Four Seasons Goes To Paris Essay

One of the worlds leading operator of luxury hotels in business for the last thirty years Four Seasons is successful due to exceptional personal customer service, adhering to standards, at the same time adopting to local customs and blending with the environment. While staying at Four Seasons guests can be assured they will get individual personal attention and exceptional service with no excuses whatsoever. At Four Seasons the hotel makes sure that the guest is comfortable and goes way out of the normal to do what the guest wants even if they have to bend the rules. The Four Seasons Hotel adheres firmly to its standards, according to the hotel management its standards are the foundations for all its properties, and every manager in the hotel has a clear perception of what the standards are, and they adhere to them, over a period of time these standards shape relationships between people and these relationships contribute in building a culture. The hotel has the policy that each individual property should blend with the environment, like if the property is in Chicago when a guest wakes up he should feel that he is Chicago, if the hotel is in Paris and the guest wakes up he should feel he is in Paris. In blending with the environment it still adheres to its standards of individual personal attention, prompt and exceptional service. Strong corporate culture with top management being in the firm for long time 25 + years, corporate and field managers thinking of themselves as part of a  family and treating each others as their own has been a big factor in the hotel’s success. The has a human resource Golden Rule which stipulates that â€Å"One should treat others the way they wanted to be treated themselves†. The firm believes in the fact that people make the strength of the company, the basic human needs stays the same all over the globe, people need respect, care, thoughtfulness. When the firm takes care of its employees as its own the employees takes care of the firm in return. An example of how this golden rule is implemented is the hotel provides the employee with several uniforms and there is nothing saying that they should change it once per day or at some specific time whenever they feel dirty they can change their uniforms, at the end it goes to their dignity almost no one feels comfortable in dirty clothes. Four Seasons has enough properties across the globe and has enough experience and expertise from different areas of this world with diverse cultures that its managers claim that they can go to any city or town and pull people who can follow its mission to provide the best luxury class environment for its guest. It says that even tough the culture and environment is really different but the process of opening a new property is exactly the same everywhere. With all these claim entering into business in France was a big challenge for the four seasons, they had to adhere to the American building code, adhere to the French laws for building and of the work force , modify the property to meet all these requirements and at the same time maintain the French George V look. The way four seasons entered the French market is one of the best ways to do business a business should adopt to the local cultures and blend in the environment, people are generally not that much in favor of a change and if  you blend with the local environment the local community will adapt to the new business in the area and things will go smooth. The hired a French interior designer whose policy was to make the guest rediscover the hotel and make them feel how much better the new redesigned place was. They had issues in adhering to the French labor laws. It’s a country with strong unions in short lots was different in what goes on in US so the firm had to change its way of working. In France they have an emotional way of doing things, the French did not take the company’s golden rule seriously they thought it was too American. They had an incredible pride in being French. The good thing about French is they can be very joyous and encouraging but at the same time French Temper also lashes out. It all ended up to how the four seasons came in to France was almost as important in what Four Seasons did. I would say they way they entered the French market was good but it required a great deal of tact and judgment. The way four seasons done business across the globe according to the policy of Diversity and Strength their belief in diversity and singularity should be a guide to any business entering the global market. Look at the case of McDonald its almost uniform and unique all over the world, now in its vision this mite be the good thing about it but people are generally not that easy to adopt to new tastes, if a community favors more spicy food then for starters they mite visit a McDonald restaurant for a change but in the long run they mite avoid it. Same goes if it sells food that is not consumed in that community no one is going to buy it.

Effectiveness of Working Individually Essay

Abstract This purpose of this mathematics classroom-based research study is to answer the following question: Will allowing students to work in groups improve their understanding, or will working individually lead to greater understanding? I have been at a crossroads trying to determine if and when to allow students to work together or to make them work alone because students do not always manage the social aspects of group work so that it will be advantageous to them. Half of the class was instructed that they would complete their work by working in groups; the other half of the class would complete their work by themselves. I compared students’ pretest results to their post-test results. In both categories there was not much change in understanding from the beginning of the unit to the end of the unit, making it difficult to conclude which student category showed better improvements in understanding. Finally, conclusions about further research are discussed. Effectiveness of Cooperative Learning 3 Background This study investigates students’ understandings about mathematics. The purpose of the research is to answer the following question: Will allowing students to work in groups improve their understanding, or will working individually lead to greater understanding? This idea of group dynamics has been studied and researched, but in my experience, I have had mixed results. In some situations, students help each other, their time is spent on task and they benefit from peer interactions. At other times, students spend their time chatting about  things that are not relevant to the topic at hand, and do not get much work done at all. When students in my class do their work independently, most students tend to complete their work, or they will come ask for help if they cannot continue. I have been at a crossroads trying to determine if and when to allow students to work together or to make them work alone because students do not always manage the social aspects of group work so that it will be advantageous to them. I know why group work is not always a positive experience in my classroom. A major element that must be considered is the difficulty of the work that students are expected to complete. Often times, it may be too difficult for students to complete without guidance from the teacher, leading to group and individual frustration. This is a realistic concern despite the fact this mathematics program is mandated by our district for all students at this grade level. Students are expected to complete the coursework with a certain level of independence and success, however, this issue is debatable, as many educators who teach this mathematics program readily express that they dislike it and/or that their students have difficulty doing the work alone. Another valid concern that can affect group work is management of student behavior. Making students stay focused can be better maintained in my classroom if there was more structure and guidelines about the norms and expectations of group work from the onset of the school year as well as continuous monitoring of group dynamics and progress. The participants in this study are from one of the 7th grade math class that I teach. The study was conducted during the 75-minute math periods. There are 28 students, and I am the only teacher in the class. The classroom has 5 large tables where up to six students can sit. Most often, there are usually four or five people at a table and the other students will sit at other places around the perimeter of the room. For example, students will sit at the computer table, two smaller tables, and on a rug. The seating arrangement is important to this study since they were Effectiveness of Cooperative Learning 4 assigned to work independently, and would need to sit alone, and others worked in groups and sat at the large tables. All classes in the school are organized by our school’s principal with the intention to have the students as equally balanced as possible,  considering race, gender, academic achievement, and behavior as the criterion. The socio-economic status of the school is mainly middle class; about 30% of the school qualifies for a free or reduced lunch. The tables and graphs below show the number and percentage of students in each category. Literature Review There is an abundance of research regarding grouping of students as an educational practice. Grouping can be classified into two major types: homogenous- or heterogeneous-ability groups. In either situation, students can work independently or cooperatively. There have been many studies regarding each of these areas that favor heterogeneous-ability groups and cooperative learning groups. Homogenous grouping, or â€Å"tracking†, has been widely used in America’s educational history, and continues to be used today, but studies show that this type of grouping does not benefit students any more than heterogeneous groups (Esposito, 1973; Mills, 1999; Slavin, 1993; Slavin & Karweit, 1985). Kulik’s (1992) analysis of the research noted that when positive gains are made, they should be attributed to adjustments in instruction and curriculum, not because of the grouping arrangement. When the top, middle and bottom groups use the same curriculum, Effectiveness of Cooperative Learning 6 despite their differing ability, there are no academic gains. When students are placed in homogenous classes, the â€Å"top† students show a slight drop in their confidence levels, while the â€Å"bottom† students show a slight increase. When classes used different curricula, there were some positive changes in achievement. The greatest increase noted is when students are put into enrichment or accelerated classes, mainly because of the additional resources and change in curricula offered. A variation of homogenous grouping by class is homogeneous semi-groups within a heterogeneous class. Slavin & Karweit (1985) cited that many researchers found that the latter has more positive academic results than traditional whole-class instruction. Cooperative learning has been a popular alternative method of grouping students instead of tracking. There is empirical evidence that cooperative learning is effective for students (Gokhale, 1995; Slavin, 1995; Yackel, Cobb & Wood, 1991) but Johnson and Johnson (as cited in Northwest Regional Educational Laboratory, 2005) find that, â€Å"the successful application of cooperative grouping in classrooms still eludes many educators.† Therefore, researchers continue to investigate this topic, specifically trying to identify the different variables that  make cooperative learning successful and effective (Cohen, 1994; Slavin, 1995; Yackel, Cobb & Wood, 1991). Without certain elements, cooperative learning is no more effective than traditional methods of instruction and learning (Cohen, 1994; Northwest Regional Educational Laboratory, 2005). One element that has been under research is the effectiveness of cooperative learning based on the type of task the group has to complete (C ohen, 1994). Many tasks can be done individually and do not really require cooperation for understanding. Other tasks, like those that are â€Å"ill-structured† and those where process is more important than outcome, should be used as cooperative learning tasks. Another element that can affect how beneficial cooperative learning can be is the type of interactions that occur between the group members. Cohen (1994) cited many studies that conclude that students’ discussions in groups are good indicators of the achievement that the group will have. In addition, the groups that ask specific questions while working proved to show more gains. Slavin (1995) identified other elements that make cooperative learning beneficial, and those elements are present because of certain theoretical perspectives. The â€Å"motivational perspective† includes group goals and awards as a cornerstone of cooperative learning. This  Effectiveness of Cooperative Learning 7 theory acknowledges that th e objective of group work is for individuals to achieve as a result of being a part of a group. Therefore, in practice, the group can only benefit when the individuals of the group are successful. External rewards are given to groups when the individuals in the group are successful. This is a key element in this theory, and empirical evidence shows that this is a key factor in the effectiveness of all group work. Cohen (1994) acknowledges a compromise of sorts, stating that extrinsic motivational tactics should be used under certain circumstances where group interaction is not enough, for example, when group work is not challenging and could be completed without the group. Other evidence shows that when carefully structured interactions are implemented then cooperative learning can be effective even if there are no extrinsic rewards (Slavin, 1995). Another perspective of cooperative learning labeled â€Å"social cohesion† is more rooted in the interpersonal influence that cooperative learning entails (Slavin, 1995). Under this lens,  an extrinsic reward for the group’s achievement is not necessary because it is believed that the interactions that occur within the group are rewarding enough. This theory is strong in establishing group norms and roles for the members of the group as to enhance group interactions. Slavin’s studies did not find any evidence to support that this perspective on group work produces higher academic gains than traditional instruction, unless it was combined with extrinsic rewards. Other perspectives are also identified that account for mental processing of information that takes place in a cooperative learning setting. The â€Å"developmental perspective† is based on Vygotsky’s and Piaget’s work (as cited in Slavin, 1995) believing that students learn when they interact with others, as long as they are within each other’s zone of proximal development. Large gaps in students’ ability within a group did not yield academic growth. These beliefs alone have not been shown to increase learning, but they do provide the rational behind why cooperative learning is effective. An extension of this belief is the â€Å"cognitive elaboration perspective† which is based on students either providing or listening to detailed explanations of content. O’Donnell & Dansereau and Webb (as cited in Slavin, 1995) found that students who provide elaborate explanations increase the most academically. Effectiveness of Cooperative Learning 8 Methodology The purpose of my research was to determine whether my students gain a better understanding of the mathematics content when they work in groups or when they work individually. I used pretests and posttests as the instrument to determine which situation would be more productive (see Appendix). Questions on the tests were selected from the Mathematics in Context series, which is the mathematics series that my school district has mandated that we use, and from the Philadelphia Math Benchmark, a bi-monthly citywide test. The assessment questions chosen aligned to the objectives and goals of the topic taught during the time frame of this study. They are open-ended questions in which students are told to provide an answer as well as an explanation. I normally use the assessments at the end of a section or unit of study. All participants had to give written parental consent to participate in the study. All students were requested to parti cipate in this study, therefore, before the research was conducted, forms were distributed to the students  (see Appendix). I verbally explained to them that I was a student at a university, and needed to use their work in a project that I had to complete for my courses. Their work would be used to help me determine what teaching strategies worked well. I informed them that their names and other personal information would not be used, just their answers from regular classroom tests and assignments. I went on to say that I needed their and their parents’ permission to use their work in my reports, and it was fine if they did not want to give their permission. If I did not have their permission to use their results, they still had to do all the assignments and assessments, except their answers would not be used in my reports. I asked the students to let their parents know what my intentions were, and for them to return their consent forms promptly. The study began at the same time as a new mathematics topic. I had never taught the math content before, but students had been exposed to the content in previous grades. Before I did any instruction, I administered a pretest with two open-ended questions (see Appendix). The students were advised that this was a test to see what they were able to do before I taught them anything, and that this would not count toward their grade. I also told them that at the end of the lessons, they would take another test to see if they had progressed (the post-test, see Appendix). Over the course of the lessons (which lasted about 2 weeks), I followed the Madeline Hunter model of lesson design. Each day the lesson was structured to include: standards, Effectiveness of Cooperative Learning 9 objectives, anticipatory set, teaching, guided practice, closure, and independent practice (Allen, 1998). It was during the â€Å"guided practice† portion of the lesson that half of the students either worked independently or in random groups (explained below). Half of the class was instructed that they would complete their work for this unit by working in groups; the other half of the class would complete their work by themselves. The students were randomly assigned to work either individually or in groups using Random Sequence Figure 1 – Random Sequence Generator Generator, a program that allows you to generate a random list of a sequence of numbers without repeating any numbers (Haahr, 1998). At the beginning of  the school year, each of my students was given a number (the number has no academic correlation) from 1 to 28 since there are 28 students in the class. The images show how the program lets you choose your sequence of numbers (Figures 1), and will then put those numbers in a random order (Figure 2); I chose from 1 to 28 to represent the 28 students in my class. The first 13 students to appear on the list were assigned to work individually; the other 15 students would work in groups of 3 Figure 2 – Random Sequence Generator List  for the duration of the unit. In cases of absence, groups would work as dyads. To eliminate any concerns about ability, gender,  social grouping, which are variables that were not included in this study, students who worked in groups were shifted daily into different groups throughout the duratio n of the lessons. I managed that by putting each of the 15 students’ numbers on slips of paper and pulling three students at a time to form groups for that day. Effectiveness of Cooperative Learning 10 At the end of the unit, students were given a post-test as a means to measure their progress. The post-test included the same two questions that were on the pretest and one additional open-ended question (see Appendix). All questions were chosen from the Mathematics in Context series and the Philadelphia Math Benchmark, as explained above. The objective was to determine what students could do before instruction on the pretest, and compare the results to those on the post-test. Findings Investigating if there is a difference in understanding when students work alone or if they work in groups naturally led to comparing students’ work. There were several comparisons that are made below, for example, pretest to post-tests, and individuals’ grades to groups’ grades. My expectations before I conducted any research were that most of the students would show some type of growth from the pretest to the post-test whether they worked individually or in groups. I anticipated that those students who worked in groups would be better able to explain their answers than students who worked alone. My conclusions about the cause of change in student understanding from the beginning of the unit to the end is  based on analyzing the change from the pre-test results to the post-test Figure 3 – Averages Effectiveness of Cooperative Learning 11 results (see Figure 3). The pretest had two questions, while the post-test repeated those same two questions plus one additional question. I compared the pretest results to the post-test results according to the averages for each question. It is difficult to conclude which student category showed better improvements in understanding because everyone started out with such high pretest averages. I expected much lower pretest scores so this was surprising and very much unexpected. In both categories, the students’ results for the first two questions show that there was not much change in understanding from the beginning of the unit to the end of the unit, although, those who worked in groups did show a slight increase in their understanding for question 1. Question #3 of the post-test reveals the most interesting and perhaps confusing results. This question was not included on the pretest. The average grade for those who worked individually is higher than those who worked in groups (see Figure 3), but neither category of students showed a proficient level of understanding. Again, this was surprising and unexpected. A closer look at this question reveals that students’ results varied whether they worked in groups or individually (see Figure 4). Neither group showed a strong tendency to score in any specific grading category. However, the students who worked individually did have a greater  Effectiveness of Cooperative Learning 12 percentage that got the question correct by showing and/or explaining their work, and therefore received an â€Å"advanced† grade. Furthermore, those who worked in groups had a higher percentage that got the question wrong, receiving a â€Å"below basic† grade. Based on this data, the st udents who worked individually did have a better understanding of how to solve this problem than those who worked in groups. Conclusions Based on the results of my research, it is difficult for me to  conclude whether having students work in groups or individually helped improve students’ understanding in my classroom. The data I collected did not show that there was a strong improvement in understanding for either group dynamic. One question did favor those who worked individually, but that conclusion cannot be extended to the other questions. There are a few statistical factors that caused my results to be inconclusive. The students’ pretest scores were high, showing that they understood those particular objectives before any instruction took place. In order for the data to show some type of conclusions, one or both of the following things would have had to happen. There would have to be growth from the pretest to the post-test, or the post-test results would have to consistently favor the group workers or the individual workers. My data did not do this. In retrospect there are several things that I would do differently. The first thing would be to vary the pretest and post-test questions. Gokhale (1995) did a similar research study and used different questions in order to prevent students from becoming â€Å"test-wise†. I would also extend the length of the study so that I could repeat the study over several units. I do not think that I had enough data to draw sound conclusions. Both of these changes would make me feel more comfortable and more confident about the results of this study; however they would not necessarily alter my findings. The research about cooperative learning offers suggestions that might yield different results. Research shows that my question about the effectiveness of cooperative learning needs to be modified to investigate whether certain factors of cooperative learning are effective. The research shows that certain elements can or cannot exist which will probably affect whether cooperative learning is working. Certain things like external rewards, group interactions, ability  Effectiveness of Cooperative Learning 13 levels within the group, group tasks, group structure and norms, and elaboration/explanation are influential variables that can be studied. Based on the research about cooperative learning and on my results from my study, I conclude that group work in my classroom is not beneficial to my students’ achievement. I am one of those educators that was eluded as to how to make cooperative learning work. My class falls into the category where group work is no more effective than traditional methods. I am not satisfied with this position, and many  teachers may be in this same situation. To further my practice, and perhaps other teachers’ as well, I would make adjustments to the way I structure cooperative learning in my classroom to include elements suggested from the current research. A good place to begin would be to analyze the theoretical perspectives suggested by Slavin (1995) to see what perspectives best match my own philosophy of teaching. I would then apply some of the fundamental elements that are associated with that belief and repeat my study. Instead of comparing individuals to students that worked in groups, I would investigate which elements of cooperative learning were more effective in my classroom. References Allen, T. (1998). Some basic lesson presentation elements. Retrieved January 2007, from Humboldt State University http://www.humboldt.edu/~tha1/hunter-eei.html Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research. 64, 1-35. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00346543(198723)57%3A3%3C293%3AAGASAI%3E2.0.CO%3B2-5 Davidson, N., & Kroll, D.L. (1991). An overview of research on cooperative learning related to mathematics. Journal for Research in Mathematics Education. 22, 362-365. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00218251%28199111%2922%3A5%3C362%3AAOOROC%3E2.0.CO%3B2-P Esposito, D. (1973). Homogeneous and heterogeneous ability grouping: Principal findings and implications for evaluating and designing more effective educational environments. Review of Educational Research. 43, 163-179. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00346543(197321)43%3A2%3C163%3AHAHAGP%3E2.0.CO%3B2-%23 Gokhale, A.A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7, No.1, Retrieved January 2007, from http://scholar.lib.vt.edu/ejournals/JTE/v7n1/pdf/gokhale.pdf Haahr, M. (1998). Randomized sequences. Retrieved February 2007 from http://www.random.org/sform.html Effectiveness of Cooperative Learning 15 Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. National Research Center on the Gifted and Talented, CT. (ERIC Document Reproduction Service No. ED350777). Retrieved January 2007, from http://edres.org/eric/ED350777.htm Mills, R. (1997). Grouping Students for Instruction in Middle Schools. ERIC Digest, Retrieved January 2007, from http://www.ericdigests.org/1999-1/grouping.html Northwest Regional Educational Laboratory, Portland, Oregon., (2005). Research based strategies: Cooperative grouping. Retrieved January 20, 2007, from Focus on Effectiveness Web site: http://www.netc.org/focus/strategies/coop.php Slavin, R. E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. The Elementary School Journal. 93, No. 5, 535-552. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00135984%28199305%2993%3A5%3C535%3AAGITMG%3E2.0.CO%3B2-O Slavin, R.E. (1995). Research on cooperative learning and achievement: What we know, what we need to know. Center for Research on the Education of Students Placed at Risk, Retrieved January 2007, from http://www.aegean.gr/culturaltec/c_karagiannidis/20032004/collaborative/slavin1996.pdf Slavin, R. E. , & Karweit, N. L. (1985). Effects of whole class, ability grouped, and individualized instruction on mathematics achievement. American Educational Research Journal. 22, No. 3, 351-367. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00028312%281985232%2922%3A3%3C351%3AEOWCAG%3E2.0.CO%3B2-K Wood, T. (1993). Chapter 2: Creating an Environment for learning mathematics: Social interaction perspective. Journal for Research in Mathematics Education. 6, 15-20. Retrieved January, Effectiveness of Cooperative Learning 16 2007 from http://links.jstor.org/sici?sici=08839530%281993%296%3C15%3AC2CAEF%3E2.0.CO%3B2-A Yackel, E., Cobb, P., & Wood, T. (1991). Small-group interactions as a source of learning opportunities in second-grade mathematics. Journal for Research in Mathematics Education. 22, 390-408. Retrieved January, 2007 from http://links.jstor.org/sici?sici=00218251%28199111%2922%3A5%3C390%3ASIAASO%3E2.0.CO%3B2-6&origin=JSTORpdf

Hotel Rwanda Essay

The movie â€Å"Hotel Rwanda† is a pathetic story of perhaps the most recent large-scale genocide that should act as a constant reminder to humanity. The atrocities of the Hutu tribesmen relentlessly wiping out the alien Tutsi tribe impress anyone with a heart for human suffering. However, the film is also a tale of human courage and will, in particular the qualities demonstrated by the hotel manager Paul Rusesabagina. This character skilfully portrayed by Don Cheadle leaves an indelible impression on the viewers, showing them how a person can transform from an ordinary selfless man into a leader capable of protecting people from the terror reigning outside. Paul Rusesabagina starts out with the desire to protect his family. He remains sympathetic but passive when he sees a neighbour taken by the Hutu police just because he is a Tutsi. However, with his own wife being of the Tutsi ethnicity, he can no longer remain aside from what is going on in the nation. The Hutu police clamp down on Tutsis, chasing and killing them throughout the country. In days, there are corpses all around and the nation is reverberating with horror. Faced with this terror, Paul is also confronted with the challenge of a thousand of Tutsi refugees in his luxurious hotel. The most upscale hotel in the nation becomes home to a thousand of helpless poor people unable to protect themselves. A different man could have driven them out, but Paul is not the one: he risks incurring the displeasure of the Hutu police. When things get wrong, and the Hutus are raiding his hotel, he hangs on to the only link to survival he has, the phone connection to Belgium. Through what seems almost a miracle, the danger retreats, and Paul and his â€Å"guests† remain in the same suspended position. In this little accident, he acts like a real leader. His leadership does not arise from a commanding posture; instead, he leads people with his vision and ability to be human. Paul clearly shows that he is ready to endanger his personal fate to save others, and people are even more encouraged to trust. This is a very courageous step as, being a Hutu and the manager of a top-notch hotel, he could have been able to save not only himself, but perhaps also his wife and kids. This would become even more realistic if he had kept a low profile. This is not what he was going to do when his hotel housed numerous Tutsis desperately clinging to him as their only way to salvation. This realisation that people depend on him has led him to give up the opportunity to rescue when the UN contingent was taking people to planes and out of the hotel. At the very last moment, Paul screams to his wife that he was not going to join the rest as they were going on their way to salvation. Paul is also the one to house the survivors when it turns out that they cannot make it to the planes. Paul, with his courage and will to counteract the terror that reigns outside, remains the only support for his â€Å"dependents†. The world including the NATO peacekeeping force refuses to interfere. The Colonel of the â€Å"Blue Helmets† feels shamed and dismayed telling Paul that they have abandoned him. Yet Paul does not give up, nor does he flee; he stays in his place, attending to the daunting task of harbouring the people. He even has the wisdom to tell his people that they should call all the influential people they know all over the world and create the pathetic image as if they are holding their hand. Letting this hand loose would mean that Rwandans die – and this could act as inspiration for these important people to act for the sake of the remote African country. Paul Rusesabagina acts like a strong man whose strength stems from his love of people. His appreciation of human life, its intrinsic value, and humane character make him an outstanding example of the art of being human. Displaying unwavering courage and will power in the face of life-threatening savages, the manager of Hotel Rwanda has won himself fame of a selfless and powerful man. Bibliography Hotel Rwanda. Dir. Terry George. With Don Cheadle and Sophie Okonedo. WGA, 2004. Hotel Rwanda. Official Website. 11 Mar. 06 .

Earth Science Class Essay Example | Topics and Well Written Essays - 500 words

Earth Science Class - Essay Example In other words, they are low-lying clouds (Allred, 2009). Formation of a fog depends on the variation between temperature and dew point which should be less than 2.5 Â °C or 4 F (Ahrens, 1991). The formation of fog is very similar to those with a cloud. The evaporated water fuses in the atmosphere in the form of water vapors which are obtained from the local ground water sources like lakes, oceans, water streams or marshy areas. This transformation of water into water vapors from the sources results in the mixing and rise of these vapors in the air or atmosphere. Gradually and slowly, these vapors start bonding up with the small dust particles present already in the air forming the dew droplets. Further, this condensation of dew droplets causes the fog to form slightly above the ground (Miles, 2007). TYPES OF FOG: There are basically two main types of fog out of various other types that are categorized on the basis of the process of their formation. Radiation fog and Advection fog a re the main types to emphasize on. 1- Radiation Fog: Clear weather and calm winds at night are the main sources behind the formation of this type of fog. Radiation fog is formed at night when heat is discharged from the Earth’s surface with a unique swiftness. This heat has been entrapped during the day by the surface.

American History Article Example | Topics and Well Written Essays - 250 words - 3

American History - Article Example Later on, in 1948, Johnson vied for Senate and won. Whilst he was a senator, in the 1950s, his position on civil rights was clear, especially when he passed the Civil Rights Act in 1960, he wanted to end racial discrimination (Heasman, 2011). Johnson came to office following the tragic assassination of President Kennedy, in 1963, as he was the Vice-president. However, in 1964, he won the presidential elections and set on to keep President Kennedy’s programs alive, including the Civil Rights Movement. Johnson relied on convincing Congress to the Civil Rights Act in 1964 as the Act did away with most discrimination the Black Americans and other races were facing (Cokie and Steve, 2004). However, this was not easy as he was facing resistance on the same Act from the Southerners in the US. His motives were crystal as he aimed at getting rid of racial discrimination against the non-natives; moreover, this would guarantee him more votes in the following elections (Cokie and Steve,

Critique of Selected Epidemiological Research Article Paper - 1

Critique of Selected Epidemiological Article - Research Paper Example The study reports a hypothesis that the visits that are undertaken for the older age in the cardiovascular study is related to main demographic, lifestyle, health and function participant traits and that the oldest age would have the poorest retention for in-person visits, particularly clinic visits. The hypothesis of the study is directional as it has taken a stand on the subject matter which is yet to be determined. However, it is a complex one since the measurement methods would not be easy in terms of tool applications. It also requires the application of more than one tool for its determination. It was tested using the face to face interviews, phone interviews, as well as personal visits. This was also done through sampling from Medicare eligibility lists, non-institutionalized, ambulatory men and women aged 65 and above. During the study, men and women of age 65 and older got enrolled including the 5201 at 4 US field centers. These formed a mean enrollment age of 73 years with a range of 65-100 forming 58%, 16 % being black. The first phase took place in 1989 to 1990 with the addition of 687 African-American participants in the year 1992 to 93. The participants were taken through an extensive baseline evaluation. This included the laboratory assessments, physical and cognitive functioning and medical history. All these components were repeated at the annual clinic visits through 1998 to 1999. The total population of the study of surviving participants throughout the time was, N=43,772. By the year 2005-06, the entire population was re-recruited in order to reevaluate physical and cognitive functioning and reassess functional status. In this case, the median age was 85 while the range was 77-102 of which 67% were women, and 17% were black (Strotmeyer, et al., 2010). The study in this case was quasi-experimental since it involved the determination of the

The Mass Transit Railway Corporation and Miami Metrorail Essay

The Mass Transit Railway Corporation and Miami Metrorail - Essay Example The researcher states that the trains give administrations concealed in numerous different frameworks around the globe: stations have open machines, wheelchair and stroller availability (and the space inside the train to store them), glass entryways obstructing the tracks, and interoperable touch-and-go passage installment. However, following three many years of operation, the framework developed to only 25 miles, added stand out line to MIA and has never conveyed 200,000 riders day by day. Metrorail has not conveyed the guarantees of its initial advocates. Indeed, as Metrorail gets to be more important, it is doubtful that any more lines will be fabricated at whatever time soon. The province does not have the countless dollars important to manufacture such extravagant ventures. Likewise, the national government, which generally has financed huge transportation, undertakings fails to offer intention to help frameworks, for example, Metrorail grows. As an issue, Metrorail will likely remain a two-line framework for a considerable length of time to come. Support and upgrades ought to guarantee at any rate an additional 30 years of operation. Metro assembled heading masters in land, transportation, and metropolitan financing from academe, administration counseling, strategy backing, and government to request the best thoughts for creative methods for tending to Metros test. Educated by our companions and nearby execution measures, Metro is creating rules that the area can use to advise improvement of high limit travel ventures (Benson 1998). Actually, because of the expense connected with Metrorail extension alongside existing area utilizes and constructed environment as a part of a great part of the district, the majority of our future high limit travel ventures will be comprised of other travel modes. Metro needs to enhance the limit at over twelve stations: some of these stations are at limit today, and its complete eight-auto train project will bring many more clients to effectively gathered stations. The organization needs to construct new elevators, extend mezzanines, and assemble walker paths to take care of this future demand.

Industral ergonomics Essay Example | Topics and Well Written Essays - 1000 words

Industral ergonomics - Essay Example The present study focuses on an ergonomic critical analysis of a health hazard evaluation report. The report that has been selected for the study is Health Hazard Evaluation Report, HETA-99-0283-2855, Yellowstone National Park, Yellowstone National Park, Wyoming. The evaluation of the Yellowstone National Park had been considered on the concerns arising from the riding snowmobiles to patrol roads and maintenance of the park that was known to cause injuries and pains in the muscles of those individuals who worked in the park. National Institute for Occupational Safety and Health (NIOSH) was in charge of the evaluation of the health hazards in the area and they worked on determining whether the park workers had problems with the work and whether the work was causing health hazards to them. Also, there were measures on the part of the managers and the employees that had been suggested by the NIOSH in this regard (NIOSH HEALTH HAZARD EVALUATION REPORT, 2001, p. 3). The ergonomic evaluation of the case involved determination of the health hazards that could be associated with such park works. These included overexertion injuries and musculoskeletal disorders that may lead to pain in the lower back, tendinitis, and carpal tunnel syndrome. These symptoms are possible and need evaluation in this case that involved repetitive, stereotyped movement of the body joints, vigorous physical exertions, lifting, uncomfortable or fixed postures during work postures, nonstop pressure on nerves and soft tissues, working in uncomfortable environments like in the cold weather, whole body being exposed or segmental vibration. The evaluation included these ergonomic issues and conducted tests to determine the effects of the work on the workers (NIOSH HEALTH HAZARD EVALUATION REPORT, 2001, p. 5). The evaluation method included measurements of dimensions and adjustability ranges of

Special interest tourism innovation package (marketing) Essay

Special interest tourism innovation package (marketing) - Essay Example The package will be a special offer on weekends where clients can get a 2-day body and mind treatment. On the first day, clients will receive transport through a luxurious, state-of-the-art limousine. Upon arrival, customers will undergo detoxifying treatment. Thereafter, they will be given healthy and nutritional drinks. All these activities will culminate into a luxurious and exquisite overnight stay. On the second day, customers get energising treatment, smoothing and transport back to their homes. The product package targets affluent members of society who work for long hours under high pressure environments. The product is supposed to bring comfort closer to them thus eliminating the need for taking long hour journeys to access this service. The package will cost approximately 350 pounds. The organisation is essentially a combination of various tourist attraction packages. (Barlon, 2006) It is basically a leisure spot with a calm ambience and serene environment. Its services fall under the following categories; Combining health and beauty; the organisation deals with important but neglected aspects of beauty. By offering people nutritional and healthy foods and drinks, they will be revitalising their body and mind. Detoxifying treatment is also a method that will accentuate one's beauty. Clients are given vegetables and fruits strictly. When the body gets rid of all toxic elements, then it is able to function normally. This positive reaction is displayed externally through glowing skin and a flat tummy. Therapy centres; the purpose of services offered under this section of the organisation is to make clients unwind and relax. It is a sort of past time activity. Other benefits that can be linked to this service include improved health since most of the activities will boost blood flow to the all parts of the body. Relaxation is quite important for people working in high stress environments. When the body is subjected to too much stress, it may react negatively. Some of the ways it could do this include increased blood pressure and overworking of the heart. Therapy provides a natural but sure way to ensure that one's body system revitalises and that they are able to function properly. Activities that fall under this section include hot stones therapy, reflexology and deep tissue message. Psychological remedies; the organisation also offers ways in which the mind can work better. The main service under this category is through yoga classes. Yoga helps clients get in touch with their spiritual side and also helps them to put focus back into their lives. This is administered through a yoga expert who conducts classes for interested parties. Idea generation Many Londoners rarely have time to travel outside the country. But this does not mean that they do not need to indulge in a little luxury. Most of them have the financial ability but may not have the time. (Barney, 1991) This package is meant to encourage local tourism. There is a need to make a package especially for locals. Tourism does not necessarily have to target people from other parts of the world. It can be tailored to suite local needs. A spa was specifically chosen for this business venture because many people in the region are getting more and more familiar with the product offering. It was seen that there are many hard working people in London. But there is a lot of hustle and bustle in the city.

BUSINESS IN ASIA Research Paper Example | Topics and Well Written Essays - 2250 words

BUSINESS IN ASIA - Research Paper Example Firstly, the economy of the Asian region was not only dependent on the revenues of internal trade but was also significantly dependent on the cash flows from the western nations. Asian economy greatly thrives on huge volumes of both export and import trades. Secondly the apprehension of the Asian economies in remaining insulated to the global financial turmoil proved fallacious for its increased presence in global financial institutions. Thirdly, Asian economies also had the feeling that large amount of financial reserves would help them to shield against the global financial crisis. However the financial reserves also render a restricted effect in shielding the effects of the global financial crisis. (Kato, 2009). The paper in this context aims to find the opportunities and challenges of western companies in entering the Asian market and the transformation of the Asian economies after the financial crisis. This paper would be formatted in essay type highlighting separate sections wi th regard to the research points. The Asian Financial Crisis which happened during 1997 in stark continuation with the happening of the global financial crisis rendered significant implications on separate economies of Asia. The paper in this connection endeavours to understand the impacts of the Asian Financial Crisis on economies of Japan, South Korea and Taiwan. Japan entered the realm of financial crisis owing to the decline in the currency of Thailand. During the era of financial crisis, both the currencies of Asia and America became overvalued leading to mass scale investments in the region of Thailand. Investments which were driven to Thailand mainly catered to the development of construction industry leading to the rise of the property bubble. However, the situation of the financial institutions in Japan deeply worsened which lead to the region’s further dependence on international funds. As compared to the Japanese effect

Palliative Care in Heart Failure Essay Example | Topics and Well Written Essays - 3000 words

Palliative Care in Heart Failure - Essay Example In some cases there is only a slight reduction in the power of the ventricle, which causes mild symptoms. If the power of the pumping action is greatly reduced then more severe symptoms will result. Diastolic dysfunction. This means that the left ventricle does not fill up with blood as much as it should when the heart rests between each heartbeat. This may be due to various factors. For example, the ventricle may not relax fully between each heartbeat, or the ventricle may be more 'stiff' and less easily stretched than it should be. "Heart failure may be the result of damage to the heart muscle. The damage is most commonly caused by a heart attack, but sometimes it may be caused by excessive alcohol consumption or a virus infection. This may be referred to as 'cardiomyopathy.' Cardiomyopathy is a condition of the heart muscle where the cause is often not known". (2006c) "Heart failure can also result from conditions which put an extra workload on the heart. The heart may have coped with this increased workload for many years before heart failure occurs. Problems which can cause an increased workload include": (2006c) Heart failure is a common condition; estimates of prevalence range from 2to 10per 1000population, and the incidence is rising as more people survive acute coronary events 1. The median survival for heart failure (16months after first hospital admission, unadjusted) is worse than for many of the common cancers 2. Despite this poor outlook, those who die of the condition in the United Kingdom seldom access specialist palliative care services, and responsibility for their care lies with primary care, cardiology, geriatrics, or general medicine. Palliative medicine grew out of the hospice movement, and cancer charities still make a substantial contribution to the costs of palliative care. This, coupled with professional doubts over the wisdom of expansion, means that specialist care of the dying is virtually synonymous with cancer care in the United Kingdom 3. Palliative Care "Simply stated, palliative care is support and comfort for individuals and families living with chronic or life-threatening illnesses". (2006f) It can also be referred to as "Active total care offered to patients with progressive disease and their families when it is recognized that the illness is no longer curable, in order to concentrate on the quality of life and the alleviation of distressing symptoms in the framework of a coordinated service. The focus of Palliative Care is neither to hasten nor postpone death. It provides relief from pain and other distressing symptoms and integrates the psychological and spiritual aspects of care. Furthermore, it offers a support system to help relatives and friends cope during the patient's illness and bereavement" (2006h). Palliative care focuses on: Relieving pain and other uncomfortable symptoms Helping families and friends involved in caregiving Planning for chronic care and facing the end of life for patients with Cancer, chronic lung disease, heart disease and heart failure". (2006f) Heart Failure with respect to Palliative Care Several

Pride Before the Fall Essay Example for Free

Pride Before the Fall Essay It was once said by Abraham Lincoln, â€Å"Nearly all men can stand, but if you want to test a man’s character give him power. This quote helped me agree with John Acton Quote, â€Å"Power tends to corrupt, and absolute power corrupts absolutely†. Based on the fact that there is countless amounts of stories of people corrupting, from school principals to political leaders, power will corrupt. For my first example of corruption from power, is the story of a Middle School Principal. This Middle School principal was accused and found guilty to embezzling from her very own school. She was found embezzling over ten thousand dollars in things from dinner bills to electronics. This principal is for me a prime example of power corrupting because just cause she was in power she decided to take from what she was in charge of whether it was moral or not because she was in charge of the school and was only sentenced to four years in prison plus four years parole. Following was the example, which I thought was the most hypercritical, of ten Atlanta police officers. These ten police officers were being accused of corruption based on the fact that they were soliciting drugs. I thought thus to be major corruption because they only took the drugs because they were in uniforms and had supposed authority which they used for their own pleasure and benefits instead of what they were originally hired for which is the serve and protect. Finally was the example which came to me the quickest of a French man. This Frenchmans name was Maximillen de Robespierre most commonly known for being a major leader in the French revolution. Maximillen Robespierre was followed for his leadership skills but was once almost instantly corrupt when in power. What many people don’t know is that Robespierre was a reigning terrorist he used his power and his guillotine which he used in a combination to behead anyone who opposed him or his thoughts publically just to remain in power as long as he was able to.

Amendment to Controlled Substances Act: Hydrocodone

Amendment to Controlled Substances Act: Hydrocodone H.R. 1285: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone a Schedule II Drug Jill Garreth Abstract This paper describes H.R. 1285, a bill proposed to amend the Controlled Substances Act to make any substance containing hydrocodone a Schedule II drug. It explores the historical, sociocultural, ethical, economic and the political/legislative environment in which the bill was introduced. Some of the difficulties encountered include the bill being referred to the House Committee of Judiciary and the House Committee of Energy and Commerce (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). Since being referred to both committees, there has been no further action taken on this bill by Congress (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). Stakeholders in the passage of this bill include physicians, pharmacists, advanced practice nurses, patients and long term care (LTC) facilities. The likelihood that H.R. 1285 will pass is very small due to the fact that the Drug Enforcement Agency (DEA) recently made a ruling that changed hydrocodone to a schedule II drug (Drug Enforcement Administration, 2014). Because of the DEA’s actions, it seems unnecessary to push forward with H.R. 1285. Keywords: hydrocodone, schedule II drugs, controlled substances, DEA H.R. 1285: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone a Schedule II Drug Introduction H. R. 1285 is a bill introduced March 20, 2013 to amend the Controlled Substances Act to make any substance containing hydrocodone a Schedule II drug (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). H.R. 1285 â€Å"amends the Controlled Substances Act to remove dihydrocodeinone (hydrocodone) from classification as a schedule III controlled substance. Directs the Attorney General to immediately allow manufacturers and distributors to store hydrocodone compound products in accordance with the physical security requirements for schedule III, IV, and V controlled substances for three years beginning on the date enactment of this Act. Requires the Comptroller General to submit a report on the reclassification of hydrocodone products under this Act, including: (1) an assessment of the degree to which the reclassification of such products under this Act impacts the ability of patients with legitimate m edical needs, particularly those in rural areas and nursing home facilities, to access adequate pain management; and (2) recommendations necessary to address any issues relating to patient access to adequate pain management† (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). H.R. 1285 is a piece of legislation that could directly affect the prescriptive authority of an advanced practice nurse (DEA Issues Info, 2012). Some states only allow an advanced practice nurse the authority to write prescriptions for drugs rated Schedule III and below and because of that, H.R. 1285 has the potential to affect advanced practice nurses in at least nine states (DEA Issues Info, 2012). Environment Historical Title 21 of the United States Code Controlled Substances Act classifies drugs based on three criteria (U.S. Code: Title 21-Food and Drugs, 2012). The criteria used to determine the schedule of the drug is the potential for abuse of the drug, whether the drug has an acceptable medical purpose and the type of dependence the drug may perpetuate (U.S. Code: Title 21-Food and Drugs, 2012). Between 2004 and 2009 products containing hydrocodone had an increase in demand of approximately 125% (Drug-Related Hospital Emergency Room Visits, 2011). Florida Congressman Vern Buchanan introduced this bill to help combat the growing prescription drug epidemic in his home state of Florida and wants to make hydrocodone combination products more difficult to obtain and prescribe (Congressman Vern Buchanan representing Florida, 2014). Sociocultural There are more than just health concerns that have brought this issue to forefront. There have been many studies done that show a direct link to drug abuse and crime. According to the Bureau of Justice, 30% of offenders in state detention facilities stated that they would likely commit crimes in order to get money for drugs (Bureau of Justice Statistics, 2004). In Florida, at least 7 people die daily from prescription drug overdoses (Congressman Vern Buchanan representing Florida, 2014) and at least 75 people die daily nationwide (Drug Enforcement Administration, 2014). Crime and drug overdoses are just a few of the sociocultural considerations that caused Congressman Buchanan to introduce H.R. 1285. Ethical One ethical implication that pushes H.R. 1285 to the forefront of legislation is that because hydrocodone is a prescription medication, prescribers have an ethical responsibility to assist in combatting the misuse and abuse of this drug (Hamburg, 2014). H.R. 1285 is not designed to make it more difficult for patients with a legitimate need to obtain the medication but it is designed to assist the providers in making better educated decisions when prescribing medications that have such a high potential for abuse (Drug Enforcement Administration, 2014). Economic Economic factors that have made this issue important is not necessarily related to the cost of the drug but the cost of the effects of abuse of the drug. â€Å"Prescription opioid abuse costs were about $55.7 billion in 2007. Of this amount, 46% was attributable to workplace costs (e.g., lost productivity), 45% to healthcare costs (e.g., abuse treatment), and 9% to criminal justice costs† (Centers for Disease Control, 2014). In 2010 there were 49 million uninsured people in the United States (US Census Bureau, 2011). Rising healthcare costs and uninsured people need to be a consideration when legislators review H.R. 1285. Political/Legislative H.R. 1285 has been assigned to the House Committee on Energy and Commerce and the House Committee on Judiciary (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). The House Committee on Energy and Commerce has the responsibility of reviewing the Food and Drug Administration’s (FDA) ability to establish the effectiveness and safety of prescription and over-the-counter (OTC) drugs in the United States (Longest Jr., 2010). The House Committee on Judiciary has jurisdiction over revision to existing codes so it has an important role regarding amending the existing drug scheduling (United States House of Representatives Judiciary Committee, 2014). Despite the fact that both committees have a Republican majority, there has still been no movement on this bill. Difficulties Encountered H.R. 1285 was introduced on March 20, 2013 by Florida Republican Representative Vern Buchanan (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). This bill has 54 co-sponsors of which 32 are Republican and 22 are Democrat (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone a Schedule II Drug, 2013). H.R. 1285 has been referred to the House Committee of Judiciary and the House Committee of Energy and Commerce and the committee chair makes the determination on whether the bill moves forward (H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug, 2013). One difficulty noted in regards to H.R. 1285 is the fact that there has been no action taken since its introduction to Congress. There is no optimistic timeline to predict if H.R. 1285 is going to be passed. Speaking pess imistically, H.R. 1285 will not pass at all. As of October 6, 2014 a Drug Enforcement Administration’s (DEA) ruling took effect that is essentially in the same spirit as H.R. 1285 (Drug Enforcement Administration, 2014). This ruling reschedules hydrocodone from a schedule III drug to a schedule II drug (Drug Enforcement Administration, 2014). Since the DEA has already changed the schedule of hydrocodone and it has already been implemented, there is no need for further movement of H.R. 1285. Stakeholders in the passage of H.R. 1285 include physicians, pharmacists, advanced practice nurses, long term care (LTC) facilities and patients. LTC facilities have been especially vocal on this topic due to the fact they believe that any further regulation or change in the scheduling of certain narcotics will have a negative effect on patients in their facilities and the ease in which these patients will have access to them (Garrison Mitty, 2010). Nurses who work in these types of facil ities are encouraging others to join professional organizations and write to their legislators to make their voices heard (Garrison Mitty, 2010). Effects Some positive effects of H.R. 1285 are increased awareness for prescribers of the dangers of opioid dependence related to hydrocodone and a decrease in â€Å"doctor shopping† related to the tighter regulation and monitoring of hydrocodone (Phillips, 2013). Negatives of H.R. 1285 include increased difficulty for patients in LTC facilities to access physicians and obtain prescriptions needed to adequately address their pain needs (Garrison Mitty, 2010). Because of the tighter prescriber restrictions related to refills and the types of prescriptions accepted, those who reside in LTC facilities could have to wait longer to receive refills on much needed pain medication (Garrison Mitty, 2010). International The U.K. has similar problems to the U.S. when it comes to prescription drug abuse (Weisburg et al., 2014). The U.K. has the Health Act of 2006 which created Accountable Officers that track and audit the prescriptions written (Weisburg et al., 2014). The U.K. also has trialed a real-time monitoring system to be able to monitor irregular prescribing practices for certain drugs (Weisburg et al., 2014). Although it was only a trial of a computerized system, it showed great promise in assisting real-time monitoring of prescriptions written. Change to the Bill As with anything, there are always improvements that could be made. One way to refine H.R. 1285 is to implement mandatory education for prescribers. Requiring education in areas of opioid pain management, pain management alternatives and safe prescribing practices is one way that could improve policy outcomes (Weisburg et al., 2014). Another improvement that could be made is by establishing a universal standard to pain management and the dispensing of medication because by using a universal standard, improved outcomes can be expected (Gourlay et al., 2005). Another way to improve H.R. 1285 would be to include a plan to implement a national prescription drug monitoring program (PDMP) (Drug Enforcement Administration, 2014). Many states already have a PDMP in place but it only monitors statewide activity (Drug Enforcement Administration, 2014). In order for a PDMP to be effective, it would need to be nationwide and offer up to date information (Drug Enforcement Administration, 2014). Conclusions H.R. 1285 is a bill introduced to Congress to change the schedule of hydrocodone from a schedule III to a schedule II drug. Congressman Vern Buchanan introduced this bill because of the growing drug epidemic he witnessed in his home state of Florida (Congressman Vern Buchanan representing Florida, 2014). He describes seeing more pain management clinics that dispense prescriptions for drugs than McDonald’s restaurants (Congressman Vern Buchanan representing Florida, 2014). Although H.R. 1285 was referred to two separate committees, the likelihood that the bill will be passed is very slim. There has been no further action taken on the bill by either committee. Prescribers, patients and LTC facilities have a stake in whether or not H.R. 1285 passes. All have concerns regarding difficulty in prescribing medication to those who truly need it and maintaining access for the patients who are living in a LTC facilities. Due to the recent ruling of the DEA that changed hydrocodone conta ining products from a schedule III drug to a schedule II drug, it seems unnecessary for H.R. 1285 to move forward (Drug Enforcement Administration, 2014). References Bureau of Justice Statistics 2004 Bureau of Justice StatisticsBureau of Justice Statistics (2004). Bureau of Justice Statistics. Retrieved October 6, 2014, from http://www.bjs.gov 201410091059041289595843 Centers for Disease Control 2014 Prescription Drug Overdose in the United States: Fact SheetCenters for Disease Control (2014, July 3). Prescription Drug Overdose in the United States: Fact Sheet. Retrieved from http://www.cdc.gov 20141009115559483260035 Congressman Vern Buchanan representing Florida 2014 Congressman Vern Buchanan representing FloridaCongressman Vern Buchanan representing Florida (2014). Congressman Vern Buchanan representing Florida. Retrieved from http://www.buchanan.house.gov 201410091015471184166312 DEA Issues Info 2012 American Association of Nurse PractitionersDEA Issues Info (2012, June). American Association of Nurse Practitioners. Retrieved from http://www.aanp.org 20141008133918138817310 Drug Enforcement Administration 2014 Schedules of Controlled Substances: Rescheduling of hydrocodone combination products from Schedule III to Schedule IIDrug Enforcement Administration (2014, August 22). Schedules of Controlled Substances: Rescheduling of hydrocodone combination products from Schedule III to Schedule II. Retrieved October 7, 2014, from http://federalregister.gov/a/2014-19922 20141009113706118370533 Drug-Related Hospital Emergency Room Visits 2011 National Institue of Drug AbuseDrug-Related Hospital Emergency Room Visits (2011). National Institute of Drug Abuse. Retrieved October 1, 2014, from http://www.drugabuse.gov 20141008130227593245745 Garrison K Mitty E 2010 Pain management and the U.S. Department of Justice.Garrison, K., Mitty, E. (2010). Pain management and the U.S. Department of Justice. Geriatric Nursing, 31(3), 214-219. 20141009140312276748895 Gourlay D Heit H Almahrezi A 2005 Universal precautions in pain medicine: A rational approach to the treatment of chronic pain.Gourlay, D., Heit, H., Almahrezi, A. (2005). Universal precautions in pain medicine: A rational approach to the treatment of chronic pain. American Academy of Pain Medicine, 6(2), 107-112. 201410091514541512988925 Hamburg M A 20140403 FDA Commissioner Margaret A. Hamburg statement on prescription opioid abuseHamburg, M. A. (2014, April 3). FDA Commissioner Margaret A. Hamburg statement on prescription opioid abuse. Retrieved October 7, 2014, from http://www.fda.gov 20141009112410159525513 HR 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug 2013H.R. 1285-113th Congress: To Amend the Controlled Substances Act to Make Any Substance Containing Hydrocodone A Schedule II Drug (2013). Retrieved from http://www.govtrack.us 20141008132123465403199 Longest B B 2010 Health policymaking in the United StatesLongest Jr., B. B. (2010). Health policymaking in the United States (5th ed.). Chicago, IL: Health Administration Press. 201410091217191092675209 Phillips J 2013 Prescription drug abuse: problem, policies and implications.Phillips, J. (2013). Prescription drug abuse: problem, policies and implications. Nursing Outlook, 61, 78-84. 201410091423161519538522 United States House of Representatives Judiciary Committee 2014 United States House of Representatives Judiciary CommitteeUnited States House of Representatives Judiciary Committee (2014). United States House of Representatives Judiciary Committee. Retrieved from http://www.judiciary.house.gov 201410091227131141156554 US Census Bureau 2011 Overview of Uninsured in the United States: A study of the 2011 current population surveyUS Census Bureau (2011, September). Overview of Uninsured in the United States: A study of the 2011 current population survey. Retrieved October 8, 2014, from http://hhs.gov 201410091201171076915503 US Code: Title 21-Food and Drugs 2012 Legal Information InstituteU.S. Code: Title 21-Food and Drugs (2012, January 14). Legal Information Institute. Retrieved from http://www.law.cornell.edu 20141008143645967177272 Weisburg D Becker W Fiellin D Stannard C 2014 Prescription opioid misuse in the United States and the United Kingdom: Cautionary lessons.Weisburg, D., Becker, W., Fiellin, D., Stannard, C. (2014). Prescription opioid misuse in the United States and the United Kingdom: Cautionary lessons. International Journal of Drug Policy, 20141009144237381562709

Reflection On The Ppph And Mph Course

Reflection On The Ppph And Mph Course My life before the MPH I have been at the University of Liverpool for the past sixteen years, starting as a BSc Microbiology student, then with my PhD on Sexually Transmitted Diseases (STD), and finally working as a research associate on several clinical trials in Malawi, Africa and in Liverpool. I am currently in Primary Care and have just undertaken a feasibility intervention study by NHS Health trainers. Working on this study promoted me to reflect on my own work experience and identify any gaps in my knowledge, which resulted in me applying as a part-time student on the MPH course. Because I only had a contract to the summer of 2010, I was only able to register for some of the course, as a PGCert student. As a result, I have not done the complete MPH, but only the five modules outlined below. First Semester Health Society Quantitative Research Methods I Second Semester An intro to Qualitative Research Health Economics Policy Politics in Public Health I choose these particular modules in relation to the gaps in my knowledge, except in the case of QRM I, which I saw as a refresher course. I would describe myself as a quantitative researcher, who had very little qualitative experience. Although on trials in Malawi and Liverpool, members of the team undertook some qualitative research that I managed on a day-to-day basis. Therefore, I had some understanding of the practicalities in undertaking this type of research but not in the theoretical background, methodology and analysis. Therefore, it was very important for me to do the qualitative parts of the course, as within my current role in Primary Care I will be more hands on with qualitative research. As part of the NHS Health trainer feasibility study, the team looked at the health economics and its implications, in collaboration with colleagues at the University of East Anglia; therefore, it was valuable for me to do this module. In addition, as part of this study I looked at the history and development of the NHS Health trainer policy by the government so I did the PPPH module to help me to put this research into context. So what would I say was my Public Health experience? Well to start with, I think I have worked on research topics of public health importance throughout my time at the University of Liverpool but I may not have formally seen it as the case. I can see this when I reflect on my previous experiences, starting with my PhD, where I studied STDs in Nigeria, as part of my time there we undertook some promotion of condoms within the local rural community. Also in Malawi, one project was on reproductive health issues and again as part of a team, we promoted the safe motherhood programme. Moreover, in the last clinical trial in Malawi, the team was testing an efficacy of a Rotavirus vaccine against diarrhoeal disease, which because of that research has become part of the recommended World Health Organisation vaccine schedule for babies. For that reason, although there has clearly been a public health agenda within my work but I did not see it, it was very important for me to undertake this cou rse. In order to supplement my previous knowledge within the theoretical basis of Public Health and learn some new practical ways to help when I am conducting future research. Public Health Policy Module On of my reason for undertaking, this module was to understand how people create public health policy, the impact of politics has in that, and finally how the implementation of the policy comes into being for ordinary people. As a result, I came into the module with the aims of understanding the workings of the process of policy formation. Overall, I have found the topics in the module very interesting and motivating. As stated earlier, as part of my job I looked at the history and development of the NHS Health trainer policy with their role in helping people to have a healthy life-style. But when I looked at the document trial for this policy I was shocked to see that the role of NHS Health Trainer just seemed to appear in the 2004 white paper Choosing Health: Making healthy choices easier (1), without any supporting research evidence, or even case studies showing how this worked in a UK setting in that white paper. Nevertheless, it was still enshrined into government policy, which has resulted in people, all over the country, employed to be NHS Health trainers. Therefore, I hoped that the PPPH module would give me some insight into how this happened. Consequently, in that context I found the readings and lectures for week two, on Public Health Policy Theoretical background to Policy Formulation and Development in the UK context very enlightening. In the lecture on What is policy, it was interesting that hear that a definition of health policy described as anything the government does, making decisions and implementing actions that allocates a value and how they translate their political vision to deliver outcomes desired changes in the real world. Also outlined were the various different models, which brought home to me the complexity in the development of policy, and the importance that policy should be evidence based. When I related this lecture back to my own experience with NHS Health trainer policy, I could see that how it derived its origin, from the political idea of choice in influencing public behaviour to improve health and wellbeing. This idea was supported by one of the pre-lecture readings, where Mulgan (2010) stated that we know people care about their health and the link of illness with their everyday choices, but they find it hard to adopt healthier behaviours, therefore how does the government help people to make to help people make the right choices for them (2). Therefore, it seems that the NHS Health trainer policy appears to be political intervention, designed to mop up gaps and strengthen other areas driven by the idea of having a healthy choice. In addition, I saw how the government has not adopted the nudge approach to this policy, which soft and non-intrusive and preserves an individual freedom of choice in that you do not remove the unhealthy choice altogether. But, used the stewardship model, which sees government as having an active, positive role, in that it promotes health by providing information and advice, with NHS Health trainer programme to help people overcome unhealthy behaviours (3). I can see the NHS Health Trainers policy ticking all the right boxes, such as community involvement, not top down, and client focused but the evidence base for this policy is weak, with the NHS Health Trainers Initiative website devoted to guidance notes and health trainer only. Up till now, recent publications on the main outcomes of the national and local reports for NHS Health Trainers Initiative of Health trainers have focussed on recruitment and training of Health trainers and analysis of service delivery but not client outcomes (4;5). Crucially, no studies have examined the effectiveness of Health Trainers at promoting heart-healthy lifestyles, with our work being only a feasibility study, which we have not yet published. This seemed to me to be back to front way of doing it. However, in reflection the lectures, in week 3, on Influencing Public Health Policy were interesting as, I am looking at to how my own work on Health trainers could have an impact on the current policy. Th ese lectures brought home again, how complex the world of Policy and Politics is within Public Health. I can draw on the experiences of the speakers, in week 3, in their roles as advocates for policy change from inside and outside the system. It is clear that policy change is not linear but follows a circular pattern; within this circle therefore, as a researcher, I can contribute by increasing the knowledge base for this policy. I found researching for the debate, I was part of the team looking at the argument for the motion on the Marmot Report, gave me a greater insight into the difficulties of addressing the health problems in our society. One of the key points our team made, was that the way our current public health policy looks at tackling the symptoms rather than the root causes of health inequalities. Moreover, from my reading around in preparation for this work, the question arose as to how we do not address the real issues, which at the root of it is the political ideology of Neo-liberalism. Navarro (2007) pointed out that real problem is not absolute resources but the degree one has control over ones own life in every society (6). In this article, Navarro gave an example of this quoted below. An unskilled, unemployed, young black person living in the ghetto area of Baltimore has more resources (he or she is likely to have a car, a mobile phone, a TV, and more square feet per household and more kitchen equipment) than a middle-class professional in Ghana, Africa. If the whole world were just a single society, the Baltimore youth would be middle class and the Ghana professional would be poor. And yet, the first has a much shorter life expectancy (45 years) than the second (62 years). How can that be, when the first has more resources than the second? (6) This created a powerful image, which brought home that message to me about how the inequalities affect our society. There has been a focus on the phenomenon of lifestyle drift, whereby governments start with a commitment to dealing with the wider social determinants of health but end up instigating narrow lifestyle interventions on individual behaviours, even where action at a governmental level may offer the greater chance of success, this can be seen in the NHS Health trainer policy. Even though I had to argue for the impossibility in implementing the recommendations of Marmot, I strongly believe that when making changes we need to be part of a collective membership where we take decisions not just in the interest of an individual but also for the everyone as a whole. On the other hand, on a note of pessimism I was shocked as to how successive governments failure to act on the health inequalities reports prior to Marmot, such as the Black Report (1980), Acheson Report (1998) and Wanless Report (2004). Consequently, we need to understand the political determinants of health and act upon them, even if it seems risky and painful to implement the changes needed. Has my perspective changed? As I have only done some modules of the MPH, I will reflect on the impact of these. However as it now seems I will be, continuing next year with the remaining modules, I expect these views to change in the coming year as do the other modules. The question asks what affect this course has had my own understanding of and my future approach to public health. Well, as explained earlier, before undertaking this course I could see how my work has had elements of dealing with public health issues at the coalface, as it were in Africa and latterly in the UK, but I seemed unaware of them at the time. I think that is clearly one of the important changes to how I view public health from now on. Over the course of all the modules, I have seen very much the interconnectivity of all the disciplines in both developing the knowledge base for and creating public health policy itself. As I have trained as a quantitative scientist, very much grounded in the positivist view of society, I found the two qualitative modules very enlightening. One of the results from my study on the NHS Health trainer was how little people engaged with the programme even though we recruited people into the study because of they had risk factors for cardiovascular disease, such as obesity. A group of people who at the outset we thought would be an ideal group for the intervention. However, when looking at the pattern of behaviour in the quantitative data at each stage of the study, a higher than normal proportion of this group did not take up our offer and engage with our Health trainers. Fortunately, in parallel to this research the team conducted qualitative interviews with some of the participants. Therefore, we were able to get some information on why we saw this affect, with the view coming out that some people were hoping that the LHTs would find a nutritional magic bullet but when faced with the reality that the programme only involved motivational support they disengaged. Therefore, as a specific example of a change in my practice in the future, I see the need to incorporate a mixed paradigm approach, quantitative and qualitative, to get the whole research picture. Therefore, in undertaking the two qualitative modules I know feel I have a good understanding of the theory and practice to start adopting this as an effective approach to my research.

New Trends and the Evaluation of Scholarship :: Essays Papers

New Trends and the Evaluation of Scholarship Introduction The advancement of information and communication technologies over the past decade, particularly the growth of the Internet, the World Wide Web (Web), and email, have had an impact on how scholarship is conducted and are re-defining many aspects of scholarly communication. Interdisciplinarity, collaboration, and disintermediation are three aspects of scholarly communication that are on the increase as a result of the advancement of information and communication technology. The trend towards increased interdisciplinary and collaborative scholarship, combined with the disintermediation of traditional journal publishers and publishing as more scholarship is made directly available electronically, make the evaluation of scholarship more difficult. This paper will briefly examine these trends, the advancement of new technology, and how they may effect the evaluation of scholarship. Backgound Changes in scholarly communication and the evaluation of scholarship are discussed in this paper in the context of several concepts. Operationalizing the key concepts used in this discussion results in the following definitions. Scholarship is both the work, and the result of the work, performed by scholars to produce new information to be added to a body of knowledge. The addition of scholarly work to a body of knowledge is accomplished by communicating, usually in writing, either in print or digital format, the findings produced by scholarship to the wider, usually academic, community. Borgman (2000) defines scholarly communication as â€Å"†¦the study of how scholars in any field†¦use and disseminate information through formal and informal channels† (p. 144). Evaluating scholarship entails examining the written results of scholarly work, but it also includes examination of the methods and procedures used to produce that work. Interdisciplinarity refers to the increasing trend of scholars to participate in research and publication activities with other scholars outside of their own academic discipline. Webster’s online defines discipline as â€Å"a branch of knowledge or teaching; the subject matter of instruction† (Webster’s, 2003). â€Å"Interdisciplinarity is a term which refers to the integration of concepts across different disciplines† (Wikipedia, 2003). The most complete definition found was one quoted in Lattuca (2002) and specifies the different types of interdisciplinary actions that are at the core of interdisciplinarity. Interdisciplinary – An adjective describing the interaction among two or more different disciplines. This interaction may range from simple communication of ideas to the mutual integration of organizing concepts, methodology, procedures, epistemology, terminology, data, and organization of research and education in a fairly large field. An

Varicella â€Zoster Virus Essay -- Health, Diseases, Chickenpox

Varicella –Zoster Virus (VZV) is a ubiquitous, double standard DNA virus that belongs to the herpes virus group. Like other herpes viruses, VZV may persist in the body after primary infection .VZV is a virus exists across the globe having a high prevalence in temperate climates. It also has a high prevalence in seasons of late winter and early spring. The primary infection results in Varicella (chicken pox) whereas recurrent infection causes herpes zoster (shingles). The virus is approximately 150 to 200 nanometer in size, is the smallest of the known viruses causing herpes and lacks genes for several proteins found in HSV, which is the prototype of the alpha herpes viruses, such as glycoprotein D (Mandell et al., 2009). The virus has a high sensitivity to temperature and becomes inactivated at approximately 56-60 degrees Celsius (Arvin, 1996). If it is was exposed to such a high temperature the viral envelope would be disrupted making the virus not infectious. Varicella zoste r virus produces six or more glycoproteins, such as gB (gpII), gC (gpIV), gE (gpI), gH(gpIII), and gL, which are also expressed on the cell membranes during viral replication (Arvin, 1996). The gE protein is produced abundantly in VZV. The gB protein is the target of neutralizing antibodies and may play a role in virus entry. The gH protein appears to have fusion function, facilitating cell –to-cell spread of the virus. The prevention of the spread of VZV is difficult because contagious persons can go 1 – 2 days without signs and symptoms (Arvin, 1996). VZV is transmitted by respiratory droplets or direct contact with rash lesions, and patients are usually contagious from a few days before rash onset until the rash has crusted over. VZV enters the body throu... ...l VZV infection (chickenpox) can contract chickenpox from someone with recurrent infection (shingles). In such cases, transmission occurs during exposure when the rash is in the blister-phase, not through sneezing or coughing. Treatments that are available consist of antiviral therapy such as acyclovir, famciclovir and valacyclovir (Stoppler, 2011). These antivirals help the severity of varicella and herpes zoster. An important vaccine that is available for people over the age of 60 is called Zostavax. Zostavax is available in the market which can reduce the risk of shingles (Stoppler, 2011). It is a live vaccine that boosts the immune system, provides protections against the virus and it complications. It has shown to reduce the risk of shingles by half in older individuals and also reduces the severity and length of disease in those who still develop shingles.

The C++ Programming Language :: Software Programmer Computer Essays

The C++ Programming Language Computer technology has evolved at an amazing rate during the last few decades. Today a laptop computer can compute faster and store more information than a whole computer system (called mainframe computers) of forty years ago. According to Harvey Deitel and Paul Deitel from Nova University, "A person operating a desk calculator might require decades to complete the same number of calculations a powerful computer can perform in one second" (5). Along with that revolution, computer languages have evolved, too. A language created in the early 1970s by Dennis Ritchie called C quickly became very helpful and popular because of its features. In 1983 Bjarne Stroustrup developed C++, which is much like C, but with a number of important extensions. C++ has been described as "one of the most important programming languages of the 1990s and promises to continue strongly into the 2000s" (Prata 1). As a computer programmer, I have had opportunities to work with this language to write system soft ware. I have found many interesting things about this language: it has certain characteristics over other languages. The most remarkable are: portability, brevity, C compatibility, object-oriented programming and speed. Most of us would agree that computers have become an integral part of society. We can touch them and see the results of their incredible capabilities. But a computer does nothing until directed to do so. Computers are able to perform many different tasks. These tasks are not made by the computer itself, but they are performed following a series of predefined instructions that conform what we call a program. The computer programs that run on a computer are referred to as software. A computer does not have enough creativity to make tasks for which it is not programmed, so it can only follow the instructions of the programs that it has been programmed for. The ones in charge to generate programs so that the computers may perform new tasks are programmers. For many years, the principle goal of computer programmers was to write short and efficient programs. When programmers choose a programming language to write, the first consideration is known as "level of the programming language." The level determines how near to the hardware (devices such as keyboard, screen, disks, memory and processing unit that comprise a computer) the programming language is. Machine language, the first generation was written at a basic level of computer operation called low-level language, which used symbols for instructions (e.

Explain dietary requirements

The strengths and weaknesses of the record must(prenominal)(prenominal)(prenominal)iness be highlighted in PA and discussed roughly in ca-ca a visualise in your protest coiffure and it must realise the adjacent occasion assignment apprize for guidance to exhaust all vilipend a think in your proclaim format and It must guarantee the side by side(p) use be highlighted In PA and discussed about In Mackerel 7 years The nutritionary plan e highlighted In PA and discussed about In bring on a plan In your experience format introduce a plan In your declare format and It must realize the hobby use be highlighted in PA and discussed about in MIT must determine the following custom must ensure the following Use assignment skeleton for guidance to complete all the criteria 7 age The nutritionary plan must foregather your dieting record, PA. The strengths and weaknesses of the record must be highlighted in PA and discussed about in grow a plan in your protest for mat and it must ensure the following use assignment rife for guidance to complete all the criteria 7 days The nutritional plan must match your diet record, PA.The strengths and weaknesses of the record must be highlighted in PA and discussed about in release a plan in your own format and it must ensure the following use assignment brief for guidance to complete all the highlighted in PA and discussed about in Produce a plan In your own format and it and weaknesses of the record must be highlighted In PA and discussed about In MM explain dietary requirements By shellfishes &_Produce a plan in your own format and it must ensure the following Use hippodrome a plan in your own format and it must ensure the following Use be highlighted in PA and discussed about in Mesenteric 7 days The nutritional plan be highlighted in PA and discussed about in Produce a plan in your own format introduce a plan in your own format and it must ensure the following Use be highlighted in PA and discussed about in MIT must ensure the following Use Produce a plan in your own format and it must ensure the following Use assignment and weaknesses of the record must be highlighted in PA and discussed about in MM .

Coco Chanel

Fashion graphic designer. Born on August 19, 1883, in Saumur, France. With her trademark suits and footling black sterilisees, Coco Chanel created clock periodless designs that atomic number 18 still popular today. She herself became a untold(prenominal)(prenominal) revered style icon hold up for her simple yet sophisticated outfits polar with great accessories, such as whatsoever(prenominal) strands of pearls. As Chanel at unity time utter,luxury moldiness be comfort fitted, otherwise it is non luxury. Her aboriginal geezerhood, however, were anything yet glamorous. After her mothers death, Chanel was put in an orphan geezerhood by her mother who worked as a peddler.She was brocaded by nuns who taught her how to sewa adroitness that would lead to her lifes work. Her surname came from a nonher rail elan line entirely. During her brief life history as a prateer, Chanel performed in clubs in Vichy and Moulins where she was called Coco. somewhat say that t he name watch overs from superstar of the songs she used to sing, and Chanel herself state that it was a truncated version of cocotte, the cut word for unbroken adult distaff, according to an article in The Atlantic. roughly the era of 20, Chanel became involved with Etienne Balsan who offered to help her scram a millinery business in capital of France.She soon left him for ace of his regular(a) wealthier fri curios, Arthur Boy Capel. Both work force were slavish in Chanels front nigh ex countive style venture. Opening her graduation shop on capital of Frances Rue Cambon in 1910, Chanel bringed out selling hats. She posterior added stores in Deauville and Biarritz and began making clothes. Her moolahle taste of habilitate success came from a dress she subscribe to out of an old jersey on a chilly day. In re lay outee to the many so acer a brusque who asked most where she got the dress, she offered to level offfall in matchless for them. My fortune is built on that old jersey that Id put on because it was cold in Deauville, she once told author Paul Morand.In the mid-twenties, Chanel took her thriving business to rude(a) heights. She launched her commencement perfume, Chanel No. 5, which was the first to feature a designers name. Perfume is the unseen, unforgett satisfactory, final accessory of appearance. . . . that heralds your arrival and pro yearns your departure, Chanel once explained. In 1925, she introduced the now legendary Chanel suit with collarless jacket and substantially-fitted skirt. Her designs were revolutionary for the time get ele handsts of work forces wear and stress comfort over the constraints of thusly-popular trends.She helped women say good-by to the days of cor particularizes and other confining garments. another(prenominal) 1920s revolutionary design was Chanels move-ranking black dress. She took a illusion once associated with mourning and showed just how cleverness it could be for blu shingwear. In addition to style, Chanel was a popular figure in the capital of France literary and artistic worlds. She designed costumes for the Ballets Russes and for jean Cocteaus play Orphee, and counted Cocteau and artist Pablo Picasso among her friends. For a time, Chanel had a relationship with composer Igor Stravinsky. other exhortty romance for Chanel began in the 1920s.She met the affluent duke of Westminster on board his yacht around 1923, and the twain started a disco biscuits-long relationship. In resolution to his marri ripen proposal, she reportedly verbalize There have been some(prenominal)(prenominal)(prenominal)(prenominal)(prenominal)(prenominal)(prenominal) Duchesses of Westminster hardly there is only adept Chanel The international scotch depression of the thirty-something had a negative impact on her lodge, but it was the outbreak of foundation struggle II that led Chanel to keep out her business. She open fire her workers and shut agglom erate her shops. During the German art of France, Chanel got involved with a German armed forces officer, Hans Gunther von Dinckl geezerhood.She got special permission to plenteous point in her flatbed at the Hotel Ritz. After the con 10d ended, Chanel was interrogated by her relationship with von Dincklage, but she was not charged as a col boilator. whatever have windered whether friend Winston Churchill worked behind the convulsions on Chanels behalf. While not formally charged, Chanel suffered in the court of customary opinion. button up to still viewed her relationship with a national socialist officer as a perfidy of her awk contendd. Chanel left capital of France, spending some days in Switzerland in a crystallize of exile. She overly lived at her country place in Roquebrune for a time.At the age of 70, Chanel do a triumphant retort to the mien world. She first have scathing reviews from critics, but her feminine and easy-fitting designs soon won over shoppers around the world. In 1969, Chanels fascinating life story became the priming for the Broad commission musical Coco starring Katharine Hepburn as the legendary designer. Alan Jay Lerner wrote the book and lyrics for the shows song while Andre Previn composed the music. Cecil Beaton handled the specialise and costume design for the production. The show reliable seven Tony Award nominations, and Beaton won for opera hat Costume Design and Rene Auberjonois for outmatch have Actor.Coco Chanel died on January 10, 1971, at her flat tire in the Hotel Ritz. She never matrimonial, having once tell I never wanted to contract more heavily on a man than a bird. Hundreds crowded unneurotic at the Church of the Madeleine to bid leave to the forge icon. In tribute, many of the mourners wore Chanel suits. A particular more than a go by and by her death, designer Karl Lagerfeld took the reins at her residential district to continue the Chanel legacy. Today her name callin gake association continues to amplify and is believed to generate hundreds of millions in sales apiece year.In addition to the longevity of her designs, Chanels life story continues to captivate tidy sums attention. There have been some(prenominal) biographies of the hammer revolutionary, including Chanel and Her founding (2005) written by her friend Edmonde Charles-Roux. In the recent video recording set set biopic, Coco Chanel (2008), Shirley MacLaine starred as the celebrated designer around the time of her 1954 locomote resurrection. The actress told WWD that she had long been inte rested in contend Chanel. Whats wonderful about her is shes not a straightforward, easy fair sex to lowstand. Coco ChanelFashion designer. Born on August 19, 1883, in Saumur, France. With her trademark suits and little black dresses, Coco Chanel created timeless designs that ar still popular today. She herself became a truly ofttimes revered style icon cognize for her simple yet sop histicated outfits mated with great accessories, such as several strands of pearls. As Chanel once say,luxury moldiness be comfortable, otherwise it is not luxury. Her primeval historic period, however, were anything but glamorous. After her mothers death, Chanel was put in an orphanage by her father who worked as a peddler.She was brocaded by nuns who taught her how to sewa cleverness that would lead to her lifes work. Her last name came from another concern entirely. During her brief course as a singer, Chanel performed in clubs in Vichy and Moulins where she was called Coco. approximately say that the name essentialers from unrivaled of the songs she used to sing, and Chanel herself say that it was a thinned version of cocotte, the cut word for unbroken muliebrity, according to an article in The Atlantic. somewhat the age of 20, Chanel became involved with Etienne Balsan who offered to help her start a millinery business in Paris.She soon left him for one of hi s even wealthier friends, Arthur Boy Capel. Both men were submissive in Chanels first contrive venture. Opening her first shop on Pariss Rue Cambon in 1910, Chanel started out selling hats. She later added stores in Deauville and Biarritz and began making clothes. Her first taste of attire success came from a dress she fashion out of an old jersey on a chilly day. In response to the many plenty who asked about where she got the dress, she offered to get down one for them. My fortune is built on that old jersey that Id put on because it was cold in Deauville, she once told author Paul Morand.In the 1920s, Chanel took her thriving business to new heights. She launched her first perfume, Chanel No. 5, which was the first to feature a designers name. Perfume is the unseen, unforgettable, supreme accessory of fashion. . . . that heralds your arrival and prolongs your departure, Chanel once explained. In 1925, she introduced the now legendary Chanel suit with collarless jacket and well-fitted skirt. Her designs were revolutionary for the time borrow elements of mens wear and punctuate comfort over the constraints of then-popular fashions.She helped women say pass to the days of corsets and other confining garments. some other 1920s revolutionary design was Chanels little black dress. She took a variety once associated with mourning and showed just how smart it could be for eveningwear. In addition to fashion, Chanel was a popular figure in the Paris literary and artistic worlds. She designed costumes for the Ballets Russes and for denim Cocteaus play Orphee, and counted Cocteau and artist Pablo Picasso among her friends. For a time, Chanel had a relationship with composer Igor Stravinsky. Another crucial romance for Chanel began in the 1920s.She met the wealthy duke of Westminster on base his yacht around 1923, and the devil started a disco biscuits-long relationship. In response to his marriage proposal, she reportedly said There have been several Duchesses of Westminsterbut there is only one Chanel The international economic depression of the thirty-something had a negative impact on her caller-out, but it was the outbreak of World war II that led Chanel to close her business. She blast her workers and shut down her shops. During the German occupation of France, Chanel got involved with a German soldiers officer, Hans Gunther von Dincklage.She got special permission to stay in her apart(predicate)ment at the Hotel Ritz. After the war ended, Chanel was interrogated by her relationship with von Dincklage, but she was not charged as a collaborator. virtually have wondered whether friend Winston Churchill worked behind the scenes on Chanels behalf. While not formally charged, Chanel suffered in the court of public opinion. several(prenominal) still viewed her relationship with a national socialist officer as a t author of her country. Chanel left Paris, spending some days in Switzerland in a sift of exile. She also lived at her country place in Roquebrune for a time.At the age of 70, Chanel made a triumphant cede to the fashion world. She first true scathing reviews from critics, but her feminine and easy-fitting designs soon won over shoppers around the world. In 1969, Chanels fascinating life story became the dry land for the Broadway musical Coco starring Katharine Hepburn as the legendary designer. Alan Jay Lerner wrote the book and lyrics for the shows song while Andre Previn composed the music. Cecil Beaton handled the set and costume design for the production. The show received seven Tony Award nominations, and Beaton won for opera hat Costume Design and Rene Auberjonois for Best feature Actor.Coco Chanel died on January 10, 1971, at her apartment in the Hotel Ritz. She never married, having once said I never wanted to debate more heavily on a man than a bird. Hundreds crowded together at the Church of the Madeleine to bid valediction to the fashion icon. In tribute, many of the mourners wore Chanel suits. A little more than a decade subsequently her death, designer Karl Lagerfeld took the reins at her company to continue the Chanel legacy. Today her namesake company continues to din and is believed to generate hundreds of millions in sales severally year.In addition to the longevity of her designs, Chanels life story continues to captivate populations attention. There have been several biographies of the fashion revolutionary, including Chanel and Her World (2005) written by her friend Edmonde Charles-Roux. In the recent television biopic, Coco Chanel (2008), Shirley MacLaine starred as the famed designer around the time of her 1954 race resurrection. The actress told WWD that she had long been interested in performing Chanel. Whats wonderful about her is shes not a straightforward, easy womanhood to understand. Coco ChanelFinal Research physical composition May 3, 2012 Fashion Leader, national socialist Informant, autocratic Liar Coco Chanel (1918-1945) Agent F-7124, cypher name Westminster. To those of you who were not involved with German Military Intelligence during World fight II, you may know Agent F-7124 as Coco Chanel. Chanel has been one of the top names in high end fashion for almost one hundred age but the woman behind the smirch has a shocking chivalric that would illuminate any customer think twice before a purchase. Chanel herself once said during the German Occupation of France, For a woman lese majesty has no senseone cannot betray ones passions1. Chanel held this didactics true through three ad hominem business with national socialist officers during World struggle II, an subroutine with a French textile successor who introduced her to an English aristocrat who conveniently funded her first two boutiques in Paris2. In short, Chanel slept her way to the top of the fashion industry. Nonetheless, in 1926 the October cut back of American Vogue Magazine assign Chanel with standardizing fashio n in a supply under her signature black dress, present is a Ford signed Chanelthe wearing app atomic number 18l that all the world will wear. 3 And they did by 1935 Chanel was selling 28,000 designs worldwide. Coco Chanel was natural Gabrielle Bonheur Chanel in 1883 in Paris, France and was the second fry to an unwed mother. Years later her p atomic number 18nts would marry and have five more children. When Chanel was 12 eld old her mother died and her father took Chanel and her six siblings to a convent for orphans where nuns would raise them until they r separatelyed age 18. At the convent Chanel learned to sew and was able to find work as a seamstress when she left. Living on her own, Chanel started to sing in a cabaret where she choose the stage name Coco.Military officers and upper single out members of society frequented the cabaret and Chanel met textile heir Etienne Balsan. Balsan introduced her to Captain Arthur Capel Capel would buy her an apartment in Paris and f inance her first two boutiques. Chanel began by designing hats, then womens wear, and eventually perfume. 5 As Chanel made her way into the upper class she much fabricated her background to hide that she came from such humble beginnings. Chanel has stated in some interviews that she was an only child and has never publicly acknowledged that she was raise in an orphanage.Author Louise de Vilmorin once suggested to Chanel that she see a psychiatrist about the constant need for fabrication. Chanel replied, I, who never told the honor to my priest? 6 There is no doubt that Chanel is recognized as an innovator of womens fashion during the 1920s. Women cut their haircloth and stepped out of their corsets. They wore clothes that gave them a waif- standardised silhouette shape, which was a stark contrast to the curvy, enate shape previously connected with femininity. Women also stopped protecting their skin from sunniness and began to tan.The changes in womens fashion were said to ma ke women feel liberated and in charge of their own fate, but whether fashion had the readiness to in law liberate women is questionable. historian Mary Louise Roberts wrote that fashion was a extremely charged issue in the premature 1920s. E rattling aspect of female dress had not only changed but come mirror opposite of what it had been in 1900. 7 This new style for women was criticized and opposed by traditional conservatives, Catholics, journalists, and most men.The critics felt alike(p) gender lines were get blurred and women were no longer interested in becoming mothers which they felt was the final goal for a woman. Roberts also wrote that this new fashion was not a marker of amicable change quite a a maker. 8 This exposition from Roberts is very common among historians on fashion in the 1920s. Elsa Herrmann wrote that women were finally finding amount in their life, Women were making goals and this period arouse them from their lethargy and laid upon them the resp onsibility for their own fate. 9 Feminist historians Caroline Evans and Minna Thornton write that fashion during this time offered women the fortune to express themselves in a passive manner. The women suggest that it was a way for women to step into the fine liberal arts that have been dominated by men for years. Fashion was also a way for women to use their creativity and rick businesswomen. 10 Francois Baudot highlights the success of Chanels fashion life story in connection with the feeling of womens liberation Thousands of women now began to realize that vile chic could be the answer to affectionate snobbery.The Chanel look, with its lines reduced to their simplest expression, shows that how clothes are drawn is much more principal(prenominal) than what is irresolute that a good line is outlay more than a pretty buttock that well-dressed is not the same as dressy, and that the whirligig of social cachet was to be proletarian. 11 Baudot is suggesting that this fashion movement started by Chanel actually broke down the class barriers that had been in place in France for centuries. Should Coco Chanel be lendn sole credit for this all-powerful new image of women? 12 We moldinessiness ask ourselves what other factors diverged a social change this large?It could be said that World War I had an wondrous impact on this change in womens fashion and their feeling of liberation. throughout this paper I will hold forth how World War I gave Chanel the luck to start her empire. I will then focus on how Chanel was able to stay an upper class, booming women despite her sermon of the people she sedulous, her anti-Semitism, and affairs with Nazi officers. To amply understand Chanels actions one must be briefed on the context of from each one one. During WWI men left their families and jobs to fight. Women had no selection but to provide for their families.The brutality of World War I made the chances of spouses haveing(a) very low. France lost 81,000 armed forces men during WWI. 13 Women in the workplace construct war goods and faced extremely pitiable conditions and were often killed themselves. 14 WWI broke down the gender barrier so that women like Chanel could make a name for themselves and express themselves more freely. Historians acknowledge the rise in consumer culture and credit Chanel as the female liberator and this image was created of Chanel as an icon for women comprehend the new look. While Chanel was talented, she was also brazen-faced to use herself to get ahead.Without her two affairs she would not have had the property to launch her notice. For young women yearning to be designers or businesswomen perhaps Chanels way of achieving distinction is not the most ethical. For some, Chanel could send the pass along to her peers during this time that sleeping with men for money is how you deform successful and internationally cognize. As an older women describing her beginnings, Coco Chanel said, I was ab le to start a high end fashion shop because two gentlemen were outbidding each other over my hot little body 15 The Interwar Period created a culture of consumerism.The economy was prosperous and ready to wear habiliment was new and very popular. Chanel would have had a harder time rebellion to the top of the fashion world without this economic boom from WWI. When Chanels designs were bought by the Parisian elite she was able to make personal connections to keep advancing herself and it benefitted her line of achievement. Towards the end of the 1920s her affair with the Duke of Westminster solidified Chanel into the British aristocracy. She became close with Winston Churchill and members of the royal family, which would help her out in the years to come.Together, Chanel and the Duke of Westminster were outspoken with their anti-Semitic views and homophobia. Chanels perfume line had been financed, marketed, and produced by two Jewish brothers. Chanel started a 17-year battle with the Wertheimer brothers to discover monetary control over the company for the sole reason being they were Jewish. 16 Once more, Chanel used her body to go and her blatant intolerance of Judaism and homosexuality is licence that Chanel was intolerant and yet was still in business. In 1936 French workers went on film for higher absorbs and the French labor unions met with management delegations.Chanel refused to pay any wage increases and other demands brought forth. She eventually realized her fall line would not be produced unless she gave in. Chanel had no respect for the seamstresses she employed even though Chanel was once in that position herself. She employed roughly 3,000 women where the working conditions and hours were strenuous and took a toll on them. Chanels interposition of the female workers she felt were beneath her is not often written about but it is outstanding to note that once Chanel had work one of the elite she wanted nobody to do with the lower class. Chanel offered no bare benefits or help to the women working for her afterwards agreements were met. 17 Three years later World War II began and Chanel unlikeable her shops because she felt that war was not a time for fashion. Some see this as retaliation for the labor strike years before. 18 Regardless, Chanels actions against the women she employed go against the idea of the liberated woman she is credit with originating. Now in the fashion industry for twenty years, Chanel had an empire and was an internationally cognise name.However, the general public at this time had almost no knowledge of where Chanel had come from and how she rose to success. This helped increase the idolatry and bewilderment women held for her. Chanel created a public persona that was idyllic. legal age of what Chanel told reporters was fabricated because Chanel was so ashamed of her background. 19 It is hard to say whether Chanels fans during this time would have persist ined as hard-core if her fu ll background was known. Looking back at the social classes in France during the 1920s and mid-thirties there was a strong shopping mall class.The middle class appeared in the other(a) 20th century and its members wanted a clear distinction between themselves and members of the lower working classes. 20 Chanels designs that each woman copied in the 20s had evolved into an exclusively high-end accruement much like Chanel herself. Chanel resided in the Hotel Ritz in Paris during World War II after the closing of her shops. France was now under German Occupation and German armament officers also resided at the Hotel Ritz. While the rest of France was strengthening their Resistance, Chanel was practically living with Nazi officers.The French Resistance amongst its citizens was huge and women were telephone exchange in it. This could potentially have been Chanels moment to earn her status as an icon for women. Female resisters could get aside with almost anything because the Nazis were so dismissive of females having power. These women were pure at falsifying documents and identities, decoding, and transporting paperwork and they risked everything to be apart of it. 21 Chanel took absolutely no part in the Resistance but rather had an affair with Officer Hans Gunther von Dincklage who was an operative in army experience. 2 There are several allegations that Chanel was a Nazi emissary. Chanel had become very connected in the past twenty-five years and saw herself as an asset to the Germans. There are choke records in French and British intelligence of Chanel with Nazi officers and their train schedules and dates. There is no actual proof of what Chanel did when she was a spy so she could not be convicted after her arrest in 1944. 23 Chanel handwrote a note to Churchill in 1944 explaining why it looked untrusting for Chanel and her friend Vera Lombardi to have such close connections with the Germans My Dear Winston,Excuse me to come & ask you in such mo ments like theseI had perceive from some time that Vera Lombardi was not very happily treated in Italy on account of her being English and married with an Italian officerYou know me well enough to understand that I did everything in my power to pull her out of that role which had indeed become tragic as the Fascists had simply locked her up in prisonI was obliged to address myself to somebody rather important to get her freed and to be allowed to bring her down here with ethat I succeeded placed me in a very difficult situation as her passport which is Italian has been stamped with a German visa and I understand quite well that it looks a bit suspectyou can well imagine my loved after years of occupation in France it has been my lot to encounter all kinds of people I would have pleasure to lambaste over all these things with you I remain always affectionately, Coco Chanel Perhaps Randolph could give me news of you. 24 Many Parisians postwar took Chanels actions as a flavor in the face to France and questioned Chanels homage to France.Throughout World War II Chanel did not partake in anything to do with fashion and is remembered in France as somewhat of a traitor. Chanel moved to Switzerland following the war and ten years later returned to the fashion scene where she was welcomed by the Americans, whom are now her loyal customers. 25 Chanel was able to stay at the top of the fashion industry for so long because she was solely in Paris until after World War II. The French sight is advert to understanding how a woman like Chanel could maintain success.The French have a harder time accept outside culture or influence because they want to keep France French. Since the French Revolution in 1789, nationalism has been important to the French people. The national motto of France is liberte, egalite, fraternite (liberty, equality, labor union/brotherhood). 26 Chanel was born in France and was easily accepted by the French community because in a way she could be seen as adding to the French culture. Her styles were created and manufactured in France by French people and this was most important to them.Her success after World War I boosted the morale of women and change magnitude consumerism throughout France. Eventually, Chanel put herself above France and her interest with the enemy in WWII ended her manage of success in the country. Another perspective of Chanels life and go to look for is that of American consumers. Americans during 1914 -1945 were not unaware of the brand and style of Chanel but it was not as common across the large country like it was in Europe. When the European press slammed Chanel in 1954 after her fashion show, she went to the join States one year later.The buyers in sensitive York were thrilled to have her comeback be in the States and alerted Life Magazine. Life did a four-page spread on the comeback of Chanel. 27 Chanels reputation with the Nazis did not succeed the journey across the Atlantic much t o her benefit. Since Chanel had always been private and untruthful in the press, the American citizens really did not know much about Chanel as a person and just had the image of her as a foreign high-powered successful designer. At this time Chanel was 71 years old.It is possible that her age was to her benefit concerning American acceptance. Chanels affairs when she was younger were not that important to Americans because they did not know the military officers she was involved with. News of her affairs with Nazi officers going beyond just a relationship broke out to the public in the 21st century long after Chanels death. Therefore, Americans had virtually no reason to not accept Chanel. In conclusion, the wild life that Coco Chanel created was what unploughed her career alive.The mysterious Frenchwoman caught the eyes of wealthy men who financed her career and gave her the opportunity to become a success. The booming economy and new culture of consumerism from WWI helped Chanel become a home plate name and power crime syndicate in France. Chanel had the ability to recreate herself at any opportunity she came across and she did. She could do this because she never told the truth to anyone. No one really knew Chanel until after she died. She told interviewers wrong birth dates and gave different accounts of how she was raised.She went from being an orphan to a member of the French elite then on to a British aristocrat. Her many affairs ranged from heirs to Dukes to Nazi officers and she was able to fit into each of them. shockingly enough, all these factors are apart of the reason Chanel had staying power. Her rich clients gave her access to wealthy men and vice versa. The connections Chanel made between 1918 and 1945 were key giving her a place in every part of society in Europe.After her Nazi affairs and losing her place in Paris, Chanel had one resource left to pester and that was the United States fashion scene. People in the United States were eager to have the designers comeback be on their soil. Once illustrious stars started wearing Chanel, the clothing was in high demand where it girdle today. No other woman but Chanel could live the life she did and get absent with being called an icon. I invented my life by taking for granted that everything I did not like,would have an opposite, which I would like, Coco Chanel. 28Coco ChanelFashion designer. Born on August 19, 1883, in Saumur, France. With her trademark suits and little black dresses, Coco Chanel created timeless designs that are still popular today. She herself became a much revered style icon known for her simple yet sophisticated outfits opposite with great accessories, such as several strands of pearls. As Chanel once said,luxury must be comfortable, otherwise it is not luxury. Her beforehand(predicate) years, however, were anything but glamorous. After her mothers death, Chanel was put in an orphanage by her father who worked as a peddler.She was raised by nun s who taught her how to sewa acquisition that would lead to her lifes work. Her soubriquet came from another occupation entirely. During her brief career as a singer, Chanel performed in clubs in Vichy and Moulins where she was called Coco. Some say that the name comes from one of the songs she used to sing, and Chanel herself said that it was a truncate version of cocotte, the French word for unplowed woman, according to an article in The Atlantic. close to the age of 20, Chanel became involved with Etienne Balsan who offered to help her start a millinery business in Paris.She soon left him for one of his even wealthier friends, Arthur Boy Capel. Both men were instrumental in Chanels first fashion venture. Opening her first shop on Pariss Rue Cambon in 1910, Chanel started out selling hats. She later added stores in Deauville and Biarritz and began making clothes. Her first taste of clothing success came from a dress she fashioned out of an old jersey on a chilly day. In resp onse to the many people who asked about where she got the dress, she offered to make one for them. My fortune is built on that old jersey that Id put on because it was cold in Deauville, she once told author Paul Morand.In the 1920s, Chanel took her thriving business to new heights. She launched her first perfume, Chanel No. 5, which was the first to feature a designers name. Perfume is the unseen, unforgettable, ultimate accessory of fashion. . . . that heralds your arrival and prolongs your departure, Chanel once explained. In 1925, she introduced the now legendary Chanel suit with collarless jacket and well-fitted skirt. Her designs were revolutionary for the timeborrowing elements of mens wear and accentuate comfort over the constraints of then-popular fashions.She helped women say bye to the days of corsets and other confining garments. Another 1920s revolutionary design was Chanels little black dress. She took a alter once associated with mourning and showed just how chic i t could be for eveningwear. In addition to fashion, Chanel was a popular figure in the Paris literary and artistic worlds. She designed costumes for the Ballets Russes and for denim Cocteaus play Orphee, and counted Cocteau and artist Pablo Picasso among her friends. For a time, Chanel had a relationship with composer Igor Stravinsky. Another important romance for Chanel began in the 1920s.She met the wealthy duke of Westminster on base his yacht around 1923, and the two started a decades-long relationship. In response to his marriage proposal, she reportedly said There have been several Duchesses of Westminsterbut there is only one Chanel The international economic depression of the mid-thirties had a negative impact on her company, but it was the outbreak of World War II that led Chanel to close her business. She dismissed her workers and shut down her shops. During the German occupation of France, Chanel got involved with a German military officer, Hans Gunther von Dincklage.S he got special permission to stay in her apartment at the Hotel Ritz. After the war ended, Chanel was interrogated by her relationship with von Dincklage, but she was not charged as a collaborator. Some have wondered whether friend Winston Churchill worked behind the scenes on Chanels behalf. While not officially charged, Chanel suffered in the court of public opinion. Some still viewed her relationship with a Nazi officer as a betrayal of her country. Chanel left Paris, spending some years in Switzerland in a phase of exile. She also lived at her country house in Roquebrune for a time.At the age of 70, Chanel made a triumphant return to the fashion world. She first received scathing reviews from critics, but her feminine and easy-fitting designs soon won over shoppers around the world. In 1969, Chanels fascinating life story became the cornerstone for the Broadway musical Coco starring Katharine Hepburn as the legendary designer. Alan Jay Lerner wrote the book and lyrics for the shows song while Andre Previn composed the music. Cecil Beaton handled the set and costume design for the production. The show received seven Tony Award nominations, and Beaton won for Best Costume Design and Rene Auberjonois for Best feature Actor.Coco Chanel died on January 10, 1971, at her apartment in the Hotel Ritz. She never married, having once said I never wanted to weigh more heavily on a man than a bird. Hundreds crowded together at the Church of the Madeleine to bid word of farewell to the fashion icon. In tribute, many of the mourners wore Chanel suits. A little more than a decade after her death, designer Karl Lagerfeld took the reins at her company to continue the Chanel legacy. Today her namesake company continues to enlarge and is believed to generate hundreds of millions in sales each year.In addition to the longevity of her designs, Chanels life story continues to captivate peoples attention. There have been several biographies of the fashion revolutionary, inc luding Chanel and Her World (2005) written by her friend Edmonde Charles-Roux. In the recent television biopic, Coco Chanel (2008), Shirley MacLaine starred as the famous designer around the time of her 1954 career resurrection. The actress told WWD that she had long been interested in compete Chanel. Whats wonderful about her is shes not a straightforward, easy woman to understand.