Objectivity and Sympathy in Capotes in Cold Blood Essay Example

Objectivity and Sympathy in Capotes in Cold Blood Essay In Cold Blood by Truman Capote is 1966 nonfiction novel that follows the Clutter killings of 1959; specifically, it is a novel that follows the killers of the Clutter family, Richard  Ã¢â‚¬Å"Dick†Ã‚  Hickock and Perry Edward Smith. In writing In Cold Blood, Capote intended the novel to be both objective and sympathetic. To write a nonfiction novel in an objective and sympathetic manner, especially one concerning a topic such as murder and the death penalty, is no easy task.In Cold Blood was true to Capote’s intent as it was very much a sympathetic novel, but some objectivity was sacrificed in order to make the novel both sympathetic and interesting. Overall, In  Cold  Blood was a very sympathetic novel. Capote manages to capture Perry Edward Smith as a whole person rather than a one sided killer. Though throughout the novel, the reader is completely aware of the fact that Smith is a murderer, Capote intertwines the novel with moments from Smith’s childhood moments that are so terrible they almost justify Smith’s crime as an outlet for emotions built up from his childhood.As a child, Smith had been through his parents’ divorce, and had lived with his mother, who was a heavy alcoholic and eventually sent Smith to a Catholic orphanage, where the nuns were â€Å"always at [him]. Hitting [him]† (132). Smith had two sisters and a brother, but by the time of the Clutter killings, only one sister was still living; his other siblings had taken their own lives. Smith represents everything it means to come from a broken family, and Capote’s recount of Smith’s childhood causes the reader to only feel sympathy for Smith.Capote does not portray Smith as a killer, whose crime has elevated him to an inhuman status, nor as a monster, but portrays Smith as normal human being. As a reader, discovering Smith’s horrible childhood made me feel something I never thought I would feel: sympathy for a killer. Whereas C apote excelled in making In  Cold  Blood completely sympathetic, some of the sympathy present in the novel made it less objective, the lack of objectivity being most apparent in Capote’s clear opposition to the death penalty.His inclusion and deep exploration of Hickock claiming that his and Smith’s lawyers were not dedicated to their case shows his opposition to capital punishment. Capote includes highly detailed segments questioning the prejudices of the jury presiding Smith and Hickock’s trial, and specifically, Capote also includes deep arguments for a change in venue of Smith and Hickock’s trial. Capote’s underlying argument about the death penalty is that capital punishment is a radical punishment that is often unfairly applied due to poor representation or unfair trials.In writing In  Cold  Blood, Capote wrote a nonfiction novel, with a heavy research base. However, even though the novel was very factual, In  Cold  Blood was ulti mately a creative work. It had to be informative and accurate, but overall it was vital that In  Cold  Blood be an entertaining piece of solid literature. Because Capote pursued a more creative rather than journalistic approach to writing In  Cold  Blood, it was not possible to be equally sympathetic and objective. Even though Capote used a factual approach in writing In  Cold  Blood, it is not possible to prove total accuracy in everything he wrote.Capote depicts Smith as the more moral of the duo, and explores Smith’s broken childhood in order to generate sympathy for Smith, but in doing so, Capote is forced to depict Hickock as the more heartless killer. Though it is by all means possible to combine sympathy with objectivity, Capote had to lessen the objectivity in In  Cold  Blood in order to generate more sympathy for Smith and to portray the conflicting levels of morality in Smith and Hickock that created a piece of quality literature in In  Cold  Blo od.

examine the effect of the adaptation of International Financial Reporting Standards (IFRS) in the Micro Finance sector in Uganda The WritePass Journal

examine the effect of the adaptation of International Financial Reporting Standards (IFRS) in the Micro Finance sector in Uganda Introduction examine the effect of the adaptation of International Financial Reporting Standards (IFRS) in the Micro Finance sector in Uganda IntroductionAim:Objective:Background Context:Literature Review: (micro finance study†¦types of studies conducted)Methodology: (description of the data†¦source†¦compare with other methods)Conclusion:References: Related Introduction Aim: The aim of the study is to examine the effect of the adaptation of International Financial Reporting Standards (IFRS) in the Micro Finance sector in Uganda and clarify the differences on the financial statements and reports. Objective: The major objective of the study is to gain an extensive understanding of the Micro Finance sector in Uganda and to identify the effects caused by the implementation of IFRS in the financial statements. While analyzing the implementation of IFRS, the focus of the study is also to identify the differences in the financial statements and reports and whether it complies with IFRS. Background Context: Microfinance has become a diverse and growing industry. There are over thousands of institutions in Uganda providing micro finance services (check website), ranging from grass roots self-help groups to commercial banks that provide financial services to millions of microenterprises and low-income households. These MFIs receive support and services not only from donor agencies, but also from investors, lenders, network organizations, rating firms, management consulting firms, and a host of other specialized businesses. As with any major industry, microfinance needs accepted standards by which MFIs can be measured. Common standards allow for microfinance managers and board members to assess more accurately how their institution is performing. Institutions that apply industry standards are more transparent- it makes it harder to hide or obscure bad performance and easier to benchmark good performance. For MFIs, industry-wide standards can make reporting to donors, lenders, and investors easier to do if the recipients of the reports are also in agreement with the standards (pwc paper). Common standards provide the language that enables MFIs to communicate with other participants in the industry. The history of microfinance is often associated with the rise of nongovernmental organizations (NGOs) providing microcredit services to the poor and the development of a handful of microfinance banks. In the early 1990s, standards began to emerge calling for stronger financial management of microcredit providers, particularly in their delinquency management and reporting. At the same time, credit unions and banks involved in micro lending developed stronger monitoring techniques for their microcredit portfolios. Since 1990, MFIs have grown in size, type, number, and complexity (BoU report). At the same time, more emphasis has been placed on financial accountability, management, and viability. However, many financial terms and indicators considered â€Å"standard† continue to differ in name and content among MFIs. This leads to confusion among practitioners and analysts and causes considerable distortions when comparing MFIs (SEEP report). The purpose of this study is to understand these distortions and confusions in the financial statements and reports and the effect of IFRS on it (rephrase it as a question). Literature Review: (micro finance study†¦types of studies conducted) Uganda at a Glance: Uganda occupies an area of 236,040 km2 in the heart of East Africa, with a total of over 25.3 million people as per 2003 population census. Approximately 94 percent of the poor live in rural areas where about 75 percent of the population lives (CGAP, 2004) and depend on Agriculture, which contributes about 36.1 percent of the Gross Domestic Product (GDP). Uganda’s economy is heavily dependent on agriculture, as about 80% of the work force is employed in this sector.   Food crop production is the most important economic activity, accounting for over one quarter of the nation’s GDP, compared with only 5% for cash crops[1]. Manufacturing output contributes a further 9%.   Coffee, tea, cotton, tobacco, cassava, potatoes, corn, millet, pulses, beef, milk, poultry are the major agricultural products in Uganda.   Sugar, brewing, tobacco, cotton, textiles and cement are the main industries.   Coffee accounts for the bulk of export revenues and other export commodities of Uganda are fish and fish products, tea, gold, cotton, flowers and horticultural products.   Capital equipments, vehicles, petroleum, medical supplies and cereals are the major imported items. Overview of Micro Finance Industry in Uganda: The Microfinance industry in Uganda is in its advanced stage of evolution. Since the 1990s, Uganda has created a success story by developing the market for microfinance services, which has been considered a role model for Africa and even other regions (Goodwin-Groen et al. 2004). Its growth and development will be a function of the support and effort of practitioners, donors and the Government working together to create an enabling environment for its development. It is readily apparent that the Government is committed to economic and financial reforms. In addition to the other reforms being implemented through its economic policy framework, the Government has shown its commitment to reforming the financial sector.   Operationalization of the Microfinance Policy and the legal and regulatory framework indicates renewed efforts and commitment to improving the financial system. The Government is acutely aware of the limitation of the traditional banking sectors ability to mobilize sav ings from and extends credit to poor people in rural and urban areas. This population has a weak financial resource base and is in dire need of financial services that cater for its unique circumstances. Regulatory Structure for Micro Finance in Uganda The current financial sector policy in Uganda aims primarily at systemic safety and soundness as a supporting bedrock for orderly growth. The policy, drafted by the BoU and approved by Government following multiple bank failures of the late 1990s, was significantly informed by the bitter lessons learnt from these failures and by incidences of fraudulent organizations that fleece the public.   The role of Bank of Uganda, the financial sector regulator, is to ensure systemic safety, soundness and stability of the whole financial sector, and protection of public deposits in the regulated financial institutions. Bank of Uganda issued the policy statement in July 1999 that established a tiered regulatory framework for microfinance business within the broader financial sector. The policy established four categories of institutions that can do micro-financing business in Uganda: Tier 1: Commercial banks.  Ã‚   Banks are regulated under the Financial Institutions Act revised in 2004. Since these are already sufficiently capitalized and meet the requirements for taking deposits as provided for in this Act, they are allowed to go into the business of microfinance at their discretion. Tier 2: Credit Institutions (CIs).   These institutions are also regulated under the Financial Institutions Act 2004. A number of them offer both savings and loan products but they can neither operate cheque/ current accounts nor be part of the BoU Clearing House.   Like banks, they are permitted to conduct microfinance business since they are already sufficiently capitalized and meet the requirements for taking deposits provided for in the Act. Tier 3: Micro Finance Deposit Taking Institutions (MDIs).   This is the category of financial institutions that was created following the enactment of the MDI Act. Originally doing business as NGOs and companies limited by guarantee, these institutions transformed into shareholding companies, changed their ownership and transformed/ graduated into prudentially regulated financial intermediaries. They are licensed under the MDI Act and are subjected to MDI Regulations by BoU. Like Tier I and II institutions (banks and CIs), the MDIs are required to adhere to prescribed limits and benchmarks on core capital, liquidity ratios, ongoing capital adequacy ratios (in relation to risk weighted assets), asset quality and to strict, regular reporting requirements. Tier 4: All other financial services providers outside BoU oversight. This category has SACCOs and all microfinance institutions that are not regulated such as credit-only NGOs, microfinance companies and community-based organizations in the business of microfinance.   These institutions have a special role in deepening geographical and poverty outreach, and in other ways extending the frontiers of financial services to poorer, remote rural people. Tier 4 institutions operate under various laws, none of which regulates them as financial institutions. The SACCOs are registered and in principle supervised under the Cooperative Societies Statute 1991by the Ministry of Trade, Tourism and Industry.   The other governing laws for Tier 4 include the Companies Act (1969),the Money Lenders Act (1952)and the NGO Registration Act (1989). Supervision of these institutions is currently so weak that their regulation is of minimal effect because it is generic, all encompassing for all activities and not focused on financial oversight. Overview of Accounting System in Uganda: The Institute of Certified Public Accountants of Uganda (ICPAU) is the only statutory licensing body of professional accountants in Uganda. It was established by the Accountants Statute, 1992, but did not commence operations until 1995. The ICPAU is empowered by the statute to establish accounting standards and to act as a self-regulatory organization for professional accountants, which includes requirements for practicing as a professional accountant in Uganda. The functions of the Institute, as prescribed by the Act, are: To regulate and maintain the standard of accountancy in Uganda; To prescribe or regulate the conduct of accountants in Uganda. The objectives, of the institute included the regulation of accounting practice and the provision of guidance on standards to be used in the preparation of financial statements. As with most developing countries, and in cognizance with developments in the area of accounting at a global level, the ICPAU in 1999 adopted International Accounting Standards (IAS) without any amendments (Dumontier and Raffournier, 1998). Prior to the adoption of IAS, there had been a proliferation of approaches to the preparation and presentation of financial statements in Uganda. One of the more obvious approaches to the presentation of financial statements was based on references to Generally Accepted Accounting Standards (GAAS) and firm law (Samuel Sejjaak, 2003). International Financial Reporting Standards Since 1998, the Council of ICPAU has adopted International Financial Reporting Standards (IFRSs, IASs, SIC and IFRIC Interpretations) as issued by the International Accounting Standards Board (IASB), without amendment, for application in Uganda (IFRS for SMEs). International Financial Reporting Standards set out recognition, measurement, presentation and disclosure requirements dealing with transactions and other events and conditions that are important in general purpose financial statements. Methodology: (description of the data†¦source†¦compare with other methods) Into the frames of this proposal, the research will be conducted in an attempt to analyse the index and the quality of the accounting statements of the micro finance industry. Due to this reason the target of this study is the collection of empirical observations concerned to the effect of the adaptation of International Accounting Standards to the quality and quantity of the accounting information that are published. The work of this study will be based on desk research only. A desk-based research was contacted to make the essential link between theoretical frameworks and empirical observation. Mainly the study will focus on the comparative examination of the annual Financial Statements of Micro Finance Institutions in Uganda registered by the Bank of Uganda (BoU). To examine and analyse the content of those Financial Statements so as to meet the objectives of the project and derive conclusions, the Content Analysis will be used. Content analysis has been defined as a systematic, replicable technique for compressing many words of text into fewer content categories based on explicit rules of coding (Berelson, 1952; GAO, 1996; Krippendorff, 1980; and Weber, 1990).  Content analysis enables researchers to sift through large volumes of data with relative ease in a systematic fashion (GAO, 1996). It can be a useful technique for allowing us to discover and describe the focus of individual, group, institutional, or social attention (Weber, 1990). There are two general categories of content analysis: conceptual analysis and relational analysis. Conceptual analysis can be thought of as establishing the existence and frequency of concepts – most often represented by words of phrases – in a text. In contrast, relational analysis goes one step further by examining the relationships among concepts in a text. Content analysis offers several advantages to researchers who consider using it. In particular, content analysis:   Ã‚   Looks directly at communication via texts or transcripts, and hence gets at the central aspect of social interaction   Ã‚   Can allow for both quantitative and qualitative operations    Can provides valuable historical/cultural insights over time through analysis of texts    Allows a closeness to text which can alternate between specific categories and relationships and also statistically analyzes the coded form of the text    Can be used to interpret texts for purposes such as the development of expert systems (since knowledge and rules can both be coded in terms of explicit statements about the relationships among concepts)    Is an unobtrusive means of analyzing interactions   Ã‚   Provides insight into complex models of human thought and language use Content analysis suffers from several disadvantages, both theoretical and procedural. In particular, content analysis:    Can be extremely time consuming    Is subject to increased error, particularly when relational analysis is used to attain a higher level of interpretation   Ã‚   Is often devoid of theoretical base, or attempts too liberally to draw meaningful inferences about the relationships and impacts implied in a study    Is inherently reductive, particularly when dealing with complex texts   Ã‚   Tends too often to simply consist of word counts   Ã‚   Often disregards the context that produced the text, as well as the state of things after the text is produced   Ã‚  Ã‚   Can be difficult to automate or computerize (Writing Guides, http://writing.colostate.edu/guides/research/content/com2d3.cfm) The content analysis will be used for the determination of the study. Although there are some limitations it is thought as the most appropriate method/tool for the purpose of the study. Conclusion: References:

6 Great Places to Study (The Pros and Cons)

6 Great Places to Study (The Pros and Cons) 6 Great Places to Study (The Pros and Cons) When you’re studying for class or a test, you need the perfect environment to make sure you don’t get distracted. Everyone is different in this respect, but generally your place of study should be quiet and uncluttered, with easy access to everything you need for revising. The best spot for you will thus depend on your personal requirements, but in this post we offer a quick rundown of some of your options for places to study†¦ The Library The classic first stop for the studiously-inclined, public and campus libraries are designed to offer all the amenities you could possibly desire while studying. Pros: Lots of books; free internet; helpful librarians; enforced quietness Cons: Can involve a manic scramble for work space; people making out in the reference section; slight danger of encountering ghosts Dorm Room If you can’t find space at the library, working from your dorm room is a viable alternative (as long as your roommate will leave you alone for long enough). Pros: Familiar environment; easy access to your own books; freedom to snack Cons: Easy to get distracted; noisy roommates; proximity to bed makes napping tempting Someone Else’s House Ideally this should be someone you know and you should ask first, otherwise you may be committing a felony. Pros: Fewer home distractions; availability of â€Å"study buddy† to keep you on track; someone to make coffee for you Cons: Have to coordinate with study buddy; might have to make coffee for someone else Coffee Shops These days, coffee shops are always packed with students, aspiring writers, jobbing actors and generally bohemian types. Admittedly, most of them are there working part-time as baristas, but coffee shops are also a good place to go and study. Pros: Peaceful place to sit for hours reading/writing; free Wi-Fi; definitely won’t have to make your own coffee Cons: Can get expensive without loyalty card; busy during peak hours; strong possibility of developing caffeine addiction The Park Thanks to e-readers, smartphones and roaming internet connections, studying outdoors has never been easier! Just remember to check the weather forecast before heading outside†¦ Pros: Fresh air; easy to find a quiet spot away from other people; ambient birdsong Cons: Chance of rain; insect bites; lack of electrical outlets; may get disturbed by errant joggers Outer Space If all else fails in your quest for a peaceful spot away from the hustle and bustle of modern life, you can always commandeer a rocket ship and leave the Earth altogether. Pros: Definitely quiet; good view Cons: Rocket fuel expensive; majesty of the universe can become distracting Are there any good places to study weve forgotten? Or do you think going to space is impractical? If so, let us know in the comments!

Top 10 Tech Tools for Grades K-5

Top 10 Tech Tools for Grades K-5 For many of us, its hard to keep up-to-date with the all of the latest tech toolsthat teachers are using in their classrooms. But, this ever-changing technology is changing the way students learn and the way that teachers teach. Here are the top 10 tech tools to try in your classroom. 1. Classroom Website A classroom website is a great way to keep connected with your students and parents. While it may take some time to set up, it also has some great benefits. It keeps you organized, it saves you time, it allows you to stay connected with parents, it helps students develop their technological skills, and thats just to name a few!   2. Digital Note-Taking Fourth and fifth graders will love the opportunity to take their notes digitally. Students can get creative and take notes that best suites their learning style. They can draw pictures, take pictures, type in whichever way works for them. They can also be easily shared and children and you will never have to hear the excuse that they lost their notes because they are always accessible. 3. Digital Portfolio Students can have access to all of their work in one place. This can be via the cloud or the schools server, whichever you prefer. This will allow you, as well as your students to access it from anywhere that they desire, school, home, a friends house, etc. Its changing the way student portfolios are, and teachers are loving them. 4. Email Email has been around for quite some time now, but it is still a tech tool that is utilized daily. Its a powerful tool that helps with communication and children as young as second grade can use it. 5.   Dropbox Dropbox is a digital way of being able to review documents (assignments) and grading them. You can access it from any device with WiFi, and students can submit there homework to you through the app. It would be a great app for a paperless classroom setting. 6. Google Apps Many classrooms have been using Google apps. This is a free application that gives you access to basic tools like drawing, spreadsheets, and word processing. It also has features where students can have a digital portfolio. 7. Journals Most elementary school classrooms have students journal. Two great digital tools are  My Journal  and  Penzu.These sites are a great alternative to the basic handwritten journals that most students use. 8. Online Quizzes Online quizzes have become quite popular among elementary school classrooms. Sites like Kahoot and Mind-n-Mettle are among the favorites, along with digital flash card programs like  Quizlet  and  Study Blue. 9. Social Media Social media is much more than just posting about what food you just ate. It has the power to connect you with other teachers, and help your students learn and connect with their peers. Websites such as ePals, Edmodo and Skype connects students with other classrooms all across the nation and world. Students get to learn different languages and understand other cultures. Teachers can use websites such as Schoology and Pinterest, where teachers can connect with fellow educators and share lesson plans and teaching materials. Social media can be a very powerful tool in education for you, as well as your students. 10. Video Conference Long gone are the days that parents say that they can not make it to a conference. Technology has made it so easy for us, that now (even if you are in another state) will have no excuse to miss a parent/teacher conference again. All parents have to do is use their Face-time on their Smartphone or get sent a link via the internet to virtually meet online. Face-to-face conferencing may soon be coming to end.

Poets' Expression of Fillings Essay Example | Topics and Well Written Essays - 250 words

Poets' Expression of Fillings - Essay Example Wordsworth, in his poem, I Wandered Lonely as a Cloud, describes the various aspects of nature and concludes by appreciating their presence saying; Similar romantic themes are focused on the works of Donne, Frost, and Shakespeare as well as the works of Bishop, Basho, and Hardy. Many stylistic devices including imagery, symbolism, and sarcasm formed the major styles that were used to convey a romantic message to the then society. A proper choice of words with accurate rhyming schemes in these poems creates an acute rhythmic pattern enhancing their musicality and bringing out the aesthesis. For instance, Shakespeare in his poem That time of year thou mayst in me behold expresses his love for nature in a rather loving tone cultivating a compassionate mood on the readers towards nature. He says; In conclusion, poetic works during the romantic ages focused on the romance derived from various sources. The association of nature with man's ability to gain satisfaction through it formed a major theme in most of the works during this period. The theme of romance in these poems can be addressed at two levels by splitting the fused twin focus of interpersonal love.

Netflix's Case Study Example | Topics and Well Written Essays - 1000 words

Netflix's - Case Study Example As mentioned above, Netflix can capitalize on the software features, provided by Amazon, by providing tailored services to its customers. However, due to its dependability on Amazon for delivering service features, it is considered that Netflix cannot make vital decisions independently. The software application used by Netflix has created certain values for the company in its domestic market i.e. the United States. However, it has created opportunities for its competitors such as such eBay and Intel to take complete advantage of this application. Netflix has a huge opportunity to expand the market share through effective financial operations, but its share price has been declining significantly. Netflix’s stock has been trading at a lower rate, but the company can increase its stock price value through productive measures. Customer value creation is a potential opportunity for Netflix to increase its market existence through Amazon Web Services, but this particular aspect has adversely affected its managerial functions, due to excessive usage of web servers. Netflix through its relationship with Amazon has increased opportunities to upgrade its cloud services, whereas the decision making process has been problematic to a certain extent. The overall size of its domestic market is relatively smaller due to increased competition, although it has created opportunities for Netflix to expand its subscriber’s base. The average rate of return on services and contents provided by the company is continuously declining. Nonetheless, Netflix has a huge opportunity to replicate its business model and enter in overseas market for greater effectively. Understanding market behavior is quite important for each and every company to sustain in the market for a long term. Thus, it is suggested that marketing managers of Netflix through performing a thorough market research might understand the market behavior as well as customers’

Physical Security risk Assessment Coursework Example | Topics and Well Written Essays - 1500 words

Physical Security risk Assessment - Coursework Example se, the lives and safety of people is always at stake especially in social and recreational places like in stadiums, shopping malls, and other places associated with big crowds of people. Terrorist threats are real and thus security with regard to the mentioned places should and must be upheld at all costs. In many occasions high resistance materials with capacity to resist bullets and other explosives have been used to firmly safeguard important build structures. Further, roads and streets leading to and from these building are barricaded to ensure channeled and controlled entry (National Institute of Building Sciences, 2012). This section is dedicated to discussing the hardening requirements for the BC Place Stadium during the Olympic Games. Building a perimeter wall around the BC Place Stadium is the first and foremost physical security measure that stadia physical security management board should put in place. The distance from this perimeter wall to the stadia should at least be 200 meters; this, in its own right is hardening enough to resist a blast. Accordingly, the perimeter wall should be built using high resistance materials and thickened to make it hard if not impossible for intrusion and breaking in. In the same line of argument, building a perimeter wall will ensure that unauthorized and malicious vehicles with ill intention do not have any easy access to the stadium. The wall should also have cement or steel barriers to resist attacks from heavy trucks that might be loaded with explosives. This is also essential for forced entry resistance (National Institute of Building Sciences, 2012). Putting up barriers particularly at the convergence points is another measure that must be taken into consideration; although it is costly but it is vital for the safety of the masses that would come to the stadium. Setting up a low barrier slightly away from the stadia will provide adequate security while also not intruding on the visitor’s privacy. For

Discuss the nature of dyslexia and implication for identification and Essay

Discuss the nature of dyslexia and implication for identification and assesment - Essay Example It is to be remembered that this is just only one aspect of the working definition, and this disorder is elusive in the sense that there are many differing opinions about the definition of this disorder in the literature, as a result many other different definitions exist. What all workers in this area accept comes from The Department of Education and Skills in their Framework for Understanding Dyslexia inform on theories and approaches to dyslexia. In it they have presented a practical approach to define dyslexia. Although literally, this word means difficulty with words or language, this literal meaning does not totally apply to the disorder of dyslexia at all. It is true that there are many reasons for difficulty to learn, read, or write. For these individuals, these difficulties "do not seem so easily explainable (DfES, 2004, 5). It has thus been defined by them as "a specific difficulty, typically characterised by an unusual balance of skills. Dyslexia affects information proces sing" (DfES, 2004, 5) in all the forms, receiving, holding, retrieving and structuring the information and this speed of information processing becomes very sluggish (DfES, 2004, 5). Skills such as reading, writing, using symbols, and carrying out calculations are all dependent on information processing system of the human brain. ... So, it would be worthwhile to examine the definition that is practically utilized while administering special education to these people. The Special Educational Needs Code of Practice refers to specific learning difficulties in a section considering 'cognition and learning'. The Code states: 'Children who demonstrate features of . . . specific learning difficulties, such as dyslexia . . . require specific programmes to aid progress in cognition and learning. . . . Some of these children may have associated sensory, physical and behavioural difficulties that compound their needs' (DfES, 2001a, 7: 58). In this context it is of utmost importance to remember that it is not related to intelligence and may occur in different forms, mild, moderate, and severe. Consequently, their individual profiles vary from each other, with each having their unique strengths and weaknesses, and therefore uniqueness. In this assignment, the nature of dyslexia will be discussed in a greater detail in the fo llowing paragraphs so these attributes can be used for identification and assessment of this disorder. Nature With continuing research into the area, there has been considerable progress in identifying the causes of dyslexia so effective intervention could be designed to break into the cycle of failure (Fawcett, 2001, 25). This progress has been enormous since the usually grim outlook in such individuals is no longer hopeless. It has been noted that ""the stage is set for undertaking ambitious, multi-disciplinary, multi-perspective projects aimed at redefining the field of dyslexia and learning difficulties as the field of learning abilities"

Womens oppression in womens perspective Essay Example | Topics and Well Written Essays - 1500 words

Womens oppression in womens perspective - Essay Example Simon de Beauvoir, Jeanne Hyvrard, Darina Al-Joundi, and Mary Wollstonecraft, even though a dedicated all-time existentialist, claim restrictions to the existentialist principle of self-definition and self-creation, reinforce the total freedom of Sartre. On the contrary, these feminists represents an unclear image of human freedom, where in women endures the evident weaknesses of the female body. In the novels of these feminists, namely, (1) La femme rompue by Hyvrard, (2) Le Jeune Morte En Robe De Dentelle by Al-Joundi, (3) and Le jour ou Nina Simone a cesse de chanter by Simon de Beavouir, they outline a form of existential development of a woman’s existence: a narrative of how an attitude of a woman towards her being, body, and societal roles transforms, and of how society shapes this belief. In their novels, they discuss the core of the central issue of female representation: Are the alleged weaknesses of the female body ‘real’ weaknesses which are present obj ectively in every society, or are they only ‘interpreted’ to be disadvantages by the human society? These feminists resolve this issue by examining empirical evidence of the different levels of female existence. In these pieces of empirical evidence the female body is embodied as both negative and positive, and females as both free and oppressed. The female body is the place of this uncertainty, because she can employ it as a means to here liberty and feel demoralised by it. There is no fundamental reality of the issue: it relies upon the degree to which a woman views herself as a liberated entity rather than society’s object of denigration. Hyvrard (1990) remarked that whatever we see, such as other individuals, is made an ‘object’ of our scrutiny and is stereotyped by us. De Beauvoir adopts this argument and relates it to men’s view of women. The core idea of ‘woman’, as argued by de Beauvoir (1997), is a masculine notion: the f emale is constantly the ‘other’ because the man is the ‘seer’ (Alison 2005, 81): ‘he is subject and she the object—the ‘meaning’ of what it is to be a woman is given by men’ (ibid, p. 81). In the aforementioned novels, which will be the sources of the analysis of feminist themes in French literature, it was argued that it is not the natural position of women as such that comprises a disadvantage: it is how a woman sees this situation which makes it negative or positive. As shown in Al-Joundi’s novel, none of the unique experiences of women, such as the menstruation, pregnancy, have a significance in themselves; however, in an oppressive or antagonistic society they can acquire an essence of being a disadvantage and a weakness, as women decide to accept the stereotypes of a patriarchal society. De Beauvoir (1997) stresses that pre-adolescent girls and boys are actually not especially different: they â€Å"have the sam e interests and the same pleasures† (ibid, p. 295).This essay will review the feminist themes of the French novels mentioned above, with an emphasis on the works of De Beauvoir and Wollstonecraft. The Oppression of the Female Body De Beauvoir (1997) claims that as the development of a female’s body takes place, each new phase is endured and separates her ever more roughly from the opposite sex. As the female body develops, society responds in a more and more aggressive and threatening way. Wollstonecraft (2004) refers to the dynamic of ‘becoming’, which is the mechanism whereby an individual understands oneself as a bodily, and sexual being open to the scrutiny of others. This does not have to be detrimental, but inopportunely, girls are frequently compelled to ‘become’ against their free will (De Beauvoir 1997): The young girl feels that her body is getting away from her... on the street men follow her with their eyes and comment on her anatom y. She would like to be invisible; it frightens her to become flesh and to show flesh (ibid, p. 333).

Developing a Motivational Plan Essay Example for Free

Developing a Motivational Plan Essay A motivation plan for any school is extremely important for the success of any educational program. Students who are not motivated will not learn and in turn wont succeed. Many components should be included in a motivational plan so that all the needs of students are met and each student has goals that are attainable and can be reached. According to Hersey (2008), Goals should be set high enough that a person has to stretch to reach them but low enough that they can be attained. Goal setting, rewards, both tangible and non-tangible, and a sense of belonging are motivational components that should be included in a motivational plan. The first part of a motivational plan that I would feel essential for my school would be goal setting. At the current school that I work at, I feel like this is a missing part of our motivational plan and it greatly affects our students. Without goals, the students dont know what they are working towards, this creates confusion and a detachment from the meaning of education. Although some students may set personal goals, I feel like its important for there to be group goals so that the students can work together to achieve them and be more motivated. Goals should be set high, but not so high that students cant achieve them. Goals that are too high would do the opposite of motivate, it would create despair and students would give up eventually because they would know that their effort is not worthwhile. Setting goals that are attainable will motivate students and will give students the confidence that they need to continue their efforts in reaching additional goals. If students know that they can reach a goal, something that is attainable and reachable, theyll be more motivated to try so that they can have that feeling of accomplishment. Another important aspect of goal setting is that the goals are changed and updated frequently so that students constantly have something to work for. Once a student achieves a particular goal, the motivation will be gone unless they have something else to work towards, something else to motivate them. Hersey (2008) also supports this idea by stating, Once the child becomes proficient in attaining a particular goal, it becomes appropriate for the parent to provide an opportunity for the child to identify and set new goals. So, its my plan to work with the students to create attainable goals frequently so that students have constant motivation and something that they can always work towards. I believe that goal setting is a major component of any motivation plan and this will be the main focus behind mine. I feel that its extremely important that students have goals and something to work towards, otherwise there will be no motivation behind their actions. The second component of my motivation plan will be tangible and intangible rewards. Students will work towards something and be more motivated if they receive something in return. This is similar to why anyone get a job. They work hard and complete actions in order to receive the tangible reward of money and the intangible reward of accomplishment. Students are going to be more motivated and work harder if they will get something in return for their hard work, whether its intangible like a feeling, or tangible, like good grades or rewards. It is no surprise, then, that to improve academic achievement of middle school students, successful programs incorporate the social contexts for both intrinsic motivation and internalized extrinsic motivation (Wilson Corpus, 2001). Although studies have shown that extrinsic rewards are only beneficial short term and can be detrimental in long term situations, (Corpus Wilson, 2001), I believe that every now and then a tangible reward is needed and can result is a positive outcome and increased motivation. An example of this is a current motivational strategy that we use at my current school regarding awards for good grades, citizenship, and good attendance. Students get awards every semester for achieving milestones in these categories and I believe that it does increase student motivation. If a student is close to the end of the semester and has a B+ in one class, they will are motivated to raise that one grade in order to get the highest award presented to them in front of their parents, teachers, and students, since we do the award ceremony during the school day. I have personally seen the motivation that is created by these awards and I plan to include this in my motivational plan as well. Intangible awards can also be very successful in creating motivation and are more beneficial long term although short term effects may not be as common as with the tangible rewards. Students respond to intrinsic rewards like praise, self assurance, and accomplishment. There are, however, many intangible rewards, such as praise or power, that are just as important and effective for use as incentives when endeavoring to evoke a particular behavior (Hersey, 2008). To incorporate this into my plan I would like to see more praise for good behavior, as well as giving students more choices in the classroom. By giving students choices, they will feel more empowered by their choice and feel more accomplished when they achieve it, resulting in increase motivation. Finally, I would like to see a good sense of community and belonging in my school community. According to Glasser (1985), the five basic needs common to all people are the need for belonging, power, fun, freedom, and survival. With a sense of belonging, students will have more ownership over their behavior and will be more motivated to succeed. Its been my experience that students that are out-casts arent motivated to succeed because they have no reason to, no one to share their success with. The opposite would happen if students feel like they belong and have someone to share their motivation and success with. Overall, more than one component is important to any successful motivational plan. My plan will focus on goal setting, rewards, and a sense of belonging or community within my school. With these factors I hope that my students will be motivated to learn and become better students and people. Its my belief that although many factor are essential to a motivation plan, its crucial that goals are set so that students have something to work towards. Without a goal to work towards, students wont feel like they have a reason to be motivated. These are the components that will be included in my motivational plan for my future school.

Ferropenic Anaemias as a Problem of Public Health

Ferropenic Anaemias as a Problem of Public Health There are several levels of consideration when analysing the problem of the ferropenic anaemias. Firstly there is the overall prevalence in the population, which is quite low in the UK when compared to the developing world (see on). Secondly we need to differentiate between the physiological ferropenic anaemias such as those which occur in pregnancy, those which occur as a result of disease states such as the various forms of malabsorbtion and those which occur through neglect or malnutrition (in the widest possible sense).(Allen, L et al. 2001) The physiological anaemias are not a major public health issue as they are almost invariably screened for in the routine ante-natal clinics and when found, are generally treated on an expectant basis. Iron stores may be depleted after pregnancy and during the breast feeding period, but again, one could reasonably expect that these conditions would be detected and treated as a matter of course. (Ramakrishnan, U. 2001) The same comments generally apply, although with not quite such universal accuracy, in the malabsorbtion states. Such states are generally found as part of another (usually more clinically obvious) pathophysiological process or as part of a post-operative syndrome. (I M 2001) One would hope that, as such, they would be part of the general management of the overall condition and therefore do not pose a particular public health issue. Another area where the Public Health is a potential concern is that where the ferropenic anaemias occur as a result of malnutrition, poor diet or neglect. One way of considering these issues is to analyse the situation in circumstances where the prevalence of ferropenic anaemias is greater than in the UK (where it is comparatively unusual). (Gibson, R. S et al. 2001) In the developing world, the ferropenic anaemias are a major Public Health issue and some countries have instituted measures to directly combat them.(Yip, R. 1994) The first issue to address is to consider the notion that the commonly measured index of haemoglobin concentration is actually a good measure of iron stores. The evidence base here is quite clear that in developed countries where the level of nutrition is generally good, there is a reasonable (but not exact) correlation. In countries with less good nutritional values, there is a marked disparity between haemoglobin levels and iron levels. Haemoglobin distributions of a subset of iron deficient U.S. children (dotted line) and children who are not iron deficient (solid line). The key observation is the substantial overlap Haemoglobin distributions of Palestinian refugee children (dotted line) and U.S. children (solid line). The key observation is the relatively small overlap. (after Yip et al. 2002) Secondly we should note that as a matter of basic pathophysiology, not all anaemia is due to iron deficiency and not all iron deficiency will be reflected in anaemia. Therefore uncritical use of the haemoglobin index as a measure of the ferropenic anaemias is basically flawed. These charts suggest that the linkage between haemoglobin and serum iron is closer in developed countries than in developing ones. We can point to other indicators of iron status including transferring saturation, serum ferritin, free erythrocyte protoporphryn (FEP) or the more technologically advanced transferrin receptor levels . (Gimferrer E et al. 1997) which can be utilised to give indicators of iron levels either in a specific patient or on a population level. (Lynch, S et al. 2001). There is another consideration here and that these indicators, although probably accurate on an individual level, may not be so helpful on the population level as, particularly in the developing countries, their laboratories may not have a sufficient level of sophistication to perform the assays and also these tests are less accurate in populations where there is a high prevalence of infections One of the main areas of concern to the Public Health is that of the ferropenic anaemias in children. There is a relative period of â€Å"physiological† anaemia in the child which occurs between 6 and 18 months. The word physiological is in parenthesis because it is not strictly accurate. It is physiological insofar as this is the time when the child’s body has its highest levels of iron requirement (almost 10 times higher than in the adult in comparison to body weight) and the comparative depletion is generally rectified by dietary means once the period of high usage is over. (IM 2001). The second factor in this situation is that the typical diet of this age range tends to be low in bio available iron when compared to that of an adult. (O’Donnell, A. M et al. 1997) In the UK it is rare for a child to develop a ferropenic anaemia because those at risk (underweight and malnourished) are generally picked up by routine Health Visitor screening and also because of the better dietary quality of the average diet which is high in meat with a high iron content. Specifically designated infant food in the UK is commonly fortified with additional iron in any event. (Hall, A et al. 2001). We should not overlook that fact that breast milk has a high content of bio available iron and is a useful source of protection (although not universally effective) against the ferropenic anaemias in the young child We should note however, that in studies that have compared breast fed children, with â€Å"normal† diet children and compared them also against those with a fortified diet (defined by being primarily fed on artificial milk) there was virtually no significant incidence of ferropenic anaemias in those children who were given the fortified diet suggesting that those countries who still utilise the fortified milk system as a Public Health measure are spending their money in a cost effective way. (Walter T et al. 2001) Because of the substantial evidence base that supplementation of iron in the diet of the young child is both cost effective and demonstrably workable, (Bothwell T H et al. 1999) One should really also to consider the additional question as to whether there is a case for supplementing other micronutrients as well as iron. This is a question that is outside the strict parameters of the essay title set here so we will not consider it further except to observe that there is a substantial evidence base to support this as well. (Solomons N W et al. 1993) If we now expand the arguments to women of reproductive age, we note that the risk of developing a ferropenic anaemia during pregnancy is greater than during virtually any other stage of life. In approximate values, a pregnant woman can expect her circulating blood volume to expand by about 35% during pregnancy. She would expect to have a total pregnancy requirement of about 590 mg of elemental iron for the foetus and physiological RBC turn over. Routine prophylaxis in the UK supplies about 750 mg during a pregnancy which leaves about 160 mg for erythropoesis. Studies have suggested that the typical woman needs about 1100 mg of elemental iron throughout her pregnancy to avoid a â€Å"natural ferropenic anaemia â€Å". (Viteri F E 1999) There is considerable evidence that a pre-pregnancy ferropenic anaemia increases the risk of developing further anaemia during a first (and progressively greater in subsequent) pregnancies as it suggests that the iron stores in the body are already depleted. There is evidence to suggest that, in women in the reproductive years in the developed world, ferropenic anaemia is more likely to be associated with increased blood loss (menorrhagia or polymenorrhoea) than it is to be associated with poor diet. Lennartsson, (J et al. 1999) made a substantial study of ferropenic anaemias in women and identified a â€Å"substantial sub-set† whose menstrual loss was such that a normal diet could not keep up with their iron requirements. In the context of our essay we can state that iron deficits that are due to menstrual loss appear to have the greatest effect on women in the developing world as they tend to have diets which are already comparatively poor in both overall iron content and bioavailability. Paradoxically, women in the developed world who do develop ferropenic anaemias due to excessive blood loss, are more likely to suffer from multiple micronutrient dietary deficiencies as well, most notably zinc, copper, calcium and vitamin A, (Hall, A et al. 2001). It is also the case that in the developing world, intercurrent infections such as helminthic infestations and malaria may also result in increased levels of blood loss and therefore the underlying causes will also need to be addressed as well as simply correcting the iron deficiency. The nutritional iron requirements of the pregnant woman are typically twice that of the non-pregnant woman, who, in turn, has approximately twice the requirement of the same aged man (corrected for appropriate energy expenditure). Recent studies have shown that 50% of women in developed countries do not have sufficient iron stores for pregnancy requirements. (Kim, I et al. 1998). This fact is essentially the rationale behind the fairly routine prescription of iron tablets to pregnant women in the UK Iron requirements in relation to energy intake for infants, men, women and pregnant women. (After IM 2001) We note that different countries adopt different strategies taking account of costs and available resources. Many, including the UK and the USA, adopt a fortification strategy as a Public Health measure as not only women but men and children will also benefit. Some countries chose to adopt periodic supplementation under supervision such as in a school or the workplace. (Viteri, F. E. 1999) Many countries, including the UK, choose to fortify basic food ingredients such as wheat flour which is currently fortified to levels of 60  µg/g. Basic calculations based on an annual intake of 20 kg/yr (which is fairly low by UK standards) would suggest that this measure alone equates to 3 mg of elemental iron per day or about 25% of the recommended daily requirement. (Viteri, F.E. 1997) In terms of Public Heath costs a recent estimate suggests that it costs about 70p ($1.30) to fortify one ton of wheat flour with six micronutrients, including iron. (Lofti, M 1998). If we revert back to the 20 kg per year estimate of minimal intake, the cost is only a few pence per year ($0.025). Some sources have suggested a programme of plant development and breeding to develop strains of staples such as rice and wheat that have a intrinsically higher micronutrient content. (Gibson, R. S et al. 2001). These measures are certainly within the technological capabilities of the majority of countries and therefore make such measures a viable option. References Allen, L. Casterline-Sabel, J. (2001) Prevalence and causes of nutritional anemias. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 7-22 CRC Press Boca Raton, FL Bothwell T H, Charlton R W, Cook J D, Finch C F, eds. 1999 Iron metabolism in man. Oxford, United Kingdom: Blackwell Scientific Publications, 1999 ; 21. Gibson, R. S. Hotz, C. (2001) Dietary diversification/modification strategies to enhance micronutrient content and bioavailability of diets in developing countries. Br. J. Nutr. 85 (suppl. 2) : S159-SS66. Gimferrer E, J. Ubeda, M.T. Royo, G.J. Marigà ³, N. Marco, N. Fernà ¡ndez, A. Oliver, R. Padrà ³s, and I. Gich 1997 Serum Transferrin Receptor Levels in Different Stages of Iron Deficiency Blood, Aug 1997 ; 90 : 1332 1333. Hall, A., Drake, L. Bundy, D. (2001) Public measures to control helminth infections. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 215-240 CRC Press Boca Raton, FL. IM 2001 Institute of Medicine (2001) Dietary Reference Intakes. . Vitamin A, Vitamin K, Arsenic, Boron, Chromium, Copper, Iodine, Iron, Manganese, Molybdenum, Nickel, Silicon, Vanadium, Zinc 2001 National Academy of Sciences Washington, DC. . 2001 Kim, I., Hungerford, D. W., Yip, R., Kuester, S. A., Zyrkowski, C. Trowbridge, F. L. (1998) Pregnancy nutrition surveillance system—United States, 1979–1990. CDC Surveillance Summary, Morb. Mortal. Wkly. 1998 Rep. 7 : 25-41. Lennartsson, J., Bengtsson, C., Hallberg, L. Tibblin, E. (1999) Characteristics of anaemic women. The population study of women in Goteborg 1968–1969. Scand. J. Haematol. 22 : 17-24 Lofti, M. eds. 1998 Food Fortification to End Micronutrient Malnutrition—State of the Art. Micronutrient Initiative 1998 Ottawa, Canada. . Lynch, S. Green, R. (2001) Assessment of nutritional anemias. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 23-42 CRC Press Boca Raton, FL. O’Donnell, A. M., Carmuega, E. S. Duran, P. (1997) Preventing iron deficiency in infants and preschool children in Argentina. Nutr. Rev. 55 : 189-194 Ramakrishnan, U. (2001) Functional consequences of nutritional anemia during pregnancy and early childhood. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 43-68 CRC Press Boca Raton, FL. . Solomons N W, Mazariegos M, Brown K H, Klasing K. 1993 The underprivileged, developing country child: environmental contamination and growth failure revisited. Nutr Rev 1993 ; 51 : 327–32. Viteri, F.E. (1997) Iron supplementation for the control of iron deficiency in populations at risk. Nutr. Rev. 55 : 195-209. Viteri, F. E. (1999) Iron supplementation as a strategy for the control of iron deficiency and ferropenic anemia. Arch. Latinoam. Nutr. 49 (suppl. 2) : 15S-22S Walter, T., Olivares, M., Pizarro, F. Hertrampf, E. (2001) Fortification. Ramakrishnan, U. eds. Nutritional Anemias 2001 : 153-184 CRC Press Boca Raton, FL. . Yip, R. (1994) Iron deficiency: contemporary scientific issues and international programmatic approaches. J. Nutr. 124 : 1479S-1490S Yip R and Usha Ramakrishnan 2002 Experiences and Challenges in Developing Countries J. Nutr., Apr 2002 ; 132 : 827 830. ################################################################ 8.11.06 Word count 2,251 PDG

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When you are walking down Main Street, what are you looking at? Storefronts are the main attraction to every one’s eyes as they stroll down the street. They have the power to draw you in or push you away. You can tell a lot about what the store is by what their name is, things in the windows, signs, etc. This is what makes all storefronts unique and different from all other buildings, they tell you exactly what is inside without you having to walk in and discover it for yourself. The storefront is the most important architectural feature of all commercial buildings. It plays a very large role in the store’s advertising and merchandise that draws customers and increase business. The storefront is the most commonly altered feature of a building for this reason. These changes can completely change the building’s architectural features that make up its historical features. The history of storefronts go all the way back into the 1700’s. The Wild West days back in the 1800’s when cowboys and outlaws roamed the free new land are we will start. Saloons, general stores, black- smiths, gunsmiths, etc. all had storefronts telling the cowboys and travelers what their store was. They all had windows you could peek into and see what each had to offer. If you were traveling and came into town, you would want to know where the general store and saloon where so you could get supplies and take the edge off and relax. Without these storefronts you would wander the streets clueless or would just continue traveling thinking that town had nothing to offer. Commercial establishments have been on ground level since the 18th and 19th centuries. They had residentially scaled doors and windows that were unrecognizable from surrounding houses. In rare cases,... ...lder store but can also detract from the visibility of the windows. Neon signs can be quiet effective since they are bright and grab your attention from a ways away. Neon comes in a variety of colors that can be used with your color scheme. Some people say that a neon open sign can be on of the most important features in a store’s window. You also want to check sign ordinances to see if you are allowed to place a sandwich board on the sidewalk between the curb and the store. Storefronts vary from region to region with Jackson Hole, WY being full of tourist merchandise and high prices. Gatlinburg, TN is also a tourist town with tons of attractions and high priced souvenir stores full of junk. Cody, WY had tons of rust old western looking stores and merchandise. Storefronts in larger cities were more modern and industrial looking with nicer clothing and jewelry shops.

Praise of Chain Stores by Virginia Postrel Essay example -- wal-mart, e

â€Å"So what’s wrong if the country has 158 neighborhood California Pizza Kitchens instead of one or two?† Virginia Postrel inquires in her In Praise of Chain Stores essay (Postrel 348). In rebuttal, I plan to answer her question with more reasons than one. However, the responses I intend to offer apply not only to the CPKs of America, but for all the national retailers, big box stores, chain stores, and the like. National retailers destroy the local character of small towns. Chain stores should be limited to only run in a few highly populated urban areas. Furthermore, the costs saved in the convenience and familiarity of chain stores do not outweigh the negative economic impact and damaging effects that they can have on a community’s well-being. Postrel develops her support of national retailers throughout the essay, offering the opinion that it isn’t the stores that give places their character, but instead, aspects like the terrain, weather and culture that do (Postrel 347). While terrain, weather and culture can set apart regions, such as New England from The Deep South, and Southern California from the Midwest, it’s the community that gives each town their own special character. A community consists of the residents, their restaurants, hardware stores, pharmacies, ice cream parlors, farmers markets, and so on. These places, and the interactions that occur daily at each establishment, are the fabric that differentiate them, and create the breeding ground for diverse characteristics to flourish. While Postrel argues that wildly different business establishments across America in the past is a myth , it’s actually not necessarily that the products that varied from store to store, but more the aforementio ned factors that truly set ... ...he amount of a certain retailer’s establishments constructed within a certain amount of mileage. For example, a Wal-Mart on the north side of town and the south side of town is excessive. There is no question that chain stores have a detrimental effect on the measurable character and community of small towns. Not only are residents effected economically and collectively, but the character of the area is also threatened or compromised. In conclusion, we should all take a step back and see how we can give back to our community by leveling the playing field for local businesses. The first step in doing so is to realize the negative influences chain stores impose on small towns. Works Cited Postrel, Virginia. â€Å"In Praise of Chain Stores.†Model Essays: A Portable Anthology. Eds. Jane E. Aaron and Ellen Kuhl Repetto. Boston: Bedford/St. Martin’s, 2013. 345-49

How to stop domestic violence Essay

Domestic violence in the family can be stopped. For it to stop, focus on possible help should be on the perpetrator and not on all the members of the family. I therefore refute this statement that for violence to stop, all members of the family must change. Instead, the perpetrator of violence in the family should change. I say this because there is no plausible reason for anyone to batter a loved one. Domestic violence is a crime and it should be treated as such. To insinuate that the victims violence are in any way the cause of their battery is akin to saying that you are responsible when your house is broken into. Of course that is nonsense, you are victim of burglary. So is the case with domestic violence. There is a perpetrator and the victims. It is true that some dynamics in the family may instigate violence, but that is no reason to abuse anyone. There are ways of amicably solving differences. There are several reasons that explain why some people abuse their partners. This include: substance abuse, economic hardships, poor communication skills, provocation, stress, family dysfunction as well as lack of spirituality.

Museum Art Critique: Surprise Attack Near Harper’s Ferry Essay

When first viewing the painting, Surprise Attack Near Harper’s Ferry, created by John A. Mooney in 1868, the only thing I found myself able to focus on was the group of almost completely undressed men that appear to be bathing in a river. At first glance, I was not truly able to grasp the concept behind the painting or the exact situation that was intended to be portrayed by John Mooney, in this specific piece of historical artwork. After looking at the image more closely and thoughtfully, the first words that entered my mind immediately were fear and chaos. The background of the Surprise Attack Near Harper’s Ferry, with the exception of the smoke in the far distance, contrasts significantly to the utter chaos, fear, and confusion displayed in the portion of the painting where the group of men appear to be fearfully scattering about in the water. The background of this painting, the beautiful colored sky and other scenery including the shimmering water, differs greatly in comparison with the more focused on, somewhat disturbing image, of what appears to represent franticness and fear that is sweeping over this group of men. After observing the painting as closely and carefully as possible, the image to be portrayed caused a feeling of sadness, as well as confusion, to sweep over me. After understanding more about the painting’s meaning, I began to also feel a sense of compassion and sympathy toward these men that I couldn’t even completely comprehend at first. In the painting, Surprise Attack Near Harper’s Ferry, the artist, John A. Mooney, places a great emphasis on the â€Å"subject matter†; the subject matter being the men that were attempting to bathe in the river. Even though the subject matter, the â€Å"central focus† of the painting, seems to just be about this group of Confederate Soldiers, importance is also greatly placed upon the raw emotions shown by these soldiers; emotions that make this painting worth critiquing and analyzing in the first place. On a more positive note or view of the painting, Surprise Attack Near Harper’s Ferry easily has the ability to grab the observer’s attention because of the beautiful, shining color of the river and the broad sky; despite what realities the men might soon be forced to face in these waters. Additionally, one of the major things to notice about this painting is John Mooney’s use of repetition represented by the men in the river. Repetition is noted in the men in the painting, due to their striking, and almost identical similarities in their appearance. Another important principle of design or â€Å"formal property†, is the use of the earlier mentioned contrast between the more serious, central focal point or the â€Å"subject matter† ; also known as the Confederate men in the river, and the more calm and relaxed setting shown by the clear skies and mesmerizing color of the river itself. Contrast is also seen in the painting by the artist’s use of different colors that oppose or conflict with one another. For example, John Mooney uses a much brighter/ lighter color on these men, than what he uses for the intense green/blue river and the more cloudy/ darker color he uses for the sky, or for the background cannon smoke. Contrast is used by this artist to draw more attention to the focal point of the painting.

The Big Daddy of Social Learning

JB Garcia California Polytechnic State University Associated with Albert Bandura's work in the 1960s, social learning theory explains how people learn new behaviors, values, and attitudes. While mostly related to early development in children, social learning theory occurs at times when most people don't even realize that it is happening. There are many examples that could have been chosen to show the social learning theory but I believe there are none best than the movie Big Daddy. The premise of the movie is based on this young boy Julian McGrath (Dylan and Cole Sprouse) who is left in the care of his father after his mother passes away. When his father, Kevin Gerrity (John Stewart), could not take care of him because he is out of the country, Sonny Koufax (Adam Sandler) decides to raise the boy on his own. By dissecting key scenes in Big Daddy, it is easy to tell that this movie is a perfect example of social learning theory because of the many scenes that show Sonny trying to teach Julian who to live in both a non-traditional method and a firm parenting method with easily identifiable cognitive responses from Julian. What is the Social Learning Theory?Before beginning to dissect scenes from the movie it is important to establish a clear understanding of the social learning theory. The social learning theory  is a theory of  learning  and  social behavior, which states that new behaviors can be acquired by observing and imitating others. A popular example would be young children mimicking their older siblings around the house and striving to be exactly like that older sibling. The key tenets of social learning theory are that learning is not purely behavioral but is actually a cognitive process that takes places in a social setting. This means that by simply observing their current situation and surroundings someone is able to pickup on things and is able understand based on what they are seeing. Social learning also requires attention to the object or person being observed, remembering or retention the observed behavior, the ability to replicate the behavior, and a motivation to act the same way. For example, that same child might see a sibling receive a reward for good behavior in a public setting and imitate the sibling in the hope of getting a reward, too. Modeling is also a key part of the social learning theory because it allows learning to occur without any noticeable change in behavior. Being able to extract information from observations and make decisions based on the performance of the behavior such as a child seeing a sibling behave poorly and get away with it and try to replicate that behavior thinking that they will not get in trouble either. It is important to the person observing the behaviors is not a passive recipient of the information and that other factors can all influences the observer such as cognition, environment and reinforced behavior. Four Phases of Social LearningOne of the major focus for the social learning theory and arguably the entire basis relies on the premise that the observer is able to pay attention for a short amount of time and has enough awareness of their surrounding to understand what is happening. How the observer perceives and understands the events in their surroundings is directly effected by their perceptual abilities, cognitive abilities and the characteristics of the events themselves. In this way, social factors contribute to attention and the prestige of different models affects the relevance and functional value of observation and therefore affects attention. In order to reproduce an observed behavior, observers must be able to remember features of the behavior. Again, this process is influenced by observer characteristics (cognitive capabilities, cognitive rehearsal) and event characteristics. Bandura describes that the visual and verbal aspects of cognitive learning as the most important parts in terms of the retention process. The reproduction aspect of the social learning theory is the most difficult because the observer needs to have the ability and cognitive skill to perform the actions that they are seeing. In some cases in which behaviors are modeled after self-observation, an observer requires some form of effective feedback in order to enhance their cognitive abilities and improve their performance based on their models. All of these aspects lead up to the decision of the observer to replicate the observed behavior. The motivation to reproduce a behavior or action is dependent on the observers understanding of the expectations and understanding of the consequences that come with replicating the action. Environment and other social factors can also consequently affect the decision to reproduce behaviors. These are the four phases of the social learning theory that must occur for it to be effective. Limitations of the Social Learning Theory With a heavy emphasis on how the observers environment affects them and directs their learning, this theory is weak when it comes to the observer's own actions. Putting the focus on how setting influences behavior places more weight on the people and community that the observer is part of, and not enough weight on how the observer handles and processes new information. It neglects the observer's accountability and may go too far in stating that society directs how the individual behaves and acts. Unlike stage models of the observer's development, social learning theory doesn't hinge upon a distinct progression of learning and growth that is chronological or age dependent. The view of this theory as neglecting to consider the observer's development, across all of the domains, is a potential weakness. Although not every observer's matures at an identical rate, some of the standard milestones and markers may still occur regardless of the environmental setting.Breaking Down Big DaddyBig Daddy is a story of a young boy, Julian, and a man, Sonny Koufax, who has taken on the role of being the Julian's father. Julian is only five years old as if a very reserved child. That coupled with the fact that Sonny doesn't want to be the one in charge of him leads to Sonny giving Julian complete freedom as a part of his parental approach. In the scenes we see in the video, Sonny drops a stick on a path so that when people in rollerblades are coming down the path they will hit the stick and fall. Once Julian sees this he immediately finds the action to be funny and repeats this action with a group of people rollerblading through cones causing someone to fall and triggering positive reinforcement from Sonny. It's clear that Julian able to pay attention and replicate the action of putting the stick down because he chooses to do this on his own in separate scene. Julian's motivation to replicate this action derived from the sense of enjoyment and happiness he experienced the first time he saw it with Sonny. His actions are then reinforced when Sonny applauds and says, â€Å"That's my boy!† (Big Daddy 1999).In another scene we see in the clip is when Julian is struggling to use the bathroom and Sonny encourages him to pee in public on the door. Although afraid at first, Julian observes Sonny pee on the door and believes that this is socially acceptable. We see later in the film that Julian has been replicating and actively replicates this behavior as he begins to pee into a plant in his classroom while Sonny is speaking to his teacher about his poor hygiene and scholastic shortcomings. If it weren't for Sonny showing him to pee on the door earlier in the movie Julian most likely wouldn't have reproduced this behavior. There are some positive displays of the social learning theory in this clip as well. Julian is struggling to tie his shoes for a little and Sonny takes initiative and shows Julian how to tie his shoes properly using the â€Å"Loop and Swoop† method. The evidence that Julian was paying attention and was able to reproduce this behavior comes later in the film when Sonny is speaking to the social worker and Julian ecstatically runs up to Sonny saying, â€Å"Look I did it! Loop, swoop and pull!† (Big Daddy 1999). This shows the cognitive ability of Julian in that even though he was only shown how to tie his shoes once early in the film that even down the road he was able to replicate it and do it on his own. The Big PictureThe social learning theory is important because it should make people more aware of how their actions can influence the people around them. People tend to forget how easy it is for children to pick up on things that see or hear which are main aspects of the film Big Daddy; so using the knowledge of the social learning theory should enable parents to become more aware of what they are doing around their young children. Big Daddy is a perfect example of what children are capable of learning in the short amount of time and minimum exposure to certain behaviors. As children they may not be fully aware of every single repercussion that comes from their actions but only that the action can lead to a smile or a laugh or even a tear. Social learning theory should be used as a teaching point for young parents and even older sibling to provide their youth with proper examples of how society functions and help them make their own decisions about what is right and what is wrong. Reference SheetBandura, Albert (1963).  Social learning and personality development. New York: Holt, Rinehart, and Winston.Bandura, Albert (1971).  Ã¢â‚¬Å"Social Learning Theory†Ã‚  (PDF).General Learning Corporation. Retrieved  25 December  2013.Big Daddy (1999). (n.d.). Retrieved February 09, 2018, from http://www.imdb.com/title/tt0142342/Latimer, S. (Director). (2015, January 15).Social Learning Big Daddy[Video file]. Retrieved February 4, 2018, from HYPERLINK â€Å"https://www.youtube.com/watch?v=Mhe6p3Xkzt0† https://www.youtube.com/watch?v=Mhe6p3Xkzt0Loop, E. (n.d.).Social Learning Theory Strengths & Weaknesses. Retrieved February 09, 2018, from http://classroom.synonym.com/social-learning-theory-strengths-weaknesses-6592126.html

Toxic substances and Hazardous and Nuclear Waste Control Act of 1990 Essays

Toxic substances and Hazardous and Nuclear Waste Control Act of 1990 Essays Toxic substances and Hazardous and Nuclear Waste Control Act of 1990 Paper Toxic substances and Hazardous and Nuclear Waste Control Act of 1990 Paper Objective: The objective of this act is to keep an inventory of chemicals that are presently being imported manufactured or used, indicating among others, their existing and possible uses, test data, names of firms manufacturing or using them and such other information as may be considered relevant to the protection of health and the environment To monitor and regulate the importation, manufacture, processing, handling, storage, transportation, sale, distribution, use and disposal of chemical substances and mixtures that present unreasonable risk or injury to health or to the environment in accordance with national policies and international commitments To inform and educate the populace regarding the hazards and risks attendant to the manufacture, handling, storage, transportation, processing, distribution, use and disposal of toxic chemicals and other substances and mixtures and lastly; To prevent the entry, even in transit, as well as the keeping or storage and disposal of hazardous and nuclear wastes into the country for whatever purpose Reaction: It’s good to know that our government have implemented this kind of act, it only shows that how our government is concern with us, because improper handling or improper storage of hazardous chemicals and throwing of nuclear wastes can cause bad health to us. It is also good because this act let us know what are we going to do with this kind of chemicals and wastes, it educate the people what are the hazards and risks in manufacturing this kind of wastes. Integration: As part of the jurisdiction of this article or republic act I’m going to help our government by following the rules and regulations under this law like the proper manufacturing of the nuclear and toxic waste before putting them on a storage or throwing them on the garbage bins I will be like an example to my fellow friends in our community, implementing this then letting them know what are the importance of this law, Learning: I’ve learned a lot like what is the importance of this law. RA 6969 is important or the ‘Toxic substances and Hazardous and Nuclear Waste Control Act of 1990’ because it let us inform or educate on what are we going to do with this kind of waste especially to nuclear, hazardous and toxic waste or substances like the proper manufacturing of the said waste and proper storage of it. I also learned the penalties and fines given to those who violate this act like being imprisoned for about 6 months to 6years.

The Ides of March

The Ides of March The Ides of March (Eidus Martiae in Latin) is a day on the traditional Roman calendar that corresponds to the date of March 15th on our current calendar. Today the date is commonly associated with bad luck, a reputation that it earned at the end of the reign of the Roman emperor Julius Caesar (100–43 BCE). A Warning In 44 BCE, Julius Caesars rule in Rome was in trouble. Caesar was a demagogue, a ruler who set his own rules, frequently bypassing the Senate to do what he liked, and finding supporters in the Roman proletariat and his soldiers. The Senate made Caesar dictator for life in February of that year, but in truth, he had been the military dictator governing Rome from the field since 49. When he returned to Rome, he kept his stringent rules. According to the Roman historian Suetonius (690–130 CE), the haruspex (seeress) Spurinna warned Caesar in mid-February 44, telling him that the next 30 days were to be fraught with peril, but the danger would end on the Ides of March. When they met on the Ides of March Caesar said you are aware, surely, that the Ides of March have passed and Spurinna responded, surely you realize that they have not yet passed? CAESAR to SOOTHSAYER: The Ides of March are come. SOOTHSAYER (softly): Ay, Caesar, but not gone. - Shakespeares Julius Caesar What Are Ides, Anyway? The Roman calendar did not number days of an individual month sequentially from first to last as is done today. Rather than sequential numbering, the Romans counted backward from three specific points in the lunar month, depending on the length of the month. Those points were the Nones (which fell on the fifth in months with 30 days and the seventh day in 31-day months), the Ides (the thirteenth or the fifteenth), and the Kalends (the first of the following month). The Ides typically occurred near a month’s midpoint; specifically on the fifteenth in March. The length of the month was determined by the number of days in the moons cycle: Marchs Ides date was determined by the full moon. Why Caesar Had to Die There were said to be several plots to kill Caesar and for a multitude of reasons. According to Suetonius, the Sybelline Oracle had declared that Parthia could only be conquered by a Roman king, and the Roman consul Marcus Aurelius Cotta was planning to call for Caesar to be named king in mid-March. The senators feared Caesars power, and that he might overthrow the Senate in favor of general tyranny. Brutus and Cassius, the main conspirators in the plot to kill Caesar, were magistrates of the Senate, and as they would not be allowed to either oppose the crowning of Caesar nor remain silent, they had to kill him. A Historical Moment Before Caesar went to the theater of Pompey to attend the Senate meeting, he had been given advice not to go, but he did not listen. Doctors had advised him not to go for medical reasons, and his wife, Calpurnia, also did not want him to go based off of troubling dreams that she had. On the Ides of March, 44 BCE, Caesar was murdered, stabbed to death by the conspirators near the Theatre of Pompey where the Senate was meeting. Caesar’s assassination transformed Roman history, as it was a central event in marking the transition from the Roman Republic to the Roman Empire. His assassination resulted directly in the Liberator’s Civil War, which was waged to avenge his death. With Caesar gone, the Roman Republic did not last long and was eventually replaced by the Roman Empire, which lasted approximately 500 years. The initial two centuries of the Roman Empire’s existence were known to be a time of supreme and unprecedented stability and prosperity. The time period came to be known as â€Å"Roman Peace.† Anna Perenna Festival Before it became notorious as the day of Caesars death, the Ides of March was a day of religious observations on the Roman calendar, and it is possible that the conspirators chose the date because of that. In ancient Rome, a festival for Anna Perenna (Annae festum geniale Pennae) was held on the Ides of March. Perenna was a Roman deity of the circle of the year. Her festival originally concluded the ceremonies of the new year, as March was the first month of the year on the original Roman calendar. Thus, Perenna’s festival was celebrated enthusiastically by the common people with picnics, eating, drinking, games, and general revelry. The Anna Perenna festival was, like many Roman carnivals, a time when celebrants could subvert traditional power relations between social classes and gender roles  when people were allowed to speak freely about sex and politics. Most importantly the conspirators could count on the absence of at least a part of the proletariat from the center of the city, while others would be watching the gladiators games. Sources Balsdon, J. P. V. D. The Ides of March. Historia: Zeitschrift Fà ¼r Alte Geschichte 7.1 (1958): 80-94. Print.Horsfall N. 1974. The Ides of March: Some New Problems. Greece Rome 21(2):191-199.Horsfall, Nicholas. The Ides of March: Some New Problems. Greece Rome 21.2 (1974): 191-99. Print.Newlands, Carole. Transgressive Acts: Ovids Treatment of the Ides of March. Classical Philology 91.4 (1996): 320-38. Print.Ramsey, John T. Beware the Ides of March!: An Astrological Prediction? The Classical Quarterly 50.2 (2000): 440-54. Print.

Fallacy Summary and Application Paper

Fallacy Summary and Application Paper IntroductionThis paper is going to show you three fallacies. A fallacy is a falsenotion or a statement or an argument based on a false or invalid inference.If an argument contains a fallacy, then the conclusion will not necessarily be proven. Some fallacies are just accidental, but they can also be used to trap a listener or reader into believing faulty conclusions (A. Stephen Richardson, unknown, para. 2). This paper will describe three logical fallacies and give an example of each.Red HerringThis type of fallacy is used when you want to switch the subject from the original question and then state that the original question is irrelevant because of the new subject. The history behind the name of this fallacy is interesting. The name originates from a technique used to train English Foxhouds. (McGraw-Hill Co. 2002) I think a fantastic example of this fallacy is:"Honey, does my butt look fat in these jeans?" says a man's wife.English: Created by Benedict Spearritt using the a..."Wow d ear, your hair is really beautiful! And those earrings are a knockout!" replies the man.Many men can relate to this very fallacy, I know I can. In this example a subject is asked or under discussion, then to avoid the ever-powerful trap of the woman the man changes the subject to avoid the question. (Trap) In doing so the man has introduced another subject to lour the woman away from her original question. Then the first subject is dropped avoiding a horrific argument.How critical thinking is applied in this example is: What does the wife want to hear? What is the politically correct answer? If the husband states the truth it could mean a night full of arguing. If the husband tells a lie to save himself, then he also saves himself from the argument...

Interstate Highways

Interstate Highways An interstate highway is any highway built under the auspices of the Federal Aid Highway Act of 1956 and funded by the federal government. The idea for interstate highways came from Dwight D. Eisenhower after he saw the benefits of the Autobahn during wartime Germany. There are now over 42,000 miles of interstate highways in the United States. Eisenhowers Idea On July 7, 1919, a young army captain named Dwight David Eisenhower joined 294 other members of the army and departed from Washington D.C. in the militarys first automobile caravan across the country. Due to poor roads and highways, the caravan averaged five miles per hour and took 62 days to reach Union Square in San Francisco. At the end of World War II, General Dwight David Eisenhower surveyed the war damage to Germany and was impressed by the durability of the Autobahn. While a single bomb could make a train route useless, Germanys wide and modern highways could often be used immediately after being bombed because it was difficult to destroy such a wide swath of concrete or asphalt. These two experiences helped show President Eisenhower the importance of efficient highways. In the 1950s, America was frightened of nuclear attack by the Soviet Union (people were even building bomb shelters at home). It was thought that a modern interstate highway system could provide citizens with evacuation routes from the cities and would also allow the rapid movement of military equipment across the country. The Plan for Interstate Highways Within a year after Eisenhower became President in 1953, he began to push for a system of interstate highways across the United States. Although federal highways covered many areas of the country, the interstate highway plan would create 42,000 miles of limited-access and very modern highways. Eisenhower and his staff worked for two years to get the worlds largest public works project approved by Congress. On June 29, 1956, the Federal Aid Highway Act (FAHA) of 1956 was signed and the Interstates, as they would be known, began to spread across the landscape. Requirements for Each Interstate Highway The FAHA provided for federal funding of 90% of the cost of the Interstates, with the state contributing the remaining 10%. The standards for the Interstate Highways were highly regulated- lanes were required to be twelve feet wide, shoulders were ten feet wide, a minimum of fourteen feet of clearance under each bridge was required, grades had to be less than 3%, and the highway had to be designed for travel at 70 miles per hour. However, one of the most important aspects of the Interstate Highways was their limited access. Although prior federal or state highways allowed, for the most part, any road to be connected to the highway, the Interstate Highways only allowed access from a limited number of controlled interchanges. With over 42,000 miles of Interstate Highways, there were to be only 16,000 interchanges- less than one for every two miles of road. That was just an average; in some rural areas, there are dozens of miles between interchanges. The First and Last Stretches of Interstate Highway Completed Less than five months after the FAHA of 1956 was signed, the first stretch of Interstate opened in Topeka, Kansas. The eight-mile piece of highway opened on November 14, 1956. The plan for the Interstate Highway system was to complete all 42,000 miles within 16 years (by 1972.) Actually, it took 27 years to complete the system. The last link, Interstate 105 in Los Angeles, was not completed until 1993. Signs Along the Highway In 1957, the red, white, and blue shield symbol for the Interstates numbering system was developed. Two-digit Interstate Highways are numbered according to direction and location. Highways running north-south are odd numbered while highways running east-west are even numbered. The lowest numbers are in the west and in the south. Three-digit Interstate Highway numbers represent beltways or loops, attached to a primary Interstate Highway (represented by the last two numbers of the beltways number). Washington D.C.s beltway is numbered 495 because its parent highway is I-95. In the late 1950s, the signs displaying white lettering on a green background were made official. Specific motorist-testers drove along a special stretch of highway and voted on which color was their favorite- 15% liked white on black, 27% liked white on blue, but 58% liked white on green best. Why Does Hawaii Have Interstate Highways? Although Alaska has no Interstate Highways, Hawaii does. Since any highway built under the auspices of the Federal Aid Highway Act of 1956 and funded by the federal government is called an interstate highway, a highway does not have to cross state lines to count as one. In fact, there are many local routes that lie entirely within a single state funded by the Act. For example, on the island of Oahu are the Interstates H1, H2, and H3, which connect important military facilities on the island. Interstate Highway Urban Legend Some people believe that one mile out of every five on interstate highways is straight to serve as emergency airplane landing strips. According to Richard F. Weingroff, who works in the Federal Highway Administrations Office of Infrastructure, No law, regulation, policy, or sliver of red tape requires that one out of five miles of the Interstate Highway System must be straight. Weingroff says that its a complete hoax and urban legend that the Eisenhower Interstate Highway System requires that one mile in every five must be straight to be usable as airstrips in times of war or other emergencies. Besides, there are more overpasses and interchanges than there are miles in the system, so even if there were straight miles, planes attempting to land would quickly encounter an overpass on their runway. Side Effects of Interstate Highways The Interstate Highways that were created to help protect and defend the United States of America were also to be used for commerce and travel. Though no one could have predicted it, the Interstate Highway was a major impetus for in the development of suburbanization and sprawl of U.S. cities. While Eisenhower never desired the Interstates to pass through or reach into the major cities of the U.S., it happened, and along with the Interstates came the problems of congestion, smog, automobile dependency, drop in densities of urban areas, the decline of mass transit, and others. Can the damage produced by the Interstates be reversed? A great deal of change would be needed to bring it about.

Managing Data Assignment Essay Example | Topics and Well Written Essays - 1000 words

Managing Data Assignment - Essay Example In the task, we listened to a short BBC Radio 4 programme segment entitled ‘More or Less’. The show is a series about statistics. It discusses the use and abuse of statistics in modern applications. In the show modern media of news communications like; TV news, radio news and newspapers, are looked at by people. It majorly tackles statistics involved in these news communication media and after listening to the segment we were required to carry out a number of tasks. First was to listen to the segment attentively and make notes on information we got from it. It had no particular area where we had to make notes on, but we were required to put down anything important that we retained from the show. This was important since questions from the subject being talked about in the show would be asked. Taking enough and accurate points from the show was, therefore, important since it would determine how one performed on the questions asked after the show. At the end of the show, the class was presented with a couple of questions based on the subject on the segment. One was required to answer in accordance to what we heard and put down notes on from the show. The topic was on low energy light bulbs, and we were required to answer questions on the subject: By the end of the workshop, the student was to be able to precisely describe the construction of the table in full. Also, to outline why the table’s author combined discrete pieces of data found in the table. The student was to be able to explain why data collection was done in the first place and what the hypothesis being tested (Ras, 2009).The first task of the workshop was that we were required to form two or three groups depending on the class size. Then, in each of groups formed we select one student who would work on describing the tabular data. The other members of the group would

Therapeutic Hypothermia Essay Example | Topics and Well Written Essays - 2500 words

Therapeutic Hypothermia - Essay Example This is so because paramedics who usually have to treat such patients initially do not have sufficient therapeutic means to stymie this neurologic damage process during ischemic conditions. Mild hypothermia () have been induced in patients with cardiac arrest as a therapeutic means for protecting the brain against the global ischemia that usually accompanies open-heart surgery (Nolan et al, 2003). This therapeutic means was available since the late 1950s after which it was discontinued for some time because there was indefinite indication of benefits to patients (Nolan et al, 2003). Much later, this means has again been reintroduced in the context of cardiac arrest for a select group of patients and there are positive indications that when this therapeutic means is used after return of spontaneous circulation after cardiac arrest there is improved functionality and preemption from histological defects to the brain. This is true of a number of animal models, including the human one (Nolan et al, 2003). ... gh stringent and complex inclusion criteria in Europe and Australia has established that neurological outcomes (ability to live independently and work at least part-time, etc.) are selectively available for groups of patients free from certain pathological complications (Nolan et al, 2003). Nevertheless, there are significant adverse effects that entail more research on the treatment option (Nolan et al, 2003). Mechanisms of action of induced moderate/mild hypothermia primarily include reduction of cerebral metabolic rate for oxygen @ 6% for every degree (Celsius) fall in temperature >. This reduces chances of mitochondrial damages and apoptosis from decreased production of free radicals, excitatory amino acids and calcium shifts (Nolan et al, 2003). External cooling techniques to induce mild to moderate hypothermia include use of cooling blankets, application of ice packs to groin, axillae and neck, use of wet towels and fanning and use of cooling helmets (Nolan et al, 2003). Recent internal techniques such as intravenous infusion of crystalloids and intravascular heat exchange devices are beginning to become available (Nolan et al, 2003). Since it is found that though extracorporeal techniques are efficient they are too invasive for use in prehospital treatments and most emergency departments this paper shall now discuss research on introducing a hypothermia therapeutic technique that is internal, safe, easily administrable out-of-hospital and cheap and includes infusion with selective crystalloids like common salt. This following section shall be deemed as the problem statement of the paper. Problem Statement: As has already been mentioned, the need for an internal technique that is not invasive and that can be performed safely and cheaply out of hospital and