How we perceive ourselves and influence others’ perception Essay

To begin with the first principle of, how people perceive the world in different ways. Of course, each single person has his or her own way of thinking and understanding the world. Evidently, this individualistic way of thinking has been predisposed upon every one of us by forces such as: physical condition, cultural background and social roles. These invisible forces disturb the flow of successful communication. As such, my perception will be different if I am not feeling well; or in my culture, what is considered good and important may considered bad and unimportant for others. For example, eye contact is important for Canadian but I think it is a sign of disrespectful to look into one’s eyes. Social role is another challenge for successful communication, for example, when entering into a business contract, handshakes are not acceptable anymore, the two parties must sign a formal agreement documents. The second principle is our self-concept, the perception each individual ho lds of himself and herself; and, it has a powerful effect on one’s communication behaviour. In order to communicate with others, first, one should know who he or she is? This idea refers to one’s personality, physical characteristics, cultural identity, and religion. For example, I am a tall, male, about 30 years old, a student, and believe in God; among all, the most important part of my self-concept is my religion. For example, I feel strongly religious and I proclaim that I am proud of being an Ismaili Muslim. Sometimes, I am fully confident about my religious views and expect others to accept my remarks and believe. The strong feeling that I have about my religious believe has a powerful effect on the way I communicate; often, People start to reject my remarks and turn away from the conversation. The third principle is the messages we send can shape others’ self –concepts and therefore influence their communication. In fact, each of us possess several self-concept. In contrast, presenting self is a public image and it is the way we want to present ourselves in public, in a socially acceptable image, to influence others to believe. We try to maintain our own identity and communicating in ways that, support identities that others are trying to present. For example, if a friend of me barrows my book and forget to return It on time, he might apologise for the delay; however, I would say, it is ok or not a problem; even if, I need the book urgently. This example shows that I am a nice person and does not criticize  others. The last principle is the images we present to the world varies from one situation to another. Definitely, the physical appearance and behaviours of a person plays a big role in a successful communication. Our clothing, hair style and the way we walk and talk present our images to people around us. It is important to know that the images we present to others varies from one situation to another. For example, when I am visiting a friend who are in a terrible situation; I am trying to present an image of myself, in a way to, not make him upset. Or if I am going for a job interview, I will try to present the maximum professional image I can. Over all, the way we perceive ourselves and others, and the messages and images that we send to influence others perceptions, are thing that we normally living and practicing them in everyday life but mostly not noticing them.

Animal and Color Symbolism in Harry Potter Series Essay

An Investigation of J.K. Rowling’s Utilization of Animal and Color Symbolism in Her Harry Potter Series Many consider symbolism the most important factor in comprehending the knowledgeable realm. â€Å"Symbols and metaphors extend into the realm of everyday language and figures of speech† (Biedermann VII). In turn, the Harry Potter novels of J.K. Rowling are extensively â€Å"philosophical† and symbolic (Bagget and Klein 3). Some believe that a civilization that is very advanced will keep records of important symbols (Biedermann VIII). Paralleling this statement, the civilization that J.K. Rowling creates is one â€Å"of menacing trolls and forbidden forests [that] haunts the bestseller lists week in and out, enthralling readers and leaving them hungry for more† (Bagget and Klein 1). Thus the question arises: In what ways and to what extent does J.K. Rowling incorporate animal and color symbolism into her Harry Potter series? Non-fiction animals that exist in reality, as well as in these novels, are utilized as symbols by J.K. Rowling. Owls often seem to be intelligent, tolerant, contemplative, ominous, and nocturnal. (249). Read more:  How many words in the harry potter series. These animals appear â€Å"frequently in the emblems of scholarly publishing houses and book stores† (250). According to Aeppli, cats are considered â€Å"the typically feminine animal[†¦] and females are known as being ‘more deeply rooted in the dark intuitive side of life than man with his simpler psyche’† (59-60). â€Å"The cat is tireless and cunning when going after its prey – the virtues’ of a good soldier† like Professor McGonagall (60). Of course, Rowling includes many super-natural figures. According to Albus Dumbledore, the Headmaster of Hogwarts School of Witchcraft and Wizardry, â€Å"‘[p]hoenixes burst into flame when it is time for them to die and are reborn from the ashes’† (Rowling, Harry Potter and the Chamber of Secrets 207). Dumbledore refers to the usual grandeur of the phoenix and his feathers of scarlet and gold, the colors of Gryffindor (Rowling, Chamber 207). The phoenix, often referred t o as the â€Å"firebird[,]† ignites itself centennially, perishes, and is reborn from the cinders. The phoenix globally embodies â€Å"immortality, death by fire, the sun, and resurrection† (Bruce-Mitford 31). In Harry Potter and the Sorcerer’s Stone, Rowling describes â€Å"a dog that filled the whole space between ceiling and floor. It had three heads, three pairs of rolling mad eyes, [and] three noses, twitching and quivering in their direction† (Rowling, Stone 160). According to Hermione, the dog is blatantly protecting something, for it stands on a disguised door (Rowling, Stone 162). The three-headed dog mainly symbolizes reliability and awareness in mythology; it usually portrays a protector at the entrance to the world of the dead (97). Unicorns have come to signify wholesomeness and power (Biedermann 360). â€Å"According to medieval lore, a unicorn’s horn was a powerful antidote to poison† (28). Unicorns are described as â€Å"pure and incorruptible† (Bruce-Mitford 28). Rubeus Hagrid explains that unicorn blood has the ability to save any life – no matter how near to death – but at an awful cost, having killed an animal of its purity and lack of defense in a selfish manner (Rowling, Stone 258). Mythology, when describing the conception of the earth, depicts dragons as very primitive. The gods are called to overcome these dragons and eventually, their most important descendants become â€Å"dragon-slayers† (102). â€Å"In fairy tales and legends, slaying the dragon is a frequent test of the hero’s mettle† (Biedermann 102). As the dragons are being tended to in Harry Potter and the Goblet of Fire, â€Å"torrents of fire [shoot] into the dark sky from their open, fanged, mouths, fifty feet above the ground on their outstretched necks† (Rowling, Goblet 326). In a Christian view, the dragon can represent the evil counterpart, usually a devil (Biedermann 103). Many main characters in this series are represented by the animals into which they can transform. Because of the rat’s reputation for soiling what is good and carrying sickness, it has become known as a follower of the â€Å"devil, demons, and witches† (279). Peter Pettigrew, a follower of Harry’s evil counter- part, spends many years disguised as a rat. Black dogs have been thought to be in partnership with doers of black magic, yet â€Å"only rarely do dogs appear in a negative light† (97). The Chinese mostly considered them guards against fiends (98). Dogs primarily have a reputation of â€Å"loyalty and vigilance† (97). These are qualities similar to those of Harry’s god-father Sirius Black. To Christians, a wolf is most often the rival endangering those who hold strong faith. Various fables of wolves resulting from murderous individuals exist. The word werewolf is exactly translated to â€Å"man-wolf† (387). As the Latin word for wolf is â€Å"lupus[,]† it is a great foreshadowing tool that the Hogwarts professor with the surname â€Å"Lupin† is in fact a werewolf (387). The first name of said professor, Remus, also seems too well suited to be of coincidence. It appears in â€Å"the Roman legend of the Capitoline wolf that was said to have nursed Romulus and Remus† (Biedermann 389). The deer has great significance in this series. Various older legends of Europe include adolescent females who are changed into does. It was a doe that â€Å"was said to have rescued fleeing Frankish warriors by showing a point at which they could ford the Main River† (Biedermann 97). In Harry Potter and the Deathly Hallows, Rowling describes â€Å"a silver-white doe, moon-bright and dazzling, picking her way over the ground† and Harry senses the â€Å"inexplicable familiarity† of this creature. His mother’s patronus, a symbol used to fight off evil creatures w ith a spell, was a doe identical to this one. Harry realizes that his patronus is inherited from his father when he casts his own spell and sees a stag with prominent antlers. This causes him to recall his father’s nickname, Prongs. (Rowling, Harry Potter and the Prisoner of Azkaban 411) As the mascot of Slytherin House is a snake, it is reasonable that—as reported by an Christian passage, Physiologus—â€Å"the deer spits water into every crevice in which poisonous snakes are hiding; it thus spits them out and tramples them† (92). The deer has been seen as having skin that can act as a talisman to defeat snake poison, and antlers that can be powdered for protection against dark powers (92). Supposedly, â€Å"burnt deer horn drives away any snake† (Biedermann 93). The sorting hat, the judge of how each student is placed into a house, sings â€Å"‘[one] might belong in Hufflepuff, [w]here they are just and loyal, [t]hose patient Hufflepuffs are true [a]nd unafraid of toil’† (R owling, Stone 118). As Hufflepuff is somewhat of a misunderstood house, it is understandable that â€Å"yellow [the primary house color] gives some of the most mixed messages of all. It is the color of pulsating life—of corn and gold and angelic haloes—and it is also at the same time a color of bile, and in its sulphurous incarnation it is the color of the Devil† (Finlay 203). European opinion has dubbed the color cowardly, which coincides with the notion that Hufflepuff is quite inferior to the brave Gryffindor (Bruce-Mitford 107). Rubeus Hagrid states that â€Å"‘Everyone says Hufflepuff are a lot o’ duffers† (Rowling, Stone 80) According to Goethe and his color theory, yellow is â€Å"‘soft and merry’† but can easily become unpleasant (392). A badger—the Hufflepuff mascot—survives off the fat of its own body, which has turned it into a representation of iniquity corresponding to the bad representation of the Hufflepuff house. In the English language, the term â€Å"badgering† is synonymous to irritating (Biedermann 28). The unnerved new students are told that they could prosper â€Å"‘in wise old Ravenclaw, [i]f [they’ve] a ready mind, where those of wit and learning will always find their kind’† (Rowling, Stone 118). The House color blue is primarily known as a representation of â€Å"things of the spirit and the intellect† (Biedermann 44). In order to enter Ravenclaw’s chambers, one is asked to solve a problem. This encourages them to always seek knowledge, according to a Ravenclaw member (Rowling, Harry Potter and the Deathly Hallows 587). Usually, eagles—the house mascot—have favorable connotations. They consist of â€Å"energy, renewal, con templation, acuity of vision, [and] royal bearing† (Biedermann 108). Appropriately, the sorting hat also sings â€Å"[f]or Ravenclaw, the cleverest [will] always be the best† (Rowling, Goblet 177). The wise sorting hat advises new students that â€Å"‘perhaps in Slytherin [they’ll] make [their] real friends, [t]hose cunning folk use any means to achieve their ends’† (118). To Harry’s perception, the Slytherin members appear to be â€Å"an unpleasant lot† (Rowling, Stone 119). A serpent, the representative of Slytherin, originated from the ability of the house’s founder to speak to snakes, a trait that Harry shares (Rowling, Chamber 196). By the Chinese, snakes are considered hazardously cunning. They also believed that the possession of a snake skin signified that a person would become wealthy (312). A snake is capable of murder by biting and utilizing its poison (Biedermann 310). Snakes are often related to demise and disarray (Willis 250). Controlled by the returned Lord Voldemort, a basilisk is hidden deep inside Hogwarts Castle that â€Å"kills people by looking at them† (Rowling, Chamber 291). In the early Middle Ages, the basilisk was attributed with incredible deadly magic. It also, possessed a lethal â€Å"glance and touch† (Rowland 28). According to Moaning Myrtle, a ghost victim of the basilisk, it only takes the glance of a basilisk’s â€Å"‘big, yellow eyes’† to inflict death (Rowling, Chamber 299). In accordance to the beliefs of Christians, basilisks symbolize an evil spirit that can only be stopped by the bible (Rowland 28). Green, Slytherin’s primary color, can represent childishness. â€Å"Especially in English, the color is associated with negative emotions† such as â€Å"envy† and â€Å"jealousy† (Biedermann 159). At one point in time, there was a green color that was undisclosed in China except to the selected royal people. All that was disclosed was its origin of the color green (Finlay 245). This statement parallels the wish of Salazar Slytherin, the founder of the house, to be more particular when admitting students to the school (Rowling, Chamber, 150). The sorting hat declares that one â€Å"‘might belong in Gryffindor, [w]here dwell the brave at heart[.] Their daring nerve and chivalry set Gryffindors apart’† (Rowling, Stone 118). Primarily, red—Gryffindor’s main color—is a sign of â€Å"aggression, vitality and strength, associated with fire and symbolizing both love and mortal combat† (28). Red is commonly the most favored color to an individual (281). To Christians, red is synonymous to Christ’s sacrificed blood, those willing to die for Christ, and ardent affection (Biedermann 282). Upon the instruction of Dumbledore, Harry rotates the sword that previously helped him defeat Lord Voldemort, â€Å"the rubies blazing in the firelight[†¦] [T]hen he [sees] the name just below the hilt[,] Godric Gryffindor† (Rowling, Chamber 333). According to Aeppli, in a dream, red indicates that the dreamer is brave, or equipped to act. Cardinals wear red in order to indicate that they are ready to give up their lives for Christ (Biedermann 282). Accordingly, Harry willingly accepts that â€Å"all that [is] left [for him] [is] the thing itself: dying† to defeat Lord Voldemort (Rowling, Hallows 692). According to [I Peter 5:8]—for Alchemists—lions can represent sulfur, the chief element or â€Å"‘the red lion,’ for the finished ‘philosopher’s stone’† (Biedermann 210). The philosopher’s stone, as it was originally referred to, is â€Å"blood-red† (292). According to Hermione Granger, â€Å"‘Nicholas Flamel[,]’† an alchemist, â€Å"‘is the only known maker of the [Philosopher’s] Stone’† (Rowling, Stone 219). â€Å"In European Heraldry the lion[†¦] is usually red or gold, with its tongue and claws in a contrasting color† (Biedermann 210). After Gryffindor’s defeat of Slytherin for the house cup, â€Å"[i]n an instant, the green hangings became gold [the secondary color of Gryffindor house]; the huge Slytherin serpent vanished and a towering Gryffindor lion took its place† (Rowling, Stone 306). Indeed, symbols are amidst the assets of the world that are the most essential (Biedermann IX). Mostly, the human race doesn’t register the significance of these signs or even their existence (Bruce-Mitford 6). Yet, as J.K. Rowling utilizes them in her Harry Potter series, â€Å"[s]ymbols [†¦] enable people to bring the incomprehensible into the realm of the ta ngible, where they can deal with it† (Biedermann XII). Works Cited Baggett, David, and Shawn Klein. Harry Potter and Philosophy: If Aristotle Ran Hogwarts. Chicago, Ill.: Open Court, 2004. Print. Biedermann, Hans. Dictionary of Symbolism: Cultural Icons and the Meanings Behind Them. Trans. James Hulbert. New York: Meridian, 1992. Print. Bruce-Mitford, Miranda. The Illustrated Book of Signs and Symbols. New York: D.K., 1996. Print. Finlay, Victoria. Color: A Natural History of the Palette. New York: Ballentine, 2002. Print. Rowland, Beryl. Animals with Human Faces: A Guide to Animal Symbolism. Knoxville: U of Tennessee P, 1973, Print. Rowling, J.K. Harry Potter and the Chamber of Secrets. New York: Levine, 1999. Print. Rowling, J.K. Harry Potter and The Deathly Hallows. New York: Levine, 2007. Print. Rowling, J.K. Harry Potter and the Goblet of Fire. New York: Levine, 2000. Print. Rowling, J.K. Harry Potter and the Prisoner of Azkaban. New York: Levine, 1999. Print. Rowling, J.K. Harry Potter and the Sorcerer’s Stone. New York: Levine, 1997. P rint. Willis, Roy G. Signifying Animals: Human Meaning in the Natural World. London: Unwin Hyman, 1990. Print.

Guidelines for a Reflective Paper

In reality, it Is a lifestyle of Its own – something some people view as Hellenizing and patriotic while some view as terrifying and unacceptable. Some people are incredibly proud of a family member having served or have given his/her life to service; while some feel remorseful for having lost a loved one in war. However you look at it, military service is like a pendulum. It goes back and forth; left and right; liked or disliked; loved and hated; patriotic or horrific.To get to the point, every member of a military family is affected by the demands of the military; husband, wife, children, and even extended families such as grandparents, uncles and aunts. Additionally, every aspect of life Is also affected by the military -? marriage, schooling, religious practices, cultural, moral, social, and economic. Perhaps, the children represent a great percentage of the affected population. They are the silent majority – since they can't protest and need to get along with the f low of the rigid military life.My Life Before Who really knows what life Is Like for the children In the military? How do they cope with the separations due to deployments, changes In schools, leaving their friends Enid, starting a new social circle someplace In the world, divorce, culture shocks, language barriers, and career choices? No one would know better but a child who grew up wrapped around the military tight grip. I was one of these children. We are referred to as military brats; a moniker I am not really crazy about. But the military was my life for _ years. I learned to love it and hate it.I learned to appreciate it and loathe It. Learned to live It. And I found out that kids on the other side of the world (non-military) have Just as much If not more reasons to love and hate their life. I am not going to draw comparisons and contrasts between the two sectors but I would like to focus on how the military life has affected me as a person that I am now. How did it influence my philosophy in life? What did I experience out there that helped me mold my character? How did the military drive my energy and resources (in spite of Its straining demands) so I could look at the positives and build on them?

The Times & Music of Johann Adolf Hasse Essay Example | Topics and Well Written Essays - 1750 words

The Times & Music of Johann Adolf Hasse - Essay Example Hasse was fortunate to have achieved considerable fame in his own lifetime- a fate reserved for very few composers in classical music (Millner, 1974 & 1979). Johann Adolf Hasse (1699-1783) was born in Bergdorf, one of the largest boroughs in Germany. He came from a family of church singers, organists and musicians. It was natural that he was to follow in their footsteps. Hasse’s father belonged to a musical family, and his great-grandfather Peter Hasse had been employed as an organist in Lubeck where had gained some fame as a composer in his heyday (Degrada, 1975). Hasse’s father and brothers subsequently were given the position of organists at the local church. His father was the head of a local charity organization which facilitated Hasse study in Hamburg. Hasse began displaying great musical talent at the age of fifteen. In fact during the very next year, in 1721 Hasse was hired by the Hamburg Opera Company as a tenor on the recommendation of Johann Ulrich Konig, who was the private secretary and poet to the Saxon Court at Dresden. Konig subsequently recommended Hasse for a position in the opera of the Duke of Brunswick. Hasse sang the operas of Caldara, Conti and Schumann. In 1721 Hasse’s creative talents came to the fore when he composed and sang his very own first opera role, Antioco. In fact, it was Hasse who gave life to the title role while Schumann sang the part of Seleuco. At the time, Italy was a burgeoning point for singing and operatic talent. After travelling through Venice, Bologna, Florence and Rome, Hasse eventually decided to settle down in Naples for some time (Grove, 1992). While in Naples, he met both Nicolo Pompora and Alessandro Scarlatti and he studied under both of them by 1725.

Mastring Management 4330 Essay Example | Topics and Well Written Essays - 500 words - 1

Mastring Management 4330 - Essay Example Chet fails to do advance daily planning, leading to reliance on memory. This wastes time in relation to trying to remember each and every single detail that fits in the daily schedule of discharging managerial duties. Only one accomplishment list should be made for effective and efficient time management (Watson and Idinopulos 126). However, this is not observed in the case. Another violated time management principle in the case is the failure to prioritize tasks. Chet wants to address all issues that are brought to his attention. He even tries to address issues that he cannot resolve. Other violated principles include the principles of setting deadlines, reserving personal time when on is not accessible, and listing long term objectives (Watson and Idinopulos 127). Chet’s level of stress can be attributed to organizational problems in his place of work. Managers need to maintain constant communication and functional relations among themselves. However, plan managers in the case operate as single entities and do not have time for each other. Constant communication and discussions regarding organizational operations and performance are essential in ensuring managerial coherence. Since this aspect is lacking in the organization, Chet’s stress levels build up. The organization is made up of a number of firms. Chet is required to work across these firms from time to time. Transfers between firms leaves Chet stressed, especially due to the fact that shelving of ideas occurs in the process of transferring Chet between firms (Watson and Idinopulos 152). The structure of the organization does not account for Chet’s absence in any given firm. Personal productivity in the workplace is highly influenced by individual personality and character. Chet’s personality significantly influences his performance in the workplace, and subsequently exacerbates his stress level. Chet is ignorant of external elements that do not relate to

Soft determinism Essay Example | Topics and Well Written Essays - 500 words

Soft determinism - Essay Example Freedom, in this case, can be defined as the ability to act without external impediments, which allows an individual to forbear and do as he wills (Trusted 24). In addition, it is also the power for an individual to act in the manner in which his will determines, meaning that if one chooses to rest, he could either rest or move as he wills. Therefore, one is free unless they are forced to take actions that are not according to their will. Soft determinism differentiates between external and internal causes. The internal causes are those actions that are as a result of one’s inner desires and wishes, as well as those that result from one’s freewill (Trusted 39). For instance, a person may leave the country because of their desire to travel overseas. External causes, on the other hand, are those that an individual is forced to undertake due to outside influences, such as being forced to leave the country because of government action. The distinction between external and internal causes explains the reason why a soft determinist needs freewill. Acting with freewill in soft determinism means that one is acting as per his/her nature, rather than according to external pressures exerted upon their situation. This is referred to as the liberty of spontaneity theory, which is a central theme in self-determinism (Trusted 39). While man’s nature is also determined by external factors, he also has freewill b ecause they possess spontaneity freedom. Although circumstance and nature determine man’s choices, the option taken is as a result of free will. With regards to moral responsibility, if internal causes like desires and wishes have a significant impact on actions taken, one is considered to be morally responsible (Trusted 41). For instance, choosing not to save a burning child because one does not feel like doing so means they are morally responsible for the death of that child, while failing to do so because one is crippled means they are

Logic and thought Essay Example | Topics and Well Written Essays - 250 words - 1

Logic and thought - Essay Example This paper contains analysis for each sub-argument and suggests how these arguments could be strengthened. The first argument is based on the claim that, until the eighteenth century, diagnoses and prescriptions of astrology were considered more reliable and efficacious than those of the medical practitioners. The arguer simply asserts their argument without citing any original sources to prove that astrology is more trustworthy than the medical profession. These original sources could include official documents or ancient artifacts; however, the arguer does not provide anything to back up their argument and thus we must dismiss it on this reason alone. For example, in Korea over 1000 years ago, rulers from the Koryo dynasty used astrology as political reference and this was an accepted practice at that time. If the arguer had provided these kinds of documents, then their argument would have been stronger and would have been taken more seriously.

Spirituality 4 Essay Example | Topics and Well Written Essays - 1250 words

Spirituality 4 - Essay Example Although compassionate care giving stands out as an accepted social responsibility of the nurses, the practice defies professional ethics and requirements for health workers. This essay explores compassion fatigue form a processional and ethical perspective. Nurses and other caregivers often find themselves in a dilemma concerning the care they need to give to patients and their own welfare. Although health workers have a good understanding on the nature of human body its needs for rest and healthy lifestyles, they are bound by social and professional responsibilities (Joinson, 2007). Such responsibilities force them to neglect their personal needs. Although compassion fatigue is a major problem among health workers, most health professionals overlook the problem. According to Kottler (2005), the main reason why nurses overlook compassion fatigue is that they have become used to the problem making them to compromise with the fatigue. An interview conducted on nurses working in California hospital established that most nurses used medication to make them stay awake for long hours. The survey also established that most nurses had irregular sleeping periods due to workload or a desire to offer compassion services for their patients. This indicates that health workers need to have a concrete background on compassion fatigue symptoms. Compassion fatigue symptoms are identical to those of posttraumatic stress. Unlike posttraumatic stress, compassion fatigue symptoms are based on trauma. This indicates that they have a direct impact on the patient’s life and that the impacts can be demonstrated readily by their performance and behavior (Kottler, 2005). The basic concepts of compassion fatigue are emotional, cognitive, spiritual somatic and behavior. These concepts translate into symptoms and warning signs that characterize the condition. Standard

What is Polanyis central thesis in The Great Transformation Define Essay

What is Polanyis central thesis in The Great Transformation Define double move- ment - Essay Example Unlike after the great evolution, people premised their economies on trade and redistribution of resources but paid little attention on the vital rational utility exploiters. Polanyi notes that following the great revolution of the market society, members of different societies became more level-headed when making economic decisions (Deutschmann, 2009). They started being guided by pointers of neoclassical economic concepts. The establishment of capitalist structures not only transformed the legal regime along those lines but also substantially changed various economic mentalities of members of various societies such that in the run-up to the revolution, markets contributed very minimally in shaping the trends of human affairs. However, they could not fix prices because they lacked the influence that comes with big movements. As Deutschmann (2009) noted, it was just after the establishment of new market structures and the growth of industries that the theory of humanitys penchant for trade became common. The transformation contributed immensely towards shaping human culture to be in line with the then existing market-based economic agents. Polanyi thus suggests a different ethnographic theory known as substantivism which discredits formalism as a way of achieving the great transformation. Double movement is a phrase coined by Polanyi in reference to unpredictable protective responses against declining market forces occasioned by social factors within countries (Polanyi, 2001). Recent Occupy Wall Street protests by local communities seeking to outmanoeuvre powerful forces behind inequalities in the world and the more powerful social movements which threaten to reverse the prevailing paradigm by creating new structures and processes that can offset the social and economic establishment are the impact of double movement actions (Polanyi, 2001). Whereas the

Law Essay Example | Topics and Well Written Essays - 750 words - 6

Law - Essay Example Giving out Internet user names, email addresses and other identifying information to the authorities exposes them to vulnerabilities of cybercrime such as identify theft or fraud. Furthermore, the law curtails their freedom of expression of freedom online as they know they are exposed. As such, their social life is affected and cannot engage in online dialogue even on issues that are important to them for fear of frustration by the authorities, intimidation, retaliation and harassment. The president argued the FCC to impose rules that enhance net neutrality by regulating the access to the internet. Cable companies should be required to treat all their traffic equally. As such, there will be healthy competition as cable companies cannot give any competitors undue priority over others by charging more or blocking competitor’s access. Critics of moving to Title II and the broadband industry are opposed to the President’s proposal as they term the move as an impediment to innovation and investment. They argue that the proposal will give the regulators too much power and therefore want the proposal to be stopped from implementation. The James Risen case demonstrate that reporters lack â€Å"reporter’s privilege†. This is because they are required to testify their sources. This prevents sources from revealing information to the reporters for they may be imprisoned for leaking information. The shield law has been proposed to address this concern as it will protect reporters from being compelled to disclose their sources. 4(a) Does the First Amendment prohibit judges from issuing restraining orders (â€Å"gag†orders) to stop attorneys, witnesses, jurors and other participants in an ongoing trial from talking about it? For what purpose might judges want to do this? The first amendment limits the application of restraining orders against all people involved in an ongoing case. The limit applies to instances in which the coverage of the

Different Moral Standards Essay Example | Topics and Well Written Essays - 2250 words

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Calorimetry and Hesss Law Essay Example for Free

Calorimetry and Hesss Law Essay Elemental magnesium is one of the principal components of flares used to illuminate nighttime activities, or to aid in signaling one’s location to aircraft and ships. Your instructor may ignite a strip of magnesium ribbon to demonstrate the combustion of magnesium in air. It will be evident that a great deal of light energy is released from this reaction. A direct method for measuring the heat produced by this reaction would be difficult, so we shall resort to an indirect method in this experiment as discussed below. Some chemical reactions (including the one above) are associated with the evolution of thermal energy and are called exothermic reactions. When there is absorption of energy in a chemical reaction, the process is called endothermic. The magnitude of the energy change is determined by the particular reaction as well as the amount of product(s) formed. The thermal energy transferred in a balanced chemical reaction carried out at constant pressure is called the enthalpy of reaction (or heat of reaction) and is  given the symbol ΔHrxn. ΔHrxn is often expressed in units of kJ/mole where mole refers to the amount of a reactant or a product involved in the reaction. In general, the reactant or product must be specified. In this experiment, you will measure the enthalpy changes of several exothermic reactions utilizing a simple calorimeter. This calorimeter consists of an insulated vessel (a Styrofoam cup), a thermometer, and a lid (which is loose fitting to allow the pressure to remain constant. The energy given off by any reaction carried out in the calorimeter is absorbed by both the calorimeter and the solvent (water). This causes an increase in the temperature of the calorimeter and solvent that can be me asured by a thermometer. The heat that is absorbed by the calorimeter and solvent is calculated from the equation: qcal = C â‹… ΔT (1) where C is the heat capacity of the calorimeter and solvent, and ΔT is the change in temperature of the water (the solvent) in the calorimeter. Heat capacity is defined as the amount of energy required to raise the temperature of an object by 1  °C. In this experiment, the vessel and the amount of solvent remain constant, so C is a constant. Enthalpy is an extensive quantity, so the amount of heat generated by the reaction is given by the expression: qrxn = n â‹… ΔH (2)  where n is the number of moles of a specific reactant or product and ΔH is the enthalpy change of the reaction in kJ/mol. Since the energy of the universe is conserved, the total energy change of the system (the reaction) and surroundings (calorimeter and solvent) is equal to zero. These relationships can be combined as shown in equation (3). qsystem + qsurroundings = qreaction + qcalorimeter = n⋅ΔH + C⋅ΔT = 0 (3) This equation can be rearranged to determine either C or ΔH as shown in equations (4) and (5). C = − n⋅ΔH/ΔT (4) ΔH = − C⋅ΔT/n (5) For exothermic reactions, ΔH 0 and ΔT 0. The main experimental problem in any calorimetric measurement is obtaining an  accurate value of ΔT. The initial temperature, Ti, of the reactants can be determined directly using a thermometer. However, it is difficult to obtain a precise value for the final temperature, Tf (the instantaneous temperature when the reactants are mixed together and react), because (1) reactions do not occur instantaneously, and (2) calorimeters are not perfectly insulating, but actually allow some heat energy to slowly enter or escape from the calorimeter over time. This occurs both during the reaction and after its completion. If an exothermic reaction occurs in a hypothetical calorimeter that is perfectly insulated, all of the heat produced by the reaction will remain in the calorimeter, resulting in a constant final temperature. This would yield the same ΔT whether or not the reaction is instantaneous. Now consider a hypothetical exothermic reaction that occurs instantaneously, but in a realistic calorimeter that is not perfectly insulated. In this case, the temperature of the calorimeter would diminish over time due to the gradual escape of heat energy to the surroundings. ï€  The â€Å"final† temperature to be used in determining ΔT in this case is actually the maximum temperature reached immediately after reaction occurs, since this temperature change is due exclusively to the heat produced in the reaction, and no escaping of heat to the surroundings has occurred yet. For real calorimeter experiments, reactions neither occur instantaneously nor are calorimeters perfectly insulated. Thus, during an exothermic reaction the temperature of the calorimeter increases initially, but never has a chance to reach the correct maximum â€Å"final† temperature since heat is escaping to the surroundings even while the reaction is proceeding toward completion. A correction for this heat exchange is made by an extrapolation process using the temperature vs. time curve (see Figure 1). First, a plot of the temperature readings as a function of time for the reaction is generated. By extrapolating only the linear portion of the curve (e.g., the points including and after the maximum temperature) back to zero time (the time when the reactants were mixed in the calorimeter), Tf is obtained. The Tf value determined in this manner will be the temperature that the calorimeter and the solvent would have reached, had the reaction occurred instantaneously and with no heat exchange to the room. This value should be used for the calculation of change in temperature, ΔT. Consult with your TA for specific instructions for extrapolation using Microsoft Excel. A. Determination of the Enthalpy of Combustion of Mg Using Hess’s Law The calorimeter will be used to determine the enthalpy of combustion of magnesium by application of Hess’s law. Consider the following reactions: (a) H2(g) +  ½ O2 (g) → H2O (l) ΔHa = − 285.84 kJ/mole (b) Mg(s) + 2 H+ (aq) → Mg2+ (aq) + H2 (g) ΔHb (c) Mg2+ (aq) + H2O (l) → MgO (s) + 2 H+ (aq) ΔHc By adding equations (a), (b), and (c) we obtain (d) Mg (s) +  ½ O2 (g) → MgO (s) ΔHrxn = ΔHa + ΔHb + ΔHc which represents the combustion of Mg(s). Reaction (a) represents the formation of liquid water from its constituent elements. The enthalpy change for this reaction, symbolized ΔHa above, is the standard heat of formation of liquid water (or ΔHf (H2O)) and is a known quantity. ΔHb and ΔHc will be determined experimentally by measuring the temperature rise when known masses of magnesium metal and magnesium oxide, respectively, are added to hydrochloric acid. Reaction (c) as written is an endothermic reaction. Since it is easier to perform the reverse (exothermic) reaction, the data you collect will be of opposite sign to that needed for the Hess’s law calculation for reaction (d). When data from your analysis is correctly combined with that for the known reaction (a), the enthalpy of combustion of magnesium metal can be obtained. PROCEDURE: Note: Handle the Styrofoam cups gently. They will be used by other lab sections! A. Determination of the Enthalpy of Combustion of Magnesium Reaction of Magnesium Metal and Hydrochloric Acid 1. Using the graduated cylinder, add 50.0 mL of 1.0 M HCl to the empty calorimeter. Wait for a few minutes to allow the set-up to reach thermal  equilibrium. 2. While waiting, determine the mass of a sample of magnesium ribbon (about 0.15 g) on the analytical balance, and then wrap it with a piece of copper wire. The copper will not react in the solution; its purpose is to prevent the magnesium from floating to the surface during the reaction. Do not wrap the magnesium too tightly or it will not react quickly enough with the HCl solution. Do not wrap the magnesium too loosely since it may escape the copper â€Å"cage† and float. 3. Using LoggerPro, start a run of 500 seconds with the temperature probe in the 1.0 M HCl in the calorimeter (with lid). 4. The magnesium/copper bundle is added to the HCl solution. Replace the lid with the thermometer in place, and begin swirling to mix. Be sure to support the temperature probe. Continue swirling and collecting data and record about 300 seconds or until the temperature starts decreasing. This will provide the linear part of the curve, and are the most important points for the extrapolation procedure. 5. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible. Place the piece of copper in the container labeled â€Å"copper waste.† B. Reaction of Magnesium Oxide and Hydrochloric Acid 1. Place 50.0 mL of 1.0 M HCl into a clean graduated cylinder. 2. On a top-loading balance, transfer approximately 0.7 to 0.8 g of MgO to a clean weighing boat (no need to record this mass). Next, determine the mass of the MgO and the weighing boat on the analytical balance and record the data. Transfer the MgO to the dry calorimeter. 3. On the analytical balance, record the mass of the â€Å"empty† weighing boat after the transfer and calculate the mass of MgO actually transferred to the calorimeter. 4. Record the initial temperature (Ti) of the 1.0 M HCl solution in the graduated cylinder. 5. Note the time (time = zero) and add the 50.0 mL of 1.0 M HCl to the calorimeter containing the MgO. 7-8 points after the temperature maximum. In this reaction all the MgO should react since HCl is used in excess. However, if the solid MgO is allowed to sit on the bottom or sides of the cup it will not dissolve and hence it will not react. Make sure the solution is mixed constantly but gently. (NOTE: Before discarding this solution, check to see that all of the MgO has reacted. If solid MgO remains, the results from this portion of the experiment are not accurate. If any solid is present, this portion of the experiment must be repeated.)  6. When data collection is completed, rinse the calorimeter and thermometer with distilled water and dry as completely as possible.

The Early Years Foundation Stage Children And Young People Essay

The Early Years Foundation Stage Children And Young People Essay Introduction The portfolio is a planning file which contains three detailed assessments of childrens learning. The assessments will be conducted on three different children; each assessment will cover all seven areas of learning. Firstly, the writer will describe the setting, and then the Early Years Foundation Stage (EYFS) 2012, that requires schools to work in partnership with parents. This will be a part of the on-going observation and assessment process. By observation, assessment and planning the system will be effective particularly when these elements come together as a cycle. According to Macleod and Kay (2008) all planning starts with observing children in order to understand and consider their current interests, development and learning. By observing children, teachers understand their needs, what they are interested in and what they can do. Secondly, there will be an analysis of the role of observation and assessment in planning that will highlight the three childrens achievements or their need for further support. This will start with Child A, followed by Child B and lastly Child C who are aged 4-5 years. Observation, assessment and planning will flow into one another. Finally, the writer of this profile will discuss developmental assessment, what it is and how it is used in the setting for each of the children. This all will result in summarising how the planning/observation cycle has enabled progress in the learning of Children A, B and C. The Setting The primary school itself is a four storey Victorian building. The rooms are spacious and very well resourced. They have a dedicated early years centre, music and performing arts suite and a computer suite as well as computers in every classroom. There are three outdoor play areas for the children including a wildlife garden, two quiet gardens and games areas. The school is in Central London, surrounded by world class learning institutions and opportunities, which act daily as extended classrooms. It works in close partnership with parents and carers to encourage them to be involved in their childrens education. As well as valuing their parents and carers, they are always welcome in school. The primary school is a multi-cultural environment but the majority of children are Bengali. The school runs from Nursery to Year Six with the capacity for over 400 children aged between three to twelve years. There are 39 children in reception aged between 4-5 years and this is where the three children are observed. It is formed by having two groups: one called Lady Birds and the other Grasshoppers, the teachers both work in tandem with one another to plan the childrens curriculum. Both of the groups have one main teacher with a teaching assistant. The Lady Birds has 19 children, 10 boys and 9 girls. The Grasshoppers has 11 girls and 9 boys. As this is a primary school all children are expected to attend as childrens attainment and achievement is directly linked to high school attendance (Ref?).   School starts at 9 oclock. Children are expected to attain a minimum of 95% attendance. All classes compete for an attendance award each week and a cup each term. The Equality Act 2010 was introduced to ensure protection from discrimination, harassment and victimisation on the grounds of specific characteristics (referred to as protected characteristics). This means that the setting cannot discriminate against pupils or treat them less favourably because of their gender, race, disability, religion or belief. (The Act also covers discrimination relating to gender reassignment, sexual orientation or pregnancy or maternity which perhaps has less relevance for young children). Early Years Foundation Stage EYFS 2012 is a legal framework that sets the standards for all the providers for early years to certify that children learn and develop as well as maintained in a healthy and secure manor. It encourages teaching and learning and ensures that they are well equipped with a range of knowledge and skills. In addition this will help them build the basis of their learning and aid them to progress through education and life. The school wants the children to develop independence and to co-operate with others and to talk and communicate in a range of situations. The opportunities for learning are provided through a planned and balanced adult-led and child-initiated curriculum. To enable children to develop positive self-esteem and attitude, learning takes place both indoors and outdoors. It is expected that suitable clothing and footwear are worn to school so that children can benefit from the experiences provided in all weathers. All early years providers follow the EYFS (2012) ensuring that every child is encouraged to learn through play. History In September 2008 the EYFS framework becomes statutory for all early years care and education providers in Ofsted registered settings attended by children from birth to five years of age. It created a framework that replaces the three previous early years documents Curriculum Guidance for the Foundation Stage, Birth to Three Matters and National Standards for Under 8s Day-care and Child-minding. However On the 27th March 2012 a revised version of the EYFS framework was established which then followed the execution from the 1 September 2012. This covers a vital part of the Governments wider vision for families in the foundation years. It shows the emphasis of supporting children by removing professionals from bureaucracy. Together with a more flexible, free early education entitlement and new streamlined inspection arrangements, this was the birth of EYFS 2012. In addition the Early Education (2012) is also pleased to launch Development Matters in the Early Years Foundation Stage, new non-statutory guidance produced by Early Education with support from the Department for Education that supports all those working in early childhood education.    The role of observation and assessment in planning for childrens learning Children are observed to assess developmental progress. Observation takes place primarily through childrens normal daily activities, their use of language, social interactions with others and work samples that demonstrate learning. In a sense, observation can have different meanings and imply different degrees of involvement to many practitioners. But in this case, the term observation according to Wadsworth, (1983) is the act of looking at something, without influencing it and recording the scene or action for later analysis (Also see Appendix 3A). The four key ideas of observation involve regular intentional watching of children in a wide variety of circumstances that are representative of their behaviours and skills demonstrated over time. Secondly, a daily observation would be an on-going one involving classroom/home performances and typical activities of the child leading to the collection of a wealth of reliable information. The third key idea of observation relates to demonstrated performance during real activities, not actions that are contrived or unnatural. Finally, as a practitioner the writer would need a solid understating of the meaning and purpose of observation and should have practice recording childrens behaviours and skills every day. According to Bruce (2006), we observe in order to improve our teaching, construct theory, help parents, use an assessment tool, wonder why and solve a problem and communicate with children. The different types of observation include narrative where the observer makes records that keep track of everything that happens in a specified time period. The writer finds this most valuable, but also the most difficult because à ¢Ã¢â€š ¬Ã‚ ¦. Secondly, the observer can use time samples where the method used is to count the number of behaviours occurring at uniform timed intervals. There are also event samples where the observer records a specific behaviour only when it occurs. Finally, there are teacher-designed instruments, like checklists, rating scales and shadow studies. When assessing a plan, evaluation would be key, according to ________ (year), who goes on to say that in education practitioners evaluate for curriculum, materials and equipment, the environment, childrens behaviour and teachers effectiveness. As the writer is a practitioner he can reflect that when he evaluates, it provides information by which to rate performance, define areas of difficulty, and look for possible solutions, as well as goal setting, monitoring growth and progress, and planning. ___________ (year) suggests good evaluations include selecting what will be evaluated, having a clear purpose and stating goals clearly, and so forth. But ___________(year) expresses concern about evaluations making unfair comparison, placing overemphasis on norms and interpretations, and so forth. However, although both theorists might make a justified point, the current writer agrees that evaluation is a broad concept which can be an informal process but is often times confused with more formal testing and measurements. Through evaluation, teachers link specific goals to larger, more encompassing objectives that focus on the relationship between teaching in the classroom and the overriding educational objectives. The writer also understands that observation is a natural process in which all practitioners participate all the time. They look at and listen to children. However the disadvantage and a major problem with observation, according to Wadsworth, (1983) is the fact that an observer is also a learner. Observers, like their subjects, have feelings, aspirations, fears, biases, and prejudices. Any one of these can influence and distort that which is being observed. He goes on to say that, an observer watches a group of children at play. One child turns to another and strikes him on the arm. The observer jots down hostility. The event was one child strikes another. The observer interpreted the act to be one of hostility. Wadsworth (1983) explains that when an observer thus infers motive to observed action, he/she adds something of him/herself to the data. Such data may be distorted and therefore invalid and unreliable. In the early years setting there are seven areas of learning and development which are labelled into two. The first is the three prime areas which are Communication and Language (CL); Physical Development (PD); and Personal, Social and Emotional Development (PSED) Secondly, the four Specific Areas, through which the three Prime Areas are strengthened and applied, are Literacy (L); Mathematics (M); Understanding the World (UW); and Expressive Arts and Design (EAD). Macleod and Kay (2008), mention that all areas of learning and development are important and inter-connected. The Three Prime Areas are particularly crucial for igniting childrens curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. The writers school Developmental Assessment follows the EYFS (2012) review. They consider the assessment pyramid. The pyramid demonstrates that there is a large amount of information collected about each child and attempts to define some of these data sets. This pyramid also attempts to demonstrate that there is a link between formative assessment and planning. The pyramid shows that the end result of summative assessment of the data collected is the end product and that the progress of the child remains as the main focus of the process (EYFS 2012). The Statutory framework for the EYFS mentions the responsibility for assessment and day to day practice like the planning cycle. This lies with teachers who observe, assess, plan and do these again and again. Development Matters (2012) is also used as part of observation, assessment and planning. It is used at points during the EYFS (2012) as a guide to making best-fit summative judgements, with parents and colleagues across agencies, about whether a child is showing typical development, may be at risk of delay or is ahead for their age. Appendix 1A shows the Plan in the settings of EYFS Medium Term Planning for Children A, B and C; it displays the seven stages as mentioned before. The main focus and theme is traditional tales. (See Appendix 1A underlined in pink) It also gives objectivess and early learning goals; these are under the seven areas of development and the ones that are highlighted in yellow are the ones Child A, B and C had completed; at the bottom are the Characteristics of Effective Learning like assessment, environment/resources and stories. (See Appendix 1A) Appendix 2A shows the Assessment and Evaluation of the weekly planning for Child A, B and C. and gives the childrens interest, needs and schemas. It also gives the children seven areas as well as the next steps to be taken for Child A, B and C; finally it gives the childrens experiences. (See Appendix 2A) Appendix 3A shows the weekly Environment Plan for Reception giving time to include the activities with the theme set. (See Appendix 3A) Appendix 4A is the characteristics of effective learning process over outcome. This is to give practitioners and teachers ideas and encourage the keeping in mind of these thoughts when interacting with children. (See Appendix 4A) Observation of children A, B, and C Based on the three assessments above the writer observed each child engaged in activity/exp. The framework which the school uses is the Early Years Foundation Stage curriculum (2012). The activities they provide cover the seven areas of learning for Child A, B and C. It will help them to plan how best to support young childrens learning and development and share information and ideas with parents and carers. Assessment and Evaluation Observationsà ¢Ã¢â€š ¬Ã‚ ¦Aresa Prim and Specify à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Weekly Environment Plan for Reception Observationssà ¢Ã¢â€š ¬Ã‚ ¦ Areas working together Good assessment and planning show that all staff participate together as a team for the good of the children giving the children the best start in life with the parents at the heart of their childs planning and learning. In order to provide an appropriate curriculum, it is required that individuals working with young children learn about the individual childs needs, as well as the needs of the group (Peck et al, 1993). Assessment should be an on-going process, be made both formally and informally, and incorporate a variety of methods. Assessment should include the use of input (Peck et al, 1999) As a practitioner working with young children the writer should acknowledge the importance of consistently updating assessment information and using that information in planning and developing programmes and intervention strategies. The children who were observed are constantly growing, developing new skills, and sometimes developing new concerns and difficulties; it is recognised by the setting that the importance of collecting data on a childs progress is less important than determining how to address their needs. Conclusionà ¢Ã¢â€š ¬Ã‚ ¦ In conclusion, at the school attendee by Child A, B and C curriculum goals would seem to be realistic and attainable for most children and assessing of individual childrens development is appropriate for the curriculum. The literature relating to early learning suggests that assessment and curriculum should be integrated, with teachers continually engaging in observation for the purpose of improving teaching and learning. This seems to be the case at the school in question and the planning/observation cycle has enabled progress in Child A, B and Cs learning. Appendix One Permission slip The father to Child A gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The mother to Child B gives permission concerning Abdul to take pictures, drawing and any other effects to help her to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali The father to Child C gives permission concerning Abdul to take pictures, drawing and any other effects to help him to complete his task. I also give him permission to look at my childs profile or anything related that he might need to use. Parent ______________ Abdul Ali - I __________ Mentor for Abdul at the school, give him the permission to take a serious of observation on Child A, B and C to complete his task. Teacher ____________ Abdul Ali Appendix 1A Early Years Foundation Stage Medium Term Planning for Reception Appendix 2A Assessment and Evaluation Appendix 3A Weekly Environment Plan for Reception

Diagnostic and Statistical Manual of Mental Disorders Issues

Diagnostic and Statistical Manual of Mental Disorders Issues The vast majority of patients seeking treatment for an eating disorder do not meet full DSM criteria. What are the implications for diagnosis and treatment of eating disorders? What are the broader implications for categorical versus dimensional perspectives on the diagnosis of mental illness? The American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders (DSM) is a handbook of written guidelines that primarily focuses on the classification of mental disorders rather than the mental disorders itself. It is used in the prevention, management and assessment of a patient’s mental state. Aside from this, it is also serves to provide as a common ground for researchers to work on, to study the criteria to further improve it for future DSM revisions. In clinical practice and research, the DSM’s role is facilitated by its classification system; usually either categorical or dimensional in approach (4th ed., text rev.; DSM–IV–TR; American Psychiatric Association, 2000; Kraemer, 2007). The categorical approach is the assessment of either a positive or negative diagnosis based on a strict set of standardised criteria. Conversely, the dimensional approach is a more relaxed approach than the categorical, where it in volves the classification of mental disorders by quantifying a person’s symptom and representing them with numerical values on one or more scales. It concerns the degree of presence of the mental disorder apparent within the patient, rather than the actual presence; that is, how much of the criteria does the patient correspond with. The higher the scores on the scores of the scales the more likelihood the patient has the disorder. For instance, higher scores on the Hamilton Depression scale, a seven point Likert scale, will indicate a higher chance the patient is depressed (Brown Barlow, 2005). As recognised by Brown and Barlow, there is a potential positive implication of adopting a DSM with an increasingly dimensional approach. However, there is a continual debate regarding the categorical and dimensional perspectives of diagnosis. This is especially present with the richly dimensional oriented DSM-V (5th ed.; DSM–5; American Psychiatric Association, 2013; Machado, Goncalves Hoek, 2013; Regier, Kuhl, Kupfer, 2013). Throughout this paper, the broad implications of this continual debate will be discussed, following by the investigation of the implications for patients who do not meet the full DSM Eating Disorder criteria. A patient has a higher chance of being diagnosed with depression  if they score higher a patient scores on the Hamilton Depression scale, a seven point Likert scale, the higher the likelihood they are depressed (Brown Barlow, 2005). Throughout the various version of the DSM, its use the categorical approach requires the acknowledgement that there are heterogeneous factors among disorder populations that are not within the diagnosis (4th ed., text rev.; DSM–IV–TR; American Psychiatric Association, 2000). As a result of this, there are high levels of co-morbid positive diagnoses – 79% of lifetime mental disorders are observed in people with at least one diagnosed mental disorder (Kessler, Chiu, Delmer Walters, 1994; Krueger, Bezdjian, 2009). From this, an implication of a categorical approach can be deduced; that is, positively diagnosed patients should be assigned standardised treatments that are not necessarily aimed at only treating them due to heterogeneous factors such as co-morbidity. The dimensional approach, however, utilises more clinical information about the heterogeneous factors that are present in patients (Brown Barlow, 2005). The implication formed here for the dimensional ap proach would be assignment of various appropriate treatments that would be deemed most effective for the respective patient, as there is sufficient clinical information regarding the patient’s varying dimensions. Additionally, with regards to the categorical approach, the lack of presence of a single criterion for a particular mental disorder in the DSM can ultimately determine a positive or negative diagnosis. Consequently, the forms large residual undefined categories, such as the Eating Disoder – Not Otherwise Specified (EDNOS) category, where it is a category aimed for patients who do not meet the full criteria for anorexia nervosa, bulimia nervosa or binge eating disorder (that was introduced in the DSM-V) (5th ed.; DSM–5; American Psychiatric Association, 2013; Machado, Goncalves Hoek, 2013). Due to the nature of the dimensional approach, quantifying dimensions of disorders, it will help reduce the formation of large residual categories, thus, can be seen as an implication of the dimensional approach (Brown Barlow, 2005). Hence, patients have less of chance being diagnosed into the residual category of mental disorder under a classification system that priorities the rec ognition of presenting criterion, even though they do not satisfy the fixed diagnostic criteria of a categorical classification approach. The dimensional approach makes use of one or more scales to measure particular dimensions of various mental disorders. This can be seen as a potential positive implication for clinical practice and research (Lopez, Compton, Grant Breiling 2007). Initially, Kraemer (2007) found that the categorical approach is most beneficial to clinical practitioners, whilst the dimensional approach is most beneficial to researchers. However, Lopez et al. (2007) came to realise that clinical practitioners would also come to benefit from the growing popularity of dimensional orientation, since the changes in severity of a mental disorder and its dimensions could be quantitatively measured by fluctuations in multi-ordinal scales. Hence, proving to be more informative than measuring responses to interventions by comparing the fluctuations between the borderlines of a positive and negatives diagnosis, as in a categorical approach. Moreover, this implication relates to how an improvement of research outcomes would be apparent through the adoption of a increasingly dimensional approach. Unfortunately, there are many associated negative implications of adopting a more dimensional approached, which are apparent with the difficulties of changing an existing classification system (First, 2005). With the increase popularity of the use of the dimensional approach, similar to the direction and development of research of the DSM-V, there would be an apparent difficulty in merging past and present research to reach conclusions about present studies (First, 2005; Reiger, Kuhl Kupfer, 2013; 5th ed.; DSM–5; American Psychiatric Association, 2013). Moreover, issues will arise in the clinical use of the DSM, resulting practitioners to revise their diagnoses of existing patients as well as their practice with new patients. Lopez et al. (2007) also outlined a complication of the diagnostic criteria of earlier DSMs, where most were in favour of the dimensional approach, will be present as there will be a varying abilities of different psychiatric disorders to be measured dim ensionally. They highlighted this with comparison between dimensional approach adapted to psychoses obtained from a scarce literature and a dimensional approach for substance use disorder obtained from a supportive literature. Thus, concluding that the shift from categorical classifications approaches to dimensional approaches will be difficult in the future. The implications of categorical approaches of diagnosing mental disorders are evident through the concern with the diagnoses of eating disorders. One of these implications is the large residual EDNOS category. The majority of individuals who seek treatment for eating disorders are diagnosed with EDNOS. Due to the strict nature of the criteria of eating disorders, patients being negatively diagnosed due to not fulfilling the criteria; only having partial eating disorders like partial anorexia nervosa and partial bulimia nervosa, resulting an increase in the EDNOS category. The implication here would be a demand for treatment from an excessively heterogeneous population diagnosed with EDNOS. However, practitioners are at risk in having no solution or intervention to use, due to the EDNOS category lacking homogenous characteristics which are required to determine research-based effective treatments.

Equality :: essays research papers

Equality In 1890, less then one half of one percent of women were employed gainfully outside of the home. Over the next hundred years, women have not only gained access to jobs outside of the home, but also fought for equality in the work place. These struggles have not been easy by any means. Women have overcome many obstacles in there journey into the work force, none grater then the views of their male piers. Many males thought and continue to think that there is no place for women in the work place. Women made there strides into the work force by not only following examples of their courageous pioneers, but also by banding together to show their strength. During the mid 1800's a small number of women begin their assault on, what were at the time considered, male-only jobs. Fields such as teaching, preaching, medicine, and law were all jobs domenated by men. Women had made some progress in the work force before the 1850's. In the mid nineteenth century women were the majority for grade school teachers, up from the ten percent of elementary teachers, that were teachers in the colonial period. This can be largely attributed not to the fact that men were more accepting of the idea that women belonged in the work place, but rather men were drown to the higher paying and more socially appreciated managerial jobs brought on by the industrial revolution. School boards did not mind these talented leaving because they could higher a "less qualified women" for as low as one fifth of males salary for the same job. Susan B. Anthony was the first women to publicly speak out against this gross injustice towards women. After being fired to "replace a male teacher fired for incompetence,she was paid one third of the salary he had received,"(Reifert 74)she went to the state teachers convention of 1853 to register a protest. After being hushed once and a half hour of debate she was finally allowed to speak her peace. Although nothing became of her first encounter with the women's movement, she quit teaching and went on to become one of the great leaders of the women's movement. Antoinette Brown was anther women that was not happy with the status quo of women in society. She started, in 1846, by attending Oberlin college, which only nine years before had become the first co-educational college. Oberlin, although being very receptive of women in their women's department, they did not let women take any courses besides the ones offered in the women department. This lead to a conflict when Brown made her intentions of obtaining

Importance of Osborne in Journeys End by R.C Sheriff Essay -- Journeys

Importance of Osborne in Journeys End by R.C Sheriff From the very beginning of the play, Sheriff suggests to the audience that Osborne is the father figure and therefore that he is the voice of reason to the other men. We find out that Osborne is a middle-aged man with 'iron-grey hair'. Osborne however is physically in very good shape and is a 'tall, thin man' who is 'physically as hard as nails.' As Raleigh enters the audience sees a kind, caring side to Osborne. Sheriff puts across the ideas of Osborne being a family man through his calming conversation with Raleigh, where he tells Raleigh from what way he should look at the war. "There's something rather romantic about it all." Sheriff deliberately decides for the other characters in the play to call Osborne 'Uncle', this once again shows his maturity and that he quite responsible. He is always there when something needs to be done and he also very quick to volunteer to do any jobs that may come along. "I'll do the duty roll and see the sergeant major - and all that." For this the men respect him and therefore call him 'uncle'. Osborne is also quite affluent and may be seen as an intellect. This is shown by the fact that he is a teacher and that he doesn't jump to conclusions about people and their actions. The first time that the audience meets Osborne is in his conversation with Hardy who is the introducer of the play to the audience. The audience realises that Osborne is in the trench as he tries to take the men's thoughts away from the war and instead focus them of previous lives of things that have nothing to do with the war. "It's a nice looking sock." .. ... raiding party returns there is chaos amongst the ranks, this could possibly suggest that Stanhope and the other men require Osborne's experience in life and there seems to be a vast emptiness, this is shown by plenty of pauses followed by short, sharp conversations representing chaos. Tension is also built as Raleigh naively sits upon Raleigh's old bed. "Must you sit on Osborne's bed?" This shows that without the experienced, peacemaker, Osborne the men begin to have more heated arguments between themselves. In conclusion, therefore, Osborne added a sense of calmness to the abstract position that the men are put into. I believe that Sheriff has accomplished the task of catching the reader's eye through the voice of experience from Osborne. Work Cited Sherriff, R. C. Journey's End. New York: Brentano's, 1929.

Childrens Books and Popular Myths about the First Wave of Feminism :: Essays Papers

Children's Books and Popular Myths about the First Wave of Feminism What is the First Wave (1) of Feminism? How is it portrayed as a â€Å"suffrage† movement? Does the average study of First Wave feminism look at issues outside of suffrage: consent laws, marital rape, education, women’s right to own property, divorce rights, and so on? I wanted to look at the portrayal of the â€Å"heroes† of the first wave – Elizabeth Cady Stanton and Susan B. Anthony – as well the movement itself, through books aimed at children. Children’s books seem like an obvious way to look at how the movement is popularly seen and understood. If we set aside condescending ideas of needing to â€Å"dumb down† ideas to introduce them to children, or needing figures to be purely heroic. Then, we assume that most people, who do not actively pursue it later in life, receive the bulk of their information on the First Wave of feminism from kindergarten through high school history education. The Book Choosing Process The sources cover a variety of age ranges and publishers. There was no science in the selection, they were simply the easiest to find at the downtown public library in Syracuse, New York (2), which to me indicates they are the most likely to be picked up by a student doing a report or reading for enjoyment. The sources are not supposed to represent the â€Å"worst† by any standards – they are children's history books, all of which do in depth studies of suffrage. These are not coloring books or propaganda, which, perhaps, is why the information is so dangerous. Brill, Marlene Targ. Let Women Vote! Brookfield: Millbrook, 1996. (aimed at ages 9-12), Davis, Lucille. Susan B. Anthony. Mankato: Bridgestone, 1998. (aimed at ages 4-8), Nash, Carol Rust. The Fight For Women’s Right To Vote in American History. Springfield: Enslow, 1998. (aimed at ages 9-12) Parker, Barbara Keevil. Susan B. Anthony: Daring to Vote. Brookfield: Millbrook, 1998. (aimed at ages 4-8) Five Major Questionable Facts About the First Wave in Children’s History Books 1. Women Asked For Rights. â€Å"This cartoon shows Elizabeth [Cady Stanton] speaking to the New York legislature. She asked [emphasis added] legislators to give women equal rights.† (Davis) 2. Susan B. Anthony Is the First Wave of Feminism. â€Å"Susan had prepared other women to work for women’s rights. They took up the fight. In 1920, the 19th amendment was passed. Many people called this law the Susan B.

Who was the Real Monster? Frankenstein

The monster rose from the table. He stared at the creature whom he had created, then ran away in terror. He ran away because the monster looked nothing like anything he had ever seen before; it was monstrous and utterly terrifying. He thought it would harm him as monsters are commonly portrayed to do. What would any human do in a situation like that? Prejudice is not an emotion in itself; it is an offshoot of fear. He feared the monster, which is why he acted out of prejudice and judged the monster simply based on its appearance. Prejudice is an opinion formed beforehand or without knowledge based often on physical appearance.In Mary Shelley’s novel Frankenstein, readers often ask who the real monster is. Is it the monster himself for looking like a monster and killing many innocent people? Or is it Victor for creating such a terrible monster? The answer is neither. When examined closely, it becomes clear that the real monster in Mary Shelley’s novel is prejudice. Becau se of prejudice, Victor is scared of his own creation and disowns the monster. Because of prejudice, everybody is scared of the monster and never even gives him a chance to get to know them simply because of the way he looks. Because of prejudice, the monster kills his first victim.The prejudice against the monster is so great that it even convinces the monster himself that he is a monster and is not worthy of life. There are no characters in Frankenstein that are truly monsters; the only real monster is the prejudice instilled in these characters who do bad things. Victor Frankenstein created the monster with good intentions. In fact, he â€Å"had desired it with an ardour that far exceeded moderation. . . † (Shelley 43). When the monster awoke, Victor feared his own creation. Victor prejudges his creation because he fears what it is capable of and runs away.Victor expresses his fear of his creation when he says, â€Å". . . but now that I had finished, the beauty of the dr eam vanished, and breathless horror and disgust filled my heart. Unable to endure the aspect of the being I had created, I rushed out of the room†¦ † (Shelley 43). Victor thought that the monster would be beautiful and amazing, but upon seeing that the monster did not turn out the way he had expected it to, Victor becomes scared and acts out of prejudice, leaving the room. After Victor leaves the room and retreats to his bed chamber, he awakes from his sleep and beholds the monster.Victor automatically becomes frightened and flees the room, thinking that the monster would harm him. Remember, prejudice is an opinion formed beforehand or without knowledge based often on physical appearance. Victor’s prejudice is evident when he says: I beheld the wretch- the miserable monster whom I had created. He held up the curtain of the bed; and his eyes, if eyes they may be called, were fixed on me. His jaws opened, and he muttered some inarticulate sounds, while a grin wrinkle d his cheeks. He might have spoken, but I did not hear; one hand was stretched out, seeming to detain me, but I escaped and rushed downstairs (Shelley 44).Simply the words that Victor uses to describe the monster, whom he does not even know, are terrible! Victor calls the monster â€Å"wretch† and calls his mouth â€Å"jaws† as if the monster is some type of animal. The monster even tries to speak to Victor, but Victor does not listen to what the monster has to say because Victor becomes scared of the monster based only on the way he looks. This is a clear example of prejudice. The monster reaches out an arm and, unknowing of what the monster will even do, Victor assumes that the monster is trying to â€Å"detain† him, but he â€Å"escaped and rushed downstairs†.Certainly, Victor’s behaviour is not commendable; however, his actions are a result of his prejudice alone. Not only does Victor prejudge the monster only based on the way he looks, everybo dy the monster meets prejudges him and is scared of him. In the monsters first encounter with a man, the man â€Å"turned on hearing a noise, and perceiving [the monster], he shrieked loudly, and quitting the hut, ran across the fields with a speed of which his debilitated form hardly appeared capable† (Shelley 93).The man sees the monster and, without saying a word, automatically pre judges the monster to be dangerous based only on the way he looks then â€Å"[runs] across the fields with a speed of which his debilitated form hardly appear[s] capable†. The man did not appear to be a bad man. In fact, his breakfast â€Å"consisted of bread, cheese, milk. . . † (Shelley 93) just like any other normal man. This man is not a monster for treating the monster poorly, it is clearly the prejudice instilled in him when he is overcome by fear that makes him run away from the monster.Upon the monsters second encounter with a human, he enters a house and sees a family who also prejudges him based only on the way he looks. The monster â€Å"had hardly placed [his] foot within the door before the children shrieked, and one of the women fainted† (Shelley 94). The people do not even give the monster a chance to speak. They do not even have the slightest clue what his personality is like. But, they prejudge him and automatically assume that he is a harmful person based only on the way he looks.Some of the villagers even â€Å"attacked [the monster], until, grievously bruised by stones and many other kinds of missile weapons, [the monster] escaped to the open country. . . † (Shelley 94). Certainly, the people of the village do seem like monsters, attacking the monster and hitting him with stones. But, the villagers are not the true monsters. They are simply scared for the lives of their families, so they act out of prejudice and without even giving the monster a chance to present himself, they chase him away unwilling to give him a chance bec ause they do not trust somebody who is so horrific looking.It is clear here that it is solely the prejudice in them and nothing else that makes them drive the monster out of the village. Upon his third encounter with humans, the monster is living in a hovel that is joined to a cottage. Through a hole the monster sees the inside of the cottage and learns about the family that consisted of: a blind father, an unhappy son, and a sweet innocent daughter. The monster becomes attached to the family and â€Å"when they were unhappy, [the monster] felt depressed; when they rejoiced, [the monster] sympathized in their joys† (Shelley 100).The monster does everything he can to help the family out while remaining hidden. In fact â€Å"[the monster] often took [the son’s] tools, the use of which [the monster] quickly discovered, and brought home firing sufficient for the consumption of several days† (Shelley 99). The family was very happy about this, and â€Å"when [the dau ghter] opened the door in the morning, appeared greatly astonished on seeing a great pile of wood on the outside† (Shelley 99). Had the family found out that it had been some ordinary man helping them out, they would have thanked him and greeted him with joy.But, when the family saw the monster, â€Å"Agatha fainted, and Safie, unable to attend to her friend, rushed out of the cottage. Felix darted forward and with supernatural force tore [the monster] from his father. . . † (Shelley 123). It is clearly evident here that prejudice is the real monster in Frankenstein. The old man is blind, and upon meeting the monster he does not run away, or faint, or attack the monster. The old man greets the monster and treats him just as he would treat anyone else. Remember, prejudice is an opinion formed beforehand or without knowledge based on appearance.The old man is blind so he could not prejudge based on the monster’s appearance however, Agatha, Safie, and Felix all see the monster and prejudge him based on his appearance alone; thus acting out of prejudice. The old man could not prejudge, which is why he did not treat the monster poorly. Again, it is clearly evident here that the people are not truly monsters; it is the prejudice in them that makes them behave badly. Throughout the novel, the monster is treated poorly because of prejudice.Ironically, he also kills his first victim: William, because of prejudice. At first sight, the monster says that William was â€Å"a beautiful child, who came running into the recess [the monster] had chosen, with all sportiveness of infancy† (Shelley 131). However, upon hearing that the child’s â€Å"papa is a syndic- he is M. Frankenstein. . . † (Shelley 131), the monster â€Å"grasped [William’s] throat to silence him, and in a moment he lay dead at [the monster’s] feet† (Shelley 131). This clearly shows the monster’s actions are a result of his prejudice toward s his creator.Because he finds out that the William’s father is M. Frankenstein, he prejudges William to be just like Victor Frankenstein- the monster’s creator, and takes William’s innocent life. The prejudice against the monster is so great, that it convinces even the monster himself, that he is a monster! The monster’s creator, Victor, is prejudice towards him. The family the monster loves and cares for greatly is also prejudice towards him. Every single human other than the blind man who could not be prejudice, is prejudice towards the monster!Even a pure innocent child like William is prejudice towards the monster! It is absolutely clear through all of these examples, that prejudice is the real monster in Mary Shelley’s novel Frankenstein. Prejudice is still evident in today’s world, with major issues such as racism, as well as events in the past such as the Holocaust. In her novel Frankenstein, Mary Shelley warns readers about prejudic e, and it is important that people are not prejudice in their lives today so that all tragedy can be avoided.

Mccarthy’s Novel the Road Is About Man’s Inherent Altruism in a World of Selfishness

The piece of music in The Road is portrayed as a very religious individual, this is indisputable. One could deduct from this that consequently he is unselfish in protecting his password and carrying on in the times in which he finds himself. This bandstand contrasts with the unmatched that the gentle adult males gentle domain is selfish with his actions, doing everything to run short and non helping anyone he meets on his journey. All the decisions the human beings makes throughout the clean put up be used as examples to argue each point of view, and it may be that it is a mixture of both.mayhap the man acts in a selfless way due to selfish beliefs. The whole image of religious self-sacrifice by the man is in all probability what McCarthy intended, this can be seen through his termination to preserve his watchwords life. An example of this is when he defends his news from the man from the truck. He risks everything by scene the man as this leaves moreover one bu llet in the chamber of the revolver, as he intends to use it in a life threatening situation to pop out his son, it means that he will believably die while suffering.His whole determination to stay live could be seen as to only keep the boy active, this is seen as selfless as he only wishes to help the boy survive, non himself. This altruism is directly connected to the mans solid belief in immortal and in what he is doing. Throughout the sassy otherwise battalions selfishness can be seen, the cannibalism and stealing juxtapose with the mans proper behaviour he tells his son that they would never eat someone and shows generosity towards the out of date man.Cannibalism is an indication of how peck act im moralisticly in the new(a) in order to stay awake(p) in the invigorated, the man refuses to do this and is at that placefore portrayed as having a higher(prenominal) ethics than anyone else. On the other knock over one could identify the mans behaviour as purely sel fish, he has a fixed idea in his head, he is protecting his son for his experience given mission to be complete. The man does non wish to help anyone other than himself, he only reluctantly helps the old man when his son insists, and happily takes the app atomic number 18l off a defenceless man later on, returning them only once over again as a result of his sons persistence.He acts scandalously on several occasions, not offering help to the man who had been struck by lightning and lockup the people in the basement again when he had discovered them instead of helping. It could be argued that everything an individual does is aimed at personal gain, selfishness, any physical or psychological. The man is for sure benefiting psychologically from keeping his son alive as he believes he is doing the unspoiled thing and fulfilling his purpose. Also his religious morality can be questioned, as he considers suicide even though this is not allowed according to the bible.The fact tha t he does not be stick to a cannibal may be used to identify him as still retaining some kind of moral code, however, he does anything to keep him and the boy alive and it is not improbable that in a situation of severe starvation he would have turned to cannibalism had it been an option. From all of his actions in the novel, the reader can justifiably come to the conclusion that the man is just as selfish as the other people trying to survive in the post-apocalyptic world.The man can certainly be exposit as selfless as advantageously as selfish, he aims towards a frightful goal but does not let anything stop him, and he identifies others lives as less important than the boys. Even though he is not described as committing highly immoral actions such as cannibalism, it cannot be rule out that from his actions we can deduce that this is what he would have turned to had the situation permitted it.On the other hand does acting amorally indicate acting selfishly, in the novel it cer tainly does but this may not actually be the case, it may be argued that the immoral actions by the man are done to help the boy survive. McCarthy associate selfishness to immoral actions quite strongly in the book and so due to this the man is presented to the reader as selfless, this was the intention of the author and the reader will most probably grasp this attitude while variation the book. Upon further thought however, it may be seen that the man is simply selfish and there is nothing more to him than that.

Bcom275 Legalization of Marijuana

Marijuana is actually a safer alternative.Alternately, the American Medical Association (AMA) does not support smoked marijuana as medicine (1995-2013).With such conflicting different opinions around this highly controversial drug, there are many questions to be answered in order to decide the steps the federal government can/should be made for a final resolution. Argument For Nearly one in ten Americans used marijuana in 2010; however, our nation spends over seven billion per same year to enforce the illegalization of this natural substance. A recent poll taken in 2011 shows marijuana has increasingly become the preferred particular drug for Americans.Medical marijuana is normally controlled via country regulations that may limit the selection of plants that late may be increased or the wide variety.Dr. Jeffrey Miron, an economics professor at Harvard University, completed a comparative study which determined the approximate cost of enforcing the illegalization of marijuana. The report estimates legalizing marijuana would save, â€Å"$7. 7 billion per year in government expenditure on enforcement of prohibition.

Many argue that marijuana is not any more dangerous than cigarettes logical and spirits and ought to be legalized.). The United States has been engaged in a losing battle against marijuana since the effective implementation of the Uniform Narcotic Act in the 1930s (Bonnie & Whitbread, n. d). We are not only wasting $7.So why Marijuana old has to be penalized.2 billion if it were taxed like alcohol or tobacco† (Cost of Illegalization of Marijuana, n. d. ). Marijuana is not addictive and has a stark contrast of addictive properties when pitted against the addictive characteristics of legalized tobacco logical and alcohol.

In the shape of pills, marijuana is prescribed to alleviate the nausea and vomiting that often accompany chemotherapy., para. 2). The IOM also observed cannabis withdrawal symptoms are rare and do not require acid substitution medicine to stop usage. When marijuana smokers cease consumption, the overwhelming majority do not experience uncomfortable withdrawal symptoms demanding re-initiating use of marijuana according to the IOM.Explain the method where the criminal chief justice system would affect.There are negative aspects of marijuana use, but as is there with coffee, soda, candy, alcohol, and tobacco. Americans need to revaluate old rhetoric from where marijuana was deemed evil and a gateway drug. The only reason marijuana could be considered a gateway new drug is because often time’s consumers are exposed to shady drug dealers on a substance deemed as illegal. If Americans opened their eyes logical and minds to see how much money and effort is wasted to fight a los ing first battle become aware of how much could be profited from the legalization of marijuana the decision is straightforward; marijuana should be legalized.

Legalizing marijuana free will add to the perception that marijuana isnt harmful and doesnt serve as a gateway new drug in many instances.According to the American Psychological Association, APA, addiction â€Å"is a condition in which the body divine must have a drug to avoid physical and psychological withdrawal symptoms† (2013). Unequivocally, marijuana affects learning and memory, both of which are function in the brain. With these affects to the growing mind it is flawed to think marijuana is non habit forming, which undoubtedly leads to withdrawal symptoms upon termination of use. smoke Marijuana is sex-inhibiting.Marijuana was banned for a long time in contrast.Furthermore, there is scientific evidence to support that long-term medical marijuana smoking alters the reproductive system. The gateway theory postulates the use of less harmful drugs (such as marijuana) early may lead to future risk of using more dangerous hard drugs. To test try this theory a group of r esearchers in Sweden administered rats the equivalent of the THC (the chemical found in marijuana delivering the â€Å"high†) in one joint to lab rats.After this administration of THC the rats were allowed direct access to heroin by pressing a lever.

When stopped and frisked, marijuana is for.Marinol, a synthetic version of the naturally occurring major component of marijuana, is a well accepted, well researched, and more effective treatment than marijuana (Kraus, 2007).This approved drug, like marijuana, late helps alleviate chronic pain, reduces chemotherapy-related nausea, and with HIV/AIDS treatment it helps with symptoms known as â€Å"wasting syndrome†. Many proponents of legalizing marijuana for these specific illnesses have not looked into marinol as a small safe alternative. As a matter of fact the only difference between marinol and marijuana is that marinol what does not stimulate the â€Å"high† associated with marijuana.Medicinal Marijuana is the ideal choice for treating PTSD.Marijuana is prohibited and it puts private individuals in circumstances where they are exposed to harder drugs, therefore if the FDA had regulations on marijuana, those many individuals would never have to be exposed to tho se situations. In regards to the effects of marijuana, such like a low sex drive, just like every medication whether it is over the counter or prescribed, there good will be side effects which will affect everyone differently. Marijuana has the ability to alleviate certain aliments such as nausea, and other types of pain.Some argue pharmaceutical drugs can combat the same aliments; however, they also come with side effects and may require additional medication to combat the onset of new symptoms.

The government would find a good deal of cash.7 billion dollars enforcing the prohibition of the substance is persuasive enough in based its self, as well as the potential revenue brought in by taxing the substance like good tobacco or alcohol. Keeping marijuana illegal is only keeping drug dealers in business. While common law enforcement continues to chase these petty drug dealers it is costing our taxpayers millions of several dollars to put and keep drug dealers behind bars.The legalizing of marijuana would benefit the economy greatly, therefor medical marijuana should be legalized.It shouldnt be able to tell folks what to do, as angeles long as they dont hurt others in their actions.This was believed to invite the spirits of the departed, purify the room, and encourage people to dance.Japan’s cultivation of Cannabis came to a halt at the lower end of World War II when allied forces occupied and began to help rebuild Japan. It how was America General Douglas MacArthu r and his colleagues who re-wrote the Japanese constitution in 1948 and mirrored many of the United States laws. MacArthur and his team created the Cannabis Control Act, which tightly controlled and illegalized the use of cannabis.

Decriminalization laws change from state to state.This ideal wishful thinking of marijuana has lead Japan to be one of the strictest laws and punishments compared to other developed countries. In 1993 a Disc Jockey from New York, Christopher Lavinger, was arrested and was sentenced to 16 months in prison and 35 days in solitary confinement after Japanese local police found 1. 5 grams of marijuana, 3. 5 grams of cocaine, and some LSD (Hays, 2009).Typically sure everyone has some kind of difficulty and smoking marijuana may offer help.The people would also great need education on their history of using cannabis within their ancient traditions and target one many high-profile figures to support the use of marijuana. Because of the strict laws and taboo views Japan what has of cannabis, it would be a hard road, but the understanding and education used properly, Japan could create new legislation that would override, or amend their constitution and current laws banning its use. Refe rences American Medical Association (AMA). (1995-2013).

It is harmful to your health.). American Psychological Association (APA). (2013). Retrieved from http://www.Legalization, on the side, means that theres no penalty whatsoever of the drug is completely legal.d. ). Retrieved March 24, 2013, letter from http://dbp. idebate.

Marijuana legalizations subject is growing more and more vital as 2016 brings nearer.d). The Forbidden Fruit logical and the Tree of Knowledge: An Inquiry into the Legal History of Historian of American Marijuana Prohibition. Schaffer local Library of Drug Policy. Retrieved from http://www.There are tons of reasons why It ought to be lawful.† Marijuana. Ed. Noah Berlatsky. Detroit: Greenhaven Press, 2012.

Its better to have a good look at the signs.Opposing Viewpoints In Context. Web. 8 Mar. 2013.Lung cancer may be avoided by making use of a vaporizer.se/xmlui/handle/10616/38245? locale-attribute=en Food and Drug Administration (FDA). (2006). Retrieved from http://www. fda.

There arent any health benefits related to marijuana usage.Retrieved from http://factsanddetails. com/japan. php? itemid=664 Kraus, Mark L. â€Å"Legalizing Medical Marijuana Is Not a public Good Idea.Current Controversies. Rpt. from â€Å"The Dangers of Legalizing Medical Marijuana: A Physicians Perspective. † 2007.Marijuana use rising in U. S. , national survey shows. (2011).