Music of the 1950s

Kayla Curlett Period 5 Music of the 1950’s Rock ‘n’ Roll, Pop, R&B, and Swing are some of the popular genres of music during the decade of the 1950’s. Music during this time period had a major influence on the people. It influenced their clothes, hair, fashion, dance moves, and their independence. Many teenagers during this time used the slogan â€Å"Sex, drugs and Rock ‘n’ Roll. † Some famous artists included Elvis Presley, Ricky Nelson, Fats Domino and Pat Boone. One of the biggest hits about the decade was Don McLean’s â€Å"The Day the Music Died. †Classic Pop dominated the charts for the first half of the decade. Classic Pop often used orchestras to back up the vocalists. Pop music often included elements from other styles like urban, dance, rock and much more. However these elements defined pop music. These songs had repeated choruses and catchy hooks. Electric guitars, drums and bass were some of the main instruments used in these songs. Despite the racial problems during the time, there was a sense of equality in Rock ‘n’ Roll. Chuck Berry was one of the first black Rock ‘n’ Roll performer that appealed to both audiences.He combined the sound of Rhythm and Blues with Rock ‘n’ Roll. The movie, â€Å"Blackboard Jungle,† gave Rock ‘n’ Roll a huge audience when Bill Haley and the Comets performed â€Å"Rock Around the Clock. † Bill Haley and the Comets practically became famous overnight. Elvis Presley was the king of Rock ‘n’ Roll. He was said to have the greatest impact on early Rock ‘n’ Roll. For Elvis Presley, 1956 was a year like no other. In January he became a regional sensation but by the end of the year he had become a national prodigy.His first two albums were million dollar sellers which included top songs like â€Å"Hound Dog,† â€Å"Love Me Tender,† â€Å"Don’t be Cruelâ⠂¬  and â€Å"Heartbreak Hotel. † He appeared on national television eleven times and appeared in his first movie called â€Å"Love Me Tender. † Elvis Presley had a unique style that was either loved or hated. He became a cultural icon especially to teenagers. In March of 1958, Elvis was inducted into the army for two years; however, the Memphis Draft Board postponed his leaving so he could finish filming his fourth movie, â€Å"King Creole. Elvis’s famous ducktail hair, crazy dance moves, and popular music make him the legacy that he is today. Another popular Rock ‘n’ Roll artist of the 1950’s was Buddy Holly. He was described as â€Å"the single and most influential creative force in early Rock ‘n’ Roll. † His signature style was his wayfarer glasses. Buddy was first inspired by Elvis Presley but as Buddy became famous his popularity rivaled Elvis Presley’s. In 1952 he recorded the song â€Å"I’ll just p retend† with Bob Montgomery.Later on he formed his own band, â€Å"The Crickets. † In 1958, Buddy decided to open up his own recording studio called Prism Records. He earned a huge amount of success in such little time; unfortunately On February 3rd, 1959 he died in a plane crash along with two other Rock ‘n’ Roll legends Ritchie Valens and J. P. â€Å"The Big Bopper† Richardson. This was considered the first and greatest tragedy that rock ‘n’ roll has ever suffered. It later became known as â€Å"The Day the Music Died,† in Don McLean’s song â€Å"American Pie. †The single â€Å"American Pie† was a number one U. S. hit for four weeks. Although the lyrics to this song may be puzzling, they have a significant meaning. Each verse represents important events that took place during the 1950’s. In the lyrics, â€Å"That music used to make me smile,† represents the happiness and optimism of the 1950â⠂¬â„¢s in America. Buddy Holly was McLean’s idol and when Holly died the day the music died became the day innocence and optimism died. American pie and Chevrolet are both references to the 1950’s in America.American pie was a common symbol or an American icon used during that time. A Chevrolet was one of the most common cars during the 50’s. The verses â€Å"If the Bible tells you so, do you believe in rock ‘n’ roll, can music save your mortal soul† represent how America was shifting from faith in God to faith in music. â€Å"And while the King was looking down, the jester stole his thorny crown,† this represents how Bob Dylan stole Elvis Presley’s fame and became the number one musician in the hearts’ of the fans. And the three men I admire the most, the Father Son and Holy Ghost,† McLean is referring to the Father Son and Holy Ghost as Buddy Holly, Richie Valens and the Big Bopper. â€Å"They caught the last tra in for the coast, the day the music died,† here McLean is referring to the plane crash that killed three amazing musicians of the 1950’s. Some may say that music has no significance to an era, but it does. It is what shapes a culture and the people during a time period. It changes people’s thoughts, style, and actions. Even music from past decades has a significant impact on our society today.Elvis, Pat Boone, and Ricky Nelson were all popular back in their time, yet they are still widely known in the present. With the downturn of quality of music today, there has been an increase in preservation of keeping old school music popular, in hopes to re-shape the minds of young people in our society. It is widely believed that music is a reflection of society and the people in it, and for that reason, positive and inspirational music of the 50s must be introduced to the young ears of society for decades to come.

Educational Theory: Essentialism and Perennialism Essay

Abstract Keywords phies. Applications of Essentialism and Perennialism that include roles and impacts on certain groups including students, teachers, and administrators are outlined. A conclusion is offered that analyzes current philosophical viewpoints and a solution is offered to teachers that frames present philosophical thought to inform and support teachers in creating a successful classroom environment aimed at promoting achievement for all students. Philosophical Overviews Essentialism Perennialism Philosophical Overviews Central to all academic disciplines and the formation of ideas are the philosophies that guide our values and beliefs regarding a given academic discipline. Public education in the United States is guided by five main philosophical viewpoints. These philosophical viewpoints include: †¢ Essentialism, †¢ Progressivism, †¢ Perennialism, †¢ Existentialism, and †¢ Behaviorism. The guiding philosophies of education reflect not only the internal assumptions of the individual teacher, but they also construct the culture of schools and school districts. Clashes occur when guiding philosophies conflict. Philosophies are also tied to an individual’s or organization’s underlying values, which values are difficult to change, unless an internal transformation occurs within an individual or an organization. Another influence of change in a given school occurs when a new administrator brings their own philosophy to the educational environment that is different than previously held beliefs. However, the overarching determinants for philosophies that drive the public education system are derived from the university or college education program. Any real or substantive transformation in public education environments typically occurs, because of changes in higher education philosophies. These philosophies are derived from the original philosophers who wrote about the philosophy and reflect a much earlier time and societal construct. In response to changing societal views Applications Students Teachers Administrators Issues Barriers to Essentialism in America’s Classrooms Barriers to Perennialism in America’s Classrooms Conclusion Terms & Concepts Bibliography Suggested Reading Abstract An overview of Essentialism and Perennialism, their philosophical definitions, historical underpinnings, and their role and impacts on student learning in public school education environments is presented. Also presented is a brief overview of potential applications of Essentialism and Perennialism and their relationship to specific subjects, which are â€Å"basic subjects.† Further analyzed are ways public education has been impacted by different philoso- Keywords Education Educational Foundations Essentialism Life-long Learning Perennialism and internal value systems governing philosophies that inspire the teacher’s relationship with the student, philosophies for many educators and institutions have changed from teacher-centered to more student-centered beliefs. Essentialism and Perennialism are two philosophical viewpoints contributing to education foundations and these are examined in this paper. Essentialism William Bagley was considered the founding philosopher of the Essentialist movement. Bagley’s philosophy of education argued that students should learn â€Å"something† in addition to the process of thinking. The philosophy also asserted that other philosophies over-emphasized the process of learning instead of content knowledge in the curriculum (Null, 2003). The movement â€Å"essentially† began with Bagley’s deeply held value that education should teach knowledge from the past, because if students were separated from past knowledge the future of democracy would be endangered. Bagley and other Essentialists believed that education should be rich in basic curriculum content and the need for stricter discipline in the educational environment. The Essentialist philosophy became popular when the American society had been challenged by the Great Depression. Bagley argued that the duty of education should be teach to democracy and these teachings should offset the overemphasis on growth and individualism (Bagley, 1934, 123 – 126). In fact, in his writings, Bagley was resolute in reminding educational professionals that a healthy democracy was dependant on strong curriculum content. In his first book, The Educative Process, Bagley wrote, The charge of â€Å"loose† schoolcraft and a demand for a return to the older and harsher educative methods frequently recur in contemporary educational literature. Under the present regime, it is asserted, drill and discipline have become obsolete terms, effort is at a discount, and the net result is a loss of stamina and a weakening of the moral fiber. The harsher methods, it is maintained, have been justly eliminated†¦.Both parties to this controversy appear to have neglected some very important data that have been accumulated during the past ten years by the now unpopular and much-abused cult of â€Å"Child Study,† and this neglect is the more unfortunate because the light that child study throws upon the main questions at issue renders these heated and speculative discussions quite superfluous (Bagley, 1905, 184 – 185). Sadker and Sadker (1994) reported that present day American Essentialism accepts the social, political, and economic structure of American society and culture and is a fairly conservative philosophy. Essentialists believe that the role of educators is to instill traditional American values like the â€Å"respect for authority, perseverance, fidelity to duty, consideration for others, and practicality† (p. 369). In the classroom, the educator’s role may be impacted by these beliefs in two ways. First, in a classroom constructed by this philosophy, parents would potentially see traditional disciplines like math, science, history, foreign language, and literature being taught. Second, the teacher’s role in the Essentialist classroom would be to serve as a model for the students in intellectual and moral capacities. Based on these conclusions, the Essentialist educator’s goal is that all students will possess basic skills, an extensive body of knowledge, and disciplined pragmatic minds ready to meaningfully contribute to a democratic society in America. The overarching theme of American Essentialist teaching is to center on learning and applying basic skills in the real world. Parents most likely will not see very much teacher creativity or student choice in the Essentialist classroom, because teaching is based on an information delivery model that students receive and apply. Also, parents would probably not see a proclivity toward differentiation for the diverse learner. In some Essentialist classrooms, educators have blended Perennialism into the framework of their instruction. Perennialism Perennialism is based on the philosophies of Plato, Aristotle, and St. Thomas Aquinas. According to Rohmann (1999), Aquina’s primary goal was to reconcile faith and reason or philosophy and revelation (p. 23). There are also two types of Perennialists: those who maintain a religious approach to education like Aquinas, and those who follow a more secular view developed in the twentieth century by two well-known educational philosophers, Robert Hutchins and Mortimer Adler. According to William F. Buckley, Jr. (2001), Mortimer Adler read Plato’s works while working as a secretary to the editor of the New York Sun, and resolved to become a philosopher. Later, Adler partnered with Robert Hutchins, then president of the University of Chicago. Together these two philosophers advocated for a new of thinking and embarked on a philosophical journey that ultimately changed the shape of public education (p. 54). Their philosophies extended a new way of thinking known as Perennialism. Specifically, Hutchins and Adler promoted the Secular Perennialist view. Secular Perennialists advocate education as a means of constructing a common foundation of historical thought and reason directed at transforming the student’s paradigm or way of thinking. Secular Perennialist thinkers believe that in order to ensure societal survival, all citizens must be exposed to and taught ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. According to Hutchins, these beliefs do not come from text books. He stated: The products of American high schools are illiterate; and a degree from a famous college or university is no guarantee that the graduate is in any better case. One of the most remarkable features of American society is that the difference between the â€Å"uneducated† and the â€Å"educated† is so slight (Hutchins, 1954). To support this premise, Mortimer Adler wrote: The two major obstacles to reform have been mentioned elsewhere. One is the persistent failure of educators to recognize that a proportionate equality of results can be achieved when children who differ markedly in the degree of their educability are given the same quality or kind of schooling. The other is the persistent refusal of the educational establishment to replace the scheme of grading that puts a student in his or her niche on the bell-shaped curve by an assessment of the student’s achievement wholly in terms of that student’s capacity without reference to any other individual’s achievement (Adler, n.d.). Essentially, Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge. A classroom constructed from this format typically espouses a traditional philosophy where a teacher answers questions and inquires from the students in order for them to gain an understanding. This format allows students to gain the ability to develop a full â€Å"range of rational powers.† While students learn the â€Å"profound and enduring† ideas present throughout time, there is little emphasis on those who learn discipline by using textbooks (Shaw, 2006). Philosophically, Perennialism seems to espouse personal development and internal transformation rather than focusing on specific disciplines. The crux of Perennialism seems to initiate multiple ways of thinking about given curriculum, rather than a â€Å"one-size fits all approach† and dedication to one set of ideas taught through one specific curriculum. The Perennialist might freely enact debate and see the act of thoughtful debate as an advantage in response to reading a given text, because the debate itself would allow students the opportunity to think about specific texts and form their own processes of thoughts and conclusions. Within this framework, it can be theorized that the Perennialist classroom would encompass the drive for reflective thought based on inquiry. It can be argued that the overarching goal of the Perennialist classroom is to promote opportunities for students to interpret, question, and think, in order to prosper keen insights and renewed thinking about old ideas. A parent, sending their child to the Perennialist classroom would inevitably see an orderly teaching environment adhering to specific rules and common forms of basic curriculum driven by thoughtful debate, inquiry, and teacher driven student introspection. Based on the evidence supporting Perennialism as a traditional philosophical model, a parent most likely would not see differentiated thinking strategies employed for the non-traditional thinker. After reviewing literature that described these philosophies, and seeking to understand the established philosophies regarding educational foundations in public schools in the United States, it is easily arguable that both of these philosophies of Essentialism and Perennialism can be readily discerned in classrooms across Amer-ica. It can can also be elaborated that most higher education teacher training courses have been founded on the premise of inquiry and thought, underscored by established, district approved or state mandated curricula, which are also supported by Essentialism and Perennialism. However, after reviewing the literature and contemplating deeply, multiple conclusions can be drawn and applications suggested for students, teachers, and administrators. Applications Students It can be theorized that educational philosophies drive the classroom environment of all classrooms in all educational environments. These educational philosophies are largely driven by specific values that individual teachers hold, which are derived from the teacher’s internal assumptions. The teacher’s internal assumptions drive attitudes governing student-teacher relationships, student discipline, and student learning. These internal assumptions and value systems are the clay that shapes that classroom environment and all of the attitudes held within. For students, they may never understand why conflict exists within the classroom environment between themselves and a teacher, in the case of a student with diverse needs or non-traditional thinking patterns. In addition to experiencing conflict within a classroom environment, students may be struggling with a myriad of family issues, learning issues, and internal conflict. The classroom and the teacher-student relationship may be the primary source for the student to learn and relate. In the face of this conflict, students may not be able to clearly articulate their conflict. Quite simply, some types of philosophies invite fewer kinds of interactions and student-teacher relationships. Students may not understand how or why their classroom has been formed in accordance with specific philosophical underpinnings. An argument could be made that students would benefit from a deeper understanding regarding why the classroom environment has been constructed in a given framework. Teachers should consider sharing their philosophical viewpoints with students in order to allow students the opportunity to reflect on specific attributes of the classroom environment, teacher attitudes, and student expectations. This kind of communication could occur regardless of the philosophies that teachers hold regarding other types of classroom contructs. For teachers struggling with one type of philosophical construct in terms of motivating students or building positive relationships with parents, communicating their philosophical viewpoint could be helpful for alleviating tension and conflict to allow students a window of insight into why the classroom has been designed in accordance with specific guidelines. Teachers In most teacher education formation courses, students formulate a philosophy statement of how their classroom will be designed. Many times, student teachers will be able to test their philosophy during the student teaching experience. However, most students are only given a limited overview of specific philosophies that might shape their philosophical view. Typically, specific philosophies like Essentialism, Progressivism, Perennialism, Existentialism, and Behaviorism taught in undergra duate programs are taught in an introductory foundations course or in conjunction with educational psychology classes. The philosophies taught in university classes are typically guided by the philosophy of the given philosophical platform adopted by the university education department. Based on these assumptions, teachers need to understand that the initial philosophies that guide their educational platform most likely will evolve and transform as the educator matures and new ways of thinking are constructed. It is possible that a teacher’s philosophies will grow or completely transform as the teacher recognizes the specific needs in the classroom environment and decide to meet all of the needs in the classroom. Teachers originally dedicated to one philosophy may later find themselves adopting a multi-philosophical approach that will govern their classroom approaches. Understanding the philosophies of the teaching discipline is useful for multiple reasons. First, it is helpful to know that philosophy springs from our ideas as humans. These are the â€Å"intangibles that fuel our thoughts, theories, philosophies, beliefs, ideologies,† and an overview of the the thinkers who articulated them. It can be argued that ideas â€Å"are the foundations of our culture. They inspire our thoughts and inform our beliefs. Many of them form the very basis of our identity† (Rohmann, 1999, p. ix). These intangibles are central to how we view ourselves and those in relationship with us. Most likely, these relationships will impact attitudes toward students and colleagues. Teachers need to critically understand that many of the conflicts that arise in schools and between school personnel are tied to the philosophies we hold that result in a clash of ideas. When one teacher holds a dramatically different view of their role than another teacher, conflict may occur. One of the central conflicts currently present in education exists between the external culture of the federal government mandating specific demands that edu cators must meet. Teachers often hold a very different view regarding mandated testing or standards established by No Child Left Behind. Teachers often view these mandates as inhibitors for creating a research based, thought provoking classroom resulting a student-centered, â€Å"learningful† educational environment. Solutions to these dilemmas are not readily obtainable, but the beginning of understanding arises from knowing ourselves and our individual philosophies regarding education and our role as teachers. Administrators Administrators are central to preparing the educational environment for teachers and students. Philosophical constructs are the building blocks for this preparation. Even in graduate programs preparing administrators for leadership, these formative philosophies are not readily taught. Only when administrators seek understanding or prepare a thesis or increase their educational preparation to better understand philosophical viewpoints can they begin to learn the culture of the school over which they preside. These philosophies govern all interactions within a school and determine attitudes of all adults within the educational set- ting. The nature of conflict is derived when philosophies clash. For new administrators entering a school setting in which conflict is prevalent, it would be helpful to understand the philosophical underpinnings that guide the cultural construct. Only after these philosophical underpinnings can be analyzed will a new philosophical platform emerge to guide the leadership of the school. For administrators, philosophical constructs influence district policies and district relationships. Occasionally, conflict arises when philosophical viewpoints are opposed. In addition to the administrator’s role in overseeing the school staff, administrators must also balance their role in a larger context. Before entering into administration, professionals should apply for positions in districts with matching philosophies. Issues Both the Essentialist and Perennialist philosophies appear to be much more teacher centered than student centered. These philosophies also reflect a much earlier time in American history when cultural mandates significantly influenced established philosophies of specific eras and generations. For other various reasons, barriers exist that preclude full integration of either model. Barriers to Essentialism in America’s Classrooms Based on the background of Essentialism and its underpinnings, the philosophy adopts a highly conservative construct, which potentially clashes with the political philosophies of today’s educational setting. The central concept of Essentialism seems to be a â€Å"back to basics† approach to traditional educational concepts. The academics of the philosophy are mainly driven by the notion that American schools should transmit the traditional moral values and intellectual knowledge that students need to become model citizens. It can be argued that Essentialists believe the role of education is to instill traditional American virtues as respect for authority, perseverance, fidelity to duty, consideration for others, and practicality. In this type of classroom, it can be asserted that â€Å"a system of diversity† would be difficult to achieve, and individuals with special education needs would experience difficulty in having their needs met. Based on the need for today’s classrooms to meet the needs of a variety of students, these are significant barriers that are not easily overcome despite the notion that Essentialism formed the foundation of the American education system and its response to preparing workers to work in factories and farms. These ideals were highly representative of early American culture and an early societal and cultural construct. However, many of these traditional American values have shifted in their composition to include more diversity in thinking, cultural construct, and societal composition. Barriers to Perennialism in America’s Classrooms Neither Essentialism nor Perennialism allows the students’ interests or experiences to substantially dictate what is taught. While the Essentialist philosophy focuses heavily on curriculum basics, Perennialism focuses more on forming critical, analytical thinkers. Well known Perennialist philosophers urged schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students. However, the methodologies utilized by Perennialist thinkers to teach students to think critically are based on Socratic methodologies that most students in today’s culture could potentially view as outdated, despite the fact that many of today’s classrooms are based on the cultural norms that Essentialism and Perennialism have integrated in educational norms. In overcoming barriers to implementing Perennialist philosophical constructs, teachers should consider ways of inviting differentiated thinking processes for all students. Conclusion Essentialism and Perennialism are both heavily utilized in America’s classrooms along with an eclectic combination of the other educational philosophies. Philosophies that construct classrooms shape ways of teaching and set the backdrop for how and what students learn. In all educational environments, all of the main philosophies provide a framework for establishing classroom practices. One of the main issues in integrating philosophies is that the multiple differences in classrooms scatter the way in which students receive information and could potentially hinder how and what students learn from classroom to classroom. In order to create the most relevant learning experience for students, teachers should investigate the relevant educational philosophies, learn the specific philosophies that influence educational strategies integrated in specific learning environments, identify the philosophical constructs that seem to identify their specific ways of thinking and then utilize a philosophy that is well founded and arguable based on researched evidence of how students learn best. Essentially and perennially, the job of educators is to work for students. Best practice would suggest that the most informed philosophical background designed for each classroom dynamic would theoretically produce the best educational setting for the group of students served. Flexibility and research based practices typically inform best classroom results. Perennialism: Perennialism can be described as an educational philosophy aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities true to the nature of a Democracy. Bibliography Adler, M. J. (n.d.). â€Å"Reforming education—No quick fix,† Retrieved January 1, 2008 from Center for Applied Philosophy: The Radical Academy, http://www.radicalacademy.com Bagley, W. C. (1905). The educative process. New York: Macmillan. Buckley, Jr., W. F. (2001). Mortimer Adler is dead. National Review, 53(15), 54. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier. http:// search.ebscohost.com/login.aspx?direct=true&db=aph&A N=4891604&site=ehost-live Hutchins, R. M. (1954). Great books: The foundation of a liberal education, NY: Simon & Schuster. Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic Search Premier http://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas: A dictionary of important theories, concepts , beliefs, and thinkers. New York: Random House Books. Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill. Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/ f95syll/philos/phprogr.html

Childhood Obesity Research Paper Example | Topics and Well Written Essays - 250 words

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Statistics Coursework Example | Topics and Well Written Essays - 750 words - 2

Statistics - Coursework Example The mean, median and interquartile range for the HPI are 42.238, 41.980 and 12.849 (Q1 = 35.841, Q3 = 48.690 respectively. Both the mean and median values for the HPI are very close to each other and the median value of 41.980 is approximately in the middle of first and third quartiles. This indicates that the distribution of HPI is symmetric (normal), which is also indicated by the histogram of the HPI. The mean, median and interquartile range for the HDI are 0.663, 0.698 and 0.266 (Q1 = 0.522, Q3 = 0.788 respectively. The mean value of HDI is less than the median value and the median value is near to the third quartile as compared to the first quartile. This indicates that the distribution of HDI is left (negatively) skewed, which is also indicated by the histogram of the HPI. Figure 3 shows a scatter diagram depicting the relationship between the two indexes. A positive linear relationship between the two indexes is apparent from the scatter diagram. This means that as the HPI of a country increases its HDI also increases and vice-versa. The value of the product moment correlation coefficient between the HDI and HPI is 0.3109 indicating weak positive linear relationship between the HDI and HPI. This agrees with the statement that I said in earlier in part iii. Figure 4 shows a scatter diagram depicting the relationship between the Ecological Footprint and GDP per capita. A very strong positive linear relationship between the two variables is apparent from the scatter diagram. Since the value of the slope coefficient 0.00012 is different from the zero, this means that there is a relationship between the Ecological Footprint and GDP per capita and the Ecological Footprint can be predicted using the GDP per capita. The slope coefficient value of 0.00012 indicates that each additional $1000 increase in GDP per capita increases the Ecological footprint by about 0.12 global hectares per capita

Elements of change and continuity in the history of London and its Essay

Elements of change and continuity in the history of London and its cinematic representation - Essay Example It was the Normans who introduced the feudal system to Britain (Norton, 1829). And even before and after that, London has been a town of merchandise mainly (Norton, 1829). It was a city of banks as well (Michie and Williamson, 2004, p.12). These two features of the city have remained till date. And from a very early period, the citizens of London had many privileges given to them by the respective rulers, which were not enjoyed by the rest of the Britain's inhabitants (Norton, 1829, p.50-75). Even in the present scenario, Londoners are more well-off that all other British people. And the position of London as one of the most important places of commerce in the world, though dimmed, has not been entirely lost. The history of merchandise has imparted this city a unique system of governance: Formerly every man in London followed a trade: he therefore belonged to a company. And as the commonality, all the men of London together assembled, i.e. all the members of all the companies, elected the Mayor, so to this day the electors of the Lord Mayor are the members of the companies† (Besant, 2010, p.209). Though many people have shifted from trade into other vocations, the power given to the members of the companies remain (Besant, 2010, p.209). Secondly, the presence of West Minster abbey in the heart of London city is yet another mark of constancy. Even after London adopted democracy, the vestiges of monarchy lingered and even in cinematic depictions of London, the monarch and the palace inevitably finds a place. (Alfie, 1966, Together, 1956, London, 1994). The twentieth century London evolved as a city completely controlled by the rule of law, in the aftermath of the World War 1 (Michie and Williamson, 2004, p.2). Throughout the twentieth and twenty first century, the city has shown great political stability. In the 1950s, city of London, as a business hub, was under a transformation from the dominance of British currency to the rule of US dollar (Schenk, 2004, p.326). The crisis imparted by this diminishing economic dominance has returned to this city now and again and cost it man y developmental pitfalls. And this is why the recent economic recession that affected the United States first had a severe impact on this city as well. 1950s was a decade of the opening up of the economy of the city to such foreign influences. The

Case Report Assignment Example | Topics and Well Written Essays - 250 words

Case Report - Assignment Example One major factor that has contributed to the emergence of Apple as the global market leader in consumer electronics is a paradigm shift that took the company in a whole new direction (Parr, 1992). The new paradigm is founded on the principle that an organization’s management must focus on two most important facts. Firstly, there is need to focus on finding out what is valuable for customers in terms of the products and services that an organization has to offer (Parr, 1992). Secondly the management has to be involved in the process of creating as well as continuous improvement of the organization’s super system (Parr, 1992). As such, Apple’s management has been effective in all these aspects in terms of bringing the company to a desired future as well as endearing itself to the customers. Therefore, Apple’s SWOT analysis from the case study can be assessed as follows, among the company’s strengths include having a well informed and robust management that has taken a leading role in driving forward the company’s agenda. Similarly, The Company has a huge workforce that is highly skilled and capable of implementing the firm’s strategic plan. On the other hand, the company’s operation has also faced challenges due to the company’s weaknesses, including its expensive products that are often out of reach for most customers. Furthermore, the company’s systems are incompatible with other available systems, making it quite difficult for one to adopt a new system from Apple. Among the company’s opportunities include the growing market share, ability t o maintain an innovative culture and the company’s position as the market leader. Conversely, several threats such as emerging competition and substitute products can also affect the company‘s

R2 Essay Example | Topics and Well Written Essays - 750 words

R2 - Essay Example Common causes on the other hand are the common, past and quantifiable variations within a system (Hwang et al. 96). The tool used to help identify both incidences is statistical thinking. Some advantages to using CTQ trees are; transformation of unspecific into specific customer requirements, aid sigma teams to detail wider specifications and it assures the fulfillment of all customer requirements (Graban 63). Advantages of conducting a stakeholder analysis include; one gets to understand the stakeholders better through identifying risks and managing the existing relationships better, one is able to decide and strategize in an effective way, and one is able to accept the actions of stakeholders in an organization in a better way (Hwang et al. 109). The disadvantages are; the analysis yield better results if done continuously, subjective assessment analysis and sometimes some interests of specific stakeholders may not be met (Eckes 110). The payoff matrix represents valuable results like lottery tickets or money for participants (Hwang et al. 43). The matrix is used in experimental games, the participants are given an opportunity to choose to cooperate or un-cooperate, but the final consequences falls on them (Hwang et al. 32). Tools useful in running effective team meetings are OARR objectives, roles and responsibilities as well as agendas. These tools help to have an industrious, valuable, and engaging meeting. These tools will ensure smooth and effective meeting that will cut down costs and save time (Graban 54). Lean standardization advocates that the future needs us to be more efficient in pointing out problems and finding solutions for them (Graban 11). This calls for analysis of processes going into products. Traditional Standard Operating Procedures (SOPs) was never given priority, and it was disjointed and difficult to understand. Challenge; to have a long term vision of future challenges so that

Nursing- Case study- skill analysis Essay Example | Topics and Well Written Essays - 1500 words

Nursing- Case study- skill analysis - Essay Example These data can as well point out the possible complications that the health team must give priority in the duration of the patient’s stay in the hospital and especially during the surgical procedure (Rawlinson & Alderson, 2009, p. 2). The knowledge of these factors â€Å"will enable the surgeon to ensure that they are under optimal control before he operates, and that their presence is continually taken into consideration† (Plessis, 2005, p. 160). It is relevant that baseline data of the vital signs comprising of the temperature level, pulse and respiratory rates, blood pressure and consciousness level, be obtained from the patient. These vital signs are Mr. Taylor’s basic health indicators which represent his current status in the time of the assessment. Moreover, Plessis (2005) indicated that this baseline data are also â€Å"use(d) after surgery as comparative data against which the progress of the patient is measured† (p. 160). Improvement or maintenance of a normal set of vitals signs indicates effectiveness of the surgical procedure or medical management and absence of clinical complications. Decline from the baseline data in the postoperative period, on the other hand, may signify that further medical or surgical measures are to be taken. Preoperative assessments are needed to measure "the physiological, psychological and social needs of the patient undergoing surgery" (Oakley, 2005, p. 4). Each of these aspects must be individually given priority as they can affect the readiness of the patient to undergo the procedure. Before patients sign the informed consent, nurses must make sure that the patient or their family understands all the information pertaining to the surgical procedure as must be given by the surgeons and seconded by nurses. Moreover, nurses should also ascertain that the consent are given voluntarily and not as a result of pressure from any member of

Integrated Marketing Communications Essay Example | Topics and Well Written Essays - 1250 words

Integrated Marketing Communications - Essay Example Exchange of information forms a vital element, in marketing, besides nurturing and maintaining a sustainable relationship between an organization and its customers or the market. The high competition in the marketing industry calls for elaborative actions by organizations to adapt holistic marketing strategies that can satisfy the existing market demands. The advancements in technology and the ever-increasing ease of information access by customers make it inevitable for organizations to adopt strategies with high impact on the targeted market audience in the open economy. Integrated marketing communications (IMC) is among various globally adopted trends of communication by organizations and companies, as a landmark advancement in marketing, to cope with the competition. It entails the use of a blend of promotional methods that complement each other to achieve the objectives of marketing. The plan applied in IMC appreciates the role of communication in advertising and promotion among other objectives of marketing. IMC utilizes the role of public relations, sales promotion and personal selling to create profound impact through communication, which is clear and consistent, as a marketing strategy. It also entails that use of other strategies as direct marketing and brand marketing coupled with distinct management of customer relationship (Yeshi 2012, p.220). IMC ensures that consumers have a consistent image of the marketplace using plans that promotes and markets the organization or the brands (Kitchen 2004, p.21). It achieves this objective by employing a central messaging function that ensures that all information passes a common theme and hold a common position. The evolution of IMC is traceable from the 1990s (Sisodia & Telrandhe 2010, p.136) and overdid the traditional advertising method that prevailed in the market, notably in the 1980s. Organizations, however, broadened their perspective of marketing communication by integrating a number of factors in mar keting. Given the various challenges faced by organizations, organizations adopted promotional tools that blended the traditional methods of advertisement. Sales promotion, public relations as well as the use of direct marketing were among the developments adopted by organizations as parts of reforms in marketing. The progress toward IMC involves efforts by firms to coordinate various elements aimed at promotion of their products while maintaining communication with customers. They abandoned the prior situation where organizations and firm depended primarily on media advertising. Involvement in non-advertising areas enabled the agencies to gain control of their clients was a key change in the marketing, under IMC. The major focus of IMC was to maximize on the impact of communication as a tool in marketing. The use of maximum communication impact emanates from the fact that consumer’ sensitivity or awareness of organization or products is a factor of the messages they get or t he extent of contact that they have. IMC is a sophisticated marketing strategy that differs from the traditional methods of advertising from a number of considerations. The traditional advertising and promotion

Hamlet - Ghosts Speech - Act 1 Essay Example for Free

Hamlet Ghosts Speech Act 1 Essay In the beginning of the play, the reader is introduced to the disorder in Denmark, a prevalent motif. The mysterious death of the king spurred the disorder, and the prospect of revenge was magnified by the supposed appearance of the late King Hamlet’s ghost. The ghost’s appearance and subsequent speech intensify the disorder by validating the reader’s suspicion of Claudius as a murderer and an incestuous, adulterous serpent. Hamlet is torn by this revelation, and responds with justified drama. Thus far Hamlet had a few reasons to hate Claudius; the ghost’s message emboldened everything he had suspected and even added to it. Previously in Act One, Hamlet had criticized Claudius for a few major grievances: for being opportunist upon the death of his father by marrying his newly widowed mother in order to seize the throne instead of Hamlet, for not properly mourning the king by waiting just a month to take his wife, and for acting like an animal by behaving in an incestuous and lustful manner. By playing on many of the same metaphors as Hamlet and bringing forth new claims too, the ghost- whose word the reader takes as truth- bolsters Hamlet’s claims. In the ghost’s rhetoric, Claudius is an unnatural, murderous â€Å"serpent†.(sc. 5 ln. 43) As a â€Å"fat weed,† his parasitic nature is apparent and matches Hamlet’s assessment of the situation as an â€Å"unweeded garden.† (sc. 5 ln. 39) (sc. 2 ln. 139) Later, the ghost goes on to describe â€Å"lewdness† courting â€Å"virtue† in Claudius’ despicable new relationship.(sc. 5 ln. 60-1) To Hamlet and the ghost, the new union is an embodiment of evil though it holds an honorable, royal position. The royal bed is now a couch for luxury and incest. (sc 5. ln.89-90) The queen has been corrupted by â€Å"wicked wit and gifts† and succumbed by what almost sounds like magic. (sc. 5 ln. 51) This too plays on the motif of unnatural existence in â€Å"Hamlet† as exemplified by the ghost. The ghost refers to public opinion as â€Å"the ear of Denmark.† (sc.5 ln.43) By misleading this one representative ear, the entire country has been misled.  The ghost then furthers the ear imagery by describing how he was personally poisoned through his ear. This deception perpetrated by the current king adds to the sense of unrest. The late Hamlet was â€Å"sleeping within (his) orchard,† an emphatically innocent action, as the juice was poured into his ear and coursed through his body like quicksilver. (sc. 5 ln. 66) The poison â€Å"tetter(ed)†¦about†¦with vile and loathsome crust.† (sc. 5 ln.78-79) This vivid and gory description adds to the sense of decay and discord. As Marcellus put it, â€Å"something is rotten in the state of Denmark.† (sc.4 ln. 100) Then the ghost talks about how that napping time was his â€Å"secure hour.† (sc.5 ln. 68) This describes the feeling of routine that once existed in the kingdom. Now time is cursed and nothing is happens in a proper time because of Claudius’ unnatural murder. The senses of touch and sight are very important in this speech. The ghost carefully describes how things looked and felt to actualize his feelings to Hamlet and the reader. When describing the queen, he uses a prickly set of descriptive words. She isn’t just part of a cursed union, she has â€Å"thorns that in her bosom lodge to prick and sting her,† by some heavenly will. (sc, 5 ln. 94-5) Additionally, the description of the poisoning is graphic to make it personal and real for Hamlet.

Compromised Resin Bond Strength After Enamel Bleaching

Compromised Resin Bond Strength After Enamel Bleaching EFFECT OF DIFFERENT ANTIOXIDANTS ON REVERSING COMPROMISED RESIN BOND STRENGTH AFTER ENAMEL BLEACHING: AN IN VITRO STUDY ABSTRACT Over years, one of the most frequent complaints that patients present with is that of stained teeth. With the advent of straightforward and fast procedures the craze for smile makeovers has risen. Bleaching is the most conservative treatment for discolored teeth compared with other treatments, such as veneers or crowns. Among the various undesirable effects of bleaching is the post treatment compromised enamel bond strength. The waiting period for bonding procedure after bleaching has been reported to vary from 24hrs to 4weeks. To overcome this delay in bonding, several antioxidant agents like 10% sodium ascorbatewith different application times after the bleaching procedure have been used. Hence, the purpose of this in vitro study was to evaluate and compare the effects and efficacy of 10% sodium ascorbate solution, 10%ÃŽ ±-Tocopherol solution, 10% grape seed extract solution and 10% guava seed extract solution on the bond strength between composite resin and bleached enamel after 1 0 minutes and 120 minutes of application. INTRODUCTION Discoloredteeth is a common problem affecting people of various ages. Etiology is multifactorial and different surfaces of tooth can take different stains. With the advent in esthetic dentistry, simple fast in-office and at home bleaching procedures have become effective and popular.1To state in layman’s words the term ‘in office bleaching’means bleaching techniques that are carried out in office. The demand of this technique has increased because of various advantages like: reduction in total treatment timeandgreater potential for immediate results that may enhance patient satisfaction and motivation. It utilizes a gel or liquid of hydrogen peroxide (35-38%) or carbamide peroxide(35%).2 The disadvantages associated with hydrogen peroxide as a bleaching agent include hypersensitivity and gingival irritation, reduced enamel microhardness andmicromorphological defects due to demineralization.4,5In addition, hydrogen and carbamide peroxide effect the bonding of enamel and dentin tissues when restorations are applied immediately after bleaching treatment.8 Various techniques have been proposed to resolve the clinical problems related to post bleaching compromised bond strength.Barghi and Godwin10 treated bleached enamel with alcohol before restoration,Cvitko and others11 proposed removal of the superficial layer of enamel, Sung etal12 suggested the use of the adhesives containing organic solvents. However, the general approach is to postpone any bonding procedure for a period from 4 daysto 4 weeks.13 To overcome this delay in bonding, application of various antioxidant agents like 10% sodium ascorbate, Vitamin E and Proanthocyanidins after the bleaching procedure have been proposed.14Vitamin E(ÃŽ ±-Tocopherol), acts as peroxyl radical scavenger and prevents the propagation of free radicals in tissues by reacting with them to form a tocopherol radical. This radical is then oxidized by a hydrogen donor and thus returned to its reduced state.15OligomericProanthocyanidins Complexes (OPC) are high molecular weight molecules consisting of monomeric flavan-3-ol cathechin and epicathechin. They are found in high concentrations in natural sources such as grapes, guavas, lemon tree bark and cranberries. It is a naturally occurringmetabolite and has been proven to be safe as an antioxidant in various clinical and dietary supplements. Although studies have shown the efficacy of sodium ascorbate9 and grape seed extract16 in reversal of reduced bond strength to bleached enamel, there is still a paucity of research onvitaminE(ÃŽ ±-Tocopherol) and proanthocyanidines derived from other fruits like guava as viable alternatives to sodium ascorbate. Moreover, studies have reported incongruous findings with concerns to absolute reversal of bond strength to base line levels after 10 minutes of application.17,18Therefore, increase in time of application and varying the concentration of antioxidants to neutralize the residual oxygen is warranted. Hence, the purpose of this in vitro study was to evaluate and compare the effects and efficacy of 10% sodium ascorbate solution, 10%ÃŽ ±-Tocopherol solution, 10% grape seed extract solution and 10% guava seed extract solution on the bond strength between composite resin and bleached enamel after 10 minutes and 120 minutes. The null hypothesis tested was that there is no difference in bond strength reduction reversal after application of different antioxidants for different application times after bleaching. MATERIALS AND METHOD Eighty freshly extracted human permanent maxillary central incisors extracted for periodontal reasons were collected and rinsed in 0.9% unbuffered saline. Labial surfaces of these teeth were flattened with 600 grit silicon carbide paper roots were embedded in acrylic resin block so that only the coronal portion was exposed. Individual moulds of tooth colouredself cure resin were prepared over the specimens. Modelling wax was used as a separator, so as to block the undercuts and also to provide space for antioxidant solution on the labial surface of the specimens. A customised cylindrical silver mould of 3mm diameter and 5mm height was also fabricated. For preparation of 10% antioxidant solutions, 10 gmsodium ascorbate powder(sd fine cHEM Limited, Mumbai)and 10 gmgrape seed extract powder(Biovea, USA) were dissolved in100ml of distilled water.For preparation of 10% alpha tocopherol, 10 ml alpha tocopherol(sd finecHEM Limited, Mumbai) was dissolved in 100 ml of ethyl alcohol. Soxhlet extraction method was used for the preparation of10% guava seed extract.40 gm of guava seedswere placed inside a thimble made from thick filter paper, which was loaded intothe main chamber of the Soxhlet extractor. The Soxhlet extractor was placed onto a flask containing 40 ml of ethyl alcohol as extraction solvent. The Soxhlet was then equippedwith a condenser. The solvent was heated to reflux. The chamber containing the solid material was slowly filled with warm solvent. When the Soxhlet chamber was almost full, the chamber was automaticallyemptied by a siphon side arm, with the solvent running back down to thedistillation flask. This cycle was repeated many times, over 5 hours.During each cycle, a portion of the non-volatile compound dissolved in thesolvent. After many cycles the desired compound was concentrated in thedistillation flask. After extraction, the solvent was removed, by means of a rotaryevaporator, 10 ml of this extract was then dissolved in 100 ml of distill ed water to make 10 % guava seed extract solution. Labial surfaces of seventy two specimens were bleached with Pola office one patient kit (SDI, Victoria, Autralia) according to manufacturer instructions. The gel was then completely rinsed off with water. These specimens were divided into five experimental groups and control group: Group I(n=16)treated with 10% sodium ascorbate solution Group II(n=16)treated with10% alpha tocopherol solution Group III(n=16)treated with10% grape seed extract solution Group IV(n=16)treatedwith 10% guava seed extract solution Group V(n=8)treated with no antioxidant solution Group VI(n=8)Control (unbleached specimens) Based on application period of antioxidants, groups I-IV were further subdivided as: Subgroup A(n=8)Antioxidant treatmentfor 10 minutesimmediately afterbleaching Subgroup B(n=8)Antioxidant treatment for 120 minutesimmediately afterbleaching The antioxidant solutions were refreshed after every 10 minutes in subgroup B. Specimens were then rinsed with water. Groups V VI did not receive any antioxidant treatment. Labial surfaces of all specimens of Subgroup A and B (Group I-IV), Group V and Group VI were etched with 37% phosphoric acid for 15 seconds, followed by rinsing with water for 20 seconds. Bonding agent (Adper single bond) was then applied and light cured for 20 seconds.Customised cylindrical silver mould was placed on the labial surface of each specimen and composite resin (Filtek Z 350 XT) was then placed in three increments so as to have a final build up of 3mm diameter and 5mm height. All specimens after composite build up were stored in distilled water for 24 hours and shear bond strength (SBS) testing was done using Universal Testing Machine (Banbros Engineering Pvt Ltd) at across head speed of 1mm per minute. Data was tabulated and subjected to statistical analysis. RESULTS Table 1: Mean Shear bond strength (MPa) in samples of Group I- IV The mean value for samples after bleaching and without application of any antioxidant agent (Group V) was 43.63 MPa. The mean value for samples in Group VI was 77.75 MPa. Bond strength of Subgroup IB (74.13+2.95) was found to be significantly higher (p+2.75). Bond strength of Subgroup IIB (75.88+3.04 units) was found to be higher than that of Subgroup IIA (55.13+1.81 units) and this difference was found to be statistically significant (p Bond strength of Subgroup IIB (76.75+1.75 units) was found to be higher than Subgroup IIA (64.75+2.12 units) and this difference was found to be statistically significant (p Though bond strength of Subgroup IVB (77.00+2.67 units) was found to be higher than that of Subgroup IVA (74.63+2.45 units) but this difference was not found to be statistically significant. Table 2: Analysis of variance in subgroup A Analysis of variance and box plot thereafter revealed statistically significant intergroup differences (p Table 3: Analysis of variance in subgroup B Analysis of variance and box plot thereafter revealed statistically significant intergroup differences (p Graph 1: Intra group Bond strength of different groups DISCUSSION Bleaching treatment focuses on the use of certain types of oxidizing agents, such as hydrogen peroxide, carbamide peroxide and sodium perborate, which, when decompose into free radicals initiate the bleaching reaction on dental tissues. The free radicals released, oxidize the pigments and coloring matters impregnated in the dental tissue; breaking the large aromatic chains of the darker coloring pigments and transforming into slightly lighter unsaturated linear chains. As the oxidizing process continues, these chains are converted into even lighter saturated linear chains, thus making the teeth whiter.52 However bleaching affects the tooth at structural and functional level.53 Previous studies have shown that the use of hydrogen peroxide or carbamide peroxide containing bleaching agents adversely affects the bond strength of resin composites to acid etched enamel when bonding is performed immediately after bleaching procedure.54,55,56 This problem is more significant when the desired results or esthetics after bleaching might not be achieved and the patient may wish for additional esthetic options like direct and indirect veneers or full coverage restorations.However studies also point out that this reduction in bond strength is temporary and the original bond strength values are achieved within 1-2 weeks in oral environment.19,22,56,57 Various methods have been proposed for reversal of reduced bond strength54,55,56,12immediately after the bleaching procedure.Kaya et al56, Han et al50 andThapa et al58 found that compromised bonding to acid etched bleached enamel and dentin can be reversed with sodium ascorbate.50,54,56 Ascorbic acid and its sodium salts are potent antioxidants that are capable of quenching reactive free radicals in biological systems.10 Alpha tocopherolallow free-radical polymerization of the adhesive resin to proceed without premature termination by restoring the altered redox potential of the oxidized bonding substrate and improves resin bonding.17 Proanthocyanidins are high-molecular-weight polymers comprising of monomeric flavan-3-ol (+)catechin and (−)epicathechins. In vitro studies have confirmed that OPCs are 50 times more effective than vitamin E and 20 times more powerful than vitamin C.48 To our knowledge, guava seed extract has not been studied as antioxidant to reverse the reduced bond strength after bleaching. Moreover,there is no specific recommendation with regards to application time of antioxidants. As the role of application time in complete reversal of reduced bond strength has not been extensively studied, the current study was carried out with the aim of evaluating and comparing the effects of guava seed extract,grape seed extract, sodium ascorbate and alpha tocopoherolin reversal of bond strength between bleached enamel and composite resin after 10 minutes and 120 minutes of application. Since, the protocol tested in the current study compared the antioxidant preparations in solution form, individual resin moulds were prepared for adequate contact of antioxidants with labial surface of the specimens. In clinical scenario, mould can be substituted by customized trays which can be worn by the patient in the desired area for appropriate time. To standardize the concentration of the antioxidants, 10% concentration was used in the present study, and also the previous studies have suggested that the application of 10% sodium ascorbate waseffective in reversing the compromised bonding to theoxidized enamel and dentin.61,64,33 Sodium ascorbate and alpha tocopherol solutions were prepared from the powder supplied but guava seed extract was prepared from seeds of white guava using soxhlet extraction method. The advantage of soxhlet extraction is that instead of manyportions of warm solvent being passed through the sample,just one batch of solvent is recycled and after extraction, the solvent is removed by means of a rotaryevaporator, yielding the extracted compound. The non-soluble portion of the extracted solid remains in the thimble, and is discarded.36 Kaya AD14 and Dabaset al62 determined the most effective time duration for the application ofsodium ascorbate to be 10 minutes. The authors also concluded that as the application period of the antioxidant increased, the bond strength of the composite on enamel tissue also increasedtill 120 minutes.14 In order to determine the fruition time for reversing the reduced bond strength, two application time periods for antioxidants that is 10 minutes and 120 minutes were choosen for the current study. Subgroup A samples received antioxidant treatment for 10 minutes and subgroup B samples for 120 minutes. The antioxidants were refreshed after every 10 minutes when applied for 120 minutes. The most frequently ignored guideline in the test protocol is following the ISO/TS 11405 specification (2003) i.e.‘a limitation of the bonding area is important’66,so to standardize the dimensions of composite cylinders which were fabricated over the labial surface of the specimens after the antioxidant treatment, preformed mold of silver with 3mm internal diameter and 5mm height was made. This silver mold was then placed over the individual specimens to build up the composite cylinders. The shear bond strength was evaluated using universal testing machine at a cross head speed of 1 mm/min as described in previous studies.15,17,19 The mean shear bond strength of Group VI (control) was 77.75 MPa and of Group Vwas 43.63MPa. This observation is in accordance with the results of other studies in the literature.68,69Many reasons have been proposed for reduction in bond strength after bleaching.71Lai et al54 stated that reduction in resin enamel bond strength to bleached etched enamel is likely to be caused by a delayed release of oxygen that affects the polymerization of resin components. Also Rueggeberg and Margeson70 proposed that release of oxygen, could either interfere with resin infiltration into etched enamel or inhibit polymerization of resins that cure via a free radical mechanism.Titleyet al56 stated that hydrogen peroxide causes denaturation of proteins in the organic components of the dentin and enamel and thus causing the alteration in organic and inorganic ratio with an increase in inorganic component.Titley et al,56Kalili et al,20Dishman et al8 stated that most acceptable version might be presence of the residual oxygen from the bleaching agent which inhibits resin polymerization. In the present study, after the application of respective antioxidants for 10 minutes, mean shear bond strengths of different groups were evaluated as 54.88MPa, 55.13 MPa, 64.75 and 74.63 MPa for group IA, II A, III A and IV A respectively. Except for Group IV A (guava extract solution), none of the antioxidants (Group IA, IIA, IIIA) showed complete reversal in bond strength when applied for 10 minutes. This corroborates with the findings of Thapaet al18, Sasaki et al17, Torres et al29. In the present study, after the application of respective antioxidants for 120 minutes, mean shear bond strengths of different groups were evaluated as 74.13 MPa, 75.86 MPa, 76.75 MPa and 77 MPa for group IB, II B, III B and IV B respectively. Thus complete reversal of reduced bond strength was achieved in all the experimental groups when applied for 120 minutes and is in accordance with the previous studies,17,18,29 which stated that bond strength increases with increase in antioxidant application time till 120 minutes.17,18 The results of the study demonstrate that guava seed extract have highest antioxidant activity both for 10 minutes and 120 minutes of application among all the antioxidants used in the present study. Further studies are required using higher concentrations of antioxidants and reducing their time of application so as to achieve complete reversal of reduced bond strength after enamel bleaching. CONCLUSION Within the limitation of the present study it could be concluded that: Immediate bonding of resin composite to bleached enamel results in reduced shear bond strength. Treatment of bleached enamel surface with 10 minutes application of 10% sodium ascorbate, 10% alpha tocopherol, 10% grape seed extract and 10% guava seed extract improves the reduced bond strength significantly immediately after bleaching, but only the application of 10%guava seed extract for 10 minutes reverses it to baseline levels. All the antioxidants after 120 minutes of application completely restored the reduced bond strength.

Aphrodite :: essays research papers

APHRODITE (a-fro-DYE-tee; Roman name Venus) was the goddess of love, beauty and fertility. She was also a protectress of sailors. The poet Hesiod said that Aphrodite was born from sea-foam. Homer, on the other hand, said that she was the daughter of Zeus and Dione. When the Trojan prince Paris was asked to judge which of three Olympian goddesses was the most beautiful, he chose Aphrodite over Hera and Athena. The latter two had hoped to bribe him with power and victory in battle, but Aphrodite offered the love of the most beautiful woman in the world. This was Helen of Sparta, who became infamous as Helen of Troy when Paris subsequently eloped with her. In the ensuing Trojan War, Hera and Athena were implacable enemies of Troy while Aphrodite was loyal to Paris and the Trojans. IN HOMER In his epic of the Trojan War, Homer tells how Aphrodite intervened in battle to save her son Aeneas, a Trojan ally. The Greek hero Diomedes, who had been on the verge of killing Aeneas, attacked the goddess herself, wounding her on the wrist with his spear and causing the ichor to flow. (Ichor is what immortals have in the place of blood.) Aphrodite promptly dropped Aeneas, who was rescued by Apollo, another Olympian sponsor of the Trojans. In pain she sought out her brother Ares, the god of war who stood nearby admiring the carnage, and borrowed his chariot so that she might fly up to Olympus. There she goes crying to her mother Dione, who soothes her and cures her wound. Her father Zeus tells her to leave war to the likes of Ares and Athena, while devoting herself to the business of marriage. Elsewhere in Homer's Iliad , Aphrodite saves Paris when he is about to be killed in single combat by Menelaus. The goddess wraps him in a mist and spirits him away, setting him down in his own bedroom in Troy. She then appears to Helen in the guise of an elderly handmaiden and tells her that Paris is waiting for her. Helen recognizes the goddess in disguise and asks if she is being led once more to ruin. For Aphrodite had bewitched her into leaving her husband Menelaus to run off with Paris. She dares to suggest that Aphrodite go to Paris herself. Suddenly furious, the goddess warns Helen not to go too far, lest she be abandoned to the hatred of Greeks and Trojans alike.

The Disdainful Use of Names in Pynchon’s The Crying of Lot 49 :: Crying Lot 49 Essays

The Disdainful Use of Names in Pynchon’s The Crying of Lot 49 While reading Pynchon’s, The Crying of Lot 49, I found myself fascinated with the names of the characters. I tried to analyze them and make them mean something, but it seems that Pynchon did not mean for the names to have a specific meaning. This deduction made me think about the satirical nature of the naming of the characters. Which led me to muse on the chaotic nature of the naming. The apparent disdain for the characters by their naming seems to imply that the author is poking fun at the reader and society through the characters. The first character is Oedipa Maas and the reader cannot help but immediately think of Oedipus the King and the implications of that naming. As I read, I was on the alert for the characteristics of the Oedipus story. Although Oedipa does have a mystery to solve in the novel, I found I really could not relate her to Oedipus in any other way. And what does ‘Maas’ mean? Mass, as in a solid mass? Mass, as in the Catholic rite? Is Oedipa perhaps performing a rite of some kind? These questions plagued me as I read and by the conclusion of the story, I was no wiser. Then there is Oedipa’s husband, Mucho Maas. What kind of a name is Mucho? It implies, to me at least, that Mucho is somehow superior to his wife. But as the story progresses, Mucho seems to become less and less. Perhaps a comment by Pynchon on the declining status of a husband in American society? Perhaps a satirical jab at the rising state of women’s rights as equal instead of subordinate in a marriage? Whatever it means, the name Mucho didn’t seem to fit the character. Next we encounter Oedipa’s therapist. His character was bizarre from beginning to end. His name, Dr. Hilarious, worked for me. His name was fitting in many ways. That he goes berserk in the end was a fitting touch in depicting a shrink. His character was ‘hilarious’ in a way. I mean, come on, what therapist actually believes in telepathy? The absent character in the book, Pierce Inverarity, is a puzzle. The closest definition for Inverarity that I could find in the dictionary was a definition for ‘inveracity’. Inveracity means untruthfulness, which is fitting for the absent Pierce, since we never do discover if the man is actually dead or not.

Nancy J. Chodorow :: Biography

Personal Background Chodorow is often appointed as a leading theorist in feminist thought, especially in the field of psychoanalysis and feminist psychology. Her essays are included in many books concerning gender roles and construction as well as psychoanalysis. Her evaluations of the ways in which the psychological dynamics of the gender system is systematically generated and subject to historical change and development are acknowledged as significant contributions to feminist theory. Chodorow is now at the University of California at Berkeley, and she continues her Education and Training She graduated from Radcliffe College in 1966, she earned her PhD in sociology from Brandeis University and received her psychoanalytic training at the San Francisco Psychoanalytic Institute. She then received her PhD from Brandeis University in 1975. Major Contributions Chodorow begins her experiences with challenging psychoanalyst none other than Sigmund Frued. His ambition for psychoanalysis led him to his first methods and theories. These methods and theories are as followed; Oedipus complex, dream analysis and his understanding of sexuality and psychopathology. Nancy was inspired by the psychology of women contributions of the 1920’s and 1930’s. Frued’s Oedipus pivots an entire legacy of Nancy’s curiosity of mother-daughter psychology, and which led Frued (1931) to redefine the psychology of feminity. As Chodorow was influenced by the influencing psychoanalysis in the 1930’s, she realized that psychological anthropology (her own subspecialty) had explored the psychology of gender culture. Chodorow’s first women’s conference in 1969 is what propelled her and other women into awareness. â€Å"Being and Doing† was Chodorow’s first published book which contained a cross-cultural examination of the socialization of Males and Females (1972). Its main focus was that sexism is political, economic, familial institutions in terms of men’s behavior toward women. Chodorow explains that â€Å"Being and Doing† located the men’s origin of male dominance in men’s dread of women and fear of their own external feminity. Surprisingly, Chodorow found that male and female bisexual identifications were asymmetrical; the man’s being more threatening. (Chodorow, 2004). The book concluded that women’s identity was based on â€Å"being† and men’s masculine identity was based on â€Å"doing.† â€Å"Being and Doing† was published over 30 years ago and inadvertently anticipated many of themes that are now found in psychoanalytic rethinking of feminity. At this point in time Chodorow insists to take an intuitive and natural mode; beginning with a single, self-evident, taken-for granted but previously unnoticed or unstudied feature of psychic or culture world and expand the consequences of the fact from within the clinical moment (Chodorow, 2004).

Final Exam: Corporations Essay

Question 1: Buttercup Corporation issued 250 shares of $11 par value common stock for $4,125. Prepare Buttercup’ journal entry. Question 2: Wilco Corporation has the following account balances at December 31, 2012. Common stock, $5 par value $511,670 Treasury stock 95,260 Retained earnings 2,400,840 Paid-in capital in excess of par 1,320,150 Prepare Wilco’s December 31, 2012, stockholders’ equity section Question 3: Woolford Inc. declared a cash dividend of $1.38 per share on its 2.22 million outstanding shares. The dividend was declared on August 1, payable on September 9 to all stockholders of record on August 15. Prepare the journal entries necessary on those three dates. Question 4: The outstanding capital stock of Pennington Corporation consists of 3,100 shares of $109 par value, 6% preferred, and 5,700 shares of $52 par value common. Assuming that the company has retained earnings of $83,000, all of which is to be paid out in dividends, and that preferred dividends were not paid during the 2 years preceding the current year, state how much each class of stock should receive under each of the following conditions. Question 5: Martinez Company’s ledger shows the following balances on December 31, 2012. 5% Preferred stock-$10 par value, outstanding 22,480 shares $224,800 Common stock-$100 par value, outstanding 33,720 shares 3,372,000 Retained earnings 708,120 Assuming that the directors decide to declare total dividends in the amount of $298,984, determine how much each class of stock should receive under each of the conditions stated below. One year’s dividends are in arrears on the preferred stock. Question 6: On January 1, 2012, Barwood Corporation granted 5,040 options to executives. Each option entitles the holder to purchase one share of Barwood’s $5 par value common stock at $50 per share at any time during the next 5 years. The market price of the stock is $72 per share on the date of grant. The fair value of the options at the grant date is $154,000. The period of benefit is 2 years. Prepare Barwood’s  journal entries for January 1, 2012, and December 31, 2012 and 2013. Question 7: Rockland Corporation earned net income of $340,800 in 2012 and had 100,000 shares of common stock outstanding throughout the year. Also outstanding all year was $908,800 of 10% bonds, which are convertible into 18,176 shares of common. Rockland’s tax rate is 40 percent. Compute Rockland’s 2012 diluted earnings per share. Question 8: DiCenta Corporation reported net income of $250,000 in 2012 and had 50,000 shares of common stock outstanding throughout the year. Also outstanding all year were 5,410 shares of cumulative preferred stock, each convertible into 2 shares of common. The preferred stock pays an annual dividend of $5 per share. DiCenta’ tax rate is 40%. Compute DiCenta’ 2012 diluted earnings per share. Question 9: Ferraro, Inc. established a stock appreciation rights (SAR) program on January 1, 2012, which entitles executives to receive cash at the date of exercise for the difference between the market price of the stock and the pre-established price of $24 on 5,050 SARs. The required service period is 2 years. The fair value of the SAR’s are determined to be $6 on December 31, 2012, and $13 on December 31, 2013. Question 10: Hillsborough Co. has an available-for-sale investment in the bonds of Schuyler with a carrying (and fair) value of $88,020. Hillsborough determined that due to poor economic prospects for Schuyler, the bonds have decreased in value to $57,020. It is determined that this loss in value is other-than temporary. Prepare the journal entry, if any, to record the reduction in value. Question 11: Capriati Corporation made the following cash purchases of securities during 2012, which is the first year in which Arantxa invested in securities. 1. On January 15, purchased 11,700 shares of Gonzalez Company’s common stock at $43.55 per share plus commission $2,574. 2. On April 1, purchased 6,500 shares of Belmont Co.’s common stock at $67.60 per share plus commission $4,381. 3. On September 10, purchased 9,100 shares of Thep Co.’s preferred stock at $34.45 per share plus commission $6,383. On May 20, 2012, Capriati sold 3,900 shares of Gonzalez Company’s common stock at a market price of $45.50 per share less brokerage commissions, taxes, and fees of $3,705. The year-end fair values per share were: Gonzalez $39.00, Belmont $71.50, and Thep $36.40. In addition, the chief accountant of Capriati told you that Capriati Corporation plans to hold these securities for the long term but may sell them in order to earn profits from appreciation in pri ces. Question 12: (Journal Entries for Fair Value and Equity Methods) Presented below are two independent situations. Prepare all necessary journal entries in 2012 for each situation. Situation 1 Hatcher Cosmetics acquired 10% of the 207,400 shares of common stock of Ramirez Fashion at a total cost of $15 per share on March 18, 2012. On June 30, Ramirez declared and paid a $80,200 cash dividend. On December 31, Ramirez reported net income of $123,500 for the year. At December 31, the market price of Ramirez Fashion was $18 per share. The securities are classified as available-for-sale. Situation 2 Holmes, Inc. obtained significant influence over Nadal Corporation by buying 25% of Nadal’s 30,800 outstanding shares of common stock at a total cost of $9 per share on January 1, 2012. On June 15, Nadal declared and paid a cash dividend of $43,800. On December 31, Nadal reported a net income of $90,500 for the year. Question 13: (Equity Method) Gator Co. invested $1,380,000 in Demo Co. for 25% of its outstanding stock. Demo Co. pays out 40% of net income in dividends each year. Use the information in the following T-account for the investment in Demo to answer the following questions. Question 14: (Fair Value and Equity Method Compared). Gregory Inc. acquired 20% of the outstanding common stock of Handerson Inc. on December 31, 2012. The purchase price was $1,320,000 for 50,000 shares. Handerson Inc. declared and paid an $0.87 per share cash dividend on June 30 and on December 31, 2013. Handerson reported net income of $741,000 for 2013. The fair value of Handerson’s stock was $32 per share at December 31, 2013. Question 15: (Call Option). On January 2, 2012, Jones Company purchases a call option for $450 on Merchant common stock. The call option gives Jones the option to buy 1,000 shares of Merchant at a strike price of $50 per share. The market price of a Merchant share is $50 on January 2, 2012 (the intrinsic value is therefore $0). On March 31, 2012, the market price for Merchant stock is $60 per share, and the time value of the option is $200. Question 16: In 2012, Amirante Corporation had pretax financial income of $207,000 and taxable income of $166,400. The difference is due to the use of different  depreciation methods for tax and accounting purposes. The effective tax rate is 40%. Compute the amount to be reported as income taxes payable at December 31, 2012. Question 17: At December 31, 2012, Fell Corporation had a deferred tax liability of $732,802, resulting from future taxable amounts of $2,155,300 and an enacted tax rate of 34%. In May 2013, a new income tax act is signed into law that raises the tax rate to 42% for 2013 and future years. Prepare the journal entry for Fell to adjust the deferred tax liability. Question 18: AMR Corporation (parent company of American Airlines) reported the following for 2009 (in millions). Service cost $405 Interest cost on P.B.O 736 Return on plan assets 825 Amortization of service cost 29 Amortization of loss 66 Compute AMR Corporation’s 2009 pension expense (in millions). Question 19: For Warren Corporation, year-end plan assets were $2,094,700. At the beginning of the year, plan assets were $1,762,400. During the year, contributions to the pension fund were $120,000, and benefits paid were $200,000. Compute Warren’s actual return on plan assets. Question 20: For 2010, Campbell Soup Company had pension expense of $48 million and contributed $296 million to the pension fund. Prepare Campbell Soup Company’s journal entry to record pension expense and funding. Question 21: Lahey Corp. has three defined-benefit pension plans as follows. Pension Assets (at Fair Value) Projected Benefit Obligation Plan X $637,500 $504,000 Plan Y 902,200 739,900 Plan Z 584,600 713,200 How will Lahey report these multiple plans in its financial statements? Question 22: For 2012, Sampsell Inc. computed its annual postretirement expense as $278,680. Sampsell’s contribution to the plan during 2012 was $185,750. Prepare Sampsell’s 2012 entry to record postretirement expense. Question 23: Wertz Corporation decided at the beginning of 2012 to change  from the completed-contract method to the percentage-of-completion method for financial reporting purposes. The company will continue to use completed-contract method for tax purposes. For years prior to 2012, pre-tax income under the two methods was as follows: percentage-of-completion $143,000, and completed-contract $65,800. The tax rate is 32%. Prepare Wertz’s 2012 journal entry to record the change in accounting principle. Question 24: In 2012, Bailey Corporation discovered that equipment purchased on January 1, 2010, for $50,000 was expensed at that time. The equipment should have been depreciated over 5 years, with no salvage value. The effective tax rate is 29%. Prepare Hiatt’s 2012 journal entry to correct the error. Question 25: At January 1, 2012, Beilder Company reported retained earnings of $2,027,300. In 2012, Beilder discovered that 2011 depreciation expense was understated by $442,300. In 2012, net income was $931,270 and dividends declared were $204,310. The tax rate is 38%. Complete the 2012 retained earnings statement for Beilder Company. Question 26: Simmons Corporation owns stock of Armstrong, Inc. Prior to 2012, the investment was accounted for using the equity method. In early 2012, Simmons sold part of its investment in Armstrong, and began using the fair value method. In 2012, Armstrong earned net income of $81,100 and paid dividends of $90,400. Prepare Simmons’s entries related to Armstrong’s net income and dividends, assuming Simmons now owns 11% of Armstrong’s stock. Question 27: Manno Corporation has the following information available concerning its postretirement benefit plan for 2012. Service cost $53,750 Interest cost 58,360 Actual return on plan assets 40,190 Compute Manno’s 2012 postretirement expense Question 28: Ravonette Corporation issued 310 shares of $13 par value common stock and 130 shares of $47 par value preferred stock for a lump sum of $17,500. The common stock has a market price of $22 per share, and the preferred stock has a market price of $98 per share. Prepare the journal entry to record the issuance Question 29: Garfield Company purchased, as a held-to-maturity investment, $82,400 of the 9%, 8-year bonds of Chester Corporation for $73,919, which provides an 11% return. Prepare Garfield’s journal entries for (a) the purchase of the investment and (b) the receipt  of annual interest and discount amortization. Assume effective interest amortization is used. Question 30: Clydesdale Corporation has a cumulative temporary difference related to depreciation of $606,600 at December 31, 2012. This difference will reverse as follows: 2013, $43,100; 2014, $264,300; and 2015, $299,200. Enacted tax rates are 34% for 2013 and 2014, and 40% for 2015. Compute the amount Clydesdale should report as a deferred tax liability at December 31, 2012

Doctrine of Double Effect: Consequentialism Essay

The Doctrine of Double Effect states that it is a morally relevant difference between those bad consequences we aim and intend to bring about, and those that we do not intend but still foresee as a likely outcome of our actions. Under certain circumstances, it is morally acceptable to risk certain outcomes that would not be acceptable to intend. Though it is always wrong to kill innocents deliberately, this doctrine says, it is sometimes permissible to allow certain actions to occur understanding that some side effects will be negative. Considering that some side effects involve death, we need to consider the question of whether it is ever morally permissible to use people as a means to one’s end. Warren Quinn attempts to present a deontological way of viewing the Doctrine of Double Effect. The configuration of Doctrine of Double Effect prepared by Quinn makes distinctions on moral assessments. In proportion to consequentialist moral theory, the distinction the Doctrine of Dou ble Effect comprises between intended and merely foreseen consequences does not matter for moral evaluation with the exception of factors that are consequential for production of better outcomes. In Deontology edited by Stephen Darwill, Deontology is a element of ethical teachings centered on the idea that actions must be guided above all by adherence to clear principles. Thomas Nagel suggest that the core idea in deontological thinking is the Doctrine of Double Effect and the innermost idea is one ought not in one’s actions aim at evil and in this way to be guided by evil (177). Quinn suggests that there are two major problems dealing with the rationality and discrimination between cases when it comes to the Doctrine of Double Effect. In the following exert from Deontology, Quinn gives examples of contrasting cases from modern warfare: In the case of a strategic bomber (SB), a pilot bombs an enemy factory in order to destroy its productive capacity. But in doing this he foresees that he will kill innocent civilians who live nearby. Many of us see this kind of military action as much easier to justify than that in the Case of the Terror Bomber (TB), who deliberately kills innocent civilians in order to demoralize the enemy. Another pair of cases involves medicine: In both there is a shortage of resources for the investigation and proper treatment of a  new, life-threatening disease. In the first scenario doctors decide to cope by selectively treating only those who can be cured most easily, leaving the more stubborn cases untreated. Call this the direction of resources case (DR). In the contrasting and intuitively more problematic example, doctors decide on a crash experimental program in which they deliberately leave the stubborn cases untreated in order to learn more about the nature of the disease. †¦Guine a Pig Case (GP). Another pair of medical examples is found in most discussions of Doctrine of Double Effect. In the Craniotomy Case (CC) a woman will die unless the head of the fetus she is trying to deliver is crushed. But the fetus may be safely removed if the mother is allowed to die. In the Hysterectomy Case (HC), a pregnant mother is allowed to die. In the Hysterectomy Case (HC), a pregnant mother’s uterus is cancerous and must be removed if she is to be saved. This will, given the limits of available medical technology, kill the fetus. But if no operation is performed the mother will eventually die after giving birth to a healthy infant. (Darwell 195) In the above case I obviously see that there is a significant difference between the cases. The fetus is not yet a person, and the mother has a right to seek defense from anything that is hazardous to her health. Quinn makes the distinctions that the doctor in Craniotomy Case does not intend to actually kill the fetus; he probably would be happy if it survived. In this case it is little difference between the Hysterectomy Case and the Craniotomy Case. Quinn produces a projected way to revive the Doctrine of Double Effect. He recommend that the Doctrine of Double Effect should be reiterated in the following way: One to make possible a differentiation between agency in which injury comes to a quantity of victims, at least impart, from the agent’s deliberately connecting them in something in order to further his purpose specifically by way of their being so involved and harmful agency in which either nothing is in that way intended for the victims or what is intended does not contribute to their harm. The overhaul of the Doctrine of Double Effect will produce the result that in the Terror Bomber and  Craniotomy examples, the agency involved is the less customary kind, whereas in strategic bomber, Diversion of Resources , and cancerous uterus, the agency is involved is more acceptable kind. This works alongside with the original understanding of the Doctrine. The majority of military actions would be morally out of the question if the killing of civilians were absolutely forbidden. When factories, naval dockyards, and supply lines are bombed, civilian carnage is inevitable. In these cases, the philosophy of the Double Doctrine of Effect comes into to play. When it comes to this, there is a huge and undeniable gray area; for instance, could it be permissible to bomb a hospital in which Osama Bin Laden is lying ill. In the doctrines most precise form, it holds that if an action has two effects, one good quality and one unpleasant, then the action is morally permissible. The following questions must be asked: is the action good in itself or not evil; is the good effect the only one aimed for; the good follows as immediately from the action as the evil effect, and the reason for performing the action was as important as that for allowing the evil effect. Are the consequences good on balance? It is important that it is; the goodness of the goo d must outweigh the evil of the evil effect. Walzer goes as far to say that the actor should seek out ways to lessen the evil effect, accepting risk to his or her self. â€Å"There is obviously leeway for military judgment here: strategies and planners will for reasons of their own weigh the importance of their targets against the importance of their soldiers’ lives. But even if the target is very important, and the number of innocent people threatened relatively small, they must risk soldiers before they kill civilians† (Walzer 157). Still if the noncombatants are in harm’s way due to direct actions of the enemy, or due to the adult noncombatants own choice, the agent is duty-bound by jus in bello’s highlighting on distinction to alter his campaign from those otherwise recommended, if those tactics will foreseeable result in noncombatant casualties. Could one claim that the bombing campaign America set out over Kosovo did not meet the Double Doctrine Effect? Yes, the campaign failed to meet Walzerâ €™s extra requirement because pilots flew high to guard themselves and dropped bombs imprecisely, which resulted in greater civilian casualties. In Just and Unjust Wars, Walzer claims, â€Å"Double effect is a way of reconciling the absolute prohibition against attacking non-combatants with the legitimate conduct of military activity† (153). These non-combatants are placed in the category of innocence. Indeed, it is unjustified to kill the innocent, but these victims aren’t entirely innocent. It can be said that they are beneficiaries of oppression; they enjoy the contaminated fruits. In certain cases, it could be understandable but not justifiable. Those who are opposed to this notion would claim that the children among them, and even the adults, obtain every right to look forward to a long life like anyone else who is not actively participating in war. This is the whole notion of noncombatant immunity, which is not only crucial to war but of any decent politics. Anyone who renounces this policy for a moment is not simply making excuses for terrorism, but they are joining the lines of terror’s supporters . The act of terror incorporates the deliberate killing of noncombatants as a means to an end; therefore, it is not accepted by the Doctrine of Double Effect. â€Å"The question of direct and indirect effect is complicated by the question of coercion. When we judge the unintended killing of civilians, we need to know how those civilians came to be in a battle zone in the first place. This is, perhaps, only another way of asking who put them at risk and what positive effects were made to save them† (159). Do intentions really validate this doctrine? Could it be possible to leave out the intentions and simply judge the rightness or wrongness of an act by its consequences, the way a consequentialist would do? Consequentialist will only choose to perform actions with the best consequences, which ignores our prima facie duties to others. In this case, the answer would not be sufficient enough for the Doctrine of Double Effect because this doctrine encompasses deontological constraints. Quinn shows in the following account how the doctrine reflects a Kantian ideal of human community: This ideal is given one natural expression in the language of rights. People have a strong prima facie right not to be sacrificed in strategic roles over which they have no say. They have a right not to be pressed, in apparent violation of their prior rights, into the service of other people’s purpose.  Sometimes these additional rights may be justifiable infringed, especially when the prior right is not terribly important and the harm is limited, but in all cases they add their own burden to the opposing moral argument. (207) The Doctrine of Double Effect gives each individual value, which is not based on the majority of people. Gives individuals rights against being used as means to any end. In the bombings of Hiroshima and Nagaski, Between 120,000 and 250,000 civilians were killed. The decision to use this deadly weapon for Americans was allegedly not for revenge but to bring an end to this dreadful war. I would like to believe former president Harry Truman was under the impression that the evil performed would not surpass the greater good that would come out of the action. At that time it was believed that the Japanese were fighting an unjust and aggressive war. In the following exert in Just and Unjust Wars, Walzer has part of commits made by Truman after the decision to drop the Atom bomb in the following: â€Å"We have used [the bomb] against those who attacked us without warning at Pearl Harbor, against those who have starved and beaten and executed American prisoners of war, against those who have abandoned all pretense of obeying international laws of warfare. We have used it in order to shorten the agony of war† (Walzer 264). The shortening of the agony of war was the justification of the use of the atomic bomb. President Truman claimed that the alternative, an invasion, would have cost countless American lives. In his justification, he shows evidence that he believes American lives are more important than the lives of others; I definitely do not believe this is the way the Doctrine of Double Effect was suppose to be executed. Now if he was specifically to state that one half of a million American lives would have been taken if the war was not stopped, he then can claim the net savings from the terror amounted to around a quarter of a million lives. In the case of valuing American lives more and theirs less, it looks somewhat obvious that the Doctrine of Double Effect was not used properly. Under any circumstances, the use of such a lethal weapon against Americans on American soil could never be justified. Many moral philosophers are not pleased with the Doctrine of Double Effect; Jim Holt gives an account of some of their objections in the following: If you ask the terror bomber why he is killing civilians, he will say, â€Å"to win a just war might even say that he does not need the civilians actually to be dead, but only to be thought to be dead until it is over to demoralize the other side. If his victims could be miraculously brought back to life after the end of the struggle, he would not object. In this sense, he does not really intend their deaths†¦. If I can kill Saddam Hussein only by shooting him through innocent human shield, do I intend harm to the innocent shield or not? (Holt) Is the difference among directly intended effects and inevitable effects a contrived one? The point he is trying to make is that the incidental fatalities of a calculated bomb are just as dead as the intended victims of a terror bomber. This objection brings up another point made by Quinn in relation to the closeness of these situations. â€Å"†¦it surely matters how close the connection is between that which is, strictly speaking, intended and the resulting foreseen harm. If the connection is close enough, then the doctrine should treat the harm as if it were strictly intended. And the reply might go on, the connection is close enough in the cases I have used to illustrate the doctrine’s negative force (196). In reference to the meaning of closeness, an illustration of closeness was supplied through an example of a glass. Someone could violently heat a glass just for the purpose of hearing the noise made from the initial impact. In cases involving force against something as fragile as a glass, the shattering is to be expected immediately after the action. These two actions form a causal relationship, so the connection seems intangible opposed to conditional. It is morally acceptable to risk certain outcomes that would not be acceptable to intend. The Doctrine of Double Effect has prima facie reasoning in its make-up; therefore, it has a strong responsibility to do what is morally acceptable to our own standards. Proponents of Doctrine of Double Effect coincide more with deontological views opposed to consequentialist theories. Even though the Doctrine in some cases allows  harm among individuals, they recognize that in real life cases there are events that have sufficient reasoning behind them. Though it is always wrong to kill innocents deliberately, this doctrine says, it is sometimes permissible to attack a military target with the understanding that some civilians will die as a side effect. Even a dog knows when it is intentionally or accidentally kicked; therefore, We can not deny that intentions are of some importance. The question is whether or not the difference can be held up as morally acceptable. â€Å"For causal critics of the doctrine sometimes seem to suppose that its defenders must be ready to allow killings or harmings simply on the ground that the agency is indirect. But nothing could be further from the truth. The doctrine in no way lessons the constraining force of any independent moral right or duty† (203). The Doctrine of Double Effect is centered among the impression of acceptable actions. The quest of good is less appreciated where a significant harm is intended as a means than where it is merely foreseen. The deontologists grasp the idea that one or both of the distinctions between doing and allowing and intended and merely foresee effects scientifically affect what morality approves and condemns. Lying on this outlook, it is of importance morally not just what outcomes we bring about or fail to bring about, but the structure of our agency in this regard. The deontologist theories conflicts in the company of the act consequentialist, who holds that one morally ought always to do an act that leads to an outcome that is not worse than the outcome that would be reached by any other act. Quinn gave an excellent account of the deontological view of the Doctrine of Double Effect, but his theory has flaws. What if the American government for an upright decent reason terrorizes the city of Berlin, and they can do this effectively by dropping bombs over Toronto? Our government does not strictly intend to include the people of Toronto for the reason that their attachment does not advance our objective; if all of the residents were out of town and survived, and our purpose still would have been served. In his reconstruction of the Doctrine of Double Effect, Quinn excludes our acts as indirect agency; therefore, the slaughter of the inhabitants of Toronto is  parallel to a merely foreseen consequence. I don’t believe this exemption is one that he anticipated to make, but it is a loose end that needs further explanation. Works Cited Darwell, Stephen. (2003). Deontology. Malden, MA: Editorial material and organization. Holt, Jim. Terrorism and the Philosohers. Can The Ends ever justify the means?2 June 2004.http://slate.msn.com/?id+2064544. Walzer, Michael. (1977).Just and Unjust Wars. A Moral Argument With Historical Illustrations. 3rd ed. Basic Books..