Me, Myself and Madness Essay

What is madness? Madness cannot be categorized into one definition, nor can it be simplified into one specific action. In Hamlet, Hamlet, prince of Denmark, is consumed by madness and is alternately driven to his own death. Despite the fact that many people believe that Hamlet’s mad behavior was planned and controlled. It is arguable that his madness was not feigned, and he was actually insane. Hamlet was drove into madness by the demonic possession of the ghost of Hamlet, the deep grudge he had for his mother Gerturde, and the craving for revenge he had for the death of his father In act 1, scene 4, Hamlet, Horatio and Marcellus are confronted by the ghost that has been roaming around the outskirts of the castle. Hamlet sees, and recognizes that the ghost that has been haunting his home is none other than the spitting image of his father, the late king Hamlet, who was inconspicuously murdered by his own brother Claudius, who later becomes king of Denmark, instead of Hamlet. The ghost calls out for Hamlet to follow him alone into the woods. Hamlet’s perseverance led him to believe that the ghost of his father had the answers that he desperately needed, and for that, Hamlet decided to follow him alone. Horatio (warning Hamlet against following his father’s ghost) gravely warned Hamlet that if he follows the ghost, it might â€Å"deprive your soverereignty of reason and draw you into madness.† In other words, Hamlet’s madness began when he became possessed (both body and mind) by the ghost of his father to bring about his evil deeds. In this case, Hamlet lost his mind when he erased himself from his own brain and replaced it with his father’s commandments. In addition, Hamlet’s madness was also driven by a deep grudge he had for his mother Gerturde. After the death of Hamlet’s father, Gerturde remarried within a month, to his brother Claudius. Hamlet shows provocation at Gerturde for happily marrying so soon. And to add insult to injury, it was to his uncle, of all people. Hamlet questions the faithfulness his mother has towards him,  and later doubts the love Ophellia has for him. For this reason, Hamlet displays resentment, not only towards his mother, but to Ophellia, who was uninvolved in the tragic death of his father, and the sudden remarriage of his mother to his uncle. In act 3, scene 1, Hamlet and Ophellia are having an emotional conversation with each other. Hamlet screams to Ophellia â€Å"get thee to a nunn’ry, why would tho be a breeder of sinners.† For this reason, Hamlet yells â€Å"get thee to a nunn’ry† several times because he exhorts ophellia to become a nun, so that way, she may never breed sinners, like him. Even tho he offends Ophellia by saying this, the insult is more intentionally made for his mother Gerturde. The lack of faithfulness his mother has causes the vulgar behavior he has towards Ophellia, which henceforth progresses Hamlet’s madness.

Ar 670-1 – Essay 5

?AR 670-1 There are many army regulations dealing with the army but the one that I am going to talk about today is army regulation 670-1. What is army regulation 670-1 covering in the United states army? Army Regulation 670-1 deals with the wear and appearance of military uniforms for my paper I will recite the way a person is supposed to wear their uniform in army text and then tell you what it means in my own words. Starting with the parts that deals with the reason I am writing this report right now. AR 670-1 starts off with Part 1 which is General information and responsibilities. Part one is made up of 19 sections they are listed as followed: †¢1–1. Purpose †¢1–2. References †¢1–3. Explanation of abbreviations and terms †¢1–4. General †¢1–5. How to recommend changes to Army uniforms †¢1–6. Classification of service and utility or field uniforms †¢1–7. Personal appearance policies †¢1–8. Hair and fingernail standards and grooming policies †¢1–9. Uniform appearance and fit †¢1–10. When the wear of the Army uniform is required or prohibited †¢1–11. Uniformity of material †¢1–12. Distinctive uniforms and uniform items †¢1–13. Wear of civilian clothing †¢1–14. Wear of jewelry †¢1–15. Wear of eyeglasses, sunglasses, and contact lenses 1–16. Wear of identification tags and security badges †¢1–17. Wear of personal protective or reflective clothing †¢1–18. Wear of organizational protective or reflective clothing †¢1–19. Restrictions on the purchase, possession, and reproduction of heraldic items Being that I am a female in the united states army not all of the regulation applies to me. For instance I am not a guy so I don't have to worry about how to keep my mustache trimmed or well groomed but that doesn't mean that I should not know these things because when I do become an NCO I will have soldiers that are male that I need to keep squared away. But since I am writing this paper on myself and AR 670-1 I will us write the stuff that relates to my punishment and to me. Starting with 1-1. 1-1 is written as follows: 1–1. Purpose This regulation prescribes the authorization for wear, composition, and classification of uniforms, and the occasions for wearing all personal (clothing bag issue), optional, and commonly worn organizational Army uniforms. It also prescribes the awards, insignia, and accouterments authorized for wear on the uniform, and how these items are worn. General information is also provided on the authorized material, design, and uniform quality control system. This paragraph named purpose states that AR 670-1 tells you the way you should wear, put together, and how the uniform should look when you have it on. It goes on to say that the way that the army or the unit wears their uniform should not be changed but put together in an organized group. It also talks about awards, insignia,and what is allowed whe n it comes to the material used the way the uniform is designed and how they should be worn at all times. With the soldiers in the same uniform the army has system control. The next section 1-2 is written as followed: 1–2. References Required and related publications are listed in appendix A. In this section of AR 670-1 it just tells us that if we need to see the publications that they are listed in the back of the book. The next section to look at is 1-3: 1–3. Explanation of abbreviations and terms Abbreviations and special terms used in this regulation are explained in the glossary. ?This section states that all abbreviated items throughout AR 670-1 will be in the back of the glossary. 1–4. General a. Only uniforms, accessories, and insignia prescribed in this regulation or in the common tables of allowance (CTA), or as approved by Headquarters, Department of the Army (HQDA), will be worn by personnel in the US Army. Unless specified in this regulation, the commander issuing the clothing and equipment will establish wear policies for organizational clothing and equipment. No item governed by this regulation will be altered in any way that changes the basic design or the intended concept of fit as described in TM 10–227 and AR 700–84, including plating, smoothing, or removing detail features of metal items, or otherwise altering the color or appearance. All illustrations in this regulation should coincide with the text. The written description will control any inconsistencies between the text and the illustration. b. AR 70–1 prescribes Department of the Army (DA) policies, responsibilities, and administrative procedures by which all clothing and individual equipment used by Army personnel are initiated, designed, developed, tested, approved, fielded, and modified. c. AR 385–10 prescribes DA policies, responsibilities, and administrative procedures and funding for protective clothing and equipment. d. In accordance with chapter 45, section 771, title 10, United States Code (10 USC 771), no person except a member of the US Army may wear the uniform, or a distinctive part of the uniform of the US Army unless otherwise authorized by law. Additionally, no person except a member of the US Army may wear a uniform, any part of which is similar to a distinctive part of the US Army uniform. This includes the distinctive uniforms and uniform items listed in paragraph 1–12 of this regulation. Further, soldiers are not authorized to wear distinctive uniforms or uniform items of the US Army or of other US Services with, or on civilian clothes, except as provided in chapters 27 through 30 of this regulation. This part states that only uniforms that are authorized by the CTA and HQDA will be allowed to be worn by the units in that military. But at the same time the commander that authorizes your clothing can tell you what to wear and what not to wear on it. For instance, when we were down range and the battalion commander told us that we we only allowed to wear the 172nd patch so we could be in unison and so that people could know who we deployed with he had the right to do that. But the commander could not go out of the regulations of AR 670-1. So if the commander decided to change the design of the flight vest because it looks cool and it is the way he wanted to look hat is against AR670-1 the commander can only add to the regulation but cannot take away from it. This section also states that only a person from The united sates army can wear the uniform that the military issues out. This section is stating that if I have a uniform and I don't want it and my brother does I cannot give it to him because it is property of the united states army and he is not. Also if I have a pair of ACU trousers and the knees are worn i n them I am not allowed to cut them off and wear them as civilian attire. 1–5. How to recommend changes to Army uniforms a. Army Ideas For Excellence Program (AIEP). If a major Army command (MACOM) recommends approval of an AIEP suggestion, the recommendation will be forwarded to the Project Manager-Soldier Systems (SEQ), Bldg. 328, 5901 Putnam Road, Fort Belvoir, VA 22060–5852, for consideration. Each suggestion forwarded to the project manager will reflect the MACOM position; contain all appropriate supporting documentation; and be signed by the commander, deputy commander, chief of staff, or comparable level official. Suggestions not recommended for adoption at any level will not be forwarded to PM-Soldier. Suggestions forwarded without a MACOM position will be returned to the MACOM for action. b. General comments and suggestions. Comments and suggestions regarding the policy, criteria, and administrative instructions concerning individual military decorations, the Good Conduct Medal, service medals and service ribbons, combat and special skill badges and tabs, and unit decorations will be processed in accordance with AR 600–8–22. This section talks about how to go about making changes to an army uniform. The only ways you can go about making changes to the uniform is if a major Army command entrust approval of the change suggested. Then it will then go to the project manager-soldier system to get looked at to see if they will consider the change. They will then get all documents or paperwork that supports the reason they recommended the change. But if it was not recommended on any level of the chain then to the PM-Soldier. The second part of 1-5 talks about General comments and suggestions regarding policy, criteria, and administrative instructions concerning ertain people such as the good conduct medal, service medals and ribbons, combat badges and special skill badges and tabs and unit decorations but they will be worn only by and in a manner that comply with the rules standards or laws of army regulation 600-8-22. 1–6. Classification of service and utility or field uniforms a. The male class A service uniform consists of the Army green (AG) coat and trousers, a short-or lon g-sleeved AG shade 415 shirt with a black four-in-hand tie, and other authorized accessories. b. The male class B service uniform is the same as class A, except the service coat is not worn. The black four-in-hand tie is required with the long-sleeved AG shade 415 shirt when the long-sleeved shirt is worn without the class A coat, as an outer garment; the tie is optional with the short-sleeved shirt. c. The female class A service uniform consists of the Army green coat and skirt or slacks, a short-or long-sleeved AG shade 415 shirt with a black neck tab, and other authorized accessories. The Army green maternity uniform (slacks or skirt) is also classified as a class A service uniform when the tunic is worn. When the tunic is worn, females will wear the neck tab with both the short- and long-sleeved maternity shirts. d. The female class B service uniform is the same as the class A, except that neither the service coat nor the maternity tunic are worn. The black neck tab is required only when wearing the long-sleeved AG shade 415 shirt or the long-sleeved maternity shirt without the class A coat or tunic; the neck tab is optional with the short-sleeved version of both shirts. e. Class C uniforms are the utility, field, hospital duty, food service, and other organizational uniforms. F. See the table of prescribed dress in appendix B. This section talks about the action or process of classifying something according to shared qualities or characteristics of service and utility field uniforms. But since I am a female I will only break down the portion that relates to me. So with that said I will break down sections C, D, and E. Section C talks about the class A's service uniforms. The service class a uniforms for females have the Army green coat and skirt or pants. Short and long sleeve light green shirts and a tunic which is a neck piece is worn. The female just like the males also have class B service uniforms. The class A's and the class B's don't really differ from each other. The only difference is that the female wears the tunic or neck piece with the long sleeve or short sleeve maternity shirts without the jacket or coat to go with it. Another difference is that with the class B's the neck tab is only worn with the long sleeve shirt and not the short sleeve one. And last the class C uniform is the uniform that you wear on a daily basis for work. Whether it is the utility, field, hospital duty, food service, and other uniforms that is used by the unit. –7. Personal appearance policies a. General. The Army is a uniformed service where discipline is judged, in part, by the manner in which a soldier wears a prescribed uniform, as well as by the individual’s personal appearance. Therefore, a neat and well-groomed appearance by all soldiers is fundamental to the Army and contributes to building the pride and esp rit essential to an effective military force. A vital ingredient of the Army’s strength and military effectiveness is the pride and self-discipline that American soldiers bring to their Service through a conservative military image. It is the responsibility of commanders to ensure that military personnel under their command present a neat and soldierly appearance. Therefore, in the absence of specific procedures or guidelines, commanders must determine a soldier’s compliance with standards in this regulation. Soldiers must take pride in their appearance at all times, in or out of uniform, on and off duty. Pride in appearance includes soldiers’ physical fitness and adherence to acceptable weight standards, in accordance with AR 600–9. b. Exceptions to appearance standards based on religious practices. 1) As provided by AR 600–20, paragraph 5–6, and subject to temporary revocation because of health, safety, or mission requirements, the following applies to the wear of religious apparel, articles, or jewelry. The term â€Å"religious apparel† is defined as articles of clothing worn as part of the observance of the religious faith practiced by the soldier. Religious articles include, but are not limited to, medallions, small booklets, pictures, or copies of religious symbols or writing carried by the individual in wallets or pockets. Except as noted below, personnel may not wear religious items if they do not meet the standards of this regulation, and requests for accommodation will not be entertained (see AR 600–20, para 5–6g(2)(d)). (a) Soldiers may wear religious apparel, articles, or jewelry with the uniform, to include the physical fitness uniform, if they are neat, conservative, and discreet. â€Å"Neat conservative, and discreet† is defined as meeting the uniform criteria of this regulation. In other words, when religious jewelry is worn, the uniform must meet the same standards of wear as if the religious jewelry were not worn. For example, a religious item worn on a chain may not be visible when worn with the utility, service, dress, or mess uniforms. When worn with the physical fitness uniform, the item should be no more visible than identification (ID) tags would be in the same uniform. The width of chains worn with religious items should be approximately the same size as the width of the ID tag chain. (b) Soldiers may not wear these items when doing so would interfere with the performance of their duties or present a safety concern. Soldiers may not be prohibited, however, from wearing religious apparel, articles, or jewelry meeting the criteria of this regulation simply because they are religious in nature, if wear is permitted of similar items of a nonreligious nature. A specific example would be wearing a ring with a religious symbol. If the ring meets the uniform standards for jewelry and is not worn in a work area where rings are prohibited because of safety concerns, then wear is allowed and may not be prohibited simply because the ring bears a religious symbol. c) During a worship service, rite, or ritual, soldiers may wear visible or apparent religious articles, symbols, jewelry, and apparel that do not meet normal uniform standards. Commanders, however, may place reasonable limits on the wear of non-subdued items of religious apparel during worship services, rites, or rituals conducted in the field for operational or safety reasons. When soldiers in uniform wear visible religious articles on such occasi ons, they must ensure that these articles are not permanently affixed or appended to any prescribed article of the uniform. d) Chaplains may wear religious attire as described in this regulation, CTA 50–909, and AR 165–1 in the performance of religious services and other official duties, as required. Commanders may not prohibit chaplains from wearing religious symbols that are part of the chaplain’s duty uniform. (See AR 600–20, para 5–6g(7). ) (2) Soldiers may wear religious headgear while in uniform if the headgear meets the following criteria. (a) It must be subdued in color (black, brown, green, dark or navy blue, or a combination of these colors). b) It must be of a style and size that can be completely covered by standard military headgear, and it cannot interfere with the proper wear or functioning of protective clothing or equipment. (c) The headgear cannot bear any writing, symbols, or pictures. (d) Personnel will not wear religious headge ar in place of military headgear when military headgear is required (Outdoors, or indoors when required for duties or ceremonies). (3) Personal grooming. Hair and grooming practices are governed by paragraph 1–8 of this regulation, and exceptions or accommodations based on religious practices will not be granted. As an exception, policy exceptions based on religious practice given to soldiers in accordance with AR 600–20 on or prior to 1 January 1986 remain in effect as long as the soldier remains otherwise qualified for retention. 1-7 is the way a person dresses in their uniform. Its their personal appearance. this section states that the army is judge based on the amount of discipline the manner and the way a soldier wears his or her owned uniform. And by the way a soldier looks in their uniform or their personal appearance. This is why a soldier should take pride in the way they look every morning. o matter how bad they feels when they are getting dressed in the morning. A soldier should always have on a clean uniform on and conducts good personal hygiene. Their uniform should not be hanging off of them or too tight. their hair should remain neatly done for females and for males should always be cut to standards. But that isn't the only thing that a female and males have to maintain in the united states military. Males and females have to maintain their weight at all times. Soldiers should always maintain a well groomed appearance because they never know who is watching them. Soldiers should maintain their military appearance whether they are in or out of uniform. When a soldier maintains their physical appearance and takes pride in the way that they look it not only makes them feel better about themselves as a soldier but it also shows that they take pride in their unit and also show the self discipline that was embedded in them. The commanders job is to make sure that as a soldier it is they have a neat and presentable appearance at all time. Soldiers can also wear jewelry but only under certain terms and conditions such as if it is a part of their religious beliefs. Religious apparel for the army is listed as such medallions, small booklets such as bibles, pictures, or copies of religious symbols or writing carried by the individual in wallets or pockets such as verses from a bible, or hyms from a religious song book and etc. but if the jewelry or religious items do not meet the standards of the army regulations they can not wear them. Take me for example, i work on weapons and say if i have a ring on that had a cross on it i could not wear it because with my job if i was to work on a weapon with the ring on and the ring gets snagged on the bolt of a 50 cal. s i go to charge it and i release the handle from the ring being snagged on the handle when i let go of it my finger could be ripped off. Any religious apparel that when worn can put your life at harm or threaten your ability to work can not be worn in the uniform according to the army regulation. Another example of an improper religious apparel that cannot be worn while in uniform is t-shir ts. Say that I have this t-shirt that has a picture of god on it and I wear it every sunday to church I would not be able to wear it in uniform because it could make my uniform look bulky and stick out. The shirt could stick out over or away from under my ACU top. It could make my uniform a little more form fitting then it should be and it would look bad on the unit if I was to present myself in public like that. So us to show you a couple of examples of why not all religious apparel cannot be worn in military uniform. Another thing to add to the the wear of jewelry in the united states military and it also includes the physical fitness uniform is if they are neat, conservative, and discreet. Meaning dressing the way that the army regulation wants you to dress. There are yet some jewelry that you can not wear while you are in the army such as stomach piercings also known as abdomen piercings, nipple piercings, ear piercings while you are in uniform and if you are a guy no piercings in your ear at all, facial piercings such as lip rings, tongue rings, noise rings, no piercings that start from the bottom of your ear and go to the top of your ear if you are a female you are only allowed to have one hole in your ear and thats it. 1–8. Hair and fingernail standards and grooming policies a. Hair. (1) General. The requirement for hair grooming standards is necessary to maintain uniformity within a military population. Many hairstyles are acceptable, as long as they are neat and conservative. It is not possible to address every acceptable hairstyle, or what constitutes eccentric or conservative grooming. Therefore, it is the responsibility of leaders at all levels to exercise good judgment in the enforcement of Army policy. All soldiers will comply with the hair, fingernail, and grooming policies while in any military uniform or while in civilian clothes on duty. a) Leaders will judge the appropriateness of a particular hairstyle by the appearance of headgear when worn. Soldiers will wear headgear as described in the applicable chapters of this regulation. Headgear will fit snugly and comfortably, without distortion or excessive gaps. Hairstyles that do not allow soldiers to wear the headgear properly, or that interfere with the proper wear of the protective mask or other protective equipme nt, are prohibited. (b) Extreme, eccentric, or trendy haircuts or hairstyles are not authorized. If soldiers use dyes, tints, or bleaches, they must choose those that result in natural hair colors. Colors that detract from a professional military appearance are prohibited. Therefore, soldiers should avoid using colors that result in an extreme appearance. Applied hair colors that are prohibited include, but are not limited to, purple, blue, pink, green, orange, bright (fire-engine) red, and fluorescent or neon colors. It is the responsibility of leaders to use good judgment in determining if applied colors are acceptable, based upon the overall effect on soldiers’ appearance. (c) Soldiers who have a texture of hair that does not part naturally may cut a part into the hair. The part will be one straight line, not slanted or curved, and will fall in the area where the soldier would normally part the hair. Soldiers will not cut designs into their hair or scalp. (2) Male haircuts will conform to the following standards. (a) The hair on top of the head must be neatly groomed. The length and bulk of the hair may not be excessive or present a ragged, unkempt, or extreme appearance. The hair must present a tapered appearance. A tapered appearance is one where the outline of the soldier’s hair conforms to the shape of the head, curving inward to the natural termination point at the base of the neck. When the hair is combed, it will not fall over the ears or eyebrows, or touch the collar, except for the closely cut hair at the back of the neck. The block-cut fullness in the back is permitted to a moderate degree, as long as the tapered look is maintained. In all cases, the bulk or length of hair may not interfere with the normal wear of headgear (see para 1–8a(1)(a), above) or protective masks or equipment. Males are not authorized to wear braids, cornrows, or dreadlocks (unkempt, twisted, matted, individual parts of hair) while in uniform or in civilian clothes on duty. Hair that is clipped closely or shaved to the scalp is authorized. b) Males will keep sideburns neatly trimmed. Sideburns may not be flared; the base of the sideburn will be a clean-shaven, horizontal line. Sideburns will not extend below the lowest part of the exterior ear opening. (c) Males will keep their face clean-shaven when in uniform or in civilian clothes on duty. Mustaches are permitted; if worn, males will keep mustaches neatly trimmed, tapered, and tidy. Mustaches will not present a chopped off or bushy appearance, and no portion of the mustache will cover the upper lip line or extend sideways beyond a vertical line drawn upward from the corners of the mouth (see figure 1–1). Handlebar mustaches, goatees, and beards are not authorized. If appropriate medical authority prescribes beard growth, the length required for medical treatment must be specified. For example, â€Å"The length of the beard will not exceed 1? 4 inch† (see TB MED 287). Soldiers will keep the growth trimmed to the level specified by appropriate medical authority, but they are not authorized to shape the growth into goatees, or â€Å"Fu Manchu† or handlebar mustaches. d) Males are prohibited from wearing wigs or hairpieces while in uniform or in civilian clothes on duty, except to cover natural baldness or physical disfiguration caused by accident or medical procedure. When worn, wigs or hairpieces will conform to the standard haircut criteria as stated in 1–8a(2)(a), above. (3) Female haircuts will conform to the following standards. (a) Females will ensure their hair is neatly groomed, that the length and bulk of the hair are not excessive, and that the hair does n ot present a ragged, unkempt, or extreme appearance. Likewise, trendy styles that result in shaved portions of the scalp (other than the neckline) or designs cut into the hair are prohibited. Females may wear braids and cornrows as long as the braided style is conservative, the braids and cornrows lie snugly on the head, and any hair-holding devices comply with the standards in 1–8a(3)(d) below. Dreadlocks (unkempt, twisted, matted individual parts of hair) are prohibited in uniform or in civilian clothes on duty. Hair will not fall over the eyebrows or extend below the bottom edge of the collar at any time uring normal activity or when standing in formation. Long hair that falls naturally below the bottom edge of the collar, to include braids, will be neatly and inconspicuously fastened or pinned, Section 1-8 basically is explains the way a male and females nails hair make-up and facial hair should be. For a female their hair cannot touch their collar and can be only one color. And that one color that they have can only be a na tural color such as blonde, brown, and auburn color which is a reddish color and black. Any other color that isn't any one of those colors are not authorized in the united states army. Make-up for a girl can only be a natural color. Like the color of their skin or if it looks natural the female soldier is allowed to wear it. But some exceptions are made for females when it comes to their ma-up. For instance a female can have eyeliner on if it is a permeant thing so if a female went to the tattoo polar and got black ink tattooed on her in the place of eyeliner it is excepted in the army as long as it looks presentable. Nails on a female cannot have an off the wall color her nails can only be a natural color such as white manicured nails or clear as long as it looks natural. Also A females nails can only be a fourth of an inch long past the tip of her finger tips. The last section I am going to do is paragraph 1-14. Paragraph 1-14 reads as follows according to the army regulations 670-1: 1–14. Wear of jewelry a. Soldiers may wear a wristwatch, a wrist identification bracelet, and a total of two rings (a wedding set is considered one ring) with Army uniforms, unless prohibited by the commander for safety or health reasons. Any jewelry soldiers wear must be conservative and in good taste. Identification bracelets are limited to medical alert bracelets and MIA/POW identification bracelets. Soldiers may wear only one item on each wrist. b. No jewelry, other than that described in paragraph 1–14a, above, will appear exposed while wearing the uniform; this includes watch chains, or similar items, and pens and pencils. The only authorized exceptions are religious items described in para 1–7b, above; a conservative tie tack or tie clasp that male soldiers may wear with the black four-in-hand necktie; and a pen or pencil that may appear exposed on the hospital duty, food service, CVC, r flight uniforms. c. Body piercing. When on any Army installation or other places under Army control, soldiers may not attach, affix, or display objects, articles, jewelry, or ornamentation to or through the skin while they are in uniform, in civilian clothes on duty, or in civilian clothes off duty (this includes earrings for male soldiers). The only exception is for female sold iers, as indicated in paragraph 1–14d, below. (The term â€Å"skin† is not confined to external skin, but includes the tongue, lips, inside the mouth, and other surfaces of the body not readily visible. ) d. Females are authorized to wear prescribed earrings with the service, dress, and mess uniforms. (1) Earrings may be screw-on, clip-on, or post-type earrings, in gold, silver, white pearl, or diamond. The earrings will not exceed 6 mm or 1? 4 inch in diameter, and they must be unadorned and spherical. When worn, the earrings will fit snugly against the ear. Females may wear earrings only as a matched pair, with only one earring per ear lobe. (2) Females are not authorized to wear earrings with any class C (utility) uniform (BDU, hospital duty, food service, physical fitness, field, or organizational). 3) When on duty in civilian attire, female soldiers must comply with the specifications listed in (1) above when wearing earrings, unless otherwise authorized by the commander. When females are off duty, there are no restrictions on the wear of earrings. e. Ankle bracelets, necklaces (other than those described in para 1–7b), faddish (trendy) devices, medallions, amulets, and perso nal talismans or icons are not authorized for wear in any military uniform, or in civilian clothes on duty.

Discuss the respective contributions of the scientific management Essay

Discuss the respective contributions of the scientific management approach and the human relations approach to managing people i - Essay Example However, human relations approach to managing people has not been able to totally replace the scientific management approach in all industries. In fact Richardson (1996) considers modern strategic management as the major problem causer in modern society rather than problem-solver. Richardson finds that scientific management is alive and used for strategic development in the highly competitive and productivity-conscious, organized world. Through time and motion studies it is possible to break down the work into simple tasks which could then enable the management to find the one best way to handle the task. Through this method it is possible to break down every step to the extent that it is possible to determine the amount of time that the worker could be allowed a break for drinking water. The workers then have to work like automated machines. Thus, to make the most effective use of human resources people have to be managed in this way. This principle of scientific management can ampl y be found in the way the fast food industry manages mass production based on the management principles of efficiency, calculability, predictability and control (Allan, Bamber, Timo, 2006). This sector is based on the classic Taylorist principles. Jobs are simplified, routinised and there is clear division of labor. ... There is practically no human relations approach in this sector even though they have developed the production system based on Taylorist principles. Taylor maintained that workers often performed tasks that were unnecessarily wasteful, hazardous and exhausting (Peck & Casey, 2004). Hence the work should be broken up into small parts and each step should be optimized. Taylor also suggested that the breaking up of the tasks should be done by talking with the workers of the ‘one best way’ (Peck & Casey, 2004) but in the fast food industry employee decision making and discretion have been totally eliminated; workers’ interactions are controlled by employers (Allan, Bamber, Timo, 2006). The fast food sector is thriving globally despite only partially adopting scientific management and not having human relations approach to managing people. A good team needs and informed, intelligent leader, according to Taylor (Darmody, 2007). Managers have the responsibility of motiva ting their employees and instructing them of the best way of performing the task. The aim is to attain efficiency and maximize productivity. Taylorism or the scientific management separates the labor process from the skills of workers. The jobs are simplified and routinised so that less skilled workers would be able to comfortably work on it and the management would be less dependent on skilled workforce. It also states that the conception and planning should be in the hands of the management while the shop floor is concerned only with the execution of predetermined plans. Decision making is centralized and every step of the labor process is controlled through formal rules and procedures. This is precisely what is happening even today not only in the fast food industry but even at the

Intercultural managerial communications Term Paper

Intercultural managerial communications - Term Paper Example The study at hand discusses the topic of intercultural managerial communications. In order to elaborate upon the subject, it will include discussions on intercultural myths, how people differ culturally, language and non-verbal sensitivity. It sets out to demonstrate the importance of managers gaining knowledge of various business cultures around the world so they can manage from a global perspective. Without knowing the culture of a place, it would be hard for one to engage in meaningful ventures. Language is a tool for people to communicate their thoughts and non-verbal sensitivity specifically how people decode or perceive the behavior of others, be it with those they have specific relationships with or not. Various cultures have different modes of communication even within their own subculture. It is of utmost importance for business professionals to be sensitive to the different cultures within the regions they operate to successfully communicate in other cultures. Intercultural Managerial Communications The communication in an organization or workplace is described as the conveying of messages with the help of a proper channel and medium to the desired receiver. According to the social constructionist approach, the communication in an organization pertains to the manner in which the use of language establishes various types of social structures, which may include teams, relationships, and networks. Managerial communication also refers to the related aspects of the organizational communication. It is an activity which assists the managers in communicating with the employees as well as amongst each other in the organization. The Managerial Communication facilitates in providing an even flow of information amongst them which directs them towards a mutual goal. Culture Culture is an amassed system of values, rules, norms, experiences and concrete behavior which man adapts from descending generations and aims at passing forward to ascending generations (Nakaya ma and Halualani 2011). In organizations, the word culture reflects on the business practices and the way of doing things. Business professionals have to learn the different business cultures before doing business in various markets so they can minimize the risk of business failure. Obtaining knowledge about different styles of communication, forms of body language, dressing, greetings, negotiation techniques and meeting approaches is vital in gaining successful business relations with like-minded people. Successful leadership engages the subject of intercultural managerial communication through discussing the branches of culture, intercultural myths, how people’s perceptions differ, language, and non-verbal sensitivities. People differ culturally in various ways such as voice pitch, words used, accents and nonverbal communication i.e. body language. In addition, within the cultures, there is a contrast in how people communicate. Certain actions may be acceptable within some cultures and not applicable in others. There are things that one can do in their culture and if they did the same in other cultures, they may be perceived as being undisciplined or offensive. There are also things that one can omit in some cultures and, therefore be perceived as rude in other cultures. For example, people must be sensitive to the different forms of greetings as they travel from one culture to another. Thus, many business profession

Analysis of Henr'sy V life Essay Example | Topics and Well Written Essays - 1750 words

Analysis of Henr'sy V life - Essay Example Henry shows his military discipline in approving, without hesitation, the execution of Bardolph for stealing from a church: "We would have all such offenders so cut off". Yet there is no moment of compunction, no recognition of past ties between him and his Eastcheap companion, even though Fluellen makes a point of identifying Bardolph by his carbuncled complexion and nose "like a coal of fire". It is only retroactively linked with Henry's spontaneous and understandable anger over the massacre of the luggage attendants, an anger that then reaches excess in Henry's threat to cut more throats. If temperance is a cardinal virtue of the ruler, Henry has failed again. His behavior on the battlefield veers confusingly between coldblooded practicality and barely restrained fury. Henry is convinced that the course of the war is providentially arranged and that human intervention counts for little: "We are in God's hand, brother" ((Henry V (ed.), 1954, III. vi. 177) and "how thou pleasest, God, dispose the day!" (IV. iii. 133). Often, though, the dramatic context overlays Henry's religious assertions with irony. Henry determines that the campaign against the French "lies within the will of God," but only after declaring his intention to make the Dauphin pay dearly for his ill-advised gift of tennis balls. The favorable portrait of Henry is continually subject to ironic qualification without being totally undercut. Henry's possible chicanery or question the decency and fairness of his tactics modify the portrait of him as a hero without turning him into an antihero. Henry V is shown to us as a great leader, but not an infallible one." Henry Strong leadership shows imperialism that Shakespeare implies, requires cunning as... Henry has completely appropriated the persona of the soldier, calling it "A name that in my thoughts becomes me best". His threatening speech is thus predicated on a total divorce between the sensitive mortal who is bound to feel "pity" for violated women and butchered babies and the hardened military leader who would fatalistically let his soldiers run amok. If Henry actually allowed this brutality to take place, could he remain a respected ruler, full of "king-becoming graces"? Again there is a tenuous balance between the monarch's ruthlessness and "mercy." It is possible, though not certain, that the blood-chilling threats are merely a clever tactic to coerce surrender, so that once the Governor has capitulated Henry can "Use mercy to them all". There is a similar conflict between the King's "lenity" and "cruelty" toward an individual when Henry, while insisting on treating the French with respect and not stealing from their land because "the gentler gamester is the soonest winner ," nevertheless approves Bardolph's execution. He reveals no regret over the death of an old comrade for theft. The expedient military leader clearly cannot afford to be sentimental.

New Equality Act 2010 Essay Example | Topics and Well Written Essays - 2750 words

New Equality Act 2010 - Essay Example However, they are not well embraced in the modern times. It is believed that all people are equal regardless of their gender and race. As such, governments have been pushing for equality policies across the world. The United Kingdom parliament introduced the equality act 2010. This act was based on a number of laws and acts that had been introduced in the United Kingdom in the past. Despite its introduction, equality is yet to be achieved in the workplace (Varkaik, 2005). There are many challenges facing the implementation of this act. The equality act 2010 promises to equate all people regardless of their gender and race in the workplace but faces many challenges in the implementation, which need to be addressed accordingly. History of Equality Act 2010 The vision and objectives of the equality act 2010 were proposed back in the 1960s. It had been realized that some groups, gender, and races were discriminated against in the United Kingdom in many sectors. Some people were paid less in the workplace; others had challenges getting jobs because they belonged to a certain race and others because of their gender. The equal pay act of the 1970 was the first law to be passed regarding this. According to this law, people doing the same workload in the same department are required to be paid the same amount regardless of their gender and race. ... No employer or institution would discriminate any person basing on these grounds (United Kingdom Legislation, 2013). Disability act of 1995 also forms a part of the equality act 2010. Disabled people should have equal opportunities to employment basing on this law. The Equality Law 2010 (Work Place) The passing of the Equality Act 2010 was embraced by many people across the United Kingdom. However, there are serious concerns about whether anything will change. Experts have been documenting everything that has been happening after passing of the vital acts which form a part of the Equality Act 2010. They have confirmed that indeed, not a lot of changes have been documented after the passing of those acts. No wonder some people have been questioning what has been happening in the last four decades from the time the Equal Pay act was passed in 1970. The very things the parliament meant to protect people from have been happening right under their eyes. Discrimination This is one of the l argest problems in the United Kingdom in the current times. Despite the passing of laws to reduce discrimination, research indicates otherwise (Favre, Grainger and Brewer, 2011). Women and minority races in the United Kingdom are the most affected. Women do not have equal opportunities with men in the work place (Verkaik, 2008). While many men are employed in well paying permanent jobs, only a few women are employed. The other women are employed in low paying part time (Lee, 2002). In fact, only about 30% on average women are employed in the permanent well paying jobs. The percentage of women in the low paying part time jobs is 79%. This clearly indicates that most

A Small Group Report of a Market Investigation Essay

A Small Group Report of a Market Investigation - Essay Example The investigation will thus aim at determining the factors that have led to rapid expansion of smartphone industry in Australia. Additionally, the investigating the smartphone market in Australia is crucial in establishing the branding, product offering, and effects of increased smartphone usage on the growth of the mobile industry. By establishing the smartphone market situation, it is possible to come up with, marketing strategies that can help in increasing the growth of the market (Witter, 2011, Web; TechSci Research, 2012, Web). Investigation of the smartphone market in Australia should aim at determining the production concepts, aspects regarding the smartphones features, the marketing strategies, and factors affecting the market. Production concepts worth investigating include the methodologies used in manufacture and the length of period that smartphones have been in production and how they differ from other phones. On marketing, aspects such as selling methods, holistic marketing strategies, and the needs of customers are worth exploring. Focusing on the above aspects is important since they can help determine the status on smartphone market in Australia and predict the future of the Smartphone App development (IBISWorld, 2012, Web). Smartphones are increasingly becoming popular in Australia where they are replacing feature pones such as Nokia. A large percentage of mobile users in Australia are turning to smartphones due to its multiple useful applications. Smartphone App Developer’s industry in Australia is expected to continue growing rapidly in next decade. The rapid growth of Smartphone App development industry is due to the great demand for smartphones in Australia, which has resulted in increased allocation of resources to expand the technology hence quality of smartphones. Additionally it is important to consider the demand for the different types of

Marketing principles Essay Example | Topics and Well Written Essays - 1500 words

Marketing principles - Essay Example feeding equipments, baby walkers and bouncers, baby monitors and range of toys which would required mostly by parents who have children and younger children. With the disposable income among young parents, particularly in the UK the baby care product market is increasing at a steady rate. The consumer demographics in the market for baby care products in the UK shows that an increasing number of kids and young children are taking to using variety of products which made for themselves to do their activities in safe and easy manner. Purchasing behavior of UK consumers of baby care products in particular is determined by price elasticity of demand plus a variety of external factors (Cook, 2007). Five senses as outlined below don’t essentially act as the ultimate determinants of purchasing decisions of consumers. In fact a bewildering array of endogenous and exogenous variables plays a very big role in consumers’ decisions. However, what’s seen, heard, felt, smelled and tasted matters in the immediate decision making process. Thus the family unit is the most basic factor which drives buying decisions for baby products. The value statement for the baby products can be based on the company’s customer value creation strategy with safety, care, quality and fun. As a value statement shows the first word is safety. This key concept has become a very big issue in the current times. For instance Baby Product comes from a variety of sources and a variety of countries. The potential customer must be informed about the level of safety for their kids. The word care carries a greater weight because parents and elders care for their kids. Similarly quality matters because children need quality products. Fun is associated with keeping the kids happy during the play time. Thus each baby product must be exciting enough to the kid. Thus a few extensive and serious research studies have to be undertaken in order to determine the extent of influence on consumers’ decisions

How I have improved My Mastery of English language through the Essay

How I have improved My Mastery of English language through the Semester - Essay Example It is true that when one is proficient in English language, he stands a better chance of fitting in almost all societies of the world. Taking into account the aforementioned significance of the language, I have been very keen and attentive in class just to ensure that I get maximum knowledge possible from the class lessons. I have also been carrying out expounded research on the English language considering broadness and continuing growth of the language. I sincerely have to admit that I have benefited hugely from English lesions that I attended since the beginning of this semester. It is worth mentioning that English lessons I attended through this semester have helped to improve my reading and writing skills. Before the beginning of this semester, I was incapable of writing constructively in English language classes. This was because I had not mastered the basic rules of grammar such as punctuation, fluent flow of ideas, and most of the time I was confusing spellings and as such lo sing the intended meanings of what I intend to communicate. To be precise, I had flat reading style without any fluctuation despite the demand within the sentence. To this end, I must confess the great improvement that I have made since the beginning of the semester since I can construct flawless sentences and compose appealing papers. The English lessons I have been attending through this semester have helped in improving my speech techniques and expressions. This course has been very beneficial to me especially since it provided me with the opportunity to read various books and articles that have enabled me to improve the level of my writing and expression in the English language. I can say that the level of my proficiency in both written and spoken English has significantly improved as compared to the previous semester. Furthermore, I have also been able to improve my hand writing to a more legible form than it was at the beginning of the semester. Moreover, the English lessons I have been attending through the semester have acquainted me with sufficient skills of reading, analyzing, interpreting, and answering particular questions in passages and other grammatical texts The English lessons I have been attending throughout the semester have assisted me in enhancing my grammar as can be observed from the improvement in the manner I use the various parts of speech to present well written academic papers. I have also learned how to describe events and items through proper use of different types of adjectives. It is also worth mentioning that the English lessons through the semester have assisted in improving my knowledge of other fields of study as I can now read and write various concepts without the slightest form of contradictions. To add, English lessons I have been attending through the semester have assisted in improving my spelling accuracy as well as avoiding the temptation to engage in direct translation of words from my native language to English. Wi th all the stated and observable improvements that I have undergone through the English lessons in this semester, I still have some problems that I hope can be resolved when assisted. The first problem that I still encounter concerns appropriate use of punctuation marks when writing sentences. The most notable punctuation marks that pose challenges my resolve to be a notable writer English language are the semi colons and colons. I have been facing repeated confusion on the appropriate time to use either the

Tina and Dan Essay Example for Free

Tina and Dan Essay Tina and Dan are newlyweds who did not have pre-marital sex. Within one year, they would like to start a family. For now, they are considering various birth control methods. Linda is a young, single woman who is actively dating. She only chooses to be intimate with long-term committed partners, and she does not want to be a single mother. She is aware of the risks that are associated with sexually transmitted diseases. In Linda’s case, she needs birth control that will prevent pregnancy as well as provide protection from sexually transmitted diseases. Today, there are many birth control options for married couples as well as singles. Tina and Dan have a few birth control options. Tina can take oral contraceptives. The pill has a 0. 1 percent failure rate (Glasier, 48). Menstrual periods tend to be regular and lighter. However, some women gain weight while taking oral contraceptives. Headaches, mood swings, acne, or breast tenderness are also possible side effects (Glasier, 70). Intrauterine systems and devices, like Mirena, have a pregnancy rate of 0. 1% in the first year. Sides effects can include increased menstrual bleeding and period pain (dysmenorrhea). The transdermal contraceptive patch, such as Ortho Evra and Evra, had an overall failure rate of 1. 24, â€Å"and the failure rate among perfect users was 0. 99/100 woman-years† (Glasier, 50). Breast discomfort and painful periods are also common side effects. For Linda, she can use male or female condoms in addition to a backup method. Male latex condoms offer protection against STDs, including HIV infection. The failure rate is 3 to 12 percent. Condoms that have been stored for long periods of time can break. Allergies to latex are fairly common. In this case, polyurethane condoms are a better choice. Although much more expensive than latex condoms, they â€Å"transfer body heat readily, so there is more sensation during sex† (Glasier, 25). Female condoms are made of polyurethane and are less likely to tear. â€Å"The annual rate of pregnancy is 5% for perfect users and 21% for typical users† (Glasier, 31). Because condoms can break or slip, Linda should consider a backup method of birth control like oral contraceptives or the transdermal contraceptive patch. She can also consider an injectable contraceptive like Depo-Provera. It is 99 percent effective in its first year of use. However, irregular bleeding or long periods of light bleeding can occur. Condoms are the only birth control method that provides protection against HIV infection. Some men complain that wearing condoms diminishes pleasure while others feel that it can help to prolong sex (Glasier, 24). Linda should discuss all options with her partner. Tina and Dan can use condoms as well, but most married couples don’t feel the need unless there aren’t any other options. This is usually due to health reasons or unpleasant side effects. Regardless of the type of birth control chosen, it should be a mutual decision. References Glasier, Anna and Beverly Winikoff (2005). Contraception. Oxford: Health Press Limited.

Development of Zostavax

Development of Zostavax Shingles vaccine, Zostavax, has been available since 2006, and is gaining in popularity among adults older than fifty years old. In order to alleviate any misconceptions of the vaccine or the disease process, a discussion of the disease, effectiveness of the vaccine, proper administration, safety precautions, complications, and immunity process will be highlighted by utilizing evidenced based studies and practices. It is through proper knowledge and patient education that the adverse effects of shingles, as well as other communicable diseases, can be prevented and provide a better quality of life for those at risk for shingles. Shingles is a debilitating disease caused by the same virus that causes chickenpox and will affect one in three people (Hall, 2010). Chickenpox are caused by the varicella-zoster virus (VZV), and most commonly acquired during childhood (U.S. Department of Health and Human Services, Center for Disease Control and Prevention, 2012). One important point is that one cannot develop shingles unless they have had chickenpox or have received the chickenpox vaccine (Hall, 2010). Shingles is an exacerbation caused by the virus, which hides in the dorsal root ganglion of the central nervous system for years after infection of chickenpox or years after administration of the chickenpox vaccine. Some of the first symptoms of shingles are headache or sensitivity to light, or one may have flu like symptoms without a fever (American Pharmacists Association, 2009). The inflammation reaction of shingles takes place when the dormant virus has the opportunity to become active, commonly in adults over fif ty years old with a weakened immune system (Hall, 2010). When active, the virus will travel down the nerve from the dorsal root ganglion and cause a reaction to take place on the skin. The reaction is concentrated to the nerve root, also known as a dermatome, that is affected, which is presented by a distinctive irritating rash that begins at the midline of the back and follows the nerve root around the torso toward the front in a horizontal fashion. The rash has also been known to affect the face. The rash is usually unilateral, but is some cases the rash may be bilateral (DHHS, CDC, 2012). The rash associated with shingles is very painful and has an intense itching and tingling sensation, which is followed by clusters of blisters. The blisters are filled with fluid and then after some time burst and crust over. These blisters may leave scars on the skin, and may take two to four weeks to heal. The blisters are only contagious to people who have not had chickenpox or have not recei ved the chickenpox vaccine, and one will only contract the chickenpox virus, not shingles (Hall, 2010). When the shingles vaccine was first approved in 2006 by the Food and Drug Administration (FDA), it was intended for those sixty years old and above (Laustsen Neilson, 2007). The potency of Zostavax is at least fourteen times greater than the chickenpox vaccine (DHHS, CDC, 2012). The effectiveness of the vaccine, Zostavax, was studied using eight different randomized controlled trials which included a total of 52,269 participants (Gagliardi, Gomes, Torioni, Soares, 2010). The study concluded that the vaccine was most effective in the sixty to sixty-nine year old age group, although this age group had the greatest number of side effects (Gagliardi et al., 2010). In a more recent study to determine the effectiveness in fifty to fifty-nine year olds, the use of Zostavax was shown to be effective (Schmader et al., 2012). The results of the study proved to be over seventy percent effective in the fifty to fifty-nine age group (Schmader et al., 2012). The use of the Zostavax vaccine to re duce the effects of shingles on activities of daily living has also been proven to be effective for older adults (Singh Subhashni, 2011). Due to this new study the age limit was changed to fifty years old and above. This change by the FDA proves that the vaccine is effective in preventing shingles in the aging population. Therefore proper education of adults fifty and older with regards to shingles should be a mainstay of intervention. Informing these adults of the serious consequences of not being vaccinated against shingles should also be incorporated into community education. The administration of the shingles vaccine Zostavax is a simplistic procedure and starts with proper storage and handling. Zostavax must be stored or shipped at temperatures between -58ÂÂ °F to +5ÂÂ °F (DHHS, CDC, 2012). Before reconstitution, Zostavax is a live attenuated vaccine that is a solid white powder and is brought to room temperature prior to administration (APhA, 2009). The powder is reconstituted with sterile water and should be 0.65mL when diluted. When reconstituting, the use of sterile syringe and needle is required. Once the vaccine is mixed, it is only good for up to thirty minutes. The administration of the vaccine is done by withdrawing the entire contents of the mixed vial, which is 0.65mL, in to a sterile syringe. Once the vaccine is drawn up into the syringe discard the needle use to puncture the seal and replace with a new sterile needle prior to administration. The entire contents of the syringe are to be injected subcutaneously by using a 1mL syring e with a 5/8 23 gauge needle. The injection site suggested by the FDA is the posterolateral aspect of the upper arm using a 45ÂÂ ° angle of entry. Prior to entry of the skin, wipe the site with an alcohol swab and allow to dry. Inject the vaccine at a moderate pace, one to four seconds. After injection remove the needle, activate the safety device and discard in proper sharps container. Next, apply light pressure to the site using a sterile cotton ball to discourage bleeding and apply a bandage if needed or desired. Be sure to keep an eye on the patient for a minimum of fifteen minutes to observe for signs of an adverse reaction. The signs for an adverse reaction can be itching, redness, hives; swelling of the lips, face, or throat; shortness of breath or wheezing; abdominal cramping; or cardiovascular collapse. A request for water, indicating thirst, and difficulty breathing shortly after vaccination are the first hint from a patient that anaphylaxis may occur. Do not give the patient anything to drink, and instruct the patient to sit down. If anaphylaxis is occurring, immediately enact emergency protocols. The use of epinephrine is the first line treatment for acute anaphylaxis. The general dose is based on the patients body weight, 0.01mg/kg up to a maximum dose of 0.5mg per dose. The dose of epinephrine may be repeated every five to twenty minutes, and is based on the patients response (APhA, 2009). Zostavax is classified as a live attenuated vaccine, which means that a wild virus is modified in a laboratory. During the modification process of the wild virus, it is weakened during the production process and therefore usually will not cause the disease. Once the vaccine is injected into the body, the live attenuated viruses must undergo replication in order to produce an immune response. The live vaccine has shown to be effective with one or two doses and have proven to be more effective than inactivated vaccines (APhA, 2009). Zostavax is an artificial active immunity, in which the subject is exposed to the live weakened wild pathogen. The exposure to the vaccine is artificial in nature, meaning the patient is injected with the weakened form of the virus to produce immunity. It is artificial active immunity that produces a prolonged effectiveness against shingles and also protects the patient against the disease without the risk of developing complications from having shingles. The immunity takes a couple of weeks to produce an antibody level sufficient enough to provide protection against shingles (APhA, 2009). The immune response is a complex process. First the subject needs to be exposed to the antigen, in this case the varicella zoster virus. The exposure to the virus allows for replication of the virus in the body. Once the immune system detects the antigen(s), two types of acquired immune responses occur, the humoral and cell-mediated immune responses. Both immune responses usually occur at the same time and cause a cascade of immune responses in order to eliminate the antigen(s). Both immune responses are mediated by many types of lymphocytes. They are two dominant types of lymphocytes, the B lymphocytes and T lymphocytes. The B lymphocytes arise and mature in the bone marrow, while the T lymphocytes arise in the bone marrow and then circulate to the thymus where they mature. Both B and T cells circulate in the blood looking for any foreign antibodies, and if detected an immune response will be activated (APhA, 2009). The humoral response is mediated by the B cells, which contain a unique receptor that is specific to only one antigen. When a B cell finds a matching antigen in the blood, it will bind to the antigen and activate the humoral immune response. This response functions by developing antigen-specific antibodies, which are responsible for recognizing and neutralizing the specific antigen. When the humoral response is begun, the B cells proliferate and mature into plasma cells. It is these plasma cells that make millions of identical antibodies to the specific antigen in which was encountered. The newly formed antibodies are then released into the bloodstream to find and bind to the antigen, which forms an antigen-antibody complex. The antigen-antibody complexes are then cleared by the immune system by phagocytosis and the complement system. After the elimination of the antigens, some of the B cells remain in the immune system as memory B cells; the memory B cells are there to defend agains t a future invasion of the same antigen (APhA, 2009). The cell mediated immune response involves the helper T cells, which are a type of T lymphocyte. The helper T cells do not directly bind to antigens; they are activated when they encounter infected cells that contain antigen fragments on the cells surface. The activated helper T cells secrete cytokines, which are chemical mediators that direct an immune response by recruiting additional immune cells to the area of infection. The cytokines signal helper T cells to perform many different functions. One of which the helper T cells stimulate additional B cells to activate antigen-specific antibodies; this will induce production of antibodies to fight the antigen. Next, the helper T cells will recruit macrophages and other immune cells to the area of infection which complements the destruction and elimination of the antigen. Finally the helper T cells can activate cytotoxic T cells, which can identify and kill infected cells. Once the antigen has been removed from the subject, the body wi ll retain a certain number of B cells and T cells to remember the antigen which results in immunologic memory. It is these remaining cells that can give a subject a specific immunity that can last from years to decades, or even a lifetime (APhA, 2009). Since the introduction of Zostavax in 2006 the CDC is continuing to reach the at risk populations to help educate and vaccinate against shingles as well as other preventable communicable diseases. It is the proper knowledge and education of at risk populations, that we have seen an improvement in quality of life revolving around proper up-to-date vaccination. Through continued community education and proper placement of public and volunteer educators, the misconceptions of shingles and vaccination can be alleviated as long as up-to-date evidenced based healthcare information is provided to the at risk populations.