons to use newspapers in classroom, and the stronger ones are general educational value, cultural background, reader interest, and varieties of English. The first one refers basically to the fact that newspapers inform people about what is happening in the world and elaborate on their general knowledge about their reality. The second one refers to the reflection of the culture where a newspaper is written in the language used within it. It is similar to the contribution of books in ESL lessons. The third reason is explained by the assortment of topics and sections which a newspaper contains. Due to that diversity of subjects, readers can be motivated and interested in working with them. The final argument points out the wide range of text types and language styles that newspapers offer to ESL teachers. It is not easy to find this multiplicity in others resources. In view of the advantages of using newspapers described before, they are definitely a beneficial and practical material for ESL teaching. Regardless the fact that plenty of texts can be taken from the three prime sources named in the previous paragraph, it does not mean that all the materials contained in them will be appropriate for ESL teaching. Actually, many examples of language use could be too complex, or too informal for L2 pedagogy. Thus, there are certain criteria which serve as filter for this profusion of resources. According to Berardo (2006), some specific traits have to be pondered in the selection of authentic materials. The most important one is the suitability of the text. The material has to be related to the needs of the students, and additionally it must be motivating for them. For instance, it will be absurd to use a conversation about the construction of a building between two engineers as a learning material if the learners are studying medicine or law because the resources utilized do not fit with the needs of the students. For this purpose, it is necessary to know as many aspects of the student s as possible, so teachers can look for attractive and relevant genuine resources. A useful way of collecting likes and dislikes of students is the use of surveys. By using that technique, teachers can accrue the necessary knowledge about the target group so as to find apt materials. Other factor to consider in selecting materials is exploitability. The text which will be used in class must have a teaching purpose. It should demand coherent and significant tasks from students in order to be helpful for the ESL lesson. Even though authentic material contains real English language, they could not have a use in the classroom if they do not require students to do fruitful exercises. Consequently, the fact of providing native English language is not enough to select a material for an ESL lesson. The texts extracted from the sources must be compatible with the objectives of the class. In addition to this, the complexity of a text should be also considered in the process of deciding if a m aterial is appropriate for ESL teaching. The language level of the genuine resource chosen must match with the language level of students. Linguistic features as structural and lexical ones can affect directly the understanding of students about the text, as well as the amount of new vocabulary and any new grammatical forms present in the material. A teacher cannot pretend to work with materials which their students are not even able to comprehend. The last element which needs consideration in the choice of proper teaching resources is presentation. The contextualization of the authentic material is a detail that cannot be sidestepped. Pictures, photographs, realia and concept maps can help students not only to grasp correctly the gist of the text, but also can aid to construct an imaginary image of the context in which the genuine resource was created. Besides, those elements add attractiveness to materials and stimulate students to learn the target language. The appearance of text s is the first aspect that students notice when materials a represented to them, so it is vital factor in the attempt of getting the attention of students. Considering the explanations and justifications of each criterion in the procedure of choosing materials, it would be beneficial for the teaching and learning of a second language to apply them. Therefore, teachers have to use the four criteria described thoroughly in the previous lines with the purpose of selecting practical and adequate materials for ESL lessons. As it has been already defined the term authentic materials and has been proposed guidelines to select appropriately them, it is the time to say explicitly why genuine resources should be used in ESL classes since that argument is the gist of this research paper. In concise words, the main reason for utilizing genuine resources in ESL lessons is they provide varied and exclusive advantages to the teaching/learning process of English language. Actually, numerous investigators of the field as Nuttal, Widdowson, Berardo, or Martinez have identified many benefits from the use of authentic materials, and in the following lines the most important ones will be presented to support the idea stated. The first and chief advantage of using authentic materials in ESL class is the exposure to real English. One of the central principles in the application of this kind of teaching resource is to immerse students to as much natural language as possible because learners are accustomed to receive an artificial version of the target language in their normal classes. Inevitably, the English language adapted to instructional purposes loses certain incidental features of genuine communication and reproduces the view of teaching designed by the people in charge, whereas using authentic materials provides readers with the chance to practice English with real models of language and to realize differences between communication of native speakers and non-native speakers. This last sentence offers a convenient bridge to explain the sense of achievement which will be the second advantage highlighted in this section. As students do not commonly work with authentic materials in English classes, they can feel afraid of misunderstanding the whole texts or committing mistakes when they will be working with them. The fear towards materials made in foreign countries affects directly the way in which students acquire the target dialect, and the sense of achievement can be explained with regard to that assumption. As it is believed that genuine resources are complex and hard to work with, students feel really happy and proud of themselves when they are able to grasp the main ideas of texts or to complete the tasks demanded for the material. Any improvement produced by learners pertaining to the comprehension and exploitation of authentic material will be significant for them. It is a unique and progressive procedure of delight in learners. Similar to the last benefit of using authentic materials, the next one is also concerned with the affective dimension of learners. Indeed, the third advantage which will be examined in depth is motivation. Generally, students react in a positive way upon the use of novel teaching/learning materials in everyday classes. These innovative pedagogic resources stimulate learners to practice language in an enthusiastic mode. Introducing authentic materials to an English lesson can attain the affective consequences named before since that kind of materials are unusual for students. Besides, genuine resources usually contain diverse visual stimuli which make them more appealing for learners. Videos, newspapers, brochures, and job advices are examples of that motivating characteristic. In light of the advantages about motivation and sense of achievement, it is important to mention that the affective factors of learning a second language have been investigated exhaustively during the last decades. As a matter of fact, Krashen (1977), who is considered one of the most important authors in the field of second language acquisition, states a hypothesis called affective filter which is about the relevance of feelings and attitudes in the L2 acquisition process. Returning to our focus, the fourth advantage of using authentic materials in ESL lessons is cultural background. By way of genuine resources are real communicative situations extracted from their natural context, there are traits of the context embed in them. Thus, cultural information about a country or a community can be obtained from the use of this type of teaching/learning material. Students not only learn a foreign language when using authentic materials, they also learn about cultures from different parts of the world. Thereby, learners can develop a global knowledge of the lifestyles outside of their country and be acquainted with what is going on in the world around them. In the section about sources of possible materials, there were described some resources which include this advantage as their primary characteristic. The final advantage which will be outlined against the use of common instructional materials is variety. This facet of the use of authen tic material possesses two connotations. The first one refers to the multiplicity of types of texts that teachers can utilize as genuine resources. In the part of the paper where it was discussed the diversity of sources, there were named around twenty distinct authentic resources which can be utilized in ESL class. In there, it was demonstrated that there is an abundance of kinds of genuine resources, and teachers only have to select one according to their teaching purposes. Besides, this wide range of texts includes a variety of language styles too. Students can benefit from them, and develop their basic skills of English language. For example, learners can ameliorate their listening skill by hearing different accents in conversations extracted from native speakers from distinct countries, or they can improve their reading skill by comparing diverse writing styles presented in books which were made in different cultures. The second connotation refers to the assortment of topics wh ich can be found in the sources of genuine resources. This mixture implicates teachers can choose materials considering likes and needs of their students and prepare a lesson which will be relevant and motivating for them. As it has been confirmed in previous paragraphs, the interest of students upon a learning resource can change radically the effectiveness of the class. With all these unique and practical features at their disposal, ESL teachers have to start questioning why they do not use authentic materials commonly in class because at the moment there is not a solid argument to stand out these advantages and benefits. It is compulsory for ESL educators to investigate about different ways to teach English so as to possess a spectrum of distinct methodologies or techniques. Thereby, they can choose an appropriate one pondering the characteristics and needs of their target group of learners. In this respect, authentic materials are teaching resources easy to find and select, and additionally they provide exposure to real English, sense of achievement, motivation, cultural background and variety to ESL classes. Therefore, they must be considered as a valuable and useful teaching/learning material for teachers in the ESL field, and undoubtedly they must be used in a more frequent way in their lessons.

hGH’s Effects on AIDS Wasting Syndrome :: Biology Biological Research Papers

hGH’s Effects on AIDS Wasting Syndrome "As for the fact that the disease tends to produce death, this is a matter of small significance. Life itself tends to produce death; living is a sort of gradual dying. All that distinguishes what is known is known as a healthy man from what is known as a diseased man is that the latter promises to die sooner – and even this probability is not always borne out by the event." H.L. Mencken What is Human Growth Hormone?. When asked to think about the human growth hormone (hGH) and its uses, many would envision an abnormally short man or woman who needs the hormone in order to grow to an average height. And in fact, this is one of the hGH’s most vital functions, yet there are many more uses for the hormone, unknown to much of the general public. Human growth hormone is a protein consisting of one hundred and ninety one amino acids and possessing a molecular weight of 21,700 (http://www.eng.rpi.edu/dept/chem-eng/Biotech-Environ/FUNDAMNT/human.htm). It is produced in the pituitary gland of humans, where if functioning normally, it is secreted continuously throughout a person’s lifetime. The hormone promotes growth throughout adolescence and has a major role in the metabolism of adults (http://www.novo.dk/backgrou/backgrou/bahghuk.htm). hGH has many uses including the treatment of hypopituitary dwarfism, bone fractures, burns, and bleeding ulcers. In fact, until 1988 hGH was only used to tr eat those with growth hormone insufficiency, caused by a limited supply of the hormone (http://www.novo.dk/backgrou/backgrou/bahghuk.htm). However, with the widespread infection of the HIV virus, hGH has experimentally and effectively been found to benefit those suffering from AIDS wasting syndrome. What is AIDS Wasting Syndrome?. Often nicknamed "slim disease" in parts of Africa, wasting syndrome, in which there is intense loss of lean body mass, is killing people with AIDS. It is now the "second most frequently reported AIDS-related clinical condition in the United States, second only to Pneumocystis carinii pneumonia (Weinroth, 1995). In wasting syndrome, the body begins to burn lean body mass and fat instead of the normal energy, making the body more susceptible to deadly infections. (http://www.critpath.org/newsletter/wtp/0496/growth.htm). The weight loss is very often associated with chronic weakness, constant diarrhea, and/or prolonged, unexplained fever (Weinroth, 1995).AIDS wasting arises in about 15-40% of late-stage AIDS cases (http://www.critpath.org/newsletter/wtp/0496/growth.htm). There is, however, a higher occurrence among women, Hispanics, and intravenous drug users. hGH’s Effects on AIDS Wasting Syndrome :: Biology Biological Research Papers hGH’s Effects on AIDS Wasting Syndrome "As for the fact that the disease tends to produce death, this is a matter of small significance. Life itself tends to produce death; living is a sort of gradual dying. All that distinguishes what is known is known as a healthy man from what is known as a diseased man is that the latter promises to die sooner – and even this probability is not always borne out by the event." H.L. Mencken What is Human Growth Hormone?. When asked to think about the human growth hormone (hGH) and its uses, many would envision an abnormally short man or woman who needs the hormone in order to grow to an average height. And in fact, this is one of the hGH’s most vital functions, yet there are many more uses for the hormone, unknown to much of the general public. Human growth hormone is a protein consisting of one hundred and ninety one amino acids and possessing a molecular weight of 21,700 (http://www.eng.rpi.edu/dept/chem-eng/Biotech-Environ/FUNDAMNT/human.htm). It is produced in the pituitary gland of humans, where if functioning normally, it is secreted continuously throughout a person’s lifetime. The hormone promotes growth throughout adolescence and has a major role in the metabolism of adults (http://www.novo.dk/backgrou/backgrou/bahghuk.htm). hGH has many uses including the treatment of hypopituitary dwarfism, bone fractures, burns, and bleeding ulcers. In fact, until 1988 hGH was only used to tr eat those with growth hormone insufficiency, caused by a limited supply of the hormone (http://www.novo.dk/backgrou/backgrou/bahghuk.htm). However, with the widespread infection of the HIV virus, hGH has experimentally and effectively been found to benefit those suffering from AIDS wasting syndrome. What is AIDS Wasting Syndrome?. Often nicknamed "slim disease" in parts of Africa, wasting syndrome, in which there is intense loss of lean body mass, is killing people with AIDS. It is now the "second most frequently reported AIDS-related clinical condition in the United States, second only to Pneumocystis carinii pneumonia (Weinroth, 1995). In wasting syndrome, the body begins to burn lean body mass and fat instead of the normal energy, making the body more susceptible to deadly infections. (http://www.critpath.org/newsletter/wtp/0496/growth.htm). The weight loss is very often associated with chronic weakness, constant diarrhea, and/or prolonged, unexplained fever (Weinroth, 1995).AIDS wasting arises in about 15-40% of late-stage AIDS cases (http://www.critpath.org/newsletter/wtp/0496/growth.htm). There is, however, a higher occurrence among women, Hispanics, and intravenous drug users.

Mass Culture and the Visual Arts Essay

The essay of Jean Baudrillad is a highly philosophical and sociological paper. It uses complex terms, a lot of analogy, and included a lot of theories which might have been created just for the report. Since Jean Baudrillad is a very accomplished man, his ideas and views are often regarded as top quality, and some tend to bend in immediately believing these. Upon reading the essay, I come to think that it would be unwise to be attached strongly to the author’s feelings and demise regarding the topic. I believe that a lot of his own and personal ideas were incorporated in his paper criticizing the museum guidelines. These ideas may be for the better, but it could also be possible that they may have been affected by the author’s own background. In this view, it is highly important to know a bit about the author to gain a deeper understanding on his essay. This way, we can critically analyze his work and draw some conclusions based on in. To begin with, Jean Baudrillad is a French sociologist and philosopher who writes and criticizes works usually about post-modernism and post-structuralism. He is said to be in line with many modern philosophers in this time. He is a well known writer and proposed many theories regarding human relationship and many other topics, such as wars (World War 2, Gulf War). An interesting topic for him is the evolution of technology processes and their effects to social change. He seemed to be attached in studying these processes and looks at them as a kind of breakout from tradition. He is also very well versed with semiotics, the study of signs, and even wrote a number of papers about it, the writing where the essay was taken being one of it. He believed, like other poststructuralists do, that signification and meaning are only understandable by looking on how the signs interrelate. This point is very important in analyzing this essay since art, especially visual art, is a kind of sign. It is visually available to the naked eye, and can convey many meanings to the viewer. The essay is also a home of many arguments which I believed to be contradictory to his previous theories. He also argued that meaning is based on the absence – a cup means a cup because it does not mean a spoon, a fork, or a spatula. Therefore, to know the meaning of a cup is by not by knowing a cup, by proving that that cup is a not a spoon, fork, spatula. Baudrillad’s theories and expertise may vary from different subjects, but his beliefs in semiotics and signs are crucial in this critic of modern art museums. Now, we can slowly digest Baudrillad’s work and analyze it not only by reading it, but it is also important to take into consideration the author’s stand and opinions on several things affecting the statements he made. The author, in his first paragraph, described the museum as an â€Å"incinerator, absorbing all cultural energy and destroying it. † This harsh depiction of modern art museums was then strengthened by him using different examples. Some of his examples and arguments were a little absurd, and too much to be true. Let’s take for example the first one. He made an analogy between the museum and a nuclear plant. He said that it is not the lack of security, pollution, or explosion but the radiation of a protective zone of control and deterrence. In the center, a kind of political deterrence is elaborated. This deterrence is also showed by the employers, who are assigned to a polyvalent space. They then remained in that space, using all their energy. Deterrence, by definition, is the inhibition of bad behavior by fear, such as punishment. I believe that fear is an important factor here, and the mere fact that the author did not have any proof that fear is actually used in the center makes his analogy a little over the edge. The employers, even though confined to this â€Å"bubble†, never made a statement that they were kept there against their will. After some more critics, he fled to the topic of the mass media, which was discussed crucially. He said that culture in the center is dead, and the masses are celebrating over it by going to the museum. We must take note that the author already gave the masses a reason for their excitement over the museum. Like a disaster, he said, on which humans are naturally invited to look upon. Since there is no way to flee to the museum itself and personally feel this, it would be, if not mandatory, sufficient to look at a very popular way of advertising places of such – their website. Upon inspection of the museum’s website, there are some facts waiting to be discovered. First is the way the museum advertises its exhibits and events. Then, there are the events themselves. The characters that emanate from these advertisements can help in proving some of the author’s arguments wrong. The website, upon first glance, is very simple compared to other sites found all around the internet. Could it be possible that the center was low in funds to create and maintain a more elegant and dashing website? I think not. This is a proof that the center does not aim to catch the audience attention by visual effects. There is a deeper goal for them to invite the masses to the center – for them to see its content and its display, its artists’ works and their playwrights’ plays. By looking at the events posted on the website, it can be noted that a wide range of artistic events are catered for – visual arts such as sculptures, paintings and the like, programs with concerts and cultural events. Their advertisement strategy is simple, a photograph of the event and some few liners describing it. Baudrillad seems to say that the masses have lost the ability to see â€Å"real culture† and dashes only to the museum because of signs, not because of the artistic values it conveys. He accuses the center of hiding true culture from the masses, using signifiers instead of the real thing. But the way the center advertises its programs are simple – come and see this, no other sparkling stars on the computer screen, no lotto tickets waiting to be clicked, no hidden charges, just plain and simple, â€Å"come to the museum to see this kind of culture. † The author, as mentioned above, has always talked about the topic of technology’s effects to the human. For me, this certain technology of using websites as an advertisement strategy deals with a lot of subconscious semiotics. But the center’s website is just a simple page you click, and read a lot on. There are detailed descriptions on the artworks, the shows, the galleries. I would definitely go there for its content, its real culture. The center, in my own opinion, never tried to gain public interest through semiotics and signifiers. The establishment, together with any other modern day museum and galleries, are doing good jobs in opening the masses eyes to a culture beyond traditional. There are some truths in Baudrillad’s analyses of these establishments, but these are not enough to say that modern museums are capable of incinerating culture around it. Culture is said to be a way of living, and one must accept that the modern age needs a new way of living compared to traditional times. This evolution of living also calls for an evolution of cultural art and practices. Modernism has brought just about anything today, and we can’t deny the fact that is has also greatly affected the realm of visual arts. But being modern doesn’t mean that it tries to lose any traditional virtue in it. The whole step is simply bringing in a new dimension of art, and with the help of these modern art museums, these arts can be appreciated the in a way similar to the tradition. A final flaw in Baudrillad’s argument is his description of the buildings external structure. He claims that this structure proclaims that the humans time are never to be that of any duration, that our culture is like hydrocarbons, breaking and synthesizing to make new products. He means that the center breaks traditions and cultures, and puts them together for a new type of culture. I believe that this is giving a rebirth of the culture, and hence not destroying it or any part of it. Baudrilladmust understand that nothing grows exponentially forever. Even cultures, reaches a point wherein you can’t improve on it no matter how much effort you put in. A time will come when people must find a new way to incorporate differences in culture and try to come up with a new one, one that would allow the human to grow without sacrificing the longevity of the culture. Somewhere in his essay, Baudrillad shouted the question on what should be placed on the center. His answer was nothing; the void would have signified the disappearance of any culture of meaning and aesthetic sentiment. This seems to be contradictory to his primary beliefs. Going back a few paragraphs, remember that Baudrillad believed in the theory of absence, that one can give meaning to a sign only because of absence. Like the above example, a cup is a cup since it is not a fork, etc. Thus, having nothing, no culture, no art, no whatsoever in the center would only mean that the museum really do contained culture and art. Works Cited Baudrillad, Jean. â€Å"Simulcra and Simulations† VI. The Beaubourg Effect : Implosion and Deterrence (1981) European Graduate School Website. â€Å"Jean Baudrillad Biography† From: http://www. egs. edu/faculty/baudrillard. html

A Summary of A Christmas Carol

A Summary of 'A Christmas Carol' Charles  Dickens  is one of the greatest novelists of the Victorian era. His novella A Christmas Carol is considered by many to be one of the great Christmas stories ever written. Its been popular since its first publication in 1843. Dozens of movies have been made of the story along with countless stage reproductions. Even the Muppets took a turn acting out this story for the silver screen with Micheal Caine starring in the 1992 movie. While the story does include an element of the paranormal it is a family friendly  tale with a great moral. Setting and Storyline This short tale takes place on Christmas Eve when Ebenezer  Scrooge is visited by three spirits. Scrooges name has become synonymous  with not only greed but a hatred of Christmas cheer. Hes portrayed at the start of the show as a man who only cares for money. His business partner Jacob Marley died years earlier and the closest things to a friend he has is  his employee Bob Cratchit. Even though his nephew invites him to Christmas dinner, Scrooge refuses,  preferring to be alone.    That night Scrooge is visited by the ghost of Marley who warns him that he will be visited by three spirits. Marleys soul has been condemned to hell for his greed but he hopes the spirits will be able to save Scrooge. The first is the ghost of Christmas past who takes Scrooge on a journey through the Christmass of his childhood first with his younger sister then with his first employer Fezziwig. His first employer is the exact opposite of Scrooge. He loves Christmas and people, Scrooge is reminded of how much fun he had during those years.   The second spirit is the ghost of Christmas Present, who takes Scrooge on a tour of his nephew and Bob Cratchits holiday. We learn that Bob has a sickly son named Tiny Tim and that Scrooge pays him so little the Cratchit family lives in near poverty. Even though the family has many reasons to be unhappy, Scrooge sees that their love and kindness towards each other brightens even the hardest of situations. As he grows to care for Tiny Time he is warned that the future does not look bright for the little boy.   When the Ghost of Christmas Yet to Come arrives things take a bleak  turn. Scrooge sees the world after his death. Not only does no one mourn his loss the world is a colder place seemingly because of him. Scrooge finally sees the errors of his ways and begs for the chance to set things right. He then wakes up and finds that only one night has passed. Full of Christmas cheer he buys Bob Cratchit a Christmas goose and becomes a more generous person. Tiny Tim is able to make a full recovery.       Like most of Dickens work, theres an element of social critique in this holiday tale that is still relevant today. He used the story of a miserly old man and his miraculous transformation as an  indictment of the Industrial Revolution and the money-grubbing tendencies that his main character Scrooge exemplifies. The stories strong condemnation of greed and the true meaning of Christmas is what has made it such a memorable tale.    Study Guide A Christmas Carol TextQuotesQuestions for Study and DiscussionVocabulary / TermsCharles Dickens Biography

The Collapse of Ronan Point The WritePass Journal

The Collapse of Ronan Point Introduction The Collapse of Ronan Point IntroductionDesign and ConstructionCollapsePerceived FailuresProcedure and Project ManagementKey FailuresRecommendations for Better Project ManagementNext Steps and ConclusionsReferencesRelated Introduction The purpose of this paper is to consider the perceived failures associated with the famous collapse of Ronan Point on 16 May, 1968. Following a gas explosion, an entire corner of the 22 storey tower block in East London collapsed, killing 4 people and injuring 17. In order to analyse the failures that occurred, the paper will firstly look at the history of the building, its design and construction, before looking at the collapse itself and the perceived failures that were identified after the event. The building was named after the chairman of the housing committee of the relevant London Borough, Newham, and was one of many tower blocks built during the 1960s in a budget-driven and affordable way to deal with the growing demand for affordable housing in the region (Levy and Salvadori 1992). The very ethos of this affordable housing and the use of cheaper materials and cheaper construction approaches is arguably one of the first and fundamental contributory factors to the disaster (Griffiths et al 1968). Design and Construction The actual design and construction of the building was mooted as far back as the end of World War II, when much of the housing available in the London region was destroyed as a result of the war and there was a rapid demand for a large amount of housing. Other factors such as a lack of skilled labourers, as well as the changing housing policy which enabled multi-stories to be established, created a demand for the design and construction of buildings such as the one in question here. A prefabricated construction technique was used which involved the creation of much of the high-rise building which was then transported to the area for final construction (Cagley, 2003). The actual construction approach that was used here was that of the Larsen-Nielsen system which was composed of factory-built, precast concrete components designed to minimise on-site construction work. Walls, floors and stairways are all precast. â€Å"All units, installed one-story high are load bearing† (ENR, 1968 at p.54). Although this system was tried and tested, the approach was not designed to be used in a building of more than 6 storeys high. However, the building of this tower block was 22 storeys high and there was no recognition, at the construction phase, that this could potentially jeopardise the validity of the construction technique. The basic construction approach involved a precast concrete structure frame, with each floor of the multi-storey building being supported by the load-bearing walls directly beneath each other, floor upon floor (Bignell et al 1977).   Collapse The collapse itself happened at 5:45 am in the morning when the tenant of one of the apartments on the 18th floor lit a match, unbeknownst that there had been a gas leak overnight. By lighting the match, an explosion took place and this ended up damaging the load-bearing wall which was present on the 18th floor and was acting as the only support for the corner of the 19th floor. When the corner of the 19th floor collapsed, this had the effect of the 20th floor collapsing. Once the floors above had already collapsed the pressure on the floors became unbearable and the domino effect continued downward, destroying the entire corner of the building (Delatte, 2009). The way in which the collapse took place meant that, essentially, it destroyed a portion of the living room all the way down the building, but left the bedrooms intact in most cases, with the exception of floors 17 to 22 the room which were in the immediate vicinity of the explosion. It was on these floors that all of the fata lities happened and due to the fact that the explosion had taken place early in the morning, the majority of the individuals who were in their bedrooms were unaffected (Delatte, 2009). Perceived Failures When looking at the perceived failures and causes of failure, it can be seen that the analysis is largely split into two distinct areas: first, considering the immediate cause of failure; the second looking at the fundamental flaws in the design and construction of the building that allowed such a dramatic reaction to the immediate event (Griffiths et al 1968). The actual investigation into the event which took place involved a government panel which was formed in order to look at the causes of failure and to consider whether or not there were other buildings which potentially could suffer from a similar eventuality, in the future. As stated previously, the construction approach taken for Ronan Point was replicated in many other buildings, with eight other exact replicas in occupation. Therefore, establishing the reason for the collapse is crucially important (Pearson and Delatte, 2003) One of the key factors that took contributed in the immediate event itself was found to be a substandard connection used in order to connect the gas stove in the relevant apartment. Whilst this meant that the gas leak had presented itself in a way that would not have been likely, had they used a different connection, as well as having the incorrect connection, it was found that over tightening had occurred during installation. This probably weakened the connection and allowed gas to leak out. Despite this, the evidence gathered suggested that the explosion itself was not substantial, as there was no permanent damage to the hearing of the individual in the apartment. This suggests that relatively little pressure was involved, although there was sufficient pressure to move the external walls of the building and to create a progressive collapse within the building (Levy and Salvadori, 1992). Broadly speaking, the progressive collapse is thought to have occurred due to the fact that there was a lack of alternate load paths available and there was no support for the structural frame available on the higher floors (Wearne, 2000). This meant that when there was an explosion on level 18, this took out the only support so that the floors above level 18 failed and this placed excessive pressure on the lower floors, until it ultimately collapse to ground level. Perceived failures, can be split into two distinct categories, the first being the cause of the explosion itself; the second looking at the repercussions of the explosion, which were extensive, given the magnitude of the explosion, which was relatively low. Procedure and Project Management Unsurprisingly, as a result of the collapse here, building codes, guidelines and regulations were advised not only in the United Kingdom, but across the globe. The building regulations, changed in 1970, state that any building with more than four storeys needs to have a design structure in place that would resist a progressive collapse of this nature (Pearson and Delatte, 2005, pp. 175). Apart from the construction mechanisms themselves, there were also concerns that failures had occurred in the project management, as well as failures to check procedures. The gaps between the floors and in the walls meant that the building had not been established in a way that was part of the original design and planning. In addition to the actual failure in the design of the property, concerns were also raised in the report in relation to the need for quality control of the construction processes taking place. For example, it was proven that during the construction, certain design factors had been ignored, with unfilled gaps between the floors and walls, throughout the premises, which meant that the building had little in the way of separation between the flats. Furthermore, in high rise buildings of this type, a relatively narrow staircase is acceptable, as there is thought to be enough fire protection between the floors. In the absence of this fire protection, narrow staircases w ould be unacceptable, in the event of a fire or explosion of this nature. Key Failures The analysis above indicates that there are several failures which together created the dramatic collapse at Ronan Point. These are: social pressures on the construction company to establish a large amount of housing accommodation, rapidly and cheaply; the use of constructions not aimed at high storey buildings of this nature; failures to put in place methods whereby there was no secondary support structure in place, in the event of a failure with any of the load-bearing walls; failures with the processes being followed, which resulted in the wrong processes being followed in the connection of the gas pipes, as well as other omissions during the construction process, with the failure to follow the design provided. It can be seen, that the project management would have, at least in part, dealt with many of these failures and would have either prevented the explosion, in the first place, or would have seriously reduced the impact of the explosion, once it did take place. The crucial factor in this analysis is that the explosion itself was relatively minor, yet the repercussions were large and it is this chain of events that requires attention when it comes to better project management, in the future. Recommendations for Better Project Management Certain failures took place at the design phase, when the design construction of the premises was selected, yet was not entirely suitable for a 22 storey building. This was arguably the first and crucial failure which could have been avoided with further research into the limitations of this design. However, the main focus of the recommendations presented here is in relation to the project management process, from the point at which the design was presented for the construction, to the point at which the building was completed (Pearson and Delatte, 2005). At the outset, when the project team came together, there was an opportunity to run scenarios and to check the validity of the chosen construction, given the design that were being presented and the need to establish a 22 storey building. By running these types of scenarios, it is likely that it would become apparent that the chosen construction design was simply inappropriate. Even without this element of the project management being undertaken and risk assessments being carried out, the next stage of the project management should have involved a strong quality control check for every aspect of the work. The fundamental design of the building was proven to be flawed; however, there were also errors during the actual construction phase, for example the use of the wrong connections when it came to the gas pipes installed. Although this, in itself, did not lead to the catastrophic collapse of part of the building, it did create a minor gas explosion which started the chain of events. Quality control processes at every phase of construction and fitting would have potentially prevented the chain of events from emerging, in the first place (Shepherd and Frost, 1995). Next Steps and Conclusions Bearing this in mind, there are several proposed changes and next steps which could be taken to prevent a similar failure happening in the future. Firstly, although the design used was accepted during this era, it was known that it would simply not be appropriate for the type of building which was being planned. This should have been noted, at the outset, with additional safety structures then planed so as to prevent this type of progressive collapse from taking place. Secondly, worst-case scenarios should be run, at the outset, to enable the project managers to ascertain whether any weaknesses existed. Moreover, although the rest of collapse in this case resulted in the building being destroyed, it was also not able to withstand strong winds and this also, ultimately, could have resulted in the building becoming uninhabitable. By running scenarios, such as high winds or explosion, these issues would have been highlighted and changes in the design could have been incorporated, from the outset (Pearson and Delatte 2003). Finally, quality control during the construction process was also not suitable. This should have been done with much greater consistency, to ensure that the smaller processes, such as the fitting of connections, was carried out to an appropriate standard, thus preventing the minor incident that ultimately led to the overall disaster. By following these clear project management approaches and ensuring that an individual was put in place, in order to manage quality and control, as well as any variables in this area, the collapse of the building could have been avoided, or at least the cause of the collapse mitigated against, so as not to cause loss of life and injury. References Bignell, V., Peters, J., and Pym, C. (1977). Catastrophic failures. Open University Press, Milton Keynes, New York. Cagley, J. R. (2003, April). The design professional’s concerns regarding progressive collapse design. Building Sciences, 27, 4-6. Delatte, N. J. (2009). Beyond failure: Forensic case studies for civil engineers. American Society of Civil Engineers (ASCE), Reston, Virginia, 97-106. Engineering News Record (ENR). (1968). â€Å"Systems built apartment collapse.† ENR, May 23, 1968, 54. Griffiths, H., Pugsley, A. G., and Saunders, O. (1968). Report of the inquiry into the collapse of flats at Ronan Point, Canning Town. Her Majesty’s Stationery Office, London. Levy, M., and Salvadori, M. (1992). Why buildings fall down: How structures fail. W.W. Norton, New York, 76-83. Pearson, C., and Delatte, N. (2003). Lessons from the Progressive Collapse of the Ronan Point Apartment Tower. In Forensic Engineering, Proceedings of the Third Congress, edited by Paul A. Bosela, Norbert J. Dellate, and Kevin L. Rens, ASCE, Reston, VA., pp. 190-200. Pearson, C.,and Delatte, N. J. (2005) Ronan Point Apartment Tower Collapse and Its Effect on Building Codes. J. Perf. of Constr. Fac., 19(2), 172-177. Shepherd, R., and Frost, J. D. (1995). Failures in Civil Engineering: Structural, Foundation, and Geoenvironmental Case Studies, ASCE, New York. Wearne, P. (2000). Collapse: When Buildings Fall Down, TV Books, L.L.C., New York, 137-156.

Ethics and Governance of Nike Essay Example | Topics and Well Written Essays - 1750 words

Ethics and Governance of Nike - Essay Example Nike is one of those companies of the world which are continuously accused of the ethical issues such as human rights and the working conditions in the Nike factories in the developing and under-developed countries. Despite of abandoning many unethical activities and involving itself in the global social and environmental activities, Nike is still accused for exploitation of labor rights in many countries around the world (Kahle, L. R. & Boush, D.M. & Phelps, M. 2000). The ethical issues and dilemmas faced by the Nike Incorporation are discusses below in detail. The manufacturing units of the Nike Incorporations have been established in the developing or under-developed countries because of the cheap labor in these countries. The wages provided by Nike are even lower than the standard wage level in those developed or under-developed countries. The employees at Nike are unable to meet their basic needs. Nike has made an effort to solve the issue by employing the workers at the wage rate as given by those countries. Nike is involved in the violation of the global child labor laws. The children of the age 12 to 14 are working at the manufacturing units of Nike. Nike failed to practice the child labor laws in the under-developed countries. The human rights committees are continuously criticizing Nike for paying huge amounts to the celebrities for the endorsement of their products. The famous sports celebrities are paid millions of dollars to market and advertise the Nike products It is suggested to spend a part of money to improve workers standards of living and in the community building. Sweatshops Another issue involved sweatshops operated by the company. Sweatshops are the illegal and unethical activities

Generational differences Essay Example | Topics and Well Written Essays - 500 words

Generational differences - Essay Example There needs to be respect, acceptance and harmony among the different generations in order for smooth progress to occur. Various characteristics of my generation have enabled me to develop into the kind of individual that I am. Technological advancements have made things much easier such as travelling and getting information. I therefore believe that I am more knowledgeable on a variety of things based on the ease of access of information through the internet. The social life of Generation Y has also expanded through social networks and it is easier to have international friends. This means that communication is fast and effective through text messages emails and social networks and has aided in international marketing through these venues. The generation Y prefers management that caring rather than competent which is another unique factor. Unfortunately, the other generations may view the ease with which my generation does things in a negative way. They feel that we are after instant gratification and do not care about work yet have high expectations in life. According to them, our generation uses cryptic messages and move from one job to another and therefore when assigned to a multi-generational work group the cooperation may not be well enhanced. However, I disagree with this view and believe that they have misunderstood the Y generation. This is because we not only focus on having work, but also working in a comfortable environment that respects and appreciates our opinions. The messages we send are simply short forms to save on time. They mistake our focus to get things done fast and effectively for instant gratifications. The differences in opinions and judging on different generations, this may lead t conflict at work. The older generation may undermine the opinions of the generation Y because they believe that we are after instant gratification and are not focusing on maintaining one