Destruction Of The First Nations Culture By Indian Residential Schools

The Indian Residential Schools non merely were the cause of much agony to the First Nations people during the 18 and 19 100s, but they have besides extended this agony to all coevalss that have followed. These schools have played a big function in the loss of traditions, linguistic communication, and beliefs that First Nations people held in such high respect through humiliation, force, and isolation. Anglican and Catholic churches managed the Indian Residential Schools from the 1870 ‘s to the early 1980 ‘s by following the legislative authorization that they were given by the Canadian Government ( Meseyton, 2005 ) . Kipling and Stout ( 2003 ) say that â€Å" by 1930, 75 per cent of First Nations kids between the ages of 7 and 15 old ages were enrolled in one of 80 such schools across the state and in the 1940s, attending was expanded to include Inuit kids every bit good † ( p.29 ) . There were about 150, 000 Frist Nations, Inuit, and Metis kids taken from their places and put in Indian Residential Schools ( CBC New, 2009 ) . In Nova Scotia, there was one Residential School for First Nations people, which resided in Shubenacadie. The Shubenacadie Residential School opened in 1930 and it closed its doors in June of 1967 ( Knockwood, 1992, Paul, 2006 ) . The object of the Indian Residential Schools were used as a portion of colonialism to absorb the First Nations people by destructing their civilization, linguistic communication, individuality, history, and spiritualty ( Longboat, 1987 ; Meseyton, 2005 ) . Taking away the First Nations heritage was seen to alter whom they were and do them intermix in to Canadian Society. Battiste ( 1986 ) explains that the Indian Residential Schools were evaluated based on their â€Å" ability to transform the Indian † ( p. 35 ) . This transmutation came with barbarous force and no respect to the kids ‘s self-pride because they were portrayed as barbarians, pagans, heathens and wild Indians ( Knockwood, 1992 ) . The Shubenacadie Residential School followed the Nova Scotia course of study with a few alterations in the faith class and they were besides taught to be ashamed of who they were ( Paul, 2006 ) . Paul ( 2006 ) besides says that the â€Å" kids were taught about all the advantages of Caucasic life and all the immoralities of First Nations ‘ isolation, linguistic communication and civilization † ( p. 283 ) . First Nations kids traveling into the residential schools were non allowed to talk their ain linguistic communication. Knockwood ( 1992 ) says, â€Å" Talking Mi'Kmaw was non permitted in the school because it held kids back in the schoolroom in reading, articulating and composing English † ( p. 26 ) . Taking the kids from their households and coercing them non to talk their linguistic communication was the first stairss in taking away their individuality. Even though the churches and Government made the First Nations people believe that they had a pick to direct their kids to school, this was non the instance. Harmonizing to Daniel Paul ( 2006 ) , because of how the Indian Act was written, the kids were considered wards of the Crown and did non hold Torahs to protect them so households could make nil. Families filled out signifiers to let their kids to go to these schools, but Paul ( 2006 ) says that it did non affair because these signifiers were merely â€Å" window dressings † and the Indian Agents did non necessitate the parents ‘ permission and could make whatever they wanted with the kids. Maltreatment of the First Nations kids was normally used in the Indian Residential Schools for control and assimilation. The kids were forced to give up their individualities through whippings, menaces, and isolation. Isabelle Knockwood ( 1992 ) conducted an interview with Peter Julian, former pupil at the Shubenacadie Residential School, that said by the clip he left the school he was ashamed to talk his ain linguistic communication for the small spot that he could retrieve. Talking the Mi'Kmaw linguistic communication was non the lone thing that brought on maltreatment. Isabelle Knockwood was besides a former pupil of the Shubenacadie Residential School. She can retrieve watching a nun shingle a small miss while shouting, â€Å" Look at me † because the nun did non recognize that direct oculus contact between a kid and an grownup was considered chesty in the native civilization ( Knockwood, 1992, p. 50 ) . The maltreatment made the kids forget about their civilization though fright. Knockwood ( 1992 ) says we â€Å" were forcibly disconnected from everything our parents and seniors had taught us, and everything new was learned in an ambiance of fright † ( p. 50 ) . At times physical and sexual maltreatment was used together. The kids were being sexual abused by the nuns and priest and if they did non follow with it, they would be all in ( Knockwood, 1992 ) . Physical and sexual maltreatment was non the lone signifiers of penalty used in the Indian Residential Schools. As stated earlier, isolation from households were besides used to absorb the First Nations kids. Children were non allowed to see their households frequently and for some they did non acquire to see their households at all because of the going distance to the school. During the Christmas interruption, the kids were forced to remain at the school alternatively of being place with their households ( Knockwood, 1992 ; Paul, 2006 ) . Even though the kids could non travel place for Christmas, they remember lovingly being able to pass it with their siblings that were at the school besides. Knockwood ( 1992 ) remembers this as the merely good thing about Christmas and says, â€Å" we ‘d acquire our nowadayss from place and acquire to sit with our brothers and sisters † ( p. 38 ) . However, Doug Knockwood remembers one Christmas were his male parent travelled to the sc hool to convey Christmas gifts and the nuns refused to let the kids to hold them and made him take the gifts back place ( Knockwood, 1992 ) . Christmas is one of the major vacations where households are near. This was a manner to unplug the bonds between the kids and the parents and take away the felicity associated with it. The kids ‘s gifts were the lone thing left that made them experience like kids. Harmonizing to Knockwood ( 1992 ) , the kids were merely allowed to play with their gifts until January 6 and so they were packed up and ne'er seen once more. Taking these gifts from the kids would be like taking them from their households once more because these gifts were the lone thing every twelvemonth that connected them to and reminded them of their households. Many of the parents besides had trouble accepting that their kids could non come place for Christmas. These parents would compose letters or hire attorneies to acquire their kids place, but all they would have was ill-mannered letters from the school denying them ( Paul, 2006 ) . Other households stuck together as a community to seek to acquire their kids place. Paul ( 2006 ) explains briefly that the Cambridge Reserve hired a adult male to travel to the school to pick their kids up but the Principal would non allow them travel. These are illustrations of how determined the churches and Canadian Government were in absorbing the First Nations people. The Indian Residential Schools did non supply the instruction that other Nova Scotia schools provided. The pupils were taught really basic instruction and the remainder was manual labor ( Knockwood, 1992 ) . Learning merely the basic instruction was so First States people could acquire by life in society by understanding English, but non have excessively much instruction so they obtain callings such as attorney, instructors and physicians. Making them make manual labor was in some manner ‘killing two birds with one rock ‘ . The Government could absorb them into Western Society and non hold to pay anyone to make the manual work at the school. The kids that attended these schools were non trained to make the work and most clip they were in the place to make manual work that was insecure. Knockwood ( 1992 ) describes that many of the kids got physically hurt because they were excessively little or untrained to run the machinery. There was really small clip to make anything merriment at the school. Knockwood ( 1992 ) remembers being able to play baseball and traveling skating. For the kids that attended these schools, keeping on to the memories of these times is what helped them do it through each twenty-four hours. This was one of the times, other than Christmas, that the kids that had brothers or sisters at the school would acquire to see them even for merely a few proceedingss ( Knockwood, 1992 ) . These tactics were ways that the churches and Government thought would insulate the kids and cut bonds with other household members. This was non the lone manner that the Indian Residential Schools managed to deprive First Nations kids of their individuality. The kids did non hold the chance to turn up and see what a normal household life would look like because they were at school for 10 months a twelvemonth with no parental contact other than letters, which were no usage, because they were written in English so the parents could non read them ( CBC News, 2009 ) . This farther goes to demo how isolation was used to take the bonds within the households so they could suit into Canadian society more expeditiously. There were besides residential twenty-four hours schools and some kids were sent away to schools in other states so they would larn to â€Å" reject their traditional cultural ways in favor of the life of the person in the dominant Canadian society † ( Battiste, 1986, p. 36 ) . No affair where the First Nations kids were sent for instruction, the chief result the Canadian Government desired was assimilation of the ‘Indian ‘ . Daniel Paul attended an Indian Day School on the Indian Brook Reserve where assimilation was still in advancement ( Paul, 2006 ) Paul ( 2006 ) recalls his clip in this school and says he â€Å" can non remember any attempt being made – except for a brief mention to basket weaving and other traditional trades – to learn us about heritage and civilization † ( p. 291 ) . The deficiency of instruction of the First Nations heritage and civilization in the Indian twenty-four hours schools was merely another effort of the Canadia n Government to absorb the First Nations people. Assimilation of the First Nations people did non travel like the Canadian Government planned. There are still First Nations people widely spread all across Canada. Did the Indian Residential Schools affect the First Nations civilization and their individuality? Harmonizing to Kipling and Stout ( 2003 ) , the parents that grew up in Indian Residential Schools create what they call â€Å" intergenerational † Survivors by go throughing the injury they experienced down to their kids ( p. 51 ) . The effects of the schools non merely affected the First Nations people in them at the clip but for coevals to come. Kipling and Stout ( 2003 ) explains this to be â€Å" like a pebble dropped in a pool, traumatic effects tend to ruffle outward signifier victims to touch all those who surround them, including kids and grandchildren † ( p. 51 ) . The subsisters of the Indian Residential Schools ne'er had a opportunity to go near with their households and larn what healthy relationships were. Kipling and Stout ( 2003 ) suggest that the force that the subsisters encountered at the schools was used towards their ain kids subsequently in their lives because they did non cognize how to show fondness. This is what causes a rhythm of maltreatment. Unless this rhythm is stopped, every coevals will endure the same sort of force from their parents. The maltreatment can besides stem from defeat. When kids were old plenty they returned place to their parents where they felt like they did non belong because they did non hold the accomplishments to assist their parents out and ended up going ashamed of who they were ( CBC News, 2009 ) . Not everyone experienced the same things in the Indian Residential Schools. Some First Nations people believe they learned valuable accomplishments such as talking English, how to maintain their places in good form, stitching, cookery and praying, while others thought it was the most atrocious topographic point to be ( Knockwood, 1992 ) . Knockwood ( 1992 ) besides explains that some of the pupils thought the whippings were deserved, while some thought it was a safety from place because their parents abused them, and some pupils were the priests and nuns front-runners so they did non endure the penalties. Even though there were some First States people that seen the schools as a good topographic point to be while they were at that place, this did non halt the agony of the First Nations civilization and individuality. The First Nations civilization and linguistic communication are threatened because â€Å" several coevalss of kids holding grown up in a scene where any manifestation of Aboriginality was disparaged and devalued † ( Kipling & A ; Stout, 2003, p. 34 ) . Kipling and Stout ( 2003 ) besides suggest that many subsisters are seeking to get by with both the maltreatment they suffered at the Indian Residential Schools along with the loss of their civilization. First Nations communities need to lodge together to mend if they want to convey back the civilization and linguistic communication of their ascendants. Without the instruction of traditions and linguistic communication, the First Nations individuality will be wholly gone. Randolph Bowers considers himself a Mi'kmaq adult male that is seeking to detect his ain individuality while seeking to assist others understand themselves better by bring outing their ain individuality ( Bowers, 2008 ) . The Indian Residential School did non affect Arbors straight but he states how it affected his household indirectly by stating: My household was non impacted by the residential school epoch straight. We were influenced indirectly. My grandma Honora Elizabeth Richard-Bowers lived during an epoch when the residential schools were enforced in Nova Scotia. For Metis households I suspect there was a changeless fright of authorities functionaries. Foster places, wards of the province, and residential schools were non far distant worlds for comparatively hapless Acadian households. Hiding their Aboriginal lineage was most likely really necessary during the late 1800s and early 1900s ( Arbors, 2008, p.37 ) . This shows that the Frist Nations people did non hold to be forced into an Indian Residential School to be stripped of their civilization and linguistic communication. Some of the households felt giving up their individuality was better than the alternate. Arbors ( 2008 ) goes on to state, â€Å" My experience is of being a non-status Indian turning up in a household that had about lost our connexions to Aboriginal heritage and civilization. There was ever a nothingness in my bosom, a immense portion of me that was losing † ( p. 29 ) . Arbors shows us that cognizing your heritage is of import in cognizing who you are. The grounds proves that the Indian Residential Schools took something from the First Nations people that was really of import to their individuality. It is of import for anyone to cognize who they are and where they came from, but for the First Nations people it is highly of import because happening their individuality though their traditions and linguistic communication aid mend the agony brought on by the Indian Residential Schools. Healing is an of import measure in recovering the civilization and linguistic communication of the First Nations people. Knockwood ( 1992 ) explains that it is of import that the subsisters of the Indian Residential Schools talk with other subsisters to assist with the healing procedure. Moayeri and Smith ( 2010 ) conducted interviews with two First States female parents that were former pupils at the Indian Residential Schools. These adult females have lost their individuality because of the maltreatment they suffered and the isolation they endured. In these interviews, the adult females explained that they were seeking to recover their individuality back by taking some power over their lives ( Moayeri & A ; Smith, 2010 ) . Many pupils are still seeking to mend themselves in one manner or another and with the support of their First Nations communities, the procedure of mending would profit the subsister every bit good as coevalss to come. In decision, the Indian Residential Schools along with other efforts of assimilation of the First Nations heritage, civilization, linguistic communication, and individuality have affected the First Nations people. Arbors ( 2008 ) says, â€Å" We are Canadians, but if we do non cognize where we come from and who we are, we are nil † ( p. 38 ) . Reconnecting with the First Nations communities and larning about their lost heritage will assist mend the agony for the future coevalss of First Nations kids. Reclaiming their individualities will do the First Nations communities stronger to contend any other signifiers of assimilation that may happen in the hereafter.

Positive Effects of Girls Playing Sports Essay

It is a saying that â€Å"Cleanliness is a part of faith†. Everybody can keep itself neat and clean and maintain his/hers health. But only by cleanliness health is not maintained properly. There is another thing, which is necessary for a fit body and a healthy mind. Sports/extra-curricular activities provide these factors and complete a man/woman. Sports provide people with fitness of body and activeness. Sports cannot be only cricket or football or any other recreational activities. Sports mean activities, which provide relaxation to the body and mind. People maintain their figure through running games as sports and provide relaxation to the mind by playing board games such as chess, scrabble, ludo, checkers and other mind-relaxing games. While many people love fighting sports such as boxing, judo, karate and wrestling. These sports provide flexibility and toughness to the body. While sports provide health and relaxation to the man, it has many benefits. All competitions and leagues are included in women sports. When women and girls were finally encouraged and devoted to this profession, their level to play in sports rose in the late 20th century. Title IX supported the efforts of women athletes in the US. As compared to previous generations women now have more skills, enthusiasm and knowledge to participate and dedicate their lives to this profession. Women athletes now have a strong work aim, motivation to encourage fresh athletes and a mentality to focus on the game. â€Å"In western modern history, few women competed in sports until the late nineteenth and early twentieth centuries. Women athletes were frowned upon by society. Due to partly women rights movement, this behavior began to change in many countries. Even now, women athletes or sportswoman are generally fewer in number as compared to men. The reasons for these maybe ill-fated societies and their conservative thoughts, which tend the women to remain in boundaries. Women are even encouraged when there is literacy. Some sports organizations encourage teenage girls to participate in sports and compete with other teams. This is done in high schools as sports day in which few girls participate and majority count is of boys. Schools encourage girls to be active and participate in sports, but wherever they reach maturity and tend to become successful sportswomen they are many times discouraged. This act generally refers to superiority of boys. In modern times women have had to fight for the right to be athletic competitors. Ancient Olympics did not allow women spectators to enter the game field or participate in the athletes. However, a separate women’s athletic event known as the Heraea Games was eventually developed†. (http://en.wikipedia.org/wiki/Female_sports) In olden days women were considered to sit at homes and dedicate their lives to home professions such as cooking, sewing and taking care of babies etc. Nowadays, in the modern era, where women have almost won the mankind race from the man in every field, they have also mastered in sports. Many women are famous in their sports like Stephie Graff (Germany), Maria Sharapova and Sania Mirza in tennis. The world’s famous athletic player Nadia is from Moscow. Women sports also tend them not to only stay at home but to enjoy social gatherings and avoid the marriages at what stage they want. Many conservative people think that girls should be married before they reach maturity. This makes small teenage girls pregnant in small ages and they could not look after themselves. Sports avoid these practices as a sportswoman has to look after her profession and she before popularity does not agrees to end her career. There are no negative aspects of women who start exercising when they are mature, are they tend to remain fit and fine at every age, if they do not take life stresses as major problems and began to exercise sensibly. However according to the American College of Sports Medicine, exercise causes women too have eating disorders and develop osteoporosis. This makes what is commonly known as ‘female athlete triad’. Healthy exercises however do not lead to the eating disorders and does not cause osteoporosis and other diseases. Reports suggest that by playing sports women sweat and this leads towards their healthy body. Comparing to exercising women, those who skip and jump can also maintain fitness but eventually they have fractures in their legs. Even when fit women take too distress for themselves they develop weak bones for their healthy and fit bodies. Teenage girls who do not participate in sports do not have an accurate figure, while the ones who participate in extra-curricular activities have accurate figures; healthy minds and they have big heights. Surveys suggest that short-heightened men or women can grow their heights at any age by joining sports and jumping or skipping. (http://www.cemcor.ubc.ca/articles/misc/exercise_positive_view.shtml) â€Å"In contrast to the negative concepts about exercise for women’s cycles, there are several ways in which exercising is positive for women’s hormones, health and bones. These ways include decreasing premenstrual symptoms, increasing bone density, controlling weight and preventing diabetes, preventing breast and uterus cancers, and decreasing the risks for heart attacks†.(http://www.cemcor.ubc.ca/articles/misc/exercise_positive_view.shtml)       Conclusion According to scholarly articles, the result is this that women should participate in recreational activities such as sports as through these activities they can control on their diet and their body type. Women who participate in these activities could curb and prevent diseases like breast cancer, diabetes and leg pains. In this era, women should have to compete with men in the mankind race and this could only be possible with a healthy body and a sharp mind which can only be obtained by activities like sports. References Women’s sports – Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Female_sportshttp://en.wikipedia.org/wiki/Female_sports Retrieved February 17, 2007 A Positive View of Women’s Exercise, Menstrual Cycles and Ovulation http://www.cemcor.ubc.ca/articles/misc/exercise_positive_view.shtml Retrieved February 17, 2007   

Mentoring Program Research Proposal Example | Topics and Well Written Essays - 2000 words

Mentoring Program - Research Proposal Example So, first of all, it seems necessary to define what particular outcomes we should expect from implementing an own mentoring program. One of the most significant is, I believe, developing a high performing team of professionals. Since team work is an essential part of our operations, it is important that our employees understand and accept this principle. Especially important it is because we cannot provide each with a mentor. Therefore, the first task to be accomplished while designing our mentoring program is choosing which particular people will be directly participating in the program. 2.1.1. 360 Degree Evaluation For this purpose I suggest to conduct a 360 degree evaluation: The 360 Degree Feedback System has recently experienced a wide spread among the organization wishing to improve and enhance their performance measuring systems. This particular method involves getting a feedback on an employee’s performance not only from a supervisor, as we do now, but also from four to eight peers, reports, colleagues or customers. In most cases the system also requires an employee oneself to assess own performance in an individual assessment (Heatfield, 2008). So, in addition to giving the manager an opportunity to get a wide range perspective on the employee’s performance, this system enables the supervisor to understand how the employee’s performance is viewed by others – that is to base evaluation not only on own perception, but on other’s opinions as well.

Martha Peer Review of MS Draft Essay Example | Topics and Well Written Essays - 500 words

Martha Peer Review of MS Draft - Essay Example Following are some of your weaknesses. There are many typographical errors which I am sure if you go through and revise again you will see, for example, â€Å"training andpassed the post- training† and â€Å"during the interview withthe assistant director†. I felt the repetition of some words made reading quite monotonous e.g.â€Å"I knew I was a compassionate, sensitive, caring person and was often told by friends that I was easy to talk to†(pg 1) could be rewritten as â€Å"I knew I was compassionate, sensitive, caring and am often considered by friends as someone who is easy to talk to†. Or even on page four â€Å"Often these parents have been abused and neglected themselves and need†¦. can establish trust in another person. The primary goal was to support abusive and neglectful parents,†¦Ã¢â‚¬ ¦healthy, functioning family unit†. Here synonyms of abuse and neglect could have been used such as â€Å"Often these parents have been mistrea ted and ignored themselves and need to.†¦can establish trust in another person .The primary goal was to support abusive and neglectful parents... healthy, functioning family unit†. Also on pg 11 â€Å"learned† has been repeated a few times. Words like acquired or gathered could have replaced it. There are some very long sentences which could have been cut down into two to avoid confusion .e.g. on pg 1 last line â€Å"I will discuss how this role helped†¦Ã¢â‚¬ ¦.its effects on children.† Lastly here are some suggestions. I would have liked if you had shown more of your six years experience. Since you have worked with people of diverse culture and even with single, gay and mixed race parents, some more examples would have helped in my better understanding of what challenges you had to face then. Also a brief description on the welfare system could have been provided. There were issues with grammar, where you could have been clearer, for example on page two â€Å"It’s important to make the distinction between being a volunteer and paid

CONTROLLINGOF CANADIAN TIRE Term Paper Example | Topics and Well Written Essays - 1250 words

CONTROLLINGOF CANADIAN TIRE - Term Paper Example l O’Donnell (1995) says, â€Å"Control is checking current performance against predetermined standards contained in the plans with a view to ensure adequate progress and performance.† Controlling as part of the management ensures that the organization activities are carried out as planned and ensures that the resources are utilized effectively and efficiently while taking any corrective action so as to achieve the overall organizational goals. Furthermore, every person in the organization has an individual goal which mostly depends on the organizational performance so if the organization goal fails so is to the individuals. So to ensure that the individual goals are met, the overall organizational goals must be controlled for consistency. It also ensures that the organizational policies and rules are adhered to so as to improve the organizational trust, reputation, loyalty and growth from infancy to maturity. As McBride & Hugh (1997) puts it. â€Å"The company-Hamilton Tire and Garage Limited-stocked a small inventory of repair and replacement goods, including tires batteries, automobile fluids. Although automobile Industry was still in its infancy, the Billesses believed surging automobile sales at the Time indicated a bright future for their time. Later that year, in fact, Toronto hosted its first â€Å"Closed car show,† in which windshield wipers, automatic starter and other new car part were introduced." (p.56) The control process in Canadian Tire is not cybernetic, one that is self contained in its performance monitoring and correction capabilities, but it does follow similar principles. That is, setting the objectives of the organization and standards that are feasible, taking measurement of the results and then comparing them with the set objectives or the standards and then takes appropriate action. As Mockler (1970) points out the essential elements of the control process in his definition of control, he says. â€Å"Management control is a systematic

Ernest Rutherford Essay Cont Example | Topics and Well Written Essays - 750 words

Ernest Rutherford Cont - Essay Example In 1971, Earnest continued to make contributions in the field of physics through a series of experiments and would later discover that it was possible to disintegrate nuclei of light elements like nitrogen using energy from alpha particles of radioactive materials. Therefore, Earnest was the first to induce an artificial nuclear reaction, and his idea is the basis for nuclear reactions in the modern world for producing energy and weaponry. He is famous for coining the names alpha, beta, and gamma rays in a bid to classify the various forms of rays since the concept was barely understandable in those days (Nobel Media 1). In this case, the scientist made a significant contribution to electromagnetic radiation. Furthermore, Ernest observed that radioactivity of objects reduced with time (Rutherford 17). Eventually, he came up with the term half-life as the time it takes for the radioactive materials to disintegrate thus the scientist was the one who set the laws governing radioactive decay. In addition, Rutherford is the scientist behind the nuclear model of atoms where he inferred that an atom comprise a nucleus that is surrounded by many orbiting electrons and his conclusion is how modern science view atoms (Weisstein 1). Earnest‘s contribution in nuclear physics has contributed to a great deal in the area of modern physics and chemistry (Weisstein 1). The concept of radioactivity, especially the alpha, beta, and gamma rays is the basis for understanding how solar radiation reaches the earth and the overall effect on atmospheric temperature. Earnest found that gamma rays were of high frequencies and if they reached the earths surface, the temperatures could be high and unbearable for the inhabitants (Rutherford 1). In this case, Earnest made an important contribution for the modern scientists to understand how issues like global warming and

What are the roots of the Arab-Israeli Conflict Essay

What are the roots of the Arab-Israeli Conflict - Essay Example On the other hand, Iseroff, 2008, mentions that Sykes Picot Agreement of 1916 planned to divide Ottomans holdings between France and Britain after the war. The revolt by Arabs led by T.E. Lawrence led to partial Arab self-determination. However, many feel that Arabs had been short-changed by British promise to give Syria to French and Palestine as Jewish homeland. British denied any such promise that included Palestine in the area promised to Arabs. The conflict thus began. In November 1917, The Balfour Declaration highlighted British support for creation of Jewish homeland in Palestine without disturbing civil and religious rights of non-Jewish communities in the region. The Arabs opposed the idea for fear of dispossession by Zionists or the fear of living under Jewish rules. The British wanted to establish regions of self governing Palestine as well as Israel. However, while Israel feared Arab majority in such councils, Arabs displayed their displeasure by non-participation and instigating pogroms and rioting during 1920s. The violence led to formation of Hagannah Jewish self defence organisation in 1920. Future immigration of Jews into these territories led to protests from the Arabs against Jewish settlers despite direct benefit due to investment and infrastructural development in the region. Religious aspects like false rumours of synagogue on Wailing Wall or Jewish encroachment of Muslim rule over temple mount compound further fuelled rioting leading to evacuation of Jewish people from Hebron. An attempt to resolve situation through 1929 Passfield white paper to stop further immigration by British was however opposed vehemently and immigration of Jewish people continued unabated and in fact swelled during 1930s due to Jewish persecution well...The o wnership, demography and area have greatly fluctuated during this long history. Present Israel extends from Jordan river to the Mediterranean, with Egypt in the south, Lebanon in the north and Jordan in the east. The identified borders are about 78% while the rest is land occupied during operations like 6-day war of 1967 and some autonomous Palestinian regions. Gaza strip is another stretch of 141 square miles south of Israel controlled by Palestinian Authority. (Iseroff, 2008) Historically speaking, Israel came into existence starting from Abraham, 1272 BC and Jews claim their dominion over the land for about 1000 years randomly while continuous presence during past 3300 years. Romans conquered Jerusalem over 2000 years back and expelled the Jewish to Diaspora. The land has thereafter been ruled by the Romans, Islamic and Christian campaigners, by the Ottomans and British Empires. The present crisis involving small land of Israel as described above involves Israel and 24 Arab nations as shown in the map below. The genesis of this modern history can be traced back to massive immigration of Jews from Arab countries and Europe during first 3-4 decades of the 20th century All major countries and particularly UN have to play a supportive role to evolve a consensus. The solution can only be evolved by sitting across a table and talking to each other peacefully.

Metallgesellschaft Case Study Example | Topics and Well Written Essays - 1000 words

Metallgesellschaft - Case Study Example MGRM's Supervisory Board avoided bankruptcy by liquidating its forward delivery positions in December 1993. MGRM had begun to experience significant growth since 1989 when it acquired 49% stake in Caste Energy as part of its efforts to become a fully integrated oil business in the United States. As MGRM continued to make a series of costly expansions, its fixed-assets values tripled between 1989 and 1991. In a continuing effort to expand its US business, MGRM entered in to forward delivery contracts with Energy end-users at historic low prices during the summer of 1993. However, these contracts exposed MGRM to the risk of rising energy prices. To hedge this price risk, MGRM acquired energy futures at NYMEX and entered into OTC swaps with large OTC swap dealers. However, since future markets do not trade in very long term (10 years in this case), MGRM's strategy was to concentrate its derivatives positions in stacks or short-dated futures. Similarly the swaps had to be rolled forward continuously. MGRM's strategy exposed it to various risks. Its short-dated positions left it exposed to rollover risk. If the prices had risen, MGRM would have made substantial profits. And the opposite was true in case of the prices falling. However historically, energy prices have always shown an upward trend. Over a period of ten years prior to 1993, the energy market had been predominantly in backwardation. MGRM was betting on Energy prices continuing to rise. However, as shown by Edwards and Canter, its rollover risk was only about 15% of its price risk. Had the market been in backwardation, MGRM would have made handsome profits. But in 1993, crude oil was in contango every month, heating oil was in contango every month except March and April and gasoline was in contango every month except August. As a result, MGRM made substantial rollover losses during 1993. MGRM was also exposed to funding risk since its strategy was that of one-to-one hedge instead of a "minimum variance" hedge. This strategy would have worked had there been a one-to-one relationship between forward and spot energy prices. In that case, a fall in the spot prices would have been balanced by an equal and opposite change in the value of its forward delivery contracts. However, as shown by Edwards and Canter, a one-to-one relationship between spot and forward prices does not exist in the energy market. MGRM was also exposed to credit risk due to the long duration of its forward-supply contracts. And once the prices started to fall, this risk further increased as with the increased disparity in spot and contractually fixed price, the risk of the smaller firms defaulting also increased. Finally, MGRM was also exposed to basis risk due to the one-to-one hedge ratio. The timing of the investment in derivatives also went against MGRM. As stated above, 1993 proved to be disastrous year with energy market in contango for most part of the year. The huge size of MGRM's rollover trade was also responsible for increasing these risks. MGRM's huge holdings, equivalent to 160 million barrels, meant that other firms would have looked at MGRM before taking any steps. The size of MGRM's rollover trade could have also been indirectly responsible for pushing down energy prices. Hedging or Speculating There is some debate over whether MGRM's strategy was hedging or speculation. Culp and

High Involvement Management as a Management Tool to Intensify Work Essay

High Involvement Management as a Management Tool to Intensify Work - Essay Example According to Woods (2008), high involvement management as a management tool is focused on employee involvement in a particular work structure. The technique is mainly centered on the employee being allowed to make essential decisions regarding their jobs, as well as being part of the business. When looked at from a varying perspective, the employees are granted role empowerment. Bockerman, Bryson & Illmakunnas (2012) assert that employees who experience HIM have higher wellbeing and are less likely to absent from their duties when compared to like employees who are not subjected to the same conditions. Job demand control (JDC) model is founded on the fact that the value of employees in an organization is indispensable (Zirwatul, Ibrahim, and Ohtuska, 2012, 11). According to these authors, the success of an organization needs to be focused on the characteristics of the job as well as the wellbeing of the employees. Karasek and Theorell (1990) coined the job demand-control-support (JDCS) model that relates the characteristics of the job to wellbeing. From the brief definitions discussed, it is evident that JDC and JDCS models relate to high involvement management technique directly and with respect to the wellbeing of the employees. This brings back the thesis question; is high involvement management a tool that is used by managers to intensify work? Karasek (1979) points out that job demands are the stressors involved in completing an assigned workload. Such stressors are psychological and may relate to tasks that were not expected or a conflict between personal issues and the job (291). It is directly evident that work output by an employee who is stressed by such issues cannot be equal to a sober-minded employee who has no issue disturbing them. Karasek had an additional concept of latitude that that is based on decision authority and skill discretion (1979). e

Qualitative Research Paper Critique Example | Topics and Well Written Essays - 1250 words

Qualitative Critique - Research Paper Example onal Health (IHCAR), Karolinska Institutet, Stockholm; and Department of Women and Child Health, Division of Reproductive and Perinatal Health Care, Karolinska Institutet, Stockholm, Sweden† (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 263) The investigators identified the study approach through explicitly defining the aim and noting that the study would entail conducting interviews, observation and field notes under the portion of data collection (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, pp. 265-266). The authors used a straightforward and comprehensible language that assisted in presenting relevant concepts and expounding on the approach. Likewise, relevant terms were appropriate defined under a heading entitled ‘Definitions’ which came after the Data Collection portion (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 266). To achieve the aim of exploring â€Å"cultural childbirth practices and beliefs in Zambia as related by women accompanying labouring women to maternity units† (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 265), the data collection method (use of interviews, observation and field notes, as indicated) and the data analysis techniques (use of EPI-INFO software to interpret quantitative information and the use of content analysis for the qualitative interpretation) (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 266) were appropriate. These approaches effectively evaluated the results and the design incorporated screening factors that could adversely affect the outcome. The significant or importance of the study was not explicitly stated but the portion which was presented as ‘What this paper adds’ (Maimbowla, Yamba, Diwan, & Ransjo-Arvidson, 2003, p. 272) as value added information. The study’s potential contribution to nursing included illuminating health care practitioners on the role of cultural practices and beliefs during the pregnancy period (from prenatal to antenatal) as influential to

The author of the Withered Arm Essay Example for Free

The author of the Withered Arm Essay In this assignment, I am going to discuss how Thomas Hardy makes the incredible events appear credible. To do this I will be examining: the historical contents of the story, with the language used, together with the way the story was structured and by the way that the characters relate to each other. I will also be examining the moral attitudes of when the story was written. Which will enable me to show how it was possible for Hardy to make the advents appear credible. The Withered Arm is an example of prose. Prose is speech or writing without rhyme or metre (Collins Dictionary), as opposed to verse, which is stanza or short subdivision of poem or the Bible, (Collins Dictionary). The story was written in 1888, and set around the 1820s within a rural community. Hardy refers to this period in time by writing the Enclosure Acts had not taken effect (p19), which occurred in 1836 and when he refers to a boy due to be hung, he writes only just turned eighteen, and only present by chance when the rick was fired (p21). This again indicates the date was around this period as the gradual reforms of the Penal Codes came into effect by 1861, which meant that only serious crimes such as treason and murder carried the death penalty (mastering econ social history). Hardy adds realism to the story in several ways. He uses his vast knowledge of the mass changes within the rural areas during this period, for example: Egdon was much less fragmentary in character than now and farmers wives rode on horseback then more than they do now (p19). With what appears to be direct speech from a third party narrator, he also adds factual event such as tis sold by the inch afterwards (p19) as this is where the expression of money for old rope stems from and dates back to when the hangman would sells inch long souvenirs after the execution (www. rootsweb). This not only adds to the authenticity of the story, but also leads the reader into believing it is a factual account rather than a fictional story. Hardy also adds to the possibility of the story being credible by establishing the history and preconceived ideas of the characters through the milkmaids. This is done by the milkmaids talking not only in slang but also using local dialect such as pinking and milchers (p2) which would only be relevant within the countryside, they also refer to the farmer as he (p1), which would indicate that the farmer has social standing. This is then confirmed when we are introduced to Rhoda and learn that her isolation from the rest of the milkmaids was due to her having a child out of wedlock with the farmer. This is illustrated within the text by: milked somewhat apart from the rest and their course lay apart from that of the others, to a lonely spot high above the water-meads (p2). Although the milkmaids seem to have some compassion for Rhodas plight, the following conversation: Tis hard for she and He hant spoke to Rhoda Brook for years (p2) seems to have been contrived to show that due to the differences in class, Rhoda has been forced to solely take the burden of the affair which was a typical Victorian attitude towards the morals of unmarried mothers. In addition to this, by the use of dramatic irony as well as the complex relationship between Farmer Lodge and Rhoda, Hardy is able to strengthen any sympathies the reader may feel for Gertrude. This is established when, the Farmer refuses to acknowledge the boy in town and we can see by the conversation that he has with his new wife, that he has no intension of divulging his secret: one of the neighbourhood. I think he lives with his mother a mile or two off (p4). Again giving credence to Gertrudes vulnerable nature at being the only person who does not know about the affair. Hardy also uses the descriptions of the two women to support the incredible elements of the story. Rhoda and Gertrude are not only given contrasting personalities but psychical appearances as well, whereas Gertrude is described as: Her face too was fresh in colour, but it was of a totally different quality soft and evanescent, like the light under a heap of rose-petals (p4). The contrast of Rhodas description is: pale cheek, and made her dark eyes, that had once been handsome (p3). Gertrude is seen to be quintessential, which is reinforced with in the text by not only using adjectives such as youthful, but also by being referred to colour and light (p2). However, the adjectives that are used to descript Rhoda are dull, fading and she is always referred to in declining light (pg 4-5). As Rhoda, is depicted as having many undesirable qualities, this makes it easier for the reader to assume the side of Gertrude. Believing that due to Rhodas jealousy, she would be able and indeed want too afflict some harm to the new bride: This innocent young thing should have her blessing and not her curse (p8). Again by using the prejudices of this era Hardy, is able to add further credibility to the story. He does this by showing Rhodas own sense of guilty at the deterioration of Gertrude arm: the sense of having been guilty of an act of malignity increase, affect as she might to ridicule the superstition (p10). However, it appears that Rhodas guilty stems from the time that she fell pregnant with her son and the change in attitudes towards her from the villagers: she knew that she had been slyly called a witch since her fall (p9) and that there must exist a sarcastic feeling among the work-folk that a sorceress would know the whereabouts of the exorcist. They suspected her, then. (p11). Through the structure of the story, Hardy is able to continue to infuse the incredible ideas of Witchcraft and curses with realty. With references such as: the surgeon had not seemed to understand the afflicted limb at all (p10). This could have been an indication of the lack of medical knowledge at the time. However, the reader is mislead into believing it is due to it being cursed. This is also reinforced by Farmer Lodges reaction: as if some witch, or the devil himself, had taken hold of me there, and blasted the flesh (p10). By the clever use of literate devices, such as last desperate effort at deliverance and turn the blood (p16); along with the limited information given to the reader in each of the chapters and suggestive headings such as A Vision (6), Hardy is able to increase not only the tension within the story but also ensure that the reader only focuses on the supernatural aspects. Additionally, the use of linear writing allows Hardy to create real life validity, for the characters. When the reader rejoins the Lodges it is evident that they have both under gone huge personal and psychical changes: married experience sank into prosiness, and worse (p14). Farmer Lodge has become: gloomy and silent (p14). He attributes the decline in his married as judgement from heaven upon him (p15), for the affair he had with Rhoda. This again would be another indication of the morals of the era. Gertrude is now described as: the once blithe-hearted and enlightened Gertrude was changing into an irritable, superstitious woman (p15). With many references to her desperate attempts to cure her affliction: She named to him some of the hundred medicaments and counterspells which she had adopted from time to time (p16). Once again Hardy gives the reader the sense of unjustness that has be felled Gertrude, by allowing them to know that it was Rhoda Brooks who had blighted the Lodges married life by inflicting this curse on her: for the indistinct form he had raised in the glass had undoubtedly resembled the only woman in the world who as she now knew, though not then could have a reason for hearing her ill-will (p15). By using the deterioration of their relationship, Hardy again adds to the credibility of the story, so when Conjuror Trendle tells Gertrude that: you must touch with the limb the neck of a man whos been hanged and It will turn the blood (p16). Although this appears incredible to the reader, we can see that Gertrude is now a desperate superstitious women, who is willing to try anything to rid herself of her affliction and win back her husbands affections: And then she thought of the apparent cause If I could only again be as I was when he first saw me (p15). Credibility is also added by way of the climax of the story. Hardy begins to limit the readers focus, as the tension is built. By Hardy now only writing of Gertrude, he is able to concentrate on her actions and behaviours: Turn her head she would not and her knees trembling so that she could scarcely walk (p23). Thus ensuring that the reader has no or indeed very little thought of the other main characters. Hardy again is able to add credibility to the story in the way he describes the execution: the execution was over; but the crowd still waited to see the body taken down (p23). This suspends the reader with the thoughts will she, wont she? and not a thought for the young boy. However, by concluding the story the way he does: Immediately Brook had loosened her hold the fragile young Gertrude slid down against the feet of her husband (p23) she never reach home alive (p24), Hardy leaves the reader with the sense of pity at Gertrudes troubled life and not that she had in fact become the epitome of Rhodas dream: This is the meaning of what Satan showed me in the vision! You are like her at last! (p23). Hardy centres the story on the incredible events of the dream; he is able to add credibility to this by using powerful imagery such as: eyes peered cruelly into her face and the incubus, still regarding her, withdrew to the foot of the bed (p7). Also by choosing words like phantom, ghastly, spectre and vision, this adds to the connotations that it involves the supernatural. This is validated by the fact that Rhoda can still feel the affects of the dream the next day: her hand had not calmed even yet, and still retained the feel of the arm (p7). In addition to this, Hardy adds the coincidences of the boy hearing the disturbance and Gertrudes sudden affliction which all occurred simultaneously. This reference by: she had named the night and the hour of Rhodas spectral encounter, and Brook felt like a guilty thing. The artless disclosure startled her she did not reason on the freaks of coincidence and all the scenery of that ghastly night returned with double vividness to her mind (p9). Which leads the reader into believing that this was more than a dream. To conclude, I believe that Hardy was able to make the incredible appear credible, by setting the story sixty years before it was written. This was a time of great social and economic changes and until Darwins theory of Evolution, which was published in 1859. (The Origin of Species). It was commonly thought that God had the divine right of birth. The church played an important part in the lives of both the rich and the poor, sermons would preach evil and Satan, giving people superstitions and the belief in witches and the supernatural. Hardy was also able to play the ignorances of peoples knowledge of the countryside to add authenticity. Even today the reader can believe in its credibility, as there is still a fascination with the supernatural and the unknown. Bibliography Collins, Shorter Dictionary and Thesaurus, Published 1999, St Helens Darwin, Charles, The Origin of Species in 1859, 11/09/03 http://www. nettlesworth. durham. sch. uk/time/victorian/vpeople. html, Some Important People of Victorian Times. Hardy, Thomas, A Withered Arm. 25/02/02, http://www. adrianfox. demon. co. uk/lit/wither/wither. htm Taylor, David, Mastering social and economic History, Macmillan Master Series, Published 1988 Whats the Meaning of this? , 10/18/02, http://www. rootsweb. com/~genepool/meanings. htm.

A Contrastive Analysis Of Vietnamese And English English Language Essay

A Contrastive Analysis Of Vietnamese And English English Language Essay No one can deny the fact that cultural values have a strong influence on the use of language, especially speech acts. Many researchers have conducted the studies of the contrastive analysis of speech acts between learners native language and the target language for the purpose of helping learners improve their communicative competence. In my essay, I have the attention of doing a research on the speech act of permission in Vietnamese and English because the speech act of permission is widely used in everyday interactions and plays a major role in communication. Specifically, I focus on the way to ask for permission and some expressions of giving permission to point out similarities and differences in terms of syntactic and semantic formulas between Vietnamese and English. In Vanderveken s view, By uttering sentences in the contexts of use of natural languages, speakers attempt to perform illocutionary acts such as statements, questions, declarations, requests, promises, apologies, orders offers and refusals. (Vanderveken, 1990, p. 7). They are called speech acts. It may not be an exaggeration to say that mastering the use of speech acts is essential and practical. More importantly, the cross- culture study of speech acts needs to be invested because the cross-culture study of speech acts is vital to understanding of international communication (Eisenstein, 1989, p. 199) and Rosaldo also cautions that Violations of cultural norms of appropriateness in interactions between native and nonnative speakers often lead to sociopragmatic failure, breakdowns in communication and the stereotyping of nonnative speakers. (Rosaldo, as cited in Hinkel, Long, Richards, 2006). Thats why permission which is one of the commonly used speech acts should be considered in all respects. According to Oxford Advanced Learners Dictionary (2000), the noun permission has two meanings. It is defined as the act of allowing somebody to do something, especially when this is done by somebody in a position of authority. Besides, another meaning of permission is an official written statement allowing somebody to do something. In my essay, I just focus on the first meaning to discuss permission speech act which makes up a high proportion in every interaction. So, asking for permission is the act of wanting to know whether a person can do something or use something or not. Ex: Can I use your bike? In Vietnamese dictionary (2010), the definition of asking for permission (xin phà ©p) is quite similar to English definition. It is also used to make sure that a person is allowed to do something. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng mà ¡y tà ­nh cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng? In daily life, whenever a person wants to do something or uses something that belongs to another person, its important to ask for permission. It is because asking for permission shows his/ her respect for others and increases the chances that his/her request will be granted. However, the expressions of asking for permission are differently expressed by different people in different cultures. The speech acts of asking for permission is indeed confusing and complicated. Therefore, the addressers should pay much attention to the asking for permission expressions so as to make a polite permission that will be granted by the authority and avoid creating a permission which will be assumed as joking, rudeness or sarcasm. Also, utterances used to give permission should be deeply concerned in order to know the intentions which the addresser actually wants to say or to do. These intentions are revealed in the asking for permission expressions. In the previous studies, researchers take asking for permission into consideration. They investigated some unique factors involving in the way to ask for permission from others. They are: ethnic difference, gender difference, situation difference or social status difference. There is no doubt at all that The way people ask for permission, to greater extent, is affected by the situation in which asking for permission is expressed different cultural background of the speakers. (Soehartono Sianne, 2003). In other words, cultural values or norms of behavior are likely to be responsible for producing different ways of asking for permission. After investigating the utterances expressed by the Chinese and Javanese students of SMU Krisyen petra 3 in asking for permission for taking leave, Soehartono Sianne explain that Each ethnic has different opinion about what politeness is (Soehartono Sianne, 2003). Actually, according to Samovar and Porter, the notion that is deeply rooted in the English speaking culture is individualism (2000, p.67). One of the characteristic of individualism is that people in English speaking culture, especially the American believed all people have personal privacy. For instance, anybody mustnt step into anothers house without permission. Nobody has the right to read any others letter even parents mustnt read their childrens private letters. That is the reason why people should ask for permission regardless of age, social status and relationship. People will be punished if they infringe upon any others personal privacy with the motivation of curiosity, profit or malice. It is because personal privacy is respected highly and protected by law in these countries. Similarity, the Vietnamese also highly regard asking for permission. In the past, Vietnamese ancestors create many valuable folk songs, proverbs in order to teach posterity how to behave well, establish and maintain social rapports. For example: Hà ¡Ã‚ »Ã‚ c ăn, hà ¡Ã‚ »Ã‚ c nà ³i, hà ¡Ã‚ »Ã‚ c gà ³i, hà ¡Ã‚ »Ã‚ c mà ¡Ã‚ »Ã… ¸ Another proverb: Ä i thÆ °a và ¡Ã‚ »Ã‚  trà ¬nh Moreover, Huynh explains that: In Vietnamese society, the predominant sentiment in the relation between members of a social group is respect. This is particularly evident in the attitude towards older people. Respect and consideration for old age no doubt derive from the obligation of filial piety that requires young people to respect and love their parents and parent-like members of the family. (Huynh, n.d.). Therefore, no one can deny the fact that people have to ask for permission to get married, stay overnight at the friends house, ect even though they are old enough to make decisions. Vietnamese people believe that if young people disobey the elders advice, they will suffer bad consequences of their actions Cà ¡ khà ´ng ăn muà ¡Ã‚ »Ã¢â‚¬Ëœi cà ¡ Æ °Ãƒâ€ Ã‚ ¡n Con cà £i cha mà ¡Ã‚ ºÃ‚ ¹ trăm Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ ng con hÆ ° The elders are actually the carriers of the tradition and the embodiment of knowledge and wisdom. (Huynh, n.d.). In general, asking for permission in Vietnam and English speaking countries play the important role in every speech situation irrespective of culture. Regarding the frequency number of language functions, Soehartono Sianne show that There are four language functions that never occur in the permission utterances expressed to the teacher as the superior (Soehartono Sianne, 2003). They are: (1): Suggesting a course of action (2): Requesting others to do something (3): Advising others to do something (4): Instructing / directing others to do something By having analyzed the data, Soehartono Sianne find out the predominant function seeking permission and conclude that: Seeking permission function is followed by apologizing function that uses to show that they are in the lower position and reporting function that is used to convince the authority. (Soehartono Sianne, 2003). When it comes to this essay, its purpose is to systematically examine Vietnamese and English asking and giving permission to draw out some similarities and differences in terms of syntactic and semantic formulas and meet the requirements of language teaching and learning. In English language, the most familiar syntactic patterns are Can I borrow your pen? Could he use your phone charger? (Question head + S + Verb phrase with bare infinitive?) Would it be OK if I borrow/ borrowed your pen? Would it be alright if he uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Do you mind if I borrow/ borrowed your pen? Would you mind if she uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Meanwhile, syntactic formulas employed to ask for permission in Vietnamese language is quite limited. The most commonly occurring patterns are: (1) Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ ºÃ‚ ­u nhà ©? (Can I use your cellphone?) (2) Em ngà ¡Ã‚ »Ã¢â‚¬Å"i Ä‘Ã ¢y Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng chà ¡Ã‚ »Ã¢â‚¬ ¹? (Would it be ok if I sit here?) (3) Con cà ³ thà ¡Ã‚ »Ã†â€™ Ä‘i chÆ ¡i và ¡Ã‚ »Ã¢â‚¬ ºi bà ¡Ã‚ ºÃ‚ ¡n mà ¡Ã‚ »Ã¢â€ž ¢t chà ºt Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng mà ¡Ã‚ ºÃ‚ ¹? Con sà ¡Ã‚ ºÃ‚ ½ và ¡Ã‚ »Ã‚  lià ¡Ã‚ »Ã‚ n. (May I go out with my friend for a while, Mom? I promise to come back home soon.) In Vietnamese language, there is a low frequency of the structures containing if. Even they are never employed. For Vietnamese people, the most commonly used syntactic patterns in English Would it be ok if I borrow your pen? or Do you mind if I use your phone charger? are the unusual patterns for the speech act of asking for permission. It is because that we can not translate two above utterances into Vietnamese Would it be ok if I borrow your pen? ( Cà ³ Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) Do you mind if I use your phone charger? (Bà ¡Ã‚ ºÃ‚ ¡n cà ³ phià ¡Ã‚ »Ã‚ n khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) It sounds unnatural and clumsy. Thats the reason why Vietnamese people seldom use these utterances to communicate. Instead, they have a tendency to say: Mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? Mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng bà ¡Ã‚ ºÃ‚ ¡n? When using these expressions to ask permission, Vietnamese people never forget to smile. It seems that they want to create intimacy and friendliness. Thanks to that, they can erase the strangeness and increase the possibility of granting. In term of semantic formulas, almost all the English expressions of asking permission contain modal verbs: can, could, may, might,à ¢Ã¢â€š ¬Ã‚ ¦However, the choice of the appropriate modal verbs depends on age, social status, degree of acquaintance, respect, situation, ect. Ex- In the shop: a conversation between clerk and customer Clerk: May I help you? ( Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n?) At school: a conversation between two friends (they have close friendship) P1: Can I use your pen? (Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng vià ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ »a cà ¡Ã‚ ºÃ‚ ­u Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng?) P2: Of course. (Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  ) Moreover, when asking for permission to do something, the English usually use the word please to make the request sound more polite. Its not grammatically necessary to use please but a person may sound rude if he/she doesnt use it. Please can be put in different places: at the start, end or before the verb Ex: Please can I borrow your car? Can I please borrow your car? Can I borrow your car, please? In addition, a more important way of showing politeness is the tone of intonation and voice. Even if a person use the word please, he/she can sound rude if his/her pronunciation is not correct. One characteristic difference from asking for permission in English is the word cà ³ thà ¡Ã‚ »Ã†â€™ (can, could, may, mightà ¢Ã¢â€š ¬Ã‚ ¦) used in Vietnamese. It doesnt mention different degrees and types of modality. It just makes the permission more polite. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n? (May I help you?) Furthermore, its interesting to note that, on the semantic level, the word xin phà ©p is used not only to ask for permission but also to convey the meaning of saying goodbye. The expressions containing the word xin phà ©p are employed to ask for permission from the authority, elder and superior. Ex: Em xin phà ©p thà ¡Ã‚ ºy cho em ra ngoà  i à ¡Ã‚ ºÃ‚ ¡? (May I go out?) In other cases, Vietnamese people want to show the courtesy and respect when saying goodbye. Therefore, they use expressions like this: Ex: Xin phà ©p bà ¡c con và ¡Ã‚ »Ã‚  (It means: chà  o bà ¡c con và ¡Ã‚ »Ã‚ .) Xin phà ©p mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh Ä‘i trÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc (It means: chà  o mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh và ¡Ã‚ »Ã‚ .) They are not expressions of asking for permission. Surprisingly, they are greetings. People often say these expressions with a smile or nod. When it comes to giving permission, Vietnamese people express a preference for these words or expressions: à ¡Ã‚ »Ã‚ ª, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  , khà ´ng sao Ä‘Ã ¢u, cà ¡Ã‚ »Ã‚ © là ¡Ã‚ ºÃ‚ ¥y Ä‘i, cà ¡Ã‚ »Ã‚ © là  m Ä‘i, cà ¡Ã‚ »Ã‚ © tà ¡Ã‚ »Ã‚ ± nhià ªnà ¢Ã¢â€š ¬Ã‚ ¦ More interestingly, they also have the habit of adding the words including particles which express attitude and feeling toward the addressee: dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ , à ¡Ã‚ »Ã‚ «aà ¢Ã¢â€š ¬Ã‚ ¦ Ex: Dà ¡Ã‚ ºÃ‚ ¡, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c à ¡Ã‚ ºÃ‚ ¡! Meanwhile, in response to asking for permission, people in English-speaking countries seem to use these expressions frequently. (1) Yes: used when you are giving permission (2) Of course: used for giving someone permission in a polite way (3) Certainly: used for expressing agreement or giving permission (4) All right: used for saying that you will allow someone to do something, or you do not mind if they do it (5) If you want: used for giving permission or agreeing with a suggestion that someone has made (6) By all means: used for politely agreeing with someone, giving permission or saying yes (7) As you wish: used for telling someone that they can do or have whatever they want (8) I dont see why not: used for saying yes when someone asks for your permission (9) Help yourself: used for giving someone permission to do or use something (10) If you (really) must: used for telling someone that it is all right to do something, even though you does not want them to do. Its interesting to note that in English, people can not know the power relations (social status or age) and relationship (close, normal or distant) between two speakers because the word yes can be used to give permission in all cases. In contrast, in Vietnamese, people may focus on the words dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ »Ã‚ ,à ¢Ã¢â€š ¬Ã‚ ¦ to know power relations and relationship between interlocurs. Ex: A conversation between grandparent and nephew Grandparent: Nà ¡Ã‚ »Ã¢â€ž ¢i và  o phà ²ng con Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? (Can I come in?) Nephew: Dà ¡Ã‚ ºÃ‚ ¡, nà ¡Ã‚ »Ã¢â€ž ¢i và  o Ä‘i à ¡Ã‚ ºÃ‚ ¡! (Yes) Ex: A conversation between two close friends F1: Bà ¡Ã‚ ºÃ‚ ¡n cho mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n tà ¡Ã‚ ºÃ‚ ­p nghen? (Can I borrow your book?) F2: à ¡Ã‚ »Ã‚ ª, bà ¡Ã‚ ºÃ‚ ¡n là ¡Ã‚ ºÃ‚ ¥y Ä‘i (Yes) In Vietnamese culture, people are willing to avoid unpleasantness by giving permission although they dont want. This contradiction can lead to great misunderstandings. Therefore, Yes may not mean Yes. When Vietnamese people say: No problem, it can mean Yes, there is a problem. (Vietnam, n.d.). In this case, double and even triple check should be kept to maintain social rapport Its clear that the English and the Vietnamese pay regard to the custom of asking for permission. They consider the choice of expressions very carefully. The way English people and Vietnamese people employ asking permission speech act is influenced by two factors: power relations (social status or age) and relationship (close, normal or distant) between interlocutors. However, the characteristic feature which makes English different from Vietnamese is the use of modal verbs. They are used to ask for permission with different degrees and types of modality. Meanwhile, Vietnamese people have a habit of adding the particles dà ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ ºÃ‚ ¡, nhà © to the expressions of asking and giving permission to show respect, courtesy or intimacy. One another difference between Vietnamese culture and English culture which affects the use of language is that Vietnamese people rarely refuse permission. They dont want to create unpleasant and threatening atmosphere during conversation. Sometime, they give permission to maintain social rapport and satisfy the addressers positive face. To some extent, this should be avoided because it can cause great misunderstandings. In conclusion, Language is a system of signs that is seen as having itself a cultural value (Kramsch, Widdowson, 1998, p. 3). Vietnamese culture is quite different from English culture. Thats why the way people ask for permission and give permission are not similar. Learners should take notice of that to achieve the success in learning the target language. When it comes to learning a second language, one of the problems learners have to face with is the influence of the first language and culture on the second language use. As a consequence of this problem, learners are not confident when communicating or even cause pragmalinguistic and sociopragmatic failure. To overcome the above difficulties, I would like to discuss some implications for language teaching and learning based on contrastive analysis between Vietnamese and English asking and giving permission. Firstly, it is necessary for English teachers to raise students awareness of culture similarities and differences between patterns of asking and giving permission in English culture and Vietnamese culture. Teachers can combine many suitable teaching ways to help learners understand the conflicting patterns. For example, teachers can explain, describe, illustrateà ¢Ã¢â€š ¬Ã‚ ¦Learners must be well aware of the influence of the culture on language to avoid communication breakdown or offence and converse with native speakers of English successfully. Secondly, English teachers should supply input as much as possible in order to improve students ssociopragmatic and pragmalinguistic competence. Teachers can apply the progress of technology to language teaching. Teachers compile and design real situations based on the Internet, on TVà ¢Ã¢â€š ¬Ã‚ ¦for use in class. Besides, teachers need to provide more options for asking and giving permission to satisfy the requirements of everyday interaction. Finally, teachers should create communicative opportunities for students to practice asking and giving permission in English. Through role play, interview, dialogue, survey,à ¢Ã¢â€š ¬Ã‚ ¦, students have chance to use the expressions they have learnt in real situations. Significantly, they know how to choose suitable expressions in different situations. Thanks to that, students are able to engage in successful communication with native speakers. These are some suggested activities I collected on the Internet to serve the needs of language teaching and learning. Activity 1 : Work in pairs and practice the dialogues For the lower level students: F1: Can I move your card? F2: Yes, you can. (b) F1: May I move your card? F2: Yes, you may. For the middle level students: (a) F1: Is it ok if I move your card? F2: Yes, it is ok. (b) F1: Do you mind if I move your card? F2: No, I dont mind. (c) F1: Would it be okay if I move your card? F2: Yes, it would be ok. For the more advanced level students: F1: Would it be alright if I moved your card? F2: Sure, itd be alright -OR- Of course itd be alright. (b) F1: Would you mind if I moved your card? F2: No, I wouldnt mind. (c) F1: If you dont mind, Id like to move your card. F2: Sure, I dont mind. (d) F1: Would it bother you if I moved your card over there? F2: No, it wouldnt bother me at all. (e) F1: Is it alright to move your card so I can pick up my card? F2: Sure, its alright Activity 2: Many times, hotel staff will find themselves in situations where they will have to take some action that will effect  the guest. In these cases, the staff should politely ask the guest for their permission before taking any action. The  guest may also ask permission to do something. It is only polite to ask for their permission before doing so. There  are several expressions that can be used for asking for permissions. Look at the expressions below.   Expressions Possible responses Is it OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I really wish you wouldnt.   Do you mind if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, I dont mind. Go ahead   May I . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sure, no problem.   Would it be a problem if . . .  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   No problem at all.   Would it be OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, please dont     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I would prefer that you didnt.   Dialogue: Work in pairs and practice the dialogue (a) Staff: May I pour you more wine, maam?   Guest: Sure.   (b) Staff: Do you mind if I clean the room now, sir?   Guest: Actually, would it be possible for you to come back in half an hour?   Staff: No problem, maam.   (c) Guest: May I borrow you pen.   Staff: Absolutely sir, here you go.   (d) Guest: Would it be a problem if I left my luggage here for a few minutes?   Staff: No problem at all, sir. Ill, keep on eye on it.   (e) Staff: Is it OK if I make a copy of your passport?   Guest: Sure, whatever you need.   Conversation Activities 1. Practice using the above expressions by having a dialogue similar to the ones above with a partner, one  partner taking the role of the guest and the other the role of the staff. For additional practice, switch roles.  Practice the dialogue several times, trying to use all of the expressions noted above.   2. Role play the following situations with a partner, one person taking the role of the guest and the other person  taking the role of a hotel staff.     Permission by Staff   Move some luggage out of the passage way   Open a window   Refill a coffee cup   Pull down a shade   Get their room key or card   Permission by guest   Leave bags behind a counter   Smoking in a restaurant   Borrow a pen   Take newspaper from lounge to read in room   Leave a message for a friend  

N. Fowleri Diagnosis, Treatment and Prevention

N. Fowleri Diagnosis, Treatment and Prevention Historical Aspect: Naegleria Fowleri (N. Fowleri ) is a free living, thermophilic protozoan that is a human specific pathogen that attacks the central nervous system. It can be found in contaminated freshwater sources. It enters through the nose and travels to the brain causing primary amoebic meningoencephalitis1. It was first observed in 1899 and later named after Dr. M. Fowler, who observed the first reported fatal cases of acute pyogenic meningitis in Australia in 19652. While these infections have been identified as early as the 19th century it is challenging to identify because it mimics many of the symptoms of bacterial meningitis[1]. Primary amoebic meningoencephalitis (PAM) is a necrotizing and hemorrhagic meningoencephalitis3. The symptoms begin 1-9 days after the onset of infection these symptoms include fever, nausea, headache and vomiting. The initial symptoms mimic those of bacterial meningitis, the later symptoms are unique to this disease. Later symptoms include neck stiffness, hallucinations, seizures, an inability to focus, lack of balance and eventually coma and death. The mortality rate for this disease is 95%. The disease progresses quickly and leads to death within 12 days of the initial infection1. While this infection has a high mortality rate, it is very rare. There have been 300 reported cases of PAM worldwide in the last 40 years4. It is important to note that this conditioned is often misdiagnosed so these numbers are estimates. In the United States there have been 138 cases in the last 50 years1. This infection was once a condition that plagued developing countries but the incidence is spreading all over the world. Researchers suspect that the increased temperatures due to global warming, increased use of public water sources due to scarcity and an overall increase in aquatic recreational activities are to blame3,18. While swimming and other aquatic recreational activities help proliferate this disease so do rituals. Aga Khan University in Pakistan noticed an increased number of deaths caused by PAM in young males that had no history of swimming, but were devout Muslims. Those who practice this faith pray five times a day and before every prayer, they perform ablution, ablution is the washing of the hands, face, ears, nose, mouth, arms and feet. While cleansing the nose, water is forced up the nose putting individuals performing this practice with inadequately purified water at a greater risk for PAM3. Religious festivals like the Kumbh Mela where Hindus gather and swim in the Ganges river put those who participate at risk of developing diseases like PAM caused by N. Fowleri 3. In addition to religious practices, therapeutic interventions like the Neti pot increase the risk of PAM. Nasal irrigation systems like the Neti pot work to relieve the symptoms of sinusitis and cold. It works by removing debris and mucus from the nasal passages. The recommendation is that the water should be boiled or mixed with a non-ionized sodium chloride. Basic structure: N. Fowleri are a part of the free living amoeba that cause infections in the central nervous system. Some of the other protists are Acanthamoeba spp and Balamuthia mandrillas. Naegleria fowleri have been classified by modern techniques which analyze morphology, biochemical pathway and molecular phylogeny2. The modern approach classifies N. Fowleri as a part of the super group Excavata, in the group Heterolobosea and a part of the family Vahlkampfiidae. Although the genome for N. Fowleri is not yet completed there are some studies producing information about its molecular and genetic characteristics. N. Fowleri s genus includes more than 40 species, but N. Fowleri is the only one that is known to cause disease in humans. De Jonckheere created the most popular identification system for N. Fowleri . The identification system uses genetic markers like internal transcribed spacers (ITS1) and 5.8S rDNA 2. This identification system revealed at least 8 different genotypes. The genotypes are dispersed among different continents America (I,II,III), Europe (III,IV,V,VI,VIII), Oceania (V), and Asia (II,III). Of the eight genotypes only four have been found in humans, types 1-42. Naegleria are a part of the group heteroloboseans that have a three-phased lifecycle. They are first amoeba, then flagellate and lastly cyst formation5. N. Fowleri reproduces in the amoeba form via binary fission to produce the cyst and the flagellate forms. The entire cell cycle is 8 hours, N. Fowleri spends 28 minutes in M phase, 180 minutes in G1, 183 minutes in S phase, and 90 minutes in G22. In the amoeba form, the trophozoite ranges in size from 15-25 Â µm. Trophozoites also have cytoplasmic projections called food cups which allow phagocytosis of bacteria, yeast, erythrocytes and cellular waste. Trophozoites are the form of the amoeba that can feed and divide, they are also the form that enter the human host6.Trophozoites will transition into the flagellate stage after being exposed to a saline solution2. The flagellates cannot feed or divide, the transition also involves a change in shape from pleomorphic to pear shaped with a pair of flagella. The flagella have the typical 9+2 structure and are surrounded by a cytoplasmic membrane. The 9+2 flagella structure describes the cross- sectional arrangement of microtubules that make up the flagella. There are nine doublet outer tubules and two central singlet tubules7. The cyst form is resistant to most disinfection. The cyst formation is spherical, smooth, double walled and refractive. They measure about 20Â µm. The material of the cyst wall is synthesized and packaged by the rough endoplasmic reticulum2. Route of Transmission: N. Fowleri is a thermophilic amoeba, its optimal temperature ranges from 1150 to 1220 F. N. Fowleri can typically be found in warm freshwater like lakes and rivers, warm water from industrial parks, or inadequately chemically treated water, other warm water sources like water heaters and soil. In their natural environment N.Fowleri phagocytize cyanobacteria and eubacteria to regulate levels. Samples from the lakes of the southern United States reveal that N. Fowleri introphozoite formis present during the summer. During the winter months N. Fowleri in cyst form survive in freshwater sources, but no form of N. Fowleri can withstand freezing temperatures1 . Most cases of PAM are caused by swimming in warm freshwater, from drinking water, recreational activities, ritual abulation and sinus irrigation systems1. Infection occurs when water containing N. Fowleri gets into the nose. The amoeba enters the nose and travels along the olfactory nerve, through a bony plate in the skull called the cribriform plate3. Once it reaches the brain it causes meningoencephalitis, cerebral edema and results in herniation. The olfactory bulbs and orbitofrontal cortices become necrotic and hemorrhagic. The data on both humans and mice support the conclusion that death is ultimately caused by increased intracranial pressure and herniation3. Swimming in water containing N. Fowleri increases the risk for PAM but age and sex are also risk factors. From the 1962- 2015 there have been 138 reported cases of PAM in the United States, 114 of the cases have been children around the age of 12. Nearly 75% of the infections have affected males1. Certain behaviors are associated with an increased risk of infection, those infected individuals reported participating in water related activities like swimming, diving and head dunking1. Although N. Fowleri can be transmitted through water it cannot be transmitted through aerosols or droplets, or via person to person contact. N. Fowleri can be found in other organs of the body, such as the heart, lung, spleen and thyroid1. Pathogenesis: N. Fowleri enter the human host through the nose which provides access to the brain. Within eight hours of infection N. Fowleri is present in the mucus layer of the olfactory epithelium. Within 24 hours N. Fowleri are in the olfactory bulb and present in the cribriform plate. By 96 hours neutrophil polymorphs cause a severe inflammatory response in the olfactory bulb which leads to brain tissue damage3. Contact dependent mechanisms are N. Fowleri mediated pathogenic processes. The primary mechanism of pathogenesis in N. Fowleri is adhesion. Adhesion allows for movement and chemotaxis in the nasal mucosa and assists N. Fowleri with disease progression. Adhesins are expressed on the surface of N. Fowleri, the adhesins are integrin like proteins surrounded by adhesion like structures. Fibronectin binding protein, protein kinase C and NFa1 are important to interrupting the host mediated cytotoxicity3. In an experiment testing cytopathicity of N. Fowleri, a culture would bind to Fibronectin and in the presence protein kinase C the ability of the amoeba to adhere increased8. N. Fowleri also produces Reactive Oxygen Species (ROS) which damage the host cell. Following cell damage, N. Fowleri uses phagocytosis and amoebastomes to assist N. Fowleri in breaking down and consuming the cells through a sucker structure on its surface. These processes are mediated via actin and involve the polymer ization of monomeric G-actin and filamentous F-actin. Studies have found that a membrane protein Mp2CL5 may also play a role in pathogenicity, without this protein N.Fowleri are nonpathogenic3 .This protein is suspected to aid in pathogenicity by navigating the environment, and movement toward food sources9. In addition to contact dependent mechanisms of pathogenicity, N.Fowleri also utilizes contact independent mechanisms. N-PFP is a cytolytic pore forming protein that depolarizes the cell membrane and decreases the integrity. Naegleriapores A and B are pore forming polypeptides that are very similar in structure and function. Both are antimicrobial and cytolytic polypeptides3. The enzymes phospholipase A, A 2 and C are present in patients with PAM. Phospholipases are responsible for the demyelination of white matter. Sphingomyelinase, neuroaminidase, elastase and proteolytic enzymes are responsible for demyelinating nerve tissue. N. Fowleri are hemolytic due to the heat shock protein 70 which is unaffected by salt concentrations, chelating agents, pH and temperature extremes3,10. This protein is present in the cytoplasm, pseudopodia and phagocytic food cups. There are many other factors associated with the pathogenicity of N. Fowleri and others that are suspected to have an effect on t he pathogenicity. On the onset of infection the hosts innate immune system attempts to reduce the pathogens cytotoxicity. During the early infection the body releases mucin which surrounds the N.Fowleri trophozoites to prevent cytotoxicity. In the later infection eosinophils and neutrophils surround the N. Fowleri cells to prevent cytotoxicity. Inflammation increases over time, although there are not many cells that penetrate the host epithelium. The inflammation and polymorph nuclear cells from the host response damage cerebral tissue2 . Diagnosis, Treatment, Prevention: Diagnosis of N. Fowleri is heavily dependent on laboratory techniques. The most effective way to diagnose N. Fowleri requires cerebrospinal fluid (csf) which is conducted while the patient is living and brain biopsy which is conducted post-mortem11. Different laboratory tests are utilized to analyze the specimen. When PAM is suspected, samples can be wet mounted and placed under a microscope to identify trophozoites12. Polymerase chain reaction is a method that can be used to amplify DNA, to identify the presence of N. Fowleri DNA in a sample11. Another laboratory technique involves antigens that were developed from mouse monoclonal antibodies (mAbs) against N. Fowleri . When indirect immunofluorescence assays are used mAbs react to N.Fowleri from specific geographic regions13. The infection due to PAM progresses quickly and as previously stated, mimics symptoms of bacterial meningitis. Even with the advances in laboratory diagnostics most cases are diagnosed post mortem making effective treatment elusive. One successful case study provides an example of effective diagnosis and treatment of this condition. On July 13, 2013, a 12 year-old girl presented to Arkansas Childrens Hospital vomiting, having trouble holding up her head and was unable to open her eyes. A few days prior to hospitalization the patient had been playing in a local water park. During her hospitalization she experienced hallucinations, and thirst. A spinal tap was performed which ruled out bacterial meningitis. The laboratory identified N. Fowleri trophozoites in the patients cerebrospinal fluid. After determining the infection was PAM caused by N. Fowleri, physicians initially treated the patient with antibiotics and antifungals like Amphotericin B, Rifampin, Fluconazole, Dexamethasone an d Azithromycin .None of these treatments improved the condition of the patient. The hospital petitioned the Center for Disease Control (CDC) to allow the use of a new experimental drug available for the treatment of N.Fowleri14. The drug Miltesfosine was given 36 hours after the initial diagnosis, physicians also lowered the patients body temperature to 93.2 F0 to reduce cerebral edema and intracranial pressure. After 18 days in the ICU there was no N. Fowleri found in her system. The patient experienced a full but gradual recovery over the next fifty five days. After seven days the patient was able to write her name, in fourteen days she was able to speak in one and two syllable words. She also underwent both speech and physical therapy14. This patient is one of the three known survivors of PAM. While the virulence factors and the degree of recovery that surround the other two cases of survival are unknown. The prompt diagnosis, treatment with Miltesfosine within thirty six hours and maintaining a low body temperature for this patient played significant roles in effectively treating this infection14. Although the first case of N. Fowleri was over 50 years ago, the mortality rate for this disease continues to increase due to water scarcity which increases use of water from public sources. As previously stated this condition is either diagnosed post mortem or misdiagnosed. The development of a standard microbial treatment will aid in the reduction of high mortality rates14. In the three cases of survival the patients were all intially treated with amphotericin B, rifampcin, fluconazole, dexamethasone and phenytoin during the first week of infection15. In 1969 a patient survived PAM with the successful treatment of amphotericin B. The patient in 2013 was initially treated with amphotericin B and it was ineffective. Miltesfosine effectively treated this patients PAM14. Other drugs with the potential to treat PAM have been tested, and some have been proven effective while others have not. Clotrimazole a drug that has been used as an antifungal had potential to treat PAM but under further study was deemed ineffective16. In developing countries like Pakistan where water is in short supply and ablution is common practice the danger of becoming infected with N. Fowleri is greatly increased. Water sources in these countries include wells or water storage tanks which are often contaminated with N. Fowleri 17. In order to prevent infection the World Health Organization (WHO) encourages that water storage units and wells be regularly tested to ensure proper disinfection. Public health organizations have also encouraged the use of nose clips while swimming in lakes and other freshwater sources, and boiling water that is used for ablution17. Chlorine disinfection regimens prevent against most pathogens in drinking water systems however free living amoeba like N. Fowleri survive most disinfection. The cyst form of N. Fowleri is resistant to most disinfection and are associated with biofilm that can build up in drinking water systems. N. Fowleri have been isolated in drinking water systems in Australia, the United States and Pakistan, in both Australia and the United States they maintain chlorine levels of 0.5mg/L at all times in the drinking water18.To test the amount of chlorine needed to eliminate N. Fowleri, researchers conducted an experiment using two separate sites, a pre re-chlorination site and a post re-chlorination site, both sites were monitored before and after re-chlorination for a year. The results were that after chlorination of greater than 1mg/L at each site, in the post re-chlorination site the amoeba were gone within 60 days. The pre re-chlorination site would have seasonal flares of N.Fowleri but the c hlorine levels eliminated the protozoan and prevented further spread. Overall chlorine levels above 1mg/L result in the elimination of N.Fowleri in drinking water systems18. Summary of current areas of research notes: N. Fowleri is a rare pathogen that was discovered over fifty years ago. Since its discovery still not much is known about this pathogen. Future research into this pathogen will focus on patient complaint diagnosis and treatment, expanding the drugs that are used, biomarkers, and drug targets. In order to determine whether the patient has contracted PAM due to N.Fowleri the patients csf is tested and if the test is negative for bacterial cultures and the patient has a history of swimming or other aquatic activities, then the patient tests positive for N.Fowleri. Extracting csf can increase the pressure in the patients brain and lead to herniation of the brain. Because N. Fowleri travels to the brain via the nasal passage, the proposed route of diagnosis is collecting a nasal sample. Research confirms that N.Fowleri can be collected in both csf and nasal cultures3. Drugs administered through the nasal cavity, through the transcribial route would be delivered across the cribifrom plate to the inferior portion of the frontal lobe. This is the site where N. Fowleri attacks and spreads to the central nervous system. Drugs like amphotericin B do not decrease the minimum inhibitory concentration (mic) when administered intravenously. By potentially administering the drug transcribialy, the drug passes the blood barrier which would allow the drug to be more potent, trail the route of N.Fowleri, attack the site of infection, allow the lethal dose of drug to achieve the mic without venous drainage, and lastly to avoid symptoms of intravenous drug administration 15. There are clinically approved drugs that have promising amoebicidal effects. These drugs interrupt the mechanisms and processes of the amoeba. Digoxin and proyclidine both exhibit amoebicidal properties. Digoxin treats atrial fibrillation and heart rhythm disorder by helping the heart beat stronger and with more rhythm19. Proyclidine is used to treat Parkinsons and other diseases that cause involuntary muscle movement20. In order for further testing of the amoebicidal effects of these drugs to continue to be studied more drugs that have the potential to be amoebicidal must be identified and screened for tests to go from in vitro testing to in vivo testing. There has not been a lot of emphasis on finding drugs that treat N. Fowleri because the condition is rare and affects populations in the developing world. Biomarkers for PAM have been challenging to identify because little is known about N. Fowleris pathophysiology. Mass spectrometry, NMR and other tools of analysis are being utilized to identify biomarkers. Researchers are also making biochemical profiles of individuals in populations that contracted the disease against those who did not. These profiles will include information on the individuals age, gender, ethnicity and factors that predispose them to this condition3. This condition is rare and because of its rarity has been studied infrequently. With limited time and resources N.Fowleri is funded and studied less frequently than conditions that affect larger populations like Malaria or the Zika virus. The range of drugs used to treat patients with PAM is severely limited, researchers are developing drugs that would inhibit different processes of N.Fowleri. The drug pathways are hydrolytic enzymes that invade the host cells, glycocytic enzymes that are expressed differently by the pathogen, thiol based redox metabolism pathway, oxidative stress pathway, trypanothione pathways, and encystation and excystation pathways3. Bibliography 1. 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