Law of Property Essay Example | Topics and Well Written Essays - 1500 words

Law of Property - Essay Example She has also noticed that an apple tree in the adjoining garden has branches overhanging her own garden. She wishes to know whether she can cut the branches and whether she is entitled to keep any apples either taken from the branch or which fall from it. A. You are a trainee in a firm of solicitors consulted by Esther. Your principal has asked you to research the relevant law and report to the principal (in 1,000 words) on what are the legal principles regarding Outside the word limit, give a bibliography of all books and databases used to carry out the research, and give a list of all cases that you consulted (whether or not actually used in Part A of your answer), with their references. In order to be able to advise Esther of her rights over the items that have been removed from the property, the branches and apples overhanging her property and the watch found in the grounds it is necessary to examine the law surrounding chattels and fixtures as well as the law regarding property ownership. In relation to the items removed by the previous owner the law regarding chattels and fixtures would be applicable1. According to the maxim of ‘quicquid plantaur solo, solo cedit2’ which translates to mean that whatever is attached to the soil becomes part of it this would mean that if the seller of a property removed plants from the garden he could be in breach of the contract. In Elitestone Ltd v Morris [1997]3 the House of Lords divided the category of fixtures into chattels that have become part and parcel of the land and other fixtures. If an item can be removed from the property without damaging the fabric of the property the court will generally regard such items as chattels4. In this particular case in relation to the carpets it is unlikely that the court would regard these as a fixture as removing them does not interfere with the fabric of the property. The bell might be regarded as a fixture

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.

Brand Loyalty Through Emotional Advertising Media Essay

Brand Loyalty Through Emotional Advertising Media Essay Many authors have discussed about what is emotional advertising and its importance over rational advertising but very little work has been done on building brand loyalty through emotional advertising. In this paper I will give a theoretical based view of how we can generate brand loyalty through emotional advertising. Plus what are the drivers of emotional appeal and how to achieve emotional satisfaction through advertising and its experience. Keywords: Emotional advertising, brand loyalty, drivers of emotional appeal, emotional satisfaction and experience Introduction McGuire (1969) argues that there is no difference between emotional appeals and rational appeals in terms of the effectiveness or emotional appeals are more effective. Holbrook and Hirschman (1982) suggested that emotional appeals come from the emotional, experiential side of consumption. Choi and Thorson (1983) found that emotional ads were better than rational ads by most recall measures. Emotional appeals make a brand liked or friendly (Batra and Ray 1985). Where, Kotler and Armstrong (1991, 426-427) define emotional appeal as an: attempt to stir up either negative or positive emotions that can motivate purchase. These include fear, guilt, surprise and shame appeals that get people to do things they should or stop doing things they shouldnt. Communicators also use positive emotional appeals such as love, humor, pride, hope and joy. An appeal, according to Manrai et al. (1992), is the basic idea behind an advertisement or the basic reason why an audience should act. Emotional appeals are often strategically employed to influence consumers indirectly and make the consumer feel good about the product (Calder and Gruder 1989) relying on feelings for effectiveness (Aaker et al 1992). When it comes to changing the message receivers beliefs about the advertised brand (Stafford 1993), Emotional appeal ads may have rational appeal components while rational appeal ads can have emotional appeal component respectively. Stafford (1993) suggests that both types of meanings occur in all ads and only case by case does the balance vary. However, Aaker, Stayman and Hagerty (1986) found a positive relationship between the level of warmth created by a commercial and the attitude toward the ad Page, Goldberg and Gorn (1987) also reported more positive reactions for emotional appeal advertisements than for informational appeal advertisements. Thorson and Heide (1990) also found that emotional advertisements may be more effective and memorable than rational advertisements. One of the most critical concerns advertisers express about television advertising is the potential decline of the persuasive impact on TV spots because of increasing clutters in the media environment. To make advertising appeals more distinctive and hence, perhaps more persuasive, advertisers frequently use dramatic emotional ads messages designed to shock the emotions and make the brain itch (Moore 1989) Such advertising executions often feature high impact, sensually evocative appeals that stimulate strong positive emotions (e.g., the Hallmark greeting card ads dramatizing precious moments and nostalgic memories in life). However, advertisers also employ graphic and sensational negative emotional advertising messages such as those used by insurance companies, healthcare institutions, drug and alcohol abuse clinics, food manufacturers exploiting consumers fears of cancer and cardiac diseases (Alsop 1988), and public service agencies making appeals to prevent child abuse or to promote the use of contraceptive devices (LaTour and Pitts 1989). I have gone through the definitions of emotional advertising from different authors given in different times. Their thoughts and findings are similar somewhat but also vary as the time changes, from these definitions we can get a clear view about emotional advertising and to some extend its importance. Emotional advertising leave a deeper effect and can persuade viewers immensely, but can emotional advertising also develop band loyalty? Very less work is being done from this perspective. I will talk about brand loyalty through emotional advertising and what are the drivers of emotional advertising. Emotional Advertising The human spirit is a rich reservoir of powerful emotions; Passion, ambition, vanity, love, desire, fear, hope and much, much more. Emotional advertising arouses these emotions to get our attention, to touch us more deeply and to persuade us more effectively. Emotional advertising discovers how a product truly fits into a persons life and how it satisfies an emotional need. When that truth is revealed and understood, it becomes possible to create a more honest, relevant and lasting relationship between the consumer and the product. Ideas and the executions that are conceived and created to awaken, stir and stimulate emotional responses produce advertising that is new, unexpected and audacious, advertising that is most persuasive and provides the greatest return on investment. Emotional Advertising drivers Emotions matter because if we do not have them, nothing else would matter (Elster 1999) To make an ad impactful one should be very careful while choosing the drivers because these drivers are the soul of the ad, only wisely chosen drivers can make an ad generate brand loyalty through its experience. In my opinion the basic drivers of emotional appeal are given as under: Figure shows Drivers of Emotional Appeal Brand Loyalty through Emotional Advertising Basic purpose of emotional advertising is to engage more and more viewers into the ad and ultimately influence them to buy the product. As we know that marketings basic function is to target the need of people while emotional appeal aim the hidden feelings behind that need, and then eventually through this we can create brand loyalty. Figure 2 shows brand loyalty through emotional advertising Emotional Satisfaction through Advertising and Experience Future belongs to emotional advertisement. Most of the advertisers try to find out those minor points which were never taken out before, they seek to create something new which is not new and they try to explore that side of emotions that have yet not being tested. The best strategy is to blend emotional appeal with rationale appeal, but in this more percentage is of emotional appeal and less is of rationale appeal. As we have discussed earlier that emotional appeal is to target the hidden emotion of the viewer and then relate it with the advertised product. Emotion is very important is advertising, here we take an example of Dove. When dove started is Campaign for Real Beauty theme is 2004. Prior to this time, the brand communicated largely rationale benefits, such as its moisturizing properties and mildness. It mainly used testimonial-style advertising, but, with little sense of uniqueness, vibrant or conceiving personality, its growth was limited. The Campaign Real Beauty aimed to build the brand at an emotional level by conveying a more self-governing, independent, natural and iconic vision of beauty. In doing so, Dove made women who were tired of trying to live up to the idealized and unachievable standards shown by other brands. Almost overnight, Dove changed from being dull and inactive into a highly distinctive and admired brand with a resulting huge uplift in sales across its entire range and finally it paid off in the shape of growth of its brand loyalty. Future Research

David Lachapelle Essay -- Biography Biographies Bio

The work of David LaChapelle can be seen everywhere you turn, be it on a magazine rack, album cover, advertisement, or even a music video. Dubbed the "New Surrealist", LaChapelle's vivid, colorful, bizarre, and humorous images have been admired by millions and have made him one of the most famous photographers alive today. Since the start of his professional career, LaChapelle's work has attracted the attention of many other artists, celebrities, journalists, and regular people. I first noticed his work on advertisements in magazines several years ago. I immediately felt drawn to his images- they are photographs I could stare at for hours, playing out in my head the story each photograph is telling and what it says about the character of the individual he is portraying. I am amazed at how he is able to pick up certain quirks in his subject's personality and build entire scenes around the unusual parts of their character. Each piece of work he creates is anything but mundane- even his simpler images tell a story. Born in Connecticut in 1969, David LaChapelle learned to love the art of photography at an early age. He grew up observing his mother, a non-professional photographer with a flair for appropriating a fantasy life onto film, whose influence can still be seen in his work today. He began taking photographs in High School, where he stated his original inspiration was "white-trash culture". Upon graduation, he moved to North Carolina to attend the North Carolina School of Arts, where he trained as a fine artist. A short time later at age nineteen, David LaChapelle made the decision to move to New York's Lower East Side and enrolled in both the Arts Student League and the School of Visual Arts. Although he was receiv... ...how in Las Vegas. The show has received many four-star reviews, including one from Rolling Stone magazine, which states "David LaChapelle fashioned a dizzying sexy, emotional spectacle that both parodied expectations about Vegas glitz and put new life and meaning into fifteen of John's strongest songs". With all of these achievements, it's easy to see why David LaChapelle has captured the attention of millions, including his own favorite photographer, Helmut Newton. He has essentially started a new genre of photography, and his work has become an inspiration for many up and coming photographers, including Michael Anthony, Frizzy Cube, and more. It's hard to believe that David LaChapelle could get any more amazing. The world can only expect more amazing things from this talented artist in years to come, and I think it's an honor to do my paper on this living-legend.

Education & life Essay

Education has always been an important part of my life. I have always believed that through hard work and dedication, I may be able to fulfill my dreams and aspirations. Furthermore, I am more inclined into becoming one of the most successful graduates our school has ever had. I want to be able to show the world how an individual like me can make a difference in life. My name is (insert your name here) in taking (NAME OF COURSE) at the (NAME OF THE UNIVERSITY). I consider myself to be a well rounded individual. As a student, I am proficient with subject relating to Math, History and Science (insert subjects where you’re good at). Unlike others, I never experienced any difficulty with Math, for I am able to easily interpret and solve mathematical equations. This great fascination also led to an inclination for Science. History, on the other hand, opens my knowledge to greater heights, for I am greatly interested in the circumstances that happened in the past. I believe that being knowledgeable about these things would help me grasp things that happen nowadays. Aside from my fascination for education, I am also active in my extra curricular activities. I am a well socialized person and loves dealing with everyone else. I believe that having many friends is one of my greatest achievements because I can relate to their ups and downs. Moreover, I also have passion in taking care animals more specifically marine animals. I was overwhelmed when I received my license in scuba diving and this boost my confidence even more. The said license gave me more opportunity to travel beneath the sea and meet my favorite mammals like dolphins and sharks. I am very proud of this achievement because the water world and animal kingdom are part of the society that is not yet congested by pollutions and negative activities as compared to the land. Receiving my license in scuba diving is not that easy. I undergo various exercises and lessons before I succeeded. This can be compare to life and education as well. If I will not work hard and follow the instructions I will end up drowning not only in water but in the pool of ignorance and misery. Education is best achieved when one works harder each day. Being admitted to your good university will serve as the path towards my dream of becoming (insert ambition here). I know that my skills and talents are not enough for me to be considered for a position in your school. All I know is that I am equipped with my determination to succeed and fulfill my dreams. From my experiences, excelling in both co-curricular and extra curricular activities is not easy. Success surpasses just the basics of passing all subjects in school and excelling in them. Success also requires much determination, dedication, hard work and prayers. Moreover, my dreams and aspirations do not end after graduation. I would use my experiences and knowledge to be of service to those in need. Furthermore, I would indulge myself in more programs that could help me become a better individual and a unique professional. I would apply everything that the (insert name of university here) imbibed in me and still yearn for more information and ideas that would help in the upheaval of our society. Being a graduate of this prestigious institution would also come to my advantage, for I may be able to inspire others to strive hard and become known in their chosen fields. My life is filled with numerous decisions, and choosing the (insert name of university here) is definitely the answer to my dreams.

Ict Helps Student in Many Ways

TOPIC 1 Information and Communication Technology (ICT) is one of the issues that divide world. In richer countries, schools can afford and supply with many modern ICT infrastructures, hardware and software but reverse situation happen to the poorer countries. Schools may be without electricity and does not have modern ICT infrastructures. ICT has the potential to transform learning in and beyond classroom. ICT can also provide an easy situation even in limited of space and time.There are some benefits of ICT in learning which are student can access enormous amount of information quickly, learning process become easier and more update about new issues and can improve richness of learning experience. As mentioned above, ICT helps students to get many useful information. They do not have to worry about lack of information during their study time because ICT help them in gaining a lot of information. Students just need to click the mouse and just in seconds, everything already get ready. Moreover, students no longer have to rely on printed books as main references. Sometimes references books contain outdated information thus learners will carry on wrong information. This will bring bad efffect in learning process. If they stick at ICT, they only need to carry notebook which mean more light and conventional. With the internet, a wealth learning materials in almost every subject can be excess everywhere anywhere. Almost all information in internet are up-to-date.According to Kate Mckenzie, â€Å"ICT in education is the key to unlocking the skills and knowledge of our future generations of young people. It is the tool for learning for the 21st century† (Mckenzie, 2006) Based on Kate Mckenzie word, it prove that ICT is very important to everyone especially youngster. In a nutshell, ICT brings many good things in daily life. It give benefits to both teachers and students in educational world. ICT also provide better situation in the classroom. Some benefits of ICT that can be discuss are first ICT help student to gain many information in the short time.As a student, we have to find a lot of information in a short time by the ICT needed to help simplify and speed up our work. Next, using ICT learning process will become easier and more up to date. Students are no longer left to obtain the latest and fresh information. Lastly, through ICT students and teachers will be able to renew their teaching techniques to more effective ways. Although ICT is a new technology, however ICT still provide tradisional methods which include writing, drawing and gaining information from the text.In order to achieve developed country status, Malaysia have to upgrade the user of ICT in our daily life in order to make sure our civilians always up-to-dated to new information. References Blurton, P. C. (1999) New direction of ICT-use in education. Retrieved from http://www. unesco. org Nwosu, D. O. and Ogboma, E. F. (2008). ICT in education: A Catalyst for effective use of information. Retrieved from http://unllib. unl. edu Misra, S. (Dec 2010). Role of ICT in enhancing the educational productivity. Retrieved from http://www. academia. edu Mckenzie, K. (2006). Retrieved October 16, 2012, from http://www. naace. co. uk

network topology essays

network topology essays Topic 1-Chapter 6: Network Topologies Explain the difference between logical and physical topologies. Describe the three different types of topologies. Answer: Topology is the basic geometric layout of the network, which shows the different way in which computers are interconnected with each other within the network. So there is a significant difference between logical and physical topology. A logical topology is a conceptual explanation of network activities whereas physical topologies show the physical installation of a network. So logical topology is much like a logical data flow diagram (DFD) and physical topology is like physical DFD. The topology shows the ways a network weaves connect different PCs within a network. It concerned about both the physical and logical way network nods are connected to each other. The physical topology describes how the cables are run through the network and the way in which nodes are physically connected to the network line. It is the network layout, which users can see and must actually plug together. On the other hand, logical topology describes how signals flow between different nods and how they interrelate with each other. So logically a network might be described as one way but physically it may be characterized is entirely different way (Rosch, 1988). For example An Ethernets logical topology is a bus topology but its physical topology is a star topology. (Fizgerald There are different types of network topologies are used in telecommunications networks, among them three are widely used in WANs and LANs. They are as follows- A bus topology: A bus topology network is the simplest topology in a network in which local processors share the same communication channel. (OBrien, 2001) A star topology: A network that ties all end users computers to a central computer is called a star topology. Here all computers are directly connected to the ce...

The benefits and the potential problems associated with prescription drugs being advertised

The benefits and the potential problems associated with prescription drugs being advertised Introduction The high level of competition and diversity in the modern world has resulted to almost all commodities being highly publicized. In the past, knowledge about prescription drugs was only possible in medical literatures like in medical books, journals or in hospital.Advertising We will write a custom essay sample on The benefits and the potential problems associated with prescription drugs being advertised specifically for you for only $16.05 $11/page Learn More Advertisement of prescription drugs was rare with the only form of advertisement being placards placed inside the various health centers. However, the world has become more capitalistic in nature, competition has affected all areas of the society and the medical field has not been spared either. The advertisement of prescription drugs has had both essential benefits and potential risks (Sheehan, 2011). First, the media industry has revolutionized with the masses mainly relying on the mass m edia for whatever sort of news. The media has been highly regarded and trusted to provide authentic, well-researched, and detailed news. The manufacturers of prescription drugs have taken this advantage to advertise their merchandise. The high level of advertisement has popularized these drugs and the public have become to regard them as any other drugs. The purchase of the prescription drugs has increased with people buying them like the normal over-the-counter drugs (Thompson, 2009). Problems of prescription drugs being advertised The purchase of prescription drugs has thus been abused. These drugs are restricted by legislation and requires the authorization of a qualified personnel especially a medical practitioner. Their advertisement has made people to overlook this requirement and the usage of these drugs has gone up of which this type of usage is usually not authorized (Schneider, 2011). People are thus exposed to dangers posed by these drugs; some diseases have been reported to be persistent since the dosage taken is not in the right manner. As a result the treatment of certain ailments have been jeopardized since people are no longer seeking the advice of medical practitioners rather they are buying what they think is the right treatment drugs over the counter (Wexler, 2007). Unlawful business enterprises have taken advantage of this situation to produce counterfeit drugs, which are then finding their ways into the market. This has put the public health at risk. In several instances, buying prescription drugs without the approval of the relevant authority has resulted to overdose or drug misuse. As a result, several individuals have been overwhelmed by the overdose poisoning some even losing their lives.Advertising Looking for essay on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Benefits of prescription drugs being advertised On the other hand, the advertisement of prescription d rugs has made the public to be aware of the various cures for various diverse ailments. People are able to visit a doctor for further information and directives (Goldberg Easton, 2006). Visiting the doctor has facilitated regular medical check up on individuals. The health status of the society has thus been boosted, since the advertisements categorically insist the need to seek medical advice. The advertisement of prescription drugs also enables the public to know which drugs need the consultancy of a medical practitioner as stated by the advertisement. In the contemporary modern world, the pharmacy industry has been flooded with unqualified people posing as pharmacists. Once a person goes to seek advice from them, they sell to the individual the prescription drugs yet they have no qualification to do so. Advertisement of these drugs enables the public to distinguish the over-the-counter drugs and prescription drugs and they are thus able to discern when unauthorized drugs are bei ng sold to them (Edlin Golantry, 2010). Reference List Edlin, G., and Golantry, E. (2010). Health and Wellness. Sudbury: Jones and Bartlett publishers Goldberg, R., and Easton, T. (2006). Taking Sides: clashing views on controversial issues in drugs and society. New York: Dushkin Publishers. Schneider, M. (2011). Introduction to public health. Sudbury: Jones and Bartlett publishers Sheehan, K. (2004). Controversies in contemporary advertising. Thousand Oaks: Sage PublicationsAdvertising We will write a custom essay sample on The benefits and the potential problems associated with prescription drugs being advertised specifically for you for only $16.05 $11/page Learn More Thompson, PDR. (2009) PDR pocket guide to prescription drugs, 9th Edition. New York: Simon Shuster Wexler, B. (2007). The Health Care System. New York: Thomson Gale

Buddhism, Taoism, Confucianism Comparison

Buddhism, Taoism, Confucianism Comparison Essay Buddhism, Taoism, Confucianism Comparison Essay Essay There are many similarities and differences between the three ways of life we have been studying for the past week. Each has its own unique purpose and type of people. Buddhism, Taoism, and Confucianism all have similar and different qualities. I will explain similarities and differences in this essay. The basic beliefs and concepts of Confucianism are similar to Taoism in the sense that they want peace and good behavior. The Buddhists, on the other hand, strictly have the purpose to reach Nirvana and follow the four noble truths. The overall goal of Confucian is different than Buddhism and Taoism because the overall goal of the Confucius is to find their peaceful and harmonious place in life, while the two others have no overall goal. The goal of the individual believer is similar in Confucianism and Buddhism because they each follow a certain behavior and want to be in harmony with nature. The Tao just have to follow the life according to the Tao. All of the three beliefs have a different view on life. The Confucians believe that you should be improved by education and development of your character. The Tao believed that the life you lived with the Tao ways was good and following societys ways was very bad. The Buddhist believe that there will always be negativity in life, and that all life has a lot of suffering in it. Therefore, you cannot change that. This is why the Buddhists think reincarnation is a bad thing. There is a similar bond between the Confucians and the Tao in the category rules and behavior. They both believe that you must act accordingly in some way. These two are different also in the sense that Tao believe the life is to be lived according to the Tao and Confucians believe to live it according to actions. Also, the Confucians believed you need to understand the relationship with family, and to follow the five goals of Confucianism. The Buddhists had a totally different idea for this though they believe that you just need to follow behavior in the ways of the eightfold path and the nine precepts. In the category of view of society, each belief has a different view. The Confucians believed that you develop good character through a good life and that everyone has their own role. The Taos thought society to be negative. They believed that it was artificial and went against all beliefs of the Tao. The Buddhists usually have an explanation and opinion for everything, but in this case they didnt. Each belief influenced China in a unique way. The Confucians influenced the basis of society, family structure, and the government for thousands of years. The Tao influenced the poetry types Li-Po and TuFu. The Buddhists influenced China by the improvement of landscape painting and that was pretty much it. As you can see Confucianism, Buddhism, and Taoism are very different, but at the same time they are very similar. Each belief has its unique view on basic beliefs, overall goals, goals of the individual believer, view of life, rules of behavior, views of society and influence on China. Even though some of the views are negative it is the only way the people of that belief know. Religion .

Explain how the Emissions Trading Scheme impacts flaring of gas on the Essay

Explain how the Emissions Trading Scheme impacts flaring of gas on the United Kingdom Continental Shelf(UKCS) and comment on the effectiveness of this scheme - Essay Example asingly and progressively upholding measures aimed at controlling these emissions even as industry players have realised the economic benefits of preserving the vented gas (Gerner and Svensson, 8). Countries and organisations have are obliged to adhere to regulations governing emissions and which are based on Kyoto Protocol of 1997. In Europe the European Union (EU) has promoted the EU Emissions Trading Scheme (EU ETS) as variable model for its member countries that especially enhances CO2 preservation and the greenhouse effect. The oil and gas industry faces a number of challenges as it struggled to curb emissions within the United Kingdom Continental Shelf (UKCS) offshore industry. This includes fire, gas explosions, gas venting, and structural infrastructure collapse in its aging structures. Some of these calamities have had some fatalities on human life like the 1988 Piper Alpha disaster. Active legislative measures have been undertaken to curb this episodes within the industry with some noted success, however the nature of the rapid evolving industry and technology mitigate against some of these tactics. In the UKCS, the Health and Safety Executive (HSE) is mandated to regulate the sector2. The HSE has set up an Offshore Division in a Hazardous Installations Directorate who is tasked as preventing major catastrophes and consequences while ensuring more stable working environment for the firms (HSE, 1). 1. World Bank Report estimates that this is adequate fuel to supply all of Germany and France consumption. In Africa the wasted energy can provide 50 percent of the continent’s electricity requirements. 2. The HSE is a UK agency more concerned about the safety of the more than 20,000 employees in the offshore oil and gas industry. The aging infrastructure still pose potential health hazard to the workers and environment. The United Kingdom Emissions Trading Scheme (UK ETS) was the precursor as the first world bid in a trade-wide greenhouse gas emission

Ford Motor Company Analysis Research Paper Example | Topics and Well Written Essays - 2000 words

Ford Motor Company Analysis - Research Paper Example The liquidity ratios calculated for the year 2010 and 2011 are shown in the table above. The calculations are on the excel spreadsheet attached. Liquidity ratios show the firm’s ability to settle short term liabilities out of the liquid cash. The type of liquidity ratios calculated include; current ratio and acid test ratio. The liquidity ratios must equal to 1 or more than 1. If it is 1.00 then it implies the short-term debts are fully settled with the liquid cash. If they are less than 1.00 then it shows that the available cash cannot settle the arising short term liabilities. From the calculations Ford Motor Company has a current ratio of 0.86 in 2010 which improved to 0.96 in 2011. Though there was an improvement in the current ratio, it is still less than one which shows the company’s dilemma in dealing with its short term debts. The available cash is not enough to settle the short term liabilities (Zane, Kane & Marcus, 2004). The acid test ratio as depicted from t he calculations is also worth of discussion. In both years the acid test ratio was less than 1 which might be detrimental to the Ford Motor Firm. Though an improvement was noted from 0.47 to 0.59, the ratio was still below the threshold.Activity ratios depict the degree of effectiveness of a company in using the resources available in a manner that can promote the growth of the company. The activity ratios derived above are total asset turnover. This is an indication that the assets of the company were not utilized.

THE PLACE OF POPULAR CULTURE - MUSIC AND THE CITY Essay

THE PLACE OF POPULAR CULTURE - MUSIC AND THE CITY - Essay Example Even though music could be said to be part of the very traditional facets of culture, there is no denying the fact that the changing trend of music whereby it had become more versatile and dynamic has made it jumped into a new array of description, which is the popular culture description. New York is one place that has a culture of its own. Through the power and potency of music as a global communication tool, the culture of New York City has been projected by various artists and songstresses who pick various themes about the locality of New York City and amplifies them to the larger world. In this paper, the concept of cultural geography is scrutinized with a link of it to culture and how the local musical space of New York City has helped in projecting the cultural values of the city. This will be done with specific analysis of the song, A Bavarian in New York by Triumvirat. Cultural Geography and how culture is linked to place Even though cultural geography generally comes under the field of human geography, it is largely rooted in the phenomenon of culture and actually revolves around it. This is because cultural geography delves into cultural outcomes and norms that exist across spaces and places (Knox and Marston, 2012). Cultural geography also refers to the relations that exist in spaces and places differentiations as pertains to variables of culture such as religion, language, economy, and morality. Through cultural geography therefore, it should be possible to distinguish one place from another through the inputs of their cultural practices. In effect, culture is directly linked to a place because culture helps in giving a place its differential identity from other places. It is not surprising therefore through tourism, people travel across spaces and places to experience the cultural dynamism of other places. When debating the issue of cultural geography, reference is commonly made to countries, eve n though most cities have their own influential cultural geographies. Cultural geography can therefore be narrowed down to cities very easily, especially when reference is made to cities that are found in cosmopolitan countries like United States, where States and Cities try to leave independent of each other. With this said, New York City comes to mind easily as one city with so much to offer in terms of cultural geographic identity. Why music has a strong place in Geographic Orientation The discussion on cultural geography would be most inadequate if music as a variable of popular culture is not discussed. This is because music, particularly local musical spaces give music so much power and influence in the cultural geography of any given city. In reality, music has the kind of strong place it has in geographic orientation because music can be used as a very powerful communication tool beyond the mere purpose of entertainment. Discussing music as a variable of culture, aspects of music such as theme, language, rhythm, genre, and message can all be identified. Through themes of music, musicians are able to use their works of songs to highlight specific cultural themes that exist in given geographic orientations. This way, the attention of all people hearing the song is quickly drawn on the unique themes of the said geographic location, such as a city. The rhythm and genre of music have also been associated with certain geographic

Art History of 20th Century Research Paper Example | Topics and Well Written Essays - 1250 words

Art History of 20th Century - Research Paper Example Pollok made most of his painting on canvas rather than on the wall, and this was to make them more portable. Most of his works were a mixture of controllable and uncontrollable factors1. Lynda Benglis on her part is an American sculptor and visual artist majorly known for her wax painting and poured latex sculptures. She also used drip style to make her works. She was a professional photographer as she had studied artwork at a college. Given that most of her works were sensual in nature, they were ignored for a long time. Â  Given that Pollok paintings were made on canvas rather than on walls, which is common. His paintings were or portable and could easily move to the museum. This work is significant and, therefore, can be easily seen by those visiting the place. Their placement on the wall at points that it could be viewed easily by people of all heights since it’s not too high or too low. A group of viewers can as well look at it at the same as it is large and full2. Pollok believed that the size of his works had a direct relationship with how and to what extent viewers and he would bond and be part of the painting. Lynda Benglis, on the other hand, made a sculpture that could not be hanging but place on a flat surface for viewing. Her sculpture is smaller compared to the paintings of Pollok. It is only visible to a keen viewer who had the intention of looking for this particular artwork in the gallery. The location of Benglis’ sculpture Batt puts it out of sight and away from other artistic works with which they fall into the same category. The disadvantage to the painter and the lovers of their works as it takes longer to locate them thus according to them with little or no publicity. Â  

Jefferson Davis on pursuit for happiness Essay Example | Topics and Well Written Essays - 500 words

Jefferson Davis on pursuit for happiness - Essay Example Thomas Jefferson described life, liberty, and the pursuit of happiness as â€Å"inherent† and â€Å"inalienable†, or in other words, natural and undeniable rights (Jefferson and Peterson, 7). Jefferson wanted the Thirteen Colonies to form a government that protected the right of life. At the time this meant protecting citizens of the Colonies from war and Native Americans, but has come to mean much more. Americans have the right to procreate or not. Individuals are not limited to how many children they have like in China. Life is not terminated for lack of funding, like in Nazi Germany. The United States protects American lives worldwide from Jefferson’s time up until today. The second natural or undeniable right was liberty. Liberty is sometimes confused with freedom. True freedom is anarchy, because everyone does what they want. Liberty is the freedom to have the same opportunities as everyone else, obey natural laws. An example would be the freedom to worship God, Allah, or Jehovah anyway a person feels the need to. Jefferson spoke â€Å"of liberty to worship our Creator in the way we think is most agreeable to his will† (Jefferson and Peterson, 19). Liberty means equality for everyone. At the time Jefferson wrote the Declaration of Independence, he owned slaves. This contradicted his position on equal opportunity for everyone. When he spoke of liberty, Jefferson meant white men. Jefferson knew that the democracy he was fighting for was far from perfect, but could become better by always changing. Jefferson stated, â€Å"’The price of freedom,’ as Thomas Jefferson observed, ‘is eternal vigilance’† (Washburne). Through eternal vigilance, the United States has more liberty today than in Jefferson’s day. Natural laws are laws that come natural to humans. Most individuals think thievery, murder, rape, and torture is wrong. On the other hand, most individuals believe taking care of children, labor,

THE PLACE OF POPULAR CULTURE - MUSIC AND THE CITY Essay

THE PLACE OF POPULAR CULTURE - MUSIC AND THE CITY - Essay Example Even though music could be said to be part of the very traditional facets of culture, there is no denying the fact that the changing trend of music whereby it had become more versatile and dynamic has made it jumped into a new array of description, which is the popular culture description. New York is one place that has a culture of its own. Through the power and potency of music as a global communication tool, the culture of New York City has been projected by various artists and songstresses who pick various themes about the locality of New York City and amplifies them to the larger world. In this paper, the concept of cultural geography is scrutinized with a link of it to culture and how the local musical space of New York City has helped in projecting the cultural values of the city. This will be done with specific analysis of the song, A Bavarian in New York by Triumvirat. Cultural Geography and how culture is linked to place Even though cultural geography generally comes under the field of human geography, it is largely rooted in the phenomenon of culture and actually revolves around it. This is because cultural geography delves into cultural outcomes and norms that exist across spaces and places (Knox and Marston, 2012). Cultural geography also refers to the relations that exist in spaces and places differentiations as pertains to variables of culture such as religion, language, economy, and morality. Through cultural geography therefore, it should be possible to distinguish one place from another through the inputs of their cultural practices. In effect, culture is directly linked to a place because culture helps in giving a place its differential identity from other places. It is not surprising therefore through tourism, people travel across spaces and places to experience the cultural dynamism of other places. When debating the issue of cultural geography, reference is commonly made to countries, eve n though most cities have their own influential cultural geographies. Cultural geography can therefore be narrowed down to cities very easily, especially when reference is made to cities that are found in cosmopolitan countries like United States, where States and Cities try to leave independent of each other. With this said, New York City comes to mind easily as one city with so much to offer in terms of cultural geographic identity. Why music has a strong place in Geographic Orientation The discussion on cultural geography would be most inadequate if music as a variable of popular culture is not discussed. This is because music, particularly local musical spaces give music so much power and influence in the cultural geography of any given city. In reality, music has the kind of strong place it has in geographic orientation because music can be used as a very powerful communication tool beyond the mere purpose of entertainment. Discussing music as a variable of culture, aspects of music such as theme, language, rhythm, genre, and message can all be identified. Through themes of music, musicians are able to use their works of songs to highlight specific cultural themes that exist in given geographic orientations. This way, the attention of all people hearing the song is quickly drawn on the unique themes of the said geographic location, such as a city. The rhythm and genre of music have also been associated with certain geographic

Jefferson Davis on pursuit for happiness Essay Example | Topics and Well Written Essays - 500 words

Jefferson Davis on pursuit for happiness - Essay Example Thomas Jefferson described life, liberty, and the pursuit of happiness as â€Å"inherent† and â€Å"inalienable†, or in other words, natural and undeniable rights (Jefferson and Peterson, 7). Jefferson wanted the Thirteen Colonies to form a government that protected the right of life. At the time this meant protecting citizens of the Colonies from war and Native Americans, but has come to mean much more. Americans have the right to procreate or not. Individuals are not limited to how many children they have like in China. Life is not terminated for lack of funding, like in Nazi Germany. The United States protects American lives worldwide from Jefferson’s time up until today. The second natural or undeniable right was liberty. Liberty is sometimes confused with freedom. True freedom is anarchy, because everyone does what they want. Liberty is the freedom to have the same opportunities as everyone else, obey natural laws. An example would be the freedom to worship God, Allah, or Jehovah anyway a person feels the need to. Jefferson spoke â€Å"of liberty to worship our Creator in the way we think is most agreeable to his will† (Jefferson and Peterson, 19). Liberty means equality for everyone. At the time Jefferson wrote the Declaration of Independence, he owned slaves. This contradicted his position on equal opportunity for everyone. When he spoke of liberty, Jefferson meant white men. Jefferson knew that the democracy he was fighting for was far from perfect, but could become better by always changing. Jefferson stated, â€Å"’The price of freedom,’ as Thomas Jefferson observed, ‘is eternal vigilance’† (Washburne). Through eternal vigilance, the United States has more liberty today than in Jefferson’s day. Natural laws are laws that come natural to humans. Most individuals think thievery, murder, rape, and torture is wrong. On the other hand, most individuals believe taking care of children, labor,

Women language Essay Example for Free

Women language Essay One of the debates which is of long standing within the study of linguistics is concerned with whether women speak in a language and perceive situations in a manner significantly different from that of men. Many theorists both feminists and anti-feminists have attempted to prove that women do indeed speak in a different way from men; and that there is such a thing as the â€Å"women language†. The debate attempts to place in context matters such as sex differences in linguistic behavior at the level of phonology and to a lesser extent grammar. The concepts upon which the debate has been built however reflect, to a greater or lesser extent, the influence of feminism over the past two decades. Feminism has fore grounded issues of gender differences and male domination in society; it has prompted a concern with putting women ‘on the map’ and a critical reappraisal of feminist and non-feminist research. The discussions on gender linguistics therefore focus on the feminist projects of ‘redressing the balance’, as manifested in the academic field of languages. Phonology Cognitive research on gender differences has drawn interest from linguistic experts and language scholars. Holmes and Meyeroff (2003, p. 144), the research more often than not directs itself to the hypothesis that women posses much better verbal skills than men. Most of the studies have drawn the conclusion that there are in fact differences based on gender, in verbal performance and verbal cognitive processing. It is often believed that females are far better in reading and posses much stronger language acquisition skills than males. Many scholars equate this probability to the phonological superiority possessed by women, (Christie 2002, p. 102). The difference in phonological ability is often attributed by some researchers and scholars to the structure of the brain which in this case favors the female. Studies suggest that the left hemisphere of the brain which is much more developed in males is superior in mathematical and scientific processing and analysis (direct speech). On the other hand the right hemisphere (much highly developed) in females is much more superior in word structure, grammar recognition and verbalization (indirect speech), (Christie 2002, p. 104). However the evidence provided to support this theory has often drawn inconsistent results making it much difficult to prove. Another school of researchers in linguistics suggests that culture is the main foundation for any form of language processing and development. For this school of scholars the role of women as caregivers in society makes them much more sensitive in their speech structure and verbalization. They know that they must be more knowledgeable in the different aspects of language and speech, (Holmes and Meyerhoff 2003, p. 142). The women are the first teachers for the child and therefore they take much more time to understand the speech techniques and pronunciation so they can be able to direct the children much easily. The men’s social role as providers on the other hand, pre-disposes them to poor performance in reading, sounds and sentence structure. This means that women easily develop direct and indirect speech much easily than men. Men are much better at direct speech. Use of Slang In historical society and the study of linguistics, women have been given the conservative linguistic role while men are often considered much more creative, and innovative in their language use. In traditional societies, subordination of women denied them the chance to use creative, innovative language that violated the speech protocol. It is from this perspective that many scholars develop the notion that women are less likely to develop â€Å"slang† or terms considered as â€Å"slang† in their speech. Medieval society put in place taboos and regulations that denied women the chance to distort conventional language regulations. Women had to use respectable language, refrain from swearing and insults; and use properly structured words and sentences. Grammatical errors and poor pronunciations were frowned upon, a woman’s speech was considered a reflection of her character and conduct, (Christie, 2000, p. 154). Surprisingly this practice is still present in today’s modernized society. We all have a tendency to judge and draw conclusions regarding an individual’s character from their command of conventional language, moreso women. Although there is no evidence that the use of ‘slang’ is more predominant in a specific gender than the other; it is found that men revert to the use of ‘slang’ terminologies much more easily than women. Even when women are influenced by the use of ‘slang’ and they incorporate ‘slang’ terminologies in their speech, the difference can be seen from the choice of terminologies. Women tend to use more euphemistic terminologies, while men apply complete use of ‘slang’ vocabulary. Use of Polite Speech In any form of communication, the speaker often hopes to get respect from his audience or the people he is speaking to. The difference in language and speech comes from how the women and men perceive respect. While the men view fear and admirations as forms of respect, women view agreement, generosity and sympathy as the measures of respect. Socio-linguists use this reason to explain why women are much more pre-disposed to the use of polite language than men. The mutual agreement is that women find polite language to be much more productive than men who prefer aggressive terms. Men are socialized by society to use rougher and more commanding language than women. Women on the hand are required to â€Å"act like ladies†, be respectable and meek. Coates (1998, p. 87) women are much more likely to use polite words such as please, excuse me and thank you than men. Women identify with the lesser classes and the abused or misused, and find it natural to appreciate others. Men on the other hand are socialized to demand action, appreciation and praise especially from women. Though being male does not necessarily mean that one is rude and arrogant, it does mean that the person is less likely to say please or thank you. In written literature, feminist scholars have often insinuated that female writers have developed what is known as the â€Å"female sentence†, which is structured to appeal to the polite nature of the female reader as well as the writer. Women are socialized to be much more submissive, as young girls for example sharing use of polite language and general respect to others is applauded. On the other hand boys are encouraged to be much more aggressive and demanding. It is this form of socialization rather than the biological composition of gender that linguists believe conditions women to be much more polite than men. Conversation Dominance A study conducted in 1975 by psychologist and linguist Zimmerman and West, based on a turn taking conversation model revealed that men are much more likely to dominate a conversation through interruption than females, (as quoted in Coates 1998,p. 161). Men feel the need to be dominant in all areas of their life, always commanding the full attention of others. They employ strategies such as interruption, questions in the middle of sentences and change of topics to maintain the dominance of the conversation. Men are well versed in strategies such as ‘no response’, interrupting, poor and inadequate responses and silence employed to change the path of the conversation to what suits them best. Eckert and McConnell- Ginnet (2003, p. 121) state that women may resort to arguments and shouting much easily when ignored, but they also tend to calm and compromise easily. However men are much more adamant, they can become completely uncooperative when ignored. While women have a tendency to imply what they would like to address or their wants and needs, men just tend to come out and directly demand what they want. Men are more confident with voicing their own needs even when they are infringing on some one else’s needs and time. As children parents and the society in general socializes the young girl to be more compromising allowing the male to get the attention they seem to thrive on. The male on the other hand is socialized to fight for and demand this attention. Conclusion The analysis of language and speech in gender provides a reflection of the cultural roles and status in society. The biological composition of each sex is less important in the development of language as compared to the socialization patterns utilized by different cultures. In general women are much more likely to develop subjective language and speech, easily influenced by the people they are speaking to. Men however are much more technical and object oriented in their language and speech, incorporating as little emotion as they can. To understand the difference in speech and language between men and women, one must first understand the gender roles and status defined by specific cultures. Works Cited 1. Christie Christine. Gender and Language: Towards Feminist Pragmatics. Edinburgh. Edinburgh University Press . 2000. 2. Coates Jennifer. Language and Gender: A Reader. Massachusetts. Blackwell Publishing 1998. 3. Eckert Penelope and McConnell -Ginet Sally. Language and Gender. United Kingdom. Cambridge University Press. 2003 4. Holmes Janet and Meyerhoff Miriam. Handbook of Language and Gender. Massachusetts. Blackwell Publishers. 2003.

Episodic Dystonia and Hallucinations Due to DLAT Genes

Episodic Dystonia and Hallucinations Due to DLAT Genes Title: Carbamazepine responsive Episodic Dystonia and Hallucination due to Pyruvate Dehydrogenase E2 (DLAT) gene mutation Fatema J Serajee1, Salman Rashid2, and AHM M Huq1 ABSTRACT: BACKGROUND: PDH E2 deficiency due to DLAT mutations is a very rare condition with only 4 reported cases to date. METHODS: We describe a 15-year-old girl with mild intellectual disability, paroxysmal dystonia and bilateral basal ganglia signal abnormalities on brain MRI. Additional neurophysiological, imaging, metabolic and exome sequencing studies were performed. RESULTS: Routine metabolite testing, and GLUT1 and PRRT2 mutation analysis were negative. A repeat brain MRI revealed Eye-of-the-tiger-sign. Exome sequencing identified homozygous valine to glycine alteration at amino acid position 157 in the DLAT gene. Bioinformatic and family analyses indicated that the alteration was likely pathogenic. Patients s dystonia was responsive to low dose carbamazepine. On weaning carbamazepine, patient developed hallucinations which resolved after carbamazepine was restarted. CONCLUSIONS: PDH E2 deficiency due to DLAT mutation has a more benign course compared to common forms of PDH E1 deficiency due to X-linked PDHA1 mutations. All known cases of PDH E2 deficiency due to DLAT mutations share the features of episodic dystonia and intellectual disability. Our patients dystonia and hallucinations responded well to low dose carbamazepine. Introduction: Pyruvate Dehydrogenase (PDH) E2 deficiency is a rare pediatric neurometabolic disease due to mutation in DLAT gene (Head et al., 2005; McWilliam et al., 2010). Only 4 cases with DLAT gene mutations have previously been reported (Head et al., 2005; McWilliam et al., 2010). All share the features of dystonia and some degree of developmental delay and characteristic globus pallidus signal abnormalities on brain MRI. This disease tends to have more benign course as compared to PDH E1 deficiency (Head et al., 2005; Huq et al., 1991; McWilliam et al., 2010; Patel et al., 2012). We report an additional case with DLAT mutation with new phenotype and treatment information. Case Report A 15-year-old girl presented with paroxysmal episodes of left lower extremity weakness and stiffening for the last 8 years. These episodes were triggered by exercise but no exacerbating or relieving factors were noted. There was no associated aura, alteration of consciousness, incontinence or other associated neurological symptoms. Her parents were second cousins, but family history was negative for known genetic disorders. Birth and past medical histories were also unremarkable. Patient had a speech delay but met her other childhood milestones appropriately. Later, she developed academic difficulties and at 15 years of age she was performing at a 4th grade level. At presentation, the patient had a normal examination except for some cognitive and reading difficulties. At the time of initial presentation to a pediatric neurologist at 7 years of age, an MRI of the brain revealed bilateral T2 hyperintensities in the basal ganglia. In addition, she was found to have decreased NAA peak an d the suggestion of a lactate peak on MR spectroscopy. EEG, EMG and nerve conductions studies were unremarkable. Over the years the patient was considered to have paroxysmal kinesiogenic dyskinesia and was treated with carbamazepine (100 mg daily). The patient was initially evaluated by us at age of 14 years. Metabolic work up for serum lactate, serum amino acids, acyl carnitine profile, serum copper and ceruluplasmin and GLUT1 or PRRT2 mutation analysis were unremarkable. Repeat MRI revealed basal ganglia signal changes including Eye of the tiger sign (Figure 1). MR spectroscopy studies were suboptimal. Exome sequencing was performed through Ambry laboratory as previously described (Serajee and Huq, 2015). The patient had homozygous c.470T>G (p.V157G) alteration in the DLAT (Dihydrolipoamide acetyltransferase (PDHC E2) gene suggesting the diagnosis of pyruvate dehydrogenase E2 deficiency, a rare cause of pyruvate dehydrogenase deficiency. Both parents and one brother were heterozygous carriers and another brother was homozygous normal. The p.V157G alteration (c.470T>G), is in coding exon 3 of the DLAT gene, results from a T to G substitution at nucleotide position 470. The valine at codon 157 is replaced by glycine, an amino acid with dissimilar properties. The V157 amino acid position is highly conserved in all available vertebrate species. The p.V157G alteration is predicted to be probably damaging by Polyphen and deleterious by SIFT in silico analyses. The V157 amino acid is located within the biotin/lipoyl attachment domain of the DHAT protein. The DLAT c.470T>G alteration was n ot observed in healthy cohort databases such as NHLBI Exome Sequencing Project (ESP) or the 1000 Genomes Project or the Database of Single Nucleotide Polymorphisms (dbSNP). Based on data from the HGMD, only the four alterations reported by Head et al. (2005) and McWilliam et al. (2010) have been observed within the DLAT gene to date (Head et al., 2005;McWilliam et al., 2010). These include one missense alteration, two splice alterations, and one small in-frame deletion. Based on the above evidence, the homozygous c.470T>G (p.V157G) alteration was considered pathogenic. Her parents refused treatment with the ketogenic diet. When carbamazepine was weaned off due to parental concerns of side effects, within few weeks, patient developed hallucinations. Parents reported resolution of symptoms after carbamazepine was restarted. Discussion: The Pyruvate Dehydrogenase Complex functions in the oxidative decarboxylation of pyruvate to acetyl coenzyme A. The complex contains three subunits: E1, E2 and E3 (Patel and Roche, 1990). The most common form of pyruvate dehydrogenase deficiency is due to mutations affecting the E1 subunit, and results in a variety of clinical manifestations depending upon the residual function of the enzyme (Huq et al., 1991;Patel et al., 2012). E1 subunit is encoded by PDHA1 gene of X chromosome. Most patients present in infancy with lactic acidosis, ataxia and hypotonia, either chronically or episodically (Huq et al., 1991;Patel et al., 2012). The mutation in our patient is in the E2 subunit (dihydrolipoamide acetyltransferase), which forms the structural core of the enzyme and functions in accepting the acetyl groups and transferring them to coenzyme A, an essential step preceding the entrance of glucose into the TCA cycle (Head et al., 2005;Patel and Roche, 1990). E2 subunit is encoded by DLAT g ene located on chromosome 11q23.1. To date, however, there are only four reported cases of pyruvate dehydrogenase deficiency caused by alterations in the DLAT gene, making it a very rare cause of the condition (Head et al., 2005;McWilliam et al., 2010). In addition, Robinson et al reported an additional patient with reduced E2 dihydrolipoyl transacetylase enzyme activity (32% of the control and undetectable E2 immunoreactive protein (Robinson et al., 1990). For this patient, no gene mutation data is available (Robinson et al., 1990). The patient reported by Robinson et al. had a different phenotype compared to our patient and four other genetically confirmed DLAT mutation cases and had profound retardation and microcephaly (Robinson et al., 1990). Head et al. (2005) first described two unrelated individuals with PDH deficiency caused by homozygous non-protein truncating mutations in the DLAT gene (Head et al., 2005). One patient demonstrated a deletion of glutamic acid in the outer lipoyl domain of the protein, whereas the second expressed a missense mutation in the catalytic site, leading to a substitution of leucine for phenylalanine. Both patients were male children born of first-cousin parents. These patients presented with a less severe phenotype compared to individuals with the more common type of PDH caused by alterations in the PDHA1 gene encoding the E1 subunit, and their common features included episodic dystonia, hypotonia, ataxia, and developmental delay(Head et al., 2005). Episodes of dystonia were often triggered by stress or fever, and developmental progress appeared to slow after the episodes as well. Additional reported features included inconsolable crying, nystagmus and abnormal eye movements, ptosis, drooli ng, jerky head movements, arching of the body, bottom shuffling, stiffening of the limbs, episodic clenching of the hands, head lag and hypotonia. Brain MRI findings in each patient included focal signal abnormality in the basal ganglia with high T2 signal and low T1 signal in the globus pallidus which was compatible with an abnormality of energy metabolism (Head et al., 2005). The authors concluded that mutations in the DLAT gene are an extremely rare cause of PDH deficiency and that patients with this type of PDH may be more likely to respond to a ketogenic diet (Head et al., 2005). McWilliam et al. (2010) also described two sisters born of non-consanguineous parents affected with pyruvate dehydrogenase E2 deficiency caused by compound heterozygous splice mutations in the DLAT gene (McWilliam et al., 2010). Clinical features were like those described in Head et al. (2005), including progressive episodic dystonia, cognitive impairment, and globus pallidus hyperintensity on brain MR I. Both patients were treated with a modified ketogenic diet and the parents reported improvements in concentration, fine motor control, and decreased fatigue (McWilliam et al., 2010). Previous reports noted the phenotypic overlap to patients with PKAN, and suggested investigation for PDH E2 deficiency in patients suspected to have atypical PKAN with negative genetic testing (Head et al., 2005;McWilliam et al., 2010). PKAN is one of several diseases classified under the umbrella of neurodegeneration with brain iron accumulation (NBIA). It is caused by a mutation in the pentothenate kinase 2 gene, an abnormality of coenzyme A metabolism (Zhou et al., 2001). CoPAN (Coenzyme A synthetase protein-associated neurodegeneration) is another NBIA that affects the synthesis of coenzyme A. It is caused by a mutation in coenzyme A synthetase (COASY) gene (Schneider, 2016;Tonekaboni and Mollamohammadi, 2014). Clinical features of PKAN and CoPAN also include ataxia, dystonia, chorea and Parkinsonism, cognitive decline and psychiatric manifestations (Schneider, 2016;Tonekaboni and Mollamohammadi, 2014). In NBIA, whether iron accumulation is a cause or an effect of the disease pro cess is still not known (Schneider, 2016;Tonekaboni and Mollamohammadi, 2014). In our patient, the pattern of MRI changes in the bilateral globus pallidus is remarkably like that seen in PKAN and CoPAN, revealing the eye-of-the-tiger sign . On brain MRIs of patients with PKAN and CoPAN, the central hyperintensity of the eye-of-the-tiger sign is thought to be due to the tissue necrosis, while the surrounding hypointensity is attributed to the iron accumulation (Dusi et al., 2014;Kumar et al., 2006). Other diseases including cortical basal degeneration, multisystem atrophy, multiple sclerosis and neurofibromatosis may have similar neuro-radiological findings. However, these diseases differ from PKAN in their clinical behavior and pattern of MR abnormalities (Kruer et al., 2012). PKAN and CoPAN also affect the substantia nigra (Kruer et al., 2012); however, the involvement of the substantia nigra has not yet been reported in cases of PDH E2 deficiency due to DLAT mutations. Out of the four previously reported cases of PDH E2 deficiency due to DLAT mutation, only t wo patients had serial MRI scans. In one patient, the brain MRI was normal at one year of age but follow up at 6 years-old showed an abnormal hyperintense T2 signal in the bilateral globus pallidus. In the other patient, similar lesions were noticed at 15 months-old that remained unchanged on follow up at 2 and 6 years of age (Head et al., 2005). As opposed to the eye-of-the-tiger sign seen in our patient, all the previously reported cases showed homogenous basal ganglia hyperintensities (Head et al., 2005;McWilliam et al., 2010). As discussed above, PKAN and CoPAN result from a defect in coenzyme A synthesis (Schneider, 2016;Tonekaboni and Mollamohammadi, 2014). PDH E2 deficiency due to DLAT mutations, on the other hand, affects the transfer of acetyl group formed by decarboxylation of pyruvate to coenzyme A (Kumar et al., 2006;McWilliam et al., 2010;Patel and Roche, 1990). It is possible that the clinical and radiological similarities of PKAN, CoPAN and PDH E2 deficiency are due t o shared abnormalities in the acetyl-CoA metabolism. Like our patient, the 4 previously reported DLAT mutation cases presented with dystonia and intellectual disability, with a more benign course than those affected with the PDH E1 subunit deficiency (Head et al., 2005;McWilliam et al., 2010) . In this regard, PDH E2 deficiency due to DLAT mutation is like PDH deficiency due E3 binding protein deficiency (Head et al., 2005). Serum and CSF lactate were elevated in only one patient, but all demonstrated characteristic hyperintense T2 and hypointense T1 signal in the bilateral globus pallidi on brain MRI. In 3 out of the 4 patients, ketogenic diet was helpful in alleviation of the disease symptomology(Head et al., 2005;McWilliam et al., 2010). Our patients had hallucination, which was not described in other 4 reported patients. Her dystonia and hallucinations responded to low dose carbamazepine. Our case thus expands upon the phenotype for PDH E2 deficiency associated with the DLAT gene mutation. Reference List Dusi, S., Valletta, L., Haack, T.B., Tsuchiya, Y., Venco, P., Pasqualato, S., Goffrini, P., Tigano, M., Demchenko, N., Wieland, T., Schwarzmayr, T., Strom, T.M., Invernizzi, F., Garavaglia, B., Gregory, A., Sanford, L., Hamada, J., Bettencourt, C., Houlden, H., Chiapparini, L., Zorzi, G., Kurian, M.A., Nardocci, N., Prokisch, H., Hayflick, S., Gout, I., and Tiranti, V. (2014). Exome sequence reveals mutations in CoA synthase as a cause of neurodegeneration with brain iron accumulation. Am. J. Hum. Genet. 94, 11-22. Head, R.A., Brown, R.M., Zolkipli, Z., Shahdadpuri, R., King, M.D., Clayton, P.T., and Brown, G.K. (2005). Clinical and genetic spectrum of pyruvate dehydrogenase deficiency: dihydrolipoamide acetyltransferase (E2) deficiency. Ann. Neurol. 58, 234-241. Huq, A.H., Ito, M., Naito, E., Saijo, T., Takeda, E., and Kuroda, Y. (1991). Demonstration of an unstable variant of pyruvate dehydrogenase protein (E1) in cultured fibroblasts from a patient with congenital lactic acidemia. Pediatr. Res. 30, 11-14. Kruer, M.C., Boddaert, N., Schneider, S.A., Houlden, H., Bhatia, K.P., Gregory, A., Anderson, J.C., Rooney, W.D., Hogarth, P., and Hayflick, S.J. (2012). Neuroimaging features of neurodegeneration with brain iron accumulation. AJNR Am. J. Neuroradiol. 33, 407-414. Kumar, N., Boes, C.J., Babovic-Vuksanovic, D., and Boeve, B.F. (2006). The eye-of-the-tiger sign is not pathognomonic of the PANK2 mutation. Arch. Neurol. 63, 292-293. McWilliam, C.A., Ridout, C.K., Brown, R.M., McWilliam, R.C., Tolmie, J., and Brown, G.K. (2010). Pyruvate dehydrogenase E2 deficiency: a potentially treatable cause of episodic dystonia. Eur. J. Paediatr. Neurol. 14, 349-353. Patel, K.P., OBrien, T.W., Subramony, S.H., Shuster, J., and Stacpoole, P.W. (2012). The spectrum of pyruvate dehydrogenase complex deficiency: clinical, biochemical and genetic features in 371 patients. Mol. Genet. Metab 105, 34-43. Patel, M.S., and Roche, T.E. (1990). Molecular biology and biochemistry of pyruvate dehydrogenase complexes. FASEB J. 4, 3224-3233. Robinson, B.H., MacKay, N., Petrova-Benedict, R., Ozalp, I., Coskun, T., and Stacpoole, P.W. (1990). Defects in the E2 lipoyl transacetylase and the X-lipoyl containing component of the pyruvate dehydrogenase complex in patients with lactic acidemia. J. Clin. Invest 85, 1821-1824. Schneider, S.A. (2016). Neurodegeneration with Brain Iron Accumulation. Curr. Neurol. Neurosci. Rep. 16, 9. Serajee, F.J., and Huq, A.M. (2015). Homozygous Mutation in Synaptic Vesicle Glycoprotein 2A Gene Results in Intractable Epilepsy, Involuntary Movements, Microcephaly, and Developmental and Growth Retardation. Pediatr. Neurol. 52, 642-646. Tonekaboni, S.H., and Mollamohammadi, M. (2014). Neurodegeneration with brain iron accumulation: an overview. Iran J. Child Neurol. 8, 1-8. Zhou, B., Westaway, S.K., Levinson, B., Johnson, M.A., Gitschier, J., and Hayflick, S.J. (2001). A novel pantothenate kinase gene (PANK2) is defective in Hallervorden-Spatz syndrome. Nat. Genet. 28, 345-349. Figure 1 Legend:   Ã‚   MRI of the brain: A. Axial T2 image showing hyperintensity in bilateral globus pallidus, which is surrounded by a hypointense signal B. Axial T1 image showing hypointensity in bilateral globus pallidus C. Coronal T2 FLAIR image showing hyperintensity in bilateral globus pallidus, which is surrounded by a ring of hypointense signal (eye-of-the-tiger sign)