Compare and Contrast Essay

Compare and Contrast Essay Compare and contrast essay tips to use when writing your comparison essay. Here youll find the words to use for comparing and contrasting, the different ways one can write an essay to compare and contrast the subjects etc. What Is a Compare and Contrast Essay? Unlike other types of essays (see top 10 essay types), a compare and contrast essay is used to explore both the similarities and the differences between two subjects by comparing and/or contrasting them against each other. Compare and Contrast Essay Outline To serve their particular purposes in an effective manner, a compare and contrast essay must communicate  in an efficient manner. This means that compare and contrast essays should start with an opening paragraph, which will directly state what the writer is trying to say. Afterward, they can move onto the body, which will support the opening paragraph by providing supporting evidence. Once the supporting evidence has been listed, compare and contrast essays can conclude by reemphasizing their opening paragraphs in order to produce a lasting impression on the mind of the reader. Comparative Analysis With that said, a compare and contrast essay cannot be completed without conducting a comparative analysis, which the writer can use to lay out their thoughts about the subjects before sorting them into a neat and organized form. Fortunately, this process is as simple as creating a Venn diagram (see below) before filling it with the characteristics of the subjects, while making sure to put shared characteristics in the overlapping area. Once the writer is satisfied with their brainstorming, they can sort through the characteristics for the ones with the most relevance to the point that they are trying to make, which is important because weaker arguments can actually drag down their stronger counterparts when placed in the same essay. How to Write a Compare and Contrast Essay Pre-Writing Phase How to start a compare and contrast essay? Students are normally assigned a topic to write on, yet sometimes professors give their students the freedom of selecting the topic on their own. In the latter case choosing one out of top compare and contrast essay topics can become a challenge. While working on the topic selection it is important not to choose two totally unrelated subjects, otherwise finding similarities can get problematic. Start out with a subject that has some basic similarities, e.g. two novels, two paintings, speeches etc. Looking for the things to compare and contrast? Here is a list of top 30 compare contrast essay topics: TOP 30 COMPARE AND CONTRAST ESSAY TOPICS Once you have chosen what to write on in your comparison essay, brainstorm ideas and try to write down every single one of them, choosing those that are relevant to the topic. You might want to divide your sheet of paper into two main sections and start jotting down everything that comes to your mind, including similarities and differences. Writing Phase Venn Diagram An effective technique for finding similarities and differences is using a Venn diagram. A Venn diagram is a scheme that represents logical relations between two objects. Graphically it can be depicted as two overlapping circles, each of the circles denoting some entity. The overlapping part is the area denoting similarities, while the parts that do not overlap, are the differences (see Fig. 1). Fig. 1. Venn Diagram: Comparing Apples and Oranges (Compare and Contrast Essay) A very important point in writing an effective compare and contrast essay is a correct selection of the lines of comparison: if you are comparing two objects, you should be comparing them against one and the same parameter. For example, looking at the picture above you will see that oranges and apples are compared in regards to things like origin, place of growth, a thickness of peel etc. All of these features are inherent in both objects. If you say that an apple is different from an orange because an apple is green and the orange is juicy, you will be â€Å"comparing apples and oranges† – this time in the figurative meaning of likening two incomparable things. Organization:  Typical Structure of a Compare and Contrast Essay The opening paragraph should state the essay’s subjects as well as its thesis statement about those same subjects. From that point on, the body of a compare and contrast essay tends to be structured in one of two ways: The first way:  a writer can list the characteristics of one subject and then the characteristics of the other before bringing them together by analyzing their similarities and differences. This means that the body of the essay will begin with a number of paragraphs about one subject, continue with a similar number of paragraphs about the other subject, and then finish with a crucial paragraph that will use the listed characteristics to compare and contrast the two subjects. The second way: a  writer can list the similarities between the subjects and then the differences between the same. This means that the body of the essay will begin with a number of paragraphs about their similarities and finish with a number of paragraphs about their differences. With this structure, there is no need for an analysis at the end because its content is spread throughout the preceding paragraphs. Introduction Origin Apples Oranges Climate Apples Oranges Peel Apples Oranges Conclusion Another mode of organization, although less common, is called block comparison. According to this pattern, you will be required to separate the body of your compare and contrast essay in two parts. The first part of the body will be dedicated to Object A, while the other half will be centered around Object B. Together with the introduction and the conclusion, the overall essay length will be 4 paragraphs. In case of block comparison the overall essay structure will take the following form: Introduction Oranges Origin Climate Peel Apples Origin Climate Peel Conclusion Once the body of the essay is complete, its conclusion should restate the thesis statement but in a more confident manner because it has proven its point. Sometimes, a conclusion will summarize the preceding paragraphs for a bolder and blunter emphasis, while other times, a conclusion will let them provide their support in a more implicit manner. HOW TO WRITE A COMPARE AND CONTRAST ESSAY Additional Tips on Comparison and Contrast Essay Writing Fig. 2. Comparison and Contrast Signifiers Compare and Contrast Words An important thing about writing any essay is using special cue words that will make your essay more coherent and logical. In the  case of a compare and contrast essay you will need to use cue words signifying comparison, for example: Words to compare: like, compared to, similar to, similarly, by analogy, likewise, in the same way, as well as, both, too, at the same time, correspondingly, in addition, same as, etc. The cue words signaling contrast are: Words to contrast:  unlike, conversely, however, nevertheless, still, although, while, but, even though, although, despite, yet, regardless, on the one hand †¦ one the other hand, etc. Post-Writing Phase Once the first draft of an essay is complete, it is time for the writer to put the finishing touches: Proofreading Proofreading is a key factor because errors can break the reader from the flow of the essay, thus robbing it of its power to persuade. Writers should always read through their own work to check for typos, spelling  mistakes, grammar mistakes, as well as lines that should be rephrased for a better result. However, they should also get other people to proofread for them because their closeness to their writing can make it hard for them to pick up on its problems. After all, they already know what they are trying to say, meaning that they are not looking at their work with the same perspective as the reader. References References are a useful way to increase an essay’s power to persuade so long as they are appropriately authoritative. For example, referencing a politician is probably not going to be much use in a philosophy essay unless it is in the context of their philosophical writings. Furthermore, references are needed to use someone else’s arguments without taking credit for them in the process, which is necessary to prevent plagiarism. Not coincidentally, this also makes it easy for the reader to check the sources so that they will know, that somebody really said so if the reader is skeptical. Finally, references should be done in the style that is appropriate for the essay’s subjects for the convenience of different people in different fields. For example, most essays about the sciences should use APA, while most essays about the humanities should use MLA since those are the conventions. We are essay writing experts, meaning that we are ready to help those who are interested in learning more about compare and contrast essays as well as essay-writing in general. All you need to do is visit the order page and fill it out we will start working on it immediately, notifying you on the order progress.

Comparing the differences of purpose of government according to Term Paper

Comparing the differences of purpose of government according to Philosophers. (Plato, Aristotle, Hobbes, and Locke) - Term Paper Example Some of the difficulties that society in the classical period faced are the same as what society experience today. For example, the question on whether to have a democratic, aristocratic, tyrannical or oligarchy was handled by in the classical period by Aristotle yet the same question still presents when discussing modern forms of governments. Thus, it is true to say that philosophers of classical period and modern philosophers are still faced with the same question on what is the purpose of the government and how does the government exercise its powers. According to Plato’s idea of an ideal state, the structures and functions in society should be explored in relation to the structure of individual soul. According to him, the individual soul is the different parts of the body in which the workers were the productive part that is represented by the abdomen, the solders that are the protective part represented by the chest and philosopher kings are the governing part that is rep resented by the head. From this classification, Plato envisioned the government, solders and workers each performing a different function in the state. The state as represented by the head can be seen to control and direct the functioning of other parts of the state as the whole body. This means that the government which is represented by the head, has the role of coordinating the activities all other parts of the society (Chang 71). Plato’s stand as expressed in the Laws presents and authoritarian view of government and authority. He claims that for a society to prosper, the authority must impose the right conditions on the people. Further, for maintenance of this prosperity, the authority should be iron fisted in dealing with the people (Crombie 178). My view is that this form of government does not allow the people to exercise their rights freely since all the power rests on the rulers and the people cannot question the decisions made by such a government. A government tha t functions under such ideals might become tyrannical thus denying the people their rights to exercise their opinion freely. Plato and Aristotle differed in their views of the functioning of the government where Plato’s idea of government was a centralized system with power resting in the hands of a few individual who belong to a political class and they exercised sovereignty over laws governing the land. His idea of the soul and the body where governing is a function of the head means that the government is a reserve of a few who are able to climb to the highest pinnacle of society. I find Aristotle’s government functioning as a more suitable one since it allows for the governing of the people through a constitution. This is a favorable system given that the sovereign power lies with the people and the government exercises such powers according to the demands of the society. Aristotle sees the functioning of the government as determined by the aspirations of people th at is enshrined in the constitution. According to him, the functioning and purpose for which the society sets up a government is enshrined in the will of the people and is further expressed through the constitution. The government function is based on the different forms that they take. Aristotle claims that the role of government will vary depending on whether it is a tyranny, aristocracy, an oligarchy or a democratic government (Simpson 215). Aristotle stated in his definition that a constitution is an organization of offices particularly one that has sovereignty over all the others in the society. In this definition, Aristotle recognized offices as the constitution and not a written law. A government will function differently, he argues, when

Traffic_individual memo Article Example | Topics and Well Written Essays - 750 words

Traffic_individual memo - Article Example Moreover, the whole scandal which surrounded this project inevitably creates suspicion from the government and publicity on further city incentives. And so, new Boston projects on traffic management should take into account all the previous mistakes in order to be approved and financed. In the current situation, social responsibility and appropriate traffic priorities should be included into the city infrastructure project plans in the future. In fact, the current city projects on traffic management cause more problems than improvements. In spite of tunnel construction, Boston is still in top-10 cities with the worst traffic in America with the congestion score 14.7 evaluated by INRIX (Hess and Weigley). In this context, in 2012 MassDOT spent half a million dollars on construction projects (57). This means that the â€Å"Big Dig† incentive that needed so much money was unable to fix all the city traffic problems. Moreover, Annual Report (2013) of Boston’s Traffic Management Center signalized of 59 incidents on the roads in 2013 that were caused by construction and road works; it is almost every fourth traffic incident in Boston (3). And so, the construction works that are created in order to improve life of Boston’s dwellers in exchange of this cause them injures and inconveniences. In general, it is supposed that lessons obtained from â€Å"Big Dig† project failure show that governmental involvement in city projects is necessary in order to keep them off extra expenses (Fryer). However, the main problem of inadequate response to the social needs is usually seen in the lack of governmental connection with civil society. In this context, the incidents with a woman who died in 2006 because of the project flaws (Fryer) and several injured workers on the tunnel construction indicate of social responsibility that is significant for each project in the area of traffic management. Moreover, public disapproval on high

You have to read the article and follow the uplode this question Assignment

You have to read the article and follow the uplode this question - Assignment Example The reference to the book Prototype of Japanese Architecture, provides fair mean of support to Reynolds’s view of legitimate claim of hierarchy by Japanese modernist. Thus, the association of Shinto shrine in Ise as a symbolic representation of imperial religious place turned into an architectural beauty for meditation; provides relevance when one observes the prevailing atheist culture of Japan. The inaccessibility to sight Shinto Shrine, made it more valuable in the political and cultural circle. Therefore, the exposure of its interior revolutionized its radiance in the political and social context and thus, it became more of a community service institute rather than a spiritual place of sanctuary. The captivating cohesive information engages the reader to read further to unravel the truth behind the change in status of the shrine. The description of modernist claims of discourse and author’s view on them regarding the significance of Japanese architectural standardization, in accord to the emerging traditions is a little confusing to comprehend ( Reynolds, p 316). Visualizing the shrines in terms of historical legacy made the article more interesting and profound. If one reads the article by keeping the past alive in their minds, it’s easy to process the change in prominence of the shrines. These historical monuments embark their significance one way or the other. Some remember them as the place where only elite class was allowed to worship and people were valued on the bases of cast and wealth. And yet, for some it has established foundation of prevailing traditions. Absorbing the details of this meticulous piece of document helped me grasp the true essence of the

Nokia Phones :: Cell Phones Communication Technology Essays

Nokia Phones At the beginning of 2002 when I use to commute from Des Moines , I was driving up I-235 heading to school in the breakdown lane at about 70 mph, with my Donuts coffee, trying to tune in that static filled sports radio channel that never comes in right, while I was trying to look for my friends phone number from an ISU web directory in my hp, and dial that number on my cell phone then I started asked myself â€Å"Have the mobile device geeks integrated all these features in one unit yet?† My search then began. I am a Nokia fan. I have used many Nokia phones my most recent former was a 7160. The 9290 is a logical upgrade. I use the built in cell phone modem feature on the Nokia phones and the interface with Outlook 2000 to turn the Nokia into a PIM, email appliance. I really like being able to receive and send faxes on this phone. It is about the size of cell phones from 3 years ago and I now do not have to carry my laptop on most out of campus short trips. For long trips, I still have to bring the Laptop. If all you need is a phone, this is overkill. If you need a portable office with full communication abilities, this is a great choice. It also has a speaker phone function and you can switch from regular handset held to your ear to speaker phone and back just by opening the clamshell case. The PIM is fully accessible while you are on speaker phone. I just love this Phone. It’s slim and not bulky like I thought. Yes it's larger than most phones, but most phones don't allow for wide screen Internet, voice recording, faxing, emailing, video playback, infra red transfer and the list goes on and on. One of the coolest things is simply the fact that if you have it closed and are on the phone, you can open it and it switches to speaker phone allowing you the option to surf. The battery is amazing too. I can use it for 3 days and still being fully charged. The reception on the phone is awesome. I have been told that people thought I was on a land line. I was torn between the Nokia 6800 because it is small, and flips open to become an Internet surfing phone.

Nazism vs. Fascism Essay

R.Q.: To what extent were the German and Italian regimes under Hitler and Mussolini Totalitarian? i. Why? With this research I want to discover whether Hitler and Mussolini transformed Germany and Italy, respectively into Totalitarian regimes. In my discretion this played a major role when looking at traditions, respectability of countries and reputations of countries. Such â€Å"emotions† can also trigger wars, as we so in WWII. Initially, I feel that Dictatorships having absolute power over a country can cause many inconveniences for the citizens of it. Hence, I want to understand their motives and ambitions. Also, I figure that this is a very important time period in which milestones and new dimensions have been opened. Thirdly, I decided on this topic because I am a German citizen, who is naturally interested in the background and history of ones father country. ii. What? I am going to use a series of books written in different time periods by different writers from different countries. This shows a certain scope of viewpoints, which makes the answer to this question more objective. I am also going to use the Internet as one research option of my internal assessment. iii. I planned my essay. This can be seen in the appendix, 1) Essay Plan. This plan shows how I am going to attempt to accomplish my Task i. Define Nazism a. Nazism is the body of political and economic doctrines held and put into effect by the National Socialist German Workers’ Party in the Third Reich including the totalitarian principle of government, state control of all industries, predominance of groups assumed to be racially superior, and supremacy of the Fà ¯Ã‚ ¿Ã‚ ½hrer1. ii. Define Fascism a. Fascism is a political philosophy, movement, or regime (as that of the Fascisti) that exalts nation and often race above the individual and that stands for a centralized autocratic government headed by a dictatorial leader, severe economic and social regimentation, and forcible suppression of opposition2. iii. Define Totalitarian a. Totalitarian is defined as of or relating to centralized control by an autocratic leader or hierarchy. Of or relating to a political regime based on subordination of the individual to the state and strict control of all aspects of the life and productive capacity of the nation especially by coercive measures (as censorship and terrorism)3 iv. All these definitions above are essential in order to understand how totalitarianism is initially linked with Nazism and Fascism. These terms, Nazism Fascism and Totalitarianism have all got the subordination of the individual to the state and the control of mind etc. of the individual in common. The difference between them, however is that Totalitarian is purely a term describing a situation, a current state of something. Nazism and Fascism on the other hand, describe an ideology that developed over centuries and eventually ruled a country. When we are looking at these definitions, we discover, that both ideologies have a feature of totalitarianism innate. Therefore, initially we would say that they the states, Germany and Italy, both are totalitarian because the autocracy by which they are ruled is totalitarian. This must mean that the people believe in it because they elected this system of government, and hence the system must be totalitarian. This, however, is debatable. In the ongoing lines I will question the above statement by looking closer at the two ideologies and how they became elected. i. Discrimination of Minorities a. Germany i. Minorities, such as Jews, Blacks, Gypsies and women were discriminated widely. Anything not of Aryan derivation, was inferior. Women, for example, were expected to behave just like â€Å"K,K,K†-meaning Kinder, Kirche, Kà ¯Ã‚ ¿Ã‚ ½che. Translated, Children, Church, Kitchen. In other words, they were expected to have as many children as possible to expand the Aryan race, support the religion and cook well. Jews, of course, were treated the worst, i.e.: concentration camps. b. Italy i. Fascist Policy towards women was condescending. Women were not put equal to men. It was also anti-urban and anti-consumerist. There was birth control and additional taxes on unmarried. This, in a way, was similar to Nazi Germany, where there were incentives to bear as many children as possible. It aimed to promote the ‘superior’ race. Fascist policy was at the beginning not racially concerned. However, when relations with Germany improved, Mussolini adopted some anti-foreign steps. This aimed to give the people a feeling of superiority over other nations and should promote the will to fight for the cause of the nation. Employment conditions for female workers were restricted. They were excluded from several workplaces. ii. Church a. Germany i. Germany was almost entirely a Christian country. Hitler realised this and did not underestimate the power the church, as a single institution, could have on the peoples’ minds’. Therefore, he knew it would not be wise to attack the church during his campaigns. Hence, he made an agreement with the church, the Concordat, which granted the church religious freedom. This, however was only superficially. In reality, any member of the church speaking bad about Hitler or his party, NSDAP, was prosecuted or sent to a concentration camp. Even Church schools were influenced by Hitler; the bible was replaced by â€Å"Mein Kampf† and the cross by the swastika. b. Italy i. In Italy the church played a more important role than in Germany because of the Pope and the Vatican being situated in Italy. Hence, Mussolini tried, after 1922 when coming to power, to include the church as much as possible in the fascist state in order to stabilise and ensure power for his party, PNF. Catholicism was also seen as a possible threat to the emerging fascist state. Hence, a concordat was attempted to improve church-state relations. Catholicism was considered the religion of most Italians, which was so deeply rooted in Italian life that could directly endanger the position of the fascist might. iii. Education a. Germany i. Education in Germany was largely controlled by the Nazis. The main subjects were history, biology and physical education. All of course indoctrinated and altered to shine a good light on the Nazi party and its style of rule. Special schools were build for the â€Å"most talented†. This meant that from a very young age onwards, children in Germany were focused on the Nazi ideology, similar to the Youths, which I will talk about in the next paragraph. b. Italy i. Education was focused on Fascist ideas and ideology. Children were educated in physical education and military training. These are just examples to illustrate what Mussolini wanted to achieve. iv. Youths a. Germany i. Various youths’ existed in Nazi Germany, all aiming to control the mind of German children. Hitler once described his views concerning the purpose of youths:† When an opponent declares, ‘I will not come your side’, I calmly say: ‘Your child belongs to us already†¦In a short time, they will know nothing else but this community.† These programs existed for boys and girls. Boys camps were more physical, preparing for war. Girls’ camps were aiming to make them strong to bear many healthy children. b. Italy i. From 1929 onwards, Mussolini focused more intensely on the control of children in his regime. He wanted to control them by education, which he stated as a right of the leading body in a totalitarian state. The Ministry of Public Instructions was changed to the Ministry of National education (ONB) in 1929. This new organisation provided pre-military training, drill and gym. All measures to convey a more aggressive and disciplined way of live. This program was even integrated into the school curriculum. Recruitment was thus made very easy and numerous. The Fascists wanted to create an Italy were there were young courageous men willing to fight for the cause of the nation. Their motto was: â€Å"Believe, Obey, Fight†. This displays exactly what Mussolini was after. Especially during the great depression, Mussolini tried to give his people a cause to believe in. He created groups or fixed mass meeting so that the people would experience a way of unity. v. Propaganda a. Germany i. Minister of Propaganda in Nazi Germany was Goebbels. He was an able man, with enormous aims. Not only wanted he the people to accept the regime. He wanted them to capitulate to them, grasping the ideology. He, for the first time in history, effectively made use of the radio and press. He seized control over both. By 1932 less then 25% of the population owned a radio. Hence, he made provisions for producing cheap sets of wireless radios. He called it the ‘Volksempfà ¯Ã‚ ¿Ã‚ ½nger’, translated, ‘nation-receptionist’. The press seemed harder to control. The Nazi publisher-‘Eher Verlag’-bought many of the 4,700 existing newspapers. Goebbels held a daily press conference and eventually, the Editors Law, made the seizure of the press complete. Via the radio, the Aryan race was emphasized. Jewish music was not played. People were constantly bombed with Nazi propaganda, their ideology. b. Italy i. Mussolini wanted to create an image of the ‘new’ Italian. This image should be aggressive and patriotic. He also used heroic figurers from the wars to illustrate the alleged superiority of the Italian nation. vi. Police State a. Germany i. The party seemed to be well organized and structured. Hitler himself, however, rejected any document work. Now the question appears, how it was so sufficient? The answer is that a powerful force was acting behind the scenes. This force was the ‘army’. It consisted of the SS, short for â€Å"Schutz-Staffel†, the SA, short for â€Å"Sturm-Abteilung†, the Gestapo, known for its brutality and later the SD, â€Å"Sicherheitsdienst†, the party internal police force. All these acted in order to maintain or restore order. The SS was once created to be Hitler’s personal bodyguard. It evolved to be a unit with incredible power over, economic, political and social matters. It turned out to be an extremely useful tool for Hitler. b. Italy i. The military was also guaranteed a supreme status in Italy. However, the German army had become a political power whereas the Italian had not. After the death of Hindenburg, Hitler was able to benefit from an exclusive oath. Mussolini never had such an opportunity under the still existing Monarchy. The Italian Military acted with divided loyalties. The Italian army did not face any threats form party-army-type organizations, as opposed to the German SS and SA. vii. Power of the Leader a. Germany/Italy i. Both, ‘der Fà ¯Ã‚ ¿Ã‚ ½hrer’ and ‘il duce’, were charismatic and ambitious men. They had a set aim which they wanted to achieve no matter what the cost was. They managed to elate masses so that they would virtually believe anything they said. These are, among others, characteristics a strong Leader must have in order to be successful. Hitler was not only appointed chancellor but became President after Hindenburg’s death. He also appointed himself Chief-Commander of all armed forces. This gave him the mere control over many bodies. i. Weigh factors against each other a. Germany vs. Italy ii. Conclusion a. When looking back at my research and all the information I collected during it, I think it is fair to say that both ideologies and those implementing it, transformed the respective countries to a large extent into totalitarian regimes. Although, I would say that this phenomena did not occur in the conventional way. By definition, a totalitarian regime controls every aspect of life. When looking at the moment they came to power and the day they left, a great difference in many senses can be seen. Especially, when looking at how they controlled the peoples’ minds’. Propaganda, Force, Speeches, youths and discrimination are all factors, which increased their influence. This integrated so quickly into the respective countries roots, so that it was inevitable that people would eventually believe what they heard. They would also obey by it because they the how brutal their measures could be. Power conveyed and achieved by force was one feature in these regimes. The other means was propaganda. New technology, new innovations enabled them to convey their messages and slogans whenever they wanted. They could also reach every member of their â€Å"community†. They not only controlled adults. One of their ideas was to transform the young so that their ideology would be carried further with the next generation. 1 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=Nazism 2 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=fascism 3 http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=totalitarian

Prescription Drugs And The Competitive Market Offers A...

Prescription drugs in the competitive market offers a starting point allusion, which certain characteristics of medications and healthcare goods and services can be compared to unique goods and services. According to Carter, A, Pharm D Healthline.com say’s â€Å"By not taking care of your diabetes may damage your heart, kidneys, nervous system, and your eyes†. Such as, eating foods with a high content of sugar will extremely increase your blood sugar, or not taking medication to treat diabetes. He also states â€Å"metformin may need to be used with other medications to help regulate your blood sugar. Some patients with type 2 diabetes may have complications with hypertension as well. This leads us into an example of many prescription drugs to treat diseases. Such as, diabetes, and hypertension. According to Younossi, Z. M., et.al. (2013).authors of Alimentary Pharmacology Therapeutics, wrote â€Å"Explanations for metabolic situations that have been used in the st udy have been formerly described. Briefly, type 2 diabetes was determined as fasting blood sugar level that is greater than 125 mg/dL , and hypertension was determined as blood pressure level that is greater than 140/90 mmHg .† With this being said the supply and demand of medications to treat diabetes and hypertension depends on the prescribing doctor and the incentives provided by the pharmaceutical company. Medications to help treat hypertension according to (Badii,C)(Overview1) â€Å"Different types of water pills helpShow MoreRelatedExploring Corporate Strategy - Case164366 Words   |  658 Pagesthe book) this increases the reader’s and tutor’s choice. For example, when deciding on material for Chapter 2, the case example, Global Forces and the European Brewing Industry, tests a reader’s understanding of the main issues inï ¬â€šuencing the competitive position of a number of organisations in the same industry with a relatively short case. For a case that permits a more comprehensive industry analysis The Pharmaceutical Industry could be used. However, if the purpose is more focused – illustratingRead MoreRastafarian79520 Words   |  319 Pagesalso that in Jamaica at that time the privileging of lighter-skinned people was standard practice. Rastas were confronting so many of these long-held notions and so were bound to face a great deal of resistance. What Edmonds manages to do here is offer us a way to appreciate the importance of Rastafarianism as a religious phenomenon that is consistent with much of what happens when religious groups and movements grow and develop. Indeed, there is a remarkable logic to the development of Rasta that