The Epidemic Of Heroin Health And Social Care Essay

Because of the huge handiness of drugs and its impact on many aspects of health care and the economic system, it is imperative that wellness attention suppliers and policy shapers understand what drugs are being abused, who uses these drugs, where the drugs come from, and the wellness and economic load on the United States. It is going extremely of import for those straight involved with substance maltreaters to understand the physiological effects, psychosocial effects and backdown effects of drugs. Opiates and opiate derived functions in peculiar, whether illicit ( such as diacetylmorphine ) or prescription ( such as Oxycontin ) are being to a great extent abused across the state. These drugs can hold serious wellness deductions during usage and during disconnected surcease ( detoxification or backdown ) . This paper will show a reappraisal of the literature on the epidemic of diacetylmorphine and prescription opiate maltreatment. Through a critical reappraisal, constructs such as the prevalence of the job, the physiologic effects of maltreatment, the current tendencies in direction of the job and deductions for nursing and health care will be explored.BackgroundBefore proceeding, it is of import to briefly discourse the basic pharmacological medicine of opiate drugs. Opiates, otherwise known as narcotics, include the drugs diacetylmorphine, morphia, codeine, oxycontin, hydrocodone, dolophine hydrochloride and other chemically-related derived functions. All opiates are considered dispensable merely by prescription in the United States with the exclusion of diacetylmorphine, which is illegal in all fortunes. Opiates wield their effects by triping pleasance centres in the encephalon. The neurobiochemical theoretical account of dependence suggests that over clip, the encephalon ‘s c hemical science alterations so that it yearns for the substance when it is non at that place and can bring forth physiologic effects of backdown when stopped. Heroin for illustration, which is chemically-related to morphine ( the chemical name for diacetylmorphine is diamorphine ) readily crosses the blood-brain barrier to do a rapid spilling of Dopastat into the dopaminergic receptors of the encephalon ‘s nerve cells. For this ground, the drug is easy habit-forming and absence of the drug causes a esthesis of hungering and can do feelings of unwellness, such as sickness and diarrhoea, when stopped suddenly. .Prevalence of the ProblemSeveral research workers in the nursing, allied wellness and economic sciences subjects have explored and discussed the prevalence of prescription opiate maltreatment and hypotheses of the beginning of the job. However, there is a big spread in the literature related to the prevalence of illicit drug maltreatment ( diacetylmorphine ) among differe nt populations. The prevalence informations for diacetylmorphine maltreatment in the US is mostly reported by national study tendencies, such as the National Institute of Drug Abuse ( portion of the National Institutes of Health ) Survey on Drug Use and Health ( NSDUH ) . Even so, the monolithic study papers pays small attending to the job of diacetylmorphine maltreatment and studies merely two per centum of the 67,500 study respondents utilizing diacetylmorphine in the month predating the study ( National Survey on Drug Use and Health, 2009 ) . The etiology of prescription drug abuse and maltreatment is discussed more to a great extent in the literature than is heroin maltreatment. Harmonizing to the NSDUH, in 2009 4.8 % of the study respondents aged 12 and older reported utilizing prescription opiates for non-medical grounds. Of those, over 55 % reported obtaining the drug for free from a friend or comparative, and 4.8 % reported buying the drug from a trader on the streets ( National Survey on Drug Use and Health, 2009 ) . Research workers at Columbia University surveyed striplings aged 12 to 17 in 2005 and found that 9.3 % reported the abuse of prescription opiates over the past month. In researching the striplings ‘ motivations for maltreatment, the research workers found that the most normally reported motivations were easiness of attainment and affordability. Among immature grownup college pupils, prevalence of non-medical prescription opiate maltreatment has been reported between seven and nine per centum in the past month to twelve to fourteen per centum life-time prevalence. One of the most at-risk groups for abuse of and dependence to prescription opiates is the chronic hurting population. When used suitably, opiate hurting medicines are a gilded criterion of attention for serious pain-related conditions ( such as post-operative hurting, neuropathic hurting and so on ) . In an attempt to better manage hurting, the figure of prescriptions for opiate medicines increased 154 % in the ten-year period from 1992 to 2002, even though the population of the United States increased by merely 13 % . Although prescription opiates have been used to handle hurting and better the quality of life among acute and chronic hurting patients, the coming of the drugs ‘ abuse has led to a broad organic structure of literature on normative patterns and monitoring of opiate drugs. There delicate balance between pull offing hurting adequately and the hazard for abuse, dependence and recreation has been discussed in the literature late, mostly among the adolescent/young grownup and chronic hurting populations. Although there is a general deficiency in the literature of the figure of people prescribed opiates for chronic hurting. There is a big organic structure of literature which suggests that the increased figure of prescription opiates for chronic hurting patients has contributed significantly to the drug maltreatment job. In surveies to look into the usage of prescription opiates for chronic hurting, it has been found that hurting intervention programs are thin, good certification on the patient ‘s wellness history and history of substance maltreatment is rare, and opiates are sometimes improperly utilised or non indicated at all.Health Consequences of Opiate AbuseBoth prescription and illicit opiates have the possible to exercise a myriad of ague and chronic negative wellness effects for the user. Neurological diminution, vision alterations, cardiac abnormalcies, vascular complications, pneumonic upsets and mortality have been studied and reported. In a survey of over 500 opiate nuts, electrocardiographic alterations were documented in 61 % of the sample. These ECG alterations included ST-segment lift, which may bespeak ischaemic bosom harm ( or deficiency of oxygen-rich blood to the myocardium ) and QTc protraction ( seen largely with dolophine hydrochloride nuts ) . Prolonged QTc intervals may take to inappropriate triggering of the ventricles and may take to potentially deadly ventricular tachycardia. The usage of diacetylmorphine and other drugs by injection with non-sterile or reused acerate leafs may bring forth powerful toxins in the blood stream taking to endocarditis, left ventricular bleeding and decease. Research workers in Ireland reviewed the autopsy findings from eight instances of diacetylmorphine users and found rapid fatal unwellness caused by the endotoxin Clostridium novyi which caused fatal subendocardial bleeding, spleen expansion and pneumonic hydrops in all of the topics studied. Heroin can do important acute peripheral and cardinal nervous system complications such as neuropathy and hearing loss. In a survey six of endovenous and intranasal diacetylmorphine users admitted to the infirmary for acute unwellness, five had documented rhabdomyolysis between three and 36 hours after disposal of the drug. In each of the five instances, there was no documented injury. Typically rhabdomyolysis occurs after a traumatic, compression-type hurt where enzymes slop into the muscular structure and cause rapid neurological diminution, loss of musculus tone and coma. In each of the topics studied, no injury or compaction hurt occurred. In a group of patients with a reported history of â€Å" speedballing † ( or blending diacetylmorphine and cocaine ) , 2 of the 16 studied experient sudden, bilateral sensorineural hearing loss four hours after â€Å" speedballing † which resolved within three yearss. One extra participant experienced sudden hearing loss after â⠂¬Å" speedballing † but one-sidedly. The mechanism by which the hearing loss occurred was described as a possible cochlear toxicity or autoimmune reaction related straight to the drugs. Injection of drugs of any type can do vascular complications, tegument and soft tissue infections and infective diseases such as hepatitis and HIV. In the most terrible instances, opiate maltreatment may take to decease, by and large from overdose. Heroin has been related to 1.65 deceases per 100,000 people in the Florida population entirely over the last decennary and in Alabama between 1986 and 2003, a reappraisal of medical tester ‘s studies revealed those who ‘s cause of sudden decease was undermined were 5.3 times more likely to hold a history of drug maltreatment. Research workers in the United Kingdom have farther investigated heroin deceases and concluded that overdose related to heroin seldom occurs after the usage of heroin alone- in 50 % of the instances they reviewed, intoxicant was besides involved. Although surveies have been published on the wellness effects of maltreatment itself, a reappraisal of nursing, medical and allied wellness literature shows a important deficiency of surveies on the wellness effects of backdown ( disconnected surcease ) of opiate drugs. Several surveies have been found associating to the usage of pharmacotherapy to handle opiate dependence ( such as dolophine hydrochloride and similar plans ) but no surveies have explored the physiologic effects of backdown without medicine aid. Searching on-line databases for relevant articles on opiate backdown does non give any surveies other than those utilizing medication-assisted backdown therapies ( such as dolophine hydrochloride and buprenorphine ) . This is of import to populations such as inmates in a correctional installation where pharmacotherapy is non by and large used during detoxification and requires farther attending. In amount, the possible health-related effects of opiate maltreatment can negatively impact a myriad of organic structure systems. The hazard of potentially fatal infective disease, neurological and cardiovascular complications and decease by overdose creates a public wellness job that demands attending. Health attention suppliers in all spheres must be able to quickly and suitably place those at hazard.Deductions for Advanced Nursing PracticeNurse practicians are allowed normative authorization in about any province across the state. Depending on the pattern scene, they may order opiates to handle hurting. Opiates are the gilded criterion for handling moderate to severe hurting in both ague and chronic hurting syndromes. There has been some discourse in the literature on the quandary to handle or non to handle hurting with opiates. On the one manus, effectual hurting direction is non merely ethical but besides opiates are effectual for many patients for hurting direction – an d on the other manus there is a fright of abuse, dependance and dependence issues. The ability for advanced pattern nurses to place drug-seeking behaviour, issues with dependence and possible recreation of opiates is important to the job of opiate maltreatment. As it has been documented in the literature, recreation of prescription opiates by and large occurs with the patient merchandising, trading or giving away the medicine to another. Harmonizing to Annie Gerhardt, exigency room nurse practician, â€Å" drug searchers become victims of their ain disease † , going involved in a tangled web of dependence, drug-seeking, drug recreation and condemnable behaviour that escalates over clip with increased drug usage. Gerhardt ( 2004 ) suggests supervising patients treated with opiates for replenishing Master of Educations before their follow up assignments, patient studies of â€Å" losing † medicines, trying to see different suppliers for hurting medicines ( which can norm ally be identified by pharmaceuticss ) , and â€Å" scamming † suppliers for more medicines by congratulating the supplier or the office staff or displaying increased degrees of hurting in order to secure more medicine. When ordering opiates to handle hurting in patients already known to hold dependence issues, utilizing sustained-released preparations may cut down dependence while adequately handling hurting. Sustained-release preparations normally have a reduced street value and are less likely to be sold and diverted, and the backdown from sustained-release opiates is typically non as terrible. In footings of advanced pattern nursing, prescribers have the alone ability to screen for possible dependence issues, monitor those who are prescribed habit-forming medicines and potentially control recreation of those medicines to others for whom they are non prescribed. Ultimately, the cognition of drugs of maltreatment and health-related effects is of import for nurses at all degrees to possess.Deductions for ResearchTo further add to the organic structure of literature on the topic of opiate drug maltreatment, dependence and backdown, several countries still need to be explored. First, forms of drug usage in single populations and communities should be investigated. The types of drugs most normally used, the paths of disposal of these drugs and their negative health-related effects should be studied in a assortment of communities, both urban and rural, to derive a better apprehension of the forms of usage across the state. More research is needed beyond simple prevalence surveies on the figure of people who use to spread out on the existent forms of maltreatment. Similarly, the psychosocial effect of drug usage across different populations needs farther probe in order to joint the negative impact on persons and communities. Because the disconnected surcease of opiate drugs without medicine aid occurs often in specific scenes, more research needs to be done on the physiological effects of non-assisted detoxification. The forms of symptoms of backdown and negative wellness effects among populations such as the incarcerated and the hospitalized demand to be explored. The potency for the development of evidence-based protocols for the direction of maltreatment and backdown in these scenes can happen one time the forms of symptoms and wellness effects are documented.DecisionIn amount, the job of drug maltreatment ( which extends far beyond even opiate drugs ) has been reported in multiple beginnings, and prevalence surveies seem rampant in the literature. However, much more work demands to be done on the effects of drug maltreatment from a health care position across a assortment of populations in different scenes to get down to understand the impact of drugs on communities.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL

The difference between popular history and the hard facts of the Essay

The difference between popular history and the hard facts of the sexual revolution - Essay Example The sexual revolution of 1960s set a new stage for sexuality as observed in the current society. In popular history, advocates for sexuality rooted heterosexual relationship in which men had a say in the overall relationship. In this perspective, heterosexuality is the accepted form of union that people should have. The tradition also defined the voice of a woman in the relationship. Feminist and other critics argued that the perception of sexuality in the tradition or the Victorian age promoted selfish interest of the male as opposed to the female (Lynch 96). Largely, men could enter into polygamous relationship while women had to remain faithful to their partners. While sexuality in the popular history favored the interest of the heterosexuality, acts such masturbation or homosexuality were also present. Some historians and sociologists have observed that masturbation and other homosexual activities are not new versions in the society, but their amplification resulted from the sexual revolution (Lynch 97). In popular history, the male influenced sexuality by dictating when to have or not to have sexual intimacy on the contrary the sexual revolution has influenced the ability of women to make choices of the sexual partners. For along time, the society considered women who proposed any sexual relationship as immoral or did not observe the societal precept. The revolution did not only change the choice that women make when it comes to choosing sexual partners but also when to engage in the act. In this sense, the sexual relation opened a window for women to make choices for the relationship. Women have used the opportunity to enter and terminate relationship with victimization. In the past victimization was a common phenomenon especially, when women took bold steps to propose a sexual relationship with the male counterpart. In popular history, multiple sexual partners was a preserve for men whereas the

Teaching and Learning Strategies Essay Example | Topics and Well Written Essays - 3750 words

Teaching and Learning Strategies - Essay Example Minority ethnic pupils are admitted more frequently than the past. In interviews with children from different minority ethnic groups there were some principal findings, the most important features of their self characterisation stemmed from their families. Most parents teach their children about their ethnic culture, home language and religion, making them to contact with the net work of the relatives or friends from the same ethnic background. Another factor that is influencing how they their ethnic identity is how they are perceived and treated outside home. Two thirds of the children had some exposure to community language within their household; regular attendance posed considerable challenges to the children who were at a distance from the centre of religious life, a number of alternative individual and private arrangements were made by the parents. Mixed heritage children formed a significant group among the minority ethnic groups; it was the common belief of many parents that this heritage posed additional problems of their child's development of the clear sense of identity. Sometimes there is a chance that these mixed heritage children are not accepted into the community and the teachers are rarely aware about this fact, moreover the uncertainty in dealing with the minority ethnic groups particularly with reference to the heritage group is acute. The majority of the children who had been at their school for a significant time were well integrated socially and enjoyed the same pattern of friendship with their peer group. Very few were harassed physically in the racist incidents, and the verbal abuse or hurtful calling in the school or during the school journey is

Economics of Organisations TAKE HOME EXAM (Third Writer) Essay

Economics of Organisations TAKE HOME EXAM (Third Writer) - Essay Example The profits rolled in, and Ford's workers shared in the wealth: an ironic beginning for an auto company that would go on to be a notorious enemy of labor in the 1930s and 1940s." At that time, $5 per day was an extremely high wage to pay manual workers in factories such as the Ford facilities. It was hard enough to even have a job in the first place at the time Ford made this major move, so it was indeed a shock. The economy was really in a shaky situation, as it is today. Having a job at all at that time was considered to be very good luck. People who did have jobs worked very hard-much harder than many manual laborers do today. They did not expect handouts from the government, as many of the unemployed in today's world find themselves doing, whether they are in a situation where they can help it or not. Workers back then were tough, and they certainly weren't freeloaders. Back in ancient Rome, welfare ruined the city and actually led to its failure. The government handed out money to a few greedy companies, those companies went under, and the rest of the city went under with them. This is definitely not a scenario one wants to see happen again. It is also possible that, at that time, Ford had a monopoly on the automobile industry and his altruistic nature guided him to share his excess profits with his employees. The root of the $5-a-day Workday was the success of the moving as... According to the work at History.com (2009 p. 1), "After the success of the moving assembly line, Henry Ford had another transformative idea: in January 1914, he startled the world by announcing that Ford Motor Company would pay $5 a day to its workers. The pay increase would also be accompanied by a shorter workday (from nine to eight hours). While this rate didn't automatically apply to every worker, it more than doubled the average autoworker's wage. While Henry's primary objective was to reduce worker attrition-labor turnover from monotonous assembly line work was high-newspapers from all over the world reported the story as an extraordinary gesture of goodwill." The new wage made thousands of manual laborers flock to Ford's manufacturing facilities. People came all the way from all over the United States to Ford's Detroit plant, and they even came from Europe. Employee turnover, of course, practically vanished. According to History (2009, p. 1), "Henry Ford had reasoned that since it was now possible to build inexpensive cars in volume, more of them could be sold if employees could afford to buy them. The $5 day helped better the lot of all American workers and contributed to the emergence of the American middle class. In the process, Henry Ford had changed manufacturing forever." The following shows an announcement of Ford's plans to raise their wages to $5-a-day: Figure 1: Announcement Source: Ford.com References Henry Ford's $5-a-Day Revolution 2009. Ford. Available at http://www.ford.com/about-ford/heritage/milestones/5dollaraday/677-5-dollar-a-day Ford Sets Record Wages 2009. History. Available at

Answer chapter 8 question Essay Example | Topics and Well Written Essays - 250 words

Answer chapter 8 question - Essay Example While listening, we must, concentrate on the meanings of the speaker, sustain eye contact, be quiet, send acknowledgement. While reading someone’s message, even then try your best to decipher the meaning of writer. Do not assume anything or draw conclusion if some word is confusing. Just write back for clarification. When speaking, try to keep listeners engaged through gestures and postures and make your meaning and words clear for listeners. Answer: Emotions are driving force. How to handle emotions intelligently is called emotional intelligence. Do not take anything personally. You would face a lot of conflicts but you need to manage conflicts by controlling your emotions by taking deep breath and trying to see the outcome of your would be action as a result of emotions. Answer: We write all the day: on cell phones, on the internet, in a class, etc. This demonstrates the importance of writing. Getting ready to write, writing a first draft and revising your draft are three phases of writing best practices. Following these phases make us write effectively. Answer: Academic writing papers and report are designed to make you do your own work that transforms your skills. But copying the works of other serves no purpose. It is unethical, it is a theft and it is a bar in the way of learning. So we must try to just use the research of other with proper citation and to prove our thesis

Psychology (peoples behaviour) Essay Example | Topics and Well Written Essays - 2000 words

Psychology (peoples behaviour) - Essay Example 1 This is one approach of personality theory. Personality is normally referred to as the thoughts, emotions and behaviour pattern that every person has. Personality trait can have immense variations between individuals. Many research hypotheses concur that personality has aspects that are prominent. They are very stable across situations that are referred to as shamone traits. Eysenck 1967 says that personality can be reduced to three traits that are quite major. Other scholars however, say that personality can be reduced to five traits. According to the 3F model, there are traits like psychoticism, neuroticism and extraversion. Other scholars say that personality can be reduced to the following five traits, that is, neuroticism, agreeableness, extraversion, conscientiousness and openness. All these are based on factor analysis which is a statistical technique. In fact these traits are the highest level factors in the hierarchical taxonomy of this technique. This method is well known to produce bipolar and continuous factors. All these actually describe one's individual differences. The trait theory is based on various assumptions. One of them is that people are normally born with traits that are inherited. The trait theory asserts that these traits are quite different fro one person to another though some people may have similar traits that they inherited from parents or even grandparents etc. Some of these traits that are inherited can be suited for carrying out leadership responsibilities. In this case a person finds that he or she can easily handle leadership tasks without having any prior knowledge in the field. According to the trait theory, people who naturally make good leaders just have sufficient or the right combination of these traits. Inherent traits can be diverse such that one person may have many different traits. There are people who may have minimal traits that are inherited while others may have so many. Early researches that were done concerning the trait theory used successful leaders as the audience. So the attention was majorly based on discovering the inherent traits that made them to be successful. There was the assumption that if other people were found with the same traits then it meant that they had the potential of becoming great leaders too. One of the scholars called Stogdill (1974) noted that the following skills and traits were very critical to leaders; Traits Skills Adaptable to situations Alert to social environment Ambitious and achievement-orientated Assertive Cooperative Decisive Dependable Dominant (desire to influence others) Energetic (high activity level) Clever (intelligent) Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organized (administrative ability) Persuasive Source; Stogdill, R. (1974): Handbook of leadership; a survey of the literature; New York; Free Press Eysenck (1997) asserts that majority of extroverts have got low levels of cortical arousal as compared to introverts who have higher levels. According to the 3F model, individual differences in neuroticism and extraversion have physiological and genetic antecedents.2 Psychodynamics theory This is actually

Biopsychosocial Outcomes for Adopted Adolescents Essay

Biopsychosocial Outcomes for Adopted Adolescents - Essay Example This research will help to extend knowledge of adopted adolescent social interactions, and factors that may predict their relationship style. This will benefit adopted adolescent interventions to enhance their social functioning before adulthood. This study proposes to identify a set of biopsychosocial outcomes for North American adolescents who were adopted out as children, with regards to their socio-emotional functioning. Studies show that many orphaned children raised for a time within an institutional environment often experience hardships, such as neglect or maltreatment (van Ijzendoorn, Juffer, Klein Poelhius, 2005). The children tend also to have less opportunity to acquire and practice new skills which negatively impacts on their social and cognitive abilities in later life (van Ijzendoorn, Juffer, Klein Poelhius, 2005). Research supports the conclusion that as adults, adopted individuals are more likely to experience psychopathology, and or to have dysfunctional interpersonal relationships, both of which negate their ability to develop supportive networks, feelings of belongingness and positive self-concepts that allow them to be fully contributing members of a democratic society (Nicoloson, 2004; van Ijzendoorn, J uffer, Klein Poelhius, 2005), . Rutter (1990 as cited in van Ijzendoorn, Juffer, Klein Poelhius, 2005) suggested ... Juffer, Klein Poelhius, 2005) suggested that the orphaned child may accumulate risk factors within the institution that have negative developmental affects. Adoption may buffer these risk factors if the environment is a positive one. Many studies indicate that a number of adopted children may later exhibit a greater degree of socio-emotional problems (Hoksberger, ter Laak, van Dijkum, Rijk, Rijk, Stoutjesdijk, 2003). Literature exists that investigates biological, cognitive or social differences between adopted children or adults and their peers (Hoksberger et al., 2003; Nicoloson, 2004; Zilbertstein, 2006). However, there appears to be no studies that have explicitly explored the inter-relationship of these systems and their impact on the socio-emotional functioning of the adolescent. Adolescence is a period of change in which most adolescents choose to value as intimates and companions, selecting peers over parents (Freeman & Brown, 2001). Close relationships with peers throughout the teenage years have been associated with positive personal inter-relationships with social others in later life (Sommerville, 2003). Studies show that meaningful and balanced interpersonal social relationships contribute to high self-esteem, high levels of perceived well-being, greater satisfaction with occupational choices, and lowered risk of experiencing a psychopathology (Freeman & Brown, 2001; Sommerville, 2003).The proposed study will compare adopted adolescents with their peers on biological, cognitive and social measures, as defined by levels of cortisol, demonstrated language ability and attachment style. It is hypothesised that adopted adolescents who have high levels of cortisol will also exhibit restricted emotional language ability, an insecure or avoidant

Participant observation (Race and Ethnicity - in & beyond US) Essay

Participant observation (Race and Ethnicity - in & beyond US) - Essay Example One will find hundreds of hard to find authentic ingredients, food, and groceries for Korean and all other Asian cuisines such as spicy Korean pepper bean paste, popular Japanese ramen noodles, Asian BBQ sauce, kim chi, other health enhancing herbal drinks, herbal cigarettes that help you kick the habit, Japanese miso, tempura, udon, many exotic condiments and canned goods to make preparing authentic Korean food and other Asian dishes easy. The owner is a man and wife of Korean descent. Most customers are Korean, Chinese, Japanese, and a few Americans. I had always surmised that this is a busy venue at this time of the day due to commuters rushing home from work. Majority of the people I observed were women making a hurried trip to this place to do some shopping for dinner. I see interspersed attendance from teenagers who just hang around, meet with friends, or were running errands. I do not see businessmen and professionals often except for some husbands accompanying their wives to do some marketing. At times, mothers come with their little children in tow. I sat on a chair beside the counter. I bought some snacks and opened a notebook. I saw people of different cultures and races coming in and out of the place. There were Asians (Chinese, Koreans, Japanese, Filipinos) and a few Americans who appear to recognize and acknowledge each others’ presence through a quick smile, a nod, and at times, for men – a hand shake. I observed that it is actually the women who initiate either verbal or non verbal interaction. Regular customers talk to cashiers and their favorite personnel from the market who were just so happy to be of service. This exemplifies reciprocity at work. I tried to do some non verbal interaction through smiling and acknowledging acquaintances and they responded favorably. I asked strangers what the time is and they responded cordially. I do not feel intimidated or compromised being alone in this

Democratic Mechanisms and Political Risks to Waging War Essay - 1

Democratic Mechanisms and Political Risks to Waging War - Essay Example â€Å"The relation between military organization and the civilian environment can be shaped in different ways: in some countries, the civilians are executing firm oversight over the armed forces, whereas in some other countries the military can perform its duties regarding national security in its own, autonomous way, if not even in the way where the military imposes its principles of governance over the citizens. In the contemporary society, the last, i.e. military-dominated political systems are rare†(Jelusic,2007). But at the same time, Shultz (1999) points out that within democratic mechanisms, the political leaders tend to face higher political cost to waging war and therefore the threat to war is often resisted by the target nation. Indeed, the wider ramifications of threats by democratic state are less likely to be taken seriously by rogue nations than by threats from non-democratic states. However, history is witness to the fact that this is not always true. Moreover, according to Jelusic the idea more common are civilian-dominated political systems, in which civilian political leaders control the military in very authoritative way, or where the whole civilian environment through the channels of the democratic control over the military imposes the tasks, the execution of tasks and respect for democracy in the inner-military organizational structures. America’s war against Iraq was fought not for political leverage but for personal gain vis-à  -vis access to the vast resources of oil and gas (Habermas, 2006). The democratic constraints and reasons for waging war have therefore become increasingly contentious issues that need to be looked from the wider perspectives of emerging new equations of political economy that has redistributed wealth and created new power structure. Globalization has brought huge changes not only in the economic circles, but also in the political circles.

Visual Arts And Literature Essay Example for Free

Visual Arts And Literature Essay In visual arts and literature, the sacred and the secular, separate entities in themselves meld into one another, frequently producing a hybrid which gives rise to a new seculo-religious genre. Despite of the doctrine of separation of the church and state, most times it was the priests who were in charge of many other areas outside the religious realm such as education and politics. The far-reaching influence of the church had caused artists, musicians, architects, and authors to incorporate elements of the sacred in their work. Also these practitioners had fervent, deeply-rooted convictions which consciously and unconsciously pervaded their work. In the text Culture and Values: Survey of the Humanities, the dual presence of both sacred and secular represents the union of two major spheres. Cunningham observes that â€Å"the intermingling of secular with religious elements is thoroughly in accordance with Renaissance ideals† (Cunningham 291). Tiziano Vecelli (1473-1576) was a Renaissance artist who mingled the sacred and secular in his art pieces. His major masterpieces include The Assumption of the Virgin (1516), The Pesaro Madonna (1519-1526), Venus of Urbino (1538), Danae with Nursemaid (1553-1556), Presentation of the Blessed Virgin (1539), and St. Peter the Martyr (1530). His artistic life is characterized by the mixture, in one way or another, of Christian religious aspects with secular (and pagan) aspects. On one hand, one attests to Vecelli’s Marian devotion in his portraits such as The Assumption of the Virgin (1516-1518), which stands proudly in the Venetian Basilica of Santa Maria Gloriosa dei Frari and The Pesaro Madonna (1519-1526), placed at the Frari Basilica Chapel. The paintings laud Mary as a holy human intercessor and deity with the Child Jesus. Enmeshed in the words are the worship of the saints, heavenly glory, and apostles, all in a posture of solemn and sacred reverence At the same time his voluptuous painting of Venus is Venus of Urbino (1538) exhibits the nude body of a woman poised in a supine position on her bed, with seductive airs. Venus is the pagan goddess of love, fertility, and sex often depicted as a prostitute. Danae with Nursemaid also derives from Greco-Roman mythology. The art work demonstrates the naked Danae lying on a bed with her eyes heavenward and her maid Abbot Suger (1081-1151) is the one responsible for the rise of Gothic architecture and its popularity within the Christian church in the early ninth and tenth centuries. In the interpretation and construction of gothic buildings â€Å"(secular) builders and theologians worked closely together† (Cunningham 218). The collaboration of both secular and sacred perspectives gives birth to gothic architecture which began in Paris and which celebrated â€Å"the philosophical and theological traditions known as scholasticism† (Cunningham 209). Suger functioned as the Abbey of Saint Denis and therefore the architecture served both for religious uplift and secular admiration. The fusion of the secular and the sacred is evidenced in the proliferation of literature in the medieval and renascent times. The Summa Theologica, a literary and theological masterpiece, â€Å"represents †¦ the hierarchical and synthetic religious humanism of the middle ages† (Cunningham 232). Written by St. Thomas Aquinas (1225-1274), the Summa Theologica sets forth the primary beliefs and dogma of the church explaining and confirming arguments for theocentrism and also containing humanism’s doctrines. The scriptorium was the designated writing room within monasteries. Cunningham documents that â€Å"from the seventh century on monastic scriptoria were busily engaged copying a wealth of material, both sacred and profane† (Cunningham 193). Priests and friars wrote several essays, poems, and theses. Moreover in the Islamic tradition, one sees the merger of the secular and the sacred. Islamic literature became a classic art form where calligraphic depictions of sacred writings are etched on Muslim mosques. The art work symbolizes the Muslim concept of their God, Allah, who encompasses everything. These writings were often extracted from passages in the Qu’ran. Observers in classic renaissance mosque bear witness to â€Å"elaborate mosaics and geometric decoration† (Cunningham 311). One major example of the Islamic artistic accomplishment is the Arabic script. The beautiful Arabic script was originally sacred as it read the holy words of the Muslim faith, however it soon became both sacred and secular, as fine art. â€Å"The Kufic script is one of the most beautiful earliest and most beautiful of Arabic calligraphy styles† (Cunningham 176). The geometric lines of the Kufic script are distinctive since they boast vertical lines and shapes. The Catholic Church endorsed â€Å"the double usage for humanist learning for secularist and spiritual reform† (Cunningham 289). Humanistic and theological principles were unified in order to reconcile two divergent views where philosophy became spiritualized. Another artist who believed in the seculo-religious merger was Wassily Kandinsky who composed Concerning the Spiritual in Art (1911) and â€Å"claimed that the source of all true art was the human soul† (Cunningham 307). This view is in accordance with humanism where man is at the center of the universe (often represented as a man, centralized within a circle). A characteristic of Kandinsky’s work is his obsession with geometry, triangles, and circles. Concerning the Spiritual in Art, Kandinsky likens man’s life as a triangular pyramid where the ultimate goal is to achieve ascendancy at the top. Man’s soul can either be base (at the bottom of the triangle or exalted at the zenith. This art system hearkens back to Leonardo da Vinci’s classical Vitruvian Man (1490) where the man is his own universe. This double dimensioned painting shows a naked man simultaneously with his legs apart and his legs together, and his arms apart in two positions. The homocentrtic man stands as his own measure enclosed in a circle and square. Kalinsky also saw the spirituality of color for in his work he expressed the joyful, spiritually ecstasy in vivid and bright color versus the dark, melancholic color. However, there were opponents to the union of secular and sacred who held that both should be kept separate. The unity between sacred and secular was not a smooth transition nor was it a unanimous movement, â€Å"the culture of the fifteenth century often was in fact a dialectical struggle at times classical ideals clashed with biblical ideals; at other times the two managed to live in harmony or in a temporary marriage of convenience. The strains of Classicism and Christianity interacted in complex and subtle ways† (291). Catholic Emperor Justinian I was a fan of secular and sacred architecture. He personally directed the erection of several, elaborate cathedrals with Byzantine designs. He helped construct many churches, convents, and palaces, namely, The Great Palace of Constantinople, Basilica Cistern, Church of St. Sophia, and Saint Apollinaire Nuovo. During the reign of Justinian, after the conquest of the old tribe, the Goths (from which one gets the word gothic), the art works of the conquered tribe became ornaments which were positioned within the churches. Cunningham testifies that gothic â€Å"mosaics were added to the church when the building passed from the Goths into Byzantine hands† (Cunningham 161). In Justinian’s time saw a marked proliferation of icon paintings which featured images of Christ and which commenced an iconic style. However, opponents to the incorporation of these icons rebelled to the new wave of art and thus became iconoclastic (thus the origin of the word). Justinian also had mosaics crafted of him and his wife, Theodora, called the Ravenna Mosaics. They portray the royal couple with divine auras around their heads which explain their religio-political views of divine right to rule. Movements within the church and religion rose up to keep the secular and the sacred separate. One such ardent critic of the seculo-religious combination is Girolamo Savonarola (1542-1498) who in an attempt to reform the church who embraced the secular, implemented book burning to expunge the decadent material from the holy writings. As a passionate Dominican friar, his radical views were vehemently anti-Renaissance and anti-humanist. He disagreed with the secular literary that was gaining ground within the church. However, he was condemned a heretic, excommunicated, and martyred. Savonarola wrote spiritual meditations based on Psalms 50 and Psalms 51. The Church also proscribed certain writings and did not tolerate heretical teachings such as Galileo’s Concerning the Two Chief World Systems (1632). Galileo Galilei wrote Concerning the Two Chief World Systems (1632) and following Copernicus, concluded that the sun was at the center of the universe. Galileo’s â€Å"discoveries brought ecclesiastical censure and he was forced to recant before the inquisition. Facing a possible excommunication and martyrdom, Galileo chose to renounce his beliefs to preserve his life while the Catholic Church bans his book as a forbidden text. Two branches of Buddhism emerge in the thesis and antithesis of the secular and the sacred. The Hinayana is a more rigid form of Chinese Buddhism whereas Mahayana is more worldly and was attractive to Confucians. On the ascetic side, Hinayana appreciated â€Å"Buddhist art (which) aimed to inspire spiritual meditation and a rejection of worldly values† (Cunningham 129). The art work that emblemized the adherent’s austerity is the Fasting Buddha. The image of the Fasting Buddha embodied â€Å"the command to renounce all worldly pleasures† (Cunningham 120). This sculpture forms an essential part of Gandhara Art which represents a thin, gaunt man in a cross-legged seated position with a halo about his head, symbolizing the resultant enlightenment. This antique shows Siddhartha who fasted for three months, denying himself and meditating. The monasteries which supported Mahayana grew faster and were patronized by the wealthy elite classes. Hinduism also contains a hybrid literature which included Hindu sacred text as well as secular tastes. The Gitanjali is an anthology of poems translated into English from the original Vedic manuscripts where its author, Rabindranath Tagore wrote the anthology which signifies â€Å"an offering of songs. † The poetry still retains its strong religious connotations nevertheless, it speaks of and brings together both worlds of the secular and the sacred. â€Å"in 1913, Tagore won the Nobel Prize for literature for Gitanjali, a collection of poems based upon traditional Hindu themes† (Cunningham 314). The work typifies a drawing together of two bodies the male and the female and at the same time uses this sexual imagery to relay information about the ultimate mystery of man’s spiritual union with the divine. In sum the joining of the secular and the sacred tells that although disparate in nature these dichotomies manage to combine and form a powerful force in art and literature. One cannot deny that in order to not lose its peculiar characteristics and identity, strategies of separation between the secular and the sacred have been executed. Holiness ought to be preserved as holy and the secular as its worldly self. Difference can be necessary in order to prevent dilution and weakening of core principles which can be misplaced with frequent mixture. Works Cited: Cunningham, Lawrence S. John J Reich. Culture and Values: A Survey of the Humanities, Wadsworth, Boston, 2006.

Phineas Gage Essay Example for Free

Phineas Gage Essay Perhaps one of the most well known cases in cognitive psychology is that of Phineas Gage. A man who suffered from an injury to his prefrontal lobes thirty years before the field of Psychology even began (Moulin, 2006). However, psychologists’ continue to study his brain and the effects of his injury and its role in cognitive functions years later. Phineas Gage was a foreman at a railroad who suffered damage to his prefrontal lobes as a result of an accidental explosion in the year 1848. This explosion caused an iron bar about a meter long to be launched completely through Gage’s head and supposedly land about nine meters away. As a result of this accident Gage suffered severe brain damage to his prefrontal lobes, with the left side being almost completely destroyed (Moulin, 2006). There is not documentation of what Gage’s personality was like before the accident and few reports of the changes after the incident, many believed to be exaggerated. Two of the reports that do exist regarding Gage are written by John Martyn Harlow. Harlow was the physician who treated Gage and followed his case (â€Å"III. The Damage to Gage’s Skull and Brain†, 2002). Following his recovery of the accident there were no reports of apparent loss of interllectial function, yet his personality changed drastically. In fact Gage behaved so different that he while he went back to work for the railroad he never was given his job back as foreman (â€Å"II. The Sequelae of the accident, 1848-1868,† 2002). In fact, when asked his friends and acquaintances said he was â€Å"no longer Gage† (Moulin, 2006). Gage lived about eleven years after his accident before dying in 1860 which left people in the medical field curious about him and his condition (Moulin, 2006). In fact the changes in his behavior that were described was the first time that it was revealed that complex functions might be located in the brain. During the time and the immediate time after Gage lived there is not much medical documentation. Therefore it was years later when the exact parts of Gage’s brain that were damaged due to the iron bar were determined (â€Å"II. The sequelae of the accident, 1848-1868,† 2002). When Harlow learned of the passing of Gage, he sought out and received permission from his family to have the body exhumated in December of 1867 (â€Å"II. The sequelae of the accident, 1848-1868,† 2002). He did so in order to study the brain and learn from the injury of the skull and the result that the damages had on Gage’s personality. From the study he was able to determine that Gage suffered damage to three locations; the area under the zygomatic arch, the base of the skull where the iron rod had entered behind the eye, and at the top of the head where the iron rod emerged (â€Å"III. The damage to Gage’s Skull and Brain†, 2002). After studies of Gage’s skull where complete, psychologists’ have been able to take the measurements from the skull and use modern technology to determine the approximate location of the legion. Damage was caused to both the left and right prefrontal cortices in a pattern that caused a defect in rational decision making and the processing of emotion (Damasio, 1994). Studies that have been done since the case of Gage have determined that higher cognitive functions take place in the prefrontal lobes. Some of these functions include working memory, mental imagery, and willed actions that are associated with consciousness (Frith Dolan, 1998). Psychologists’ have been able to learn from this famous case of Phineas Gage. A man who took no part in experiments and whose injuries were sustained thirty years before the start of Psychology. From this case it has been determined that cognitive functions that can become impaired by prefrontal brain damage are abilities like planning, reasoning, and problem solving. It has also been shown that frontal lobe damage can affect a person’s memory in a subtle manner. While there can be no apparent loss of intellectual function as a result of prefrontal brain lesions it is can still be tragic to the lives of those involved (Gerhand, 1999).

Analysis of Water Quality | Experiment

Analysis of Water Quality | Experiment Teri Reed Water in Crisis Abstract Water filtration methods were examined by using vinegar, oil and laundry detergent. These products were used to determine how well the purification process of water works. The color, smell and consistency changed during testing which allowed the transformation to be visual. Different types of water was tested using chemical strips that evaluated the contamination between them. The data suggested that bottled water was none the less better for drinking than tap water. Fresh water is essential for all living things and contaminated water must be treated before released into the water supply (Bottcher Rex, 2012). Introduction In this lab, the study of water quality was performed which is imperative to our environment as it safeguards and protects all living things. Certain criteria can support and identify problems that may cause incorrect treatment of wastewater from agricultural areas contaminated with sediment, fertilizers, and chemicals. Principles and standards are put into action to attain and protect water quality (EPA, 2012). Poor water quality can negatively affect ecological developments such as healthy rivers, plant life, wetlands, and animals. If the quality of our water systems is not maintained it will negatively impact the environment and influence commercial and recreational values (NSW, 2012). The main objective of these labs was to determine the effects of contaminated water and the impact it has on the quality of living things. By examining the effectiveness of the filtration process, it signified the importance of the quality of drinking water. In these experiments there were different types of water used, tap water and two different brands of bottled water. These lab also required the use of test strips that measured the variety of levels of chemical components within our drinking water (Bottcher Rex, 2012). In the first experiment, there were three hypotheses on how vinegar, oil and laundry detergent contaminated groundwater. The hypotheses for vinegar was if it was mixed with soil it would contaminate the ground water with the acidity, which can lead to dissolving lead or copper in plumbing. The hypotheses for oil was that it would contaminate the ground water and kill plants and wildlife. It is also flammable which would lead to fires. The hypotheses for laundry detergent was it would contaminate the ground water with perfume and dyes, which can get into the drinking water, and this would cause people to get very sick. In the second experiment, the hypothesis of filtration techniques would get rid of all contaminants from the water supply. In the third experiment, the hypotheses was that tap water would have the most contaminants, while both bottled water(s) would have the least amount of contaminants. Materials and Methods This first experiment was conducted to test the effects of groundwater contamination. This test was conducted with eight beakers filled with tap water. In beaker one it had10 ml of tap water, in beaker two 10ml of oil was added to tap water, in beaker three 10ml of vinegar was added to tap water, in beaker four 10ml of laundry detergent was added to tap water and then the smell, color and contents of the water was observed. Next a piece of cheesecloth was used to line the funnel and 60ml of soil was poured into the flue. The first beaker with tap water was poured into the soil allowing it to drain for one minute. Then beaker two vinegar water was poured over new soil, allowing it to drain for one minute. The next step was to pour the oil water from beaker three over new soil with a cheesecloth filter, allowing it to drain for one minute. Beaker four with laundry detergent was then drained in the same manner. Once all the contents were drained into the beakers, the results were examin ed. The next study was the water treatment experiment, and a 250 ml beaker was filled with 100 ml of soil and 200 ml of tap water. Then the mixture was poured back and forth between the two beakers allowing the contaminated water to mix thoroughly. To determine the difference in the water contents from the beginning of the process to the end, 10 ml of the mixture was separated into 100 ml beaker and set aside. In the next step 10 grams of alum was added to the mixture in the original beaker, and then stirred for 2 minutes. Then the contents settled for 15 minutes. In order to create the filtration system a cheesecloth lining sat in the base of the funnel, and then 40ml of sand, 20ml of activated charcoal and 60ml of gravel filled the flue to the top. Next the filtration process began by running clean tap water through the content four times and allowing it to drain. Next the contaminated mixture was poured into the filter, allowing it to drain into the clean beaker. After the water made its way through the filtration process, it was ready to be treated with a few drops of bleach. When the lab was complete, the two beakers were compared to see how much the filtration process cleaned the water free from particles and smells. In the final study drinking water quality, tap water, Dasani bottled water, and Fiji bottled water were all tested with chemical strips for contaminants. The test strips were used to check for Ammonia, Chloride, pH balance, total Alkalinity, total Chlorine, total hardness, Phosphate, and Iron. Three beakers were used and each filled with the water contents and then tested with the chemical strips. After all the strips were used and the results were recorded, the lab was complete. Results Experiment 1: Effects of Groundwater Contamination Figure 1. Experiment 2: Water Treatment Figure 2. Experiment 3: Drinking Water Quality Figure 3. Figure 4. Figure 5. Figure 6. Figure 7. Overall experiment 1 (Fig. 1) shows the results of vinegar, oil and laundry detergent with odors, dirty water, soil particles, and green / yellow water from the contaminants. When looking at Figure 1 the results of 1-8 are listed and it shows a significant difference between each observation. The results from experiment 2 (Fig.2) shows the filtration process is almost free of particles and odors. In experiment 3, (Fig. 3-7) the Ammonia and Chloride test results were 0 mg/L for all three water types. The 4 in 1 test strips showed a wide range of numbers, this may be caused by outside contamination. Phosphate test results shows a range of 0ppm, 10ppm, and 50ppm in table 5, and in table 6 the results from the tap water and Fiji ® Bottled Water was .15ppm and Dasani water was 0ppm. Discussion Based on the test results on the effects of contaminated ground water, the hypothesis was rejected because the oil stayed in the soil. The oil water was filtered through the soil using the funnel and cheesecloth. Once the water was filtered there was no visible oil particles. The hypothesis for vinegar was accepted based on the results from Table 1 where the vinegar seeped through the soil into the water. This test result showed that after the vinegar water was filtered through the soil using a cheesecloth, there was a certain smell of vinegar in the water. Finally, the hypothesis was accepted in experiment three, the laundry detergent seeped through the soil into the water and there was definitely a perfume odor with a soapy appearance. After the water was filtered through the soil using the funnel and cheesecloth, the water was soapy and had a noticeable smell of perfume. In the next experiment water treatment, the hypothesis was rejected because the water appeared to be less polluted with a lesser amount of odor. The water was filtered using a five step filtration process. The filter system was made with sand charcoal, and rocks. Tap water was filtered through the filtration system to clean the charcoal. The contaminated water was filtered. Lastly, there was a comparison of the contaminated water and treated water. The filtration method trapped soil and contaminated particles which allowed the odor to significantly decrease. When the bleach was added to the filtered water, the color of the contaminated water was darker than the filtered water and the odor in the soil was more robust than the contaminated water. In the final experiment drinking water quality, the hypothesis for tap water, Dasani water, and Fiji water was rejected. Based on the results from Tables 2-6, the three water samples were tested using chemical strips to determine if there was any Ammonia, Chloride, pH balance, total Alkalinity, total Chlorine, total hardness, Phosphate, and Iron present in the water examples. Tap water showed the least amounts of contaminates, Dasani water was mid range, and Fiji water had the highest number of existing contaminants. During the water quality experiment, it was important to study how the distribution of tap water traveled through the pipes. Although the tap water was run through a filtration system, it could become contaminated during the traveling process. Oxidization of pipes can cause pathogens to be present in water. Using high speed jets for cleaning can remove these types of contaminants from passing through the filtered water (Doelman, 2014). There are many other questions that can be asked about filters or a water filtration systems. There is Reverse Osmosis which seems like a multifaceted system when really it is a simple water filtration process. Reverse Osmosis is when water density forces molecules through a membrane which leaves contaminates behind and purified water is collected from a clean membrane. Any contaminated water is then flushed into a drain. Reverse Osmosis will remove salts and most inanimate materials. Reverse Osmosis will typically remove microscopic parasites, with th e exception of viruses. Although, reverse osmosis can be slower than a water filtration system, Reverse Osmosis will typically purify more water per day than most distillers (Kent Farahbakhsh, 2011). Conclusions In summary of water quality and contamination, it is critical to make consumers aware of the quality of tap water and bottled water and its contaminants. Three experiments were performed in this lab report, and although many of the hypotheses were accepted, it does show the amount of rejected claims. Doing these experiments allows the consumer to visualize how the filtration process works, and the effects of contamination on soil and groundwater. Further research should be done to prove accuracy and theories. References Bottcher, A., Rex, A. (2012). Environmental science student manual. Sheridan: eScience Labs. Doelman, J. D. (2014). Reducing fouling corrosion in pipelines. Pollution Engineering, 33-35. EPA. (2012, March 6). Why are water quality standards important. U.S. Environmental Protection Agency. Retrieved from  http://water.epa.gov/scetech/swguidance/standards/imp.cfm Kent, F. C., Farahbakhsh, K. (2011). Addressing reverse osmosis fouling within water  reclamation-A side-by-side comparison of low-pressure membrane pretreatments.   Water Environment Research, 515-526. NSW. (2012, September 11). Water Quality. Retrieved from NSW Government:  Retrieved from  http:// www.environment.nsw.gov.au/water/waterqual.htm David Hume: Philosophy Analysis David Hume: Philosophy Analysis David Home was born in Edinburgh, Scotland in spring 1711. Hume originally studied law but then changed his mind and decided to focus only on philosophy and learning. He also had no interest in professors, saying there is nothing to be learnt from a Professor, which is not to be met with in Books. He traveled to France at age 23, and it was there that he wrote A Treatise of Human Nature, which is considered to be one of the most important books in Western philosophy. At the time of its publishing, though, it came under criticism for being unintelligible. It was then that he started writing The History of Great Britain. Shortly after, he wrote An Enquiry Concerning Human Understanding, which was more successful than the Treatise. He was convicted of heresy but because he was thought to be an atheist, he was considered to be outside the Churchs jurisdiction, so he got acquitted. Arguably, this is better than being hung. When Hume was a young boy attending the University of Edinburgh he devoured books written by Voet, Vinnius, Cicero and Virgil. David Hume was heavily influenced by both John Locke and George Berkeley. He was also influenced by French-speaking Pierre Bayle and many prominent figures on the English intellectual landscape such as Issac Newton, Samuel Clark, Francis Hutcheson, who served as his teacher, and Joseph Butler who provided him feedback on his first work. Hume belongs to the philosophical school of British Empiricism. Hume writes his Empiricism with a combination of both positive and negative aims. These aims are strongly cornered on the belief that simple ideas are combined to form complex ideas. The counter philosophical school during this time period were the Continental Rationalists. The British Empiricists put great value in experience whereas the Continental Rationalists worked to break down the views held during the Medieval Ages. Hume spent much of his time writing about religion, but it is difficult to discern his own religious views from the ones he writes about. He was living in a time where being an atheist could bring about harsh consequences in society. Hume never came out and declared himself an atheist and his writings showed nothing but ambiguity on the subject. In many of his writings he attacks many of the basic assumptions of religion and Christian beliefs, yet in other works he claims that, [t]he whole frame of nature bespeaks an intelligent author. It has been said by scholars that perhaps Hume was irreligious as opposed to atheist. Hume did not believe in the God of standard theismà ¢Ã¢â€š ¬Ã‚ ¦ but he did not rule out all concepts of deity. The first half of the eighteenth century in Scotland was fraught with civil discontent, which was expressed in the form of the 1715 and 1745 Jacobite uprisings. When Charles Stuart, the Young Pretender, was chased out of Scotland after trying to conquer Britain, the Scottish were placed under an even tighter British rein and denied by proscription their traditional garb in 1747. In regards to John Locke, Humes philosophy does not explicitly have God as its foundation. This is evident in the chapter Of Refinement in the Arts, in which Hume argues for the value, both to society and the individual, of proper pursuit of luxury and refinement. His theory is not clearly tied to any belief in a deity, but neither does it reject deity. He instead argues from the perspective of whether or not innocent luxury is beneficial, not taking God into account. This difference between Locke and Hume relates to their views on reason and empirical observation. Both philosophers were empiricists, arguing that we arrive at knowledge through sensation. Yet Locke also believes in a law of reason and that certain things can be understood through the exercise of reason. Hume, however, is generally considered anti-rational. He argues that reason consists simply in the prescription of actions based on our passions which are in turn derived from our morals. Thus, reason can prescribe how we should act, what means we should employ, but it cannot prescribe the ends we pursue through those actions. This is fundamentally different from Locke, whose theory of society and government is grounded in the objective laws of nature and God. Again, this fundamental difference is reflected in Of Refinement in the Arts. Whereas Locke argues for a law of reason that prescribes the correct actions of a society and government, Hume argues that the best laws cannot be arrived at except through reason that has been refined by exercise. In other words, knowledge of the art of government does not come from an objective, external law of nature or reason, or from God, but from subjective human experience. Thus, for Locke, the best government is derived from the law of reason and has as its purpose the protection of everyones natural right to life, liberty, and property. Liberty, to Locke, is a natural right that government exists to protect. For Hume, a government that protects liberty is established from a society that is properly cultivated and refined, so that the people have acquired wealth and therefore has the power and the incentive to protect themselves from tyranny through good laws. Liberty and laws that protect it, to Hu me, are secured by motivated people, not established by God or by the law of reason. Another difference can be perceived in their views of education. Locke argues that the point of education is to allow one to understand the laws of nature or of society, and therefore to exercise liberty under those laws; Hume sees education as a major influence in allowing one to pursue those things that bring pleasure and enjoyment. Humes philosophy of the pursuit of pleasure and enjoyment, as the major theme in Of Refinement in the Arts, bears some similarities to Lockes philosophy, but also some important differences. Both philosophies are individualistic but are derived from fundamentally different bases. Locke argues that individuals, by nature, have a right to life, liberty, and property, the protection of which is the purpose of government. Hume argues that individuals should pursue innocent luxury, not as a God-given right, but as something that is beneficial both to individuals and to society.

can money buy happiness Essay -- essays research papers

In today’s materialistic world, the phrase that ‘money can’t buy happiness’ is tending to be proved hence otherwise. Social research and surveys have shown results based on an individuals income, health and the political scenario which is dominant in his or her region. It is quite obvious that the gap between the privileged and the not so is growing into a great divide giving rise to different class and status, thus defining ones social circle. It should therefore be understood how an individuals economic status affects their personal happiness throughout all aspects of life. Many tend to refer to this age-old quote especially when they tend to belong to sector of people who can’t afford the modern day luxuries of life. What they do not realize is that money, might in fact do just that, buy happiness. On the other hand, those who have pockets as heavy as themselves think that money Is nothing but a burden and a complication in life, which is too net worked to figure out, let alone solve. Happiness as defined in the Oxford Dictionary is a feeling of luck, fortune and contentment. The trends of music have hip hop artists expressing their childhoods as miserable experiences because they grew up in the ghetto. However once they have acquired their wealth, things couldn’t have been going more smoothly. Could they have not made the best out of their childhood, knowing that they were loved and cared for? Weren't they truly happy then without all the material accessories? In my opin...

Statement of Educational Goals and Philosophy :: Philosophy of Education Teaching Teachers Essays

Statement of Educational Goals and Philosophy I think being a teacher is one of the most interesting positions there are because you are able to see children grow and learn from day to day. You are able to help them reach understanding of curriculum that they had never heard of before. Also when you get tied up in all the stresses of life, children help you stay young mentally by their care free child world of play, laughter, and smiles. I love to be around children because they are full of life, comical, unpredictable, and help you to be more positive through life’s twists and turns. I desire to be a teacher so I can help children reach their highest potential and encourage them to keep reaching higher. I want to be able to teach children in an interesting, fun, and progressive way. I plan to be a teacher of eclecticism because I feel in order to help children be well rounded individuals we need to give them a well rounded education, that is one structured with various activities. First, I want to teach from some aspects of the progressivism style which focuses on respect for individuality, high regard for science, and learning from experience. I want to teach the children in my classroom to have respect for each other. This is a quality that will help them to be successful in society because if they respect others, then others will have respect for them. Having respect for others also shows that they have respect for themselves. I also want children to learn by hands-on activities. I will direct them from step to step and demonstrate how to do each step in the activities they perform. These activities make learning more interesting for the children because the children are able to get involved instead of just always watching the teacher do everything. Speaking of the children getting involved, they can really get involved when learning in a different atmosphere when on field trips. I feel taking children on field trips is an effective learning experience for them because it allows children to get out of the classroom setting and learn from a different perspective. In addition I want to focus on sciences because they are an important area in the knowledge of children. I think this growing area of our society should be focused on thoroughly because science advances and improves everyday and I feel children should be aware of their changing world.

The Short Story Of Night - A C :: essays research papers

"The Short History Of Night" by John Mighton fervently seeks to expound upon the idea that societal disorder will eventually affect all levels of society despite any purposeful attempts to be detached, whether physically, using status or otherwise. Throughout many facets of the play this thought is effectively echoed, more particularly in the areas of set design, sound and light design, and character development. The utilization of levels in the set design is sensibly used in what I believe, a twofold purpose. First, and more obviously, to create various physical levels on stage with the use of the raised circular portion as in the scene with Kepler and his soon-to-be wife sitting on a hill awaiting his "prophesied" comet or with the depiction of Tycho's observatory. On the other hand, this rise in physical level also produces a platform for a higher level of observation or rationale. Kepler's wife, while standing on this upper level, would begin to ponder and question her husband on various topics possibly beyond her character's intelligence level as inferred by her husband's response. It is ironic that she is also placed at this level as she is "raving" during her interrogation on her involvement with witchcraft. Therefore, following the same train of thought, the use of this arrangement suggests that her examiners, namely the Inquisitor, are merely acting out of ignoran ce. Most tangible however, is the complete black appearance of the set that helps considerably to establish the notion that the play is a representation of place in a period of discord. The darkness of the set creates a sense of eerieness and obscurity that draws the audience into the social upheaval of this period. More interestingly, over the course of the play this "blackness" extends into the allusion of the lurking evils of the society and its possible infiltration at any time on the unsuspecting. Working in conjunction with the set, to completely produce the aforementioned effect, is the sound and lighting design. Strikingly impressive, is the use of shadows to create scenes and evoke mood, as with the shadow representation of the forest creating the setting and generating a harrowing atmosphere -- perfect for Kepler's secret journey to Tycho's observatory. The sound and music successfully accentuate the growing conflict in the play with the extensive use of tension chords, particularly during the arrival of the Inquisitor and the scene changes, creating dissonant, chaotic-sounding tones.

Historical Movie Review: Troy

Although the movie focuses more on the war and not so much on the Greek gods we still know why the war is started. The movie takes place in 1250 B. C. E. During the Bronze Age. After Paris, a Trojan prince, convinces Helen, the Queen of Sparta, to leave her husband Menelaus and come back with him to Troy a war is started. When Menelaus finds out his wife has been taken by Trojan he asks his brother Agamemnon to help him get his wife back. Agamemnon wants power so he decides to help his brother. They take 1,000 ships and 50,000 Greeks to Troy to complete their task.With Achilles† help the Greeks are able to fight the Trojan that have not once been conquered. But they are stopped by Hector who is the Prince of Troy and the conflicts begin. One of the overall errors the movie had was the costumes. The equipments the Greeks are shown having such as the large round shields and Achilles' helmet are from the Classical period. They used costumes from the 5-4th centuries BC. The time pe riod when the epic poem was set is earlier and in that time period the Greeks used small bowl-shaped helmets and light leather shields in the shape of the number eight.Also the umbrella used to shelter Paris and Helen during the parade in troy is modern, and we know this because of the metal spokes that were probably not invented yet. The necklaces worn by the actors have modern clasps and the women's airings have French hooks that most Bronze Age Jewelry didn't have. Later on when King Prima is showing Paris the sword of Troy we see a close-up view of the blade and it looks like steel or polished iron like a lot of the weapons in the movie. But in the Trojan War we are still in the Bronze Age and iron weapons wouldn't have been available yet.There were other mistakes the directors made such as the change of hair style for Helen when she is going back to the ships. Then when Patrols fights Hector in Achilles' armor, Hector stabs him in the chest which would leave a wound UT when Ach illes goes to fight Hector in the same armor no marks are see. Along with the errors of costumes there are errors in geography and the setting of the movie. In the scene where the Achaean fleet is seen villagers from the countryside begin to come into the city. Among the animals being lead there are llamas.It is geographically incorrect because llamas are from South America and they did not exist in Troy. More than once the sun is seen rising over the sea but that is not accurate because the sun rises in the east and the sea around Troy is in the north and west. Then the boy who is sent to find Achilles refers to Vagarious as the Thessalonians because he is from Thessaly but Thessalonians are people from the Greek city of Thessalonians which was settled 1000 years after the battle of Troy. Therefore the boy shouldn't have known or used the term Thessalonians.There are many historical events that the film Troy captures. It is amazing how many scenes the director got right but there a re also many historical inaccuracies in the movie. When the Greek leaders are lining up to offer gifts to Agamemnon, one of them is carrying a red-figured vase. Red-figure pottery which was made of red clay with a black glaze was not made until the 5th century which was later. Then iron weapons were first used by the Philistines around 11000 BC which was a couple of years after the Trojan War making it impossible for the Trojan to have used this type of â€Å"new technology' in the war.Overall I thought Troy was a very exciting and engaging movie. I usually don't watch action or thriller movies but this one actually seemed interesting. I like learning about Greek gods and Greek mythology and this movie incorporated some of it. I got to see a different side of it. I liked the way each warrior was represented and the different attitudes each were given. I didn't like the fact that they didn't add a title bit more of the Greek gods themselves and the story behind it.Each actor played their role to the fullest in my opinion. I could connect with each one and they allowed for an moving emotional experience. I was sad at times and happy at others. When Achilles goes to fight the movie got a little slow with all their talking beforehand. Et movie flowed together well and I understood the plot. The scenes leading up to the climax and after the climax were both good quality not like other movies where the falling action becomes vague and uninteresting. I would recommend this movie to a lot of people.

Economics. Exchange rate to the larger country’s currency Essay

A managed vagrant transmute judge refers to (an transfigure localize that is not pegged, but does not fluff freely) A small inelegant with unafraid stinting ties to a larger country should (PEG ((HARD OR SOFT)) THEIR substitution calculate TO THE larger awkwardS CURRENCY) An increase in the real exchange crop (real derogation of domestic money) leave behind result in (AN INCREASE IN NET EXPORTS) china has pegged its capital against the U.S. dollar. If film for dollars decreases (THERE IS PRESSURE FOR THE U.S. one dollar bill TO DEPRECIATE. IN THIS SETTING, CHINA HAS TO PURCHASE DOLLARS TO retain ITS PEG)Consider Figure 10.4, Supply and deal in the Foreign Exchange trade. If U.S. drive for the British log decreases, in the large run (THE DEMAND CURVE provide SHIFT IN TO THE LEFT, AND THE DOLLAR exit APPRECIATE) If the U.S. dollar depreciates in terms of the Euro (American goods would be cheaper for europiumans)In a fixed exchange localize system, how do c ountries address the business of money market pressures that threaten to abase or raise the value of their currency (a & b only if posit rises, countries moldiness fill the unnecessary demand for orthogonal currency by selling their reserves, if demand falls, then countries must increase demand by buying up the excess supply with domestic currency) In the literary debate on fixed versus floating exchange evaluate, the surdest argument for a floating rate is that it frees macroeconomic policy from taking maintenance of the exchange rate.why is this also the weakest argument (the freeing of fiscal policy from the toil of maintaining an exchange rate creates a drop of external discipline on monetary policy and leads to an over reliance on inflationary policies to satisfy domestic economic needs) Suppose a bond issued by the European Central Bank and denominated in euros pays 2% per year.Today the exchange rate is 1.87 dollars per euro. It is expected that the exchange rate in one year lead be 2.06 dollars per euro. What is the annual dollar return on this bond (12 percent) The price of a currency that will be delivered in the prospective is called (THE FORWARD qualify prise) Under a Gold Standard (THE EXCHANGE RATE IS FIXED)Which is true (SOME COUNTRIES PEG TO A wicket OF CURRENCIES)Which of theeffects is not considered when choosing an exchange rate system (THE FISCAL ((SPENDING)) POLICY THAT THE CHOOSING COUNTRY WILL MAINTAIN) Which of the following(a) would be evoke in keeping foreign currency to engage in transactions (a & d only a tourist, a manufacturing firm) Which of the following would be interested in holding foreign currency to take avail of investment opportunities (a portfolio manager)SUPPOSE THE DOLLAR- pine away EXCHANGE RATE IS 0.013 DOLLARS PER YEN. SINCE THE BASE YEAR, INFLATION HAS BEEN 1 per centum IN JAPAN AND 9 shargon IN THE UNITED STATES. WHAT IS THE current EXCHANGE RATE (.0120) WORK REAL EXCHANGE RATE = (NOMINAL EXCHANGE RATE) X (( unconnected PRICES) / (DOMESTIC PRICES)) THE FOREIGN AND DOMESTIC PRICES ARE FOUND BY TAKING 100 + THE INFLATION PERCENT.THEREFORE, THE REAL EXCHANGE RATE = 0.013 X ((101) / (109)) = 0.0120 IN REAL TERMS, THE DOLLAR HAS APPRECIATED AGAINST THE YEN (TRUE)DUE TO THIS CHANGE, THE U.S. DOLLAR WILL (APPRECIATE), THE Canadian DOLLAR WILL (DEPRECIATE), AND THE LENGTH OF THE nucleus WILL BE (MEDIUM RUN)Exports represent round ___ percent of Israels economy (40) unmatchable of the reasons Israels currency has appreciated tardily is due to (low interest rates in other major economies) Israels bench mark interest rate is now (1.25%)Market determined currency exchange rates are also known as (floating exchange rates) What is the involve of currency depreciation on the country experiencing the decline in currency value (exports will increase) When a country allows their currency to depreciate it will (increase exports) When a foreign currency becomes more expensive in terms of some other currency it is said to have (appreciated)How will lowering the interest rates encounter the value of the currency (it will depreciate the currency) How does the appreciation of the British pound versus the euro impact the British economy? Goods priced in pounds are now (more expensive to consumers in Europe that use the euro, resulting in a move on decline in British exports)Why is the British pound appreciating versus the euro (because investors and savers that hold their wealth in euros are looking for risk-free haven currencies to place their money) How does the Bank of Englands quantitative mitigation impact the pounds strength (normallyquantitative easing would cause a currency to depreciate, so the fact that the pound is appreciating provides a strong indicator of investors fear of the euro)