Analysis of Identity in Jasmine Essay -- Literary Analysis, Bharati M

The novel Jasmine by Bharati Mukherjee is an incredible story about the transformation and life experiences of a Panjabi girl from India. The life of Jyoti is told from her point of view when she is twenty-four years old, and pregnant with the baby of Bud Ripplemeyer, a crippled banker who is more than twice Jyoti’s age. During the span of two months in Iowa, Jyoti narrates her biographical experiences in Punjab and in America as she strives to become independent. Jasmine illustrates that when one’s relationships go through changes, it will impact one’s identity. Born in Hasnapur in India, Jyoti is said to be the most beautiful and clever person in her family. Unlike her sisters and other girls, Jyoti excels in school and continues her education until the 8th grade despite her father’s disapproval. Education represents a way for Jasmine to separate from many girls her age including her sisters and to shape her identity. In other words, this allows her to break from the semi-feudal rural society in which she lives. Her life, like most Indian women in that time period, is controlled and dominated by her father and brothers, "Village girls are like cattle, whichever way you lead them, that is the way they will go" (46). Jyoti’s opinions are often considered unnecessary. The role of women in villages was only to be a mother and to manage household affairs. The first of many glimpses of Jyoti’s varying identities occurs during her marriage to Prakash. The first time Prakash talks to Jyoti, he says, â€Å"She is a woman of fine sympathies†¦Ã¢â‚¬  (74). He sees her as a delicate, obedient woman who follows her family’s wishes and societies restriction on women. Jyoti describes Prakash as â€Å"A modern man†¦For Prakash, love was letting go. Independenc... ...el Jasmine, Jyoti has conflicts with her past and the present as she attempts to combine her life as an immigrant and life in India. Jyoti comes to America in order to fulfill her husband, Prakash’s dreams and to lead a more fruitful life. She undergoes her first transformation from an innocent, dutiful daughter to a modern wife when she meets Prakash who calls her Jasmine, then she becomes more American when she meets Lillian Gordon who calls her Jazzy. Later, with Taylor Hayse, who calls her Jase, she starts to accept her past and present together, however seeing her husband’s murderer frightens her. She then moves on to become Bud’s Jane. Jyoti tries to establish a new identity as she learns new American customs, skills, and aspirations. These transactions in her identity are apparent in her attitude towards life and her relationships with men and women.

Leadership in Practice: the Columbia Accident Essay

Introduction: For this paper, I have chosen to analyze the leadership performance of Linda Ham, Chair of Mission Management Team, and Daniel S. Goldin, NASA Administrator, 1992–2001. Both, in my estimation, were part of the problem, and not part of the solution. Both succumbed to outside political forces and placed much more emphasis on meeting self-imposed deadlines than astronaut safety. Both gradually dismissed the vast majority of the recommendations of the Rogers Commission after the loss of the Challenger and doomed NASA to repeat history. Background of leader #1: Linda Ham, Chair of the Mission Management team for the last Columbia mission, was hired by the National Aeronautics and Space Administration (NASA) soon after she graduated college. She began her career with NASA as a Propulsion Systems Monitor at the Lyndon B. Johnson Space Center in Houston, Texas. Over the years she rose through the ranks of NASA to Chair the Mission Management team for STS-107, which was the failed mission of the Space Shuttle Columbia that broke up upon re-entry into the earth’s atmosphere. Background of leader #2: Daniel S. Goldin, NASA Administrator, 1992–2001, was hired by the National Aeronautics and Space Administration (NASA) soon after he graduated college. He began his career at NASA’s Lewis Research Center in Cleveland, Ohio working in electric propulsion systems for human interplanetary travel. He left NASA a few years later and began working for the TRW Space and Technology Group. Over his 25 year career at TRW, Goldin rose through the ranks to become the Vice President and General Manager of TRW. Goldin then returned to NASA and became its longest tenured Administrator. Goldin was known for being able to cut costs and still provide many space programs. His â€Å"crusade for efficiency† (2004) ended up being the most visible flaw in an administration philosophy that lost another seven astronauts. Another glimpse into what kind of man and leader Daniel S. Goldin is, can be found in a lawsuit by the Department of Justice that â€Å"that seeks more than $170 million from TRW Inc., which is accused of padding government space contracts with research-and-development costs ‘that should have been paid out of TRW’s profits.’ The lawsuit contends that Daniel S. Goldin, who ran the company’s Space & Technology Group during the early 1990s, participated in the alleged overcharges by authorizing suspect accounting practices.† (1998) Leadership styles: Both Goldin and Ham clearly pushed the NASA agenda which was set by Goldin. Both appear to fit into the autocratic leadership style in that they demanded absolute obedience. Neither fostered a culture where diverse opinion was welcome. Both created an atmosphere where diverse or dissenting opinion was ignored and unwelcome. Goldin and Ham forced many NASA employees, specifically engineers and safety personnel, to become â€Å"organizational bystanders† (2008) because they were unwilling to risk their career to challenge the agenda of Goldin and Ham. NASA became a workplace with administrative blinders on. â€Å"NASA is not functioning as a learning organization† (Gehman, 2003). â€Å"[NASA mission managers] were convinced, without study, that nothing could be done about such an emergency. The intellectual curiosity and skepticism that a solid safety culture requires was almost entirely absent. Shuttle managers did not embrace safety-conscious attitudes. Instead, their attitudes were shaped and reinforced by an organization that, in this instance, was incapable of stepping back and gauging its biases. Bureaucracy and process trumped thoroughness and reason† (Gehman, 2003). Ham’s influence on STS-107 is most clearly described in this excerpt from the Case Study on the Columbia Accident by Maureen Hogan Casamayou, George Mason University, Fairfax, Virginia: Ham did inquire about the foam strike, but: not to determine what action to take during Columbia’s mission, but to understand the implications for STS-114. During a Mission Management Team meeting on January 21, she asked about the rationale put forward at the STS-113 Flight Readiness review passed muster not because of their inherent validity (and hence greater safety for the crew) but simply to launch another shuttle into space on schedule. As the CAIB report states, Ham’s focus on examining the rationale for continuing to fly after foam problems with STS-87 and STS-112 indicates that her attention had already shifted from the threat of the foam posed to STS-107 to the downstream implications of the foam strike. Ham was due to serve . . . as the launch integration manager for the next mission, STS-114. If the Shuttle Program’s rationale to fly with foam loss was found to be flawed, the flight, due to be launched in about a month, would have to be delayed per NA SA rules that require serious problems to be resolved before the next flight. An STS-114 delay could in turn delay completion of the International Space Station’s Node 2, which was a high priority goal for NASA managers. Further evidence of her preoccupation with meeting the designated launch schedule was reflected in Ham’s concern about the length of time to process photos of the Columbia on-orbit. According to the CAIB, on January 23rd: Ham raised concerns that the extra time spent maneuvering Columbia to make the left wing visible for imaging would unduly impact the mission schedule; for example, science experiments would have to stop while imagery was taken. According to personal notes obtained by the Board: â€Å"Linda Ham said it was no longer being pursued since even if we saw something, we couldn’t do anything about it. The Program didn’t want to spend the resources.† (CAIBR 2003) Further evidence of the unchallenged assumptions and lack of intellectual curiosity at NASA is described by Niewoehner & Steidle, â€Å"At the January 24, Mission Management Team meeting at which the â€Å"no safety-of-flight† conclusion was presented, there was little engineering discussion about the assumptions made, and how the results would differ if other assumptions were used. Engineering solutions presented to management should have included a quantifiable range of uncertainty and risk analysis. Those types of tools were readily available, routinely used, and would have helped management understand the risk involved in the decision. Management, in turn, should have demanded such information. The very absence of a clear and open discussion of uncertainties and assumptions in the analysis presented should have caused management to probe further.† (2009) A different outcome: In reviewing this case study, I am nearly certain that leadership style played a secondary role in the situation. The primary issue appears to be that the leaders, Goldin and Ham to be specific, allowed the outside influence of budgetary constraints imposed by Congress and the Presidential Administration to shape their mission and vision for NASA. In practical terms, the amount of money in the budget and the self-imposed goals of the number of shuttle missions to keep that budget from decreasing over-road concern for safety. Not only did it over-ride that concern for safety, but it created an organizational culture that ignored any line of thinking that challenged or threatened NASA’s goals. We must remember that there are drawbacks in stating specific identified government organizational goals. When a government, or a component of government, forecasts where it wants to be in the future, it binds itself to those identified goals. Administrators become personally attached or emotionally involved and are loath to change for fear of appearing to admit failure. This certainly affected the leadership and policy decisions of Goldin and Ham. Rocha could have done more to bring the safety concerns to light, however in retrospect, he clearly would have risked his career in doing so. We need more leaders, and followers, who are willing to risk their career especially when human life is at stake. A different outcome for STS-107 is very likely if NASA had truly functioned as a â€Å"High Reliability Organization†, which Weick and Sutcliffe (2001) say is characterized by: †¢A preoccupation with failure †¢Reluctance to simplify interpretations †¢Sensitivity to operations †¢Commitment to resilience †¢Deference to expertise Goldin and Ham could have implemented the five key dimensions of collaboration: governance, administration, organizational autonomy, mutuality, and norms of trust and reciprocity. They could have created a team or committee to review, research, and assess each and every safety concern that was raised by any NASA employee. This team should have negotiated, committed, and then implemented those commitments. There was no trust and reciprocity between the NASA engineers and the NASA mission managers. Goldin and Ham should have embraced a more Democratic Leadership Style. â€Å"Although a Democratic leader will make the final decision, he/she invites other members of the team to contribute to the decision making process. This not only increases job satisfaction by involving employees or team members in what’s going on, but it also help to develop people’s skills. Employees and team members feel in control of their own destiny, such as the promotion they deserve and so are motivated to work hard by more than just a financial reward. As participation takes time, this approach can lead to things happening more slowly but often the end result is better. The approach can be most suitable where team work is essential and quality is more important than speed to market productivity.† (2012) Yes, they would have likely missed future deadlines, probably scratched future missions, and maybe even lost some of NASA’s precious funding from Congress, but the strengths of the five key dimensions were never given a chance to prevail. The reason why is glaringly clear: â€Å"The most costly resources of collaboration are not money but time and energy, neither of which can be induced.† Huxham (1996) With NASA’s entire function hinging on budgetary concerns that became strict deadlines, time trumped safety and everyone from Congress and the Presidential administration to NASA management and the entire workforce, all have â€Å"blood on their hands.† My outlook: As a future leader, I am most profoundly struck by the impact of bureaucracy. I believe that even Goldin and Ham would have changed their decisions had they had the benefit of hindsight and knew that seven astronauts would lose their lives because of their lack of leadership, management, and administrative capabilities. We must listen to alternative viewpoints and encourage open dialogue as future government leaders. We must strive for objectivity in our perspective and not allow our vision to be narrowed by clinging too tightly to a concept or idea that was good in another setting. If human safety is in any way a factor, our level of scrutiny in gathering facts for decision making must be to the utmost. My biggest take-away from this assignment is learning the definition of a â€Å"high reliability organization† and the five bullets that must be embraced to be a true â€Å"high reliability organization†. I will take this concept with me for the rest of my career. Roberts, A. (2004). The reform bubble bursts. Public Administration Review, 64(5), 625-629. Retrieved from http://search.proquest.com/docview/197172592?accountid=27965 By, A. P. (1998, Feb 20). Civil fraud lawsuit against TRW inc. over space contracts is joined by U.S. Wall Street Journal. Retrieved from http://search.proquest.com/docview/398647798?accountid=27965 Marc, S. G., & Robert, B. S. (2008). Organizational bystanders. People and Strategy, 31(1), 47-54. Retrieved from http://search.proquest.com/docview/224596278?accountid=27965 Gehman, H.W. et. al., Columbia Accident Investigation Board, Report Volume 1 (CAIB) (August 2003). Columbia Accident Investigation Board Report (Washington D.C.: Government Printing Office, Limited First Printing, August 2003) Robert, J. N., & Craig, E. S. (2009). The loss of the space shuttle Columbia: Portaging leadership lessons with a critical thinking model. Engineering Management Journal, 21(1), 9-18. Retrieved from http://search.proquest.com/docview/208970180?accountid=27965 Weick, K., & Sutcliffe, K. (2001). Managing the Unexpected. San Francisco: Jossey-Bass Bhatti, N., Ghulam, M. M., Shaikh, N., Muhammad, A. H., & Faiz, M. S. (2012). The impact of autocratic and democratic leadership style on job satisfaction. International Business Research, 5(2), 192-201. Retrieved from http://search.proquest.com/docview/963357720?accountid=27965 Huxham, Chris. 1996. Collaboration and Collaborative Advantage. In Creating Collaborative Advantage, edited by Chris Huxham, 1–18. Thousand Oaks, CA: Sage Publications. (Stillman cccxxiii) Stillman, Richard. Public Administration, 9th Edition. Cengage Learning US, Aug-04. .

The Happy, Film, You Look At Yourself And How You View The...

After watching the â€Å"Happy† film, you look at yourself and how you view the meaning happy. You begin asking yourself questions to find an answer after analyzing your life, Am I truly happy? Why am I or am I not happy? Everyone in the documentary shared what made them happy and some had nothing but didn’t care because they were surrounded by family and friends, which showed that’s all they needed. What moved me after watching the film was how happiness is taken for granted. What people I encounter with day-to-day say bring them happiness are materialistic things or money that can buy them a particular item. They believe that having this item will bring them happiness, when once they’ve had purchased or received the item they are excited to†¦show more content†¦They couldn’t complain because their happiness came from togetherness. No cars to hitch rides to the supermarket for food, or television to entertain one before bed; lives on the energy from their bodies to hunt to gather food and the same energy returns home to entertain the kids will playful animal heads. When I witnessed this family that lived in the middle of the dessert with nothing, still had a smile to share with the world everyday. My perspective on what makes humans happy has changed. Living with a family of three brothers and three sisters with both parents in the picture, I find happine ss very easy to obtain. Throughout the film, families from out of the United States living in poverty or in the middle of the desert with nothing but rocks, mud and sticks lying around are happy just as they are. A smile on ones face never left because kin was always around sharing the moment together. Growing together, as one, brought happiness to that individual. I can relate. My family, when tough times come along, stick together to work it out as a team and overcome that temporary obstacle. Throughout a teens life you are faced with challenges of trying to make friends by altering yourself for new people you meet in hopes will accept you. Within that phase, you find yourself doing out of the ordinary things to â€Å"fit-in†. Uncomfortable things that you wouldn’t dare do if you were in the eyes of your elders such as smoking. When you return home, you don’t realize that

Wind turbines Free Essay Example, 2750 words

History has provided immense details regarding wind turbines and how they produce electricity. History has even helped in learning that wind turbine helps in the production of energy and can help in decreasing the use of harmful fossil fuels that is used in electricity production and can change the field of energy by providing safe and environment friendly energy to consumers throughout the world. Body What Are Wind Turbines Used For The historical knowledge of wind turbine clearly states that wind turbine can be used for various tasks. For example wind turbines have been previously used for the purpose of draining Rhine Delta. But the main purpose due to which wind turbines are gaining popularity and have remained popular for several years is that wind turbines have the ability to generate electricity that is safe for the environment. In order to identify whether wind turbines produce eco-friendly energy or not, it is essential to understand how wind turbines work. How Wind Turbines Work The first step in the operation of wind turbine is the rotation of the rotor blades that are connected to the turbine and these blades rotate as wind passes through them. We will write a custom essay sample on Wind turbines or any topic specifically for you Only $17.96 $11.86/pageorder now Wind turbines can have more than one rotor blade attached to them and the diameter of these blades are around 30 to 80 meters. The length of the blades is very essential for production of more energy. The higher the length of these blades, the higher will be the production of energy. The movement of these blades is essential for the turning of a shaft that is located within the box that is attached on top of the wind turbine. The movement of these shafts is essential for the gearbox to work which is essential for the increase in the speed of the rotation of the blades. The box that is located above the tower eve comprises of a generator that is essential for the conversion of the energy of blade rotation into electricity (Energy. gov, 2015(a)). The wind turbine is connected with a transformer which is used to convert the electricity being generated into voltage that has been set to be distributed to the households and organizations that are connecte d with the national grid and the national grid is powered by the transformer. The blades of a turbine are connected to a tower this tower is at least 75 meters long and is placed in an upright position so more wind energy can be consumed. Wind turbines even comprise of a monitor that is useful for the detection of the speed as well as the direction in which the wind is blowing.

Literary Techniques Used by Fyodor Dostoyevsky in Crime...

A Study of the literary techniques used by Fyodor Dostoyevsky in Crime and Punishment to convey the downfall and subsequent rise of the main character. Crime and Punishment by Fyodor Dostoyevsky is the story of a young student Raskolnikov and his need to murder an old woman to prove one of his many philosophies. The book begins with the murder, but the primary focus is on his reasoning and reactions before and after the act. It is set in St Petersburg where the main character, Raskolnikov, appears to be an ex-student living, in poverty, a life of lethargy. However, it soon emerges that he, despite the physical nature of his situation, has a very active mind. To reveal whether he is of a special breed of humans, he finds†¦show more content†¦He had been crushed by poverty The use of crushed here implies that Raskolnikov is profoundly affected by the destitution from which he endured. This plays a large part in his mentality and the developments of his theories. The feeling that he has nothing to live for certainly further propels him towards his acts of murder. If he were indeed able to perform this act, without feeling regret, then he would be able to consider himself more than just a poor student. The author shows that Raskolnikov has grown to into his state of mind, suggesting a progression over a period of time. The theory that poverty is the cause of his actions is mentioned in the Epilogue during his trial: [Raskolnikov replied] that the cause of the whole thing had been his rotten social position, his poverty and helplessness However, it is not just his theories that this setting has nurtured; he has also become angry at everything around him: by this time, so much vicious contempt had built up in the young mans soul The phrase vicious contempt is very strong, and shows how the setting has encouraged the hatred inside him. It is the combination of this anger, apparently caused by the setting of poverty and pain, and Raskolnikovs keenShow MoreRelated Dostoevsky as Performer Essay4297 Words   |  18 Pagessleep with the sound of one of their parents reading. His mother would sometimes read to Fyodor from The Lives of the Saints, stories that imprinted themselves on his mind and were of great significance to his later development (Magarshack 26). The Gothic novels of Ann Radcliffe were favorites of the Dostoevskys. Frank contends that Dostoevsky, influenced by Radcliffe, would later incorporate Gothic techniques of plot, character, and atmosphere and carry them to a peak of perfection that has neverRead MoreArthur Miller s Psychological And Social Magnitude Of His Characters1657 Words   |  7 Pages(Shmoop) a) He wanted to achieve success through hard work, initiative, and determination. The Depression quickly ruined the success of Miller family and decreased their social status; this event caused the family as a whole to struggle, but Arthur used this to shape himself into the man he was to be. b) The struggle and change had an evident impact on Arthur Miller. As the years go by, it is no surprise that the majority of his plays deal with individuals rendered helpless in the face of uncontrollable

Medicine and Health Continuing Professional Development

Question: This Continuing Professional Development for the role of pharmacist Reflection: 1. What do you need to learn? 2. How is this learning relevant to the safe and effective practice of pharmacy? 3. Why do you think that this learning may be useful for your future practice? 4. What have you learnt? 5. Give an example of how what you have learned could be applied to patient care in your future role as a pharmacist 6. What have been benefits of these activities to your learning? Answers: 1. What do you need to learn According to the given literature review on peptic ulcer disease (PUD), I have come across the clinical manifestations, condition and diagnosis of the disease. This, in particular, includes an understanding of the associated factors in relation to PUD. Therefore, I need to learn about the various effective strategies that need to be implemented for providing proper education and management of risk factors to patients in association with development and recurrence of the peptic ulcer. I need to learn about the suitable methods and steps that need to be taken for encouraging patients to remain abstain from drinking and smoking. I also need to have detailed knowledge regarding the pathophysiology of the disease, which includes understanding the causes and interventions associated with the disease. I need to understand the basic principles of the associated diagnosis process for proper implementation of the various kinds of medical processes associated in relation to PUD. The understandi ng process also includes knowing the advantage of using endoscopy over other available methods of diagnosis that includes first line therapy and other associated methods that primarily causes bleeding. I also need to acquire knowledge regarding the manifestations of the disease for providing proper support and care to the patient. 2. How is this learning relevant to the safe and effective practice of pharmacy? Learning of the clinical manifestations, condition and diagnosis of PUD process will help in understanding the rationale regarding the several consequences and factors associated with PUD. The process will also help in understanding the primary cause and the symptoms associated with PUD. This includes a detailed study of the bacterial model H. pylori and its role for causing PUD. The learning will also provide guidelines to develop knowledge regarding the imbalance caused between mechanisms, which protect the epithelium, and agents that attack such as pepsin, NSAIDs and bacteria. The understanding will also help to develop knowledge regarding the role of important factors, which plays a key role in the epithelial defence system. This learning also facilitates in understanding the role prostaglandins in terms of epithelial protection associated with the activities of Cyclooxygenase (COX) enzyme. Thus, in brief, the learning facilitates in understanding the aetiology and epidemiology o f PUD. The understanding will help the pharmacists to develop and prescribe small doses of NSAID drugs in order to reduce the chances of developing the peptic ulcer in the future. In association with the safe and effective practice of pharmacy, the learning will also help the pharmacist to understand regarding the various kinds of diagnosis methods associated for safe removal of the ulcer. 3. Why do you think that this learning may be useful for your future practice? Learning regarding PUD helps the pharmacist to develop knowledge regarding a system of planned and structural design for imparting information which emphasizes on the risk factors influencing the development of the infection and prevention of peptic ulcers. The learning process also imparts knowledge upon the risk factors associated with this particular disease which includes factors like an infection by H. pylori, use of NSAIDs, drinking, cigarette smoking, spicy food, stress which leads to the development of the ulcer. The learning process also plays a key role in understanding the relationship between human beings and the bacteria H. pylori in terms of physiological consequences of the infection produced and the subsequent disease state. The learning will also help in acquiring knowledge regarding the clinical features which primarily includes complications like perforation and bleeding which is a common factor associated with peptic ulcer. Proper knowledge and learning regarding PUD will also help in knowing the primary symptoms that remains associated with the onset of PUD which includes anaemia, loss of appetite, excessive vomiting and other complication and thereby will help the pharmacist to take immediate and effective step. The understanding also helps in implementation of effective diagnostic processes which includes endoscopy and the other related therapies for establishing satisfaction among patients. 4. What have you learnt? In accordance with the present topic, I have learnt that a sore in the inner lining of the upper small intestine or stomach is primarily responsible for causing a peptic ulcer. With the breakdown of the mucosal membrane of the stomach or small intestine, digestive juices containing hydrochloric acid and an enzyme called pepsin, causes potential damage to the intestinal and stomach tissues. Peptic ulcer diseases (PUD) are primarily divided into two main types-1) Gastric ulcers (formed in the stomach), 2) Duodenal ulcers (formed in the upper small intestine). From the given literature review, I have also learnt that peptic ulcers are caused by several factors. The primary factors include infection with Helicobacter pylori (H. pylori) and use of various kinds of nonsteroidal anti-inflammatory drugs (NSAIDs) such as naproxen, aspirin, ibuprofen etc, which are associated with a breakdown of the protective mucus layer. Although NSAIDs are most commonly used medicine for PUD throughout the world, complications are seen among older people using high doses of NSAIDs. This is because NSAIDs inhibit the rate-limiting enzyme Cyclooxygenase (COX) that plays a key role in synthesizing prostaglandins from arachidonic acid. COX-1 and COX-2 are the two main isoforms of COX. COX-1 stimulates the production of prostaglandins in the gastric mucosa while COX-2 is associated with prostaglandins production in the stomach, liver, kidney and intestines. Inhibition of the enzyme COX-1 in particular by non-selective NSAIDs results in the formation of peptic ulcer s. Furthermore, I have learnt that the primary symptoms associated with PUD include a burning, aching pain between the belly button and the breastbone, loss of appetite, which results in weight loss, nausea, perforation, bleeding, vomiting and bloating. The present review also emphasizes the fact that peptic ulcers are more common in smokers than in non-smokers. It has been reported that smokers are associated with different kinds of chronic disorders, which includes systematic mastocytosis (abnormal infiltration of the mast cells), pulmonary diseases, renal disorders and cirrhosis. From the present literature review, I have also learnt that the commonly used clinical practice associated with PUD includes Endoscopy, Radiology, Proton pump inhibitor therapy (PPI), Prophylaxis (particularly applied to individuals associated with NSAIDs). 5. Give an example of how what you have learned could be applied to patient care in your future role as a pharmacist Learning and understanding of the PUD will help in spreading general awareness among people by evaluating patients requirements, thoughts, beliefs and perspectives for treating the clinical symptoms. The finding will assist me to develop a condition that promotes maintenance of proper health and hygiene as bacterial contamination rapidly spreads through air and water. Individuals shall not be allowed to come in direct contact with the patient diagnosed with the disease. I will be in a unique position to encourage people to remain abstain from drinking and smoking and in the case where it is not possible to cut off the bad habits introduction to other therapies needs to be offered. I will acquire knowledge to make a recommendation for use of small doses of NSAID to slow down the risk of ulcer complications in the future. Furthermore, the present finding will help me in spreading increased awareness among people with O blood group in particular as because the bacteria H. pylori has hig h affinity to bind specifically to the antigen of blood group O. Thus, this will further assist me for providing additional education primarily emphasizing the importance of the widely available diagnostic methods for proper administration of the drug therapies. 6. What have been benefits of these activities to your learning? Activities undertaken during understanding and learning of PUD will help the people to provide proper education regarding the symptoms and course of diagnostic processes. The benefits also includes knowing about the type of ulcer that has been formed. Peptic ulcer depending upon the shape and size is categorized as type 1,2,3,4 and 5 which defines different stages of the ulcer. The activities will also help in providing effective awareness and knowledge regarding the causes of the disease. Activities will also encourage the people to use NSAID at very small doses in order to counter effect the harmful effects NSAID which itself is associated with the development of an ulcer or may be prescribed for using analogues of prostaglandins. The activities will also help in developing ideas regarding various kinds of medical therapies associated in the treatment of ulcer and what methods shall need to be implemented depending upon the shape, size and the course of development of the ulcer. Th e learning benefits also include the understanding of the treatment that needs to be followed after endoscopy and the choice regarding the first line therapy. This will also benefit in providing knowledge regarding the other diagnostic methods associated in case if patients with PUD are not confirmed with endoscopy.

Red Tacton Essay Example

Red Tacton Essay Chapter 3: The Shooting Modes U ntil now I have discussed the basics of setting up the camera for quick shots, relying heavily on features such as AUTO mode to take pictures whose settings are controlled mostly by the camera’s automation. As with other sophisticated digital cameras, though, with the PowerShot S100 there is a large range of options available for setting the camera, particularly for taking still images. One of the main goals of this book is to explain the broad range of features available.To do this, we need to turn our attention to two subjects—shooting modes and the Shooting menu options. First, I’ll discuss the shooting modes. Whenever you set out to record still images, you need to select one of the available shooting modes: AUTO, Program, Shutter Priority, Aperture Priority, Manual, Scene, Creative Filters, or Custom. (The only other mode available is for movies. ) So far, we have worked with the AUTO and Program modes. Now we will look at the others, after some review of the first two.AUTO Mode I’ve already discussed this shooting mode. This is the one you probably want to select if you just need to have the camera ready for a quick shot, maybe in an environment with fast-paced events when you won’t have much time to fuss with settings of things such as ISO, white balance, aperture, or shutter speed. To set this mode, turn the mode dial, on top of the camera 47 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 to the right of the shutter button, to the green label with the word â€Å"AUTO† in it.When you select this mode, the camera makes quite a few decisions for you and limits your options in several ways. For example, you can’t set ISO or white balance to any value other than Auto, and you can’t choose the metering method or use exposure bracketing. You can, however, use Tracking AF, which is discussed in Chapter 4. To turn on that feature in AUTO mode, just press the exposure compensation button (top direction button) once. The inability to set white balance in AUTO mode can present a problem for certain types of shooting.In my experience, the PowerShot S100’s Auto White Balance setting does not do well with tungsten lighting. When I shoot with tungsten light bulbs illuminating a subject indoors, I have found that the Auto White Balance setting is considerably different than the Tungsten setting, which is available only if I switch to a shooting mode such as Program or Aperture Priority. So, if you need to shoot indoors under artificial light of this sort, you may want to avoid using AUTO mode. If you use flash or another daylight-balanced light source, there should not be a problem, because the Auto White Balance setting does well with flash and daylight. ) Perhaps most important, in AUTO mode you cannot select RAW for the image quality setting, which is set automatically to JPEG. I’ll discuss RAW later, in Chapter 4, but if you want to h ave the highest possible quality of images or intend to process them using one of the more sophisticated photo editing programs, like Adobe Photoshop, you won’t like having to do without the RAW quality setting.One interesting aspect of AUTO mode is that, in this mode, the camera uses its built-in programming to attempt to figure out what sort of subject or scene you are shooting. (See the chart of icons displayed and what they mean at page 206 of the Canon user’s manual. ) So, if you see different icons, or the AUTO icon with different-colored backgrounds, that means 48 CHAPTER 3: THE SHOOTING MODES that the camera is evaluating the scene for factors such as brightness, backlighting, the presence of human subjects, and the like, so it can use the best possible settings for the situation.For the image on the left above, the camera used its generic AUTO setting, while, for the one on the right, where the subject was closer to the lens, the camera interpreted the scene a s a macro, or closeup shot, and switched automatically into Macro mode, indicated by the flower icon. At other times, the camera may decide that the subject is a backlit human, a human in a spotlight, or a sunset. (It’s interesting to note that the camera does not have a dedicated â€Å"sunset† setting as a Scene type that you can select; but, f you want the camera to use good settings for a sunset scene, you can try using AUTO mode, and the camera presumably will attempt to set itself so as to optimize the scene, by emphasizing reddish hues, for example. ) Program Mode Choose this mode by turning the mode dial to the P setting. Program mode lets you control many of the settings available with the camera, apart from shutter speed and aperture. (You still can override the camera’s automatic exposure to a fair extent, by using exposure compensation, as discussed in Chapter 2, as well as exposure bracketing, discussed in Chapter 4, and Program Shift, discussed in C hapter 5. You don’t have to make a lot of decisions if you don’t want to, though, because the camera will make reasonable choices for you as defaults. However, you 49 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 should note that, even though shutter speeds as slow as 15 seconds are available in Shutter Priority and Manual exposure mode, the camera will never choose a shutter speed longer than one second in Program mode. One way to look at Program mode is that it greatly expands the choices available through the Shooting menu and the Function menu.You will be able to make choices involving picture quality, image stabilization, ISO sensitivity, metering method, and others. I won’t discuss all of those choices here; if you want to explore that topic, go to the discussions of the Function menu and the Shooting menu in Chapter 4 and check out all of the different selections that are available. It is worth mentioning here that Program mode has the great adv antage of letting you choose RAW quality for your still images. To do that, activate the Function menu by pressing the Func. /Set button in the center of the control dial.Using the up and down direction buttons, navigate down to the third-tobottom item on the list of icons on the left side of the screen. Then use the right button or the control dial to select RAW from the list on the bottom of the screen, as opposed to JPEG. (JPEG stands for Joint Photographic Experts Group, an industry group that sets standards for photographic file formats. ) Or, if you prefer, select RAW+JPEG. With that setting, the camera actually records two images as noted, so you will have both the RAW and the non-RAW (JPEG) image available.This choice can be useful if you won’t have immediate access to software for editing the RAW images, and want to be able to use the lesser-quality images quickly. Aperture Priority Mode You set the camera to the Aperture Priority shooting mode by turning the mode di al to the Av setting; the Av stands for Aperture value. Before discussing the nuts and bolts of the settings for this mode, let’s talk about 50 CHAPTER 3: THE SHOOTING MODES what aperture is and why you would want to control it. The camera’s aperture is a measure of the width of its opening that lets in light.The aperture’s width is measured numerically in f-stops. For the PowerShot S100, the range of f-stops is from f/2. 0 (wide open) to f/8. 0 (most narrow). The amount of light that is let into the camera to create an image on the camera’s sensor is controlled by the combination of aperture (how wide open the lens is) and shutter speed (how long the shutter remains open to let in the light). For some purposes, you may want to control the width of the aperture but still let the camera choose the corresponding shutter speed. Here are a couple of examples involving depth of field.Depth of field is a measure of how well a camera is able to keep multiple obj ects or subjects in focus at different distances (focal lengths). For example, say you have three of your friends lined up so you can see all of them, but they are standing at different distances—five, seven, and nine feet (1. 5, 2. 1, and 2. 7 meters) from the camera. If the camera’s depth of field is quite shallow at a particular focal length, such as five feet (1. 5 meters), then, in this case, if you focus on the friend at that distance, the other two will be out of focus and blurry.But if the camera’s depth of field when focused at five feet is broad, then it may be possible for all three friends to be in sharp focus in your photograph, even if the focus is set for the friend at five feet. What does all of that have to do with aperture? One of the rules of photographic optics is that the wider open the camera’s aperture is, the smaller its depth of field is at a given focal length. So in our example above, if you have the camera’s aperture set to its widest opening, f/2. 0, the depth of field will be relatively small, and it will be possible to keep fewer items in focus at varying distances from the camera.If the aperture is set to the narrowest opening, f/8. 0, the depth of field will be greater, and it will be possible to have more items in focus at varying distances. 51 PHOTOGRAPHER’S GUIDE TO THE CANON POWERSHOT S100 With a camera like the PowerShot S100, with its relatively small sensor and wide-angle lens, the effects of aperture on depth of field are not as pronounced as with some other cameras. However, the following images generally illustrate the effects of aperture settings on depth of field, using a model car, model truck, and automotive sign as subjects. 52 CHAPTER 3: THE SHOOTING MODESIn these photos, the car was about 16 inches (35. 5 cm) from the S100’s lens, with the truck at 4 feet 4 inches (132 cm) and the sign at 10 feet 10 inches (3. 3 m). In all three cases, focus was set on the car. F or the first image, at the top, the aperture of the S100 was f/2. 0, the widest possible. With this setting, much of the image is out of focus, because the depth of field at this aperture was quite narrow, and the truck and sign were outside of the range of sharp focus. The second image was taken with the aperture set to f/2. 8, resulting in a broader depth of field, and consequently more of the image is in focus.The final image was taken with the aperture set to f/5. 6. These photos should illustrate fairly clearly the advantage of â€Å"stopping down† to a narrow aperture such as f/5. 6 or even f/8. 0 when you want to enjoy a broad depth of field and keep as many subjects as possible in sharp focus. In practical terms, if you want to have the sharpest picture possible, especially when you have subjects at varying distances from the lens and you want them to be in focus to the greatest extent possible, then you may want to control the aperture, and make sure it is set to the highest number (narrowest opening) possible.On the other hand, there are occasions when photographers prize a narrow depth of field. This situation arises often in the case of outdoor portraits. For example, you may want to take a photo of a subject outdoors with a background of trees and bushes, and possibly some other, more distracting objects, such as a swing set or a tool shed. If you can achieve a narrow depth of field, you can keep your subject in sharp focus, but leave the background quite blurry and indistinct.This effect is sometimes called â€Å"bokeh,† a Japanese term describing an aesthetically pleasing blurriness of the background. You have undoubtedly seen images using this effect. In this situation, the blurriness of the background can be a great asset, reducing the distraction from unwanted objects and highlighting the sharply focused portrait of your subject. In the next example I 53