Project management case study e Essay Example | Topics and Well Written Essays - 2000 words

Project management case study e - Essay Example The ministry of health and family planning began pursuing a nation with a sustainable population since the year 1990. Implementation of many projects to achieve a reduce fertility rate were carried out, the activities include inauguration of family planning day, the distribution of contraceptives, and public health awareness. The project carried out in the most expected successful way turned ineffective for fifteen years. The reason behind the explanation included, facts that Malagasy women despised the use of family planning with only two percent using the service by 2005 and in Kenya in AIDS testing initiatives (Sylvester n.d). World Bank sponsored a program where the rapid results approach implementation required undertaking by Robinson implementation strategy. The implementation carried out to reduce rice shortage in the country; unfortunately, it spiked riots in the country. The project received less success, but after revision, through a consultation with the rapid result initi ative team the government reached n amicable solution. Lalao or Norolaolao Rakotondrafara known as the director of family planning in Madagascar. Rapid result mainly initiative used in the implementation of the objective, where the san of the project remained at 60-120 days. The projected required implementation in three phases ; phase one include the prelaunch of the project, while phase two consisted of the launching process, lastly, phase three composed of the implementation process. The ideas behind any phase designed to reduce the chances of barriers to optimal performance of the project (Nadim& Morgan, 2011). Pre-Launch, the creation of ownership and engagement According to the progress of the initiative, the citizens of Madagascar were unable to make progress but required assistance from an external source. The reason behind the explanation was that the citizens had a gap in knowledge and techniques as a whole. The people of Madagascar stubbornness to accept change and abilit ies derailed of rapid result initiative. The reason behind the explanation was that the donor provided an explanation where implementation was unachievable or complex. The plan of the implementation of such projects consisted complex processes that encompassed difficult procedures that lacked implementation. The reluctance of public workers to implement the project based on lack of additional pay. The problem of the project implementation received resistance from the managerial staff, as they required credit. The prelaunch of the project faced many controversies. Managerial staff led by Lalao, least believed in the implementation of rapid result initiative. The committee including the rapid initiative result coach and Lalao resulted in rapid result initiative implementation in Madagascar. The implementation received criticism from many, but the two worked for a mutual interactive position (Kleim & Ludin, 2012). Launch: team commitments The implementation of raid initiative approach in Madagascar received attacks from many believing that the objectives lacked sense. The launch of the initiative had two objectives where one required achievement in less than a hundred days. The government emphasis required the support of application of country knowledge and experience as well as identification of opportunities. The government f Madagascar preferred autonomy and

Target based industry Essay Example for Free

Target based industry Essay How will you influence people to strive willingly for group objectives in your organization (Target based industry)? Apply your interpersonal influence through communication process towards attaining your specialized goals? Answer: Group objectives essentially mean that a group of individuals recruited into an organization have the same objectives to achieve in the same time frame. There can be many such groups in an organization having their own group objectives. For Example: A medical device company can have a group, whose objective is to carry out research and development in a selected field of medicine. Whereas in the same company there is a group, whose objective is to market the medical device to a target population and another group whose objective is to ensure particular number of sales per month for that device. Usually when such groups have 10 or more individuals, it is often noted that even though the group achieves their objectives successfully, there will always be a percentage of individuals who are not as efficient as the others. Hence these never strive willingly for the objectives because they know that in-spite of their low efforts or motivation, the objectives will eventually be achieved. This can discourage the others who are working hard and over a period of time the objectives will be difficult to achieve as demands increase and the efforts are submaximal from the team. Hence, it is vital to influence people to strive willingly in order to have a more efficient and successful team. Here are a few suggested ways that I would use to influence people to strive willingly in order to attain group objectives: a. Influencing intrinsic factors – Monetary incentives, bonuses, reasonable salaries. These are important as basic monetary requirements of an employee must be adequately fulfilled to ensure they remain loyal to the company and don’t go looking for better offers and work half – heartedly.

Finding A Good Place To Study English Language Essay

Finding A Good Place To Study English Language Essay Figuring out a time and place to do your homework and study is of the utmost importance. Once you have figured out when to do your homework, the next question is where to do it. A good study area should have a desk or table big enough to spread out books, notes, worksheets, etc. without them all being on top of each other. You do not want to make a mess, but you also do want to have ample room to work. Make sure you have plenty of light. Ideally, you will near a window with an overhead light and perhaps even a small reading lamp. Most important in choosing a study location is finding a place that is relatively free from distractions. That means no TV on in the room, no brothers or sisters running by, no phone conversations to listen in on, and no instant messenger or emails to keep you busy. Whether or not you listen to music while you study depends on your personal preference. You may choose to ignore any phone calls, or turn off your cell phone, and forget about the urge to go and get a snack every ten or fifteen minutes. Depending on your home, you may be able to find this area at the kitchen or dining room table, or in your bedroom. You may be able to set aside a study space in your basement or an office in you home. Some people find their homes too filled with distractions, and prefer to take their studies to the local library. Wherever you choose, it is best if you can study in that same place all the time. If you can study in this same location consistently, your mind will get used to this being a focused and important place. When you enter this area, you will know it is time to get down to business. Your pens and pencils, paper, erasers, stapler, calculator, and anything else you use often can be kept nearby. Also, you can keep them in a bin or bag which can be pulled out whenever you need them. This will avoid having to stop studying to collect supplies. Having this dedicated study spot will help you get down to business and focus more easily on getting your work complete. Keep Supplies in a Homework Kit It ¿Ã‚ ½s four o ¿Ã‚ ½clock ¿Ã‚ ½you know what that means ¿Ã‚ ½time to do homework. You scour the house looking for a pencil. Then you need a pencil sharpener. Ten minutes later you find one. Finally you sit down to start your homework. Where ¿Ã‚ ½s the calculator? Dad ¿Ã‚ ½s desk? Brother ¿Ã‚ ½s bedroom? Once found, you discover that it is low on batteries ¿Ã‚ ½there have to be some in the house ¿Ã‚ ½but where? If you find your typical study session unfolding like this, then here are a few suggestions to make you finish your homework with ease ¿Ã‚ ½ You can waste a lot of time looking for homework supplies and making sure they are ready to be used. OR, you can use a homework box or supply kit of some kind to keep it all together. Then, when it comes time to do homework, everything is in place for you. No running around, no scouring the house. Any kind of box will do. You can use a storage tote, an old shoebox, or even a drawer. The key is to keep everything you need in there, ready to go. Make sure the tote or box is placed conveniently in your study area. It should not move from the spot. Make sure siblings and family members know that these supplies are for homework, and not for other activities. Those supplies should stay there, and only be used for homework. You may want to label it so there is no confusion as to its purpose. Pencils and crayons should be sharp, calculators fully equipped with fresh batteries, markers with lids tightly attached. Here ¿Ã‚ ½s a tip, since your parents are always offering to help with your homework but it is up to you to do the work, suggest that they take responsibility for keeping the supply kit full and in working order. When it comes to studying, there are few people that want any more struggle or stress than is necessary. Keeping all materials and supplies handy and ready to go will make your studying not only go smoother, but possibly quicker. And who wouldn ¿Ã‚ ½t want to shorten the time they need for studying? Concentration is Key Learning to concentrate while studying and doing work is a skill that will be used for the rest of your life. The art of concentration is to eliminate any possible distractions and completely focus on the task at hand. Many students will read through material and discover that they have no idea what they have just read. Or, they will attend lectures and have difficulty paying attention to what is being said. Here are a few suggestions to help you stay focused and boost your grades ¿Ã‚ ½ When scheduling study times, try to stick to a consistent and efficient routine. Try to avoid studying one day late at night, and the next in the afternoon. Write in your planner or calendar when you will study so as not to have conflicts. Always study in a quiet environment. If you haven ¿Ã‚ ½t already, find a designated study spot free of distractions. If you live in a noisy house or dormitory, this may mean heading to a study room or even the library. When you need a study break, do something different from you have been doing, and in a different area. Get up and walk around in another room. Listen to music for a few minutes. Grab a snack. Try to take a break every hour for about 10 minutes. Every student struggles with day dreaming while studying ¿Ã‚ ½thinking about plans for the night or tomorrow ¿Ã‚ ½s basketball game. To avoid daydreaming, ask yourself questions about the material as you study it, which will keep your mind focused. If you have trouble focusing during classroom lectures, look over the notes of the previous lecture and read the course material pertaining to the lecture beforehand so you can anticipate the main ideas that the instructor will cover. Additionally, show outward interest during lectures. Have an attentive expression and posture. This will self-motivate internal interest. Also, resist distractions by sitting in front of the room away from disruptive occurrences and classmates and by focusing on the instructor through listening and note taking. Just a few minor adjustments in your studying habits will go a long way in improving grades and concentration. Skimming with Skill Think about how you find a name in a telephone book. You don ¿Ã‚ ½t read any more than necessary to find the name. Maybe you use your finger to guide your eyes. This type of reading is known as scanning. Skimming uses the same type of skill mechanically but a different skill mentally. In scanning, you know what you are looking for; in skimming, you don ¿Ã‚ ½t. Since you don ¿Ã‚ ½t know exactly what you are looking for while skimming, prepare yourself by reading the title, source, author, and any pictures; then question yourself,who, what, when, where is this likely to focus on? With a questioning mind direct your eyes down the column of print, or in a zigzag, if the lines are quite long. Look for exact names of people, places, things, ideas, numbers and words like therefore, whenever, until, because, and instead, to clue you to how and why. When you first start to learn to skim you may see only the words in bold type, italics, digits, or capitalized words. Soon you will note new or unusual vocabulary. As you become an efficient skimmer your span of perception will develop and your ability to make closure will increase. Skimming is a step you should always take before you read any article of factual or practical narrative. You will soon be able to detect most important facts, strange vocabulary, and words that are clues to important relationships. Its a good practice to skim everything in mass media after reading the title and first paragraph. You may get all the information you want. This keeps your skimming skills from deteriorating, or will give you the practice you need to develop necessary skills. Skim everything you intend to read before you make a final decision to read, discard, or study the material. Skim all highlighting and develop a read-skim pattern to use for rapid review. And dont overlook this! Reviewing frequently and rapidly is the best way to memorize (or simply remember information) from notes and long text assignments. Skimming is a very useful tool for studying, so learn it and use it! From Start to Finish Confused about what to write down in your notebook during class? Get stressed when preparing for tests and looking over your notes? Here are some suggestions to take you from the beginning of the studying process in the classroom, to the end, or the test itself. Read assignments before heading to class. This will build your background for the information that will be presented in class. It helps you be familiar with the vocabulary and concepts. This is especially helpful if you are unfamiliar with the subject matter. As you read, underline and highlight important information. If you don ¿Ã‚ ½t have time to read the entire assignment, at least look over introduction paragraphs, bolded words, and summaries. This will give you a good overview of the information. Although it seems obvious, you need to go to class and take notes. Most professors or teachers lecture during class periods, emphasizing points of importance. Head to class ready to be attentive and write during the entire class. Don ¿Ã‚ ½t stop taking notes until the lecturer is finishing. Pay particular attention to the end of the lecture, as professors will cram information into this part to finish up for the day. Use abbreviations; get details and main ideas to get complete notes. While the notes are still  ¿Ã‚ ½fresh ¿Ã‚ ½ in your mind, look over them and make any additions or corrections as soon as possible after class. Be sure to make note of any parts you didn ¿Ã‚ ½t understand or missed. Ask either the professor or a friend via email or before the next class period to get the missing information. Try to pass your first test in each class to boost self-confidence. Make up a list of study questions and definitions and practice reciting this information aloud, either to yourself or someone else. Don ¿Ã‚ ½t wait until the last minute study. Rather, study for short periods over several days. Of course, you will want to review the night before a test. Finally, test day arrives. Use these strategies during your exam to make all your hard work worthwhile. Read directions carefully before you begin. Take a few minutes to look over the test, then answer all the questions you know first. This will help you get sure points and builds confidence. Don ¿Ã‚ ½t leave any blanks; it is better to guess if you don ¿Ã‚ ½t know. Watch your time, and manage it accordingly. Don ¿Ã‚ ½t rush, but don ¿Ã‚ ½t go too slow. Take a few minutes at the end of class to look over your test to be sure you have answered all questions and that your answers make sense.

The Language of The Neuromancer Essay examples -- Neuromancer Essays

The Language of The Neuromancer      According to A Handbook of Critical Approaches to Literature, formalistic approach represents "an approach with methodology, with a history, with practitioners and with some detractors" (73). "When all the words, phrases, metaphors, images, and symbols and examined in terms of each other and of the whole, any literary text worth our efforts will display its own internal logic" (75). However, peculiarity of language use remains one of the most prevalent aspects of the formalistic approach in literature.    "The sky above the port was the color of television tuned into a dead channel" (3).    Opening the novel with the use of such extravagant language, the author sets an ambiance for an intriguing and intricate proceeding plot. Using surrealistic language that starts with heavy-duty terminology and bizarre coding, to names of places that have dubious and ambiguous meaning, to characters' names that Gibson uses in his cyberpunk novel, the author exposes the reader to a number of different nationalities and words derived from foreign languages that pertain to events of the modern world. Gibson talks about the Russian military prosthesis, the East European steel teeth of Ratz's, the Chinese "nerve splicing," the Japanese "Sarariman" or the English slang for "suit," the Australian bellowing, the French "flechettes," the Jamaican Rustafarian culture, the Turkish settings, which proceeds in an on-going concoction of terminology. This concept leads to the perception that incorporation and interrelation of mixed and diverse cultures through the use of different languages represen ts a stronghold for the creation of the entire world as one big cosmopolitan society.    Describing... ...ce, and 'mancer' stands for a magician and romance. Yet, "Neuromancer" might be Gibson's mere speculation about Case's "quality" as a computer "hacker" who disrupts the social order by throwing virus programs into society, thus causing chaos in the world. Nonetheless, using the "neuromancer" as a pun, the author could be alluding to the "Necromancer" in Goethe's "Faust," which means a magician dealing in evil spirits and death. Apparently, peculiarity and the use of surrealistic language determine the conceit and revelation of the novel's plot. However, contemplating about the future of science fiction and cyberpunk literature, it is probable that humans will not be capable of deciphering the language without the use of additional help sources. Rather, science fiction's predisposition of becoming an unintelligible puzzle of words increases on a daily basis.   

Coffin vs Tubman Essay

Though many individuals in the antebellum United States felt slavery was an abomination, few felt so strongly about it that they would risk their livelihood or wellbeing to fight for abolition. Those who sought change most avidly often drew inspiration from personal life-changing experiences or their engrained beliefs. Anti-slavery operations such as the Underground Railroad could not have functioned on such a large scale without the financial and organizational support given by wealthy citizens such as Levi Coffin. Others who had experienced slavery firsthand, like Harriet Tubman, felt that it was their duty to risk all the freedom they had won to help their enslaved family and comrades. In addition to freeing slaves and fighting to end slavery, these individuals became symbols of bravery and fortitude, giving inspiration to other abolitionists and sympathizers. Tubman and Coffin worked primarily in different time periods and geographical locations, but both were motivated to break slavery laws by their religious beliefs and their childhood experiences with the horrors of slavery. Even after the emancipation of the slaves in 1863, there was something within these two that kept them fighting for equality and justice. Levi Coffin grew up in the heart of slave-owning America, on a farm in New Garden, North Carolina. He was born on October 28, 1798 into a devout Quaker family, who believed that slavery conflicted with the teachings of their religion. Clearly his parents’ teachings and the influence of the Quaker community had a lasting effect on Levi, since he knew from a very young age that he was morally opposed to slavery, claiming â€Å"I date my conversion to Abolitionism from an incident which occurred when I was about seven years old.† Working on his father’s farm with no assistance from slave labor, he developed an appreciation for hard work and often found himself interacting with local slaves. He received very little formal education, which is astonishing, given the degree of business success he would experience later in life. Throug h his teenage years he helped his parents by caring for escaping slaves who had sought refuge on their farm. Unfortunately, the toughening enforcement of the Fugitive Slave Act led to public disdain for the Quakers, who defied the government’s laws to pursue what they perceived to be the morally righteous path. To avoid increasing persecution from slaveholders who suspected them of aiding runaways, the majority of Quakers in the Coffins’ community packed up their things and moved northwest to Indiana, in a similar fashion to their relatives who had emigrated from England years ago. Indiana was a part of the Northwest Territory, where slavery had been made illegal with the passing of the Northwest Ordinance in 1787. Therefore, the Coffins could resume their abolitionist work in relative safety. The religious persecution experienced by Levi and his forefathers must have served as a strong reminder of the society’s tendencies to mistreat groups of people and individuals who look, think, or act differently. Levi Coffin gained inspiration from Quaker teachings and used his family’s substantial resources to help those whom he felt could not help themselves, whereas Harriet Tubman drew courage and strength from her experiences as a slave to aid her family and friends. Born into slavery around 1820 in Dorchester County, Maryland, Araminta Harriet Ross would eventually become one of the most famous female abolitionists of all time. Since her mother had duties to attend to in the plantation house of her owner Mary Pattison Brodess and her father was owned by another family, she was often the only one around to look after her younger siblings. She was also sent to work for both her parents’ owners’ families and other local families from time to time. She was put to work in the woods and fields, where she became strong and acquired valuable skills she would utilize later in life. She experienced many unjust and unwarranted beatings at the hands of her owners that would scar her physically and emotionally. Probably the gravest of Tubman’s injuries came in the form of a skull-fracturing blow she received at the age of fifteen from a two-pound metal weight, which had originally been aimed at another fleeing slave. She was slow to recover from this injury, and once she was fit to work again she still experienced seizures, random bouts of sleep, and vivid dreams and visions for the rest of her life. The difficult life she led and the painful memories she carried fueled her desire to never stop fighting for equality for her people. While Tubman and Coffin were born over 20 years apart, they were both subjected to life changing circumstances in their early years that would shape their outlook on society and foster their determination to help others. The Quakers were well known as forerunners in the fight against all forms of bondage and enslavement, both in the United States and Europe, though not every Quaker chose to actively aid escaping slaves. According to H. J. Cadbury, the â€Å"Society of Friends †¦ would surely if slowly become a pioneer moral force in abolishing the accepted and time honored institution of slavery.† For Levi Coffin though, there was no excuse to not help all those that he could. Even as a young boy he realized how terrible it would be to be torn away from his family and forced to work for nothing, just as the slaves he interacted with in his community had been. While Tubman was not a Quaker, her mother told her stories from the Bible as a child, and she quickly developed an unwavering faith in God without the conventions of any particular religious institution. Her abolitionist activities were neither limited by laws of a guiding religious body nor motivated by any incentive besides her own desire to see a world without slavery. Not long after his family and neighbors in North Carolina moved to Indiana to escape persecution for their unlawful acts, Coffin chose to join them. In 1826, two years after marrying his wife Catherine, they settled down in Newport, Indiana with their firstborn son. He farmed a small plot of land and opened a rather successful general store within his first year of living there. He soon learned that there was a community of free African Americans near Newport, which was unfortunately a well-known stopping point for escaped slaves making their way northward along the Underground Railroad. He did not hesitate to approach the black community to let them know that he would gladly harbor these runaways, since his property was far less likely to be suspected of aiding escaped slaves. As his neighbors and others observed the success that Levi was having in helping runaways, they became increasingly willing to offer their assistance in the form of food, clothes, and shelter. With more support, Levi and his supporters were eventually able to develop a secret network of safe locations for fugitive slaves to stop as they were smuggled north to Canada. He continued to help more and more slaves escape to freedom, and his house became known as the â€Å"Grand Central Station of the Underground Railroad,† which was fitting, given the fact that it was the meeting point of escape routes from Madison, New Albany, and Cincinnati. His business initially struggled while the majority of the community disapproved of his illegal activity, but as more citizens who opposed slavery moved into the area he saw increased sales. After becoming the director of the Richmond branch of the Bank of Indiana, he was financially able to increase his contributions to his fugitive aid efforts. He even built an addition on his house where he could hide up runaways from the slave-hunters who constantly checked his house for escapees. Despite public knowledge of his involvement with the abolition movement, Coffin never feared for his safety or the safety of his family and business; claiming, â€Å"If by doing my duty and endeavoring to fulfill the injunctions of the Bible, I injured my business, then let my business go. As to my safety, my life was in the hands of my Divine Master, and I felt that I had his approval.† Tubman eventually married a free man named John, whose last name she took, and around the same time, changed her first name to Harriet. Although marriages between free and enslaved blacks were not uncommon, they did nothing to change the status of the enslaved individual. As Tubman’s value as a slave diminished due to symptoms associated with her head injury, her owner Edward Brodess attempted to sell her, but could not make a sale before he himself died. Brodess’s death all but guaranteed that Harriet would be sold and separated from her family and husband. At this point she decided that she would live in slavery no longer, and made an escape attempt with two of her brothers in September of 1849, despite John’s advice against it. They did not make it far before her brothers got cold feet and she was forced to return with them. It did not take her long after this to make a second attempt at escape, this time with nobody else. She made use of the Underground Railroad to make her way north to Pennsylvania, often traveling by night and using her knowledge of the land to survive. Although she was free in Philadelphia, where she was working odd jobs and saving money, Tubman could not be content while her family and friends were still enslaved in Maryland. Unfortunately though, the Fugitive Slave Act of 1850 prompted many escaped slaves living in free states to venture further north to Canada, since they were no longer protected from slave-hunters, and Tubman was once again a fugitive. Upon hearing that her niece was to be sold in Baltimore, she travelled there from Philadelphia to aid in her extended family’s escape. She successfully transported them back to Philadelphia, and was soon returning to Baltimore to free her brother and two others. With her newfound abilities as a strong leader, she made her way back to Dorchester County to attempt to free those whom she cared about most. However, she found that her husband John had remarried and claimed to be happy in Maryland. Rather than make a scene that could result in her capture, Tubman swallowed her pain and decided to aid several other slaves who were anxious to escape. She would make approximately 19 trips into southern states in the next eleven years, guiding as many as 300 individuals north to freedom, including her other brothers and their families. In her time not spent guiding slaves out of Maryland, she helped guide those escaped slaves who had already made it to Pennsylvania further north to the political refuge of Canada. Coffin and Tubman both claimed that their faith in God overpowered any fear they may have had regarding their own safety or wellbeing. They felt as though there was no way they could be punished for doing God’s work. Tubman’s powerful visions and dreams often took on a religious theme, which she interpreted as God speaking to her. While Coffin did not have visions, he had strong faith and varying amounts of support from his community. Their driving forces were similar, yet their means of lending aid were almost exactly opposite. Where Coffin provided lodging, food, and transportation, Tubman acted as more of a shepherd, sharing her knowledge and courage with the runaways she guided. Tubman was reliant on help from anti-slavery activists like Coffin to provide her runaways and her with food and shelter. Allegedly, she received a great deal of help from northeastern Quakers such as Thomas Garret, which demonstrates the Quakers’ aversion to slavery, no matter where they lived. The life of an Abolitionist in the 19th century United States was anything but easy, given the fact that they were battling an age-old institution that was deeply engrained in the culture of the nation. Both Tubman and Coffin faced adversity wherever they attempted to assist escaped slaves, though the obstacles they faced were different given their very different circumstances. Being an escaped slave herself, Tubman was constantly in danger of being recognized and taken back to the south, especially after the passage of the Fugitive Slave Act of 1850. She could use this to her advantage on her frequent trips into southern states though, often hiding in plain sight by acting like she was busy running errands for an owner. While Tubman acted in secrecy and used her relative anonymity to her advantage, Coffin managed to help thousands of slaves escape to freedom despite his local fame and constant scrutiny from law enforcement and public officials. After public support for his actions increased amongst his community members, he was able to expand his network; endeavoring into the business of transporting runaways along secret routes. Coffin noted that many times, â€Å"people who were not abolitionists were deeply moved by the sight of another human fleeing slavery.† However, the Quakers were a historically unpopular religious faction in both Europe and America, and eventually the leaders of the Quaker’s governing body decided his actions could possibly provoke law enforcement officials and the non-Quaker community to force them to move once more. Using his skills as a leader and organizer, he simply formed his own sect of the Quaker religion known as the Antislavery Friends. One notable quality shared by both Tubman and Coffin was their undying need to help others and willingness to sacrifice everything they had. In 1847, Coffin undertook the unappealing task of moving to Cincinnati to try to promote goods produced from free labor, even though the quality was poor and he saw almost no profits from such goods. He felt as though it was an important business venture to support, and gave no heed to the financial risks. After operating his business rather unsuccessfully for some time in Cincinnati, he began helping escaped slaves again by opening his house as a stop on the Underground Railroad. As emancipation became more likely he began to concern himself with the wellbeing of freed slaves, helping to form the Western Freedman’s Aid Society and petitioning the government to form the Freedman’s Bureau to help freed slaves receive educations and get jobs to support themselves. He would raise over $100,000 for the Western Freedman’s Aid Society after the Civil War, and attended several notable international anti-slavery conventions. Eventually he slowed down in his old age, declaring that he would retire from this stressful lifestyle after the passage of the Fifteenth Amendment, since the abolitionists had won what they had been fighting for all these years. Coffin’s views on such matters conflicted with many other Quakers who felt as though, â€Å"opposing slavery was one thing,† and, â€Å"envisioning the place of free people of color in American society was quite another.† In the years leading up to the Civil War, Tubman took an aggressive stance, advocating the need for definitive action. She helped John Brown recruit volunteers for his attempted revolt at the raid on Harpers Ferry in 1858, though she did not actually participate in the skirmish due to her illness. Throughout the War, she aided the Union as a spy and nurse, and even led an armed raid on several plantations along the Combahee River. However, the whole time she worked for the Union Army she was never paid a regular salary, and did not receive an official pension for her service until 1899. This is why she was especially unique as a leader, because she had experienced both the oppression of slavery and the prejudice of a strongly male-dominant society. This is why she was keen on joining the women’s suffrage movement later in her life, and quickly rose to be a great leader; working alongside Susan B. Anthony. Later on in life, she also contributed a portion of her land in Auburn, New York to be used to build a care center for impoverished elderly African Americans. This was the same land on which she had housed her parents, siblings, and many fugitive slaves, suggesting that she was intent on using her land to aid those for whom she cared. All of her efforts eventually left her in a great deal of debt, despite her status as a folk hero and truly inspirational American patriot, and she would spend her last years living in the rest home named after her. To compare Levi Coffin and Harriet Tubman is difficult due to their differing circumstances and methods for assisting escaped slaves. Tubman could hardly have provided an inconspicuous and consistent hiding place for those she helped on her early missions, due to her fugitive status and lack of steady income. Coffin found that providing the financial backing for a large network was more effective than if he were to have simply guided a few escapees at a time to the safety of Canada. Both Tubman and Coffin had to draw strength from their faith and experiences to become the leaders that they were, and their actions reflected the conviction they felt for advancing the abolitionist movement. To bring about change, there must be individuals who are willing to take the reins and expedite the process through action. These individuals must act with no fear and no regret, with total confidence that their plans will bear the fruit of success. Levi Coffin and Harriet Tubman luckily lived to see the fall of slavery, which they felt justified all of their efforts and any amount of law breaking they partook in over the years. Bibliography Brawley, Benjamin G. Women of Achievement. Women’s American Baptist Home Mission Society, 1919. http://www.unz.org/Pub/BrawleyBenjamin-1919 (accessed November 24, 2012). Cadbury, H. J. â€Å"Another Early Quaker Anti-Slavery Document.† The Journal of Negro History 27 (1942), http://www.jstor.org/stable/2714734 (accessed November 24, 2012). Chism, Kahlil. â€Å"Harriet Tubman: Spy, Veteran, and Widow.† OAH Magazine of History, March 2005, http://www.jstor.org/stable/25163763 (accessed November 18, 2012). Coffin, Levi. Reminiscences of Levi Coffin, the Reputed President of the Underground Railroad: Being a Brief History of the Labors of a Lifetime in Behalf of the Slave, with the Stories of Numerous Fugitives, who Gained Their Freedom Through His Instrumentality, and Many Other Incidents. R. Clarke & Company, 1880. (accessed November 17, 2012). Eusebius, Mary. â€Å"A Modern Moses: Harriet Tubman.† The Jornal of Negro Education 19 (1950), http://www.jstor.org/stable/2966264 (accessed November 18, 2012). Gara, Larry. â€Å"The Professional Fugitive in the Abolitionist Movement.† The Wisconsin Magazine of History, Spring1965, http://www.jstor.org/stable/4634052 (accessed November 20, 2012). Hamm, Thomas D., Beckman, April, Florio, Marissa, Hopper, Kirsti, & Giles, Marie. â€Å"’A Great and Good People’ Midwestern Quakers and the Struggle Against Slavery.† Indiana Magazine of History, March 2004, http://www.jstor.org/stable/27792525 (accessed November 18, 2012). The National Cyclopaedia of American Biography: Being the History of the United States. New York: J. T. White, 1898, 1892-1947. – Vol. 1-13. pp. 93-1909. (accessed November 24, 2012). Waldrip, W. D. â€Å"A Station of the Underground Railroad.† The Indiana Quarterly Magazine of History, June 1911, http://www.jstor.org/stable/27785315 (accessed November 20, 2012). Yannessa, Mary Ann. Levi Coffin: Quaker Breaking Bonds of Slavery in Ohio and Indiana. Friend’s United Press , 2001. (accessed November 18, 2012).

Alcohol- Drug interaction Essays - Hepatology, RTT, Drinking Culture

Alcohol- Drug interaction Essays - Hepatology, RTT, Drinking Culture Various drugs can interact with alcohol, along these lines conforming the absorption framework or effects of alcohol and/or the medicine. Some of these interactions can happen even at moderate drinking levels and result in hostile wellbeing effects for the customer. Two sorts of alcohol-medicine interactions exist: (1) pharmacokinetic interactions, in which alcohol interferes with the assimilation arrangement of the medication, and (2) pharmacodynamic interactions, in which alcohol enhances the effects of the pharmaceutical, particularly in the central tangible framework (e.g., sedation). Pharmacokinetic interactions generally happen in the liver, where both alcohol and various drugs are metabolized, a significant part of the time by the same mixes. Different classes of doctor supported medicines can interact with alcohol, including against microbials, antidepressants, antihistamines, barbiturates, benzodiazepines, histamine H2 receptor adversaries, muscle relaxants, nonnarcotic torm ent prescriptions and quieting administrators, opioids, and warfarin. Besides, over-the-counter and regular meds can realize negative effects when carried with alcohol. Alcohol is essentially metabolized in the liver by a couple of impetuses. The most vital mixes are aldehyde dehydrogenase and CYP2E1. In people eating up alcohol just unexpectedly, CYP2E1 metabolizes only a little parcel of the ingested alcohol. Interestingly, unending overpowering drinking can develop CYP2E1 development to ten-fold, achieving higher degree of alcohol being metabolized by CYP2E1 instead of alcohol dehydrogenase. In this manner, on occasion, the effect of alcohol on the interacting medicine may be differing depending upon interminable or serious alcohol use. Impacts of taking acetaminophens, for example, (Tylenol, Paracetamol, and so forth) to relieve migraines: Chronic alcoholics are more powerless to acetaminophen incited hepatotoxicity. Acute alcohol inebriation may decrease the development of lethal acetaminophen metabolites. Prolonged admission of a lot of alcohol may bring about chemical prompting and improve the arrangement of hepatotoxic metabolites of acetaminophen while bringing down serum acetaminophen focus. As a rule, liver capacity will come back to typical if the culpable medication is ceased early. Furthermore, the patient may require strong treatment. In acetaminophen danger, be that as it may, the starting affront can be lethal. Fulminant hepatic disappointment from medication actuated hepatotoxicity may require liver transplantation. Before, glucocorticoids in hypersensitive elements and ursodeoxycholic corrosive in cholestatic cases had been utilized; however there is no great proof to bolster their viability. A height in serum bilirubin level of more than 2 times ULN with related transaminase rise is a dismal sign. This demonstrates serious hepatotoxicity and is liable to prompt mortality in 10% to 15% of patients, particularly if the culpable medication is not halted (Hy's Law). This is on the grounds that it requires huge harm to the liver to disable bilirubin discharge, subsequently minor hindrance (without biliary impediment or Gilbert disorder) would not prompt jaundice. Ot her poor indicators of result are seniority, female sex, high AST. References Hansten PD, Horn JR. Drug interactions analysis and management. St. Louis, MO: Facts and Comparisons Publishing Group. 2007. Tatro DS. Drug interaction facts. St. Louis, MO: Facts and Comparisons Publishing Group. 2007. Gordis E, Alcohol-medication interactions. National Institute on Alcohol Abuse and Alcoholism. No. 27 PH 355 January 1995. http://pubs.niaaa.nih.gov/publications/aa27.htm. (Accessed December 2, 2007). Alcohol-drug interactions. UHS health Promotion Office. University of Rochester. rochester.edu/uhs/healthtopics/Alcohol/interactions.html. (Accessed December 2, 2007). Weathermon R, Crabb DW. Alcohol and medication interactions. Alcohol Res Health 1999;23:40-54 Reuben A (2004). "Hy's law". Hepatology 39 (2): 5748. Arora N, Goldhaber SZ (2006). "Anticoagulants and transaminase elevation".Circulation 113 (15): e698702. Andrade RJ, Lucena MI, Kaplowitz N, et al. (2006). "Outcome of acute idiosyncratic drug-induced liver injury: Long-term follow-up in a hepatotoxicity registry". Hepatology 44(6): 15818. Bjrnsson E, Olsson R (2005). "Outcome and prognostic markers in severe drug-induced liver disease". Hepatology 42 (2): 4819.