Good Argumentative Research Essay Topics - What Is It?

Good Argumentative Research Essay Topics - What Is It? Hearsay, Deception and Good Argumentative Research Essay Topics You simply have to look closer to locate some fantastic art essay ideas. You'll also understand what fashion is truly about when writing fashion essay papers. Remember the fundamental portion of a story because it's going to be applied in making the essay. The majority of the folks have a tendency to run away from politics and thus the politics essays too, therefore it is quite important to grab the eye of the readers till the conclusion of the essay and that would be much difficult I know. When you select the essay topics, think if you're able to say something interesting through it. This form of essay is comparable to storytelling, except that it's written. You don't need to find super technical with legal argumentative essays, but don't forget to do your homework on what the present laws about your preferred topic actually say. 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When you're taking the aid of our experts, they will offer you comprehensive info on the sort of essay you are getting involved in. The ability to come up with a great research topic is a significant skill. Some topics aren't simple to address and there isn't much information available about them, on the flip side, there's a plenty of material available on a number of the research essay topic but the issue is that they are rather common. Without a suitable content, fantastic research paper topics don't make sense. In an argumentative essay you're supposed to present arguments about either side and please so take note of important events and court rulings about the topics you're speaking about. Your essay may concentrate on gender issues from different areas of the world such as women rights in the Middle East and so forth. Following that, writers would need to have the ability to take a very clear stand on what they think is right concerning the issue till they begin writing t heir arguments. To compose an excellent argumentative essay the students first must investigate several sides of the argument, allowing them to make an educated stance. The writer must locate an interesting and new method of writing the chosen issue. One of the greatest methods to change anybody's mind is with an emotional investment. Pay close attention to all things electronic, and you will be certain to find something debatable of what you see. When you're picking your topic, remember that it's much simpler to write about something which you currently have interest ineven in case you don't know a great deal about it. Up in Arms About Good Argumentative Research Essay Topics? Choose several topics which you find interesting and brainstorm. You might have other great ideas about substitute phrases. Showing awareness about recent changes in this issue you're writing on is very vital to win an excellent grade. The secret is to discover various strategies to have students in volved with brainstorming ideas and carrying them to paper. The Honest to Goodness Truth on Good Argumentative Research Essay Topics This sort of essay is a favorite in science and history classes. Given below are quite a few fashion topics to write about that are guaranteed to assist you get the maximum grade! For this reason, you might have to look for good topics for high school research papers on the net. The very first problems appear when students attempt to discover easy argumentative essay topics and realize there are only a few topics which are both interesting and original.

Pre Service Social Studies Teachers - 1116 Words

Introduction One of the objectives of 21st century teacher preparation programs is to prepare teachers to teach democratic education. To successfully teach democratically, teachers will need a positive multicultural perspective. When this became a known phenomenon, it prompted teacher education program to include theories and practices of multicultural education into the curriculum. According to previous research, many pre-service teachers have limited understanding of multicultural education, or have prejudices and discriminatory attitudes. Many people who have stereotypical and prejudices opinions possibly developed it through media outlets such as the news, movies or advertisements. This study was conducted to identify if a Media Literacy course would have an effect on multicultural attitudes of prospective teachers (Sahin, Celik, Bilgen 2013). Purpose The purpose of this study was to identify pre-service social studies teachers’ multicultural attitudes/perceptions, and if a Media Literacy course would affect their scores on a multicultural attitude test. The findings of this study could also answer other questions such as: what can be concluded about pre-service social studies teachers attitude on multicultural education, and does the media course have a real impact on teachers’ multicultural scores? The Media Literacy course focused stereotypes in movies, advertisement, news outlets and video clips (p.522). Method Third year pre-service teachers in the SchoolShow MoreRelatedThe Diversity Of Student Populations907 Words   |  4 PagesAmerican schools is continuously growing. The article by Brant (2013) discusses the importance of the ways teachers and teacher educators act towards multicultural education. The study discussed pre service social studies teachers’ understanding of multicultural education. The study was based on of the ten themes of standards by the National Curriculum for Social Studies. Sixty-nine pre service teachers from a university completed a survey to rate how they understood various multicultural education termsRead MoreProfessional Training And Support For Teachers778 Words   |  4 Pagesis needed for teachers to successfully implement culturally relevant pedagogy. Culturally relevant pedagogy requires teachers to have professional development and support for their teaching practice to be effective. Teachers who lack training and support are not able to addr ess the academic achievement gap among culturally diverse students (Griner Stewart, 2012, p. 589). Professional training and support is required for pre-service, beginning, and experienced teachers. Teacher education programsRead MoreTeaching English As A Second Or Foreign Language1635 Words   |  7 PagesLiterature Review. Several recent studies illustrate that student disaffection in English Language classrooms is a very real problem in many counties. In the following studies various terms are used to describe English Language Learning. The abbreviations: ESL (English as a Second Language), EFL (English as a Foreign Language), and ESOL (English for Speakers of Other Languages) are used within the context of each of the following studies in keeping with the original authors’ terminology. The commonRead MoreStudent Is An Effective Teacher971 Words   |  4 PagesEvery Student Deserves an Effective Teacher The goal of educators is to provide every student with a highly qualified teacher who is confident, passionate, inquisitive, creative, innovative, collaborative, free of prejudice and discrimination, and understands the impact of the teacher-student relationship. Therefore, if we are to prepare pre-service teachers’ on the pathway to classroom success for the 21st century, we need university teacher preparation programs to establish effective program methodologiesRead MoreProblems Associated With Language Education1472 Words   |  6 PagesThere are many difficulties associated with language education, especially for pre-service teachers. Throughout the weeks, I have learnt several issues that can be problematic when teaching a second language to students, especially in regards of the Pre-service teachers who may seem inexperienced and unable to perform. Moreover, there is a difficulty in achieving expertise with a secondary language, without the complex understanding of the theories that assist in learning. In this essay I will attemptRead MoreClassroom Management A Low Priority1693 Words   |  7 PagesConversely, research has concluded that university teacher preparation programs are giving classroom management a low priority (Christofferson Sullivan, 2015) which often leaves teachers feeling unprepared for the challenges of classroom management. Incidently, some teacher programs devote less than one course in classroom management and lack any type of pedagogical innovation (Eisenman et al, 2015). Actually, many teacher preparation programs view classroom management as a â€Å"bag of tricks† insteadRead MoreHow Teacher Development Influence The Self Confidence For The Beginning Mentees Teachers Essay933 Words   |  4 PagesProblem Statement It is not known if and to what degree teacher development influence the self-confidence of beginning mentees. This study will address the problem of mentor teacher’s impact on novice teacher’s self-worth in the classroom. The aim is to ascertain whether the relationship of teacher, mentor and novice teacher impact will produce effectiveness for the novice teacher. Novice teachers are continuing to leave at an alarming rate after their first year because of self-worthRead MoreQuantitative And Pre Post Test Design Essay856 Words   |  4 Pages The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design. According toRead MoreDiversity in Early Education1546 Words   |  7 Pagesclassrooms is a challenge due to differences in cultural behavior, and misconceived notions of diversity education, there are many studies which are benefiting multiculturalism and strategies created by these programs to create a truly globalized and united world. Stereotypes with Professionals When interacting with people from other cultures, there are many barriers that a teacher has to cross. The first is getting a job when the culture is very different to their own. One example of this is where someRead MoreAfrican American Social Studies Teachers1587 Words   |  7 PagesThis study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers’ racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy to teach their African American students. Overview Disparities exist in educational

Exam Malpractice free essay sample

This study considers the remote causes of examination malpractice in the Nigerian education system with a view to suggest new ways of combating the problem. Three research hypotheses were formulated to guide the study. Using the multistage stratified sampling technique, 200 students were selected for the study from 20 secondary schools in Akwa Ibom State. An Examination Malpractice Questionnaire (EMQUE) was used for data collection. The three research hypotheses were tested statistically using the Chi square statistical technique. The results indicate that poor study habits, paucity of educational facilities, and inability of schools to cover prescribed syllabuses are significant remote causes of examination malpractice in the country. Based on these findings, methods of tackling the menace are proffered and counselling implications are suggested. Introduction The issue of examination malpractice is a national emergency situation. Before the advent of western type education, traditional Nigerian education was based mainly on experience and practice. Its mode of instruction was simple as knowledge was passed on orally and through practical tests. Students then only had to commit to memory, learn by rote, or through observation (Ibia, 2006). Because traditional Nigerian education placed little or no emphasis on certification, students had the proper view of education, seeing it as a means to an end not an end in itself. Besides, the Nigerian culture then frowned at dishonesty and would not hesitate to sanction offenders (Agogo, 2006). According to Ejiogu (2001), general moral decadence and the high premium placed on achievement and certificates by Nigerians has in recent times spawned examination fraud. The general overdependence on educational certificates as a measure of one’s knowledge and competence has led to a mad rush by most people for educational certificates (Sofola, 2004). In a bid to acquire such certificates, many have resorted to unethical means—foremost among which are examination malpractices—just to acquire the certificates at all cost. Without doubt, the persistent occurrence of examination malpractice in Nigeria has spawned heinous problems such as: 1. Lack of credibility of academic certificates acquired in Nigeria by the international community. 2. Declining standard of education in the country. Onyechere (2004) asserted that unless we are able to stop examination malpractice, the standard of education in Nigeria will continue to fall. 3. The problem of turning out into the society half-baked—if not unbaked—graduates who are virtually good for nothing and functional illiterates. 4. Inability to secure competitive and challenging jobs which require practical test of proficiency and skills. 5. The existing correlation between examination malpractice and corruption in public offices. As noted by Thomas Derry of the West African Examinations Council (WAEC) and quoted in the Examinations Ethics Project (EEP) survey (2004) report, students who steal their ways to higher offices through examination malpractice would not find it difficult to engage in corrupt practices when they are employed. 6. Finally, examination malpractice has economic implications. According to EEP (2003) report, Nigeria loses more than one billion naira annually to examination malpractice. Thus examination malpractice could equally be seen as an economic crime. Mention-worthy at this juncture is the fact that Nigerians have not been sleeping since the wake of this mischief in the mid 1970s. It is on recorded history that the first serious case of examination malpractice in independent Nigeria was the leakage in 1977 of the West African Examination Council (WAEC) question paper for the West African School Examination (Onyechere, 1996). The outcry by WAEC in the wake of this incidence led to the setting up of a tribunal by the Federal government of Nigeria to investigate the mass leakage and to suggest possible measure to forestall future occurrence. The tribunal recommended severe punitive measures. The federal government followed this up by promulgating Degree No. 20 of 1984 and later, Degree No. 33 of 1999 in which severe punishments against perpetrators of examination malpractice were clearly enshrined. Further measures which have been taken in recent times to eradicate examination malpractice include that taken by the Obasanjo Administration which embedded in the National Economic Empowerment and Development Strategy (NEEDS) policy document a target of 40% reduction in examination malpractice annually; the existing legislation on examination malpractice, Degree No. 33 of the 1999 Constitution which is still in force—though not enforced; and the move by the Federal Ministry of Education to introduce the study of ethics in the school curricula with a view to forestalling examination malpractice. It is a truism that even though much has been done, it is either grossly inadequate or ineffectual at curbing the menace as we day-in-day-out see examination malpractices take newer, dynamic and appealing forms especially with the advances in Information and Communications Technology (ICT) coupled with the general falling standards of societal norms. It is also true that examination malpractice would not have attained its present endemic state but for the fact that the major stake holders in education are at the forefront aiding and abetting the crime. Orhungur (2003) decried the general opinion which tends to indict the students and exonerate the teachers and other examination agents. Quoting a tentative report by Usman, he maintained that if the staff, that is, all who have to do with examinations—examiners, typists, custodians, staff of examination bodies, printers, transporters, and security agents—put their house in order, students would not have access to examination materials before examinations. Umar (2003) indicted head masters and principals as the biggest perpetrators of examination malpractice in the country. He asserted that headmasters in connivance with their teachers initiate primary school pupils into examination malpractice during common entrance examinations by giving answers to the students so that they would record high number of passes in their schools. In the case of secondary school principals, Umar (2003) stated emphatically that they are the worst perpetrators of the crime as they, in a bid to have the names of their schools praised and recognized, manipulate and aid the crime. In the same vein, Ike (2004) of the EEP held that principals have gone to the extent of building into the National Examinations Council (NECO) and the West African Examinations Council (WAEC) registration fees, an examination malpractice fee variously referred to as cooperation fees, understanding fees, examination welfare fees, and miscellaneous fees with the sole aim of bribing supervisors and invigilators and whoever sent them so that they might ‘cooperate’ during examinations. Another group of master-minders who have rather taken centre stage in recent times are operators of private study centres also known as extramural classes. These study centres are veritable fronts for examination fraud operated by organized syndicate who charge outrageously high fees for examinations. Funnily enough, students are, more often than not, willing to pay because in the end it pays off very well (Thisday, 2004). The last group which is also a strong force behind the perpetration of examination malpractice is the parents. Many parents would not want their children to repeat any class no matter their level of performance. Thus, they pressure school authorities to give their children automatic promotion even when they fail their examinations. Parents are also in the forefront of hiring mercenaries to write examinations for their wards. They thus collude with principals to issue fake but favourable examination results to their children. Looking beyond the contribution of education stakeholders to examination crimes, other important causes of examination malpractice revolve around the students and their attitude towards their studies as influenced by the general socio-economic situation in the country. In recent times, students prepare—if at all they do—lackadaisically for examinations. The reason for this lacklustre attitude as opined by Thomas Derry of WAEC is that the youths have prioritized entertainment and pleasure at the expense of their books (myspacefm. com, 2004). Furthermore, Anger (2004) pointed out that the high fees associated with especially the Senior School Certificate Examination (SSCE) makes malpractice unavoidable as poor students cannot afford to repeat a given examination and would in the first instance do anything to pass it at all cost. A comprehensive submission by Anyiin (1998) identified the fundamental causes of examination malpractice to include: 1. Lack of necessary facilities for teaching/learning 2. Non-coverage of prescribed syllabuses due to their extensiveness and the general nonchalant attitude of teachers towards teaching. 3. Industrial actions by teachers. 4. Mass promotion of students in internal examinations. 5. The general misconception of good performance by some principals and the society as a means of enhancing the status of societal rating of the principals and their schools. Faulty or lack of proper administration of examinations. 7. Imposition of school subjects on candidates by parents. 8. Poverty and greed on the part of the teachers who constitute the bulk of invigilators and examiners. 9. Constant increase in examination fees, among others. Statement of the Problem In the fight against examination malpractice, it appears that no one is exonerated. As exposed in the preceding section, education stakeholders, the students, as well as the national economy could rightly be apportioned blames for the preponderance of this menace. In sum, these variables tend to operate interdependently such that there is a cumulative influence, with one variable buttressing the others. This could be seen in the fact that the poor economic situation in the country has compelled most poor parents to resort to unethical means in order that their wards may pass their examinations at one sitting. Therefore, this research investigates remote causes of examination malpractice in Nigeria with a view to proffering effective methods for curbing the menace.

Untitled Essay Research Paper Analysis of Crito free essay sample

Untitled Essay, Research Paper Analysis of Crito The inquiry is raised within the duologue between Socrates and Crito refering civil noncompliance. Crito has the desire, the agencies, and many compelling grounds with which he tries to convert the condemned to assent in the program to avoid his at hand decease. Though Crito # 8217 ; s enticement is enforcing, it is in agreement with ground and fidelity that Socrates chooses to carry through his duty to the province, even to decease. Before turn toing Crito # 8217 ; s claims which exhort Socrates to go forth the province and avoid immanent decease, the condemned lays a solid foundation upon which he asserts his duty to stay by the Torahs. The foundation is composed of public sentiment, making incorrect, and fulfilment of one # 8217 ; s duties. Addressing public sentiment, Socrates boldly asserts that it is more of import to follow the advice of the wise and live good than to stay by the indiscriminate and freakish public sentiment and unrecorded ill. Even when it is the populace who may set one to decease, their favour need non be sought, for it is better to populate good than to subject to their sentiment and unrecorded ill. Following, unlawful making is dispatched of. They both consent to the thought that, under no fortunes, may one make a wrong, even in revenge, nor may one make an hurt ; making the latter is the same as incorrect making. The last foundation to be questioned is the fulfilment of one # 8217 ; s duties. Both of the philosophers affirm that, provided that the conditions one consents to are legitimate, one is compelled to carry through those compacts. These each are founded upon right logical thinking and make supply a justifiable foundation to discredit any design of dissent. At line 50, Socrates executes these foundations to destruct and do indefensible the request that he may truly dissent: Then see the logical effect. If we go forth this topographic point without first carrying the province to allow us travel, are we or are we non making an hurt, and making it in a one-fourth where it is least justifiable? Are we or are we non staying by our merely understandings? To knock or upbraid Socrates # 8217 ; determination to accept his penalty is indefensible in most of the statements. The lone point of dissension with Socrates # 8217 ; logic concerns his averment, # 8220 ; expressed # 8221 ; in his duologue with the Torahs, that the province is to be more well-thought-of than one # 8217 ; s parents. I contend that one would neer volitionally oblige himself to a totalitarian province in which the Torahs and the magistrates are to be regarded more extremely than one # 8217 ; s ain household. One would merely contract with a authorities whose power insures the public good and whose constitution seeks the to widen to its citizens useful demands.

Transcultural Nursing in relation to Holistic Nursing Practice The WritePass Journal

Transcultural Nursing in relation to Holistic Nursing Practice Introduction Transcultural Nursing in relation to Holistic Nursing Practice IntroductionTranscultural NursingThe Culture Care Diversity and Universality Theory by Madeleine LeiningerThe Sunrise EnablerThe Ethno-nursing MethodHolistic Nursing PracticeThe Theory of Environmental Adaptation by Florence NightingaleTranscultural Nursing vs. Holistic Nursing PracticeConclusionReferencesRelated Introduction Diversity of the world’s population has reached a point where it is vital to address and more importantly to understand, the ever growing challenge that transcultural nursing poses to the nursing profession. Addressing this issue avoids discrimination and promotes equality within holistic nursing practice in order to meet patients’ needs. Health care professionals should be qualified to deliver, on a daily basis, proficient care and sensitive skilled communication to culturally different individuals (Maier-Lorentz, 2008). To exercise professional nursing in a conceptual way holistic nursing care focuses on physical, emotional, social, environmental and spiritual aspects as well as on the idea that any individual involved in treatment care should be treated as a whole and with dignity (Dossey Guzzetta, 2005). One of the areas to be discussed is Transcultural Nursing and Leininger’s Transcultural Theory of Culture Care Diversity and Universality and its research enablers: the Sunrise Enabler and the Ethnonursing Method. Another area will be Holistic Nursing Practice and Nightingale’s Nursing Theory of Environmental Adaptation as well as the liaison between Transcultural Nursing and Holistic Nursing Practice. Nightingale’s theory has been chosen over others because she was the first to acknowledge nurses’ work in a theoretical framework and also because she was considered to be the mother of nursing practices (Ellis, 2008). The development of culture care theory introduced health care professionals into a new nursing dimension formed by issues such as culture background, spirituality, environment and others that demonstrated how culture and health care are linked (Leininger, 2002a). Holistic Nursing Practice encourages active communication and reciprocal understanding, underlines the exercise of physiological and psychosocial awareness, it is based on logical thinking and supports values such as autonomy and patient wishes and tendencies (MacKinnon, 2010). Transcultural Nursing Transcultural nursing may be defined as a method to contrast and observe how individuals view health care, biased by their culture background. The principles of practising transcultural nursing are to provide complete nursing care to individuals or groups by treating them with respect and taking into account their cultural factors. It is all about nursing practice applied to cultural values and limitations (Leininger, 1991). Definitions of transcultural nursing incorporate many factors that shape the individual’s cultural orientation. These include are age, sexual orientation and financial aspects. It has been suggested that by ignoring these culture background factors, health care professionals do not achieve enough cultural experience to be incorporated in holistic nursing practice (Barnes et al. 2000). This absence might lead to unsafe nursing care and both dissatisfied patients and professionals (Curren, 2006 cited in Leininger McFarland, 2006, pp.159-160). To promote transcultural nursing care, Narayan (2001) felt that there are four crucial attitudes to assume caring, empathy, openness and flexibility. This shows the patients a cultural understanding, appreciation, consideration and willingness from health care professionals that are based on individual care. Cultural education and the creation of culturally competent care professionals are one of the biggest challenges yet to tackle worldwide. For instance, in America, as the migrant population increases notably so it does the need for reducing inequalities and barriers such as language. Maier-Lorentz (2008) firmly understood that such a need could be met by the targeting of bilingual health care professionals coming from different backgrounds. Moreover, she suggested that in order to provide culturally competent nursing care, some knowledge of non-vocal communication signs could be of great value, as it is in eye contact, touch, silence, space and distance, and health care habits. Green-Hernandez (2004) recommended that as a step towards multicultural competency, professionals that need to deal with farmers should familiarize themselves with their specific customs such as using animal medication for their own conditions as a consequence of living far away from the care institutions. With the purpose of understanding culture, Andrews Boyle (1997) gave out diverse illustrations. For example, they suggested that by understanding a people’s proverbs, professionals may grasp knowledge of the cultural values shared by that population. The authors also stressed the importance of culture knowledge when coming across two different ways to view stealing. For one culture it may not be acceptable whereas for another one, e.g. gipsy people, it may be ok, as long as it is coming from a better-off person. Furthermore, they also found, through researchers, that different cultures may think that by being a demanding patient, the treatment they receive may improve. Riley (2004) reported that a foremost test for nurses in an ethnically different society is communication. Not just words but also tone and volume form spoken communication which in diverse cultures differs greatly. For example, Thai people are regarded as not talking too much as they believe it is a sign of idiocy whereas Cuban people are happy with talking vociferously. He also pointed out that Europeans are not afraid of talking about emotions whereas Asians are hesitant to do so. With regards to communication without words Riley (2004) explained that eye contact is not always expected. For instances, in Native America and Asian cultures it is offensive and among Muslim Arab women it is allowed only to their husbands. Therefore, he identified the importance for healthcare professionals to be culturally aware. Phillimore (2011) explored the challenge of provision of diversity needs in the UK based on studies done on health care service provision to new migrants, during 2007/08 in Birmingham. She stated that with political forces wanting to reduce welfare support for new migrants, such provision becomes quite a challenge. She also believed that, in the long run, this disregarding of health care needs will lead to further issues for the health care system that otherwise could be avoided by just providing what is needed now: cultural and language services and health support. It was also suggested that in today’s political climate offering of ethnically specific provision by the community and for the community, results in the local needs not being met, as the existing GP systems are already overstretched. She concluded that a number of migrants are condemned to an unwelcoming future since UK seems to embrace a tendency of anti-migrant sentiment and a move to community institution instead of multicultural provision (Phillimore, 2011). The Culture Care Diversity and Universality Theory by Madeleine Leininger In the 1950’s Madeleine Leininger, a nurse-anthropologist, realised that nursing practice was requiring a theory to allow people to transform nursing into a more advanced and beneficial discipline that challenges nurses to open up to cultural variety and universality (Leininger, 2006). This was developed as a response to the demand for multicultural care which was immense and yet incomplete as many healthcare systems did not consider the need for bringing together culture and nursing care (Giger Davidhizar, 2008). The culture care diversity and universality theory developed by Leininger in 1991 (Leininger, 2002a) is unique in that it focuses on competent care, can be used upon any culture and is based not only on individuals but groups and families too. The theory addresses the importance of a consistent cultural competence instrument to acquire cultural awareness through a constant learning attitude and approval towards human differences and rights by health care professionals (Burford, 2001, cited in Baxter, 2001, pp. 202-203). Leininger (2002a) insisted on the importance of transcultural knowledge as a tool to avoid human acts such as the event of September 11, 2001. She then proposed the culture care theory as the most holistic approach to gradually transform the health system. This much needed transformation requires understanding of individuals in ways that identify and respect their cultural background and will lead us to understand such transcultural dismay. The theory was used in a study among Hispanic home care patients in the US, 2007, in order to identify cultural needs. As a result, care delivery improved in some areas and there was a suggestion describing the use of the model as a tool to reduce costs in the health care system (Woerner et al. 2009). Leininger’s theory applies not only to races from different backgrounds but also to today’s controversial groups such as transgendered people, disabled people , the youth, poverty and the homeless that may pose a certain degree of difficulty of understanding to healthcare professionals. There is also an agreement that, thanks to Leininger’s culture care theory, the nursing profession today knows how to allow for culture when looking after individuals and has a widely spread   caring philosophy in hospitals (Clarke et al. 2009). For this model to assist the health care professional to understand factors as important as management and policies, as well as being able to reflect on their decisions and actions, Leininger designed two tool assessments, The Sunrise Enabler and the Ethno Nursing research method, which are based on monitoring treatment care on a daily basis (Hubbert, 2006, cited in Leininger McFarland, 2006, pp. 354-356). The sunrise enabler focuses mainly on total life ways and caring factors influencing health and well-being, disabilities and death. It also identifies features influenced by the patient’s cultural background whereas ethnonursing finds ways in which multicultural care could be better. In doing so, the reflected culture becomes part of the holistic nursing practice (Leininger, 2006). The Sunrise Enabler The Sunrise Enabler is used as an assessment tool to enable multidisciplinary teams to deliver suitable and competent cultural assessments that impede intolerance and stereotype behaviour. This is to supply the healthcare system with a guide to cultural vicinities ranging from religious beliefs to economic factors (Giger Davidhizar, 2008). Wherever a healthcare professional starts the model either from the top or from the bottom, the most important feature is to listen to the individuals, trying to grasp ideas and concepts rather than enforcing them (Leininger, 2002a). Healthcare professionals struggled to understand the meaning of factors influencing the care practice so crucial when applying the culture care theory. Such factors as culture beliefs, environment and religion were to be included in the nursing care, therefore Leininger (1997) built the Sunrise Enabler to illustrate such aspects. The Ethno-nursing Method This method was developed to fit the purposes of qualitative research methods. It is a systematic method for studying multiple cultures and care factors within a familiar environment of people and to focus on the interrelationships of care and culture to arrive at the goal of culturally congruent care. Ethnonursing is a particular research method developed by Leininger to inspect the theory. It was developed to allow health care professionals to discover new ways of helping different cultural groups distinguish features of nursing care (Leininger, 2006). Leininger (2006, p.6) stated that the ethnonursing method â€Å"†¦was new and unknown in nursing and was different from other qualitative methods including ethnography†. Holistic Nursing Practice The exercise of modern nursing is based on the view of holism that underlines the individual’s wholeness. Healing viewed as an indication of nursing practice that treats people as whole, developed in the late 20th and early 21st century into a popular subject in nursing in order to clarify the meaning of wholeness and holism. As a result, alternative therapies surfaced as approaches of practice in holistic nursing (Locsin, 2002). The definition of holistic came into effect in the 20th century. Then the word holism included the physical, emotional, mental, social, cultural, and spiritual view. This view of holism was envisioned by Florence Nightingale who is seen today as an example to follow, although many of her studies are not used in today’s nursing practice (Beck, 2010). â€Å"Holistic nursing care embraces the mind, body and spirit of the patient, in a culture that supports a therapeutic nurse/patient relationship, resulting in wholeness, harmony and healing. Holistic care is patient led and patient focused in order to provide individualised care, thereby, caring for the patient as a whole person rather than in fragmented parts† (McEvoy Duffy, 2008, Vol.8, p. 418). Furthermore, it addressed the expansion of multidisciplinary and collaborative teams as a way to applying holistic care into practice and asserted that the practice of holistic care by health professionals should avoid intrusion and, when really needed, as it is the case of unconscious patients, should use skills that include aspects such as consideration, disciplined criticism and liability in order to exercise nursing in a holistic approach (McEvoy Duffy, 2008). Since individuals from different culture backgrounds may appreciate holistic nursing practice and care choices in different ways so is the healthcare provided in different ways (Locsin, 2001). It may also be the case that some individuals may feel embarrassed to mention alternative remedies used in the past, therefore the assessment should be supportive rather than disapproving (Maddalena, 2009). Pearcey (2007) ran a study on clinical practices amongst student nurses to draw on a few key points related to holistic nursing practice. It was found that the notion of holistic care was not clear within nursing practice. Some students claimed not to know the right meaning of holistic nursing practice and also claimed that tasks and routines are what nursing is all about. The study showed an evident lack of professionalism and knowledge amongst care professionals as well as a huge gap between what is taught and what is really applied at work. The author concluded that there is a real risk of inconsistency within the profession. Within the practice of holistic care there has been lately a huge influence of alternative or complementary medicine which care experts have tried to professionalise by setting certain values to be met. A study amongst nurses and midwives accomplished in England, 2008, revealed this but also the lack of initiative from the NHS to incorporate such practices, even though it was demonstrated that a huge variety of them were successfully applied on patients where biomedicine seemed not to work. Such practices included reflexology, aromatherapy, acupuncture and massage that actually underlined biomedicine rather than substituted (Cant et al. 2011). Whilst carrying out an interview on medical students in the UK, a student suggested that it is actually a catch-22-situation when looking after patients from diverse races as they have diverse predominance of whatever conditions that eventually will require different treatment, a world apart from what is being taught in medical schools with regards to treating everyone in the same way (Roberts et al. 2008). A quick look to Harrison (2008) for a concluding comment on multicultural nursing in relation to holistic care, offers us this brief view: a Western health care organism that has not managed to treat minority communities in a holistic manner is a system that claims to care for one and all identically. The Theory of Environmental Adaptation by Florence Nightingale According to Nightingale’s Theory of Environmental Adaptation, an individual’s health is improved by looking after the surrounding environment. It goes further than this and asks for the environment to be operated by the health care professionals as an approach to healing (Howett et al.   2010). Florence Nightingale defined nursing as â€Å"†¦the act of utilising the environment of the patient to assist him in his recovery† (Funnell et al. 2009). She determined that the deficiency of factors such as uncontaminated air, clean water, sanitation, hygiene and sunlight is unhealthy to the human being. Furthermore, she reasoned that temperature, environment and nutrition affect the patient (Kozier, et al. 2008). This theory of nursing includes inspection, recognition of environment changes and their execution and supporting the patient health care by allowing the environment to benefit the patient (Neils, 2010). Selanders (2010) reviewed and compared this theory’s aspects with modern day practice and reported that Nightingale’s concept, such as air, light, noise and cleanliness is equal to today’s concept of physical environment; health recommendations to psychological environment; food to nutritional status and observation to nursing management. The author also estimated that the theory has been used in several qualitative works and some studies on the childbirth process. Transcultural Nursing vs. Holistic Nursing Practice According to Leininger (2002b) patients are not provided full holistic care by health professionals. Factors such as kinship, religion, environment and culture are largely missing. For that reason, care professionals should avoid being judgmental when delivering holistic care and rather provide an all-inclusive care that respects the individual’s cultural background (Maddalena, 2009). As a student nurse, it is vital to value the development of cultural awareness and competency within the profession in order to encourage and address all stages of holistic nursing practice as it is meaningful to today’s multicultural society. Leininger (1997) also claimed that essential practice is needed to create a regulation of multicultural nursing that could be of use to much ignored cultures. For example, acute medical treatment, medication, and patient fulfilment can be improved by understanding care beliefs when bringing in nursing care which, in turn, could save the health care system financially and also have a desired positive outcome on patients (Woerner et al. 2009). Individuals or groups may clash with health professionals if they are not showing respect for each other’s cultural beliefs resulting in poor treatment and patients losing hope in the health care system. Hogg (2010a) also underpinned this understanding as crucial to delivering accurate holistic nursing practice. However, not only patients may lose faith in the system. Hogg (2010b) also affirmed that nurses from black and minority ethnic have suffered, at some point, racial harassment as well as lack of opportunities according to their numbers in the nursing profession. As holistic nursing practice centres on recognition of patients’ rights and choices (Potter, 2005 cited in Dossey et al. 2005, p.347), it is subsequently supporting the meaning behind multicultural care. The association of both precepts confirms an ongoing engagement to pursue equality and diversity as promoted by the Nursing Midwifery Council (2008). â€Å"Inherent in nursing is respect for human rights, including cultural rights, the right to life and choice, to dignity and to be treated with respect. Nursing care is respectful of and unrestricted by considerations of age, colour, creed, culture, disability or illness, gender, sexual orientation, nationality, politics, race or social status† (The International Council for Nurses, 2005). When assessing, planning, implementing and evaluating a patient’s needs as to medication, health professionals should take into account culture’s physiologic traits, as it can seriously impact the treatment. For instances, due to genetics, for one patient a normal given dose may develop a reaction whereas for another it may not work at all (Anon, 2005). Conclusion It is obvious that cultural competency is a must when performing holistic nursing practice, in order to deliver a responsive and high quality care system. It is therefore recommended that specific cultural training should be given to all health care professionals so as to not overlook the great multi-cultural society we all are in. As society becomes more diverse, health care professionals should expand guiding principles that sponsor cultural skills as a way to deliver enhanced holistic healthcare. By carrying out this essay, the author realises the significance of treating people in a holistic way and not making assumptions just because they are from different cultures. This is something that seems yet not to be well implemented in my workplace (NHS since 2007). The author will, from now on, be more aware of his practice when caring for individuals from different culture backgrounds. It can be considered that nursing as a profession is also an example of human culture so indispensable for a in peak condition community, as seen looking through the theories of nursing and its tools presented in this paper, which if not recognized may affect the execution of holistic practice and its results, i.e. it is a profession whose culture needs to be elastic if it is to fulfil its function. References Andrews, M., M., Boyle, J., S., (1997) Competence in Transcultural Nursing Care. American Journal of Nursing. [Online]. 97 (8), pp.16AAA-16DDD. Available from: http://ovidsp.tx.ovid.com/sp-3.3.1a/ovidweb.cgi?S=EHLPFPCDPPDDHHPPNCCLKEDCHEEBAA00Link+Set=S.sh.15|1|sl_10 [accessed 20th March 2011]. Anonymous, (2005). Understanding transcultural nursing. Nursing 2005. [Online]. 35 (1) p. 21. Available from: http://ovidsp.tx.ovid.com/sp-3.3.1a/ovidweb.cgi?WebLinkFrameset=1S=IEMKFPLPLODDGHLBNCCLCBIBLGGDAA00returnUrl=ovidweb.cgi%3f%26Titles%3dS.sh.15%257c1%257c10%26FORMAT [accessed 20th March 2011]. Barnes, D., M., Craig, K., K., Chambers, K., B., (2000). A review of the concept of culture in holistic nursing literature. Journal of holistic nursing. [Online]. 18 (3), p. 209, Available from: http://jhn.sagepub.com/content/18/3/207 [accessed 11th February 2011]. Beck, D., (2010) Remembering Florence Nightingales Panorama: 21st-Century Nursing−At a Critical Crossroads. 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Holistic Nursing Practice. {Online]. 16 (5), pp. ix-x. Available from: http://ezproxy.napier.ac.uk:2083/ehost/pdfviewer/pdfviewer?vid=6hid=127sid=0ac34b19-9151-40a3-aa73-db1c67bfcd63%40sessionmgr115 [accessed 30th March 2011]. MacKinnon, F., (2010). Holistic Nursing Practice. Available from: http://vista.napier.ac.uk/webct/urw/lc2614698887011.tp2614698927011/displayContentPage.dowebct?updateBreadcrumb=falsepageID=3565742930031 [accessed 30th March 2011]. Maddalena, V., (2009). Cultural Competence and Holistic Practice: implications for nursing education, practice, and research. . Holistic Nursing Practice. 23 (3) pp.156-157. Available from: http://ezproxy.napier.ac.uk:2099/sp-3.3.1a/ovidweb.cgi?S=AGEGFPPEJIDDKGKDNCCLNEIBICCAAA00Link+Set=S.sh.15|1|sl_10 [accesed 30th March 2011]. Maier-Lorentz, M., M., (2008). Transcultural nursing: its importance in nursing practice. Journal of Cultural Diversity. [Online]. 15 (1), pp.37-43. 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Sudbury, MA: Jones Bartlett, p. 347. Riley, J., B., (2004). Communication in Nursing. (5th ed). St Louis: Mosby. Roberts, J., H., Sanders, T., Wass, V., (2008) Students perceptions of race, ethnicity and culture at two UK medical schools: a qualitative study. Medical Education. [Online]. 42 (1), p.50. Available from: http://ezproxy.napier.ac.uk:2083/ehost/pdfviewer/pdfviewer?vid=21hid=24sid=67bf3a85-e548-475a-ac5f-a761877ae0a5%40sessionmgr11 [accessed 31st March 2011]. Selanders, L., C., (2010). The Power of Environmental Adaptation: Florence Nightingales Original Theory for Nursing Practice. Journal of Holistic Nursing. [Online]. 28 (1), p. 84. Available from: http://ezproxy.napier.ac.uk:2823/content/28/1/81.full.pdf+html [accessed 2nd April 2010]. The International Council for Nurses, (2005). The ICN Code of Ethics for Nurses. Available from:icn.ch/images/stories/documents/about/icncode_english.pdf [accessed 20th March 2011]. 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William Quantrill and Jesse James

William Quantrill and Jesse James It wasn’t always possible to determine on which side certain individuals fought for during the U.S. Civil War, especially when Confederate guerrillas were involved in the State of Missouri. Although Missouri was a border state that stayed neutral during the Civil War, the state provided more than 150,000 troops who fought during this conflict- 40,000 on the Confederate side and 110,000 for the Union.   In 1860, Missouri held a Constitutional Convention where the main topic was secession and the vote was to stay in the Union but to remain neutral. In the 1860 Presidential election, Missouri was one of only two states that the Democratic candidate, Stephen A. Douglas, carried (New Jersey being the other) over Republican Abraham Lincoln. The two candidates had met in a series of debates where they discussed their individual beliefs. Douglas had run on a platform that wanted to maintain the status quo, while Lincoln believed that slavery was an issue that needed to be dealt with by the Union as a whole. The Rise of William Quantrill After the onset of the Civil War, Missouri continued its’ attempt to remain neutral but ended up with two different governments that supported opposite sides. This caused many instances where neighbors were fighting neighbors. It also led to famed guerrilla leaders like William Quantrill, who built his own army that fought for the Confederacy. William Quantrill was born in Ohio but eventually settled in Missouri. When the Civil War started Quantrill was in Texas where he befriended Joel B. Mayes who would later be elected as Principal Chief of the Cherokee Nation in 1887. It was during this association with Mayes that he had learned the art of guerrilla warfare from Native Americans.   Quantrill returned to Missouri and in August 1861, he fought with General Sterling Price at the Battle of Wilson’s Creek near Springfield. Shortly after this battle, Quantrill left the Confederate Army in order to form his own so-called army of irregulars that infamously became known at Quantrill’s Raiders. At first, Quantrill’s Raiders consisted of just over a dozen men and they patrolled the Kansas-Missouri border where they ambushed both Union soldiers and Union sympathizers. Their main opposition were  the Jayhawkers- guerillas from Kansas whose loyalty was pro-Union. The violence got so bad that the area became known as Bleeding Kansas.   By 1862, Quantrill had approximately 200 men under his command and focused their attacks around the town Kansas City and Independence. Since Missouri was divided between Union and Confederate loyalists, Quantrill was easily able to recruit Southern men who resented what they perceived to be the harsh Union rule. James Brothers and Quantrills Raiders In 1863, Quantrill’s force had grown to over 450 men, one of whom was Frank James, older brother of Jesse James. In August 1863, Quantrill and his men committed what became known as the Lawrence Massacre. They torched the town of Lawrence, Kansas and killed more than 175 men and boys, many of them in front of their families. Although Quantrill targeted Lawrence because it was a center for Jayhawkers, it is believed that the terror that was imposed on the cities’ residents stemmed from the Union imprisoning family members of Quantrill supporters and allies, including the sisters of William T. Anderson – who was a key member of Quantrill’s Raiders.  A number of these women died, including one of Anderson’s sisters while imprisoned by the Union.  Anderson who was nicknamed Bloody Bill. Quantrill would later have a falling out that caused Anderson to become the leader of most of Quantrill’s group of guerrillas which would include sixteen-year -old Jesse James. Quantrill, on the other hand now had a force that only a few dozen. The Centralia Massacre In September 1864, Anderson had an army that totaled approximately 400 guerrillas and they were preparing to assist the Confederate Army in a campaign to invade Missouri. Anderson took about 80 of his guerrillas to Centralia, Missouri to gather information. Just outside the town, Anderson stopped a train. On board were 22 Union soldiers who were on leave and they were unarmed.  After ordering these men to remove their uniforms, Anderson’s men then executed all 22 of them. Anderson would later use these Union uniforms as disguises. A nearby Union force of approximately 125 soldiers began to pursue Anderson, who by this time had rejoined his entire. Anderson set a trap using a small number of his force as bait which the Union soldiers fell for. Anderson and his men then surrounded the Union force and killed every soldier, mutilating and scalping bodies. Frank and Jesse James, as well as a future member of their gang Cole Younger,  all rode with Anderson that day. The Centralia Massacre was one of the worst atrocities that occurred during the Civil War. The Union Army made it a top priority to kill Anderson and only one month after Centralia they accomplished this goal.  In early 1865, Quantrill and his guerrillas had moved on to Western Kentucky and in May, after Robert E. Lee had surrendered, Quantrill and his men were ambushed. During this skirmish, Quantrill was shot in the back causing him to be paralyzed from the chest down. Quantrill died the following as a result of his injuries.

Female Leaders in History Research Paper Example | Topics and Well Written Essays - 250 words

Female Leaders in History - Research Paper Example She was very tough and uncompromising in her leadership and her being intelligent is what can be considered as driving her into politics. From Margaret Thatcher I learn that she was a brave lady who never feared opposition leaders and also other people as she always stood for what she thought was right. We also learn that being tough is a virtue which is needed in order to succeed. This is because by being such one will not be ridiculed but taken seriously (DeRue & Ashford, 2010). This can also be seen in her intelligence which one needs, as the decisions made should be productive and to the benefit of everyone. Though, at times, intelligence may lead to someone making poor decisions such as believing in oneself, she can be seen as an icon in the women leadership. A good leader is one who has to listen to other people’s opinions and views regardless of them being positive or negative (Stewart, Courtright, & Manz, 2010). Margaret Thatcher only believed in her innate rightness. She was not considerate of other people’s views, which led to her not having votes of more than forty-three percent. This is what also led to her being left with a cabinet that was not able to challenge her, which resulted in her failure such as the poll tax which she wanted to

Role of ICT in the Education System Dissertation

Role of ICT in the Education System - Dissertation Example To build a strong global knowledge, it must be ensured that information is equally accessible to all people. A community can get engaged in various social, economic, scientific, cultural and political activities only if it gets quality education. Proper access to quality education is most important for people with special educational needs (SEN). Such people are broadly defined as â€Å"being caused by differences in gender, age, physical and mental abilities, levels of education, ethnicity, income level, etc.† (ICTs in education for people with special needs, 2006, p.10) All people should have equal opportunities to education irrespective of their cultural and social backgrounds. There is a general tendency to discriminate disabled students and deny them educational facilities. This means that this group of people has low literacy and skills thereby high rate of unemployment. However, in a democratic society, focus is on providing quality education and training to all learner s. According to UNESCO â€Å"education has to take on the difficult task of turning diversity into a constructive contributory factor of mutual understanding between individuals and groups† (ICTs in education for people with special needs, 2006, p.12) In order to provide effective education to all learners, people with SEN should have access to regular schools with special focus on their needs. An education systems should be able to survive all difficult situations and make people eligible for any activities in a community and should also make them adaptable to other communities. Many human rights organizations protest against segregation in education facilities and demand equal education to all. Since disabled people have variable educational needs, extra focus should be given on helping them to overcome their functional limitations to access regular education which will pave the way for their self development. In this regard ICT (information and communication technology) pl ays an important role in education process as it generates new learning experiences. With the use of technological innovations people with physical disability can be helped to interact, for instance, people with motor disability can be helped to write and people with visual deficiency can be helped to read. In order to remove the barriers that prevent student from getting proper education, application of ICT has become indispensable. ICT has three main uses like compensation, didactic and communication uses (ICTs in education for people with special needs, 2006, p.31). With the help of AT (assistive technology) disabled people can reduce the difficulties caused by their disabilities to gain access to standard education and participate in all activities of their communities. However, although technology can benefit a person to approach regular schools and activities, it can sometimes enhance segregation of disabled persons (ICTs in education for people with special needs, 2006, p.44) . The main objective of AT is to facilitate SEN people to write, read and communicate with a â€Å"wide range of input devices, pointing devices, and software.† For instance, there are alphabetic devices for language impairments, and symbolic devices for speech impairments with which they can develop their own communication board on the computer screen. The computer is very useful for students with cognitive problems to acquire basic skills for learning process. Computers can motivate these students (ICTs in educati

Pathological gambler Essay Example for Free

Pathological gambler Essay The dynamics of gambling disorder and the gambler’s personality profiles were asserted by Dr. Richard Rosenthal, a well known gambling addiction expert and cited the three criteria in assessing a pathological gambler. These criteria are the individual’s feeling of helplessness, guilt and depression, a well developed capacity for self–deception and the actual exposure to gambling. The individual’s physical and hereditary predispositions are also major causes that link gambling addiction to depression that may result to suicide. In terms of physical attributes, a gambler’s brain contains a higher level of chemical known as norepinephrine than a normal individual, due to excreted stress and excitement to win the game. Signs and Symptoms To determine the extent of gambling addiction, the American Psychological Association reported different diagnostic criteria (Lieberman, L. 2003). These include the individual’s preoccupation with gambling, one good example is a gambler who keeps on reliving his past gambling experiences and planning for his next gambling venture while thinking of ways on how and where to get money as gambling capital. Tolerance is a gambling addiction criterion in which a gambler needs a greater amount of money to achieve his desired excitement in gambling. Being restless and irritable is a withdrawal symptom when a gambler attempts to cut down his desire to gamble. Escaping from the feeling of helplessness, depression and guilt is a gambler’s escape from problems and to relieve his dysphoric mood. A classical behavior of pathological gamblers include frequent returns to gambling places in order to chase losses. Lying from family members and other people is a symptom that a gambler is concealing his over-involvement with gambling. Illegal acts like fraud, theft and forgery are signs that a gambler is searching for more finances for his gambling addiction. There is a possibility of risking some significant relationships for a gambler to suffice his gambling addiction including his job, career or other growth opportunities (Eadington, W. 2002). There are bailout circumstances wherein a gambler would rely on other people to provide financial assistance for his desperate situation due to gambling. The repeated loss of control to stop gambling is another symptom that an individual is a pathological gambler. Phases of Gambling Addiction Gambling addiction has three phases of progressive cycle such as winning phase, losing phase and the desperation phase. The pattern of gambling addictive behavior is a progressive and downward cycle that may lead to depression and later on suicide attempt. The winning phase is the time that gamblers experience a series of wins and became optimistic that the streak will continue. The feeling of great excitement will lead the gambler to increase the amount of his bets. The losing phase is the period that a gambler experiences losses and the time that he will reminisce his past wins and will start gambling alone, think more on gambling and start borrowing money even with high interest to continue his gambling. The losing phase is the time that gamblers start lying to family and friends, the home life becomes unhappy and restless. Chasing the gambler’s losses to win back their losses is a critical point on gambling addiction. Desperation is characterized by increase in the time spent to gamble, alienate family and friends with remorseful feelings. Gamblers may even resort to illegal acts to finance his gambling addiction. This is the period that a gambler experiences hopelessness, separation and divorce, get inclined to drug addiction, alcoholism and eventually suicidal tendencies. The third and final phase of gambling addiction is the hopelessness phase characterized by emotional breakdown and cannot think and see a way to be out of their gambling predicament. Most gamblers upon reaching the hopelessness phase or the bottom line of their gambling addiction will consider suicide as the only solution to their problem.

Olivopontocerebellar Atrophy Essay -- Biology Biological Essays

Olivopontocerebellar Atrophy Olivopontocerebellar atrophy (OPCA) was first described in 1900 by Dejerine and Thomas. OPCA is a group of dominant inheritance and sporadic neurological disorders characterized by a chronic, progressive, cerebellar ataxia that begins in middle age. The cerebellum and its connections are the primary sites of the disease in chronic progressive disorders that often occur in familial or hereditary patterns. Postmortem studies indicate an atrophy of the cerebellum, pons, and inferior olives. This neuropathological neuronal cell loss permits classification of OPCA as a non-Alzheimer’s neurodegenerative illness. Gross postmortem inspection of the brains of patients with OPCA shows marked shrinkage of the ventral half of the pons, and disappearance of the olivary eminence on the ventral surface of the medulla. These brains also exhibit an atrophy of the cerebellum with degeneration of the middle cerebellar peduncles, and to a lesser extent, of the inferior peduncles. Thus, the cerebellum suffers mainly through atrophy of its afferent fibers. The neocerebellum and the olive undergo the primary degeneration. The purkinje cells of the cerebellar cortex are affected secondarily. Histological examination shows severe degeneration of Purkinje cells, reduction in the number of cells in the molecular and granular layers of the cerebellar cortex, severe loss of the number of cells in the pontine nuclei and olives, and demyelination of the middle cerebellar peduncle. The cerebellar nuclei are well preserved. The tegmentum of the pons, the corticospinal tracts, and the restiform body are also usually unaffected. In clinical cases involving extrapyramidal symptoms, degenerative changes in the striatum, espec... ...s Elevated in Brain of Patients with Dominantly Inherited Olivopontocerebellar Atrophy. Neuroscience Letters (submitted publication). Kish, Stephen J. et al : Brain Amino Acid Abnormalities in Dominantly Inherited Olivopontocerebellar Atrophy. Revised manuscript in preparation for resubmission to J. Neurochemistry. Kish, Stephen J. et. al. Cognitive Deficits in Olivopontocerebellar Atrophy: Implications for the Cholinergic Hypothesis of Alzheimer’s Dementia. Annals of Neurology: 24 (2), 200-206, 1988. Rowland, Lewis P. (ed.): Merritt's Textbook of Neurology, eighth edition. Lea and Febiger. Philadelphia, 1959, pp. 630--631. Snell, Richard S: Clinical Neuroanatomy for Medical Students. Little, Brown, and Company, Boston, 1957, pp. 220--222. Walton, Sir John. Brain's Diseases of the Nervous System. Oxford University Press. New York, 1955, pp. 365. Olivopontocerebellar Atrophy Essay -- Biology Biological Essays Olivopontocerebellar Atrophy Olivopontocerebellar atrophy (OPCA) was first described in 1900 by Dejerine and Thomas. OPCA is a group of dominant inheritance and sporadic neurological disorders characterized by a chronic, progressive, cerebellar ataxia that begins in middle age. The cerebellum and its connections are the primary sites of the disease in chronic progressive disorders that often occur in familial or hereditary patterns. Postmortem studies indicate an atrophy of the cerebellum, pons, and inferior olives. This neuropathological neuronal cell loss permits classification of OPCA as a non-Alzheimer’s neurodegenerative illness. Gross postmortem inspection of the brains of patients with OPCA shows marked shrinkage of the ventral half of the pons, and disappearance of the olivary eminence on the ventral surface of the medulla. These brains also exhibit an atrophy of the cerebellum with degeneration of the middle cerebellar peduncles, and to a lesser extent, of the inferior peduncles. Thus, the cerebellum suffers mainly through atrophy of its afferent fibers. The neocerebellum and the olive undergo the primary degeneration. The purkinje cells of the cerebellar cortex are affected secondarily. Histological examination shows severe degeneration of Purkinje cells, reduction in the number of cells in the molecular and granular layers of the cerebellar cortex, severe loss of the number of cells in the pontine nuclei and olives, and demyelination of the middle cerebellar peduncle. The cerebellar nuclei are well preserved. The tegmentum of the pons, the corticospinal tracts, and the restiform body are also usually unaffected. In clinical cases involving extrapyramidal symptoms, degenerative changes in the striatum, espec... ...s Elevated in Brain of Patients with Dominantly Inherited Olivopontocerebellar Atrophy. Neuroscience Letters (submitted publication). Kish, Stephen J. et al : Brain Amino Acid Abnormalities in Dominantly Inherited Olivopontocerebellar Atrophy. Revised manuscript in preparation for resubmission to J. Neurochemistry. Kish, Stephen J. et. al. Cognitive Deficits in Olivopontocerebellar Atrophy: Implications for the Cholinergic Hypothesis of Alzheimer’s Dementia. Annals of Neurology: 24 (2), 200-206, 1988. Rowland, Lewis P. (ed.): Merritt's Textbook of Neurology, eighth edition. Lea and Febiger. Philadelphia, 1959, pp. 630--631. Snell, Richard S: Clinical Neuroanatomy for Medical Students. Little, Brown, and Company, Boston, 1957, pp. 220--222. Walton, Sir John. Brain's Diseases of the Nervous System. Oxford University Press. New York, 1955, pp. 365.

Legislation Legacy

Native Americans or the so called American Indians are considered to belong in the minority group by the White Americans.   They were in one way said to be like a third world country because they have a slow pacing in terms of civilization and improvement. Native Americans are faced with a continuous struggle regarding land ownership. (Komp, 2006)Their lands as they say had a spiritual attachment and they really value the piece of land that they own. Any action that would entail the sale and destruction of the land they own would cause great apprehension. This could not be realized abruptly due to the nature of the Natives to be submissive. They needed to have a strong and powerful person to assist them in kinds of need. The issue between the Native Americans and the federal government is about the acquisition of land. They were at all cost hindered to have a land of their own. The government, despite the legislature that they must acquire land, was trying to bend the rule that’s why the case is in pending condition. This scenario could be accounted to the fact that white Americans have the tendency to take advantage over the natives because they were thinking that the natives do not contribute much to the making of their nation. The issue is connected to the fact that the land of the native Americans are proposed by industries to be the site for toxic wastes disposal.(Komp, 2006)If this would be the situation, then most of the American Indians are now faced with the great struggle regarding their health condition. Although some scientist has cited that it would never affect their health, there is no concrete evidence that this is not harmful to them. The legislation that is linked to the issue is the human rights law.   American Indians, though native, have the right to protect their possessions and to have a land of their own. Also they have the right to be protected in terms of health. And the fact that they were natives must not deprive them of the right to live in a safe environment. References: Komp, K. (2006). Congress, President Still Ignoring the Indian Health Care [Electronic Version]. Retrieved August 6, 2007.      

Concentration Camps

Concentration camps were constructed for mass killings. Digging deeper into the methods of murder they used, there's more to it than gas chambers, starvation, and overwork. The medical experiments were a major factor in the massive death toll in the concentration camps. Today doctors strive to keep people healthy and alive. For Nazi doctors Joseph Mengele, Karl Clauberg, and Sigmund Rascherat, the ones responsible for countless deaths, that was not their number one priority. Nazi doctors in the concentration camps conducted inhumane experiments such as examining twins, sterilization of men and women, and the freezing of people. When prisoners arrived at the camps, they probably expected the worst. For the twins however, life in the camps wasn't as bad as it could've been. Twins were allowed to keep their hair and sometimes their clothes (Remember.org, 4). Being a twin gave them a better chance of surviving (Lifton, 351). Even though the experiments were cruel and barbarous, they offered an escape from the harsh camp (Lifton, 354). Twins lived in special buildings, such as the medical blocks. Unlike normal prisoners, twins were able to move freely throughout camp. Within the blocks, the father of a set of twins would be assigned block chief (Lifton, 348). Young female twins were lucky in a way since their mother was allowed to stay with them. The reasoning behind this is, Joseph Mengele, the mad man behind these experiments, wanted them in stable mental and physical condition (Lifton, 349). No matter how healthy they were, nothing could prepare the twins for what was to come. The Nazi's thought that twins were the key to discovering a way to quickly increase the German race. Doctors hoped to uncover the secret to multiple births (Pbs.org, 3). In order to conduct experiments, Mengele needed twins. He exploited easy access to twins at Auschwitz and was a fanatical figure in the selection (Lifton, 348). In 1944, 250 individual twins arrived in Birkenau (Lifton, 349). The selection process began with Mengele shouting, â€Å"Zwillinge heraus!†, which means twins in German. Once rounded up, they were each given a number sequence on their arm (Lifton, 348). Identical twins were the ones Mengele wished for the most, as they were his most treasured research objects (Lifton, 349). Although the experiments sound like Nazi's tourtering prisoners without any medical knowledge, there was a method to the madness. Mengele's method was based off of scientific training, Nazi ideology, and the peculiarities at Auschwitz's setting (Lifton, 347). When twins were examined, they were examined together and naked (Lifton, 349-350). Measurements of every part of their body were taken (Remember,org, 4). Each session, ten cubic centimeters of blood were drawn and during the first examinations the family history of the twins was taken (Lifton, 350). Today we can look at an actual experiment performed on a set of identical Hungarian twins. Selection began in 1943 when three sets of twins arrived at Auschwitz. Dr. Mengele saw the Hungarian set and took them (Remember.org, 4). They were 18 year old men and described as very handsome and athletic. Examination began right away with their heads, which took several days. Next photographs were taken to show hair growth. The most dangerous thing done to them while they were alive was being ventilated with gas. They coughed so severely, restraints were needed to hold them down. After the gas, they were placed into hot water up until the point of passing out and then all their hair was removed; more photographs were taken. The Hungarian twins were killed the same way as every other set that made it to the end of the experiments. A syringe of chloroform was injected into their hearts. Mengele was very careful to make sure the twins died at the exact same time. Once no longer alive, they were dissected and their organs were sent to the Institute of Biological Racial and Evolutionary Research Berlin (Remember. Org, 4). Dissection of the corpses was the last part of Mengele's twin research (Lifton, 350). These experiments were drastic. Of the 1,000 pairs experimented on, only 200 pairs survived (Pbs.org, 3). Sadly, this was not the end of cruel Nazi medical experiments; sterilization of prisoners was also very important to the Germans. Sterilization: surgery to make a person unable to produce offspring. The main goal of sterilization was to discover a rapid, inexpensive, and unobtrusive method to wipe out Russians, Poles, Jews, and other races (Berenbaum, 347). Nazis hoped to sterilize millions with minimum time and effort (Pbs.org, 5). Even though a method already existed, surgical sterilization, doctors thought it was too slow and expensive. These experiments occurred in camps such as Auschwitz and Ravensbruck (Berenbaum, 247). There were mainly two doctors known for sterilization, Gebhardt and Clauberg. Gebhardt worked at Ravensbruck by the surgical method. The method Clauberg used was by an injection. Dr. Karl Clauberg conducted it on a large scale (Berenbaum, 348). He was the main man for sterilization (Lifton, 271). Although the doctors knew how they wanted to sterilize, a formula had to be developed. Since Dr. Clauberg was the head of these experiments, he developed his own formula, but he was very secretive about the substances he used. Researchers today assume he used formalin and novocain (Lifton, 271-272). Formalin is a clear watery solution of methanol used as a preservative. Novocain, also known as procaine, is a local anesthetic drug used as a sodium channel blocker. This impairs the conduction of sodium ions. This injection was done in three stages over a few months. Unfortunately, Clauberg used over 300 women over the course of his work (Lifton, 272). Not just women had to face the horrors of Dr. Clauberg, thousands of male Jews and Gypsies were sterilized at Auschwitz by injection. Later on, doctors discovered a brand new method, x rays. This way was effective, but castration would result. There were also dangers to other parts of the body if not covered by lead (Berenbaum, 348). Even though the Nazi doctor's main goal was to sterilize, other issues occured. Thousands who were sterilized suffered excruciating mental and physical pain (Pbs.org, 5). Fever also overtook many victims. Some prisoners were very resistant but many feared what would happen if they were. Prisoners who resisted were sent to the gas chamber at Birkenau (Lifton, 272). Knowing each day what would be done to them by Clauberg caused them to be overcome with fear and anxiety (Lifton, 273). Of course sterilization was extremely painful and killed many people, but the freezing experiments were the most painful experiments the Nazi's conducted. A problem Germany had during World War II was when their pilots in planes had to eject into the ocean, they would die from hypothermia. Nazi's number one goal was to discover a way to treat frozen German pilots (Pbs.org, 2). These experiments were designed to simulate conditions on the eastern front and were conducted for the Nazi high command. Some camps had the perfect weather conditions; Birkenau, Dachau, and Auschwitz (Remember.org, 2). Two methods used were an icy vat of water and using the sub-zero temperatures outside. Each experiment was divided into two parts. The first part, Sigmund established how long it took for body temperature to lower to death. During the second part he tried to find the best way to revive the frozen person. Through tests, Sigmund figured the icy vat method was the quickest way to drop body temperature (Remember.org, 2). Before the prisoners were placed in the icy vat, they were either given an aviator suit or wore nothing at all. They were each in the vat for up to five hours at a time. Once their body temperature fell to 79.7 degrees fahrenheit, Sigmund would throw hot sleeping bags or use scalding baths to rewarm them (Pbs.org). The second method was conducted outdoors. Dr. Sigmund strapped prisoners to a stretcher and placed them outside. Auschwitz was one of the most ideal places for experiments outside because of the extreme winters. Eventually after suffering in the cold for hours, most victims lost consciousness and died once their body temperature dropped (Remember.org, 2). Throughout the whole experiment, Dr. Sigmund was constantly measuring the changes in heart rate, body temperature, and muscles flexes (Pbs.org, 2). Although not many survived, there is a documented experiment done on two men. These men were both from Russia and once at the camp they were both sent to the icy vat. A long time after being submerged in the vat, neither of the men were losing consciousness. Realizing not much was happening, Dr. Sigmund lowered the temperature. Shortly after this, both of them passed away. Everyone apart of this experiment were shocked at how long they lasted (Remember.org, 2). All in all, 80 to 100 people died due to these freezing experiments conducted in icy vats or in sub-zero temperatures (Pbs.org).Nazi doctors were ruthless and would've done anything for the name of science. No matter how many people they killed, they were determined to get rid of the Jews, Gypsies, and other races. Even examining masses of twins, attempting to sterilize millions of men and women, and pushing the human body to as cold as it could go. These medical experiments caused hundreds of deaths and gives the title doctor a dark background.

Comparison of Novel and Film Adaption and Philip K. Dicks Criticisms Essay Example

Comparison of Novel and Film Adaption and Philip K. Dicks Criticisms Essay Example Comparison of Novel and Film Adaption and Philip K. Dicks Criticisms Essay Comparison of Novel and Film Adaption and Philip K. Dicks Criticisms Essay Philip K. dick’s criticisms about the film adaption ‘Blade runner’ have been justified by the differences that have been shown. The theme of empathy throughout both texts has been shown through two different characters causing the effect to change. Rick Deckard has the hero sort of sign through human’s eyes throughout the novel whereas Roy Batty has the hero symbol in a replicants eyes throughout the film. The motivation for Deckard in the novel is to buy a real animal, playing on his want and needs, which is also a sign of empathy. Having this motive shows the selfish side of people and questions whether or not someone actually needs an animal to be happy. The idea is put across that killing for an animal (even if it is just killing an android) to be alright. Throughout the novel we watch Deckard’s development. Having only a glimpse of this development in the film adaption shown, the viewer won’t really understand that Deckard goes through a change. Ridley Scott has used a different way to put across the empathy by using a different character that was only a small part in the novel. Batty has been given the motive to find a way to live longer and be able to become more human. Batty became the super human figure with more intelligence and strength. However Dick wrote that androids died way before they could even begin to comprehend emotions, making sure they were as robotic as possible. Electric animals were just a little way from the bottom of the social ladder and having a real one puts you higher. Being able to take care of an animal shows the empathy that a human is able to have and not an android. The film adaption doesn’t revolve empathy around the animals like the novel does. A glimpse is seen through the wolf howls that Baty cries at the point when he feels so much pain and loss, again showing empathy through a replicant. Dick had that androids shut down at the moment they feel threatened towards their lives. Scott turns that around in the film adaption and has them fight back as shown with Pris as well as Baty. The minor characters in the novel have been taken out for the film adaption so this does change parts of the story. The novels characters contrasted with each other. Deckard had Iran to contrast with himself; he wanted to have an animal to keep his life meaningful whereas she had already given up. Irmgard shows the more gentle side of an android in contrast to Pris who is curious about how life works is still more violent to figuring it out â€Å"Restraining the spider with the edge of her hand. She was smiling. † This insinuates that she feeling some sort of emotion whether it be that it’s just that she trying to fake an emotion or she’s being sadistic. Having some of these contrasts cut out for the film adaption it’s hard to see what the character’s main intention is until later on in the film. Dick’s criticisms are justified in the way that the main parts of his story have been cut out. Some of the scenes make or break certain characters and not having them in the film adaption slows the story down in how it has been told. Characters even if they are minor are still relevant to the story and are used to put the point across. The film adaption does give a different point and is less straight forward than what Dick wrote ‘Do androids dream of electric sheep? ’

How to Spot the Pegasus Constellation

How to Spot the Pegasus Constellation Stargazers looking for an easy-to-spot star pattern cant go wrong with the constellation Pegasus, the Winged Horse. Although Pegasus doesnt exactly look like a horse- more like a box with legs attached- its shape is so easily recognizable that its hard to miss. Finding Pegasus Pegasus is best spotted on dark nights beginning in late September and early October. Its not far from W-shaped Cassiopeia and lies just above Aquarius. Cygnus the Swan is not too far away, either. Look for a group of stars in the shape of a box, with several lines of stars extending out from the corners. One of those lines marks the Andromeda constellation.   Pegasus is one of three northern hemisphere autumn constellations that are easy to spot. It contains the globular cluster M14. Carolyn Collins Petersen Stargazers looking for the Andromeda Galaxy can use Pegasus as a guide. Some like to think of it as a baseball diamond, with the bright star Alpheratz as the first base mound. A batter hits a ball, runs to first base, but instead of going to second base, runs up the first base foul line until they run into the star Mirach (in Andromeda). They turn right to run into the stands, and before long, they run right into the Andromeda Galaxy.   The Story of Pegasus Pegasus the Winged Horse has a long history with stargazers. The name we use today comes from ancient Greek myths about a flying steed with mystical powers. Before the Greeks were telling tales of Pegasus, ancient Babylonian mystics called the star pattern IKU, meaning field. The ancient Chinese, meanwhile, saw the constellation as a giant black tortoise, while indigenous people of Guyana saw it as a barbecue. The Stars of Pegasus Twelve bright stars make up the outline of Pegasus, plus numerous others in the official IAU chart of the constellation. The brightest star in Pegasus is called Enif, or ÃŽ µ Pegasi. There are brighter stars than this one, such as Markab (alpha Pegasi), and of course Alpheratz. The stars that make up the Great Square of Pegasus form an unofficial pattern called an asterism. The Great Square is one of several such patterns that amateur astronomers use as they find their way around the night sky. The official IAU chart of the constellation Pegasus shows its brighter stars plus numerous others. It also shows a few deepsky objects, such as M15 and the Andromeda Galaxy. IAU/Sky Telescope   Enif, which can be seen as the muzzle of the horse, is an orange supergiant that lies nearly 700 light-years from us. It is a variable star, which means that it varies its brightness over time, mostly in an irregular pattern. Interestingly, some of the stars in Pegasus have planetary systems (called exoplanets) orbiting them. The famous 51 Pegasi (which lies on a line in the box) is a Sun-like star that was found to have planets, including a hot Jupiter.   Deep Sky Objects in Pegasus Constellation Although Pegasus is one of the largest constellations, it doesnt have a lot of easily-spotted deep-sky objects. The best object to spot is the globular cluster M15. M15 is a spherically shaped collection of stars bound together by mutual gravitational attraction. It lies just off the horses muzzle and contains stars that are at least 12 billion years old. M15 is about 33,000 light-years away from Earth and contains more than 100,000 stars. Its almost possible to see M15 with the naked eye, but only under very dark conditions. How to find the globular cluster M15. Carolyn Collins Petersen The best way to view M15 is through binoculars or a good backyard telescope.  It will look like a fuzzy smudge, but a good telescope or an image will reveal much more detail. An amateur view of M15 through a backyard-type telescope. Hunter Wilson/Wikimedia Commons The stars in M15 are so tightly packed together that even the Hubble Space Telescope, with its eye for detail, cannot make out individual stars at the core of the cluster. Currently, scientists use radio telescopes to find X-ray sources in the cluster. At least one of the sources is a so-called X-ray binary: a pair of objects that are giving off X-rays.   A Hubble Space Telscope view of the central region of globular cluster M15, which is so densely packed with stars that HST has trouble spying out individual ones. NASA/ESA/STScI Far beyond the limits of backyard telescopes, astronomers are also studying galaxy clusters in the direction of the Pegasus constellation, as well as the gravitationally-lensed object called the Einstein Cross. The Einstein Cross is an illusion formed by the gravitational influence of light from a distant quasar that passes by a galaxy cluster. The effect bends the light and ultimately causes four images of the quasar to appear. The name Einstein Cross comes from the cross-like shape of the images and the famous physicist Albert Einstein. He predicted that gravity affects space-time and that gravity could bend the path of light that passes near a massive object (or collection of objects).  That phenomenon is called a gravitational lens.