Good and Evil in Faerie Queen Book 1 - 1976 Words

Psychomachia is a literary concept named for a Latin poem by Prudentius. The poem dealt with the inner conflict within ones soul, between virtue and vice, through allegorical representations. This concept of an inner struggle became key to the developing Christian religion, and was refined dramatically in the medieval morality plays. Works such as Everyman, Piers Plowman, and Faust featured protagonists struggling with temptation, literally personified through the seven deadly sins (gluttony, lust, et. al). A variation of this involved the use of a Good Angel and Evil Angel, one to encourage the tormented soul and the other to push the protagonist further along the path to ruination. Edmund Spensers The Faerie Queene delights in its†¦show more content†¦By conquering these regions, in a sense, colonizing them, he brings himself closer to spiritual fulfillment. Settings that represent good rarely find expression in fairyland. Here, light has only one and true source in heaven. In Canto 10, when the holy man, Contemplation, asks why he has been interrupted during his prayers by Mercie and the knight, Mercie responds: What end (quoth she) should cause us take such paine, But that same end, which every living wight Should make his marke, high heaven to attain? Is not from hence the way, that leadest right To that most glorious house, that glistreth bright With burning starres, and everliuing fire...(442-47). Here, Heaven is symbolically described in terms of light: glistreth bright, burning starres, everliuing fire. Heaven is the only setting in The Faerie Queene given such attributes, contrasting that with fairyland in which dark places exist, thus offering evidence of the presence of evil. The spiritual quest on which the Redcrosse Knight has begun can only end until he himself is shed of all sin. When Contemplation reveals to him the city of Jerusalem, which stands in for Heaven, the knight observes that this bright Angels towre quite dims that [tower Panthea in Cleopolis] (Canto 10, 522). The knights recognition in the contrast between Cleopolis, which is the kingdom in which Gloriana, the Faerie Queene, is sovereign, to Heaven becomes the first step in the completion of hisShow MoreRelated Scandinavian Mythologies Essay1222 Words   |  5 PagesFrom three different sources The Faerie Queene, The Mabinogion and Beowulf two concept, one from each Celtic and Scandinavian Mythologies c an be seen. The first concept is from Scandinavian mythology and is that of the idea of redemption or dying well. The second is from Celtic mythology and is the use of the Other or Otherworld. From the two stories, The Faerie Queene and The Mabinogion, what would give the reader the greatest feeling of hope throughout them both would be the idea of comeuppanceRead MoreThe Faerie Queene1444 Words   |  6 PagesUna, the True Church The Faerie Queene is an important romantic epic that more than being just poetry, represents the protestant imagery in terms of kinds of individual virtue , the forces of temptation and human weaknesses to which the greatest of persons can succumb and, of course, the humanist ideals of its time. His author, Edmund Spenser, makes use of biblical and classic allegories to tell his story, that more than have been a religious writing, the poem’s purpose was to educate, to turnRead MorePowerful Women of The Faerie Queene and Paradise Lost Essay1197 Words   |  5 Pages  Ã‚  Ã‚  Ã‚  Ã‚   Two very powerful female figures are presented in Error of The Faerie Queene, and Sin of Paradise Lost. These two characters are quite similar in description, Milton making a clear tribute to Spencers work. Both characters have the same monster qualities, and both posses allegorical names and qualities. Error is by far the most disgustingly described of the two monsters. In Book 1, Canto 1, she is the first obstacle to meet the knight and his party. She represents the consequences of theRead MoreEssay on Role of Women in Edmund Spensers The Faerie Queene2903 Words   |  12 PagesWomen in Edmund Spensers The Faerie Queene      Ã‚     Edmund Spenser in his epic romance, The Faerie Queene, invents and depicts a wide array of female figures.   Some of these women, such as Una and Caelia, are generally shown as faithful, virtuous and overall lovely creatures.   Other feminine characters, such as Errour, Pride, and Duessa are false, lecherous and evil.   This might seem to be the end of Spensers categorization of women; that they are either good or bad.   Yet upon closer examinationRead More Religious Themes of the Sixteenth Century: The Seven Deadly Sins, Death, and Damnation2997 Words   |  12 PagesShakespeare’s Othello, and Edmund Spenser’s Faerie Queen allow for an investigation into the relationship of death and damnation in the sixteenth century. To begin our investigation, we must consider the definition of ‘sin’ in a sixteenth century context, which would be in the form of the seven deadly sins. These seven sins were called the ‘deadly’ or ‘capital’ sins because they ‘merited damnation and had a fatal effect on an individual’s spiritual health.’[1] Listed, the seven deadly sins are prideRead MoreMorgan Le Fay5287 Words   |  22 Pageswritings of the Vulgate and Malory. She is depicted as an evil and lusty enchantress who tricks her brother, good King Arthur, into an incestuous relationship with her, resulting in the unnatural birth of their son, Mordred. She tricks Arthur’s wizard, Merlin, into divulging his magical secrets to her, then disposes of him inside the trunk of a tree, or a crystal cave. She sows the seeds of discontent with gossip against Lancelot and Queen Guinevere, steals the magical sword, Excalibur with it’s healingRead MoreElizabe than Era11072 Words   |  45 PagesThe Elizabethan Age is the time period associated with the reign of Queen Elizabeth I (1558–1603) and is often considered to be a golden age in English history. It was an age considered to be the height of the English Renaissance, and saw the full flowering of English literature and English poetry. In Elizabethan theater, William Shakespeare, among others, composed and staged plays in a variety of settings that broke away from Englands past style of plays. It was an age of expansion and exploration

Alzheimer s An Irreversible Progressive Brain Disease

Alzheimer’s Kimberley Malone May 4, 2015 Outline: †¢ Alzheimer’s is an irreversible progressive brain disease †¢ Alzheimer’s slowly destroys memory, thinking skills, and the ability to carry out simple daily tasks †¢ Most symptoms appear at age 65 †¢ 5 million Americans 65 and older may have Alzheimer’s disease †¢ Alzheimer’s is the most common form of dementia among elderly people †¢ The disease itself is named after Dr. Alois Alzheimer’s o In 1906 he noticed brain tissue in women changing and dying of an usual mental illness o The symptoms included memory loss, language problems, and unpredictable behavior o After she died Dr. Alzheimer’s found various abnormal clumps in her brain (amyloid plaques) and tangled†¦show more content†¦Ã¢â‚¬ ¢ Moderate Alzheimer’s Symptoms: o Damage occurs in area of the brain that controls language, reasoning, sensory, processing, and curious thought o Problems recognizing family and friends o Unable to learn new things †¢ Sever Alzheimer’s Symptoms: o Plaques and tangles have spread throughout entire brain and brain tissue has completely shrunk o Severe Alzheimer’s patients cannot communicate with others and need full time care o Near the end, person may be bed ridden as the body shuts down †¢ What causes Alzheimer’s o Etiology is not fully understood o It is clear that is develops from a complex sequence of events that happen in the brain over a long span of time o It is likely a mix of environmental, genetic, and lifestyle factors o All of these factors may differ from person to person o A great mystery is why Alzheimer’s affects older adults †¢ Genetics o Early onset Alzheimer’s is a rare form of the disease itself o Occurs in people age 30-60 o Represent less than 5

When Your COB Is My EOD free essay sample

This paper will analyze my work place as my learning environment by COB analysis. As mentioned above, several criteria or strengths contribute to my learning in the clinical practice area. For newly joined nurses, an orientation program was organized in the ward. The program includes orientation to the ward routines and physical layout Of the ward. The program helped to allay my anxiety and fear at the new work environment. It also afforded me a fuller image of what would be my job and obligation in the clinical practice area. There is a discussion room in my ward, equipped with arioso reading materials and reference guides related to my work, such as work description file and drug dilution formula. Computers with internet access were placed in discussion room and nurses counter. The computers were installed with a secured hospital information system that gives much information for learning. Besides, my computer skills were enhanced too. Furthermore, I was kept abreast and exposed to learn around the latest technology equipments used in practice in my ward. However, to gain proper learning support, I faced some challenges as well. In my unit, the ratio of qualified mentors to the junior staffs is not satisfied. While, available senior staff nurses have lack of interest involving in junior nurses training and assessment mainly because their heavy workload due to shortage of staff. At times, it is difficult to learn bedside patient care skills due to lack Of supervision and guidance from mentor. Apart from that, the overcrowded practice area in my unit limits the quality and quantity of formal and bedside teaching by the mentor. In big groups, it is difficult to visualize any procedure demonstrated by the mentor, as my concentration was compromised. Furthermore, restricts hands on of a procedure as I to moment for limited learning opportunities with other learners. Wide range of patients cared in my unit. I was given opportunities to rehearse new skills on real patients with a mentors supervision and guidance. Active participation helped me to develop self-motivation to learn further. I was given protected time by mentor to take queries and clear my doubts. I was welcomed in the multidisciplinary team clinical case discussion and sent to health workshops that gave me new knowledge. Besides that, my unit nurse manger promotes learning opportunities by organizing continues nursing education (CNN) classes every Friday. The talk would be given by mentors or other allied science practitioners with various topics. Indirectly, CNN classes helped me to gain new knowledge and fulfill the mandatory CAP points requirements for nursing practice registration annually. Lack of communication due to inferior superiority complexes is identified as a potential barrier to effective interpersonal relationship between working peers. Junior nurses often scolded and treated as scapegoats for any faults in the practice area. This, unhealthy social climate create stress, embarrassment and unhappiness which indirectly inhibit learning. Another barrier encountered was lack of nurse recruitment by the organization. Insufficient staff energy is pulled along the heavy workload so experienced staff rarely has time for teaching. Sparingly, organization rarely fund for mentors courses for eligible staffs. Consequently, clinical career pathways for nurses become restricted. The conclusion is, my practice area as a learning environment helped me to achieve the required learning outcomes and competencies, although some area of improvement needed in sorting out the barriers and challenges. ACTIVITY 2 Professional development gave an identity to my profession as a mentor in reactive. My professional development goal, coaches me to build my career pathway. However, areas for developments still exist for my better professional practice. As a professional in practice, my experience in coronary care nursing for the past 5 years with 2 years coronary care post-basic qualification facilitated continuous learning and contributed in my professional development. Besides, Im well-trained to conduct basic life support classes with my team for junior doctors and nurses in my unit. Indeed, I work in an international recognized organization, where I needed good mastery in English language. Therefore, I need to attend English classes to improve my English proficiency to converse among the other various groups of professional practitioners from other country. Apart from that, as a learner, I am open- minded to learn from colleagues and accept constructive criticism and feedback from them while learning and sharing information. At practice area, I always look for new challenges and self-motivated to learn further in order to be knowledgeable. I use a reflective diary to monitor own learning and development. Undoubtedly, have crucial time to survive a busy shift and maintain balance between work and learning. Perhaps, need to improve my time management and develop planning skills. With good time management, tasks at work can be done effectively in a timely manner which in turn leads to less frustration and stress. Sparingly, I can have more time for learning. Meanwhile, as a mentor in practice, I am non-judgmental in accepting junior nurses as a developing professional person. At practice area, support and encourage my minute by offering guidance and knowledge. Moreover, to be a good role model, I demonstrated commitment to my job and facilitate formal and informal learning. Eventually, I need to improve my entering skills by enrolling into updated mentoring course which covers effective teaching supervision, assessment and leadership skills. Developing competencies in these areas are important as it will enhance my professional development as a mentor. In conclusion, continuous professional development (CAP) is needed to broaden my knowledge and skill competencies. I need to attend continuous nursing education classes, conferences and workshops to keep abreast with current professional nursing practice. Besides that, to manage academic and knowledge development, enrollment for undergraduate studies and reading educational urinals is essential for my (CAP). ACTIVITY 3 According to Wong and Lee (2000,), quality nursing education takes place in clinical settings in order produce competent nurse. After analyzing my practice area as a learning environment, will reflect upon three areas for improvements. Had chosen Gibbs (1988) model of reflection to structure my essay. The model was created by Professor Graham Gibbs and has 6 reflective stages, consist of description, feelings, evaluation, analysis, conclusion and action plan. Learning experience and reflective process enhances learning (Wong Lee, 2000). I started my profession as a nurse in a coronary care ward. Post orientation week, due to limited mentor in my unit, I was tagged with one senior staff nurse (USN). She was nursing a post myocardial infarction patient with pulmonary artery catheter. The way she conversed with me showed that she assumed I have been thought everything by mentor during ward orientation and bedside teaching. As both of us about to start working a senior physician came for round. The physician ordered the USN to trace the patients blood results. While she was away, was standing at bedside and he ordered me to print the cardiac output wedge erasure report from the cardiac monitor. I got panic as not sure how to print it. There was another nurse at the cubicle, I quickly approached her for help. Well, thought she would come and help me, instead she just told me rudely to press the wedge report button on the monitor. I did exactly what she told me, but the report could not be printed as out of paper. The worst part, I dint even know how to replace the paper also. While the physician was scolding me for the delay, my tagging USN came and save the situation. Felt extremely miserable after scolded by the physician in front of the patient ND other colleagues. I was also embarrassed and upset by my inability to print the report and replace the finished paper. I was also upset with the other nurse for her rude response instead of helping me or just answer me with a courtesy. The experience left me very distressed and felt not included in the ward. Poor relationship in practice area may lead to unhealthy emotion that inhibits learning (Spawning Uses, 2013). Eventually, although it was a bad experience, felt more determined to learn at my practice area. Besides, after sharing my feelings about the experience with my colleagues, legalized they have gone through similar experiences too. From that moment, became a positive thinker and fixed in my mind, the same humiliating experience should not happen again. Later, I found appropriate time and approached my tagging USN. I explained to her that during orientation, basic exposure only was given about the cardiac monitor. Printing out cardiac output wedge pressure report was totally new for me at that time. Then, the USN taught me overall about the cardiac monitor. Besides, I had the opportunity to hands on the monitor and took down notes in my pocketbook for future reference. I have analyzed my workplace is a learning environment and there are some areas for improvements. During orientation week initially, the mentor in charge of new nurses, held some bedside cardiac monitor teaching. I recalled. There were about 10 new nurses in my group. The place was overcrowded, due to only one mentor available for teaching as some of other mentors attended conference and attached with management task. Some of us had difficulty visualizing her demo session and competed with each others to hands on which effected our learning. According to Beck et al. , (2002), practice by doing is more effective in learning. USN should be encouraged to join mentors or proprietorship course by offering incentives (Jackson, 2001 ) to overcome shortness of mentor at practice area. If more mentors were available, big group Of learners can be spilt into smaller groups to avoid overcrowded bedside teaching. Conducive environment is important in clinical learning (Wong and Lee, 2000). Furthermore, according to Gill and Decree (2003), effective bedside teaching takes place through observation, understanding and practicing. Added, question and answer session between mentor and learner would be enhanced. Besides, poor immunization skills at practice area effect on good interpersonal relationship among working peers. Thus, team work will not take place. Essential communication skills are deemed to be listening and attending, empathy, information giving and support in the context of a therapeutic relationship (Grant and Bach, 2009, peg. 3). Wong and Lee (2000) also highlighted negative nurse-related incidents between other colleagues is related to non- conducive learning environment. Practicing nurses should be scheduled to attend communication skills course and assessed periodically by nurse managers. Good interpersonal relationship, communication and us port at practice area promotes a conducive environment for learning (Spawning and Uses, 201 3). Landed, according t o Wong and Lee (2000), good role-modeling contributed to professional development of nurses. However, the experience motivated me to learn every single procedure in my practice area. Took the challenge to practice different tasks to gain confident to practice competently. Realized more attention should have been given during bedside teaching although it was challenging to learn in overcrowded placement. Besides I felt that I had developed interpersonal relationship with y tagging USN and gained new knowledge after approaching her personally. Undoubtedly, will build my interpersonal relationship with my entire ward members as we will work as a team. In order to that will enroll in a communication skills course to handle allied healthcare professionals professionally. Besides that, I will continue learning at my practice area, regardless all the negative emotions and people who can affect my learning. To keep abreast with current practice at my practice area, will do self- directed learning by revising on my clinical practice guidelines, work descriptions and ward policies. In conclusion, Gibbs model of reflection was simple and easy to use. It helped me in self-improvement and promoted learning from experience.

Zero-Based Budget for Local Passenger Transport - myassignmenthelp

Question: Discuss about theZero-Based Budget for Local Passenger Transport. Answer: Zero-based budgeting (ZBB) is a technique of accounting where all expenditures must be accounted for every new budget year. The procedure of zero-based budgeting beginnings from a "zero base," and each role in a company is examined for its requirements and expenses. Budgets are then made with all elements in mind for the new budget year, with no thought on whether it is higher or lower than the previous one. Instead of thoughtlessly enhancing the budget by a particular amount and covering the expenses added, the organization can recognize a circumstance where it can choose to manufacture the required part on its own or purchase is from the outside dealer for the final goods. Thus, zero-based budgeting purposes to detect and validate expenses.This paper will discuss the concept of adding 15-20% to a zero-based budget to protect against unforeseen expenditures in depth; this is having extra cash in the budget in case anything goes wrong. It will look at the pros and cons of this concep t (Lubis, Siregar, Fauzi, 2014). The concept of business adding to their zero-based budget a 15-20% increment is done for various reasons. It is done mostly as a way of cushioning it if it goes into crisis during the budget year. When the company decides to take this route, it can end up facing various positives and negatives as a result. The advantages of this concept include, The company will be able to shelter any additional costs they may not have foreseen while doing the budget for that year. Hence they will not have to scramble to find ways to cover the costs as you have the extra money at hand (Callaghan, Hawke, Mignerey, 2014). Another advantage is that when preparing this budget, it will not be as time-consuming as making the zero-based budget as it will not have to go into in-depth details. The extra 15 to 20 % will cover any additional expenses that may come up. Thus this will be easier to understand and have less paperwork while preparing it (Achim, 2014). This concept will also have disadvantages. Some of them include; one is that with a zero-based budget, every cost and expenditure is kept track of and can be justified, but with this extra money it might not be the case anymore. When there is extra money, the funds might get lost and not be explained where it was spent, and as many companies expect money to be spent when budgeted for they will not scrutinize this.Thus it will lead to the establishment of a dangerous culture of embezzlement and corruption (Callaghan, Hawke, Mignerey, 2014). Another disadvantage is that when a department does not use up its budget, it will have it reduced in the next year. Thus they will be wasteful in their spending to avoid this from happening. Another one is that it will lead to departmental managers being lax on reducing expenditure and costs because they have the extra money in the budget to fall back on in case of anything (Chan, 2008). In conclusion, The concept of having a 15 to 20 % increase on a zero-based budget is a reasonable deviation from incremental and zero-based budgeting as it covers most concerns about both of them. Thus, it is the best way for a company to budget. It has both pros and cons, but the advantages far outweigh the negatives. All in all, this is a good budgeting concept. References Achim, S. (2014). Zero-based budget vs. incremental budget in local passenger transport services. Revista de management ?i inginerie economic?,13(1), 77-88. Callaghan, S., Hawke, K., Mignerey, C. (2014). Five myths (and realities) about zero-based budgeting.McKinsey Company, 2, 58-62. Chan, G. R. (2008). Aligning collections budget with program priorities: A modified zero-based approach.Library Collections, Acquisitions, and Technical Services,32(1), 46-52. Lubis, A., Siregar, H. S., Fauzi, S. (2014). A Study on the Different Applications Of Performance-Based Budget And Zero-Based Budget On Regional Task Force Units In North Sumatra.International Journal of Management Sciences and Business Research,3(10) 10-16.

McDonalds Company and Jan Fields Role in It

Introduction Jan Fields is the Executive Vice President (EVP) and Chief Operating Officer (COO) of McDonald’s USA where she is in charge of the strategic decision and the overall business results of over 14,000 McDonald’s restaurants based in the United States.Advertising We will write a custom research paper sample on McDonald’s Company and Jan Fields Role in It specifically for you for only $16.05 $11/page Learn More Jan Fields, a military wife, started her career at McDonald’s in 1978 at the age of 22 flipping burgers at one of the many McDonald’s restaurants established in the US. Since then she rose through the ranks by working at the various levels and positions of the company. Before her current location, Fields worked as the president of McDonald’s Central Division where she oversaw the operations of more than 4,400 restaurants in the United States. Her elevated status now requires her to manage the daily activities of over 14,000 fast food restaurants operated by the retail giant (Success Magazine, 2009). Background of her Career With no college degree or any job qualifications and experience, Jan Fields made a fateful stop for a drink inside a McDonald’s restaurant in Dayton, Ohio as she was on her way for an interview. She spotted the hiring sign for crewmembers and decided to apply as she preferred the flexible work hours the restaurant was offering its employees. Fields applied immediately for the job and succeeded in the interview preceding her secretarial job interview. After her first day at work, she was overcome with emotion and lamented to her husband that she was not able to do the job because it was too hard.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The reason for this was that the restaurant had many rules on how to make French fries which made them dist inguishable from other French fries sold by competing companies such as KFC (Hartman et al., 2009). Fields eventually decided to endure the hard working conditions in the restaurant by returning there the next day to work at the front counter. It was while she was serving customers that Fields realized she loved her job. This enabled her to advance towards the various positions within the company as well as the various tiers of management. She was able to progress from being a crewmember to a fry chief and then to every restaurant-level position within the company. Fields were able to manage the Dayton restaurant in Ohio for more than two years before she moved up again to manage multiple restaurants in the larger area of the United States (Hartman et al., 2009). During her journey to the top, Fields held to her work ethics and philosophy where she focused all her strength and ability on the current job she held instead of concentrating all her efforts on receiving promotions. She e xplained her philosophy by stating that if an employee focuses on their existing job by placing a lot of effort on the performance of the job thereby doing it better than other employees; then their advancement to the next position within the organization would come at a much faster and easier rate. Fields noted that recognition within McDonald’s was easily rewarded for employees who performed their work duties at their best possible work effort.Advertising We will write a custom research paper sample on McDonald’s Company and Jan Fields Role in It specifically for you for only $16.05 $11/page Learn More She, therefore, attributed her career success to performing her work duties exceptionally well and not focusing on getting another job within McDonald’s (Success Magazine, 2009). Career Advancement Since her humble beginning as a crew member at the McDonald’s restaurant in Dayton, Fields has worked for the company for over 28 years in the span of which she has become a senior vice president for the Central Division as well as a senior vice president for the Southeast Division of the company. Currently, she is one of the six executive vice presidents at McDonald’s and she attributes this success to her ability to deal with limitations and obstacles during her work. Her work ethics and philosophy of not letting situations or people get in her way has enabled to achieve career progression within McDonald’s. She was also the regional vice president of the Pittsburg region in the United States before she moved to the role of senior vice president in the Central Division (McDonald’s, 2011). As a senior vice president, her work duties involved visiting various fast-food restaurants operated by McDonald’s in almost half of the country. At some point in executing her duties, she moved around with a stopwatch in her car to time the drive-through lanes in various fast food restaurants t o determine the pace of service as well as the quality of food being served to customers.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fields were able to advance from the position of senior vice president for the Central Division to be the chief operating officer and executive vice president of McDonald’s, a job that would require her to oversee the duties and responsibilities of over 800,000 employees working for McDonald’s. Apart from being the executive vice president and chief operating officer at McDonald’s, Fields serves as a board of member for the Ronald McDonald House Charities, the Chicago Urban League and the United Cerebral Palsy Organization (McDonald’s, 2011). Honorary Awards and Achievements Jan Fields has been honored with many awards throughout her entire career with the first award being the President’s Award which she received in 1988 for being an outstanding employee of the Company. She was also a recipient of the McDonald’s Golden Arch Partners Award in the same year for exemplary service and achieving considerable results in strategic initiatives with in the company. In 2001, she was honored with the McDonald’s Women Operators Network Recognition Award while the following year she was honored with the Women’s Leadership Award for her ability to serve in various managerial positions within McDonald’s (Businessweek, 2011). One of her major work achievements has been that of being a longtime advocate for people development within the company where she has actively participated in employee mentoring and diversity programs. She has also held the position of an executive sponsor for the Career Development program within McDonald’s where she mentors employees on the various career progression alternatives they have for progressing within McDonald’s. As an executive sponsor, she has been able to speak in many diversity network meetings that are meant to support diversity in the workplace. Fields is also a member of the Chicago Network which is an organization for professional women occupying high seats in the business, art, academic or government industries (McDonald’s, 2011). Her career progression and achievements have made a notable mark on the rest of the world with Forbes magazine ranking her as one of the 100 most powerful women in America during the 2008 and 2009 edition (Forbes, 2010). Fortune magazine also ranked her amongst the 50 most powerful women in the world during the 2007, 2008 and 2009 Fortune lists (Fortune, 2011). Fields were also ranked by the Wall Street Journal as one of the 50 women to watch for the 2007 list. References Businessweek (2011). McDonald’s Corp. Web. Forbes. (2010). Janice L. Fields. Web. Fortune (2011). 50 most powerful women. Web. Hartman, L., Sheehan, J., and Mead, E., (2008). Started as a crew: Jan Fields and  McDonald’s. Case Study No. UVA-E-0308. Charlottesville, US: Darden Business publishing. McDonald’s (2011). Jan Fields. Web. Success Magazine (2009). From fry to COO: McDonald’s Janice Fields says  focusing on her job, not obstacles, paved her way to success. Web. This research paper on McDonald’s Company and Jan Fields Role in It was written and submitted by user Leslie Z. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

About Helios - Greek God of the Sun

About Helios - Greek God of the Sun Definition: Helios is the Greek sun god and the sun itself. He is equated with the Roman Sol. Helios drives a chariot led by four fire-breathing horses across the sky each day. At night he is carried back to his starting place in a great divinely-wrought cup. In Mimnermus (fl. 37th Olympiad; Ionian Greek poet), Helios vehicle is a winged, golden bed. From his lofty traveling vehicle, Helios sees everything that happens during the day, so he acts as tale-bearer to the gods. Persephone Story Helios saw Hades abducting Persephone. Demeter didnt think to ask him about her missing daughter   but wandered the earth morosely for months until her friend, the witchcraft goddess Hekate suggested that Helios might have been an eye witness. Venus and Mars Caught in a Net Story Helios owed Hephaestus for the cup that carries him to his morning daily starting point, which the smithy god had made for him, so when he witnessed an event of importance to Hephaestus, he didnt keep it to himself. He hurried to reveal the affair between Hephaestus wife Aphrodite and Ares. Parentage and Family Although Hyperion may simply be part of Helios name, usually Helios parents are the Titans Hyperion and Theia; his sisters are Selene and Eos. Helios married the daughter of Oceanus and Tethys, Perseis or Perse, by whom he had Aeetes, Circe, and Pasiphae. By the Oceanid Clymene, Helios had a son Phaethon and maybe Augeas, and 3 daughters, Aegiale, Aegle, and Aetheria. These 3 daughters and two Helios had by Neaera, Lampetie, and Phaethusa, were known as the Heliades. Sun God: Helios to Apollo Around the time of Euripides, the sun of Helios became identified with Apollo. Source: Oskar Seyffert (1894) A Dictionary of Classical Antiquities Go to Other Ancient / Classical History Glossary pages beginning with the letter a | b | c | d | e | f | g | h | i | j | k | l | m | n | o | p | q | r | s | t | u | v | wxyz Pronunciation: hÄ“.lÄ“.os Also Known As: Hyperion Alternate Spellings: Helius

Skin cancer Research Paper Example | Topics and Well Written Essays - 1750 words

Skin cancer - Research Paper Example This increase has been linked to increasing solar radiation exposure associated with tanning behaviors. The use of artificial tanning beds has also been implicated. Skin cancers can present as any kind of skin lesion such as an ulcer or lump, and can therefore be mistaken by the patient as a benign process. This often leads to a delay in presentation until the cancer has reached an advanced stage. Considering the significance of skin cancer and the significant research interest surrounding the strength of association between light exposure and skin cancer, this literature review has been conducted to discuss what is known by the medical community today about skin cancers. Objectives The objectives of this review are to discuss the etiology, risk factors, diagnosis, and treatment of skin cancers. Discussion Epidemiology The incidence of skin cancers, both melanomas and non-melanomas, has risen over the past 3 decades. Some experts proclaim that we are experiencing a ‘record†™ number of newly diagnosed skin cancers (Riker, Zea and Trinh). Melanoma is the 6th most common fatal malignancy in the United States (Riker, Zea and Trinh). The young women demographic group, in particular, has the highest increase in cancer incidence noted (Woo and Eide). Melanoma is the second most common cancer in women 20 to 29 year old (Riker, Zea and Trinh). Studies show no link between sex hormones and melanoma risk (Coelho and Hearing), and young women are the most common users of indoor tanning beds (Woo and Eide). Therefore, this high cancer rate in young women is likely a reflection of the contribution of tanning beds to skin cancer incidence. Skin melanoma is a rare cancer compared to basal and squamous cell skin cancers, however it is associated with a much higher rate of metastases and mortality, and occurs more commonly in whites than other races (Society). Risk factors and Pathophysiology The ultraviolet (UV) component of solar radiation has traditionally been co nsidered an important ‘carcinogen’ for skin cancer. In the past few decades, the emergence of indoor tanning booths has emerged as another source of UV radiation exposure. Ultraviolet light has 3 components – UVA, UVB and UVC. UVB is the most strongly carcinogenic component, which also enhances vitamin D production in the skin (Coelho and Hearing). UVA is less carcinogenic, and UVC not at all. UV-induced DNA damage in keratinocytes can lead to pre-malignant changes in the skin such as actinic keratosis, solar lentigo, and dermatoheliosis. These lesions can, in time, develop into frank cancers (Stulberg, Crandell and Fawcett). The tanning industry, which is evidently responsible at least in part for the sharp rise in skin cancers, remains as a multi-billion dollar industry worldwide (Riker, Zea and Trinh). About 1 million American women use tanning beds regularly of which 70% are females between 16 to 45 years old. The number that uses excessive sun exposure for t anning is not known. Tanning beds were initially proclaimed to be non-carcinogenic as they emit mostly UVA. Also, the tanning UV exposure was considered beneficial for promoting vitamin D production in the skin. Eventually, however, studies demonstrated that tanning beds overall provided more UV radiation than the summer sun exposure. Fluorescent sunlamps were shown to provide up to 4 times as much UV radiation than