Functionalist Theory Essay Example for Free

Functionalist Theory Essay The functionalist theory is one that views the society as one that is social system made up of interrelated components. Each of these components is important and works together towards the achievement of a whole complete society. A common analogy supporting the functionalist theory is the human body which has several body organs which usually work together with problems in one organ affecting the rest of the body. The major components within a society are customs, traditions, norms and institutions such as families. It is agreed among major functionalists that social institutions make the essential components of society with rules and regulations being needed so as to organize the society in an effective manner. Functionalism within the discipline of anthropology developed in the early 20th century as a reaction to the extremes of the diffusionist and evolutionary theories developed within the 19th century (Goldschmidt 1996). The change was as a result of a change in focus from the more speculative diachronic examination of cultural traits and social customs as survivals to a more synchronic examination of the various social institutions existing within functioning societies. Functionalists were attempting to increase socio-cultural examination beyond the limits of the evolutionary notion of social history which viewed cultural traits and social customs as the residual pieces of cultural history. The theory has anthropological roots based on the thoughts and works of Bronislaw Malinowski, who argued that social institutions existed so as to meet the physiological needs of individuals within a society. As such, social stability was achieved by ensuring the needs of the individuals comprising the society were met with adequate knowledge of the feelings and motives of these individuals forming a basis for understanding how the society functioned. He viewed culture as the main element that ensured the needs of the members of a society were met. It is also based on the works of Alfred Radcliffe-Brown who argued that the basic divisions of anthropology were the various processes of human life within a social structure interlinked through interactions. Stability within society was therefore achieved through social practices that would repeat themselves and develop overtime supporting each other. As such, he theorized functional analysis as the attempt to understand social stability by observing how these social practices would fit together. The functionalist theory is also based on the thoughts and works of major social positivists and was first theorized by Auguste Comte following the French revolution which resulted in social malaise. This led him to see the need for social cohesion within society. This was followed by the works of Emile Durkheim that advanced the theory of organic solidarity, whose major emphasis was on the fundamental function that ethical consensus played in ensuring social order as well as building an equilibrium within society. His main concern was how certain societies were able to maintain stability and be able to survive hence proposed that such societies are usually have subdivisions with the separate divisions being held mutually by common values and symbols. In addition, Talcott Parsons argued that a social system is usually one that is comprised of the actions of individuals who are faced with a variety of choices which in turn are influenced by several social and physical factors. He posited a social system that had four types of action systems which included culture, personality, organismic, and society, with each these four systems having to satisfy four functional needs which were latency, adaptation, integration, and goal attainment. His analysis involved studying the processes and trade offs of social structures within and between the four system levels (Turner and Maryanski 1991). Central principles in the functionalist theory Functionalist analysis studies the social importance of phenomena. It seeks to examine the various functions that these phenomena serve within a society in order to preserve the whole (Jarvie, 1973). According to Malinowski, the major concepts included: †¢ Understanding behavior based on an individual’s motivation in addition to both rational and irrational behavior; †¢ Recognizing the interrelationship of the various items which comprised a culture forming a system; and †¢ Recognizing a particular item and identifying its function within the contemporary operation of a culture. Radcliffe-Brown based his works on those of Emile Durkheim who had posited that social phenomena comprised a domain of reality that was independent of any biological or psychological facts. As such, social phenomena have to be explained in terms of the other social phenomena occurring within the domain (Broce, 1973). Radcliffe-Brown therefore studied the circumstances under which the various social structures are upheld within society. He developed an analogy between organic life and social life in order to be able to explain the idea of function hence placing emphasis on the contribution of phenomena to preserving social order. Functional analysis has given value to social institutions. This is because it considers them as integrated and active components of a social system and not as simple customs (Langness, 1987). Functionalism has also contributed to the current idea that traditional usages have been formed by the necessity that human beings have to live collectively in harmony. Its emphasis on exhaustive fieldwork has offered an in-depth study of human societies. In addition, the study of functional interrelationship between institutions and customs has provided a framework for collecting information on how societies function. Major criticisms There have been several criticisms raised against the functionalist theory leading to its decline. The functionalist theory has been criticized for its major ignorance towards historical process in addition to its presumption that societies exists in an equilibrium state (Goldschmidt, 1996). Interactionist theorists have criticized this theory due to its failure to conceptualize sufficiently the multifaceted nature of individual actors and the methods of interaction within societies. Marxist theorists have criticized functionalism due to its conservativism and the fixed nature of examination used that underlined the role of social phenomena in the preservation of the status-quo within society (Holmwood, 2005). Constructionist theorists have criticized functionalism due to the use of classificatory theories that characterized phenomena based on their functions (Turner and Maryanski, 1991). Responses to Critiques Comparative functionalism, developed by Walter Goldschmidt, attempts to respond to the difficulties that have developed as a result of Malinowskis argument that a culture can be comprehended on its own with institutions been seen as products of the various cultures within which they were created. Comparative functionalism seeks to understand institutional differences between cultures by examining phenomena within the different cultures and the problems experienced in these societies. This approach is worthwhile since it is aware of the universality of the functions to which social institutions are a response to. Problems are usually consistent from one culture to another culture, but the institutional solutions that will be needed will vary from one culture to another (Holmwood, 2005). As such, one begins with analyzing the problem so as to find out how institutional procedures provide solutions. Neo-functionalism is an attempt to revise British structural-functionalism. Some neo-functionalists seek to analyze phenomena based on particular functional requisites. Other neo-functionalists focus on matters of social integration, social evolution, and social differentiation. Others examine how the various cultural processes such as rituals, values, and ideologies integrate with social structures. However, neo-functionalism places little emphasis on how phenomena are able to meet system needs (Turner and Maryanski, 1991). This approach is worthwhile since it provides a bridge between human behavior, which frequently involves cooperation, and natural selection, where individual interaction involves competition more than cooperation. References Broce, G. (1973). History of Anthropology. Minneapolis: Burgess Publishing Company. Goldschmidt, W. (1996). Functionalism. In Encyclopedia of Cultural Anthropology, Vol 2. David Levinson and Melvin Ember, eds. New York: Henry Holt and Company. Holmwood, J. (2005). Functionalism and its Critics, in Harrington, A. Modern Social Theory: An Introduction. Oxford: Oxford University Press. Jarvie, I. C. (1973). Functionalism. Minneapolis: Burgess Publishing Company. Kuper, A. (1996). Anthropology and Anthropologists. London: Routledge. Langness, L. (1987). The Study of Culture. Novato, California: Chandler Sharp Publishers, Inc. Turner, J. H. Maryanski, A. (1991). Functionalism. In Borgatta, E. F, Encyclopedia of Sociology, Vol 2. New York: MacMillan Publishing Company.

Physiotherapy for Diabetic Peripheral Neuropathy (DPN)

Physiotherapy for Diabetic Peripheral Neuropathy (DPN) 1. Introduction of contractors In this section the contractors of this project assignment will be introduced. 1.1 Client Fisioterapia Alcobendas is a private practice specialized in physiotherapy treatments. Its owner is Marc van Zuilen, HvA graduate who has been operating his own clinic since 1999. The clinic’s main objective is to provide quality and personalized healthcare to the community and its clients. Among the areas of expertise , the following can be listed: tendinitis, hernias, low back pain, whiplash, cervicalgia, tennis elbow, rheumatoid arthritis, arthrosis, scoliosis, plantar fasciitis, fibromyalgia, cystic fibrosis, asthma, neuropathies, spina bifida, Bell’s palsy, etc. Besides being the owner of the clinic, Marc van Zuilen is also a lecturer for Universidad de Alcalà ¡ de Henares, Universidad de Castilla La Mancha, Asociacià ³n Fisioterapia Deporte de Élite. As part of his professional endeavours, by having this product in his hands, would benefit both the clinic and his actualization for use in lecturing. The client would like to employ for use in his practice a systemized recommendation for exercise for patients with diabetic peripheral neuropathy (DPN). Providing the client with an evidence based approach toward treatment of DPN would improve the outcomes in their patients well being and would provide the clinic with a valuable tool to employ in prescribing the appropriate treatment parameters for this group. 1.2 Educational Institution Hogeschool van Amsterdam, located at Amsterdam, Tafelbergweg 51, 1105 BD, pertaining to the Amsterdam School of Health Professions (ASHP) the European School of Physiotherapy (ESP), represented by our coach- Cia Kesselaar. 1.3 Students Mihaela Cosarca and Finda Morsay, last year ESP students will be researching this topic as their professional assignment project. 1.4 Contact information contractors Name Title Phone Email Fisioterapia Alcobendas, Spain Client 0034916238440 [emailprotected] Cia Kesselaar Coach [emailprotected] Mihaela Cosarca Student [emailprotected] Finda Morsay Student [emailprotected] 2. Assignment In this section the assignment proposed by the client will be introduced. Then, the background of the assignment will be described. Furthermore, the end products will be defined and the physiotherapeutic clinical relevance will be explained. 2.1 Introduction assignment Fisioterapia Alcobenda is a well known, established institution in the surrounding community of Madrid, Spain. It is dedicated to the wellbeing of the community it’s serving. The clinic would like to apply an evidence based approach to treatment of some of the most common pathologies encountered in their patients: diabetic neuropathy. In order to do that, they would like to have available a research on the recommended exercise interventions supported by literature. By making use of this tool, the clinic will ensure the best results in their patients. The purpose of this assignment is to investigate diabetic peripheral neuropathy (DPN) as a complication from diabetes and to present the evidence based in favor of exercising as a treatment modality that could prevent, delay or halt the course of this disease. Further on, we will focus on determining which exercise interventions should be incorporated into treatment plans for this group of patients and conclude which parameters of exercising are proven to be effective (type, intensity, frequency, duration). This project plan is developed by Mihaela Cosarca and Finda Morsay, students at the European School of Physiotherapy (ESP) in order to provide a structural approach to tackle the project assignment proposed by our client. 2.2 Background problem and clinical relevance In 2011, WHO estimated that 347 millions people worldwide were suffering from diabetes, with an estimated annual death toll of 3.4 millions. The International Diabetes Federation has an updated number for 2013: 382 mil people worldwide living with diabetes with a forecasted 55% increase to reach 592 million by year 2035. Diabetes is an epidemic and people diagnosed with diabetes are at increased risk of developing a series of serious health problems: cardiovascular disease, nephropathy, neuropathy, retinopathy or dental disease (CDC 2011). According to American Diabetes Association (2011) of people diagnosed with diabetes, 60-70% will develop peripheral neuropathy and this complication has been deemed responsible for more than 60% of all non-traumatic amputations, in addition to contribution to other consequences: decreased sensation and strength, decreased proprioception, decreased reflexes, poor balance and increased risk of falling, decreased confidence, decreased level of activity and participation and overall decreased quality of life. The 2010 joint statement of ACSM and American Diabetes Association (ADA) recommends different exercise interventions mostly for prevention and control of insulin resistance diabetes and to prevent complications. Similarly, a Cochrane review (Thomas et al. 2009) found that exercise was beneficial for people with diabetes as is correlated with glycemic control and significantly contributes to reduction in visceral and subcutaneous adipose tissue, decreases triglycerides and increases insulin response. However, this review did not research the effect of exercise on DPN. The purpose of our study is to determine if exercise is a valid treatment modality for DPN and it will go further into details and to probe which exercise interventions are benefic for those diabetes patients who developed neuropathy and in which combination. The standard of care for diabetic peripheral neuropathy is based on a number of drugs and emphasis on feet care, but the main problem of the pharmacological approach is the fact that it produces side effects (Wamboldt et. al 2006), has been proven to have moderate to no improvement on this condition (Zochodne et. al 2008) and lacks the ability to lessen the progression of DPN (Zilliox et. al 2011, Callaghan et. al 2012). It is our responsibility as healthcare professionals to improve the odds of this patients and to contribute to a better quality of life for this population. In physiotherapy practice, the physiotherapists make use of different treatment modalities for various conditions. Exercise is one of the most accessible and easily prescribed intervention with successful results in many pathologies. Given the existing literature will prove exercise as a worthy intervention, we believe it has the potential to change the course of the disease and the quality of life of the DPN patients and it will be a useful tool in any clinic that treats these patients. Through this review, the students intend to research the main medical databases and to analyze the selected literature to determine the effectiveness of different exercise interventions in the treatment management of DPN. The findings will fill the lack of knowledge on the validity of this intervention as treatment of DPN and will outline the specifics of the treatment as evidenced by literature. This study has the potential to formalize the use of exercise as an evidence based modality for the treatment of peripheral neuropathy in diabetic patients. Description of research question 3.1 Methods All the delivered end products must meet the requirements of a Bachelor’s degree. In order to complete this task, the students will use the following resources: 3.1.1 Search strategy To gather the studies for both background information and the systematic review part, we used the following methods: 1) For the evidence based part for the systematic review the students recruited RCT’s, systematic reviews, meta-analysis and existing guidelines. The search was conducted in the following databases: PubMed, PEDro, CINAHL, Cochrane, TripDatabase, ScienceDirect and Google Scholar. An individual Cochrane search was conducted to prevent any systematic reviews being omitted during the first step. 2) For all the background information considered relevant for this topic, we also gathered: articles from the reference list contained in the systematic reviews and guidelines and articles found through the aforesaid databases that fall under the inclusion/exclusion criteria. 3.1.2 Keywords The keywords and the MESH terms (Medical Subject Headings) used were: 3.1.3 Inclusion criteria For the background information on DPN, case series, population-based studies, clinical trials, clinical and pilot studies, randomised-controlled trials (RCTs), systematic reviews and guidelines published between January 2000 and September 2014 were taken into consideration. The background information focuses on definition, factors involved in pathogenesis of DPN, incidence and prevalence, clinical presentation: signs and symptoms, risk factors, diagnostic methods, evaluation (EBP scales) and prognosis, available treatment methods. The inclusion of these articles was considered only if they were included in the reference section of an existing guideline or systematic review. For the systematic review- guidelines, systematic reviews, meta-analyses and randomized control studies published between 2000 and September 2014 were included. Available scientific studies in languages other than English or Spanish were excluded. In addition, some RCTs and case series were also included as long as they were published at a posterior date to the latest systematic reviews or guidelines. Criterion Justification 1 English Language Most specialty journals are published in English 2 2004- 2014 Last decade studies capture the most frequently used physical modalities existing in practice today[1] 3 Studied the effects of dry needling MTrPts on patients with PF 4 Humans > 18 y.o Ensures homogeneity between studies and possibly a bigger population count 5 Diagnostic criteria based on clinical findings Diagnostic criteria must be stated so that it can be easily determined how likely it was the subjects had PF and how similar the population was compared to other studies’ population 6 Quantitative study design incl. RCTs, non RCTs Included studies have to reflect the state of our knowledge and exact limitation; case studies excluded, unless published after latest RCT or systematic review 3.1.4 Exclusion criteria 3.1.5 Criteria for grading articles The articles are graded according to the Pedro criteria list (see appendix ?). In order to assess the quality of the criteria list, we conducted a pilot study where articles were individually graded and scores were compared by the reviewers. Where there was disagreement, discussion was done to reach a consensus. The list consists of 10 questions, scored between 0 and 1, max score 10. Each article was scored as follows: Good- if scored Very good score between 7 and 9 Excellent if scored 9 or 10 After the screening process with the criteria list articles were considered relevant for the study. 4. End Products The end products that will be delivered by the students are: 1. Project Plan- this document is meant as an organizational framework for the project. It outlines the content of the final end product of our PAP: a systematic review to help determine if using exercise as a treatment modality in the management of DPN is recommendable as good practice for PTs and other healthcare professionals. This plan describes the manner in which the students can guarantee quality end products. Efficient work is ensured by a clear task division and a thorough schedule. Buffer days/ weeks are set up to allow margins for the unexpected factors. Lastly, the quality of end products feedback and evaluation of the work is assured through collaboration with competent professionals and guidance from the ESP coach. 2. Systematic Review: the objectives of the proposed review are the following: To serve as an EBP tool for practitioners and students looking for an updated solution for using different exercise interventions in the management of DPN To provide practical guidance based on corroborating any existing EBP guidelines and including latest literature in terms of the exact interventio, the duration, frequency and the length of a standard treatment that could be beneficial for patients with this diagnosis. To provide a list of most common findings encountered through our research and conclude if exercise can be recommended and at what stage of the pathology can give a better prognosis- if evidence allows this conclusion Recommendations for future research 3.PowerPoint Presentation on the students will present the project. The specifics of the investigated intervention will be thoroughly explained with the accent on the most relevant findings of the review. 5. Project phases For optimal management, the project will be divided into three phases: preparation phase, decision making phase and completion phase. 5.1 Preparation phase The preparatory phase (week 37 to.. ) was dedicated to an orientation and selection of relevant literature and an outlining of the project. At the moment, the project is more defined and a more concrete design process is under construction. In this phase the following activities take place: Online or phone meetings with the client and personal meetings with the PAP coordinator A contract between client, student and the university A project plan is being written by the students and approved by the assigned coach 5.2 Decision Making and Progression phase In the decision making phase (week AA to AAA) the following activities take place: A progress report is made weekly and discussed with the coach A personal report is drawn up every two weeks Every day the student dedicates 6-8h/ day for synthesizing the selected literature and writing of the thesis Realization of project: deliver systematic review, leaflet and reports The presentation title plus brief description is submitted 5.3 Completion phase In the completion phase (week AAA to BBB) the following activities will take place: A presentation of the results: given by the student The final interview with the coach to discuss: the process report and the personal report, the end product (protocol and thesis) and feedback of the client Submitting products to PAP coordinator 6. Goals 6.1 Individual SMART goals MIHAELA S M A R T FINDA S M A R T 6.2 Group SMART goals S M A R T 6.3 End Product goal S Produce an answer to our research question, which is clinically relevant in physiotherapy practice M By following the standard scientific format: Abstract, introduction, methods, results, discussion and conclusion A With good guidance from coach and using our knowledge on evidence based practice R A systematic review will be our end product T Until the end of project, mid Dec 2014 7. Process 7.1. Pitfalls and safety net planning 7.2. Quality control 7.3 Rules and regulations for work 7.3.1 Task division 7.3.2 Coach contribution 8. Planning and timetable The following are the external deadlines for the products Product External deadline Contract Project plan deadline 20.10.2014 Project plan retake deadline 27.10.2014 Title and brief description presentation 20.11.2014 Green light presentation coach 24.11.2014 Deadline all products (1st chance) 12.12.2014 Deadline all products (2nd chance) 07.01.2015 Deadlines and Official PAP coordinator coach meetings (proposals) Week Day Date Time Description Remarks 37 TH 12.09 11:30- 13:00 Group members meet to discuss topic after PAP coordinator assigns the team members 37 FR 13.09 project description sent to PAP coordinator 38 MON 15.09 14:30- 15:15 Group had first meeting with PAP coordinator to discuss the topic, client, backup topic Search for coach continues until Wed 38 WED 17.09 18:00 Topic/ Coach to be confirmed by PAP coordinator/ Green Light 38 TH 18.09 16:00 Turn in PAP enrollment form 38 FRI 19.09 10:00 Kick off project plan 38 MON/TUE 22.09- 23.09 Meeting PAP coordinator to finalize topic details Coach assigned on 25th Sept 2014 39 TUE 30.09 11:00 Meeting with coach 39 WED, TH Research for new topic 40 TUE 07.10 12:30 Meeting with coach Discuss new topic and suggestions 41 MON 13.10 12:30 Project plan first draft 41 ? Project plan feedback meeting 41 TH- MON Integrate feedback 42 MON 20.10 18:00 Deadline project plan 42 MON-TH 20- 23.10 Searching engines and screening of articles for review 42 TH- SUN 23- 26.10 Screening of articles for review 43 MON 27.10 18:00 Deadline Retake project plan 43 TUE- SUN 28.10 -02.11 Grade articles for review 44 TH-TH 03.11- 09.11 Writing Introduction and methods sections for review 45 MON 10.11 12:00 Deadline INTRO and METHODS 45 FRI 14.11 12:00 Feedback coach intro and methods 45-46 MON- WED 10.11- 19.11 18:00 Integrate feedback, writing results and discussion sections 46 TH 20.11 18:00 Deadline RESULTS and DISCUSSION 46 TH 20.11 18.00 Title and brief description presentation deadline 47 MON 24.11 17:00 Feedback coach 47 MON 24.11 17:00 Greenlight presentation coach 48 MON 01.12 18:00 Deadline ABSTRACT and CONCLUSION and submit first draft of the review to coach 48 FRI 05.12 17:00 Extended feedback on draft 49 WED 10.12 18:00 Submit final version of the review for feedback 49 FRI 12.12 18:00 DEADLINE process report and individual report 50 FRI 12.12 18:00 DEADLINE PAP2: systematic review, leaflet, individual and group reports 51. MON- TH 15.12- 18.12 preparation presentation 52 winter BREAK 1. winter BREAK 2 WED 07.01.2015 DEADLINE retake PAP 2 2 MON- FRI 05.01- 11.01 preparation presentation ? PRESENTATION Official client meetings Week Day Date Time Description 38 TUE 16.09 12:00 Kick off meeting Evaluation Project Plan sign contract Midterm evaluation project Demonstration of end product End evaluation [1]to be determined which period we use

College Campus Diversity and Student Development

College Campus Diversity and Student Development We should all be having a conversation about diversity. The subject has been important to me since I was a child, perhaps due to personal experience or simply because I find diversity fascinating and beneficial to our growth in this global society. College campus diversity and its effect on students social development is what I want to research for the purpose of this course. When asked to present an implicit theory related to the Higher Education field, cultural diversity was the first thing that came to mind. The United States is a racially and ethnically diverse country; most countries have international students on their campuses, however the vast majority of students are of the same ethnicity. Due to the diversity of the United States, student bodies across the countrys colleges and universities are made up of students from different racial and ethnic backgrounds, which is why I started thinking how diverse campuses might have a positive effect on the students social development . Initially, the implicit theory I developed was Does a culturally diverse college campus help students become more well-rounded individuals? opinions will vary, that is the purpose of doing research, to understand what information is available on the topic and draw our conclusions; However, before the Naked Presentation we were not allowed to perform any type of research. Not researching the topic beforehand allowed my thinking to flow freely. I came into class with all the reasons why I think a culturally diverse college campus enhances students development. In my opinion, diverse college campuses increase self-awareness and expand our capacity for viewing issues in a different way. For most students, college is the first time they are living without their family and interacting with all kinds of people, which is essential for the understanding of my theory. Engaging in campus activities where diversity is promoted is opening doors to the world, the real world. While I do show my hand with this topic, there are many people who may differ from my idea of personal growth being enhanced by diversity, and this is something I want to explore as well. Does campus diversity prepare students for future career success? My initial question brought up more questions, this was one of them. As I mentioned before, we live in a global society, which means we have to interact with people from different backgrounds, not only in events that promote cultural diversity, but in our day to day lives. Todays workforce is rapidly growing more culturally diverse as more minorities and international students obtain their college degrees. College students graduate and enter the workforce with little to no experience, understanding how to interact with other adults, from any social or cultural background is a skill they want to develop while in college. Gaining the capacity of viewing issues from different perspectives, not just your own, will go a long way not only in their personal lives but also in their professional careers. These were the main ideas I had when I chose this topic and developed my theory. Once in class, I began to notice how my colleagues approached each others questions from different angles. The question I ended up with, once everyone shared their input, was Does a diverse college campus influence students development? and I am comfortable working with this question for my project. What do we view as development? And what aspect of development am I going to explore to further develop my theory? These were questions I asked myself when I sat down and expanded my implicit theory. I also considered whether the campus location made a difference in the students development, the effects of attending a campus located in a city might have, over attending college in a rural area. By going to college in a city, students are more prone to interact with people of all backgrounds; bigger cities, such as New York or San Francisco, tend to be more culturally diverse. Whereas, Students who attend college in a rural setting may not have as much, if any exposure to people of different backgrounds due to the makeup of the population. My theory is still a work in progress as I type this, every time I think of the topic, I come up with more questions and ideas relevant to the theory. However, my main focus will remain the same, campus diversity and its influence on students social development. My implicit theory will be evaluated from different perspectives because when we talk about diversity the subject should be studied from many angles, its the essence of diversity after all. Once I read the scholarly articles and papers written about the topic, I know I will have more information to think about my theory more critically, this will subsequently show me different sides of the spectrum.

Pearl Harbor Essay -- American History World War 2 WWII

"Yesterday, Dec. 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan." Exactly as Franklin Delano Roosevelt proclaimed in his speech to Congress, December 7th would indeed live in infamy. Pearl Harbor was the most pivotal foreign affairs incident for the United States since the signing of the Declaration of Independence. Not only was it significant domestically, it had resounding consequences across the globe. It has lived on as one of the single most tragic events on United States soil. Early Warnings The United States had received many warnings stating there would be an attack on Pearl Harbor. In October, the Soviets top spy, Richard Sorge, informed Kermlin that Pearl Harbor would be attacked in sixty days. Moscow had then informed him that this had been passed on to the United States. The United States completely ignored all references to an attack on Pearl Harbor. On December 6th at 9:30pm, Roosevelt had read the first thirteen parts of the decoded declaration of war that the Japanese had sent to us. The document stated "This means war." This is when Roosevelt decided that it was time to proclaim war on Japan. Unfortunately, his decision did not reach Pearl Harbor in any helpful form before it was too late. Pearl Harbor has remained a controversial topic for these very same reasons. Franklin Delano Roosevelt has been blamed for not recognizing the seemingly obvious threats, but recently; a different take on the situation has surfaced. Historians have allowed for the possibility that Roosevelt was prevented from taking action by Congress. Some evidence to support this is an account by Harry Hopkins of the President'... ...concentration camps. These people were taken mainly from the west coast, apparently in case Japan invaded. Upon entering, they were searched, and stripped of any cameras or anything that might be construed as a weapon. Personal belongings were often taken, as well. Despite this, it is not often that you will hear a discussion of the American concentration camps during a history class in the United States. Conclusion Over the years, Pearl Harbor and all things surrounding it have been a controversial and sometimes tense subject. Some people would insist that FDR was a war-monger who could be held directly responsible for the loss of American lives. Others would say that he simply faced the facts. Both groups would be forced to agree that this country, indeed, this entire world, would be a much different place if the Japanese had not made their fateful sneak attack.

Destiny, Fate, Free Will and Free Choice in Oedipus the King Essay exam

The Concept of Fate in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   To the first-time reader of Sophocles’ tragedy, Oedipus Rex, it seems that the gods are in complete domination of mankind. This essay will seek to show that this is not the case because the presence of a tragic flaw within the protagonist is shown to be the cause of his downfall.    In the opening scene of the tragedy the priest of Zeus itemizes for the king what the gods have done to the inhabitants of Thebes:    A blight is on our harvest in the ear, A blight upon the grazing flocks and herds, A blight on wives in travail; and withal Armed with his blazing torch the God of Plague Hath swooped upon our city emptying The house of Cadmus, and the murky realm Of Pluto is full fed with groans and tears.    The power of the gods seems quite awesome in their ability to inflict great injuries such as these on the population. King Oedipus, seeing Creon returning from the oracle at Delphi, addresses a brief prayer to King Apollo as the ultimate source of assistance in time of trial: â€Å"O King Apollo! may his joyous looks /Be presage of the joyous news he brings!† Creon brings to Thebes the message of the gods from the oracle: â€Å"Let me report then all the god declared. /King Phoebus bids us straitly extirpate /A fell pollution that infests the land, /And no more harbor an inveterate sore.†    The gods know that Oedipus is a â€Å"pollution,† a â€Å"sore,† which must be gotten rid of, expelled from Thebes. Charles Segal in Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge supports this view:    In his growing strength Oedipus begins to act as the ritual scapegoat, the pharmakos, the figure who is ritually laden with all... ...s Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993.    â€Å"Sophocles† In Literature of the Western World, edited by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984.    Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      -  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Spengler, Oswald. â€Å"Tragedy: Classical vs. Western.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Van Nortwick, Thomas.   Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998.   

Philosophical Perspectives on Music Education Essay

Music is one subject that is very rarely given attention in the academe. The most controversial issue that is attached to this is whether or not music should be taught in schools, or why music should be taught, for that matter. Contrary to what most people believe, music education is an imperative part of student growth (Davidson, 1932). This issue has resulted to the perceived need to change public opinion. Several â€Å"music advocacies† which come in many forms were established, seeking to change this mindset that people have about music education. Most music advocacies are based on legitimate findings and scientific arguments, although many others rely on unconvincing and rather controversial data. It should be noted that students should be exposed to music so that they are able to communicate and understand their own feelings (Zbikowski, 2002). Arts, whether it be visual or audio allows us to have an insight to our emotional self and cultivates the growth of intrapersonal and interpersonal intelligence. In colleges, music education is usually one of the densest subjects. Although some schools and organizations encourage incorporation of arts in classes, such as music with other subjects such as Math, Science, or English, people still fail to see the importance of arts in the academics (Zbikowski, 2002). For many people, academic subjects should go beyond what is best for the students to learn. It should also incorporate things that will help students cultivate the need to learn. Music has taken the biggest cut on the academe—it has not been given importance as it should be. In this paper, the philosophical perspectives of three authors will explain why music is among the most important subjects that should be taught in schools and why there is a need to do so. Charles Fowler Charles Fowler believes that through artistic representations such as music, people are able to share, at some point, a common humanity. In the same manner, life would be meaningless without shared expressions which make people understand one another. He also very firmly believes that Science is not the only conveyor of what we may consider true. Science may be able to explain how flowers bloom or how humans are conceived, but it fails to convey its emotive meaning and impact, as the Arts does. He emphasizes that both are important, and that both should be given importance (Fowler, 1996). He considers Arts such as music as an act of intelligence and should be treated no less compared to other subjects as it is a form of thought that is every bit as important as science and mathematics when it comes to what these subjects convey. Inasmuch as the pyramids of Egypt, the Statue of Liberty, and the Hanging Garden of Babylon can be mathematically or scientifically explained as to how they were built, a musical piece can also show people many other evenly important aspects of its existence. Arts allow us to create our own representation to concepts, ideas and feelings as perceived by people. In the same manner, music was created for us to be able to react to the world in the form of music, to record our impressions and to analyze things and share them with other people. Like science and mathematics, music needs to be studied before being fully understood (Fowler, 1996). Because today’s schools are understood to be concerned as they should be to teaching literacy, it should be noted that literacy also includes understanding of music. This is because music allows us to fully express, represent, and communicate the full scale of human life, which is a pre-requisite to understanding the real essence of language, mathematics, science, economics, philosophy, and the list could go on and on. If one is asked, â€Å"What constitutes a good education? † one is expected to hear an answer which would mention about a full knowledge about Sciences and Math. True enough, this is very critical in a person’s life if he aims to have a place in the work force. Very few would also argue with that. However, this idea should not and never make us overlook how important music is and what it can do for the mind and spirit of people (Fowler, 1996). Fowler believes that school administrators, teachers, professors and educators should be reminded that one obligation that a school has for their students is to inspire them, in whatever way, and ignite their minds for them to be better individuals. Music often ignites that goal and serves as the fuel. It is one way to apply one’s imaginations, thoughts and feelings. In relation to the reform movement of America which focuses on improving the quality of education by inspiring them, introducing self discipline, discovering the joys of learning, the uniqueness of one’s being, the possibilities and wonders of life and the achievement and satisfaction, Fowler believes that arts can be used to attain these goals (Henry, 1958). He also emphasizes that the world does not need better and more arts education simply because the world needs more artists. He believes that there are far better reasons for schools to provide a healthy and in-depth education in Arts. Quite simply, this is one way people communicate with each other, although not generally verbally, but emotionally. Music is the language of the world which helps people express fear, anger, anxiety, curiosity, hunger, hopes, dreams and so on. Music is the universal language by which the world is able to express itself to its constituents; the world speaks through music. Music is not just important—Fowler believes that it is a center force of human existence. Arts in school should never be isolated from any other subjects in the academe. It should be included in the framework of general education and should be part of the curriculum of all American schools, or all schools in the world for that matter. Arts should at all times be related to general education because it is essential in establishing a strong curriculum. Every person should then be given the opportunity to learn as much as they can about arts (Fowler, 1996). Charles Leonhard  Leonhard believes that although it is an easy task for educators to make their students love music, they should still consider finding ways to make music education more effective and enjoyable. He discussed that there is a raising concern for higher standards of music education. For instance, students nowadays are more informed about music, which is why educators should also adapt to this by teaching higher standards of musical literature and musical performances, and using better musical instruments that will best fit the taste of students and will thus inspire them to learn more about music. By doing so, he stresses out that school administrators all over the world will be inspired to make music education as an equal part of the general education (Elliot, 1995). He was also concerned about music being part of everyone’s lives. As the motto of music educators has for years been â€Å"Music for every child and every child for music†, this applies that every child and youth should be taught to love music, regardless the degree of understanding or talent in music they have. Just as this is important, he also believes that the music teaching should be on the same footing to that of the regular academic subjects and should be made functional, instead of treating it like a fad. Leonhard feels that now is the time to firmly establish music in the school curriculum, to gain increased acceptance of the idea that music should be an essential part of general education for everyone. Achievement of this ambition requires an expanded range of communication between music educators and all other educators, plus the interested public. It is only by a wider sharing of ideas that changes can occur. To achieve this, a very sensible approach has been used. This approach is placing ideas about the values of music education in a broader context of ideas about education in general and of building relationships between the intellectual resources of music educators. This is surely advisable, even necessary. Nevertheless there are difficulties in this kind of operation. Estelle Jorgensen Estelle Jorgensen contested many philosophers who treated music as a â€Å"difficulty†, and who considered music not to be part of the general education. Jorgensen sees the importance of having people be aware of the need to understand, appreciate and use music for one to apply it in his or her everyday life. The arts then have a potential contribution to the general education, as it has in general life. While school subjects often included music, arts were not always present. She believes that most people fail to see the importance of arts in the reality of life, and what difference it does to the world. For instance, love in itself is art; the human body is an art; everything around us is an art, yet many fails to understand and realize this fact. In American schools where there is willingness on the part of the authorities to accord a reasonable amount of time to music, she believes that work in appreciation is sometimes undertaken. But to accomplish anything systematic and lasting, teachers would have to be content to attack the problem in a less spectacular manner than commonly maintains in our schools. In view of the experience which precedes this work, the study of music appreciation in the high school should begin at the beginning and be satisfied to cover comparatively little ground. There are, moreover, three requisites without which any course of this kind would be practically worthless. First, the teacher must be a reasonably well-educated musician, possessing knowledge of the subject far more extensive than that required by his immediate work, and an acquaintance with other branches of education such as would enable him to draw parallels between music and other fields of learning. He should have, too, a highly cultivated taste, and a faith in the capacity of youth to perceive and enjoy beauty without the aid of sugar-coated musical palliatives or sensational devices which are calculated to enhance interest, but which, in reality, distract attention from the music itself. And last, the illustrations should offer as nearly as possible a true presentation of the work under discussion. She believes that music should be thought in an ideal way for it to be appreciated (Rogers, 1998). Conclusion Like other subjects in the curriculum of American schools, the arts provide an opportunity for children to realize certain talents and potentials. Particularly in their creative modes, the arts ask students to reach inside themselves to explore their own fascinations and perceptions and to give them suitable and precise representation. In the process of translating their inner discernments and revelations into a symbolic form, children discover and develop their capabilities and uncover some of their human possibilities. Because they are so personal in what they require of each would-be artist, the arts can disclose important insights and impart crucial–and practical-habits of thought that are generally not taught as well through other subjects (Swanwick, 1996). Among the three philosophers, Charles Fowler had much to say about Arts being an essential part of a school’s curriculum. It is precisely because the creative act flows from the inside out rather than the outside in that it helps youngsters discover their own resources, develop their own attributes, and realize their own personal potential. Education generally does not do this. That is, usually students are told, â€Å"Here is the way the world is,† rather than asked, â€Å"What do you think the world is or might be? † Through the process of refining their own personal visions, students discover and develop their own intellectual resources. Because the arts ask students to determine their own abilities, they are self motivating. They propel and stimulate, fascinate and captivate because they engage students personally with their true inner selves, not some concept of self imposed from outside. All human beings want to know what they can do. By having to draw on their own ideas, students discover and explore their own cognitive capacities (Swanwick, 1988). All three authors, Fowler, Leonhard and Jorgensen had similar views on music education. The three agreed that music should be treated as a vital part of student education. Just who is responsible for educating the next generation in the arts –the schools, other agencies, or a combination of both? Each community is responsible for providing opportunities to its youth to ensure that they will be adequately educated in the arts. How those responsibilities are carried out differs from one community to the next. In those communities with few cultural resources, the schools must assume the primary responsibility. In urban and suburban communities that have access to museums, arts centers, and living artists of all kinds, the responsibility can and should be shared between the schools and the community.

Mandarin Oriental Hotel

Mandarin Oriental Hotel, Bangkok Mandarin Oriental, Bangkok is a five-star hotel in Bangkok owned in part and managed by Mandarin Oriental Hotel Group. Located on the banks of the Chao Phraya River, the original structure was the first hotel built in Thailand when it opened as The Oriental in 1879. Today, the hotel is one of two flagship properties of Mandarin Oriental Hotel Group and is known for service, which consistently places it among the world's best hotels Background and HistoryWhen Siam opened to foreign trade after the signing of the Bowring Treaty the sailors that manned the ships which conveyed this trade though Bangkok required accommodation on shore. To meet this demand, Captain Dyers, an American and his partner J. E. Barnes opened a hotel called the Oriental Hotel. This burnt down in 1865. Several years later a partnership of Danish captains opened a replacement hotel. In the 1970s the board of the Oriental Hotel decided with the opening of the new River Wing, upon 18 76 as the official establishment date of the Oriental Hotel.In 1881 29-year-old Hans Niels Andersen, a Danish businessman, bought the premises. His various business ventures led to him becoming a much respected member of the Western community in Siam. Andersen identified a need for a respectable hotel with good accommodation, a bar and a western menu to meet the needs of travellers and businessmen visiting to Siam. Encouraged by Prince Prisdang Jumsai, Hans Niels Andersen formed a partnership with Peter Andersen and Frederick Kinch to build a luxury hotel. Designed by Cardu & Rossi, a team of local Italian architects, the Oriental was the first luxury hotel in Siam.The hotel opened on 19 May 1887 with 40 rooms and features which at the time had never been seen in Siam outside of a royal palace: a second floor (during a time of single-storey bungalows), 1 carpeted hallways, smoking and ladies rooms, a billiards room and a bar capable of seating 50 patrons. To ensure the success of th e restaurant and a satisfactory level of service the owners lured the chef and butler away from the French Consulate to work at the hotel. The first major event that the hotel hosted was a grand banquet on 24 May 1888 to celebrate the Golden Jubilee of Queen Victoria.After personally inspecting the hotel? s facilities in December 1890, King Chulalongkorn decided the hotel was up to the standard necessary to host visiting royalty. The hotel's first royal guests were the entourage of Crown Prince Nicholas of Russia, (later Tsar Nicholas) in April 1891. A succession of owners followed until Marie Maire took over the ownership in 1910. She immediately went to work revamping the hotel. She sold it in 1932. During the Second World War the hotel was leased to the Japanese Army who used it as an officer? club (who under the management of the Imperial Hotel of Tokyo). At the end of the war it was used to house liberated Allied prisoners of war, who in the belief that it was a Japanese proper ty ransacked the building. At the end of the war a six-person partnership each contributed US$250 to buy the hotel. The partnership consisted of Germaine Krull (1897–1985), Prince Bhanu, General Chai Prateepasen, Pote Sarasin (a Thai lawyer) and John Webster and Jim Thompson, two Americans who had served in the Organization for Strategic Security (OSS) and who had stayed on in Thailand.Krull took the position of manager in 1947, despite no prior experience in the hotel field. Born in Poland, she had been best known as a photographer during the 1920s before service in the Pacific as a war correspondent for Agence France Presse. Badly run down after its wartime service, the partnership immediately began restoration and restocking of the hotel which offered to put Thompson? s an opportunity to use his architectural and artistic abilities. The hotel reopened for business on 12 June 1947.Krull turned out to be a natural hotelier and during her reign restored the hotel to it positi on as the premier hotel in Thailand. Thompson soon left the partnership over a plan to build a new wing, though he stayed on in residence at the hotel for some time. To compete with popular clubs and a new local bar called Chez Eve, Krull established the Bamboo Bar, which soon became one of the leading bars in Bangkok. 2 In 1958 the ten-storey Garden Wing was built. It featured the city? s first elevator and was home to the Le Normandie Restaurant. In 1967, fearful thatThailand would fall to the communists, Krull sold her share to Italthai which at the time was well on its way to becoming one of the country? s most significant mercantile groups eventually totally some 60 companies involved in almost all aspects of the Thai economy. Italthai had been founded in the mid-fifties by Giorgio Berlingieri, an Italian born in Genoa and Dr Chaijudh Karnasuta, a Thai. Berlingieri felt that the Oriental had begun to rest on its laurels and had dropped behind its competitors. He wanted to devel op the Oriental into one of the best hotels in the world.Too involved with his various businesses to devote time to the project, Berlingieri in November 1967 appointed 30-year-old Kurt Wachtveitl (1937– ), at that time manager of Nipa Lodge (a hotel that Italthai owned in Pattaya), as general manager of the Oriental. In 1972 the hotel acquired an adjacent property upon which it erected the 350-room River Wing. Mandarin Oriental Hotel Group and Mandarin Oriental, Bangkok The Group began with the opening of its flagship property, The Mandarin, in Hong Kong in 1963, which soon built up a reputation for luxurious service.In 1974, Mandarin International Hotels Limited was formed as a hotel management company. The Group's intention was to expand into Asia and operate hotels that would reflect the standard of service synonymous with their property in Hong Kong. In 1974 the company's hotel interests expanded further through the acquisition of a 49% interest in The Oriental, Bangkok. The Oriental, built in 1876, was already a legendary property and acknowledged as one of the world's great hotels.Through the management of both The Mandarin in Hong Kong and The Oriental, Bangkok, the Group was in an unusual position of having two â€Å"flagship† hotels whose names represented the best in hospitality. In 1985, the Company rationalized its corporate structure by combining these two renowned properties under a common name, Mandarin Oriental Hotel Group. 3 The hotel opened its renowned Oriental Spa in 1993 and finished a complete renovation of its rooms and suites in 2003. In 2006, The Oriental, Bangkok celebrated its 130th anniversary.In September 2008, the hotel formally changed its name from The Oriental, Bangkok to Mandarin Oriental, Bangkok. Mandarin Oriental Hotel Group Asia Continent 1. Mandarin Oriental, Bangkok 2. Mandarin Oriental, Dhara Dhevi, Chiang Mai 3. Mandarin Oriental, Hong Kong 4. The Landmark Mandarin Oriental, Hong Kong 5. The Excelsior, Ho ng Kong 6. Mandarin Oriental, Jakarta 7. Mandarin Oriental, Kuala Lumper 8. Mandarin Oriental, Macao 9. Mandarin Oriental, Manila 10. The Oriental, Singapore 11. Mandarin Oriental, Tokyo 12. Mandarin Oriental, Sanya 13. Mandarin Oriental, Lago Nam Van, Macau 14.Mandarin Oriental, Guangzhou 15. Mandarin Oriental, Taipei America Continent 1. Elbow Beach, Bermuda 2. Mandarin Oriental, New York 3. Mandarin Oriental, Miami 4. Mandarin Oriental, San Francisco 5. Mandarin Oriental, Washington D. C. 6. Mandarin Oriental, Riviera Maya, Mexico 7. Mandarin Oriental, Boston 8. Mandarin Oriental, Grand Cayman 4 9. Mandarin Oriental, Chicago 10. Mandarin Oriental, Las Vegas 11. Mandarin Oriental, Dallas 12. Mandarin Oriental, Dellis Cay, Turks Europe Continent 1. Mandarin Oriental, Du Rhone, Geneva 2. Mandarin Oriental, Hyde Park, London 3.Mandarin Oriental, Munich 4. Mandarin Oriental, Prague, Czech 5. Mandarin Oriental, Barcelona 6. Mandarin Oriental, Jnan Rahma, Marrakech 7. Mandarin Oriental, Paris Hotel Map 5 The hotel located on the bank of the Chao Phraya River. The Hotel The hotel contains 358 rooms and 35 unique suites. The two-story Authors' Wing, the only remaining structure of the original 19th century hotel, houses suites named after Joseph Conrad, Somerset Maugham, Noel Coward and James Michener. The River Wing contains deluxe two bedroom suites named after former guests r personages associated with the hotel including Barbara Cartland, Gore Vidal, Graham Greene, Wilbur Smith, John le Carre, Jim Thompson, Norman Mailer, Thai author Kukrit Pramoj. Other suites are named after ships associated with the early Bangkok trade such as Otago (once captained by Joseph Conrad), HMS Melita, Vesatri and Natuna. 6 Accommodations Rooms All of rooms in the River Wing or Garden Wing Rooms have their own personalities. They have been designed with traditional Thai flair and luxuriously appointed for your utmost comfort.The standard of in room facilities are as follow: ? ? ? ? ? ? ? ? ? ? ? ? ? ? Private Butler service Work desk with in-built international plugs and Internet access plugs Complimentary fax machine/printer on request 3 IDD telephones with two lines Individual thermostatic controller for air-conditioning and humidity Remote control TV with on command in-house movies Bose CD player and CD library Radio Personal mini bar refrigerator Fresh fruit and flowers daily Large in-room safe Spacious bathroom with separate bathtub and walk-in shower and double vanity Hair dryer Bathrobe and slippers Rooms Bed Size (Sqm/Sqf) View Partial Rate (USD) Superior Room King/Twin 40/428 River/Main Wing 425 Relax and take in the partial river view in the elegant surroundings of teak wood and traditional Thai silks. Thailand? s signature fabric is everywhere adding to the sense of luxury. Fresh fruit and flowers refreshed daily. A personal butler is at your service. Full River/ Main Deluxe Room King/Twin 40/428 Wing 465 Located on higher floors, our Deluxe Rooms o ffer full river views and sumptuous comfort.The elegant decor features traditional Thai elements such as genuine teak furniture, beautiful silks, and a daily delivery of fresh exotic fruits and flowers. Guests will also enjoy enhanced bathroom amenities, with a personal butler at your service. River Front/ Premier Room King/Twin 35/377 Garden Wing 495 Elements of the hotel? s long and illustrious heritage are still to be seen in these colonial-style rooms, which feature vintage chandeliers, evocative artwork and parquet flooring, all complemented by ottomans and comfortable sofas, in a mix that is satisfyingly eclectic.The floor plan changes from room to room; some are split-level, with a bedroom above and seating area below. All Premier Rooms enjoy full river views, and some feature a private conservatory. River & City/ Mandarin Room King 63/678 Main Wing 545 8 These rooms enjoy a strong flow of natural daylight, thanks to floor-to-ceiling windows and a balcony that partially overl ooks the river. They also have a spacious seating area, with comfortable sofas and a coffee table. Throughout, the furnishings are upholstered in Thai silk, harmoniously designed in neutral colors. 3/678 or State Room King/Twin 67/721 River / Main Wing 695 These spacious rooms are located between the 3rd and 9th floors of the River Wing and offer unobstructed river views. A teakwoodpanelled hallway leads guests into the room, which is decorated in traditional Thai style with dark teakwood furnishings and bright Thai silks. Large floor-to-ceiling windows encircle the room, which also features a balcony from which to watch the bustling river activity. There is a sitting area within the bedroom featuring a comfortable sofa and coffee table.Floor-to-ceiling windows surround a semiprivate work area, which has a large working desk and every amenity you need to conduct business in comfort. Suites The standard of in room facilities for Suites ? ? ? ? ? ? ? Private Butler service Work desk w ith in-built international plugs and Internet access plugs Complimentary fax machine/printer on request 3 IDD telephones with two lines Individual thermostatic controller for air-conditioning and humidity Remote control TV with on command in-house movies Bose CD player and CD library 9 ? ? ? ? ? ? ?Radio Personal mini bar refrigerator Fresh fruit and flowers daily Large in-room safe Spacious bathroom with separate bathtub and walk-in shower and double vanity Hair dryer Bathrobe and slippers Rooms Bed Size (Sqm/Sqf) View River / Rate (USD) Executive Suite King 55/592 Main Wing 675 Located in the River Wing, these elegant and spacious one-bedroom suites are flooded with natural daylight and offer impressive river views; the perfect setting in which to relax and unwind. Approximately 55 square metres/592 square feet. River / Family Two-Bedroom Suites King & 2 Twins 95/1,022 Main Wing 800These elegant and spacious suites are ideal for families who will appreciate the extra space and ame nities. There? s a separate sitting area for family gatherings as well as a desk, which complements the exotic finery on display in the traditional Thai style decor of dark teak and silk furnishings. Light floods in through the floor-to-ceiling windows, ideal for admiring the beautiful river view. River / Authors Suites King/Twin 99/985 Main Wing 1,000 10 Located in the River Wing, these individually designed and decorated suites re tributes to some of the great literary figures that have stayed with us over the years. In their names, decor and ambience, they each reflect accents of the author? s personality. All feature floor-to-ceiling windows offering panoramic river views, a balcony, spacious sitting room, a large bathroom with separate bathtub and walk-in shower as well as a powder room off the living room; many also have a walk-in closet. Fresh flowers and fruit are delivered to your suite daily with the services of your own personal butler. River / Deluxe 2-Bedroom Theme Suit es King & 2 Twins 125/1344 Main Wing 1,500The lavish two-bedroom suites feature many rich decorative details, including brass-inlaid teak furniture and soft furnishings that are upholstered in sumptuous Thai silk. Immaculate parquet floors and hand-woven Persian carpets further accentuate these lavish suites. Located on the 16th floor of the River Wing, these suites offer spectacular views of the River of Kings and the City of Angels. Garden / Joseph Conrad Suite King 100/1070 Original Wing 1,500 A giant among authors, Joseph Conrad wrote novels considered by many to be the greatest in the English language. It? only fitting then that our Joseph Conrad Suite should be a remarkable space filled with special details. The suite is the only one in our Authors Wing with its own open terrace, which is attached to the spacious living room and 11 overlooks our lush gardens and the river. The gently sophisticated decor, including carefully selected furnishings and objects d? art, is the perfe ct sanctuary from bustling Bangkok where you? re every need is attended to by your personal butler. Garden / Heritage Authors Suites Queen 100/1070 Original Wing 1,300 Located in the hotel? s original Authors' Wing, the magnificent HeritageAuthors' Suites celebrate three of the great writers who have stayed here. Reflecting the colonial character of the original site of the hotel, each of the three suites – Somerset Maugham, Noel Coward and James Michener – feature spacious bedrooms and lounge areas as well as Victorian-style marble bathrooms. The three suites are individually designed to reflect the Author? s distinct personality. Fresh flowers and fruit are delivered daily by your personal butler ready to anticipate and attend to your every need. Garden / Original Adisorn Lodge Heritage Suites Queen 100/1070 Wing 800 Located in the hotel? original Authors Wing, The Adisorn Lodge celebrates the life and times of our former Chairman. Rich colours and high ceilings, as well as a charming Victorian-style bathroom make this a very unique and historic suite. Fresh flowers and fruit are delivered to your suite daily with the services of your own personal butler. Top Floor Main Siam Suites Twin 130/1398 Wing 3,000 12 Inspired by the beauty of Northern Thailand, the two-bedroom suite features rich furnishings in Thai silk, with the living and dining areas panelled in teak to match the luxurious flooring. Main Wing Selandia Suites King 185/1989 3,000A beautiful suite that evokes the glamour of life aboard the legendary ship The Selandia, with teak floors and walls, ivory cotton draperies and brass-cornered tables, classically but richly decorated. Top Floor Main Royal Oriental Suites King 295/3157 Wing 4,500 The timeless Royal Oriental suite, renowned for its beautiful decor and impressive artworks, has served as the home away from home of royalty, world leaders, and countless celebrities. Facilities The Oriental Spa The multi-award winning Oriental Spa is the ultimate temple of well-being for many guests and VIPs including European royalty, Hollywood legends and political stars.Visit the Oriental Spa and experience the ultimate rejuvenation of body, mind and soul. 13 The Ayurvedic Penthouse India? s 5000 year-old science of wholesome living, Ayurveda touches every aspect of life: physical, mental, social and spiritual. Ayurvedic Treatments are usually recommended as a course of three days but guests will find individual treatments beneficial and with equally long lasting effects. Yoga Session The Oriental Spa offers an extensive range of Yoga sessions conducted by yogic expert Neelam Khatri. The Oriental? Yoga programmes run the gamut from lively group sessions to one- on-one private sessions, each created to suit the specific needs and convenience of guests and yoga lovers. Health Center The Health Centre has recently been expanded to provide the utmost in luxury for sports and health enthusiasts alike, in a tranquil environment. The renovation includes stateof-the-art equipment. Pro 14 The Oriental Thai Cooking School The Oriental Thai Cooking School operates every Monday to Saturday from 9am-12:30pm with a renowned curriculum that teaches the secrets of purely authentic Thai food.Learn everything from basic ingredients to local techniques from our highly regarded instructors who are not only talented experts in Thai cuisine, they are also all-time favorites with our guests. â€Å"Sanook† Oriental Kid? s Club Open for children from the ages 3 to 14 years old the â€Å"Sanook† Oriental Kid? s Club keeps our youngest guests entertained throughout their holidays with an action-packed program featuring an endless variety of outdoor activities, arts and crafts projects, and games that are fun, educational and culturally enriching.All are under the supervision of our Kid? s Coordinators. The Oriental Boutique We are delighted to introduce the opening of The Oriental Boutique, which carries a full r ange of hotel amenities and gifts that make the perfect souvenirs to take home to loved ones. The Oriental Boutique also offers exclusive products such as Oriental Polo shirts, Oriental stuffed animals, the exquisite cutlery and tableware used at the newly renovated China House, our famed cotton and silk bathrobes, and many other items unique to Mandarin Oriental, Bangkok. 5 Sports Tennis Day or night, you can practice your backhand on our two outdoor tennis courts. And don? t worry, if you forgot your racquet, we? ll happily provide one for you to use. Squash Our fitness centre also has one squash court available for rent. The rental fee of THB 700++ includes equipment. Jogging The Oriental Health Centre has an outdoor jogging track that runs right along the tennis courts, perfect for an early morning or evening run. Guests can also use the jogging map that we provide for a jaunt that goes further afield.Swimming Perhaps nothing is more enticing after an excursion into the city hea t than a dip in a pool. At the Oriental Health Club the prospect is doubly irresistible. Those who just want to bask in the sun and relax will love our new wading pool, which is surrounded by cabanas. Our newly upgraded big pool finished in rich mosaics and natural stones as well as new lighting enhancements, 25 metres long and is ideal for swimming laps. Both pools are open daily from 6am to 8pm.Thai Boxing Muay Thai, as Thai boxing is known here, is growing in popularity around the world and is considered an especially tough martial art. Boxers can use almost any part of their bodies in the contest, which can be quick and brutal. The main venue for matches is Lumpini Stadium. Fights are every Tuesday and Friday 6:30pm to11pm 16 and Saturdays 5pm-8pm and 8:30pm to midnight. Prices range from THB 220-800. Private Thai Boxing lessons can also be arranged with at least one-day prior notice via our concierge. Prices are approximately THB 5,400 for 2 hours.Restaurants and Entertainments There are nine venues to choose from, offering a wide range of international cuisine. Le Normandie Considered by many to be the finest French dining experience in Asia. Patrons choose from a set menu or full French a la carte. Lord Jim's This quintessential seafood restaurant offers a very popular international lunch time buffet and an a la carte dinner. Sala Rim Naam Sala Rim Naam serves a buffet lunch and set Thai dinner with traditional dance show, while the Terrace Rim Naam offers a la carte Thai dining by the River. 17The China House Inspired by the vibrant 1930's Shanghai Art Deco period featuring authentic Cantonese flavors with contemporary variations in presentation. Riverside Terrace The dinner buffet served here has an amazing selection of grilled seafood and meat plus the best Europe, the Middle East and Asia has to offer. The Verandah This casually elegant restaurant offers international all-day a la carte dining with a huge selection of freshly baked cakes. It's also the place for breakfast. 18 Ciao Dine under the stars at this riverside venue, which serves the city? finest pizza from our wood -fired oven and the very best Italian ice creams. Authors' Lounge On the ground floor of the Authors' Wing, this lounge has old colonial charm, with its white rattan furniture and English afternoon tea. The Bamboo Bar Known as the best live jazz spot in town, Bamboo Bar serves an extensive menu of cocktails and drinks in a relaxing, jungle-like ambience. 19 L’Espace by Mandarin Oriental, Bangkok This all-day international dining venue is the perfect way to relax and recuperate in the midst of your shopping day. Siam Paragon? most stylish contemporary cafe epitomises both the elegance and the culinary excellence of the legendary Mandarin Oriental, Bangkok. Set amid cream marble water gardens, L? Espace by Mandarin Oriental, Bangkok has an all-day menu that caters to every whim, offering everything from crisp salads or sandwiches, to home-made pastas, soups, noodles and tacos. Sip on refreshing cocktails or savour some of the splendid desserts, including delectable pastries, puddings and our unforgettable New York vanilla cheesecake. 20 Services Conference and Banqueting Rooms The Royal Ballroom This is both a grand and entirely versatile space.You can enjoy its historic appearance, with high ceiling, extravagant chandelier and river life murals, alternatively it can be transformed into the most contemporary scene to reflect your event theme.. The ballroom can be set up as one large space or reconfigured into three smaller rooms (Chao Phra Ya room , Ta Jeen room and Maeklong room) to create a „journey? for delegates to travel through, or simply separated for break out rooms. 21 The Embassy Room – Designed and appointed in the same opulent style as the Ballroom, this is the smaller sized option – but with the same luxurious ambience.Executive Boardroom – Situated within the business centre; our boardroo m has plenty of daylight, with windows overlooking the main entrance. The Regency Room – Recently restored to their former elegance with hand-woven Thai silk panels in a turn-of-the-century French pattern and full length mirrors at either end. The set up is a residential living room, with comfortable sofas; however it can be re arranged for cocktails or a private dinner. French windows open on to the cool Authors? Terrace. The Author’s Lounge – A sophisticated atmosphere in a summery, colonial setting – perfect for informal meetings.It is located in the Author? s Wing, within the hotel? s original site, and is named in tribute to the many famous writers who have stepped through the doors of Mandarin Oriental, Bangkok over the years, from Joseph Conrad and Somerset Maugham to Noel Coward and James Michener. Recently renovated to its former glory, delicate, whitewashed rattan furniture with handpainted upholstery and Siamese umbrellas now grace the lounge, amid towering bamboo and palm trees. It? s the perfect place for a relaxed event, romantic wedding reception or cocktail party for 150-200 guests. 2 Business Center Opening hours are from 7:30am-11pm Monday to Friday, and 8am–10pm on Weekends and National Holidays. We have four work stations available for delegates use; three PCs and one Mac. Each station is equipped with a laser printer and web camera, access points for electric data and high speed internet sockets for guests who would like to use their own laptops. There are two boardrooms, one larger for up to 18 delegates, a light space overlooking the hotel entrance and another smaller boardroom for six delegates. ? ? ? ?Secretarial services Translation, both written and simultaneous Video conferencing equipment Butler service is available with a simple press button Thai Culture Programs Whether for business or purely for your own enjoyment, there? s not a more perfect setting to learn about the intricacies of Thai cultu re than Mandarin Oriental, Bangkok and in one of our highly acclaimed courses. You? ll be following in the footsteps of the many 23 diplomats and journalists who have attended them to enhance their knowledge of our vibrant and fascinating culture.Enrich your joy and understanding of the Kingdom of Thailand during your stay at Mandarin Oriental, Bangkok. There? s nowhere in the world like Thailand. As the only country in Southeast Asia never to be colonized, its deep cultural roots are fascinating, yet often mysterious to many visitors. That? s why we created our comprehensive cultural programme, enlisting renowned professors and scholars from leading universities. For more than fifteen years, their afternoon lectures, daily from Monday to Friday, have unlocked the mysteries of the Kingdom for thousands of our guests.Guests have included many diplomats, journalists and travel writers, who take pleasure in understanding more about Thai culture. Programmes Thai Ways Monday 2pm-4pm, Klo ng Tour 3:20pm (Minimum 3 persons). Thai Beliefs Tuesday 2pm-4pm (Minimum 3 persons). Thai Dance and Music Wednesday 1pm-3pm (Minimum 5 persons). Contemporary Thai Culture Thursday 1pm-3pm (Minimum 5 persons). Thai Art and Architecture Friday 2pm-4pm (Minimum 5 persons). Thai Culture Programme Classes are THB 4,000 per person per class. 24 Children’s Day Care CentreOffering many facilities and supervised fun-filled to keep young guest from newlyborn babies to 8 years old, occupied and amused while their parents spend the extra time by themselves whether it is for a relaxing spa treatment or romantic dinner. Open daily from 3 p. m. to 11 p. m. The Oriental Shop at the shopping centers The oriental shops are famous for their tempting array of freshly baked breads and pantries, home-made chocolates, smoked meats, aromatic cheese and wonderful selection of salads, sandwiches, ice-creams and the ground blended coffee.The shops open daily at Emporium, Central Chidlom and Siam Parag on. Limousine Service Mandarin Oriental? s limousine are available 24 hours for either a short trip in the city or longer journey. The qualified and experienced chauffeurs are English speaking and all vehicles are fully ensured by the BMW series 7. 25 References www. mandarinoriental. com/bangkok/ Banqueting Department, Mandarin Oriental Hotel, Bangkok Training Department, Mandarin Oriental Hotel, Bangkok 26