A Wrinkle in Time Chapters 1-2 Questions and Answers

Chapter 1 (Q)List all of Meg’s problems. Which one do you think is the most important? Why? (A) Meg has many problems such as she is too effusive. Another one of her problems is that she has much trouble at school. A few examples of this would be that her teachers threaten to hold her back for her poor academic grades, she is teased very often of acting like a baby at lunch, and she fights when she or a family member of hers is insulted all this lowering her position in school. Meg’s family is also gossiped about. She has a â€Å"dumb baby brother† who is actually very intelligent but considered insane. Her father is also talked about. Using context clues I can infer that Meg’s father is not home. Meg is also unpresentable, she has unattractive mouse brown hair and revolting braces stuck on her teeth. Another problem is the setting, Meg is in the attic at night-while everyone is sleeping and there have been several hurricane warnings. What makes the situation even worse is that there is a tramp (sometimes called hobos) out on the loose. Personally, I think that Meg’s most important problem is that she is too hard on herself. I feel this way because not only is she a poor student, with terrible facial looks, and overemotional she makes herself believe that she is all these things. She even tells her cat that she is a monster. The worse she feels the worse she acts around people and the more people talk bad about her. (Q) How is Charles Wallace different from most 5 year olds? (A) Charles Wallace is different from most five year olds in many ways. For starters, he is terribly shy and doesn’t talk around unfamiliar people-giving him the reputation as a â€Å"dumb baby brother†. His shyness is not the only reason he is considered unintelligent but his lack of language until he was 4. Charles is also different because he is very fluent in English and talks like an adult. He also has a gifted sixth sense to be able to read his sister’s and mother’s minds. For example, when Meg was getting up to have some cocoa he already knew and was warming some up for her. Chapter 2 (Q) What do you think happened to Meg’s father? What clues from the book support your opinion? (A) I think Meg’s father was working on an experiment or trying to create a medicine while something went wrong and he never came home. Using clues from the book I can also infer that he is alive and that some people are thinking that he has left the Murray family. My evidence from the book is that Mr. Jenkins is asking if they had head from his father. So that assures me that Mr. Murray is alive. Mr. Jenkins also makes it clear that Mr. Murray was a scientist rising my thoughts that he may have been working on something when

Heritage Of India

India is blessed with a vast and rich heritage. One has only to see the various architectural marvels and cultural institutions that dot the geographical expanse of India to glimpse the richness of our heritage.The science and technology of ancient India was quite advanced. Many historians believe that most of the scientific advances believed to have been made in Europe had been achieved centuries ago in India. Such advances covered major fields of human knowledge and activities like mathematics, astronomy, physics, medicine, metallurgy, surgery, fine arts, civil engineering and architecture, shipbuilding, navigation, etc.Indian mathematicians have made important contributions to the study of the decimal number system, zero, negative numbers, arithmetic and algebra. The study of linguistics was initiated by Indian grammarians who began the trend by first attempting to catalogue and codify the rules of Sanskrit. Even today, the main terms for compound analysis are taken from Sanskrit. India is the birthplace of Ayurveda and Yoga; these systems are now finding many followers in the West. India’s rich spiritual tradition has attracted many troubled Westerners, fleeing the materialistic and spiritually empty worlds they inhabit, to her shores, seeking solace and salvation. India’s urban civilization traces its roots to Mahenjodaro and Harappa, now in Pakistan.Their planned urban townships were very advanced for their time. Metallurgy is central to most civilizations. The science of smelting was highly refined and precise in ancient India. As early as the 5th century BC, Herodotus, the eminent Greek historian, noted that iron was used in the arrows used by Indian and Persian soldiers.The idea of the atom is derived from the classification of the material world into five basic elements by Indian philosophers. This classification has been in existence since the Vedic age (c.1500 BC). Indian monuments testify to the different influences in her history â₠¬â€œ Buddhist, Indo-Saracenic, Victorian, Mughal, etc.Classical Indian music and dance have a wide fan following all over the world. Each state has its own art forms which are well documented. Imposing and architecturally splendid temples, mosques and churches embody the diverse religious and cultural influences that have made India unique. Cuisine too is an important part of our heritage.As Indians, we ought to be proud of our rich heritage and strive to preserve it for our descendants by respecting it and ensuring its survival.

Grief and Loss in Adolescence: Principles, Responses and Challenges

Grief and loss are fundamental aspects of life; they are inevitabilities that stem from our mortality and our natural propensity to form deep emotional bonds with those closest to us—our family, friends and colleagues.Perhaps C. S. Lewis captured the sensation of grief best when he said: â€Å"No one ever told me that grief felt so like fear.  I am not afraid, but the sensation is like being afraid. The same fluttering in the stomach, the same restlessness, the yawning. I keep on swallowing. — C. S. Lewis, A Grief Observed How one physically manifests grief may vary between age groups and cultures but it is a universal occurrence in humans who are of normal cognitive development.In this paper, grief and loss will be reviewed in the context of Worden’s principles and theories; specifically, what these principles say about grief and loss, how they might apply to the adolescence demographic, what challenges the health care provider might expect to encounter when working with a grieving adolescent, and how a health care provider can best respond to a grieving teenager. A series of hypothetical acute care settings will be presented to illustrate how a nurse might best proceed in responding to a grieving adolescent.Death during AdolescenceAdolescence is a transitionary stage of life that poses unique challenges for the individual. Change is the hallmark of this developmental period as teenagers struggle with hormonal changes, newfound desires for independence, confidence issues, and concerns about body image. Grief and loss during this stage of life, whether it be the loss of a parent, relative, or close friend, often greatly exacerbates the emotional state of a teen who is already experiencing the stresses associated with the transition from child to adult.According to Metzgar, typical grief responses of teenagers include anger, depression, withdrawal, frustration, confusion, acting out, and noncompliance (Metzgar, 2002). Unlike young childre n, who often do not fully contemplate the finality of death, adolescents are usually aware that death is final (Freeman, 2005). According to Freeman, adolescents have the mature intellectual development necessary to understand the core concepts of death—universality, non-functionality, irreversibility, and causality—and can elucidate fully the details (Freeman, 2005).This greater understanding of death places adolescents closer to adults on the level of death awareness; however, teens may wonder if a dead person will return; this thinking may include supernatural elements as teens often associate an unexpected death or serious illness with a supernatural event or cause (Brewster, 1982). An adolescents’ grief experience is highly personal in nature, and unlike adults, teens tend to grieve more intensely.Often their grief response is not expressed smoothly or continuously but takes the form of a series of punctuated outbursts; in some cases an adolescent may make a concerted effort to control his or her emotions (Worden, 1996). In attempting to control their emotions, a teen may retreat inwardly by immersing themselves in highly personal activities such as reading, writing, listening to music, or exercising; in other cases, a teen may want to release the anger and sadness associated with their grief; in this case, he or she may act out angry or antisocial behavior (Worden, 1996).Of particular importance from a health care perspective is the recognition that teens often perceive death as something that happens to others even though they recognize that death is a phenomenon that can and will happen to everyone. When a teen is confronted with the death of a close friend or relative, their perception of death as being a phenomenon that is distant from them, is abruptly challenged. In the case of the death of a peer, death is often sudden—in an American study, the three leading causes of death in the 15 to 24 year-old age group are acciden ts, homicide, and suicide (Minino and Smith, 2001).In such cases, a teen’s sense of pseudo-immortality is often shattered (Freeman, 2005). The trauma associated with this may cause a teen to experience an overwhelming sense of helplessness or powerlessness (Aronson, 2005). In the case of the loss of one or both parents, a teen may experience a grief reaction that is unique for their age demographic—an irrational guilt associated with the normal desire to detach from their parents (Freeman, 2005). For the health care worker, it is crucial that this particular grief reaction is considered when helping a teen deal with the loss of one or both parents.Theoretical Principles: Grief and Loss according to Worden.In Grief Counseling and Grief Therapy, Worden conceptualizes the process of grief into a framework of four tasks that he suggests need to be addressed and completed before the process of mourning can be concluded (Worden, 1991). Worden’s four task paradigm cons ists of:Task 1. To accept the reality of the lossTask 2. To work through the pain of griefTask 3. To adjust to an environment in which the deceased is missingTask 4. To emotionally relocate the deceased and move on with lifeAccording to Worden, children and teens, like adults, must acknowledge and accept the reality and finality of death before they can begin to deal with the emotional impact of this loss (Worden, 1991). Generally this is easier for teens than children because their concept of death is more developed and in tune with that of an adult’s. In order to help facilitate acknowledgement of loss, a health care worker needs to explain the circumstances of the loss in a language that is both accurate and age appropriate.Since maturity levels vary within the teen demographic, one must not assume a given maturity level based on age; in this case the carer should make a concerted effort to determine the maturity level of a teen through dialogue and observation (Smead, 199 4). In task two, Worden suggests that the painful emotions associated with grief need to be worked through. By working through, Worden suggests that emotions need to be released in a healthy manner such that a teen is able to cope with the nature of their loss.In this case, the carer needs to assist the teen with opening up—helping the teen discuss their fears and anxieties in a non-judgmental way. Encouraging teens to express their grief through creative arts and by engaging in rituals can be therapeutic in this regard. (Silverman and Nickman, 1999) In Worden’s third task, adjusting to the loss of a deceased peer, sibling or parent requires that the adolescent develop an adaptation to this loss.Adaptation will be heavily influenced by what role the deceased played in the teen’s life; often this adaptation requires an extended period of adjustment (Worden, 1991). In this case, the health care worker’s role is to help the teen adapt to the loss of old role s (roles associated with the deceased) and adjust to the emergence of new roles (roles previously associated with the deceased now taken up by other individuals). In Worden’s final task, the deceased are relocated—they are placed in an appropriate emotional place such that the bereaved can move on with their lives.For many bereaved individuals, relocation may involve the pondering of existential questions: Where did the deceased go? Why did they die? Is there a Heaven? Children and teens are often more open to supernatural explanations, and in this case, belief in an afterlife can be therapeutic as it helps the individual maintain a healthy and tangible link to the deceased—it may give the bereaved a sense that the deceased is watching over me from Heaven (Silverman, Nickman and Worden, 1992).Grief and Loss in the Acute Care Setting: A Nurse’s RoleWhen a nurse is expected to provide emotional care to a bereaved teen, he or  she must consider a number of factors that may influence the grieving process. These may include: age, level of maturity, psychological state, physical state, and circumstances of the loss. In the following hypothetical case studies, a nurse will offer emotional support directed specifically at teens whom are experiencing different stages of grief as outlined by Worden. The question to be answered in each case is this: What would be the most appropriate nursing response? In each case, as the attending nurse, you will note the individual’s age, statements, stress level, and physical demeanor.Case Study One – The immediate loss of a best friendTom is an 18 year old who has been admitted to a hospital emergency room after a traumatic car accident. His best friend Bret was a passenger and has been killed in the accident. Tom has minor physical injuries that you are tending to. He has just been informed that his best friend died at the scene. Emotional and in disbelief, he yells: â€Å"You’re a ll lying! Bret is not dead! He can’t be dead! He can’t be! It’s my fault!† Bret is shaking.Response:Using compassionate but clear and direct language you reaffirm that Bret has died. You show empathy to Tom but avoid making value judgments for him that offer explanations for the death or attribute blame. When interfacing with Tom’s parents you explain to them the stage of grief their son is going through and how best to assist him through it.Case Study Two – Working through the loss of a parentSarah is a somewhat rebellious 17 year-old with a strong sense of independence. She doesn’t always see eye to eye with her mother, Jenifer. Six months previous, Jenifer died suddenly in car accident. Since the accident, Sarah has suffered major anxiety attacks and has been plagued by guilt. At school she has been involved in arguments and fights with other girls; on this occasion she is in the school infirmary after fighting with another girl. Af ter initially appearing angry, Sarah breaks down in tears  and says: â€Å"Why did my Mom have to die! I didn’t really want her out of my life!†Response:You consol Sarah, and listen to her—you let her release her emotions without restraining or judging her. You reassure Sarah that it is ok and normal to feel fear, guilt and doubt, and that is ok to express her feelings. You tell Sarah that she can come and share her feelings with you whenever she feels the need. If interfacing with Sarah’s father, explain to him what Sarah is experiencing, and offer helpful suggestions that are in line with Worden’s model for task two grief.Case Study Three – Adapting to the loss of a siblingJanet and Karen are sisters close in age, 15 and 17 respectively. They were inseparable and enjoyed doing things together such as sports, shopping and talking about boys. Janet looked up to Karen who she thought of as being her pillar of strength and confidant. Last ye ar Karen died suddenly from a rare form of meningitis. Janet has accepted the loss but has had a hard time readjusting to life without her sister. She is in the hospital being attended to for self inflicted cuts on her arms. Janet states that life is unexciting now because her sister is gone.Response:With empathy you help Janet recognize and reassign the emotional roles filled by her sister. You may suggest ways to help Janet remember Karen in a desensationalized way such that the memory of Karen is retained and respected but that recognizes that life must go on. The suggestion of doing activities (previously done with Karen) with friends or classmates might be helpful. This information should be relayed to Janet’s parents to help them understand how they might be able to assist Janet adjust to life without Karen.Case Study Four – Relocating a deceased grandparentFourteen year old Ben loved fishing with his grandfather. Granddad was Ben’s best friend. Earlier th is year Ben’s granddad died suddenly from a heart attack. Ben accepted that granddad was gone, and he knew that there would be no more fishing. Ben was admitted to the hospital to receive stitches for a fall; Ben asks you: â€Å"Miss, where do dead people go? My Granddad died this year you know.† In a melancholy tone he continues, â€Å"I’ll never have a friend like him again.†Response:In a compassionate tone reply that you are not sure where people go when they die and that it is one of life’s great mysteries. You may suggest that many people have different ideas as to where people go after death. Suggest to Ben that life is about continuing to develop special moments with people we associate with in life. Keep in mind that grief resolution involves reflecting on the meaning of a deceased person’s life, and keeping this as a pleasant memory. It is not meant to focus on the death itself.ConclusionsGrief is a fundamental aspect of life. Adole scence, being a major transitional stage in human growth and development brings with it unique emotional challenges. These challenges need to be addressed by the health care worker if he or she is to effectively assist a teen who is grieving for a deceased peer, sibling or parent. Worden suggests a four step paradigm for the grieving process that can serve as a guide for elucidating the stage of grief an individual may be experiencing.Knowledge of this model can assist the health care worker in grief stage recognition, and in making informed decisions that will ultimately help a teen deal with challenges involved in the of grieving process. With the support and encouragement of health care workers, peers, and relatives, adolescents can learn to successfully manage grief and loss, and move forward with their lives.

Culture Of China Regarding Religion, Food, Communication, Time, And Term Paper

Culture Of China Regarding Religion, Food, Communication, Time, And Space - Term Paper Example The following discussion is an effort to highlight the exceptional and distinguished aspects of Chinese culture regarding religion, cuisine, communication, time, and space. The Chinese culture is largely influenced by ancient Chinese philosophies that have been practiced in China for thousands of years. Buddhism, Taoism, and Confucianism are the three major religions that are practiced in China by a majority of people. Myriad differences that appear too subtle to the common public exist between these three major religions. The general public is way much oblivious to these distinctions and thinks that the religious teachings and moral values originating from these different religions is more or less the same. Intricate differences between these religions are obvious to a minimal percentage of Chinese public. Still, religious practice is still fervently adopted by many people in China, which is a heavily optimistic sign in today’s much industrialized and modernized world that is too materialistic and ignorant of religious restrictions. Actually, it is those distinctions existing between the three major Chinese religions that have evolved the Chinese culture which is so dynamic and vibrant. One common and enthralling aspect of the Chinese culture that is acquired from the fusion of ancient religions is that it is required of every person to live in harmony with all the other people, no matter if that other person is a friend or a foe. This is one profoundly appreciable aspect of the Chinese culture, which demands every person to seek and spread love regardless of societal, ethnic, or racial pressures. The Chinese cuisine is overwhelmingly popular around the globe among all age groups and bags huge appreciation almost every year in myriad prestigious annual global food contests. Much of the Chinese cuisine is derived from the cooking practices that were significantly vibrant in the Dynastic ruling period. It is worth mentioning here that ancient Chinese rule rs used to host large meals consisting of hundred of traditional dishes at one time. (Ling, 2002, p. 34). It is from this traditional hospitality of hosting large banquets that a whole wide array of variations exist in Chinese cuisine that appeal hugely not only to the Chinese people but by almost everyone around the world. These variations in cuisine also originated and prevailed in the Chinese culture because the Dynastic period was open to many enriched influences from the surrounding countries. China’s gourmet culture and true connoisseur experience has been creating waves of innovation and taste around the world for many past years. The up side about the Chinese cuisine is that it offers extremely stomach friendly food and this fact is acclaimed by all the nutritional specialists around the world. This is because with the cooking oil that is pretty scarce in the country and expensive meat, Chinese food experts have diverted the taste of the Chinese public towards inexpen sive but nutritious and heavenly tasty foods. An important and interesting fact regarding the Chinese communication is that it can be both verbal and non-verbal, and both modes of communication are very important when

Pay for Performance why it doesn't work in the Workplace Essay

Pay for Performance why it doesn't work in the Workplace - Essay Example To show the extensive use of the reward system, the author writes on using rewards to recognize teamwork, monetary rewards for employees for undertaking trainings and gaining new skills. The author states that rewards often impede than they enhance performance on many tasks with specific emphasis to those that require creativity with the example of Japan and Germany countries that do not use reward incentives and are successful in employee motivation. The other further explores the fact that there are no empirical studies linking motivation to rewards showing poor implementation of compensation systems. In fact, research by Jenkins in 1986 shows no relation between quality performance and rewards (p 124). In a case where incentives were withdrawn, production decreased then after sometime rose to reach a better level than when there were incentives further showing that incentives do not motivate workers for quality or higher productivity (p 124). The author then delves into the reasons for the failure of incentives including lack of necessity that is the introduction of incentives unnecessarily resulting in lack of any impact on performance. The second reason is secrecy where there is no transparency on each employees earning leading to overestimation and belief of differences in pay resulting in low morale and turmoil at the workplace. Other reasons are lack of match between performances and pay and expense in rewards solved via using noncash rewards. The other reason is too big versus too small incentives where small incentives do not have an impact while large ones are not received by all the workers resulting in failure of incentives to motivate performance. Short-term versus long-term incentives are the other reasons for incentives failure where employees may make decisions countering long-term interests when incentives base on short-term performance. Objectivity versus subjectivity,

The way of duty Essay Example | Topics and Well Written Essays - 750 words

The way of duty - Essay Example Women are the ones that suffered the most by losing their loved ones during the American Revolution period since they were to be left alone to take care of both those who were fighting and also the family that remained at home As portrayed, in ‘The Way of Duty’, it was a time to practice their loyalty and patriotism to their country. Women were also to step up and take charge of all the family responsibilities while their men were away. Just like in the case of Mary, women lost their loved ones to diseases and some ended up being alone but they knew very well that losing hope was not an option. Life was to continue. Women were the ones that were much concerned and worried about what would happen to those in the fields. They involved them in prayers trusting and believing that all will be well. Most women became spiritual in the sense that they were to make ends meet.2 Women were the ones to endure broken marriages and separations not to mention tem being not in a position to enjoy their conjugal rights. Men were taken to different places as militia during the Revolution era and thus never were they close to their wives. Men who showed interest in politics were kidnapped and jailed for a significant number of days that will end up being even a year long. And when they were released men couldn’t help since they were ever in fear that they would be recaptured thus reducing their productivity. 3 Women had to take care of the rest of the family and persevere the pain of the struggle. They became the bread winners. They were to manage the farms so as to see that food was brought on the table. This was even made worse when their husbands, who were captured in the line of duty, to get their job benefits were turned down. If it happened that their husband were working in the public service and lost or couldn’t account for the money at their disposal this were to be taken in as debts

Suitability of United Kingdom for Multinational Business Research Paper

Suitability of United Kingdom for Multinational Business - Research Paper Example The UK has a special relationship with foreign countries such as the USA and France. It is also a member of NATO, G8, G7, OECD, Commonwealth, and EU. This membership enables it to develop a good business and political relationship with foreign countries. However, the types of distance between the UK and these countries affect these relationships a great deal. According to Ghemawat (137), the different types of distance between different countries influence global trade and multinational business strategies. The specific types of distance identified by Ghemawat which affect the UK in its international trade and multinational strategies include Cultural, Administrative, Geographical and Economic distances (CAGE). In terms of cultural differences, the UK may be considered to experience distance dimension in international involvements through language differences with foreign countries, different ethnicities, different religions, and different social traditions and norms. The main featur e that makes the UK different from other countries is its British culture. For instance, the language spoken by UK citizens is British English. This differs from other languages spoken by UK’s trading partners. The language spoken in France is French while that spoken in Spain is Spanish. The language spoken in the Netherlands is Dutch while that spoken in the USA is American English. This difference in language affects multinational business strategies of multinational companies intending to enter the UK market. According to Alkema, Koster, and Williams (5), one of the most important business strategies for a multinational corporation is to maintain its core business products and services while attempting to meet the needs of its customers in the foreign country. This is always hampered by language differences because certain services are better offered and communicated using the local language of the host country than in British English. Furthermore, the social traditions, religion and ethnic communities of the UK may also not accept the products and services offered by multinational companies. Another example is that UK companies selling pork may not thrive well in countries like Russia. The second type of distance between the UK and other countries is Administrative distance. In this case, multinational business strategies and international trade between UK companies and foreign companies will be affected by the absence of shared monetary and political associations, political hostility and government policies. If the multinational companies from hostile countries intend to enter the UK market, they may face political resistance and may not thrive in those markets. For instance, some Middle East countries such as Iraq are not politically friendly to the UK because of the UK’s affiliation with the US. This makes them not to get appropriate reception in the UK. However, the UK political system is welcome to most countries and is, therefore, an a ppropriate destination for international business. Geographical distance also affects the international involvement of UK and other foreign countries (Ghemawat 142). For instance, if a country lacks a common border with the UK e.g. US, it becomes difficult for US companies to trade within the UK market. This is because it may take time to transport products from one country to another.

The Issues of Terrorism and Culture Assignment Example | Topics and Well Written Essays - 500 words

The Issues of Terrorism and Culture - Assignment Example To support this, the spate of terrorists’ activities that have taken place in countries such as Libya, this was under Muammar Gaddafi, and other Middle East countries act as evidence. Terrorism has also been integrated into cases of religious barriers as seen in most Middle East countries, which are divided between Christianity and Islamic grounds. Therefore, terrorism is widely used in conflicts between countries such as America and Iraq, or conflicts based on religious grounds such as Christianity and Islam. Terrorism is a tool used in bringing about political change in nations both domestically and internationally (Whittaker, 2007). The term terrorism finds its roots in the French revolution in the 16th century and governments that aimed at bringing sanity and political stabilization to their native citizens. The divisions in defining terrorism base their origin on religious differences as well as conflicts between nations. In international conflict, terrorism is a tool of political violence against the enemy of the state. For example, the war between the Americans and the Israelites, the Americans used terror attacks against the Israelites to instil fear so that Americans could have solid ground to attack the Israelites. In a civil war, terrorism can also be used to explain the acts of violence carried out in the conflict. The other aspect of terrorism is viewed from outside the western viewpoint of terrorism. It is a weapon of alarm for public concern such as in university demonstrations and seminars, witchcraft among others. There is another view of terrorism, and that is terrorism from below, which is in three phases. The first phase that occurred in the 18th century included assassinations and bombing. The second phase occurred in the 19th century and involved acts of violence in most of the European countries. The third phase occurred in the 20th century and included actions from nationalist movements, religious movements and the secular group.     

Computer Systems Essay Example | Topics and Well Written Essays - 3000 words

Computer Systems - Essay Example The Midrange virtualization includes Solaris containers and zones and the commodity virtualization consists of VM ware, Oracle VM and Xen. The desktop virtualization is categorized in two PC / MAC and Virtual desktop infrastructure (VDI). The category named as PC / MAC includes virtual box, virtual PC etc. VDI consists of Oracle VDI and desktop virtualization by Citrix. The next category is the storage virtualization, which includes storage area networks and arrays developed by Exadata, Netapps etc. Lastly, there is a category named as network visualization consisting of Virtual Local Area Networks (VLAN). A single piece of hardware is divided into multiple instance by a technology is known as virtualization. The OS (operating system) along with hardware is similar even before virtualization. The division of hardware makes the resource transmission simple as, an operating system (OS) needs to utilize all resources that are available in a box. A single box with the help of resources c an host several instances or nodes. For example RAM I/O capacity i.e. permanent storage space, central processing unit and bandwidth (network address). Likewise, this procedure facilitates an effective method for resource management of web application. For instance, a web application that is hosted on a relatively small node works on reduced cost of using entire box and still manages to provide resources from one node to another. In order to enhance the efficiency an unused resources in a box are moved. Optimal resource management is achieved by virtual server; we can also say that there is no requirement for deploying a web application and its components for migration of web services to some other hosts that are subjected to re-installation of new operating system. Consequently, virtualization fulfills the last process by utilizing a hypervisor. Likewise, the hypervisor hosts operating system that provides management of assets for many operating systems of visitors as well as nodes . Hence, as soon as a web application is deployed with virtualization technology, we can get a guest operating system powered by hypervisor. This is the major factor that provides scalability and assignment of more resources for the web application by clicking few buttons (Kusnetzky 2011). It is unnecessary to state that virtualization appeared in the year 1960 because a number of hypervisors are present to select from them. For the trendiest virtualization appliances are Xen and Virtual Box (Kusnetzky 2011). They are considered as open-source assignments due to their commercial popularity through corporations such as VMware and Nimbus data systems. However the process of virtualization is actually without responsibility. In fact, some disadvantages are also associated with its implementation. For example, â€Å"a hardware box's configuration is not clear to node users. A hardware box could be near its overall hardware limit, in which case more resources for a node could be limited , even requiring migration to another box†. In addition, it could appear as a weak virtualized resource for instance I/O capacity. In this situation various nodes are present in similar boxes try to interpret form the matching pair of hard drives thus resulting in amplified latency. Moreover, the sidebar contains more

Victims' Program Grant Application Essay Example | Topics and Well Written Essays - 2500 words

Victims' Program Grant Application - Essay Example The purpose of this grant is therefore to address the issue of underserved needs of underserved people through a community driven initiative. The community-driven initiative, as the name implies shall be a community based education and awareness project that seeks to identify key legal aspects of criminal education and support that is absent among this population and address them accordingly. The focus of the education program will be to equip the populace with knowledge of their basic human rights and rights under the criminal justice system. The support aspect of the initiative will on the other hand empower the crime victims to take up legal issues of their offenses for legal redress. Specifically, the community-driven initiative shall involve the setting up of community based advocacy agencies within high risk areas. High risk areas where there are a lot of underserved population crime victims will be identified through both primary and secondary research and development. After i dentifying these areas, offices of â€Å"Hope for Underserved Crime Victims† shall be opened. ... This is because of the huge lapses that have been found in the criminal justice system in the protection of the fundamental human rights of people in minority groups such as women, children, the elderly and the disabled. Day in and out, issues of criminal injustice against women, children, the elderly and the disabled have been aired in the media. This has generally given most criminals a field day to have the notion that the law does not have the kind of teeth to bite them when they extend their acts to these underserved people. Indeed, statistics and data from existing agencies and associate organizations such as Office on Violence Against Women, Office of Justice Programs, and Family Justice Center Alliance give evidence to the fact effect that records of crime against these underserved people is higher as compared to other groups in the United States (Colquitt and Jessica, 2011). As part of the history of victimization against underserved people, it has been found that instead of coming out boldly after facing criminal acts, these people are isolated and even blamed as the cause of their own actions. In some cases, these people who suffer hate and bias crimes are sidelined for justice because the masses of the people are always on the side of those who commit the crimes (Flynn, 1998). The scope of the problem The Chico State and National Victim Assistance Academy identifies several groups of underserved populations, as well as several types of problems that these people face. However, in order to ensure that the grant is specific and well coordinated into a section of relief that it can rightly find solutions to, there are specific scopes of needs of underserved crime victims that will

Equality Within Modern Educational System Essay

Equality Within Modern Educational System - Essay Example (Beveridge, 2004) Crucially, the home-school relationship is also influenced by the child himself or herself. It is apparent, for example, that where parents see that their children are liked and valued by teachers, they are more likely to feel positive about communication and cooperation with school. At the same time, however, there is evidence that children seek to preserve some privacy in their home and school lives and to 'manage the gap' (Alldred et al., 2002) between them. Concepts of inclusion and inclusive education have developed over time within the context of broader social values and political priorities. When the Warnock Report (DES, 1978) was published, it used the term 'integration' to refer to the involvement in mainstream school of those children with special educational needs who had traditionally been educated in segregated provision. It distinguished between different forms of integration: locational, when children with special educational needs share a site with mainstream pupils; social, when they also share social out-of-class activities; and functional, when they join in at least some mainstream lessons. This very simple model quickly became associated with narrow interpretations of what integration involved. It appeared to endorse a step-by-step progression, where children who could demonstrate their suitability might gradually move towards full involvement in mainstream provision. As Sir Cyril Taylor (Chairman of the Specialist Trust) once said while giving interview to BBC, "Everybody should be concerned if there are children in the under performing schools" (BBC, 2006a). Bearing all of these approaches in mind, the emphasis was placed on where education took place, rather than on its quality. Further,... This paper approves that disabled school pupils and university students in England and Wales are about to get legal rights against discrimination. Under legislation coming into force on 1 September, educational institutions will have to ensure that disabled learners are not disadvantaged. And admissions procedures must not discriminate against disabled students seeking to enrol. Earlier disability legislation had exempted the education sector. But the Special Educational Needs and Disability Act now extend the anti-discrimination protection to education. Institutions have to make â€Å"reasonable adjustments† to ensure that disabled students can participate in courses and lessons. This essay makes a conclusion that in all schools, the quality, style and attitudes of leadership (in particular those of the head teacher) are crucial to creating and maintaining an inclusive ethos. One head stated, ‘We are a comprehensive school’, before stressing his duty to all-children in his community, including those with learning and behavioural difficulties. In schools coping well with behavioural issues, statements such as this were an articulation of deeply held beliefs, and senior staff, imbued with inclusive values, possessed the skill and motivation to influence the attitudes and actions of their sometimes more-doubting colleagues. Many teachers and Learning Support Assistants have become receptive to senior staff initiatives to engender positive behaviour management. Conversely, head teachers and senior staff are receptive to, and supportive of, teacher ideas and initiatives.

Causes and Spread of Infection Essay Example for Free

Causes and Spread of Infection Essay 1) Infections are the result of the body’s inability to fight off microorganisms that can cause damage or disease if they are left untreated. They can be viral or bacterial in nature and might be caused by a fungus or parasite. There are many common types and there are some rare ones which all have varying causes and treatments. Common bacterial infections include strep throat, urinary tract infections and E. coli; the different types are caused by many different types of bacteria. Infections are caused by micro-organisms which are known as pathogens, there are three sources of pathogens; †¢Within a person’s body- called endogenous †¢From other people through touching, coughs or sneezes called exogenous †¢From contaminated equipment or elements such as dust or water known as environmental. Viral infections are different than bacterial because they are caused by viruses which are smaller than a bacterium or fungus. When a virus infects healthy cells it prevents the cells from doing their job and causes sickness. Viruses infect a specific type of cell which causes viral infections to affect certain parts of the body. A cold is the most common type and generally affects the upper respiratory tract. Influenza is another common infection but symptoms can affect the entire body. Outcome 1 1)Bacteria are very small singular organisms which can be found almost everywhere; they are the smallest living cells typically only a few micrometres in length. A number of bacteria can cause disease, these are called pathogenic bacteria. Not all bacteria is bad, we need bacteria to stay alive. Viruses- it is a coated genetic material that invades cells and uses the cells apparatus for reproduction, this is why it is important to wash hands frequently. Fungi is a multi-celled living organism, it is a large group of eukaryotic organisms that includes microorganisms such as yeasts and moulds. Parasites are types of living animals and plants that derive benefit from metabolism of other animals and plants. Viruses aren’t living; they are made of complex proteins and nucleic acids. Bacteria, Fungi and Parasites are living organisms. 2) There are common illnesses and infections which are caused by bacteria, viruses, fungi and parasites. Bacteria can cause food poisoning, ear infections, bronchitis, chest infections and tonsillitis. Viruses can cause common colds, flu attacks, sickness and diarrhoea and warts. Fungi can cause ring worm, yeast infections and athletes foot. Parasites can cause worms, malaria and sleeping sickness. 3) Infection in general terms in an invasion to the body tissues from a disease caused microorganism, it’s the illness caused by the growth of a germ on or in a person. The infection might not give any symptoms this is known as ‘asymptomatic’ infection. When the germ is found on our body without causing any illness it is known as colonisation. Colonisation is multiplication of microorganisms without tissue invasion or damage. 4)   A localised infection is an infection that is limited to a specific body part or region this could be infections such as cellulitis of the skin or a bladder infection. A systemic infection is the opposite, the infection is distributed throughout the whole body this could be illnesses such as a cold or the flu. 5) There are poor practices which may lead to the spread of infection, this could be not washing hands frequently, not wearing personal protective clothing, wearing jewellery, not tying back long hair, not covering your mouth and nose if you sneeze or cough. Wearing inappropriate clothing and footwear can also lead to the spread of infection. 6)   There are certain conditions which are needed for the growth of micro-organisms. Micro-organisms need food to survive, they like high protein food such as dairy products, raw eggs and uncooked fish. Microorganisms need moisture and warmth; they grow best at 20-40c. Air is needed for micro-organisms to multiply although some can do without. 2) Infections are caused by microorganisms known as pathogens, there are three sources of pathogens; 1)Within a person’s body called endogenous (For example, some microorganisms from the stomach can cause infections in other parts of the body) 2)From other people through touching, coughs or sneezes called exogenous 3)From contaminated equipment or elements such as dust or water- known as environmental. They could go down the respiratory tract into the lungs, coughs, colds and other common airborne infections are contracted in this fashion. Anything that penetrates the skin, or for that matter the mucous membrane that lines the mouth or nose provides a route for infection to enter; this could be bites, scratches, puncture wounds by needles etc. They could also enter down the digestive tract, food, drink or other infected products can be swallowed and infect the stomach or bowels which reveals itself in the form of diarrhoea and or vomiting. An infective agent might also enter up the urinary and reproductive systems; the infectious agent may remain localized or may enter the blood stream. Sexually transmitted diseases most commonly infect the genitals; these can be transmitted in saliva, seminal fluid or blood. 3) The sources of infection are numerous, for each type of infection a specific source becomes more significant than others in the delivery of the infectious agent to the host. The sources of infection can be divided into two main groups, these are exogenous and endogenous sources. A source of infection is endogenous when the infectious agent comes from the persons own body. Exogenous sources of infection introduce organisms from anywhere outside to the inside of the body, this is the case the majority of the time. Infections can come from unwashed hands, ppe not being worn, unclean equipment being used generally if poor hygiene is used. 4) There are various ways that infective agents can be transmitted to a person, it is usually the transmission of microorganisms directly from one person to another by droplet contact. Droplet contact is either sneezing or coughing on or near another person without using a tissue or hand to try and shield it. Infective agents can be transmitted to another person by direct physical contact, touching an infected person could lead to this. Indirect physical contact could also cause infective agents to be transmitted to another person, usually by touching soil contamination or a contaminated surface. Airborne transmission is very common; if the microorganism can remain in the air for long periods of time it can lead to infective agents being transmitted. Faecal-oral transmission usually from contaminated food or water sources also transmits infective agents to others. 5) There are key factors that make it more likely that infection will occur, if a person does not practice a safe and hygienic way of working this could make it more likely that infection will occur and then spread. Using person protective equipment is vital when providing care for vulnerable people whose immune system will not be as strong as a younger person. If ppe is not worn correctly it exposes people to all sorts of infections which could have disastrous consequences. Wearing the incorrect uniform and footwear could also increase the risk of infection; not washing hands frequently is a very common form of how infection occurs. If someone who has a virus goes into close proximity to another it will make it more likely that infection will occur. Dirty or contaminated areas in which bacteria can grow also increases the chance of infection occurring. If standard precautions are not met it increases the risk of infection occurring a lot.

The Neurobiological Basis of Major Depressive Disorder (MDD)

The Neurobiological Basis of Major Depressive Disorder (MDD) Family name:  Batty Personal Name:  Therese Major depressive disorder (MDD) which is also known as either unipolar depression or major depression is a common yet disabling mental disorder affecting over 400 million people worldwide with a higher incidence in women than men (World Health Organisation, 2012). Depression may be endogenous where there is no discernible cause or reactive whereby the depression is a result of an incidence such as the loss of a parent, loved one or stress. Some of the emotions that individuals may experience with depression are, feelings of sadness, anger, bitterness and resentment, emotions which can last a few days or in some cases, months and have a huge impact on the individuals life. Some individuals suffering from MDD are also more likely to have a substance abuse problem, other mental and physical problems, and are likely to have a greater suicide risk. MDD is a widely researched topic with a sense of urgency to find the exact aetiology and pathophysiology behind the disease so that a more tho rough understanding can be reached and treatment can be uniquely designed for each individual. Researches surmise that various factors are involved such as the chemical changes in the brain, genetic predispositions and environmental factors. The aim of this essay, although not comprehensive enough, is to try and bring together research material from various sources and highlight some key areas around MDD such as a synopsis of the aetiology, pathophysiology, risk factors, treatments and test available today. Aetiology The underlying aetiology (causes) of MDD is so complex with many gaps that it appears that no-one is quite sure what causes depression, however much research done to date into this condition suggests that a combination of factors are involved, such as genetics, an individual’s biochemical environment, personal experiences and psychological factors. According to Dr Michael Miller, a Professor of Psychiatry at Harvard University (2013), several forces interact to bring on depression including faulty mood regulation by the brain, medications, medical problems, genetic vulnerability and stress. In as much as age related brain changes, disease related changes , for example, cerebrovascular disease, Parkinson’s disease, and epilepsy, lead to disruptions in the circuitry of emotion regulation and can cause the onset of depression (Wryobeck, Haines, Wynkoop and Swanson, 2013). Areas of the brain underpinned by major depressive disorders such as the thalamus, the hippocampus and the amygdala (Limbic circuitry) (Figure 1. Miller, 2013 ) include several groups of neurons and white matter. Cell connections, nerve cell growth, and the functioning of nerve circuits in the brain have a major impact on how the brain functions, particularly in the way they communicate with each other. Several different chemicals and hormones working within and outside these nerve cells play a key role, with reduced levels of serotonin and noradrenaline posit to be a huge factor associated with the disease (Miller, 2013). Similarly, Villanueva (2013) through the construct of a survey used to assess the neurobiology of MDD, found that brain-derived neurotrophic factor (BDFN) along with expressions of miRNA’s (involved in neural plasticity), abnormal gastrointestinal signalling peptides and proinflammatory cytokines are all causative factors of major depressive disorder. What proinflammatory cytokines do, is stimulate the hypothalamic-pituitary-adrenal axis, activate secretion of growth hormone and inhibits the thyroid stimulating hormone secretion, all of which are associated with depression. Whereas gut microbiota (flora), specifically leptin, ghrelin and cholecystokinin (signalling peptides), influence the central nervous system including modulation of neurogenesis which can influence brain chemistry and consequently an individual’s behaviour. According to Lopresti, Hood and Drummond (2013), as seen in figure 2 below, a bi-directional relationship is likely to exist between depression and lifestyle factors with key symptoms including changes in appetite, general energy levels, motivation levels and sleep, which in turn affect diet, exercise and sleep thereby creating a cycle of influence. A vicious cycle, all of which point to the necessity of promoting lifestyle changes Figure 2. Potential mechanism of diet, sleep and exercise on major depression. In Lopresti et al. (2013). Another avenue suggested by Dr Miller (2013), is that research has identified that genetics play a role, in that not only do certain genes make individuals more vulnerable to low moods, but it can influence how individuals respond to drug therapy. Likewise, Stanford school of medicine surmise that through its research on the study of identical (100% genetically identical) and non-identical twins (50% genetically identical) and major depression as a heritability factor, heritability shows to be a huge contributor in the development of this disease. Each individual inheriting a unique combination of genes, with a predisposition to certain illnesses (Levinson and Nichols, n.d.). Genes controlling either the production or utilization of serotonin plays and important role in the pathogenesis of depression and in particular with serotonin reuptake due to the fact that depressed individuals have a lower rate of serotonin uptake. In depression of the elderly or late onset depression, genetic s is less common or does not appear to play a role as genetic markers are not present (Halverson, Bhalla, Bhalla and Andrew (2014). In so saying then, non-genetic factors, many of which are not known, also need to be taken into account, as Levinson and Nichols (n.d) suggest, these factors also increase the risk and progression of depression. Pathophysiology Progression of the illness as indicated by Treadway et al.(2014), is linked to biological changes. Due to over-stimulation of steroidal and inflammatory signalling molecules by stress, structural abnormalities within the prefrontal cortex and hippocampus, known for regulating behaviour and endocrine responses to stress, can be damaged. Moreover diet, sleep and exercise not only play a significant role in the development and progression of the illness, it also impacts on the treatment. One research analysis undertaken by Maletic, Robinson, Oakes, Lyengar, Ball and Russell (2001), summarised that MDD involved structural, functional and molecular alterations within the brain. Similarly research conducted by Halverson et al. (2014), speculates that although the underlying pathophysiology of MDD has not been clearly defined, studies show a strong interaction between the neurotransmitter availability and receptor regulation, with emphasis again on serotonin activity disturbances in the cen tral nervous system. Other neurotransmitters such as epinephrine, dopamine, glutamate and brain derived neurotrophic factor (BDNF) are also implicated in depression. Cells within the hypothalamus are responsible for an individual’s emotional state which in turn link to the stress responses. Several studies , in particular Lopresti et al. (2013), show that during stressful times, the hypothalamic – pituitary-adrenal axis (HPA), the neuroendocrine circuit that manages stress in the body, becomes activated. This then leads to the release of epinephrine and glucocorticoids (cortisol) to assist the body in its adaptive response to stress. However, if the body remains under a constant state of stress, excitotoxicity of neurons, particularly in the hippocampus can occur leading to dendrite atrophy and apoptosis of neurons (Wryobeck et al. 2013). Research shows that while cortisol helps the brain to cope with stressful situations, it also damages and kills cells in the hippoca mpus. So it can almost be said that stress excites brain cells to death. Furthermore research shows that individuals experiencing depressive disorders have a smaller hippocampal volume than individuals who do not from depression and that positron emission tomographic (PET) showed a diminished activity in the area of the prefrontal cortex in individuals with depressive disorders. Thereby underlying the functional and structural abnormalities in the brain regions of individuals suffering from depression (Halverson et al. 2014). Most individuals with MDD present with normal appearance however, individuals with more severe symptoms may present with more significant signs such as, poor hygiene, poor grooming and changes in weight. Individuals with MDD have a distorted view of their life whereby negative attitudes make it more difficult to see a positive outcome from a difficult situation. Other symptoms such as psychomotor retardation, agitation or restlessness, suicidal thoughts or atte mpts, social withdrawal and in the elderly somatic complaints may also be evident. These however are only some of the underlying signs and symptoms as individuals vary from one to the next. Risk factors / causal agents It is a widely held view that there is an unambiguous relationship between physical, psychological, environmental, genetic and social factors as well as a dysregulated response to chronic stress as risk factors for depression. Halverson et al. (2014) infer that stress plays a dominant role in depression due to the chemicals involved throughout the body such as adrenaline and cortisol which in abundance, leads to other health complications. With the various types of onset of stress being for example, the loss of a parent prior to the age of 10 years, parent-child relationships, due to poor interaction between the two and child stressors, which can contribute to depression or thought to be associated with both early and late abuse and neglect. In addition, stressful changes in life patterns such as a serious loss, difficult relationships, trauma or financial problems can trigger a depressive episode. Women with a previous history of depression are at higher risk of menopausal depressio n while low testosterone levels in older men also aid in onset of depression (Halverson et al. 2014). Likewise Martin (2014) highlights that women may experience more episodes of depression than men due to hormonal changes such as during premenstrual phases, pregnancy, postpartum and menopause. Coupled with this is the additional stress of work-life balance where women take on the added responsibility of tending to children and or aging parents whilst still trying to forge a career for themselves. Individuals with a family history of depression tend to be at higher risk of developing depressive disorders. Psychosocial risk factors according to Halverson et al. (2014) can include impaired social supports, caregiver burden, loneliness, bereavement and negative life events. Abused substances and pharmacological agents can increase depression risks due to altering brain chemicals. These include pain relievers, sedatives, sleeping pills, cortisone drugs and seizure drugs, to name but a few. Whilst in the elderly, neurodegenerative diseases particularly Alzheimer’s and Parkinson’s, stroke, macular degeneration (vision) and chronic pain can all contribute to higher rates of depression (Martin, 2014). Treatment strategies First and foremost, education plays an important role in the treatment of MDD as individuals may become aware of the signs of relapse thereby allowing them to seek early treatment. Family and support members also need to be educated about the nature of depression and the treatment involved so as to be able to give the support needed, ensure medication compliance and encourage a change in lifestyle such as keeping active (Halverson et al. 2014). Wryobeck et al. (2013), posit that with depression being a multi-factored illness, treatment should encompass a combination of therapies such as psychotherapy, electroconvulsive therapy, lifestyle management, psychosocial therapy and pharmacotherapy. Pharmacotherapy such as anti-depressants being one method affects the neurotransmitters. Selective serotonin re-uptake inhibitors (SSRIs), a new class of antidepressants, which allow for the increase of serotonin by blocking the re-uptake of serotonin into the presynaptic neuron, is according to Clarke and Gordon (2011), used as the first line of treatment. SSRIs allow for autoreceptors to be desensitised or down-regulated, nerve transmission and serotonin levels are normalised and mood is elevated. Figure 3 below, illustrates how the amount of neurotransmitters in individuals with depression are reduced and postsynaptic receptors are increased as a response to these lower levels. The re-uptake of serotonin adding to the decreased amount of neurotransmitters. When treatment of SSRIs take place, serotonin levels increase due to the blocking of the re-uptake and down-regulation of postsynaptic receptors occur (Clarke Gordon, 2011). Figure 3 Action of selective serotonin re-uptake inhibitor drug. In neurobiology of mental illness Clarke Gordon (2011). Psychotherapy can include behaviour therapy, cognitive-behaviour therapy, family therapy, interpersonal therapy, psychodynamic psychotherapy and supportive psychotherapy. Psychosocial therapies according to Halverson et al. (2014) and supported by The American Psychiatric Association (APA) is often a first-line of treatment for mild cases of depression however, in more severe cases this should be combined with antidepressant medication. Other approaches according to Wryobeck et al. (2014) and Halverson et al. (2014), can include electroconvulsive therapy (ECT) which is thought to increase neurogenesis, reversing degeneration and decreased proliferation of nerve cells, regulate neurotransmitters and correct dysregulation of neuropeptides. Stimulation techniques such as vagus nerve stimulation which involves the nerve to be stimulated with electrodes resulting in the assumption that it may alter norepinephrine release and elevating levels of inhibitory GABA. Transcranial magnetic stimulation concentrates magnetic energy over parts of the brain allowing for either an increase or decrease in cortical excitability depending on the frequency. Stimulation over the right frontal lobe apparently reduces the symptoms of depression. Talk therapy as well as exercise are more non-invasive forms for dealing with MDD allowing the individual to develop problem solving skills, coping mechanisms and in some instances to form a suppor t group. Relevant tests To date there are no physical findings that are specific to MDD, instead diagnosis is dependent on the individual’s history and mental state exam. As depression may be linked to an underlying physical problem, both a physical exam as well as thyroid function blood tests can be done. A psychological evaluation is also of benefit to gather information around an individual’s feelings and behaviour pattern. In New Zealand a wide range of tools are available such as the Kessler 10 (K10) for assessing depression, anxiety and general mental health, the patient health questionnaire (PHQ-9) for depression and the GAD-7 for anxiety assessment. According to the Best Practice Advocacy of New Zealand [bpac z](2009) these tools also allow for monitoring the response to an individual’s treatment regime to ensure that optimal health is being met. In conclusion, to date the specific causes of major depressive disorders (MDD) is still unknown, however a substantial amount of research has gone into and still continues in this area with a consensus that depression appears to be a multifactorial and diverse group of disorders involving the chemical reactions and nerve communication in the limbic circuitry of the brain and both genetic and environmental factors. Progression of MDD is linked to biological changes, diet, sleep and exercise. Treatment strategies appear to be multi-factored with underlying assumptions based on individual research results. Education is still an important element focusing on the individual and support structures while more up to date pharmacopeia such as serotonin re-uptake inhibitors, lead the market as the go to drug for antidepressants. Most literature to date however, underlines the need for more research to take place, in particular, within the area of the aetiology / pathophysiology of the disease and likewise specifically structured individual treatment strategies. References Clarke, G. Gordon, C. (2011). Neurobiology of mental illness. In J. Craft, C. Gordon A. Tiziani (Eds.), Understanding pathophysiology (pp. 1177-1180). Chatswood, NSW: Elsevier. Halverson, J. L., Bhalla, R. N., Bhalla, P. M. Andrew, L. B. (2014). Depression. Retrieved from http://emedicine.medscape.com/article/286759. Levinson, D.F. Nichols, W.E. (n.d.). Major depression and genetics. Retrieved from http://depressiongenetics.stanford.edu/mddandgenes.html. Lopresti, A. L., Hood, S. D. Drummond, P. D. (2013). A review of lifestyle factors that contribute to important pathways associated with major depression: Diet, sleep and exercise. Journal of Affective Disorders 148 (2013), 12-27. Maletic, V., Robinson, M., Oakes, T., Lyengar, S., Ball, S. G. Russell, J. (2007). Neurobiology of depression: an integrated view of key findings. International journal of Clinical practice, 61 (12), 2030 – 2040. doi: 10.1111/j.1742-1241 Martin, B. (2014). What are the risk factors for depression? Retrieved from http://psychcentral.com/lib/what-are-the-risk-factors-for-depression. Miller, C. M. (2013). What causes depression. Retrieved from http://www.health.harvard.edu/newsweek/what-causes-depression.htm. The Best Practice Advocacy centre of New Zealand. Assessment of depression in adults in primary care. (2009). Retrieved from www.bpac.org.nz/BPJ/2009/adultdep/assessment.aspx. The world health organisation. (2012). Depression fact sheet. Retrieved from www.who.int/mediacentre/factsheets. Treadway, T. M., Waskom, M. L., Dillon, D. G., Holmes, A. J., Park, M. M., Charavarty, M. M., ‘†¦Ã¢â‚¬â„¢, Pizzagalli, D. A. (2014). Illness progression, recent stress and morphometry of hippocampal subfields and medial prefrontal cortex in major depression. Society of Biological Psychiatry. Retrieved from http://dx.doi.org/10.1016/j.biospych.2014.06.018 Villanueva, R. (2013). Neurobiology of major depressive disorder. Neural Plasticity, volume 2013. doi: 10.1155/2013/873278 Wryobeck, J. M., Haines, M. E., Wynkoop, T. F. Swanson, M. M. (2013). Depressive disorders. In C. Noggle S. Dean (Eds.). The Neuropsychology of psychopathology (pp 201-220). New York, NY: Springer Publishing. List of illustrations Figure 1. Miller, C. M. (2013). What causes depression. Retrieved from http://www.health.harvard.edu/newsweek/what-causes-depression.htm. Figure 2. Lopresti, A. L., Hood, S. D. Drummond, P. D. (2013). A review of lifestyle factors that contribute to important pathways associated with major depression: Diet, sleep and exercise. Journal of Affective Disorders 148 (2013), 12-27. Figure 3. Clarke, G. Gordon, C. (2011). Neurobiology of mental illness. In J. Craft, C. Gordon A. Tiziani (Eds.), Understanding pathophysiology (pp. 1177-1180). Chatswood, NSW: Elsevier.

Learning Through Games

Learning Through Games Learning through Games Every parent and teacher out there can attest to the fact that no matter how smart a child is getting them to study is quite a difficult task, simply because of all the distractions out there. So why not take one major distraction – video games and put it to good use? There are so many good educational tools available many of them cleverly disguised as games. The kids and some adults too will get captivated by the storyline and learn tons along the way. Here are a few of the best ones covering topics like Physics, Engineering, Art and English. Ogre Academy Math Ogre Academy Math is an educational game created to enhance the basic math skills in children. This game caters to a slightly younger audience of ages 5-6 years by default, but can be customized to appeal to those at a higher grade level as well. The game takes place in an ogre filled classroom part of a player avatar’s dream. The player is given a series of questions in the form of math problems that he must solve. Most of these problems are simplistic but the difficulty increases as you go on. They can be addition, subtraction or counting problems. With each correct answer you get a candy bar which is used to feed the ogres. While some students may object to having to give away the candy, it is used to keep the ogres at bay so it must be done. After ten or more wrong answers the candy deprived ogres come and carry the avatar away from their bedroom. Ogre Academy Math promotes quick thinking and the flexibility to switch between different types for questions. Players have to think strategically and learn when and how to use shortcuts like rounding off since they do not have pen and paper at hand and have to rely on quick thinking. Ogre Academy Math will have special appeal to teachers as they can use it to create unique lesson plans. They can customize the problems for any grade level. The kids will enjoy doing something different and will learn tons in the process. As an added bonus the teachers receive detailed reports on the children’s progress as they go along. Platform: iOS Keep the ogres at bay by feeding them treats Kerbal Space Program The Kerbal Space Program is a PC based game that emulates a space flight simulator. Basically you can build virtual rocket ships and blast them off the planet. Gameplay takes place on a planet called Kerbin, home to little green humanoids called Kerbals. These comical little characters build very good spacecraft parts. It is up to the player to construct and assemble the components into rockets or spacecrafts in the most efficient way possible. There is a lot of physics involved in building the rocket ship. If not constructed properly it could fall off the launch pad while taking off or explode mid flight. After building a good spacecraft you have to learn to achieve orbit and then finally land your spacecraft on other planets. There are three game modes – Sandbox Mode, Science Mode and Career mode. As you can imagine the difficulty increases with each of them. In the Sandbox Mode players learn the basics. Players can pick any of inventory and building mistakes are forgiven. In the science mode part picking is restricted. You have to complete scientific experiments on Kerbin and other parts of the solar system before you can unlock them. Career mode adds funds reputation and contracts. Players have to complete contracts so that they can earn money to pay for the parts. Contracts can include tasks like testing rocket parts under certain conditions or exploring places and reporting back. Historical spacecrafts like the Apollo Program or the Mars Rover can be recreated. Children with an aptitude for physics and an interest in aerospace will find this a very enriching learning experience. Platform: PC Build and launch rockets using the kerbal space program Amazing Alex Amazing Alex was created by the developers of angry birds Rovio Entertainment, and is a physics-based puzzle game. Alex is a curious boy who likes to build things with household objects. Players are given goals to complete and supplies they can use to achieve these goals. Players have to create chain reactions which are simply sequences of events that achieve the goals. For example you can set off a line of dominoes which will push a ball off a ledge into a basket below. Stars are scattered all over the place and your event sequence should try and pass through them for a higher score. The nice thing about the game is that it uses household and play objects that children are already familiar with. These objects react realistically with one another. Kids learn short term planning by adjusting to changing conditions and requirements. It puts their planning, flexibility and focus skills to work. They can even create and share their own puzzles for others to solve. There are over a hundred levels spread across four locations. You start off in ‘The Classroom’, and then move onto ‘The Backyard’, ‘Alex’s Bedroom’ and finally ‘The Tree House’ depending on the stars collected in the previous levels. The graphics are high quality, fun and engaging. Kids can try recreating the challenges in the real world using Legos and building kits. They can then compare how actual physics works as compared to the gameplay and what additional factors contribute to making things tick. Amazing Alex is often used to help children with ADHD gain focus. Following directions and planning ahead are tasks that these kids have difficulty with. Amazing Alex helps them focus and plan strategies in a fun way which they respond to much better than regular classroom activities. They get a hands-on introduction into physics concepts like inertia, gravity and friction. Platform: Android,iOS Help Alex create chain reactions with these objects QuizUp QuizUp is for the slightly older kids. It is a fun filled trivia game based on the popular board game Trivial Pursuit. It has over 250 categories and is highly competitive. Players are matched with other players from across the world. Each quiz is exactly 7 questions long, each lasting 10 seconds. This is long enough and short enough so that no one gets bored, and those with sketchy internet connections don’t have to forfeit midway. You can play as many categories as you like and the more you play the higher your skill level in that category goes. QuizUp is fantastic for learning time management and general knowledge. Sometimes questions repeat which helps you commit them to memory. Children can opt for challenging categories such as Math and English and then take a break and do a fun quiz like a Harry Potter themed one. It is also very exciting because you are playing with real people rather than just a computer interface. Quiz up is not only informative but also highly addictive. Kids can spend hours playing and come away with lots of new trivia facts learned and math skills mastered. Platform: Android, iOS Spoilt for choice with Quiz Up Google Art Project The Google Art Project is a collection of over 30000 works of art from collections all over the world. From Impressionist Artworks at the Art Institute of Chicago to modern artwork from the Tate at London, the Google Art Project amasses all periods of art. The high resolution images allow kids to get closer to the images and examine every detail. Each museum has nominated one piece as a ‘Gigapixel Artwork’ which means that Google has captured it using gigapixel photo capturing technology. It produces an image containing 7 billion pixels, so viewers can view the piece in microscopic detail. Be advised, kids could see violence or nudity in these pictures so it is necessary for guidance of some sort while perusing. Browsing the artwork can be done either on the webpage or by browsing through the museum in the form of a map. Some international museums that are included in the project are The National Gallery in London, The Met in New York, the Uffizi in Florence and The Hermitage in St Petersburg. Such a vast collection might be daunting at first but kids will soon enjoy exploring the museums from all over the world. It forms a kind of virtual meta-museum with many thoughtfully designed features by Google as always. The FAQ section has a video Visitor’s Guide for first time users and the site can be translated in to as many as 19 languages. There are lessons, quizzes and project ideas. Users can create their own collections and share them with friends. The Google Art Project allows children interested in art to take their first steps in art appreciation and history. They can explore museums at their own pace, stop and ask questions, compare works from museums across the world and develop their creative abilities. Platform: PC Google Art Project World of Goo World of Goo is a game kids will take an instant interest in simply because of the name. The game revolves around building large structures using balls of goo. The game is divided into multiple chapters each containing several levels. Levels come with their individual music and graphic theme keeping things interesting. To play the game the little balls of goo provided to you have to be stretched out into structures forming ladders, bridges or buildings toward strategically positioned pipes. These pipes then suck the goo and take it to the World of Goo Corporation where it is made into various products. These structures have to be built well enough to overcome gravity and some physical terrain difficulties like hills, cliffs, spikes and windmills. Different goo balls have different properties that make them unique. There is also a bonus meta-game called the ‘World of Goo Corporation’ where the challenge is to build the highest Goo Tower. The game subtly draws parallels between the World of Goo Corporation and real world companies that make similar products in an attempt to get kids thinking on modern world consumerism. Teachers can use World of Goo as a fun way of explaining geometry. There is an open sandbox mode in which teachers can set challenges and competitions. Platforms: PC, iOS, Android, WiiWare, BlackBerry, OnLive Get creative at the World of Goo SpaceChem SpaceChem is a puzzle game based on the principles of chemistry and chemical bonding. In the game you play the role of a Reactor Engineer working for a company called SpaceChem. As a Reactor Engineer you have to create circuits through which atoms and molecules flow. You do this with the help of waldos which are remote manipulators. While you don’t have to have any prior chemistry knowledge to play the game, all the reactions and chemical constructions are based on real chemical and atomic science so you will definitely learn something each time you play. Each level provides you with elements that need to be assembled and disassembled to create new chemical molecules. There are pairs of circuits along which your elements need to travel to the target output areas. Unnecessary collision of the waldos must be prevented. Initially the puzzle consists of only a single reactor but in larger puzzles the player can guide the chemicals through multiple reactors to get the final product. SpaceChem is a mental workout and an excellent puzzle game. It forces you to look at the bigger picture and get multiple tasks working at once. Platforms: PC, Android, iOS Create new elements with Space Chem Fantastic Contraption Fantastic Contraption is a Flash based game played in a web browser. The object of each level is to move the red objects into a rectangular shaped goal area. You are given different materials and a blue ‘building area’ to help you build your ‘fantastic’ contraption. You must be able to move the red objects past certain obstacles into the goal area. It takes a while to get used to the game but there is a very helpful tutorial at the beginning that smoothens out the process. There is no one correct solution. Each player can come up with his or her unique solution to the level. By creating an account the developers allow you to design your own levels or share your solutions with others. There are over 40 different built in puzzles and 16000 downloadable ones. You can play for free on the Fantastic Contraptions website or download the app for $1.99. All you need is an active imagination and some basic problem solving skills. There was a Fantastic Contraptions 2 released in 2010. Platforms: PC, iOS Build fun things with Fantastic Contraption Minecraft Minecraft is a computer, tablet and Xbox video game that has been around for ages and is still very popular by both educators and hard core gamers. It allows you to build your own world from scratch. Gameplay is mostly building and destroying structures using blocks – 3D cubes. There are different kinds of materials to be put to use like various ores, stone, dirt, water, tree trunks. Some of these materials have to be mined others are freely available. The game has three modes – survival, educational and adventure. You can play at different difficulty modes with or without the hostile creatures that threaten your creations. Minecraft has numerous educational benefits. It teaches about various subjects with or without parent/teacher involvement. While playing Minecraft players have to figure out how to best use their resources. For example for paper you require 3 units of sugarcane. This way the game also improves basic math and manipulation skills. Minecraft only uses cubes to build structures. But these structures take on different geometrical shapes like cuboids, tesseracts, square based pyramids. In this way kids get a quick lesson in 3D geometry. Setting up circuits teaches kids the basics of logic circuits. Feed back is immediate and safe. You can build switches without electrocuting yourself. You can even construct weapons to guard against attacks. By contributing to the Minecraft wiki children can learn how to write informative articles for multimedia. Most of all Minecraft promotes out of the box thinking and will give children the freedom to express themselves creatively. Setting up a server allows parents to give their children a safe environment to develop social skills and teamwork. Platforms: PC, iOS, Android, Xbox, Playstation Build 3D cities with Minecraft NASA’s Space Place NASA’s Space Place is a website developed by NASA in 1998 and is complete with interactive games, projects and facts about Earth and Space. The collection of games offered is complex and interesting each teaching you something new. The games each offer a new topic to be learnt like for example how a black hole works. The activities have detailed information on the solar system and other science topics. Kids can freely ask questions and get audio responses in return. There are instructions for at-home experiments. Space Place Prime is a spin off from NASA’s Space Place. This contains most of the educational content like articles and imagery as well as educational movies. The Space Place program has also released several mobile games mostly for iOS. These include Comet Quest and Satellite Insight. Comet Quest is a game about the Rosetta Mission. You are given a spacecraft and learn how scientists use Rosetta to explore comets. Satellite Insight has a more complex background story. You have to save the GOES-R satellite from losing any of the data it is collecting by safe guarding the data grid. Platorm: PC (web) Apps available on Android and iOS The Specatular Space Place by NASA Scribblenauts Scribblenauts is an action and puzzle video game. The objective of the game is to help the game’s hero, Maxwell collect little yellow stars called ‘Starites’. The player can summon anything just by writing its name on the screen. Scribble nauts is an example of ‘Emergent Gameplay’ which means that the difficulty changes according to the choices you make in the game. You can have infinite gaming experiences with this dynamic methodology. Kids are at their creative best using logic, language and problem solving. The tasks can be as simply as collecting a Starite from a tree or difficult like rescuing it from a bunch of bears in the forest. All you have to do is write out the tools you need. For example to get the ‘Starite’ out of the tree, write the word rope and a rope will appear. You can write the craziest things you can think of. If you think a dinosaur is going to help you write dinosaur and the game will present you with one. It’s almost like magic. Summoned objects can be weapons, animals, forces of nature or even famous people.This is because the Scribblenauts Dictionary contains over 22,000 words. As you play more your imagination grows and the solutions get more and more inventive. There are 220 levels over 10 areas each of a different theme. Scribblenauts has won two Parent’s Choice Awards and is suitable for children ages 8 and above. Scibblenauts Remix is available for iOS. Platforms: Nintendo DS Scribblenauts- Let your imagination go wild The Professor Layton Series The Professor Layton Series consists of 6 puzzle games plus a film. It is built around the adventures of two characters Professor Layton and Luke Trinton and is based in contemporary London. Each game is a series of puzzles and mysteries in towns Professor Layton and Luke visit. As part of the game you go along with them on their eventful journeys and help them solve mysteries. The puzzle solving teaches math, logic, spatial orientation and math. The storyline keeps kids thoroughly entertained and engrossed. It is aimed at kids eleven years and above. The games are divided into two trilogies. One set tells you of the Professor and Trinton’s many adventures together. The other is more about how they met and began their journey. The third part of the series, Professor Layton and the Unwound Future won a Parent’s Choice Silver Honors Award from the Parents Choice Foundation. Join Prof. Layton and Trinton on their captivating adventures

Industrialization, Economics, and the Environment Essay -- Environment

Industrialization, Economics, and the Environment Human technological advancements make it possible to sustain larger and larger population by exploiting more and more natural resources. The three revolutions in human history, agricultural, industrial and green have all been answers to overpopulation. Naturally, industrialization leads to environmental degradation. The concern with Industrialization is that it is not a long term solution to human sustainability, since it operates under the premise of the tech fix, or the idea that humans will be able to invent new technologies to ensure their own survival. These solutions, while economically advantageous, do not consider the long term impacts of this continual and escalating intensification or resource use and extraction; indeed they suppose an exhaustibility of possibilities. However, the role human nature plays in determining these attitudes and actions which support this system is not insignificant, and is the key which will decide how the future plays out. What is industrialization? Dicitonary.com defines industrialism as, "An economic and social system based on the development of large-scale industries and marked by the production of large quantities of inexpensive manufactured goods and the concentration of employment in urban factories". This definition ignores the environmental aspect of industrialism; industrialization pushes the threshold of earth's resource availability. Such demanding management of the natural world is justified in the name of prioritizing immediate human needs over long term sustainability. However, the main environmental impacts of industrialization are those caused by consumption and population growth, which are both culturally malleabl... ...t" (Ridley and Low). The future of the earth and human existence rests on the shoulders of our policy makers in government. Works Consulted: Cipolla, C. M. (1996). Epilog from â€Å"Guns, Sails, and Empires: Technological Innovation and the Early Phases of European Expansion, 1400-1700.† Sunflower Univ. Press. Dolan, Edwin G., Ch. 5 from "TANSTAAFL: The Economic Strategy for Environmental Crisis" 1974, pp. 55-72. Southwick, Charles H., Ch. 15 from "Global Ecology in Human Perspective" Oxford Univ. Press, 1996, pp. 159-182. Trent, is my citation for an essay entitled "Sogoff on Environnemental Values I" which was posted on a website for an environmental science class at Trent University. http://www.trentu.ca/ers/erst310.shtml Ridley and Low. "Can Selfishness Save the Environment?" in The Atlantic Monthly; September 1993; Volume 272, No. 3; pages 76-86.

Hipparcos Mira Variable Stars :: Astronomy Stars Space Essays

Hipparcos Mira Variable Stars ABSTRACT From the visual and infrared light curves we are trying to find the phase changes and correlate them to Infrared shift and magutdes to see what is happing to Mira type stars as they age. Most of the radiation in the star is in the Infrared. The method being used O-C and fitting mean light curves. All mira variables pulsate undergoing rapid mass loss. In the conclusion we show that the magnitude has a positive correlation with the phase shift. I.Introduction Studies of Mira variables are of considerable importance in stellar astrophysics because they are pulsating stars undergoing rapid mass loss. During one cycle, which typically lasts from 200-500 days, these stars undergo significant changes in their observable properties. At some point in their lives, many if not most stars go through an unstable phase that leads to pulsation. They are evolving through the tip of the asymptotic giant branch (AGB) in the H-R diagram and are affected by two significant processes. In the interior, helium shell flashes cause large excursions in their luminosity’s and period on a timesscale of ten of thousands of years. In the outer layers, pulsation-enhanced mass loss, which reduces their envelope masses and drives their evolution to the white dwarf. The atmospheres of Mira variables are very deep and there effective diameters change markedly with wavelength because of the opacity effects. The massive winds of Miras are believed to be driven by a combination of dust formation and shocks induced by stellar pulsation. (Willson). Understanding the nature of shocks and measuring their properties is essential to understanding the physics of pulsation and mass loss from pulsating stars. This paper presents an analysis of visible and IR (JHKL) data for 2 Long Period Variables (LPV). The four pulsating variables chosen are classified as Miras. All Miras stars are Long period variables that exhibit a very large change in visible light because they are cool (less than or equal to 3000K), and so most of their radiation lies in the infrared. We are studying the Mira stars instead the irregular stars because to understand any star you must first start with the simplest model then expand upon that, Mira are relatively well-behaved long period variable. II. Data Search For this study we required stars that had already been studied intensively, so that both IR data and visual data were available for many cycles.

Evolution of The Catholic Church :: Essays Papers

Evolution of The Catholic Church Over the last thirty years, the Roman Catholic Church has undergone changes. These changes range from the position of the Alter to the language of the Mass. This paper will illustrate a broad overview of changes in the Catholic Church after the 1960s Before the 1960s, Mass was said in Latin. The priests and the parish both knew the prayers, songs, and Scriptures in Latin. Around 1965, the Catholic Church realized that the people did not understand all of what they were saying. They began to do the Mass in English. This increased active participation. Today, if a person would want hear a Mass in Latin, they would have to do some traveling. For instance, Our Lady of Mount Carmel offers Latin Masses. A parishioner may go Monday, Tuesday, Wednesday, and Friday at 7:15P.M. or on Thursdays at 10:10 A.M. There is also a Saturday Mass at eight O’clock A.M. The Sunday schedule is thus, eight o’clock and 10:30 A.M. For more information, check out their web site. Http://www.archden.org/archden/parishes/pp150.htm Catholic schools have undergone significant changes also. It use to be that it cost nothing to go to Catholic schools. Now there is a splendid idea of tuition. Tuition makes it difficult for some families who would want to send their children to Catholic schools. Many kids end up in public facilities, for that very reason. Another difference is that the schools use to be run almost completely by nun, brothers, and priests. The institutions enforced a very strict dress code. Students were to wear their uniform to class. There is still a dress code, some schools offer a dress-down Friday. On this day, the kids may wear whatever they would like, within reason. Kindergarten is a new luxury. Many older people never went to Kindergarten, it was not offered. Years later, you could send your children to a public school for it. Now it is part of the curriculum. It is a very exciting attribute. Catholic schools have also experienced a significant increase if enrollment. Sister Catherine T. McNamee states that "this years total Catholic School enrollment of 2.

Marx’s Theory of Alienation Essay

Marx used the ‘theory of alienation† to expose what he claimed as a highly exploitative, unfair social relationship existing in a capitalist system which effectively divides society into two opposing groups. He argued that this unfair social relationship came into being because of the â€Å"concept of private property† which, according to him, refers to a situation where the means of production (such as factories and plants) are owned by private persons. This private ownership of the means of production gave birth to the two antagonistic social classes: â€Å"the property owners [or the capitalists] and the propertyless workers.† (Alienation, n.d.)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Marx, here lies the first alienation of the workers in a capitalist society. The capitalists own the means of production and the workers have only their labor to sell so that they could survive. Using the plants and factories at their disposal, the capitalists utilize the labor of the workers to enrich themselves by producing â€Å"surplus value† or profit. What worsens the situation for the workers is the fact that capitalists, in order to increase their profit or maximize their surplus value, are disposed to keep wages to the minimum, often barely enough for workers to live a humanely comfortable life. Needless to say, the lower the wages paid to workers, the greater the profit for the capitalists. (Alienation, n.d.) This led Marx to assert that under the capitalist system, the only way to go is for the workers to become poorer and for the capitalists to grow richer. He cited the fact that in capitalist societies, there is an ever increasing number â€Å"in the ‘working poor’ families who remain mired in poverty although every family member works, often more than one job †¦ [because] the wealth of the few depends on the poverty of the many.† (Introduction, n.d.) In other words, capitalism, according to Marx, was tailored so that capitalists who control the means of production should get rich and the workers, whose labor produce the coveted surplus value are shamelessly exploited.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Then the workers are alienated â€Å"from the activity of working† itself.   Marx claimed that workers in a capitalist society do not work because they want to, or enjoy what they do. Neither do they work to improve their lot nor to create a happier, more humane society. Rather, they work simply because they have to earn in order to live. In other words, Marx said that they are â€Å"forced† to work – implying that workers in a capitalist society are far from being happy individuals who have no control even over the course or objective of their labor. The decision rests solely on the capitalists who have already acquired control over their labor after paying for it. Since the only goal of capitalists is more profits, their only objective, therefore, is to utilize labor to gainful undertaking regardless of whether their enterprise benefits society or endangers it. Marx declared that â€Å"If greater profits can be made with weapons than with hula hoops, then that is where they will invest their capital.† In this context, workers who are anti-war are compelled to produce war materials. (Alienation, n.d.) Marx also suggested that in a capitalist society, people are alienated from one another. He argued that workers are not only â€Å"forced† to work under any conditions and for whatever purpose in order to survive – they are also kept separate from one another, pitted against each other. This is because in their desire to live, they have to compete for work. In their craving for a comfortable life, they have to practically elbow each other out for better-paying jobs. It is not only workers who are being alienated from their fellow workers. Capitalists also turn against other capitalists in their quest for profit and power. Marx said that this never-ending competition for jobs and profits â€Å"favors the most ruthless, at other times the most opportunistic or well-connected.† In fact, Marx insinuated that this rat race which characterizes life in a capitalistic society is the start of the process of the dehumanization of man. Their failure to shape society according to their needs, their desires, and their concept of civilization, completes the process because this ability to create the kind of society that they want is what distinguishes man from the lower forms of animal.   (Introduction, n.d.) References Alienation. (n.d.). Order #32797436 attachment. Introduction. (n.d.). Order #32797436 attachment.

Resposability for Wide Spread Illeteracy

Illiteracy is known to be tolerant sp assume in diametric degrees. Some mess deplete or so no ability to get wind or to write, while early(a)s can read or write whatever only when non very well. Therefore, analphabetism just abouttimes may non be recognized if a person can read or write a little but non very overmuch. Not solely illiterate people be tout ensemble incapable of reading and writing. While some would like to find out who to blame, in that location is enough blame to share among many a(prenominal) people. unconstipated teachers are non complimentary of blame for the spread of illiteracy.There are ternary reasons that teachers should take some duty for wide spread illiteracy. The startle reason is that teachers are responsible to teach at their school, because that is the first shopping center that people go to visualize. As digress of their job, teachers need to champion students to fall in their skills, such as reading, writing and comprehe nsion. In other words, teachers have indebtedness to assist people to emend their knowledge because that is part of their job. If the teachers dont apply themselves in their jobs, and fetch constant efforts to teach, the students will not learn.Teachers should have the support necessary to make students strengthen their literacy skills, but they still have the responsibility of settleing to improve their students. The number reason is students and parents expect teachers to combat illiteracy because no one else has so much time with the students in a place where they can study, away from television, games, and other distractions. Teachers tamper an important role in the conduct of the students, because teachers jockstrap them to meet various challenges.For prototype if a student have worry understanding complex context, parents can encourage them, but teachers have better strategies to help them. In short, teachers are part of everyones community and they are better wea poned than other people to teach students to read and write. Just as police officers are relied upon to do their jobs and to help their community by enforcing laws and catching criminals, teachers are relied upon to concur responsibility for teaching nipperren, and helping them to learn to read and write.A third reason relates to teachers sharing responsibility with other people. In other words, it is not only teachers who are responsible for illiteracy. Even if teachers do their jobs and truly try to improve their community by fighting illiteracy, other people essential do their part. For example, the students themselves must accept responsibility if they do not learn. Many students prefer to be diverted and to do fun things rather than to learn to read and write. While they will try to blame others for their failure, they must also accept blame. Parents also take some responsibility.They should not be satisfied with a child who cannot read or write, and part of their agnate r esponsibilities includes educating their children even if they do not urgency to be educated and attempt to bar education. In conclusion, for that reasons mentioned teacher should take some responsibility for wide spread illiteracy. Teachers help students to improve their ability to read and understand. As teachers they need to bring the support that people need to master their goal in life. Helping the students and encouraging them to become better thinkers, that is the responsibility for the teachers and parents as a community.