Bad Boys by Arnette Ferguson

Paige Kahalnik Sociology Bad Boys paper In the book, Bad Boys, Ann Arnett Ferguson goes on a three-year journey through Rosa Parks Elementary School to observe and research why it is that mostly black males are ending up in jail and are unsalvageable from such a young age. She interviews and observes daily interactions with the eleven and twelve year old students that have been labeled â€Å"at risk† by their teachers and peers. She wants to research how it is being in school when all of the educators have already labeled them as â€Å"unsalvagable, at risk, and bound for jail†.These kids pretty much act in the way that their teachers treat them. They get into trouble every single day and most of the times these boys provoke it because that’s how they think there supposed to act because they think they are already going no where in life. At such a young age, these boys, just because they are black, shouldn’t be criminalized and put in a different category than other boys. These children faced many challenges that effected how they learned in school, the way teachers and peers treated them, and how they are labeled as bad boys.Ann Arnett Ferguson said, â€Å"in the course of my study it became clear that school labeling practices and the exercise of rules operated as part of a hidden curriculum to marginalize and isolate black male youth in disciplinary spaces and brand them as criminally inclined†(page 2). This means that the educators didn’t really realize they were doing this and labeling these boys but it was more like a tradition and they saw nothing wrong with it. This is purely based on race and obviously some people are still in the mindset that black people are inferior to white people.Bad boys show black males from a very young age being adultified and become very masculine making them becomes part of the criminal system early on. Adultification is a filter of overlapping representations of three socially inven ted categories of â€Å"difference†; age, gender and race. This is justified by saying that humans are different from animals, children different from adults, girls different from males, and blacks different from whites. African American boys are doubly displaced among society.Ann Arnett Ferguson says, â€Å"they are not seen as childlike but adultified; as black males they are denied the masculine dispensation constituting white males as being â€Å"naturally naughty† and are discerned as willfully bad†(page 80). These African American boys are thought of being two things, either a criminal or an endangered species. They are not allowed to be naughty by nature according to society, but rather there naughtiness is a sign of vicious, inherent, insubordinate behavior.African americans are seen as endangered victims, which makes them criminals. Ferguson states, â€Å"It is their own maladaptive and inappropriate behavior that causes African americans to self-destr uct†(page 82). There are two versions of childhood that are contradictory to each other. A real child would be seen as a â€Å"little plants† ready to grow up accordingly which is what white men were like to educators. On the other hand the African American boys were seen as children who are powerful, self centered, and have an agenda of their own.These black boys are seen as adults from such a young age, they don’t have time to be young and grow up because others make it seem like they are already fully grown. This drives them in the path to do bad things and make bad decisions. In the beginning of the book, the vice principal of Rosa Parks Elementary school said that most of the children in the school would be headed for jail and that there was a jail cell with some of their names waiting on it. At first, Ferguson rejected this point of view and said that that was not going to be true.After further research and observation, Ferguson definitely looked at the sit uation differently. She said, â€Å"While I rejected the labeling practices of the school vice principal , in my opening chapter, I also reluctantly admitted that by the end of school year, I too had come to suspect that a prison cell might have a place in the future of many Rosa Parks students† (page 230). These boys have adopted the way that people treat them and it has such a negative effect on them that they are probably heading to jail.They are all being punished so much and isolated from the classroom that they aren’t learning anything throughout the days. They don’t have many social interactions and don’t have full access to resources that are needed. Educators might not see it, but they are a big reason that these children and being put behind bars and not meeting expectations that white boys meet. They are treated differently than white boys from such a young age, so they just start to â€Å"act black† like how everyone else thinks they sh ould. They know they are getting treated differently, so they just keep it that way.Most of the people that end up in jail are usually African American boys. If these â€Å"bad boys† weren’t treated like they are some kind of poison, maybe they wouldn’t be behind bars as life goes on for them. African American boys have to seem masculine every single day from such a young age because they were labeled as adults so early on. These boys thrive on their masculinity because this means that they have power and value. Their life doesn’t have meaning if they aren’t throwing masculine performances to the best level. This is why so many African Americans get in trouble.They want to prove their masculinity through violence. When young African American boys are in school they fight to show others who they are. Most of these boys identify themselves in groups like gangs because it is a sense of home for them. They are all being treated differently than others and they come together based on the fact of their race and how others see them. There is never any white boys in these gangs they are all black. Gangs are a sign of family and equality when they’re with there â€Å"homies†. They do violent acts in gangs to show their masculinity to others and have others fear them.The public and the media see them as â€Å"ghetto† black boys who aren’t educated and are violent. Since so many people portray them as this, they tend to do these things. They know how people see them and so they act on it how they think they should be acting in correlation to what the media and public see them as. In the classroom the African American boys will talk out of turn, say mean comments to others, and not answer any questions that the teacher asks. They see this as a masculine performance. It is fundamental for these boys to engage with power while in the classroom or they don’t feel like themselves.They are always seen as inf erior to the white boys and girls in class, so they decide to stay that way and not play around with the hidden curriculum. Bad Boys shows that there is still race issues that are going on today. Whether the educators realize that they single out the black boys more than anyone or not, there hidden curriculum is very apparent in this book. Fergusons portrayal of what happens to black boys is very real and happens to tons of them. It is true that mostly African Americans end up in jail and that they are treated like adults from such an early age that they already feel grown up by the time they are eleven or twelve.These boys are supposed to â€Å"act black†, so they do. These boys are supposed to act masculine, so they fight. These boys do everything that the public and media say they should and they don’t know any other way of how to act. This has been going on for so long, that there is no turning back for these boys. This book will show people what is really going on and I think many educators, peers, parents, etc. will see this and really try to change the way they say and do things to African Americans. Maybe this book will turn some people around and these boys will be treated equally.

The Double Helix – Character Guide

Double Helix Readers Guide * Max Perutz – was the head of the unit where Crick works at Cambridge University. Perutz also shared important X-ray crystallography imagery with Watson and Crick that he had received from Maurice Wilkins and Franklin. Whether he was supposed to give this information to Watson and Crick without Franklin’s knowledge is unknown, nor is it entirely known how important her work was to the discovery of the structure. Sir Lawrence Bragg – the head of the Cavendish laboratory at Cambridge university, met with much resistance from Watson and especially Crick. Bragg is the youngest ever Nobel prize winner, which he won for the discovery of the Bragg low of X-ray crystallography. Bragg also wrote the foreword to Watson’s book, adding dramatically to the respectability of the book. * John Kendrew – English educated, also worked in the Cavendish laboratory under the direction of Bragg. Worked closely with Perutz and shared the 1962 N obel prize with him for their work on X-ray crystallography. Erwin Schrodinger – his book What is Life was a great inspiration to Watson, who agreed that many secrets can be uncovered if the scientific world dedicated itself to discovery of what the true secrets of life are * O. T. Avery – important because their research on DNA/protein after Griffiths experiment on the transforming factor, was decisive enough for Watson to believe that DNA was the genetic material (not protein as was believed) * Max Delbruck – pioneered bacteriophage research which allowed Hershey and Chase to conduct their experiments with radioactive labeling. Maurice Wilkins – was Rosalind Franklin’s partner in X-ray crystallography and played an important role in providing Watson with the B-structure of DNA that Franklin and Gosling had made. Franklin, Gosling and Wilkins all worked at King’s College, London. * Rosalind Franklin – Although Franklin had not agreed to the exchange Wilkins had made (providing of B-structure imagery to Watson), her work proved that DNA was helical and that the bases were on the inside with the sugar phosphates on the outside (as she had said all along).In short, her 3 contributions were crucial to Watson’s development of the model, although the B-model proved one of her theories wrong but several right. Furthermore, Watson and Franklin had a very heated relationship, which led to many heated debates and sometimes even conflicts. * Linus Pauling – the greatest chemist in the history of the United States, worked at Cal Tech and was the closest competition to Watson and Crick in the discovery of the structure of DNA. Famous for the discovery of the hydrogen bond and the alpha-helical structure of protein.He’s also famous for publishing a wrong model of DNA (three strands) for which he saw major public embarrassment. * Herman Kalkar – was the head of the laboratory in Copenhagen where Wa tson did phage research soon after he graduated. He did not enjoy his time in Copenhagen, which is why he left soon after getting there. * Salvador Luria – James Watson was Luria’s first graduate student at the University of Indiana. Luria would go on to do groundbreaking work with phages in biochemistry. He would later win the Nobel prize for medicine along with Hershey and Delbruck for their work on phages. J. T. Randall – was the head of the King’s College laboratory team with Wilkins as his deputy. He shared the 1962 Nobel prize with Watson and crick * Dorothy Hodgkin – was the other major female character in the book. Both of the women clearly struggled in a world that was heavily dominated by men. However, Hodgkin was known to get along with men much better than Franklin. She said this was because of her gender, whereas Franklin experienced the opposite. Franklin and Hodgkin worked closely in the contemplation of the DNA structure. Both scien tists were X-ray crystallographers.Hodgkin won the 1964 Nobel prize for chemistry * Willy Seeds – was famous for calling Watson â€Å"honest Jim. † Worked with Maurice Wilkins in the King’s laboratory and was famous for his pioneering work on the DNA fibers. Him calling Watson honest Jim was clearly sarcasm because they King’s scientists were still bitter about Watson stealing their data to make his model * R. G. Gosling – this was Franklin’s lab partner at King’s College laboratory * Erwin Chargaff – discovered the bases in the purines and pyrimidines (double and single ring) and also discovered that A matches with T and C matches with G.Gave Watson an important clue in his model building, that he had to match the bases. * Al Hershey – was a scientist that was known for conducting the final proof of DNA being the hereditary material. Their experiment ended the race and assured the scientific world that DNA was the inher ited material. * Martha Chase – was Hershey’s lab partner, and was one of the few other women in the scientific world * Peter Pauling – Linus’ son, came to study in London and Watson showed him around. In the process Peter gave Watson some important hints that his father was getting close to the discovery of the alpha helical structure.

Expected Pattern of Development from Birth to 19years

Expected pattern of development from birth to 19years AgePhysicalCommunication and intellectualSocial,emotional and behavioural 0-3 monthsGross- waves arms and brings hands together over body. Fine-clasps and unclasps handsThrough crying and physical contact. Smiles back when they see a smiling face.. Babies may stop crying after they are picked up or by hearing a familiar voice. By 3 months they get excited when its time to feed 3-6 monthsGross-rolls over from back to front and moves head to watch others Fine-reaches for a toy and moves it from one hand to anotherEnjoys rhymes and action songs. Uses sounds to gain attention.Can laugh showing a range of feelings. Stops crying when talked to and reaches out to be held. 6-12 monthsGross-sits unsupported and likely to be mobile e. g. rolling or crawling. by 12 months may stand alone briefly. Fine-grasps objects with index finger and thumb. Starts to babble and enjoys looking at books. They also watch and copy adults. Is affectionate tow ards family and primary carers but discriminates between strangers and family. plays peek-a-boo. 1-2 yearsGross-may walk holding onto furniture, by 2 years will walk unaided. Fine-uses spoon to feed, can hold own cup and will start to scribble. Also read: Child Development Not Following Expected PatternWaves bye-bye, fingers point to objects to draw attention to adults. Less babbling and more recognisable words e. g. â€Å"no†,†come†Cries when left with someone they don’t know. keen to explore as they become more confident. Also interested in other children but does not play cooperatively. 2-3yearsGross-uses sit and ride toys and able to run. At this stage they are able play on slides. Fine-draws circles and turns pages in books. Points to pictures of familiar objects and names them. Start to recognise shapes. Starting to use sentences or putting words together. Playing imaginatively e. g. on the home corner.Shows kindness Begins to understand anger and feelings. Gets frustrated when they don't get what they want. Separation from carers remains an issue for some unless they know who they staying with. 3-4yearsGross-walks upstairs with alternate feet. Runs backwards and forwards. throws a ball. Fine -draws face with features washes and dries hands with help. Use language to say how they are feeling because speech is understandable most of the time. Can name some colours and can verbally count to 10. constantly asks questions. Listens attentively to age appropriate stories. Start to understand the consequences of own behaviour.Can express their thoughts resulting in decrease in tantrums. Seeks approval from adults. 4-5 yearsGross- aims and throws ball, walks in a line. Climbs ladders, tree and playground equipment. Fine-draws a person with head, trunks and legs. Memory develops which allows recall of songs and rhymes. Imagination develops. Start to understand symbols e. g. writing and reading. Aware of others emotions and gender roles. Will follow basic rules and seeks play with peers in groups. Attends to own toilet needs 5-6 yearsGross- runs quickly and able to avoid obstacles. throws a ball to a partner and catches it.Fine-has control of pencil to form letters. Colours in pic tures. Attention span increases and the development of vocabulary extends communication. Most children know the alphabet and can name upper case and lower case. Enjoy a joke. Physical care needs are developed. Understand the rules of games. Often has one or two focused friendships. 6-7yearsGross-hops skips and jumps confidently, balances on a beam and uses wheeled toys e. g. roller skates. Fine-cuts out shapes accurately. ties and unties shoelacesShows reasoning skills but still using trial and error learning. Able to carry adult like conversations.Uses appropriate verb tenses, word order and sentence structure. Have strong friendships. Develops self help skills e. g. wiping up spills. Uses language rather than tantrums or physical aggression to express displeasure. 7-12 years Gross- Increased coordination skills which allow more concentration on games like football/netball. Fine-skills are refined allowing work like model making and typing. Able to reason and use logic to solve pro blems. Show creativity in role play. Begins to use information form one situation and transfer to another.Some are keen to show inappropriate behaviour to gain attention from adults and admiration from other children. 12-19 yearsPuberty begins for boys between 14-17 years and for girls between 13-16 years. May became sexually active Gross-stamina increases which allow for them to walk for longer distances and take part in energetic sports. Fine -increase of strength in hands enables movement such as twisting lids of jars. Question sources of information e. g. parents,books and teachers. Start to change physically and hormones affect their mood. Making a transition from dependence on family to independence.

Argumentive Research Paper on why and how cellphones negatively affect Annotated Bibliography

Argumentive Research Paper on why and how cellphones negatively affect teenagers - Annotated Bibliography Example The teenagers use cell phones in school, at home, during dates, at meetings, and other social gatherings. The writer affirms that the visually impaired teenager should reduce the use of cell phones to allowable levels. If possible, the visually impaired teenagers should use the cell phones during emergencies. Another article shows that detrimental effects of teenagers using cell phones (Strayer 128). A research conducted on teenagers driving cars proved the use of cell phones is dangerous. With the teenagers focused on driving their cars through the busy streets, the teenager is caught between answering the cell phone while driving and trying to prevent a car accident. With the teenagers’ attention divided, the there is a higher probability that the teenager will meet an accident. The teenager who is busy answering the cell phone may not spot a pedestrian hurriedly crossing the road. When this happens, there is a bigger probability that the teenager may not be able to see the running pedestrian on time. The research shows that cell phone talking while driving will increase the probability of accidents. The article is current as most teenagers today use cell phones. Likewise, the author is an authority on teenager research. The article is very relevant to today’s teenagers. With the advent of information technology, teenagers are often distracted from focusing on the day’s priorities because they have to answer their cell phones. The writer believes that the author is correct. With cell phone conversation, the teenagers’ attention to the current activities is reduced to dangerous and unhealthy levels. Another article states that teenagers must use cell phones in order to achieve their goals or targets on time. The teenagers use the cell phones to contact their classmates. The cell phones are used to gather the latest information on certain classroom assignments. The teenagers use the cell phones to answer

Price Elasticity Of Demand Term Paper Example | Topics and Well Written Essays - 1250 words

Price Elasticity Of Demand - Term Paper Example There are two main reasons why we use percentages instead of absolute amounts. They are;  Ã¢â‚¬ ¢ If absolute changes are used, the choice of units will be arbitrary affect the impression of the consumers’ responsiveness. (Lipsey R.G and Christal K.A2007pp66) For example, if the price of cereals changes from $10 to $9 and the quantity demanded changed from 60 to 100 packets. The coefficient of price elasticity of demand will be 40. It will be seen that consumers are very sensitive to price change and the demand will be elastic.   But if the monetary units are changed from dollars to pennies we see that change of 100 pennies causes a change of 40 packets of cereals.   This will falsely make people believe that demand is inelastic. To eliminate this problem percentage changes are used. (Lipsey R.G and Christal K.A2007pp66)  Ã¢â‚¬ ¢ By using percentage, consumers’ responsiveness to price changes of different products can be easily compared. For example, if two prod ucts are taken i.e. cereals and computers. It is easier to compare the effects on quantity demanded of $1 increase in the price of a $300 computer and $1 dollar increase in the price of $1 soft drink.  Various interpretations of price elasticity of demand coefficient  Ã¢â‚¬ ¢ When Ed>1, the demand is said to be elastic. This occurs when a specific change in price results in a larger percentage change in quantity demanded.(Mankiw N.G,1998p93) Graphically it can be illustrated as follows;

Employability Portfolio Essay Example | Topics and Well Written Essays - 1250 words

Employability Portfolio - Essay Example I oversaw many facets of the business and lead cross functional teams to successful. This maybe a challenging aspect because I want to manager bigger teams such as QA, developers, and sales department. As a young commerce student, this experience has taught my vital aspects regarding my job field. Since I am planning to be a future business analyst or a project manager, I can implement the methodologies that I acquired from this position in the future. As a future business analyst, I am learning about the daily procedures that must be conducted in a timely fashion. Furthermore, I am truly acquiring the true essence of corporate America that I wanted to experience as a Student. Accounting no doubt is a hectic job that truly requires hard work, dedication, and patience. I can safely say that this experience was critical towards my learning curve as I continue to explore careers after graduation. Explain for each skill selected in Part one the circumstances (e.g. work, academic study extra-curriculum activities, personal circumstances, etc. ) that have led you to gain it. The word limit is a maximum of 300 words. A prominent experience that really defined my moment at my internship was when I created a widget for my organization. Caregivers.com works a lot with SEO, which has been the focal point of my internship. As a business analyst, I created a widget that would track analytics across the web. After doing a gap analysis, I realized that the SEO churn rate was lucrative. Without a doubt, many academic theories are prevalent in my internship. For instance, how does one account for payments that are charged with interest or late fees? Do some of the assets that the company possesses depreciate? If so, which type of depreciation is used? All these are critical components that are acquired through accounting classes and then later applied at this internship. Furthermore, the concept of embedding internal controls

The Godbeite Movement Essay Example | Topics and Well Written Essays - 1500 words

The Godbeite Movement - Essay Example The most victorious of the recusant sects was established by Joseph Smith, who was the prophet's son, and who, with his brothers Alexander H. and David Hyrum, remained a Nauvoo after the emigration. After a few years, Joseph was requested to become the head of the oddments of the Strangites and Cutlerites who had organized a new church. At first Joseph Smith turned down the request, but then in 1860, looking at the considerable increase in the number of members due to the breaking up of other parties, he accented the call as prophet and initiated to preach the faith of his father. He avowed it in its original purity and denied the claims of Brigham and the dogma of polygamy. This division spread rapidly throughout Illinois, Missouri, and Iowa, the apostates being termed Josephites by the followers of Brigham, but styling themselves to be the Reorganized Church of Latter-day Saints. It was checked in Uthah, by fear of harassment, and the movement was not marked until mid 1863. It was the same year when two Josephite missionaries, named E. C. Briggs and Alexander McCord, reached the Salt Lake City after crossing the plains. As the messengers of the gospel, and calling on Brigham, they told him the object of their delegation, and saught consent to preach in the tabernacle. They were definitely not permitted, nor were the allowed to use any other public building as well. As a result of this the missionaries visited from house to house, offered prayers for the inmates, and insisted them to join the true faith. They proved successful and then at first singly, then by dozens and scores, people converted. The Expulsion of Godbe and Harrison While the controversy between the prophet's sons and the prophet's nephew was at its height, an article appeared in the Utah Magazine, which administered by W. S. Godbe and E. L. T. Harrison themselves, that stated; "If we know the true feeling of our brethren, it is that they never intend Joseph Smith's nor any other man's son to preside over them simply because of their sonship. The principle of heirship has cursed the world for ages, and with our brethren we expect to fight it till, with every other relic of tyranny, it is trodden under foot." The magazine also elucidated the part of adjudication between the disputants, and otherwise gave throbbing offence to the church dignitaries. Another article that was published urged the development of the mineral resources of Utah, a measure which found no favor with Brigham, and stated 'for thus would the flood-gates be opened to the gentiles, while the saints might be tempted to worship at the shrine of Mammon, "I want to make a wall so t hick and so high around the territory," he once exclaimed in the tabernacle, "that it would be impossible for the gentiles to get over or through it."' Eventually, the elders were beckoned before the school of prophets, the examining source for the offenders before being tried by the high council, and although the most somber accusation against them was the publication of the article on mineral developments, resultantly, both Godbe and Harrison were debarred from the church. However, none of them tried justify the charges brought against them. Their fortification was confined simply to the question of their purported apostasy, and to the authority of the priesthood. When their instance was brought to the high council, the recusants, instead of

Employee Engagement and Intrinsic Motivation Thesis

Employee Engagement and Intrinsic Motivation - Thesis Example In 2006, the Conference Board published ‘Employee Engagement, A Review of Current Research and Its Implications’. Going by this report we see that twelve extensive studies have been published over the course of four years mainly by research firms such as Gallup, Towers Perrin, Blessing White, and the Corporate Leadership Council among others (Soldati, 2007). The Conference Board as a result took and combined all the results in order to come up with a blended definition that incorporated all the themes in it. They define employee engagement as â€Å"a heightened emotional connection that an employee feels for his or her organization, that influences him or her to exert greater discretionary effort to his or her work†. According to at least four of the studies agree upon eight of the key drivers: 1. Trust and integrity – how efficiently do managers commune and do what they preach? 2. Nature of the job –Is it psychologically inspiring every day? 3. The line between company performance and employee performance – Does the employer have an idea of how their performance will affect the company as a whole? 4. Opportunities for career growth – Will there be opportunities to grow in the future? 5. Pride about the company – Does the employee feel proud to be associated by the organization? 6. Coworkers/team members – Teamwork will greatly improve the employee motivation 7. Development of the employees – Does the organization make an effort to improve the employee’s skills and abilities? 8. Relationship with the manager – Does the employee treasure his or her relations with the boss? The other vital findings of the study included the fact that in comparison to the smaller companies, the larger companies tend to involve the workers more in the workplace. Employee age also creates a big difference in the vitality of the various drivers. As an example we can quote that employees who fall over t he age of 44 will place more importance on ‘recognition and reward for their contribution’, in comparison to their younger counterparts who place a higher value on ‘challenging environment/career growth opportunities’. However, one things that came across as the most important factor among all studies was the factor of one’s relationship with one’s manager. It was seen that it highly influenced the motivation levels of the employees in almost every case. Also according to the report, employee engagement is plays a very important part in the workplace. There is obvious and rising proof that high levels of employee engagement eagerly associates to individual, group as well as corporate performance in a number of crucial areas such as loyalty, retention, productivity, customer service and turnover. It is also seen that this difference is not just by small margins but big ones. Even though the results varied from study to study, the employees who were highly engaged usually outperformed their counterparts by a whopping 20-28%. This is a clear image of how employee engagement influences their workplace decisions as well as paves a way towards further organizational success by effectively instilling into the workers a desire to work efficiently. Finally, there is some verification that companies are reacting to this concept of employee engagement challenge mostly by creating flatter chains of command and also providing training for first-line managers to improve the communication at all levels (Flemund &

Autonomous Vehicles and Software Architectures Essay

Autonomous Vehicles and Software Architectures - Essay Example Thus, this is a challenge since one cannot predict whether or not the system will fail. In addition, such vehicles are unreliable. For instance, when the control system is affected or rather fails completely, the vehicle cannot be operational. This is a challenge because it inconveniences the owner of the vehicle for he or she cannot use it for daily businesses. There is a difference between designing distributed architecture and non-distributed architecture since the distributed architecture tend to split the middle and presentation tiers logically and physically to perform in several servers whereas in non-distributed architecture, the middle tier and the presentation tier perform in one server. The following reasons explain why there is a difference in designing the two architectures: To start with, the distributed architecture permits distribution of the application elements across various physical servers whereas the non-distributed architecture permits the application to run in only one server and its elements are freely allocated. Secondly, the distributed architecture’s design is complex for web application since it affects performance of the remote calls. On the other hand, the non-distributed architecture’s design is the simplest in web applications since it has no effect on remote calls. Moreover, the distributed architecture is more expensive to design because more materials and procedures are involved in setting up several servers whereas the non-distributed architecture is less costly since it entails a number of stable and easy procedures in setting up a single server. Lastly, in the distributed architecture, the applications are difficult to test and debug for it is fully dependent on the container server. In non-distributed architecture, the application is easily developed, tested and

Economic Equilibrium Essay Example for Free

Economic Equilibrium Essay In economic equilibrium, quantity demanded and quantity supplied are equal. For example, the amount of goods or serivices set by buyers is equal to the amount of goods or services produced by sellers. This is what we call as equilibrium price and this will definitely not change unless demand or supply changes. Based on the lecture, due to scarcity we sometimes consider trade-offs. For example as what was stated in the lecture, supposedly that you have only six hours left to study for your test in economics and to complete your assignment in graphic design, you have to balance your time or spend more time in either economics or graphic design. You also have to consider the resources that you can maximize in accomplishing both things. Having a fixed quantity and quality of available resources means that you have a fixed supply of materials such as textbooks, notes, design software, etc. , to use in the time you have left. Scarcity triggers the society to make choices and thats why there are trade-offs. I agree that economic equilibrium is the state wherein you dont get any benefits at all in making trade-offs because there is no tendency to change or you alreay chose the best possible alternative which means that you have maximized already your limited resources. Reference Economics Basics: Demand and Supply. ( 2010 ). Retrieved July 15, 2010 from

All aspects of physical, psychological and social needs

All aspects of physical, psychological and social needs Nursing care for ill patient as a holistic and encompasses all aspects of physical, psychological and social needs. Therefore, patients and their families are the center on nursing care by more respect, dignity. Nurses and the other care providers must provide patients needs when dealing with chronic ill patients. The benefits of palliative care cancer/chronic ill patients are significant that enhancing patient quality of life (Lewis et al., 2007). Advanced cancer often causes a pain and other symptoms that need professional team to manage and control it. Pain, nausea, shortness of breath, vomiting and constipation are the most common symptoms appearance with these patients. In addition, each one of them has different experience of pain and the meaning of quality of life. Expert can deal and manage with these symptoms very well. (Backer, 2010). World health organization has defined palliative care as the full care that approach to improve quality of life for patient and their families whom are facing life threatening disease through prevent and relief their suffering and problems. This care concern in pain and other problems treatment, physical, psychological, social and spiritual support (Lugton Mcintyre, 2005). Many patients need palliative care specially the cancer patients those suffering too much at the end stage, regarding the metastatic. Cancer is known as a rapid creation of abnormal cells that grow beyond their usual boundaries which can break into the adjacent part of the body and spared to other organs. Refer this process as malignant tumor can be metastases to other part and organ in the body, which leading to death (WHO, 2011). Quality of life is the maximize comfort to the patient and family through four main areas the quality of physical, psychological, spiritual and existential (Batiste, Caja, Espinosa, Bullich, Porta-Sales, Sala, Lim ´n, Trellis, PascualPuente, 2010). Lung cancer for which surgery is not considered the most appropriate treatment option that called (inoperable lung cancer) due to one of several reasons, including the size of the tumor distant spread (metastasis) of tumor, location of the tumor and other health conditions that could rise the risk associated with surgery. In operable lung cancer does not mean that a tumor is untreatable. Other treatment, such as chemotherapy or radiation therapy may be better options than surgery (Llewellyn, Aun Ang, Lewis, Al-Abdulla, 2006). Lennart has been diagnosed with lung cancer and he has several problems that make him more weakness and affect his quality of life. These symptoms such as elevated blood pressure, diabetes type2, and inoperable lung cancer, cancer spread to his abdomen, pain and draining tube irritate his body tumor growth and constipation; he cannot eat anything and drinks only small sips of water.ØÙ„ØØ ³ÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬ ¦ÃƒËœÃƒËœÃ‚ ¹Ãƒâ„¢Ã¢â‚¬Å¡ÃƒËœÃ‚ ±ÃƒËœÃƒËœÃ‚ ¡ÃƒËœÃ‚ © Ø µÃƒâ„¢Ã‹â€ ÃƒËœÃ‚ ªÃƒâ„¢Ã…  ÃƒËœÃ‚ © للكلÙ†¦ÃƒËœÃƒËœÃ‚ ª   The team should start to control his symptoms 1. Pain 2. Nausea. 3. Constipation diarrhea 4. Lost appetite. 5. No energy. 6. Elevated blood pressure. 7. Diabetes type2. Nursing assessment; Objective data; He has an elevated blood pressure and diabetes type 2. Diagnosed with an inoperable lung cancer. Subjective data; Pain and the draining tubes irritate his body, nausea and diarrhea, fatigue cancer has speared to his abdomen. 1. The problem is pain; pain can be appear due to the direct effects of the cancer (late stage) or caused by some treatment like surgery, drugs and chemotherapy. The patient may also have chronic underlying disease that directly causes or contributes to pain. (Lewis et al., 2007). A- Nursing care plan- pain control. Use analgesics appropriately. Use non analgesic relief measures. Report pain control. B Nursing intervention and rational; Observe for nonverbal cause of discomfort to plan appropriate intervention. Perform a comprehensive assessment of pain to include location, characteristic, onset, duration, frequency, quality, intensity of pain and precipitating factor. Teach Lennart and family the use of non pharmacological techniques e.g. (relaxation, massage). Provide the person optimal pain relief with prescribed analgesics to determine if is effective. Use pain control measures before pain become severe (Lewis et al., 2007). 2. The problem is nausea and vomiting. Lennatr has these symptoms due to 1. Release of intracellular breakdown products stimulates vomiting center in brain. 2. Drugs stimulate vomiting center in brain (Lewis et al., 2007). Nursing care plan nausea and vomiting control. Recognizes precipitating stimuli. Use preventive measures Use antiemetic medications. Report nausea, retching and vomiting controlled. B- Nursing intervention and rational. Perform complete assessment of nausea, including frequency, duration, and severity and precipitating factors to plan appropriate interventions. Reduce or eliminate personal factors that precipitate or increase the nausea (anxiety, fear, fatigue and lack of knowledge to avoid precipitating factors of nausea and vomiting. Use frequent oral hygiene, unless it stimulates nausea to promote comfort. Ensure effective antiemetic drugs are given when possible to prevent nausea and vomiting. Teach the family to use of the non pharmacologic e.g. (relaxation) to manage nausea and vomiting. Promote adequate rest and sleep to facilitate nausea relief (Backer, 2010). 3. The problem is Diarrhea; the patient has it due to 1. Denuding of epithelial lining of intestinal .2. The side effects of if the patient on chemotherapy.3. Radiation to the abdomen, pelvis and lumbosacral areas if he receives it .4. Laxatives, tube-feeding (Lewis et al., 2007). A. Nursing care plan-stop diarrhea. Bowel elimination. Diarrhea. . Pain with passage of stool. (Lewis et al., 2007). B .Nursing intervention and rational; Obtain stool for culture and sensitivity if diarrhea continues to provide appropriate treatment. Perform action to rest bowel (e.g. NPO, liquid diet). Instruct Lennart, and family members to record color, volume, frequency and consistency of stool to monitor treatment. Teach Lennart and his family appropriate use of anti-diarrheal medication to prevent patients use of anti peristaltic agents that prolong exposure to infection organisms. 4. The problem is diabetic. Insulin resistance decreased insulin production and alteration in production of adipokines.Disease is result of complex genetic interactions, which are modified by environmental factors such as body weight and exercise (Lewis et al., 2007). A .Nursing care plan- diabetic control. Description of insulin function. Description the role of diet in controlling blood glucose level. Explanation of the role of exercise in controlling blood glucose level Description of hyperglycemia, hypoglycemia, related symptoms and the procedure to be followed in the treatment. Explanation the impact of acute illness on blood glucose level. Description of when seek help from health care professional team. (Lewis et al., 2007). B. Nursing intervention and rationales Describe the disease process. Appraise Lennart current level of knowledge related to disease to determine the scope and extent of required teaching. Discuss the rationale behind management, therapy and treatment. Instruct Lennart on measures to prevent, minimize symptoms to promote management of disease. Discuss life style change that maybe required preventing complication and encouraging patient in determining change that will be acceptable. Instruct Lennart the signs and symptoms and reported to ensure prompt treatment. Refer the patient to support group to provide continuing support and education (Lewis et al., 2007). 5. The problem is loss of energy. Anabolic processes resulting in accumulation of metabolites from cell breakdown (Lewis et al., 2007). A. Nursing care plan- energy conservation. Recognize energy limitations. Uses energy conservation techniques. Balance activity and rest. Organize activities to conserve energy. Adapts life style to energy level, B. Nursing intervention and rationales. Determine patient physical limitations to plan daily activities. Assist Lennart to schedule rest periods to temporarily reverse effect of fatigue. Teach him and the family activity organization and time management teaching to prevent fatigue. Instruct patient significant other to recognize signs and symptoms of fatigue. Instruct patient significant other to notify health care provider if signs and symptoms of fatigue persist to increase patient support and family understanding of disease and related problem (Lewis et al., 2007). The problem is elevated blood pressure.. Potential complication adverse effect from antihypertensive therapy. 2. Potential complication hypertensive crisis.3. Potential complication of stroke. 4. Potential complication of myocardial infarction (Lewis et al., 2007). A. Nursing care plan blood pressure control. Improve myocardial contractility and systematic perfusion. Reduce fluid volume overload. Prevent complication. Provide information regarding disease, prognosis, therapy needs and prevention of recurrent. B. Nursing interventions and rationales; Assess cardiovascular status including vital signs to detect cardiac out compromise. Measurement blood pressure to ovoid complication. Assess neurologic static and observe for any change that can indicate an alteration in cerebral perfusion. Administer medication to lower the blood presser. Make sure that Lennart maintain a low sodium diet. Record and monitor the intake and output. Encourage Lennart and support them to express the feeling of stress to ease the anxiety. Promote quiet environment to reduce stress (Lewis et al., 2007). 7. The problem is constipation. The factors of constipation are many from the mass in anorectic region or neurologic and may be from the mechanical changes from surgery or decrease oral intake and mobility. Medications can affect like opioids and tricycle antidepressants (Lewis et al., 2007). A. Nursing care plan promote bowel movement. Stool soft and formed. Comfort of stool passage. Passage of stool without aids. (Lewis et al., 2007). B. Nursing intervention and rationales; Encouraging Lennart to movement and ambulation Maintaining bowel awareness. Ensuring adequate hydration and bulk-forming diet. Use of laxatives. Encourage fluid and fiber intake (Lewis et al., 2007). All these care it will provide by multidisciplinary team care of the cancer pain patient must be active by continuous care and communication to the patients and their families. It should attend physical, psychological, social and spiritual needs. Moreover, this type of team members need diverse training share the main goal of improving the quality of life with the patient and interact as a group of individuals with the common purpose of working together. Each member has own expertises and training and makes decisions within that area of responsibility. Nevertheless team work does not mean joining health care workers together in one room, nor is it the same as collaboration .information must be the issue for interaction of members and must be shared by the vehicle recorded, such as (physician, psychologist, and nurse, volunteer. social worker, chaplain, physical therapist and occupational therapist). In addition the family is important member of palliative team because they are the on e living with patient at the same home or attend them .the family need more care from the team and teach them the intervention to take care of their patients. (Euro, who, 2010). Effective communication is an important part of the therapy. In treating patients with advanced stages of incurable disease it is mandatory to provide intelligible and coherent information to the patient and relatives, focusing on the development of basic listening skills in the health care professionals all this from patient right and consideration from the ethics of communication (Batiste et al., 2010). ØلقØÙ†¦Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ³ Ø ¹ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¶ ØلقØÙ†¦Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ³ Øلن¦Ãƒâ„¢Ã‚ ÃƒËœÃ‚ µÃƒâ„¢Ã¢â‚¬Å¾ Conclusion; Palliative care is not cure disease or prolongs life it is control the pain and symptoms and improves the quality of life for patients and family. More than 90% of cancer patients can be achieved relief from pain and symptoms through palliative care. There are effective strategies for the provision of palliative care for cancer patients and their families in places where resources are setting. (Who, 2011).Therefore palliative care is effective out come with professionals team. In addition the teams are requiring a high level of professional ethical skills to cooperate the primary goal. The primary goals of the team are to offers the best possible quality of life for the patient and family as well as to provide support.

TOURISTS :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  There are many definitions for the word â€Å"tourist.†Ã‚  Ã‚   The known definition of a tourist is a person that travels for pleasure and isn’t born in the place they travel to.   To some people, the tourists that come to Nantucket may be very annoying, rude, dirty, and smelly and they are not native to the island. While others may think they are nice, friendly, and very generous people that just weren’t born here, I tend to disgree. Just think of the many day-trippers who flock, like seagulls, to the Tavern and don’t leave a tip after treating the hardworking waitress in a rude manner, with their screaming kids whining and belching, and the horny husband who pinches her derriere as she walks away.    To back up the definition of the word that I agree with, I have provided some other examples based on occurences I have been involved with or seen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A tourist, in my opinion, is a person who is very rude, hostile, pushy, urgent, always rushing, and ignorant when it comes to directions and locations. Since tourists aren’t born and live in the place they are visiting, they can’t see all the landmarks and interesting sites there is to see.   They are always rushing to fit as much as they can into one day’s events before they go back to where they live.   They stop you every few minutes while standing in front of The Hub to ask where Main Street is. This also ties into â€Å"being rude† because they don’t ask in a polite way usually, and they rarely say â€Å"Thank You.† They can’t be bothered with slow people.   I worked at D&B Car Wash last summer and I got a lot of rude customers everyday.   I would ask them what wash they would like, since we have three kinds, and they would throw the money at me telling me to just give them a wash.   They were ob viously in a hurry to do something.   Most of the time they didn’t even know how to drive their car in properly, and they would get it stuck, then get upset and start screaming and saying they were going to sue the Car Wash if any damage happened to their car. Then the manager would come out and a whole fiasco would begin.   Ã‚  Ã‚  Ã‚  Ã‚  There are many distinctive features a tourist has or uses that allows others to be able to identify them.

Immigrations to Turkey from Greece between 1911 and 1923 :: essays research papers

Immigrations to Turkey from Greece between 1911 and 1923 In 1911, 51% of the Ottoman Europe (Bulgaria, Serbia, Greece and Montenegro) population was Muslim but with emigrations, it downed to minorities of Muslims in some territories (McCarthy, 1995). Most of these immigrations were forced immigrations. If person immigrate, because she does not have the minimum basic needs in domicile that called forced immigration (à pek, 2000). Forced immigrations are not only the problem of present days but with twentieth century, forced immigration becomes a legal issue. Forced immigrations have an objective that to un-mix the population of the selected territories or to homogenise the territories (Barutciski, 2004). Homogenous communities are easier than mixed ones to be controlled and homogenous communities are less likely to have intercommunity conflicts. Thus forced immigrations are the reason of consolidating political power. â€Å"Bà ¼yà ¼k Mà ¼badele† or 1923 exchange of Greek and Turkish populations was not the first attempt to forma lise the population exchange but it is one of the earliest and most controversial international treaties on this subject (Barutciski, 2004) and the first internationally ratified compulsory population exchange. With the convention concerning the exchange of Greek and Turkish populations at Lausanne, after 1st May 1923 Muslims in Greek territories and Greek Orthodox in Turkish territories were compulsorily exchanged except Muslims in Western Trace and Greeks in Istanbul. 1.5 million Greek and Turk were forced to leave their homelands. There is a difference between Greek movement and Turkish movement; Greeks mostly emigrate with retreating Greek army as a result of Greek rout in 1922 and without waiting permission, but most of the Turks emigrate after the convention. More than 1 million Greek escaped from Turkey before convention of population exchange (Arà ½, 1995). According to official record of the Mixed Commission only 189.916 Greek were transferred to Greece after 1923 conventi on but 354.647 Turks transferred in this period (Hirshchot, 2004). There were not many Turks who immigrate in 1922 because, for Turkish immigrants the 1923 exchange is the only way to escape from Greek oppression in that period. The term â€Å"refugee† is not suitable for these groups as defined in international laws because they were immediately granted full citizenship. The term that is used in Turkish is â€Å"Muhacir† to refer to people who forcibly leave their homeland and enter the Ottoman Empire and Turkey and specifically the word â€Å"Mà ¼badil† is referring to the 1923 exchange (Hirshchot, 2004).

Kennedy Controversy :: essays research papers

The Kennedy Controversy   Ã‚  Ã‚  Ã‚  Ã‚  November 22, 1963, is a day that will forever live in the minds of those who lived that day, and fascinate younger generations to follow. On this date in history one of America’s most prestigious, well-known and respected presidents was shot and killed by an assassin’s bullet. This single act sent shock waves that paralyzed the country and other nations. Eyes were turned to the United States as everyone held his or her collective breath wondering what was going to happen next. Ike Pappas, a reporter for WNEW in New York, remembers being sent on assignment to Dallas, Texas, to cover the assassination events as they unfolded. Pappas describes his trip: I ran downstairs, hailed a cab, gave the guy twenty dollars, and took then the most fantastic ride, one of the most fantastic taxi rides ever because if you will recall New York City was in a state of shock with the rest of the world, and the bridges were jammed. The telephones—you could not make a call—you could not get out of the city, and I just kept giving this guy twenty dollar bills saying, â€Å"Get there, man, anyway you can.† We went over backyards, through laundry, piles of laundries, rushing out to the airport (119). The government even shutdown all transportation and even closed the Mexican Border (Pappas 120). John Fitzgerald Kennedy, to many, seemed invincible because of his youth and aura of self-confidence (Ward 15). However, even the president knew how vulnerable he was. The night before that infamous day Kennedy was quoted as saying, â€Å"If anyone wants to shoot a president it is not a very difficult job. All one has to do is get on a high building and a telescope rifle and there is nothing anyone can do† (Restin 40). America’s fascination with John F. Kennedy’s sudden death has led to many theories as to who really killed John Kennedy.   Ã‚  Ã‚  Ã‚  Ã‚  Soon after the chaos from the assassination settled, the nation began to demand answers. On November 29, 1963, President Lyndon Johnson, who was sworn in an hour and a half after Kennedy was pronounced dead, formed a special committee led by Chief Justice Earl Warren to make a thorough investigation into the assassination and report its’ findings. This report became known as the Warren Commission (â€Å"The Assassination—As the Plot Unfolds† 71). The Commission defined the indisputable facts of the case.

Carr and the Thesis Essay

Edward Carr begins What is History? By saying what he thinks history is not†¦by being negative. In Carr’s words, what history is not, or should not be, is a way of constructing historical accounts that are obsessed with both the facts and the documents which are said to contain them. Carr believes that by doing this the profoundly important shaping power of the historian will surely be downplayed. Carr goes on to argue – in his first chapter- that this downgrading of historiography arose because mainstream historians combined three things: first, a simple but very strong assertion that the proper function of the historian was to show the past as ‘it really was’; second, a positivist stress on inductive method, where you first get the facts and then draw conclusions from them; and third – and this especially in Great Britain – a dominant empiricist rationale. Together, these constituted for Carr what still stood for the ‘commonsenseà ¢â‚¬â„¢ view of history: The empirical theory of knowledge presupposes a complete separation between subject and object. Facts, like sense-impressions, impinge on the observer from outside and are independent of his consciousness. The process of reception is passive: having received the data, he then acts on them†¦This consists of a corpus of ascertained facts†¦First get your facts straight, then plunge at your peril into the shifting sands of interpretation – that is the ultimate wisdom of the empirical, commonsense school of history. 2 Clearly, however, commonsense doesn’t work for Mr.Carr. For he sees this as precisely the view one has to reject. Unfortunately things begin to get a little complicated when Carr tries to show the light, since while it seems he has three philosophical ways of going about his studies – one being epistemological and two ideological – his prioritizing of the epistemological over the ideological makes history a science too complex for comprehension to anyone other than himself. Carr’s epistemological argument states that not all the ‘facts of the past’ are actually ‘historical facts. Furthermore, there are vital distinctions to be drawn between the ‘events’ of the past, the ‘facts’ of the past and the ‘historical’ facts. That ‘historical facts’ only become this way is by being branded so by recognized historians. Carr develops this argument as follows: What is a historical fact? †¦According to the commonsense view, there are certain basic facts wh ich are the same for all historians and which form, so to speak, the backbone of history – the fact, for example, that the battle of Hastings was fought in 1066. But this view calls for two observations. In the first place, it is not with facts like these that the historian is primarily concerned. It is no doubt important to know that the great battle was fought in 1066 and not 1065 or 1067†¦The historian must not get these things wrong. But when points of this kind are raised, I am reminded of Housman’s remark that ‘accuracy is a duty, not a virtue’. To praise a historian for his accuracy is like praising an architect for using well-seasoned timber. It is a necessary condition of his work, but not his essential function. It is precisely for matters of this kind that the historian is entitled to rely on what have been called the ‘auxiliary sciences’ of history – archaeology, epigraphy, numismatics, chronology, and so-forth. 3 Carr thinks that the insertion of such facts into a historical account, and the significance which they will have relative to other selected facts, depends not on any quality intrinsic to the facts ‘in and for themselves,’ but on the reading of events the historian chooses to give: It used to be said that facts speak for themselves. This is, of course, untrue. The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor, and in what order or context†¦The only reason why we are interested to know that the battle was fought at Hastings in 1066 is that historians regard it as a major historical event. It is the historian who has decided for his own reasons that Caesar’s crossing of that petty stream, the Rubicon, is a fact of history, whereas the crossings of the Rubicon by millions of other people†¦interests nobody at all†¦The historian is [therefore] necessarily selective. The belief in a hard core of historical facts existing objectively and independently of the historian is a preposterous fallacy, but one which it is very hard to eradicate. 4 Following on from this, Carr ends his argument with an illustration of the process by which a slight event from the past is transformed into a ‘historical fact’. At Stalybridge Wakes, in 1850, Carr tells us about a gingerbread seller being beaten to death by an angry mob; this is a well documented and authentic ‘fact from the past. But for it to become a ‘historical fact,’ Carr argues that it needed to be taken up by historians and inserted by them into their interpretations, thence becoming part of our historical memory. In other words concludes Carr: Its status as a historical fact will turn on a question of interpretation. This element of interpretation enters into every fact of history. 5 This is the substance of Carr’s first argument and the first ‘positionâ€⠄¢ that is easily taken away after a quick read his work. Thereby initially surmising that Carr thinks that all history is just interpretation and there are really no such things as facts. This could be an easily mislead conclusion if one ceases to read any further. If the interpretation of Carr stops at this point, then not only are we left with a strong impression that his whole argument about the nature of history, and the status of historical knowledge, is effectively epistemological and skeptical, but we are also not in a good position to see why. It’s not until a few pages past the Stalybridge example that Carr rejects that there was too skeptical a relativism of Collingwood, and begins a few pages after that to reinstate ‘the facts’ in a rather unproblematical way, which eventually leads him towards his own version of objectivity. Carr’s other two arguments are therefore crucial to follow, and not because they are explicitly ideological. The first of the two arguments is a perfectly reasonable one, in which Carr is opposed to the obsession of facts, because of the resulting common sense view of history that turns into an ideological expression of liberalism. Carr’s argument runs as follows. The classical, liberal idea of progress was that individuals would, in exercising their freedom in ways which took ‘account’ of the competing claims of others somehow and without too much intervention, move towards a harmony of interests resulting in a greater, freer harmony for all. Carr thinks that this idea was then extended into the argument for a sort of general intellectual laissez-faire, and then more particularly into history. For Carr, the fundamental idea supporting liberal historiography was that historians, all going about their work in different ways but mindful of the ways of others, would be able to collect the facts and allow the ‘free-play’ of such facts, thereby securing that they were in harmony with the events of the past which were now truthfully represented. As Carr puts this: The nineteenth century was, for the intellectuals of Western Europe, a comfortable period exuding confidence and optimism. The facts were on the whole satisfactory; and the inclination to ask and answer awkward questions about them correspondingly weak†¦The liberal†¦view of history had a close affinity with the economic doctrine of laissez-faire – also the product of a serene and self-confident outlook on the world. Let everyone get on with his particular job, and the hidden hand would take care of the universal harmony. The facts of history were themselves a demonstration of the supreme fact of a beneficent and apparently infinite progress towards higher things. 6 Carr’s second argument is therefore both straightforward and ideological. His point is that the idea of the freedom of the facts to speak for themselves arose from the happy coincidence that they just happened to speak liberal. But of course Carr did not. Thereby knowing that in the history he wrote the facts had to be made to speak in a way other than liberal (i. e. in a Marxist type of way) then his own experience of making ‘the facts’, his facts, is universalized to become everyone’s experience. Historians, including liberals, have to transform the ‘facts of the past’ into ‘historical facts’ by their positioned intervention. And so, Carr’s second argument against ‘commonsense’ history is ideological. For that matter, so is the third. But if the second of Carr’s arguments is easy to see, his third and final one is not. This argument needs a little ironing out. In the first two critiques of ‘commonsense’ history, Carr has effectively argued that the facts have no ‘intrinsic’ value, but that they’ve only gained their ‘relative’ value when historians put them into their accounts after all the other facts were under consideration. The conclusion Carr drew is that the facts only speak when the historian calls upon them to do so. However, it was part of Carr’s position that liberals had not recognized the shaping power of the historian because of the ‘cult of the fact’ and that, because of the dominance of liberal ideology, their view had become commonsense, not only for themselves, but for practically all historiography. It appeared to Carr that historians seemed to subscribe to the position that they ought to act as the channel through which ‘the facts of the past for their own sake’ were allowed self-expression. But Carr, not wanting to go the route of his fellow historians, nor wanting to succumb to the intellectual complaints about the demise of the experience of originality, says: In the following pages I shall try to distance myself from prevailing trends among Western intellectuals†¦to show how and why I think they have gone astray and to stake out a claim, if not for an optimistic, at any rate for a saner and more balanced outlook on the future. 7 It is therefore this very pointed position which stands behind and gives most, if not all, of the reason for Carr’s writing What is History? Carr himself seems to be quite clear that the real motive behind his text was the ideological necessity to re-think and re-articulate the idea of continued historical progress among the ‘conditions’ and the doubters of his own ‘skeptical days’. Carr’s ‘real’ concern was ‘the fact’ that he thought the future of the whole modern world was at stake. Carr’s own optimism cannot be supported by ‘the facts’, so that his own position is just his opinion, as equally without foundation as those held by optimistic liberals. Consequently, the only conclusion that can arguably be drawn is that ‘the past’ doesn’t actually enter into historiography, except rhetorically. In actuality there should be no nostalgia for the loss of a ‘real’ past, no sentimental memory of a more certain time, nor a panic that there are no foundations for knowledge other than rhetorical conversation.

Сauses of the Protestant Reformation

The term â€Å"Protestant Reformation† is used to describe what was originally an effort to â€Å"reform† Western or Catholic Christianity (the term Catholic means â€Å"universal†) but ended up creating a separate tradition. Several stages can be identified as part of the Reformation, beginning with Martin Luther (1483-1546) in Germany then shifting to John Calvin (1509-1564) and Huldrrych Zwingli (1481-1531) in Switzerland (206). Reforming ideas later spread to England, leading to the Church of England (Anglican) breaking from Rome (1533) and the growth of many Protestant denominations, such as Methodist, Baptist and Congregational.Luther’s nailing of his 95 theses to the door of the Castle Church in Wittenburg in 1517 is widely considered as launching the Reformation but earlier people, ideas and movements contributed toward Luther’s actions. Political and religious factors both lie behind the Reformation. First, religious then political causes o f the Reformation are discussed below. Among several â€Å"forerunners† of the reformation was John Wycliffe (d. 1384), the English Bible translator and his disciple Jan Huss (1372-1415) of Bohemia. Earlier movements and attempts to reform the Church also lie behind the Reformation.Many wanted ordinary Christians to read the Bible for themselves and blurred the distinction between lay and ordained. One of the major emphases of the reformation was the â€Å"priesthood of all believers. † Direct access to the bible in vernacular languages, not in Latin which few lay people spoke or read, was regarded by Catholic priests as dangerous, by-passing their priestly role as mediators. Luther, an Augustinian monk and professor at Wittenburg, became convinced that the Church substituted itself for â€Å"faith†, acting as if â€Å"salvation† was a commodity that could be bought and sold, which the Pope did in the form of indulgences.Preoccupied with â€Å"justificat ion,† Luther determined that faith is God’s free gift; it cannot be earned by good works or bought from the church. He also criticized the wealth and political power of the Church. He renounced celibacy, arguing that the Christian life is a vocation that should be lived out in the world. Protestants rejected papal authority; gave priority to the bible, recognized two (as compared with seven) sacraments, baptism and communion (some jettisoned the concept of â€Å"sacrament†); gave communion in both kinds (as compared with only bread) and taught the priesthood of all believers.Behind these Protestant emphases was discontentment with a Church that was dominated by priests, practiced many traditions that could not be traced back to scripture and that was preoccupied with wealth and power at the expense of spirituality. Such practices as buying church offices (simony), clerical marriage or the keeping of mistresses as well as the sale of indulgences, all compromised t he Church’s moral and spiritual authority. Faith for Protestants usually involves a personal experience of renewal. You are not born a Christian but become Membership of a Church does not mean that you are necessarily a true believer.Invention of the printing press, too, made placing the Bible at the center possible because more and more people could now read the bible. Translation also facilitated this process. The above also had political implications. Much money went from countries such as the German states to Italy to pay for building churches or to maintain the lavish lifestyle of popes and bishops in Rome. Earlier, during what was called the investiture controversy of the 11th and 12th centuries, the Pope had vied with kings and princes over who had the right to appoint church officers, with the Pope claiming that only he had the right to do so.In fact, there was also historical tension between the Pope’s claim to be the ultimate temporal as well as spiritual aut hority and kings who saw themselves as ruling directly under divine authority with no need for papal approval. Following Luther’s denunciation of indulgences and of other beliefs and practices, several German princes supported his new movement, asserting that they had the right to choose which version of Christianity would be the â€Å"church† within their state.Effectively, this was what Henry VIII did when he declared that the Church of England was independent from Rome, that it was the established church of his realm. Henry became head of the Church of England. In theory, the Popes saw the Church as â€Å"above† the state, since they legitimized kingly succession. In Protestantism, the Church tends to be regarded as â€Å"under† the state, or as a partner in running the state. Luther and other reformers were in part successful because they had the support of political leaders.From the perspective of kings and other temporal rulers, weakening the power of the Pope and retaining money within their own states was a significant factor. For Luther and his fellow reformers, the Reformation had more to do with matters of the heart. Luther experienced a personal transformation while preparing his lectures on the Book of Romans and it was this experience that prompted his ideas about â€Å"faith alone†, â€Å"grace alone† and â€Å"scripture alone†. Yet without the support of temporal rulers he would probably have been convicted of heresy and executed.Rather than single out one or several causes of the Reformation as the most important, arguably, what lies at the root of the Reformation was a new spirit of humanism that was sweeping Europe. Luther was no â€Å"humanist† but he did want to give Christianity back to the people and in a sense to individuals, who would study the Bible, undergo personal, individual religious experiences and who would not have to answer to an external sources of authority. No one wou ld stand between a person and their God, although kings tried to do so as stamped out alternatives to their choice of a state church. . The Renaissance has been called the `birth of modernity. `Why? The â€Å"Renaissance† describes the period from about 1300 to about 1600, although historians disagree about the exact parameters. Historians actually identify several â€Å"renaissances† such as the English renaissance and the Scottish renaissance although the term is often restricted to the Italian renaissance. â€Å"Modernity† can be a misleading concept, because what was thought â€Å"modern† in the 1920’s seems old-fashioned in the opening years of the 21st century. The word means â€Å"re-birth†.Following the Black Death, which emasculated the population of Europe killing about a quarter of the population, some people decided that if life was short they ought to become as much as possible masters and mistresses of their destiny. Life was t oo fragile to be subject to a great many limitations and controls. The typical Renaissance Man did not confine himself to a single area of interest but studied a wide range of disciplines. Leonardo Da Vinci (1452-1519) for example was a scientist, an inventor, an artist, a anatomist, musician, visionary, musician and engineer.Arguably, Da Vinci did not want to miss out on any aspect of learning that was accessible to him as a human individual. He wanted everything that life could afford him. One contributing factor behind the emergence of the Renaissance was the rediscovery of classical learning aided by the influx of Greek refugees from Constantinople after 1453, when it fell to the Ottomans. Scholars from the East brought with them copies of Aristotle, Plato and other Greek masters. Other forgotten texts traveled to Europe via the Muslim world through Spain. The City-state of Florence was instrumental in developing Renaissance ideas.Some suggest that after the Black Death merchant s and workers gained importance. Since they were fewer in number, they could demand higher wages and more privileges. In smaller states, their importance was magnified. More wealth led to more interest in spending their leisure time pursuing learning and other interesting activities. Previously, scholarship had been dominated and policed by the Church to ensure that ideas though dangerous and contrary to Christian teaching did not develop. Lay people now turned to serious academic endeavors and were less concerned with conformity to Christian ideas.What many saw in the classical texts was confidence in humanity itself, in human ability to shape the world, to control human destiny. The way in which the human form was depicted in Greek sculpture testified to the nobility of the human form. Renaissance men such as Petrach (1304-1374) actually thought that ancient times were superior and wanted to reconstruct the past. Ancient knowledge of the functioning of the human body suggested the uniqueness of â€Å"man† among other creatures. All of this shifted the human to the center. Renaissance thought is not characteristically atheist but it is generally classed as â€Å"humanist†.Much scholarship focused on the humanities, that is, poetry, grammar, history, moral philosophy and rhetoric and there was a deep concern with how men and women could live virtuous lives. Giovanni Pico della Mirandola (1463-1494) famously said that â€Å"man is the measure of all things† which can be taken as the motto of the age. The Renaissance was also given a boost because wealthy people decided that patronizing art and learning was worthwhile. In what sense did the Renaissance prefigure or give birth to modernity? Modernity here is understood as the age of mature humanism. God is no longer thought to supervise and pre-ordain human affairs.The Church is no longer the guardian of learning. Knowledge is that which can be empirically proven, regardless of whether the Ch urch approves or not. While many â€Å"great men† of the Renaissance still believed in God and in eternal punishment or reward, others began to distance themselves from religion. Some tended to think that God created the world and humanity but then stepped aside, leaving people to determine their own destiny. Modern thinkers do not look to religious doctrines to determine â€Å"right† from â€Å"wrong† but see notions of morality as socially agreed constructs which are therefore fluid and subject to change.A thinker such as John Stuart Mill (1806-73) argued that a world free of religion would be more moral because people would act not in order to earn a reward but simply because an act was moral. Spinoza (1632-77) produced a system of ethics that was derived from rational thought, not from scripture. The idea that humans, by ingenuity can cure diseases, shape the world to suit their needs, redeem past mistakes by new feats of engineering and skill, puts â€Å"h umanity† at the center and all but makes God redundant.God becomes either wishful thinking or a dangerous idea, one that prevents people from taking responsibility. Historians, though, are divided on whether the Renaissance was a bridge from the Middle Ages to modernity or whether nostalgia for the past was so rampant that it could not prepare for an unknown the future. Or, even if Renaissance people did glorify the past this was in order to improve the world in which they lived and the world in which their children and their children would later live. Renaissance people were confident that human skill could make the world a better, more attractive place.The impetus to know the world led to the great explorers, which in turn inspired the more recent quest to reach the stars. Arguably, Renaissance people looked back to take what was best from the past so that humanity could move forward. Thus, modernity has its roots in Renaissance conviction that man is the measure of all thin gs. 2. The Early Middle Ages are often referred to as the `Dark Ages. ` Why? Was there any learning during this period? Dividing history into periods and naming them is problematic because not everyone agrees on how time should be divided.Characterizing an era by its main ideas or ethos, such as â€Å"Renaissance†, â€Å"Enlightenment† may be better than using such terms as â€Å"Middle Ages† or â€Å"Modern† because what can now be called â€Å"Middle† will later be nearer the start of written history. What is now â€Å"modern† will seem antiquated. The term â€Å"Middle Ages† may remain appropriate when applied to the period between the classical and the Renaissance, that is, from the 5th to the 13th centuries, although the Renaissance is sometimes included in the late Middle Ages, ending in the 15th century.Defining historical periods by describing their ethos depends on establishing a consensus about what characterized them. It wa s the Renaissance thinker, Petrarch (d. 1374) who first referred to the early Middle Ages (roughly end of fifth to end of ninth century) as the Dark Ages. Petrarch believed that the classical world was superior to the age in which he lived, itself characterized as a period of â€Å"re-birth†, that is, of reviving ancient ideas. Consequently, for Petrach, the period between the end of the classical age and the beginning of the Renaissance was â€Å"dark†.The term ‘Middle Ages† was also coined by a Renaissance period scholar, Flavio Biondo (d. 1463) who distinguished the classical, the Middle and the modern periods. For him, modernity began around about his own time, or perhaps from the Fall of Constantinople (1453). During the Dark Ages, Learning was rare, confined almost exclusively to the Church and many clergy were badly educated. Europe was divided, since the attempt to unite the former provinces of the Roman Empire as the Holy Roman Empire failed.The Ca tholic Church was the only pan-European organization and this may have hindered the development of science because little other than theology was taught or studied. There was hardly any serious historiography and literature, all in Latin, was almost exclusively hagiography or related to theology. Poetry, creative and imaginative writing, fiction, was conspicuous by their absence. Art did exist but was controlled by the Church and comparatively few great buildings or cultural artifacts were produced, although some were. Examples of great art are the illuminated mss of the Bible, such as the Book of Kells.Certainly, there was a great deal of superstition during the Dark Ages and anything that the Church authorities could not understand was condemned. This included some ancient knowledge of medicine, dubbed â€Å"witchcraft† and spiritual practices that challenges the Church’s authority, such as Celtic Christianity in Ireland, Scotland and Wales where women played a great er role and nature was reverenced. In fact, however, there were centers of learning where non-religious subjects were explored: some monasteries were isolated but maintained libraries where away from the prying age of the protectors of orthodoxy forbidden ideas were explored.The term â€Å"dark ages† highlights the contrast between the age of discovery when development took place in many areas, in science, medicine and technology from the Renaissance on and the earlier lack of progress or achievement. Yet others argue that some important aspects of modern life have their roots in the Dark Ages. For example, although the experiment of unifying Europe under the Holy Roman Empire failed, the Catholic Church did represent a unifying ideal. People were conscious of belonging to an entity that was larger than their political unit. People saw themselves as belonging to the same race, with the same rights.The idea of the whole globe as a common habitat may stem from this early unders tanding of human unity. The idea that everyone, even rulers were subject to the same law and the use of juries of peers can be traced back to the Dark Ages. The jury system remains fundamental to how justice operates in the modern world. In Art, realism was a feature during the Dark Ages, laying foundations for later developments such as the Romanesque and Gothic styles. Universities emerged just after the end of the Dark Ages and cannot have appeared from nowhere, that is, the idea of the University must have some roots in the so-called Dark Ages.The oldest Universities in Europe such as Bologna, Paris and Oxford taught the arts, law, medicine as well as theology. Enough people versed in these subjects but who were not themselves graduates of universities must have existed to teach relevant courses. Presumably, they were the products of monastic centers of learning that had pushed the boundaries of knowledge beyond theological topics. Thus, the term â€Å"Dark Ages† may refl ect the perspective of Renaissance scholars more accurately than it does those of modern scholars.On the one hand, the Renaissance is depicted as the beginning of modernity or as its precursor, suggesting that modernity built on antecedents and did not materialize spontaneously, appearing ex nihilo. Similarly, some ideas from the Dark Ages such as early contact with Muslim learning in Spain, may have laid foundations on which the Renaissance built. Pre-Renaissance Europeans were not completely ignorant about classical thinkers, for example. There may be better ways of dividing and characterizing history, although both terms â€Å"Dark Ages† and â€Å"Middle Ages† have had a long shelf life.

Improving Student Learning Through Technology Essay

Abstract In this day and age of all sorts of technological advancements, the wonders and possibilities for convenience and assistance could be met almost instantaneously. From arms’ reach to finger tip accessibility of knowledge and information, these advancements only pose greater advantages for more and more people, especially for the school and university sector. The dawn of the valuable personal computer, the mighty internet, and more soon to follow show only promise of development, improving further the chances of success for students is bettered. It would only be of true benefit because as these students step and extend into the real world, they shall be technically and technologically well-equipped to face anything and everything. Improving Student Learning Through Technology The essential purpose of education is one which opts to offer every student the chance to be able to succeed in life, amidst any challenge, circumstance, and failure. This goal could be better realized if and when all efforts, tools, and processes for education are used and optimized to it full potential. With numerous advances among the lines of technology, almost all issues of social, political, economic, and also academic importance could be facilitated with much ease and efficiency. With the use these various tools made easily available, students’ overall learning processes could be improved which would greatly benefit them. With subjects such as Algebra, Physics, and Chemistry, it must be considered that students are very much accustomed the more traditional methods of teaching, learning, and everything else that comes with it. Through the use of new technologies, a fresh, innovative approach is taken, which would stimulate and keep the students interested. Hence, scholarly institutions must recognize the habits of their students and capitalize on such opportunities. They must learn how to adapt with the changing times and incorporate use of technology in their programs. Take for instance gaming programs on the surface and as presented, such tools are used more for leisure than learning. However, the Queensland Government (2008) emphasizes that this must be implemented with function: â€Å"purposefully selected games blended with carefully constructed learning experiences can be used to improve student learning outcomes† (n.p.). Such options are often overlooked, for they are believed to only serve as distractions. However, as argued, the games must of course integrate needed scholarly requirements to help the students learn with passion and sustainable interest. Academic bodies and organization may take this in serious account, for it could truly bring a new sense of learning element that the more traditional methods of education may be lacking. References Queensland Government (2008). Games in learning. Queensland Government: Department of Education, Training and the Arts. Retrieved November 6, 2008, from http://education.qld.gov.au/smartclassrooms/strategy/dp/games.html.

The biggest thing I have learned from music

In â€Å"The Art of Eating Spaghetti,† Russel Baker's discovered his passion to become a writer. Wrting was the only talent and it was the only outlet for him to find who he is. If there was one thing that I've noticed that has changed me, that is music. Before I got into music, I was someone completely different. But then about 10 years ago, I finally bought my first music CD; it was a soundtrack to the movie, Crow: City of Angels. That day, something just clicked in me, like a missing piece of a puzzle. After that, while my sister was at school, every chance I got I went into her already extensive music collection and began listening to more and more music. It was essentially a snowball effect from there. I just kept getting my hands on more and more music until I've amassed currently almost 500 albums. Much of my personality changed as well. It changed many of the ways I looked at the world because I started hearing so many more perspectives on it through the music. Instead of just a visual representation I had grown up with, I now had an audio representation of the world. So many ways of translation just coming straight to me through my ears. My views just broadened up so much and I started to accept much more into my life. I used to never like change. If I was at a restaurant, I'd get only what I absolutely knew I would like. Music made me to become much more experimental as it opened my eyes and helped me become much more acceptable of change and trying new things. I would say that's the biggest thing I have learned from music. Is the prospect of how beautiful things can become if looked at in more than one way. Music showed this to me and taught me a way to be able to finally express it. I used to have such a hard time expressing myself, but music became my avenue for expression. Now whatever effects me, it can show in my work, and the music I write. Again, music taught me how to accept change, and also to become more passionate. Well it kind of goes hand in hand to me, as expression leads to passion, and vice versa. I tried to do that with art, but it just never fully took me the way music did. I've grown and changed more from music than anything else in my entire life. If you knew me ten years ago, you wouldn't even know me anymore. It's funny how much some of the most simple things to some people, can be so complex and life changing to others. But thankfully, I was fortunate enough to discover music, because I can't imagine anymore the way I was. Now my world is so much more open to interpretation in ways I never thought possible before. Music would probably be the first drug I can say I ever discovered. When I listened to that movie soundtrack for the first time, listening to all those great bands, I just felt such a rush like nothing I ever felt before. It was insane to me. That cd was a gateway for me to bigger and better music. A lot of music is just music to me, thats all, I still enjoy it, but some bands and soundtracks are something else. My prime example is Tool. When I first heard their song called â€Å"Third Eye†, I learned that music carried no boundaries. This was music unlike any rock I've ever heard before. It was so intricate as it went on. So many parts to the song that sound nothing alike, but they mesh together like a beautiful tapestry. Parts are peaceful and beautiful, and parts are a tempest of intruments, and each section rung a note inside me, just taking me someplace else entirely when I closed my eyes. Its like, behind my eyelids, I could see what the singer was seeing as he sang his heart out. The first time this ever happened to me, I could remember vividly like I was on a sandy desert, but it wasn't hot, it was rather cool and the sky was pinkish. And there were pools of water all over the place, like it just rained for hours, and inside the sand, there were black shiny stones everywhere scattered. After that happened to me, I been hooked on Tool ever since. No music has had a more profound effect on me before that day. Man, if anything can make a grown woman feel like a little child that is so excited before christmas, that is Tool for me. So overall, music has showed me how much more there is in the world besides what we see everyday. The eyes are just one sense, and the ears can tell just as much about the world as the eyes. The world just appears more beautiful when you can see deeper inside of it. You have to see the abstract of something to truly appreciate it for how beautiful it is.

Analysis of Anaesthetic Nursing Research Paper Example | Topics and Well Written Essays - 3250 words

Analysis of Anaesthetic Nursing - Research Paper Example Since nurses have to play a significant role in the patients’ care, tactfulness, knowledge, experience in handling an emergency situation, discretion, judgment, alertness, and empathy on their part are very important for overall efficiency in treatment to the patients. Evidence-based anesthesia nursing practice calls for placing more emphasis on literature evidence than scientific studies for enhancing the expertise in the field of anesthesia. For use of current evidence in providing care to the patients, it is essential to analyze the existing evidence in terms of definition of the problem, applications used to overcome the problems, methods adopted, reliability of the evidences used for the study, clinical trials, surveys, expert opinions or case reports and applicability of the evidences to the present case for formulating strategies and implementation by establishing standards. Evolution of Anaesthetic nursing Though Nightingale’s ideology is considered as the start ing point for modern nursing, the theoretical basis for nursing has evolved later in history. Frederic Hewitt’s textbook on Anaesthetics and their Administration in 1893 was an important milestone in training in the field of anesthesia (Scurr, 1971, p. 275). Ether and chloroform had been used as anesthetic agents for a long time as they were effective and fast. A patient â€Å"under ether, sinks into a calm and dreamless sleep† and surgery is performed successfully without suffering pain, but â€Å"the danger in breathing ether is chiefly from impeded or failing respiration† (Cheever, 1884, p. 509). However, after the advent of advanced and safer inhalation anesthetic agents, the use of ether and chloroform has been gradually stopped. Chloroform was widely used as an anesthetic agent. However, it was later found that it caused cardiac problems to the patients and abandoned also due to its toxic properties. Brandy, opium, and cocaine were used as anesthetics thro ughout the world in various countries. There is a number of derivatives such as amylocaine and procaine that are cocaine based. Regulations and standardization in different countries brought control over their manufacturing and use. Opioid compounds have been used in the treatment of pain for a long time in medical history due to its analgesic effects. Opiate-based drugs like Codeine and Hydrocodone have been used as pain killers. These drugs have addictive properties which lead to dependence on these drugs. Morphine is a widely used opiate analgesic drug and regarded as a standard analgesic. The advent of morphine which could be injected hypodermically changed the course of anaesthesiology completely. Diamorphine called a heroine used to treat severe pain can also be administered intravenously. Nitrous oxide is commonly used in dentistry as inhalation analgesia. It is considered effective and safe to provide moderate sedation. It is effective as a general anesthesia for suppressing all sensations. It should be cautiously used in some cases like schizophrenia or pregnancy. â€Å"Nitrous oxide (N2O) has been used for about 150 years in clinical anesthesia.  Ã‚  

Wal-Mart Article Essay Example | Topics and Well Written Essays - 250 words

Wal-Mart Article - Essay Example Much of Walmart success in Mexico can be attributed to NAFTA. NAFTA solved the logistics problems that Walmart faced by improving infrastructure. This enabled Walmart to transport the goods and open up more stores across Mexico with much ease than before. The reduced import tariffs also encouraged importation of goods from other countries and this enabled Walmart to reduce the prices of their goods thereby attracting more customers. Walmart success in the region is also a result of Walmart’s high bargaining power, which enables it to obtain goods at a fair deal thus offering its customers much lower prices than other retail stores. Walmart has been a threat to other retail stores in the region. As Walmart continues to reduce the prices of goods, other retail stores such as Comerci reduced the prices too to combat the completion. Comerci and other retail stores have also filed complain to Mexico’s federal competition commission to curb the unfair pricing. This kind of strategy can only be helpful to Comerci if price control bill is passed. With the stiff competition from Walmart, other retailers need to come up with other new strategies to enable them remain in the market. The need for other retailers to improve on their bargaining skills is also of great importance, as it will enable the retailers reduce prices as Walmart. Opening production plants for some good may also help combat the competition Walmart brought in Mexico since this will enable the retailers obtain goods at rather reduced

The Ruth Moore Act Research Paper Example | Topics and Well Written Essays - 2250 words

The Ruth Moore Act - Research Paper Example The bill christened the Ruth Moore Act 2013 or H.R 671 was introduced by Representative Chellie Pingree of Maine and Senator Jon Tester ( D-MT) on February 13, 2013. Following the amendment, the bill H.R 671, would require the Department of Veterans Affairs (VA) to submit a report every year to the congress on the disability benefits claims given for people who are covered under the mental health conditions following allegations of incurred or aggravated by military sexual trauma for the time ranging from 2014 to 2918. The amendment will transform sense to the Congress as to the Veterans Affairs needs to update and improve the rules pertaining to the military sexual trauma (Otto, 2013). It would also require specific reporting to the Congress as well as to the Veteran claimants every month, the first of such coming fifteen months after the date of enactment of the bill following the amendment. The duration of reporting would be as long as the secretary makes the necessary updates, wh ich will improve the veteran’s affairs regulations with regard to military sexual trauma. H.R 671, as amended, extends the prevailing authority of two rounds down to the nearest dollar percentile increment in the rates of particular assistance relating to educational benefits that changes depending on the annual cost-of-living regulations and adjustments. Operational Definition of Terms Military sexual trauma; the term is used on a military veteran, regarding psychological trauma that is following the judgement of a mental health expert, was brought by a physical or mental assault of sexual type, a series of sexual nature, and sexual harassment that occurred to the victim when in active naval, military, and the air force. Covered mental health condition; This refers to the post-traumatic stress disorder, depression, anxiety, and or a mental health diagnosis explained in the modern version of the Diagnostic and Statistical Manual of Mental Disorders which is a journal publishe d by the American Psychiatric Association and determined by the Secretary as regards the military sexual trauma (Ruth Moore, Act of 2013). Covered claims; These are claims seeking for disability compensation submitted to the Secretary following a process of covered mental health condition where the survivor claims to have incurred the disability while on duty and aggravated by military sexual trauma. Ruth Moore- The brainchild Ruth Moore is a former navy officer who joined the disciplined forces in the mid nineteen eighties at the age of eighteen. Having come from a humble background and a family whose financial strength was meagre, she never made it to college. Ruth Moore was sexually assaulted by her immediate supervisor while stationed in the Azores. Things got worse when she reported the matter because, the officer raped her once more as a way of retaliating towards her efforts to get justice. Surprisingly, no charges were brought towards the supervisor instead, the administrato rs discharged her from hospital claiming that she was mentally unwell. It took twenty-three years for Moore to fight for her disability benefits. All through that period, Ruth Moore suffered from a sexually transmitted infectious disease caught from the supervisor. She also went through a depression from what she went through and finally lived in her van. However, in two thousand and nine, a veteran Affairs investigator got a glimpse of her medical records and after perusal discovered that the records had been tampered with by both medical and military officers. The veteran affairs officer went to help her win a seventy percent rating on the disability scale consequently