Tea and Social Class Boundaries in 19th Century England

Matthew Geronimo Professor Haydu SOCI 106 12 March 2013 Tea and Social Class Boundaries in 19th Century England How did tea rituals, customs, and etiquette reinforce social class boundaries in 19th century England? This question is relevant, in that it asks us to reflect on how simple commodities such as tea can distinguish social differences between classes, both past and present; it also allows us to ponder on how tea was popularized into the daily-consumed beverage it is to this day with people of all class backgrounds. In her book A Necessary Luxury: Tea in Victorian England (2008), Julie E.Fromer discusses how in 19th century England â€Å"new identification categories and new hierarchies of status developed along lines stemming from consumption habits, creating moral guidelines based on what and when and how one consumed the commodities of English culture,† (Fromer, 6). After discussing some origins of certain tea rituals such as low and high tea, I will elaborate on how those rituals influenced and reinforced social boundaries between the lower and upper classes; furthermore, I will analyze how certain tea customs and etiquette shaped the practice of tea-time between the lower and upper classes.There are variations on the origin of the afternoon tea ritual. â€Å"The accepted tea legend always attributes the ‘invention’ of afternoon tea to Anna Maria, wife of the 7th Duke of Bedford, who wrote to her brother-in-law in a letter sent from Windsor Castle in 1841: ‘I forgot to name my old friend Prince Esterhazy who drank tea with me the other evening at 5 o’clock, or rather was my guest amongst eight ladies at the Castle,† (Pettigrew, 102).While tea was already a luxurious beverage at the time, when to drink tea during the day became a national cultural custom. â€Å"The Duchess is said to have experienced ‘a sinking feeling’ in the middle of the afternoon, because of the long gap between luncheon and di nner and so asked her maid to bring her all the necessary tea things and something to eat – probably the traditional bread and butter – to her private room in order that she might stave off her hunger pangs,† (Pettigrew, 102).Upper-class citizens caught on with this trend, participating in a ritual that would define a nation. Upper-class families would participate in low tea at a good hour between lunch and dinner. â€Å"Manners of Modern Society, written in 1872, described the way in which afternoon tea had gradually become an established event. ‘Little Teas’, it explained, ‘take place in the afternoon’ and were so-called because of the small amount of food served and the neatness and elegance of the meal,† (Pettigrew, 104).Consuming food with tea during the day between meals might have speculated the English people for growing accustomed to eating too much during the day, but according to Marie Bayard in her Hints on Etiquette ( 1884), afternoon tea was â€Å"not supposed to be a substantial meal, merely a light refreshment. † She adds, â€Å"Cakes, thin bread and butter, and hot buttered scones, muffins, or toast are all the accompaniments strictly necessary. † The upper classes during the 19th century were known more for drinking more expensive and refined teas, such as those from China, Ceylon, or Assam.The wealthy and privileged groups of 19th century England took pride in their customs; with the custom of tea, they spared no expense in staying true to their idealized rituals. Low tea was a daily practice for the upper classes. Martha Chute created a series of watercolor paintings that portrayed daily life at the Vyne in Hampshire in the mid-nineteenth century. This particular 1860 watercolor (Pettigrew, 99) depicts a dining room table prepared for breakfast with the tea urn in the middle of the table and the tea cups laid out.The painting’s setting takes place in a very upper class room with portraits of upper class citizens and scenery artwork hung all around the room. Published in 1807, Thomas Rowlandson’s Miseries Personal (Pettigrew, 65) illustrates powerful upper-class men and women socializing while consuming tea to the extent that the men are all practically drunk because of drinking too much tea. From the illustration, the audience can see that these powerful men have no cares, worries, or concerns at all; they’re not worried about getting food on the table for their families.They are only concerned with having a good time with the somewhat disgusted women in the painting while they consume heavy amounts of tea, symbolizing their refinery and high social class status. Published in 1824, Edward Villiers Rippingille’s The Travellers’ Breakfast (Pettigrew, 77) illustrates members of the literary circle that idealized Sir Charles Elton, including Coleridge, Southey, and Dorothy and William Wordsworth, as they have breakfast in an inn, with the tea urn focused in the middle of the table. According to Mrs.Beeton in the 1879 edition of her Book of Household Management, â€Å"’At Home’ teas and ‘Tea Receptions’ were large afternoon events for up to two hundred guests. Tea was laid out on a large table in the corner of the drawing or dining room, and servants would be on hand to pour and hand round the cups of tea, sugar, cream or milk, cakes, and bread and butter,† (Pettigrew, 107). Beeton reinforces the notion that these products were expected to be present at the tea table for afternoon tea with the upper classes. For the upper-classes, afternoon tea could be taken out to the garden.In an 1871 graphic artwork titled Kettledrum in Knightsbridge, (Pettigrew, 106) the artist displays men, women, and a child socializing in a garden, with trees and flowers surrounding them, while they enjoy their afternoon tea. According to Pettigrew, the caption reads â€Å"In this form of aft ernoon party, ladies and gentlemen can mingle . . . it is certainly much better to talk scandal in the garden than indoors,† (Pettigrew, 107). From this context, Pettigrew hints that scandalous gossip was common in between people in the upper classes during afternoon tea, and that it was better to gossip outdoors rather than indoors.While the etiquette and customs of low tea can be reflected in the mannerisms of upper class breakfast with tea, â€Å"In 1884, Marie Bayard advised in Hints on Etiquette that ‘the proper time . . . is from four to seven’, whereas others advised ‘about five’, or referred to ‘small 5 o’clock teas’, (Pettigrew, 108). Staying true to the specific hours with afternoon tea was significant to the upper classes in order to preserve the expectations that came with afternoon low tea. â€Å"Guests were not expected to stay for the entire time that tea was going on, but to come and go as they pleased during the allotted hours.Most stayed half an hour or an hour but ‘should on no account stay later than seven o’clock’, (Pettigrew, 108). The relationships between upper-class families and servants were distinguished with tea. â€Å"Families who employed servants very often took high tea on Sunday in order to allow the maids and butler time to go to church and not worry about cooking an evening meal for the family,† (Pettigrew, 112). Tea was so relevant during the 19th century that Pettigrew notes how upper-class families would rarely take a break from it.On Sundays, instead of eliminating tea from the day entirely, upper-class families would substitute their afternoon tea for high tea, which included heavier foods to replace dinner, all for the sake of allowing their maids and servants go to church. Servants of the Queen reference her liking of tea in the 19th century as well. â€Å"In London, Queen Victoria introduced afternoon receptions at Buckingham Palace in 1 865 and garden parties, known as ‘breakfasts’ in 1868,† (Pettigrew, 115). One of Her Majesty’s Servants† is quoted in The Private Life of the Queen (1897), â€Å"Her Majesty has a strong weakness for afternoon tea. From her early days in Scotland, when Brown and the other gillies used to boil the kettle in a sheltered corner of the moors while Her Majesty and the young Princesses sketched, the refreshing cup of tea has ever ranked high in the Royal favour. † Various forms of artwork captured the ritual of tea-time during 19th century England.A photograph from the 1880s presents a clear black-and-white image of what tea time looked like for the wealthy; in this particular case, for the Prince and Princess of Wales as they socialize with the Rothschild family at Waddesdon Manor in Buckinghamshire, (Pettigrew, 114). In the photo, we see a garden tea party taking place, both men and women well-dressed, all sitting down in a straight posture except for the single servant, the tea table set with the tea urn in the middle, a tent set up, and even an umbrella placed at an angle to prevent any discomfort from the sun.While consuming tea was popular in the 19th century, the art and strategy of selling it as a valuable commodity grew in trend. Advertisements in the 19th century for tea advocated certain product brands, claiming that that specific brand was better than the rest, even hinting that they were a brand for more sophisticated, upper-class tea drinkers. An advertisement for Lipton, Tea, Coffee and Provision Dealer (Fromer, 84) attempts to differentiate regular tea drinkers from Lipton tea drinkers: â€Å"On the left, an illustration depicts two women smiling as they drink their tea.Their features are smooth and regular, their cheeks are pleasingly plump, and they wear bonnets over their fashionably curled hair. Their dresses indicate their middle-class wealth and fashion sense; they wear modest, high-necked gowns without e xcess frills or ornaments, yet the designs of their dresses reveal up-to-date fashion, with curving bodices, bustles, and narrow waists,† (Fromer, 83). In the advertisement, the choice to drink other tea besides the Lipton brand is reflected on their mis-shaped bodies, poor etiquette, and disappointing behavior. Tea and its consumption reinforced social class boundaries in 19th century England.In Mary Gaskell’s North and South (1855), tea consumption serves as a statement of people’s social class and their standards. â€Å"Throughout the changes in the Hales’ financial and social status throughout the novel, their tea drinking continues unabated, and despite the economies that they are forced to observe after Mr. Hale gives up his living, they never mention giving up tea,† (Fromer, 132). Fromer comments on Gaskell’s North and South (1855), marking how tea for upper-class citizens, such as the Hales, it too valuable in social status worth to s acrifice.Fromer continues â€Å"†¦their [the Hales] identity within the industrial town of Milton derives from their consumption patterns, their participation in the market economy of the city, the amount of money they have to spend, and the ways in which they spend it. † Mr. Hale is caught off guard and is petrified by Margaret’s story of a mill worker who has come to join them for tea. Margaret â€Å"Told [the story] completely; and her father was rather ‘taken aback’ by the idea of the drunken weaver awaiting him in his quiet study, with whom he was expected to drink tea,† (Gaskell, 285). â€Å"’Oh dear! A drunken infidel weaver! ’ said Mr.Hale to himself, in dismay,† (Gaskell, 286). Mr. Hale cannot handle the idea of having a low-class worker in his home, participating in his family’s afternoon tea. The very thought of it is inconceivable to him, especially seeing how Margaret invited the mill worker for tea. The working class was distinguished by having less etiquette and being not nearly as strict with their tea rituals as the middle and upper classes. Tea for the poor was still cherished, was still valuable, but as far as how refined they could be, based on their social class status alone, they constantly went through hard times on a daily basis. During the working day farm workers and labourers generally drank beer,† but in the 19th century, there was a drastic shift from beer being the common beverage workers drank throughout the day to tea. â€Å"All around the country, workers refreshed themselves with hot or cold tea – in factories, mines, offices and farmers’ fields, on railways, roads and fishing boats. Tea had become the best drink of the day,† (Pettigrew, 125). The poor and working class participated mostly in high tea, which was substituted for dinner. Meals throughout the day for the working class included tea. The first National Food Inquiry of 1863 discovered that little had changed for the working classes since the late eighteenth century and that farm labourers and home workers, such as silk weavers, needlewomen, glover makers and shoemakers, throughout Britain, started the day with a meager meal of milk or water gruel or porridge, bread and butter, and tea,† (Pettigrew, 98). Every day was a struggle for the lower classes. Many working class families started each day still hungry. They would be â€Å"sent off in the morning after a meager breakfast of potatoes and tea to walk several miles to their place of work.Lunch was dry bread with perhaps a little cheese in good times, and more potatoes and tea at home in the evening,† (Pettigrew, 124). While daily meal intakes were simply meant to fuel laborers to get through the day, tea was always considered a luxury, something that still connected them to the upper classes, regardless of how less refined their etiquette was. â€Å"Dickens’s stories are full of poor families, young apprentices, social outcasts, and those who survived from hand to mouth, just about coping in very mean lodgings that contrast markedly with the sumptuous breakfast tables of the upper and middle classes,† (Pettigrew, 99).In Elizabeth Gaskell’s novel Mary Barton (1848), Gaskell conveys the thought-processing that went into listing what was needed for working-class meals and the importance of tea: â€Å"Run, Mary dear, first round the corner, and get some fresh eggs at Tippings . . . and see if he has any nice ham cut that he would let us have a pound of . . . and Mary, you must get a pennyworth of milk and a loaf of bread – mind you get it fresh and new – that’s all, Mary. † â€Å"No, it’s not all† said her husband. â€Å"Though must get sixpennyworth of rum to warm the tea . . . †A watercolor painting by Thomas Unwins (1782-1857) titled Living off the Fat of the Land, a Country Feast (Pettigrew, 111 ) illustrates â€Å"high tea in a country cottage,† with what is depicted as a lower class family eating hams, cheeses, and baked bread while drinking tea. The painting portrays many people filled in a small cottage having high tea in replacement of dinner, with children playing on the floor, vegetables fallen from a sack lying on the floor, cats and dogs sleeping and jumping around, a man sneezing close to the ham, a woman drinking her tea out of a saucer while tending to a child, etc. the whole illustration is a mess. While refined tea was mainly consumed by the upper classes, the working class still treasured tea as a luxury, its value and worth could be tasted even with just a little bit of sugar. â€Å"In 1853, the Edinburgh Review wrote: ‘By her fireside, in her humble cottage, the lonely widow sits; the kettle simmers over the ruddy embers, and the blackened tea-pot on the hot brick prepares her evening drink.Her crust is scanty, yet as she sips the warm beverag e – little sweetened, it may be, with the produce of the sugar-cane – genial thoughts awaken in her mind; her cottage grows less dark and lonely, and comfort seems to enliven the ill-furnished cabin,’† (Pettigrew, 111). In an 1878 photo of a poor Victorian household during tea time (Pettigrew, 104), the audience can make out the small room in which they are all in, laundry drying on a clothesline, with some of the children not even being able to sit at the table, just sitting on a bench close to it against the wall.This photo demonstrates the difference in tea etiquette between the upper and lower classes, especially with what looks like the eldest daughter caring for the youngest infant on her lap at the table, this being unlikely at an upper-class tea table. Tea was just as imperative as a daily commodity as it was to the upper classes. â€Å"The poor household, therefore, represented a scaled-down version of the middle-class home, suggesting that ninet eenth-century histories of tea portray class as a matter of degree rather than kind.Working-class families aspired to the same values as the middle classes, responding to their smaller incomes by taking further measures of economy but not by sacrificing the consumer commodities that had become necessary to English everyday life,† (Fromer, 79). Tea served as a revitalizing commodity for all, even the elderly. According to Day from the Edinburgh Review in Tea: Its Mystery and History (1878), â€Å"It is not surprising that the aged female whose earnings are barely sufficient to buy what are called the common necessaries of life, should yet spare a portion of her small gains in procuring the grateful indulgence.She can sustain her strength with less common food when she takes her Tea along with it; while she, at the same time, feels lighter in spirits, more cheerful, and fitter for this dull work of life, because of this little indulgence, (Day, 75-76). While the wealthy upper c lasses had standards and expectations with their consumption of tea, the lower classes, even the poor elderly, perceived tea as a great luxury of worth that altered their everyday behavior. â€Å"Tea affected her (the poor aged female’s) demeanor, her manner, and her cheer, enabling her to accept her burden and work harder, being ‘fitter’ for the dull work life,† (Fromer, 83).Tea time for the working class wasn’t meant to be a socializing event, nor was it a strict ritual. â€Å"Tea drinking, according to nineteenth-century ads and histories of tea, replaced the vices that were typically found among the ‘humbler classes,’ including alcoholism, violence, and a lack of attention to domestic arrangements, with the values of domestic economy, respectability, good taste, thrift, and an appreciation for high-quality consumer luxuries associated with more-fortunate, middle-class economic circumstances,† (Fromer, 87).Within Gaskellâ€⠄¢s North and South, we get glimpses of Margaret Hale’s life as a younger girl. â€Å"She remembered the dark, dim look of the London nursery. . . . She recollected the first tea up there – separate from her father and aunt, who were dining somewhere down below an infinite depth of stairs; . . . At home – before she came to live in Harley Street – her mother’s dressing-room had been her nursery; and, as they had her meals with her father and mother,† (Gaskell, 38).Gaskell emphasizes the difference in settings in Margaret Hale’s life, contrasting the less refined and luxurious life she had â€Å"before she came to live in Harley Street,† to her now higher social status in Harley Street. Gaskell hints this with how tea was consumed between the two settings. More than simply differentiating the social boundaries created by tea through certain tea rituals, the etiquette of tea drinking of both the lower and upper classes reinforced these social class boundaries in 19th century England.English upper class etiquette did not just distinguish them from the poor, but also from other countries as well. A cartoon published in 1825 (Pettigrew, 84) points out the difference in manners and etiquette between the English and the French. The cartoon refers to the English custom of placing a spoon across or inside the teacup to express that the drinker does not need a refill, though the audience can see that the English characters in the cartoon have been refilling the Frenchman’s teacup multiple times in a humorous manner. Certain rules and expectations went into tea-time with the upper classes. Invitations to tea were issued verbally or by a small informal note or card,† (Pettigrew, 108). Many aspects and variations went into tea etiquette that defined the upper classes. For how to receive guests into one’s home, the Lady at Home and Abroad (1898) explains that for small tea gatherings â€Å"the host ess receives her friends in the drawing room as on any other afternoon . . . but when it is a case of a regular afternoon entertainment, she stands at the head of the staircase and receives as she would at a ball or a wedding reception. Like Gaskell’s North and South, novels such as Emily Bronte’s Wuthering Heights (1847) capture the norms and etiquette that come with upper class tea time and how those norms are broken and revealed through character reactions. â€Å"Within ‘Wuthering Heights,’ tea creates boundaries between characters, rather than erasing them. The rituals of the tea table cause Lockwood (and readers of the novel, to an extent) to feel isolated, unwanted, and threatened, rather than welcomed in and nourished as guests and as intimates,† (Fromer, 152-153).In a scene from Bronte’s Wuthering Heights, the character named Lockwood, an upper-class male, seeks refuge from an early snowstorm in Wuthering Heights. Young Catherine hesi tatingly admits Lockwood into Wuthering Heights and he accepts it as an ideal setting for tea. While Catherine attempts to attain a canister of tea leaves almost out of reach, Lockwood makes a â€Å"motion to aid her† (Bronte, 16), but she responds, â€Å"I won’t want your help . . . I can get them for myself. † Bronte continues with Lockwood’s narration: â€Å"’I beg your pardon,’ I hastened to reply. Were you asked to tea? ’ she demanded, tying an apron over her neat black frock, and standing with a spoonful of the leaf poised over the pot. ‘I shall be glad to have a cup,’ I answered. ‘Were you asked? ’ she repeated. ‘No,’ I said, half smiling. ‘You are the proper person to ask me. ’ She flung the tea back, spoon and all; and resumed her chair in a pet, her forehead corrugated, and her red underlip pushed out, like a child’s, ready to cry,† (Bronte, 16-17). Bronte use s this scene to underscore a significant aspect of upper-class tea tiquette: again, â€Å"Invitations to tea were issued verbally or by a small informal note or card,† (Pettigrew, 108). While to present day audiences of Wuthering Heights, Catherine’s behavior may have seemed rude, to Bronte’s audience in the 19th century, Catherine’s response to Lockwood probably seemed understandable because according to upper-class tea etiquette, in order to engage and participate in tea-time with someone, he or she needs to be invited first. In another scene from Wuthering Heights, Catherine plays hostess during tea-time with characters Edgar and Heathcliff at Wuthering Heights. The meal hardly endured ten minutes. Catherine’s cup was never filled; she could neither eat nor drink. Edgar had made a slop in his saucer, and scarcely swallowed a mouthful,† (Bronte, 97-98). Here the audience can see the difference in etiquette between the higher and lower class es, even if the difference in class is not too vast. â€Å"Edgar’s ‘slop’ in his saucer signals his unsteady hand†¦Ã¢â‚¬  (Fromer, 162). â€Å"This moment of tea, which is supposed to bring people together and erase boundaries, instead emphasizes those boundaries and signals the end of peace and familial happiness,† (Fromer, 162-163).Again, Bronte distinguishes the class differences reinforced through the tea ritual and form of etiquette. Like Bronte’s Wuthering Heights (1847), 19th century novels such as Lewis Carroll’s Alice’s Adventures in Wonderland (1865) delineates social class boundaries reinforced by tea etiquette. The story of Alice adventuring into Wonderland is a reflection of facing elements people are not used to; for Alice, what she believed was her forte was etiquette. Carroll thus plays on the idea of expectations; he assumes that we as readers, like Alice, have certain expectations of what a tea party offers, an d he continually frustrates those expectations through his depiction of â€Å"A Mad Tea Party,† (Fromer, 169). During the infamous â€Å"Mad Tea Party† scene, Alice encounters the Mad Hatter, the March Hare, and the mouse at their tea party. Alice expects to be welcomed at the tea table, seeing how â€Å"the table was a large one, but the three were all crowded together at one corner of it . . . † (Carroll, 60).But as she approached the table, the Hare and the Mad Hatter cried out, â€Å"No room! No room! † (Carroll, 60). Both audiences of the 19th century and present day may have found the hosts to be incredibly rude exclaiming that there is no room while there obviously was, but, again, we must remember principle etiquette: that guests must be invited to tea. Both Bronte’s Lockwood and Carroll’s Alice encounter tea setting and expect to be invited; therefore, they approach the hosts and proceed to the tables, yet both characters are actual ly unwanted from both hosts in each novel.Lockwood and Alice are characterized as being of middle or upper class in their own storylines and they both invite themselves to these tea tables where they were never originally invited to; and when they are confronted about it, they both are shocked. â€Å"At any rate I’ll never go there again! . . . It’s the stupidest tea-party I ever was at in all my life,† (Carroll, 68). Carroll reinforces Alice’s stubbornness an inability to realize that she was the one who violated the etiquette and customs of tea time by inviting herself to tea instead of waiting for an invitation from the Mad Hatter and the March Hare.The exchange between Alice and the Mad Hatter and March Hare exceeds levels of rudeness that audiences of both 19th century and present-day England would be appalled by. â€Å"I don’t think – † then the Hatter cuts her off, â€Å"Then you shouldn’t talk. † â€Å"This piec e of rudeness was more than Alice could bear: she got up in great disgust, and walked off: the Dormouse fell asleep instantly, and neither of the others took the least notice of her going, though she looked back once or twice, half hoping that they would call after her,† (Carroll, 67).While Alice storms off believing that the Mad Hatter and March Hare are in the wrong, Carroll’s use of depicting Alice looking back conveys that in her heart, perhaps Alice knew that she was the one who violate the proper mannerisms and etiquette of tea time. From Fromer’s perspective, â€Å"After feeling adrift and confused during her travels through Wonderland, Alice has finally stumbled upon a setting where she feels at home and thinks that she knows what to expect and how to act – at the tea table . . .She expects the boundaries that so clearly separate her from all of the other characters she has met to finally be overcome, so that she can feel welcomed and nourished as an intimate guest rather than an unexpected and unwelcome intruder,† (Fromer, 170-171). Tea rituals, customs, and etiquette distinguish people from one another, they sort them into groups labeled either poor or wealthy. â€Å"Teatime functions, in countless novels, as a moment of highlighting the boundaries between self and other, inside and outside, day and night – boundaries both within outside of the intimate realm . . Part of what makes this particular tea party ‘mad’ is the fact that it violates the boundaries of time just as much as it destroys expectation of hospitality and civility,† (Fromer, 172). Both Alice and Bronte’s Lockwood assume that simply by being part of the upper classes of society that they are entitled to respect from others; but as Gaskell’s and Carroll’s audiences have realized, having respect for others defines social status and influences social mannerisms and proper etiquette. Within Gaskell’s North and South (1854-55), the image of the tea table functions as a crystallization of English national identity and the various social classes that make up that national sense of self,† (Fromer, 129). Fromer analyzes North and South as a novel that distinguishes the different social classes in 19th century England and how their social statuses are formed and reinforced by through tea rituals and etiquette.Furthermore, â€Å"based on circulating cultural expectations of the social manners and consumption rituals performed during teatime, the English ideal of the tea table served as shared experience upon which to base one’s identity and to gauge the social status of others,† (Fromer, 129). â€Å"Tea, as a fluid constant in English culture, with its accompanying social rituals, was flexible enough to accommodate – and to mark – subtle differences in social status, to mediate these differences between groups within the English nation,† (Fromer , 12).Members of both the lower and upper classes participated in tea rituals; depending on their social class statuses, they were more than likely to participate in one or the other. Quite simply, the middle and upper-class members of societies engaged in afternoon low tea the majority of the time because of its origin to English royalty and the purpose to keep hunger away between noon and dinner meals. On the other end, the poor and working class members of society engaged in high tea, combining their dinner meal with tea in order to alleviate the time and costs of tea time in the middle of the afternoon.The working class did not concern themselves with strict and traditional customs and etiquette like the middle and upper classes did. They participated in high tea for the practical purpose of fighting off hunger while retaining a sense of dignity and luxury with the value and worth of tea. As put by Fromer (11): â€Å"Nineteenth century representations of tea highlight the role of the tea table in forging a unified English national identity out of disparate social groups, economic classes, and genders separated by ideologically distinct spheres of daily life. Bibliography Bayard, Marie. Hints on Etiquette. Edited by Marie Bayard. London: Weldon & Company, 1884. Beeton, Mrs. Mrs. Beeton’s Book of Household Management. Edited by Nicola Humble. Abridged version of 1861 edition. NewYork: Oxford University Press, 2000. Bronte, Emily. Wuthering Heights. New York. Penguin Books, 1993. Carroll, Lewis. Alice’s Adventures in Wonderland and Through the Looking Glass. New York: Oxford University Press, 1982. Day, Samuel Phillips.Tea: Its Mystery and History. London: Digital Text Publishing Company, 2010. Fromer, Julie E. A Necessary Luxury: Tea in Victorian England. Athens: Ohio University Press, 2008. Gaskell, Elizabeth. Mary Barton & North and South. Edited by Edgar Wright. New York: Oxford University Press, 1987. â€Å"One of Her Majesty’s Ser vants. The Private Life of the Queen. Edited by Emily Sheffield. Gresham Books, 1979. Pettigrew, Jane. A Social History of Tea. London: National Trust Enterprises, 2001.

Mcdonalds Coffee Case

The McDonald’s Coffee Case Back in 1992 when Stella Liebeck spilled McDonald’s coffee on herself, she never intended to sue. She simply asked for money to cover her medical charges and for the time her daughter was out of work caring for her. When she received an inadequate response from McDonald’s, that’s when she sought an attorney. This case has turned out to be one of the most misunderstood cases of our times. In Stella Liebeck’s defense, it can be said that McDonald’s should not have been serving coffee so hot.As mentioned in the article â€Å"McDonald’s policy at the time was to serve its coffee at 180 to 190 degrees Fahrenheit. † After hearing a statistic like that, it’s hard to believe that anyone would enjoy drinking something that hot. â€Å"180 degrees Fahrenheit is hot enough to cause severe third degree burns in less than a second. † That is exactly what the coffee ended up doing to Stella Liebeck. She ended up with burns all over her buttocks and thigh. In McDonald’s defense, they can use the principle of Caveat Emptor or Buyer Beware. McDonald’s can say that once they hand out their coffee they have no control over what happens to it.McDonald’s was not the one to actually spill the coffee on Stella Liebeck, she did it to herself. She knew that it was very hot, and she should have used more caution when opening up her coffee. Using the â€Å"Reasonable Person† principle, people are expecting the coffee that they buy to be very hot. A person would not deliberately pour hot coffee on themselves because that will hurt badly. In this case the â€Å"Reasonable Person† theory does not apply as much because she did not spill coffee on herself on purpose. The â€Å"Industry Standard† principle seems to have the greatest range of a course of action.Depending on the size of the corporation will dictate their course of action. For example, a global company like McDonald’s would be more able to pay money to a burn victim rather than an owner of a deli. To determine the results for this case, two precedents were used. Buyer beware prevailed in one case, and in the second case the court ruled that a warning should have been given to the victim. It is safe to say that in both of those cases and the McDonald’s case, if a warning had been issued then the result would have probably never happened.

Follicular And Mantle Cell Lymphomas Health And Social Care Essay

follicular lymphoma 2nd most common type of lymphoma in United States ; diagnosticians able to name PL with less information and more duplicability than any other type of lymphoma ; FLs vary in character ; cutaneal ( follicle centre cell ) lymphomas normally curable with local therapy ; duodenal and paediatric -both rare indolent diseases ; make good with minimum therapy ; by and large non do of decease in affected patients Grade 3 follicular lymphoma: presently defined by figure of big ( blast ) cells per high-power field ( HPF ) ; method tolerably accurate in FL, and most consistent ; grade 1, & lt ; 5 big cells per HPF, grade 2, 5 to 15 per HPF, and grade 3, & gt ; 15 per HPF ; duplicability survey — -diagnosis of FL by diagnosticians & gt ; 90 % consistent, but well less accurate in finding class: class 3 FL farther classified as 3A ( big cleaved cells ) and 3B ( blast cells ) ; nevertheless, limited truth in finding class may bespeak limited duplicability in separating 3A from 3B ; distinctniess of class 3B ( Sloan-Kettering survey ) — -maximum standardised consumption ( [ SUV ] of fluorodeoxy glucose on antielectron emanation imaging [ PET ] ) in class 3 FL more similar to SUV in patients with diffuse similar to SUV in patients with diffuse big B cell lymphoma ( DLBCL ) than grade 1 or 2 FL ; Harris survey — per centum of Ki-67 stain-positive cells increased With increasing class of FL, with grade 3 FL staining near to degrees seen in DLBCL ; several surveies showed that some patients with FL grade 3 treated with cyclophosphamide, doxorubicin, Oncovin ( oncotic ) and Pediapred ( CHOP ) or CHOP like regimens had response to therapy similar to that of patients with DLBCL ; ability to bring around this group justifies handling all patients with grade 3 FL with regimens used to handle DLBCL.Low-grade FL: multiple effectual interventions available ( best one as yet unknown ) : ticker and wait – lupus erythematosus favored ; single-a gent Leukeran or cyclophosphamide — no longer used ( most patients treated with combination therapy ) ; local radiation therapy ( RT ) — used in patients with localised disease: total-body irradiation — out of favour ; patient Immunity and FL ( Rosenberg survey ) — showed self-generated slirinkage of FL in many patients ; multiple surveies show patients with fewer macrophages have better endurance than patients with high degrees ( may explicate shrinking without intervention ) ; vaccinum survey — -without intervention ) ; vaccinum survey — subset of patients who made antibodies had duplicating of progression-free endurance ( PFS ; suggests possibility of use of _relationship between FL and environment ) ; Gallic survey – inauspicious consequence of high macrophage degrees eliminated in patients treated with rituximab ( RTX ; suggests changing microenvironment as possible mechanism of action of interventions, including autologous root cell organ transplant [ ASCT ] ) ; ASCT non considered intervention for FL until late ( despite informations ) ASCT as salvage therapy: Chemotherapy, Unpurged and Purged ( CUP ) test – patients randomized to CHOP chemotherapy ( CTX ) entirely, or ASCT ( with or without purged marrow ) plus CHOP, in patients who had failed on Leukeran or other CTX ; patients in both organ transplant weaponries had important advantage in PFS and overall endurance ( OS ) ; survey indicates ASCT effectual therapy before RTX ; consequences decline after insistent intervention ; 3 of 4 upfront ASCT surveies in patients with FL show extremely important advantage in PFS ( no agvantage in OS ) , but upfront ASCT non done in United States ; St. Bart's/Dana Farber and UNMC informations — – of patients Farber and UNMC informations — of patients treated with ASCT ( pre-RTX, largely grades 1 and 2 ) , somewhat & lt ; 50 % had 10-yr freedom from disease patterned advance Possible functions of RTX in FL: remedy of FL ( rid ofing demand for organ transplant ) -Stanford survey update, UNMC survey, and Surveillance, Epidemiology and End Results ( SEER ) data show betterment in FL endurance over past 3 decennaries ; RTX of import subscriber to alter ( although other factors possible ) ; Cochrane meta-analysis — patients given RTX in initial therapy had extremely important survival advantage ; UNMC informations analysis suggests patients with low-grade FL and initial intervention with RTX had superior endurance, compared to patients having RTX at other times or non at all ; Primary RTX and Maintenance ( PRIMA ) survey – care RTX increased opportunity of continued remittal by 20 % ; consequence larger in patients with complete response ( CR ) than in those with partial response ( PR ) ; Swiss survey — demonstrated survival advantage with merely 4 extra doses of RTX ; analysis of PET informations from PRIMA survey — negative findings on PET seen in 92 % of patients with true CR ; one-third of patients with unsure CR PET-positive ; 20 % of patients with progressive disease 20 % of patients with progressive disease PET-negative ; PET negativeness best forecaster of result ; RTX improves endurance of FL, but unclear Whether it cures high proportion of patients with low-grade FL, ASCT after RTX therapy: Spanish survey and Collaborative Trial in Relapse Aggressive Lymphoma ( CORAL ) — — – patients with DLBCL treated with RTX before ASCT # 50 % more likely to be cured than patients with no RTX ; perchance due to bring around rate of patients after RTX therapy ( ie, patients still necessitating ASCT after RTX probably had more immune disease ) ; German surveies – patients witlt FL randomized to ASCT V care with interferon ( IFN ) af ter initiation with CHOP ; patients who got CHOP plus RTX ( R-CHOP ) and ASCT had somewhat better endurance than patients on IFN ; patients without RTX had much better endurance with ASCT than with IFN ; Cleveland study – no important difference in endurance after ASCT betweett patients with relapsed FL who had received RTX in past and those who had non In vivo purge: no direct informations available on effects on ASCT results ; UNMC informations — patients treated with monoclonal antibodies ( MAB ) and RTX earlier cell aggregation had better results after ASCT ( ill-defined how much betterment due toMAB V RTX ) ; Gallic survey – patients treated with MAB for salvage therapy had better results ; other surveies -majority of patients had no tumour cells ( per polymerase concatenation reaction [ PCR ] ) after RTX Post-transplantation care: small informations available ; several surveies showed important proportions of patients had delayed neutropenia or hypoganimma gloibulinemia if treated with RTX after ASCT ; no inerease in mortality seen with RTX, but it gives no advantage ( and increases trouble for patients ) ‘Conclusions: public-service corporation of RTX in FL remains ill-defined ; ASCT remains best tratment in younger healthier patients for relapsed FL ; best given after first intervention failure ; vivo purging perchance of import ; unproved Whether it has maior consequence on results ; value of post-transplantation RTX uncertain ; talker recommends handling rate 3 FL per protocols for DLBCL Questions and replies: consequence of length of i ¬?rst remittal on recommendations for ASCT – in other diseases ( e.g, Hodgkin lymphoma ) , patients do less good with brief initial remittal and ASCT, but likely better than with alternate likely better than with alternate therapies ; if patient immature and healthy, talker would still offer ASCT ; talker would discourse ASCT with immature healthy patients who have had really long or really brief remittals ; PET as tool to place faineant class 3 FL — unknown if patients with low SUVmaX should hold different intervention ; differences in diagnosing of class 3 FL add complexness to determination for intervention ; upfront allotransplantantation for FL — -best intervention to eliminate FL ; limited by 20 % to 30 % freshman mortality ( mortality decreases with age of patient ) Minimal Residual Disease in Follicular and Mantle Cell Lymphoma: -Foundation: CHRISTINE POTT, MD. absence of residuary lymphoma mass on imagination and bone marrow biopsy ( low sensitiveness ) referred to as clinical remittal ; analysis of minimum residuary disease ( MRD ) below clinical remittal reveals different dynamicss of lymphoma ( may specify those who will get worse, and those with remedy or who will get worse, and those with remedy or long-run remittal ) ; MRD techniques — extremely sensitive and loosely applicable ; may assist clinicians understand disease dynamicss on molecular degree ; allow polish of clinical presenting Benefits of MRD analysis: provides possible alternate parametric quantity for clinical response ; integrates biologic Features of tumour ; rei ¬Ã¢â‚¬Å¡ects pharmacogenetic traits and dose strength achieved in single patients ; identifies prognostic subgroups in B cell lymphoma ; independent predictive factor ; of import tool for indivtdualizing intervention Assessment of MRD ) : cytogenetics and fluorescent unmoved hybridisation ( FISH ) non sufficiently sensitive ( more utile for initial diagnosing and appraisal of malignant lymphoma ) ; flow cytometry and PCR chief methods ; i ¬Ã¢â‚¬Å¡ow cytometry — loosely applicable, fast, and provides quantitative consequences ; nevertheless, malignant lymphoma has partly unstable markers ( non reproducible in many patients ) ; in FL, sensitivenesss vary harmo nizing to benign hematogones ; consensus PCR — easy, rapid to perform.inexpensive, and stable, but non quantitative ; has low sensitiveness ; immunogen-based allele-specii ¬?c PCR — most advanced method ; sensitive, with- most advanced method ; sensitive, with quantitative consequences ; specific and extremely consistent ; nevertheless, labour-intensive and expenslve.PCR markers: irnntunoflobttlin cistrons — -heavy concatenation ( IgH ) an visible radiation concatenation ( IgK ) ; applicable in B cell non-Hodgkin lymphoma, chronic lymphocytic leukaemia, and acute leukaemia ; T cell receptor cistrons — – potentially available for T non-Hodgkin lymphomas and acute lymphoblastic leukaemia ; chromosomal translocations — T ( 1/14 ; 18 ) for FL ; T ( 11 ; 14 ) fer mantle cell lymphoma ( MCL ) ; translocations serve as marks in # 80 % of B cell lymphomas, in 60 % to 70 % of FL, and 30 % to 40 % af MCL ; these techniques quantify MRD in # 80 % of patients ; imrnunoglobulin heavy-chain venue – mast loosely applicable marker, rearrangement of V, D, and ] H parts in normal development of B cells ; sequence in this junctional part Acts of the Apostless as ‘DNA ‘ i ¬?ngerprint of cell ( identifiable by consensus PCR ) ; monoclonal rearrangement in lymphoma identified by gene-scan form with monoclonal extremum ; sequencing of monoclonal rearrangement allows allele-specific primer design to aim single patient ‘s sequence ; translocation marks — – T ( 14,18 ) breaktpoints in marks — T ( 14,18 ) breakpoints in different locations in cistron ; can measure # 70 % of patients with major breakpoint part ; assay developed by Biomed 2 Group usage to measure other countries ; translocations act as molecular markers ( eg, t [ 11 ; 14 ] ) Prognostic relevancy of MRD: shown in early surveies ; betterment in curative options led to increase in surveies look intoing MRD as alternate parametric quantity for forecast ; FL surveies — showed accomplishment of molecular remittal associated with improved forecast, irrespective of whether patients received ASCT, CTX, or rituximab Floridas: Lopez-Guillermo survey — – showed accomplishment of molecular remittal possible with standard-dose CTX without antibodies ; failure-free endurance significantly better in patients who achieve both clinical and molecular remittal ; Italian survey — -PCR negativeness associated with improved forecast in patients treated with CHOP entirely or R-CHOP ; Gribben survey — updated consequences show patients with sustained MRD negativeness ( by PCR ) after ASCT have continued long-run endurance ; recent Italian survey ( .2008 ) — – PCR negativeness most of import predictive factor both in patients treated with R- factor both in patients treated with R-CHOP and those who received RTX plus high-dose consecutive CTX ; outcomes improved with molecular remittal MCL: fewer surveies available ; several surveies conclude MRD has no predictive consequence in MCL ; relevancy seen after debut of RTX and ASCT ; monocentric survey — – patients consecutive monitored for MRD after R-CHOP, root cell mobilisation with dexaBEAM ( dexatnethasone_ carmustine [ BCNU ] , etoposide, cytarabine [ Ara-C ] and Alkeran ) before ASCT ; MRD ) negativeness associated with longer PFS ( 92 minute, vs 24 minute in MRD~positive patients ) and OS ; European web tests – MRD analysis done in patients under and & gt ; 65 year of age after initiation with immuno-CTX ; patients accomplishing clinical and molecular remittal have significantly longer continuance of response, irrespective of whether MRD achieved in blood or hone marrow ; molecular response after initiation superior predictive factor, compared to Mantle Cell International Prognostic Index ( MIPI ) mark and accomplishment of clinical response.Summary: PCR identifies low- and poor-risk groups in FL and MCL ; PCR holds true in multivariate analysis and is true in multivariate analysis and is independent of pretherapeutic hazard factors ; MRD negativeness achievable without ASCT Timing of MRD appraisal in FL: available surveies show relevant clip points for obtaining predictive informations ; German Lymphoma Study Group test – rating at diagnosing allowed presentation of association between low degree of go arounding lymphoma cells and molecular response ; MRRD dynamicss during initiation ( after 4 intervention rhythms ) showed that patients with rapid decrease of go arounding lymphoma cells have high chance of clinical remittal, compared to patients with slow response ; PFS with molecular remittal significantly greater than that with clinical remittal entirely ; postremission clip point of import if MRD used as foster parametric quantity ; multivariate analysis shows MRD ) better predictive factor than RTX treatnient, ASCT, or pretherapeiitic FL International Prognostic index ( FLIPI ) hazard factors ; extra informations analysis showed MRD position helps to define patients with different forecasts independent of clinical remittal position ; sustained MRD position — — forecast significantly better in patients with sustained molecular patients witch sustained molecular response in first twelvemonth after ASCT or intervention with interferon, compared to patients who developed MRD positiveness within first twelvemonth after ASCT or during care therapy.Timing of MRD appraisal in MCL: predictive relevancy shown after initiation and in postremission period ; increasing MRD ) degrees predict backsliding ; aged patients who stay in molecular remittal on care intervention have significantly longer continuance of response.Who should have MRD ) intervention: no current application of MRD ) to patients non enrolled in clinical tests Decisions: accomplishment of molecular remittal appropriate curative end for new clinical tests and interventions ; MRD appears executable for steering intervention, cut downing costs, and diminishing side effects ; identifies patient subgroups with durable remittals ; MRD allows individua lized hazard appraisal and intervention Future functions of MRD: rating of new intervention theoretical accounts and substances: designation of non respondents _for possible early intervention intensification ; way of care intervention ; usage in pre-emptive therapies ; orienting intervention to single hazard proi ¬?les.Mentions:1. Auto organ transplant for patients with Follicular Lymohoma in the epoch of rituximab: -JAMES O.ARMITAGE, MD.2. Minimal Residual Disease in Follicular and Mantle Cell Lymphoma: -Foundation: CHRISTIANE POTT, MD.Auto organ transplant for patients with Follicular Lymohoma in the epoch of rituximab: -JAMES O.ARMITAGE MD:2ND SubjectRENAL ISSUESAbstractionThe ends of this plan are to better the surgical and medical direction of locally advanced nephritic cell carcinoma and to avoid complications during public presentation of transdermal nephrolithotomy ( PNL ) . After hearing and absorbing this plan, the clinician will be better able to: 1. Surgically pull of f locally atlvancetl nephritic cell malignant neoplastic disease by separating between the demand for extremist V partial nephrectomy and acknowledging the indicants for lymphadenectomy. 2. Choose the most apprepriate drugs, based 0n their meachanisms of action, for the medical intervention of nephritic malignant neoplastic disease. 3. Sumarize the current position of neoadjuvant and accessory intervention ef nephritic malignant neoplastic disease. 4. Better his or her surgical technique for PNL. 5. Acknowledge the possible complications of PNL and their intervention, including hemorrhage, hurts to next variety meats, hypotension, infection, and delayed bleeding.Surgical direction of locally advanced nephritic cell carcinoma: – STEVEN C. CAMPBELL, MD, PhD:Background: 10 % to 20 % of all kidney malignant neoplastic disease ; strong informations run uping combination of surgery and systemic intervention best ; systemic intervention both neo adjuvant and adjuvant ; dei ¬?nitio n of locally advanced — kidney malignant neoplastic disease widening into adrenal secretory organs, venous system, regional nodes, or next variety meats ; T3a, T3b, T3c, T4, or node positive but MO ; divergent pathology — – lymphoma { see biopsy ) ; adrenocortical malignant neoplastic disease ( endocrinologist rating ) ; sarcoma ; transitional cell Carcinoma ( cystoscopy ) Preoperative steps: complete bowl readying because hemi colectomy may be required ; obtain consent for splenectomy, distal pancreaticlotomy, and partial hepatectomy ; in instance these processs necessary to obtain negative borders ; little per centum require preoperative embolization to minimise blood loss ; co-ordinate with vascular, Cardiovascular, and hepatic sawboness. Surgery: venous engagement — for degree 1 thrombi, topographic point Stansky clinch ; level 2 thrombi require consecutive clamping inferior vein cava ( lVC ) below, contralatera nephritic vena, and IVC above ; for degree 3, mobilise liver to obtain entree to retrohepatic IVC and clamp above and below tumour ; exposure — critically of import ; chevron scratch most common ; little per centum need thoracoabdominal incisien ; as necessary to let for en block deletion ( cardinal ) Lymphadenectomy: lymph node dissection controversial ; for lymphadenectomy, usage same templet as for testicle malignant neoplastic disease ; European organisation fo research and intervention of malignant neoplastic disease ( EORTC ) survey — showed no difference in complications or endurance between extremist nephrectomy with lymphadenectomy and extremist nephrectomy without lymph node dissection ; study criticized because extent 0f lymph node dissection non good defined and analyze groups may hold had low hazard for lymph node engagement ( ascertainment prejudice ) ; Mayo clinic survey — & gt ; 1600 patients ; showed 5 parametric quantities prognostic of increased likeliness of lymph node engagement, 1 ) atomic class 3 or 4, 2 ) sarcomatoid constituent, 3 ) really big 4 ) locally advanced tumour phase, and 5 ] tumour mortification ; seek to find ; parametric quantities preoperatively ( when possible ‘ ) , perform intraoperative frozen subdivision of lymph node, so make up one's mind if lymph node dissection needed ; talker ‘s attack — normally performs lymph node, dissection on younger patients but non on ; older frail patients ; forecast for node-positive malignant neoplastic disease — hapless ; 0 % to 20 % 5-yr endurance ; bulky lymph nodes may be worse prognostically than metastatic: disease ; patients with stray venous engagement have 40 % to 50 % remedy rates ; most T3a patients do good, but at higher hazard than patients with organ-confined disease ; other predictive considerations – histology ; border position ; tumour class ; algorithms availalale for anticipation of result. Medical Management of Locally advanced Renal Cell Carcinoma: -BRIAN I.RINI, MD.Mechanism of action of drugs for nephritic malignant neoplastic disease: mammalian mark of rapamycin ( mTOR ) inhibitors — these involve tract that regulates cell proliferation and metamorphosis in response to enviromental factors, associating cell growing factor receptor signaling via phosphatidylinositol-3-kinase ( Pl-3K ) to cell growing, proliferation, and an-giogenesis ; these drugs have non been studied as neoadjuvants or adjuvants ; vascular endothelial growing factor ( VEGF ) inhibitors -more relevant curative tract ; VEGF is cardinal regulator of physiologic angiogenesis ; more drugs available against VEGF, and they by and large have greater consequence ; bulk of nephritic cell carcinomas characterized laic mutant of V0n Hippel-Lindau ( VHL ) tumour suppresser cistron, ensuing it accretion of hypoxia-inducing factor ( HIF ) ; HIF is critical written text factor that leads to activation of m any mark genes.including VEGF ; VEGF is go arounding protein that binds to endotheliel cells and leads to permeableness, migration, and proliferation of tumour blood vas cells ; inhibitors of VEGF tract include little molecules that inhibitVEGF receptor and agents such as bevacizumab, sunitinib, and sorafenib. Neoadjuvant surveies: retrospective experience — 17 patients with kidney malignant neoplastic disease with primary tumour in topographic point ; intervention with sunitinib produced 30 % average volume decrease in tumour size ; growing curves show most decrease occurs in first 2 to 4 rhythms of intervention, so i ¬Ã¢â‚¬Å¡at period, so growing sketchs. Prospective test: patients with biopsy-proven kidney malignant neoplastic disease and unresectable priamary tumours ; treated with suntinib for 4 wk on drug and 2 wk off ; worsened clinically while off drug for 2 wk ; hence. intervention changed to uninterrupted dosing ; histology preponderantly clear cell carcinoma but non entirely, and most had metastatic disease ; about tierce of patients converted to resectable position ; & gt ; 70 % had somee tumour shrinking ; shrinking averaged 19 % ( # 1.5 % centimeter ) ; greatest consequence on clear cell carcinoma. Goal of neoadjuvant therapy: to bring forth cytoreduction of tumour ; avoiding high morbidity of extremist nephrectomy and leting intervention with partial nephrectomy. Safety: neoadjuvant therapy does non adversely affect surgical result ; in MD Andersen survey of # 6O patients who received targeted therapy ( largely bevacizumab ) so underwent cytoreductive neph1'ectonty, damage of superficial wotind mending 20 times more common in those who received targeted therapy than in matched controls ; so far ( & gt ; 100 patients ) , no big safety signals, eg, hemorrhage, coagulating. Accessory therapy: United States test of 1900 patients presently in advancement ; postnephrectomy patients randomized to 1 year of sunitinib, sorafenib, or placebo ; efficaciousness informations still several old ages off. Drumhead: -aggressive surgical direction basis of intervention for locally advanced kidney malignant neoplastic disease ; neoadjuvant VEGF-targeted intervention may take to enhanced feasibleness of resection in same patients ; stillinvestigational: no effectual adjuvant intervention for kidney malignant neoplastic disease at present.How to Avoid Cemplications While executing Transdermal Nephrolithotomy: — -MARSHALL L.STOLLER, MD. Background: key to success in transdermal nephrolithotomy ( PNL ) is for endourologist to derive appropriate entree ; make non trust on radiotherapist to execute ; appropriate landmarks are 2 i ¬?ngerbreadths sidelong from paraspinous.muscle and 2 finger's breadths below 12th rib ; 9 in 10 times puncture site in Petit ‘s trigon ; place patient prone with thorax blosters and articulatio genuss flexed ; utilize general. anaesthesia in instance of demand to entree airway ; extradural does non work { excessively hard to change over to general anaesthesia if desperately necessary ) ; radiologists puncture straight up and down, aiming nephritic pelvic girdle, but this does non enable urologist to make transdermal prcedure ; urine return dues non vouch entree to allow calyx. Nephrostomy tube entree: usage echography to assist direct needle ; purpose pelt posteriur calyx ; Technique for lower pole puncture: follow landmarks described above, , purpose for midaxillary line, progress acerate leaf, and draw C- arm toward you ; if needle below intended mark on x-ray, needle non steep plenty ; if needle above intended mark, travel deeper Technique for upper pole puncture: travel C- arm off from you ( indicates deepness and how far to progress acerate leaf ) coni ¬?rming entry: return of piss ; injection of retrograde methylene blue ; transition of i ¬Ã¢â‚¬Å¡oppy tip guidewire ( if needle in anterior calyx, K- wire does non progress beyond calyx into nephritic pelvic girdle ) ; ultrasonographic verification: injection of dilute contrast. Avoiding shed blooding complications: occur as consequence of progressing sheath excessively far ; distend piece of land merely to roll uping system ; go forth sheath somewhat outside roll uping system ; progressing excessively far cracks infundibulum. Other complications: pulsatile bloody outflow, rapid venous drainage into vena cava, fecal matters, air, gall ; inconsequential if recognized before dilation ; merely draw needle out and make another puncture ; make non necessitate to halt instance. Localization: text editions recommend taking for most inferior calyx ; survey of computed imaging ( CT ) from 100 patients showed 42 patients had 2 lower pole calyces and 59 had 3 lower pole calyces ; most median calyx will be anterior 93 % to 95 % of clip ; lower pole entree should be directed to most sidelong calyx ; if entree into posterior calyx non achieved, successful PNL non probably, because angle of anterior confronting calyx excessively short. Dilation: do non come in roll uping system, but attack every bit near as possible to roll uping systern ; rock should non be seeable on initial entry ( should he & gt ; 0.25 centimeter beyond ) ; guidewires – guarantee length adequate ; denominate working wires and safety wires: hydrophilic guidewires go in easy but besides fall out easy ; J & gt ; tipped guidewires do non punch roll uping system ; safety – urologist should have on lead spectacless to protect eyesfrom radiation and from sprinkling. Tips on technique: puncture easier in patients with history of PNL because kidney fixed ; in PNL-naive patients, kidney moves off from progressing tip { disconnected gesture required ) ; talker uses 18-gauge acerate leafs ( non 25~gauge ) ; uses really small fluoroscopy ; every bit long as wire moves back and Forth, exchange catheter can be advanced ; to minimise radiation, i ¬Ã¢â‚¬Å¡uoroscopy used merely when near roll uping? system ; catheter can be made less stiff by dunking it into microwaved saline or madestiffer by dunking it into ice slush. Amplatz system jobs: misidentify to progress Amplats sheath beyond cone ( likely to do hemorrhage ) ; go forth sheath outside roll uping system ( it will work its manner in during lithotripsy ) ; ldnked Dotter catheter ; fascial dilator unmatched with sheath ; inadequately advanced fascial sheath ; buried sheath in corpulent patients ( place sutura on terminal of sheath to ease retrieval ) ; balloon — – used merely in United provinces ( pneumatic lithoclast used in other states less expensive guarantee equal skin scratch ; as ballon dilates radially, it shortens lorigitudinally Complicating hurts: -bowel — set up separate drainage ( intestine separated from urinary system ) ; dual J and Foley catheters placed ; skin scratch enlarged and penrose drain placed ; patient placed on ternary antibiotics and low-roughage diet ; alert waiting ; bulk of hurts digressive ( non through-and-through ) , so colostomy non necessary ; postprocedural hemorrhagic — find whether due to hemorrhagic or infected daze ; temperature unreliiable ; organic structure temperature should be & gt ; 3S % ; temperature of 36A ° to 37A °C indicates possible sepsis ; infective complications — -appropriate antibiotic ; fulminant disease may be related to high endotoxin concentrations: low- force per unit area irrigation system ; hypothermia may confound diagnosing of urosepsis ; ticker for peripheral vasoconstriction bespeaking haemorrhagic daze V peripheral vasodilation bespeaking infected daze ; hurts to next variety meats — lung ( look into post procedural c hest X- beam ) ; incidence of pleural hurts # 12 % ( increases with supracostal puncture ) ; expression for pnettiuothorait or hydrothoralsi ( look for clear cost phrenic Angier on chest X ray ; intervention individualized ; see chest tubing ) ; liver † or spleen hurts ; vascular hurts ; delayed bleeding — in talker ‘s pattern, occurs in 1A °/o of instances ; disconnected brisk shed blooding due to pseudo aneurism ; occurs 6 wk after process ; dainty by ace selective angioembolizatien ( microcoils ) ; hazards include arterial dissection, nontarget embolization, and contrast-induced kidney disease ; highest hazard in diabetics Drain: nephrostomy tubes Council-tip: easy to rewire Endopyelotomy tubing: 14 Gallic to 8 Gallic ; can be hard to put Circle nephrostomy tubing: 2 entree piece of lands ; good for drawn-out drainage ; less likely to be dislodged.Foley balloon catheter: cut tip off ( like Councill catheter ) Pull-string: Cope-like tubings ; turn and draw out at same clip to avoid laceration of infundibulum. Malecot tubing: entrapment can happen in little nephritic pelvic girdle due to strong collagen span that forms through i ¬Ã¢â‚¬Å¡anges of tubing ; tissue must be cut in order to retreat entrapped tubing. Tract closing: tubeless — talker sees no advantage ; with or without dual J catheter ; styptic: agents and i ¬?brin sealers ( eg, FloSeal, Tisseel ) ; may restrict tract bleeding ; preplace occlusion balloon in roll uping system ; cauterant may diminish hemorrhage ; skin closing — better decorative consequence without Skin closing ; nephrostomy tubing — with or without skin suturas ; easy dislodged ; when tubing removed, do certain sutura comes with it ; place more than one nephrostomy tubing if necessary.

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Stems Cells - Research Paper Example Stem cells refer to undifferentiated cells that have the capacity to differentiate and form specialized types of cells; these cells also have the ability for self regeneration. The potential of stem cells to differentiate encompasses the ability to develop and form other cell types. For instance, a totipotent stem cell such as a fertilized egg can develop into cell types such as embryonic membranes. In addition, a pleuripotent stem cell can advance and develop into cell types, which may emanate from all three germinal layers. Self-regeneration entails how stem cells divide, leading to the production of other stem cells. The division takes place symmetrically during the early stages of development. This means that each cell undergoes division, resulting to daughter cells that have the same potential (Panno 1). Later on, asymmetrical division takes place with one of the daughter cells produced during symmetrical division, leading to the production of a stem cell and another cell that has more differentiation. Stem cells tend to occur in most multi-cellular organisms. They have the ability to undergo mitotic cell division and renew themselves. As a result, they may differentiate into numerous specialized cell types Panno 10). There are two main sources of stem cells; these include embryos that may be formed during embryological development (embryonic stem cells) and adult tissue, which can also be referred as adult stem cells. Adult stem cells can also be referred as somatic stem cells; after the development of the embryo, they can be found all over the body. Embryonic stem cells emanate from a human embryo, which can be four or five days in the development phase known as a blastocyst Panno 12). Cloning refers to the process whereby there is the production of multiple offspring that tend to be identical. It entails the asexual production of a copy that looks exactly like the original. For instance, cloning can be used in the production of

Personal Development and Careers Essay Example | Topics and Well Written Essays - 2750 words - 2

Personal Development and Careers - Essay Example Acquiring knowledge is indeed an important part of the learning process because this satisfies the need to assume more in line with the changing needs of the time. The behavioral changes therefore mean that the learning element has been incorporated in a due way. If the learning quarters are not being documented for in a proper way, there would be serious apprehensions within the related ranks, and it is quite possible that the behaviors within the business dynamics are affected in a negative way. The learning theory suggests how the learning process comes about, and how this has been manifested for time and again through different activities and tasks. Learning is therefore a process that will manifest success in its own form towards the individuals who hold it in an important way. The organizations of today are banking on the success aspects that are related with the learning which is being attained. What is even more significant here is the fact that learning is something that sha ll bring about the best resources under the aegis of knowledge acquisition in the best and most apt way possible. The changing business times have therefore signified how essential it is to make use of the learning regimes, and what their incorporation within the employees’ domains would mean towards their professional ends. The experience that these employees gain through experience is also an element that needs to be appreciated under different circumstances and situations within an organization. It is correctly said that organizations which are not ready to incorporate learning within their respective zones are actually undertaking huge risks, which are of magnanimous proportions. Thus what is really required here is a vision to bring in learning so that it could inculcate a sense of belongingness within the employees, and be appreciated for what they are doing within the organizations and more so in the future as well (Court, 2001). The learning theory gets implemented wi thin an organization when there is a dire need to set things in a manner which shall bring in success at the end of the day, not only for the employees but also for the sake of the organizations in the long run. However this learning must be initiated by the organizations so that the employees can get better acquainted to the changing needs and dimensions of the time. As far as my learning mechanisms are concerned, I have wholly and solely set my eyes on finding out about the learning aspects and differential elements that remains within its midst. This has made me realize where I am going wrong and what I need to do in order to get myself back on my feet whenever I am down. This indeed is a proactive exercise that I have set for my own self because this shall bring in a great amount of learning on my part and make me feel head and shoulders above the other employees in the organization. I believe that the learning aspects must come about in an automated way because this means so mu ch for employees like me who want to move up the ladder of success through hard work, commitment and complete devotion towards work tasks, activities and processes in the organization. Therefore my approach towards learning is such that it allows me to move ahead with the new entities that are shaping up within the organization and which shall bolster my growth and development over a consistent

Outsourcing Management Essay Example | Topics and Well Written Essays - 3750 words

Outsourcing Management - Essay Example Currently Information Systems (IS) Outsourcing Management it's a familiar concept that all of us have already heard something about. The Big Boom of IS Outsourcing Management started with the "Kodak Effect". Outsourcing Management of Information Systems it is a reality since 1963 when "Ross Perot with his company Electronic Data Systems signed an agreement with Blue Cross of Pennsylvania for the handling of its data processing services". (Dibbern, 6)The cases of IS outsourcing continued thought the years until 1980s when Kodak have made a successful " strategic alliance" with is IS partners led by IBM, DEC and Business Land to outsource its information systems. From this moment on no longer was possible to say that "IS is strategic and hence cannot be turned over to a third party ", because if Kodak a renowned company who considered IS to be a strategic asset and was outsourcing it in a successful way, then others could follow the same steps. This really happened like for example wit h: General Dynamics, JP Morgan, BP, and many others around the world. (Dibbern, 07)The following are a list of the three main types of outsourcing management.Total Outsourcing All operations have been contracted to another provider. This is common in generic, non-strategic businesses like food or janitorial services.Partial Outsourcing  This is when certain activities are kept in house such as customer service while other more specialized activities are sourced out. Plants and telecom offices would typically engage in this type of outsourcing.

Law Essay Example | Topics and Well Written Essays - 1750 words - 5

Law - Essay Example be divided among the parties and in what manner.2 On the facts of the case for discussion it appears that a certain understanding existed between Pam, Tim and Derek with regards to the beneficial interests of the dwelling house and although Derek did not execute the deed reflecting those interests he is at liberty to invoke the doctrine of proprietary estoppel to enforce his interest. â€Å"The essence of the issue in these formality cases is that one party claims to be entitled to some proprietary right (or the monetary expression of the right22) even though in the normal course such creation or transfer would be ineffective due to an absence of formality.†3 As Dixon explains the use of the doctrine of proprietary estoppel requires a contravention of some statutory provision.4 For instance Section 53(1) of the Law of Property Act 1925 dictate that a disposition of an interest in realty be evidenced by writing. The imposition of an implied or constructive trust necessitates a departure from the rigid statutory requirements for written evidence of the conveyance or other disposition of an interest in realty.5 Be that as it may, Sir Christopher Slade in Huntingford v Hobbs [1993] 1 FLR 736 explains that the imposition of a constructive, implied or resulting trust are typically exempt from the formal requirements mandated by Section 53(1). Sir Christopher Slade explained: â€Å"In the absence of any declaration of trust, the parties respective beneficial interests in the property fall to be determined not by reference to any broad concepts of justice, but by reference to the principles governing the creation or operation of resulting, implied or constructive trusts which by s 53(2) of the Law of Property Act 1925 are exempted from the general requirements of writing imposed by s 53(1).†6 According to the ruling in Lloyd v Dugdale [2001] All ER 306 an estoppel is a proprietary right which can bind a third party as an overriding interest within the meaning of

Personality Determinants Essay Example for Free

Personality Determinants Essay Heredity refers to those factors that were determined at conception. Physical structure, facial attractiveness, gender, temperament, muscle composition and reflexes, energy level, and biological rhythms are characteristics that are generally considered to be either completely or substantially influenced by who your parents were, that is by their biological, physiological and inherent psychological makeup. The environmental factors that exert pressures on our personality formation are the culture in which we are raised, our early conditioning, the norms among our family, friends and social groups, and other influences that we experience. The environment to which we are exposed plays a substantial role in shaping our personalities A third factor, the situation, influences the effects of heredity and environment on personality. An individual’s personality although generally stable and consistent, does change in different situations. The varying demand of different situation calls forth different aspects of one’s personality. We should not therefore look upon personality patterns in isolation. Subconscious Programming Most of us sometimes get programmed / conditioned by a wrong messages that â€Å" do not do that†, â€Å"don’t take the risk†, â€Å"you cannot do that† you are not good in †¦and so on†¦.. You can imagine the bad effect such message can have on any person. Our Conscious Mind is like a watch man. And the Subconscious Mind is a store of all the previously programmed or conditioned information / knowledge/ believes. Now programming personality means putting positive believes/ information into the store without the knowledge of the watchman (conscious mind). Suppose you tell yourself that â€Å"you are good at Public Speaking†. And the store has stored based on peoples comments and experience that â€Å"you are poor in communication† â€Å"you cannot speak well in public†, â€Å"you don’t have an impressive body language† †¦.. The watch man sees your sentence and compares it with the knowledge in its store and says â€Å"this information is wrong†. The watchman throws the new information away. He does not allow the new positive information into the store. This is the fundamental difficulty in changing personality behavior of a person. Now the question is how and when we could program our mind for positive personality trait without the obstruction of watchman†¦ The answer is we can program our mind for positive personality traits during the Twilight period just before sleeping and just before waking up. This is the time when the conscious mind is active enough to generate the positive traits for entering into store but inactive to judge/compare and will not obstruct to the positive traits to enter into the subconscious store house. Reinforced Programming / Conscious Programming Autosuggestion and Repetition of the positive traits despite negative response from comparison with the store house also gives success in programming for personality traits. Auto-suggestion is a statement made in the present tense, of the kind of person you want to be. Auto-suggestion are like a commercial about â€Å"Super You†, or â€Å"Future Super You† for yourself what you want to be or achieve. They influence both your conscious and subconscious mind in the long run shaping your personality and attitude. Auto-suggestions are the conscious way to programme the subconscious mind for positive traits. It is the effective method of voluntary development of positive traits and attitudes. Auto-suggestion should be mixed with emotions. All such reinforced / conscious programming which have been emotionalized (giving feeling) and mixed with applied faith, begin immediately to translate themselves into physical or real equivalent. Auto-suggestive thoughts which are mixed with any of the feeling of emotions constitute a â€Å"psycho-magnetic† force which attracts other similar or related thoughts. Our subconscious mind resembling a fertile garden spot, in which weeds will grow in abundance if you the seeds of more desirable crops are not sown therein. Auto-suggestion is the agency of control through which an individual can voluntarily feed his subconscious mind on thoughts of creative/ positive nature or by neglect permit thoughts of a destructive nature to find their way into the rich garden of mind. So Caution should be taken while programming your mind for positive traits only. Defensive Approach One of this type of approach is protest or deny the negative traits at it’s very beginning of the entering in the subconscious store. And the second is to consciously avoid this type of environment or situation. In real life situation it is very difficult because it may lead to confrontation and argument or Inaction. Another problem in this is that most of us have some negative traits previously in our store house due to our past experience and conditioning. Imaginary Anchoring or Invisible Counseling Committee While watching a picture we anchor the Hero, placing ourselves in place of hero. Similarly we can anchor Great men in imagination and let them shape our personality. Another is the Invisible Counseling Committee comprising of great personalities of your choice. We can counsel from these great minds at times or situation. What decision or action he would have been taken in my situation.. Winston Churchill the war time British Prime Minister was following this principle. He had his Imaginary Counseling Committee by the side of his Chamber. Many great decisions he used to take by following these principles. Physical Action / Body Language Approach In general it is the positive practice or experiencing desired traits whether the desired perfection achieved or not. It is generally said that our personality traits control our body language. But it is a fact that the reverse is also true. This meanswe can change our negative traits towards positive traits by consciously practicing the body language for positive traits. Domino-effect. Direct exposure to good personalities or environment Here the direct environment is the driving force in shaping the personalities. When one constantly remains in direct contact with great personalities will enriches his own to be the one. Similarly the organization culture and structure also many times influences ones personality. Sometimes it is the guiding principle for job satisfaction / recruitment.

Teaching Strategy in the Classroom Essay Example for Free

Teaching Strategy in the Classroom Essay In a classroom, the teacher is the leader. As such, they must take into account which teaching methods would be best to develop their students learning abilities. During my observations at New Hyde Park Memorial High School, I was able to witness a wide array of teaching strategies. For this paper, I will choose specific methods, and discuss how certain teachers used them effectively within the classroom. First, I will discuss how the modeling process was used to enhance student’s abilities to learn. Modeling is a process of teaching through demonstration. Second, I will discuss how mapping, a learning strategy that helps students understand relationships between ideas, was effectively applied in the classroom. I will then discuss how reinforcement, the use of stimulus’s to increase frequency of a specific behavior, was used as a motivational factor. Lastly, I will discuss how gender and culture were or were not addressed in select classrooms. What I intend to show is how each of these strategies can be used to help create a positive classroom environment that promotes learning as a tool and goal. Modeling can be used very effectively if all four parts are consciously applied. The first part, attention, involves a teacher keeping his student’s focus, allowing them to absorb more information. The next component, retention, requires that a teacher utilize methods such as visual or verbal aids to help their students remember a lesson. The third part of modeling is reproduction, which occurs when a student practices what they’ve been taught. Practice allows for a better chance of translating information to long-term memory. The last step in the process of modeling is motivation, which is a teacher’s ability to give their students desire to work harder. All four of these steps, when used effectively, significantly increase student’s abilities to learn and retain information. In each classroom I observed, some components of modeling were applied. However, in three classrooms I was able to see all four steps of the process effectively applied. One example is Mr. John Ferrara’s Public speaking class, which consisted of multiple grades. In his lessons on creating â€Å"How To† posters, he kept attention through verbal directions and jokes. He drew diagrams and made his own poster to help retention. Reproduction was automatically included because the â€Å"How to† posters were the homework assignments. As for motivation, he offered plenty of reinforcement and positively critiqued each of his students in helping them learn what didn’t work and what to continue doing. (Observe class notes 1, 2, 3) Similarly, Ms. Katy Devine, for her twelfth grade advanced English class used modeling in lessons on poetry. She called on multiple students in the class to read the poems to keep attention. To help students retain and reproduce the lesson, she encouraged them to write their own poetry, assigning homework that kept them working with the central ideas of the lesson. She continually motivated her students by praising them for answering, whether correctly or not, and by telling them where this knowledge would get them in the future. Ms. Devine, like Mr. Ferrara, utilized each step of the modeling process effectively in her classroom. (Observe class notes 4, 5) The last classroom in which I observed modeling successfully practiced was in Mr. Laurence Mechanic’s tenth grade English class. In teaching a lesson on essays, he kept attention by consistently calling on various students. He drew diagrams on the board to help explain the â€Å"sandwich† form to an essay. He assigned homework which involved writing a thesis statement. These procedures promoted retention and reproduction. As for motivation, he told his students how rapidly they were improving, encouraging them that they would master the Regents Exams if they kept up their hard work. (Observe class note 6) I will now discuss how I observed mapping at work in the classroom. A concept map is a visual aid and graphic organizer that shows connections between separate ideas. Mapping allows students to organize thoughts and concepts in new ways. Additionally, graphic organizers have been proven to improve learning outcomes in many students. There are many different kinds of graphic organizers that can be used. For the purpose of this paper I will discuss the Venn diagram I observed in Mr. Mechanic’s classroom, and network trees that I observed in Mr. Scott Colvin and Ms. Abbe Katz’s classrooms. A Venn Diagram consist of two large circles with separate topics and an intersecting middle area where the relations between ideas are written. In Mr. Mechanic’s tenth grade English class the circles focused on literary elements contained in two poems. In the middle section, Mr. Mechanic had the students discuss the literary elements that were found in both of these works. The use of this Venn diagram helped the students better understand each individual section, as well as recognize the way certain elements can be used in multiple ways. (Observe class notes 6, 8) Both Mr. Colvin, in his eleventh grade English class, and Ms. Katz, in her ninth grade advanced English class, utilized network trees. In Mr. Colvin’s class, it was used to help examine characteristics of leadership. The tree was organized with a block in the middle, marked â€Å"Leadership,† and four spawned off circles that focused on individual aspects of leadership. Mr. Colvin then had the students answer follow up questions which further allowed them to identify the connections between their idea of a leader and those in the story they were reading in class. (Observe class note 7, Handout 1) Ms. Katz organized her network tree around William Shakespeare’s play, â€Å"Romeo and Juliet. † She assigned the first few scenes as homework, and then showed the first scene of the Baz Luhrmann 1997 movie version in class. She discussed the way the Capulets and Montagues were portrayed in the book and movie. Her students broke into two groups, one concentrating on the specifics of the play and the other on the movie. She led a discussion, putting the network tree on the board at the close of class time. As a result, the student’s better understood the use of family in Shakespeare’s work and were able to recognize differences and similarities between the portrayal of family in the written play and the movie. (Observe class note 9) As aforementioned, motivation is a crucial part of the modeling process. But even individually it is crucial to effective teaching and learning. Reinforcement is one major way to increase motivation. There are two kinds of reinforcement: positive, which occurs when a pleasant stimulus is presented, and negative, which occurs when an undesired stimulus is removed. The presentation and removal of these stimuli at proper times should lead to an increase in frequency of the desired behavior. I will further discuss the use of reinforcement in Mr. Ferrara and Mr. Mechanics classroom, and then discuss how I observed it in Mrs. Anna Carusos classroom as well. For the discussion of Mr. Ferraras public speaking class and Mr. Mechanics tenth grade English class, I will simply elaborate on the way they effectively used the last step of the modeling process. When Mr. Ferraras class had to finally give their How to presentations and Mr. Mechanics class had their thesis statements checked over, continuing motivation became crucial. Both of these teachers used praise and reinforcement excessively after their students presented their work. Mr. Ferrara took class time and cited out at least one positive aspect from each presentation. He told the students how they had cut down on the ums, uhs, likes, focused more on keeping their eyes on the class, and credited each student with doing a superb job. (Observe class notes 1, 2, 3) Similarly, Mr. Mechanic praised almost every students thesis statements. He reminded them how important a skillful opening paragraph is when writing an essay, explaining that a great thesis statement sets up an entire essay. He continued to boost the students confidence in their work, and closed the discussion by reminding each student how well they will do on the Regents by keeping up their hard work. (Observe class note 10) Mrs. Caruso, in her ninth grade English class, used reinforcement consistently to promote class participation. First, she introduced a reward system to the class by creating enlarged photocopied bills with her face in the center that could be used as extra credit on exams. She would positively reinforce participating students during her lectures by giving them a bill for paying attention and contributing to the class discussion. She also used negative reinforcement on one occasion that I observed in her classroom. At one point, when a student asked a question, the answer was on a recent hand out. A few of the students laughed at the stupidity of the question, with one even calling the student a derogatory name. Mrs. Caruso punished the misbehaving students; threatening to call their house next time they disrespected another student. This encouraged the original student to continue asking questions, showing him the disrespectful result would not recur. Like each aforementioned situation, this instance shows how reinforcement was used effectively in the classroom. In doing so, these teachers created a comfortable environment in which their students not only completed the required assignments, but were praised and rewarded for doing so. In each case, the students looked forward to earning more reinforcement by continuing to work hard. (Observe class notes 11, 12) When it comes to culture and diversity, each classroom at New Hyde Park Memorial High School appeared to divide up evenly. By and large, just over half the classroom was Caucasian, with just under half the total being Indian. To fill out the remaining percentage, there were a few Asian, Spanish or Black students. However, the bulk of the room was either Caucasian or Indian. Gender wise, the classes were divided evenly as well. There was usually a 50/50 split between male and female, with very few exceptions. One of these exceptions was in Ms. Devines twelfth grade advanced English class, in which there were only six males out of twenty-one students. However, half female, half male classes were most common. Culture and gender are two important issues to consider when running a classroom. Different backgrounds raise children in different ways, requiring that a certain focus or method may need to be adopted in a classroom. It is also understood that males and females have a tendency to succeed in separate fields of study. Lastly, it is very important, esteem wise, to understand the culture and gender of a student, because self-esteem also varies between sexes and races. However, for each of these classrooms, there was very little emphasis on either race or gender. Most teachers treated their class as though each student was the same sex and race. In some of these classes, this was an effective way to run the class, while in others there should have more focus on the specific situation of certain students. I will once again discuss Mr. Ferraras and Mr. Mechanics classes, as well as Ms. Devines eleventh grade English class for the first time in making my points for these topics. In Mr. Ferraras Public speaking class, there was a cultural breakdown of two-third Caucasian, one-third Indian, one African American and one Chinese student. The genders were evenly split. While the majority of the time there was no specific focus on either gender or culture, there was one occasion that I did observe when a student’s culture was emphasized. On this occasion, the lone African American student was giving her â€Å"How to† speech. In doing so, she used Ebonics. Upon completion of her presentation, Mr. Ferrara joked back to her using Ebonics. This could be a bad idea depending on the relationship between student and teacher. However, due to the environment Mr. Ferrara sustains in his classroom, one of respect and humor, this only invoked laughter from the class as well as the individual. In fact, the student felt more comfortable with the rest of the class afterwards. On this occasion, Mr. Ferrara made it a point to focus on a certain culture, and it worked very well due to the prior establishment of relationship and understanding in his class. Mr. Mechanics tenth grade English class broke down culture wise to about half Caucasian and half Indian, with three Spanish students. Gender wise, the breakdown was 50/50. In one of his classes, Mr. Mechanic attempted to explain and utilize the Socratic method of teaching, in which the class sits in a circle and discussion is openly led by whichever student decides to enter in. Mr. Mechanic called on students of different races and genders to begin the discussion, encouraging all the other students to chime in throughout. In setting up this type of class, he erases gender and culture differences, giving each student equal opportunity to participate in the classroom discussion. As a teacher, consciously disregarding culture and gender as learning components can make it difficult to still effectively run a classroom. However, this is one of the most successful ways to do so and still create and sustain a positive and efficient classroom environment. (Observe class note 13) In Ms. Devines eleventh grade English class, there was a cultural breakdown of half Caucasian students and half Indian students. Gender wise there was again a 50/50 breakdown. In this class, there was no specific focus on gender or culture. However, in this class Ms. Devine should have made more of a conscious effort to include the separate cultures in her class activities. For the reading of Macbeth, she chose certain students to act out each part. However, in doing so, she consistently chose the outgoing Caucasian students; male for male parts, female for female. I feel that this did not place the Indian or soft-spoken Caucasian students on the same plane as those chosen. There should never be a situation in which students of any culture or gender feel barred from classroom activities, but unfortunately in this class this became the case. Unlike the above teachers, Ms. Devine did not do a good job of making the students in her class equal participants, affecting the way certain students learned in her class. (Observe class note 14) In our Education class at Queens College, there were many different instructional activities that we participated in. There are three specific methods that we undertook in class that I observed in the classroom as effective teaching strategies. One of these activities was a Microsoft PowerPoint discussion on Moral Development. The use of PowerPoint allowed the lesson to be put on a larger screen for observation by the full class, helping both note taking ability and overall comprehension. The second activity we used in our class that was very effective was group work. This was at work in many of the classrooms I observed as well, and is successful because it allows diverse thoughts and ideas to come together. Lastly, the ungraded homework assignments were an effective classroom activity. They led to further understanding of the assigned topic and fed the class discussions pertaining to these topics. I saw the first two discussed activities at work in my observations. Computers with Powerpoint capabilities were actually one of the recent additions to every classroom at New Hyde Park Memorial. Ms. Katz, in her ninth grade advanced English class, used PowerPoint lectures for her Romeo and Juliet discussion, and students in Mr. Ferraras public speaking class utilized this feature for their How to presentations. Similarly, group work was involved in a majority of the classes I observed. Mr. Mechanic, Mr. Ferrara, Ms. Katz and Ms. Devine all used group work in the teaching of their lesson, just to name a few. The ungraded homework assignments were not included in any of the classes I observed. However, if applied in the class, ungraded homework would allow students that wish to expand and increase their knowledge to do so, while those who desire only to understand what is being taught in class can spend more time focusing on the work due for other classes. In conclusion, there are many ways to run a successful classroom. In my observations, I was able to see multiple teaching strategies and how they either worked or failed. The ones I decided to focus on for the purposes of this paper are the strategies that I found to be successful most often. I learned that modeling is a very effective teaching process, when each component is taking into account. I learned that mapping is a very effective tool that helps connect ideas and create relationships between previous unrelated ideas. I learned how gender and culture could be either taken into account, or consciously ignored in a classroom, but that one must be careful in choosing to do either. In the classrooms of Mr. John Ferrara, Ms. Katie Devine, Mr. Laurence Mechanic, Ms. Abbe Katz, Mrs. Anna Caruso and Mr. Scott Colvin, there were successful methods at work and very positive environments created as a result. While each teacher had their own unique methods to utilizing a strategy and teaching a lesson, they all did a superb job of making learning an enjoyable, universal, and crucial part of their classroom.