The difference between medieval and early modern is one...

The medieval and early modern periods were eras with distinctive issues and ideals. Some of their key themes were very similar, such as the importance of religion and the role it played in everyday life, while other matters were unique to their time, such as the medieval selling of indulgences, or the early modern Reformation of the Church. These examples illustrate clearly the mixture of change and stasis in the two ages, as a subject shared by both periods yielded so great a diversity of issues. The distinction of the eras makes it evident that some change did occur, but as the period of time between them was not very great, the change must be limited. Everyman and Dr Faustus are respectively medieval and early modern drama texts that†¦show more content†¦His play provides a mocking critique of religious customs, and particularly ridicules Catholic rituals. Marlowe dresses Mephostophilis in the habit of an old Franciscan friar, as Faustus comments That holy shape becomes a devil best, illustrating an air of contempt for the Catholic clergy. He further associates Catholicism with evil and devilry as he conjures Mephostophilis by chanting in Latin, the language of the Catholic Church. This mockery of Catholicism may be testament to contemporary social attitudes rather than the personal view of Marlowe himself. In the medieval era, it was highly uncommon for anybody to speak out against the Church, either through fear or because it was all they knew, but the Reformation encouraged writers to criticise the papacy and the earlier Church, often as a form of public entertainment. Writers often allied Catholic characters with themes of idiocy or ineptitude, as Marlowe does in his portrayal of Pope Adrian as a humourless megalomaniac, void...of commonsense . Marlowe manipulated the public disdain of Catholicism to criticise established religion in general, challenging many commonly held views, especially regarding forgiveness and salvation. Everymans central theme suggests that Gods mercy

Did The Reformation Had Been Stopped Why Or Why Not

Could the Reformation had been stopped? Why or Why not? At the turn of the fifteenth century practices of Christianity came under much scrutiny which caused a demand in reformation. Fueled by changing monarchies, intellectual expansion, new technologies in printing, and a challenge to Christendom as a whole, the Reformation was inevitable and could not be stopped. These ideals of reformation stemmed from the same humanistic ideals of the Renaissance that humans should strive for self-improvement and education, resulting in the reformation of Christianity. Equally through the desire to seek improvement, arose Christian humanist’s who wanted all people across the world to gain accessibility to the word of God and the ability to read it. Consequently Christian humanist’s such as Desiderius Erasmus, Thomas Moore, and Martin Luther brought about controversial ideas that challenged the long dominant reign of the Catholic Church which sparked the beginning of religious re formation across Europe. During the Middle Ages Christianity hit a peak of power and demonstrated complete dominance across Europe by completely influencing harsh penalties on non-Christians. These practices were extremely distasteful and angered Catholic followers which sparked the challenge of Papal powers during the Renaissance period. With the development of humanism during the Renaissance came a new idea of change known as known as the â€Å"Northern Renaissance humanism† which demanded amendments toShow MoreRelatedMartin Luther And The Protestant Reformation1326 Words   |  6 Pageschurch had all the power. Thus the Religious Reformation period was the most important time because new religions were formed and the RCC had all the power. 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Public Vs Private Special Education Education Essay Free Essays

string(371) " the sum of educational advancement required to run into FAPE criterions and what educational benefits are required to be written on an IEP\? Congress will besides be looking at if IDEA permits the usage of restraints and privacy and what rights does a non-custodian parent hold\? Many of the issues Congress will be debating root from judicial determinations sing IDEA\." Public schools are under onslaught and have been for some clip. This tendency is increasing and the popularity of private schools is turning. How does this social tendency relate to the instruction of kids with particular demands? The Education for all Handicapped Children Act ( EAHCA ) was originally passed in by Congress in 1975 and signed into jurisprudence by President Gerald Ford. We will write a custom essay sample on Public Vs Private Special Education Education Essay or any similar topic only for you Order Now This act stipulated that kids with disablements would hold the right to a free and appropriate instruction. Since its original transition, the jurisprudence has been amended four times and is referred to today as the Individuals with Disabilities Education Act ( IDEA ) ( Conroy, Yell, Katsiyannis and Collins, 2010, p. 1 ) . This paper will analyze how the jurisprudence was originally founded and how it has evolved over the old ages. The difference between how services are delivered to pupils with particular demands in public and private schools will be explored and who pays for such services will be researched. Finally, this paper will seek to reply the inquiry: Which is better – private or public – for pupils with particular demands? The Law Prior to EAHCA, besides known as Public Law 94-142, kids with particular demands were by and large excluded from public instruction. With this landmark statute law, public schools were required to offer equal entree to instruction and one free repast per twenty-four hours to pupils with particular demands in order to have federal support. The basic premiss of this jurisprudence was that provinces must develop and implement policies that afford kids with particular demands a free and appropriate instruction. The four specific intents of PL 94-142 were to supply a free and appropriate instruction to pupils with particular demands, protect the rights of kids and their parents, to help provinces and vicinities with the proviso of instruction and to measure the effectivity of all of the aforesaid attempts. Inherent in EAHCA was parental engagement in the development of their kid ‘s particular instruction plan. The jurisprudence provided chances for parents to convey civil cases to f ederal territory tribunal ( Conroy, Yell, Katsiyannis and Collinsw, 2010, p. 1 ) . Since the origin of EAHCA in 1975 the US Supreme Court has heard 11 instances related to the jurisprudence ( Conroy, et. Al, 2010, p. 3 ) . The jurisprudence was foremost revised eleven old ages after its origin and was named the Handicapped Children Protection Act of 1986 ( Conroy, et Al, 2010, p. 2 ) . The basic alteration to the jurisprudence in this alteration was that provinces had to supply services to kids with particular demands get downing at birth instead than age three. The 1990 amendment changed the name to the Persons with Disabilities Education Act ( IDEA ) ( Conroy, et Al, 2010, p. 2 ) . IDEA was amended in 1997 and included transitional services from school to adult life ( Conroy, et Al, 2010, p. 2 ) . The 4th alteration of the initial 1975 jurisprudence occurred in 2004 with the Persons with Disabilities Improvement Act, which in kernel aligned the jurisprudence with No Child Left Behind. The 2004 alteration added the demand for extremely qualified instructors, ends for pupils with particular demands and measuring pupil degrees. IDEA defines the services and instruction that meet the criterions for what constitutes a free and appropriate instruction. A basic premiss of IDEA is the constitution of an Individualized Education Program ( IEP ) ( Bradley, 2006, p. 405 ) . IDEA governs particular instruction plans on a federal degree. IDEA has four cardinal constituents: States must guarantee a free and appropriate instruction to pupils with disablements in either public or private school ; an IEP must be developed for each kid with parental audience ; pupils must be educated in the least restrictive environment ; and parents can bespeak due procedure hearings with an independent officer when they object to the educational commissariats for their kid, whose determinations can be appealed to province instruction bureaus and so to province and federal territory tribunals ( Buck, 2012, p. 653 ) . Although EAHCA required that school territories provide instruction and services to kids with particular demands in private schools, it was non clear if kids in private schools would hold equal entree to services as their opposite numbers in public schools ( Drang and McLaughlin, 2008, p. 3 ) . Originally the legal power over the private school fell on the LEA where the kid lived. The legal power has since changed to the location of the private school. Harmonizing to IDEA, the local instruction bureau ( LEA ) must supply Child Find services to kids in private schools ( Drang and McLaughlin, 2008, p. 4 ) . In Child Find, the LEA must turn up, place and measure pupils with particular demands. Following Child Find, LEAs are required to apportion a proportionate sum of their federal financess to kids with particular demands in private schools ( Drang and McLaughlin, 2008, p. 4 ) . LEAs must besides confer with with private school functionaries and parents. Following Child Find activities, allotment of relative federal financess and aforesaid audience, the LEA decides which services to supply. Harmonizing to Drang and McLaughlin, â€Å" Children enrolled in private school may have a different type and/or sum of service than their public school opposite numbers with similar disablements and educational demands. † ( Drang and McLaughlin, 2008, p. 5 ) In fact, federal tribunal instances have determined that LEAs can non necessitate pupils with particular demands to go to public schools in order to have services but LEAs are non required to offer services at private schools ( Drang and McLaughlin, 2008, p. 9 ) . The 2004 amendment provinces that kids with particular demands in private schools are eligible for services but the jurisprudence looks at them as a group, non as single pupils. Therefore, â€Å" no kid has an single right to a specific service. † ( Drang and McLaughlin, 2008, p. 9 ) The 2004 amendment included appropriations through 2011. Therefore, Congress is presently placing issues for the following reauthorization of IDEA ( Jones and Toland, 2009, p. 1 ) . Some issues that will be examined include the sum of educational advancement required to run into FAPE criterions and what educational benefits are required to be written on an IEP? Congress will besides be looking at if IDEA permits the usage of restraints and privacy and what rights does a non-custodian parent hold? Many of the issues Congress will be debating root from judicial determinations sing IDEA. You read "Public Vs Private Special Education Education Essay" in category "Essay examples" Payment for Particular Education IDEA requires LEAs to utilize a proportionate sum of their federal financess on private schools but they are non required to utilize any of their province or local dollars ( Drang and McLaughlin, 2008, p. 9 ) . Private school arrangement can happen for pupils with disablements either based upon the IEP squad ‘s finding or parents ‘ enterprise ( Buck, 2012, p. 653 ) . In some cases it is non the parents who opt for private instruction but the school territory. If the school territory can non adequately supply services that a pupil requires, the territory may choose arrangement in a private school. Courts can reimburse the cost of private instruction in such instances. This applies specifically to schools that are established to run into the particular demands of pupils with disablements. If the public school can non adequately address specific demands, they should reimburse the tuition paid by parents ( Bradley, 2006, p. 408 ) . If parents enroll a kid in a private school because the public school did non supply a free and appropriate instruction, so the tribunals can mandate that the public school reimburse the costs of the tuition to the parents ( Buck, 2012, p. 654 ) . Current jurisprudence is if a kid with particular demands is placed in a private school by a LEA or SEA ( province educational bureau ) in order to run into the FAPE ( free and appropriate instruction ) the LEA or SEA must pay the full cost. If the kid with particular demands is placed in the private school by the parents, a hearing officer or tribunal must make up one’s mind of full tuition or some services are paid for by the public school ( Jones and Toland, 2009, p. 29 ) . Further, if parents placed their kid in a private school because the LEA did non supply IDEA services, the public school must reimburse parents the cost of tuition ( Jones and Toland, 2009, p. 20 ) . Public V. Private Approach As Drang and McLaughlin noted, there is a deficiency of research related to particular instruction services bringing in private schools. Eigenbrood, nevertheless, examined differences in service bringing between sectarian and public schools in a Midwestern province in 2005. A notable determination of the Eigenbrood research was that pupils in sectarian schools are non ever officially diagnosed ( Drang and McLaughlin, 2008, p. 9 ) . Eigenbrood farther noted that private schools study fewer Numberss of kids having formal ratings and IEPs. Eigenbrood concluded that the consequences found might be attributable to private schools and parents being sick informed about Child Find services ( Drang and McLaughlin, 2008, p. 9 ) . Other research workers have supported that LEAs need to describe how they publicize Child Find activities. An of import differentiation between public and private instruction plans for pupils with particular demands relates to teacher makings. No Child Left Behind ( NCLB ) required instructors in Title I schools to be â€Å" extremely qualified † or have a unmarried man ‘s grade or province enfranchisement or licence. Congress supported the â€Å" extremely qualified † teacher demand when reauthorizing IDEA in 2004 ( Hensel, 2010, p. 326 ) . Regulations require staff at private schools meet the same makings as those in public schools with the noteworthy exclusion that they are non required to run into the â€Å" extremely qualified † criterion for particular instruction instructors ( Drang and McLaughlin, 2008, p. 5 ) . Private school staff can be used to supply services but lone outside of their specified occupation responsibilities at the private school. Some research workers note jobs with how particular instruction plans are funded in general. Harmonizing to Jay Green with the University of Arkansas Department of Education Reform, the current system of particular instruction provides fiscal inducements to over identify pupils with particular demands and under serves pupil who are identified. Green studies that schools receive fiscal wagess when they place pupils in particular instruction plans. The Voucher System Green recommends publishing verifiers for the cost of public school to be used at private schools. Green notes that the figure of pupils defined as handicapped has grown from 8.3 % in 1976 to 13.3 % in 2000 ( Green, 2007, p. 705 ) . He elaborates by stating that while the figure of pupils classified as specific larning handicapped has tripled from 1976 to 2000, the figure diagnosed with terrible emotional perturbations, developmental holds, sightlessness, hearing loss, autism and traumatic encephalon hurt have merely increased somewhat during the same clip period. Green suspects that the greater figure of specific larning handicapped pupils is the consequence of labeling instead than an addition in the incidence of the disablement ( Green, 2007, p. 706 ) . He besides notes that the diagnosing of specific larning disablement is subjective and less expensive to handle. However, experts in the particular instruction field do non subscribe to this belief. Berman, Davis, Koufman-Frederick and Urion found in 2001 that the figure of kids with larning disablements has increased due to medical engineering promotions, deinstitutionalization and increasing rates of childhood poorness ( Green 2007, p. 707 ) . Green refutes Berman and his co-workers ‘ claims that there has been an addition in the rate of disablement. Rather, Green suspects that the figure of kids necessitating particular instruction has increased due to the excess support provided to schools when their registration in particular instruction additions. Green studies that schools receive support based upon their registration Numberss, non services they provide. Green supports verifiers issued for the cost of educating pupils with particular demands as a agency to diminish over designation and increase service proviso. Harmonizing to Green, with a verifier system pupils can travel to whatever school provides the best service. But is this truly the instance? Wendy Hensel in her article titled, â€Å" Vouchers for Students with Disabilities: The Future of Education? † in the Journal of Law and Education offers a unquestionably different feeling. In her position verifiers are awarded chiefly to pupils that are mildly impaired. Making so impacts support available to kids with more marked disablements than remain in the public school sector. The verifier system, if allowed to turn, could ensue in kids with disablements in public schools being segregated from their equal, in kernel returning to how services were provided prior to 1975. Hensel argues that verifier systems are promoted by involvement groups that support school pick in general due to dissatisfaction with public schools. Hensel cites that critics of the verifier system claim that verifiers chiefly serve pupils from flush households and that they disproportionally help white pupils ( Hensel, 2010, p. 342 ) . She goes on to state that flush parents demand specialised service s more than deprived households. In a 50-state study conducted by Deborah Verstegen with the University of Nevada, Reno, consequences showed that provinces are modifying their support to back up pupils with particular demands ( Verstagen, 2011, p. 23 ) . All but one province reported that they were supplying extra financess to augment federal support under IDEA for pupils with particular demands. The verifier system is operated by single provinces. Each province is under the duty to supply instruction. State jurisprudence can impact widening public support to private schooling ( Hensel, 2010, p. 310 ) . In 2010 three provinces provided verifiers to pupils with particular demands – Florida, Utah and Georgia. At this same clip, Ohio provided verifiers to pupils with autism. By 2012 three more provinces were added – Arizona, Louisiana and Oklahoma ( Shah, 2012, p. 14 ) . The undermentioned 12 provinces have introduced similar statute law over the past few old ages: Alabama, Arkansas, Colorado, Kansas, Kentucky, Maryland, Missouri, Mississippi, Nevada, Oregon, South Carolina and Texas ( Hensel, 2010, p. 306 ) . There is the concern that if more pupils opt for verifier plans, there will be less money to educate kids with particular demands in public schools where their degree of disablement can be more terrible ( Hensel, 2010, p. 318 ) . The United States Department of Education Office of Civil Rights ( OCR ) has ruled that pupils with particular demands that opt for verifier plans basically waive their rights under IDEA ( Hensel, 2010, p. 316 ) . The OCR recommended that parents who elect to take part in the verifier plan be made cognizant that their kids would non be entitled to FAPE ( free and appropriate instruction ) under IDEA while go toing the private school. Their kids would non be entitled to an IEP and they would lose their right for due procedure. However, protagonists of the verifier system would reason that the bulk of parents do non hold the resources to litigate claims and hence, IDEA offering legal rights for due procedure loses a batch of credibleness. Evidence shows that most pupils accepting verifiers to go to private schools receive no specific scheduling or individualized direction ( Hensel, 2010, p. 323 ) . Furthermore, there are no particular instructor demands under the verifier plan. Private schools under the verifier plan need merely employ instructors with â€Å" particular accomplishments, cognition or expertness † ; no specific instruction, licence or enfranchisement is required ( Hensel, 2010, p. 326 ) . Stuart Buck in his article, â€Å" Particular Education Vouchers are Beneficial: A Response to Hensel † in the October 2012 edition of the Journal of Law and Particular Education contends that teacher quality is non related to instructor certificates ( Buck, 2012, p. 657 ) . Buck farther supports the thought that public school demands have no bearing on the quality of instruction. Buck supports offering verifiers to parents who are dissatisfied with the public schools. The lone other alternate harmonizing to Buck for disgruntled parents is to prosecute in cases against the public school, which they probably would non win ( Buck, 2012, p. 663 ) . Voucher plans vary from province to province. Some provinces require pupils to go to public school for a twelvemonth while others do non ( Shah, 2012, p. 14 ) . Private schools have the option of non accepting pupils they do non desire, whereas public schools do non hold the same option ( Shah, 2012, p. 14 ) . Teachers ‘ brotherhoods have opposed the usage of public revenue enhancement dollars to back up attending at private schools ( Hensel, 2010, p. 298 ) . During the IDEA reauthorization arguments of 2003, the National School Board Association and the National Coalition of Public Education prevailed in their resistance to federal subsidies of verifiers for particular demands. The verifier system was even debated during the 2008 Presidential run. Whereas Sarah Palin advocated for IDEA support to travel to any public or private school selected by the parents, Barack Obama prevailed and proclaimed his resistance to public monies being used to back up private schools ( Hensel, 2010, p. 310 ) . Advocates for spiritual instruction have besides been involved in the verifier motion. Some have argued for illustration that Florida, one of the first provinces to acquire involved with verifiers, was more interested in verifiers for spiritual schools than for particular demands ( Hensel, 2010, p. 297 ) . Religious schools have been seeking engage in the verifier system for pupils with particular demands much faster than non-religious schools ( Hensel, 2010, p. 324 ) . Some parents prefer private schools to public because of smaller category sizes. Public schools would offer smaller category sizes if support was available. Whereas private schools may be able to supply more individualised attending due to smaller category size, what is the quality of the direction? Contemplation and Decision This research led me to inquire my aunt about her experience with her girl with particular demands. My aunt ab initio enrolled her girl in a private school for spiritual intents. The public school holding legal power over the private school identified a generalised acquisition disablement. My aunt later decided to maintain her girl enrolled in the private school feeling that smaller category sizes would supply more individualised direction. A particular instruction coordinator from the public school oversaw the one-year IEP. Otherwise, my cousin did non have any specialised direction. A tutoring lab was present at the private spiritual school that pupils could go to as they so chose but were non required to. None of the instructors had particular instruction certificates or experience. The adjustments my cousin received were text editions and novels on tape and extended time/reduced work burden. For trials, she received 1A? clip to finish and for prep, she was merely required to fini sh half of the assignment as determined by her instructors. My aunt was besides under the feeling that since instructors at the private school were non portion of the instructors ‘ brotherhood, they would be terminated for hapless public presentation. As this was her first kid, my aunt had nil to compare her experience to. Once my cousin graduated and transitioned to college, she was referred to the Ohio Rehabilitation Services Commission and received services through the Bureau of Vocational Rehabilitation ( BVR ) . BVR financed tutoring services, tuition aid, assistive engineering and specialized computing machine plans. My aunt did non cognize how her girl ‘s educational experience K-12 would be different had she been enrolled in public instruction. Public and private schools need to make a better occupation educating parents about their single plans so parents can do a more informed pick. So which system is better for pupils with particular demands – populace or private? The determination is ill-defined. However, sing that public schools are mandated to educate ALL kids and have criterions to run into comparative to serve proviso such as instructor makings, it appears that support should back up public schools. Wendy Hensel provided the most compelling grounds to back up public instruction. If the verifier system is allowed to turn, the service bringing theoretical account in public schools could change over back by about 40 old ages. The unity of the 1975 jurisprudence to supply a free and appropriate instruction to all pupils with disablements must be protected. How to cite Public Vs Private Special Education Education Essay, Essay examples

Micro Economics Derived Demand

Questions: 1. Other than the demand for labour, what would beanother example of a derived demand? 2. Suppose that a 5% increase in the minimum wagecauses a 5% reduction in employment. How would thisaffect employers and how would it affect workers? Inyour opinion, would this be a good policy? Answers: 1. It can be assumed that 5% increase in the minimum wage would lead to the 5% reduction in the employment. It is predicted by the standard model of competitive market that an elevated minimum wage leads to joblessness among low-skilled workers. As a result, employers will start hiring more high-skilled workers as compared to low-skilled workers. On the other hand, employers face higher labor cost and are forced to react by decreasing other production operating cost. It is considered as a good policy as lesser jobs for the least skilled workers are most imperative (Krueger, 2015). 2. The demand for a factor of production as well as transitional goods that takes place as a result of the demand for another transitional is termed as derived demand. Derived in real meaning, the demand for one is reliant on that whose demand its demand is derivative from. Another example for derived demand, other than the demand for labor is the demand for steel that leads to derived demand for steel employees. This is mostly because; steel employees are requisite for the manufacture of steel. The price of steel also increases with the increase in the demand for steel (Phlips, 2014). References Krueger, A. B. (2015). The Minimum Wage: How Much Is Too Much?. New York Times. October, 9. Phlips, L. (2014). Applied Consumption Analysis: Advanced Textbooks in Economics (Vol. 5). Elsevier.

Governor Jeb Bushs One Florida Initiative Essays - Social Inequality

Governor Jeb Bush's One Florida Initiative Governor Jeb Bushs One Florida Initiative has come into action and there have been many opposing opinions towards this plan since The Board of Regents approved it. Some might say the plan has split Florida in two. Many Florida citizens who support One Florida argue towards opposing positions to give the plan a chance. These supporters believe this state needs a change because of the numerous problems within our school system. Opposing sides argue that they might consider part of, which is the plan that grants schools money towards scholarships and mentoring but their position is that affirmative action is not a problem. Supporter of One Florida Initiative believe that the plan could not have come about any later than it did because we needed some action done fast. While opposers believe that this plan was voted on too fast and the governor didnt give citizens enough information or time to do anything about it. The initiative to help diversity among college admissions was a well thought out plan supporters argue. They believe One Florida will work if we give it some time. Once we get used to the plan we will see how well it is working we while will learn more about. Supporters are sure that this plan will improve the way Florida works and that we will influence other states to do the same. Bushs plan would replace the states affirmative-action policies, which have been used with mixed success, in university admissions(Porter 1). Opposers of One Florida ask what is he replacing it with? He is not replacing it, he has just eliminated it and this is a form of equivocation. Citizens who oppose the governors plan argue that Affirmative action has only been around for 30 years. Its too soon to get rid of it(Kennedy A1+). Affirmative action was a plan that opposing sides did not want to do away with, and they believe that this plan is not as beneficial as affirmative action. Affirmative action grants equal rights to minorities and women in both education and labor, so it is not surprising that 47% of women support it while 41% oppose it. A telephone poll was taken by Mason-Dixon Polling s performance. The statewide poll concluded that 54% support One Florida, 37% oppose it, and 9% are undecided (GriffinA1+). I believe that those who oppose the plan should continue to fight for what they believe in, but if they are not heard then Florida citizens are forced to wait until there is some sort of conclusion towards whether the plan works or not. The question is are Florida citizens willing to wait around to see what is going to happen with minorities and women in Florida. Some say that if they do wait they might be too late to do something about it later. For those who are for the initiative, I hope it does work or they are going to have a big problem on their hands. Government Essays

Free Essays on How Revolutionary Was The American Revolution

How â€Å"Revolutionary† was the American Revolution? By the middle of the 18th century there were growing difference in thought, life and interests between Britain (known as the ‘mother’ country) and the growing colonies that would eventually form the United States. Local political institution and practice diverged significantly from English ways, while social customs, religious beliefs and economic interests added to the potential sources of conflict. The British government of the time favored a policy of mercantilism, although laws such as the Navigation Act were only loosely enforced to regulate commerce in the British interest. This all changed abruptly in 1763. The Treaty of Paris removed a long-standing threat to the colonies (from the French) while at the same time Great Britain, under George Grenville undertook a new colonial policy intended to tighten political control over the colonies and to make them effectively pay for their defense and return income to England. While the tax levied on sugar and molasses in 1764 was smaller than the one already on the books, the promise of â€Å"stringent enforcement† was not appreciated by the colonists. In 1765 the British Parliament passed the Stamp Act, which roused a violent colonial outcry. After much protest from leaders such as James Otis, Samuel Adams and Patrick Henry which included the threat of boycott and the refusal to import English Goods Parliament repealed the Stamp Act in 1766, but passed an act formally declaring its right to tax the colonists. The right of Britain to tax the colonists became a serious issue throughout 1766-mid 1770’s. Incidents such as the seizure of a ship belonging to John Hancock (1768), the Boston massacre in 1770 and the burning of the H.M.S.Gaspee in 1772 kept the flame of rebellion lit. By the time of the Boston tea Party (1773) Britain were taking stronger measures than ever to ensure that they received what they perceived to be... Free Essays on How Revolutionary Was The American Revolution Free Essays on How Revolutionary Was The American Revolution How â€Å"Revolutionary† was the American Revolution? By the middle of the 18th century there were growing difference in thought, life and interests between Britain (known as the ‘mother’ country) and the growing colonies that would eventually form the United States. Local political institution and practice diverged significantly from English ways, while social customs, religious beliefs and economic interests added to the potential sources of conflict. The British government of the time favored a policy of mercantilism, although laws such as the Navigation Act were only loosely enforced to regulate commerce in the British interest. This all changed abruptly in 1763. The Treaty of Paris removed a long-standing threat to the colonies (from the French) while at the same time Great Britain, under George Grenville undertook a new colonial policy intended to tighten political control over the colonies and to make them effectively pay for their defense and return income to England. While the tax levied on sugar and molasses in 1764 was smaller than the one already on the books, the promise of â€Å"stringent enforcement† was not appreciated by the colonists. In 1765 the British Parliament passed the Stamp Act, which roused a violent colonial outcry. After much protest from leaders such as James Otis, Samuel Adams and Patrick Henry which included the threat of boycott and the refusal to import English Goods Parliament repealed the Stamp Act in 1766, but passed an act formally declaring its right to tax the colonists. The right of Britain to tax the colonists became a serious issue throughout 1766-mid 1770’s. Incidents such as the seizure of a ship belonging to John Hancock (1768), the Boston massacre in 1770 and the burning of the H.M.S.Gaspee in 1772 kept the flame of rebellion lit. By the time of the Boston tea Party (1773) Britain were taking stronger measures than ever to ensure that they received what they perceived to be...

Operations Management in Action Essay Example | Topics and Well Written Essays - 1250 words - 1

Operations Management in Action - Essay Example These are the same operational issues affecting Zorro Organization. Operations management has the sole role responsibility of ensuring that an organization’s business operations are both efficient and effective. Efficiency is directed on reduction of wastage, delays and improvement of services and goods offered to a client such that they are of high quality. This requires designing a system that will ensure smooth running of operations. As Lee (2009) clearly puts it, the very first stage is to design an operations system. Here, Zorro Organization determines the kind of service they are going to offer as per the client’s instructions. The service to be offered in such a way that it will not overuse the organization’s resources, but it should also be operational and satisfy the customers’ needs. The next thing is planning how the resources available will be used to ensure that the service offered is up to the customer’s standards. To offer some services, more resources in terms of staff and time are required. The management plans this during this stage so that the customer gets all the required services on time. The very last stage is working with the various staff or teamwork to offer the service. This information was obtained from the human resource manager of Zorro Organization. Having looked at how the operations management system of Zorro Organization works, let us now look at some of the problems, issues and challenges it encounters. One of the major problems is globalization; there are so many regions in the world and in each region, there is a difference in operations management. Each region has its own unique strategy in operations management. This leaves the organization with the question whether their facilities in different parts of the world should use their own operation management systems or uniformity should be inherited from the mother company. For instance, in some

Female Prisoners Sexually Abused and Sold by Correctional Officers OR Article

Female Prisoners Sexually Abused and Sold by Correctional Officers OR Female Prisoner Impregnated by Correctional Officers - Article Example This implies that men do not have direct contact with female inmates. In the United States, male guards were not allowed to come into direct contact with female prisoners until 1964 Civil Rights Act (Figueira-McDonough & Sarri, 2002). About forty percent of women prison guards were men, and they had direct contact with the prisoners by the year 2007. The United States had 93,031 prisoners by the end of 2001. Women are incarcerated because of the increased war on drugs. The rapid increase of the population of women prisoners was not anticipated by the male dominated prison industry. Although United States prisons are for correcting offenders, most of the female prisons lack the facilities of accommodating healthcare, mental, and social needs of the prisoners (Parker, 2002). The number of women prisoners has been on the rise over the recent years in the United States but most of them do not face violent charges as opposed to men. Women prisoners have different experiences to those of men because women menstruate, and are very much affected by losing their children to Child Protective Services (Parker, 2002). Majority of women convicts are sexually or physically abused before they are convicted or are drug addicts. Men make up the majority of prisoners in the United States but the rate of the increase of number of women prisoners is worrying because it is more than that of men. Incarcerated women tend to form structures similar to those of families in a bid to ensure that they live, as they would have in the society. On the contrary, men become aggressive and isolate themselves from the other inmates (Rudolf, 2012). Increase in the number of female prisoners has resulted in the need of increased number of prison staff. Men are not emotionally or physically affected by incarceration as women are. This is because women are faced with the daunting task of facing sexual abuse in prisons. This can be attributed to the fact that the number of men staffing

Individual Project Criminal Evidence Essay Example | Topics and Well Written Essays - 750 words

Individual Project Criminal Evidence - Essay Example It is a basic rule of evidence that when the terms of an agreement have reduced to writing, it is considered as containing all the terms agreed upon, and there can be, as between the parties, no evidence of such term other than the contents of the written agreement per se. A classic example of a documentary evidence is a contract. Parol or oral evidence refers to the testimony of a witness made before the judicial court. An example of this type of evidence is the testimony of the victim in a rape case. One of the popular cases in Canada where DNA testing was allegedly used was the case of Dr. John Schneeberger. The latter is a doctor who raped one of his sedated patients in 1992 and intentionally left semen on the victim's underwear. The police immediately got blood samples from Schneeberger's blood and compared the same the DNA to the DNA from the semen found at the crime scene on three different occasions. However, the matching proved to be negative. It was found out later on thru other evidence that Dr. John Schneeberger inserted a Penrose drain into his own arm thru surgery and then filled the same with a foreign blood and anticoagulants. Anticoagulants is a type of drug that prevents the clotting of the blood while a Penrose drain, according to Wikipedia, is a surgical device placed in a wound to drain and prevent the build up of fluid. This in turn resulted to the degradation of the value of DNA evidence in criminal cases since DNA samples may be faked and planted, just like in Schneeberger case. In this case, the DNA sample, although previously admitted by the court, failed to prove the suspicions earlier made by the police authorities. DNA evidence is a real or object evidence since it is a material evidence that is addressed directly to the senses of the court. Although logically, judges and justices may not appreciate its value without the corresponding interpretation and testimony of scientists expert in the field, it can stand alone in court as evidence and therefore maintains its classification as a real or object evidence. In most states in the United States, DNA evidence are admissible in court even without the corresponding expert testimony. However in some jurisdictions, the expert testimony plays a big role in determining the admissibility of DNA as evidence. Personally, I do not agree with the use of DNA as evidence in proving the guilt or innocence of an accused. There are relevant scientific studies where it was concluded that DNA testing is not 100% perfect although the ratio of its reliability reaches one is to 5 million. Criminal prosecution is totally different from civil ones. It is the life and liberty of the accused which is at stake. It has been said that it is better to leave a criminal free rather than punish an innocent man. In this case, no matter how small the percentage of the probable mistake may be committed in the DNA testing and studies, the same cannot justify prosecution and persecution of innocent people. It is totally different however in using DNA testing as a means of proving paternity, for example, as the same is civil in nature. Deoxyribonucleic acid (DNA), although widely accepted in courts, are still subject to human mistakes such as the lack of control

Role Of Public Health Practitioner

Role Of Public Health Practitioner The writer seeks to critically analyse the role of the public health practitioner in general, taking into consideration the current socio-political context, the knowledge and skills needed for the role, challenges that exists in fulfilling the public health role and the approaches. In the second part of this work, the writer has chosen an initiative and will critically appraise how well the identified initiative meets the criteria for good public health. Public health skills and competencies will be identified and discussed in this initiative including health promotion theories and approaches. See Appendix-1. The public Practitioner role, knowledge and skills The writer has found it appropriate to start by defining public health though there are many definitions. The Public Health Resources Unit (2008) state that the purpose of public health is to: Improve health and population wellbeing; disease prevention and minimise its consequences; prolong valued life and health inequalities reduction (PHRU, 2008). PHRU states that all these can be achieved through: taking a population perspective; mobilising the organised efforts of society and acting as an public health advocate; enabling people and communities to increase their own health and wellbeing; acting on the social, economic, environmental and biological determinants of health and wellbeing; protecting from and minimising the impact of the health risks to the population and ensuring that preventive, treatment and care services are of high quality evidence-based and of best value (PHRU, 2008). Public health as defined by Webster and French in (Tones Tilford, 2001) comprise of three aspects which are population-level health promotion; the epidemiological analysis and health professional trained in medicine. Naidoo and Willis (2000 p. 181) looks at public health being characterised by several factors and embraces three domains; the health promotion of the whole population, health protection-a concern for the prevention of illness and disease and health service improvement-a recognition of the many factors that contribute to health The public health practitioners have autonomy on specified areas and continually own work area and support others to understand it and practitioners are likely to work in multi-agency and multi-disciplinary environment, whereas general practitioners work as a part of a larger team led by someone working at a higher level (PHRU, 2008). An approach to public health is described by the Faculty of Public (2000) with emphasis on the collective responsibility for improvement in health and prevention of disease; recognizes the key role of the state, linked to a concern for the underlying socio-economic and wider determinants of health as well as disease. This approach is multi-disciplinary, incorporating quantitative as well as qualitative methods; emphasizes partnerships with all those who contribute to the health of the population (FPH, 2000). Sir Donald Acheson, (1988) defines public health as the science and art of preventing disease, prolonging life and promoting, protecting and improving health through the organised efforts of society. He also describes the role as planning and evaluation of services as well as undertaking the surveillance of disease and co-ordinating the control of communicable diseases and public practitioner provide epidemiological advice on priority setting. Naidoo and Willis (1998) states that this will include public health practitioner skills for example communication, planning, networking, management and the use of research based evidence. A public health practitioner is identified by Naidoo and Willis (2001) and Donaldson and Donaldson (2006) as a trained person with a role to make people and the environment healthier, to carry out researches, to advocate and work collaboratively with the community on identified projects. The public practitioner is required to implement health initiative by the government that are aimed at improving health inequalities in society. Naidoo and Willis (2008) also points out that there are three principles that underpins the health practitioner for example empowerment, participation, equity and collaborative working which concurs with World Health Organisation (WHO, 1986). Reducing health inequalities is a priority and all health professionals have a role to play in the targeting of individuals whose health status is below average, or who may not access current health services for a variety of reasons. The 10 year NHS Plan (DOH, 2000) set a new statutory objective for NHS to allocate resources to contribute to a reduction in health status. Public health practitioners work to increase individual knowledge concerning the body function and ways of preventing illness, raising competence using health care system and awareness about political and environmental factors that influence health. Community capacity can be built by increasing their abilities to participate in promoting their health. The government White Paper, Saving Lives (DOH, 1999) on public health strategy for England first response to Acheson Report set a national agenda for action to reduce health inequalities for example it gave a commitment to action on living standards and tackling poverty, child poverty in particular, pre-school education, employment as a poverty way out, transport, urban regeneration, crime reduction and housing improvement for disadvantaged areas, as well as preventative activities through a strengthened public health workforce (Hogstedt et al, 2008). The governments strategy in Our Healthier Nation in Department of Health 1999a is to ensure that the public health labour force was knowledgeable and skilled, well staffed and resourcefully supplied to deal with major task of delivering health strategies. Health professionals with their knowledge and skills are expected to play a part in meeting the aims set in the White Paper (DOH, 1999). Public health practitioner skills includes acting as leaders knowledgeable and quipped to manage strategic change and working in partnership with other agencies, focus on health promotion for community development, familiarising with public concepts and use evidence in guiding work were appropriate. Socio-Political Context Donaldson and Donaldson (2006) states that in the UK in 1980s there were serious failures in the standards of care which was provided in public health. Communities before were seen as passive recipients of service and service users were not valued according to McKnight (1998) in (Gorin and Arnold, 1998). Naidoo and Willis (1998 p. 9) states that modern public health acknowledges the importance of living conditions to promote health, action on health inequalities, physical and social regeneration of neighbourhoods, development of healthy public policy on food, transport and the workplace. Public health system lacked sufficient hospital beds, staff, buildings and equipment (Tones and Tilford, 2006). According to Naidoo and Willis (2001) the public health movement emerged with the noble idea of educating the public for good health. Under the Public Health Legislation of 1848 public health workers were appointed to regularly publicize health advice on safeguards against contamination. It was noted that there was a rise of the sanitary reform in which the local government focusing on environmental issues. The National Health Service and Community Care Act (1990) was introduced which was a significant piece of public health legislation which brought changes in the way health services was delivered, which includes massive closure of health care institutions and people were cared for in the community (Donaldson and Donaldson, 2006). Naidoo and Willis (2006) notes the publication of Health of the Nation (1992) strategy which targeted five key areas which includes coronary heart disease, cancer, mental health, sexual health and accidents. However Donaldson and Donaldson (2006) pointed out that Personal Hygiene era noted that the main causes of death and disability shifted from infections to chronic illnesses, such as heart diseases, stroke, cancers, respiratory illness and accidents where lifestyles play a causative role. Another role of the public health practitioner is to promote and protect individuals and the wider populations health and wellbeing by preventing the spread of infectious diseases and protection against chemical radiation or other hazards. Lifestyle changes such as stop smoking, better nutrition and more physical activities can improve health and reduce the burden of diseases like obesity, coronary heart disease and cancer. Naidoo and Wills (2001), state that the intervention of the public health practitioner was health education with an emphasis on individual behaviour. The Public Health Act of 1994 focused on housing, sanitation, safe water and food. Ewles and Simnet (2001) states that public health was introduced by the New Labour Party in 1997 matching with same principles as World Health Organisation adopting similar policies to the Jakarta (1997) declaration with emphasis on infrastructure and investment, with empowering the service user to make informed choices. The Minister of Public Health was then introduced in 1997 (Donaldson and Donaldson, 2006) which led to the creation of Health Development Agency in (1998) with the aim of maintaining and publicizing evidence based for health improvement and advising on standards for public health and health promotion carrying out campaigns in addition to the formation of public health observatories which were linked with universities in order to monitor health and highlight areas of action and evaluating progress by local agencies with the aim to improve health and reduce inequality. Naidoo and Willis (2000, p. 139) also states that the New Labour government created a Minister for Public Health in 1997 with a responsibility to co-ordinate health policy across different sectors and highlight the impact of different policies. New reforms were also introduced in The New NHS-Modern, Dependable (DoH, 1997) with intention to replace the internal market with integrated care led by primary care groups of General Practitioners and community nurses whose responsibilities are commissioning and providing health care services for their local population. The New Public Health was introduced focusing on heath promotion and education using the bottom-up approach and focusing on public health rather than acute services. Tones and Tilford (2001) cites the Acheson enquiry which raised concerns regarding critical inequalities in health that in society the worst off are more ill and die earlier resulting to Green Paper (2003) with aims to reduce health inequalities. Three areas were prioritised by the report in relation to health inequalities, assessment of all relevant policies, for example the health of families with children and further reduction of income inequalities and poverty. The Department of Health (2003) Tackling Health Inequalities 3 year programme was set up to tackle health inequalities. It had four topics to support families to break the cycle of poverty, engaging communities and individuals to ensure relevance, responsiveness and sustainability as well as preventing illness and providing effective treatment and care culminating in addressing the underlying determinants of health. Tones and Tilford (2001) furthermore notes the reformation of the NHS by the Labour government to create a health service fit for the needs of 21st century Britain which is better, faster, more convenient service for patients that is fair and free to everyone. A variety of measures were introduced to improve quality of life in run down areas with a range of strategies to work towards quality homes for all. The New Labour implemented a policy of providing good housing in collaboration with the private sector in order to protect and meet the needs of the most vulnerable people (Naidoo and Willis (2001). Challenges that exists Challenges that exist in the public health sector are the current economic situation faced by the government which can cause difficulty in securing funding. The other challenge is failure in understanding or valuing the work of public health professional which can undermine their effectiveness and generate a defensive culture and negatively affects their moral; a lack of defined standards for public health practice and; a lack of clear accountability for health improvement. The shortage of some technical skills for example needs assessment, analysis and interpretation of information, critical appraisal and implementation skills; limited number of eligible applicants; sub-optimal working arrangements with local authorities manifesting in lack of consistency of local community plans and health plans. The other challenges are inadequacy of health as opposed to health service information systems and surveillance system for communicable and non-communicable disease. The other challenge is the difficulty in accessing public health evidence of promptly in a useable form; duplication of activity, in marshalling epidemiological information and evidence of effectiveness of health programmes. Lastly limited partnership between academic and public health service departments; limited pooling of resources and expertise between Health Boards and the NHS and other agencies and a lack of milestones by which to measure success (Review of the Public Health Function in Scotland, 2000). Part 2: Health initiative (Sure Start) The writer has chosen to focus on Sure Start which is a government programme aimed at delivering the best start in life for every child by bringing together early education, childcare, health and family support. The following are responsible for delivering Sure Start within Department for Children, Schools and Families: The Early Years, Extended Schools and Special Needs Group. Britain had the highest teenage pregnancy rate in Europe in the mid-1990s which led to the need of health promotion (UNICEF, 2001). In UK the Child Act, 2004 provides the legal underpinning childrens services set out by the government in the Green Paper in 2003, Every Child Matters as a Governments approach to the well being of children and young people aimed at giving all children the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well being which concurs with Ottawa Charter. The Childrens Plan (2007) was then published with a ten year strategy with aims to improve educational outcomes for children, improve childrens health, reduce offending rates among young people and eradicate children poverty by 2020 (DCFS, 2007). Health promotion works through concrete and effective community action in setting priorities, making decisions, planning strategies and implementing them to achieve better health (Ottawa Charter, 1986). For that reason the government therefore planned to deliver the best start for every child in bringing together early education, childcare, health and family support through Sure Start (Asthana and Halliday, 2006). Sure start is a public health approach that takes a population perspective, tackling causes of ill health and this is done by teaching mothers on breast feeding avoids lifestyles focus and its marginalisation of socio-economic and environmental influences on health which is in line with Saving Lives: Our Healthier Nation (1999). The Department for Education and Skills (2000) set up Sure Starts core aims, targets and initiatives in their guidance document at the beginning of the programme (DES, 2000, pp. 1-2) were to improve health by accessing appropriate healthcare; enable informed choices about continuing a pregnancy or not; support teenage parents in caring for their children. Ewles (2006) support the idea that there is evidence to support the use of behaviour modification in conjunction with changes in caring for the vulnerable children and levels of activities involved in pre and post birth which concurs with the governments programme responding to Acheson report (1998) in Tackling Health Inequalities. This is seen by Beattie (1991) as objective reality of empowerment based on actual situation on community level. By promoting and protecting the health of pregnant and parenting teen mothers and their children Sure Start seem to be inline with Bradshaws taxonomy (1972) of health and social needs. Teenage parenthood is identified by Sure Start as both a cause and a consequence of social exclusion (Social Exclusion Unit, 1999) and this can be a normative need. Social Exclusion Unit (1999) also predicted the problems that involve a greater than average risk of being poor, unemployed and isolated. This is in accordance to the Acheson report (1998) which focuses on health inequalities and defines public health as the art and science of the prevention of disease and the promotion of health through the organised efforts of society. According to McLeod (2001) teenage mothers when compared to other mothers they have been seen as more likely to experience poverty and social deprivation and even in adult life, although these likelihoods might be a meaning of their deprived status relatively than of becoming a parent early per se (Ermisch and Pevalin, 2003). According to Bradshaw taxonomy this could be identified as a comparative need which concerns problems which emerge by comparison with others who are not in need. Furthermore he state that one of the most common uses of this approach is the comparison of social problems in different areas in order to determine which areas are most deprived. According to Social Exclusion Unit (1999) the government policy objective is to promote continuous learning among young people through Sure Start focusing on prevention of conceptions and secondly focussing on supporting teenage mothers primarily by measures to strongly encourage them to complete their education and keep in touch with the jobs market. This concurs with Naidoo and Willis (2001) who views public health as working together with others on shared programmes on the other hand to ensure that health promotion activities were achieved. Sure Start use collaboration, education and participatory approaches. Furthermore Dugan (1996) encourages public health practitioners to use participatory approach as a process that has rewarding effects and increases local talent and capacity, provides flexibility and systematic process for people. Micklewright (2002) assets that seven out of thirteen indicators in the second annual statement on poverty and social exclusion connecting to children and young people are measures of education and gaining skills. Educational approach enables health promoters to work with the community as partners giving guidance and not taking control but listening and taking their perspective on board. Educational approach expressed by Naidoo and Willis (2001) enriches the community with knowledge, information and developing skills that will enable them to make informed choices with regards to their health behaviour. Whereas community development aims at empowering people to work together to influence the social, economic, political and environmental issues that influence them (Naidoo and Willis, 2000). World Health Organization believed that people needed to hold some degree of control over their living and working conditions in order to develop lifestyles conducive to health (WHO, 1986). Ottawa Charter defines health promotion as the process of enabling people to increase control over, and improve their health (WHO, 1986). In conclusion public health practitioners role is to influence and identify those factors that promote the health of the population and contributes to reducing health inequalities, and able to influence teams and organizations and valuing professional development. For health practitioners to work effectively, good and effective communication skills are required that enables them to use appropriate verbal and non verbal communication skills to deliver relevant information to various people. It is essential that studies are conducted that primarily focus on the whole range of public health roles within health practice with particular emphasis given to examine the effects of these roles on public health professionals, and the education and training that will be necessary for these roles.

Emersons Over-Soul :: Biography Biographies Essays

Emerson's Over-Soul A citizen of Concord, a denizen of philosophy, a certain Mr. Emerson has recently informed me of his observations of a peculiar phenomenon he dubs the Over-Soul. I wish to, rather than bicker over the particular, interpret the general meaning and nature of this universal specimen. Mr. Emerson thoughtfully maintains that we, as rational and sentient beings, do and shall, beyond dispute and by virtue of our existence, know a certainty when presented it. He further entertains that such carnal understanding of being can be derived from such works of Shakespeare, and of Plato, and of other white, predominately dead men. But what is this visceral comprehension, this indescribable wonder? And whence does it come? I shall maintain that it is meaning, and that it comes from intelligence. Herein I shall undertake to discover its origin, existence and implication. Meaning, of course, names neither time nor space an acquaintance. It lies entirely in the mind of the individual, yet is to be found in every perception. Meaning is the thing that masquerades as truth and relies on the soul. Only an individual mind can discern it, and the genuine man can find it under every stone, or in a true stroke of oil, or between two pages. Only meaning can we ever truly know. Every genuine person seeks it, and finds it. All potentially rational entities are capable of appreciating this meaning, and fencing with it. It captivates all true men, and it permeates the intelligent universe. I daresay that Meaning is the divine timber from which Mr. Emerson's Over-Soul is cut. The revelations, the insight, the common basis of conversation that he describes can derive from nothing other than meaning in the ultimate tracing. We see profoundly because we see meaning, and we experience the enduring meaning in the "mind that is grandly simple." Our common ground of humani ty is the appreciation of meaning. But what is the precise relationship of Meaning and the Over-Soul? No mere sentence can describe it, but I will attempt to characterize it. The Over-Soul is a continuous, ethereal entity that dances with intelligence; Meaning is a consistent abstraction that lurks in the mind. All laws derive from the Over-Soul, but the laws only exist because they have the perfection of Meaning. The Over-Soul visits, on occasion, her clients; but Meaning awaits her suitors. The Over-Soul is an active, while Meaning exists passive, waiting for life anew in each comprehending mind.

Women in Sports 19th and 20th Century

Jen Pearlstein December 2, 2010 Kin 305 Women in Sports 19th and 20th Century Women’s participation in sports has changed over the centuries. In ancient times, men dominated societies. Women were viewed as the caretaker, a provider for life. Women who did participate were criticized and were thought of as threatening. In 18th century America, women were considered inferior to men because of the belief that women are the weaker sex. A woman’s purpose in life was to take care of the house, children, and husband.When they did want to participate in recreational sport, they need to be able to negotiate with men and with other women because societies did not make it easy for women to participate. For example, there was a woman who wanted to go sailing, but to do so she needed to deal with the owner of the boat, her husband and a neighboring couple, who was to accompany her, to do so. By the 19th century, there was a cultural shift for women. Women became frustrated with thei r role in society as house -keepers and caretakers and wanted to experience more with their life.They wanted to pursue educational and athletic opportunities to expand their role outside the home. At that time, however, there was opposition towards women participating in sports and receiving an education because they believed it would cause damage to their reproductive organs. Also, it was believed that sport developed manliness, a trait women should not process. But when women were given an education, it was shown that they could handle the ability to endure rigors of education, which helped them form a sense of independence and help provide athletic opportunities.Because of these growing opportunities, exercise for women became very popular and gained credibility. Catherine Beecher was one influential person in regards to physical education for women. She and Dioclesian Lewis developed the 1st women physical education programs to promote women’s health. They developed what is known as calisthenics, which is similar to Pilates. Colleges like, Wellesley College, started to require calisthenics and sports as part of their curriculum.Among the wealthy, outdoor activities such as archery, tennis, and golf became creditable and evolved into national associations, which sponsored the first national championships for women in those sports. Senda Berenson’s introduction of basketball to women in 1892 caused coeducational colleges, women’s colleges, and other schools to organize women’s teams across the United States. The three women who plotted the initial course of physical education and athletic competitions were Blanche M Thrilling, Mabel Lee, and Agnes Wayman.They were the leaders of women’s participation in athletics. However, Thrilling did provide the most leadership of the group. She organized a meeting to discuss the participation of women in sport. During this meeting the Athletic Conference of American College Women (CWA) was formed. However, they did not support the intercollegiate athletics for women. The reason why they opposed to intercollegiate athletics was because it led to professionalism, it was expensive, required coaches, and it led to nerve fatigue according to the organization.Because of the opposition of intercollegiate athletics for women, a way for them to compete against another school was through play days or sport days. Three or more colleges would meet for competition and would divide themselves up into teams without the school colors. This was the only form of intercollegiate competition that was available for women. These play day and sport days caused an increase in the involvement of women in sporting events.This led to the formation of organizations like the national committee on Women’s Sports, to provide rules and standards for athletic participation for women and girls. The AAU, Amateur Athletic Union, which was under the control of men, took control over women†™s athletics. This stirred up conflict amongst physical educators and other leaders like, Lou Henry Hoover, Blanche Thrilling, and Agnes Wayman who opposed the AAU control and wanted women to govern the organization not men.They were against it because â€Å" only women could understand the psychological, motivational, and physiological need for women. † (Costa & Guthrie, 91) Lou Henry Hoover was the leader of the National Amateur Athletic Federation, which was an organization that supported sport for everyone. She wanted to have a separate Women’s division because of the different ideal standards of women’s sport; and so was formed the women’s division of the NAAF. This organization set standards for women’s competition and encouraged them to participate in both school and non-school events.There still was a belief that women were too frail physically and mentally to participate in intense competition like Olympics. However, in 1932, Mildred â⠂¬Å" Babe† Didrikson disproved this belief by winning two Olympic gold medals and one silver medal in track and field. She had also won every golf tournament she competed in. Her great victories influenced the acceptance of higher- level competition, but there were still limitations due to the bias that sport build manliness, and therefore, women shouldn’t participate because it would strip their femininity.Because of discrimination, women did not have as much financial support and training opportunities as men did. It was not until the 1960’s, during the feminist movement, that women fought for equal rights. This caused a great influence for women and sports. There was the approval of inclusion of intercollegiate sport and the establishment of national championship for golf, gymnastics, track and field, badminton, swimming, diving, volleyball and basketball. But what really caused a growth of women’s athletics, was the result of Title IX of the Educationa l Amendment Act of 1972.This law was passed to eliminate sex discrimination in sports. This act provides equal opportunities for finances, coaching, and facilities. There was much growth of women’s athletics from ancient times to today. Even though you can still notice gender biases amongst women’s athletics since men’s sport are still more popular than the women’s, there are more opportunities and more organizations sponsoring women’s involvement and less discrimination than before.References Costa, Margaret D, & Guthrie, Sharon D. ( 1994). Women and Sport: Interdisciplinary Perspectives. USA: D. Margaret Costa and Sharon R. Guthriex Hutchens, Lisa C. (1998). Gender Equity Collegiate Sports: The Role of Athletic Associations. Initiatives (Washington D. C),v. 58 no. 4. Retrieved from File:///Users/Jen/Downloads/HWWilsonRecords. html Metchikoff, Robert A. (2010) A History and Philosophy of Sport and Physical Education From Ancient Civilizations to t he Modern World. Boston, MA: McGraw- Hill.

Reflexive Spanish Verbs With an Indirect Object

Reflexive Spanish Verbs With an Indirect Object Spanish often uses reflexive verbs  in a way that seems unfamiliar to English speakers. And they can seem downright indecipherable at when they are in sentences include two object pronouns of a single verb, a phenomenon that is unheard of in everyday English unless those pronouns are connected by and or or. Here are three examples of sentences that include two object pronouns that have different grammatical functions (that is, that arent joined by a conjunction such as y or o). Translations given arent the only ones possible; alternatives are explained below.) Se me rompià ³ la taza. (The objects are se and me. My cup got broken.) ¿Se te olvidà ³ el tomate? (The object pronouns are te and me. Did you forget the tomato?)La espiritualidad es algo que se nos despierta en cierto momento de nuestra vida. (The object pronouns are se and te. Spirituality is something that awakens for us at a certain time of our lives.) Why Two Objects Are Used You may have noticed that the three translations above took different approaches- but that none of the translations are literal, word-for-word ones, which wouldnt make sense. The key to understanding these sentences grammatically is to remember that the se in each of these cases is part of a reflexive verb, and that the other pronoun is an indirect object, one that tells who is affected by a verbs action. Basically, a reflexive construction is one in which the subject of a verb acts on itself. An example in English would be I see myself (Me veo in Spanish), where the person speaking is both seeing and being seen. In Spanish, however, it is possible to think of a verb acting on itself even when we dont translate it that way in English. This can be seen in the first example, where the most common definition of romper is to break. So we can think of romperse (romper plus the reflexive pronoun se) as meaning to break itself, (The translation to be broken might also be used.) The other pronoun, in this case me, tells us is affected by that breaking. In English, we might translate the indirect object me as me, to me, or for me. So a fully literal meaning of the sentence might be something like The cup broken itself to me. Obviously that doesnt make much sense. So how do we translate such a sentence. Normally, if a cup breaks and it affects me, its probably my cup, so we could say My cup broke or My cup got broken. And even I broken the cup would be fine if that fit the context of what happened. The other sentences can be analyzed in the same way. In the second example, olvidarse typically means to be forgotten rather than the literal to forget itself. And if the forgetting of the tomato affects you, you are probably the person who lost it, and the the translation given. And in the third example, despertarse usually means to wake up or to awaken. Without the nos in the sentence, we could could think merely of spirituality waking up. The for us is used to clearly indicate who is a beneficiary of the verbs action, although awakens us could be used. Note how in all these sentences, the se is placed before other pronoun. Se should not be placed between a verb and any other object pronoun. Other Sample Sentences You can see how this pattern is followed with the other sentences. Again, the translations given arent the only ones possible: Estoy agradecido no se me ocurrià ³ antes. (Im grateful it didnt happen to me sooner.) ¡El cielo se nos cae encima! (The sky is falling on us!)Pedid y se os dar. (Ask and it will be given to you.)Que se te moje el telà ©fono mà ³vil es una de las peores cosas que puede pasar. (Getting your cellphone wet is one of the worst things that can happen to you.) Key Takeaways The reflexive pronoun se can be used along with indirect object pronouns that indicate who is affected by the action of the reflexive verb.Se is placed before the indirect object pronoun.Sentences using se and an indirect pronoun can be translated in at least three different ways.

Generational Differences of Turgenevs, Fathers and Sons essays

Generational Differences of Turgenev's, Fathers and Sons essays Throughout time there have been generational discrepancies based on attitudes, priorities and views of people. For instance, when the young public starts to question the established tradition, then they revolutionize society with new theory and ideals: the resultant is differences in beliefs and changes of outlooks. In response, a generational gap is formed and carried through history between the old reserved ways and the new modern standards. In Ivan Turgenev's novel, "Fathers and Sons", the central conflict is depicted through the theme of generational differences, which are well-defined through the complex portrayal of each character and his/her relations to others. In "Fathers and Sons", the generation discrepancies are strongly suggested through the traditionalists, Nikolai and Pavel Petrovitch Kirsanov in contrast to the modernists, Arkady Kirsanov and Evgeny Vasilevich Bazarov. The main source of conflict that arises in the novel is due to the backbone of beliefs and principles each character holds; these are based on each man's generation and the society around him. For example, Nikolai and Pavel are both brothers of the older generation and follow Russian traditions like their parents before them. Whereas, Bazarov and Arkady (Nikolai's son), both of which decide to question the traditional ways of their country through the practices and modern thinking of nihilism. Arkady regards a nihilist as, " a man who doesn't acknowledge any authorities, who doesn't accept a single principle on faith, no matter how much that principle may be surrounded by respect" (23). The uncle, Pavel Petrovitch, is in opposition of such a concept and disapproves of the young men's beliefs. However, Bazarov feels Pavel and Nikolai are outdated because they practice romanticism with their traditionalist ways and are behind in the times. The biggest opponents on the debate of nihilism (modernism) and romanticism (traditionalism) are Bazarov and...

Marketing Essay Example | Topics and Well Written Essays - 1000 words - 17

Marketing - Essay Example In the past the marketing department was solely responsible for the marketing duties, this is no longer the case. An example of a company that has made marketing a responsibility of every employee is Westernbank Inc. This bank created a policy in which every member of is staff is required to place a huge bumper sticker with the company logo in the vehicle they drive. Greater emphasis is being place in satisfying customers to increase retention rates. Companies are receiving input from different members of the departments in the product design process. Organizational change is a major force that has influenced this new tendency. Companies have realized that teamwork is an important element of a successful business. A tendency in this new corporate environment is the reduction of suppliers. Companies used to have many suppliers in the past. The reasoning was that more suppliers would lead to better prices and more flexibility. Companies realized there is more value in creating a close relationship with a few suppliers. Building a close business relationship leads to better service from the supplier and access to a partner that will help you and accommodate your needs. Having fewer suppliers also is advantageous because it reduces the administrative work of having a lot of accounts. The tendency is aligned with the downsizing movement over the last twenty years. In the past business focused on creating everything they could themselves. In our new age businesses have changed their position tremendously. Outsourcing has become a widespread strategy in many organizations. A lot of components are being purchased in countries such as China that can manufacture at lower prices. A lot of business processes are being outsourced to countries such as India. India is the leading exporter of information technology and business processes in the world. The outsourcing trend has emerged due to economic forces and competition. The

Discharge planning of a patient using a patient profile Essay

Discharge planning of a patient using a patient profile - Essay Example These readmissions crop up as a result of mistakes resulting from lack of proper care for the patients after discharge, or discontinuation of medication (DOH, 2005). Low health literacy being in high rates gives rise to increased rates of re-hospitalisation, especially, in urban patients, who earn low income. Lack of coordination between the in-patient and out-patient process, boosts the risk of readmission in hospitals, together with gaps in social care and supports. Primary care physicians find it hard to understand the complex process of hospitalisation, since the inpatient care is provided in the hospitals (Bortwick et al., 2009). A discharge plan is the key tool used by the primary care- providers so as to go on with the care of the patient. Therefore, a safe and comprehensive discharge plan is essential when discharging a patient, in order to aid the primary care providers and social workers in their duties. A discharge plan Discharge is a vital component of care management in any aspect. It makes sure that social care and health systems remain proactive when supporting patients, their families and carers, when there is the need to go home, or move to a different setting (SPLG, 2010). Mr. Sharma, 87 years old man has been hospitalized and, due to the considerable progress he has made in recovery, he will be discharged after ten days. A safe and comprehensive discharge plan needs to be developed which will suit him, and which will ensure his recovery without re-hospitalisation. Mr. Sharma’s discharge plan is supposed to prepare the home for him, to meet all his needs, reduce the probability of readmission, as well as saving on social care services (SPLG, 2010). Putting in mind that Mr. Sharma has multiple conditions, an open wound, he is taking many drugs, and that he is an old man, the following discharge plan will best suit him. A discharge plan will help his carers after he is discharged, to coo rdinate services and care (Katikireddi and Cloud, 2009). This paper will address the probable problems, the interventions, and the rationale behind the decisions made. Problem The patient is an old man aged 87 years old. Outcome Being an old person, the patient requires careful and extra care since he is exceptionally delicate. Close supervision should be done always to ensure all the medical requirements are done (Lindenberg, 2010). Intervention 1. Meet with the family members and the carers of the patient, in order to discover who takes care of the patient most time, prior to discharge (Roberts, 2002). 2. Explain the need to have a person close to Mr. Sharma always, and close supervision. 3. Ensure that the patient will be kept busy and occupied. This can be through the provision of a television set or even constant company, to avoid boredom. 4. Discover if there is polypharmacy. Rationale The patient is an elderly person and hence the need to meet with the family members and the carers to enlighten them on the complications faced by old people after discharge, and the factors that can lead to readmission. According to the National Service Frame work for older people, old people are likely to suffer multiple complications, unlike, young people. They can have different conditions requiring different and specific treatment (DOH, 2001). The need to meet with the family members and carers of the patient is to make them understand how to care for the old person to reduce the case of readmission. The elderly patient needs a person close to him to monitor

Dance as a Form of Cultural Expression Essay Example | Topics and Well Written Essays - 1250 words

Dance as a Form of Cultural Expression - Essay Example Over the years, there have been different forms of dance and choreographers who have steered the American culture.   Non-academic modern dance in America was first introduced by St. Denis and Shawn, collectively referred to as Denishawn, who coached their students to use their talents so as to express themselves through movement (Thomas 85). This dance group was created against the backdrop of the First World War when America had developed a high sense of nationalism and the federal government took control of almost of sectors of the society. The Denishwan dance was characterized by ballets and exoticisms, adopted from Greek movements. According to Thomas, any person who was suspected of engaging in activities that could undermine national security was arrested and imprisoned (87). After the war, though, political goals posts changed and the then government minimized federal interference in business and other sectors. According to Thomas, progressive education during this era champ ioned for change. The modern dance was characterized by different experiments with bodily movements, which did not rely on Greek methods of dancing. In short, the new age dancers were in search of dance methods that reflected the American culture, as opposed to oriental culture. The Americanized dance involved more profound body movements as a way of expressing art. In addition, the modern dances sought to establish the independence of dance from music, considering that Denishawn had always viewed dance as secondary to music (Thomas 89). Martha Graham, a former dancer in Denishawn became one of the modern age dancers and produced numerous choreographic works in her career. Graham, for example, fused humor and dance as a form artistic expression relevant to the American culture. Graham’s choreography was characterized by increased torso movements, to go along with the breathing partners of the dancers (Thomas 89). The exaggerated contractions and expansions represented the inn er conflicts within the inner self of a human being. Additionally, there was the inclusion of emotional intensity and expression of inner feelings in the modern dance as compared to the formal ballet dances that were more narrative. Humphrey’s choreography involved isolating music from dance, in such a way that dancers sometimes performed in complete silence or a spoken word (Thomas 89). The relationship between balance and imbalance, depicted by falls and the rises of the dancers from the floor characterized much of Humphrey’s choreography. In addition, Humphrey preferred individual work as opposed to group dances in her choreography. Dancing with the Stars Dancing with the stars as a ballroom dancing reality show is designed to exemplify the American dream that encourages personal growth. The dream that everyone in America is accorded the chance to showcase their talents regardless of race, religion, background and other factors that make individuals different is wha t dancing with the stars is all about. The reality show serves to encourage people to pursue their dreams and believe that they can be successful regardless of any limiting factors.  Ã‚  

The Fatal Mistake Essay Example for Free

The Fatal Mistake Essay This is Swetas book, she gave it to me, she replied. I never knew you read Daniel Steel? , she glared at her. Sweta told me that this was really an emotional story and I would love it, she said. Why did you come back early from college? , she asked. The lecturer was absent. Anyway one of my classmate is coming here today, he has some doubts in economics, she said. Which classmate? , she asked. You dont know him, even I didnt know that he stayed in our apartments till today, she said. Fine! I am going to Nehas house, we have to do our homework together, she said picking up her books. When will you be back? , Kavita asked. In an hour, I have to go for Badminton practice after that, she said, she had goosebumps all over her when she thought of Nakul. What is this new you have started, badminton practice daily? , asked her sister. Someone told me that I was good and should participate in the junior tournament in the colony, so he is just teaching me, she said. He? Who is this he? , she asked. He is the champion of our colony and he is coaching me now days, you should see him, he is great, Mala said. Eeks! Badminton, please I hate that game, she said and got back to her books. Yeah! You cant see anything apart from your books, Mala said and walked out of the house. An hour later Mala came back from her friends house and saw that Kavita was clearing the table. So did that boy come? , Mala asked. Yes he did, he just went a few seconds back, she replied. You should have made him wait, I would have met him too, she grumbled. He will come here daily till our exams, so you can see him some other time, she said, going back to her room. Fine, I am going for my practice, will be back in two hours or so, Mala said and out she went. This time Nakul wasnt there, so she started to practice on her own. In another five minutes, Nakul came to the court. Sorry, I am late, he said. No problem, what happened? , she asked. Actually my exams are coming, so I have to study. I am weak at a few subjects, he said. Fine, she muttered, she didnt even know what he studied or where he studied, she made a mental note of asking it later. The game went off even better than the previous day. After the two hours both of them were completely dead. God! I just dont feel like going home, he said. Why? , she asked. I just feel like playing with you the whole day, it is so much of fun. Once you go home, you have to start studying the horrible subjects, he said. She laughed. What are you studying? , she asked. I am doing Final year Economics hons, he said. Great! Even my sister is doing that, she said. You have a sister, I didnt know that. Doesnt she play badminton? , he asked. She hates outdoor sports, she hardly comes out, she said. Oh! Mala I have to leave now, I am getting late for my tuitions, he said. Yeah bye! See you tomorrow, she said. Not tomorrow Mala, I have to take extra tuitions tomorrow, we will meet day after tomorrow, he said. Yeah fine, she said looking dejected. This time she didnt run all the way home, rather she was quite upset. He could have taken out at least an hour for the practice. That night again she had that bad dream, but this time she could see a few more things. She could see that the gleaming thing was a sharp knife. She could see that the other person was poking the knife at Kavita. And before Kavita lost her consciousness she wrote something on a piece of paper, it looked like a name alam. Mala got up feeling quite nauseated. The dream felt so real that she was literally shaking in fright. Who was Alam? And who killed Kavita? Why would anyone want to kill her? She would have to ask Kavita, who Alam was. The next day, Mala confronted Kavita. Do you know any guy called Alam? , she asked. Alam? No I have never heard that name, why are you asking that? , she asked. Have you picked up a fight with someone? , she asked. No, but why are you asking me all that? , she asked. Nothing, she got up. Maybe what I am thinking is all wrong, maybe I am going mad, she thought to herself. Mala, I have bought something for you. I was at Lajpat Nagar today and I found something that you will love, she said taking out a packet. Mala gasped in shock, it was a blue bag with Snow White on it. She held on to the bag, nervously. She had become completely pale. Did you like it? I thought your bag has become really old, so I bought this for you, Kavita said. Thanks I love it, she managed to say. She thought over her dream once again. The murder weapon would be in her bag or maybe she was the one who took the weapon from the bag. Would she try to kill Kavita? But why? Why would I kill my own sister? What is happening , she looked really scared. The next day was no out of usual. Mala was worried the whole day. She kept thinking about her dream again and again. When she came home in afternoon she lay tiredly on the bed. She soon dozed off. When she got up it was four in the evening. Oh, I am missing my badminton practice. oh Nakul is not coming today, she sighed in relief and again lay on the bed. She could hear Kavita in the hall. She was with her classmate, teaching him. Mala got up and freshened up, then she came out of the room to go to the kitchen. On the way she passed the hall and she stood for a while to see the guy, Kavita was teaching. Her heart took a double jump, as soon as she saw him. Nakul.. Nakul was in Kavitas class and she is teaching him. She quietly walked into the hall. Hi Mala! Come meet Nakul, he is in my class and Nakul, she is my sister Mala, she said introducing them. Hi Mala, I didnt know that you were Kavitas sister, he said. Hi and I didnt know that you were Kavitas classmate, she said with a smile. Excuse me! Am I missing something? Do you people know each other? , Kavita asked. Yes, I told you about the champion who coaches me for badminton, Nakul is the one, Mala said. Oh Great! I didnt know that, she said. I should say that Mala is great, you should just see her playing, Nakul said. I have heard that you are a champion, I should see you playing sometimes too, Kavita said with a smile. I have called her so many times to see my play and she never came and now she will see Nakul playing, Mala thought, as a tinge of jealously hit her. I am not a champion, you are the champion of the college, you should see your grades, he told Kavita. Oh please Nakul, stop that, she said giving him a shove. Kavi, dont be so modest dear, he smiled. Mala stared at them strangely. Even she didnt call her Kavi, who was he to call her that way and anyway the hell was she behaving like this with him? . I am tired, lets go out for a Pepsi, Nakul asked Kavita. Yeah Sure! Mala would you like to join us? , she asked. She stared at them. She felt that they didnt want her to join, Nakul didnt even ask her. No, I am a little busy. You guys go on, she said. Fine! Come Kavi, lets go, he said. He looks so happy that I am not going. We have practiced so hard, didnt he ever feel like going in for a Pepsi break with me, she was really pissed off. She walked into her room without even saying bye to them. She sat on the bed and the scene flashed through her mind again. The way both of them were looking at each other and talking to each other. Was there something going on between them? He looks quite impressed with Kavita and who isnt? She always impresses everyone with her sweet talking and her flirtatious attitude. But why Nakul, why couldnt she have just left Nakul for me? I loved Nakul, God! Why does this happen to me always? I will have to talk to her, she thought. That night their parents were not at home, so this was the perfect time Mala could talk to Kavita. Kavita we need to talk, she said gravely. Yeah, whats up? , she said, looking up from her novel. From when do you know Nakul? , she asked. I told you he is my classmate, I know him from three years, she replied. Are you close to him? , she asked. What sort of question is that? He is a good friend of mine, she said. Good Friend! You are having an affair with him, she screamed. Oh yeah! I am having am affair with him, she said sarcastically. Please Kavita! Dont make a joke of it. You have snatched away everything from me but not this time. I wont allow Nakul to fall into your trap, she roared. What nonsense are you talking? What trap? And what do you know about Nakul? , she asked. I know that I love him, I truly love him. My love is not an infatuation, I have loved him for four years and now when I am about to get him, you are playing your tricks, she shouted. Mala you are completely out of your mind, Nakul can never love you, she said. Oh yes! And why not? Because you love him and want him, you cant do this to me, you cant. I wont let him go away from me, she looked really flared up. Listen Mala! You dont know a thing about Mala, he will never love you because. , before she could complete her sentence, Mala had poked the knife she had brought in her bag into her stomach. Kavita gasped in horror. She turned and tossed in pain. She had a pen in hand and in the book she wrote mala , Its mirror reflection when Mala saw looked like alam. Kavita lay dead in a few seconds. Mala quietly cleaned all the fingerprints from the knife and kept it over the body. Then minutes later she screamed. Hearing her all the neighbours rushed to the house. Mala ran out like a mad girl and soon the police had arrived. Mala was in no condition to speak, everyone knew that she had loved her sister so much. The police registered the case as a robbery cum murder, the thief had come to rob the place but Kavita saw him and in order to save him he killed Kavita. All the while Mala was in the hall watching her favourite cartoon Snow White. A week later, everything came back to normal. Mala again started to practice badminton with Nakul. That day Nakul had come with a friend of his. He introduced him to Mala. Mala, this is Yash, my boyfriend, he said. Hi Yash, Nakul why did you refer to him as your boyfriend, you could have called him your friend. Boyfriend seems so weird, she said. Nakul looked towards Yash and he smiled back. Mala you have become a good friend of mine so I wouldnt hide it from you. He is my boyfriend, I am a gay, he said frankly. Mala looked stoned. She froze to her bones. She ran all the way to her house and sat on the bed. Kavita was so right, Kavita I am so sorry, I am so sorry.. you were right.. He could never love me he could never love me, Mala cried. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.