Details You MUST Include in Your Style Guide

Content plays a huge role in establishing and solidifying your brand’s image. Therefore, it’s important to keep your content clear and consistent across all channels, especially when you’re working with a number of different content creators. This is what makes a style guide so vital for every brand. By standardizing grammar and spelling preferences, documenting any unique jargon and providing a simple set of rules, a content marketing style guide can keep all your content creators on the same page. Key Elements of a Content Marketing Style Guide A good content marketing style guide should contain several important elements: Your chosen style manual: Which major style manual best serves your business? Generally, AP style is used for journalistic content, APA style is employed in technical writing and Chicago style is a favorite in the academic community.Starting your style guide by stating â€Å"We adhere to AP Style, with a handful of noted exceptions† signals to your content creators to refer to that manual for most issues but to check your company style guide for the exceptions. Your preferred dictionary: By letting your content creators know whether they should rely on Oxford or Merriam-Webster for spelling and hyphenation issues, you eliminate ambiguity and save yourself time editing and maintaining consistency. Brand attributes and architecture: This section will list all the attributes and stylistic quirks that define your brand. You could define your standards as a list of do’s and don’ts or, like inbound marketing agency Kuno Creative, in the form of a â€Å"Like This/Not Like That† table. Spelling and grammar exceptions to your style manual: There may be some instances where your company’s stance on a punctuation or spelling issue differs from your chosen style manifesto. Be sure to document these exceptions in your company style guide to avoid confusion amongst your writers. Problem words: Browse through some of your old blog posts, you’re bound to spot certain terms that are only used by people in your field. There might also be words that people in your field use in a different way than everyone else. List all these industry terms in your style guides to ensure they’re treated correctly by your content creators. SEO: Some companies even include a discussion of their SEO strategy in their house style guide. Listing some of your targeted SEO keywords and discussing some best practices can keep your content at the top of search results. Even if you nail down all the key details in your first draft, your style guide is likely to evolve over time. Incorporating ideas that come from user feedback, and making tweaks as your brand grows and changes, will make your style guide stronger and your company’s content more effective. It’s clear that businesses of all sizes can benefit from a comprehensive content marketing style guide. Having a clear set of guidelines allows your content creators to let their creative juices flow while still staying on-message. That’s a win for you, your brandand your writers.

The Naked Sun essays

The Naked Sun essays In the novel The Naked Sun by Isaac Asimov, the main character in the novel is a New York police officer, Elijah Baley, who is sent to another planet called Solaria to solve a murder mystery. He is a young police officer who choosen by government of Solaria because of his earlier experiences in solving problems involving Solarians who are called Spacers in the novel. He is assigned to work with a robot with human look that used to work with him in his last case involving Spacers. This robot has human identity and other robots in Solaria know him as a human. He is assinged to spy on Baley for other planets that dont have good relation with Solarians. Elijah is the first person who is traveling to one of the outer planets and is responsible to bring information for his government and act as a spy. Bring us information. The big flaw in sociological forecast is our lack of data concerning the Spacers. (Page 27). During his investigation, he finds out that the human race is in danger and the victon was killed because he had some information about it. It is not easy to aks an earthman to help, but I must do so. Remember, the human race is in danger. Earth too.(Page 104). He tries to do his job as an earthman and not like a Spacer. He is not scared of what they might do to him in their planet and he doesnt care about that because he knows that human race is in danger. No! listen to me. Id advise you to. Youre a bigtime Spacer and Im an earthman, but with all respect, with deepest and most humble apologies, you are scared.(Page 172). He also tries to work without respecting the culture and the way of living in Solaria and in his investigations, he work the same way he used to work on earth, by meeting people, which is not a normal for them. From now on, th ...

What are the TWO most important things we need to create, and what are Essay - 1

What are the TWO most important things we need to create, and what are the TWO most important obstacles we need to overcome, in dealing with the digital divide - Essay Example consists of the people who have effective access to computer and information technologies and second category comprises of those who do not have accessibility to such resources. There is no doubt that digital technologies and computer have revolutionized the human life largely (Dickard & Schneider, 2002). The paper emphasizes on the importance of equal distribution of resources in all segments i.e. race, education, socioeconomic status etc. Other factors that affect digital divide are existing social economic cultural and learning inequalities. In purview of the complexity of the issue, US federal and state government, internet and computer industry have formulated various focused strategies to spread computer and internet accessibility to every individual. Education is probably the most important issue that affects the ability to gain from technology and minimize the issue of digital divide at greater extent. Generous quantum of time and financial resources are required to provide quality computer education to children at schools and especially to those students who do not have facility of computer at their homes. In this article, Harouna Ba (2009) also explains and throws light on the generalized access model consisting of four universal categories. This model includes technology for disabled people, youth development plans to boost youth leadership, research policies and youth media. Moreover, the introduction of home level programs is mandatory to educate society to its. Another significant thing, on which we need to exercise our focus, is formulation of product and services design industries. The prime drivers of this mission includes the goal of widening and extending the use of internet by developing alternative designs, maintaining lower cost of computing and technical training, and easy accessibility of the training institutes (Centre for Educational Research and Innovation, 2000). These procedures are most likely to help making technology designs and

The Diamond Necklace Essay Example | Topics and Well Written Essays - 500 words - 1

The Diamond Necklace - Essay Example Even though she lives in their humble home she desperately longs for a rich life. One day her husband, Loisel, gets an invitation to a ball. Mathilde pleads and manages to get her husband to part with the money he had been saving for himself and buys a dress for her to wear to the ball. She is still not satisfied and complains that she does not have any ornaments to wear that would go well with the dress. Acting upon her husband’s suggestion she goes to her friend Madame Forestier and borrows a beautiful necklace from her. Mathilde feels happy throughout the evening and for once in her life feels at par with the ladies that she had been envious of ever since she could remember. However she finds out after reaching home after the ball that the necklace was missing. Both husband and wife search high and low but can’t find the ornament. They decide to replace it with another necklace. They borrow money from many sources and even use up the money that Loisel’s father had left him and buy the necklace for a huge sum, and return it to Madame Forestier without letting her know what actually happened. A ten year period of extreme hardship follows as they repay the debt that they incurred to buy the necklace. By the end of that difficult period Mathilde comes across Madame Forestier and confesses all that happened. Madame Forestier then reveals that the original necklace Mathilde had borrowed was a clever imitation and worth only a few hundred francs. One can’t help but feel sorry for Mathilde. She had been yearning all her life to be a part of the elite. The one evening that happened proved to be too expensive and deprived her of her peace of mind for ten long years. Even though the story has the moral that one has to be happy with what one has and the greed leads to eventual destruction. The plight that Mathilde went through could have been avoided if she had dealt with the situation in a different manner. As soon as she found out that the necklace was

Operations Management 3M's Product Design/Innovation Essay

Operations Management 3Ms Design and Innovation - Essay Example This essay demonstrates that the main roadblocks that are faced by 3M in applying their policy are selecting the right product concept. The screening process is very vital for 3M management because they are under pressure to select a concept that has business potential and signifies innovation. 3M indeed has made a name for itself in the business world. The company’s commitment towards innovation and creative designing has given it a distinct identity. Most of their products are not just rated high for their utility but also for their designs. The products that are manufactured by 3M are considered to be few of essential products by customers. The company has also not kept their business restricted to one domain. 3M is a good example of how creativity can be united with utility. The operations management of 3M with respect to their designing and innovation is a well coherent process. 3M recognizes the customers demand from a particular product and does thorough research regard ing the need for the product by the customer before embarking a new design. This paper makes a conclusion that 3M has been very successful in incorporating the basic requirements of the customers in their products. In addition, the operations management of 3M balances the information acquired from market survey and analysis with their products design and innovation. Also, 3M has also been able to establish themselves as a global brand, that signifies innovation as a solution to the need of the customers.... However the look alone with the support of excellent functionality and utility will not help the company to sell the product. A product must first address a specific need of the customer. Many companies acknowledge the importance of product design and innovation in capturing new market. Innovation is the pulse of building new business (Takala & Keinonen, 2006, p.27). 3M is one of those companies which recognise the importance of innovation in business development. 3M initiated a corporate culture that encouraged intrapreneurship. The company is acknowledged for vertical organisational structure. The success of 3M has often been given by the management to the ability of the employees to have a creative bent of mind. During the period of 1985-2000, the company was awarded the top three ranking by Fortune magazine for their culture of innovativeness more than other corporates. In 1995, 3M also won the prestigious award of National Medal of Technology, the U.S government’s apex ho nour for innovation. 3M’s spiritual founder Ex CEO William L. McKnight is considered the main driving force behind the company’s philosophy of encouraging innovativeness amongst employees. The cornerstone of 3M’s success is attributed to the innovation capability of the employees. Company Overview 3M was founded in the year 1902. The company was initially into mining and gets the name from, Minnesota Mining and Manufacturing Corporation (3M). The company has diversified since then and has operations varying from technological field to house hold products. The company has reported to have predicted the revenue in the year 2011 to be between $29 billion to $ 30.5 billion. The product ranges offered by 3M ranges from Post –Its, respirators, computer arms to Scotch

Interventions and preventative management related to skeletal traction

Interventions and preventative management related to skeletal traction List nursing interventions and preventative management related to skeletal traction. As what we had discussed, traction is the application of pulling force to a part of the body. There are two types of traction, the skin traction and the skeletal traction. In skeletal traction, the traction is directly applied to the bone by the use of metal pin or wire. To maintain an effective traction, the nurse must check the traction apparatus. Make sure that the ropes are positioned properly in the pulley track, ropes are not ragged, the weights hang freely and the knots in the rope are tied securely and make sure that the skeletal traction equipment are tight. Check the pins to be sure they are secure and tight, and insert the small finger or the index finger between the vest and the patients skin to be sure the vest if comfortable and not too tight. The nurse must also maintain the position of the patient. Inspect the patients proper body alignment every 2 hours. Avoid foot drop, inward rotation and outward rotation. The foot of the patient may be supported in a neutral position. Monitor neurovascular status of the patient at least every 4 hours. The patient must report to the nurse if there are any changes in his sensation or movement. The immobilized patient is risk for DVT. So, encourage the patient to do active flexion and extension of the extremities and isometric contraction of the calf. Also, anti-embolism stockings, anti-coagulant therapy may also be used to prevent thrombus formation. Instruct the patient to exercise to maintain strength and tone of his muscle. Also, this will help in patients rehabilitation. Pin at the insertion site may be risk for infection or the development of osteomyelitis. Pin care should be performed 1 or 2 times a day. Clean the site with chlorhexidine solution or water and saline. The nurse must inspect the pin every 8 hours for infection. When pins are stable for 48- 72 hours, weekly pin site care is suggested. The nurse must prevent skin breakdown by inspecting the elbows and heels for pressure ulcers. A trapeze can be used to help the patient move about in the bed without the use of elbows and heels. The nurse must keep the bed dry and free from crumbs and wrinkle for patient who is unable to change positions. Discuss a component of cast care for the pediatric client or adult client. Identify manifestations of compartment syndrome. General cast care includes avoid getting cast wet, especially padding under cast-cause skin breakdown as plaster casts become soft. Moisture weakens plaster and damp padding next to the skin can cause irritation. Advise the patients that do not cover a leg cast with plastic or rubber boots, as this causes condensation and wetting of the cast. Also, avoid weight bearing or stress on plastic cast for 24 hours. Report to the physician if the cast cracks or breaks, instructs the patient not to fix it himself. To clean the cast, remove surface soil with slightly damp cloth, rub soiled areas with household scouring powder, and wife off residual moisture. For pediatric patient there are some additional cast cares. The child is usually more troubled by immobilization than the adult. A special attempt should be made to ensure that his activities are as normal as possible and that full use is made of his unaffected joints and muscles. The younger child may not be able to understand why the cast is necessary. He may attempt to remove it. Allow the child to work through his question and feelings via play like giving her a doll with a cast. Children may be frightened by the removal of the cast. They often think of cast as part of their body and may be helped by analogies of having fingers nails or hair cut. Age- appropriate explanations and demonstrations should be provided. Parents should be instructed in care following cast removal. Daily soaking of the area may be necessary to remove desquamated skin and secretions. Oil or lotion may provide comfort to the child. Exercise should be done as prescribed to increase strength and function. Manifestations of compartment syndrome: In acute compartment syndrome: The classic sign is pain in the injury site. Stretching the muscles increases the pain. There will be tingling or burning sensation in the skin. The muscle will feel tight. The late sign of compartment syndrome is paralysis indicating permanent tissue damage. In chronic compartment syndrome: There is pain and cramping during exercise. The pain usually subsides when the activity stops. Numbness Difficulty moving the foot Visible muscle bulging Compare the nursing needs of a total hip replacement patient with those of a total knee replacement patient. In patient who had undergone hip replacement, nursing intervention focuses on preventing dislocation of hip prosthesis. The nurse must instruct the patient to position his leg in abduction because this may prevent dislocation of the prosthesis. A wedge pillow is usually placed between the legs to remain the legs abducted. Also, the hip of the patient should never be flexed for more than 90 degrees. When the patient sits, advice him than his hips should be higher that his knees. The patients affected leg should not be elevated and the knee may be flexed. Emphasize to the patient that he should maintain his legs in abducted position, to avoid internal and external rotation, hyperextension and acute flexion. Due to invasive procedure, there will be fluid and blood being accumulated. The nurse must remember that drainage is still normal if 200-500 ml of fluid were drained for the first 24 hours and after 48 hours it usually decreases to 30 ml or less. Report to the physician if the volum e of the drainage is greater than expected. Risk for deep vein thrombosis is common after the hip replacement because of immobility. Anti-embolic stockings, anti-thrombolytic medication can be used as preventive measures. Advise the patient to report any signs of calf pain, swelling and tenderness because it may indicate DVT. One of the serious complications after hip replacement is infection; it may occur within 3 months after surgery and associated with hematomas. Use of aseptic technique for dressing changes should be observed and implemented to avoid introducing organisms. Severe infections may require surgical debridement or removal of the prosthesis. In patient who had undergone knee replacement, nursing intervention should focus on mobilizing the patient. While in hip replacement the patients legs should be abducted, in knee replacement the patient is encourage to do active flexion of the foot every hour when the patient is awake. Like in hip replacement, knee replacement is also risk for deep vein thrombosis. Active range of motion, anti- embolic stocking and anti-coagulant can be used to prevent DVT. Also, knee replacement is an invasive procedure and its fluid had accumulated in the joint. Drainage of this replacement may ranges from 200-400 ml during the first 24 hours and less than 35 ml by 48 hours. If extensive bleeding happens, an autotransfusion drainage system may be used during postoperatively. Change in the characteristics and amount of drainage is promptly reported to the physician. Encourage the patient to use a continuous passive motion device with physical therapy to improve patients knee mobility, decreased hosp ital stay and minimize the intake of analgesic agents. The nurse must assist the patient to get out of the bed on the second postoperative day and start ambulating as tolerated. Discuss methods to avoid dislocation after hip replacement surgery. Dislocation of the hip is a serious complication of surgery that causes pain and necessitates reoperation to correct the dislocation. The desirable positions such as abduction neutral rotation and flexion of less than 90 degrees must be emphasized during the patient teaching. Instruct the patient to keep the knees apart at all times by putting a pillow between the legs to keeps hip in abduction and in neutral position to prevent dislocation. The patient should never cross his/ her legs while sitting. Avoid bending forward while sitting in a chair. The patient should not flex the hip to put on clothing such as pants, stockings or socks. Use a high-seated chair and a raised toilet seat. You are caring for a patient who has had skeletal traction placed to treat a fractures femur. Discuss nursing interventions and assessment techniques related to this type of treatment. Fracture of the femur usually is treated with some form of traction to prevent deformities and soft- tissue damage. Skeletal traction is used to align the fracture in the preparation for the future reduction. Traction restricts patients mobility and independence; therefore the nurse must assess and monitor the patients anxiety level and psychological responses to traction. Since the patient requires assistance with self-care activities, the nurse must help the patient to eat, bathe, dress and toilet. Assess the patient and the traction set-up to determine the best method for changing the bed linen. Eliminate any factors that reduce the traction pull or alter its direction. Ropes and pulleys should be in straight alignment and the ropes should be unobstructed. The nurse must inspect the body part that is placed in traction and its neurovascular status to determine if there is sign of inflammation. Because the patient is confined to bed, the nurse must implement measures to prevent complications of immobility and inactivity. One of the complications in patient to skeletal traction is atelectasis and pneumonia due to immobility. To assess respiratory status, the nurse auscultates the patients lungs every 4-8 hours. Teach the patient deep exercises to fully expand the lungs and to clear out secretions. Constipation is also a complication due to decreased peristalsis, a high fiber diet and fluids may help stimulate gastric motility. Urinary infection is also a common complication because of incomplete emptying the bladder due to the uncomfortable effects of voiding into a bed pan. The nurse must encourage the patient to drink large quantities of water and to void every 3-4 hours. DVT is also a serious complications, nurse must assist the patient in foot and ankle exercise. Also, drinking a lot of fluids makes the patients hydrated and prevents homoconcentration which can contribute to stasis. A patient is being discharged with an external fixator for a fractured humerus. Discuss home care instructions for this patient. These are the instructions that the nurse must teach to the patient before discharge: Patient must inspect each pin site for signs of infection and loosening of pins. Watch for pain, soft tissue swelling and drainage and consult a physician when it occurs. Cleanse around each pin daily, using aseptic technique to prevent contamination of bacteria leading to infection. Do not touch wound with your bare hands. Clean fixator daily to keep it free of dust and contamination. Do not tamper with clamps or nuts because it can alter compression and misalign fracture. Encourage the patient to follow rehabilitation regimen because it is helpful in teaching the patient to use ambulatory aid safely, adjust to weight- bearing limits and altered gait patterns. Identify various types of traction and the principles of effective traction. The first type of traction is the running traction, it is a form of traction in which the pull is exerted in one plane; it may be either skin or skeletal traction and Bucks extension traction is an example of running skin traction. The other type of traction is balanced suspension traction, which uses additional weights to counterbalance the traction force and floats the extremity in the traction apparatus. The line of pull on the extremity remains fairly constant despite changes in the patients position. According to our discussion, to achieve an effective traction, countertraction, a force acting to the opposite direction, is applied. The patient body weight and positioning in bed supply the counterforce; Traction must be continuous to reduce and immobilize fracture; Skeletal traction is never interrupted; weight are not removed unless intermittent traction is prescribed; any factor that reduces pull must be eliminated; ropes must be unobstructed and weight must hang freely and knots or the foot plate must not touch the foot of the bed. Discuss the use of Bucks traction, its uses and the involved nursing considerations. Bucks traction is skin traction to the lower leg. It is used to immobilize fractures of the proximal femur before surgical fixation. It can be use for hip and knee contracture, preoperative and postoperative positioning and immobilization of hip fractures, muscle spasm, joint rest. Nursing management: Ensure skin integrity by avoiding pressure on heel, dorsum of foot, fibular head, or malleolus. Maintain countertraction by elevating foot of the bed or keeping head of bed flat. Encourage independence with use of trapeze. Do not put a pillow under the affected limb. Observe skin by removing traction, with someone holding the leg in alignment with manual traction, at least once every shift. A maximum of 10 lb of traction should be used. Discuss the nursing care for a patient undergoing orthopedic surgery. Preoperative nursing care: In relieving the pain of the patient, elevation of the edematous extremities promotes venous return and reduces discomfort. Also, the use of ice relieves swelling and reduces discomfort by diminishing nerve stimulation. The physician may order analgesic to control the acute pain of the musculoskeletal injury. The nurse must also maintain adequate neurovascular function by assessing color, temperature, capillary refill, sensation and motion of the extremities. For the nurse to promote health to the patient, th nurse should assist the patient in performing activities that promote health during the perioperative period. The nurse also assesses nutritional status and hydration. The goal of the nurse in the preoperative period is to focus on helping the client to experienced reduced pain; continue to be active, mobile and injury free; and practice measures to reduce the potential for postoperative wound infection. Postoperative nursing care: The nurse assesses the patients level of pain since pain is common after orthopedic surgery. the use of repositioning, relaxation, distraction and guided imagery may help in reducing the patients pain. The physician must order patient- controlled analgesia and epidural analgesia to relieve the pain. In maintaining an adequate neurovascular function, the nurse must instruct the patient to perform muscle- setting, ankle, and calf-pumping exercise hourly while awake to enhance circulation. Encourage the patient to increase intake of foods that is rich in protein and vitamins because it is essential for wound healing. Positioning the patient at least every 2 hours can minimize pressure ulcer and skin break down. The patient may use assistive device for postoperative mobility. There are potential complications that may arise after the surgery. The goal of the nurse is to the patient is to exhibit absence of complication. The patient is risk having pneumonia and atelectasis, the nurse must instruct the patient to deeply breath and cough every 2 hours to expand the lungs and mobilize secretions; encourage the use of incentive spirometry to increase respiratory effort; turning the patient at least every 2 hours to prevent pooling of secretions and auscultate lung sounds every 4 hours to note for breath sounds. The patient is also risk for infection. When changing the dressing of the patient and performing pin care, the nurse must use aseptic principle to reduce microorganisms that may go into the wound and incision; keep the wound drainage system below the level of incision to prevent backflow of the drainage; and administer prescribe antibiotics to control the infection. The patient is also risk for deep vein thrombosis. The nurse encourage the patient to us e ankle and calf- pumping exercises, anti embolism stockings. To avoid constipation, the nurse encourages the patient to increase fluid intake to 2000 ml/ day unless contraindicated to prevent fecal impaction. Sources: Brunner, Suddarths et al. (2008). Medical- Surgical Nursing 12th edition. Philadelphia, Pennsylvania: Lippincott Williams and Wilkins Mahler, Salmond et al. (2005). Orthopaedic Nursing. Philadelphia, Pennsylvania: W.B Saunders Company Timby and Smith (2003). Introductory Medical- Surgical Nursing 8th edition. Philadelphia, Pennsylvania: Lippincott Williams and Wilkins Web Assignment 1. Find a research article addressing health teaching needs for the patient with a cast. Explain your findings in a one-page paper. The nurse must instruct their patient to rest and keep the affected extremity elevated on a one or two pillow as much as possible during the first 24 hours. The use of crutches may be suggested for your patients with a leg cast or a sling for patients with an arm cast for use during the first 24-48 hours. Remind your patient that the cast must be dry at all times. Advise them that water or any liquids will cause the plaster to weaken and it may lead to skin irritation. While bathing, instruct your patient to cover the cast with a plastic bag, tape the opening shut, and hang the cast outside the tub. Even when covered with plastic, you should not place the cast in water or allow water to run over the area. If the cast becomes wet, your patient can dry it with a hair dryer on the cool setting. Do not use the warm or hot setting because this can burn the skin. Your patient can also use a vacuum cleaner with a hose attachment to pull air through the cast and speed drying. To decrease swelling and pain in the first 24-48 hours, your patient should place crushed ice in a plastic bag, covered with a pillow case or towel, on the cast over the injury every 15 minutes per hour while awake. Do not apply ice directly to the skin. Dents or compression of the cast can cause pressure or irritation to the skin beneath the dressing, which may develop sores or ulcers. The nurse must teach the patient to reposition his body every two hours during the first 24 hours to allow even drying of the cast and every two hours when awake thereafter to avoid developing pressure sores on the skin. Do not place anything inside the cast, even for itchy areas. Sticking items inside the cast can injure the skin and lead to infection. Using a hair dryer on the cool setting may help soothe itching. The cast should be inspected regularly. If it develops cracks or soft spots, the physician should be notified. The patient should never attempt to remove the cast. The physician will remove the cast at the appropriate time with a special saw that cuts through the casting material but will not damage skin. Advise the patient that a serious complication can occur after cast application which is known as compartment syndrome. Instruct your patients to call the physician at once if any of the following signs or symptoms appear such as increased pain combined with the feeling that the cast is too tight, numbness and tingling in the hand or foot, burning and stinging sensations, excessive swelling in the part of the limb below the cast and inability to actively move the toes or fingers Advise your patient to seek for medical help if there are sores areas or a foul odor from the cast, cracks or breaks in the cast, or the cast feels too tight, if there is swelling that causes pain, if the patients fingers or toes are blue or cold or the cast becomes soaking wet and does not dry with a hair dryer or vacuum. Source: http://www.uptodate.com/contents/patient-information-cast-and-splint-care

How Shakespeare Makes Othello 3.3.435 - 480 Significant :: William Shakespeare

Shakespeare makes this scene significant and dramatically effective through dramatic irony and by using two very different, charismatic figures. In this extract, Othello has a dramatic change of character. No longer serene, he is cast into a state of madness and confusion. He is tormented by jealousy and disbelief. He feels betrayed. However, he is not yet convinced of his wife’s treachery. He looks at her and cannot believe that she might commit such a crime. As she enters, he says, ‘If she be false, then heaven mocks itself, I’ll not believe it.’ Later, provoked by Iago’s words, he proclaims, ‘I’ll tear her all to pieces.’ As Iago shows him ‘damning evidence’ of Desdemona’s adultery, Othello cannot help but believe him. Why would his trusted subordinate lie? It is interesting to note that, although Othello demands ‘ocular proof’ that Desdemona is false, Iago does not provide it, merely telling him how he saw Cassio wiping his beard on her handkerchief. Othello grows increasingly violent and aggressive. His well cultured European manner deteriorates rapidly. His speech is filled with abuse and curses. In many theatrical productions, Othello is seen to become much more of the Moor that he is stereotyped to be. He wears African style garments and is seen to become less Christian. Perhaps Shakespeare is insinuating that Othello has lost hope in Christianity, feels betrayed by the Europeans whose taunts he so long withstood, and feels the need to become exactly that which he was accused of being. There is huge dramatic irony through out the scene. The audience sees Othello falling through the trap laid out for him, but can only watch. It is very frustrating. The more Iago deceives him, the more Othello lays his trust on him. He addresses him as ‘faithful Iago.’ The seen is ended by Iago’s words, ‘I am your own forever.’ This is deeply ironic, as he is no longer really inferior to Othello. As Othello goes mad, the hierarchy reverses. Iago is the one holding all the strings, manipulating him like a puppet. Othello, blind to the deception, effectively lays himself at Iago’s feet and at his discretion. Iago’s reaction is of great importance. The audience cannot see his true thoughts, but only the mask that he uses on the outside. One can guess that he would feel a certain degree of smugness at his success. However, he may too, like Othello, be experiencing inner turmoil. It is possible that he feels guilt and regret for his actions.

Mini Case Luxury Wars Essay

Hermes decided to list 25% of Hermes SA on the French stock market in 1993. This was done to provide family members with a means to value their stake in the company as well as partially cash-out if they felt their family dividends were not enough. 2.LVMH was able to attain such a large ownership position without the knowledge of Hermes family and management through equity swaps. Equity swaps are derivative contracts whereby two parties enter into a contract to swap future cash flows at a preset date. The cash flows are referred to as â€Å"legs† of the swap. In most equity swaps, one leg is tied to a floating rate like LIBOR (the floating leg), and the other leg is tied to the performance of a stock or stock index (the equity leg). It is also possible for an equity swap to have two equity legs. LVMH was able to avoid French regulations requiring disclosure of this type of position through tying only their value to the equity instrument and at maturity, the contract would be settled in cash and not shares. The contract is worded so that LFMH would have the â€Å"option† to take the shares as opposed to the contract requiring share settlement, which in the case of the latter, under French law, LVMH would have had to make a public disclosure. 3.In December 2010, the Hermes family decided to confirm its long-term unity by creating a family holding company separate from Emile Hermes SARL, which will hold the shares transferred by family members representing over 50% of Hermes International’s share capital. The family’s commitment to create this majority holding company is irrevocable. The new family-owned company will benefit from preferential rights to shares still directly owned by the family. This would ensure that their 73% ownership stake would always vote as one voice and ultimately secure the family’s continued control of the company. This holdings structure will last indefinitely as this majority holding will not allow outsiders to take over through equity swaps.

Definition of Retinitis Pigmentosa essays

Definition of Retinitis Pigmentosa essays Retinitis Pigmentosa (RP) is defined as a hereditary, progressive degeneration of the neuroepithelium of the retina characterized by night blindness and progressive contraction of the visual field. RP refers to a group of hereditary disorders that affect the retina's ability to respond to light. It primarily affects rod cells, or the photoreceptors responsible for night vision and seeing in dim light. Rod cells also account for peripheral vision. Cone cells can also be affected as the disease progresses. Cone cells are responsible for color vision and seeing RP is a relatively rare condition. It affects an estimated fifty thousand to one hundred thousand individuals in the United States. Worldwide, RP is estimated to affect 1.5 million people. The incidence of Ocular signs start with the breakdown of rod cells. Rods are present within the outside macula, or center of the retina. The peripheral retina is predominately composed of rod cells. Symptoms of RP usually manifest between the ages of 10 and 30. First, night vision decreases along with the ability to adjust to dim lighting. When the rod cells and outer cone cells are afflicted, the subsequent loss of peripheral sight leads to tunnel vision. Rate of progression for RP varies by individual patient and There is no treatment for RP. With proper care and diet, the progression of the disease can be slowed or halted. Researchers are investigating modes of therapy and treatment to possibly reverse the degeneration and restore patients' sight. How Retinitis Pigmentosa is diagnosed. Doctors use a standard array of tests when a patient is displaying symptoms of Retinitis Pigmentosa.[iii] These tests are used to determine loss of vision and to track the progression of the condition. An electroretinagram (ERG) measures the response of the retina to a light stimulus. Electrodes are placed be...

Hybrid Course Proposal of Clinical Laboratory Science

Hybrid Course Proposal of Clinical Laboratory Science Course Title and Description The course that is proposed to be included in the new learning program is Clinical Laboratory Science 104. The new program will be suitable for this course as it does not involve a lot of practical works. The course will be taught at junior level.Advertising We will write a custom research paper sample on Hybrid Course Proposal of Clinical Laboratory Science specifically for you for only $16.05 $11/page Learn More The level comprises the fresh men, who mainly include the first and second year students. The fresh men do not have a lot of face-to-face contact with their lecturers and instructors. The curricular area under which the selected course falls is health and wellbeing. In health and wellbeing, students are taught and trained on how take care of their health and that of other people. The courses that fall under this curricular area require many hours of learning and if the traditional face-to-face is applied, a number of to pics remain uncovered. Institution Information The institution selected for this project is Albany College of Pharmacy and Health Sciences (ACPHS). ACPHS is a privately owned postsecondary learning institution known mostly for pharmacy and laboratory sciences. The college was started in 1881 and has been in operation for more than 30 years now. It is situated in New York City and has a population of about 1,100 students. More than a half of the total students reside outside and it is difficult for them to commute to the college every day. There are more female than male students in the college. The courses offered at ACPHS last for 4 years. The groups of students targeted with the proposed project are the first and second year students of Clinical Laboratory Science (Grove, 2013).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Course Type and Rationale This proposed mode of delive ry for the selected course is the hybrid type. In case of Clinical Laboratory Science, the hybrid mode of teaching has more benefits than the online system. In the hybrid mode, the students are likely to have greater opportunities to interact and discuss contentious issues with lecturers and fellow students as they will be meeting in classrooms and online. Secondly, the students will have a chance to choose between face-to-face and online modes of teaching for discussing their coursework. However, they will not have 24/7 access to internet course materials as would be the case if the course was exclusively taught online. The students in the hybrid mode will spend some of their time in class with their instructors and fellow students (Wang, Fong, Kwan, 2010). The hybrid mode is also better than the traditional face-to-face system that is currently used to teach the selected course. Firstly, the students will have greater freedom, time flexibility and convenience since the time they waste when commuting to classrooms will be reduced. Secondly, the students will have unlimited access to up-to-date course materials and other resources found in the internet. However, owing to the hybrid mode, the student-instructor physical interaction will be greatly reduced. The weak students are likely to suffer a lot due to this mode of teaching (Wang, Fong, Kwan, 2010).Advertising We will write a custom research paper sample on Hybrid Course Proposal of Clinical Laboratory Science specifically for you for only $16.05 $11/page Learn More The hybrid mode supports not only the curriculum, but also the target group and the college at large. The hybrid mode will assist the program to reduce the number of students who remain in the school to engage in full-time studies. In fact, only the senior students-third and fourth year students will be required to remain in the school. The target group, the first and second year students of Clinical Laboratory Scien ce, will be saved the agony of having to commute to the college daily. The college will also save the resources that it could have used to put up accommodation facilities for the target group (Wang, Fong, Kwan, 2010). Course Design Model The proposed design for the selected course will be the content and support model. The model will consist of the course content, which will be delivered in a course package via the Web, and tutorial assistance, which will be delivered during class meetings. This model encourages teachers to express the content of the course materials in different ways from the authors so that students can easily understand them. The computer conferencing within the model helps in assessing other aspects such as peer commenting and online content (Mason, 2001). The proposed model is flexible as it allows teachers to add more content whenever they deem it necessary. The additional materials that teachers may incorporate into the model should reflect the interests of the students; otherwise, there will be conflicts among students when it comes to the time for participating in the online activities and participating in class discussions. The teachers will be required to avoid structured Web pages as these are known to reduce the engagement realized in the discussions and the content that is mastered by the students (Caulfield, 2011).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The proposed course design model is suitable for the potential learners, the delivery mode and the content area. The model allocates sufficient time to both online and classroom activities. The target group will have enough time to collect the course materials from the internet and use them in class discussions and interactions with the instructors and fellow students. The model directly supports the hybrid mode, which is the proposed form of delivery for the course. The model also supports the collection of course materials from the internet as well as from classroom discussions and training sessions (Mason, 2001). Course Introduction Clinical Laboratory Science, which is the proposed course to be included in the hybrid mode, will see some of its contents studied online while others will remain in the traditional face-to-face classroom teaching. Some of the content of the course comprises general biology 1 with lab, general biology 2 with lab, general psychology, physics 1 with lab , physics 2 with lab, microbiology, calculus, organic chemistry 1 with lab, organic chemistry 2 with lab, biostatics, general chemistry 1 with lab, and general chemistry 2 with lab. Some of the components of the course will be done online, while the remaining ones will be handled in the classroom discussions. The units that will be conducted online include general psychology, microbiology, biostatics, calculus, public speaking and humanities. The remaining, which are mostly those that involve laboratory experiments, will be done at the college under the guidance of the instructors and tutors. The traditional face-to-face interactions in classroom will be allocated 60% of the total time of the students’ program. The proposed design is expected to raise the level of academic performance among the first and second year students who decide to take the Clinical Laboratory Science course. The model will enable the students to search for course materials both in the internet and at the college library. The students will still have access to their instructors and tutors who assist them in areas where they need their guidance. The model will also help the students to break the boredom that normally comes with doing things in the classroom throughout the day (Caulfield, 2011). Instructional Strategies and Collaboration The students will be trained collectively on the selected course by working in small groups, which will comprise guided design, role playing, and collaborative learning. The first strategy, guided deign, will promote learning through student interactions in the small groups. The main elements in the guided design will include the development of the students’ decision making abilities and training of specific principles on the units to be taught. This strategy will enable the students to think logically and apply the knowledge they acquire to make learning-related decisions (Ndon, 2010). The second strategy, role playing, will also be done by means of the small groups. The students in each group will be required to take up different roles in the groups. The roles will be assigned according to the abilities of each participant to ensure that each student in a particular group gets the part that he/she can handle best. The students will be expected to interact and coordinate their learning activities both online and in their classrooms. The role is important in the hybrid mode of learning as it encourages real-time group discussions among the college students. The strategy will assist the students to conduct informative discussions and understand the course units, especially those involving experiments (Ndon, 2010). The last strategy, collaborative learning, will involve forming groups of two students to work together with their main aim being learning. In this strategy, the groups should consist of students with differing abilities to ensure that each student makes different contributions within a particular group. The g roups will be issued with materials developed by their instructors before they meet to discuss them in the classroom. This strategy will be beneficial to the students as it incorporates the learning materials provided by the instructors and those obtained from the internet by students (Ndon, 2010). Community The success of the hybrid model proposed for the selected course will depend on the ability of the students to bond well with the surrounding community. The ability to form such a bond will be encouraged by students’ preference for the course and the design model. It is expected that the students will enjoy the hybrid model and the course and it will motivate them to work together with the community around them. Creation of such a bond is critical to the success of the students as the course will require the students to work collaboratively (Snart, 2010). The hybrid learning and discussion model has the potential of creating effective forums and seminars, which also encou rage collaborative learning. The course model is designed in such a way that it encourages the formation of bonds among students themselves and with the community. The proposed design that encourages community links is expected to ease the way with which the students learn the necessary course contents. The hybrid model, with the assistance of the good relationship with the community, will provide the students with a deeper engagement with the course materials and content. Co9nsequently, the social aspects of group work should be considered for greater efficiency (Snart, 2010). The hybrid model will transform the community around the college into an e-Learning society that is bonded together via technology and efficiency. The members of the community will no longer be required to meet physically as most of their interactions will be done online. The transformation will see the community save time as its members improve their efficiency in everything they do. The topic area will be s upported by e-Trainings and collaborations among community members and students (Snart, 2010). Faculty Role and Professional Development The hybrid mode will require the instructors to develop course materials according to the course problems. This will include incorporating new types of independent and interactive learning activities, which have proved tricky in the traditional face-to-face mode. The instructors will be required to re-examine the course goals and objectives to conform to the online learning course units. The instructors will need to redesign the learning activities so that they can be more student-centered. The instructors will prepare the students to understand the active roles they are required to play in the hybrid mode (O’Laughlin, 2007). There are skills and characteristics that will be required in the instructors to make the hybrid mode a success. Firstly, the instructors will be required to have the ability to facilitate online course discussions and small group interactions. Secondly, the instructors will be required to have the ability to design communications that take care of both online and traditional face-to-face modes (O’Laughlin, 2007). To ensure that the hybrid mode is conducted appropriately, the instructors of the first and second year students taking Clinical Laboratory Sciences will be taken through a short course to prepare them for the challenge. Firstly, the instructors will be trained on how they can design online discussions for their students. Secondly, the instructors will be trained on how they can allocate time for online interactions and classroom work. Lastly, the instructors will be trained on how to design online and classroom timetables that do not overload the instructors or the students in any way (O’Laughlin, 2007). Assessment Plan There are a number of ways that can be used to assess the progress of students in the proposed hybrid course. The major assessments for this course will in clude formative and summative approaches and the use of suggestion boxes. The formative assessment that will be done during the course will involve the use of upgraded projects, tests, and discussions, which will be given to the students by their respective instructors. The formative assessment will provide the students with an opportunity to evaluate their mastery levels in various topics and determine the areas in which they need to improve. The instructors will also rely on the formative assessment to determine the strengths and weaknesses of each student in relation to a particular topic (Wormeli, 2006). The summative assessment will be done at the end of every semester to evaluate student mastery and understanding of particular concepts and skills taught in that semester. The assessment, in most cases, will consist of end semester tests, examinations, and projects. The teachers will be required to mark the end semester examinations and projects, and grade the students according ly. The results obtained in the marking process will then be used to determine the success of the proposed hybrid course. The results will also be helpful in determining areas that require adjustments (Wormeli, 2006). The assessment of the students’ success in the hybrid course will be conducted through a number of steps. Firstly, there will be a suggestion box situated at strategic places in the college into which the students will be required to place their opinions regarding the hybrid mode. The students’ opinions and suggestions will be used to assess the effectiveness of the mode. The evaluations of students’ opinions given in the suggestion boxes will be used together with the results of the summative and formative assessments to evaluate the success of the proposed hybrid mode. Conclusion Clinical laboratory science is the proposed course for the new learning program. The proposed course is suitable for the new program as it involves less experimental and practical work. The course will be taught through a hybrid mode, which applies both online and the traditional face-to-face systems. The institution selected for this project is Albany College of Pharmacy and Health Sciences (ACPHS), a privately owned institution mostly recognized for pharmacy and other health sciences. The proposed design for the selected course is the content and support model, which will comprise the course content, delivered in a course package through the internet, and tutorial assistance, which will be delivered during class meetings. The content of the course will be introduced in class meetings to ensure all the students understand the basic concepts of the course. The proposed design is expected to raise the level of academic performance among the first and second year students who will be the main participants of the program. The first and second year students will be trained collectively by working together in small groups; the main strategies will inclu de role playing, comprise guided design, and collaborative learning. In addition to the collective training, the success of the proposed program will also require the cooperation of the neighboring community. The community will be required to support the students where necessary. The success of the program will also depend on the commitment of the instructors. The instructors will be required to design the timetables and course materials according to the course requirements. The success of the proposed program will be assessed through formative and summative assessments, and the use of suggestion boxes. Formative assessment, which will comprise tests, minor projects, and discussions, will be done throughout the semesters. Summative assessment will mostly involve end semester examinations and key projects, and it will be done at the end of every semester. The suggestion boxes will be used to collect and evaluate students’ propositions and opinions. References Caulfield, J. (20 11). How to design and teach a hybrid course: Achieving student- centered learning through blended classroom, online, and experiential activities. Sterling, VA: Stylus Pub. Grove, A. (2013). ACPHS: SAT scores, costs and admissions data. Web. Mason, R. (2001). Models of online courses. Education at a Distance, 15(7), 1-10. Ndon, U. T. (2010). Hybrid-context instructional model: The internet and the classrooms: The way teachers experience it. Charlotte, NC: Information Age Pub. O’Laughlin, N. J. (2007). A professional development program for converting classroom courses into hybrid courses. Delaware, FL: University of Delaware. Snart, J. A. (2010). Hybrid learning: The perils and promise of blending online and face- to-face instruction in higher education. Santa Barbara, CA: Praeger. Wang, F. L., Fong, J., Kwan, R. (2010). Handbook of research on hybrid learning models: Advanced tools, technologies, and applications. Hershey, PA: Information Science Reference. Wormeli, R. (200 6). Fair isn’t always equal: Assessing and grading in the differentiated classroom. Westerville, OH: National Middle School Association.

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Global Warming Research Paper Example | Topics and Well Written Essays - 2000 words

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