Problems of students Essay

Top 10 Problems of Students While time spent at college is a fond memory and a happy experience for most, college life is not without its rough patches and problems. While each person problems are unique to their current circumstances, I know that there are a few problems that almost all college students deal with at least once during their time at school. College is not high school so please do not think its a walk in the park. Depending on what type of school you are going to, depends on what kind of problems you are going to face. Certain problems, you going to face regardless of what type of school you are going too. Most common problems of college student are the following. 1. First Day of School ? >> University students also face problems with making new friends. University is a new chapter in life, and with every new chapter, we have to try to meet new people and make new friends. It is normal for people to feel shy in the beginning, especially when they don’t know anyone around them. Students should learn to step out of their comfort zones and put themselves out there when trying to make new friends. It always seems that people are always just waiting for someone to approach them because they are too shy to make the first move. So, why not try taking the first step, and maybe you’ll find yourself heading towards a really wonderful friendship. 2. Relationship Thingy! >> Another problem we often hear students talk about are relationship problems. University students are usually at the age where they are looking for someone to share their lives with. We hear many stories about students getting into a relationship too quickly, and things going sour because both parties didn’t know each other well enough as friends. Maybe we should accept some advice from the older generation when they always say that we should always strive to get to know a person of the  opposite sex as a friend, before deciding if there is anything more to pursue with the person. There seems to be very little success rate when rushing into a relationship with someone we do not know well enough. 3. I’m so stress. >. < >> When a person faces any type of problems in their daily life, we will definitely find that the person is under high amounts of stress. This applies very aptly to the life a university student. Students are very susceptible to stress when they have any of the above mentioned problems. One good way to deal with stress is to exercise. Exercising helps release endorphins which is a hormone that helps our body relax and feel good. Students who exercise seem to be able to handle stress a lot better than those who do not exercise. 4. Problem everywhere -. – >> The unavoidable problem that students will have to face is problems with their studies. Whether it is a topic that is very hard to grasp, a misunderstanding with a group mate, or just not knowing how to do the work given to them, students will definitely face these sort of problems. It appears that when a student faces these sort of problems, they like to just keep it to themselves, or complain about it to their peer. The solution to these sort of problems is to address it and bring it up to the lecturer, or ask a friend if they can help you with it. Rather than just complaining that they do not understand what is going on, they should seek assistance to help solve their problem. 5. Still Sleepy ^o^/ >> Many students also suffer from irregular sleeping patterns. Students have assignments, projects and deadlines that appear almost daily after each class. A lot of them spend their time doing all those assigned work during the hours that they are supposed to be asleep. Some of them claim that they work better at night, but it is a  very unhealthy habit. It would be good if students could learn to finish up their work in the day time and leave the night-time to sleeping as that is the time where your body is regenerating, mending, and creating new cells. There is a discipline that should be built into a student when it comes to assignments. They should try their very hardest not to leave their work to the last possible minute. 6. My Hectic Schedule -. – >> Another problem that university students face is poor time management. Due to their busy lifestyles, students often find it hard to find a good balance between their  studies, social lives and working lives. Students should strive to have a planned schedule for their day so that they can try to maximize their productivity and not fall behind in any aspects of their lives. Students often have to learn to be independent and responsible with managing their time, when in university, away from the direct guidance of their parents. 7. Why you’re so Slow Internet? >_< >> With most universities and colleges making use of technology, it’s always an instant heart attack for you when it’s time to enroll in classes and check grades. To  make matters worse, everyone else is trying to access the website of your school hence the slower loading of the page and also in doing assignments and projects. You end up holding your breath while your heart attempts to break free from your body. The struggle is real! 8. Suspension Abangers *. * >> You stay up late at night and refresh your Twitter account every minute to see if there are suspension announcements. You wake up early in the morning with high hopes of class suspensions because the rain is too strong. You wait, and wait, and wait. You struggle with the thoughts of facing the storm or continue hoping for a class  suspension. You end up going to school anyway; but just as you’re finally at the end of your storm challenge, the suspension you’ve longed for comes and then you just stare at an empty space and mentally flip all the tables in your school. 9. Lack of Confidence >> There are students who do not believe in their ability to do well in college. Rather than focusing on their abilities and what they are capable of achieving, they place more emphasis on what they feel they can’t achieve. If you tell yourself, â€Å"I’ve always been lousy at math, I am going to fail this course,† then chances are, you probably will. 10. Commute line >> Don’t you hate it when you wake up early and leave early, but still end up being late for class because of those horrible commute lines? It’s definitely extremely frustrating when you arrive at the terminal or station only to find out that the end of the line is nowhere in sight These are just ten of the many problems that college students face. In the end, is college worth facing these problems and struggles? While students get stressed to the max, the good times outweigh the problem times and the college experience becomes one which shapes the minds and futures of many young people worldwide.

Wh Review

World History Semester Exam/CBA Review (1) History. The student understands traditional historical points of reference in world history.The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations; (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia; (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (E) identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; and (2) History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization; and (C) explain how major river valley civilizations influenced the development of the classical civilizations. (3) History.The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity; (B) explain the impact of the fall of Rome on Western Europe; and (C) compare the factors that led to the collapse of Rome and Han China. (4) History. The student understands how, after the collapse of classical empires, new political, economic, and social systems evolved and expanded from 600 to 1450.The student is expected to: (A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire; (B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy; (C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism; (D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa; (E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa; (G) explain h ow the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe; (H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia; (I) explain the development of the slave trade; (J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade; and (K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world. (5) History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to 1750.The student is expected to: (A) explain the political, intellectual, artistic, economic, and religious impact of the Renaissance; and (B) explain the political, intellectual, artistic, economic, and religious impact of the Reformation. (6) History. The student understands the characteristics and impact of the Maya, Inca, and Aztec civilizatio ns. The student is expected to: (A) compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development; and (7) History. The student understands the causes and impact of European expansion from 1450 to 1750.The student is expected to: (A) analyze the causes of European expansion from 1450 to 1750; (C) explain the impact of the Atlantic slave trade on West Africa and the Americas; (D) explain the impact of the Ottoman Empire on Eastern Europe and global trade; (E) explain Ming China's impact on global trade; and (F) explain new economic factors and principles that contributed to the success of Europe's Commercial Revolution. (15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the hist orical development of a region or nation; and (16) Geography.The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history; (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals; and (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. (18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history.The student is expected to: (A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his i deas found in The Wealth of Nations; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations; and (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. (20) Government.The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment; (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U. S. Constitution, and the Declaration of the Rights of Man and of the Citizen; C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; (22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; (23) Culture.The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism; and (B) identify examples of religious influence on various events referenced in the major eras of world history. (24) Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history; and (25) Culture.The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India; (26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: (A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures; (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750.The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties; (B) summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations; (C) explain the impact of the printing press on the Renaissance and the Reformation in Europe; (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Era tosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence; (B) explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; (C) explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view; (D) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (E) identify bias in written, oral, and visual material; (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time; (H) use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. (30) Social studies skills. The student communicates in written, oral, and visual forms.The student is expected to: (A) use social studies terminology correctly; (B) use standard grammar, spelling, sentence structure, and punctuation; (C) interpret and create written, oral, and visual presentations of social studies information; and (D) transfer information from one medium to another. World History Semester Review 2012 Directions: Answer the following questions using definitions, examples and explanations of the importance of each term, person or idea. 1. How did the Neolithic Revolution change the development of human culture? ____________________________________________________________________ _________ _______________________________________________________________________________ 2.List the advancements in Early River Valley Civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. List the political structure of Early River Valley civilizations and their importance on development of culture: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. What is a monarchy? Why did this type of government develop? Give examples from Early & Classical civilizations of monarchies. ___________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ 5. What role did religion play in politics of ancient civilizations (theocracy)? Why is it important to understand the religion of ancient civilizations? Give examples of theocracies in ancient world. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 6. Explain the significance of the Code of Hammurabi. Who was Hammurabi? Why is this document considered a corner stone for societal development? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 7. Who were the Ancient Hebrew s? What is the contribution to the development of ancient (and subsequent) societies? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 8. Compare and contrast Spartan and Athenian Society. Why were these two

Globalization and its Impact on Today's International Business Essay

Globalization and its Impact on Today's International Business - Essay Example It describes that world economy is taking a more global shape and discusses the main drivers of globalization by arguing that the drivers are playing a key role to set up a more firmly integrated global financial system. A substantial preference is given to two factors to underlie the implications of globalization i.e. declining barriers to the international businesses and the continuous changes in communication, information processing, and transportation modes. It also analyzes that how the international businesses are reacting to the changing environment of global economy. The paper puts some light on the concerns highlighted by rapid globalization along with its implications to particular countries as well as a short history of globalization and the growth of international marketing by multinational companies. The roles of these companies and government policies have been critically analyzed to figure out the benefits and gray areas of globalization. Further through the critical a nalysis, an endeavor has been made to discuss the famous questions like what the benefits of globalization are, and what are its threats, both real and perceived? What do the terms international business, international transaction, and international trade mean? What are the differences between international business and domestic business? At the end, the paper gives a brief overview about the future scenario of world business environment. Globalization Over the past thirty years or so, a universal shift has been occurring in the world economy. There was a time when national economies were isolated from one another and relatively self contained. The rationale of isolation included barriers to cross-border trade and investment, i.e. due to distance, time zone, environment and cultures, natural differences in languages and political regulations, and the business systems. Today, the world has been observing a totally different scenario because geographical distances are reducing due to tremendous development in telecommunications and transportation technologies. Beside this, the global environment and culture have turned into almost same fashion while national economies are merging into an integrated as well as independent global economic system. All these changes and developments have decreased the barriers to cross-border trade and investments. The process of these changes in global economy is generally known as globalization (Panic, 2003). Impact on International Business: A General Overview Impact of globalization can be observed at a global scale in numbers of different fields including economic, social, political, cultural, and technological aspects of life. It has affected the human life in different angles of their individual and collective norms. In the cultural context, globalization has impacts on thoughts, theories, idealism, consumer behavior, and practices of human race (Grossman & Krueger, 1995). In the perspective of international business, its imp acts range from manufacturing, production, promotion, consumption, commercial exchange, and distribution. One of the major impacts of globalization on international business is that it forced the world to establish certain institutions

Discussion Board 8-1 Assignment Example | Topics and Well Written Essays - 250 words - 1

Discussion Board 8-1 - Assignment Example The shrinking nature of the brains of the elderly people has the potential to cause serious cognitive impairments upon dependence on a given drug. Compared to youths who depend on given drugs, drug dependent elderly are likely to suffer from serious and extreme visual and hearing impairments. Drug dependent elderly people may also suffer from poor memory as well as develop serious linguistic and communication skills (Parker & Liu, 2007). Despite of the differences, drug dependence among the elderly and the youths cause results to nearly similar consequences. For instance, drug dependence across the age groups is likely to cause damage to internal organs. The extent and speed of damage may largely rely on the quantity and frequency of intake (Parker & Liu, 2007). Drug dependence among individuals across the two age groups is also likely to lead to psychosis. Psychosis condition may presents as either hallucination or delusion or both. Hallucination involves seeing and hearing of things that do not exist in reality. Delusion on the other hand refers to believing of myths and concepts that are not true and hard to prove. These consequences have occurred in both youths and the elderly who abuse and depend on

Discuss the effectiveness of legislation regulating child employment Essay - 1

Discuss the effectiveness of legislation regulating child employment in Britain - Essay Example There is a problem area that will be touched upon, which is whether the legislation efficiently deals with children who are left to care for a family member. The first factor of legislation that UK has instituted is to promote education; therefore creating a skilled workforce and ensure sufficient rest; therefore children CANNOT work before 7am and after 7pm.3 The main piece of legislation that deals with child employment is the Children & Young Persons Act 1933. Also children that are under 13 cannot be employed at all, even in a family business. Children from the age of 13 to completing their GCSE’s can only work part-time, because education is paramount. If an employee is 13 or 14 they can only work in 9 specific types of employment; whilst at 14 or 15 they can work in any form of employment.4 Finally, the legislation also ensures that the work conditions and type are risk assessed for the child employee according to the Management of Health & Safety at Work Regulations 1999. This illustrates that in traditional forms of employment the child is sufficiently protected, including being employed in the family business.5 The problem with legislation that regulates children’s employment is that it does not effectively address the problem of child carers6; rather it effectively deals with traditional forms of employment.7 There needs to be effective reform to protect the child who behind closed doors is effectively employed as the child carer. One could say that the current legislation does protect the child, because they cannot be in the employment of parents; however how can caring for a little brother or sister or even a parent be classed as employment?8 It is easy to identify if the person who is being cared for is receiving carer’s allowance and there was no identifiable adult carer that they are paying; therefore

Migration between European countries and their former colonies Term Paper

Migration between European countries and their former colonies - Term Paper Example For migrants, there are rules that they were supposed to follow when in the nations they moved to in which they will also be discussed in the main paper. Generally. This paper will explain migration of the Europeans and their former colonies in details. Introduction Migration refers to the physical movement of individuals from one region to another. This paper will examine the migration between the Europeans countries and their former colonies. In this case, the form of migration undertaken is known as international migration. This refers to the movement of individuals across national borders with the view of remaining in the guest nation for at least one year. This means that citizens of various European countries moved from their motherlands, crossing the borders of other nations to settle there. There are various reasons as to why this migration took place and this is among the issues that will be discussed in the main body of the paper. The research that was carried out to find o ut the reasons why this migration was undertaken and various methodologies were implemented to make the research effective. The methodologies implemented in the research process will also be discussed in the main body of the paper to clearly show implementations used to gather the findings that were reached at the end. After the research, full information is gathered making it possible for the researchers to know why the European countries migrated to other nations and the impacts of this process. In this case, the impacts will also be put into consideration and discussed in details in the paper. These are generally the issues that this paper wishes to discuss in order to provide information of why how and the results of the migration process between the European counties and their former colonies. Literature review Research shows that the European region exhibited two different forms of migration patterns in the twentieth century. Within the first fifty years, Europe was involved i n emigration towards the New World, while the second half of the twentieth century involved immigration patterns. Immigration refers to the movement of people into a different nation in order to have their new settlement schemes there. This gives a clear impression that there are some of the European county citizens who moved to other nations for the purpose of settling there. Coleman explains that the diverse migration movements were undertaken due to a variety of factors. The factors that led to these migration movements include: termination of the cold war, the consolidation of Germany, decolonization, wars and political suppression and the considerable demand of law and unskilled laborers. These reasons give a clear impression that there are many factors that contributed to the migration movements of the European countries. They undertook this practice in order to avoid some problems and make their living standards better by settling in other areas (Coleman 54). The current migr ation movement pattern by the Europeans is due to different factors. These factors include: declining populations due to the higher number of ageing people compared to young people. This gives a clear impression that the economy of the various nations where movements take place has low development rates. This is major because the young people who are energetic enough to provide the required labor force for the

Management case study Essay Example | Topics and Well Written Essays - 500 words

Management case study - Essay Example By acquiring main players on the European market, Preussag could finally capture more than 30 percent of the European tourism market and was renovated under the new name – TUI Group. Despite some major successes, it its strategy that could be observed in the case study, some additional steps or changes could be made in order to improve it and make final results of the operations even more successful. Firstly, as it was mentioned in the case study the main reason behind consolidation – economy of scale has not yet been reached (Viardot 2007, p. 21). TUI Group made several serious acquisitions in European market and in UK, but they still have rather strong competitors on both markets. They were able to buy fully the main tour operator in France, but could merge only 30% of their main competitor in UK. In addition, MyTravel, one more UK leading tour operator takes a part of the whole market share. They have succeeded with buying German tour operators, but one more competitor originally from Germany is left, which is ReweTouristik. Therefore, TUI Group could try to expand their presence on the European market by continuing a strategy of merges and acquisitions with their main competitors. By doing this they will be able to expand their leadership on the market without making significant changes within the company. In addition, they would be able to reach the level of synergy that would help them to establish the economy of scale, so important in the industry. Secondly, despite the major presence in EU, TUI Group could try to expand their operations in Asia. They could try move even further on East, to Japan. Having these great resources behind, experience and knowledge in multicultural operations and a good strategy, they could try to establish TUI Japan for Japan tourists, because Japan is considered to be a very attractive from the outbound tourism prospective country (Japan Tourism Marketing 2009) especially towards other eastern

Cardiogenic Pulmonary Edema Research Paper Example | Topics and Well Written Essays - 1250 words

Cardiogenic Pulmonary Edema - Research Paper Example On the other hand, non-cardiogenic pulmonary edema is due to an injury to the lung’s vasculature. Treatment for pulmonary edema is aimed at enhancing the respiratory function, treating the underlying cause, and avoiding more damage to the lung. In severe cases, pulmonary edema can result in respiratory distress, heart attack, and even death. Considering that cardiogenic pulmonary edema (CPE) is a type of pulmonary edema, the paper will focus on cardiogenic pulmonary edema. Lungs contain numerous small and elastic sacs referred to as alveoli (Luks, 2013). During gaseous exchange, these air sacs take in oxygen and blow out carbon dioxide. In normal cases, the respiration occurs devoid of any problems. However, in certain situations, the alveoli may be filled with fluids in place of air, thus preventing oxygen from being absorbed into the bloodstream. This results in a condition called cardiogenic pulmonary edema (Murray, 2012). Conventionally, cardiogenic refers to the left ventricle causes. In this case, cardiogenic pulmonary edema is as a result of failure of the heart’s left ventricle to effectively eliminate blood from the pulmonary circulation. As noted by Cleland, Yassin, and Khadjooi (2010), this may be attributable to increased pressure in heart leading to a fast or slow heartbeat, and accumulation of fluids. CPE is caused by problems in the heart muscle, valvular problems, and renal artery stenosis. When the mean pulmonary pressure increases from the normal of 15 mmHg to over 25 mmHg or is

Question Essay Example | Topics and Well Written Essays - 500 words - 11

Question - Essay Example The tasks of Joachim were to make sure that the world was still persuaded that Germany wanted candidly an arms limitation agreement while making sure that this agreement was not developed at all. He later became a great friend of the Fuhrer, to the hatred of members who had serve for a long period of time, who though that Joachim had no talent and was insincere. Despite the hatred from the other members, Joachim was made the Foreign Minister and Ambassador to Britain (Keylor, 2010). In the run up to World War II, Joachim played a crucial role in brokering the pact of Steel with the non-aggression pact of Soviet German and fascist Italy. This was referred to the Molotov-Ribbentrop pact. The influence of Ribbentrop pact deteriorated after 1941. After he was detained in June 1945, Joachim was tried at the Nuremberg Trials and found guilty of war crimes for the role he had in pioneering World War II and facilitating the Holocaust (Keylor, 2010). Joachim von Ribbentrop then became the fir st individuals who were hanged as their death sentences in 1946. Ford was an American industrialist and the forefather of the Ford Motor Company. On the other hand, he sponsored the growth of the mass production assembly line method. Ford manufactured and developed the first automobile that a lot of Americans in the middle class could manage to pay for. In addition, he was well recognized for his passivity in the beginning of World War I (Keylor, 2010). He opposed heavily the entry of America in World War II and went on to believe that international businesses could cause the affluence of heading off wars. He went on to state that the war was the product of financiers who are greedy and looking for profit in destruction of humans. In 1939, Henry Ford claimed that the torpedoing of United States merchant ships by submarines owned by the Germans was the result of conspiratorial happenings that financier war makers undertook. The

Im the King of the castle by Susan Hill Essay Example for Free

Im the King of the castle by Susan Hill Essay Im the King of the castle by Susan Hill is a chilling tale of a childhood bully. The story tells the tale of how a boy called Kingshaw is driven to suicide by his companion Hooper. Kingshaw and his mother moved from their rented apartment in London to Hoopers cold and evil home the Warnings so Mrs. Kingshaw could provide company for Mr. Hooper and a mother role for Hooper while her son Kingshaw could provide a companion for Hooper to make a friendly family home. The parents are very superficial both lacking their partner for many years and they both lacked the ability to show their love to their children. Instead of showing their love they turned a blind eye to the bullying of Kingshaw and pretended that every thing was fine because their relationship was becoming closer. Little did they know that the closer they became the more chilling and frightening the relationship between Hooper and Kingshaw became. Early on in the book Hooper and Kingshaw learn their roles of Bully and victim respectively and throughout the book the story relies on the balance of power between Kingshaw and Hooper. In my opinion the story Im the King of the castle revolves around hate, cruelty and isolation. Before Kingshaw came to Warnings Hooper and him were both happy but the parents were alone, as the parents became closer and grew to love each other Kingshaw and Hooper grew to lean their roles as Hooper was not an experienced bully and Kingshaw was not experienced at being a Victim to torment and isolation. Even though the final tragedy of the death of Kingshaw is mainly down to the torment of hopper the parents failures contributed to the final tragedy a great deal, as many of their failures were fatal. Both parent did not know how to bridge the chilling gap between them and the children, neither want to show their love as they are to self absorbed and neither wanted or even tried to provide stability. Even though Im the King of the castle was quiet depressing I enjoyed it nether less because I found the story very moving and alarming. I thought the book was very well written and it flowed well. I thought that many of the characters and their situations were convincing even though I thought the final tragedy was a bit extreme. I thought the book was set in the exactly the right scene, even though this book was written many years a go it still provides the everlasting chill of a childhood bullying tale and brings you to think of all the recent tragedys caused by bulling. I would recommend this book to anybody interested in the horrors of child hood bullying and to a bully or a Victim who need to learn a lesson. I think this book is suitable for any one above the age of twelve. I would quiet like to read another of Susan hills books such as the Woman in Black as the theater production was chilling and I enjoyed her style of writing.

Festingers Social Comparison Theory Psychology Essay

Festingers Social Comparison Theory Psychology Essay In this essay we are asked to look at Festingers social comparison theory and its findings, applications, methodologies and theoretical approaches since its birth. We are asked to illustrate our understandings with reference to literature. Social comparison theory assumes that people tend to evaluate their successes, failures and opinions in relation to others (Festinger, 1954). This may occur with reference to a physical reality; what is happening at a particular moment in time relative to ones perceptions of anothers abilities. Take for example if someone can run a 6 minute mile he or she cannot know this is good or bad without comparing this time with other runners. It may also take place with reference to an objective evaluation, for example a comparison between two assignments with similar grades. Festinger (1954) postulates that there is an innate drive within human beings to compare themselves with outside images and assess their abilities in line with their assessments of others who are similar on the same tasks. Following on from Festingers (1954) original theory according to Kruglanski Mayseless (1990) people prefer to compare themselves with people who are similar to themselves as it tends to result in a mo re accurate evaluation. For example the runner would take into account age and sex of other runners and make comparisons based on this knowledge. Social comparisons are defined as comparative judgements made about a stimulus from the environment. They are context dependent (Kruglanski Mayseless, 1990). There are three levels of analysis to Social Comparative Theory. Firstly a judgemental process must exist before comparisons can be made. Social comparisons are made up of categorisations and comparative judgements about the self. The third level is the most specific of the three and is composed of the content of the comparison whether it is in the domain of comparison for example in sporting competition; levels of achievement with reference to age and gender may be taken into consideration, as outlined by the runner example(Kruglanski et al., 1990). There are two main kinds of social comparison; upwards and downwards social comparisons. Upwards comparisons occur when an individual compares itself to someone who they believe to be better off than themselves. Downwards social comparisons occur when people compare themselves to people they believe to be worse off than themselves. Festinger (1954) proposes that people who engage in downwards social comparisons do so in order to maintain their self esteem and buffer their self evaluations. Upwards social comparisons supposedly exhibit more negative effects such as lowered levels of self-esteem. These processes will be discussed later. There have been many components to Festingers original theory that still remain intact but the scope of social comparison theory has been extended to a vast array of psychological domains and its implications have been applied to a variety of settings. How SCT findings, methodologies and theorising has evolved since Festingers 1954 publication Festingers original theory has undergone a number of changes over the years particularly in relation to its extension towards cognitive psychology. Since its founding the theory has been accepted to be more complex than originally thought. For example new dimensions of the theory have been suggested. Revisions include en empirical emphasis on motivations and drives, self enhancement, perceptions of self esteem, self esteem buffering, perceived target closeness, components of closure to name but a few (Kruglanski et al., 1987; Corning, 2002, Gerrard, Gibbibs, Lane Stock, 2005). According to Suls, Martin Wheeler (2002) social comparisons serve as a defence mechanism to protect ones self evaluation. Self enhancement depends on a number of variables such as whether the person compares upwardly or downwardly. If a person compares his or her own abilities in relation to people perceived to be lower than the individual this may act as a buffer to maintain the person sense of self worth and esteem. In the educational domain, people that are less academically driven prefer downwards social comparisons to prevent them from felling bad about bad results (Blankton et al., 1999). Research suggests that people have varying responses to social comparisons and these depend upon the perceived closeness of the target and the perceiver, and the importance of the particular domain of categorisation or expertise owned by the perceiver (Tesser, 1988; Suls et al., 2002). Several other models have been introduced to extend Festingers (1954) original theory. Social comparisons proxy model as proposed by Wheeler, Martin Suls (1997) refers to a situation in which people use social comparisons to assess their abilities in relation to an unfamiliar task. To illustrate, Wheeler et al., (1997) offers the example of a person considering pursuing a university degree. Social comparisons are made between the person and others who are currently in university. If the proxy (experienced other) is similar to how they perceive themselves on average they are more likely to pursue the goal. Amount of effort needed to pursue goal is an important indicator of the outcome and often other related attributes are perceived irrelevant (Suls et al., 2002). There seems to be sufficient evidence to support this theory. A model that has been derived from SCT is the Relative Deprivation Theory as proposed by Davis (1959). This model provides a conceptual framework for personal perceptions of discrimination and deprivation. Davis (1959) postulates that this process helps people cope with social deprivation, people tend to assess their levels of deprivation by comparing their situation with those around them. In India because of the inflexibility of the Caste system people often compared themselves downwardly in order to deal with their present state of poverty, for example those living in the slums would compare themselves to the sewage dwellers or pavement people. This acts as a buffer for people to cope better with their unchangeable circumstances. The applications of Festingers (1954) theory are vast. The implications have many important effects particularly for health psychology. Research suggests that when a threat is involved downward social comparisons help people cope better. For breast cancer patients it was found that patients who preferred downwards social comparisons dealt with their illness much better (Taylor, Wood Lichman, 1983). Likewise, according to Meta analysis, comparisons of the self to others in relation to appearance can lead to body dissatisfaction which correlates strongly with eating disorders (Myers Crowther, 2009). In conjunction with Meta Analysis Corning, Kruum Smithans (2006) study looking at social comparisons and eating disorder symptoms found that women who engage in everyday social comparisons were more likely to exhibit eating disorder symptoms, and also found that self esteem was also a predictor of disorders. Research reveals that social comparisons can also predict success in cessation o f smoking behaviours (Gerrard, Gibbons, Lane Stock, 2005). People that dissociate themselves from other smokers or the target behaviour are more likely to give up smoking in comparison to those who do not. When a decrease in downwards comparisons to smoking exists, smokers are more likely to quit. Social comparison theory has also been applied to an academic setting. Research suggests that upwards social comparisons can predict success in an academic environment. Gibbons, Benbow Gerrard (1994) found that gifted students preferred to compare themselves with those who did the best in the class on receiving a high grade. Conversely, if students received a poor mark they preferred downwards comparisons. This inconsistency is considered by the researchers to represent a form of buffering of the self concept and esteem. Research conducted by Blankton, Buunk, Gibbons Kuyper (1999) found that overall those who preferred upwards social comparisons did better in end of term grades. Interaction between affect and social comparison Comparisons may involve affective and cognitive components. The Wheeler Miyake (1992) study that incorporated the Rochester Social Comparison Record (RSCS) scale found several important findings conveying the importance of the cognitive and affective component. Firstly the comparison direction, either upwards or downwards; depended on the perceivers relationship with the target. It also found evidence for a cognitive component to the theory, that is to say, priming mood effects the directional movement of social comparisons. Schacter (1959) proposes that people make comparisons by evaluating emotions. In a number of experiments he found that fear evoked participants to want to be in a situation where someone else was experiencing the same feelings. This has been explained as a self evaluative component similar to what Festinger outlines in his original theory (Schacter, 1959). Conversely, Goethals Darley (1977) suggest that values are a component people make social comparisons base d upon. Priming of a negative mood led to more upward social comparisons. Wills (1981) found that inducing threat leads to more downwards social comparisons this is explained as downwards comparisons serve to increase positive affect, mood, boost esteem and may reduce anxiety. Another study found that comparisons can lead to an induction of a positive or negative feeling (Buunk, Collins, Taylor, VanYperen Dakof, 1990). Downwards social comparisons increased peoples subjective well-being and an opposite effect was found for the upwards comparison (Wheeler et al., 1992). Being primed with either a threatening ego or self-esteem booster condition has a significant effect on individual social comparisons. When an ego boost is induced people tend to prefer upwards social comparisons and can this can predict behaviour i.e. individuals exhibited increased ability on a task. The opposite effect was found for an induced threat, similarly to Buunk et als. (1990) findings. Thus it has been co ncluded that motivations to maintain a positive self evaluation reflects performance on tasks (Johnson Stapel, 2007). Lastly people who exhibited high self esteem tended to engage in more self-enhancement comparisons (Wheeler et al., 1992). There seems to be a ubiquitous consensus that SCT exists but the exact dimensions of the theory are contested. The methodologies used tended to be mostly qualitative and really not applicable to the natural world. According to Wheeler Myiake (1992) existing methodologies for studying social comparisons have focused primarily on retrospective accounts and specify that an experience sampling measure should be adapted to account for social comparisons as they occur in naturalistic settings. In their 1992 study they describe a qualitative method of measuring SCT called the Rochester Social Comparison Record (RSCR) (Wheeler et al., 1992). Discussion Conclusion It has been assumed that social comparison theory is a pervasive and ubiquitous phenomenon in everyday life. However, there still needs to be a lot of work conducted in this area particulary in relation to directional comparisons and their implications (Buunk et al., 1990). Albeit, despite revisions on social comparison theory the fundamental building blocks of Festingers (1954) original theoretical framework remains the same. The self evaluative component is important for this theory (Suls et al., 2002). As proposed by Festinger (1954) people make evaluations of their own behaviours in relation to others that they perceive are similar, this aspect has remained untainted. There seems to be evidence for this drive like ambition for humans to compare themselves in relation to others (Festinger, 1954). There seems to be a distinct cognitive component to social comparison theory. Suls et al. (2002) propose that comparisons are made uniformly across all domains and are not exponentially context driven. Priming can effect comparative judgements (Wills, 1992; Schacter, 1959). Current research in this domain outline that comparative knowledge depends on the motivations of the comparator and are dependent upon a number of situational, cultural and personality facets. Kruglanski et al., (1990) posit that motivational factors, perceived relevance, and availability heuristics all have an important role in whether the evaluative dimension relates to similar or different others. The work on social comparison theory has been extended to practical applications to health, counselling psychology and educational psychology. Over all social comparison theory has had a major impact in Psychology. Its implications and applications have been extended to many branches of psychology and undoubtedly the full extent of its pervasiveness have yet to be uncovered.

Spider Silk is the Material of the Future Essay -- Material Silk

Spider Silk - the Material of the Future Abstract: Spider silk is well known for its strength yet elastic nature, and for this reason scientists and engineers from a wide variety of fields have begun researching its structure and the possibility and methods of synthesizing spider silk for industrial use. However, extraction of silk from spiders is not cost effective, so most research is focused on synthesis of spider silk either chemically or using DNA recombinant technology. Although research is still at an early stage and ongoing, it is only a matter of time before spider silk can be successfully synthesized for industrial use. Results: Nature is truly a master architect. With relatively few raw materials, it is able to create a diverse array of biological life forms and biological materials essential for the survival of all life forms on earth. Some of Nature’s materials continue to amaze scientists and exceed the characteristics of artificial materials. One such material is spider silk. Spiders rely on their silk for a variety of functions, and their silk are exceptionally light, tough, stiff, and extensible even when compared to the strongest synthetic materials. Each family of spider spins different types of silk, but silk from the Nephila Clavipes (the golden orb-weaving spider) (see Figure 1: Nephila Clavipes figure 1) and Araneus diadematus (common garden spider) are the strongest among spiders, and have been the focus of scientists’ research in recent years.[5] Orb weaving spiders produce various types of silk from seven different glands. Dragline and Viscid silk fibers are the strongest silk produced by orb weaving spiders, and are the most closely studied. Dragline silk is used to make the ra... ...&version=1.0>. [8] Tirrell, David A. "Putting a new spin on spider silk. " Science. 271.n5245 (Jan 5, 1996): 39(2). Expanded Academic ASAP. Gale. Phillips Academy. 24 July 2008 s&type=retrieve&tabID=T002&prodId=EAIM&docId=A17812077&source=gale&srcprod=E AIM&userGroupName=mlin_n_phillips&version=1.0>. Pictures Sources: Figure 1: July 30, 2008. http://www.spiderzrule.com/spider806/IMG_3533_small.JPG Figure 2: Royal Society of Chemistry. July 30, 2008. http://www.rsc.org/ej/SM/2006/b600098n/b600098n-f1.gif Figure 3: MCAT. July 30, 2008. http://www.mcat45.com/images/Beta-Sheets-MCAT.png Figure 4: Citizendium July 30, 2008. http://en.citizendium.org/images/2/29/BetaSheetByDEVolk.jpg Figure 5: July 30, 2008. http://www.scq.ubc.ca/wp-content/uploads/2006/07/silkstrand.gif Spider Silk is the Material of the Future Essay -- Material Silk Spider Silk - the Material of the Future Abstract: Spider silk is well known for its strength yet elastic nature, and for this reason scientists and engineers from a wide variety of fields have begun researching its structure and the possibility and methods of synthesizing spider silk for industrial use. However, extraction of silk from spiders is not cost effective, so most research is focused on synthesis of spider silk either chemically or using DNA recombinant technology. Although research is still at an early stage and ongoing, it is only a matter of time before spider silk can be successfully synthesized for industrial use. Results: Nature is truly a master architect. With relatively few raw materials, it is able to create a diverse array of biological life forms and biological materials essential for the survival of all life forms on earth. Some of Nature’s materials continue to amaze scientists and exceed the characteristics of artificial materials. One such material is spider silk. Spiders rely on their silk for a variety of functions, and their silk are exceptionally light, tough, stiff, and extensible even when compared to the strongest synthetic materials. Each family of spider spins different types of silk, but silk from the Nephila Clavipes (the golden orb-weaving spider) (see Figure 1: Nephila Clavipes figure 1) and Araneus diadematus (common garden spider) are the strongest among spiders, and have been the focus of scientists’ research in recent years.[5] Orb weaving spiders produce various types of silk from seven different glands. Dragline and Viscid silk fibers are the strongest silk produced by orb weaving spiders, and are the most closely studied. Dragline silk is used to make the ra... ...&version=1.0>. [8] Tirrell, David A. "Putting a new spin on spider silk. " Science. 271.n5245 (Jan 5, 1996): 39(2). Expanded Academic ASAP. Gale. Phillips Academy. 24 July 2008 s&type=retrieve&tabID=T002&prodId=EAIM&docId=A17812077&source=gale&srcprod=E AIM&userGroupName=mlin_n_phillips&version=1.0>. Pictures Sources: Figure 1: July 30, 2008. http://www.spiderzrule.com/spider806/IMG_3533_small.JPG Figure 2: Royal Society of Chemistry. July 30, 2008. http://www.rsc.org/ej/SM/2006/b600098n/b600098n-f1.gif Figure 3: MCAT. July 30, 2008. http://www.mcat45.com/images/Beta-Sheets-MCAT.png Figure 4: Citizendium July 30, 2008. http://en.citizendium.org/images/2/29/BetaSheetByDEVolk.jpg Figure 5: July 30, 2008. http://www.scq.ubc.ca/wp-content/uploads/2006/07/silkstrand.gif

mission statement analysis :: essays research papers

Analysis Of Mission Statements By Group V-(Sankalp) Anupam Jha(51/04) Rahul Jhamb(53/04) Gitartha Bhuyan(57/04) Bikash Tewari Munesh Shyam  Ã‚  Ã‚  Ã‚  Ã‚   FMS Mission Academic excellence and leadership in university based management education in India through high quality teaching, research, case development, innovative courses and pedagogy of learning. FMS’s vision is to provide world class management education in India through high quality teaching, research, innovative courses & state of the art pedagogy tools. To create leaders for the future that will take India to new heights. To be seen as an institute whose students have sound principles and ethics in them. Components  Ã‚  Ã‚  Ã‚  Ã‚  Score 1. Customers  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Products/Services  Ã‚  Ã‚  Ã‚  Ã‚  3 3. Geographic Markets  Ã‚  Ã‚  Ã‚  Ã‚  3 4. Technology  Ã‚  Ã‚  Ã‚  Ã‚  2 5. Concern for Survival  Ã‚  Ã‚  Ã‚  Ã‚  2 6. Philosophy  Ã‚  Ã‚  Ã‚  Ã‚  1 7. Public Image  Ã‚  Ã‚  Ã‚  Ã‚  1 8. Employees  Ã‚  Ã‚  Ã‚  Ã‚  1 9. Distinctive Competence  Ã‚  Ã‚  Ã‚  Ã‚  1 Average Score  Ã‚  Ã‚  Ã‚  Ã‚  1.66 IMI,delhi Mission IMI, India provides a world-class, internationally oriented management education with a difference in content, delivery, focus, presence and students. Components  Ã‚  Ã‚  Ã‚  Ã‚  Score 1. Customers  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Products/Services  Ã‚  Ã‚  Ã‚  Ã‚  3 3. Geographic Markets  Ã‚  Ã‚  Ã‚  Ã‚  2 4. Technology  Ã‚  Ã‚  Ã‚  Ã‚  2 5. Concern for Survival  Ã‚  Ã‚  Ã‚  Ã‚  1 6. Philosophy  Ã‚  Ã‚  Ã‚  Ã‚  1 7. Public Image  Ã‚  Ã‚  Ã‚  Ã‚  1 8. Employees  Ã‚  Ã‚  Ã‚  Ã‚  1 9. Distinctive Competence  Ã‚  Ã‚  Ã‚  Ã‚  2 Average Score  Ã‚  Ã‚  Ã‚  Ã‚  1.55 IIM Ahemadabad Mission IIMA's mission is to help India and other developing countries improve their managerial practices both in the private and in the public sectors, and adopt superior public policies. It seeks to do this through producing risk-taking leader-managers who will pioneer new managerial practices and set new standards; through producing teachers and researchers who will generate new ideas of International significance; and through purposeful consulting aimed at helping client organizations scale new heights. Components  Ã‚  Ã‚  Ã‚  Ã‚  Score 1. Customers  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Products/Services  Ã‚  Ã‚  Ã‚  Ã‚  2 3. Geographic Markets  Ã‚  Ã‚  Ã‚  Ã‚  2 4. Technology  Ã‚  Ã‚  Ã‚  Ã‚  1 5. Concern for Survival  Ã‚  Ã‚  Ã‚  Ã‚  3 6. Philosophy  Ã‚  Ã‚  Ã‚  Ã‚  1 7. Public Image  Ã‚  Ã‚  Ã‚  Ã‚  2 8. Employees  Ã‚  Ã‚  Ã‚  Ã‚  2 9. Distinctive Competence  Ã‚  Ã‚  Ã‚  Ã‚  2 Average Score  Ã‚  Ã‚  Ã‚  Ã‚  1.77 LBSIM, delhi Mission To develop a center of excellence for value based management and information technology, education and research comparable with the best in the world through continous learning, societal responsiveness and strategic partnership with the industry. Components  Ã‚  Ã‚  Ã‚  Ã‚  Score 1. Customers  Ã‚  Ã‚  Ã‚  Ã‚  1 2. Products/Services  Ã‚  Ã‚  Ã‚  Ã‚  3 3. Geographic Markets  Ã‚  Ã‚  Ã‚  Ã‚  1 4. Technology  Ã‚  Ã‚  Ã‚  Ã‚  1 5. Concern for Survival  Ã‚  Ã‚  Ã‚  Ã‚  3 6. Philosophy  Ã‚  Ã‚  Ã‚  Ã‚  2 7. Public Image  Ã‚  Ã‚  Ã‚  Ã‚  2 8. Employees  Ã‚  Ã‚  Ã‚  Ã‚  1 9. Distinctive Competence  Ã‚  Ã‚  Ã‚  Ã‚  1 Average Score  Ã‚  Ã‚  Ã‚  Ã‚  1.66 IIFT, Delhi Mission To globally strengthen, sustain and professionalise business knowledge through creative research and teaching and learning and by integrating with organisations, institutions and universities both within and beyond national boundary.

First Date in A Bad Restaurant :: essays papers

First Date in A Bad Resteraunt It was a beautiful fall evening. The sun was just beginning to give way to incoming twilight. I could smell winter in the air, even through my closed window. Soon there'd be snow on the ground. Matchbox Twenty was playing on my clock radio." I want to push you around...† The mood was set for a soft autumn night. However the mood inside my room was quite different. I was running around trying to do a million things a one time. My makeup was all wrong for my outfit. My hair was too big, no, now too flat. My stomach was rolling inside itself. My poor tummy was on tumble dry and I couldn't quite get it to stop. I couldn't find my shoes; my shirt had foundation on the side. What I really wanted to do was to sit on my bed and cry. Brian had called twenty minutes before the chaos. I could not believe he had called me. He probably thought I was stupid because I was so tongue-tied. He asked me if I would mind coming to dinner with him and a few of his friends. Would I mind? Do cows moo? The horn honked. My frustration grew. If this was a real date, my first one ever, shouldn't he come to the door and pick me up? Maybe take my arm in his and lead me to the car? I had envisioned my first date to at least start off right. This must be an omen. I walked out the door. The moment I heard the click of the lock I knew I looked horrible. A million thoughts raced through my mind, among these were the fact that I should have worn the blue shirt, my hair looks horrible, and oh God everyone is watching me. I tried to hide the sheer gut-retching fear that was boiling in my stomach. I had to do this. I was in too deep to turn and run now. My sweet chariot of the night was a 1988 van. Rust covered the bumper and half of the door. The color of had once been maroon, however had now faded to a slight orange color. Alternative rock boomed from the less then quality speakers. There were at least 6 people in the car, and it was rocking from side to side, in time to the beat.

The Philippine Health Care Delivery System

THE PHILIPPINE HEALTH CARE DELIVERY SYSTEM HEALTH CARE SYSTEM * an organized plan of health services (Miller-Keane, 1987) HEALTH CARE DELIVERY * rendering health care services to the people (Williams-Tungpalan, 1981). HEALTH CARE DELIVERY SYSTEM (Williams-Tungpalan, 1981) * the network of health facilities and personnel which carries out the task of rendering health care to the people. PHILIPPINE HEALTH CARE SYSTEM * is a complex set of organizations interacting to provide an array of health services (Dizon, 1977). COMPONENTS OF THE HEALTH DELIVERY SYSTEM The Department of Health Mandate: The Department of Health shall be responsible for the following: formulation and development of national health policies, guidelines, standards and manual of operations for health services and programs; issuance of rules and regulations, licenses and accreditations; promulgation of national health standards, goals, priorities and indicators; development of special health programs and projects and advocacy for legislation on health policies and programs. The primary function of the Department of Health is the promotion, protection, preservation or restoration of the health of the people through the provision and delivery of health services and through the regulation and encouragement of providers of health goods and services (E. O. No. 119, Sec. 3). Vision: Health as a right. Health for All Filipinos by the year 2000 and Health in the Hands of the People by the year 2020. Mission: The mission of the DOH, in partnership with the people to ensure equity, quality and access to health care: * by making services available * by arousing community awareness * by mobilizing resources * by promoting the means to better health LEVELS OF HEALTH CARE FACILITIES 1. PRIMARY LEVEL OF HEALTH CARE FACILITIES are the rural health units, their sub-centers, chest clinics, malaria eradication units, and schistosomiasis control units operated by the DOH; puericulture centers operated by League of Puericulture Centers; tuberculosis clinics and hospitals of the Philippine Tuberculosis Society; private clinics, clinics operated by the Philippine Medical Association; clinics operated by large industrial firms for their employees; community hospitals and health centers operated by the Philippine Medicare Care Commission and other health facilities operated by voluntary religious and civic groups (Williams-Tungpalan, 1981). . SECONDARY LEVEL OF HEALTH CARE FACILITIES * are the s maller, non-departmentalized hospitals including emergency and regional hospitals. * Services offered to patients with symptomatic stages of disease, which require moderately specialized knowledge and technical resources for adequate treatment. 3. TERTIARY LEVEL OF HEALTH CARE FACILITIES * are the highly technological and sophisticated services offered by medical centers and large hospitals. These are the specialized national hospitals. Services rendered at this level are for clients afflicted with diseases which seriously threaten their health and which require highly technical and specialized knowledge, facilities and personnel to treat effectively (Williams-Tungpalan, 1981) FACTORS ON THE VARIOUS CATEGORIES OF HEALTH WORKERS AMONG COUNTRIES AND COMMUNITIES 1. available health manpower resources 2. local health needs and problems 3. political and financial feasibility THREE LEVELS OF PRIMARY HEALTH CARE WORKERS A. VILLAGE OR GRASSROOT HEALTH WORKERS * first contacts of the community and initial links of health care. * Provide simple curative and preventive health care measures promoting healthy environment. * Participate in activities geared towards the improvement of the socio-economic level of the community like food production program. * Community health worker, volunteers or traditional birth attendants. B. INTERMEDIATE LEVEL HEALTH WORKERS * represent the first source of professional health care attends to health problems beyond the competence of village workers * provide support to front-line health workers in terms of supervision, training, supplies, and services. * Medical practitioners, nurses and midwives. C. FIRST LINE HOSPITAL PERSONNEL * provide back up health services for cases that require hospitalization * establish close contact with intermediate level health workers or village health workers. * Physicians with specialty, nurses, dentist, pharmacists, other health professional s. TWO-WAY REFERRAL SYSTEM (Niace, et. al. 8th edition 1995) A two-way referral system need to be established between each level of health facility e. g. barangay health workers refer cases to the rural health team, who in turn refer more serious cases to either the district hospital, then to the provincial, regional or the whole health care system. Public P Barangay Health OHealth Worker Nurse 2nd 3rd P H F H F U E A E A L Barangay RHU A C A C A Health Midwife Physician L I L I T Stations T L T L I H I H I O T T N RHS Sanitary Y Y Midwife Inspector MULTISECTORAL APPROACH TO HEALTH (NLGNI, 8th edition, 1995) The level of health of a community is largely the result of a combination of factors. Other health-related Systems (government/ private Ways of CommunityHealth Care The Health System People (Cultural) Environment (Social, Economic, physical, Etc. Health, therefore, cannot work in isolation. Neither can one sector or discipline claim monopoly to the solution of community health problems. Health has now become a multisectoral concern. For instance, it is unrealistic to expect a malnourished child to substantially gain in weight unless the family’s poverty is alleviated†¦Ã¢â‚¬ ¦ In other words, improvement of social and economic conditions need to be attended to first or tackled hand in hand with health problems. 1. Intersectoral Linkages – Primary Health Care forms an integral part of the health system and the over-all social and economic development of the community. As such, it is necessary to unify health efforts within the health organization itself and with other sectors concerned. It implies the integration of health plans with the plan for the total community development. Sectors most closely related to health include those concerned with: a. Agricultural b. Education c. Public works d. Local governments e. Social Welfare f. Population Control g. Private Sectors The agricultural sector can contribute much to the social and economic upliftment of the people†¦Ã¢â‚¬ ¦. Demonstration to mothers of better techniques and procedures for food preparation and preservation can preserve the nutritive value of local foods. Through joint efforts, agricultural technology that produces side effects unsafe to health (for instance, insecticide poisoning) can be minimized or prevented. The school has long been recognized as an effective venue for transmission of basic knowledge to the community. Every pupil or student can be tapped for primary health care activities such as sanitation and food production activities†¦.. Construction of safe water supply facilities and better roads can be jointly undertaken by the community with public works. Community organization (e. g. establishing a barangay network for health) can be worked through the local government or community structure. Likewise, better housing through social welfare agencies, promotion of responsible parenthood through family planning services and increased employment through the private sectors can be joint undertakings for health†¦Ã¢â‚¬ ¦We have to recognize that oftentimes health actions undertaken outside the health sector can have health effects much greater than those possible within it. 2. Intrasectoral Linkages – In the health sector, the acceptance of primary health care necessitates the restructuring of the health system to broaden health coverage and make health service available to all. There is now a widely accepted pyramidal organization that provides levels of services starting with primary health and progressing to specialty care. Primary health care is the hub of the health system. A PYRAMIDAL HEALTH STRUCTURE Tertiary National Health Health Care Services Regional Health Services Secondary Health District Health Services Care Rural (Local Hospital) Services Rural Health Units Primary Barangay Health Stations Health Care THE NATIONAL HEALTH PLAN (Niace, et. al 8th edition 1995) The National Health Plan is the blue print which is followed by the Department of Health. It defines the country’s health problems, policy thrusts, strategies and targets. POLICY THRUSTS AND STRATEGIES There are policy thrusts and strategies which are commonly important. These are: 1. Information, education, and communication programs will be implemented to raise the awareness of the public, including policy makers, program planners and decision makers; 2. An update of the legislative agenda for health, nutrition and family planning (HNFP), and stronger advocacy for pending HNFP –related legislations will be pursued; 3. Integration of efforts in the health, nutrition and family planning sector to maximize resources in the delivery of services through the establishment of coordinative mechanisms at both the national and local levels; 4. Partnership between the public and the private sectors will be strengthen and institutionalized to effectively utilize and monitor private resources for the sector; 5. Enhancement of the status and role of women as program beneficiaries and program implementers will be pursued to enable them to substantially participate in the development process.

Case of the Mysterous Roses

In our daily lives we interact with people from all walks of life. As individuals some of us set our own rules to live by, and as professionals we are given a set of guidelines to follow. Working in the Human Resource’s field there are many situations that may occur and we are forced to make difficult decisions. This ethics game simulation presented some examples that occur in the real world. There were two scenarios presented, â€Å"The Case of the Mysterious Roses†, and â€Å"The Case of the Cold Feet†. These cases were both difficult to deal with, and allowed the managers use critical thinking skills to address both situations. The first scenario â€Å"The Case of the Mysterious Roses† there were several issues that arose; one is when a female employee began receiving roses from a secret admirer. One problem is that she believed the roses are from a male coworker, which made her uncomfortable. The employee feels the need to go to her supervisor for advice, and sends an email requesting a confidential meeting. In this scenario I am the supervisor, which reveals the other problem. The issue at hand is how I will respond to the request. As the department supervisor I should respond to the request without compromising the integrity of myself or the company. As the supervisor and witnessing the activities that had taken place felt confident that there may be a possibility of sexual harassment accusation. In response to the email I felt that she could not give her a firm yes or no answer. The exercise allowed me to look at the situation and put my thoughts into perspective and ask myself what is my responsibility as a supervisor. The ethical lens helped me to identify the primary stake holders, though both lens rights and responsibility, and results lens. These lens enabled me to make the decision. I was able to advise Gayle that, I am able to maintain confidentially on any personal matter; however if the issue is work related I may have to report it. I informed Gayle of the company policy on sexual harassment and advised her of her rights as an employees. I based my decision on my own professional experience, as my company has a zero tolerance for such behavior. I could not guarantee 100% confidentially to the employee if there was an employee violating company policy. If I am aware of the situation and do not report it I would be just as guilty. In the second scenario â€Å"The Case of the Cold Feet† there was an issue in reference to an employee falsifying information on a report. The issue is brought to my attention and I must take a plan of action by using a different set of lenses, relationship and reputation lens. The exercise took me through multiple steps to identify how I would handle the situation. In the relationship lens I decided to perform an in house investigation in reference to the allegations. My choice did not agree with the program and I was advised to consider my colleague’s reputation and allow him to clean up his act. That made me realize that I need to give others a chance to correct their mistakes. In the reputation lens I made that decision which allowed me to hold others accountable for their actions. In my professional life I would have given the employee to redeem him or herself before I would involve a manager. In this scenario I believe I thought about it too long and chose an answer based on what I thought someone else wanted. After participating in both of these activities I believe that I can make better decisions when called up on. Using my critical thinking skills I can think outside the box and give others a chance while following company policy. Sexual harassment is a serious offence and it is a good idea to educate employees to avoid situations such as this. The company that I work for as well as other companies, do not take this matter lightly. In the situation regarding falsifying documents is also a concern with organizations. The company that I work for does not tolerate this type of activity. Our policy states that if an employee is falsifying documentation that is immediate ground for termination. There are many situations that occur within an organization and with the help of a strong management team and policy to follow the company can be successful.

Varying representations, interpretations of and attitudes towards death

Murderous, entrenched, complex – the Northern Ireland conflict seems to defy rational discourse. But from the contradictions and tensions has sprung some remarkable art, not least the poetry of the Troubles, now widely recognised as among the most vibrant contemporary writing in the English language. Through the six poems mentioned the theme of death is very prominent. We start with â€Å"Tollund Man† and â€Å"Grauballe Man†. In these two poems Heaney portrays the deaths as a tragedy, but opposed to his other poems, he refers hear mainly to the physical appearance of the bodies. In â€Å"Tollund Man† he starts the poem with a very vivid, striking description of the body, and expresses his desired pilgrimage. Heaney focus' mainly on the period after death in this poem and describes how its miraculous preservation has made it seem to become one with the earth â€Å"she tightened her torc on him†. Heaney seems in awe of the ‘corpse', which after death the body has taken on a Christ like appearance â€Å"I could risk blasphemy†. This death does not have any direct relation, as such, to Heaney, and therefore does not have the same sort of heartfelt mourning. None the less Heaney still seems to care greatly for this Bog body and elaborates on the condition in which the body was found. He uses these details to create himself his own story of their life leading up to their gruesome murder. In the last section of this poem Heaney refers to the â€Å"sad freedom† that comes with death, and how now he will be grouped as a statistic wit h Bog bodies found in the various other locations. The Tollund Man now has his freedom, but at a high price. Heaney finishes with a personal reference to his own sadness: â€Å"I will feel lost, unhappy, and at home† Here he is referring (as he does in a number of his poems) to the violence in Northern Ireland, to demonstrate how he has become accustomed to death. Similarly in â€Å"Grauballe Man† Heaney describes the body as if it has become one with the earth. As with many poets Heaney agrees that there is a fine line between sleep and death. Here the Grauballe Man: â€Å"Lies on a pillow of turf and seems to weep† Heaney personifies the lifeless body, describing him as if asleep he continues this and lets the bodies take on other animal qualities â€Å"his spine an eel arrested† but he maintains its peaceful image. Again here he uses vivid imagery â€Å"the vent of his of his slashed throat that has tanned and toughened† to convey the way in which this almost angelic body lays. He does not want to refer to the body as a corpse and he asks the rhetorical question â€Å"Who will say ‘corpse' to his vivid cast?† Similarly to the Tollund man given the body a more holy image than simply a rotting corpse. By the end of the poem Heaney has become familiar to the body and answers to himself his rhetorical question. Heaney draws up the conclusion that there is a fine line between beauty and atrocity. He uses blunt, monosyllabic word sounds such as slash[ed] and dump[ed] to represent the harsh reality of the world and what man has turned it into. Being used to death is something that has influenced a lot of Heaney's poems. This is an incredibly sad poem. The mood is set almost immediately in the second line: Counting bells knelling classes to a close. Notice how Heaney uses assonance and alliteration to emphasise the funereal sound of the bells and the feeling of time dragging. The stanza begins with the â€Å"morning† in line one but it is two o'clock in line three showing that hours have passed in waiting. The second stanza begins with the image of Heaney's father â€Å"crying†. Having come across Heaney's father in poems such as Follower in which he appears to be a strong man of few words, this contrary picture evokes powerful emotion in the reader. Heaney skilfully takes the reader with him as he enters the house through the porch – we meet his father, â€Å"Big Jim Evans†, the baby in its pram, the old men congregated in the room and finally Heaney's mother coughing out â€Å"angry tearless s ighs†. Lines 14-15 again show Heaney using assonance, this time in his repetition of the short â€Å"a† – â€Å"At†, â€Å"ambulance†, â€Å"arrived†, â€Å"stanched†, â€Å"and†, â€Å"bandaged† – emphasising the stopping short of blood and life. We learn in the sixth stanza that Heaney hadn't seen his brother for six weeks having been â€Å"Away at school†. The words â€Å"Paler now†, hang at the end of the stanza causing a sad pause before the sentence continues and describes how little changed in appearance the boy is in death, the difference being his paler complexion and â€Å"poppy bruise†. The final line stands out on its own. Almost every word is emphasised so that the reader must take in the line's message and the shock and deep grief that the family must have felt. There is an element of shock for the reader reading it for the first time also, when they discover who has died and that he was a mere four years old. Again in Funeral Rites it is a person close to Heaney who has died. In this poem Heaney describes him self as being very close to the deceased, playing the part of the pallbearer, he uses here a double entendre as he â€Å"shoulders a kind of manhood† as he is only a child. As in â€Å"The Tollund Man† and â€Å"The Grauballe Man† Heaney begins with a vivid description of the body with its â€Å"dough white hands† and â€Å"igloo brows†. Heaney uses phrases such as the black glacier of each funeral pushed away† to demonstrate how darkness is synonymous with death. In the second section of this poem, Heaney also concentrates on the period straight after death as in â€Å"Mid-Term Break†. However here he focuses on the funeral procession linking it again with the violence in Northern Ireland: â€Å"Now as news comes in of each neighbourly murder we pine for ceremony, customary rhythms:† Heaney shows he has become accustomed to death and how the formalities after death are simply for show. Heaney, once again, creates a solemn atmosphere in the second section describing the slow moving procession paying their ‘respect'. He personifies the funeral procession as it â€Å"drags its tail† morbidly through the streets and side roads of Ireland. In the last section Heaney brings together the themes of his own childhood experience of death, deaths in the north at present and the death of Gunnar, a Viking hero â€Å"dead by violence and unavenged†. This demonstrates the futile waste of life conflict has caused over many centuries, and sending a powerful message to the reader. In the poem â€Å"Limbo† Heaney touches on the controversial subject of Religion. Heaney casually introduces the subject of the poem, with a newspaper style headline: â€Å"Fishermen at Ballyshannon Netted an infant last night Along with the salmon† He tags on the end of the first to line†-along with the salmon† making it sound as if it is nothing out of the ordinary. Following this he concentrates on the actual death of the bastard baby, murdered by his own mother for the sake of religious beliefs. Heaney describes how the baby was rejected by its mother and discarded, although not without feeling: â€Å"He was a minnow with hooks Tearing her open.† This shows how strong some peoples convictions really are, and how they are prepared to die, or to kill for them. He uses vivid imagery and descriptive language to try and out across the pain, emotion, and brutality of the situation. The mother has to choose her baby or her religion, and being a strict Christian chooses Catholicism and drowns her own child ironically in contrast with the teachings of the bible. He ands mentioning the place where the body of the child now lays, in â€Å"some far briny zone† where the water is too harsh â€Å"Even Christ's palms, unhealed, Smart and cannot fish there.† The last poem, Casualty, is more of a story than the others are. It describes an elderly man who is a local customer at a bar in Ireland. He is fond of a drink but is able to control him self and maintain dignity. He is content to sit at a bar and watch life go by him. Out of respect he attempts to speak of poetry, but is clearly not at ease with this, so Heaney changes the subject. Although he is â€Å"laconic† he has a great presence, but his confidence eventually leads to his downfall, and this is how Heaney builds up emotion in the reader. He presents a figure that he describes in great detail and becomes attached to. This man does not think he should have to obey a curfew and is killed out on the street. Heaney describes how graffiti on the wall compares lives to goals in a football match. Heaney demonstrates his emotion in the harsh situation, and provokes emotion in the reader by creating a very solemn mood. In the second section Heaney moves on from this particular case to the general brutality in the Ireland conflict. He uses phrases such as â€Å"coffin after coffin† and â€Å"common funeral† to demonstrate how, tragically, death and violence have become an accepted part of life. Heaney then goes back to the solemn story of the man from the bar, who was simply carrying out his usual routine. He did not think he should be confined to his home for someone else's evils. This shows how the killings were not discriminate and he was simply in the wrong place at the wrong time. Heaney then goes on to say how he did not attend the funeral, but instead reminisces on his times spent with the man. Heaney seems to find falsehood in funerals, and would prefer to sit in isolation and think back to the time when he â€Å"tasted freedom with him†. Now the man is free and has no longer to face the arduous tasks of life, or the cruelty of man. Throughout Heaney's poems he expresses his distaste of mans cruelty towards their own species. Heaney expresses his views on the futility of violence with inspiring confidence. In each of his poems he manages to use many different literary devices and provokes thought and emotion in the reader. His language is poignant and yet not aggressive and at the same time he is presenting a very valid set of arguments.

Gandhi, Martin Luther King, And Mandela: What Made Non-Violence Work Essay

The history of violence in the world is well documented. However it is also possible to use non-violence to bring about change. This DBQ will look at two countries where a non-violent movement was successful. India and South Africa were two important nations on two different continents. But although they looked strong on the outside, each one suffered from a disease that threatened the health of the whole. For India, the disease was colonization. For South Africa, it was racial segregation. In each of these nations three conditions help explain why non-violence worked. The first condition was that both of them had been colonies of England. And like England both countries thought law was very powerful, more powerful even than government officials. The second condition was the presence of violence. Without the possibility of a violent revolution, the government might not have been willing to change. The third condition was the presence of a leader, Mohandas Gandhi in India and Nelson Mandela South Africa. Each of these men was so charismatic he could lead his followers to a non-violent victory. Both of them gave their lives to the cause. Gandhi was shot by an assassin while Mandela spent almost twenty-seven years of his life in prison. Mohandas Gandhi, Martin Luther King, Jr., and Nelson Mandela all achieved a revolution and independence in their countries through non-violence. The reason this worked is because the non-violent people would be beaten and killed for doing nothing wrong, this made the attackers look like idiots for killing defenseless people. This would make the attackers realize what they’re doing and they would grant the country independence. The documents provided could be situated into four categories: civil disobedience, self-control, willingness to accept punishment, and embracing the enemy. Document 1 is a letter from Gandhi to Lord Irwin, the English governor in India. The point of view is Gandhi because he is basically telling the governor what his plans of civil disobedience are: Gandhi and the community are going to ignore the Salt Laws and march to the sea to make their own salt. The tone of this letter is very calm and peaceful. Document 2 is an excerpt from Martin Luther King, Jr.’s autobiography along with a photograph of a 1963 sit-in of integration supporters at a lunch counter. The point of view is MLK and the tone of his excerpt is proud because he knows that what  he’s saying is right. This is a good example of non-violence and civil disobedience because the lunch counter was for white people only, and the integration supporters did not fight back at all to the people who may have been throwing stuff at them, pouring stuff on them, or spitting at them. Finally, Document 3 is an excerpt from Nelson Mandela’s book, Long Walk to Freedom, and he is contemplating which tactic to use in order to achieve independence. The tone of this document is just boring because Mandela is simply thinking to himself. After pondering over the situation, he obviously selects the non-violent approach and it works like a charm. An additional document that could be helpful for this category could be a picture of a group of people who are being civilly disobedient and being beaten.

EFQM self-assessment using RADAR methodology Essay

EFQM self-assessment using RADAR methodology - Essay Example During that time, it has evolved from an institution that was primarily concerned with the training of new surgeons into a world class educational and training institution at all levels. It is not only considered one of the premier institutions of its kind in the United Kingdom, but is now highly regarded on a global scale as a premier biomedical research facility as well. All of these factors combine to create the need for excellence in all the RCSI does and stands for. To determine how they are presently doing as an organization, in terms of not only being an enabler, but also becoming a result oriented facility as well; the EFQM model proves to be most useful. This report was generated with the goal of providing the organization with a snapshot of their current operation, providing them with an overview of areas in which they are currently excelling, in addition to highlighting areas of deficiency. 1. Introduction The primary reason to implement the EFQM model into an organization is to conduct a self-assessment of business practices in an effort to determine which areas, if any, could be improved upon (Cost & Gomez, 2011). While the Royal College of Surgeons in Ireland (RCSI) has evolved into one the premier medical institutions in the region, if not the world, it is still poised to do much more in the future. As such, the EFQM model is useful in giving leaders in the organization a more holistic view of the entire medical facility in order to ascertain exactly how they are doing in any of the key areas covered under the scope of the model (Cost & Gomez, 2011). The EFQM Excellence model will provide RCSI with the basic framework to assess its current level of excellence, and what needs to be to further improve upon its service options. It does this by enabling the organization to understand how to more effectively implement their strategy and vision for growth, while also identifying the cause and effect relationships between items they are doing now, versu s the results that are achieved (Pearce, 2013). These areas, in addition to others covered in this report, will provide a thorough self-assessment of the organization as a whole that will be useful data at RCSI continues to chart a path for the next 200 years of existence. 2. Company Overview Founded in 1784, the Royal College of Surgeons in Ireland (RCSI) is a medical institution based in Dublin. This prestigious academic and research institution is one of five recognized colleges within the National University of Ireland system. The college has expanded over the years, and today contains schools focused in the areas of medicine, pharmacy, physiotherapy, and nursing. Students are served at the undergraduate and postgraduate levels. It is now the largest medical school in Ireland with over 3,000 students, comprised of as many as 60+ different nationalities. While the original purpose of the college, upon receiving its charter in 1784, was primarily to train surgeons, the college has expanded its reach today and it is looked to as a leader in the overall training regime of healthcare providers throughout the region. The College today is also focused on research, having formed its own RCI Research Institute. The goal is to, â€Å"Support and carry out world-class biomedical translational research and to integrate basic and clinical research, so that

Media Impact Essay Example | Topics and Well Written Essays - 750 words

Media Impact - Essay Example The sophisticated video games of present day require players to pay constant attention to the game and actively live the characters/roles they are playing in the game, rather than passively watching a movie. This whole experience has both positive and negative repercussions on the players. Several studies have been conducted to evaluate the impact of these media on children. Since children are directly exposed to video games right from the age of childhood to adolescence and then teenage and in some cases even when they are old enough; video games nowadays are one of the strongest factors that impact on social behavior of the youth of tomorrow. Television has been a ground breaking invention for broadcast pictorial display of programmes and entertainment for the whole mankind. However, over the decades of development and progression, T.V. has been transforming into a guiding hand for the society; one that sets the trends and tells the latest fashion, that tells you how to behave with elders, peers, young ones and fellows, which dictate your overall behaviour (Slater). Examples of Negative Impact: â€Å"CSI† a famous TV serial has a huge viewership since it began airing and has been actually guiding juries in actual life to not to make decisions without inappropriate evidence (Tyler). However, a great disadvantage is also significantly impacting many parties to different cases. In article published by Arizona State University, Jeffery Heinrick states that jurors nowadays have, at an increasing rate, started demanding unnecessary forensic tests and reports which are in most cases useless and a waste of precious money that could have been utilized productively otherwise. This has led commercialization of this profession. In 1999 University of West Virginia had 9 graduate of forensic science, in year 2004, 400 graduated with a forensic degree. Richard Gallagher, who is director at the NYU Child Study Center's Parenting Institute, has stated that players who become occupied in first-person shooting video games, for example, many a times become aggressive and usually conside r their society with a hostile view. Research & Statistical Evidence In an article from Journal of Experimental Social Psychology, â€Å"The effect of video game violence on physiological desensitization to real-life violence†, the authors state that (Anderson): â€Å"Research shows that violent video game exposure increases aggressive thoughts, angry feelings, physiological arousal, aggressive behaviors, and decreases helpful behaviors.† The researchers conducted an experiment and concluded that those violent game players were less stimulated physiologically by real life violence as compared to their non-violent counterparts. This led them to conclude that individuals who play violent video games accustom to all the violence and ultimately become physiologically insensitive to it. Conclusion Thus, after reviewing so many research papers and articles, it can be said that the modern entertainment media landscape should be no doubt used to illustrate as an effective and systematic violence desensitization tool. Works Cited 1. Anderson, Craig A. "An update

Should capital punishment be suspended because of the chance of Research Paper

Should capital punishment be suspended because of the chance of executing an innocent person - Research Paper Example Abolition is becoming the norm and those who advocate for the death penalty face important challenges in the 21st century. For example, the United Nations and the European Union (EU) recently debated the legitimacy of the death penalty and world opinion is moving towards its abolition. The European Union, through its Charter of Fundamental Rights, has led the way and successfully banned the death penalty in all of its member states. Thus, if a country wishes to become a member of the EU and has the death penalty as a punishment on the books, that will need be overruled for the death penalty to become a member. This is just an example of how the tide is turning against advocates of the death penalty in the 21st century. Seeking to explore capital punishment and ask whether or not it is a good thing, the following will explore the deterrence argument for the death penalty and persuasively argue that the death penalty is not a good thing and should be banned. Furthermore, this paper wil l argue that lethal injection runs contrary to the prohibition against â€Å"cruel and unusual punishment† and because the consequences of the death penalty are irreversible, it should be abolished worldwide (The Death Penalty Information Centre 2009; Hood 3). From an ethical standpoint, advocates of the death penalty argue that the death penalty serves to deter criminals and thus is effective in preventing crime. According to the well-respect British Broadcasting Corporation (BBC), the consensus among researchers in the field is that the deterrent aspect of the death penalty has yet to be proven. Furthermore, a survey on the subject was undertaken by the United Nations (UN) in an attempt to look at the relationship between the death penalty and homicide rates. According to this published analysis, the United Nations concluded that â€Å"research has failed to