Classifications of Snakes and Reptiles

Classifications of Snakes and Reptiles Reptiles are some of the oldest living creatures on the planet and made their first appearance some 300 million years ago. It is believed that the first species of snakes contained limbs which became more and more reduced through great periods of time, this phenomenon can be seen as a clear indicator just how evolution took place within a group of organisms. Today vestigial structures occur in certain serpent families such as Pythonidae and Boidae, and are remnants of structures they once possessed. Spurs which occur in the posterior position opposite the cloacae in Boas and Pythons is a clear example of vestigial structures that formed through time. Snakes are carnivorous reptiles that belong to the order Squamata (Lepidosuaria), which is regarded the most important assemblage, as far as snakes are concerned. Squamates is a very diverse group of ectothermic (organisms that rely on their external environment to obtain the energy needed to facilitate metabolic and other processes crucial for life), amniote vertebrates which contain the distinct characteristic of being elongated and covered in overlapping scales. Squamata is subdivided into three distinct suborders: Ophidia or Serpentes, containing snakes, Sauria containing lizards and Amphisbaenia containing worm- lizards. The suborder Ophidia contains 15 families which are subdivided into 456 genera that consist of more than 2900 species. Snakes have one of the widest distributional ranges in the animal kingdom, covering the whole planet except Antarctica (Figure 1.1). In South Africa alone there occurs 166 species and subspecies of snakes, 101 of these species have enlarged fangs to deliver venom of which only 15 are regarded as very dangerous and potentially fatal to man. This means that of all our snake species only 8.5% are classified as dangerous, where administration of antivenin is deemed necessary. The remainder of venomous species is of no medical importance to man, in fact in some species the toxicity of their venom is less than that found in bees and wasps. There are a few morphological characteristics of Ophidia which distinguishes them from the other two suborders e.g. the lack of eyelids, external ears, the lack of limbs and the occurrence of a single row of ventral scales, whereas lizards and amphisbaenas differ in the sense that they have various patterns of scales that do not occur in specific rows. Amphisbaenians scale formation is atypical in the sense that scales are arranged in rows around the body of the animal thus supposedly mimicking the resemblance of an earthworm. The skulls of Serpents are very unique in the sense that their upper jaw bones arent united/interconnected at snout of the animal, this enables the two jaw bones to act separate form one another and enables the snake to swallow large prey items. In contrary to popular belief snakes can however not dislocate or unhinge their jaws to swallow large prey items, the two upper jaws are simply connected to each other through connective tissue which is highly elastic a nd serves as the binding factor between the jaws. Snakes fulfill a crucial role/function in nature and can be seen as an integral aspect of our environment both as key predators and as prey. They assist in regulating rodent numbers and are good indicators of the natural balance of the environment (bio-indicators). In addition to this, research and development is being done on the properties of venom in the medical field. Research is being conducted on the applications of venom in fields such as high blood pressure, mental disorders and diseases of the central nervous system to mention but a few. Such is the complexity of venom that further studies, beneficial to man, are essential. It is there for imperative that we conserve our snakes not only for the preservation of our environment, but also for the wellbeing of mankind. Evolution that took place within the Class Reptilia Reptiles evolved from prehistoric amphibians called Labrynthodonts (Flank, 1997), and according to paleontologists made their first appearance in the Pennsylvanian era some 300 million years ago. They were also the first vertebrates to escape dependency on water. The earliest forms of reptiles suggested a mixture of both amphibian and reptilian characteristics, and diversified greatly over the next 200 million years. Reptiles were the dominant animal group on earth during the Mesozoic period, and were represented by 15 major groups. Only 4 of these orders survive today. Extinct are the fishlike Ichtyosaurus, sail-backed Pelycosaurs, flying Pterosaurs, Mosasaurs, plesiosaurs, well-known dinosaurs like Brachiosaurs and many others. The dinosaurs included the largest animals ever to walk on earth-the Sauropods, some of them reaching lengths of nearly 27 meters long. Many of the less familiar dinosaurs were no longer than chickens. (Carr,1963) Several basic advances made possible the rise and wide distribution of reptiles on land. Most important was the amniote egg, with its tough outer covering and protective membranes, and a cornified skin that protected the animals from drying out. The positioning of the limbs also made it possible for reptiles to move more easily on land, and an improved circulatory system ensured that oxygen rich blood reached the animals. In their Mesozoic heyday, Reptiles dominated the land, seas and air, and the reason for their dramatic decline during this period is still not clear, although there are some speculation by biologists that the decline was probably caused by a meteor shower which altered a dramatic change in climate and giving rise to the so called Ice Age. Warm blooded vertebrates (Birds and Mammals) began to expand by the end of the Mesozoic period. By the time the Cenozoic period arose only 4 orders of reptiles still existed, and these same four have persisted to this day. The order Rhynchocephalia is represented by only one species, the lizzardlike, granular scaled Tuatara (Sphenodon punctatus) confined to New Zealand where its survival is now threatened. The remaining 3 orders have representatives throughout the world. The order Testudines (turtles) is the most ancient, appearing about 250 million years ago and remaining virtually unchanged for the past 200 million years. The order Crocodylia (cro codilians) is slightly less ancient and is traceable to the Permian thecodonts. The order Squamata refers to scaled reptiles that include lizards, amphisbaenids and snakes. This is the most recent order and was not common until the late Cretaceous times about 65 million years ago. In order to classify snakes or other organisms it is necessary to understand the origin and evolution of the species and place them into specific genera and families (Figure 1.2) Scientists believe that modern day snakes evolved from the family Varanidae, a group of lizards that belong to the genus Veranus. The fossils of Lapparentophis defrennei (Figure 1.3) was found in North Africa as we know it today, and it represents the earliest member of the suborder Ophidia. This species however shows no direct link between earlier snake like reptiles, and its origin continues to boggle biologists. Lapparentophis defrennei appeared on the earth around 100 million years ago during the Cretaceous period and were around for about 35 million years, were after it got extinct by the end of the Cretaceous period. Boidae was one of the seven families of snakes that arose after the Cretaceous period and was at its peak of speciation during this time. Colubridae in modern day times is the family that contains the largest amount of different snake species, and first emerged some 36 million years ago during the late Eocene, and the beginning of the Oligocene period. During this time Colubrids started to diversify at an immense rate and eventually gave rise to more new species during the Miocene period. This diversification led to the disappearance of some of the more primitive lineages of snakes because they could no longer compete with the better adapted species that was starting to evolve. Viperidae (vipers, rattle snakes and adders) and Elapidae (front fixed fang snakes generally cobras and mambas and their relatives) originated during the Miocene period and belongs to the infraorder Alethinophidia. The family Viperidae is by far the most advanced evolved species of snake in the world and contains highly specialized structures that enable them to be a very successful hunters e.g. heat- sensitive pits that developed on the upper labial and a brightly colored tail tip that occur in Agkistrodon sp. This is just one example of how specialized this family of serpents is to survive. Distinguising features of the suborder Ophidia All snakes are elongated, lack eyelids, external ears and osteoderms. Snakes poses a forked tongue which can be retracted into a sheath (Figure 2.1) All have along backbone. (Some have in excess of 400 vertebrae), with many articulated ribs used predominantly for locomotion and maintaining body shape. The lower jaw is not fused, which allows the snake to engulf large items. They do however not dislocate their jaw. Prey is subdued either by constriction or by the injection of venom. In the case of venomous snakes small prey items are bitten and held in the mouth until paralysis or death occurs, whereas large prey items are bitten and released to ensure that damage do not occur to the snake. The majority of species have only the right lung but more primitive species such as Pythonidae and Boidae also contains a rudimentary left lung. Unlike lizards the tail cannot be regenerated. All snakes shed their skin. All snakes hatch from eggs, some are Oviparous (eggs hatch outside the females body), and some are ovoviviparous (eggs hatch inside the mothers body thus giving birth to live young). Classification of snakes Kingdom: Animalia Phylum: Chordata Subphylum: Vertebrata Class: Reptilia Order: Squamata Suborder: Ophidia (Serpentes) Infraorders: -Alethinophidia -Scolecophidia The classification of snakes are based on different morphological structures The general morphology of snakes is a crucial factor used in their Taxonomy. Factors such as the arrangement of bones in the skull and other parts of the skeleton, especially the presence or absence of a pelvic girdle are used to distinguish between separate and subspecies of snakes. The hypapohyses (vertebrae with downward pointing spike like projections), the coronoid bone (a small bone that occur in the lower jaw), structures of the hemipenes (Figure 2.2, Jadin, 2000) and microscopic and biochemical material such as chromosome arrangement and protein analyses are also used in classification of snakes. The presence or absence hypapohyses, especially in the lumbar region of the spine, is used as one of many diagnostic characters when classifying snakes. The hypapohyses is very prominent in the genus Dasypeltis which use them too saw trough egg shells. There occurs much variation in the shape and size of the coronoid bone. It is particularly large in primitive snakes such as Typhlopidae, Leptotyphlopidae and Anomalepididae. The coronoid bone is very small or absent altogether in advanced snake species. A hemipenis is the sex organ of male Squamates. Male snakes has two hemipenes probably for the reason that when one is damaged or injured, it still left with a spare one which can remain to work and carry out its normal function during copulation. This ensures that the males genes dont get lost and can still be carried over through copulation with females. Hemipenes, under normal conditions are used in an alternating fashion when copulation occurs with female individuals. Sperm is carr ied through the sulcus spermaticus (which is the line running through the middle of a males hmipenis) to the female during copulation. By examining the tail of an individual we are able to distinguish its sex. Males usually have a long tail which contains prominent bulges of where the hemipenes are situated and females usually have very short tails without the occurrence of any prominent bulges. The shapes of hemipenes differ greatly from species to species and contain different cranial structures thus forming a very important method for taxonomists to classify snakes into different species and subspecies. Relationships that occur between different species of Squamates as a result of evolution is best explained through the examination hemipenal characteristics of the different species. The function of the spines and ridges that occurs on hemipenes of different species of male snakes, serves as an adaption to ensure that copulation lasts long enough for egg fertilization to occur. Biology Hearing and Vision Snakes cannot hear airborne sounds due to the fact that they do not posses external ears. Snakes do however have an auditory nerve enabling them to hear sounds travelling through a dense medium. They are extremely sensitive to vibrations and can thus detect someone or something approaching them. For this reason people seldom see snakes whilst walking in the bush, the snake senses the vibrations created by footsteps and beats a hasty retreat for cover. There is however snakes that do not retreat when approached and this is a direct result of the morphological attributes they contain. Bitis arietans, Bitis atropos and, Bitis gabonica, are species of snakes that rather rely on their camouflage to conceal them from potential predators and dangers than to move away, and it is not surprising to find out that Bitis arietans is responsible for 60% of all snake bites in Southern Africa. Contrary to popular believe snakes do have good vision. How else would they safely navigate through the bus h except of course via smell? Their vision however is used mainly for detecting movement. Most snakes have monocular vision (unable to distinguish depth of field) whilst some snakes have binocular vision (able to distinguish depth of field) e.g. Thelotornis capensis and Dispholidus typus. Snakes do not have movable eyelids, instead they possess a fixed transparent shield which covers the eye and is shed during sloughing. Sense of smell For this function the snake uses its tongue. The tongue is flickered; picking up minute airborne particles which when retracted back into the mouth is deposited onto organs situated in the roof of the mouth. These organs are known as the organs of Jacobson. Studies have shown that snakes enjoys a similar sense of smell as we do, the epithelium of the organs of Jacobson works in exactly the same way as the olfactory epithelium we as humans possess. The tongue is forked so that the snake can detect the differences in strength of smell and thus enabling it to locate its prey very accurately. Snakes diet consists of quite a few prey items such as: rats, mice, small mammals, birds, frogs, toads, insects, lizards, fish, small antelope, eggs and other snakes, which is swallowed whole usually head first. Shedding Shedding of skin depends primarily on the growth rate. Juveniles for example shed their skin more often than adults for the simple reason that they are growing faster. Juveniles may shed their skin as often as twelve times a year whereas an adult may only shed its skin three to four times a year. During this process the entire skin is shed from the tip of the snout through to the tail including the eye shields. During this time the snakes eyes become opaque, restricting the snakes vision and therefore making the snake not only more vulnerable, but also more aggressive. A snake may often go into hiding during this period. You may also find snakes basking for longer periods prior to shedding, the reason being higher temperature speeds up the development of new skin, thus reducing the vulnerability period. Cold Blooded (Ectothermic) and Hibernation All members of the order Squamata are so called cold blooded (exothermic) organisms. This simply means that unlike mammals and birds which generate heat internally (endothermic), reptiles obtain their heat externally, usually from the sun. All reptiles will bask in the sun absorbing heat from their environment until their bodies reach the correct optimal temperature (ÂÂ ± 30Â °C) which allows them to function at their maximum potential. The advantage of ectothermy is that it is fuel efficient. Mammals on the other hand convert 90% of what they eat into heat in order to maintain biochemical and muscle efficiency which allows mammals the opportunity to function at colder temperatures. This method demands a constant intake of food. Reptiles however become temporarily dormant at colder temperatures and thus waste no energy. A snake can survive and grow on ten to fifteen meals a year. Reptiles will go into hibernation when their optimal body temperature cannot be achieved from the e nvironment. In areas where there is a significant fluctuation in temperature snakes will go into hibernation. The correct term used is topor. Areas such as the lowveld where there is no significant temperature variations will see reptiles not going into true hibernation but rather into a state of burmation. During hibernation snakes live off the body fat accumulated during the warm periods of the summer, and will exhibit very little signs of activity, thus becoming sluggish. A snake will use anything that will offer it protection against the elements and predation. Sites which are used by Squamates during the winter or cold times of the year for hibernation include deserted termite mounds, hollow logs and rock crevices. Reproduction Sexually active males will approach any snake they come across. The reaction of the approached snake will determine how the encounter develops. If the approached snake is a male and reacts aggressively it may give rise to a battle between the two parties. Battles vary according to species, Vipers and Elapids generally engage in a form of ritualistic wrestling, but refrain themselves from biting each other. Colubrids however react violently and bite each other severely. In some species of snakes several males group together amicably and follow a receptive female. Should there be no reaction from the approached snake the sexually active male uses its Vermonasal organ to chemically determine the species and sex of the snake it has approached. It does so with the use of its tongue interpreting the pheromones emitting from the other snake. Should it be of a different species, the male then seeks out a new mate. All reptiles have internal fertilization. The male places his head on the back of the female and winds his tail around the females and attempts to join their cloacas together. This is seldom achieved at the first attempt. It sometimes takes hours, even days, for successful copulation to take place. The sexual organs of the male consist of two penises, referred to as the hemipenes. Each hemipene is equipped with flexible spines which inflate once penetration has occurred making it difficult for the male and female snakes to become dislodged. Sperm is transferred to the female via a single penis in Crocodilians and Chelonians, and paired penises in lizards and snakes (although only one penis is used at a time). Once mating has taken place the male will often stay with the female for a few days to mate again. Fertilization of the ovule and spermatozoid takes place high in the oviduct, then the egg gradually moves down into the oviduct where the uterine glands secrete a substance which surrounds the egg. The length of the embryonic development depends on the species and also within the species depending on climate (temperature), and ranges from 2-5 months. As stated before all snakes hatch from eggs. The method of incubation however does differ between some species. The majority of snakes lay eggs andleave them to be incubated externally (oviviparous) with no parental care whatsoever. Species such as Python natalensis coils around their eggs throughout incubation. This not only protects the eggs but also regulates the temperature to help assist with incubation. In other species such as Hemachatus haemachatus the female retains the eggs inside her body to produce fully developed live young (viviparous). Between four to eight weeks after mating the female selects a suitable site to deposit her eggs. The site chosen is usually a suitably protected place in the form of rotting vegetation, hollow tree trunks or any other suitable location. The number of eggs deposited depends on a variety of circumstances for example, species, size of the female, habitat (availability of food), age and climate. Eggs laid vary between one and two to as many as 60, sometimes more, depending on factors mentioned above. Eggs usually have soft leathery shells which require a specific amount of heat and humidity in order to ensure that hatch. Once the eggs have been laid there is often no parental care with the exception of a few species. In South Africa the young of Python natalensis may stay with the female for several days after hatching, leaving the burrow by day and returning to the female at night. In most reptiles the sex of hatchlings is determined by temperature, for example outer eggs (cooler) will be female while the inner eggs (warmer) within the nest will be male. The eggs usually hatch between one to three months after the female has deposited them. In the case of some species of chameleons eggs might take up to a year to hatch. The young are equipped with an egg tooth consisting of a sharp ridge on the tip of the snout which allows the young to slit open the eggshell thus freeing itself. The young that emerges are exact replicas of the adults, and the hatchlings of venomous snakes are equipped with fully functional venom glands and fangs, and are thus venomous directly from birth. Egg mortality is quite high. Reasons for egg mortality range from predation to unsuitable nest sites chosen. Giving birth to live young may be an evolutionary process to assure the success of a species, reducing the risk of egg mortality in particularly cold areas where the temperatures wont be adequate enough for incubation. Movement (Locomotion Speed) The ability to function at speed and endurance is directly related to the supply and amount of oxygenated blood to the body. Reptiles, unlike mammals and birds, do not receive as good supply of oxygenated blood. Directly translated, this means that reptiles tire more easily and are incapable of endurance. Based on these facts it is doubtful that the speed of a snake would exceed 20km/h which is much slower than the average human. The two fastest snake species world occur in Southern Africa and belongs to the genus Psammophis and Dendroaspis. There are four basic modes of locomotion in snakes: Sepentine This is the more familiar method of locomotion that most snakes use e.g. the family Elapidae which makes use of this method. The body undulates from side to side while the hind part of the snake makes contact with the surface and the rest of the body is pushed in the direction the snake wishes to go. Caterpillar These are usually heavy bodied snakes e.g. Bitis arietans. The snake progresses in a primarily straight line using its ventral scales to propel it forward. Concertina This is when a part of the body is anchored whilst pushing forward. The snake may anchor its head and then drags the rest of the body towards the head. This is often seen in arboreal species when negotiating between smooth braches of trees. Snakes that make use of this type of locomotion usually contain the characteristic of keeled ventral scales, and include species of the genus Philothamnus. Sidewinding This method is most seen in desert species. It is the most effective method of locomotion on loose unstable surfaces such as sand. Only one or two sections of the body are in contact with the surface at any given time. A section of the body is thrown sideways and is followed by the next section. This way of locomotion can be seen as a specific adaption for desert species e.g. Bitis peringueyi, to ensure that they dont get burned by the hot desert sand when moving. Scales Most people refer to snakes as being wet or slimy, which is quite the contrary. In fact if you touch a snake you will notice that it is in fact dry. Scales are horny skin that originates from the snakes epidermis. The primary function of scales is to prevent rapid water loss, an evolutionary process which has allowed snakes to move onto land. Scales can be smooth or keeled. Some snakes use their scales as a warning mechanism. By rubbing them together this creates a rasping sound that serves as a warning to would be predators. Dasypeltis scabra is a species of snake that occur in Southern Africa and which use this specific defensive mechanism to ward of predators. The North American rattlesnakes rattle is also an example of modified scales that formed through evolution. Scales also help in the locomotion of snakes. Scale counts remain one of the main methods in the identification and classification between different species of snakes. There are four methods which can be used to correctly identify a species via scale counts: Head scales This is done by counting the upper and lower labials on each side, taking note of which scales are in contact with the eye. Examine the nasal scales (single, semi-divided or fully divided). Count the number of preocular and postocular scales and check whether a loreal shield is present. There should also be taken note of the arrangements of scales that occur on the temples, and the presence of any fused scales. Observe the relative sizes of internasals, prefrontals, frontal and parietals, and also note the proportions and shape of the rostral scales at the front of the nose. Dorsal scales Note whether the scales are smooth or keeled. And one head length away from head and in front of the cloaca Subcaudal scales The first scale is the single or paired scale that meets the lateral scales on both sides. Count back along the tail towards the conical tip. Note whether scales or anal shields are single or divided as this forms a crucial part of the identification between different families of snakes. Internal Anatomy of Snakes A snakes skull is specifically designed to suit their specialized feeding habits. Because a snake cannot chew its food and must swallow it whole it is important that the snake be able to open its mouth very wide. For this reason the fifty odd bones in the skull are not fused together, instead they are loosely connected to each other by ligaments which allows the snake to produce an enlarged gape allowing it to swallow prey much larger than its head. The concept is similar to an elastic band. Often after a snake has eaten it will seem to yawn, this is done simply to relax the ligaments and bones t their original shape. The structure of a snakes brain is very similar to that of a bird, but unlike birds and mammals snakes lack the enlarged cerebral hemispheres. In mammals (and birds) the cerebral is the part of the brain, which acts as the learning center of the organism. For this reason, although snakes are perfectly adapted to the environment, it is correct to say that snakes are not very intelligent. To allow snakes to engulf such large prey whole the stomach has to be very strong and elastic allowing it to expand greatly once prey is engulfed. Powerful digestive juices allow the snake to digest bone and teeth. Because a snake is for the most part long and cylindrical, the shape of the lung must be somewhat different in order to fit inside the snakes body. The right lung is usually the largest and extends for 1/3 of snakes body length. The left lung, in most cases is absent, or very small. Snakes have in effect only one lung. During feeding the snake is able to extend a muscular extension of its windpipe (epiglottis) from the bottom of its mouth allowing it to breathe while prey is being consumed. Most reptiles have a primitive three chambered heart which is not as effective as the four chambered heart found in crocodiles (and mammals). In snakes oxygen depleted blood gets pumped into one of the top chambers while oxygenated blood gets pumped into the other top chamber, both chambers get emptied into the bottom chamber and then circulated through the body. This is the main reason why snakes tire easily. In proportion to their body size snakes have very large kidneys. The left kidney is situated behind the right kidney in the abdominal region. The function of the kidney is to filter the waste products from the bloodstream and pass them on to the cloaca for excretion. Unlike mammals which excrete nitrogen waste in the form of water soluble urea, snakes excrete these body wastes as crystals which forms a dry white paste which is excreted along with the feaces. This allows reptiles to be extremely efficient in their use of water. Mammals have a separate urinary, reproductive and a nal opening. Snakes however do not. Instead they have a common chamber known as the cloaca which performs all these rudimentary functions. Waste material is stored in the cloaca until eliminated. The claoca opens to the outside through a transverse slit at the base of the tail. It is often possible to tell the difference in sexes between species by looking at the length from the cloaca to the tip of the tail. The longer the distance between these points would signify the snake as being male whereas a short distance between these points would indicate the snake as being female. The reason behind this is that during reproduction, as mentioned earlier, the male wraps his tail around the females. Some snakes, like the Pythonidae family, have special glands which also empty into the cloaca, these glands contain a foul musky scent which can be ejected when a snake is threatened, frightened or stressed. Venom There is no easy describing venom. Simply put, snake venom is highly modified saliva which is produced by modified saliva glands. Venom is a combination of different enzymes, or proteins, that act on other chemicals and proteins thus altering them or simply breaking them down. Many of these proteins are harmless, but some are toxins. The makeup of these toxins varies widely from species to species. Snakes venom can therefore be best described as a cocktail of hundreds of different proteins and enzymes, this complexity alone accounts for widely differing effects of snakebite. In essence venom affects the protein and chemicals of the immune system and the blood, transported through the body via the lymphatic system. The venom glands are situated in the skull slightly behind the eyes. In order for venom to be effective it has to be injected into the circulatory system. It is therefore quite safe for a normal healthy person to drink venom without any consequences. Venom cannot be compared to poison, and are totally different entities. Venom has to be injected (circulatory system) Poison has to be ingested (swallowed) The functions of venom are numerous: Prevents the putrification of prey prior to ingestion. Immobilizes prey thus preventing the snake from being injured. Digestive properties within the venom begin the digestive process prior to ingestion. Snake venom is also antibacterial, antiviral, antifungal and antiprotozoal which protects the snake from microbial diseases which it may contract from prey. As a last resort, self defense when the snake is threatened. There are three types of snake venom: Neurotoxic nerve acting venom (Elapidae). Cytotoxic cel destroying venom (Viperidae.) Haemotoxic blood acting venom (Colubridae). Fangs (Dentition) All snakes have teeth, but not all snakes have fangs. Most snakes have teeth on the upper and lower

The Misunderstood Message of Aime Cesaires A Tempest Essay examples --

The Misunderstood Message of Aime Cesaire's A Tempest      Ã‚  Ã‚  Ã‚  Ã‚   A Tempest, by Aime Cesaire, has been the center of controversy for over twenty years now.   The argument is not concerning whether the play has substance, or whether its themes are too racy; the criticism is about its parallel to another work.   The work in question is that of The Tempest by William Shakespeare.   Cesaire has been bluntly accused of mirroring, misrepresenting, and misinterpreting Shakespeare's last play.   I challenge these critics to research Cesaire and his works, rather than pick apart this most insightful play.   It is pertinent to understand a few key ideas when examining A Tempest because Cesaire was not attempting to mirror Shakespeare; he was merely using him as a reference.   Cesaire, who understood that Shakespeare is an icon of the Western world, himself is iconoclastic.   He knew by adapting The Tempest to his own voice, he would draw attention from the West and raise awareness of his intended audience, the oppressed bla cks of the world.   But valuing this idea requires the reader to be aware of who Aime Cesaire is, what ideas he embraces, and the message he wishes to convey to his readers.    Aime Cesaire was born in Martinique, that time an island under the rule of the French.   He was heavily involved in the politics of his colony, being mayor of Fort-de-France, a member of the French Communist Party, and later founder of his own party, the Parti Progressiste Martiniquais (Davis).   Cesaire grew up in the 1960's, a time when his country was fighting for independence, many African nations were doing the same, and blacks in America were pushing for the equality of races.   He was a strong advocate for independence, and understood the effe... ...uld take another look before rejecting one of the most profound works in Caribbean literature.    Works Cited: Achebe, Chinua. "The Novelist as Teacher." Commonwealth Literature: Unity and Diversity in a Common Culture. Ed. John Press. London: Heinemann, 1965. 201-05. Allison, William "A Legacy of Greed, Slavery, and Racism" Available at http://www.cas.ilstu.edu/English/Strickland/215/f96/allison.htm Cesaire, Aime. A Tempest. Trans. Richard Miller. New York: UBU, 1992 Davis, Gregson.   Aime Cesaire.   United Kingdom : Cambridge Univ. Press, 1997. Hirsch, E. D. "Objective Interpretation." PMLA 75 (1960): 463, 470-79. Rpt. in Contexts for Criticism. Ed. Donald Keesey. 3rd ed. Mountain View, CA: Mayfield, 1998. Sarnecki, Judith Holland, "Mastering the Master: Aimà © Cà ©saire's Creolization of Shakespeare's The Tempest" in The French Review The Misunderstood Message of Aime Cesaire's A Tempest Essay examples -- The Misunderstood Message of Aime Cesaire's A Tempest      Ã‚  Ã‚  Ã‚  Ã‚   A Tempest, by Aime Cesaire, has been the center of controversy for over twenty years now.   The argument is not concerning whether the play has substance, or whether its themes are too racy; the criticism is about its parallel to another work.   The work in question is that of The Tempest by William Shakespeare.   Cesaire has been bluntly accused of mirroring, misrepresenting, and misinterpreting Shakespeare's last play.   I challenge these critics to research Cesaire and his works, rather than pick apart this most insightful play.   It is pertinent to understand a few key ideas when examining A Tempest because Cesaire was not attempting to mirror Shakespeare; he was merely using him as a reference.   Cesaire, who understood that Shakespeare is an icon of the Western world, himself is iconoclastic.   He knew by adapting The Tempest to his own voice, he would draw attention from the West and raise awareness of his intended audience, the oppressed bla cks of the world.   But valuing this idea requires the reader to be aware of who Aime Cesaire is, what ideas he embraces, and the message he wishes to convey to his readers.    Aime Cesaire was born in Martinique, that time an island under the rule of the French.   He was heavily involved in the politics of his colony, being mayor of Fort-de-France, a member of the French Communist Party, and later founder of his own party, the Parti Progressiste Martiniquais (Davis).   Cesaire grew up in the 1960's, a time when his country was fighting for independence, many African nations were doing the same, and blacks in America were pushing for the equality of races.   He was a strong advocate for independence, and understood the effe... ...uld take another look before rejecting one of the most profound works in Caribbean literature.    Works Cited: Achebe, Chinua. "The Novelist as Teacher." Commonwealth Literature: Unity and Diversity in a Common Culture. Ed. John Press. London: Heinemann, 1965. 201-05. Allison, William "A Legacy of Greed, Slavery, and Racism" Available at http://www.cas.ilstu.edu/English/Strickland/215/f96/allison.htm Cesaire, Aime. A Tempest. Trans. Richard Miller. New York: UBU, 1992 Davis, Gregson.   Aime Cesaire.   United Kingdom : Cambridge Univ. Press, 1997. Hirsch, E. D. "Objective Interpretation." PMLA 75 (1960): 463, 470-79. Rpt. in Contexts for Criticism. Ed. Donald Keesey. 3rd ed. Mountain View, CA: Mayfield, 1998. Sarnecki, Judith Holland, "Mastering the Master: Aimà © Cà ©saire's Creolization of Shakespeare's The Tempest" in The French Review

A Classical Story, a Baroque Interpretation, and Gian Lorenzo Bernini Essay

When told his son would surpass him in artistic brilliance, Pietro Bernini of Florence simply responded, â€Å"†¦remember, that in this game the loser wins† (Fagiolo 9). A conversation held in the distant past, there was no way for Pietro to know that his son, Gian Lorenzo Bernini, would come to be known as one of the most talented artists the world has ever seen. Fully immersed in the art world at a young age, Gian Lorenzo Bernini catapulted to artistic prominence soon after his initial commissions within the papacy. One of his earliest works, Bernini’s sculpture of Pluto and Proserpina not only illuminates Bernini’s astonishing skill in marble craft, but also serves as a perfect manifestation of Baroque ideals while simultaneously solidifying Bernini as a key artist of the Baroque art period which began its sweep across Europe during his lifetime. Gian Lorenzo Bernini was born on December 7th, 1598, in the city of Naples, Italy (Fagiolo 3). His father, Pietro Bernini, was a gifted Florentine sculptor who moved his family to Rome in 1606, the city in which Bernini would live until his death. In his youth, Bernini spent a great majority of his time and training in his father’s workshop; it was here that Pietro taught his son â€Å"to exercise hand and eye continually in his craft† (Fagiolo 3). After moving to Rome, his father worked for several years in the service of the Borghese Pope Paul V (Wittkower 3). Through his father’s fortunate connection with the papacy, the young and extremely gifted Gian Lorenzo caught the eye of the Pope and his nephew, Cardinal Scipione Borghese (Wittkower 3). This initial discovery launched Bernini into his lifelong successful artistic career. From 1618 onwards, Bernini was consistently employed, creating incredible and awe-inspiring artworks in the city of Rome: â€Å"For more than half a century he was sculptor-architect to eight popes, all of them†¦so respectful of Bernini’s genius that they gave him the richest commissions any artist has ever received† (Wallace 10). Following years of countless commissions—including what some might call his most prominent and well known, the architectural design of St. Peter’s Square outside of the Vatican—Bernini died on November 28th, 1680 at the age of 81, leaving behind an extraordinary legacy which is still pertinent in present day Italy: â€Å"†¦only the Romans had a greater influence on Rome than Gianlorenzo Bernini† (Bent). The story behind Bernini’s Pluto and Proserpina stakes its origins in ancient Greek mythology. Copied from the Greeks by the Romans, â€Å"The Rape of Persephone†Ã¢â‚¬â€daughter of the Greek goddess of the harvest, Demeter—was written in order to explain the forming of the four earthly seasons: fall, summer, spring, and winter (Fairbanks 176-178). In the story, Persephone is in a meadow, picking flowers as she walks, when she spies a narcissus flower that is â€Å"finer than the rest† (Fairbanks 178). As she stoops to claim it for her bouquet, the ground opens up and Hades, god of the dead, on his ghastly chariot, abducts Persephone and drags her to the underworld against her will (Fairbanks 178). Demeter, who discovers her daughter’s fate from Apollo, pleads with Zeus to return Persephone to her. (Fairbanks 179). To Demeter’s dismay, Persephone had ignorantly eaten pomegranate seeds of the underworld, and was therefore obliged to remain with Hades (Fairbanks 179). However, an agreement was made in which Persephone may spend half of a year in the underworld with her king, and the other half on Earth with her mother (Fairbanks 179). In the spring, when Persephone returns to the earthly realm, Demeter causes the flowers to grow in order to welcome her daughter home (Fairbanks 179). When Persephone must return to the underworld, Demeter mourns her daughter’s leaving, causing the leaves to wither and fall off the trees—and thus, the seasons were formed (Fairbanks 179). One of Bernini’s earlier works, the sculpture of Pluto and Proserpina is truly a wonder to behold. Completed in 1622 when Bernini was a mere twenty-three years old, the marble sculpture is larger than life and currently presides in the Borghese Gallery in Rome (â€Å"Pluto†). The sculpture, named for the Roman characters of myth, captures the very moment in which Pluto (Hades) has snatched his soon-to-be bride, Proserpina (Persephone), and drags her to his deathly realm. This is made apparent in the presence of Cerberus, the three-headed dog guardian of the underworld, who snarls ferociously under Proserpina’s writhing form. Pluto, with his firm grip, clasps Proserpina as she tries to flee from her somber king. However, Proserpina’s efforts are futile as Pluto is already successfully grounded in the underworld, and knows she cannot escape his clutches or a life spent in his shadowy kingdom. Pluto and Proserpina, as an artwork, serves as a pinnacle of Baroque values. The Baroque period, which began approximately around the year 1600—two years after Bernini’s birth—marked a severe transition in European artistic ideals: â€Å"In comparison with the art of the High Renaissance, Baroque art is†¦more colorful, higher-pitched, and ‘theatrical. ’ Baroque art makes a direct appeal to the emotions of the viewer† (Wallace 11). In this regard, Pluto and Proserpina is dead on—as Proserpina strains against the force that is Pluto, the emotion portrayed via the body language and faces of both is a clear example of Baroque style. â€Å"Bernini interpreted this†¦as a conflict between brutal lust and desperate anguish,† a notion which is made clear in movement of the sculpture (Wittkower 4). As Proserpina struggles with all of her might, she pushes her left hand against Pluto in a feeble attempt at escape, all the while marble tears roll down her cheeks, an expression of anxiety and sadness written clearly on her face. Pluto, whose taut, muscular legs and firm grip on Proserpina’s thigh and stomach, has won his prize and intends to claim it—he looks on the struggling form of Proserpina with a hint of a smirk and nothing but desire in his eyes. The expressions Bernini gave the two only emphasize his influence on fundamental Baroque elements: â€Å"Baroque gestures in†¦sculpture are vividly dramatic†¦Facial expressions†¦are so explicitly rendered that they verge on caricature† (Wallace 11). The scene that Bernini portrays in Pluto and Proserpina is nothing short of emotive, dramatic, theatrical, steeped in movement, and utterly Baroque. Depicting a quintessential classical tale, Bernini’s sculpture of Pluto and Proserpina was created shortly after the conclusion of the High Renaissance, an art period in which â€Å"ancient celebrations of the human figure, together with the optimistic spirit of the early sixteenth century, fostered an unprecedented interest in the figure as art† (Wood 138). Artists practicing within the Baroque period took this appreciation of the human figure and aimed to embellish it with drama, movement, and sensation. Bernini’s Pluto and Proserpina does exactly that—maintaining the High Renaissance’s desire for classicism and appreciation of the individual, Bernini expertly crafts idyllic human forms while simultaneously adding Baroque flourish to the work. The rippling, muscular form of Pluto reflects attention to the male figure similar in quality to that of Michelangelo’s David, yet differs severely in Pluto’s movement versus David’s stagnant pose (Michelangelo’s). As Pluto lunges into the underworld with his fleshy prize, there is distinct sense of mobility and, in essence, story-telling within the work. David, on the other hand, is found lacking in both action and drama—in a relaxed stance, David has his slingshot casually slung over his left shoulder, holding the stone listlessly in his right hand. Despite the fact that David is wearing an expression of what seems to be concentration or concern, Michelangelo’s work is a far cry from the emotional drama present in Pluto and Proserpina. Through Bernini’s portrayal of the contrasting feelings of Pluto and Proserpina in such an exaggerated and dramatic way, the audience is caught up in the moment of the story as if they are actually experiencing it. Static statues such as Michelangelo’s David, however, leave the viewer rooted in time and place, contemplating what the work has potential to do, without actually witnessing it. Despite the truly amazing artistic prowess behind Pluto and Prosperpina, not to mention the fact that the work was created almost four hundred years ago, Bernini’s massive portfolio of work has only recently been circulating the art world in terms of its analysis and critique. â€Å"Bernini himself predicted that his reputation would diminish after his death; his art is much concerned with emotion and faith, and†¦he sensed†¦these qualities would not be the most admired in the age of reason† (Wallace 10). Praised for years by eight different papacies, Bernini’s remarkable artwork fell by the wayside, and was even slandered by English art critic John Ruskin who believed it was â€Å"impossible for false taste and base feeling to sink lower† than Bernini’s work (Wittkower 1). However, although his reputation as an artist hit an all-time low in the Victorian era due to Ruskin’s harsh critique, Bernini is finally beginning to receive the recognition he deserves. With transportation more readily accessible than ever before in combination with he notion â€Å"†¦that citizens of the late 20th century, having seen what a botch men of reason have made of the world, are increasingly open-minded toward men of feeling,† Bernini’s work is only now, within the last one hundred years or so, being considered by art historians, as implausible as it may seem (Wittkower 12). Pluto and Proserpina, though an exceptional work of art, is one of Bernini’s lesser-studied sculptures—it is next to impossible to find any sort of analysis of the work. Yet, even though it is not considered to be his best work—if even considered at all—those who have had the chance to observe and contemplate it recognize Bernini’s sheer technical expertise as exhibited in Pluto and Proserpina. In an article from The North American Review, Bernini is considered â€Å"the soul of his age† in that he provided â€Å"a solid, emotional core† to â€Å"a theatrical style like Baroque† (Bent). The article praises Bernini as â€Å"a master of detail who always built his figures around a single, dramatically potent gesture. His ‘Pluto Abducting Proserpina’ is a case in point† (Bent). More praise for Bernini comes from author John Wallace, who, in his book, The World of Bernini, describes the sculpture of Pluto and Proserpina as â€Å"†¦one of the most remarkable in carved†¦sculpture† in terms of its astounding physical and psychological realism (Wallace 18). As â€Å"†¦an artist whose influence on his time is without parallel in history,† Bernini was undoubtedly a crucial artist in the foundation of the Baroque movement (Wallace 9). Born two years prior to the dated beginning of the Baroque period, Bernini spent his entire life creating works of art steeped in Baroque ideals—works of movement, drama, and emotion. The sculpture of Pluto and Proserpina does nothing but emphasize this notion of Bernini’s reign as a leading Baroque artist in Rome. Despite the fact that his reputation as an incredibly accomplished artist diminished drastically in the years following his death in 1680, Bernini is without a doubt one of the most skilled artists to have ever lived. Without Gian Lorenzo Bernini’s considerable contributions, the Eternal City of Rome would be found lacking in the majority of its artistic grandeur, and the Baroque period would be missing an absolutely essential founding father.

Head Start Teaching Project Essays - Emotions, Nursing, Play

Head Start Teaching Project Essays - Emotions, Nursing, Play Head Start Teaching Project March 15,1999 Implementation A. The communication skills used in this teaching project were geared toward ages 4 to 5 years old. In order to be effective I needed to keep the wording at a level that the children could understand. This was done by using word such as feeling sad in place of word like upset that could be misinterpreted by the child. By keeping the wording in a concrete manner that the children could relate to made my communication with them effective and I feel the communication between the children and my-self was very effective. B. To control the situation the children first need to known that I was going to give a teaching project. This was done by Mrs. Lisa the class teacher, informing then about my project. By having them sit on the floor and follow my direction we would play a game were I asked questions and let one child answer at a time giving me the control. When one child talk out of turn I would tell them that it was not their turn and have them wait until their turn came around. Also having been with the children the week before they knew I was a person of authority this played a major part in the respect that the children gave to me during the activity. I felt that control was never an issue in my teaching project and the real reason for this may have been do only to my gender. I hope this was not the case. C. Creativity and flexibility is always the case when trying to teach especially in this age group. The creativity I used was to use colorful and funny pictures along with hand puppets. Seeing that the children were loosing interest I let them use the puppets this work for a short time only. As I sensed the children growing tiered of this game I went to the second activity I planed in case the first did not work. This flexibility of choice seemed to work and this continued my project and maintained a fun learning experience for all involved. This alternate plan saved the theme of the project and kept the children engaged for the duration of allotted time. D. The application of nursing knowledge came in by knowing the importance of the emotional health and the impact that it has on a child. Emotionally healthy child can learn easier and perform better in all school activities. This area of wellness is one area school nurses have tried to bring out in the open for many years and only now is the educational establishment studying it very closely. By increasing the child?s emotional well being both the children and community as a whole will benefit by potentially keeping the child from engaging in crime and off drugs. Evaluation A) The results of this teaching project were evident by the children?s ability to identify the feelings of sadness, madness, and happiness. The students were also able to identify these emotions of sadness, madness, and happiness in other children. The children were able to communicate the situations that made them feel sad, mad, or happy. For example, the number one event that made the children mad is when another child takes a toy that they were playing with at that time. The other key point in judging the effectiveness was the children?s ability to know when they have caused other children to feel one of the above emotions. The prime example given by the children was again related to toys and noted that they totally understand that by take a toy away from a child that was playing with it at that time will cause the feeling of first madness then sadness. This understanding how ever did not stop the child from taking the toy and would usually end by ether the child crying after the toy was taken away or a physical confrontation over the toy which needs adult intervention. With the children?s ability to identify these emotion increased I feel that the objectives for this teaching project have been met. The feedback that I received from the children was reflected in their responses to the activity while

Many Uses of the Word ;Con in Spanish

Many Uses of the Word ;Con in Spanish The Spanish word  con,  pronounced much like the English word cone, not like con, is one of the most commonly used prepositions. In most uses, it is the equivalent of the English word with.   The word  con is more versatile than the English with, however, and it may be used in places where with might not be used in English.  For example, con can be paired with certain verbs, can be used to form phrases that function like adverbs, indicate conditions, and form contractions. Con Used With Certain Verbs Con  can be used with various verbs where a different preposition  or none at all would be used in English. Such usages are unpredictable and need to be learned along with the verbs. Spanish Sentence English Translation Verb Combination Es necesario acabar con el escndalo. It is necessary to put an end to the scandal. acabar con/put an end to Para comer, basta con cinco dà ³lares. In order to eat, five dollars is enough. basta con/is enough El coche chocà ³ con el tren. The car crashed into the train. chocà ³ con/crashed into Puedo contar con mis amigos. I can count on my friends. contar con/count on Tengo que enfrentarme con el problema. I have to face up to the problem. enfrentarme con/face up to Me espanto con las hormigas. I am frightened of ants. Me espanto con/to be frightened of Muchas veces sueà ±o con la guerra. I often dream about the war. sueà ±o con/dream about Quiero encontrarme con mi madre. I want to run into my mother. encontrarme con/to run into When used with the verbs above, con could be understood to mean with, but it would be awkward to translate it literally that way. Con Used to Form Phrases That Function Like Adverbs In English, with can be used to form adverbial phrases, but but such phrases using con are far more common in Spanish. In some cases, such adverbial phrases  are used in preference to or instead of synonymous adverbs. This list below is far from complete. Spanish Sentence English Translation Adverbial Phrase/Literal Meaning Habla con intensidad. He speaks intensely. con intensidad/with intensity Me preguntà ³ con cortesà ­a. He asked me courteously. con cortesà ­a/with courtesy Vive con felicidad. She lives happily. con felicidad/with happiness Anda con prisa. She walks fast. con prisa/with speed No reacciona con miedo. She doesn't react fearfully. con miedo/with fear Nos abrazamos con carià ±o. We hugged affectionately. con carià ±o/with caring Comenzà ³ las tareas con buena cara. He began his homework optimistically. con buena cara/with a good face Bailan con confianza. They dance confidently. con confianza/with confidence Hablaron con calma. They spoke calmly. con calma/with calm Habla espaà ±ol con fluidez. She speaks Spanish fluently. con fluidez/with fluency Se viste con humildad. He dresses humbly. con humildad/with humility Da su opinià ³n con libertad. She freely gives her opinion. con libertad/with freedom Te quiero con locura. I love you madly. con locura/with craziness Estamos esperando con ilusià ³n. We are waiting hopefully. con ilusià ³n/with hope Juega fà ºtbol con ganas. He plays soccer enthusiastically. con ganas/with gusto El perro duerme con frecuencia. The dog sleeps often. con frecuencia/with frequency Con Used to Indicate a Condition Sometimes when followed by an infinitive or a noun, con can have a variety of translations to indicate a condition being met or not. Translations for con in this case can include if, despite, and by. Spanish Sentence English Translation Meaning of Condition Con decirle que no tengo dinero, todo estar bien. By telling him that I don't have money, everything will be fine. con decirle/by telling him Con todo, no est enferma. Despite everything, she's not sick. con todo/despite everything Con correr puedes verla. If you run you can see her. con correr/if you run Con Used as a Contraction When con is followed by the pronoun mà ­ or ti to say with me or with you, the phrase is changed to conmigo or contigo, respectively. Spanish Sentence English Translation Contraction Ven conmigo. Come with me. conmigo/with me Vendrà © contigo. I will come with you. contigo/with you Key Takeaways Although con is the usual  equivalent of the English preposition with, it is often used in situations were with is not.Con is frequently paired with numerous verbs in unpredictable ways.Con is also frequently used with prepositional objects to form phrases that function as adverbs in situations where English would more likely simply use an adverb.

Individual Project 4 Research Paper Example | Topics and Well Written Essays - 1250 words

Individual Project 4 - Research Paper Example In one particular case, a military service captain exploited his authority and position as a reservist to secure government contracts for some private sector companies, which he was affiliated to. Additionally, the captain – working as a government official – accepted kickbacks from one of the companies, as compensation for helping it to secure government work contract. Following the discovery of his ethical failure, the officer was required to retire, while still at the grade of a commander, despite the fact he had already been endorsed for promotion to the rank of an admiral. Apart from the withdrawal of the promotion, the officer was debarred for a period of one year. On the other hand, two of the companies that he had facilitated the reception of government contracts signed 3-year administrative agreements with the military services. The misconduct surrounding the unethical incidence evidenced through the case was that of abusing office and accepting bribes (Gray, Hellman & Ryterman, 2002). Thee misconducts are evidenced by the facts that the officer used his office as a reservist to solicit the contractual work assigned to the companies he was affiliated to. The behavior of acting on behalf of the companies – in a case where he should have been impartial and transparent – showed misconduct on his part. The second misconduct is evidenced by the act of receiving a bribe from one of the companies, as compensation for the role of facilitating the reception of the government contract awarded (Gray, Hellman & Ryterman, 2002). The standard policies and the code of ethics related to government contracting is adequate, and is sufficient for the management of the different areas covered by government contracting, including that the ethics philosophy is built around trustworthiness and honestly, which are mediated through successful personal and professional relationships. Further, the areas

MGT Coursework Example | Topics and Well Written Essays - 750 words

MGT - Coursework Example The character David Bunzik does not perfectly fit in this type of personality. But he exhibits some traits of this personality during the argument on the plane which gets him sent to rehab. He however has a boss who exhibits all the traits of an abrasive personality. In the movie has several conflict handling styles are employed especially between David Bunzik and Doctor Buddy. The job responsibilities are clarified so as to reduce the conflicts. The two parties also find ways of coming together in order to foster an understanding amongst them. The two characters result in changing their focus to much larger goals so as to minimize the level of conflict between them. These methods do work since they are able to get through with the therapy and achieve the desired results. I have learnt that there is need to understand the different characters that exist in the work place. Another lesson from the movie is that conflicts which are a part of human interaction can be resolved to enhance coexistence. Managing Teams The team in the movie â€Å"Remember the Titans† went through all the stages of group development. First the team underwent formation, a period during which Washington was hired to take over as the coach of the T.C. Williams High School. During this period Washington decides to honor his predecessor (Yoast) with an assistant coordinators position. Patton declines this position at first. During the storming stage, the white players of the team pledge to boycott their team if Yoast does not accept the offer. The athletes are also involved in racial-related conflicts in their camp. After seeing how bad the situation had gotten Yoast decides to accept the offer and at this point the team enters the norming stage. The conflicts are resolved following the rigorous coaching by William. The team enters the performing stage as demonstrated in the scene where even after the loss of their star player, they still go ahead and win the championship. One of the s trategies that were employed by the two coaches was that of helping the members of the team to stay together and to view matters as a team. The two coaches were instrumental in creating the rules for the team in order to establish team spirit. The issues that plagued individual members did not escape the two coaches who ensured that they dealt with them firmly. The coaches also celebrated the team’s success. All these actions help in ensuring that a team mentality is developed among the different members of the team. I believe the two coaches handled their team in a very professional manner. If I had been managing the team, I would have sort to grant the team members more autonomy much earlier so as to facilitate the members to develop a sense of responsibility towards the team. The lesson here is that teams are usually built through the tactful use of skill. For the team to achieve its goals, all the members need to play their part. Organizational Culture The organization cu lture in Enron Corporation that is the subject of the movie is very wanting. The values held by the organization do not uphold upright integrity. This is evident since the management team diverts the corporation’s money to offshore accounts. The lack of integrity is also evident as the executives end up with criminal cases. The executives are also involv