A critical assessment of 2 pieces of drama around the theme of ‘Space’ Essay

In this essay I will be writing about how I performed to pieces of improvised drama based around the subject of ‘space’. One of the pieces had to be done in a realistic style and the other an abstract. Initial Reaction to Stimulus When we were first told that are stimulus would be ‘space’, we all sat down I and had what could be called a ‘brain storming’ session. This was to consider how such a broad subject could be perceived in two pieces of drama. First of all we had to consider how ‘space’ could be identified. There are many kinds of ‘space’, which can be made into forms of drama, and we would need to select one that could produce the most gripping. For this we identified just how space could be used, and came up with the following ideas for realistic or abstract piece (we could the ideas into abstract drama later): Space, as in ‘the final frontier’, could be used to great effect. Space and the entire notion of the ‘great beyond’ could be used. Maybe having characters interacting with character not of this planet, maybe contrasting views or morals. Maybe having the outsider coming to earth from space. Using space in this way opens the door to all sorts of personification of space using a science fiction spin. This could be done in some sort of ‘Star Trek’, thought provoking scene involving space. Personal space, or the lack of it. For a realistic piece, maybe something to do with the prison system or freedom infringements. If we set it in a cell (an area where there is little space), not only would there be a direct physical relation to space but also the characters will be able to show space in there speech and movements. Taking this idea further, we could show how the lack of space mentally. Instead of the characters talking about space directly, it could be implied indirectly by their psychological flaws. These ‘psychological flaws’ would have been caused by space, either too much of it or not enough. These are all ideas in their early stages and all need developing. But even at the early stage, the idea of psychological flaws caused by space was very appealing. For the abstract piece of drama, these initial ideas will have to be developed in an entirely different way. It will need other dramatic techniques to fit the criteria A surreal piece would allow us to incorporate more style and personalization in to piece. When thinking about abstract and surrealism in drama, the first thing that comes into my head is to have ‘situation’ of drama instead of a continuous story. This would allow us to show the subject matter, space, in a number of different ways. Freeze-frames could be used while each character explains information about them and their situation (character monologues). This would show to the audience character depth that could not be seen in just a one short scene. As for the content of this abstract piece, I had some ideas of separate pieces revolving around the subject space. This would allow us to put a lot of imagination in each piece without needing to worry about what would follow it. Groups For the first piece I worked with the following people: Alain Branson Stuart Mulrany Chris Jones Hussian Kerian For the second piece, we decided to split up and work with different. The main reason for this was to keep all the drama fresh with fresh ideas. Although we thought that we were capable of producing another piece drama, tensions were building in the group and we agreed to spilt. For the second piece I worked with: Alain Branson Plot The first piece we worked on had a plot that I think was well structured. It allowed character depth and development. The first two lessons after we formed are group were spent on structuring a plot which could show off are acting talents and incorporate the idea of space. First we decided that it should be based around a main character. An idea that has always interested me was personifying a character subconscious. This might sound a little far fetched but it would give the character more substance and the audience something to relate to. This would not be his conscious or a ‘good’ or ‘bad’ angel but a version of himself that is not usually seen. With that starting point we went ahead and considered how the space theme would fit into this idea. We thought a family clash about space would put this character in the right frame to create good drama around him. This could be mirrored with a character that is in a way opposite him. We all thought that it would be a good idea to have a ‘visual conscious’ for him like with the other character. This would allows us to show the differences in these characters and it would fit in with the number of people in are group. How these ‘conscious’ would look actually on stage would be greatly influenced by Stuart, who put in a lot to the actual ‘conscious’ theme. Taking all this we constructed a story which we split up into scenes. This is the first draft of the scenes and what they would contain: Scene 1: This scene would contain an argument between the main character and his Dad. It has to be his Dad because I do not believe any of us could pull of a convincing woman. This argument would be about space, and the child’s lack of it. This will end in the character storming out to see his friend. This will show the trouble space has already caused. This will be set in the house. Scene 2: This would be an interlude where the audience gets some in sight into the relationship between him and his conscience. It will be the main character complaining to himself with the conscience talking around him. This will show how the character relates to something, which in essence, him cannot see or hear. This will be set in the walk between his house and the park. Scene 3: This will be conversation between the main character and what appears to be his opposite. This conversation will uncover some back round information about each character and will explain their personality faults. It will also set up the events for the next scene that involves criminal activity brought on by conversation. This will show the parallels between two characters who see and treat space in different ways and how it has effected them. This will be set in a peaceful place, a park Scene 4: In this scene the two main characters will get involved in major arson. This will result in an explosion off stage and the two running off. This shows what space problems can result in. This will be set in the other end of the park. Scene 5: This will be like the first scene, with an argument between the Dad and the main character. This will be a lot fiercer than the first and will increase in tension as it progresses. This is the finale of the drama and will bring out all the aspects of space we have been trying to portray. This will be set back in the house. In terms of evaluating the plot, I am proud of it. I played a big part in crafting it and personally I feel happy with it. Problems with it may be finding enough for the consciences to say and do since they are simply other version of the characters that already present. Casting We found casting very difficult, particularly a part for Hussian. First of all, we thought it would be best if he had the role of the Dad. But we found a stern sort of character wasn’t suited for him. We then had the idea of changing the Dad to a Mum. But Hussian playing a woman in my opinion, and on previous acting experience, seems to be type cast and contrary to some people opinion he was cast in a role that would highlight his acting talent. The other characters were relatively easy to cast. Here was the final cast list: Leigh Turner The Dad Alain Branson Gary (the main character) Stuart Mulrany Gary conscience Chris Jones Damien (the character opposite to Gary) Hussian Kerian Damien conscience Set Above is the set we choose to use. It is fairly basic with the stage being split into three sections, one representing the house, one the park and the other the journey in between. The props were also very simple, with a table and chairs representing the house interior and a bench representing the park. Lighting Area of lighting for scenes 1 and 5 Area of lighting for scenes 2, 3, and 4 Costumes The costumes we used were authentic of the parts we played. I played the Dad, so I wore clothes that represented a Dad. I just wore a black T-shirt and jeans, which is what my Dad would wear. Gary wore typical teenage clothes, a bit ‘scurfy’ to help show the difference between him and Damien. Damien will also were typical teenage clothes, but nothing like Gary’s. The consciences wore suits. This would show how they different from the other characters and yet still an important part of the drama. We would also be able to visual show aspects of there personality. This means Gary’s conscious is good, so he wore a white suit and Damien’s conscious a black suit. Rehearsals Rehearsal started well with Alain and myself going though the first argument many times. The first argument we thought needed to build in aggression as it went on. We found this hard at the beginning because we found that we got very angry very quickly and needed to take it slower. This was a small problem and was easily overcome. After we had the basic of this scene, we moved on to the bench scene. This scene was hard to rehearse, and certain members of the cast did not help. Small arguments in the group made rehearsing slow and grinding. Out of all scenes, this one was the one that never really was rehearsed to maximum affect. Chris and Stuart, to major parts in this scene, had moments of inspiration that helped give a fuller picture of are story. About half way though the rehearsal time the group came to a discussion that the story needed a more conclusive ending. We needed to change the story and keep the scenes the same so it would not interrupt rehearsals too much. We decided that in scene 4 that Gary would die in the explosion and the final argument would be between Damien and the Dad about the blame. This would show the consequences of space and add to the drama. The explosion would be a red strobe light operated of stage and Damien and Gary would be blown on stage, with only Damien getting up and running any. This means we would have to put in new spin on the final argument so Damien would fit into the ending. We decided that if Damien were to come to see the Dad so it would be Damien trying to explain himself. This would allow Chris to show of his talent (which may not get shown in previous scenes) and allow me to say something different to a different person. The more rehearsal went on, the more we touched up the scene. Stuart’s contribution to the way consciences move and talk was a big help. Hussian, Alain and Chris’s determination helped finish the scenes kept it all going. Still, I don’t think we really got the park scene nailed. Piece 2 After we changed groups, the first thing we did was to decide how to make this piece abstract and surreal. Most of these ideas were covered in the ‘Initial Reaction to the Stimulus’. Sam and Alain played a major part in deciding how the play would actually work. We wanted to consider all the ways we could show space in a surreal way so this took quite a bit of time. Instead of just repeating what I said at the beginning the essay, basically we decided to have pieces of drama (with monologue’s and freeze frames) linked by a tableaux. Admittedly, I would have liked to try something a bit more, well adventurous but this seemed to fit the bill and with the right characterization would create gripping drama. The pieces of drama would involve to 2 conflicting character. The third person in the group would give a monologue while the others are in a freeze frame. After this the characters would return to a platform at the back of the stage and do a tableau reflecting what has just happened. There were 4 pieces if drama and to save confusion, we named the characters with one name, no matter what scene there in. Alain Branson Tony (Gangster, Brother, Teacher) Sam Jordan Harry (Gangster, Dad, Pupil) Leigh Turner Jack (Barman, Brother, Son) Scene 1: Jack is arguing with his Dad (Harry) about space. Jack is child that has had his own way most of his and it is only recently that his Dad had not been allowing him to go out. This sparked the argument. His dad is not over protective, but wants the best for his son. Jack is a typical teenager that is over emotional and arrogant. Sam played the Dad with depth and sternness, just like a real Dad and dominated the scene. I think I played the teenager well, remembering my constant arguing with my folks. The problems with playing a teenager is that in and argument they have limited vocabulary and generally say the same thing over and over. Anyway, I think this was a strong scene that set the standard for the rest of the play. Scene 2: Harry (a schoolboy) is arguing with his teacher (Mr. Tony) about a detention. Harry has been having a few family problems at home and this has crossed over into his schoolwork. This has lead to Mr. Tony having to give him a detention. The argument consisted of Harry trying to explain the situation to the teacher. Sam once again pulled of a very good portrayal of character, but due to the nature of the role was not the dominant character. Alain played an excellent teacher character, really showing talent a presence on stage. Once again, teachers are stubborn so not repeating yourself would have been hard, but Alain was very believable. Scene 3: Tony starts an argument with this brother, Jack. This is over how Jack gets more space and time off of their dad. This is the first time they have had an argument like this one and Tony is unsure how his brother will react. This leads to an argument, which neither of them gain the upper hand until the end, where Jack hits Tony. Alain was very convincing as the somewhat confused Tony, adjusting to the tone of the argument accordingly. I was not so good. I had trouble adapting to the level of aggression I should use in the argument. Scene 4: Two rival gangster have an argument over, wait for it, space and end up shooting each other. The two have a violent history and this is the final straw. The initial meeting takes place in a bar where Tony is enjoy a drink with barman. Harry walks in and the argument between the two eventually leads then to a shot out. Once again Sam and Gary where very convincing drawing on there past experience of gangster roles. I really took a minor part in this scene, letting the gangster create the drama. I did show a friendship with Tony, but this was short lived and explored. This I think was the weakest of the 4 scene and was performed for the wrong reasons (i.e. they were both involved in gangster related drama during the writing stage). Set As you can see, we used a very ‘Brecht’ set, with very few props to speak of. This minimalist stage meant we had more space for acting and movement. ‘Brecht’ played a part in designing the stage because we all felt that a performance like this one needed a strong style so it separates it from other abstract pieces. Special lighting was not needed, so full house lights were used. Costumes We all decided to wear suits in all the pieces. This would make it more abstract and they a very versatile to the parts we played (teacher, gangster etc.) Rehearsals We had many rehearsals, which we managed to fit into a very short time space. We went through every scene in order constantly with very little variation. I would like to put a lot more detail into this but there was little else we did. We looked at the tableaux and changed them a few times till they represented each scene perfectly. The monologues were rehearsals a lot till everybody knew what everybody what going to say. Evaluation (of both) Both the performances went very well and very few mistakes. In comparison the two piece are different but with one on going theme. This is that they all show a single character’s problem with space. This allowed us to show how different people can react to space. This, however, lead to some of are character sounding the same. I terms of actual work, I think the last group I worked was dedicated than the first and wanted to get the work done more. As is said earlier, some scenes in the first performance I would have liked to go over a few more times. This I think can be related to the size of groups. Think you can get more work done if there is a smaller number in your group. You can concentrate more and work more in a complete group. In terms of plot, I think are first piece was better. This is not that the second piece had no plot, but I think the first performance was more gripping and kept attention better.

Absolutism and Baroque Art in 17th Century

Europe in the 17th century was a continent in upheaval. Even this early on, it must be acknowledged that what was just said can be considered as an understatement. There is just not enough space and enough phraseology to describe the depth and sweeping changes occurring at that time. The transformation from Medieval Europe into Industrialized Europe can be likened to birth pangs – painful experiences that would result in something amazing if one can only go through the ordeal.In this period of turbulence there are two ideas and concepts that until now has caught the imagination of historians and art connoisseurs: a) Absolutism (political/religious) and b) Baroque (art). The complexity of these two terms offers a glimpse into a Europe emerging from slumber and into a collection of states that will rule the world. This paper will look into the relationship of absolutism and Baroque art in the context of the events that shaped 17th century Europe.At the end of the study the follo wing questions will be answered:1. What exactly is absolutism?2. What is Baroque art?3. What exactly is the relationship between absolutism and Baroque art?Absolutism For a 21st century American, a simple understanding of absolutism may be a form of rule that is anti-democratic. The modern world is so used to freedom of speech, freedom to assemble/protest and finally ability to choose its own leaders. Thus, anything that displays the opposite is ofcourse absolutism.But an accurate definition of absolutism is problematic. First of all there is an extreme difficulty tracing its origins and how it developed. According to Peter Wilson, in his book, â€Å"Absolutism in Central Europe†, â€Å"There seems little agreement as to when it emerged, what drove it forward, whether it progressed through distinct phases and when it came to an end† (2000, p. 10). But historians could not be denied. Many had pointed to the end of the Thirty Years War, as the beginning of the age of abs olutism.Wilson elaborated on this timeline when he wrote â€Å"The Treaty of Westphalia in 1648 [†¦] not only concluded the Thirty Years War in a major European peace settlement confirming France as a major power, but strengthened the German princes by weakening the authority of the Holy Roman Emperor† (2000, p. 12). Absolutism therefore is a transition phase between the Dark Ages and the coming capitalist society. And to simplify it much further, â€Å"†¦absolutism existed as a real form of monarchy†, according to Wilson (2000, p. 11).It is now easy to understand that this kind of rule which was exemplified by France, can find its origins in the past monarchial systems that ruled Europe and this include the display of absolute power by an infallible pope. Politics and Art The connection between Baroque art and absolutism is subtle. There is no proof that can show that Kings had a direct hand in developing this art form. Still, the force that propagated it an d encouraged it to flourish comes from leadership soaked in absolute power.This is because the line that connects absolutism and Baroque art is the term counter-reformation. It would be helpful to take one step backwards and see the development of counter-reformation and the subsequent use of an art form as a kind of information disseminating tool. It quickly developed into a fashionable thing for Kings to indulge in – collecting Baroque art and commissioning artists to create the same. Baroque Art The cultural product of the 17th century Europe was described as â€Å"Baroque† (Kleiner & Mamiya, 2005, p. 569).Kleiner and Mamiya then added that it is, â€Å"†¦a convenient blanket term. However, this term is problematic because the period encompasses a broad range of developments, both historical and artistic, across an expansive geographic area† (2005, p. 569). Since it is impossible to have an accurate description of Baroque art that will give justice to al l artwork done in this period, then it would be better to console oneself with a basic understanding of Baroque through Mary Marien’s work.In Fleming’s Arts and Ideas, Marien remarked that in this technique there is more emphasis on forceful striving and restless motion as opposed to calm and repose (2004, p. 359). Mariend added that, â€Å"Grandeur and magnificence prevailed in the baroque arts. Emperors, kings, popes, and princes vied with one another to attract great artists to their courts by offering large commissions† (2004, p. 359). Counter-Reformation The motivation and the directive to use baroque arts in the Counter-Reformation was traced by Klein and Zerner.It emanated from the headquarters of the Roman Catholic Church and they wrote, â€Å"In reaction to the Protestant’s attacks against images, the Council of Trent, restating the ideas of the 15th century ‘Catholic Reformation,’ required art to regain dignity in its forms and coh erence (Klein & Zerner, 1966, p. 119). But the effect of baroque arts was not merely to create icons that are proper and dignified. It was able to move people by the way the subjects are portrayed.Reich and Cunningham elaborated on this and they wrote: Carvaggio’s work is emotional and dominated by strong contrasts of light and darkness. Annibale Carracci painted scenes of movement and splendor [†¦] Rembrandt used strong contrast of light and dark to paint deeply felt religious scenes†¦(2005, p. 195). Conclusion Attempting to define both Baroque art and absolutism proved to be problematic for the proponent since the two terms were used to describe a wide range of developments in 17th century arts and politics.Still, it was ascertained that absolutism is a form of monarchial rule that existed after Europe emerged from the Medieval Period. It was also a transition phase from the feudal type of governing the land to the more sophisticated nations states and unto the mo re recent capitalistic society of Europe. Around the same time that this kind of governance was used in Europe – of which France was the prime example of a more distinguishable absolutism – there were other events and movements that could be indirectly linked to said form of governance.In reaction to an earlier kind of absolutism – of which the Holy Roman Emperor was the prime example – Protestantism was the result of the discontentment of such rule. The counter-reaction of the Roman Catholic Church to the act of splitting the church in two is a program called counter-reformation. In essence it was a method aimed at strengthening Roman Catholics remaining strongholds at the same time actively defending the Catholic Church from further incursions by the Protestants.Baroque was one of the major tools used to display the superiority of the Roman Catholics, as opposed to the crudeness of the breakaway sect. But it was not only the Church who realized its impo rtance, the rich and royalty spared no expense in collecting and commissioning artists to produce one. Thus, there were two ways that Baroque art became a utilitarian tool in relation to those wielding absolute power. With regards to the Catholic Church an explanation was already given earlier. Concerning royalty, the nobility and wealthy merchants, it was a way of displaying opulence and status.ReferencesReich, J. & Cunningham, L. (2005). Cultures and Values: A Survery of the Humanities. CA: Thomson Wadsworth. Marien, M. (2004). Fleming’s Arts and Ideas. CA: Thomson Wadsworth. Kimmel, M. (1988). Absolutism and Its Discontents: State and Society in Seventeenth Century France and England. New Jersey: Transaction, Inc. Kleiner, F. & Mamiya, C. (2005). Gardner’s Art Through the Ages: The Western Perspective. CA: Thomson Wadsworth. Wilson, P. (2000). Absolutism in Central Europe. New York: Routledge.

History Germany Essay Essay

How far do you agree that the new Weimar Republic was seriously threatened by political extremists in the years 1919-24? (30 marks) Between the years 1919 and 1924 the Weimar Republic experienced many threats against its new democratic regime, however it could be argued that none of the threats ever truly had the ability or support required to overthrow the new state, therefore rendering the attempts by the political extremists as not that threatening. The Weimar Republic saw the end of the Kaiser’s rule and the start of a new semi presidential and representative democratic ruling. Even dating back to the formation of Germany in 1870, the foundation of German Politics and power has always lain with the elites and middle class of the population. With the new Weimar Republic these elites were supposed to lose their power and control due to the democratic regime, however this did not actually happen. Therefore any political extremists that threatened the system, and in turn threatened the elite’s power, were dealt with in harsh manners. During the trials from the 1920 Putch over seven hundred people went to trial however only one person was convicted and given five years in prison. Since the Putch would have been an act of treason, and under German law, the punishment should have been death, however the fact there was so little convictions and such lenient punishments suggests just how strong the elite’s power still was and how strong the Weimar Republic would have been with the elite’s power backing it, but they would only do this as long as things were benefiting them. The Kapp- Là ¼ttwitz Putch of 1920 did lead to an exposure of the army’s reluctance to support the Weimar Republic due to the fact the army was ordered to act by Noske, the Defence Minister, however the leaders of the military refused to get involved and instead remained neutral. This therefore would have planted a seed of doubt into people’s minds as to how good the Republic would be as not even the army were going to protect it, which then would lead some people to feel unprotected and vulnerable, and  could have led to people turning against the democratic system and instead turning back to the old ways of running the country. Yet, this was not the case therefore suggesting that the Kapp- Là ¼ttwitz Putch did not pose as being that significant of a threat. The Munich Beer Hall Putch could be argued as being doomed from the start and therefore never truly being a serious threat. From the beginning and throughout it never had the support of the German people, with only a small number of people supporting their cause. Seeckt also used his powers to command the army to resist the Putch and with the combination of the Bavarian Police and the army the Putch was crushed easily with minimal deaths. However, in the end Hitler was arrested on charges of treason (again meaning the punishment under German law should have been death) and he only received a five year prison sentence yet he was released after just nine months. This again showed that the political power was with the elites and that the Weimar Republic was not as strong as first thought, yet the public were still willing to keep the democratic state in place and give it a chance to work. Therefore it could be argued that as long as people had a belief in the Weimar Republic and were willing to support it then any attempts by political extremists would never have been that successful and therefore they were never truly much of a threat. In conclusion, although the Weimar Republic did indeed experience many threats from political extremists, with some seemingly serious threats against it which showed the many flaws in the system such as the power of the elites and the army’s standing in the new regime, yet none of the attempts had enough public support backing them to have a serious impact. They just didn’t have enough public support as people, especially of the working classes, believed in their new democratic system, and wanted to give it enough time to start to evoke changes that would benefit them in the long run. Therefore the attempts could not have had enough of an impact to name them as being serious threats against their new democratic state.

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Benefits and drawbacks of outsourcing strategies in the context of Essay

Benefits and drawbacks of outsourcing strategies in the context of attempting to improve the management of the supply chain - Essay Example It is outsourcing, as in off-shoring, which is a novel addition to contemporaneous supply chain management paradigms (Teece, 2005). While corporate experiential and empirical evidence pertaining to the outsourcing of some functions and steps within the totality of the supply chain management framework have fortified arguments in favour of the referred to business phenomenon, others have solidified opposition to it. Certainly, and as the experiences of both Nike and Dell Computers indicate, outsourcing has evolved into an integral componential element of the supply chain management paradigm, not only significantly reducing production and service costs while maintaining the integrity of quality standards but, it has significantly contributed to organisational capacity for efficient and effective operation and resource allocation. That, however, does not imply that outsourcing is not without its problems or that organisations do not have to contend with often formidable challenges prior to reaping the benefits of outsourcing. The failure of many organisations to do so, or to fully appreciate the importance of the o utsourcing planning stage, concomitant with a comprehensive articulation of the areas of supply chain management to be outsourced, and the outsourcing paradigm of each, should not be interpreted as evidence against the outsourcing of supply chain management functions. Instead, it should be more accurately understood as evidence for the exigencies of planning. 2. Introduction While popularly perceived of as a new phenomenon for which globalisation is held responsible, Domberger (2005) contends that outsourcing, as contracting, is a historical practice, solidly grounded in economic imperative and principle. As defined by Domberger (2005), outsourcing is best understood as a form of extra-contracting whereby, to reduce overall operational and manufacturing costs and maximise efficiency, firms and manufacturers have, traditionally and historically, contracting out specific steps in the work process, preferring to allocate work process steps according to specialisation, rather than the organisation assuming responsibility for the totality (Domberger, 2005).Outsourcing, from this definitional perspective is, thus, a cost reductive strategy, based upon the precept of specialisation. Concurring with the above definition, Sako (2005) maintains that outsourcing is the redesign of relationships within product manufacturing, organisational operation and supply chain management architecture. The components and principles of the aforementioned architecture have remained, despite technological evolution and innovation, the same but, the componential relationships within them have changed. Hence, while the supply chain management (SCM) architecture are still comprised of procurement, inventory planning, customer

Managment of business system Assignment Example | Topics and Well Written Essays - 1500 words

Managment of business system - Assignment Example Hence, it is no point in keeping such an extensive product line when most of our revenues are from a short number of products only Process Types: With the large number of product variety, the process takes the form of batch process. Such a process type requires quite a narrow but specialized skills. Getting skilled manpower from is the highest factor resulting in high costs. Moreover such a process type requires changeovers at each stage of production thereby increasing the complexity and the costs of the production process. Process Layout: With a reasonably large variety and volume, the appropriate process layout is a combination of functional layout with elements of cellular layout. Such a combination is difficult to manage as the manager has to keep track of a large number of processes going on simultaneously. This type of layout requires free flow of product pieces and resources in the organization. The most important characteristic of such a layout is the flexibility of path, product design and lot size (Shim and Siegel, 1999). Hence, it calls for an extensive coordination amongst the workers. Since more than one item might be vying for a same resource, the time in production of the item increases, some of the products might have to wait to get the appropriate resource. This results in a decrease in productivity. Skills required: With the large number of product types, it becomes necessary to have a wide range of skills that are differentiated. These specialized skills increase the overall cost of the products. Managing different skills becomes another challenge as the manager has to keep track of the various resources that will be required for various products. Design issues: With the large types of products being produced in the organization, the employees are not in better position to contribute towards the betterment of product design. As a result, the organization fails in launching new design products that enhance the customer

Chicano Studies (Latino Narrative Film-1990 to present) Essay - 1

Chicano Studies (Latino Narrative Film-1990 to present) - Essay Example Another striking attribute of most Latin American movies is the political, economic, and social situation that prevailed in the country at the period they were created (Elena, Lopez & Salles 2004). The status of Latin American film at present is that of a sequence of average to small, at times minuscule, national movie industries, every one of them burdened with small markets and structural limitations, but teeming with imagination, talent, and creativity (Elena et al. 2004). It is also a film industry with a moving and proud history of artistry and political revolution. It is previously mentioned, among Latin American directors themselves, that they did not constantly have excellent scripts, that scripts were a weak spot and that their creation was a filmmaker’s cinema (Noriega 2000). Today they commonly recognize a different dilemma: the absence of efficient producers, who know how to build up the finance, bring the needed people together, and form a production. Nevertheless, this in turn is indicative of a bigger problem. Making a feature film is mostly a kind of organized chaos, which necessitates a strong foundation (Hart 2004). Without the types of equipment which can be undervalued only in highly industrialized economies, I have frequently thought that to succeed in creating a film in several parts of Latin America is a negligible wonder. This essay will argue that contemporary Latin American cinema does not remove form from content, but give characters murkiness and strength, affection, life and death through comparing the Andres Wood’s Machuca and Guillermo del Toro’s Pan’s Labyrinth. Latin American cinema becomes successful in reaching its target audience not through amazing special effects, but through building on human qualities such as courage, compassion, beauty, violence, and evil. What was specifically dreadful about the takeover of

Business marketing Case Study Example | Topics and Well Written Essays - 500 words

Business marketing - Case Study Example Quality is AAA Office World’s surest way of establishing a good market standing (Kourdi, 2003). The fact that the company’s strategy involves both regional and local suppliers shows that it has vast presence. It is prudent that AAA prioritizes new-product development. Continuous product development helps diversify the company’s offerings. However, product development requires many resources and can easily overshadow promotion of existing products. Product promotion should also be allocated more resources because it will not only help inform many customers of the company’s products but also instigate hype for its new products. Hype would be assured for AAA because its existing and new products deliver on the things that consumers are promised. Promotion will make customers to look out, always, for AAA’s next product (Ireland et. al., 2012). Stasia Acosta should consider taking up Business Center’s offer. One of the reasons that underpin the feasibility of this move is the fact that AAA has excess capacity and could handle Business Center’s orders and still have enough to supply its other stationers and suppliers. Such a production capacity would have the advantage of expanding AAA’s distribution network because it would capitalize on both Business Centers many vast presence and that other supplies. It is fortunate that Business Center is seeking the line of file folders that brings Stasia 20 percent gross margin only. The performance of this line of file folders needs a move that will help raise its gross margin to be at par with those of other lines of file folders. Doing away with this line of file folders is the other option that Stasia can consider to deal with its minimal performance but this option would be tantamount to the â€Å"commodity end of the business† that Ramon works so hard to avoid (AAA Office World

Communications and Media the use of social media Essay Example for Free

Communications and Media the use of social media Essay What SouthWest Airlines (SWA) has done is to consolidate customers and fans for the better performance of its operation in light of competition it is facing. This is a clear case where social media is being used as a channel that supports community building, customer collaboration and sharing ideas and market trends that propel the performance of a company. This strategy should be adopted in an ideal education situation so that university systems could look for ways of engaging and motivating learners to be more proactive. Still on SWA, the Company actively engaged fans on Facebook through posting different items and argumentative debates just to gather opinions on what customers expect from them. This is what Dani and Singer (2008) term as ‘discrete approach to marketing and feasibility study on what people expect’ (p. 192). American University of Sharjah needs to integrate a number of social media tools into the learning process to reflect the success SWA has enjoyed within the shortest period of time it has been on business. Beginning with how SWA has integrated Facebook within its platform, it is important to note that what American University of Sharjah should strive to achieve is to have social networking. To contextualize this point, when using Facebook to engage customers, the case (Southern Airlines by Adam Saffer) reports that by posting a video from Air Zealand there were 58 comments and 95 likes. These comments according to the author helped the Company strategize on the best approaches to deal with the demands of its client. Contextualizing this case, research by the Higher Education Research Institute (HERI 2007) has shown that at least 87 percent of students in universities have social media accounts and as such, Facebook account for about 90 percent. This statistics shows that social networking websites have become integral parts of students’ live at American University of Sharjah. It is from this perspective that the university should try as much as possible to engage students in dec ision making process by posting agendas and policies for debate. That is, facebook should be integrated as part of learning process. From the case, it has been noted that SWA communicated with Facebook fans in response to the questions and issues they were having. When there was a query or a problem from their fans, they could respond to the question on time and publicly. This is particularly to the issue that Lala Palelei asked on November 2nd 2009. It is from this approach that it is recommended for American University of Sharjah to actively engage with students through Facebook. As a matter of fact, Alexander Astin proposed a developmental theory that sought to engage with learners (Geyer et al. 2009). In his theory, he proposed that social interaction with learners help them grow psychologically and physically. Just like what SWA did, responding to the issues students are asking should be evidence-based. That is, answers should be well researched so that engagement includes effo rts students invest in their educational activities and such empirically connected to the objectives of the university. Just like SWA, American University of Sharjah is active on Twitter. It is important to note that adoption of official Twitter account is one factor, making it outpace empirical understanding of the use of such technology and the available theories regarding why it (the Twitter account) may alter a number of organizational process is another. It is from this observation that the university should make twitter account serve the purpose SWA’s twitter account is doing. The case reads, ‘of the social tools, SWA has found Twitter to be its primary means of interacting with its public.’ There are inherent reasons as to why the Company finds Twitter to be a source of interaction. Citing a case, it is reported that Jessica Turner had an interesting post concerning newest service location which was geared towards attracting debates on Corporate Social Responsibility (CSR). This post attracted attention of its followers to an extent that the SWA managed to understand dynamic s of the market through what is termed as ‘two-way communication between SWA and its publics.’ Basically, this is the recommendation the University needsa two-way communication between students, teaching staff and the public. This recommendation is evidence-based. Scholars such as Daly (2010) have studied the relationship between social practices and new technologies and found greater utility in the concept of affordance and unity because by positively engaging others through social media forums explain why organizations using same technology are likely to engage in disparate or similar work practices and communication. On 14th December 2014 the University through its official Facebook account posted the 12th NGN10 Competition where engineering students from the university were invited to contribute on the best way to make the lightest tower crane. While this approach is similar to what Christi Day did about his Twitter post on ‘Grab your bag. It’s onâ€⠄¢ it is recommended that for effective interaction, the university should integrate marketing campaign when making such posts so that a conversation is generated between interested parties and students. Flickr and You Tube are other two social media SWA has used to capitalize on the needs of its customers and fans. On Flickr the information provided is that organizations such as the University can use social media to counter unrealistic claims and complaints aimed at tarnishing its image. This is in regard to complain made by Scooteriscracy. However, to maintain transparency and avoid circumstances as the one SWA found itself in, the line between personal business and professional posting should be distinct. It is recommended that the University should be careful in its posting. Nuts about Southwest as the name of SWA’s You Tube should be used as a benchmark in helping American University of Sharjah note that the use of social media also encompasses permitting every employer to self-publish as long as such publication conforms to specific regulations of the institution. It is apparent that the manner in which the University uses You Tube does not allow people, including stude nts to communicate or share their views and opinions across faculties or organizational boundaries. To conceptualize this recommendation, Brzozowski et al. (2009) conducted a research on the benefits of institutional engagements of leaners on social media. After interviewing 425 undergraduate students from the Midwestern institution, is was found that when learners are allowed to share, post or participate in education forums posted through social media there is a positive correlation between student engagement in the affairs of school and success of the school in policy drafting and implementation. In fact it is through this recommendation that SWA has managed to achieve its objectivegreat customer service (being ranked as the airline with the least cases of complaints per passenger since it started monitoring the data in 1987). It is important to mention, just like Fuller and Valacich (2008) does that the usage of social media in American University of Sharjah should be about providing meta-knowledge. That is, making the institution understand the type of people in its environ and what they may do so that good relationships and rapport is maintained. Just like what SWA is doing through blogging, the University could let students and employees create profiles pages on different social media where such pages have corporate directories information, photos as well as summary of content that individuals have contributed. It is from such initiatives that people will learn more about the interests, backgrounds and activities of students, workers. It is apparent that what SWA has succeeded in is creativity which as not only placed it as one of the fasted growing companies but also made it become effective. This will be achieved if the University allows participation by all in social media activities. Finally, Ameri can University of Sharjah has a reputation to keep and for the usage of social media, maintenance of confidentiality, transparency and respect to the property should note be overshadowed by the quest to adopt the recommendation provided. References Brzo zowski, M., Sandholm, T., Hogg, T. (2009). Effects of feedback and peer pressure on contributions to enterprise social media. Proceedings of the 2009 International Conference on Supporting Group Work (pp. 61–70). New York: ACM. doi:10.1145/1531674.1531684 Daly, E. M., Geyer, W., Millen, D. R. (2010). The network effects of recommending social connections. Proceedings of the Fourth Conference on Recommender Systems (pp. 301–304). New York: ACM. doi:10.1145/1864708.1864772 Dani s, C., Singer, D. (2008). A wiki instance in the enterprise: Opportunities, concerns and reality. Proceedings of the 2008 Conference on Computer Supported Cooperative Work (pp. 495–504). New York: ACM. doi:0.1145/1460563.1460642 Fuller, R. M., Valacich, J. S. (2008). Media, tasks, and communication processes: A theory of media synchronicity. MIS Quarterly, 32, 575–600. Geyer, W., Millen, D. R., Dugan, C., Brownholtz, B. (2009). People sensemaking and relationship building on an enterprise social networking site. Proceedings of the 42nd Annual Hawaii International Conference on System Sciences. Los Alamitos, CA: IEEE Computer Society Press. doi:10.1109/HICSS.2009.343 Higher Education Research Institute (2007) College freshmen and online social networking sites.Available at: http://www.gseis.ucla.edu/heri/PDFs/pubs/briefs/brief- 091107SocialNetworking.pdf (last accessed 17th December 2014). Source document

Issues in Adult Learning Programmes

Issues in Adult Learning Programmes CHAPTER V: DISCUSSION OF FINDINGS Introduction This section shows a synopsis of the results, implications and conclusion of the research, and afterward gives proposals to further research. At the outset, the research was to explore whether certain demographic social-economic variables affected the view and experiences adult learners received at a further education institution. Rather than observing the adult learner through a universal philosophy of one best approach, this research tried to decide the level of discrepancy in the perception of adult learners across different areas of teaching and learning. Discussion The running of adult education is a massive industry of huge significance to the UK. As rivalry increments in the industry it will turn out to be progressively imperative to take part in wide-ranging customer research. In this way this research was intended to test the observations and encounters of adult learners on a further education course. The research uncovered a few issues that assumed a part in their choice to study. The most alluring bait was the chance to gain a qualification. Further inspirations included local further training, chance to create and enhance basic skills it was uncovered by those individuals who left school with no formal skills. In addition, the results likewise uncovered that learners were inspired to learn for own development. They saw learning process as an experience which developed them personally and mentally. They are happy about new ways of thinking and moving themselves into the digital age, which empowers development and freedom. For a few adult learners, this was their first time into adult education. They felt an increase in self-assurance and pride in what they have accomplished. Adult learners look at a bigger picture, seeing learning as a long haul asset in professional success and deep rooted self-awareness. Adding to their point was they see education as mode to expand and develop their ability for thinking and acting locally and nationally so as to improve the capability of their life directions. Learning accomplishes more than academic improvement and self-awareness. As highlighted by majority of the students it also enhances their employment prospects. The research shows that for adult learners, a further education college is a site of important learning that goes past vocational planning. The learners in this research felt they had changed considerably as a consequence of their involvement. Practically every one of the learners given a questionnaire and those taking part in focus group were extremely happy they had returned to FE and said that they had an exceptionally positive experience in spite of challenges with finance, juggling other responsibilities and assessments. Most came to FE as a result of the level and structure of the course(s) on offer or in view of the adaptability of the course to address their wants. Some were obligatory to go to the course through their job advisor at the Job Centre. The participants in the research offered some reasons why they chose to come back into education. Not having worked or being struck in an unsatisfying job, becoming unemployed and a yearning for a qualification were ordinarily expressed purposes behind the choice to go back into education. There were as well other factors, for example, children grown up or started school that allowed learners to come back into education; suggestions from friends and family also helped. Noteworthy too was some affinity for learning and education and, by and large, a long-held desire to go back and an inclination that they had missed out a major opportunity by not seeking education earlier. The focus group, nonetheless, uncovered that there were other complex inspirations best comprehended with regards to the individuals life. The research was carried out in order to look at whether certain demographic social-economic variables such as age, gender, ethnicity, mandatory/voluntary attendance, and children at home influenced the perception of adult learners concerning their experiences at an FE institution. Findings in this research recommended that there was a considerable connection between the age of an adult learner and whether it had an impact on their perception when it came to their educators providing feedback. In this research, it creates the impression that the older the learner, the more prominent the probability that respondents were more favourable to the different parts of teaching and learning than young learners. Findings in this research are consistent with past research, which recommends that while all learners require help with evaluating their learning, many adult learners feel uncertain about their learning capacities, and need direct and significant feedback (Clardy, 2005). The literature is full with conclusions that feedback helps to reinforce the learners recently learned knowledge, and also give recommendations to change (Knowles, 1984; Merriam and Caffarella, 1999). Learners need acknowledgment about their learning in the event that it is viewed as well done; if correction is given, it additionally adds to their change (Knowles, 1990). The older adult learners become the more they want thorough and consistent feedback (Lowry, 2006). This research uncovered that those learners in the older age groups (between the ages of 46 and 55) were less happy with feedback received from educators than learners in the younger age groups (between the ages of 25 and 35). There was no major relationship found between the age of the adult learner and whether age impacted learners perception when it came to the remaining aspects of teaching and learning. There is a lot of research literature with information about the relative impact ethnicity has on adult development and perception (Merriam and Caffarella, 1999), and that numerous minority learners encounter trouble learning in situations developed inside an ethnic model not the same as their own (Chavez and Guido-DiBrito, 1999). Findings from this research reinforce past research writing that adult learners ethnic origin affected their perception concerning whether their educators had made the learning interesting. Contrasts were found among the ethnic groupings; most remarkably amongst White British and Asian learners. In such manner, the information in this research showed that White British learners were the most happy with how their educators made the learning interesting; while Asian learners were the least pleased. In the rest of the research, there was no major relationship found between the ethnicity of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. Past research suggests that there are gender related examples in how both genders perceived the importance of their learning experiences (Merriam and Caffarella, 1999). While looking at the gender variable, findings in this research demonstrate that gender impacted the learners perception when it came to the Quality and accessibility of the learning materials. Male learners were less happy with the quality and accessibility of the learning materials than females. Existing writing on this subject demonstrates that adult learners learn in a range of ways (Knowles, 1998); subsequently, adult learners should be provided with methodologies to adjust the learning materials to suit their individual learning styles. Variety of materials can increase the adult learners interest, inspiration and fulfilment with their instructional experience. In the rest of the research, there was no major relationship found between the gender of the adult learner and whether it impacted learners perception when it came to the remaining aspects of teaching and learning. When looking at literature relating to mandatory or voluntary attendance (initial assessment), the data suggested that the initial assessment affected the view in how learners perceived learning and how there educators understood them. In such manner, adult learners who volunteered to come back into education were more positive to specific parts of learning than the individuals who were mandated to attend. In all aspects of teaching and learning those who came into education on their own accord were happier and more motivated in their learning. This is illustrated in existing research which shows that unemployed learners on a mandatory government funded course are less happy and less motivated. Findings in this research showed that there were significant variances in the perception of learners who were married rather than the individuals who were single. The information found in this research back the accompanying arguments; the marital status of learners impacted their view of their educators knowledge of the subject matter. Single learners were the happiest with their educators knowledge of the subject. Separated or divorced learners were somewhat less satisfied, and married learners were the least happy with the educators knowledge of the subject. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. Past research literatures demonstrate that educators information of the subject is thought to be the fundamental trait for effective teaching and learning (Knowles, 1990). With the end goal for learners to assemble their own particular information, their educators must have a thorough comprehension of significant ideas in the subject they teach (Cross, 1987). Adult learners enter their education experiences with previous knowledge and experiences they have collected over their lifetimes. When adult learners learn something new, they try to integrate it with their previous knowledge (Knowles, 1990). While looking at whether there was a measurable contrast in the view of adult learners by the number of children and certain parts of teaching they received. In such manner, adult learners with children were better to specific parts of teaching than those without any children. Adult learners confront major difficulties when taking part in further education. Family obligations and duties pose commanding obstructions for adult learners (Cross, 1987). Learners in this research with two children seem, by all accounts, to be most happy with the quality and accessibility of the teaching materials than they counterparts in this research. The least pleased with the quality and accessibility of the teaching materials were learners with one or no children at home. The percent distributions of learner response, as categorised by marital status can be found in Table 1 of Appendix. The findings had shown that adult learners endure to manage the issues identified with various demographic factors. The indication from the questionnaire and focus group demonstrates that the vast majority of these learners experienced issues in juggling home and learning so they have been depending on their families to keep up this stability. Adult learners seeking education in the FE institution encounter a horde of difficulties. As expressed in the findings age and ethnicity were important challenges when it came to learning. Eastern Europeans and Pakistani learners specifically had highlighted that they experienced issues communicating their perspectives in the classroom because of language barrier. Most learners thought that they didnt have enough self-confidence in class on account of insufficient social interaction. A few learners thought that it was difficult to adjust to the different type of teaching. For example a learner in the focus group said that their previous education was classroom teacher teaching from the front. In this way greater part of the learners viewed learner inclusion as another encounter. They would rather have an educator teaching them directly as opposed to working alongside exercise manuals or in small groups. The conclusions demonstrated that numerous adult learners may have diverse ideas of information and feel good with surface learning styles. Reprimanding and testing others feeling was viewed as troublesome. Ballard and Clancy (1997) clarified that it is critical to perceive the adult learners distinctive presumptions and states of mind to knowledge. This findings bolsters the past research that learning in the classroom is mostly created by the past encounters and presumptions from culture contrasts. Most adult learners are frequently thought to be quite in the class, and in this review most participates expressed that they were hesitant to make inquiries in class. Their reasons exposed a few perspectives, for example, absence of certainty and lack of comprehension. In any case, a few learners contended that the motivation behind why they didnt make inquiries was that they needed to think about the substance conveyed after class. This finding is steady with Cortazzi and Jin (1996) co ntention that some adult learners are not inactive but rather intelligent and they need some time to absorb the information to make a sound judgment. At the end of the day, FE educators seemed to connect more significance to useful abilities as opposed to hypothetical learning. Adult learners face many difficulties and challenges. Keeping in mind the end goal to beat these difficulties learner needs to create mindfulness, understanding and have sufficient support to manage diverse issues. The learners have uncovered that they get more support from other learners and their family. Adult learners originate from a diverse of demographic background with differing methods for seeing things. Some conveyed that educators contribution has been incredible. The direction and help they offer during the introduction period, class exchanges and feedback was accounted for to have contributed immensely to their academic enrichment. Nevertheless, learners seemed, by all accounts, to be unsatisfied with a portion of the teaching. Along these lines, they have proposed that the institution needs to give more developed criticism to help learners who are mature, and make learning including exercise manuals all the more intriguing. Summary This part has depicted various issues identified with adult learners coveted to learning. The study uncovered that adult learners choice to study was a compelling of push and pull elements. The results additionally recommend that irrespective of the difference of socioeconomics in which the adult learner originate from actually they all have one principle objective they shared, that is to accomplish basic skills. Though, the ride back to learning was not a simple procedure and the findings have revealed these boundaries which serve to annihilate the chain of studying, for example, age, ethnicity and family. The part likewise has demonstrated the components which serve to cripple the enthusiasm, inspiration and strength of adult learners to be specific language barriers and age. The following section takes a look at the conclusions drawn from the research, addresses suggestions for the review and makes proposals. CHAPTER VI:Â  CONCLUSION AND RECOMMENDATIONS The aim of this study was to explore the experience and perception of the adult learner. To see whether certain demographic social economic variables such as age, gender, ethnicity, looking after children and voluntary or mandatory attendance influenced these perceptions and experience. Instead of viewing the adult learner within a universal philosophy of adult learning, the study attempted to determine the degree of discrepancy in the perception of adult learners. As more and more adult learners select further education institutions, it will be essential for these institutions to deliver ideal learning situations to their adult learners (Nesbit, 2001). Coordinating educational techniques to the abilities and necessities of adult learners has turned out to be one of the greatest matters confronting further education institutions (Ackerman, 1998). With a specific end goal to create educational methods that are adapted to meet the particular needs and goals of the adult learner populace, it turns out to be progressively obvious that these institutions should have a more noteworthy comprehension about how it will serve this constantly expanding number of adult learners (Merriam Brockett, 1996). While past research plans have concentrated on the extraordinary needs and necessities of adult learners, few reviews have centred of the impacts of educating and learning and how it might affect adult learners (Nesbit, 2001). As the age of the UK populati on grows, it is normal that there will be an expansion in the intake of non-traditional learners. This change will affect further education institutions as far as how they will serve this ever growing populace. Clearly, there will be a huge need to adjust the way in which this populace will be educated. Discussion The learners in this research found their time in further education pleasant and useful; nevertheless, the findings offer some insight about the working of the industry. The expansion in numbers of adult learners in further education arose by default, much like the development of further education in general, with no expressed strategies or target standards. This should be addressed to with regards to a review of the role and purpose behind the sector. At present, while further education for the most part is comprehensive in its approach and practice, there is no consistency between further education institutions. This as a result capitulates it over to the program administrators or those on the frontline in interviewing new learners to understand admission rules and procedures. In a period of great demand for places and in a framework whose fundamental expressed reason for existing is to get ready learners for business, adult learners, particularly older learners, might be viewed as less worthy of a place than younger learners. In this specific situation, it is critical to ask how further education institution can reinforce a promise to enhancing access and achievement and improving the experience of non-conventional learners. This could include taking a look at targets and standards and liaising with community training facilitators and adult education institutions. In any case, these areas work independently with almost no consid eration given to co-operation or empowering learner movement. Further education offers progression courses to higher education particularly essential for the individuals who lack traditional admission prerequisites. Many adult learners dont come to further education aiming to progress but, having come through to further education, many progress more higher. Closer cooperation between the FE and HE institutions undoubtedly should be created. This could incorporate the growth of access courses or taking a look at different provisions, for example, those in Warwick college in the UK whose 2+2 degree offers adults who do not have any formal qualification a chance to study for a degree by putting in two years in a further education institution (the equivalent of one year of a traditional degree) and the last two year in the university. In spite of the fact that there have been strategies set up for a long time at government level which urge access to HE by non-traditional groups, no such strategies exist for FE. This mirrors FEs second level status and the unsatisfactory quality of these structures for what happens in the sector. At the FE college level helpful and positive attitudes of educators and others were considered of key significance by the learners and crucial to their prosperity. This was especially imperative when things got challenging. Having informal access to staff that is eager to give their time and listen was exceedingly valued. Recommendations Rather than observing the adult learner inside the one viewpoint, this research analysed the variance in the perception held by adult learners at a FE institution in north of England. While this research discovered measurably important relationships between adult learners when categorised by certain demographic socio-economic factors, it was distinctly clear that there are still various factors that have not been analysed. Thus, the following recommendations are offered. It is suggested that this research be reproduced. This research found that there were factors that swayed the change in adult learners perception with respect to their educational experience. While this research was led in one department of a FE College, there is a need to extend to incorporate the whole college and other FE institutions in the north of England to see whether comparative outcome will be achieved. Aside from expanding the number of participation, future research studies ought to find a way to guarante e that the populace incorporates a more noteworthy representation of learners based upon ethnicity, social class, gender and marital status. In regards to further education institutions it is recommended that they create strategies that will cater for the needs and aspirations of adult learners. Summary The information picked up in this research on adult learners encounter, their impression of learning and struggles with education all have a part in the management of proficient learning. Brookfield (1989) notes that learning is not a vacuum but rather has its relationship to learners other demographic social-economic factors. Providing adult learners an environment that imparts the ideals of life experience, helpful feedback, acknowledgment of self-uncertainty, and support in building up the capacity to adapt to demands is to give the adult learner space to develop and to change. With no claims to generalisation, this research uses participants own stories and grounded hypothesis to highlight the experience of a group of adult learners and to build comprehension of the factors that contribute to it. It is trusted that this will contribute to an understanding of what goes on in FE College and what it offers adult learners and its imperative role in education in the UK.

Cancer and Reproducibility of Decisions

Cancer and Reproducibility of Decisions Urologic cancer: What about reproducibility of decision made at multidisciplinary team management? BAYOUD Y, LOOCK PY, MENARD J, MESSAOUDI R, RIPERT T, PIERREVELCIN J, KOZAL S, LEON P, KAMDOUM M, CHOLET I, LARRE S . Abstract: Introduction: The prostate cancer (PCa) treatment is multimodal. Thus multidisciplinary team management (MDTM) decision-making process appears as a tool to answer all aspects of PCa. To evaluate the reproducibility of therapeutic decisions made at MDTM. Materials and Methods: We compared therapeutic decisions of PCa by presenting the same file of patient under a fake identity after 6 to 12 months from the first presentation. Forty-nine files of radical prostatectomy (RP) (28 pT2, 21 pT3) performed for clinical localized PCa were represented at MDTM which included urologist, oncologist, pathologist and radiologist. Analysis of therapeutic decisions comprised criteria as: TNM stage, Gleason score, margin status and comorbidities. The reproducibility was assessed statistically by Kappa coefficient. Results: Forty-nine file of radical prostatectomy (RP). The mean age was similar in both groups. The mean PSA was 8,32 ng/ ml (3,56-19,5) in pT2 group and 9.4ng/ml (3,8-22) in pT3 group. The margin status was positive in 25% and 47,6% respectively in pT2 and pT3 group. Decision made for pT2 group were the same in 100% case (k=1). In the group of pT3 (n=21), 33% of decision were different at second MDTM, especially for pT3b with only 29% reproducible decision (k= 0,1). Concerning pT3a, 86% of decision were reproducible (k= 0,74). Conclusion: We showed a reliability and reproducibility of decision made at MDTM when guidelines are well defined. The therapeutic attitudes were less reproducible in locally advanced PCa but decision concerning those cases should be made in the setting of guidelines. Key words: Cancer, Kappa coefficient, Prostate, multidisciplinary, Reproducibility. INTRODUCTION: The prostate cancer (PCa) is the most frequent cancer in men as well in Europe and USA (1). The PCa counts for 11% of all men cancers and it’s responsible for 9% of the mortality by cancer in men in Europe. In France in 2010, the incidence of PCa was 71577 cases and the related mortality of PCa at the same year was 8791 deaths which represent a 2.5% less mortality per year during last years (2). The multidisciplinary team management becomes an obligation for all oncologic fields as mentioned by the French government law: cancer program 2003-2007, this program stipulate that each new patient should benefit from MDTM decision-making process, organize the setting of MDTM and also gives tools to develop trials of research for a new diagnosis and therapeutic arsenal (3). Some urologists express some doubt about the interest of MDTM because of it’s a new burden without assigned budget while others see in the MDTM an equality of chance of patients, and possibility to include patients in trials and protocols. Number of European study showed the interest of MDTM and its beneficial impact on survival (4, 5). The efficiency of decisions made at MDTM is obvious but the evidence about their reproducibility remains doubtful. Through patients underwent a radical prostatectomy (RP) for localized prostate cancer (PCa) and represented identically, we evaluated a reproducibility of decision made at MDTM. Materials and Methods: From January 2011 to March 2012, 183 patients underwent radical prostatectomy for localized PCa, all of them were presented at MDTM and decision of diagnosis and treatment validated. Within those patients some files were selected prospectively for a second presentation. All of patients were presented identically under a fake identity 6 to 12 months later. Each file contained a full filled form including all decision- making parameters concerning patient (appendix 1). Patients were selected after agreement of their urologist who didn’t participate at decision making process at a second presentation. We also presented a case of patient which can be susceptible for debate and distinguished two groups. First one with localized PCa with or without positive margins (pT2 R0 or R1) and second one with advanced PCa (pT3a or b, R0 or R1) regarding 2002 pTNM classification. Criteria of selection was to select patients with localized and advanced PCa, we also selected those at low and high risk of local and systemic relapse based on pTNM and gleason score, two only important parameters  «predicting local and systemic relapse after RP » we had at this moment of decision making process (1). Thus we tried to have each half of group with gleason score at low and high risk of relapse. The group of pT2 comprised approximately 50% of patient with gleason score > 6 and the group of pT3 comprised approximately 50% of patient with gleason score ≠¤ 3+4 (table 1). We compared a decision made for each patient in both MDTM. All decisions were made accordingly to usual criteria as pTNM stage, Gleason score, margin status, comorbidities and choice of patients. MDTM comprised 5 urologists’ seniors and 2 juniors, 1 pathologist, 1 medical oncologist, 1 radiotherapist and 1 radiologist and organized weekly. The statistical analysis chosen for comparison between first and second decision made at MDTM was Kappa coefficient which scale vary from non-agreement to perfect. The coefficient Kappa is a statistical tool to assess reproducibility. It also allows an estimate of concordance of qualitative judgments for the same situations by two different observers (6). We compared all criteria of study with t-test for independent samples using means ±SD. Results: From January 2011 to March 2012, 183 patients underwent RP for localized PCa. From this population forty nine patients were selected prospectively and distribution of patients was as follows: 28 pT2c, 21 pT3 (14 pT3a and 7 pT3b). Baseline criteria of patient group and t-test are resumed in table 1. We observed a reproducibility of 100 % of the group of pT2c independently of the margin status and Gleason score. Kappa coefficient was perfect (ÃŽ º=1). In the group of pT3a, decisions were reproducible in 86% cases, with therapeutic attitude putting in balance surveillance or extra beam radiation therapy (EBRT) (figure 1). The distribution of decisions was as follows: 28% for EBRT, 72% for surveillance at MDTM 1 and 14% for EBRT, 86% for surveillance. The coefficient Kappa was substantial with a value of 0,74. In the group of pT3b, decisions were reproducible in only 29% cases. Therapeutic decisions were EBRT plus androgen deprivation therapy (ADT) in 71% patients and surveillance in 29% patients at MDTM 1, while therapeutic decisions at MDTM 2 were 14,5% for EBRT, 14,5% for EBRT plus androgen deprivation therapy and 71% for surveillance (Figure 2). The Kappa coefficient was slight with a value of 0,1. Discussion: Our study showed the pertinence of MDTM recommended by Law of cancer program 2003-2007 (3). Many European studies showed the interest of MDTM (4, 5), but number of urologists expresses some doubts about benefits, exposing as argument a new burden without assigned budget. This position is partly supported by Asher PL et al, they reported in 124 cases of urological cancer, MDTM changed therapeutic attitude in only 2% cases, thus authors suggested that urologist could presented only few patients to MDTM which reduced significantly a working cost without compromising therapeutic patient’s chance (7). Van Belle S showed that MDTM established by the Belgian governmental program was a success thanks to specifically assigned budget. Authors reported also indirect evidence between MDTM and survival rate of cancer in Belgium because it’s within the five best European rates (2,3 and (8) This hypothesis was sustained by results of Sternberg CN et al study, they concluded of beneficial effect of MDTM on free recurrence survival of PCa in patients at high risk of recurrence, in particular phase III of TAX 3501 where was compared treatment with immediate or differed ADT with or without docetaxel after RP (9). Our study showed reliability and reproducibility of decisions made at MDTM. This is valid in pT2 patients group in whom 100% of reproducibility was observed, while pT3a patients group showed 86% reproducibility (ÃŽ º = 0.74). However pT3b patients group showed worse rate of reproducibility with 29% (ÃŽ º = 0.1), this result should be interpreted with caution considering the smallness of sample (n=7). Further studies with biggest sample are mandatory to make conclusion. Those cases are still complex situations demanding MDTM decision-making process. The lack of well-defined recommendations certainly contributes to the weak rate of reproducibility of decision made at MDTM for locally advanced PCa. GETUG 17 trial which compares immediate EBRT associated to ADT versus deferred EBRT at biochemical recurrence with ADT for patients underwent RP in whom definitive pathology result is pT3 R1( R1: positive surgical margins) will contribute to clarify recommendations. The interest of MDTM is to include patients in the same trial. To support this idea, Nguyen TD et al showed in their study for breast cancer which recommendations are well designed that 92% of MDTM decisions were in accordance to recommendations and 96% of these decisions were followed by patient’s responsible doctor. They conclude also of the interest of including patients in trial (10). The same conclusions were reported by Carducci MA et al, they surveyed prospectively 8 cancers in 6 hospitals, and they showed that 128 patients of 153 (84%) benefited from specific therapeutic decisions thanks to MDTM. Authors insisted on the interest of MDTM in advanced PCa and inclusion of patients in trial (11). Several studies seem to end on the interest of a tool to standardize and optimize the therapeutic decisions. Thus, Benjamin A et al reported significant differences in care of localized PCa in the United States of America. Between 2000 and 2001, 2775 cases of localized PCa were collected from 55160 patients. They considered many criteria as geographic location, type of institution (academic hospital or community hospital), pathology analysis and follow-up after treatment. Significant differences were observed regarding geographic origin and type of institution where treatment was provided. Besides criteria as tumor volume, extra capsular extension and pTNM stage were considered for making decision process respectively only in 37,1%, 68,6%, 48,2% (11). Hardly 55% of patients benefited from a follow-up (12). Clarke MG et al showed in cohort of 30 urologists for whom were subjected questionnaires representing patients’ scenarios with prostate cancer, a mean of 3 cues from 9 were used to make therapeutic decision. Criteria as life expectancy, digital rectal examination, age of patient and patient’s choice were rarely used. The authors also reported that urologists made a different therapeutic decision in 31,4% cases when they answered a same questionnaire at different time. They conclude that well defined recommendations and MDTM will standardize process of making decision and enhance reproducibility of decisions (13). These observations were also demonstrated by Wilson J et al in their study concerning 32 urologists from Great Britain, for whom 70 questionnaires representing medical history of prostate cancer were subjected. Thirteen questionnaires among 70 were repeated to evaluate intra- observer reproducibility. They reported that intra-observer reproducibility varied fro m 56% to 79%, while inter-observer reproducibility varied from 24% to 57%. Authors conclude on interest of standardizing therapeutic scheme and working in MDTM process for better decision reproducibility(14). The MDTM appears as an answer to this need of optimizing the care process. Conclusion: In our study we showed a reliability and reproducibility of decision made at MDTM. Reproducibility is acquired when recommendations are well defined. This is proved for localized prostate cancer. On the other hand decisions for advanced prostate cancer were less reproducible even if decisions were made in the setting of recommendations of French Urologist association. These last cases justify more submission in the MDTM in the purpose to standardize the care process, facilitate inclusion in trial. This will allow having well-defined recommendations for complex cases of prostate cancer, and leading to best reproducibility of decision made at MDTM. BIBLIOGRAPHY: Heidenreich A, Aus G, Bolla M, et al. EAU guidelines on prostate cancer. European urology. 2008;53(1):68-80. Epub 2007/10/09. Salomon L, Azria D, Bastide C, et al. [Recommendations Onco-Urology 2010: Prostate cancer]. Progres en urologie : journal de lAssociation francaise durologie et de la Societe francaise durologie. 2010;20 Suppl 4:S217-51. Epub 2010/12/07. Recommandations en Onco-Urologie 2010: Cancer de la prostate. Plan cancer 2003-2007 (French Government Law ): http://www.afssa.fr/ET/DocumentsET/plan cancer.pdf Verdecchia A, Francisci S, Brenner H, et al. Recent cancer survival in Europe: a 2000- 02 period analysis of EUROCARE-4 data. The lancet oncology. 2007;8(9):784-96. Epub 2007/08/24. Berrino F, De Angelis R, Sant M, et al. Survival for eight major cancers and all cancers combined for European adults diagnosed in 1995-99: results of the EUROCARE-4 study. The lancet oncology. 2007;8(9):773-83. Epub 2007/08/24. Bergeri I, Michel R, Boutin JP. [Everything (or almost everything) about the Kappa coefficient]. Medecine tropicale : revue du Corps de sante colonial. 2002;62(6):634-6. Epub 2003/05/07. Pour tout savoir ou presque sur le coefficient Kappa. Acher PL, Young AJ, Etherington-Foy R, McCahy PJ, Deane AM. Improving outcomes in urological cancers: the impact of multidisciplinary team meetings. Int J Surg. 2005;3(2):121-3. Epub 2007/04/28. Van Belle S. How to implement the multidisciplinary approach in prostate cancer management: the Belgian model. BJU international. 2008;101 Suppl 2:2-4. Epub 2008/03/01. Sternberg CN, Krainer M, Oh WK, et al. The medical management of prostate cancer: a multidisciplinary team approach. BJU international. 2007;99(1):22-7. Epub 2006/09/08. Nguyen TD, Legrand P, Devie I, Cauchois A, Eymard JC. [Qualitative assessment of the multidisciplinary tumor board in breast cancer]. Bulletin du cancer. 2008;95(2):247-51. Epub 2008/02/29. Evaluation qualitative de la reunion de concertation pluridisciplinaire de cancerologie mammaire. Carducci MA, Carroll PR. Multidisciplinary management of advanced prostate cancer: changing perspectives on referring patients and enhancing collaboration between oncologists and urologists in clinical trials. Urology. 2005;65(5 Suppl):18-22; discussion Epub 2005/05/12. Spencer BA, Miller DC, Litwin MS, et al. Variations in quality of care for men with early-stage prostate cancer. Journal of clinical oncology : official journal of the American Society of Clinical Oncology. 2008;26(22):3735-42. Epub 2008/08/02. Clarke MG, Wilson JR, Kennedy KP, MacDonagh RP. Clinical judgment analysis of the parameters used by consultant urologists in the management of prostate cancer. The Journal of urology. 2007;178(1):98-102. Epub 2007/05/15. Wilson J, Kennedy K, Ewings P, Macdonagh R. Analysis of consultant decision- making in the management of prostate cancer. Prostate cancer and prostatic diseases. 2008;11(3):288-93. Epub 2007/10/31. Table1:Baselinecharacteristicsofpatientsgroupandt-testof independent sample Figure 1: Therapeutic decisions made for pT3aN0M0 group at MDTM 1 and 2 Figure 2: Therapeutic decisions made for pT3bN0M0 group at MDTM 1 and 2 APPENDIX 1: Initial location :Date of diagnosis : DD/MM/YYYY Clinical TNM stage: Pathology result (specimen): pT: XX pN: XX M: XX Status margin (R): Rx Motive: Diagnosis à ¯Ã‚ Ã‚ ¯Therapeutic decision à ¯Ã‚ Ã‚ ¯ Therapeutic adjustment à ¯Ã‚ Ã‚ ¯Ãƒ ¯Ã¢â€š ¬Ã‚  Surveillance after treatment à ¯Ã‚ Ã‚ ¯Ãƒ ¯Ã¢â€š ¬Ã‚  Another motiveà ¯Ã‚ Ã‚ ¯ Medical history : Result of exams : (ex CT scan, MRI, Bone scan, medical notice of colleague †¦Ã¢â‚¬ ¦) Patient’s choice : WHO general health status :0 à ¯Ã‚ Ã‚ ¯Ãƒ ¯Ã¢â€š ¬Ã‚  1 à ¯Ã‚ Ã‚ ¯2 à ¯Ã‚ Ã‚ ¯3 à ¯Ã‚ Ã‚ ¯4 à ¯Ã‚ Ã‚ ¯ Comorbidities: Therapeutic suggestion : Final thà ©rapeutic decision :

The Importance of Childhood Vaccination Essay -- Medicine Health

Since the introduction of vaccinations, medical science has managed to all but eliminate many formally fatal and debilitating childhood illnesses in countries where the immunization of children is nearly universal. Diseases such as measles, mumps, diphtheria, rubella and polio have been relegated to a marginal status in developed countries with active immunization campaigns; smallpox is actually considered to have been completely eliminated from the earth, without a single case having been reported since roughly 1979 (â€Å"Childhood†). Largely centered around a study published in 1998 in the British medical journal â€Å"The Lancet†, there has been an upsurge in concerns of the safety of vaccinations and a resulting decrease in their usage, which has lead to a somewhat anachronistic return of these diseases. While some parent's concerns over the safety of vaccinations are based upon the well-intentioned desire to keep children safe from autism, the act of not vaccinat ing children actually causes far greater damage by exposing them to acquiring potentially life-threatening illnesses and removing a critical link in the chain of herd immunity. Over the last 12 years, a growing population of parents have chosen to avoid immunizing their children with the misguided belief that they are protecting their children from the specter of autism. One of the most common concerns in this vein centers around the MMR (Measles, Mumps, Rubella combination) vaccine. The concern over the MMR vaccine began when â€Å"In 1998, Andrew Wakefield and colleagues published a paper in the journal â€Å"The Lancet†. Wakefield's hypothesis was that the MMR vaccine caused a series of events that include intestinal inflammation, entrance into the bloodstream of proteins harmful ... ... In Context. Web. 28 Oct. 2010. Deer, Brian. "MMR doctor Andrew Wakefield fixed data on autism." The Sunday Times. Times Newspapers Ltd , 8 Feb. 2009. Web. 28 Oct. 2010. â€Å"HAZLEHURST v. SECRETARY OF HEALTH AND HUMAN SERVS.† 604 F.3d 1343 (2010). Leagle.com. Leagle, Inc. Web. 28 Oct. 2010 "Noncompliance with Mandatory Vaccinations Threatens Community Health." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccine Risks Are Outweighed by the Risks of Not Vaccinating." Should Vaccinations be Manditory? Ed. Noà «l Merino. Detroit: Greenhaven Press, 2010. At Issue. Gale Opposing Viewpoints In Context. Web. 28 Oct. 2010. "Vaccines." Current Issues: Macmillian Social Science Library. Detroit: Gale, 2010. Gale Opposing Viewpoints In Context. Web. 9 Nov. 2010.

Albert Einstein :: Biographies Science Essays

Albert Einstein Of all the scientists to emerge from the nineteenth and twentieth centuries there is one whose name is known by almost all living people. While most of these do not understand this man's work, everyone knows that its impact on the world of science is astonishing. Yes,many have heard of Albert Einstein's General Theory of relativity, but few know about the intriguing life that led this scientist to discover what some have called, "The greatest single achievement of human thought." Einstein was born in Ulm, Germany on March 14, 1874. Before his first birthday, his family had moved to Munich where young Albert's father, Hermann Einstein, and uncle set up a small electro-chemical business. He was fortunate to have an excellent family with which he held a strong relationship. Albert's mother, Pauline Einstein, had an intense passion for music and literature, and it was she that first introduced her son to the violin in which he found much joy and relaxation. Also, he was very close with his younger sister, Maja, and they could often be found in the lakes that were scattered about the countryside near Munich. As a child, Einstein's sense of curiosity had already begun to stir. A favorite toy of his was his father's compass, and he often marveled at his uncle's explanations of algebra. Although young Albert was intrigued by certain mysteries of science, he was considered a slow learner. His failure to become fluent in German until the age of nine even led some teachers to believe he was disabled. Einstein's post-basic education began at the Luitpold Gymnasium when he was ten. It was here that he first encountered the German spirit through the school's strict disciplinary policy. His disapproval of this method of teaching led to his reputation as a rebel. It was probably these differences that caused Einstein to search for knowledge at home. He began not with science, but with religion. He avidly studied the Bible seeking truth, but this religious fervor soon died down when he discovered the intrigue of science and math. To him, these seemed much more realistic than ancient stories. With this new knowledge he disliked class even more, and was eventually expelled from Luitpold Gymnasium being considered a disruptive influence. Feeling that he could no longer deal with the German mentality, Einstein moved to Switzerland where he continued his education. At sixteen he attempted to enroll at the Federal Institute of Technology but failed