Andragogy: Self-Directed Learning in My Personal Perspective

Yet it is interesting to note that it was not Lineman who taught Knowles the term ‘androgyny; Lineman used the word in Cavities, introduced Knowles to the word and its meaning, since the term has had much more currency in the Eastern European countries than it has had until recently n the West. 20th Century Thinkers in Adult Education by Peter Serves THE ANDROGYNY When applying androgyny to learning, task or goal of the learner will determine if direct or indirect methods of instruction should be used. If a concept is one that is previously unknown to the learner, then more direct instruction will be necessary.An effective method is to address specific topics of immediate concern and then expand to how it can be applied in other situations. However, the learner needs to know why the concept to be learned is important in order for the learner to remain motivated. Despite the learner ultimately having control of learning through self-directed means, the instructor and instruction al designer needs to facilitate the opportunities for the learner to experience growth. Androgyny reorients adult educators from educating people to helping them learn.The methods used may range from isolated instruction within a curriculum or integrated instruction. It may also encompass intentional and unintentional learning situations. As an example, when designing materials to facilitate learning a computer program, providing a list of commands that must be memorized is inadequate. The instructions need to be organized by task and presented in a manner similar to how it will be used. There is a significant amount of flexibility provided in regards to the development of interpersonal and interpersonal dimensions.However, the learner must be within an environment that values self-directed learning. Knowles places an emphasis on the concept of the safe environment. In particular with workplace training and development, McGregor Theory X ; Theory Y Management Philosophy comes into p lay. If an organization is based in Theory X and they attempt to utilize training ; development based n the principles found in Rorer's Experiential Learning, then there will be resistance to the training that could prevent its success.Knowles envisioned that learning was lifelong. A particular skill might be taught once; however, within a supportive environment, the learner might learn new approaches or methodologies from their fellow learners over time. Even though there is a lot of emphasis on the self-directed learner, this person cannot exist in a vacuum. They need to be surrounded by other self-directed learners and grouped in a manner that they can learn new perspectives from learners with different, but applicable experiences. Androgyny, Malcolm Knowles, by Steven R.Crawford THE SIX ASSUMPTIONS OF ANDROGYNY Knowles had already begun building a comprehensive theory of adult learning that is anchored in the characteristics of adult learners. Beginning with concepts researched by Cross (Adult Learning Theory), Eagan (Conditions of Learning), Hole, Rogers (Experiential Learning), Tough, and others, he developed the angelical model based on several assumptions that differed from the accepted pedagogical models. The Need to Know An adult needs to know why they need to learn something before undertaking to learn it. Similar to myself, the decision I had made to further my study in knowledge.Knowledge can be gain anywhere, I can improve my knowledge Just trough reading education material in National Library or buying books from the books store. The main reason first come up in my mind was I need to improve my colonization with people and build confidence in myself while communicate with other people in proper manner. We can communicate with our friends, neighbors, siblings or relatives but usually we use our own mother tongue language and sometimes I do not know how to explain, describes or give opinion so that people can understand and not keep hurt feeling i f I was wrong in using word.From my point of view, learning to use correct word according to situation is only can be tough in formal classroom because I will force myself to accept other people comment toward me. The Learner's Self-concept Adults have a self-concept of being responsible for their own decisions, for their own lives. Once they have arrived at that self-concept they develop a deep psychological need to be seen by others and treated by others as being capable of self-direction. When making decision to continuing my study, I had put all important things in my fife into consideration and isolate unimportant things.The hard thing for me to made decision is I do not have financial support as I Just quit from my Job because I felt not confidence to communicate because my Job was as customer service, at the same time I had car loan, personal loan to be paid and daily expenses to be put in count so yet I decide to do part-time work during my study and my parents lend me their money before I got my scholarship. All this decision I made nevertheless not depending on others decision and I bared all the consequences if a failed to finish my study with flying colors.The Role of the Learner's Experience Adults come into educational activity with both a greater volume and a different quality of experience from youths. Differ from my experience when study in diploma, all decision is made by my parents and influence from friends. I Just follow directly what course I should choose to learn and what university I had to go. This kind of experience give me lack value of knowledge, I Just study to pass not for my own sake. This decision, the way I am study and what sort of material I need to prepared is guidance by past experience, I become more tolerate in time schedule and more Ochs on my study.Opportunity to improve soft skills such as communication skill is grabbing when time has come. Take example when international student asking me about subject being taught i n class I force myself trying hardly to explain so that they can really understand me and that give me very high satisfaction. Readiness to Learn Adults become ready to learn those things they need to know and be able to do in order to cope effectively with their real-life situation. Every subject I been taught in class will be relate to my real-life, question will floating in my mind what if I used this teeth in my work or use it in my daily life.I love new experience and ready to be out from my comfort zone. That is means; I ready to learn something new or used different method to solve problem even thought I already have my own method that I familiar with. Take example, when your friend told you there is other way to understand one paragraph, event I used to with my own may, but I try to do with their way which is new to me. Usually I am easy to cope with new environment and environment does not mean that I forget my own culture, I will used it to compare, adapting good thing and share it with my own people.Orientation to Learning In contrast to children's and youths' subject-centered orientation to learning (at least in school), adults are life-centered (or task-centered or problem-centered) in their orientation to learning. Exactly, when I want to learn something I will find solution by collecting data from many sources such as magazines, internet or books that give me immediate solution for example if I got new knowledge on how to planning my work schedule I will immediately practice it with my daily life so that it will easier for me to familiar with new schedule.Outside from class room or formal learning, I also learn from informal learning such as, understand other people culture as study in Universities Ethnology Malaysia (TM) need me to socialize with foreign student, in the way to have good relationship with them I need to try at least to understand the way of their thinking sometimes their culture might be different from my own culture.Having good relationship with other people is actually a ticket for me to learn how they develop their culture and successful in what they are doing especially the Chinese and also the Arabic people. Motivation While adults are responsive to some external motivators (better Jobs, promotions, higher salaries, and the like), the most potent motivators are internal pressures (the desire for increased Job satisfaction, self-esteem, quality of life and the like).It is hard for me to find a good Job that relate to what I had study in my undergraduate because in Malaysia's Job market, there is so many applicant that compete for the position which is at the same level of our certificate especially in government sector. The position for grade 41 usually offered only quartile (in my point of view) from total applicant under same certification level and this give very tough competition among us.

Enthalpy & Entropy

Experiment ENTHALPY AND ENTROPY OF ZINC WITH COPPER SULFATE The CCLI Initiative Computers in Chemistry Laboratory Instruction LEARNING OBJECTIVES The learning objectives of this experiment are to. . . ! ! determine changes in enthalpy and entropy of the reaction of zinc with copper sulfate using two methods: electrochemistry and calorimetry. compare the enthalpy values obtained by the two methods. BACKGROUND Thermodynamics is concerned with energy changes that occur in chemical and physical process es. The enthalpy and entropy changes of a system undergoing such processes are interrelated by the change in free energy, ?G, according to the equation ?G = ?H – T ? S (1) This investigation focuses on the reaction Zn(S ) + CuSO4(aq) Y ZnSO4(aq) + Cu(S ) (2) ?G will be calculated from the ? H and ? S values obtained electrochemically. The validity of Equation (1) will be tested by comparing the value of ? H obtained electrochemically with the value of ? H obtained calorimetrically f or the same reaction. The electrochemical method The electrochemical method offers simple and accurate means for the determination of thermodynamic quantities. A simple electrochemical cell is constructed in a Chem-Carrou-Cellâ„ ¢ plate as shown in Figure 1.Cu(S )/CuSO4 (aq) || Zn(S )/ZnSO4(aq) (3) Fi? G ure 1: Set-up for measuring E versus temperature. 1 The CCLI Initiative The overall galvanic cell reaction is Zn(S ) + Cu2+ (aq) Y Zn2+(aq) + Cu(S ) and it is essentially the same as that taking place in the calorimeter. The quantity of the electrical energy, F , produced or consumed during the electrochemical reaction is a constant measured per mole of electrons, and can be accurately measured. The free energy change, ? G , of an electrochemical reaction is related to the voltage, E, of the electrochemical cell by the equation (4) G where and = -nFE n (5) F = the number of moles of electrons transferred in a redox reaction. = Faraday's constant of 96,500 C/mole of electrons . Co mbining equations (1) and (5), and dividing both sides by the constant â€Å"n,† we obtain a linear relationship between the voltage change, ? E, and the enthalpy and entropy changes at different temperatures E = – IH + T ? S nF nF I (6) or E = IS (T) – IH nF (7) nF By measuring the voltage E, of our electrochemical cell, at several temperatures, we can obtain a plot of the voltage versus temperature. Assuming that ? H and ?S remain constant over a small temperature range, we can calculate the ? S and ? H from the slope and the intercept of the straight line respectively slope = IS nF (8) and Y-intercept = – IH nF (9) ?G can now be calculated by means of Equation (1). We can verify its value using Equation (5). Please note that in both cases, ? G must be calculated for the same temperature. If the calculations are done for 298 K (25  °C), we can also verify the experimental value of E ° for this temperature by employing the Nernst equation (7) E = E ° – RT ln [products ] nF [reactants ] 2 (10)The CCLI Initiative where E ° is the standard potential measured at 25  ° C and is 1. 100V for the cell under consideration. When the concentrations of the ZnSO4 and CuSO4 solutions are equal, the log term of the Nernst equation becomes zero. Under these conditions, the standard voltage, E °, of the cell is equal to the measured voltage, E The calorimetric method The ideal calorimeter is a perfectly insulated vessel which contains a large known weight of solution in perfect thermal contact with an accurate thermometer and a small reaction tube (Figure 2).When measured quantities of reactants are introduced into the reaction tube, the heat of reaction changes the temperature of the calorimeter solution. Figure 2. Diagram of Calorimeter The heat of the chemical reaction is given by the equation IH H n K W Ti Tf = (K + W)(Ti – Tf) n (11) is the heat of reaction at constant pressure. is the number of moles of a limiting re actant as expressed in the balanced equation. is the heat capacity of the calorimeter solution. is the heat capacity of the calorimeter. s the initial temperature of the calorimeter solution. is the final temperature of the calorimeter solution. The heat capacity of the calorimeter solution is obtained by multiplying the specific heat of the solution (3. 8 J g-1  °C-1 for CuSO4 ) by the weight of the solution in the calorimeter. W, the estimated cup heat capacity, is 30 J  °C-1 . 3 The CCLI Initiative SAFETY PRECAUTIONS Safety goggles must be worn in the lab at all times. Any skin contacted by chemicals should be washed immediately. BEFORE PERFORMING THIS EXPERIMENT . . . †¦ ou will need a MicroLAB program capable of: Part I – measuring voltages and temperatures and displaying them in the Graphing , Digital Display and Spreadsheet views. Use delta. G . experiment supplied by your instructor. Part II – collecting temperature readings as a function of time and d isplaying them in the Graphing, Digital Display and Spreadsheet views. Use heat of Solution from the Time and Temperature tab in the MicroLAB opening window. EXPERIMENTAL PROCEDURES Part I: Electrochemistry 1. Calibrate your Temperature probe at a minimum of three separate temperatures with ice-cold water and hot tap water. . Fill a 600 ml beaker three-quarters full of ice. Fill the rest of the beaker with cold tap water until the beaker is filled to one cm from the top. Stir the ice/water mixture to distribute the ice evenly. 3. Place the beaker on a hot plate — don't turn the heat on yet! Rest the Chem-Carrou-CellTM on top of the beaker so that the bottoms of the wells of the Cell are immersed in the ice/water mixture. Let the set-up stand for 15 minutes until the temperature stabilizes. 4. Pour about 5 ml of 0. 1 M KNO3 into the center well. Pour about 5 ml of 0. 0 M ZnSO4 into well #1 and about 5 ml of 0. 50 M CuSO4 into well #2. 5. With clean tweezers, take a s trip of f ilter paper and dip one end into the central well (where immersion in the KNO3 solution will hold one end); dip the other end into well #1. Repeat this procedure with another strip of filter paper, dipping the other end into well #2. This creates the salt bridge for your galvanic cell. 6. With clean tweezers take a zinc metal strip and sand it (on a piece of paper so as not to scratch the table top) to remove any oxide coating.Bend 2 cm of one end of the ? S trip and immerse it in the ZnSO4 solution (well #1). The rest of the metal strip (3cm) extends out to the edge of the cell and should be bent over the rim. Repeat the same procedure with the copper metal strip and place it in well #2. Later the electrical leads (alligator clips ) from the interface will be attached to the metal strips. 7. Fasten your temperature probe to the ring stand with a clamp and adjust the temperature probe such that its tip can be immersed in the central well (KNO3 solution) of the cell.It is assumed tha t the temperature of the ZnSO4 solution and CuSO4 solution will be very close to the temperature of the KNO3 solution throughout the experiment. 8. Start the computer program to monitor the temperature. 9. Read and record the temperature. Attach the alligator clips to the metal strips and take the voltage reading. If a negative number appears on the screen, reverse the wires. Disconnect the wires immediately after the reading is recorded. 10. Turn the hot plate onto high, Start the MicroLAB program, then the program will pause every five  °C to measure the voltage and temperature.When the Message window â€Å"Attach probes , Press ENTER to take a reading, then detach probes ’’ appears on the screen, connect the voltage leads to the 4 The CCLI Initiative appropriate metal tabs, make sure the voltage is stable, then press ENTER, and disconnect the voltage leads until the next reading is due. Prolonged connection of the wires will cause electric current to flow through the cell. This discharge will result in changes in concentrations of the solutions. Since the measured voltage depends on these concentrations, there will be an error in the voltage readings.Stop the program when the temperature reaches 40  °C. Part II: Calorimetry 1. Weigh a clean, dry 150 ml beaker on the top loading balance, then add 50 ml of 0. 5 M CuSO4 solution. Weigh the beaker a second time to determine the mass of the solution in the calorimeter. Nest the 150 ml beaker inside a 400 and 600 ml beaker, thread the stirring rod and temperature probe through the Styrofoam lid and position the lid on the inner beaker. The temperature probe should be as deep into the solution as possible but without strain. Let the apparatus stand ? so that the components attain the same temperature.Using the top loading balance, tare the plastic weighing boat, then weigh 0. 5 grams of zinc powder into a plastic weighing boat, noting the exact weight in your notes. Start the program and plot te mperature against time for several minutes. Add the zinc powder to the copper solution. Save the boat and any Zn suck to it for weighing at the end of the run. Stir thoroughly and watch the plot of temperature versus time until a well defined cooling trend is established. It is important that a rubber policeman be used continually to ensure that any residue produced (copper coated zinc powder) is broken up.Weigh the weighing boat on the analytical balance and obtain the amount of Zn added by difference, noting the exact weight in your notes. Print the graph of your data. From your plot of temperature vs. time, determine the initial and final temperatures and calculate the heat of reaction per mole of zinc. Compare this value with ? H obtained in Part I. DATA ANALYSIS Part I: Electrochemistry 1. 2. 3. 4. Column B of the spreadsheet displays voltage values of the cell in volts. Column C displays temperature readings in degrees Celsius.Use the Formula tool to convert these temperatures into Kelvin, then â€Å"click-drag † the formula to the D column, then the Y-2 Axis. Using the Analysis functions, construct a linear curve fit through the data. Using the linear curve fit equation, calculate intercept ( 2. 3. 4. 5. 6. 7. IH/n F ). IS from the slope ( IS /n F ) and IH from the Part II: Calorimetry 1. From your plot, determine the temperature of the copper sulphate solution before mixing (Ti) and the maximum temperature of the mixture (Tf). Using Equation (11), determine the enthalpy change, 5 2. IH, per mole of zinc added. The CCLI Initiative 6

Book talk

Artemisia fowl Is the heir to a multi-notational criminal empire. He Is witty, cunning and lust when you think your one step ahead of him you are ten steps behind. He has outsmarted many of the world's criminal elite In Just fourteen years and If given the opportunity he will do the same to you no matter who you are. The book Is about manufacturer stole from arteries. ]on would have already broken Into the computer If Artemisia hadn't built an eternity code into it. This eternity code is by name supposed o take eternity to break.The setting for most of the book is in the Spiro tower in New York, but there are many other places the book takes place too. The author doesn't really specify when the book takes place exactly but after reading it I would say that it takes place in modern day united states, sometime around 2009 up to now. The main character is Artemisia fowl; he is extremely outgoing and VERY witty. He reminds me very much of Courtney budged because in the book he shows many of the qualities that Courtney does in day to day life like being smart with people in general and Ewing two steps ahead of everyone.The main conflict is that Artemisia is having problems getting back the computer because the Spiro tower is heavily guarded and very secure and also the fact that he is locked in a vault like prison cell 80 floors down from where the computer is being held. The authors writing style is very easy to follow, he writes in a slow paced way that is never hard to understand so if you get confused with other books I would recommend this series to you'd would say I like this book mainly because of the authors writing style and also its very easy to get into swell,its very similar to the writing style of Suzanne Collins . Would say that the theme is that friendship trumps wealth because Artemisia almost looses every friend he has trying to get the computer back. ‘ think the book was absolutely hands down the best book have ever read for many reasons but mainly because of the moment when he burns the waitress at a restraint really bad. He went there to meet with Jon Spiro to discuss the new computer but when he got there Jon hadn't arrived yet and so the waitress came out to take his order,keep In mind that artless Is only 14, so she lad†oh hello there little boy, would you Like to see the children's menu?And artless said â€Å"no mademoiselle would not Like to see the â€Å"children's† menu as I have no doubt the the â€Å"children's† menu Itself tastes better than the food on It† â€Å"what I would Like If a saute ©deed swordfish over a rosemary rue with a mushroom risotto on the side. And Irish spring water please if you have It,no Ice either as I have no doubt that you Ice Is made from tap water and that would rather defeat the purpose of spring water. † And remember laughing in my head.

Plato's ideas of a philosopher and its relevance in modern politics Essay

Plato's ideas of a philosopher and its relevance in modern politics - Essay Example They have important knowledge and are capable of achieving perfect one. They have the ability to educate the society with the truth due to the fact that they simply love wisdom and even just the thought of having it. They want to learn many things and it does not conceal the fact that indeed they love to acquire much more wisdom and they are more knowledgeable than any other. Regarding this, there are three important questions this essay addresses: Why, according to Plato, are philosophers considered useless by the general public? Why does Plato think that they are (potentially) useful? If the general public thinks that philosophers are useless, can they ever be useful? The metaphor of the ship â€Å"Imagine then a fleet or a ship in which there is a captain, who is taller and stronger than any of the crew, but he is a little deaf and has a similar infirmity in sight, and his knowledge of navigation is not much better†1. In this statement, Plato tried to emphasize that someone who is able to lead should definitely has knowledge about everything he or she is doing. It is not just enough to have physical strength just like the captain in the metaphor as having characteristics such as being taller and stronger than any of the crew in the ship, but it is important that someone must be able to have perfect knowledge about its role in order to play it perfectly right in front of the public. Plato did not deny the fact that someone who has the responsibility to lead should have important physical characteristics to ensure strength and possession of ultimate power. However, what he wanted to stress out is the fact that knowledge is important because just like the captain of the ship, the entire vessels should head on to the right direction. In directing the vessel to the right direction, the captain should essentially have important background, experiences or knowledge about navigation. Most importantly, he has the ability to learn which is the thought strongly emphasized by Plato through the use of the body parts associated with learning such as the eyes and ears. Plato emphasized these basic parts of the body as important components in understanding things or everything about in the world. The general public â€Å"Now in vessels which are in a state of mutiny and by sailors who are mutineers, how will the true pilot be regarded? Will he not be called by them a prater, a star-gazer, a good-for-nothing?†2. This statement simply illustrates the general public’s treatment towards philosophers. In this statement, Plato regarded the general public as having argumentative attitudes towards correct ideals. It is presented in this situation that the general public has the freedom on how they would show their treatment towards philosophers in line with their role in directing people and leading them towards certain directions. The general public certainly does not want to make agreement with the philosopher when in fact he has the ab ility to think among any other and has the potential to lead and learn the knowledge about something else. Just like in the case of the captain in the metaphor of the ship in the â€Å"The Republic†, although he is definitely has the potential strength to lead the entire crew of the ship, Plato ironically wants to emphasize that someone remarkably needs to have knowledge and the right ideals about everything else as far as moving forward to the right direction is concerned. However, Plato just wanted to emphasize that the general

Balance Score Cards Research Paper Example | Topics and Well Written Essays - 1250 words

Balance Score Cards - Research Paper Example However, before certain innovative measures to assess performance were in vogue, there were some prevalent and commonly used performance measures. With advancement of knowledge in this area, it was evident that the prevalent measures of performance can lead to false and poor inferences due to loss of variance of the data that represent performance. With repeated use of certain quantitative measures or indicators that might measure performance, over time, they tend to fail to discriminate between bad and good performance. A change toward betterment often happens when people learn to deliver what is measured, and even when performance is sought but measured imperfectly would lead to deficient delivery (Kaplan and Norton 1996). In this assignment the four measures of the balanced score card approach in performance management and change agency will be discussed in detail. The balanced score card is a tool for the managers who desire to achieve competitive success in a future time. In the present context of complex organizational environments, this approach provides a strategy to attain goals following a complete understanding of these goals from different perspectives. In order to that this method delineates a comprehensive state of performance measures within the framework of the existing management system in line with the organizational strategy, mission, and stakes. This framework may this also provide a framework of strategic measurement, while also retains an emphasis on accomplishment of financial objectives of the firm. However, this also introduces the dimensions of measurement of performance drivers necessary to achieve the financial objectives. As indicated by Kaplan and Norton (2004), the strategy maps thus describe how an organization may create value by linking strategic objectives in explicit cause and effect relationships. They propose d four balanced score card objectives, namely, financial, customer, business process, and learning and growth. The ingenuity of this model lies in the fact that this not only formulates the strategy, it also incorporates a method to measure the achievement of the targets (Kaplan and Norton 2004). It has been stated that processes hold the central area of the balanced score card approach, since only processes can define the targets of the organization. Organizational processes are viewed in this approach to be central enablers for planning, acting, measuring, and evaluating work, and thus they provide some parameters to examine whether organizational targets are achieved or not. Financial Perspectives The balanced score card tends to replace the traditional financial only approach to business. Historically, the cost financial accounting model cannot build long-range competitive capabilities of an organization. The balanced score card approach, although synthesizes into a novel process oriented measurement system; it does not discard the traditional financial system of business. Current business is futuristic in the sense that there is a

Does Fast Food Advertising Have an Influence on What Parents Feed Research Paper

Does Fast Food Advertising Have an Influence on What Parents Feed Their Children - Research Paper Example Parents usually do not bother too much to critically analyse or investigate such claims. Fast food items are normally tastier than conventional foods and hence majority of the children like it. Parents usually feed their children based on the tastes of the children. When a child shows interests in a fast food item, his/her mother or father may not think too much about its ingredients. He/she will purchase that item in order to make the child pleasant. Majority of the current parents have some kind of professional and personal commitments. As a result of that they are not getting enough time to think about the nutritional aspects while feeding their children. Fast food advertisements further encourage or motivate them while purchasing food items for their children. Effects Of Fast Food Advertising On Parents Fast food companies make use of plenty of advertising strategies to catch the attention of parents. For example, price promotions can increase consumer preference for a particular product. Moreover, it may increase repeated purchases, and contribute to parents’ beliefs that the promoted item is highly nutritional and frequently eaten (Hoek and Gendall, 2006; Naylor et al. 2006). It should be noted that price promotions always help the companies to catch the attention of the public. When sales decrease, companies often forced to reduce the prices of their products. When prices come down, consumers usually show more interest in a particular product. For example, KFC food items are popular everywhere in the world. However, high prices of KFC products prevent parents from purchasing it for their children, especially in a recession hit global economic climate. Imagine a situation in which KFC announces reduction... This paper stresses that advertisements in general and Fast food advertisements in particular have positive influence upon parents and children. Even though some of the modern parents are aware of the traps made by advertisements, majority of the parents are unaware of it. Majority of the parents believe that fast food is better than conventional foods. This is because of the influence of advertisement related to fast food. Advertisers are capable of constructing ads to promote their products. Such ads will always describe the positives of the product while deliberately hiding its negative aspects. Ethics and social responsibility are rapidly diminishing subjects in the corporate world. This report makes a conclusion that marketers, especially the fast food marketers are particular about profit making. They use all advertising channels cleverly to catch the attention of the consumers. Misleading and exaggerated advertisements are often constructed and displayed by the fast food advertisers. Neither the parents nor the children think too much about the traps in such advertisements. For them, fast food is cheap, convenient and tastier than conventional food. For parents, the burden of preparing food in the kitchen is eliminated by fast foods. Advertisers are exploiting this parental attitude cleverly with the help of targeted ads. In short, fast food advertisements definitely have positive influence upon parents and children.

The Transplant in UK Essay Example | Topics and Well Written Essays - 1500 words

The Transplant in UK - Essay Example However, when the supply increases, those who supply organs receive less compensation. There is also the risk of contamination of organs that could possibly be Hepatitis B or HIV positive. There are a host transport issues as well. Donor organs must be kept on an ice and used within a short time frame, to be considered optimal transplant material. â€Å"Organs such as kidneys and livers have to be taken and transplanted within 48 hours of death; typically they are transplanted within five hours†. There are several European nations within a 2-3 hour flight to the UK, depending on the location. This type of limitation may be necessary to ensure quality and viability. The time constraint would eliminate possible trade between nations who frequently trade in other industries. For instance, with an 8-9 hour flight from the east coast of the U.S. to London, this would not be viable. In terms of suppliers and transporters, increases in donor organs could translate into increased need for transport services, creating more jobs. It would also require more nurses and support staff to accommodate increases in transplant procedures. This is certain to stimulate growth in the health care industry. However, insurance companies are still hesitant to pay for such procedures. This limits the number of patients who can actually afford to pay the current costs for transplantation. If supply increases, cost to the patient should be reduced, given that there are fewer possible recipients vying for the same kidney.

Descartes Essay Example | Topics and Well Written Essays - 1500 words

Descartes - Essay Example The wax has been used for the purposes of making comparisons and discussing the human mind. On the other hand, it is also important to note that the mind is quite complex and it is difficult to describe its nature using simple terms. The paper is therefore an analysis of the human mind in relation to the comparison with the wax as outlined in the article. According to the article, wax has different properties that can be used for different purpose. When wax is not burnt, it takes a different shape and it also has a different smell. However, when it is burnt, it changes colour and it also turns into liquid. The wax is therefore capable of innumerable changes when it is burnt. All the scent is also lost and it takes a complexity new form and shape. However, it is difficult to imagine that was may end up turning this way by just looking at it. According to the article, the mind is prone to a lot of errors and hence the difficulties in terms of describing its nature just like the wax (Ariew & Cress, 17). A false assumption may be made when analyzing the nature of the mind just like the wax. The discussion also indicates that some of the complex issues such as the human mind cannot be described through touch alone. It also requires a lot of understanding. The use of the wax and the many forms that it takes under different condition can be compared to the nature of the human mind. It is important to note that the human mind can also change depending on the condition. However, the changes in the human mind are in terms of its intellectual nature as compared to the physical changes that occurs when the wax is heated. The aspect of common sense has also been highlighted in the article. This is through the example of how it changes when it undergoes heating. According to the article, common sense may be misleading when it comes to the issues of the wax. When one sees the wax in its external form, common

NURSING RESEARCH DISCUSION Assignment Example | Topics and Well Written Essays - 250 words

NURSING RESEARCH DISCUSION - Assignment Example From all the importance listed above, many government agencies as well as professional associations have come up with specific rules in relation to biomedical research. For example, Food and Drug Administration (FDA) and National Institute of health (NIH) play crucial roles. Institutional review board (IRB) is an organization that has the role of monitoring as well as approving biomedical research on human subjects. Even though IRB has the key function of safeguarding human subjects, it has failed in fully implementing its role. As stated by bioethicists, IRB has not been strict in carrying out its roles due to conflicts of ideologies. An example of failed protection against human rights is depicted where a fake product called Adhesiabloc was approved by Coast International Review Board. In addition, IRBs have exemptions in a number of human subjects for example research on human subject that involve special as well as standard instructional

Tourist Typologies and Tourist Motivations Essay

Tourist Typologies and Tourist Motivations - Essay Example Closely related to tourist motivation are tourist typologies. Tourist typologies refers to the profiles of groups of people with similar travel needs and requirements. Tourist typologies are closely related to tourist motivations because originally tourist motivations were used in constructing tourist typologies. This is true with the work of many early writers especially Cohen.Different authors have come up with different versions of constructing tourist typologies. Cohen(1972),categorized tourists into four types. The first category is what he called ‘organized’ mass tourists. This type of tourists buy their holiday package and after that they follow the decisions and programs of their tour operators. They interact less with the host community and confine themselves in an ‘environmental bubble’. An environmental bubble is what surrounds the tourist ‘from the security of which they observe and experience the strangeness of the host environment’ making the tourist to taste the new environment without being overwhelmed by it.(Cohen 1972)The second type of tourist is the ‘individual mass tourist’. This type, unlike the organized mass tourist,have some control of their own programs although, like the organized mass tourist, they use the facilities provided by their tour operators. Again, many individual mass tourists visit ‘sights’ in much the same way as organized mass tourists.(Cohen 1972)The third type of tourists is the ‘explorer’ .This type of tourist i s much more independent than the above two types. ... many early writers especially Cohen. Different authors have come up with different versions of constructing tourist typologies. Cohen(1972),categorized tourists into four types. The first category is what he called 'organized' mass tourists. This type of tourists buy their holiday package and after that they follow the decisions and programs of their tour operators. They interact less with the host community and confine themselves in an 'environmental bubble'. An environmental bubble is what surrounds the tourist 'from the security of which they observe and experience the strangeness of the host environment' making the tourist to taste the new environment without being overwhelmed by it.(Cohen 1972) The second type of tourist is the 'individual mass tourist'. This type, unlike the organized mass tourist ,have some control of their own programs although, like the organized mass tourist , they use the facilities provided by their tour operators. Again, many individual mass tourists visit 'sights' in much the same way as organized mass tourists.(Cohen 1972)The third type of tourists is the 'explorer' .This type of tourist is much more independent than the above two types. The explorer makes his own programs on where he wants to go and visit. He associates himself more with the local people and many a times speaks the language of the local people although he still puts up in comfortable hotels. He sticks to the things he does in his daily life. (Cohen 1972). The last type of tourists according to Cohen is the 'drifter'. The drifter will live with the community. He gets embedded in their culture and even earns his income from the community often by doing low skilled jobs. This helps him to easily mix with the

The Benefits of Microcredit to Bangladesh Essay Example for Free

The Benefits of Microcredit to Bangladesh Essay Bangladesh, with a population of more than 140 million, is one of the most densely populated countries in the world. Almost half of the total population is still living below the poverty line earning less than $1 a day. The various dimensions of the country’s poverty are manifested in terms of inequality in income distribution (in favor of urban areas), wage differentials between the formal and informal sectors, dramatic increases in the cost of living, unemployment and internal migration. However, progress on a range of social indicators in Bangladesh over the last fifteen years has been striking in certain areas, and these have been endorsed largely to the mix of public and private service provision, including the pioneering approach of microfinance institutions (MFIs). The government of Bangladesh faces an enormous challenge in reducing its poverty. However, the government cannot act alone as it cannot command all the resources and personnel to maintain progress in poverty alleviation. The MFIs have taken a key role in poverty improvement efforts and have been providing credit to these poor people who lack savings and capital but want jobs in the farm and non-farm sectors. The banking sector in Bangladesh is dominated by the four state- owned commercial banks, but in addition there are five government owned specialized banks, 30 domestic private banks, and 12 foreign banks. A few of these banks do lend extensively to rural areas most don’t even look at the rural areas of the country for lending money. But the poor people do not get access to formal financial institutions due to the lack of physical collateral. Unlike other countries, Bangladesh does not a have a proper substructure of small banks operating at a local level, and thus a strong structure NGO microfinance sector had been developed in Bangladesh. These MFIs have been able to reach the poor with collateral-free loans at affordable costs and can thus help the poor become self-employed. The micro-finance sector in Bangladesh is one of the worlds largest. Bangladeshi MFIs are best known for their groundbreaking, large-scale provision of microfinance services, principally tiny collateral-free loans to poor women. Microcredit programs in Bangladesh are implemented by NGOs, Grameen Bank, state-owned commercial banks, private commercial banks, and specialized programs of some ministries of Bangladesh government. In the microfinance sector total loan outstanding is around TK 200 billion and savings TK140 billion that have been rendering among 30 poor people which help them to be self-employed that accelerates overall economic development process of the country. Through the financial services of microcredit, these poor people are engaging themselves in various income-generating activities and around 30 million poor people are directly benefited from microcredit programs. Credit services of this sector can be categorized into six broad groups: 1. General microcredit for small-scale self employment based activities, 2. Microenterprise loans, 3. Loans for ultra poor, 4. Agricultural loans, 5. Seasonal loans, and 6. Loans for disaster management. Loan amounts up to BDT 30,000 are generally considered as microcredit; loans above this amount are considered as microenterprise loans. The Microcredit Regulatory Authority (MRA), established by the government in August 2006, received applications from more than 5000 private institutions (NGO-MFIs). But, around 1000 applications of them were found to be very small organizations that had fewer than 1000 borrowers or less than the USD 58,000 in outstanding loans that is generally considered as the minimum initial operating portfolio of a single branched MFI to be sustainable. However, till June 2010 the MRA had approved licenses in favor of 552 NGOs and 2910 have been rejected due to not meeting licensing criteria, such as non-existence of operations at field, inappropriate registration as an NGO, inadequate financial information, and so on. Size and growth: According to the size of institutions in terms of the number of borrowers served, MRA categorizes MFIs into five major types: very large, large, medium, small and very small. There are only two very large MFIs, viz., BRAC ASA, each serving over four million borrowers. Table-2 shows year-wise number and percentage of the total number of institutions under these five categories for the last four years. Currently there are only 21 medium, 16 large and 2 very large MFIs operating in Bangladesh, together they constitute only 8 percent of the total. 92 percent NGO-MFIs are still either small or very small covering not more than 17 percent share of the market in terms of outreach and operations. Challenges: Despite certain success in reaching the poorer groups of households, it has been estimated that certain groups of extreme poor households do not take part in microcredit program. Geographical coverage of microcredit operation varies, with coverage thinnest in the poorer, more remote and less populous districts of the country’s north and southwest. Considering the geographical coverage of the MFIs in Bangladesh, more than 80 percent of the MF-NGOs have less than 5 branch offices and about half of them do not have any branch office at all. In recent years, there have been some efforts in reaching these households by offering more flexible repayment schedules with a smaller loan sizes. Several studies also show that 15-30 percent of microcredit members are from ‘non-target’ groups as also measured by householder’s land size. The success of microcredit programs depends on the following challenges: 1. Enhancing the Resources versus Reaching the Poor Client 2. Smaller versus Larger loan sizes 3. Increase in client-base versus Sustainability of MFIs Achievements: Women empowerment: Women are given equal access to the Grameen schemes as a result; they have raised their status, lessened their dependency on their husbands and improved their homes and nutritional standards of their children. 90% of women who used begging as a means of survival now have roof over their heads and can support themselves. Group Savings: Group Savings have proven successful as group lending. Group savings have reached 698 million taka (US $ 23 Million approx), out of which 570 million taka 9US 419 million) are saved by women. The bank requires its borrowers to save. Each borrower saves one taka (2-5 cents) each week. As of today Grameen bank has collected so much money that they can collectively buy the largest enterprise in the country. The poorest of the poor in the country are entering the coterie of the elites. Shift in the occupational pattern: There has been a shift in the occupational graph from agricultural waged labor considered socially inferior to self- employed petty trader. Micro-credit has succeeded in graduating the poor from poverty level to a self sustained position. Builds Trust among Poor: Grameen has put trust back into the picture. The working of the Grameen is largely through trust. It believes in the enormous potential of each and every human being given enabling environment, even the poorest of the poor can peel off doubts and start exploring their abilities to find a life with full human dignity. Spurs social change: Micro credit had done what billions of dollars worth of AWACS (Air Borne Warnings and Control System) and Patriot missiles cannot, for decades the west has tried to defeat fanatical extremists militarily, this has been bloody, costly and highly unsuccessful, but quietly every day, the attraction of the militant Islam is being blunted at the ballot box and in the people’s hearts and minds, than to the economic development of the poor. Micro credit helps solve a host of intractable, long-term social ills related to poverty. In Bangladesh the use of contraception is one of the first behaviors to change. In fact formation of groups of women to meet regularly helps in discussing new ideas and sharing information, this serves as a potent factor in bringing about broad based social change, otherwise women are isolated. In Bangladesh micro-credit has led to an increase in participation of people in the mainstream economic and political process of society, and overall human development . Very low default rate: The default rate is astonishingly low compared to what Bangladesh commercial banks suffer. It is about 2% as compared to about 70% for agricultural loans and 90% for industrial loans. Yunus Says† The difference lies in the psychology of the borrowers. The rich can evade the consequences of non- payment, the poor cannot. They value loan sharks so much; that they are only too grateful for once aims a lifetime opportunity to improve them†. Micro credit has graduated the rural poor from the informal capital market controlled by the moneylender and local elite to institutionalized banking. Positive impact on the families: Independent studies show that micro credit has a host of positive impacts on the families that receive it. A recent world bank study by Shahid Khondkar (2003) show that micro-credit programs operating in Bangladesh over a long period of time have produced a greater impact on extreme poverty than on moderate poverty.† The results of this study indicate that micro credit not only affects the welfare of participants and non-participants, but also the aggregate welfare at the village level. In fact even in disaster situations and post conflict areas, it has helped rebuild economic activities and livelihoods. Hence acting as the coping mechanisms of the poor. This was successfully demonstrated during the floods in Bangladesh in 1998 Problems and constraints: 1. How to expand the outreach of micro credit. 2. Lack of funds. 3. Lack of initiative in creating financing institutions. 4. Absence of legal framework for creating micro credit institutions. 5. Lack of conceptual clarity 6. Absence of regulatory framework United Nations response: United Nations: General Assembly Resolution 52/194. The report of the Secretary-General on the International Year for the Eradication of Poverty (1996) and the First United Nations Decade for the Eradication of Poverty (1997-2006), recognizes that people living in poverty are innately capable of working their way out of poverty with dignity, and they demonstrate creative potential to improve their situation when an enabling environment and the right opportunities exist. Noting that in many countries of the world, micro credit programmes, by providing access to small loans to people living in poverty, have succeeded in generating productive self-employment. Freeing the people from the bondage of poverty leading to their increasing participation in the mainstream economic and political processes of the society. The UN recognizes that micro credit programmers, in addition to their role in the eradication of poverty, have also been a contributing factor to the social and human development. Conclusion: Strengthening local government is one of the most desired institutional changes needed for poverty reduction. Decentralization and participation are the buzzwords. SHARE and ASA and GBUP in India, Nirdhan and SBP in Nepal, KASHF in Pakistan-All these are the leading replicas of Grameen Bank of Bangladesh. The question to be asked is why is it that the success rate of these institutions is not the same as that of its model i.e. the Grameen Bank? This needs to be looked into. The need of the hour is greater awareness and consciousness among the populace of the third world about the feasibility and the importance of the use of micro credit in their respective countries. GRAMEEN BANK†¦ The system of this bank is based on the idea that the poor have skills that are under-utilized. A group-based credit approach is applied which utilizes the peer pressure within the group to ensure the borrowers follow through and use caution in conducting their financial affairs with strict discipline, ensuring repayment eventually and allowing the borrowers to develop good credit standing. The bank also accepts deposits, provides other services, and runs several development-oriented businesses including fabric, telephone and energy companies. Another distinctive feature of the banks credit program is that the overwhelming majority (98%) of its borrowers are women. Grameen Bank continued to expand its outreach in Bangladesh in 2009 to bring new areas and new members within its operational fold. During the year, the bank opened 23 new branches bringing the total number of branches to 2,562 that dot the length and breadth of rural Bangladesh. Bank’s network40 Zonal, 268 Area and 2,562 branch level officesnow encompasses 83,458 or over 99% of the country’s nearly 84,000 villages located in 479 upazilas or sub-districts in all 64 districts of Bangladesh. A fresh batch of 300,413 people joined the Grameen family in 2009, swelling the aggregate number to a staggering 7.97 million members.

Children and War Essay Example for Free

Children and War Essay How do children experience war and what coping assistance do they need from adults? What can we do to raise children in war torn times. According to a report by the London based International Coalition to Stop the Use of Child Soldiers, an estimated 300,000 children in more than 80 countries are participating in armed conflict. I personally feel that children experience war because adults bring them into this conflict. Professor Henninger mentioned in his post, â€Å"Culture plays a big part,† in how children around the world experience war. Children are seen as innocent and many times are used as undetectable threats in war zones because who would suspect that a child is carrying a bomb or other various weapon devices such as hand-grenades and high powered guns. According to my research on this topic, children are used to having a safe haven and during war safety cannot be a permanent item, which is what children will need. The class text mentions that children’s memory is affected by not so pleasant images of being around a war zone, children can become desensitized to violence which could cause children to display violent behavior; reasoning on moral issues are affected, plus numerous other issues such as anxiety and depression are items children experience during war. It is unfortunate during war time in various areas, young girls can become victims of rape and often young girls are used as â€Å"Soldiers wives† in various foreign countries (Garbarino, Kostelny Dubrow 1998), where they are made to live in slavery and care for the soldiers every need, which includes intimate needs. This is why some of these young girls become pregnant and are then often time abandoned while the solider finds a new young female victim. Research has shown that once these young girls have babies, they seen as outcast and cannot return back to their regular family unit, due to most family members have been killed due to war zones. Young female and male children both experience major disruption to their family unit. I have seen on new reports where children became instant orphans and most likely saw their parent or parents murdered during war and then the child is left to care for themselves or many times they may have to care for other siblings. Young males may lose their fathers permanently due to war and this loss may place this young man as the â€Å"Head of household†, where their maturity level is not consistent (Weisenmiller) with taking over such as important role for the family. Coping Assistance for Children of War How children will experience war is also based on how the adults around them handle the situation. For example, if the parent is able to be with the child by offering comfort during such a climatic time and by being upfront with the child or children of what is happening, this will help ease the anxiety caused by war. The United Nations in the past held special sessions on how to deter the affects of war on children who live in war zones on a worldwide level. Special curriculums have been set-up in many war torn countries to allow children to either discuss, draw, or play act events that occurred to them during war, so they share their story and not hold things in, which could cause more stress in their young life. Assistant for children involved financial backing, which many times under developed countries do not have the mean, so international help organizations cans step in and provide the children with the physical and psychological help they would need to recover. Children need coping assistance that will help provide their basic everyday needs such as food, shelter, reassurance of safety and assistance with social development. Social programs such a UNICEF, Salvation Army, Red Cross, along with family, friends and the community will help children cope during times of war. When a child is raised in war torn times, they need to feel valued and make them become part of the community again by assisting in keeping them in school, healthy, have food and water available. Children need truthful information provided to them during war times because it is very important that they have an understanding of what is happening around them. Overall, support from parents, the community, friendly nations is important in helping to raise children during war time, and also help the child keep a sense of childhood when war issues arise. References: Berk, Laura E. (2009), Child Development Eight Edition. Pearson Education Clements, Paul T, Jr., PhD,R.N., C.S. (2001). Terrorism in America: How do we tell the children? Journal of Psychosocial Nursing Mental Health Services, 39(11), 8-10. Retrieved from http://search.proquest.com/docview/225547648?accountid=828 Garbarino, J., Kostelny, K., Dubrow, N. (1998). No place to be a child: Growing up in a war zone. Jossey-Bass Weisenmiller, M. (2007, May 11). Health: Trauma haunts children in war zones. Global Information Network. Retrieved from http://search.proquest.com/docview/457557903?accountid=8289

Perspectives on Vulnerability in Childhood

Perspectives on Vulnerability in Childhood The aim of this assignment is to discuss critically the principles of working with vulnerable children or young people by using an anonymousness case study. The plan is to illustrate the key concepts of vulnerability and resilience, consider the impact on the childs mental health and to look at different legislations. Scenario Mary is a five-year-old child who lives at home with her Mum and Dad. In view of the recent recession, Marys Dad has lost his job and is displaying negative emotions and this is causing friction with his wife. Mum has mild learning difficulties but is able to hold down a part time job, taking on more hours to compensate for the loss of earnings and leaving Dad to attend to Mary. Mary attends school but recently her attendance has been erratic, on several occasions Marys homework as not been done. School staff has noticed Mary turning up to school dirty, smelly and appears to have lost weight in recent weeks. The teacher has tried on several occasions to arrange a meeting but Mum claims to be too busy with work and Dad shows no interest. Vulnerability An explanation by Appleton (1994) describes vulnerability as a complex concept where there are many interacting factors. Appleton (1994) suggests vulnerability can be viewed as a scale where families at different periods in life can be more susceptible to both internal and external stress factors. In comparison, The United States Agency for Health Care Policy and Research (USAHCPR 1998) suggests that the environment may contribute to the vulnerability of people through various phases of life. More specifically different people may be vulnerable in a variety of ways due to health issues, age, communication problems and the house and community where they live. Equally important a recent concept of vulnerability suggests that parents or carers inability to provide basic needs, such as love, warmth, shelter and a healthy diet may affect the childs all round development. (Cleaver et al 2007). One cannot deny that everybody at some point in his or her life may be vulnerable. However, according to some experts how old you are can also be an influence. In other words, infants and children are considered more vulnerable because they rely on parents or carers to provide their basic needs. The reason for this is young children do not have the verbal language to communicate for their own needs (Aday 1993, Gitterman Shulman 1994, Miller 1995). Nevertheless all concepts advocate a similar meaning and according to the Convention on the Rights of the Child (1990) article nineteen, states that every child has the right to be protected. Young children need to be nurtured and guided by parents or caregivers to provide them with the basic needs to develop into participating young adults in society (Cleaver et al 2007). So it is vital that all nurses, midwifes and health visitors should have the skill and knowledge to identify indicators of vulnerability in children and be responsible t o pursue any concerns with the appropriate person (Stower 2000). Resilience In the science of human development, resilience has comprehensive and different meanings, including recovery from traumatic experience, overcoming divorce and withstanding stress to function well in the tasks of life. It is clear from those facts that resilience refers to patterns of positive adaptation or development manifested in the context of adverse experiences (Masten Gewirtz 2006). Masten and Gewirtz (2006) suggest that resilience is a dynamic balance between risk and positive factors. In addition, how individuals, children, and families cope in the face of adversity. This led us to believe through research that early childhood is a significant time where parents can nurture the characteristics of the children in promoting and understanding resilience (Masten Gewirtz 2006). Furthermore, Masten and Gewirtz (2006) suggest that resilience may come naturally to some children where other children may need help in acquiring those skills. One should, nevertheless consider resilience from another angle where existence of protective factors may explain why one child may cope better with adverse life events than another (Getting it Right for Every Child 2008). Protective factors are those variables that safeguard against the effects of risk factors, the presence of one or more factors of negative outcome for a child or young person. Protective and risk factors can be divided into four groups, child, family, school, and community factors (Durlak 1998). An example of a risk factor would be insecure attachment and the protective factor would be attachment to a family (Durlak 1998). With new information and understanding of resilience in individuals there seems to be a shift from the emphasis on factors and variables to mechanisms and processes. This shift looks at how well an individual processes and copes in the face of adversity (Rutter 2007). Furthermore, this refers to mental operations, for example coping skills, as well as individual characteristics and experiences (Rutter 2007). On reflection, it seems more accurate to say that considering not only characteristics and experiences but also the age and stage of development of the child. In addition, for example children aged five and less has a reduced repertoire of coping mechanisms. Similarly, Schoon (2006) suggest resilience is not only dependent on the characteristics of the individual but interactions from the family and the wider community may also play a part. On the other hand, Brooks (2006) points out that the family is at the centre of providing care and this has the greatest influence on the development of resilience in children. In relation to the scenario, Marys all round development at this moment may be vulnerable. As highlighted above how old you are can also be an influence because children aged five and less has a reduced repertoire of coping mechanisms and the increased of vulnerability in this age group in terms of physical and emotional development. Mary is dependent on her parents to provide her basic needs, food, warmth, shelter, and love. The effects of neglect can have a long-term influence on Marys quality of life. However, some children cope with and overcome the socio-emotional effects of child neglect. Mary may have protective factors within the family, such as a Grandmother, who may help to reduce the effects of neglect and foster resilience. The family dynamics have changed within the family where Mum is now working full time and Dad is the main caregiver. In view of the recent recession, Marys Dad has lost his job and is displaying negative emotions. This may have an impact on Marys all round development and her mental health because are social skills and needs is not being met. Mental Health In relation to the scenario, Mary is showing signs of neglect. To begin with, according to Horwath (2007) there have been many publications about neglect. However, not one was able to give a clear definition on what is neglect. In addition, analysis from these definitions agrees that neglect is an omission, or failure on part of the parent or carer to provide the basic needs for the child, such as healthy diet, and love (Horwath 2007). Likewise, the National Society for the Prevention of Cruelty to Children (NSPCC 2007) agrees that neglect is difficult to define and describes it as a complex phenomenon. However, both the NSPCC (2007) and Horwath (2007) agree that neglect in practice can present short term to chronic and severe neglect. Furthermore, periodic failure or one-off incidents can have a significant effect on a child. These periodic and one-off incidents may be indicative of developing neglectful behaviour. Another possibility it may be an indication that the family is suffe ring from stress, or a temporary crisis because of parenting issues (Horwath 2007) such as Marys Dad has been made redundant. When people hear the word neglect, they usually think of parents not providing their children with food, clothes, or a safe environment to live in. Alternatively, parents can neglect their children (Horwath 2007) in other ways. Furthermore, Horwath (2007) suggests that there are a variety of parenting behaviours that may be classed as forms of neglect such as, medical, nutritional, education and emotional. Parents or carers who emotionally neglect their child fail in providing physical or emotional affection and do not develop the childs sense of self-worth and positive identity (Horwath 2007). More specifically, it affects the childs all round development including their mental health. Mental health can mean different things to different people. For children to be mentally healthy they need to be loved, healthy diet, and opportunities to make choices, protection from risk, and shelter. However, the list is exhaustive but more specifically according to young minds (2002) children who live life to the full, creative and sociable lives, cope with difficulties and frustrations are mentally healthy. The foundation for building emotional understanding skills has been found to develop within the parent-child relationship (Parke et al 1992). According Edwards, Shipman, and Brown (2005) through the parent-child relationship children learn from their parents how to label and interpret motions in different situational contexts, when it is appropriate, how to show and evade emotional experiences as culturally indicated. The ability to interpret the emotional behaviours of others may mean reading their facial expressions, by the tone of voice or body language, not necessarily words (Edwards, Shipman, and Brown 2005). In addition, children who developed emotional development at a young age are more likely to settle well into school, work cooperatively, confidently and independently, and behave appropriately (Townley 2002). A child with poor social and emotional development is at risk of poor relationships with peers, academic problems (Horwath 2007). There is a difference between emotional neglect and emotional abuse. According to Iwaniec (1995) suggests that emotional neglect is non-deliberate where abuse is deliberate. Furthermore, parents or carers can emotionally neglect their children in a number of ways such as, inadequate attention to the childs needs, need for affection, and lack of emotional support (Iwaniec 1995). All children are individuals and may experience mental distress in different ways, such as the inability to cope with problems and feelings, low self-esteem and self-confidence, worsening school performance, and social withdrawal (Honeyman 2007). Emotional resilience is a valuable skill for all children. It is about being in control and believing in ones ability to work through setbacks and risk situations in a capable, effective manner. This capacity for resilience empowers the child to develop coping behaviours, to persist in the face of failure, to bounce back with confidence and a healthy self-esteem (Townley 2002). Children need a certain amount of resilience to be able to cope with the difficulties that occur as part of living and other strong emotions, in order to do this children develop a number of coping strategies (Landy 2002). For the first five years, children rely on their parents or caregivers to provide support in dealing with intense negative emotions and eventually learning to control or manage their emotions alone by using a range of emotional resilience or coping strategies (Landy 2002). Therefore, children need to understand how to regulate their emotions, recognize emotions in others, and handle relationships with others if they are to be well-adjusted, contented, positive, and resilient individuals (Townley 2002). They need to learn that all emotions are okay, and that they are entitled to their emotions (Cassidy et al 1992). However, it is also important children recognise that other individuals emotional needs can differ from their own (Horwath 2007). Another aspect to consi der is how the parents socialize with their children and display emotions. If the parent or caregivers display positive life skills rather than displaying anxiety or depression therefore the childs capacity to emotionally regulate would not be impaired (Landy 2002). Mental health affects all aspects of life how Mary forms relationships, interact with her peers and how she copes with the rough and tumble of life. A child who is ignored may seek other ways to draw attention, and the ability to cope may be hinder leading the child to have a strong tendency to use externalizing and maladaptive coping skills. Marys life is loaded with tension, negative moods, unpredictable parenting at this moment in time. In addition, the school have contacted both parents to discuss issues relating to Marys education and well-being however, her father is not interested and Mum claims to be busy with work. The expression both parents are portraying now about school is indicating to Mary that school is not important and she may be less likely to seek emotional support from teachers or her peers. On the other hand, up to now one may assume Mary has had a stable upbringing and with additional support and with protective factors in place may help her through the present crisis within the family. Legislations There are different legislations in place to protect children and young people in todays society. Such as, Protecting Children and Young People: Framework for Standards (Scottish Executive 2004), The Children (Scotland) Act 2004, and Sharing Information About Children at Risk of Abuse and Neglect: A Guide to Good Practice (Scottish Executive 2004). There are many more policies but advocates that all children have the right to be protected. According to CAMHS Standard, National Service Framework for Children, Young People, and Maternity Services (2004) suggests multi-agency services work in partnership to promote childrens mental health, provide early intervention, and meet the needs of the children that are identified with problems. It also goes on to say that, staff who are working with children and young people have sufficient knowledge, training and support to promote the psychological well-being of children, young people and their families and to identify indicators of difficulty . However, this seems not to be the case and according to Honeyman (2007), it is a much-neglected subject in child health. The Nursing and Midwifery Code (2002) states that this lack of knowledge in mental health may be seen as a barrier When making decisions about a child it is paramount, they are at the heart of the discussion in all considerations and decisions. Professionals throughout the planning and actions taken must demonstrate this (Edinburgh and Lothians Inter-agency Child Protection Procedures Section 2, 2007). Furthermore, working with a family where they may be issues of the child or development professionals must co-operate to enable proper assessment of the childs circumstances, provide any support needed, and take action to reduce the risk to the child. Sometimes this may require sharing information with other professionals. In addition, all professionals or agencys are required to keep confidential information given by parents and must not be shared without the persons permission (Edinburgh and Lothians Inter-agency Child Protection Procedures Section 2 2007). Getting it right for every child (2008) is a network of support to promote the well-being of every child or young person to get help at the right time. This network will also include the family or carers. This may involve other agencies to be involved and if this is the case a lead professional will be nominated and they will co-ordinate help, such as making sure the family, child or young person understands what is happening and to promote teamwork between the agencies and with the family, child or young person. The Getting it right for every child Practice Model consists of three elements, Eight Well-being Indicators, My World Triangle, and The Resilience Matrix. The Eight Well-being Indicators, this identifies all areas where a child or young person needs to progress in order to do well now and in the future. This enables professionals to structure information that may highlight areas of concerns and needs and to structure planning (Getting it Right for Every Child, Section 4, 2008). My World Triangle introduces a mental map, which enables the professionals to understand the whole world of the child or young person. In relation to Mary, using My World Triangle can be used at every stage to think about Marys world. Information may be used from other sources, possibly school, to identify the strengths and pressures in Marys life. This will not only identify the negatives but also the positives as well. My World Triangle looks at the whole child, physical, social, educational, emotional, spiritual, and psychological development (Getting it Right for Every Child, Section 4, 2008). Using My World Triangle, the professionals can consider systematically how Mary is growing and developing, what Mary needs from the people around her, and the impact on Mary in the wider community, family, and friends. To conclude the professionals may use The Resilience Matrix. The Resilience Matrix can be used in a single or multi-agency environment. This allows the professionals to gather the information on Mary, from My World Triangle and other sources and plot it on a blank matrix so that the balance between vulnerability and resilience, and adversity and protective factors can be weighed. The City of Edinburgh Council, Guidelines for Pupil Support Groups (2004) are committed in working in partnership with the parents, Social Work, Education and others to provide integrated support to children or young people and their families. Mary is in Primary one at school and the teachers and staff are in a good position to observe Mary in her education, socialising with her peers and her general well-being. Conclusion Many researchers have highlighted that vulnerability and resilience are difficult to define. Through my research for this assignment, I have been introduced to a number of concepts in relation to vulnerability, resilience, and mental health in relating to a young person or child. It is the job of any paediatric nurse not to diagnose but be able to recognised symptoms of children with mental distress in order to refer them to the appropriate professional or agency. In addition, how important it is for the nurse to understand the age and stage of development the child goes through. Prolonged emotional neglect or any type of abuse may be harmful to the child. It has been highlighted through research that it may affect the childs all round development and the presence of protective factors may explain why some children are resilient and why others are not. Resilience can be enhanced through extensive and appropriate practical and emotional support, intervention, and life chances. In orde r to enhance resilience professionals must establish the vulnerabilities and protective factors that exist for the child them consider the course of action to take to enhance resilience. .

Essay --

Final Portfolio Paul Mbanu English 1 Section 1906 16 December 2013 Table of Contents Title page for â€Å"Learning letter† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Learning letter (Letter to professor) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Title Page â€Å"Genre Works† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... Draft genre 1 (Movie Review on â€Å"A few good men†)............................................. Draft genre 2 (Presentation summary - the real deal about fast food)...................... Draft genre 3 (Poem)........................................................................................... Title page â€Å"Research Paper† †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... Research paper †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Appendix (Extra Credit).................................................................................... Learning Letter Dear Prof Gill, For me, the beginning of this semester was stressful because of not knowing what was to come my way, but now I feel like I’ve overcome a few obstacles in this class I never thought possible, which is why I feel like I deserve at least a â€Å"B†. I feel this way because I know I got far off track at the beginning of the semester but I have since then developed a sense of concentration and have furthermore improved my writing skills, which will show in my final research paper. Before I entered English 1 I had only a slight of knowledge in writing. It usually took me some time to write because I didn’t really know how to be explanative properly or promptly and I also had a hard time thinking about what I was going to write about. At first, the reading journals & writing exercises... ... initially received a call of a possibly intoxicated man, who was later identified as Silva† (Stuart). Two witnesses who recorded the beating on their cellphone’s say they were approached by the officers minutes after and demanded the cellphone’s. In the form of Civil disobedience, they initially did not give them the phones, claiming that they had no right to do so and that filming the cops is legal. The cops however, were hell bent in getting those phones in fear of the truth coming out. Exercising their authority, the officers held the witnesses illegally for 8 hours and soon obtained a permit which allowed them to take the witnesses phones. At that point, it was possible that the cops may have deleted the footage. This is an example of how people from the system use their authority at the wrong times to serve themselves. Its our responsibility to firmly stand up

Carl Friedrich Gauss Essay -- essays research papers

Carl Friedrich Gauss   Ã‚  Ã‚  Ã‚  Ã‚  This report is on Carl Friedrich Gauss. Gauss was a German scientist and mathematician. People call him the founder of modern mathematics. He also worked in astronomy and physics. His work in astronomy and physics is nearly as significant as that in mathematics. Gauss also worked in crystallography, optics, biostatistics, and Making mechanics.   Ã‚  Ã‚  Ã‚  Ã‚  Gauss was born on April 30, 1777 in Brunswick. Brunswick is what is now called West Germany. He was born to a peasant couple. Gauss's father didn't want Gauss to go to a University. In elementary school he soon impressed his teacher, who is said to have convinced Gauss's father that his son should be permitted to study with a view toward entering a university. In secondary school nobody recognize his is talent for math and science because he rapidly distinguished himself in ancient languages. When Gauss was 14 he impressed the duke of Brunswick with his computing skill. The duke was so impressed that he generously supported Gauss until his death in 1806.   Ã‚  Ã‚  Ã‚  Ã‚  Gauss conceived almost all his basic mathematical discoveries between the ages of 14 and 17. In 1791 he began to do totally new and innovative work in mathematics. In 1793-94 he did intensive research in number theory, especially on prime numbers. He made this his life's passion and is regarded as its modern founder.   Ã‚  Ã‚  Ã‚  Ã‚  Gaus...

What makes a good teacher? :: essays research papers

There are many things which make a teacher great and they all can`t be defined.However i`ve always considered several of them essential.In my opinion a good teacher is someonewho first of all creates interest in studying,doesn`t underestimate the children,has equal expectations of siccess from everyone and last but not least likes his job. A good teavher always has a sense of purpose.He chooses very carefully the teaching programme and adjusts it to the needs of his students.Children always come first and that`s why the decision he makes are based on how they will affect them.He shares experience with other teachers and thus is always learning new things. It is very important for a teacher to be a good communicator.He doesn`t just stand in front of the class and lecture but tries to establish a dialogue and tofind the best group activities in which every child to be involved.Discussion,peer-to-peer coaching are the things which make the process of teaching more interesting and challenging so that all students attend classes and participate actively. The good teacher works with all students.A friend of mine told me how her maths teacher tolerates only students who are good at mathematics or those who have special interest in the subject.Towards the rest of the class my friend says she`s very exacting.She gives homeworks and tests without bothering to ask about difficulties.She doesn`t try to explain it and as a result many students keep getting bad marks. I firmly believe teachers shouldn`t forget that all students no matter of their colour,race or gender have equal ability to study.Different students have different learning systems.Some can learn things easily while others need to spend more time over a given task.

Long term objectives

Unfortunately in management, it is difficult to find standard definitions for many commonly used terms, yet a common vocabulary and a common understanding are vital to successful communication. The key terms for management are working with and through other people to accomplish the objectives of both the organization and its members. Management activities include planning, organizing, coordinating, motivating, leading and controlling; getting results effectively through other people by process of delegation. Management system refers to the organization's structure for managing its processes – or activities – that transform inputs of resources into a product or service which meet the organization's objectives, such as satisfying the customer's quality requirements, complying to regulations, or meeting environmental objectives. In strategic analysis for long term objectives, the framework can be used for examining the â€Å"fits† with managerial strategy. These fits fall into seven broad areas: (1) strategy; (2) structure; (3) shared values, attitudes, and philosophy; (4) approach to staffing the organization and its overall â€Å"people orientation†; (5) administrative systems, practices, and procedures used to run the organization on a day-to-day basis, including the reward structure, formal and informal policies, budgeting and programs, training and financial control; (6) the organization’s skills, capabilities, and core competencies; and (7) style of management (how they allocate their time and attention), symbolic actions, their leadership skills, the way the top management team comes across to the rest of organization. Managers should strive to develop and attain a variety of objectives in all areas where activity is critical to the operation and success of the management system. Now taking example of PetsMart case, and by going through the all available resources of market information, feedbacks and opinions of general public, if we analyze their management, their rating should be as follows. (1) Strategy  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strong. (2) Structure  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Average. (3) Shared values  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Average. (4) Approach to staffing the organization   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strong. (5) Administrative system  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Weak. (6) Core competences   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Average. (7) Style of management  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Average. Resource: â€Å"Management† By Patrick J. Montana, Bruce H. Charnov, Published 2000 Barron's Educational Series

African Americans and Slavery Essay

The American Revolution was a time of great turmoil for all men and women in the United States. Great debates came and went during this time; slavery and the freedom of black men being the main problems in these debates. Slaves were used for a great number of things during the American revolutionary period. The arrival of slavery to the American colonies began in the 1600s and started out in Virginia. As the years passed more and more African-Americans were brought into the colonies to be used as labor workers. The beginning amount of slaves continued to grow and by the beginning of the revolution there were about 273,000 slaves spread throughout the American states. With the coming of the revolution all African-Americans, slave or free, knew something was coming and each had a different response to these comings. There were differences in the responses of slaves and free men during the American Revolution. There were also consequences to their choices. â€Å"Gaining freedom in a land of captivity and wresting equality from a society whose founding documents guarantee it has been the consuming desire and everlasting hope that has kept harrowed bodies and weary souls going. † In the southern states African-American slaves were treated harsher than those in the north. The plantations down south required back –breaking hours of work in the sun that White Americans believed could only be done by those they had bought. There was a reason for them to be there and until they could no longer work they were to do all things imaginable for their owners, no questions asked. Some of these slaves thought it was easier to run away from their owners and that in doing so they would have a chance to fight for their country. Slaves could either flee to the north or they could flee to Spanish owned Florida. In cases where a master was called upon to fight, they would send a slave in their place and if they lived long enough to return home they earned freedom. Many of the slaves decided that if they had a chance to gain their freedom by joining the war effort then they would gladly take their masters place. They also believed that with the beginning to the revolutionary period would bring a new deed to the land and when it was over there would no longer be a need for slaves. The consequences for slaves in the south were innumerable. Like many slaves, they took this time to run from slave masters and plantations. If these southern slaves were caught, depending on the owner, the slave could suffer mild to severe consequences. Depending on the demeanor of the owner a slave could be punished in several different ways. Whipping, branding, slapping, being dunked underwater, and kicking were just some forms of punishment. The most severe punishments were to cut off a body part like an ear in the hopes that the slave would learn and never run again. There were also â€Å"nice† slave owners that chose not to punish their slaves. There justification for not punishing their slaves was so that they would continue to work and so that the owner could buy more slaves with the money that they continued to pool in from the work. Because of some owners that continuously harassed Washington, he stopped allowing slaves into his army. But General Washington, fearing rebellion, created an order that stated that all blacks were not allowed to fight. Later he partially reversed the order and allowed only free black men to fight with him. Some slaves believed that taking a chance to flee towards the north was a far-fetched idea. They were seeking freedom in the quickest possible way. Lord Dunmore sent out a proclamation that stated in exchange for freedom any black that came to him would fight against the patriots and become a loyalist. Dunmore’s promise of freedom fueled black slaves to escape and even some patriots fled to fight as a loyalist. After the war, true to his word, slaves gained their freedom. Some of these newly freed slaves went to Britain but many of them stayed in the Americas. On the other hand free men in the north believed the revolution would bring about change for the better. Their idea of the revolution was that they were being given the chance to gain independence from Great Britain and also for themselves. It was a defining moment in history that they were to be a part of. Fighting with white men gave these free black men a sense of honor and it also gave them a job where they could earn a little money to put towards getting homes and things of that nature. Men from the north gradually began to realize that they could fight with their brethren and bring independence to the land. General Washington passed an order stating that no black man was allowed into his army. This order came about because of general angst from some slave owners. These owners believed that there should not be any blacks fighting for the independence because they were only good for being slaves and they would never have say over anything. After some time Washington, fearing not having enough men to fight against the British, partially reversed this order to allow only free black men. Other than this there were not many consequences that are recorded for free black men. These free men not only fought for the independence of the nation but also for their independence and the independence of other black men and women. African-Americans from the north and south chose to join the continental army because they believed that they should help make the place the lived independent from a tyranny that had no say in the matters of a new country. They felt that this tyranny could take their rights and place them under unfair rule once again. Some of the freemen and slaves that had started out in the continental army decided to run to the British army but were not successful in their plights. Nash called the revolution the ‘greatest slave rebellion in American history’ because it was just that. The revolution opened up new grounds for slaves to rebel against owners because it was the most opportune time for them to do so. â€Å"If any group within America’s diversified people came close to answering John Adams’s plea that ‘we must all be soldiers,’ it was black Americans. No part of revolutionary society responded to the call for arms with anywhere near the enthusiasm of those who were black. Proportionate to their number, African American males— and some females— were more likely to join the fray than white Americans. † According to this excerpt from another one of Nash’s books, African-Americans were much more adept to answering the plea of John Adams. If there were more African-American fighters than white that meant that more black males were subject to put themselves in danger in order to gain freedom. They would rather have one day of freedom, not knowing if they would die in the next second, hour, or day, than be a slave for the rest of their lives. This is one of the reasons why Nash called the revolution the ‘greatest slave rebellion in American history’. â€Å"Desperate to fill the thinned ranks of its regiments, states offered freedom†¦ to serve during the continuance of the present war with Great Britain. Every black enlistee would be ‘immediately discharged from the service of his master or mistress, and be absolutely free, as if he had never been encumbered with any kind of servitude or slavery. † If states were desperate to have more men come into their ranks then there was nothing really stopping slaves from escaping their masters and coming to fight. They all wanted freedom from someone. Slaves wanted freedom from their bonds that were tied to the soil they worked and the Americans wanted freedom from Great Britain. Both groups had their reasons to fight and the only way slaves knew how to become free was to rebel and run to an army. This was a time for large rebellions on all fronts not just from the slaves. It was a rebellion against the British from the former colonists and a rebellion against the men and women that were taken from their homes to somehow create new ones. â€Å"It may have been, as Nash says ‘the greatest slave rebellion in American history,’ but for most of the rebels it ended like the others, in death. Slaves who supported the American side fared better, but not much better. Only with great reluctance did Washington allow some to join his army. Other Virginians had another wartime use for them. In 1780 the state legislature offered salves as a bounty for enlistment in the war against British tyranny. The revolution did see enactment of measures for gradual emancipation in the northern states, but the number who benefited was small. † My view on the American Revolution has changed somewhat because of how the African-Americans were treated during and after the period of war. The Americans act as though they had not been fighting alongside each other and because of this withhold distaste for the blacks. The completely disregard the idea that every man is created equal and has certain unalienable rights. They do not extend these ideas that were written down on the Declaration of Independence to the free black Americans. Men that had fought with and under Washington were not looked as the same because the color of their skin and were not given the same rights. Because of how they were treated I see the Revolution more as a war against Britain to save other whites from tyranny rather than to gain independence for all mankind. ——————————————–. [ 1 ]. Gary B. Nash, The Forgotten Fifth: African Americans in the Age of Revolution (Harvard University: 2006), 1. [ 2 ]. Taymor, . â€Å"US History Documents. † Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 3 ]. Taymor, . â€Å"US History Documents. † Last modified 2005. Accessed January 27, 2013. http://inside. sfuhs. org/dept/history/US_History_reader/Chapter2/Nashfighting. pdf. [ 4 ]. Edmund S. Morgan, review of The Unknown American Revolution:

Julian Assange; Hero or Villain?

Julian Assange Hero or Villain? The question of whether WikiLeaks founder Julian Assange, whose organization can be credited with releasing thousands of classified documents from various countries, is a hero or a villain depends entirely on one’s political opinions. Those who believe in transparent government and freedom of speech/publishing would call Assange a hero. Those who believe governments must have some secrecy from citizens would call him a villain. As a believer in the ideals America was founded on it is clear that Assange’s actions are heroic. He is fighting to keep the average citizen informed of any corruption within their government, fighting for the mainstream press to stop supporting the government’s views on everything, fighting to introduce the power of technology into a political system that has become outdated and corrupt. The United States is looked on as the ideal example of democracy. People have freedom of speech, elect the officials who represent them and the government works to benefit the everyday person. Right? Wrong. How can we try and set up a new government where the people are actively involved in countries such as Iraq when the average American doesn’t know anything about what’s going on in our own government. Julian Assange’s organization revealed 1,500 civilian deaths in Iraq previously unreported to the American public. (4) Our relatives are fighting for their country and we’re told that civilian casualties are going down when in fact there are 1,500 previously unreported deaths, there’s something wrong with that picture. Outside of the U. S. WikiLeaks has made an impact in Tunisia when they published remarks made by Ambassador Robert Godec stating that the government’s inner circles were corrupt. The leaks added with the already tumultuous anger at the government pushed Tunisians over the edge, and they overthrew the corrupt government. (1) Those who believe Assange to be a villain site his â€Å"vendetta† against the U. S. as the primary reason for distrust and hatred, but the publication of Robert Godec’s statements helped the U. S. gain power in the Middle East and succeed in their, â€Å"efforts to work with other countries to solve shared problems†. Hillary Clinton) The leaks posted on WikiLeaks aided the U. S. more so than it harmed them, making Julian Assange a hero, not a villain. If Julian Assange’s crusade isn’t against the United States, then what is he fighting for? How about for the mainstream press to report more than one side of the story? The mainstream press refu ses to even acknowledge Assange as a legitimate journalist and publisher; in fact the freedom of the press committee of the Overseas Press Club of America in New York City declared Assange â€Å"not one of us†. 2) This seems odd when the duty of the press has always been to inform the people, which Assange is doing, albeit in an unconventional way. Take for example the war in Afghanistan, without WikiLeaks the public is subjected to claims that the Taliban is losing — and that al Qaeda has been severely weakened and yet we’re told that our country will have to stick it out until 2015, rather contradictory! Organizations such as WikiLeaks force the traditional press to acknowledge inconsistencies in Washington’s story. Although they do continue to try and control the narrative so that it does not radically digress from the official Washington storyline. Without the pressure put on by Julian Assange freedom of press would be declining, making him a hero, At least once a century governments encounter radical change. In the 1700’s it was the American Revolution, in the 1800’s it was the French Revolution, in the 1900’s it was the Russian (Bolshevik) Revolution. What will the revolution of the 2000’s be? Governments have already been de-stabilized in Tunisia, Egypt, Libya and Yemen. Who says that the protests won’t continue over to the United States? Protests in other countries happened because the systems were outdated and corruption was suspected. This is certainly true in the U. S. , where the government’s inefficiency is being blamed on outdated technology. Peter Orszag, the director of the Office of Management and Budget admitted that the gap between the public and private sectors results in â€Å"billions of dollars in waste, slow and inadequate customer service and a lack of transparency about how dollars are spent,† this â€Å"lack of transparency† is exactly what Assange is fighting against. (3) WikiLeaks forces the United States government to think about the extreme secrecy it operates under and whether this is the best for its citizens. Without Assange the â€Å"lack of transparency† would only grow, making him a hero. Julian Assange has been called many names; traitor, anarchist and even a high-tech terrorist, but the proper name for him is hero. WikiLeaks is an organization that truly works for the people. Keeping people informed with the inner workings of government, putting pressure on the press to acknowledge the truth and forcing change within government. WikiLeaks is driving journalism into the future and Assange is the driver. Sources: 1) Jackson, William E. , Jr. â€Å"A Liberated Press and WikiLeaks: Bulwarks Against Claims of ‘Victory’ in Afghanistan . † The Huffington Post. N. p. , 2 Feb. 2011. Web. 2 Mar. 2011. . 2) Zapata, Xavier. â€Å"Is Julian Assange a hero or a villain? † World Have Your Say Blog. BBC, 7 Dec. 2010. Web. 2 Mar. 2011. http://www. bbc. co. uk/blogs/worldhaveyoursay/2010/12/is_julian_assange_a_hero_or_vi. html 3) Swanson, Ian. â€Å"Budget director blames old computers for ineffective government. † The Hill. Capital Hill Publishing Co. , 14 Jan. 2010. Web. 6 Mar. 2011. . 4) Assange, Julian. â€Å"Julian Assange; The Man Behind WikiLeaks. † Interview by Steve Kroft. 60 Minutes. CBS News. 30 Jan. 2011. CBS News. Web. 6 Mar. 2011. .