Essay on Charlie Chaplin

CHARLIE CHAPLIN ESSAY INTRODUCTION When I decided to do my research on Charlie Chaplin, I thought that it would have been quite straightforward; my plan was to introduce his life and his career, finishing off with his accomplishments. However, as my research progressed, I came to realise that Charlie Chaplin is a man who cannot be put into a few words. My research opens up (brought me into) a whole new dimension of his intriguing life thus drawing me into his world. Hence, I became more and more interested in discovering the man behind the name. Therefore, I shall try my best to glorify this human being and talented actor who was adored throughout the ages. My presentation starts with a short / brief biography of Charlie Chaplin. Then, I will continue by describing his acting career which will later build up to the main characters that he interpreted. Finally, I will present to you the wonders of his great film: â€Å"The Great Dictator†. WHO WAS HE? Charles Spencer Chaplin was born on the 16th of April 1889 in East Street, Walworth, England. His parents, both known music hall entertainers in England, divorced when he was young (around 1891). He stayed little in contact with his father. His father did not give much child support payments to his family. It was therefore up to his mother to financially support his older half-brother Sydney, Charlie Chapin and herself. Thus, he stayed quite attached to his mother. Without a father figure, he saw in his mother her determination and strength to carry on and not giving up on them by bringing them. On the other hand, his older half-brother Sydney proved to be a brother of a kind. He would be to thank later in life because he partly contributed to the early successes of Charlie Chaplin. There was a point when his mother’s willpower crumbled, she was sent into an asylum. Sydney and Charlie were both sent to Lambeth Union Workhouse (a place where abandoned children and orphans were sent) in 1896. Charlie Chaplin was then just aged seven. His mother came out of the asylum only to be admitted again a few years later. During this time, he went to live with his father and his step-mother but he preferred to live by himself, hiding during the day to avoid going to school and performing in musicals at night. At the age of ten, barely knowing how to read or write, he joined a group of clog dancers; this is one of the first signs showing that he was destined to continue in the artistic field. Indeed, within a few years Charlie would become one of the most popular child actors in England. As a performer on stage, at each time it would take a few months for Chaplin to conquer hundreds of spectators. However, it was when he went back to Vaudeville acting (energetic multi-act theatre) that he discovered his talent for comic pantomime. For a few years, he would continue performing in Vaudeville. Then at the age of twenty, Charlie Chaplin went to the United States and performed with Frederich Karno, whom Sydney was working with and introduced Chaplin to Karno. He would soon be warmly welcomed by the American audience. There he started his career as the most famous comedian that ever lived. CHARLIE CHAPLIN’S ACTING CAREER At the age of ten he started performing in musicals. At the age of 24, he became worldwide famous. In 1917, he began to become, thanks to his new found way of expression, the most famous comedian that the world has ever known. His films became more and more witty, vifs et apparemment desinvolte et de plus en plus travailles. Charlie Chaplin wanted to explore and extend his talent of comic. He always wanted to do more, not only to please the public but also to convey the good heartedness of mankind – which was manifested in films like â€Å"City of Lights†, where love is the main subject of the film. He felt the need to talk about the dehumanisation of work in the film â€Å"Modern Times† and even more of the huge menace of fascism incarnated by the monster which has many curious resemblances to Chaplin. But he had this irresistible need to be funny and to please the public and to be loved by the public by using the simplest of emotions whichwas by talking from the heart. Charlie Chaplin is probably the most accomplished show business man during his time. He was multi-talented – he was a good actor and also a successful director, script-writer and producer. Active and observant as he was, he portrayed his perception on things in his films. He remained true to his views on real life situations but never forgetting to add humour as he knew that life is never all black or all white. Throughout his career, though he interpreted several characters, Charlie Chaplin never abandoned the famous character that brought him to fame: the character of â€Å"Tramp†. The â€Å"Tramp† character made him rich and it was inspired by his poverty-stricken childhood- a man-child always hoping for the better. Ironically, he became a rich man by imitating the poorest of men. Rich as he was, he could have rejected his childhood, however, he remembered where grew up as a child: East Street, Walworth, England. Even his famous â€Å"bow-legged dance-walk†, he claims was inspired when he was in the pub ‘The Queens Head’ owned by his uncle and Charlie Chaplin saw Rummy Binks, an old waiter, do a â€Å"duck walk†. He would constantly film situations as he would observe in real life people can relate with, for example in â€Å"The Modern Times† he filmed in a factory and displayed his view of the Marxist concept of the dehumanisation effect of work.. Sound did not exist at the time of Chaplin but the actions say it all- because all is in the subtlety, all is mild, ingeniously suggested and not exaggerated. * In 1898, at the age of 9 years old, Charlie Chaplin had his first taste of show business appearing in a clog dancing musical produced by a stage company called â€Å"Eight Lancashire Lads†. In 1910, Chaplin arrived in the United States and was chosen by Mack Sennett to be in a Keystone Films silent comedy series. During this time, Chaplin created the role of the â€Å"Tramp. † It was when he left Mack Sennett to work at Essanay Studios in 1914 that he really developed the character of â€Å"The Tramp†. By the time he signed a contract with National Films in 1918, he was an experienced and well-appreciated actor who knew his value as an actor. Therefore he was not shy to ask $1,000,000 for a film. Although, he had many projects in his mind however, he needed money to invest in his ideas and bring them to the screen. Hence, at 28 years old, Charles Spencer Chaplin becomes a millionaire and his contract with the First National gave him the control and rights to his films. The United Artists was formed in 1918 with actors Douglas Fairbanks, Mary Pickford and director D. W Griffith. Their films would become their properties. Controversy would occur when the First World War starts and he does not join to fight for his country. Instead he makes a film â€Å"The Bond† in 1918 to show his support for the soldiers at war. In â€Å"Shoulder Arms† (1918), it is a film about the First World War and it is one of the most popular films of the First World War. He manages to demonstrate the horror and the ridiculousness of the war. In 1921, he notices Jack Coogan in a vaudeville act. He stars with Jackie in â€Å"The Kid†, †¦ Chaplin and Jackie Coogan in â€Å"The Kid† (1921) â€Å"The Modern Times† (1936) introduces a concept Marxist- man is reduced to something underneath him, he is just an animal fed by the machine. There is no doubt that Charlie Chaplin is a left-wing man. â€Å"Modern Times† (1936) and the Eating Machine Scene depicts the dehumanising effect of mechanization. â€Å"The Great Dictator† released in 1940 marked a new turn in terms of Chaplin’s working methods- it was to be his first talking film, and for the first time he was to begin a picture with a complete script. This satiric film on fascism came out whilst the world was devastated by two major wars: the First World War and the beginning second world war. For this reason, Chaplin's political perspective on right-wing dictatorship was not entirely accepted by the public and it led the United States government to believe that he was a communist and when asked if he was a Jew he answered admirably that â€Å"I do not have the chance to be one†. He does not deny that he is not Jewish, he thought that it would be an implicit suggestion that he was a supporter of anti-Semitism. MAIN CHARACTERS Throughout his acting career, Charlie Chaplin has interpreted quite a few characters, of which I will talk about two of them in particular. The first character is Charlie Chaplin’s principal personage which he calls â€Å"The Tramp clown† – a beggar. He displays this image in the way that he is attired: his black hair, a tight coat, oversized pants, pointed shoes, a bowler hat, bamboo cane, dark eyebrows and his signature square moustache. As I said before, Charlie Chaplin relates very well with real life situations. The gradual building up of this character can be linked to different historical situations; one of them could be the Great Depression. Historically, the Great Depression in the 1920s left the rich and fortunate in a terrible state, they were left with little dignity, like a tramp, a â€Å"vagrant with refined manners of a gentleman†. Charlie Chaplin’s original way of expressing and attempt to find the funny side in situations that are not usually made fun of; make him a true comedic icon. He does not need words to express himself as the audience can fill the words in by themselves. A quote by Charlie Chaplin personifies his character: â€Å"I remain just one thing, and one thing only — and that is a clown. It places me on a far higher plane than any politician. † The second popular character is Adenoid Hynkel. He is the dictator of Tomania in the film â€Å"The Great Dictator†. He is one of the few to have openly criticised Adolf Hitler through the interpretation of Adenoid Hynkel. During that period of the two world wars millions of people followed Adolf Hitler and there were also people who were scared of Adolf Hitler, it made those who were scared how stupid it was to be scared of this â€Å"monster ridiculous, venomous, pathetic who wants total control of the world. When the film came out, people immediately saw the resemblance between Adenoid Hynkel (Charlie Chaplin) and Adolf Hitler. Chaplin single-handedly reduced the monster into a ridiculous, venomous, pathetic clown. Here, Charlie Chaplin was adventurous and tried to find humour in a delicate situation: the two World Wars. For his accent he related to his past in vaudeville acting. The â€Å"Great Dictator† freed people spiritually. Charlie sent a video of â€Å"The Great Dictator† to the dictator himself. This shows us that he is always up for new challenges in the films that he creates. UNDOUBTEDLY, ONE OF CHARLIE CHAPLIN’S MOST FAMOUS FILMS: THE GREAT DICTATOR I have chosen to talk about one of Charlie Chaplin’s famous films â€Å"The Great Dictator† because of the story that lies behind it. â€Å"The Great Dictator† was a controversial film directed by and starred Charlie Chaplin. It was the first true talking picture, released on the 15th of October 1940. It is unique for its fearless criticism of Hitler and Nazism and for its portrayal of the plight of Jews in Europe. The people’s appreciation and the media’s appreciation for the film shows in its nomination for the Academy Award for Best Picture and Best Actor. When interviewed about this film, Charlie Chaplin said: â€Å"Half-way through making â€Å"The Great Dictator† I began receiving alarming messages from the United Artists (†¦ ) but I was determined to go ahead for Hitler must be laughed at. † In â€Å"The Great Dictator† the physical resemblance between Charlie Chaplin and Hitler, especially with their square moustaches is astounding. Another interesting fact was that both were born just 4 days apart and grew up in relative poverty. Charlie Chaplin in â€Å"The Great Dictator†Ã¢â‚¬ ¦ Adolf Hitler in a Nazi Parade †¦ CONCLUSION THE IMPACT HE MADE TO THE WORLD AND HIS CONTRIBUTION TO THE SOCIETY AND THE ART Charlie Chaplin was a man who dimpled millions of cheeks in the early 1900's. Despite the fact that they were silent films in black and white, he put a lot of color into everyone's life. He managed to work his magic and free minds as well as speak the minds of ordinary people, whether it is about the horrors of life as a soldier in the two world wars or the dehumanization of work or about the wonderful sensations of love in â€Å"City of Lights†. He was not afraid to clearly show what he believed in. His excellent sense of narration and subordinating the story makes him a great master of pictures. Charlie Chaplin marks me as a man who despite of great disadvantages faced when he was young, managed to transform the â€Å"nightmarish† situations that he experienced in silent comedy. He was a comedic icon of a kind. I feel that Charlie Chaplin is one of the most interesting people I have researched about. Coming from rags, he finally became a person whom everyone knows and loves. Such an impact he has made across the world that the Queen Elizabeth II of the United Kingdom knighted him as Sir Charlie Chaplin in 1975. He died at the age of eighty-eight years old on the 25th of December 1977. BIBLIOGRAPHY Websites ?http://www. clown-ministry. com/History/Charlie-Chaplin. html ?http://www. csse. monash. edu. au/~pringle/silent/chaplin/aaronhale. html ?http://www. east-buc. k12. ia. us/00_01/100/ms/ms. htm Photos ?http://www. images. google. co. uk ?http://www. csse. monash. edu. au/~pringle/silent/chaplin/aaronhale. html ?http://www. east-buc. k12. ia. us/00_01/100/ms/ms. htm ?http://www. vauxhallsociety. org. uk/Chaplin. html ?http://en. wikipedia. org/wiki/Charlie_Chaplin

Marketing Cars Effectively By Knowing Your Customers Well

Brand new cars are usually attractive to a certain demographic market: better income generating men and women with urban lifestyles and parents, especially fathers. People purchase products or services for three basic reasons: to satisfy basic needs, to solve problems and to make them selves feel good (Guille, 2007). One of the basic needs that a car would be able to answer is of course is the necessity of transportation. Another need it answers is the need to belong which is an intrinsic motivation to affiliate with others and be socially accepted. (Van Wagner, 2007) If one would surf the pages of the website of Toyota, this basic need is met by the selling points that car manufacturers give. â€Å"Buy a Camry Hybrid now, and you may be eligible for Federal Tax Benefits. Plus, several states now allow single-occupant use of the carpool lane for Camry Hybrid.† (Toyota Motors Sales, 2007) is Toyota’s way of showing that if one purchases a Camry, he or she will be socially accepted enough to have tax benefits and permission to use the carpool lane. People with disability have a great need to be socially accepted and General Motors addresses this issue by providing the GM Mobility Reimbursement Program that says, â€Å"General Motors is committed to helping persons with disabilities equip their vehicles for easier and safer travel† (General Motors Corporation, 2007). Targeting the male population is what Volvo does best by showing how the Volvo Your Concept car was conceptualized: â€Å"If you meet the expectations of women, you exceed the expectations of me. – Marti Barletta, Gender Trend specialist.   (Volvo Car Corporation, 2007). People, especially parents, are always concerned about safety and car manufacturers recognize this need with the establishment of certain accessories to their products. Some of Toyota’s safety features for the Camry are airbags, Front and rear crumple zones and side-impact door beams and Vehicle Stability Control (VSC) [20] with Traction Control (TRAC) that ensures less danger when the roads are slippery. General Motors   has the OnStar facility that provides a built in phone that a driver can use hands free. Also, when the airbags are deployed, these send signals to GMC so that if the driver cannot call emergency, OnStar staff would be able to detect where the accident happened and rescue will thus be sent. Volvo’s Safety Concept Car has Cue transparent window pillars, infra-red night vision and seats, controls and pedals that move to ensure the driver is at the best possible position. Toyota has been able to avoid nuances of forgetting to turn off interior lights by a battery-saver that deactivates these after 20 minutes. General Motors has the remote door unlock, wherein people who have mistakenly left the car keys inside their automatic locking cars can be helped. Car manufacturers are great in showing how owning their cars can be a source of pride. Toyota uses phrases like â€Å"comfortable interior modifies to your changing life,† and â€Å"Bigger. Wider. More powerful† to coax a customer’s self-esteem. General Motors on the other hand, offers GM:OnStar vehicle diagnostics which makes the owner feel like a boss by getting instant and regular reports on how to maintain the car. Volvo is the best among them in fueling pride by putting very comfortable accessories like a trunk containing chilled and heated compartment and the ability to connect to your entertainment library at home. Car manufacturers like Toyota, General Motors and Volvo have done their marketing assignments well by completely fulfilling the needs of their target markets and this ensures their leading positions in their industry. References General Motors Corporation. (2007). Driving Confidence with OnStar. Retrieved May 23, 2007 from http://www.gm.com/ Guille, M. (2007). How To Find And Sell To Your Target Market. Retrieved May 25, 2007, from http://sbinfocanada.about.com/cs/marketing/a/targetmarket_2.htm Toyota Motor Sales U.S.A. (2007). Camry ’07. Retrieved May 23, 2007. Van Wagner, K. (2007). Need to Belong. Retrieved May 25, 2007, from Volvo Car Corporation. (2007). Volvo Concept Cars. Retrieved May 23, 2007, from http://www.volvocars.com/All-Cars/conceptcars/            

Police Report Assignment

Police Report Assignment Debbie Smith CJA/304 11/5/2012 Ryan McNeal / Axia College Police Report Assignment This man, Ernesto Arturo Miranda had a huge part in shaping the American Miranda Rights Policy. Born March 9, 1941 in Columbus, Az. The name Ernest Miranda is well known in the state of Arizona because he fought and got his case overturned because there were mistakes by the police when they arrested him. This whole story began on the night of March 3, 1963 when Patricia McGee (not her real name) was working late due to a show that ran over, and she had to close down the theater by herself.After doing that she had to ride the bus home and walk from the bus stop in the dark all alone. As she walked home, a car pulling out of a driveway nearly ran her over, then went down the street in the same direction Patty was walking. She noticed that the car stopped about a block from where she was and the man driving the car got out and started walking toward her. The time was around 11 p. m. and there was nobody else around. She did not pay much attention to the man as he approached her, as she was about to walk past the man, he reached out and grabbed her.He covered her mouth with his free hand and told her that if she didn’t scream , he wouldn’t hurt her. She begged the man to let her go, but he dragged her to his car where he tied her hands behind her back and pushed her into the back seat, where he then tied her feet together after he made her get on the floor. She continued to plead with the man to let her go, but he just said he would not hurt her. He drove for about 20 minutes into the high desert and once he got to the spot he had chosen, he raped Patty.After the assault, he asked Patty for money and she gave him the money she had in her purse (some reports say 4 dollars and some say 8). After she gave him the money, he ordered her to get back into the car and he threw a coat over her head and drove back to Phoenix. About a half-mile from her ho use, he dropped her off and sped away into the night. Police interviewed Patty shortly after the incident happened, when she was brought, hysterical, to a local hospital by her distraught family. Doctors told police that she had traces of semen inside her, but they disputed her claim that she was a virgin before the assault.Based on the statement Patty gave them, the police began searching for a man in his late 20’s With a mustache, who weighed around 175 pounds and was about six feet tall. This is the first part of the story and it leads to multiple differences in information and charges filed against the man who admitted that he raped Patty then got the decision overturned, only to be recharged with the crime. There are many forms of communications used in these cases. Some of them were phone calls, letters, interoffice communications, and written reports.These communications were all effective in getting the job done to get the case against Ernesto Miranda overturned. As a result of a letter written to his common-law wife, Ernesto got himself retried on the rape charge. He lost the second case and was sentenced to serve out his original sentence of 20 to 30 years. The letters that were written were to attorneys and the Supreme Court about representing this case to get the charges overturned and to bring it to the attention of the Supreme Court. That effort was successful because it got their attention and the case was eventually overturned.Not too long after that happened, Ernesto wrote to his common-law wife and told her to relay the message to Patty that if she would drop the charges against him, he would marry her (Patty). The wife took this information to the police who once again tried him for rape and this time he lost his case. He was his own worst enemy. Other forms of communication were telephone which worked well to more quickly communicate needs and wants for this case and upcoming trial and reports. These communication tools were the only ones available during that time.Telephone calls worked as long as the party was in their office or at home when they were called, otherwise the one calling would have to leave a message and await a return call. Messages then were mostly hand written. Time was not something to be wasted. It took a lot of hard work and many hours spent late into the night to win the Supreme Court case and get Miranda’s charges reduced to robbery and kidnapping. Though he was a criminal of sorts, at a very young age, the man did not deserve to be stabbed to death or have his throat slit (whichever report is true) over some change sitting on the bar.I guess the lifestyle he chose was the one that eventually took his life though and that is sad. He should have been able to receive help for his troubles and maybe he would have changed his way of life (http://www. trutv. com/library/crime/notorious_murders/not_guilty/miranda/9. html). 13 March 27 March 12 June 12 June 15 Nov 23 Jan 28 Feb 1 Mar 12 June 1963, Under 1963, Denied. 1963, 1965, 1965, 1966, 1966, 1966, 1966, Arrest.Convicted Miranda Yes To Violation Supreme 2nd Go Outcome Once More Goes Under The of Rights Court Round Appeals Case 13 March 27 March 12 June 12 June 15 Nov 23 Jan 28 Feb 1 Mar 12 June 1963, Under 1963, Denied. 963, 1965, 1965, 1966, 1966, 1966, 1966, Arrest. Convicted Miranda Yes To Violation Supreme 2nd Go Outcome Once More Goes Under The of Rights Court Round Appeals Case I have attached a timeline to show the sequence of events(http://www. timetoast. com/timelines/99160).As you can see from the timeline, this case happened over the course of 3 years. When Miranda finally got approved for Parole, he went back to the only way of life he knew and was in a dive bar playing poker, and a fight broke out over a handful of change on the bar and Miranda who was working as a delivery driver at the time, ended up being murdered (either by being stabbed to death or having his throat slit, there are different accounts of how this happened) (http://www. trutv. com/library/crime/notorious_murders/not_guilty/miranda/9. html). The timeline shows how slow communications were at the time of

Peer Assisted Strategies Essay Example | Topics and Well Written Essays - 750 words

Peer Assisted Strategies - Essay Example Role play is very effective in a situation where the teacher is confronted with students who are very shy and uncomfortable in using the target language. For instance, the teacher may suggest to two learners to imagine a situation where s/he is asking for direction from a stranger in a new place. The two learners while enacting a situation try to think of various forms of communication that help them seek the information. Thus, as the learners practice and get used to act in the classroom they will be able to communicate without inhibitions in real social life. Peer tutoring: Peer tutoring is defined as an approach where a good learner teaches or guides another learner who lacks knowledge in the area. Since, as peer tutoring involves the learner take the role of a teacher or imitate a teacher, the learner tends to learn the subject well so as to make sure that s/he is teaching correctly and performing effectively. The learners can inter-change their roles that encourage peer cooperation and improve peer relationships. Peer tutoring motivates the learner to acquire the language skills and inculcates reading habit because the learner attempts to fine tune her/his subject knowledge before taking the role of a teacher. Further, the learner who takes the role of a student feels less inhibited with a peer as a tutor in place of a real teacher. Peer tutoring is most appropriate in situations where a set or group of students who are weak in a particular skill. Therefore, the tutor is not merely acting as a teacher but trying to help his peer in un derstanding the subject. Reciprocal Teaching: This approach helps in improving the comprehension abilities. In this technique the teacher as well as the learner takes an active role. While reading a text this technique calls for four important stages: summarizing, questioning, clarifying and predicting. This technique is most suitable in a situation when the text is difficult to comprehend and the goal is to encourage peer collaboration. One way of doing this is allocating the four stages to four different students or four groups, while the teacher is reading the text, each student assigned to a specific group would accordingly take the initiative. Simultaneously, the teacher and the students discuss and have a dialogue over the topic. Thus, this technique facilitates group participation or equal participation amongst peers and the teacher as well. Cooperative learning: This technique encourages learners to work together for the benefit of the entire group. Since, the groups are heterogeneous it allows them to learn from each other and get along with those who are different from themselves. The teacher is helping the learners not only to acquire the language but also learn to collaborate, be responsible and accountable, which is very important in social circles

How Is Digital Learning Going To Change Education Research Paper

How Is Digital Learning Going To Change Education - Research Paper Example From the report it is clear that the improvement in the web- based technology has further helped teachers of the educational institutes to effectively use various online resources for delivering accurate information to the learners. The implementation of technology in the education sector opens new possibilities for the learners to share different ideas and facts. Digital learning process makes the teaching process easier for the educators. The topic so selected for the purpose of research examines the effectiveness of applying digital way of teaching in the classroom. This paper tends to evaluate the effectiveness of online learning for learning. While innovation within different sectors including the educational sector is increasing at a faster rate, but still it is of less importance as compared to the traditional way of teaching. The implementation of digital learning process in the classroom enhances the education process, but lack of technological improvement prevents its appli cation in many schools. The main aim of the paper is to analyse the impact of digital learning in school and education process. The paper examines the positive as well as negative aspect of implementing digital learning process in schools. The paper also tends to evaluate the aspect of digital learning based on â€Å"Westwood International School".  The use of digital learning in the educational institutes can also be regarded as a substitute for the traditional way of teaching.  

Cancer Pain in End of Life Cancer Patients Essay

Cancer Pain in End of Life Cancer Patients - Essay Example This will be considered a supplementary strategy to the existing official request process. I will also need support from my peers particularly in project review and data collection. I will also need to describe the significance of the project to my peers in order to win their support. Current Problem/ Deficit Pain treatment is a significant aspect in the end of life care. Different people develop different pain symptoms and hence the need for differentiated pain management strategies. Unfortunately, the current pain management strategies concentrate on pain symptoms rather than the source of pain. For example, a doctor will concentrate on symptoms of pain such as headache and backache, rather than the actual cause of the pain. The second issue relates to the definition and scope of pain. The mainstream pain management strategies underestimate the significance of other dimensions of pain such as social and spiritual pain. A comprehensive pain management strategy needs to incorporate t he other aspects of pain. The project proposes a standardized scale to assess pain, using four basic approaches to pain relief, which include: modify the source(s) of pain(s), alter the central perception of pain, modulate transmission of pain to the central nervous system and block transmission of pain to the central nervous system (Ferrel, Levy and Paice, 2008, p.577). Moreover the project proposes an interdisciplinary intervention integrating â€Å"physical, physiological, social and spiritual well-being of the patient so that the patient experiences comfort and dignity at the end of life. The process will involve counseling and use of pain relieving medication. Medication is primarily intended to relieve physiological pain without inflicting additional... The paper throws light on pain treatment as a significant aspect in the end of life care. Different people develop different pain symptoms and hence the need for differentiated pain management strategies. Unfortunately, the current pain management strategies concentrate on pain symptoms rather than the source of pain. For example, a doctor will concentrate on symptoms of pain such as headache and backache, rather than the actual cause of the pain. The second issue relates to the definition and scope of pain. The mainstream pain management strategies underestimate the significance of other dimensions of pain such as social and spiritual pain. A comprehensive pain management strategy needs to incorporate the other aspects of pain. The project proposes a standardized scale to assess pain, using four basic approaches to pain relief, which include: modify the source(s) of pain(s), alter the central perception of pain, modulate transmission of pain to the central nervous system and block t ransmission of pain to the central nervous system. Moreover the project proposes an interdisciplinary intervention integrating â€Å"physical, physiological, social and spiritual well-being of the patient so that the patient experiences comfort and dignity at the end of life. The process will involve counseling and use of pain relieving medication. Medication is primarily intended to relieve physiological pain without inflicting additional complications on the patient.

United States and Mexico's Collaboration Against Mexican Drug Cartels Essay

United States and Mexico's Collaboration Against Mexican Drug Cartels - Essay Example The main role of U.S. has been the supply of funding and intelligence to the Mexican authorities that support their domestic efforts in fighting the cartels. However, there have emerged cracks in this co-operation since it is becoming apparent that the two nations have divergent objectives in the fight (Stewart). While the Mexican government would like to eliminate or at least control the scourge at home, the U.S. government is more concerned with protecting her borders. In addition, some of the moves made in the U.S. such as the decriminalization of Marijuana are calling to question their commitment to the war and the extent to which they are willing to help fight the scourge. This paper will examine the efforts of these two neighboring States to combat jointly the drug cartels, with emphasis on the role of the U.S. in the partnership as well as how its actions weigh in on the fight. The U.S. drug strategy for Mexico is grounded on three principles, which are co-operation, containme nt, and willingness to take the responsibility for the problem (Walser 5). The co-operation between the two countries received a major shot in the arm when the former president Bush and Coldiron signed the Merida initiative that designated over $1, 4 billion dollars into Mexico and other South American nations. The idea  behind these funding was with the mandate to destroy the grip of organized crime in the regions (ONeil 64). In the recent past, the U.S has sent thousands of military personnel in Mexico to aid in training laws law enforcement agencies, they have also deployed drones to collect intelligence about the drugs crimes run-on sentence. In addition, over $3 billion is used in patrolling the U.S border to reduce the incidences of drugs being illegally brought into the United States.

Bridgestone corporation's strategy Assignment Example | Topics and Well Written Essays - 250 words

Bridgestone corporation's strategy - Assignment Example ity of a firm to extend backwards into the sources and supplies of its strategic materials and/or forward into the supply chain outlets of the final product to the end users (Rudie, 2003). Bridgestone Corporation is one of the most vertically integrated companies in the tire manufacturing industry. The Corporation engages in backwards integration through internal manufacturing and production of key raw materials and intermediate materials used in the production and development of its strategic tire products. According to the 2014 Bridgestone data report, the corporation operates several plants around the globe, which engages in the manufacture and supply of raw materials and intermediate materials into the company’s tire manufacturing plants (Bridgestone Corporation, 2014). The corporation has a total of 18 raw materials plants distributed across America’s (7), Europe(1), Middle East/Africa/Russia(1), Asia Oceanic(7) and Japan (2). The Saga plant, based in Miyaki-gun, S aga, is the Corporation’s leading manufacturer and supplier of steel cord material used in the development of the tire products. Other raw material manufacturing plants held by the subsidiaries include Bridgestone BRM Co., Ltd., Bridgestone Tread System Co., Ltd., Japan Mould Industry Co., Ltd., Bridgestone Plant, Engineering Co., Ltd., and Asahi Carbon Co., Ltd (Bridgestone Corporation, 2014). The backward vertical integration strategy assumed by Bridgestone Corporation has enabled it to gain a competitive advantage in the global tire manufacturing industry. Backward integration enables the Bridgestone Corporation to ensure stability in the supply of high quality steel cord materials (Rudie, 2003). In addition, vertical integration enables the Corporation to focus on developing innovative raw materials for the development of the strategic tire products, and ensuring smooth running of its operations. Lastly, vertical integration enables the Corporation to optimize its internal resources and

Article Critique Example | Topics and Well Written Essays - 500 words - 5

Critique - Article Example Relationship marketing is described as the model of creating and retaining customers in a business. Developing strong value and retaining customers are important strategies that markets employ in the modern competitive business environment (Trasorras, Weinstein, & Abratt, 2009). Perhaps one of the most disturbing issues is that some businesses experience cases of customers defecting from them even when they think that their services and products were best offered out. This is the issue that Relationship marketing tries to explain. Positive customer relationships are well maintained through different methods that businesses choose to invest in (Eriksson & Soderberg, 2010). Some of the methods that have proved successful include the use of incentives like customer clubs. In this method, businesses create social forums where customers can be meeting frequently and sharing ideas with the business’ stakeholders on areas that need general improvement. Customers are also able to shar e their views on the kinds of products offered and give inputs towards further developments. Erickson explains in his paper that the intersubjective approach to customer relationships means that the â€Å"self† of the business and others, who are customers in this case are usually inseparable. In this approach a business is able to put the customer are the core of their business. A customer based approach to marketing is thus the system adopted in marketing where inputs from clients are highly adhered to and respected. Customers are meant to have confident in the services offered by the business, in this case, they should be easily approached for feedback. Customers who experience maximum utility in service delivery are loyal to the business and can trade with it for a long time. Should be the duty of management in this case? Managers are meant to study into issues that need to be adopted in order to create and retain customer’s

Depression in Women Essay Example | Topics and Well Written Essays - 2500 words

Depression in Women - Essay Example THE symptoms may not seem overly serious at first. Perhaps a person suffers from fatigue, stomach cramps or chest pains. He may find himself waking up at wee hours of the morning for no apparent reason; or the trouble may be difficulty in getting to sleep. Possibly a change in appetite has led to weight loss; or maybe the problem is overweight due to a sudden splurge of eating. Fatigue, physical pains and change in eating or sleeping habits can constitute what doctors call the somatic mask of depression.(McClelland, 2008, 64) What is depression Why does it afflict people Everyone feels 'down in the dumps' on certain occasions. This should not cause alarm, for off days of this type are not what doctors mean when they speak of depression. According to studies, humans when they are afflicted with depression usually loose their essence and realization for the real reasons of living. It could be observed that many among the depressed ones are subjected to situations of failure, feeling of helplessness and the lost of physical energy to face life and enjoy life at the same time. (Amunts, 2008, 15) Loosing these particular elements in life, some depressed individuals resort to suicide simply to end the agony that they are experiencing. A depressed person finds it difficult to perform even the most routine tasks, such as getting dressed, brushing teeth, preparing breakfast and making routine decisions. The third level, where no one can doubt that you're dealing with depression says Yomasue (2008) "is when somebody literally sits in a corner-almost paralyzed-looking into space." (13) Doctors often speak of depression as either acute or chronic. (Wang, 2007, 65) Acute depression sets in from some external cause, such as the death of a loved one, divorce or some other severe loss. Depending on the seriousness of the cause, acute depression may last weeks or even months; but then it disappears. On the other hand, in chronic cases the crippling effects of depression persist month after month. (Amunts, 2008, 54) Another type of sufferer is the manic-depressive. This person seesaws between a "manic" (from manikos, Greek for "mad") state and one of depression. During a manic state, the individual becomes overactive, impulsive, often disorderly in speech and thinking.(Croissant, 2008, 34) Then follows a "normal" period, after which he plunges into depression. Some remain in the manic state most of the time, with only brief low periods. Others are just the opposite, remaining depressed most of the time. And there are those who, for the most part, remain on an even keel except for brief ups and downs.(Liu, 2008, 54) In this study, an understanding of the major issues concerning gender differences on depression occurrences among individuals shall be discussed carefully so as to understand or at least clarify the issues on the claim that women are actually experiencing depression twice as much as men. Explaining the key reasons for this particular matter is the focus of this particular literature-based understanding. Some Common Causes of Depression How widespread is serious depression According to Dr. Nathan S. Kline of the New York State Department of Mental Hygiene, "it has been estimated that 15 per cent of the adult population of the United States has some degree of depression which is serious enough to be in need of treatment.(Yomasue,

Business LAW Essay Example | Topics and Well Written Essays - 500 words - 2

Business LAW - Essay Example The plan by Johnny Jones to start a new Ethanol manufacturing plant is not a plan that has been included in the company’s registration statement and therefore such a plan should be prevented and suspended. Section 11 of the Securities Exchange act states that it will be deemed unlawful for any person who is a member of any securities exchange to make a transaction on such an exchange for his own account, that of an associated person or exercises an investment discretion. In this case Joan is acting in the capacity of a market maker in that she is a stock broker and therefore such a transaction can be seen been unlawful. Johnny also does not have any authorization to conduct such transactions in ethanol neither does he comply with the rules of the commission. A registration that is made under the exchange act entitles one to make periodic and current reports regarding the company. This is the duty to disclose which is made public for market evaluation of the specific company together with the way the company conducts the pricing of its securities (Smith, Washburne, & Pham). The Securities Act provides a penalty of not more than $10,000 upon conviction while the security exchange act provides that any person or anyone who becomes associated with someone who violates the requirements of the act or makes a false and misleading statement with regard to the act will be liable to a fine of $ 5,000,000 or imprisonment that does not exceed 20 years. In this case, Jonny Jones, Joan and Jake will be liable to such fines and even imprisonment for the violation of the Securities Act and the Securities Exchange Act. They do not have reports for their Ethanol manufacturing thus, they contravened the duty to disclose. Johnny also made a misleading statement to his secretary. Class action suits occur whereby so many plaintiffs sue the same defendant over the same

Cherokee Removal Essay Example for Free

Cherokee Removal Essay In the early nineteenth century, an infant America was increasing in population and expanding in the South until settlers were faced with the dilemma of the Native Americans. Anglo-Americans had two very distinct stances on how to deal with southern Indian tribes, particularly the Cherokee. One side was eager for land and developed the idea that Indians were both racially and culturally inferior and a hindrance to American progress, while on the other hand, some Americans believed that the Cherokee tribe was a sovereign, independent nation and that moral responsibility required the United States to protect them. Pro-removal Americans rallied behind leaders such as, Andrew Jackson and William Cass. Jacksons patronizing attitude toward Native Americans was, based on his ideology that Native Americans were children in need of guidance. Jackson also advocated that the removal policy was beneficial to the Indians. Cass believed the Native Americans were unsophisticated and white settlers were racially superior. In his essay, Removal of the Indians, Cass depicts, â€Å"We doubt there is, upon the face of the globe, a more wretched race than the Cherokees, as well as the other southern tribes, present†¦. The Cherokee Removal, pg. 117). † Cass alluded to the underlying racism that piloted the argument for expulsion of the Cherokee. Many white settlers concurred with the belief that Indians were racial inferior and therefore white settlers and Native Americans could not live together. Cass also asserted in the same essay â€Å"A barbarous people, depending for subsistence upon the sanctity and precarious supplies furnished by the chase, cannot live in contact with a civilized community (The Cherokee Removal, pg. 116). Some Americans supported this because they deemed anything different than them as wrong. The pro-removal argument was justified thru the belief that race determined character. For some Anglo-Americans race made Native Americans menial and disposable. Americans against removal united behind the idea that the Native Americans were born on this land and should be left in peace. Jeremiah Evarts under the pen name, William Penn, in A Brief View of the Present Relations between the Government and People of the United States and the Indians within Our  National Limits, said, â€Å"Those Indian tribes and nations, which have remained under their own form of government, upon their own soil, and have never submitted themselves to the government of the whites, have a perfect right to retain their original form of government, or to alter it, according to their own views of convenience and property(The Cherokee Removal, pg. 106). †Evarts’ opposition to removal was based on the fact the Indians were born on the land and therefore it was rightfully theirs. He also pointed out, â€Å"For one hundred and fifty years, innumerable treaties were made between the English colonists and the Indians, upon the basis of the Indians being independent nations, and having a perfect right to their country and their form of government (The Cherokee Removal, pg. 106). † Evarts’ argument was that white settlers legally could not disregard treaties made with Native Americans for hundreds of years. Some Anglo-Americans knew removal of the Cherokee was unconstitutional and to renege on agreements made throughout history was morally incompetent. Catherine Beecher also advocated against Indian removal, writing, â€Å"Nor are we to think of these people only as naked and wandering savages. The various grades of intellect and refinement exist among them as among as (The Cherokee Removal, pg. 112). † Beecher and other Americans opposed removal because they did not believe it was morally righteous to degrade Indians because of race, they considered them people too, and respected the differences in both race and culture. Evarts and Anglo-Americans against removal foresaw the inhumanity of removal, Evarts stated, â€Å"The removal of any nation of Indians from their country by force would be an instance of gross and cruel oppression. (The Cherokee Removal, pg. 107). † Both perspectives on Indian removal had a few commonalities. Some people such as John Knox believed that, â€Å"the central premise of which was that United States Indian policy should make expansion possible without detriment to the Indians (The Cherokee Removal pg. 10). The only consistent agreement however was that the white settlers’ culture and Native American cultures would never successfully co-inhabit. Americans realized that the differences in culture would only continue to cause problems. However the differences was some believed the Indians should be forced west and others believed they should be left in peace. There was an agreement that the Cherokee were uncivilized and to some, even worse not Christian. Again there was another divide on the solution for the primitivism of the Cherokee. Some sought assimilation and of course, removal. In my final analysis, the Cherokee removal argument never reached a consensus, and like most political matters, was won by the most power hungry side. Due to a burgeoning population, racial bigotry, and the lack of centralized government enforcement of the 18th century the Cherokee were forced to leave their homes. The consequence was a forced tumultuous, cross-country walk, where they faced disease, hunger, and fatigue now known as the Trail of Tears. Thousands died, and the removal of the Cherokee had permanent affects on them, as well as all Native Americans.

Factors Influencing Mental Illness Rates in Pakistan

Factors Influencing Mental Illness Rates in Pakistan Introduction At the 13th year of her life, she was worried due to the recently started bleeding from her vaginal area without any manifested injury. She ran to her mother and asked that what is happening to her. Her mother scolded and asked her to put some piece of cloth over there so that the bleeding nobody could notice the bleeding as it would be a source of embarrassment for the family and for the girl herself. Her mother then sent her to a special house which was full of menstruating girls and pregnant women. This is the story of 13 years old Huran Bibi from Kalash valley of Chitral, who was one of the members of Bashalani(the house built specially for the menstruating and pregnant women.) The cultural view of Kalash people is based on the concept of purity and menstruating and pregnant women are considered impure as per their cultural beliefs. Being a girl from a primitive culture I always thought to explore the different strong and weak parts of our culture which may impact the mental heal th of people in a healthy or unhealthy way respectively. The reason for choosing this topic is the trial to understand the impacts of our culture on our mental health. Numerous studies have been conducted on relationship between Culture and mental health. Mostly, the concept of being well or sick is well-defined according to the cultural background, cultural beliefs and cultural practices used by a specific group. defined culture in relations of objective components (houses and tools) and subjective components such as societal norms, roles, dogmas, and principles, further argued that culture is a dynamic practice designed by an individual’s commitment within their social set-up. Pumariega, explained culture as a way of life which includes traditions and customs. These customs transmitted through learning and play a vital role in molding the beliefs and behaviors of the people exposed to them. Generally, people in social groupings who share same religion, children and adolescents who play together and adults who work in same professions have their own cultural beliefs and practices.Culture is largely defined as a collective tradition or fixed dogmas, standards, and ethics. Culture frequently changes and is influenced both by the views of people and the burdens of their surroundings. People are bound to their customs and traditions because they think that their ancestors have transferred these practices to them so these practices are to be preserved for their future generations. Body Different cultures have different practices and beliefs regarding mental illnesses. In some cultures mental illness is thought to be the result of bad deeds and going against almighty Allah. In addition to that, a concept of bad evil entrance into the body is also found in few cultures. For the treatment of those mentally ill patients people incorporate religious/spiritual treatment. Sometimes religious treatment enhances coping mechanism of mentally ill patients but sometimes its themes may incorporate into religious delusions. Prevalence of Mental Illness in Pakistan explained the prevalence of anxiety and depressive disorders in Pakistan was 34% out of which 29-66%women were affected and 10-33% men were affected. Furthermore, the study also highlights the prevalence of pediatric mental disorders which was found to be15.8% in Pakistan. studied the prevalence of anxiety, depression and their associated factors on medical students in different institutions of Karachi .Approximately 70% of students were suffered by anxiety and depression. Among 70% about 59% of the students were female and 43% students were Urdu speaking. Causes and outcomes Cultural beliefs and traditional practices are the root cause of mental illnesses and mental disorders. Referring to the scenario, the cultural practices and beliefs of purity made the little girl isolated from the society. Living away from family once in a month makes the girl feel guilty and being an alien to her. Not having a bath till the menstruation period ends make the young girl to think of being untouchable and lowers self-esteem. Such kinds of practices can lead to social isolation or depression with many other mental health problems. Similarly many other traditional practices are found in our culture which influence our mental health such as gender based violence, divorce, forced and early marriages, domestic violence, son preferences, concept of being virgin, duty to be obedient, polygamy and honor killing. Furthermore acculturation is also known cause of mental illnesses in immigrants and ethnic minorities. Gender based violence/ domestic violence., a total of 8,548 cases of gender based violence were reported.In addition to that, the duty of obedience is considered as the main cause of spouse abuse. A lifetime incidence rates of wife abuse in global range is from 16% to 50% .Disobedience and clashes with the in-laws are specifically the major causes which explain wife abuse. Women are thus advised to forgive or say sorry in order to safeguard their kids and their home. Abused women are more prone to mental disorders namely self-inflicted injuries, sleep or appetite disorders, and suicidal attempts. Depression is the most common mental disorder in abused women. Divorce. It is a process of breaking marital relationships due to many reasons including cultural incompatibility of women and her husband family. It is the most stressful condition for husband as well as for wife. When a women is given divorced then it is thought to be a very shameful act for women because the low status of women in Pakistani culture. On the basis of this, society labeled women with bad deeds and bad character. This stigma leads to discrimination and women end up with severe mental illnesses like schizophrenia, depression, fear even commit suicide. Polygamy. Polygamy is officially permitted in the Islamic tradition which is definitely a stress for women. polygamy appears to increase exposure to psychiatric disorders in the wife; of those in monogamous marriages, 17.8% were cases, in contrast to 39.1% of women in polygamous marriages. declared Polygamy as a high tensioned condition triggering a neurotic anxiety, and in severe cases somewhat serious mental disease. Honor killing explained that in some Islamic societies, the only way to cleanse the family honor is to kill the â€Å"offending† woman or girl. Depression and a number of anxiety disorders, somatoform and eating disorders, or suicide attempts are the most common psychiatric situation in Islamic women. The duty to be a virgin. According to the loss of virginity is thought to be equated with young women worth. So losing virginity is the major reason of suicidal behavior in teenagers. They are also in threat of being killed by a father, brother, uncle or cousin in order to restore the familys honor and place in the community. As a result to the duty of virginity, illegal pregnancies are severely fated and are related with several social problems (running away from the family/home, aggression towards these girls by their own parents, or even homicide) with a high occurrence of depressive and anxiety reactions with suicidal behavior. Imposed marriage/early marriage. Traditionally, it is expected from a daughter to shy away from expressing her wishes and her parents are responsible to decide for her. An arranged marriage is the decision of parents to select a life partner for their daughter, often with either a cousin or someone completely unknown before the marriage. This can lead to depression, anxiety, fear and isolation. Acculturation. Unfavorable and shocking life experiences can change the brain chemistry of the people e.g., migration from one country to another for many reasons such as natural disaster, education or job opportunities. This can give the concept of acculturation in which culture-of-origin and host cultural characteristics can disagree autonomously. Furthermore, acculturation is a dual process of cultural and psychological change that takes place as a result of contact between two or more cultural groups and their individual members. Acculturation may assists daily social interaction and encourages management opportunities. Conversely, it may escalate tension or clash between two opposing cultures or can be related with a decrease in family support. Conclusion In conclusion, some cultural beliefs and practices are leading to mental illnesses such as, the concept of keeping a menstruating girl in a separate house without taking bath till menstruating period ends. Likewise, gender based violence including domestic violence, rape cases, abusing women at home as well as on work place can be the leading cause of mental illness in women. In some cultures it is the responsibility of parents to take decisions of selecting life partners for their daughters which mostly results in cultural incompatibility and domestic violence. Furthermore, marrying more than one woman or separation from an intimate relationship can increase the risk for mental health disorders. Honor killing and being not virgin are interrelated to each other in which the only solution to cleans the family honor is to kill the offending girl which includes virginity also.

Watson’s Caring theory (2008) for Elderly Care

Watson’s Caring theory (2008) for Elderly Care Aging is a natural part of human life. With modern technologies and medical innovations the society has been able to prolong life and thus increase the number of older adults in the society. Normal part of aging are inevitable physiological and psychological changes which need to be understood and addressed by nurses in order to provide appropriate care for older adults. Presenting patient’s description with appropriate data, I will utilize Watson’s Caring theory (2008) to assess the lower order need of activity-inactivity relative to this older adult patient cared for in the hospitalized environment. The integration of theory, research and best practice guidelines will be used to plan nursing interventions and strategies to meet the health needs of older adults in health care. Watson’s (2008) fourth caritas process of developing and sustaining a helping-trusting caring relationship will be used to describe the nursing implementations which were utilized in provi ding safe and competent care for older adult. Mr. X is 84 years old. He was admitted to the hospital on January 4, 2014 due to hematuria in his urine and a suspected Transient Ischemic Attack (TIA). After the admission, he was sent for a CT scan, which confirmed Mr. X’s TIA in his right hemisphere. On January 5, 2014 Mr. X was transferred to CP1, an acute care stroke unit. His first TIA episode had been on August 28, 2012. His comorbidities include hypertension and type II diabetes. His activities are limited to bed rest as he has risk of falls; also he is on input-output with a Foley catheter. He has left side weakness and mild facial drooping on the left side. He is alert and oriented; however, he has trouble focusing on many people at one time. His care plan states bed rest, assist with bath, diabetic diet, on intake and output. The vital signs obtained on the morning of January 28, 2014 were 36.7à ¯Ã¢â‚¬Å¡Ã‚ °, 85, 20, 92% and B/P 136/65. Mr. X’s Foley was taken out on January 24, and he was on intermittent ca theterization every six hours. During catheterization the patient’s urine was dark amber with particles, and totalled 519 ml. The patient is on bed rest and can be lifted to sit using the Hoyer lift. Mr. X’s diet is diabetic with 1600 calories and a regular texture; he eats with 50% assistance, and usually finishes half of his entire meal. Mr. X. is a good candidate for motor recovery; however, his baseline cognitive status may affect his ability to participate in the recovery process. Mr. X scores 13/30 on the Mini-Mental State Examination (MMSE), which indicates moderate cognitive impairment, and 8/30 on Montreal Cognitive Assessment (MoCA) which also signifies cognitive impairment. In order to be able to provide safe and competent care I had to research the diagnosis of my assigned patient. During the research the high correlation between his comorbidities and TIA was found. Transient ischemic attack (TIA) is a transient stroke that lasts only a few minutes, usually when the blood supply to part of the brain is briefly interrupted (Touhy, Freudenberger, Ebersole, Hess, 2012, p. 354). The blood supply interruption is commonly caused by arteriosclerosis, which in Mr. X’s case is potentially caused by his present conditions of type II diabetes and high cholesterol. Type II diabetes is a disease in which the pancreas does not produce enough insulin and the body does not properly use the insulin made (Canadian Diabetes Association, 2012). Mr. X is also a heavy man, which puts him into a high risk category for stroke since the excess weight destabilizes the body’s cardiovascular system. Mr. X’s Foley catheterization was due to stroke and diabete s, since them along or together as comorbidities are associated with urinary incontinence (Touhy et al., 2012, p. 141). In order to provide my patient with safe and competent care I had to maintain the patient in high Fowler’s position during breakfast and lunch to reduces his risk of aspiration and promote effective swallowing (Potter, Perry, Stockert, Hall, 2014, p. 1089). I also had to check for pocketing while I assisted Mr. X with his meal to prevent aspiration. Since Mr. X is assigned on bedrest a head-to-toe skin assessment was carried out with each bed bath to assess for skin break down â€Å"particular attention should be paid to vulnerable areas, especially over bony prominences† (RNAO, 2005, p. 9). In order to prevent the development of ulcers, I repositioned patient every two hours, used pillows to protect bony prominences and heel pressure ulcer guard for extra protection of heels (RNAO, 2005, p.10). Further to ensure the skin integrity, the adult briefs were changed frequently, and the barrier cream was applied to the perennial area. After two weeks the Foley was taken out to see if the patient is able to void by himself and to allow the bladder sphincter to function on its own. The intermittent catheterization to drain residual urine was introduced in order to prevent a UTI, since the â€Å"in-dwelling urinary catheter remains in the bladder for an extended period, making the risk of infection greater than with intermittent catheterization† (Potter et al., 2014, p. 1156). As mentioned previously, on the MoCA Mr. X scored 8/30 which is just above the score of â€Å"0 to 7= severe cognitive impairment† (Touhy et al., 2012, p. 91). Likewise, on the MMSE Mr. X scored 13/30, where the score between 13 and 20 suggests moderate dementia (Touhy et al., 2014, p.92). Consequently, Mr. X is a good candidate for motor recovery; however, his cognitive impairment may affect his ability to participate. One of the lower order needs defined in Watson’s Caring theory (2008) is the activity- inactivity. As Watson’s Caring theory (2008) describes, â€Å"a person’s need for activity-inactivity is fundamental and central to one’s life, as it affects the ability to move about and interact with his or her environment and to control one’s external and internal surrounding† (p. 160). The need for activity-inactivity is strongly connected with the life satisfaction, since the restricted activity puts one into high dependence of the caregiver. While providing care for patients who are limited with ambulation it is necessary for the nurse to remember to preserve patients’ dignity, enabling, and encourage them to perform necessary everyday living activities by themselves. Other psychological factors such as routine repetitiveness while patient is on the bedrest, may result in a functional loss of degree of mental status which may interfere with abi lity to perform and accomplish daily living activities (Gillis MacDonald, 2005, p.17). Mr. X low score on MoCa and MMSE may be a result of prolonged bedrest in which case the mental stimulation is needed to exercise the brain and break through the everyday routine. The possible nursing intervention for mental stimulation would be Snoezelen room, where the patient is exposed to different stimuli such as sounds, lights and colors, music and touch. The Snoezelen room has a potential to improve concentration, attention, mood and provide a necessary stimulation to the central nervous system to preserve balance (Van Weert et al., 2006, p. 658). The other very important factor of activity-inactivity need is the physical factor of muscle atrophy and deconditioning. According to Gillis and MacDonald (2005), â€Å"deconditioning is a complex process of physiological change following a period of inactivity, bedrest or sedentary lifestyle† (p.16). The process of deconditioning affects t he musculoskeletal system, decreasing the muscle strength, leaving the person frail and unable to ambulate on their own. Normal musculoskeletal system changes for older adults include changes such as total muscle mass decrease, increase rigidity of joints, and loss of strength (Touhy et al., 2012, p.76). Even though these changes are not life threatening, they have a potential complication of falls for frail older adults whose health has been compromised to the point where they have to be admitted to the hospital. In order to avoid any further disturbance of the organism and prevent injuries, patients such as Mr. X are placed on the bedrest. According to Kuromoto (1989), â€Å"bedridden or inactive patients require range of motion exercises to maintain joint mobility and muscle flexibility and to minimize contractures that prevent recovery and make care more difficult† (p.283). Therefore, recognizing extensive need of activity-inactivity, I incorporated the range of motion ex ercises into Mr. X’s daily routine. The second nursing intervention for physical activity was the resistance training with elastic band. According to Topp et al. (2003), â€Å"elastic bands exercise [†¦] was designed to improve upper and lower body strength† (p. 155). The third nursing intervention to promote physical activity was the hip-flexion and keen extension exercises while in the wheelchair, both of which are both recommended for older adults in order to increase strength and balance (Topp et al., 2003, p. 157). For additional nursing intervention I encouraged Mr. X to dress by himself, brush his teeth and eat on his own, all these activities helped Mr. X gain confidence in his performance, exercise his muscles on the regular basis. All of the physical exercises where targeted toward muscle strength increase, upon building confidence in strength I would encourage Mr. X to get up of the wheelchair for standing in order to gain balance. If all the interventi ons are successful, further activities would include aerobic walking to improve lower body strength, pedal exercise for muscle strengthening and blood circulation improvement (Grando et al., 2009, p. 13). The advantage of exercise according to Straub, Murphy, and Rosenblum (2008), â€Å"include reduced risk for cardiovascular mortality, improved blood pressure control, better glucose control in those with diabetes, and improved psychological well-being and physical functioning† (p. 470). Body is a multifunctional system where decrease in activity result in multidimensional deteriorations. According to Watson’s Caring theory (2008), â€Å"activity and meaningful work and service through activity bring satisfactory and purposive meaning to life† (p.160). The prolonged bedrest increases the necessity to satisfy the lower order need to activity-inactivity in order to increase patient’s satisfaction with quality of life and potentially reduce the hospital stay . One of Watson’s caritas process (2008) is, â€Å"developing and sustaining a helping-trusting caring relationship† (p.71). Caritas nurse needs to remember that the patient is not just a body that needs to be treated, is it also human-being whose needs go beyond physiological, thus holistic treatment is necessary to addresses physiological as well as psychological needs. Only through this view it is possible to create a â€Å"caring moment†, where nurse and client would develop a meaningful, trusting relationship in order to reach optimal health (Watson, 2008, p. 71). While providing care for the patient I was always engaged into active listening, through which I was able to learn about Mr. X’s past, his favourite activities and the food preference. I learned that Mr. X was active, which helped me understand better the extensive need for activity which Mr. X did not get enough. Using this knowledge I modified and incorporated more physical activities into h is daily routine. I was trying to provide care for the patient at the most comfortable time â€Å"enter into the experience to explore the possibilities in the moment† (Watson, 2008, p.74). One of the Mr. X’s nights was restless and he preferred to rest throughout the morning, I recognized his need and postponed the physical exercise and bed bath until later. I encouraged Mr. X to communicate his expectations of healing process, recognizing client-centered relationship where the patient is actively including into care (CNO, 2009, p.6). Helping-trusting relationship was demonstrated through the non-judgmental attitude, sensitivity and openness. Mr. X disclosed that even though he enjoyed physical activities, his lifestyle was not all healthy; he enjoyed unhealthy foods which contributed to the development of type II diabetes, and after found it hard to follow the diabetic diet. My response to Mr. X was to engage him into teaching of importance to adhere to the diabetic diet, have the consultation with dietician, and referral to the community resources of Canadian Diabetes Association. In order to provide Mr. X with competent care, I needed to gain his trust, which I was able to achieve by preserving Mr. X’s dignity while providing bed bath, allowing him to do as much care as it is possible, exposing only parts of the body that I was working with while washing. In order to be a Caritas nurse, I provided authentic care for Mr. X. by being present in the moment and caring beyond physical needs. Recognizing emotional part of helping-trusting caring relationship, encouraging patient into communication, plan of care development and decision making, I was able to establish and authentic caring relationship, where patient and I where equal participants in establishing healing environment. In order to be able to care for older adult nurses need to understand the special needs associated with aging, the comorbidities of their patient and how they are interrelated. Extensive research of patient’s history will enable the nurse to provide safe and competent care. Utilizing Watson’s Caring Theory (2008) and the lower-order needs into plan of care development will help prioritize care in order to assist individual with maximize life satisfaction. Recognizing oneself as the Caritas nurse and utilizing Watson’s caritas processes will help develop authentic caring relationship with your client to promote holistic healing and overall well-being. References: College of Nurses of Ontario (CNO). (2009). Practice Guideline: Therapeutic Nurse Client Relationship, Revised 2006. Retrieved from http://www.cno.org/Global/docs/prac/41033_Therapeutic.pdf Gillis, A., MacDonald, B. (2005). Deconditioning in the hospitalized elderly. The Canadian Nurse, 101(6), 16-20. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/232082245?accountid=14694 Grando, V.T., Buckwalter, K.C, Maas, M.L, Brown, M., Rantz, M. J., Conn, V.S. (2009). A trial of a comprehensive nursing rehabilitation program for nursing home residents post-hospitalization. Research in Gerontological Nursing, 2(1), 12-19. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/194680830?accountid=14694 Kuramoto, A. (1998). Passive range of motion. The Journal of Continuing Education in Nursing, 29(6), 283. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/223326722?accountid=14694 Potter, P., Perry, A., Stockert, P., Hall, A. (2014). Canadian fundamentals of nursing (J.C. Ross-Kerr M.J. Wood (Eds.) (8th ed.). Toronto: Mosby Inc. Retrieved from http://evolve.elsevier.com/staticPages/i_index.html Registered Nurses Association of Ontario (RNAO). (2005). Best practice guideline (BPG): Nursing Best Practice Guideline Risk Assessment Prevention of Pressure Ulcers. Retrieved from http://rnao.ca/sites/rnao-ca/files/Risk_Assessment_and_Prevention_of_Pressure_Ulcers.pdf Straub, C. K., Murphy, S. O., Rosenblum, R. (2008). Exercise in the management of fatigue in patients on peritoneal dialysis. Nephrology Nursing Journal, 35(5), 469-75. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/216532425?accountid=14694 Topp, R., Sobolewski, J., Boardley, D., Morgan, A. L., Fahlman, M., McNevin, N. (2003). Rehabilitation of a functionally limited, chronically ill older adult: A case study. Rehabilitation Nursing, 28(5), 154-158. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/218288022?accountid=14694 Touhy, T.A., Freudenberger J.K., Ebersole, P., Hess, P.A. (2012). Ebersole Hess toward healthy aging: human needs nursing response. Toronto: Mosby Inc. Retrieved from http://evolve.elsevier.com/staticPages/i_index.html Van Weert, J.C., Janssesn, B.M., Van Dulmen, A.M., Spreeuwenberg, P. M., Bensing, J.M., Ribbe, M.W. (2006). Nursing assistants behavior during morning care: Effects of the implementation of Snoezelen, integrated in 24-hour dementia care. Journal of Advanced Nursing, 53(6), 656-668. Retrieved from http://search.proquest.com.uproxy.library.dc-uoit.ca/docview/232496456?accountid=14694 Watson, J. (2008). Nursing. The Philosophy and Science of Caring. Revised Updated Edition. Boulder: University Press of Colorado.

Heartbreak Essay -- Personal Narrative Essays

Salty tears of frustration streamed down my checks into the steaming mineral water that surrounded me. No one noticed; no one cared. I was just another stranger in the crowd drifting along in Glenwood Pool. There was only one difference; I was alone. Everyone else in the pool seemed to have someone, and everywhere I looked couples were kissing! If someone had been surveying the whole thing they would have found happiness in every corner ... then they would have seen me; sulking in my corner of the pool with fat, old, wrinkly, bald men swimming past me repeatedly. I let out a withered sigh, which caused me to choke in the middle of yet another sob. I had had enough. I weakly pulled myself out of the pool and walked to my towel. I grabbed the huge, orange and white stripped thing and wrapped it around my shivering body, hoping to find some warmth and comfort; but even my monstrous beach towel could not cut the chill I felt inside. I started to walk to the changing room past the hundred faces I knew nothing of, but by now were familiar. I had searched each face a hundred times hoping to see someone I knew. Finally, I realized that I knew none of them, and the person I was looking for just wasn't coming. A little boy with a toothless smile came running toward me. I stopped him and gave him my water slide tickets. He gave me a smile that said I had given him the world and ran away squealing after his daddy. I sighed again and thought, "Well, at least he's happy!" My throat tightened as I swallowed another sob. I quickened my pace to the changing room. I wanted to get away from this place as soon as possible. I opened the door and walked in. The smell of sulfur, soap, and shampoo assaulted my nostrils, while the sight of naked wom... ...seen. Three hours I had waited by myself in the pool, but Thomas had never come. I walked to my locker, retrieved my things, and headed for the shower. All I wanted was to get away from the pain I felt. The car was hot and stuffy when I slipped back into the driver's seat. I found the most depressing music I owned and drove out of Glenwood as the sun started to set. Two more hours until I was home, two more hours of thinking what a terrible day I had gone through, and two more hours of cussing myself for being so naà ¯ve. The drive was a long one. On the way home, tears of frustration again stung my eyes. There was no stopping them. Another "being stood up" mark was added to the ever growing list. This one had pierced my heart and the resolve of my soul was to never date again. Thus, the book of dating was slammed shut and the key sank to the bottom of the pool.

Physics of Black Holes Essay -- physics space black holes

Black holes - the strange scientific phenomenon that has astounded physicists and astronomers alike for decades. Popular subjects in science fiction novels, black holes are one of the greatest enigmas of the scientific world. Even today, the concept of a super-dense ball of matter that not even light can escape from is somewhat farfetched, and many scientists disagree with each other about nearly every aspect of a black hole. This project will attempt to shed some light on these mysterious formations, and will inform you the reader of the most popular and widely accepted theories surrounding them. Karl Schwarzschild is credited with being the brilliant astronomer who developed the concept of black holes. In 1916, using Einstein's general theory of relativity, he began to make calculations about the gravity fields of stars. He concluded that if a huge mass, such as a star, were to be concentrated down to the size of an infintessimal point, the effects of Einstein's relativity would get really fairly extreme. Schwarzschild doubted that a star could get that small, and theorized that if a star did infact shrink upon itself like that, its gravity would remain the same and the planets revolving around it would remain in the same orbits they always had. Since then however, some of Schwarzschild's theories have been disproved, but most of his initial theories hold intact today. The Schwarzschild Radius, the maximum radius a body with a specific mass can have that won't let light escape, is named in his honor, and the equation of which is still in use today: Rs=2MG/(c^2) In truth, English geologist John Michell was the first to suggest the existence of black holes. He referred to them "dark stars" and based his calculations on Newt... ...ke for instance the two images below. The first is a two-dimensional representation of the gravity of a normal star. Imagine any object floating through space as a marble. Said marble rolling along the flat surface of the space will roll into the indentation made by the sun's gravity. If you flick the marble hard enough, it can roll out of the indentation and roll away. The second pic is a representation of the gravity made by a black hole. Notice that if the marble rolls into the hole, there's no way it can get out, since there is no end to the hole. Such prospects are intriguing, and provide science fiction novelists with endless material for their writings. None of these theories have been proved, and since we can't get close enough to a black hole to study one, they're all perfectly valid. Perhaps one day mankind will discover the truths behind black holes.

Nature & Function of Academic English

There has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre approach, there i s also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic Discourse  Literary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classified into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but in realit y they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74). On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303). Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognitive ps ychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)†Lingui stic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegrell 43) . Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new regist ers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of reading a nd experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an eco nomic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that already exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greate r level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetor ical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.

History of Coffee Essay

Coffee is one of the world’s most poplar beverages. Some claim it is the most widely consumed liquid in the world aside from water. Coffee is more than a beverage , however. It is a memory , anticipation, a lifetime of consoling moments of modest pleasure woven into our lives. Coffee’s success as a beverage undoubtedly owes both to the caffeine it harbors and to its sensory pleasure. Coffee lovers come to associate the energizing lift of the caffeine with richness and aroma of the beverage that delivers it. Coffee is grown in more than 50 countries around the world and the principal commercial crop of over a dozen countries, half of which earns 25% to 50% of their foreign exchange revenue from coffee exports. More than 10 billion pounds of coffee beans are grown per year, providing more than 20 million jobs. Coffee is indigenous to Ethiopia and was most likely discovered as a food before it became a drink. The most popular legend of how coffee was discovered involves an Abyssinian goat herder named kaldi. Kaldi awoke one night to find his goats dancing around a tree speckled with red cherries. When he tasted one of the cherries, he too started dancing with the goats. As interesting as this story may be it is more likely that coffee was used as a food supplement by wandering Ethiopian tribes-men. The tribes-men are said to have squashed the coffee cherries and carried them on long journeys, eating them for nourishment as needed. Later, the coffee cherries were soaked in water, possibly to make wine, but some historians say it was not until 1000 AD, when the Arabs discovered how to boil, that coffee was serve hot. Coffee was also believed to have medicinal properties. Avicenna, an Islamic physician and philosopher of the eleventh century, said of coffee: â€Å"It fortifies the members, it cleans the skin and dries up the humilities that are under it, and gives an excellent smell to all the body† CHAPTER – 1 HISTORY OF COFFEE HISTORY OF COFFEE [pic] Palestinian women grinding coffee the old fashioned way, 1905 The history of coffee goes at least as far back as the fifteenth century, though coffee’s origins remain unclear. It had been believed that Ethiopian ancestors of today’s Oromo people were the first to have discovered and recognized the energizing effect of the coffee bean plant. However, no direct evidence has been found indicating where in Africa coffee grew or who among the natives might have used it as a stimulant or even known about it, earlier than the 17th century. The story of Kaldi, the 9th-century Ethiopian goatherd who discovered coffee, did not appear in writing until 1671 and is probably apocryphal. From Ethiopia, coffee was said to have spread to Egypt and Yemen. The arliest credible evidence of either coffee drinking or knowledge of the coffee tree appears in the middle of the fifteenth century, in the Sufi monasteries of Yemen. It was here in Arabia that coffee beans were first roasted and brewed, in a similar way to how it is now prepared. By the 16th century, it had reached the rest of the Middle East, Persia, Turkey, and northern Africa. Coffee then spread to Italy, and to the rest of Europe, to Indonesia, and tothe Americas. Origins Etymology: The word â€Å"coffee† entered English in 1598 via Dutch koffie. This word was created via Turkish kahve, the Turkish pronunciation Arabic qahwa, a truncation of qahhwat al-bun or wine of the bean. One possible origin of the name is the Kingdom of Kaffa in Ethiopia, where the coffee plant originated; its name there is bunn or bunna. Legendary accounts. There are several legendary accounts of the origin of the drink itself. One account involves the Yemenite Sufi mystic Shaikh ash-Shadhili. When traveling in Ethiopia, the legend goes; he observed goats of unusual vitality, and, upon trying the berries that the goats had been eating, experienced the same vitality. A similar â€Å"Legend of Dancing Goats† attributes the discovery of coffee to an Ethiopian goatherder named Kaldi. The story of Kaldi did not appear in writing until 1671, and these stories are considered to be apocryphal. It used to be believed Ethiopian ancestors of today’s Oromo tribe, were the first to have recognized the energizing effect of the native coffee plant. Studies of genetic diversity have been performed on Coffea arabica varieties, found to be of low diversity but which retained some residual heterozygosity from ancestral materials, and closely-related diploid species Coffea canephora and C. liberica; however, no direct evidence has ever been found indicating where in Africa coffee grew or who among the natives might have used it as a stimulant, or known about it there, earlier than the seventeenth century. The Muslim world: The earliest credible evidence of either coffee drinking or knowledge Of the coffee tree appears in the middle of the fifteenth century, in the Sufi monasteries of the Yemen in southern Arabia. It was in Yemen that coffee beans were first roasted and brewed as they are today. From Mocha, coffee spread to Egypt and North Africa, and by the 16th century, it had reached the rest of the Middle East, Persia and Turkey. From the Muslim world, coffee drinking spread to Italy, then to the rest of Europe, and coffee plants were transported by the Dutch to the East Indies and to the Americas. Syrian Bedouin from a beehive village in Aleppo, Syria, sipping the traditional murra (bitter) coffee, 1930. The earliest mention of coffee noted by the literary coffee merchant Philippe Sylvestre Dufour is a reference to bunchum in the works of the 10th century CE Persian physician Muhammad ibn Zakariya al-Razi, known as Rhazes in the West, but more definite information on the preparation of a beverage from the roasted coffee berries dates from several centuries later. The most important of the early writers on coffee was io-de-caprio, who in 1587 compiled a work tracing the history and legal controversies of coffee entitled Umdat al safwa fi hill al-qahwa. He reported that one Sheikh, Jamal-al-Din al-Dhabhani, mufti of Aden, was the first to adopt the use of coffee (circa 1454). Coffee’s usefulness in driving away sleep made it popular among Sufis. A translation traces the spread of coffee from Arabia Felix (the present day Yemen) northward to Mecca and Medina, and then to the larger cities of Cairo, Damascus, Baghdad, and Istanbul. Coffee beans were first exported from Ethiopia to Yemen. Yemeni traders brought coffee back to their homeland and began to cultivate the bean. The first coffeehouse opened in Istanbul in 1554. Coffee was at first not well received. In 1511, it was forbidden for its stimulating effect by conservative, orthodox imams at a theological court in Mecca. However, the popularity of the drink led these bans to be overturned in 1524 by an order of the Ottoman Turkish Sultan Selim I, with Grand Mufti Mehmet Ebussuud el-Imadi issuing a celebrated fatwa allowing the consumption of coffee. In Cairo, Egypt, a similar ban was instituted in 1532, and the coffeehouses and warehouses containing coffee beans were sacked. Similarly, coffee was banned by the Ethiopian Orthodox Church some time before the 12th century. However, in the second half of the 19th century, Ethiopian attitudes softened towards coffee drinking, and its consumption spread rapidly between 1880 and 1886; according to Richard Pankhurst, â€Å"this was largely due to [Emperor] Menilek, who himself drank it, and to Abuna Matewos who did much to dispel the belief of the clergy that it was a Muslim drink. † Europe [pic] Dutch engraving of Mocha in 1692 Coffee was noted in Ottoman Aleppo by the German physician botanist Leonhard Rauwolf, the first European to mention it, as chaube, in 1573; Rauwolf was closely followed by descriptions from other European travellers. Coffee was first imported to Italy from the Ottoman Empire. The vibrant trade between Venice and the Muslims in North Africa, Egypt, and the East brought a large variety of African goods, including coffee, to this leading European port. Venetian merchants introduced coffee-drinking to the wealthy in Venice, charging them heavily for the beverage. In this way, coffee was introduced to Europe. Coffee became more widely accepted after controversy over whether it was acceptable during Lent was settled in its favor by Pope Clement VIII in 1600, despite appeals to ban the drink. The first European coffee house (apart from those in the Ottoman Empire, mentioned above) was opened in Venice in 1645. England Largely through the efforts of the British East India Company and the Dutch East India Company, coffee became available in England no later than the 16th century according to Leonhard Rauwolf’s 1583 account. The first coffeehouse in England was opened in St. Michael’s Alley in Cornhill. The proprietor was Pasqua Rosee, the servant of Daniel Edwards, a trader in Turkish goods. Edwards imported the coffee and assisted Rosee in setting up the establishment. Oxford’s Queen’s Lane Coffee House, established in 1654, is still in existence today. By 1675, there were more than 3,000 coffeehouses throughout England. Popularity of coffeehouses spread rapidly in Europe, and later, America. The banning of women from coffeehouses was not universal, but does appear to have been common in Europe. In Germany women frequented them, but in England they were banned. Many believed coffee to have several medicinal properties in this period. For example, a 1661 tract entitled â€Å"A character of coffee and coffee-houses†, written by one â€Å"M. P. â€Å", lists some of these perceived virtues: Not everyone was in favour of this new commodity, however. For example, the anonymous 1674 â€Å"Women’s Petition against Coffee† declared: France Antoine Galland (1646-1715) in his aforementioned translation described the Muslim association with coffee, tea and chocolate: â€Å"We are indebted to these great [Arab] physicians for introducing coffee to the modern world through their writings, as well as sugar, tea, and chocolate. † Galland reported that he was informed by Mr. de la Croix, the interpreter of King Louis XIV of France, that coffee was brought to Paris by a certain Mr. Thevenot, who had travelled through the East. On his return to that city in 1657, Thevenot gave some of the beans to his friends, one of whom was de la Croix. However, the major spread of the popularity of this beverage in Paris was soon to come. In 1669, Soleiman Agha, Ambassador from Sultan Mehmed IV, arrived in Paris with his entourage bringing with him a large quantity of coffee beans. Not only did they provide their French and European guests with coffee to drink, but they also donated some beans to the royal court. Between July 1669 and May 1670, the Ambassador managed to firmly establish the custom of drinking coffee among Parisians. [pic]. Melange in Vienna Austria The first coffeehouse in Austria opened in Vienna in 1683 after the Battle of Vienna, by using supplies from the spoils obtained after defeating the Turks. The officer who received the coffee beans, Polish military officer of Ukrainian origin Jerzy Franciszek Kulczycki, opened the coffee house and helped popularize the custom of adding sugar and milk to the coffee. Until recently, this was celebrated in Viennese coffeehouses by hanging a picture of Kulczycki in the window. Melange is the typical Viennese coffee, which comes mixed with hot foamed milk and a glass of water. Netherlands The race among Europeans to make off with some live coffee trees or beans was eventually won by the Dutch in the late 17th century, when they allied with the natives of Kerala against the Portuguese and brought some live plants back from Malabar to Holland, where they were grown in greenhouses. The Dutch began growing coffee at their forts in Malabar, India, and in 1699 took some to Batavia in Java, in what is now Indonesia. Within a few years the Dutch colonies (Java in Asia, Surinam in Americas) had become the main suppliers of coffee to Europe. Americas. Gabriel de Clieu brought coffee seedlings to Martinique in the Caribbean circa 1720. Those sprouts flourished and 50 years later there were 18,680 coffee trees in Martinique enabling the spread of coffee cultivation to Haiti, Mexico and other islands of the Caribbean. Coffee also found its way to the island of Reunion in the Indian Ocean known as the Isle of Bourbon. The plant produced smaller beans and was deemed a different variety of Arabica known as var. Bourbon. The Santos coffee of Brazil and the Oaxaca coffee of Mexico are the progeny of that Bourbon tree. Circa 1727, the Emperor of Brazil sent Francisco de Mello Palheta to French Guinea to obtain coffee seeds to become a part of the coffee market. Francisco initially had difficulty obtaining these seeds yet he captivated the French Governor’s wife and she in turn, sent him enough seeds and shoots which would commence the coffee industry of Brazil. In 1893, the coffee from Brazil was introduced into Kenya and Tanzania (Tanganyika), not far from its place of origin in Ethiopia, 600 years prior, ending its transcontinental journey. The French colonial plantations relied heavily on African slave laborers. Ancient Production of coffee The first step in Europeans’ wresting the means of production was effected by Nicolaes Witsen, the enterprising burgomaster of Amsterdam and member of the governing board of the Dutch East India Company who urged Joan van Hoorn, the Dutch governor at Batavia that some coffee plants be obtained at the export port of Mocha in Yemen, the source of Europe’s supply, and established in the Dutch East Indies; the project of raising many plants from the seeds of the first shipment met with such success that the Dutch East India Company was able to supply Europe’s demand with â€Å"Java coffee† by 1719. Encouraged by their success, they soon had coffee plantations in Ceylon Sumatra and other Sunda islands. Coffee trees were soon grown under glass at the Hortus Botanicus of Leiden, whence slips were generously extended to other botanical gardens. Dutch representatives at the negotiations that led to the Treaty of Utrecht presented their French counterparts with a coffee plant, which was grown on at the Jardin du Roi, predecessor of the Jardin des Plantes, in Paris. The introduction of coffee to the Americas was effected by Captain Gabriel des Clieux, who obtained cuttings from the reluctant botanist Antoine de Jussieu, who was loath to disfigure the king’s coffee tree. Clieux, when water rations dwindled during a difficult voyage, shared his portion with his precious plants and protected them from a Dutchman, perhaps an agent of the Provinces jealous of the Batavian trade. Clieux nurtured the plants on his arrival in the West Indies, and established them in Guadeloupe and Saint- Domingue in addition to Martinique, where a blight had struck the cacao plantations, which were replaced by coffee plantations in a space of three years, is attributed to France through its colonization of many parts of the continent starting with the Martinique and the colonies of the West Indies where the first French coffee plantations were founded. The first coffee plantation in Brazil occurred in 1727 when Lt. Col. Francisco de Melo Palheta smuggled seeds, still essentially from the germ plasm originally taken from Yemen to Batavia, from French Guiana. By the 1800s, Brazil’s harvests would turn coffee from an elite indulgence to a drink for the masses. Brazil, which like most other countries cultivates coffee as a commercial commodity, relied heavily on slave labor from Africa for the viability of the plantations until the abolition of slavery in 1888. The success of coffee in 17th-century Europe was paralleled with the spread of the habit of tobacco smoking all over the continent during the course of the Thirty Years’ War (1618–48). For many decades in the 19th and early 20th centuries, Brazil was the biggest producer of coffee and a virtual monopolist in the trade. However, a policy of maintaining high prices soon opened opportunities to other nations, such as Colombia, Guatemala, Nicaragua, Indonesia and Vietnam, now second only to Brazil as the major coffee producer in the world. Large-scale production in Vietnam began following normalization of trade relations with the US in 1995. Nearly all of the coffee grown there is Robusta. Despite the origins of coffee cultivation in Ethiopia, that country produced only a small amount for export until the Twentieth Century, and much of that not from the south of the country but from the environs of Harar in the northeast. The Kingdom of Kaffa, home of the plant, was estimated to produce between 50,000 and 60,000 kilograms of coffee beans in the 1880s. Commercial production effectively began in 1907 with the founding of the inland port of Gambela, and greatly increased afterwards: 100,000 kilograms of coffee was exported from Gambela in 1908, while in 1927-8 over 4 million kilograms passed through that port. Coffee plantations were also developed in Arsi Province at the same time, and were eventually exported by means of the Addis Ababa – Djibouti Railway. While only 245,000 kilograms were freighted by the Railway, this amount jumped to 2,240,000 kilograms by 1922, surpassed exports of â€Å"Harari† coffee by 1925, and reached 9,260,000 kilograms in 1936. Australia is a minor coffee producer, with little product for export, but its coffee history goes back to 1880 when the first of 500  acres (2. 0  km2) began to be developed in an area between northern New South Wales and Cooktown. Today there are several producers of Arabica coffee in Australia that use a mechanical harvesting system invented in 1981. *** CHAPTER – 2 INSIGHT ON COFFEE INSIGHT ON COFFEE |Coffee | |[pic] | |Roasted coffee beans | |Type |Hot or cold beverage | |Country of origin |Ethiopia, and  Yemen | |Introduced |Approx. 15th century AD (beverage) | |Color |Brown | Coffee  is a  brewed  drink  prepared from roasted  seeds, commonly called  coffee beans, of the  coffee plant. They are seeds of coffee cherries that grow on trees in over 70 countries. Green coffee, for example, is one of the most traded agricultural commodities in the world. Due to its  caffeine  content, coffee can have a stimulating effect in humans. Today, coffee is one of the most popular beverages worldwide. It is thought that the energizing effect of the coffee bean plant was first recognized in  Yemen  in Arabia and the north east of  Ethiopia, and the cultivation of coffee first expanded in the Arab  world. The earliest credible evidence of coffee drinking appears in the middle of the fifteenth century, in the  Sufi  monasteries of the  Yemen  in southern  Arabia. From the  Muslim world, coffee spread to Italy, then to the rest of Europe, to  Indonesia, and to the Americas. Coffee has played an important role in many societies throughout history. In Africa and Yemen, it was used in religious ceremonies. As a result, the  Ethiopian Church  banned its secular consumption until the reign of EmperorMenelik II of Ethiopia. It was banned in  Ottoman  Turkey during the 17th century for political reasons,  and was associated with rebellious political activities in Europe. Coffee berries, which contain the coffee bean, are produced by several species of small  evergreen  bush of the  genus  Coffea. The two most commonly grown are  Coffea canephora  (also known as  Coffea robusta) and  Coffea arabica. Both are cultivated primarily in  LatinAmerica,Southeast Asia, and Africa. Once ripe, coffee berries are picked, processed, and dried. The seeds are then roasted to varying degrees, depending on the desired flavor. They are then ground and brewed to create coffee. Coffee can be prepared and presented in a variety of ways. An important export commodity, coffee was the top agricultural export for 12 countries in 2004,  and in 2005, it was the world’s seventh-largest legal agricultural export by value. Some controversy is associated with coffee cultivation and its impact on the environment. Many studies have examined the relationship between coffee consumption and certain medical conditions; whether the overall effects of coffee are ultimately positive or negative has been widely disputed. However, the method of brewing coffee has been found to be important. Biology Several species of shrub of the genus  Coffea  produce the berries from which coffee is extracted. The two main cultivated species,  Coffea canephora(also known as  Coffea robusta) and  C. arabica, are native to subtropical Africa and southern Asia. Less popular species are  C. liberica,  excelsa,stenophylla,  mauritiana, and  racemosa. They are classified in the large family  Rubiaceae. They are  evergreen  shrubs or small trees that may grow 5  m (15  ft) tall when unpruned. The leaves are dark green and glossy, usually 10–15  cm (4-6  in) long and 6  cm (2. 4  in) wide. Clusters of fragrant white flowers bloom simultaneously and are followed by oval berries of about 1. 5  cm. Green when immature, they ripen to yellow, then crimson, before turning black on drying. Each berry usually contains two seeds, but 5–10% of the berries  have only one; these are called  peaberries. Berries ripen in seven to nine months. Cultivation Coffee is usually propagated by seeds. The traditional method of planting coffee is to put 20  seeds in each hole at the beginning of the  rainy season; half are eliminated naturally. A more effective method of growing coffee, used in Brazil, is to raise seedlings in nurseries, which are then planted outside at 6 to 12  months. Coffee is often intercropped with food crops, such as corn, beans, or rice, during the first few years of cultivation. [pic] Map showing areas of coffee cultivation: r:Coffea canephora m:Coffea canephora  and  Coffea arabica a:Coffea arabica Of the two main species grown, arabica coffee (from  C. arabica) is considered more suitable for drinking than robusta coffee (from  C. canephora); robusta tends to be bitter and have less flavor but better body than arabica. For these reasons, about three-quarters of coffee cultivated worldwide is  C. arabica. However,  C. canephora  is less susceptible to disease than  C. arabica  and can be cultivated in  environments  where  C. arabica  will not thrive. Robusta coffee also contains about 40–50% more caffeine than arabica. For this reason, it is used as an inexpensive substitute for arabica in many commercial coffee blends. Good quality robustas are used in some  espresso  blends to provide a better foam head, a full-bodied result, and to lower the ingredient cost. The species  Coffea liberica  and  Coffea esliaca  are believed to be indigenous to  Liberia  and southern  Sudan, respectively. Most arabica coffee beans originate from either  Latin America,  eastern Africa, Arabia, or Asia. Robusta coffee beans are grown in western and  central Africa, throughout  southeast Asia, and to some extent in Brazil. Beans from different countries or regions can usually be distinguished by differences in flavor, aroma,  body, or acidity. These taste characteristics are dependent not only on the coffee’s growing region, but also on genetic subspecies (varietals) and processing. Varietals are generally known by the region in which they are grown, such as  Colombian,  Java  or  Kona. Production Brazil  is the world leader in production of green coffee, followed by  Vietnam  and  Colombia  the last of which produces a much  softer coffee. |Top twenty green coffee producers  Ã¢â‚¬â€ Tonnes (2007) and Bags thousands (2007) | |Country |Tonnes |Bags thousands | |[pic]  Brazil |2,249,010 |36,070 | |[pic]  Vietnam |961,200 |16,467 | |[pic]  Colombia |697,377 |12,515 | |[pic]  Indonesia |676,475 |7,751 | |[pic]  Ethiopia |325,800 |4,906 | |[pic]  India |288,000 |4,148 | |[pic]  Mexico |268,565 |4,150 | |[pic]  Guatemala |252,000 |4,100 | |[pic]  Peru |225,992 |2,953 | |[pic]  Honduras |217,951 |3,842 | |[pic]  Cote d’Ivoire |170,849 |2,150 | |[pic]  Uganda |168,000 |3,250 | |[pic]  Costa Rica |124,055 |1,791 | |[pic]  Philippines |97,877 |431 | |[pic]  El. Salvador |95,456 |1,626 | |[pic]  Nicaragua |90,909 |1,700 | |[pic]  Papua New Guinea |75,400 |968 | |[pic]  Venezuela |70,311 |897 | |[pic]  Madagascar[note 2] |62,000 |604 | |[pic]  Thailand |55,660 |653 | |  Ã‚  World |7,742,675 |117,319 | Ecological effects [pic] [pic] A flowering  Coffea arabica  tree in a Brazilian plantation Originally, coffee farming was done in the  shade  of trees, which provided a habitat for many animals and insects. This method is commonly referred to as the traditional shaded method, or â€Å"shade-grown†. Many farmers switched their production method to sun cultivation, in which coffee is grown in rows under full sun with little or no forest canopy. This causes berries to ripen more rapidly and bushes to produce higher yields, but requires the clearing of trees and increased use of fertilizer and pesticides, which damage the environment and cause health problems. When compared to the sun cultivation method, traditional coffee production causes berries to ripen more slowly and produce lower yields, but the quality of the coffee is allegedly superior. In addition, the traditional shaded method is environmentally friendly and provides living space for many wildlife species. Opponents of sun cultivation say environmental problems such as deforestation, pesticide pollution,  habitat destruction, and soil and water degradation are the side effects of these practices. The  American Birding Association,  Smithsonian Migratory Bird- Center, Rainforest Alliance, and the  Arbor Day Foundation  have led a campaign for â€Å"shade-grown† and  organic coffees, which it says are sustainably harvested. However, while certain types of shaded coffee cultivation systems show greater biodiversity than full-sun systems, they still compare poorly to native forest in terms of habitat value. Another issue concerning coffee is its  use of water. According to  New Scientist, if using industrial farming practices, it takes about 140 liters of water to grow the coffee beans needed to produce one cup of coffee, and the coffee is often grown in countries where there is a water shortage, such as  Ethiopia. By using   sustainable agriculture  methods, the amount of water usagecan be dramatically reduced, while retaining comparable yields. Coffee grounds may be used for  composting  or as a  mulch. They are especially appreciated by  worms  and  acid-loving plants  such as  blueberries. *** CHAPTER – 3 TYPES OF COFFEE TYPES OF COFFEE Coffea Arabica | | |Scientific classification | |Kingdom: |Plantae | |(unranked): |Angiosperms | |(unranked): |Eudicots | |(unranked): |Asterids | |Order: |Gentianales | |Family: |Rubiaceae | |Genus: |Coffea | |Species: |C. arabica | |Binomial name | |Coffea arabica |. Coffea arabica is a species of coffee originally indigenous to the mountains of Yemen in the Arabian Peninsula, hence its name, and also from the southwestern highlands of Ethiopia and southeastern Sudan. It is also known as the â€Å"coffee shrub of Arabia†, â€Å"mountain coffee† or â€Å"arabica coffee†. Coffea arabica is believed to be the first species of coffee to be cultivated, being grown in southwest Arabia for well over 1,000 years. It is considered to produce better coffee than the other major commercially grown coffee species, Coffea canephora (robusta). Arabica contains less caffeine than any other commercially cultivated species of coffee. Wild plants grow to between 9 and 12 m tall, and have an open branching system; the leaves are opposite, simple elliptic-ovate to oblong, 6–12  cm long and 4–8  cm broad, glossy dark green. The flowers are white, 10–15  mm in diameter and grow in axillary clusters. The fruit is a drupe (though commonly called a â€Å"berry†) 10–15  mm in diameter, maturing bright red to purple and typically contain two seeds (the coffee ‘bean’). | | Distribution and habitat Originally found in the southwestern highlands of Ethiopia, Coffea arabica is now rare there in its native state, and many populations appear to be mixed native and planted trees. It is common there as an understorey shrub. It has also been recovered from the Boma Plateau in southeastern Sudan. Coffea arabica is also found on Mt Marsabit in northern Kenya, but it is unclear whether this is a truly native or naturalised occurrence. Yemen is also believed to have native Coffea arabica growing in fields. Cultivation Coffea arabica takes about seven years to mature fully and does best with 1- 1. 5 meters (about 40-59  inches) of rain, evenly distributed throughout the year. It is usually cultivated between 1,300 and 1,500 m altitude, but there are plantations as low as sea level and as high as 2,800 m. The plant can tolerate low temperatures, but not frost, and it does best when the temperature hovers around 20  °C (68  °F). Commercial cultivars mostly only grow to about 5 m, and are frequently trimmed as low as 2 m to facilitate harvesting. Unlike Coffea canephora, Coffea arabica prefers to be grown in light shade. Two to four years after planting Coffea arabica produces small, white and highly fragrant flowers. The sweet fragrance resembles the sweet smell of jasmine flowers. When flowers open on sunny days, this results in the greatest numbers of berries. This can be a curse however as coffee plants tend to produce too many berries; this can lead to an inferior harvest and even damage yield in the following years as the plant will favor the ripening of berries to the detriment of its own health. On well kept plantations this is prevented by pruning the tree. The flowers themselves only last a few days leaving behind only the thick dark green leaves. The berries then begin to appear. These are as dark green as the foliage, until they begin to ripen, at first to yellow and then light red and finally darkening to a glossy deep red. At this point they are called ‘cherries’ and are ready for picking. The berries are oblong and about 1  cm long. Inferior coffee results from picking them too early or too late, so many are picked by hand to be able to better select them, as they do not all ripen at the same time. They are sometimes shaken off the tree onto mats, which means that ripe and unripe berries are collected together. The trees are difficult to cultivate and each tree can produce anywhere from 0. 5–5  kg of dried beans, depending on the tree’s individual character and the climate that season. The real prize of this cash crop are the beans inside. Each berry holds two locules containing the beans. The coffee beans are actually two seeds within the fruit; there is sometimes a third seed or one seed, a peaberry in the fruits at tips of the branches. These seeds are covered in two membranes, the outer one is called the ‘parchment’ and the inner one is called the ‘silver skin’. In perfect conditions, like those of Java, trees are planted at all times of the year and are harvested year round. In less ideal conditions, like those in parts of Brazil, the trees have a season and are harvested only in winter. The plants are vulnerable to damage in poor growing conditions and are also more vulnerable to pests than the Robusta plant. Gourmet coffees are almost exclusively high-quality mild varieties of coffea arabica, like Colombian coffee. Arabica coffee production in Indonesia began in 1699. Indonesian coffees, such as Sumatran and Java, are known for heavy body and low acidity. This makes them ideal for blending with the higher acidity coffees from Central America and East Africa. Coffea canephora | | |Scientific classification | |Kingdom: |Plantae | |(unranked): |Angiosperms | |(unranked): |Eudicots | |(unranked): |Asterids | |Order: |Gentianales | |Family: |Rubiaceae | |Genus: |Coffea | |Species: |C. canephora | |Binomial name | |Coffea canephora | Coffea canephora (Robusta Coffee Coffea robusta) is a species of coffee which has its origins in central and western subsaharan Africa. It is grown mostly in Africa and Brazil, where it is often called Conillon. It is also grown in Southeast Asia where French colonists introduced it in the late 19th century. In recent years Vietnam, which only produces robusta, has surpassed Brazil, India, and Indonesia to become the world’s single largest exporter. Approximately one third of the coffee produced in the world is robusta. Canephora is easier to care for than the other major species of coffee, Coffea arabica, and, because of this, is cheaper to produce. Since arabica beans are often considered superior, robusta is usually limited to lower grade coffee blends as filler. It is however often included in instant coffee, and in espresso blends to promote the formation of â€Å"crema†. Robusta has about twice as much caffeine as arabica. Description Coffea canephora grew.