Fluke, or, I Know Why the Winged Whale Sings Chapter 5~6

CHAPTER FIVE Hey, Buddy, Why the Big Brain? The next morning the four of them stood in a row on the front of the old Pioneer Hotel, looking across the Lahaina Harbor at the whitecaps in the channel. Wind was whipping the palm trees. Down by the breakwater two little girls were trying to surf waves whose faces were bumpy with wind chop and whose curls blew back over the crests like the hair of a sprinter. â€Å"It could calm down,† Amy said. She was standing next to Kona, thinking, This guy's pecs are so cut you could stick business cards under them and they'd stay. And my, is he tan. Where Amy came from, no one was tan, and she hadn't been in Hawaii long enough to realize that a good tan was just a function of showing up. â€Å"Supposed to stay like this for the next three days,† Nate said. As disappointed as he appeared to be, he was extraordinarily relieved that they wouldn't be going out this morning. He had a rogue hangover, and his eyes were bloodred behind his sunglasses. Self-loathing had set in, and he thought, My life's work is shit, and if we went out there today and I didn't spend the morning retching over the side, I'd be tempted to drown myself. He would rather have been thinking about whales, which is what he usually thought about. Then he noticed Amy sneaking glances at Kona's bare chest and felt even worse. â€Å"Ya, mon. Kona can spark up a spliff and calm down that bumpy brine for all me new science dreadies. We can take the boat no matter what the wind be,† Kona said. He was thinking, I have no idea what the hell I'm talking about, but I really want to get out there with the whales. â€Å"Breakfast at Longee's, and then we'll see how it looks,† Clay said. He was thinking, We'll have breakfast at Longee's, and then we'll see how it looks. None of them moved. They just stood there, looking out at the blowout channel. Occasionally a whale would blow, and the mist would run over the water like a frightened ghost. â€Å"I'm buying,† Clay said. And they all headed up Front Street to Longee's restaurant, a two-story gray-and-white building, done in a New England architecture with shiplap siding and huge open windows that looked across Front Street, over the stone seawall, and out onto the Au' au Channel. By way of a shirt, Kona slipped on a tattered Nautica windbreaker he'd had knotted around his waist. â€Å"You do a lot of sailing?† Amy asked, nodding to the Nautica logo. She intended the remark as dig, a return for Kona's saying, â€Å"And who be this snowy biscuit?† when they'd first met. At the time Amy had just introduced herself, but in retrospect she realized that she should probably have taken some offense to being called both snowy and a biscuit – those things were objectifying, right? â€Å"Shark bait kit, me Snowy Biscuit,† Kona answered, meaning that the windbreaker had come from a tourist. The Paia surfing community on the North Shore, from which Kona had recently come, had an economy based entirely on petty theft, mostly smash-and-grabs from rental cars. As the host led them through the crowded dining room to a table by the windows, Clay leaned over Amy's shoulder and whispered, â€Å"A biscuit is a good thing.† â€Å"I knew that,† Amy whispered back. â€Å"Like a tomato, right?† â€Å"Heads up,† Clay said, just as Amy plowed into a khaki package of balding ambition known as Jon Thomas Fuller, CEO of Hawaii Whale Inc., a nonprofit corporation with assets in the tens of millions that disguised itself as a research organization. Fuller had pushed his chair back to intercept Amy. â€Å"Jon Thomas!† Clay smiled and reached around the flustered Amy to shake Fuller's hand. Fuller ignored Clay and took Amy by the waist, steadying her. â€Å"Hey, hey, there,† Fuller said. â€Å"If you wanted to meet me, all you had to do was introduce yourself.† Amy grabbed his wrists and guided his hands to the table in front of him, then stepped back. â€Å"Hi, I'm Amy Earhart.† â€Å"I know who you are,† said Fuller, standing now. He was only a little taller than Arny, very tan and very lean, with a hawk nose and a receding hairline like a knife. â€Å"What I don't know is why you haven't come to see me about a job.† Meanwhile, Nate, who had been thinking about whale song, had taken his seat, opened a menu, ordered coffee, and completely missed the fact that he was alone at the table. He looked up to see Jon Thomas Fuller holding his assistant by the waist. He dropped his menu and headed back to the site of the intercept. â€Å"Well, partly† – Amy smiled at the three young women sitting at Fuller's table – â€Å"partly because I have some self-respect† – she curtsied – â€Å"and partly because you're a louse and a jamoke.† Fuller's dazzling grin dropped a level of magnitude. The women at his table, all dressed in khaki safari wear to approximate the Discovery Channel ideal of what a scientist should look like, made great shows of looking elsewhere, wiping their mouths, sipping water – not noticing their boss getting verbally bitch-slapped by a vicious research pixie. â€Å"Nate,† Fuller said, noticing that Nate had joined the group, â€Å"I heard about the break-in at your place. Nothing important missing, I hope.† â€Å"We're fine. Lost some recordings,† Nate said. â€Å"Ah, well, good. A lot of lowlifes on this island now.† Fuller looked at Kona. The surfer grinned. â€Å"Shoots, brah, you make me blush.† Fuller grinned. â€Å"How you doing, Kona?† â€Å"All cool runnings, brah. Bwana Fuller got his evil on?† There were neck-snapping double takes all around. Fuller nodded, then looked back at Quinn. â€Å"Anything we can do, Nate? There are a lot of our song recordings for sale in the shops, if those will help out. You guys get professional discount. We're all in this together.† â€Å"Thanks,† Nate said just as Fuller sat down, then turned his back on all of them and resumed eating his breakfast, dismissing them. The women at the table looked embarrassed. â€Å"Breakfast?† Clay said. He herded his team to their table. They ordered and drank coffee in silence, each looking out across the street to the ocean, avoiding eye contact until Fuller and his group had left. Nate turned to Amy. â€Å"A jamoke? What are you, living in a Cagney movie?† â€Å"Who is that guy?† Amy asked. She snapped the corner off a piece of toast with more violence than was really necessary. â€Å"What's a jamoke?† Kona asked. â€Å"It's a flavor of ice cream, right?† Clay said. Nate looked at Kona. â€Å"How do you know Fuller?† Nate held up his ringer and shot a cautionary glare, the now understood signal for no Rasta/pidgin/bullshit. â€Å"I worked the Jet Ski concession for him at Kaanapali.† Nate looked to Clay, as if to say, You knew this? â€Å"Who is that guy?† Amy asked. â€Å"He's the head of Hawaii Whale,† Clay said. â€Å"Commerce masquerading as science. They use their permit to get three sixty-five-foot tourist boats right up next to the whales.† â€Å"That guy is a scientist?† â€Å"He has a Ph.D. in biology, but I wouldn't call him a scientist. Those women he was with are his naturalists. I guess today was even too windy for them to go out. He's got shops all over the island – sells whale crap, nonprofit. Hawaii Whale was the only research group to oppose the Jet Ski ban during whale season.† â€Å"Because Fuller had money in the Jet Ski business,† Nate added. â€Å"I made six bucks an hour,† Kona said. â€Å"Nate's work was instrumental in getting the Jet Ski parasail ban done,† Clay said. â€Å"Fuller doesn't like us.† â€Å"The sanctuary may take his research permit next,† said Nate. â€Å"What science they do is bad science.† â€Å"And he blames you for that?† Amy asked. â€Å"I – we have done the most behavioral stuff as it relates to sound in these waters. The sanctuary gave us some money to find out if the high-frequency noise from Jet Skis and parasail boats affected the behavior of the whales. We concluded that it did. Fuller didn't like it. It cost him.† â€Å"He's going to build a dolphin swim park, up La Perouse Bay way,† Kona said. â€Å"What?† Nate said. â€Å"What?† said Clay. â€Å"A swim-with-the-dolphins park?† said Amy. â€Å"Ya, mon. Let you come from Ohio and get in the water with them bottlenose fellahs for two hundred dollar.† â€Å"You guys didn't know about this?† Amy was looking at Clay. He always seemed to know everything that was going on in the whale world. â€Å"First I've heard of it, but they're not going to let him do it without some studies.† He looked to Nate. â€Å"Are they?† â€Å"It'll never happen if he loses his research permit,† Nate said. â€Å"There'll be a review.† â€Å"And you'll be on the review board?† asked Amy. â€Å"Nate's name would solidify it,† Clay said. â€Å"They'll ask him.† â€Å"Not you?† Kona asked. â€Å"I'm just the photographer.† Clay looked out at the whitecaps in the channel. â€Å"Doesn't look like we'll be getting out today. Finish your breakfast, and then we'll go pay your rent.† Nate looked at Clay quizzically. â€Å"I can't give him money,† Clay said. â€Å"He'll just smoke it. I'm going to go pay his rent.† â€Å"Truth.† Kona nodded. â€Å"You don't still work for Fuller, do you, Kona?† Nate asked. â€Å"Nate!† Amy admonished. â€Å"Well, he was there when I found the office ransacked.† â€Å"Leave him alone,† Amy said. â€Å"He's too cute to be bad.† â€Å"Truth,† said Kona. â€Å"Sistah Biscuit speak nothin' but the truth. I be massive cute.† Clay set a stack of bills on the table. â€Å"By the way, Nate, you have a lecture at the sanctuary on Tuesday. Four days. You and Amy might want to use the downtime to put something together.† Nate felt as if he'd been smacked. â€Å"Four days? There's nothing there. It was all on those hard drives.† â€Å"Like I said, you might want to use the downtime.† CHAPTER SIX Whale Wahine As a biologist, Nate had a tendency to draw analogies between human behavior and animal behavior – probably a little more often than was strictly healthy. For instance, as he considered his attraction to Amy, he wondered why it had to be so complex. Why there had to be so many subtleties to the human mating ritual. Why can't we be more like common squid? he thought. The male squid simply swims up to the female squid, hands her a neat package of sperm, she tucks it under her mantle at her leisure, and they go on their separate ways, their duty to the species done. Simple, elegant, no nuance†¦ Nate held the paper cup out to Amy. â€Å"I poured some coffee for you.† â€Å"I'm all coffeed out, thanks,† said Amy. Nate set the cup down on the desk next to his own. He sat in front of the computer. Amy was perched on a high stool to his left going through the hardbound field journals covering the last four years. â€Å"Are you going to be able to put together a lecture out of this?† she asked. Nate rubbed his temples. Despite a handful of aspirin and six cups of coffee, his head was still throbbing. â€Å"A lecture? About what?† â€Å"Well, what were you planning to do a talk on before the office was ransacked? Maybe we can reconstruct it from the field notes and memory.† â€Å"I don't have that good a memory.† â€Å"Yes you do, you just need some mnemonics, which we have here in the field notes.† Her expression was as open and hopeful as a child's. She waited for something from him, just a word to set her searching for what he needed. The problem was, what he needed right now was not going to be found in biology field notes. He needed answers of another kind. It bothered him that Fuller had known about the break-in at the compound. It was too soon for him to have found out. It also bothered him that anyone could hold him in the sort of disdain that Fuller obviously did. Nate had been born and raised in British Columbia, and Canadians hate, above all things, to offend. It was part of the national consciousness. â€Å"Be polite† was an unwritten, unspoken rule, but ingrained into the psyche of an entire country. (Of course, as with any rule, there were exceptions: parts of Quebec, where people maintained the â€Å"dismissive to the point of confrontation, with subsequent surrender† mind-set of the French; and hockey, in which any Canadian may, with impunity, slam, pummel, elbow, smack, punch, body-check, and beat the shit out of, with sticks, any other human being, punctuated by profanities, name-calling, questioning parentage, and accusations of bestiality, usually – coincidentally – in French.) Nate was neither French-Canadian nor much of a hockey player, so the idea of having invoked enmity enough in someone to have that person ruin his research†¦ He was mortified by it. â€Å"Amy,† he said, having spaced out and returned to the room in a matter of seconds, he hoped, â€Å"is there something that I'm missing about our work? Is there something in the data that I'm not seeing?† Amy assumed the pose of Rodin's The Thinker on her stool, her chin teed up on her hand, her brow furrowed into moguls of earnest contemplation. â€Å"Well, Dr. Quinn, I would be able to answer that if you had shared the data with me, but since I only know what I've collected or what I've analyzed personally, I'd have to say, scientifically speaking, beats me.† â€Å"Thanks,† Nate said. He smiled in spite of himself. â€Å"You said there was something there that you were close to finding. In the song, I mean. What is it?† â€Å"Well, if I knew that, it would be found, wouldn't it?† â€Å"You must suspect. You have to have a theory. Tell me, and let's apply the data to the theory. I'm willing to do the work, reconstruct the data, but you've got to trust me.† â€Å"No theory ever benefited by the application of data, Amy. Data kills theories. A theory has no better time than when it's lying there naked, pure, unsullied by facts. Let's just keep it that way for a while.† â€Å"So you don't really have a theory?† â€Å"Clueless.† â€Å"You lying bag of fish heads.† â€Å"I can fire you, you know. Even if Clay was the one that hired you, I'm not totally superfluous to this operation yet. I'm kind of in charge. I can fire you. Then how will you live?† â€Å"I'm not getting paid.† â€Å"See, right there. Perfectly good concept ruined by the application of fact.† â€Å"So fire me.† No longer The Thinker, Amy had taken on the aspect of a dark and evil elf. â€Å"I think they're communicating,† Nate said. â€Å"Of course they're communicating, you maroon. You think they're singing because they like the sound of their own voices?† â€Å"There's more to it than that.† â€Å"Well, tell me!† â€Å"Who calls someone a maroon? What the hell is maroon?† â€Å"It's a mook with a Ph.D. Don't change the subject.† â€Å"It doesn't matter. Without the acoustic data I can't even show you what I was thinking. Besides, I'm not sure that my cognitive powers aren't breaking down.† â€Å"Meaning what?† Meaning that I'm starting to see things, he thought. Meaning that despite the fact that you're yelling at me, I really want to grab you and kiss you, he thought. Oh, I am so fucked, he thought. â€Å"Meaning I'm still a little hungover. I'm sorry. Let's see what we can put together from the notes.† Amy slipped off the stool and gathered the field journals in her arms. â€Å"Where are you going?† Nate said. Had he somehow offended her? â€Å"We have four days to put together a lecture. I'm going to go to my cabin and do it.† â€Å"How? On what?† â€Å"I'm thinking, ‘Humpbacks: Our Wet and Wondrous Pals of the Deep –  » â€Å"There's going to be a lot of researchers there. Biologists – † Nate interrupted. † – and Why We Should Poke Them with Sticks.  » â€Å"Better,† Nate said. â€Å"I got it covered,† she said, and she walked out. For some reason he felt hopeful. Excited. Just for a second. Then, after he'd watched her walk out, a wave of melancholy swept over him and for the thirtieth time that day he regretted that he hadn't just become a pharmacist, or a charter captain, or something that made you feel more alive, like a pirate. The old broad lived on a volcano and believed that the whales talked to her. She called about noon, and Nate knew it was her before he even answered. He knew, because she always called when it was too windy to go out. â€Å"Nathan, why aren't you out in the channel?† the Old Broad said. â€Å"Hello, Elizabeth, how are you today?† â€Å"Don't change the subject. They told me that they want to talk to you. Today. Why aren't you out there?† â€Å"You know why I'm not out there, Elizabeth. It's too windy. You can see the whitecaps as well as I can.† From the slope of Haleakala, the Old Broad watched the activity in the channel with a two-hundred-power celestial telescope and a pair of â€Å"big eyes† binoculars that looked like stereo bazookas on precision mounts that were anchored into a ton of concrete. â€Å"Well, they're upset that you're not out there. That's why I called.† â€Å"And I appreciate your calling, Elizabeth, but I'm in the middle of something.† Nate hoped he didn't sound too rude. The Old Broad meant well. And they, in a way, were all at the mercy of her generosity, for although she had  «donated » the Papa Lani compound, she hadn't exactly signed it over to them. They were in a sort of permanent lease situation. Elizabeth Robinson was, however, very generous and very kindhearted indeed, even if she was a total loon. â€Å"Nathan, I am not a total loon,† she said. Oh yes you are, he thought. â€Å"I know you're not,† he said. â€Å"But I really have to get some work done today.† â€Å"What are you working on?† Elizabeth asked. Nate could hear her tapping a pencil on her desk. She took notes during their conversations. He didn't know what she did with the notes, but it bothered him. â€Å"I have a lecture at the sanctuary in four days.† Why, why had he told her? Why? Now she'd rattle down the mountain in her ancient Mercedes that looked like a Nazi staff car, sit in the audience, and ask all the questions that she knew in advance he couldn't answer. â€Å"That shouldn't be hard. You've done that before, what, twenty times?† â€Å"Yes, but someone broke in to the compound yesterday, Elizabeth. All my notes, the tapes, the analysis – it's all destroyed.† There was silence on the line for a moment. Nate could hear the Old Broad breathing. Finally, â€Å"I'm really sorry, Nathan. Is everyone all right?† â€Å"Yes, it happened while we were out working.† â€Å"Is there anything I can do? I mean, I can't send much, but if – â€Å" â€Å"No, we're all right. It's just a lot of work that I have to start over.† The Old Broad might have been loaded at one time, and she certainly would be again if she sold the land where Papa Lani stood, but Nate didn't think that she had a lot of money to spare after the last bear market. Even if she did, this wasn't a problem that could be solved with cash. â€Å"Well, then, you get back to work, but try to get out tomorrow. There's a big male out there who told me he wants you to bring him a hot pastrami on rye.† Nate grinned and almost snorted into the phone. â€Å"Elizabeth, you know they don't eat while they're in these waters.† â€Å"I'm just relaying the message, Nathan. Don't you snicker at me. He's a big male, broad, like he just came down from Alaska – frankly, I don't know why he'd be hungry, he's as big as a house. But anyway, Swiss and hot English mustard, he was very clear about that. He has very unusual markings on his flukes. I couldn't see them from here, but he says you'll know him.† Nate felt his face go numb with something approximating shock. â€Å"Elizabeth –  » â€Å"Call if you need anything, Nathan. My love to Clay. Aloha.† Nathan Quinn let the phone slip from his fingers, then zombie-stumbled out of the office and back to his own cabin, where he decided he was going to nap and keep napping until he woke up to a world that wasn't so irritatingly weird. Right on the edge of a dream where he was gleefully steering a sixty-foot cabin cruiser up Second Street in downtown Seattle, plowing aside slow-moving vehicles while Amy, clad in a silver bikini and looking uncharacteristically tan, stood in the bow and waved to people who had come to the windows of their second-story offices to marvel at the freedom and power of the Mighty Quinn – right on the edge of a perfect dream, Clay burst into the room. Talking. â€Å"Kona's moving into cabin six.† â€Å"Get some lines in the water, Amy,† Nate said from the drears of morpheum opus. â€Å"We're coming up on Pike's Place Market, and there's fish to be had.† Clay waited, not quite smiling, not quite not, while Nate sat up and rubbed sleep from his eyes. â€Å"Driving a boat on the street?† Clay said, nodding. All skippers had that dream. â€Å"Seattle,† said Nate. â€Å"The Zodiac lives in cabin six.† â€Å"We haven't used the Zodiac in ten years, it won't hold air.† Clay went to the closet that acted as a divider between the living/sleeping area and the kitchen. He pulled down a stack of sheets, then towels. â€Å"You wouldn't believe how they had this kid living, Nate. It was a tin industrial building, out by the airport. Twenty, thirty of them, in little stalls with cots and not enough room to swing a dead cat. The wiring was extension cords draped over the tops of the stalls. Six hundred a month for that.† Nate shrugged. â€Å"So? We lived that way the first couple of years. It's what you do. We might need cabin six for something. Storage or something.† â€Å"Nope,† said Clay. â€Å"That place was a sweat box and a fire hazard. He's not living there. He's our guy.† â€Å"But Clay, he's only been with us for a day. He's probably a criminal.† â€Å"He's our guy,† said Clay, and that was that. Clay had very strong views on loyalty. If Clay had decided that Kona was their guy, he was their guy. â€Å"Okay,† said Nate, feeling as if he had just invited the Medusa in for a sandwich. â€Å"The Old Broad called.† â€Å"How is she?† â€Å"Still nuts.† â€Å"How're you?† â€Å"Getting there.†

Loving Our Family Essay

As a Catholic, I wish to preserve the values that were instilled in me-those that define a person. It is said that everything starts from our family. They are the one that hour as all the influence that change and lead us where are we now. Our mothers served as our first teachers. Our fathers seemed to be our first ball of our first basketball match. Our brothers and sisters portrayed the role of our first best buddies. Indeed, they are what who made us. We owe them what we are today especially our parents. So first thing, I want to instill in the minds of the next generation, the values of a Filipino family. I thank the Lord for giving me a family that is bounded with love and harmony. I wish every child would honor their mothers and fathers as what Jesus had commanded us. I wish we as a children, would not just look into our parents as mere providers of our needs and pleasures. They are more than a provider of the material entity. They give immaterial things, immortal love and endless sacrifice. How great is our sin if we don’t even at least to make a coffee for them to every morning or offer a meal whenever they are already exhausted or tired with the entire day of work. We only have one chance of having a family, once they are gone, they are gone forever. So let us preserve the closeness of our family or the close family ties we had learned in our country’s culture. Let the next generation enjoy the unconditional love of God through our family.

C-myc Monocular Antibody (McAb) on Gastric Cancer Cells

C-myc Monocular Antibody (McAb) on Gastric Cancer Cells I ntroduction Gastric cancer (GC) is estimated to be one of the mos t common and frequent malignant tumor of the digestive system. The incidence and mortality of GC have ranked the second among all tumor diseases worldwide [ 1-5 ]. However, it ranks in first place in China[ 6 ]. Complete surgical resection is still the standard for all patients with resectable GC. It remains highly problematic for the regional and less common systemic recurrences[ 7 ]. Recent improvement in surgical technique, adjuvant chemotherapy and radiotherapy has increased the survival rate of patients with early-stage, but the patients who have advanced GC are difficult to cure. With more and more research of molecular biological mechanisms known by us, molecular targeted therapies including cell growth, cell cycle, apoptosis and invasion have become a popular tumor comprehensive therapy[ 8 ]. Some of single-targeted spots are mainly Human epidermal growth factor receptor (HER-1, HER-2), Vascular endothe lial growth factor (VEGF), Human epidermal growth factor receptor tyrosine kinase inhibitor (EGFR-TKI), Cyclin-dependent kinase inhibitor (CDKI), Human proto-oncogene (c-MET)[ 9 , 10 ]. However, it needs a huge space to develop the targeted anticancer drugs. An elegant way to accumulate therapeutic agents at the tumor site is their specific antibodies[ 11 ]. Oncogenes are well documented to be involved in mediating apoptosis and cell cycle resulting in cancers[ 12 , 13 ], its activation can play an important role in the progress of cancer. C-myc is an important member of the c-myc family and a master regulator of genes involved in diverse cellular processes in GC[ 14 ]. The c-myc is a nuclear transcription factor which centrally regulates cell proliferation, differentiation, cell cycle and apoptosis, once c-myc is activated in vivo or in vitro , it is easy to make the cells far from the normal growth and promote cell malignant transformation to cancer finally[ 15-17 ]. It was reported that the expression of c-myc is an important consideration in the biological characteristic of GC [ 18-20 ]. The previous studies also have proved that c-myc has tight relation with Brest cancer, lung cancer, colon cancer, hematopoietic cancer [ 21-24 ]. Currently few data exist on the occurrence of the c-myc McAb targeting against GC. In this study, we assessed the effects of c-myc McAb on the Balb/e2nu/2nu nude mice model of GC and the human gastric cancer SGC-7901 cells, and tried to investigate the function of c-myc McAb for targeting against GC. Materials and M ethods P reparation of c-myc monocular antibody (McAb) All experiments involving animals were approved by the Institutional Animal Care and Use Committee of Renji Hospital Affiliated to Shanghai Jiao Tong University of Medicine. Mice were used in this study from Animal Science Laboratory of Shanghai Jiao Tong University, and all effects were made to minimize distress.T he c-myc proteins prepar ed in E.coli BL21 were used as immunogens. [U1] Before McAb preparation, the c-myc proteins were mixed with equal volume of complete Freund's adjuvant (CFA). Female Balb/c mice aging from 6-8 weeks [U2] were immunized intraperitoneally with 50 ÃŽ ¼g c-myc proteins (1v:1v) in CFA. The immunization was repeated with the same amount of immunogens [U3] in incomplete Freund's adjuvant (IFA) at 14d. A final immunization was performed with 100ÃŽ ¼g mixture of c-myc proteinsand IFA at 28 d. Then, t he blood was drawn from the caudal vein and serum titers were measured by ELISA at 35 d. A booster injection was given intraperitoneally at the antibody titers of 640,000 [U4] tested by ELISA at 35 d. Five days after boost, spleen cells were isolated and mixed [U5] with SP2/0 myeloma cells. When the Hybrid cells grew to 50%, the positive clones were collected by ELISA. The hybridomas processed by Silica gel H was inoculated intraperitoneally into unsexed Balb/c mice. Then, the m ice were scarified and the ascetic fluid was collected. The McAb was purified and the concentration was determined by bicinchoninic acid assay (BCA) Protein Assay Reagent Kit.

Marketing Communication Strategies of UK Supermarkets Case Study

Marketing Communication Strategies of UK Supermarkets - Case Study Example Essentially, the value of the customer must be prudently considered. Convenience substitutes place and cost (which includes time and energy) replaces price. Thus, communication replaces promotion (Ashcroft 2002, p.178). Knowing its external audience is a huge necessity for any organisation and to achieve this task, a firm must embark on an effective market research. So as to attain excellent communication, it is imperative to be conscious on which communications media the audience will respond to -- whether they read newspapers, magazines, leaflets, listen to the radio or watch television (what type or what programmes they specifically watch). In the case of supermarkets, for instance, they obtain information about their customers via loyalty card ideas, magazines and their websites. From the information gained, they target particular groups of shoppers. The process employed in the current study includes Primary Research and Secondary research. Primary research entailed the use of questionnaire survey and personal interviews. Meanwhile, with Secondary research, it included the Mintel database as well as newspapers, books, company information and internet search. Many of the information gathered are backed up by visuals like illustrations, charts and graphical representations. Likewise, in order to complete the brief report, the study also included watching television and taking notes from these commercials, getting inside the supermarkets themselves, watch how people react to the advertisements fed to them, talking with marketing agents and supermarket sales staff. Similarly, product reviews have also been read, consumer comments and blogs have been randomly considered so as to get insights and an overview of the whole chain and the entire supermarket-retailing system. Market Overview Today, supermarkets control food sales in developed countries and are swiftly escalating their international presence. At the same time, global mergers and acquisitions and cutthroat pricing schemes have focused market power in the hands of a few major retailers (see Appendix 1 for company growth) (Raworth 2004, p. 6). The late 1990s witnessed a spell of merger and acquisition activities as the supermarket segment speedily merged and strengthened to counter the 'Wal-Mart' intimidation. Currently, the UK food retailing industry is governed and strongly dictated by four key supermarkets (Tesco, Asda, Sainsburys and Morrisons) who together account for over two-thirds of retail food sales (Fearney, Duffy and Hornibrook 2004, p. 2) and such consolidation of retailers has reinforced their control over suppliers. Today, the UK supermarket segment is still ruled by Tesco, Asda, Sainsbury's and Morrisons; these are the only chains that operate full-scale superstores of 40,000 square feet (3,700m) and sometimes go beyond. These so-called "Big 4" had a combined share of 75.3% of UK's grocery market realm (TNS Report, 2008). As it is, sector analysts foresee that it is not improbable

De-Magnetising a Ships Hull Essay Example | Topics and Well Written Essays - 500 words

De-Magnetising a Ships Hull - Essay Example The soft iron parts get temporarily magnetized due to the influence of horizontal and vertical components of earth's magnetic field which flows through the huge ship when kept on the harbor for a long time. [1] So the entire ship behaves like a magnetic after construction for which it is subjected to two types of dangers. Firstly, the magnetic compass will not work correctly inside the ship and secondly the ship will be affected by magnetic mines inside the water. So we have to remove ship's magnetism and the process is called degaussing. Above all we have to place magnets and magnetic materials on each side of the compass inside the ship to keep its direction exactly towards the magnetic meridian. It is a process to remove ship's magnetism. [3] This is done by winding few turns of insulated wire around the ship and passing a heavy current so as to create an opposite magnetic field to that of the ship's magnetic field. This will remove ship's magnetism by the demagnetization process. A steel hulled ship is like a huge floating magnet with large magnetic field surrounding it as the ship moves through the water, this field also moves. The ship can act as a trigger device for magnetic sensitive ordnance or devices, which are designed to detect these distortions.

Discuss the major factors behind the rise and decline of the Ancient Essay - 2

Discuss the major factors behind the rise and decline of the Ancient Egyptian Civilization - Essay Example Socialism played a pivotal role in the growth of the ancient Egyptian civilization. Karl Wittfogel, author of â€Å"Oriental Despotism† inferred that socialism laid the foundation for all primitive civilizations (Karenga 99). Socialism is an ideology, which advocates for public ownership in favor of privatization of a country’s economy. Ancient Egyptian civilization flourished under a centralized system of government charged with the responsibility of mobilizing the country’s resources. For example, the government oversaw the erection of permanent structures such as the pyramids of Giza and the Great Sphinx. In addition, Egypt’s strategic geographic location endorsed agriculture within the region, which translated into a reliable and stable source of food for its population. Ancient Egyptians capitalized on the flooded Nile River, which supplied water to sustain the irrigation of arable plains in the region. Under the government’s supervision, the h arvest was stored and controlled rations distributed to the population. Moreover, surplus harvest became a trade commodity boosting trade within the region. Growth was not limited to the economic sector only. The use of written words and symbols became a tool for the preservation of Egyptian culture whereby, scholars created permanent records of significant events. These served as reference points for future generations. Finally, the pharaohs (for example, Tuthmosis 1 and his grandson Tuthmosis III) secured the region’s borders by forming strategic alliances with their neighbors such as Assyria and Canaan (Hine et al 35). Historians remain divided regarding possible reasons, which contributed to sudden decline of the ancient Egyptian civilization. However, they all concur that the civilization collapsed during the end of the eighth dynasty after the long reign of Pepy II. It is estimated that Pepy II held the throne for ninety years. His sons were eager to rule in his stead

Physical Security Essay Example | Topics and Well Written Essays - 2000 words - 1

Physical Security - Essay Example This essay stresses that there is a possibility that during the opening ceremony a certain country’s athlete may get attacked by a terrorist group. It may also happen that the opening ceremony may get sabotaged altogether by a terrorist or militia group so as to defame the pride of the host country. In any of these cases, it becomes very important to understand the fact that security breaches are possible and consequently, security needs to be tightened. This paper makes a conclusion that equally important is upholding the security during the medal distribution ceremony all for the same reasons which have been mentioned above. Again, it might happen that to hamper the national pride of the host nation or the participating nation one may try to attack the winning team/sportsperson during the medal-distribution ceremony. Also, it may happen that a winning participant or sportsperson maybe a terrorist supporter or a terrorist itself in guise. The security assessment of the nearby hospital or medical center is also very significant and critical to the overall security process. Hospitals are locations of maximum vulnerability if compared to other locations which are part of the entire event. There is a possibility that a minor disaster may lead to the hospitalization of some people (sportsters/spectators/organizers) and a major disaster can be planned to be executed in the hospital because it provides a good vantage point to the perpetrat ors of the security breach.

Abstract Essay Example | Topics and Well Written Essays - 250 words - 5

Abstract - Essay Example Modern management will have to adapt to the challenges of the present as well as the future, according to change brought in by rapidly evolving technologies such as the internet. The conventions and rules created by theorists back in the 20th century, although redundant and inefficient, still continue to drive the management strategies of almost all business organizations. Hamel asserts that management is now out of date because there have been no great breakthroughs in management practices that have revolutionary impact on business. It is not the operating or the business model but its management model that limits the performance of a business. Innovation in management practices has the potential of generating long-term advantages for a business. Thus, it is concluded that business organizations have to rework their management practices in line with the changing demands of the 21st century and with the current technological and economic

OPERATIONS MANAGEMENT Essay Example | Topics and Well Written Essays - 2500 words

OPERATIONS MANAGEMENT - Essay Example Last but not the least, effective and competitive remuneration and reward packages have to deployed to employees as happy employees result in happy and satisfied customers. Introduction The hospitality industry is a service industry and most of its products are in the form of intangibles which make both their quality management and measurement a difficult job. Different dimensions of operations management apply to hotels and can be implemented to ensure customer satisfaction. The hospitality service is as old as time but the hotel industry is ever changing and ever evolving. Techniques of operations management in hotels must change with changing circumstances. But still there are four broad areas of management in hotels which also serve as four key functions of the hotel. These four include 1) Food production or buying, 2) Food and beverage services, 3) Housekeeping and 4) Front office receptions. Research methodology Most of the research used is secondary research and the qualitativ e results of the different researches which have already been done in this field. Qualitative and quantitative studies were combined to form a higher quality of research which linked the great importance of hotel marketing to seize market opportunities. Both qualitative and quantitative research is thought of as complementary to each other and therefore they were mixed. (Malhotra, 2007, p. 176)Examples are also taken from the best practices of different hotels and the causes of their successes have been analyzed and then suggested to be implemented in the hotel functioning. As a business system, a hotel is a complex, dynamic, open and organizational system which seeks to interact with both its customers and the environment. The aim of such a system is guest satisfaction which it tries to achieve by making its functions efficient and effective and providing both its services that is food and beverages; and boarding and lodging at its best. Overall a hotel is supposed to instill a fee l-good element in its customers which can be achieved not only by interiors but also by the ambience, the service quality and additional services. These can be also achieved by integrating the latest technology and the latest operational practices with supply chain management, human resource management and quality controls. These activities also revolve around producing a competitive advantage for the hotel. The key features of the hotel environment are employee performance, customer demand and asset protection which are achieved by increasing productivity, providing service and deriving a high income. The result of all these activities if performed well is the optimum quality of service provided to customers. (Peter Jones, 2002, p. 30) Hotel design The environment created by the hotel building is fundamental to the hotel experience. The creation of this environment entails not just the physical safety of the guests but also tending to the comfort needs of the guest. The modern hote l is much more than a place to sleep. It is capable of providing an escapist experience by its design, spectacles and amenities it provides. (Klumbis, 2009) No longer is staying in a hotel retained to getting a clean and comfortable room but today hotel design and environment also play a major role in whether guests receive the ultimate guest experience during their stay. Thus aspects such as noise levels, lighting and other

Enthalpy of Neutralisation Between HCl and NaOH Essay Example for Free

Enthalpy of Neutralisation Between HCl and NaOH Essay Table displaying the relationship between temperature and time after 20cm3 of an HCl solution is combined with 20cm3 of a NaOH solution Time (seconds) Temperature (ËC) Qualitative: * The temperature probe often touched the bottom of the cup. * Not all the liquid was poured out of the measuring cylinder * The measuring cylinder had to been rinsed before each measurement meaning it may have been contaminated. * The two reactants are both clear liquids and when mixed, the result is also a clear liquid. There is no colour change seen in the experiment * The container of the neutralizing NaOH and HCl rose slightly in temperature, and at the end of the experiment felt slightly warmer than before the experiment * When stirring, the stirring rod sometimes knocked against the temperature probe * Small bubbles could be seen to form, most likely as a result from passionate stirring.

The Social Model Of Disability Health And Social Care Essay

The Social Model Of Disability Health And Social Care Essay In this essay I will be looking at models of disability, focusing mainly on the social model of disability and drawing upon the academic writing of disabled people and others as well as looking at a case study of David; a fifty five year old male who was admitted to hospital six months ago from having being diagnosed with a mild stroke. I will then go on to discuss the social models relevance to the practice of therapists. Disability is a major issue faced by our society. An attempt to describe the term disability can be very challenging. At present, there is no legal definition of disability as described in the social model of disability. Under the Equality Act, (2010) a disabled person is described as someone with a physical or mental impairment that has a substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities. This also covers people with progressive conditions such as HIV, cancer or Multiple Sclerosis, and those with hidden disabilities like dyslexia. There are two main models of disability, the medical model and the social model. The medical model of disability, sees disabled peoples inability to join in society as a direct result of having an impairment and not as the result of features of our society which can be changed (Swain, French, and Cameron, 2003).The World Health Organisation (1980) categorises disability into three main groups; Impairment, Disability and Handicap. They state impairment is different to disability, from this it is easy to see how people with disabilities might become stigmatised as lacking or abnormal. The medical model of disability, assumes that the first step solution is to find a cure or, using the World Health Organisation Classification (1980) to make disabled people more normal (cited in Reynolds,2005). When policy makers think about disability in this individual way they tend to focus on compensating people with impairments, for example, targeting specific benefits such as the Disability Living Allowance (1992) for those individuals and providing segregated special services for them. This model of disability has been criticised as it does not offer a realistic perspective from the viewpoint of disabled people themselves, disabled people can be led to believe that their impairments automatically prevent them from participating in social activities. This view was rejected by disabled people who then advocated a different way of looking at disability (Oliver, 1983). In 1983 lecturer Mike Oliver, proposed the social model of disability. He adapted the model from the Fundamental Principles of Disability published by the Union of Physically Impaired Against Segregation (1975), where an impairment is defined as lacking all or part of a limb, or having a defective limb, organ or mechanism of the body and disability as the disadvantage or restriction of activity caused by contemporary social organisation which takes no or little account of people who have physical impairments and thus excludes them from participation in the mainstream of social activities.(Swain and Cameron,1999, p.69). Central to this model is the belief that individuals with disabilities have a right to access, belong to, contribute to, and to be valued in society. The social model focuses on the strengths, abilities, and experiences of people with disabilities. Supporting individuals with disabilities in this model does not mean helping them to become normal, but instead focuses on tackling the social or physical barriers the individual faces in daily living (Oliver, 1983). In contrast to other models of disability, the social model is based on knowledge of the experiences, views, and practices of people with disabilities. The model understands individuals with disabilities as experts on their own lives and as experts on disability; it does not necessarily see difference as problematic or necessarily negative. Oliver (2004) goes on to argue that people with disabilities have faced prejudice and discrimination, therefore those who support this model believe that attention should be focused on restructuring society, not treating the individual. The social model views disability as a consequence of structural, environmental and attitudinal barriers that prevent people with a disability or impairment from maximum participation in society (Oliver, 2004, cited In Swain, French, Barnes and Thomas, 2004). For example, short-sighted people living in the United Kingdom are not classified as disabled. Eye-tests and visual aids, which are available means that this impairment does not prevent them participating fully in life. If, however, they live in a third world country where such eye care is not available they are severely disabled. The inability to read, subsequently learn, and gather information would be considered as a severe impairment in any society. If we apply the social model to the case study of David: Adapting to life after stroke, we are able to identify hidden attitudinal barriers that may exist in support of the social model, in the way society may view individuals with disabilities as being dependant and an inability to function fully due to their impairment. An example of this is when David states sometimes in shops, if I struggle to find the right money or to put away change, I feel really patronised, he may also experience these as hidden barriers from family members, this is indicated when David states At times I think they get annoyed with me being slower than before. In addition to these barriers, David may also encounter structural barriers; this may prevent him from being able to continue drive after his stroke due to legislations in place whereby you are not allowed to drive for one month following the event. This is a legal requirement even if your symptoms have fully resolved. The Driving Vehicles Licensing Authority would need to be contacted if one month after the stroke you are still suffering from weakness of the arm or legs, visual disturbance, or problems with co-ordination, memory or understanding. (Driver and Vehicle Licensing Authority, 2011). Other structural barriers in insurance policies mean David may also have to pay more for his car insurance due to suffering a stroke, this can be viewed as society penalising him for having a disability. Environmental barriers may also exist which prevent David using public transport to get to work. Oliver (1990) argues that the removal of these structural, environmental and attitudinal barriers will improve the lives of disabled people, giving them the same opportunities as others. For example in the case study, David was able to return to his job as a Health and Safety Advisor on a part time basis under the Employers and the Equality Act (2010) employers are required to make reasonable adjustments to their policies or practices. By making adjustments, employers are removing the barriers that disable according to the social model, they are effectively removing the disability. The strength of this model lies in its placing the responsibility upon society and not the individual. At the same time, it focuses on the needs of the individual whereas the medical model uses diagnoses to produce categories of disability, and assumes that people with the same impairment have identical needs and abilities. It also offers positive solutions that have been proven in the United Kingdom (Reynolds, 2005). The social model however has limitations. Firstly, Crow (1992) criticises the model for its failure to emphasize certain aspects of disability such as the pain of impairment, both physical and psychological. In other words, the struggle may be over for disabled people in terms of obtaining human rights but the personal struggle of just getting out of bed in the morning remains. This struggle means that no matter how accommodating society is for disabled people, disabled people will always be disabled people. Morris (1991, p.10) then goes on to argue While environmental barriers and social attitudes are a crucial part of our experience of disability and do indeed disable us to suggest that this is all there is, is to deny the personal experience of physical and intellectual restrictions, of illness of the fear of dying. Further criticisms made of the social model, is its failure to take into account that as the population gets older the numbers of people with impairments will rise and making it harder for society to adjust. Lastly, the models concepts can be difficult to understand, particularly by professionals in rehabilitation. These professionals have to be persuaded that their role must change from that of cure or care to a less obtrusive one of helping disabled people take control of their own lives (Morris,2004). If we look at the relevance of the social model in the practice of therapists; Occupational therapists and Physiotherapists working with people with disabilities would be able to align themselves to the model, by identifying barriers that may exist for the client and implement interventions to overcome these disabling barriers and promote social integration. Assessments based on the social model of disability do not ask What is wrong with this person? but instead ask What is wrong for this person? At the core of an assessment based on the social model of disability. (Morris, 2004, p.24). In the case study of David, he identifies fatigue and mobility as key areas he wishes to address with the help of therapists. A therapist may assess the client in their own environment whether that is in their home or work and then suggest adaptations such walking aids or assistive aids to help enable the client to carry out occupations while removing barriers in order to live a more independent life. In the case of Speech and Language Therapists they may work towards bringing about changes in the individuals environment in order to maximise the opportunities for communication. This might, for example, involve teaching carers how to adjust their language to suit the clients level of understanding, or use gesture in addition to verbal communication when conveying their message (Coles, 2001). The social model of disability is a key mechanism for ensuring that Social Care services and resources work in partnership with people who need support. Assessments should identify the barriers, external to the individual, which are getting in the way of human rights. The planning and delivery of services should be focused on tackling these disabling barriers. All of this opens up exciting possibilities of using public resources in ways, which really make a difference to peoples lives (Morris, 2005). To conclude, models of disability are tools for defining impairment and disability, and ultimately for providing a basis upon which government and society can devise strategies for meeting the needs of disabled people. They are a useful framework in which to gain an understanding of disability issues, and of the perspective held by those creating and applying the models. Previous models of disability were essentially devised by people about other people, however the social model of disability provides an alternative perspective from those who experience disability. The social model proposed by Oliver (1990) has played a key part in promoting ways of overcoming disabling barriers for disabled people and a move forward to empower those individuals to be apart society.One of the major criticisms that have made of the social model is its detachment with having to deal with of impairment and its experiences. It is important to acknowledge that therapists play an important role in overcoming disabling barriers and adopting a holistic approach to enable individuals to carry out everyday meaningful activities as well promoting social inclusion, through adaptations to their environment. Models of disability provide us with a continuum on changing social attitudes to disability and where they are at a given time. Models change as society changes; therefore, we should develop and implement various models, which will empower people with disabilities, giving them full and equal rights as others within their society. References Coles, J. (2001) The Social Model of Disability: what does it mean for practice in services for people with learning difficulties? Disability and Society, 16(4), pp. 501-510. Crow, L. (1992). Renewing the Social Model of Disability. Coalition pp.5-9. HM Government (2011) Directgov: Driver and Vehicle Licensing Authority (2011) Available at: http://www.direct.gov.uk/en/Motoring/DriverLicensing/MedicalRulesForDrivers/MedicalA-Z/DG_185787 [Accessed on 10 November 2011]. HM Government (2011) Directgov: Employers and the Equality Act (2010) Available at: (http://www.direct.gov.uk/en/DisabledPeople/Employmentsupport/YourEmploymentRights/DG_4001071) [Accessed: 5 November 2011]. HM Government (2011) Directgov: Disability Living Allowance (1992) Available at: http://www.direct.gov.uk/en/MoneyTaxAndBenefits/BenefitsTaxCreditsAndOtherSupport/Disabledpeople/DG_10018702 [Accessed on 10 November 2011]. HM Government (2011) Directgov: Equality Act (2010) Available at: http://www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 [Accessed: 5 November 2011]. Morris, J.1991: Pride Against Prejudice-Personal Politics of Disability, London: The Womens Press. Morris, J. (2004) Social Model Assessment Team Pilot Project Essex Social Services: Report of Evaluation. p24 [PDF online]. Available at: www.leeds.ac.uk [Accessed: 5 November 2011]. Oliver M (1983) Social Work with Disabled People. Basingstoke, Macmillan. Oliver, M. (1990) The individual and social models of disability. Available at: http://www.leeds.ac.uk/disabilitystudies/archiveuk/Oliver/in%20soc%20dis.pdf 4 [Accessed: 5 November 2011]. Oliver, M. (2004) If I had a hammer: The Social Model in action. In Swain, J., French, S., Barnes, C. and Thomas, C. (eds) (2004) Disabling barriers enabling environments. 2nd ed. Los Angeles, SAGE Publications. Reynolds, F. (2005) Communication and clinical effectiveness in rehabilitation. Oxford: Butterworth-Heinemann. Swain, J. and Cameron, C. (1999) Unless otherwise stated: Discourses of labelling and identity in coming out. In Corker, M. and French, S. (eds) Disability Discourse. Buckingham: Open University Press. Swain, J., French, S. and Cameron, C. (eds) (2003) Controversial issues in a disabling society, London: Sage in Association with the Open University. Section B : word count 879 Juvenile Chronic Arthritis (JCA) is a condition, which causes pain and inflammation of the joints and bones. The main symptoms include pain, stiffness, restricted movements of the joints, swelling, and warmth and redness of the skin over the joint. About 12,000 children in the UK under the age of 16 have a form of Arthritis.(Arthritis care, 2011). The purpose of this leaflet is to provide information on support services available and coping strategies for Helen, a fourteen-year-old female who suffers from JCA. The leaflet focuses on three main support services which address the identified needs of Helen.The case study of Helen highlights swimming as a meaningful leisure activity, so one of the programmes offered in the leaflet is an Arthritis foundation aquatic programme, there is evidence based research to suggest swimming can help to ease stiffness, improve movement in joints, and strengthen muscles. The program incorporates the buoyancy of water and the soothing warmth of a heated pool to make a safe and ideal environment for relieving pain and stiffness (Arthritis, 2011). Other Programmes aimed at Helen and her family focus on teaching knowledge and skills to better manage JCA and providing the opportunity to meet others who share similar experiences. This acknowledges the need for support for the whole family, which is strength of the leaflet however a limitation is the lack of in depth information provided. The use of a case study of a teenager with JCA, is an effective way of providing reassurance and encouraging Helen to remain positive. Coping strategies are also included as a way of offering practical advice on how to manage JCA on a daily basis, and takes into account if reader is not ready join they can still take away some useful tips. An important factor in whether health information will appeal to this target audience is design (Houts et al 2006). According to Hoffman and Worrall (2004), a health education leaflet should be patient centred and designed with the principles of good health education material design in mind, including layout of both illustration and text. Often leaflets in clinical areas are ignored; however leaflets with pictures draw the attention of patients and encourage attention to the information contained within and as the leaflet selected is vibrant and colourful it catches the eye. There is a blue background for the leaflet, on which the text is placed on; this makes the black of the main body of the text stand out as well as the use of suitable images Helen can relate too. In terms of content of information, written material should contain accurate content and be written in a simple manner which can be understood easily. The front cover of a leaflet is particularly important as it is the main device used to initially attract the target audience (NHS,2003).To attract Helen to the leaflet an image of a group of teenagers is used for the cover as she would be able to identify more with as most leaflets on Arthritis have images of older people and can be off putting for a teenager. A logo is also used so it is clear to the reader who is responsible for producing the leaflets and if she wants to seek additional information then the logo will help her to remember the organisation. The heading If you are a teenager with Juvenile Chronic Arthritis, you are not alone is clear and written in a large front so it immediately addresses the target audience and provides reassurance. Bearing in mind that an average person will only look at a leaflet for a few minutes, this is very important as the information and the purpose of the leaflet comes across clearly and immediately on the front cover which is one of the main strengths of the leaflet. However, the contact details on the back of the leaflet with extra support services is not clear enough to the reader in regards to whom to contact if interested in joining the programme. The language used throughout the leaflet is simple in order to appeal to young teens, but a Flesch test has not been carried out to indicate this, as Standard texts should have an FK Grade level of about 7-8 which is similar to a reading age of 13-14 years, therefore suitable for the target audience. (Frances, 2005) NHS Toolkit for producing patient information (2003) recommends using a 14 point or larger for those with sight difficulties, therefore an Ariel 14 point sized font has been used in the main body of the text so that the leaflet is both clear and easy to read and a more bolder style of font is used for subheadings inside so it is more eye-catching. This takes into account the reader who has JCA may have deterioration in sight as one of the symptoms of their condition. To conclude, the overall content and presentation of the leaflet successfully addresses the needs of Helen, focusing on providing information on support services. The leaflet has been designed so it is not overly cluttered but provides basic information by including a case study, coping strategies and facts that may encourage her to join. However, Improvements can be made in the design layout and incorporating more depth of information.

Essay --

Introduction Animal Farm, written by George Orwell, is a fictional story based on realistic events in history. The main topic presented in the book is the animals wanted to avoid being exploited by their current oppressor; however, their own allies exploited the other animals. The author used animal actions to mirror events that happen in the Russian Revolution. The author’s purpose is to inform his audience to be mindful of government decision, to know those decisions and learn the events in history because history has the tendency to repeat itself. Explain the Relationship: Orwell’s experience in World War Two caused him to produce Animal Farm. While working as a volunteer soldier, he developed hate for fascism and Stalinism. His assertions originated from observing the corrupt government of the Russian Revolution and reading literature. Although the author’s novel has entertained many students, his goal was to inform readers of satire of the Soviet Communism. The author’s studies relate to Dr. Stovall’s social science class, because this novel contains sociology between people and demonstrates human nature inside of the text. The elements of the novel expressed the author’s observations of a corrupt government. The first element is its genre, fiction. The author used fictional animals to depict the humans of the Russian Revolution. These animals’ actions developed themes. When the animals overthrew the farmer, the pigs rose to power and became a corrupt government. This signified the theme that the Soviet’s government ideas were corrupt. Another theme arose when Snowball and Napoleon struggled for superiority. This event was a theme similar to the human story where Stalin, who is represented by Napoleon, vanquishes... ...d power and violated the commandments. The animals were unable to realize they were oppressed like in the past, because they did not learn about the past. The book also implies the readers should become knowledgeable so that they would not become oppressed. My stance about the book is it is a must read for students and people who are a part of the working class. This situation can happen to many people in my generation because students fail to read. Like the farm animals, who could not read, they accept almost anything someone tells them because they do not know their history and rights. While reading the novel, I developed my likes and dislikes. I liked the event, when the animals first had the idea to rebel against the farmer. However, I disliked Boxer’s death the most as well as the farm animals working hard while the pigs reaped the benefits. Essay -- Introduction Animal Farm, written by George Orwell, is a fictional story based on realistic events in history. The main topic presented in the book is the animals wanted to avoid being exploited by their current oppressor; however, their own allies exploited the other animals. The author used animal actions to mirror events that happen in the Russian Revolution. The author’s purpose is to inform his audience to be mindful of government decision, to know those decisions and learn the events in history because history has the tendency to repeat itself. Explain the Relationship: Orwell’s experience in World War Two caused him to produce Animal Farm. While working as a volunteer soldier, he developed hate for fascism and Stalinism. His assertions originated from observing the corrupt government of the Russian Revolution and reading literature. Although the author’s novel has entertained many students, his goal was to inform readers of satire of the Soviet Communism. The author’s studies relate to Dr. Stovall’s social science class, because this novel contains sociology between people and demonstrates human nature inside of the text. The elements of the novel expressed the author’s observations of a corrupt government. The first element is its genre, fiction. The author used fictional animals to depict the humans of the Russian Revolution. These animals’ actions developed themes. When the animals overthrew the farmer, the pigs rose to power and became a corrupt government. This signified the theme that the Soviet’s government ideas were corrupt. Another theme arose when Snowball and Napoleon struggled for superiority. This event was a theme similar to the human story where Stalin, who is represented by Napoleon, vanquishes... ...d power and violated the commandments. The animals were unable to realize they were oppressed like in the past, because they did not learn about the past. The book also implies the readers should become knowledgeable so that they would not become oppressed. My stance about the book is it is a must read for students and people who are a part of the working class. This situation can happen to many people in my generation because students fail to read. Like the farm animals, who could not read, they accept almost anything someone tells them because they do not know their history and rights. While reading the novel, I developed my likes and dislikes. I liked the event, when the animals first had the idea to rebel against the farmer. However, I disliked Boxer’s death the most as well as the farm animals working hard while the pigs reaped the benefits.

Motion Picture Special Effects Essay -- Film Movie Essays

Motion Picture Special Effects â€Å"Special visual effects have added to the allure of motion pictures since the early days of cinema. French director Georges Mà ©lià ¨s is considered the most influential pioneer of special effects. His film â€Å"A Trip to the Moon† combined live action with animation, demonstrating to audiences that cinema could create worlds, objects, and events that did not exist in real life† (Tanis par. 1). Through examples of the new techniques and the movies where they were presented, this paper will detail the changes that special effects have seen over the last twenty-five years. Special effects have been used ever since the film industry became popular. Three-dimensional film technology became popular in the1950s, when it enjoyed a brief period of use (Sklar par. 3). Although motion-picture film, like still photography, normally yields two-dimensional images, the illusion of a third dimension can be achieved by projecting two separate movies. Members of the audience wear 3-D eyeglasses so that the right eye sees one picture and the left eye sees the other, producing the effect of three dimensions. Three-dimensional film technology is still being used today at Universal Studios in Florida. When my family visited the amusement park there was a feature 3D film that was rendition of â€Å"The Terminator.† Three-dimensional film has changed, because now the members of the audience no longer have to wear glasses with one red and one blue lens. Now the glasses are clear, but still allow the user to get the same three-dimensional effect that they would the red and blue glasses. Another example of the lasting power of early techniques is stop-motion photography. The original â€Å"King Kong† used this technique, in which the King Kong figurine was repeatedly filmed for very brief segments and then moved, so that when the film was projected at normal speed, King Kong appeared to move. The same technique animated the figures in â€Å"James and the Giant Peach† (â€Å"Nova† par. 2). After World War II there was a lull in the development and use of special effects. Technical advances in the design and manufacture of motion-picture cameras made it easier to film on actual locations, and the trend in cinematic storytelling tended toward realism, resulting in less call for fantastic illusions. Then in 1968 the film â€Å"2001: A Space Odyssey†, in which astronauts ap... ... Works Cited Tanis, Nicholas. "Motion Picture," Microsoft Encarta Online Encyclopedia 2000 October 12, 2000 <http://encarta.msn.com>. Sklar, Robert. " History of Motion Pictures, " Microsoft Encarta Online Encyclopedia 2000 October 24, 2000 <http://encarta.msn.com>. Nova Online. â€Å"The Grand Illusion: A Century of Special Effects,† Nova Online 1996. October 12, 2000 < http://www.pbs.org/wgbh/nova/specialfx/effects/history.html>. Hayes, R.M. Trick Cinematography: The Oscar Special-Effects Movies. North Carolina: McFarland, 1986. Erland, Jonathan, and Kay Erland. â€Å"The Digital Series Traveling Matte Backings† Composition Components Company October 12, 2000 <http://www.digitalgreenscreen.com/NoFrame/ tmatte.html>. Thalmann, Nadia, and Daniel Thalmann, eds. New Trends in Animation and Visualization. New York: Wiley, 1991. La Franco, Robert. â€Å"Digital Dreamin’.† Forbes Sept. 1998: 223. Kaplan, David A. â€Å"Grand Illusions.† Newsweek Online 1996: October 12, 2000 <http://www.newsweek.com>. Howstuffworks Online. â€Å"Developing The Matrix,† Howstuffworks Online. 1999. October 14, 2000 <http://howstuffworks.com/framed.htm?parent=Matrix>.

Hustler - Censoring a Film about Censorship :: Movie Film Essays

[1] The People vs. Larry Flynt celebrates America for â€Å"being the strongest country in the world today only because we are the freest,† as Flynt once said. The problem is, that while the film triumphantly exhibits the (seemingly obvious) â€Å"evils of censorship,† it hypocritically censors out the most controversial parts. The film champions free speech yet is not able to visually depict the potentially harmful material that the First Amendment defends. The content in Flynt’s Hustler magazine absolutely, positively, requires the protection of the First Amendment. The film does not show you why. For how do you expose to mainstream society something that cannot legally be seen in an R-rated film? Director Milos Forman, incapable of surmounting this problem, needed to make changes. He removed the most obscene aspects of the â€Å"real† Hustler and Flynt, and fabricated the â€Å"reel† socially acceptable, laughable (and even likable) depicti ons. Consequently, in the process of telling this story that Forman wished to dedicate to his hero, the U.S. Justice system, he both sanitizes and canonizes Flynt and Hustler magazine. [2] In this issue essay I will first discuss the history of pornography in America and the emergence of Hustler. I will then show how the movie makes the viewer feel proud of the country without letting the viewer choose if he or she is really pleased with what is being protected, pointing out the impossibility of portraying the obscene images in an R-rated film. After that, I will discuss the possible ramifications of pornography, including violence against women and children. I will then address the moral implications of a complete freedom of expression and the possible effects of promoting ignorance about pornography through the movie. Finally, I will comment on my views regarding pornography and censorship in our society. The Sexual Revolution in America [3] Since the 1950’s, a sexual revolution has spawned in America, accordingly downgrading previous anathemas in society, like pre-martial sex, masturbation, and homosexuality. For example, according to an article describing the sexual revolution, â€Å"In the 1950s, less than 25 percent of Americans thought premarital sex was acceptable; by the 1970s, more than 75 percent found it acceptable† (Stossel 74). Norman Podhoretz recounts how in the early 1950’s obtaining pornography was like trying to buy illegal drugs. But Playboy changed all of that, as it emerged as an â€Å"acceptable† form of pornography in 1953.

Development During Early Adolescence Essay

Can these changes have a significant impact on a variety of developmental outcomes of identity, morality, transitional stages, beginning of puberty and the full commitment to an adult social role, and sexual maturity? Hence, because of the potential impact of these changes, it is important to understand the cycles of adolescents. Life has store many surprises for us as we develop throughout our whole life span. Developmental stages are the progress that occurs in humans from the time they are born until they grow old and die. Originally beginning with infants and children, development will subsequently progress into adolescence, followed by adult, and lastly elderly. The development occurs in many fields, namely physical, perceptual, cognitive, moral and social. Derived from the Latin verb adolescere (to grow into maturity), adolescence is the period of transition from childhood to adulthood. Adolescent is a distinct and dynamic phase of development in the life of an individual. It is a period of transition from childhood to adulthood and is characterized by spurts of physical, mental, emotional and social development. Who considers â€Å"adolescence† to be the period between 10-19 years of age, which generally encompasses the time from the beginning of puberty to the full legal age. The early adolescent developmental period is when individuals experience many changes, including the biological changes associated with puberty, important changes in relations with family and peers, and the social and educational changes related to transition from elementary to middle school (Wigfield, Byrnes, & Eccles, 2002). The biological changes that occur at early adolescence are dramatic, as anyone working with this age group knows (Susman & Rogel, 2004). Pubertal developments, the timings of puberty is quite different for girls and boys; girls enter puberty approximately 18 months before boys do, which means that during early adolescence, girls mature faster. Adolescence can be prolonged, brief, or practically nonexistent, depending on the culture of their society. Adolescence is somewhere between childhood and adulthood. It is also the period of life between the beginning of puberty and the full commitment to an adult social role, such as worker or parent. It is filled with constant change, uncertainty, but it can be wonderful and full of expectation. Everything a child learned to believe is suddenly challenged. One day you are a cute child that everybody seemed to adore, and the next day your skin and body are changing. Adolescence is a challenging period for both children and their parents. Three stages of adolescence early, middle, and late, are experienced by most teens, but the age at which each stage is reached varies greatly from child to child. These different rates of maturation are connected to physical development and hormone balance, neither of which the child can control. For this reason, adolescents should be treated as individuals and any guidelines should be modified to the particular child. It is very common to come across mood swings in this stage of development. Gene Roland Medinnus and Ronald C. Johnson state that during adolescence, children develop the ability to: †¢ Understand abstract ideas, such as higher math concepts, and develop moral philosophies, including rights and privileges †¢ Establish and maintain satisfying relationships by learning to share intimacy without feeling worried or inhibited. Move toward a more mature sense of themselves and their purpose †¢ Question old values without losing their identity Adolescence begins when signs of sexual maturity begin to occur in both physical and social development and ends when the individual assumes adult roles and is concerned in most ways as an adult by his reference group. Female friendships are one of the most important dimensions of an adolescent girl’s life. Peer relationships and friendships are critical in the developing adolescent’s identity, behaviors, and overall health. These peer connections influence all areas of development including emotional, physical, spiritual, social, and cognitive. The movie â€Å"Mean Girls† addresses social behaviors and experiences that are common in female peer relationships throughout the adolescent years. â€Å"Mean Girls† has brought attention to girls mean behaviors and portrays a dark side of female peer relationships, in which girls act as bullies and use relationships to express anger or power through rumors, exclusion, secrets, or gossip. This movie shows the significant role that female peer relationships play. The functions of peer relationships in adolescence are to help support adolescents at a time when they are challenged with many new experiences, to encourage the development of emotional autonomy, to enable teens to form deeper forms of intimacy that will be needed in adulthood, and to improve social skills. Positive peer relationships cause less anxiety and depression in adolescents where as negative peer relationships may place an individual at risk for maladjustment. Adolescents who are generally disliked, aggressive, disruptive and cannot establish themselves in the peer culture are developmentally at risk. Having friends and peer acceptance are generally related to school competence, higher self-esteem, and better adjustments. Adolescence is a transitional stage of human development that occurs between childhood and adulthood. Teenagers (ages 13-19 years) are usually adolescent, though in some individual, puberty may extent a few years beyond the teenage years, and in some individuals puberty begins in the pre-teen years. Because adolescents are experiencing various strong cognitive and physical changes, for the first time in their lives they may start to view their friends, their peer group, as more important and influential than their parents. The American Heritage Dictionary defines the word cognition as; the mental process of knowing, including aspects such as awareness, perception, reasoning and judgment (Cognition). Because of peer pressure, they may sometimes indulge in activities not deemed socially acceptable. What is Peer Pressure? Peer pressure is the social pressure from friends or other people to accept certain beliefs or act in certain ways in order to be accepted. How and why do we get peers pressure? Everyone gives into peer pressure at one time or another, but why do people sometimes do things they didn’t want to do? Here are a few reasons. They are afraid of being rejected by others, want to be like and don’t want to lose a friend, want to appear grown up, don’t want to be made fun of, friends have a big influence on our lives, but sometimes they push us to do things we may not want to do. The first step to standing up to peer pressure is to understand it. The four main types of peer pressure is: 1. Rejection – threatening to end a friendship or relationship. This pressure can be hard to resist as nobody wants to lose friends. 2. Reasoning – telling a person reasons why they should try something or why it would be okay if they did it i. e. â€Å"your parents would never find out. † Identity is made of what drives an individual, the abilities they have, what they believe, and their personal history (Marcia, 1980). Identity is one of the main struggles in an adolescent’s life. It is very important that children receive the proper guidance while entering their adolescence from their parents and peers. Although they like to believe that they are capable of developing on their own, adolescents need parental guidance to develop their path of identity development. The relationship between a child and a parent plays an important role with an adolescent and his or her decisions about sex. (Chapman, Werner-Wilson 2008). Morality can be defined as the distinction between what is right and wrong or what is good and bad. Although, moral reasoning depends on culture which akes it difficult to define; most people don’t look at where these principles are coming from or what guides one through moral development. As children grow and learn, usually from care takers and people who inspire their every need, their morality changes based on several levels. Although researching of moral development goes as far back as Socrates, there are two psychologists that studied morality in depth and they are Lawrence Kohlberg and Jean Piaget. Jean Piaget was a cognitive developmental psychologist spending most of his time working with children and adolescents, including his own. Although, Piaget’s observation of moral development wasn’t in depth like Kohlberg, he allowed for a basic understanding. He believed that moral development occurred in stages. Piaget strongly believed in education and thought interaction in an education setting allowed children maximum potential in cognitive development. Piaget believed in many things, but when it came to moral development there were only two basic principles. The first principle was that children develop moral ideas in stages and could not skip stages, although movement from one stage to the other could vary in length. Lastly he believed that children create their own perception of their world, including whether their actions enforce what is morally right or wrong. â€Å"Piaget’s ideas of moral realism and morality of cooperation play a role in Kohlberg’s theory. Children in Piaget’s stage of moral realism believe that rules are absolute and can’t be changed. Punishment should be determined by how much damage is done, and the intention of the child is not taken into account. A child has many milestones to reach through adolescence. The success of these milestones depends on normal development. Milestones can be challenging regardless of age and size. However, some children experience abnormal development and also delays. Detecting signs of abnormal development in certain age groups requires an understanding of development milestones. There for this leads us to the major physical, cognitive, self made motivational experience of adolescents that are a variety of developmental outcomes of identity, morality, transitional stages, beginnings of puberty and the full commitment to an adult social role, and sexual maturity.

Daycare vs. Home for Children Essay

Introduction Nowadays parents are forced to put their children to daycare because both have to work to support family. While daycare are keeping children from infant to older age and for parents are much easier to put their children to day care, there is a great deal of issues about impact behavior. This is particular for children staying to day care long time. Therefore some parents compulsory put their children to daycare. This essay will argue strongly should having children at home. It looks of daycare children behavior and specifically of understanding a difference between children in daycare and children who take at home. Firstly, there is evidence to suggest that per_school children who stay at home get individual attention so it helps to development the strong bond between the children and their mothers. For example, for infant is good time to stay at home with their mothers and having feeding face to face. Quoted (Lees,2006) 70 percent of children that had weak bond with their mothers and 90 percent of children whose having behavior problem such as emotional problem, displayed out bursts or confident with others children, they had not been in a strong bond properly in first 24 months. Therefore, It is clear per_school children who stay at home get more attention that it helps to development their social _emotional in later. Another argument supporting the preschool children should not go to daycare is that children have a negative effect on behavior. Most the children who attend to daycare are from different family with different culture also education. They might be inappropriate play skills or behavior problems. As well the preschool children easily learn from each other’s whole behavior and skills during play times, for this reason have seen behavior problems in per_school children who attend in daycare such as lying, cheating, rudeness, defiance. According to (Lees, 2006) the children who demonstrate behavior problems and also is so tough for their parents to control their bad behavior, they have been attended in daycare 20 hours daycare or more per week. A third reason is spread epidemic daisies in daycare. The children in daycare have proven to get four times sick as children who stay at home. There are millions of bacteria in daycare to children get easily sick. Cold and flu are most common diseases which is easy to treatment while some diseases are difficult to treat. For example, ringworm and chicken pox both of them are so common in daycare and treat difficulty. In addition in the air condition dust is another problem, especially for allergy and asthma suffers. Therefore it is clear those children who stay at home protected of disease. However, there are some parents believe that per_school children who go to day care are better prepared for school. Some believe they learn discipline by sitting the mat being quiet, problem solving and how to shear. As well the children who attending to day care have ability to communicate well with other children. As cited in (VAIMOSO, 2012) â€Å" kids who have gone to preschool or kindergarten come prepared to listen, they socially interact. They recognize letters and numbers, which is big step†. Furthermore, attending to day care could be beneficial both for children and parents also is the big step for them to be successful person in society. In conclusion parents should not send their per_school children to day care. The reason being the children who attend daycare can develop negative behavior and are placed in a epidemic diseases as well it is better for them stay at home where they have individual attention. I suggest if can somehow be cut or eliminate unnecessary bills during this important stage of per_school children life, could be better having one parent stay at home with them per_school children. It is therefore clear that if per_school children stay at home it is both beneficial for children and parents.

Philosophical View of the Little Prince Essay

Sartre believes that most relationship start out not because they are attracted to one another, but it is because of how one makes the other feel about himself/herself by how the other looks at him/her. They need each other in order to see themselves by basing it on the look of the other. This arrangement is often mistakenly known as love but it is really just both participants being enslaved by the look of the other that they feel the need to prove that they have control over the look. According to Sartre, love is the first attitude that one develops towards the other. But with this so-called â€Å"love†, one tries to understand the other’s freedom while also trying to preserve his freedom, thus creating conflict between the two participants. The paper will focus on love and the self-other relation through the story of the Little Prince. Through this book, the real essence of love is to be explained in line with the self-other relation. The concept of â€Å"The Lookâ €  will be used to explain the conflict of the characters in the story, especially the story of the rose and the Little Prince. â€Å"The Look† is to see yourself how others see you. You are conscious of your existence because you are aware that others see you. The book of The Little Prince tells us the story of a pilot who crashed and was stranded in the desert – which is also a personal experience of the author – where he meets the Little Prince. The Little Prince tells the pilot about his journeys and his experiences. The paper intends to tackle love and the self-other relation through the Little Prince, The Little Prince’s journeys, and the Pilot himself. In relation to love and the self-other relation, the story of the rose and the Little Prince is a good example to explain the real essence of love. The Little Prince’s love for his planet is to be given emphasis in this paper in line with him being the caretaker of it. Also, the paper will talk about the journey of the Little Prince and use this to explain why adults do not see what is deep inside but sees what is on the surface. The Pilot’s low opinion of adults will be explained through the self-other relation based on the experiences of the Little Prince in his journey. Lastly, the conversation between the fox and the Little Prince will be singled out to full answer and explain why we are responsible for the one/s we love. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† Using the quote, the real essence of love is to be explained and reason out the conflicting feelings of the Little Prince towards the rose before and after his conversation with the fox. HOW IMPORTANT WAS THE ROSE TO THE LITTLE PRINCE? WHY DID THE LITTLE PRINCE LEAVE HIS PLANET? The Little Prince sees himself as the caretaker of Asteroid B-612 because that is his home. The asteroid is so tiny that he can watch the sunset forty-four times in a single day. His whole existence, his life has been nothing but a bore, doing the same thing every single day. He watches every seed that sprouts out of the ground making sure that those seeds are not Baobabs and are not a threat to his home. He does nothing but makes sure that the Baobabs are taken out every time they start to sprout so that they would not destroy his home. Until one day, a peculiar seed shot up from the ground and he worried that this might be a new kind of Baobabs but it ended up being a flower he has never seen before; a rose so beautiful that he could not restrain his admiration. For the first time, he felt like he had another purpose in the planet and that is to love and protect the rose from harm. The Little Prince took care of the rose by watering it, protecting it from the wind, and from other p otential harm. Through the rose, the Little Prince saw himself as something much more than he was before the rose came. It was like the rose gave him another reason to exist. He needed the rose to realize his own importance and to seek another meaning for his existence. For example, when Lestat turned Louis into a vampire, he was happy because he found a friend, he knew that Louis needed him and that gave his vampire-existence meaning. Louis needed Lestat as a friend, as a teacher, and a lover. A friend in terms of giving each other company, as a teacher since he is new to this life, and a lover because Lestat makes and tells Louis that he is a beautiful creature – no one is to be compared to Louis beauty. Lestat, knowing that Louis needs him, makes him feel like he is important and suddenly, there is more than just being a vampire. In relation to the story of the Little Prince and the rose, the Little Prince felt his importance because he knew that the rose needed him to survive. Without him, the cold winds of the night would just take the rose away, ending its life. The Little Prince knew this so he took care of the rose very well because he cannot afford to lose the rose. He was attached to it and he knew that he loved the rose. The rose makes him feel very special and he sees himself as the caretaker of it because the rose sees him as its caretaker. He finds the definition of his being through the rose and when he started doubting the rose because he caught it lying, he also doubted his being. He felt like that him, being the caretaker and the lover of the rose, is not the real him because the rose lied to him and the rose could be lying to him the whole time. He could not see himself as the caretaker, the friend, and the lover of the rose because he also started doubting himself when he started doubting the rose. He also questioned his â€Å"love† for the rose and said â€Å"†¦but I was too young to know to love her†. He started doubting his knowledge about love when at the start, it was already evident that he knew about love because of how he took care of his planet and the more when the rose arrived. He saw himself as the rose saw him so when the rose lied to him, he saw himself as nothing. He felt like the rose didn’t see him as someone special because it lied to him and so he saw himself as nothing special. This led him to leave his dear planet but he didn’t leave without putting everything in order. Even before it leaving it, he still showed love for his planet and to the rose even if he himself doubts his own love. He needed to see himself in another way aside from how the rose sees him and he hoped to find this through his journey. WHY DO ADULTS TEND TO SEE WHAT IS ON THE SURFACE INSTEAD OF WHAT LIES BENEATH ACCORDING TO THE PILOT? HOW IS THIS EVIDENT BASED ON THE LITTLE PRINCE’S JOURNEYS? â€Å"I would bring myself down to his level. I would talk to him about bridge, and golf, and politics, and neckties. And the grown-up would be greatly pleased to have met such a sensible man.† The Pilot’s notion about the adults never changed. He always sees adults as ones who need constant explanations for them to be able to understand things. The adults only see what they think is important to society and they tend to neglect what is deep inside. Take the Turkish astronomer for an example, when he presented his findings in his local attire, the adults made fun of him and did not believe him. But when he changed what he was wearing into something more acceptable and presented the exact same thing, the adults believed him and accepted his findings. The Turkish changed his appearance because he needed the society to accept him and for this to happen, he needed to change. He saw himself as someone worthless and someone to be made fun of just because the others saw his works worthless and made fun of him. He was not a Turkish astronomer without his audience accepting his works. Also, in the Little Prince’s journey where he met the King. The King saw himself as the King of everything because he believes that that is his purpose. His commands are already what the people are expected to do. He sees himself as king because he thinks that he controls the stars, by commanding them to shine, and they do of course because they are stars – but the stars, being the other, is a very important factor in the King’s self because through the stars â€Å"obeying† his command, he believes that he has rule over them, therefore he is king. Same as the other people or things he thinks that he has control over just because he is already commanding them something they are supposed to do. The Little Prince’s visit on the planet of the conceited man was very short for the conceited man does not know anything but to be admired. Without his admirers, he is nothing. To be able to be vain, he needed constant admiration from the visitors of his planet. The Little Prince simply did not understand why the conceited man needed to be admired. The Tippler, on the other hand, cannot live without his bad drinking habits because that is what makes him the â€Å"tippler†. If he chose not to drink ever again, then he would no longer need alcohol and then he would lose sense of what he really is for being a tippler is what he has been his whole life. The businessman, who counted stars because he thinks that by doing this he owns them and could buy more if any are to be discovered, knew nothing but to count stars. Again, without the stars, he is nothing. There is nothing else to count that would require a lifetime. He found his being through the stars and by doing so, he felt like he owned the stars and is responsible for them. By doing so, he took away his own freedom by obsessing over the stars and letting the stars control his life. The Little Prince’s visit to the lamp lighter was different because according to him, the lamp lighter was not absurd like the others. The lamp lighter was faithful to his orders and he knew what he was doing and it served a purpose. To light the lamp at night means to give light in darkness, and to put it out in daylight because there already is light. The lamp lighter’s lamp is the Little Prince’s rose. The lamp lighter is responsible for the lamp the same way the Little Prince is responsible for his rose. The geographer was just like the others whose job is a little bit absurd. He is a geographer but has not explored any planet, even his. He just sat behind his desk and writes whatever his explorers have for him. All of the Little Prince’s visits, the adults spoke of the same thing: â€Å"matters of consequence†. The adults only saw what is important to the eye because through this, they find themselves important too. They think of the material things because this has value – concrete value – and to own something with great value means being one of great value too. This is all evident because they are all concerned with matters of consequence. The adults do not see what is beneath because they worry about how caring about something foolish would make them foolish and they cannot let see others see them foolish because then, being foolish would be their identifier. The adults concern themselves with only important things so that others would see them as important and they only see themselves as important because others see them that way. WHY ARE WE RESPONSIBLE FOR THE ONE/S WE LOVE? †The Little Prince asked,â€Å" What is it to tame?† The fox replies, â€Å"It is to establish ties†¦ to me, you are nothing more than a little boy who is just like a hundred thousand other little boys and I have no need of you†¦ But if you tame me, then we shall need each other. To me, you will be unique in the entire world. To you, I shall be unique in all the world.†Ã¢â‚¬  In this dialogue between the fox and the Little Prince, the fox explains to the Little Prince the value of taming one. He explained that through taming, you are able to establish a relationship with each other. Because of this, the Little Prince was enlightened on how the rose is still unique even if he found a garden of rose in the desert. He took care of the rose until it grew and they established a relationship. They needed each other. The Little Prince needed the rose because he was the one who nurtured it and the rose needed the Little Prince because it needs someone to nurtur e itself. He realized that all the other roses are â€Å"beautiful but empty†. He knew that his rose is beautiful and unique because they share something that the other roses do not have. They have love for each other and they have given each other the gift of friendship. His love makes him responsible for the rose because it was his love for it that started the attachment. He encouraged the rose to depend on him and by showing it that he will always be there to protect and nurture it, hence him being responsible for it’s safety and existence. When you start to love someone, by showing your care and affection for him/her, you are somehow taming him/her, therefore making you responsible for him/her. With this realization, the Little Prince was happy because he knew that what the rose told him was not really a lie and so he saw himself again as someone special; special because he is responsible for the rose, which is of great value for him for he has tamed it. Not only did the Little Prince learn about the important of his rose and his own importance, he also learned about love. The thing he thought he was too young to know of, is now something he knows best about. â€Å"It is only with the heart that one can see rightly; what is essential is invisible to the eye.† The Little Prince’s mind is now clear of his doubts for the rose. He now knows why the rose is very important to him. â€Å"It is the time you have wasted for your rose that makes your rose so important.† â€Å"You become responsible, forever, for what you have tamed. You are responsible for your rose.† The Little Prince kept repeating this to himself so that he would no longer forget and doubt the rose’s uniqueness, causing him to also forget and doubt his. CONCLUSION Love and the self-other relation was the explained through the story of The Little Prince. Three main arguments were presented: (1) the rose’s importance to the Little Prince and his reason for leaving his planet, (2) the probable reason why adults only see what is on the exterior and not what is inside, and (3) to give explanation on our responsibility towards the people we love. To explain the rose’s importance to the Little Prince, the Little Prince as the caretaker of his planet was used to why the rose’s existence changed his. He was just a simple prince; taking care of his planet until a flower of such beauty arrived and he had another purpose in the planet. This newfound purpose was used to elaborate why the Little Prince felt the need to leave his planet and clear his mind of his doubts. The journey of the Little Prince and his stories about the different habitants of each planet he visited were used to reason out the adults’ way of perceiving things, in line with the self-other relation and through the use of â€Å"The Look†. Finally, the last part of the paper explains one’s responsibility for the things or people he/she loves through the wise words of the fox to the Little Prince. The quote, â€Å"you become responsible for what you have tamed†, was used to explain why exactly are you responsible for it by aligning it with why the rose is that much of important to the Little Prince. In summary, love and the self-other relation are closely related because â€Å"love† is the first attraction that develops towards the other. Some just find conflict with the other because they let the look consume their freedom too much that they often confuse their feelings for it for something else. References: 1. Antoine de Saint-Exupà ©ry, The Little Prince (London: Egmont Books Limited, 2002), 5-89. 2. Noelle L. de la Cruz, Sartre on being-for-others & Interview with a Vampire (1994) (presentation at De La Salle University, Manila, Philippines, November 19, 2012). 3. Foxfoo, The Little Prince-Personal Footnotes, http://foxfoo.blogspot.com/2008/01/little-prince-personal-footnotes.html (January, 2008).