The Six Stages Of Critical Thinking - 947 Words

Introduction We will be discussing the six stages of critical thinking presented by Paul and Elder. We will be exploring each stage to gain a better understanding of how each stage works towards becoming a better critical thinker. We will commence self observation of ourselves and see what stage we consider ourselves to be currently at. Finally, we will set a long term goal and generate a plan to obtain that goal of becoming a overall better critical thinker. Unreflective Thinker The unreflective thinker does not stop and observe their thoughts or how those thoughts affect there actions or beliefs (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001; Paul Elder, Critical Thinking Development: A Stage Theory, 2001). The unreflective thinker is also lacks the knowledge that he/she has problems in there thinking (Paul Elder, Critical Thinking Development: A Stage Theory, 2001). Unreflective thinkers tend to have some skills unknowingly but these skills had been picked up during challenging times while not aware and are not orchestrated in any manner (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001) The Challenged Thinker starts to recognize that there is existing problems with his or her thinking (Paul Elder, Critical Thinking in Everyday Life: 9 Strategies, 2001). This thinker starts to notice these issues by conductive self reflection and deep thought (Paul Elder, Critical Thinking Development: A Stage Theory, 2001). One traitShow MoreRelatedCritical Thinking By Edward Glaser1285 Words   |  6 PagesFebruary 2016 Critical Thinking In a inspiring study on critical thinking and education in 1941, Edward Glaser defines critical thinking as â€Å"The ability to think critically, as conceived in this volume, involves three things: (1) an attitude of being disposed to consider in a thoughtful way the problems and subjects that come within the range of one s experiences, (2) knowledge of the methods of logical inquiry and reasoning, and (3) skill in applying those methods. Critical thinking calls for aRead MoreStages of Critical Thinking998 Words   |  4 PagesMaterial Stages of Critical Thinking Stages of Critical Thinking Complete the matrix by identifying the six stages of critical thinking, describing how to move from each stage to the next, and listing obstacles you may face as you move to the next stage of critical thinking. Stages of critical thinking How to move to the next stage Obstacles to moving to the next stage EXAMPLE: The Unreflective Thinker Examine my thinking to identify problems that affect my thinking. DeceivingRead MoreCritical Thinking And Higher Order Learning Essay881 Words   |  4 PagesCritical Thinking in Quality for Manufacturing Critical thinking and higher order learning is of paramount importance to the progression and survival of the human race. According to Cruz, critical thinking allows us to gage whether or not our actions are valuable. â€Å"If they have no value, one stops engaging or thinking in them and adopt a new set of actions and thoughts.† This quote provides the basis that through critical thinking one is able to progress further. This same concept is applicable toRead MoreA Personal Assessment Of Dasani, The Invisible Child Essay1185 Words   |  5 Pagesdifferent theories. These theories include Fowler’s Stages of Faith Development, Stimulation Theories, Control Theories and the Practice Orientation versus Culture of Poverty. Each theory will be broken down into it’s own section of synopsis and then assessment of Dasani to give a better understanding of her spiritual and cultural dimensions and her physical environment. Fowler’s Stages of Faith Development Synopsis James Fowler developed his stages of faith after conduction in-depth interviews ofRead MoreHow Do Schools Help Children Develop Critical Thinking Skills And Move On From Concrete1062 Words   |  5 PagesIt’s Critical to Get Children Thinking Although schools have recently incorporated requirements to help the development of critical thinking, it remains a skill that is often learned outside of the classroom. Through the program of Common Core, schools have created an environment of higher standards and problem solving courses. Along with critical thinking, abstract thinking looks at the deeper meaning of things, and they both begin in young ages in children. The jump from concrete to abstractRead MoreMy Current Level Of Critical Thinking And How Can It Be Improved Essay1492 Words   |  6 Pagesconsist of; the ability to use and develop critical thinking, formation of patient objectives, comprehension of learning processes, the proper use of constructivism and an understanding of how the field of Physical Therapy has changed. With this paper, I will demonstrate my knowledge of these topics while answering the following questions: What is critical thinking and how can it be used in Physical Therapy? What is my current l evel of critical thinking and how can it be improved? What are the objectivesRead MoreCognitive Theory : Baxter Magolda s Model And The Moral Theory Of Rest s Approach Essay1321 Words   |  6 PagesThe Baxter Magolda’s Model focuses on the epistemological reflection through four stages with gender related differences. According to Patton, Evans, Forney, Guido, Quaye (2016) the epistemological reflection encompasses the assumptions about the nature, limits, and certainty of knowledge. (p. 363) Baxter’s model was one of the first to address gender in cognitive development in both men and women. The four stages that Baxter utilizes include: â€Å"Absolute, Transitional, Independent, and ContextualRead MoreRisks And Risk Response Strategies1736 Words   |  7 Pagesof projects are the plan, do, check, act (PDCA) approach and Six Sigma. While the PDCA approach is a four-step management method that aims to improve the quality of projects by developing critical thinking (Anderson, 2011), Six Sigma is a set of tools and techniques which aim to improve the quality of process outputs by identifying the cause of defects and making the business and manufacturing processes less variable (Tennant, 2001). Six Sigma shares several similarities with the PDCA cycle, theRead MoreThe Theories That Best Resonate With Me Essay1179 Words   |  5 Pagesdevelopment. Baxter Magolda’s Model The Baxter Magolda’s Model focuses on the epistemological reflection through four stages with gender related differences. The epistemological reflection encompasses the assumptions about the nature, limits, and certainty of knowledge. Baxter’s model was one of the first to address gender in cognitive development in both men and women. The four stages that Baxter utilizes include: Absolute, Transitional, Independent, and Contextual knowing. (p. 363) Through AbsoluteRead MoreLean Manufacturing Six Sigma Manufacturing1228 Words   |  5 PagesDISCUSSION Lean manufacturing six sigma Manufacturing: Six sigma and lean system has the same way of approaching but uses different technology to achieve the goal. The both procedure lives up to expectations for to dispense with waste and expand the productivity of the procedure and convey the zero defect items. Recognizable of primary cause of waste is the fundamental distinction between lean and six sigma. lean innovation says that waste originates from undesirable steps in the production process

Airstar Companys Contextual Problems - Unclear Risks, Lack of Communi Case Study

Essays on Airstar Company's Contextual Problems - Unclear Risks, Lack of Communication, and Unclear Organizational Goals Case Study The paper â€Å"Airstar Company’s Contextual Problems - Unclear Risks, Lack of Communication, and Unclear Organizational Goals" is a  worthy version of a case study on management. The purpose of this study was to take a critical analysis of the situation at Airstar Company which has resulted in a decline in performance and efficiency and thereafter write a report including the recommendations that can be used to offer a solution to the problem. This analysis has found out that organizational design is the source of declining performance and efficiency. This is because it has forced the company to operate in disintegrated organizational structure and strategy where goals, duties, and responsibilities are not clear. Some of the management issues that have been identified and that related to a poor organization design include lack of appropriate communication channels, lack of clear tasks and unclear company goals and objectives. In general, this report has found out that the success of any organization greatly depends on the effectiveness of its organizational design. This is because the organizational design must be holistic and must take into account the various components such as people, company structures, organization processes, and processes and how all of them can interact effectively to realize the predetermined organizational goals and objectives. Finally, three main recommendations have been framed to help solve the problem at Airstar and they include: agreeing on organization design criteria, identifying the appropriate operating models and focus on good governance.Despite the efforts being made by many organizations to come up with a clear shape of the company, it is emerging that factoring in different processes, activities, and people, is becoming a big challenge. Organizational design is what defines the business and its operations. Because of the various factors that are involved in making up an organization, the design is expected to fa cilitate coordination and close relationships within an organization. In simple terms, the organizational design has defined the process of put aligning factors such as processes, people, coordination activities, control mechanisms and lateral connection of an organization to its structure in order to suit in the operating environment (Romme 2003). Organizational design is important in ensuring that an appropriate organizational structure has been developed and that accommodates all other factors and that which allows for strategizing to realize the company objectives. With this regard, therefore, organizational design identifies all the processes, activities, functions, processes and activity control measures that are integrated and allowed to flow in a logical way. However, without proper organizational design, the organizational structure and strategy are likely to be on disarray and even there will be no single acceptable flow of activities (Frans et al 2000). It is with this re gard that this analysis has embarked on a mission to establish how poor organizational design can lead to a decline in performance. This analysis will refer to Airstar Inc.1.1 Company background informationAirstar Company as an organization operates in the aviation industry. The company business is manufacturing, repairing and replacing pistons and engines of small aircraft. In the industry, the company for over years has enjoyed a lot of support in the market because of its brand recognition which enabled the company to have a positive reputation. However, this was all because of the company’s strategy of establishing a solid market niche. While serving the company market niche, top of priority was quality services and this was demonstrated from the company’s ability to superior quality, safety, and customer service. This strategy did a lot of good for the company in terms of market growth and revenue generation. However, with the change in leadership after the death of the company founder five years ago, the company has experienced some difficulties more especially in performance and efficiency. The company problems have also been made worse with the stiff competition from General Electric and Pratt Whitney. Reduction in the orders by the customers is a clear demonstration of how the company was performing under the leadership of Roy Morgan as its president.

Free College Admissionss Learning from Mist Essay Example For Students

Free College Admissionss: Learning from Mist Essay akes College Admissions EssaysLearning from Mistakes One day that I will probably never forget is the day that I had to play Jonathan Walker. He was easily the best table tennis player in our school and he had even been offered to play on the National Junior team. I remember the match as if it was yesterday. It was the time of year when competition smelled thick in the air and everyone was excited about Inter-House Sports. I was particularly involved in Tennis and Chess but I was really excited about Table Tennis as I had been named Vice-Captain. It was a grueling school day that had ended with an arduous 120-minute Chemistry practical. The school bell that rang was like sweet music to my ears and the only thought that whisked through my mind was that of going home and sleeping in my big, comfortable bed. Just then, I remembered that the Table Tennis contest between Team C and Team D which also incidentally the finals, was at 4:00 p.m. I sluggishly changed into the clothes that I had in my locker and headed for the Games Room. I was very tired and hoped that I would have an easy opponent. However, this was not to be my lucky day. The captain of our team, Jason, was sick so I had to play the opposing captain, namely, Jonathan. Panic and doom were those thoughts that dominated my mind when I was told this. However, I was always an optimist and tried to convince myself that I could defeat him (Yeah right!). We approached the table and shook hands. In the few initial minutes, we warmed up, just casually rallying the ball around, but even then he was playing better tennis than I ever had. The coach then blew his whistle which concluded the warm up and signaled the commencement of the match. At this point in time, I tried to swallow all the fear and anxiety that I had and to face my opponent valiantly and courageously. The match began and before I had fully realized, he had won the first game 21-05. He had won it with the utmost ease, returning even my best shots without any struggles or even remote difficulty. I tried not to feel discouraged, saying to myself that he still had two more games to win and that I would not give in without a fight. The second game was closer but I was still not able to break his rigid backspin defense that he used against all my good serves. I realized here that the key here to me winning the game was to use my brain and not just my table-tennis skills. I started to experiment with a variety of serves until I found one that gave him great difficulty to return. It was a rather simple serve which one would not expect to find in a match of this caliber. I learned at that point in time that sometimes simple things could be better solutions to a problem than complex ones could ever be. I lost the second game 21-17 but was confident now that I had a good chance of defeating this adversary of mine. Jonathan made a critical mistake in the third game that I believe worked to my advantage. He became over-confident and therefore careless, giving me easy points and hence keeping me in the match. The game went to a tie-break. I was tired but somehow I found the strength to play on and won the game 28-26. With this win, I became even more confident and aggressive in my game-play which I believe intimidated Jonathan and though he tried to discourage me by using his fancy serves to get the crowd on his side, I won the fourth game 21-18. Jonathan was furious that he had let me win two games and was determined to crush and humiliate me in front of the crowd. He used all his lethal shots against me and I was also becoming worn out. I tried to keep up with him but his better style of playing kept the crowd on his side. The score was now 19-17 in his favor. Here, there was a long rally, gruesomely long, where it was loop vs. loop, chop vs. chop and smash vs. smash. I realized that whoever won this point, would have psychologically won the match. The point lasted for about 35 seconds but seemed like years. Beads of sweat were trickling down my forehead and I could taste the salty liquid in my mouth but I was determined to win. When his smash somehow found my racket and the ball returned to his side of the table hitting the edge on its way out, I realized that I had won the point. I won the next two points with relative ease and this brought me to match point. I was dizzy from extreme exhaustion, felt great apprehension about what I hoped to be the last point and could hear the crowd in the background cheering for me now. However, Jonathan was as energetic as ever and had not even had a mild sweat. I did not let this discourage me, however, and I gathered all my remaining strength for the task at hand. I served the ball low and it harmlessly hit the net. I had just wasted perhaps the best opportunity for victory and now it was deuce. I was angry with my self for being o careless and made a fatal mistake. I focused on the point that I had lost instead of the points that were ahead of m e and by loosing the next two points, I not only lost the game, but the match as well and perhaps the greatest victory of my table tennis career. A sense of victory did not permeate the air around me and instead of congratulations, I received phrases like, Better luck next time. I went home sad and depressed, focusing on my loss. However, at that split second, I realized that this is what had made me lose the match. I learned there that one cannot be perfect and that one cannot always win, but that one must learn to deal with his failures and to learn form them. After all, those who do not learn form history are doomed to repeat it. Sometimes, we gain more from defeat than from victory! That day was a day that I will remember for the rest of my life, not because I won but because I lost. I learned some invaluable lessons and sincerely believe that I had gained more through defeat than I would have ever gained through victory. The knowledge that I gained there helped me in future s ituations and I believe that this particular experience has helped me in my process of maturing as a person. 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The Past and the Future of Human Rights Essays - Human Rights

Throughout human existence, people have developed sets of values for measuring our responsibilities to each other. Almost 4,000 years ago, a Babylonian king named Hammurabi devised a set of laws for his people. ?Hammurabi?s Codes established fair wages, offered protection of property, and required that charges be proven at trial? (Schulz, 2001). Hammurabi's Codes are an important part of history because they were the basis for consolidating the rule of law throughout an empire, they reveal the way human rights were beginning to emerge in Babylonia and they show that many of today?s problems also existed in Babylon. ?Remarkable as it seems, it took almost 4,000 years from the days of Hammurabi for the world to agree on a statement of rights that nearly everybody active on the international scene at the time acknowledged applied to everybody else ? even to one?s enemies! ? simply because everybody is a human being? (Schulz, 2001). The Universal Declaration of Human Rights is the world?s ?formal itemization of rights?that anybody could claim, from Hammurabi?s rights to wages, property, and a fair trial to the rights to marry freely, to join trade unions, to receive an education, to speak an opinion, and to not be tortured? (Schulz, 2001). The Universal Declaration of Human Rights celebrated its sixtieth anniversary three years ago. Over the past six decades, human rights have expanded and progressed, yet they still face many barriers and challenges. While the challenges facing human rights are real, they are not undefeatable. Human rights have faced many setbacks over the years, but ?defenders of human rights show a capacity to rise to the scale of great challenges, and to move history in unanticipated new directions? (Ishay, 2010). It is my belief that in the future there will be many improvements to human THE PAST AND THE FUTURE 3 rights, and in this paper I will discuss the history of human rights, realism as it applies to human rights, and how we can restore America?s international standing as a defender of human rights. Over the centuries, people gained rights and duties by belonging to a group, for example, a family, nation, religion, class, community, or state. Most of the early groups had traditions similar to the ?golden rule? of ?Do unto others as you would have them do unto you? (Schulz, 2001). All societies, whether in oral or written tradition have had systems of keeping order and taking care of their members. ?The Romans were probably the first to establish the concept of citizens? rights, but the modern American notion of rights derives from such seminal documents as the Magna Carta (1215), the English Bill of Rights (1689), the U.S. Bill of Rights (1791), and the French Declaration of the Rights of Man and the Citizen (1789)? (Schulz, 2001). All of these documents are the written precursors to many of today?s human rights documents, yet most of these documents excluded women, people of color, and members of certain social, religious, economic, and political groups. The Universal Declarati on of Human Rights promotes respect for the human rights of everyone. After World War II, human rights began to take flight because the horrors of the Holocaust appalled the world. ?Trials were held in Nuremberg and Tokyo after World War II, and officials from the defeated countries were punished for committing war crimes, crimes against peace, and crimes against humanity? (Perez & Esposito, 2010). The United Nations was established, with the primary goal of maintaining human rights and protecting people from harm. They wanted to make sure that people would never be denied the right to life, freedom, food, shelter, or nationality. The citizens of the world witnessed THE PAST AND THE FUTURE4 unspeakable acts against humans, and took action to ensure that it never happened again. ?The Universal Declaration of Human Rights was written for nations and defined human entitlements to be promoted and protected by all nations? (Gauthier, 2009). The world during the aftermath of World War II was very unstable. Defenders of human rights looked at the world and decided what changes needed to be made, and thus the Universal Declaration of Human Rights was born. Realists, though, ?claim to view the world as it is, not as it ought to be?

Predicting School Violence essays

Predicting School Violence essays Are There Tests That Could Predict Violence in School Students? This is an overview of the types of constructs which one might look at to determine if a student is in a high risk category for acting out in a violent manner, and the types of tests which would measure those constructs. We will look at some of these predictors, the constructs they attempt to measure, and how this might aid in predicting future behavior. There have been a lot of studies, interventions, programs, and models designed to reduce or predict violence among our youth. The strongest predictor being past violent behavior. Most of these studies have been linked to some type of deficiencies in the home environment and school environment. The overwhelming question facing America now is - Why would a student who has almost anything he desires, living in an upper middle class neighborhood, bring a gun to school with the purpose of killing his classmates and teachers? The question for researchers is - Can we predict which students are likely to engage in this type of behavior? The resounding answer so far seems to be negative. There is not any test, inventory, or self-report scale which can tell us which students will act out in this manner. However, reviewing the literature there appears to be different types of measurement when looked at aggregately, might identify those students who would be at higher risk although they do not show a past history of violence and therefore fall outside of the previously researched areas. Some of the things we would hope to assess in identifying violence-related attitudes, beliefs, and behaviors among youths would be broken into three categories: - aggression, couple violence, education and school, employment, gangs, gender roles, television, handguns 2. Psychological and Cognitive Assessments - aggressive fantasies, role models, attributional bias, depression, psychological distress, fatalism, future aspirations...

Examples of Balanced Chemical Equations

Examples of Balanced Chemical Equations Writing balanced chemical equations is essential for chemistry class. Here are examples of balanced equations you can review or use for homework. Note that if you have 1 of something, it does not get a coefficient or subscript. The word equations for a few of these reactions have been provided, though most likely youll be asked to provide only the standard chemical equations. 6 CO2 6 H2O → C6H12O6 6 O2 (balanced equation for photosynthesis)6 carbon dioxide 6 water yields 1Â  glucose 6 oxygen 2 AgI Na2S → Ag2S 2 NaI2 silver iodide 1 sodium sulfide yields 1 silver sulfide 2 sodium iodide Ba3N2 6 H2O → 3 Ba(OH)2 2 NH3 3 CaCl2 2 Na3PO4 → Ca3(PO4)2 6 NaCl 4 FeS 7 O2 → 2 Fe2O3 4 SO2 PCl5 4 H2O → H3PO4 5 HCl 2 As 6 NaOH → 2 Na3AsO3 3 H2 3 Hg(OH)2 2 H3PO4 → Hg3(PO4)2 6 H2O 12 HClO4 P4O10 → 4 H3PO4 6 Cl2O7 8 CO 17 H2 → C8H18 8 H2O 10 KClO3 3 P4 → 3 P4O10 10 KCl SnO2 2 H2 → Sn 2 H2O 3 KOH H3PO4 → K3PO4 3 H2O 2 KNO3 H2CO3 → K2CO3 2 HNO3 Na3PO4 3 HCl → 3 NaCl H3PO4 TiCl4 2 H2O → TiO2 4 HCl C2H6O 3 O2 → 2 CO2 3 H2O 2 Fe 6 HC2H3O2 → 2 Fe(C2H3O2)3 3 H2 4 NH3 5 O2 → 4 NO 6 H2O B2Br6 6 HNO3 → 2 B(NO3)3 6 HBr 4 NH4OH KAl(SO4)2Â ·12H2O → Al(OH)3 2 (NH4)2SO4 KOH 12 H2O Check Equations To Make Sure They Are Balanced When you balance a chemical equation, its always a good idea to check the final equation to make sure it works out. Perform the following check:Add up the numbers of each type of atom. The total number of atoms in a balanced equation will be the same on both sides of the equation. The Law of Conservation of Mass states the mass is the same before and after a chemical reaction.Make sure you accounted for all types of atoms. Elements present on one side of the equation need to be present on the other side of the equation.Make sure you cant factor out the coefficients. For example, if you could divide all of the coefficients on both sides of the equation by 2, then you may have a balanced equation, but not the simplest balanced equation. Sources James E. Brady; Frederick Senese; Neil D. Jespersen (2007). Chemistry: Matter and Its Changes. John Wiley Sons. ISBN 9780470120941.Thorne, Lawrence R. (2010). An Innovative Approach to Balancing Chemical-Reaction Equations: A Simplified Matrix-Inversion Technique for Determining the Matrix Null Space. Chem. Educator. 15: 304–308.

Educational Trends Education Research Paper Example | Topics and Well Written Essays - 1000 words

Educational Trends Education - Research Paper Example In such an immersive computing environment, where notebooks and pens are replaced with smart phones, iPods and laptops this era of pervasive education technology, is marked with revolutionary educational trends. The development and rising popularity of social networking and micro-blogging sites has upped the ante, making access to information just a click away. Such trends within the domains of primary and secondary education, has significant implications on the manner in which such education is imparted across the globe (Leu, 2001; Gilster, 1997). This paper, on â€Å"Educational tends† aims to discuss both the current as well as future trends in education, and the use of ICT (Information and Communication Technology) within classrooms and its likely impact in shaping, nurturing and developing the knowledge and cognitive learning abilities of students over the years. Historical Background: ICT in Classrooms The twentieth century was swept away by technological makeover, and c omputers entered the classrooms as educators realized its power and impact as an effective teaching aid (Dwyer et al., 1991). However, during this era, computers were merely used as a data management tool for tracking grades, attendance and reviewing test results. Moreover the ratio of computers per student was low. During the mid 20th century, this highly rigid approach towards computer usage changed significantly from predominantly conventional behavioral attitudes to a more constructivist approach (Anderson, Speck, 2001). Current trends: Overview The 21st century classrooms have had a drastic makeover from that compared to the 20th century classroom, in the sense that it has now become more interactive as opposed to passive learning, and includes the addition of various gadgets which are incorporated on a large scale across various schools. The technological tools in used in the past were mostly passive in nature which involved little or no interaction from the students, and were limited to just listening, watching, or at the most, taking notes. However, the tools used today include greater participation from the students via the use of interactive media where they are encouraged to make presentations and communicate and share their experiences via blogs and vlogs (Smolin, Lawless, 2003). Figure 1: Instructional technologies timeline from the year 1900 - 2004 Source: Whelan (2005) Pp.14 The use of interactive whiteboards has drastically increased and remains one of the most popular tools of teaching across American classrooms. Furthermore gadgets such as PDAs and hand-helds are also being used primarily for middle school and high-school students. Also, there are various online resources which offer interactive learning to students by way of games, puzzles and quizzes which help them in understanding key concepts in a fun entertaining and engaging way. Future trends: The conventional definitions of schools as buildings made of bricks and walls are likely to change to 'nerve centers' virtual space occupied by e-teachers and e-learners, connected by technology. The role of teachers in such a space is likely to expand from merely the providers of education to that of information and knowledge generators. Until recently, students were accustomed to access education through schools, but the

Hebrew Bible and Christian First Testament Essay

Hebrew Bible and Christian First Testament - Essay Example The early part of the history of Israel is technically Biblical history. On this note, it is vital to point out that the history of Israel, rather than using a theological reading only, ought to be governed by religious perspective. This is particularly so as it makes relevant connections with the past and present, though at different timelines. A brief outline of the history of Israel starts with the call of Abraham when he went to the land of Canaan. From Abraham through Isaac and Jacob, the history of Israel as a nation begins to take shape. The jealousy of Joseph’s brothers changes fortune and Israel takes his sons to Egypt to escape the seven years of famine. Migration and conquest of Canaan start with Moses and ends with Joshua. Briefly, a number of judges rule Israel, amongst them Deborah, Samson, and Gideon until the birth of Samuel when Israel later demands an earthly King. Historically, this period takes place somewhere around the 1300 B.C and covers the reign of Dav id Solomon and the division of Israel. The division of Israel into Southern and Northern Kingdoms follows closely with the fall of Israel and the exile into Babylon. The history of Kingship in Israel is widely covered in first and second Kings. This critical period marks Israel’s fall away from God and subsequent punishments by being exiled. The prophecy of Daniel actually takes place in exile.Around 539 B.C., Babylon falls and prophets Ezra and Nehemiah led the first phase of return into the Promised Land.... The jealousy of Joseph’s brothers changes fortune and Israel takes his sons to Egypt to escape the seven years of famine. Migration and conquest of Canaan starts with Moses and ends with Joshua. Briefly, a number of judges rule Israel, amongst them Deborah, Samson and Gideon until the birth of Samuel when Israel later demands an earthly King. This period has a number of prophecies and promises. Historically, this period takes place somewhere around the 1300 B.C and covers the reign of David Solomon and the division of Israel. The division of Israel into Southern and Northern Kingdoms follows closely with the fall of Israel and the exile into Babylon. The history of Kingship in Israel is widely covered in first and second Kings. This critical period marks Israel’s fall away from God and subsequent punishments by being exiled. The prophecy of Daniel actually takes place in exile (Scott, 2000, p. 357). Around 539 B.C., Babylon falls and prophets Ezra and Nehemiah lead the first phase of return into the Promised Land. The history of Israel during this time majorly dwells on liberation prophesies and various small revolts that are not covered in the Bible. During this time, Christianity has not been born but there are prophecies by Major Prophets such as Isaiah, Jeremiah and Ezekiel, pointing to a salvation of humankind through a God chosen Messiah. God restores the Israelites back to their land in readiness for the birth of Jesus Christ the Messiah. This is what Scott (2000, p. 307) refers to as the Messianic hope. This happened during the Roman reign at when Caesar Augustus was at the helm of Roman leadership. Other events happen in the context of the New Testament although they still form part of the history of Israel. A critical

History of Fast Food Essay Example for Free

History of Fast Food Essay Fast food has been a growing phenomenon for since its introduction in 20th century. The changes in American culture pushed the fast food industry into a staggering growth arena and have changed the way consumers purchase and eat forever. The fast-food industry that now extends throughout the world has its roots in the United States. Fast-food restaurants are often regarded as emblematic of a new global culture, but the industry has indisputably been shaped by its American origins. (Leidner 8). Fast Food has developed from being a convenience to a necessity, widened the financial gap and became an international phenomenon. The first drive-in restaurant, Royce Haileys Pig Stand in Dallas, Texas, was opened in 1921, and offered pulled pork BBQ and introduced Texas Toast. As one southern fan of Royce Hailey’s pig stand put it: â€Å"Folks went hog wild when the first Pig Stand opened in Dallas in 1921. Agile car hops leaped onto running boards of Model-Ts to deliver curb service to a generation on the go. It was the age of the automobile, and Pig Stands multiplied across America faster than you can say soooo-eeee. It took the Great Depression of the 30s to slow The Pig down. †(Sowa). Drive-in services were not very popular at this time because automobiles were expensive and few and far between during the Great Depression. Then nearly three decades later the drive-in restaurant enjoyed a degree of success during the 1950’s. Drive-ins celebrated the cultural importance of the automobile and Drive-in restaurants proved (to be the) most popular, places where carhops served customers directly in their parked automobiles (Young, and Young 29). This convenience which enabled people to order their food and eat it in the open air without having to unbuckle their seatbelts changed American fast food forever (Woloson). Car hops, as they were also called, became familiar congregation centers for teenagers as well† (Woloson). The rise of the fast food restaurant would not have been possible without constant changes in American culture. The 1950’s brought about American lifestyle changes. With the end of the war Americans had saved money and moved to the suburbs. For the first time in history middle class married women with women with children were entering the work force. â€Å"Married women comprised the majority of the growth in the female work force throughout the 1950s, and between 1940 and 1960 there was a 400 percent increase in the number of working mothers; by 1960, women with children under the age of eighteen accounted for nearly one-third of all women workers†(Coontz 161). The working women and the decrease of free time may be a direct contributor to the growth of the fast food industry. The development of an affordable automobile and the simultaneous governmental support of new road systems physically reinforced this cultural melding, enabling car owners, especially, to go to places they had never been before. There was a boom in the tourist industry in the 1950’s and 1960’s. The key to the expansion of tourism demand was the rise in disposable incomes in the 1950s and 1960s. (Beauregard 225). Travelers, who once went by rail, boat, or horse, were now moving faster by car. Consumers began to value things such as speed and convenience as part of their trips. Fast food restaurants began making their food faster and faster and Americans love the convenience of letting someone else do the cooking, especially when they are vacationing (Bijlefeld, and Zoumbaris 51). As travelers not only did they need affordable and reliable places to stay they needed quick, convenient, and inexpensive eateries. The need for fast, reliable, affordable, and convenient food, along with an increasing acceptance among Americans of more fast pace culture, led to the rise of the fast food industry. Fast food restaurants sprang up in both urban areas and along the nations highways in record numbers after the introduction of the fast food phenomenon known as McDonalds. â€Å"The first fast food restaurant (was) opened by the two McDonald brothers in 1937 in Pasadena, California. Their established restaurant had experienced high demand at specific times (for example, workers’ lunchtimes) and they responded with a circumscribed menu (burgers) and were able to serve large numbers at high speed and low price. The assembly line procedures, with food preparation and serving made into simple repetitive tasks, combined with a specialized division of labor for each stage, have been recognized as constituting the first ‘fast food factory’† (Beardsworth, and Keil 120). This enabled people to get their food faster and set the standards for the future of the fast food industry. As the McDonalds chain grew and other chains started to sprout up people began to accept the new culture of food service. The working-class food held largely in disrepute. The gaining widespread popularity of fast food made it a staple food in diets of many Americans diets. The most successful of these stands quickly multiplied, taking advantage of the growing popularity of this new fast food and applied industrial principles of standardization to its development. McDonald’s is considered the first fast food restaurant and recognized the potential of this relatively fast and simple food. The organization of McDonalds created standardized methods in its production. The history of White castle dates back to the 1920’s is seen as the first and most influential restaurant chain (â€Å"White Castle†). â€Å"White Castle is credited for beginning the franchise system that inspired many â€Å"(Woloson). White Castle set standards, began standardization of the cooking line, and created the first restaurant which duplicated the original. In retrospect it can be said that White Castle was the start and set high standards for all the other franchise restaurants in the United States. The hamburger fulfilled economic as well as cultural needs for inexpensive food. Although there was not a food shortage during the great depression food was expensive and affordable food options like the local hamburger stand was a blessing. By the end of 1930, White Castle had sold over 21 million hamburgers and then by the end of 1937, this number had increased to over 40 million (Woloson). Fast food began to make a steady incline towards the end of World War II. â€Å"Franchises were not unique to the 1950s; they had been around since the early decades of the twentieth century, patronized by a public increasingly used to and insistent upon the supposed reliability and trustworthiness of branded goods†(Woloson). White Castle, A W Root beer, and Howard Johnsons, were some of the first and most successful restaurant franchises. Although it took the ideals of postwar culture to wholly support the fast-food franchise it laid the foundations for the companies to make billions of dollars. In 1955 Ray A. Kroc, a Chicago Milkshake salesman, discovered the McDonald’s restaurant in California and saw a goldmine. He partnered with the McDonald’s brothers, opening 228 franchises by 1960. Kroc happily bought out the McDonalds’ shares of the company in 1961. Kroc, an incredible entrepreneur, wanted to make the customers to identify with the restaurant and make it seem homey. â€Å"By 1988, McDonald’s had opened its ten thousandth restaurant and today there are over 30,000 McDonald’s restaurants worldwide† (â€Å"History of Franchising†). â€Å"Krocs success lay in his approach not specifically to cooking individual food items, but in conceiving of his franchise operation in its entirety† (Woloson). The methods and success of McDonald’s Franchises have set a tone for the fast food industry. Although â€Å"White Castle was the first restaurant that encouraged carry-out for those customers on the go the restraint developed standard floor plans and architectural designs that could be easily duplicated† and set these standards for others in the industry (Woloson). McDonalds uniform restaurants, kitchens, dining rooms, and methods of standardized cooking techniques set this great restaurant apart and distinguish it from the other fast food restaurants. Ray Kroc had some competition with the introduction of popular fast food restaurants such as Taco Bell, Wendy’s, and Burger King. One may say ethnic food could be considered a genre for the fast food franchise system, Taco Bell originated in 1962 and was the first ethnic franchise restaurant, paving the way for many more. â€Å"Wendys, specializing in bigger, better, and more expensive hamburgers and introduced the first drive-thru windows at their restaurants, which were so popular that Burger King and McDonalds had to follow suit†(Woloson). As an industry fast food will continue to grow, change, and adapt to the needs of the culture around it. Expanding to international markets the fast food industry offers cultural acceptable products. â€Å"Multinational fast-food chains have now become household names, and in terms of sales and units tend to dominate national markets. Indeed, the industry is becoming more internationalized with brands like Burger King being bought by the British multinational Diageo; and McDonalds has recently bought a stake in Pret a Manger. However, some of the largest brands in this sector are still American-owned, such as McDonalds, KFC, Pizza Hut, and Wimpy†(Royle and Towers 3). One great concept is international fast food chains often support the local economy, buying local products, but sticking to the same well known recipes to get desired results. The fast food franchise of the 20th century has set and defined a world-renowned concept of the way people order, eat, and enjoy the food that they purchase. The fast food industry is one of enormous power and economic strength. Fast food restaurants represent Americas cultures and, in many ways, how other cultures strive to be like America.

Nursing Students Need Better Clinical Experiences Essay -- nursing stu

Hospital, only one word but somehow is thought of in a bad connotation. No one wants to be in the hospital and no one has a great time, however there are people who can make your stay better. Nurses can make your stay comfortable and relaxed or painful and scary. Having a caring nurse can make your experience exceptional while having an awful nurse can make everything worse. No one wants the uneducated nurse, and there is something we can do about. Nurses are â€Å"born† at the very first nursing class they attend and grow with each clinical. Clinical is where nursing students can practice as nurses in a specific area under the supervision of a licensed nurse. These clinicals are essential to the development of nursing students and need to be educational. Nursing students at State University need better clinical experiences and better clinical sites. Clinical sites that have nothing to do or preceptors who don’t want to educate should be cut out and replaced with better sites. Ideally each clinical should allow nursing students to gain experience in critical skills and patient ca...

Explain the theory of Virtue Ethics Essay

Aristotle originally introduced virtue Ethics to society in ancient Greek times. Virtue Ethics tells us that we should look at the character of the person instead of the actions or duties a person performs. Instead of concentrating on what is the right thing to do, virtue ethics asks how you can be a better person. Aristotle claims that leading a virtuous life is easy, and those who do, do so to be happy. Happiness is the ultimate goal for everyone in life. To become a better person, you must practice virtuous acts regularly. After a while, these acts will become routine and so the virtuous acts will be nothing more than everyday life and the person a virtuous person. Aristotle said that although virtues should become a habit we must never forget that we behave in such a way because it is right. For example, if a singer practices singing everyday, they will become better at it and used to doing it. This is the same as people who practice their virtues and soon automatically act in the right way, by practicing our skills we improve them, becoming happier. Virtues should not be an effort, but simply a part of everyone’s personality. Aristotle says that virtue is something that we acquire and are not just born with, people are not inherently good or bad, but become good or bad according to the habits they develop. Aristotle said that a virtue was a ‘Golden Mean’ in between to vices. These ‘Vices’ are two extremes of a scale at opposite ends, one of excess and one of deficiency. For example the vices would be shamelessness and shyness, and the virtue modesty. Another example of this would be rudeness and a sense of humour as the two vices and the virtue as wittiness. Such virtues must be cultivated, we must learn when to use certain virtues and to what extent, for example we must not ever use humour in excess to act like a fool, but at the same time we must also not pass into rudeness. Two philosophers, Anscombe and MacIntyre say that there has been a mistake in how virtues have been portrayed. The majority of people look at the actions a person does to judge whether they are virtuous or not. The way in which we behave provides an opportunity for others to judge our virtues and vices. This however is not right. People should look at the character within and look at what the person believes is right and how they think they should help people instead of what they do to help. A famous example of a virtuous person is Mother Theresa. She helped millions of suffering people across the world and for this became well known as a virtuous person. There are hundreds of other virtuous people who would have liked to have helped but were unable to do so in such a huge way who are not considered as virtuous, but these people are just as virtuous but not recognised for it. Aristotle tells us that we are most likely to learn virtuous behaviour from watching others. If we experience others being kind to us and see the happiness it creates we are more likely to practice it then if we were just told to do it. For example, if we were told to be courageous we may occasionally stand up for small things that we disagree with, but if we see someone telling others off for not doing the right thing then we are more likely to not allow bad behaviour towards ourselves. Aristotle said that the best way of becoming virtuous was to follow in the footsteps of a virtuous person, e.g. Mother Theresa and do what they do. Virtue Ethics is relative; Aristotle recognised that virtues in one country may not be the same as virtues in another. He believed that there was no absolute platonic good beyond our world. As virtues have evolved through habits of society it is probable that different societies would deem different actions good or bad. However there is no difference between the virtues of a community and individuals within that community, the supreme happiness that Aristotle talks about is one for the community, and not just and individual. MacIntyre suggests that philosophy is too far removed from ordinary life and said that it is not good enough that philosophers spend their time debating the nature of ethical language or forming reasoned theories of morality in a way that is far removed from real people and real life. All actions are done in order to reach an aim. A successive series of actions are also for an aim, for example getting up in to morning to go to work, is to make money, is to feed our families is to go on nice holidays is to but them nice things etc. all ultimate aims is to make people happy, everything is subordinate to the supreme good, which is happiness. Everyone has different ideas of what happiness is and different things all make different people happy, and Aristotle called this feeling of all round well being eudemonia. Therefore, Virtue Ethics concentrates on what a person is then what a person does. Its aim is to achieve something, which people genuinely want rather then being based on arguably incoherent ideas about the after-life. It is a system, which can be easily applied and understood by all. It fits into a variety of philosophies, and religions, which both do and don’t include God. However, there are a few problems with Virtue Ethics. Ones of these which has been pointed out by MacIntyre is that although a virtue is the ‘golden mean’ between two vices it cannot be applied to all virtues. Virtues such as promise keeping, loyalty, and compassion do not fall between any two vices and so Aristotle’s theory of this does not really work. Another problem with this theory is that it is of little help to people faced with a moral dilemma. It does not help them make a decision like other theories such a natural law or utilitarianism.

Native Americans in the United States and Hardy Individualism Essay

Prompt: Although the development of the Trans-Mississippi West is popularly associated with hardy individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement with specific reference to western economic activities in the 19th century. In the late 1800s and early 1900s, the idea of the far west captivated many. The chance to begin life anew attracted thousands of individuals and families alike to move out west and escape their current life, which was usually full of poverty and for some, full of discrimination. As the west expanded and grew into an important part of the United States, westerners found it somewhat difficult to survive with important resources going scarce. Although the development of the Trans-Mississippi west is mainly associated with hardy individualism, the west? s development as a whole was largely the result of the aid of the federal government by constructing railroads, promoting and protecting the land, and removing the Indian tribes. Railroads were an integral part of the west; without them the West would not be successful. The distance of the west from the rest of the country was large and the only way to reach the west was through a long, tiresome journey by wagon. The Pacific Railroad Act of 1862 paved the way for the expansion of the railroads. The Act gave companies land to build railroads. The faster the company built the railroad, the faster they could get more land, which they usually sold for profit later on. The construction of the railroad benefitted many who were not living in the west, namely Chinese immigrants. With thousands of workers, railroad companies had to ensure their safety to prevent being sued and frowned upon by the public. To prevent that, railroad companies provided many necessities for their workers like shelter.

Cheetahs essays

Cheetahs essays we have all heard about cheetahs and their amazing speed, but these animals may soon be gone. If we dont stop taking over their habitat. Cheetahs are among the oldest of the big cats. They have short fur with black spots, and black stripes from their broad eyes to their mouths. Cheetahs are muscular and lean with broad chest and tiny waist. They can stand as tall as four feet, and can weigh up to 140 pounds. A cheetahs natural diet includes gazelles, impalas, hares, and wilderbeest calves. They hunt only day from around 30 feet away depending a lot on their sight. Cheetahs have binocular vision. The actual chase lasts only seconds and they catch their prey about half the time. They live in the savannahs of sub-Saharan Africa, along with a few hundred in Iran. The is endangered primarily because of loss of habitat to humans, and cattle ranching. Cheetahs have also been killed because they hunt cattle for meat. Cheetahs fur is another reason for poachers to kill cheetahs. In the 1980`s an outbreak of feline infectious peritonitis (F.I.P.) occurred in the cheetah community. Cheetahs are difficult to breed and they are at risk of getting many diseases. Studies show that even wild cheetahs have very little genetic diversity. They went through a genetic bottleneck in the last 1,000 years meaning that there are very little if any diversity now and there was a lot more before. Cheetahs are protected in national parks, and reserves, but overcrowding the Cheetahs to lose their kill to other predators and forces them to leave the safety of the reserve. The Cheetah conservation fund has developed numerous programs in Cambia to ensure the Cheetahs long-term survival. In February 1996, a population habitat viability analysis was held in Cambia and brought together all the stakeholders to address Cheetah conservation issues. This workshop assessed the threats to the Cheetah. There are currently 300cheetahs in the S.S.P. p...

Private Schools in Westchester County, New York

Private Schools in Westchester County, New York Westchester County, north of New York City, is home to several private schools. This list concentrates on non-parochial college-prep private schools. Hackley School Founded in 1899Located in Tarrytown840 Students, Grades K-12 Hackley School was founded in 1899 by Mrs. Caleb Brewster Hackley, a Unitarian leader who dedicated the mansion where she summered to start the school. The school was originally a boarding school for boys from a broad variety of economic, ethnic, and religious backgrounds. In 1970, the school became co-ed and, from 1970 to 1972, added a K-4 program. The boarding program is now a five-day program. The school, which now enrolls 840 students K-12, has a rigorous academic program and 62 sports teams, building on the schools tradition of having an early football team. The school has always valued community and the power of friendship. The schools mission reads as follows, Hackley challenges students to grow in character, scholarship, and accomplishment, to offer unreserved effort, and to learn from the varying perspectives and backgrounds in our community and the world. Students tend to score well on Advanced Placement (AP) exams, and the middle 50% of a recent graduating class ranged from 1280-1460 on the Math and Critical Reading sections of the SAT (out of a possible 1600). According to the headmaster, Diversity is fundamental to our understanding of what good education is and one of the hallmarks of our communitys culture. Masters School Founded in 1877Located in Dobb Ferry588 Students, Grades 5-12 Located in Dobbs Ferry, 30 miles from New York City, Masters School was founded in 1877 by Eliza Bailey Masters, who wanted her students, who were girls, to have a serious classical education and not just the education provided by a typical finishing school. As a result, the girls at the school studied Latin and math, and by the turn of the century, the curriculum became college-preparatory in nature. The school attracted boarding students from across the country. In 1996, the school became co-ed in the Upper School, and an all-boys middle school was created to exist alongside the all-girls middle school. The Upper School also started to use oval-shaped Harkness tables and their attendant discussion-based teaching style, which originated at Phillips Exeter Academy. The school also began the CITY term , a semester program that uses New York City as a learning laboratory. The school now enrolls 588 students from grades 5-12 (boarding and day) and recently built a new science and technology center. Twenty-five percent of students receive financial aid. The schools mission reads, The Masters School provides a challenging academic environment that encourages critical, creative, and independent habits of thought and a lifelong passion for learning. The Masters School promotes and celebrates academic achievement, artistic development, ethical action, athletic endeavor, and personal growth. The School maintains a diverse community that encourages students to participate actively in decisions affecting their lives and to develop an appreciation of their responsibilities to the larger world. Rye Country Day School Founded in 1869Located in Rye850 Students, Grades PK-12 RCDS was founded in 1869 when local parents invited a schoolmaster named Reverend William Life and his wife, Susan, to Rye to educate their daughters. Opened as the Rye Female Seminary, the school began to concentrate on preparing girls for college. In 1921, the school merged with the all-boys Rye Country School to form the Rye Country Day School. Today, 850 students in grades Pre-K through 12 attend the school. Fourteen percent of its students receive financial aid. The schools mission reads as follows, Rye Country Day School is a coeducational, college preparatory school dedicated to providing students from Pre-Kindergarten through Grade 12 with an excellent education using both traditional and innovative approaches. In a nurturing and supportive environment, we offer a challenging program that stimulates individuals to achieve their maximum potential through academic, athletic, creative and social endeavors. We are actively committed to diversity. We expect and promote moral responsibility, and strive to develop strength of character within a respectful school community. Our goal is to foster a lifelong passion for learning, understanding, and service in an ever-changing world. Rippowam Cisqua: A PreK-9 School Founded in 1916Located in Mount Kisco (the Lower School campus)Located in Bedford (the Middle School campus)521 Students, Grades PK-9 Rippowam was founded in 1916 as the Rippowam School for Girls. In the early 1920s, the school became co-ed, and it later merged with the more progressive Cisqua School in 1972. The school now has an average class size of 18 students, and a faculty-to-student ratio of 1:5. Many of the schools graduates go on to attend top boarding schools and local day schools. The schools mission reads as follows: The mission of Rippowam Cisqua School is to educate students to become independent thinkers, confident in their abilities and themselves. We are committed to a dynamic program of academics, the arts, and athletics, and support an engaged faculty to challenge students to discover and explore their talents to the fullest. Honesty, consideration, and respect for others are fundamental to Rippowam Cisqua. In an atmosphere that promotes intellectual curiosity and a lifelong love of learning, Rippowam Cisqua strives to instill in students a strong sense of connection to their community and to the larger world. We, as a school, recognize the common humanity of all people and teach understanding and respect for the differences among us.

Oculocutaneous Albinism Literature review Example | Topics and Well Written Essays - 1000 words

Oculocutaneous Albinism - Literature review Example Albinism is a typical hereditary skin disease with varied clinical presentation and inheritance. It is mostly present from birth and increases the risk of cancer. It is not curable and there is no specific treatment. It can be a part of syndromes which cause bleeding diathesis and recurrent infections (Okulicz, 2002). In this article, a specific type of albinism, the oculocutaneous type will be discussed. Albinism Albinism is a group of disorders that are hereditary in nature and are related to abnormality in the synthesis or distribution of melanin (Okulicz, 2002). The abnormality of pigmentation manifests in eyes with or without involvement of skin and hair (Park et al, 2012). Thus, clinically, there are 2 categories of albinism. They are ocular albinism where in eyes are involved and skin involvement is either absent or minimal, and oculocutaneous albinism in which skin and eyes are involved. Oculocutaneous albinism may be defined as "a group of congenital heterogeneous disorders in which there is either complete or partial absence of pigment in the skin, hair and eyes because of the absence of or a defect in an enzyme involved in the production of melanin" (Park et al, 2011). In both the conditions, the primary morbidity is related to the eye. The pattern of inheritance in albinism is variable. While the ocular albinism is through autosomal recessive or sex-linked inheritance, oculo-cutaneous albinism is autosomal recessive (Park et al, 2012). ... In patients with Hermansky-Pudlak syndrome, easy bruising is seen and in those with Chediak-Higashi syndrome, recurrent infections are noted. In X-linked ocular albinism, decreased hearing is seen (Okulicz, 2002). As far as discoloration of eyes, skin and hair is concerned, the range of depigmentation is variable and depends on the type of albinism. The color of the iris is usually blue and can even be brown. The iris will have transillumination defects. The fundus also, in general, is hypopigmented. To broadly classify, there are 2 forms of albinism. The classification is based on the tyrosinase hair bulb incubation test which differentiates between the tyrosinase-positive and tyrosinase-negative forms. In those who are tyrosinase-positive, some degree of production of pigments occurs. In those who are tyrosinase-negative, there is absolutely no pigment production (Okulicz, 2002). Oculocutaneous albinism There are four types of oculocutaneous albinism or OCA (Okulicz, 2002). OCA typ e 1A is the classic tyrosinase negative type of OCA. In this condition, the infant is born with blue-grey irides, pink colored skin, white hair and predominant red reflex (Wei et al, 2011). The individuals have manifestations of the defects of eye as discussed above. They never develop pigmented lesions like freckles, naevi or lentigines. Hair becomes yellow with age due to denaturation of the keratin following exposure to ultraviolet light. In type1B, the presentation features at birth are similar to those in type 1A. However, as the age advances, the hair color darkens to brown color. The skin can get tanned on exposure to sunlight and can even develop pigmented lesions like naevi and freckles. The

Corrections and Juvenile Justice Research Proposal

Corrections and Juvenile Justice - Research Proposal Example This is especially true when parents are away from home without ensuring that the child is properly monitored and maintained. Unfortunately, due to neglect, demographic and pathological concerns, the number of adolescents present in juvenile detention institutions is almost equivalent to the number of young adults enrolled in college and technical preparatory schools (Puzzanchera & Sickmund, 2008). According to behavioral scientists (Forth & Mailloux, 2000), few theorists have been able to identify the causation of juvenile recidivism and many have failed to examine the social milieu, parenting styles of their families, and the pathological potential of criminal behavior during adolescence. Behavioral scientists do not understand the pathological or demographic characteristics and how they come together to provide reliable predictors of recidivism (Forth & Mailloux. 2000). Approximately 47% of all youth commit delinquent and criminal acts (Bureau of Justice Statistics, 1996). However , one of the most reliable and important references is self-report data, which according to a 1997 edition of the National Crime Reference Service surveyed over 2500 high school students who reported theft under fifty dollars; Twenty percent of the aforementioned number participated in violent acts, which included gang fights, causing bodily injury to another individual, and usage of weapons. The topic of predicting recidivism in juveniles is paramount to society, however, there has not been a lot of reliable research on the subject, and the information that is currently available is somewhat scarce and rapidly outdating (Griffin, 2005). Due to new trends in society such as the types of music available, younger parents, more career-oriented parents, the availability of illicit substances and prevalence of sexual situations in the media and prime time television, children are encouraged to grow up more rapidly than ever before expected. Unfortunately, these inclinations are destroyin g youth and forcing the courts to punish them as adults for their participation in crimes and maladaptive behaviors (Van Velsen, 2001; Griffin, 2005). The demographics in which the subjects were raised will be explored for adverse influences, which may have led them to criminal activity. The family origin will be examined to determine whether parenting styles might have influenced the subjects to turn to criminal behavior. Pathological conditions of the subjects will be explored to determine the impact of such conditions upon the propensity for criminal behaviors. The gender, race, sexual orientation, sexuality, and deformities of the subjects will be examined to determine whether these characteristics might have influenced the subjects to enter into criminal behavior. Criminal Justice Professionals, social workers, and public administrators must regroup and strategize, so that they can work together and offer more influential rehabilitative options and alternative assessment tools in order to predict the possibility of a juvenile recidivating or committing an act of violence. Purpose of the Study The purpose of this study is to determine how a sample of incarcerated youth would score on a violence predictor assessment instrument, which is designed to predict recidivism and/or maladaptive behavior. This study is an attempt to determine if there are pathological or demographic indicators that can assist in

Thomas More Utopia Essay Example | Topics and Well Written Essays - 1000 words

Thomas More Utopia - Essay Example It appears that everyone has a common desire for the best life attainable. "Utopia" is the word used to denote the best life attainable. Since each person has their own unique vision of Utopia, the only universally agreeable description of Utopia is, "the ability for each person to live in their own vision of paradise." Humanity should strive to obtain that ability. Thomas Moore's Utopia was a description of such an ideal land where social structures had been molded to afford evry individual this very ability to have the fullest from life.In following paragraphs we examine the description of a compelling aspect of humn life viz.religion as dealt in Thomas Moore's UTOPIA. Moore began his description of religious practices in his utopian society with the statement that there were no fetters on religious practices. There was multiplicity of religions. For instance, people worshipped awe inspiring natural object such as the sun and some worshipped even local heroes and distinguished personalities-past and present. Such worshippers were divided in their treatment of such objects of worship. While many treated such objects of worship as ordinary deities others equated them to Supreme God. Moore distinguishes between such believers and a layer of wiser and deeper persons who did not have such identifiable objects of worship but who ," adored one eternal, invisible, infinite, and incomprehensible Deity; as a being that is far above all our apprehensions, that is spread over the whole universe, not by His bulk, but by His power and virtue; Him they call the Father of All, and acknowledge that the beginnings, the increase, the progress, the vicissitudes, and the end of all thin but to Him alone. And indeed, though they differ concerning other things, yet all agree in this, that they think there is one Supreme Being that made and governs the world, whom they call in the language of their country Mithras"(Moore, Book II).In Moore's world, idol worship was clearly distinguished from the concept of the essence of Supreme Being and it was common to find both idol worshippers and believers in essence of the Supreme Being .However it was clearly understood that even idol worshippers acknowledged the limitations of their idols and had an overall belief in the existence of a Supreme Being. In Utopus several religious superstitions had been rationalized and the people were not only willing to hear the merits of various religions but also to adopt and follow them. The role of priest in the society was acknowledged and all the functions and duties they could attend to were identified. Religious intolerance in violent and seditious manner was not al lowed as utopians had a bitter experience in the past of the divisive qualities of religion and their land had suffered under subjugation due to that. Moore writes," he made a law that every man might be of what religion he pleased, and might endeavor to draw others to it by force of argument, and by amicable and modest ways, but without bitterness against those of other opinions; but that he ought to use no other force but that of persuasion, and was neither to mix with it reproaches nor violence; and such as did otherwise were to be condemned to banishment or slavery"(Moore, Book II). Such a law was made not only to preserve societal peace but to prevent daily bitterness amongst

Structures That Influence A Childs Development Education Essay

Structures That Influence A Childs Development Education Essay In this paper I will be discussing the bioecological model of human development. In the bioecological model, development is defined as the phenomenon of continuity and change in biophysical characteristics of human beings(Bronfenbrenner Morris, 2007, p. 793). The main focus of the paper will be on Urie Bronfenbrenners bioecological theory of human development. This model provides the whole picture of the developing child, encompassing relevant theories within it(Berns, 2013, p. 16). Bronfenbrenner looks beyond general developmental patterns; he proposes that researchers examine various ecological settings in which the child participates, such as family and child care, to explain individual differences in childrens development (in this case, cognitive development)(Berns, 2013, p. 17). The social interactions of a child will determine how that child will grow and what type of adult that child will become. The type of environment a child is brought up in impacts the childs ability to l earn. It effects how they develop intellectually, cognitively, and emotionally. This is also when a child learns his morals and values. Bronfenbrenners bioecological model of human development has four basic structures. They are the microsystem, mesosystem, exosystem, and macrosystem. This paper will show how the four structures of human development influence a childs development. The first system that influences development is the microsystem. It refers to the activities and relationships with significant others experienced by a developing person in a particular small setting such as family, school, peer group, or community (Berns, 2013, p. 18). This systems communications are in a close setting of their direct environment and would be considered the most important system of the developing human. The microsystem is the most influential THE FOUR BASIC STRUCTURES system. This is because it is the first time a child interacts with family, schools, and neighborhoods(Swick Williams, 2006, p. 374). This interaction occurs for a long period of time. The most significant relationship of the microsystem is family. Once a child is born they spend most of their time with their family. Their family is responsible for giving them a place to live, feeding them, clothing, keeping them warm, changing their diapers, and buying them anything that is needed. When children are still babies the family basically does everything for them. The family provides a child with the essentials child to live but that is not the only important role of a family. How parents teach their children, interact with them, and talk to them is the probably more important. This is what helps a child develop in the world. There are several different types of parenting styles. The type of parenting style can determine how a child will eventually end up as an adult. Parenting can affect the way a child does in school. It can also affect a childs mental state. Certain parenting styles can lead children into a life of depression others can lead children into a life of achieving. There are four different parenting styles. They are authoritarian, authoritative, permissive, and non-involved. Authoritarian parenting is a style of parent-centered parenting characterized by unquestioning obedience to authority is strict and demanding (Berns, 2013, p. 62). These types of parents expect a lot from their children. This can lead to children having low self-esteem or being depressed. However the children are usually obedient. Perhaps the complete opposite of an authoritarian parenting style would be a permissive parenting style. Permissive parenting is THE FOUR BASIC STRUCTURES a style of child-centered parenting characterized by a lack of directives or authority(Berns, 2013, p. 62). These types of parents do not ask a lot of their children. They usually act more like a friend than a parent. This parenting style can lead to children that do not do well at school and they may suffer from depression as well. These children might also end up having problems with authority. Their parents never told them what to do so when an adult does show some authority the child acts out because they do not know how to handle it. Some may say the healthiest parenting style is authoritative. Authoritative parents are more democratic. They have rules that they expect their child to follow but if their child breaks these rules they are nurturing rather than punishing. Authoritative parenting style leads to a child being happy, assertive, and successful. The last parenting style is uninvolved. These parents are not involved with their child at all. They may provide their child w ith the basic needs necessary to survive but the might not even do that much. Children of uninvolved parents lack self-esteem, they do not do well in school, and they may act out in school. Parenting styles have a significant impact on development. The family structure also impacts development. The nuclear family consists of a husband, a wife, and their children. The nuclear family used to be the most popular but in todays society not all households are structured this way. Today it almost seems that divorce is the norm rather than the nuclear family. 30% of first marriages end in divorce(Kallaman, 2012, p.1). Almost everybody knows someone that is divorced. Even though divorce is becoming more of a normal experience that does not make it any easier on children of divorced parents. In a divorce the children may have to take increased THE FOUR BASIC STRUCTURES responsibility for themselves and may have less time available to spend with parents to receive love and security (Berns, 2013, p.82). Counseling, mediation, custody battles, and fighting are situations that a child might have to face when their parents are going through a divorce. In many occasions there is also a financial consequence. Usually the mother receives custody of the children and the mothers usually make substantially less than their husband. So the type of comfort the children were used to will most likely change. Peers, community, and schools also have an emotional impact on children. Children can have positive experiences with peer groups but they can also have negative experiences. When it is a positive experience peer groups can offer children independence and help them to find their sense of self. When it is a negative experience children can lose their ability to communicate and socialize with peers. It can also cause them to have low self-esteem. An example of a negative experience with peers is bullying. School is a tremendously beneficial experience for children. School is where children learn most of the skills they will need to be a productive adult. School also teaches children how they are expected to behave. The values of the school or teachers are passed on to their students. Children learn in different ways. They may be visual, spatial, auditory, or kinesthetic learners. It is the teacher and the schools responsibility to discover which type of learning best fits each child. The second system that influences development is the mesosystem. Mesosystems consists of linkages and interrelationships between two or more of a developing persons microsystems, such as the family and the school, or the family and the peer group (Berns, 2013, THE FOUR BASIC STRUCTURES p.20). These interrelationships involve a variety of settings that the child is immersed in; the influences bind them together (Bronfenbrenner Morris, 2007, p. 820). Mesosystems can benefit a childs development but that depends on the type of microsystems that come together and the quality of their relationships (Berns, 2013). One of the most important examples of a mesosystem involves schooling. Family and schools link together for the development of children. Children develop better when they have parents that are extremely involved in their education. These children will get higher grades, they will do better in school in general, and they will be more likely to attend college after high school. Families that are involved with school will attend family teacher conferences and they will participate in schools activities. Some parents may even volunteer at their childs school. It is also important for families to ask their children how school was and to help them with their homewor k. This will have a positive effect on children and the children will gain confidence (Berns, 2013, p. 142). The link between school and community is also a vital connection in a childs life. Schools that are located in richer in communities are better funded. The community supports the schools in their neighborhoods because these are the schools their children attend. They receive better books, computers, more funds for sports teams, more money for field trips, and better resources in general. The more funds a school has the more the learning process can be extended Children that attend these schools are in a better environment for learning and it gives them a positive outlook on life. These children have a better chance of doing well in school and doing well as adults. THE FOUR BASIC STRUCTURES The exosystem is the third system of Bronfenbrenners theory of human development. They are settings in which children do not actually participate, but which affect them in one of their microsystems(Berns, 2013, p. 21). Parents socioeconomic status is an example of this. Children dont participate in a familys socioeconomic status but it does affect them. If they are in a family that is in the low economic status they will not have the means to purchase items a child may need. This could be food or school supplies. They will not live in a nice community and therefore will not attend the best schools. Children born into poverty statistically have lower self-esteem, are less likely to excel in school or are more likely to drop out, and they are more susceptible to violence and crime (Bronfenbrenner Morris, 2007, p. 793). On the other hand if they are born into a family that has a high socioeconomic status they will get anything they want. They will go to the best schools. They will get to go on vacations. They will have the best school supplies. They may have a computer for home and then one at school as well. A parents job also affects a child indirectly. If the childs parents do not make a lot of money and they have to work two jobs their childs socialization will be effected. The parent will not be home to help the child do their homework, play games with them, fix dinner for them, or just to talk to them. The parent also may travel a lot for work or stay overnight for a job. In this case their child is placed in non-parental child care. There are different types of non-parental child care. There are child care centers, family day cares, and in-home care. The different types of non-parental child care can affect the child differently. Where the child is cared for is different. Some are cared for in the childrens home but other times the child is taken to a center. The THE FOUR BASIC STRUCTURES accreditation of the care takers is different. That is, if the care taker is accredited at all. Each type of care also has different learning programs. Some programs have structured activities set up for the children while others basically let the children do whatever they want. Being in child care can be beneficial and detrimental to children. The child will be able to socialize with peers more easily, but they tend to be less cooperative and unresponsive with adults (Berns, 2013, p.156). The last system involved is the macrosystem. The macrosystem consists of the society and subculture to which the developing person belongs, with particular reference to the belief systems, lifestyles, patterns of social interaction, and life changes (Berns, 2013, p.22). There are many examples of macrosystems. Republican, upper class, lower class, Baptist, and Asian ancestry are all examples of macrosystems. The macrosystems we live in influence what, how when, and where we carry out our relations(Swick Williams, 2006, p. 377). This system effects the development of a child in a larger context. The beliefs of the family and their lifestyle, education, religion, and mass media all influence a childs development. Macrosystem influences come from cultural views in society. There are certain roles in society that people are expected to live by. For example, gender roles are still seen strongly in the American culture. Parents may expect a boy to be tough and to never cry, while parents expect girls to be domesticated and nurturers. Family values are huge influences on children. There are many values parents impose on their children. They may expect their children to go to college, get a career, get married, and have 2.5 children. All of this should be done in that exact order. Many familys morals and THE FOUR BASIC STRUCTURES values come from their socioeconomic status, their culture influences, and their religious influences. There are some universal parenting goals that are the same no matter what type of cultural or religious beliefs affect them. These are ensuring physical health and survival, developing behavioral capacities for economic self-maintenance, and instilling behavioral capacities for maximizing cultural values, such as morality, prestige, and achievement (Berns, 2013, p. 210). Even so, for the most part, parenting styles in the United States can vary greatly. Urie Bronfenbrenner was correct in his theory of the bioecological model of human development. There is an enormous amount of data that shows how the four systems influence a child. The microsystem can be seen as the major system of influence. It is important to have healthy, safe, positive relationships. These relationships will help the childs development as the other systems come into their lives. A mesosystem can be described as the links in the chain(Welzel Inglehart, 2010, p. 52). School and family individually influence a child and together they make so much more of an impact. This does not only consist of these two relationships, but all relationships in the microsystem. The indirect effects of the exosystem, such as parents careers, have their own influences. Long hours at work and little pay can lead to a child missing out on necessities needed for life but more importantly, the child will miss out on early socialization with someone he trusts. Finally, the macrosystem is the combination of culture, religion, mass media, and other influences that are widespread. Put the four different systems of human development together and they make a huge impact on the socialization and THE FOUR BASIC STRUCTURES cognitive development of a child THE FOUR BASIC STRUCTURES

Schizophrenia Essay -- essays research papers

Schizophrenia Schizophrenia is a serious brain disorder. It is a disease that makes it difficult for a person to tell the difference between real and unreal experiences, to think logically, to have normal emotional responses to other, and to behave normally in social situations. People with schizophrenia may also have difficulty in remembering, talking, and behaving appropriately. Schizophrenia is one of the most common mental illnesses. About 1% of the world population has schizophrenia. In the United States, there are about 2.5 million people with the disease. Schizophrenia is the cause of more hospitalizations than almost any other illness. Schizophrenia most commonly begins between the ages of 15 and 25. Although it strikes men and women equally, the symptoms may appear later in women than in men. Very rarely, the symptoms of schizophrenia can appear before the age of 12. Childhood schizophrenia has a more chronic disease course and involves poor early language development. People with schizophrenia can have a variety of symptoms. Sometimes, these symptoms come on suddenly. Usually, though, the illness develops slowly over months or even years. At first, the symptoms may not be noticed or may be confused with those of other conditions. For example, people with schizophrenia may feel tense, be unable to concentrate, or have trouble sleeping. They often become increasingly isolated and withdrawn as their grip on reality loosens. They do not make or keep friends. They may stop caring about the way they look. Dropping out of school or doing badly at work are other early signs of schizophrenia. As the illness progresses, symptoms of psychosis develop. The person starts to act strangely and talk nonsensically. People with schizophrenia may develop paranoid delusions. Examples of this would be that they might see, feel, smell, or hear things that are not really there. They may have physical symptoms, like frowning or unusual movements, and may stand or sit in strange positions. Some people become almost motionless. Others move around constantly. The severity of symptoms will vary from one person to another. The symptoms also tend to worsen and improve. When the symptoms are improved, the person may appear to behave relatively normally, but usually there will be re... ...therapy may help person with schizophrenia learn to sort out the real from the unreal. Group therapy may help them learn to get along with others. Self-help groups may help persons with schizophrenia feel that others share their problems. The best way to prevent relapses is to continue to take the prescribed medication. People with schizophrenia may stop taking their medications for several reasons. Side effects are one of the most important reasons that people with schizophrenia stop taking their medication. It is hard for people to put up with unpleasant side effects for months or years. It is especially hard when the person feels well. It is very important to find the medication that controls symptoms without causing side effects. Convenience is also important. Some medications need to be taken two, three, or even four times a day. Others may be taken just once a day. People are more likely to remember to take a medication once a day than several times a day. Some people profer to get injections every month of long-lasting medication. Taking medications regularly is the best way to prevent repeated illness and hospitalization.

Food Cloning Essay

Food cloning is a very controversial topic to be discussed because of the large number of disagreements associated with it. Just like anything else in the world, it has positive and negative sides to it. The consumers all over the world only see the negative side. It is time that they now witness the benefits that cloned food brings along with it. This paper will outline these controversies and will describe how the media portrays them. It will also demonstrate the effect of food cloning on our culture, if there is any, and will highlight what this new technology can do for man’s future. Discussion Food cloning is basically obtaining food from cloned animals. How exactly does this work? It is as simple as this. Biotech companies clone animals such as cows, pigs and goats etc by taking the nuclei of cells from adults and combining them into other egg cells from which the nuclei have been extracted. Using this method, a large number of livestock have already been cloned for sale to producers (Reuters, 2003). The first cloned animal that was ever produced was a sheep in 1997. Since then, this technology has become more common and common with time. Because of this reason, the Food and Drug Authority asserted its control over cloning (Patel & Rushefsky, 2002). Food cloning is a controversial topic since the time cloning of animals was introduced in 1997. Consumer groups all over the world want authorities to look in ethical and moral issues that are associated with cloning. People are not accepting this new technology and the benefits that come with it for a variety of reasons and controversies. The controversies largely have to do with the degree of safety of the meat, milk and other food products that are obtained from these cloned animals. Why is safety an issue? The answer to this question is obvious. Man is once again trying to intervene with nature and this may not give out the best results because man is subject to errors. Therefore, man will never be able to produce or reproduce animals and food products exactly like the ones present naturally with the help of science and technology and this difference is the main health concern of authorities all over the world. Another reason why cloned food is considered unsafe is that cloned animals usually have higher death rate, low life expectancy and are more prone to diseases (Poulter, 2008). Other safety issues that are considered to pose include the possibility of causing allergic reactions in human and unexpected genetic effects, altering of significant nutrients that are required, containing higher level of toxicants, reducing the effects of antibiotics, and others (Gralla, & Gralla, 2004). After the famous Mary Shelly’s story in which she creates a Frankenstein, people have started to associate cloned animals with that as well. They fear that just like the Frankenstein turned against its creator, the food products obtained from cloned animals may also back fire. They think that just like the Frankenstein turned out to be harmful, cloned food products will also turn out to be harmful. Because of these health concerns, consumers all over are getting worried and concerned regarding whether of not the food products they are having are cloned or not. According to a source, companies now want their produced food products to be labeled as â€Å"clone free† so that their consumers can buy and consume food products without having to worry about safety issues. We can take the example of Ben and Jerry’s. Because of this non acceptance of the consumers, Ben and Jerry’s which is a popular ice cream producing company want to ensure their customers through media that the ice cream they produce comes from normal cows and not clones (The Associated Press, 2008). The media has a huge role to play in this. It made the debate regarding food cloning very open and all the concerns were right there in front of the consumers. Despite being confirmed as safe by the government, cloned food will not be accepted by consumers. However, the reality may be a lot different from this perception that the general public has regarding cloned food. Various legal authorities have given a green light to the use of cloned food as they consider it safe. These include the government, scientists and agencies like the Food and Drug Administration are using media to affirm the fact that there is no difference in food products from cloned animals and from conventional livestock. Stephen F. Sundlof, director of the Food and Drug Administration Center for Veterinary Medicine announced that â€Å"meat and milk from cattle, swine and goat clones is as safe to eat as the food we eat every day,† Both cloned and natural foods are equally safe and this also goes for the food obtained from off springs of cloned animals (The Associated Press, 2008). They say that there is nothing in the world that is completely natural, therefore there is no reason to stop when it comes to food and not use science and technology to use ways in which abundant food can be made available and that too at better quality. An example of potatoes is given. It is said that potatoes are not edible in their natural form as they are poisonous. Only after selective breeding, they are made edible (Crompton, 2007). Another point put forward to counter the argument of cloned animals being more prone to diseases and having a lower expectancy age is that the milk and meat obtained from cloned animals while they are healthy and alive will not harm the consumers in any way. Therefore there is no reason to be scared to consume such foods. The government and agencies like FDA have confirmed the safety of the foods but still the businesses are not ready to use cloned animals for their products. They fear that if they use such animals, they will have to label their products as ‘cloned’ and because of this people will not go for this product. However, their fear is logical because people are not ready as yet. We are living in a world where the population is increasing at a very rapid exponential rate. This increasing population will eventually demand food and the rate at which we are using up all our resources, it is predicted that very soon man will not have a lot to eat. We need to find better and newer ways which enable that we have abundant food supply for everyone in the world. Biotechnology is a new field that has been grown because of this. Cloned food is something that has been developed as a result. There were health concerns in the past regarding cloned food, but since now the government and other authorities like FDA have confirmed the safety of food obtained from cloned animals, we consumers must learn to accept it as in near future, this food will become a necessity and out only option. Conclusion In conclusion, I would once again like to emphasize on the need to accept such technologies. Food cloning was considered unsafe in the past because it is something new. Everything new has to go through a testing stage until it can be made ready to use. Similarly, food cloning has undergone the testing stage and it is now safe and ready to use. It is no longer the Frankenstein that it was once considered and because of this it has been made legal all over the world. References The Associated Press (2008) Cloned food may prompt ‘clone-free’ labels. Retrieved, 4 Oct, 2008, from MSNBC. Web site: http://www. msnbc. msn. com/id/16383458/ Crompton, S. (2007) Frankenstein’s monsters or the future of food? Retrieved, 4 Oct, 2008, from Times Online. Web site: http://women. timesonline. co. uk/tol/life_and_style/women/body_and_soul/article1461151. ece Gralla, J. D. & Preston Gralla (2004) Complete Idiot’s Guide to Understanding Cloning. Alpha Books. Patel, K. & Mark E. Rushefsky (2002) Health Care Policy in an Age of New Technologies. M. E. Sharpe. Poulter, S (2008) EU gives green light for cloned food to go on sale in UK shops. Retrieved, 4 Oct, 2008, from Daily Mail Online. Web site: http://www. dailymail. co. uk/health/article-507700/EU-gives-green-light-cloned-food-sale-UK-shops. html Reuters (2003) Cloned Food OK by FDA. Retrieved, 4 Oct, 2008, from Wired. Web site: http://www. wired. com/techbiz/media/news/2003/10/61038