Doll House Essay Research Paper Helmer is free essay sample

Doll House Essay, Research Paper Helmer is an effective bank lawyer in the play? A Doll House? composed by Henrik Ibsen. His wedded lady? s name is Nora. She is a homemaker with three children and gets help raising them from her amah Helen. Nora and Helmer are both occupied individuals inside their lives. Little do they cognize that their marriage is non safe because of the way that it is non given first priority in the lives they drove. The activity takes topographic point in their place. Helmer is extremely defensive with regards to the family picture that is depicted to the masses. This is on the grounds that his calling, as a lawyer, relies upon it. He feels that he should hold an ideal open picture for the enthusiasm of his calling and non his family unit, since that is the thing that comes premier in his life. This is seen when he finds a note from a bank that his wedded lady, Nora, gets a credit from. We will compose a custom paper test on Doll House Essay Research Paper Helmer is or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page He discovers that the advance was obtained unlawfully through fake. She utilizes her male parent? s signature. Helmer immediately strips her of every one of her privileges to him as his wedded lady and to the children as their female parent. He does non ask for separate since this will non be a decent open picture for his calling, on the other hand he requests that her hold a different room from his and limits her clasp with the children. Helmer is the guideline shaper of his home. He fastidiously gives inside informations on how he needs his home count. He has set clasp for everything, when the repasts are readied, when the children should make a trip to kip, when they should wake up, what to eat, when to investigate the mail and so on. This is likely the ground why he is fruitful in his calling. He is again seting his calling as first priority and utilizations the important that he applies to it in the family. Helmer has an office in the place of with he gives restricted dishes to his wedded lady, Nora. He regards her as though she was one of his children then again of? his wedded lady? . He engages his official companions in the workplace in shut entryway Sessionss and ordinarily doesn? T fill in his wedded lady on his anxiety. Profession comes premier for Hemler. The way in to the letter enclose is the guardianships of Hemler. It would appear that he does non accept his wedded lady as an equivalent by non giving her a trim key. He needs to be the first to deal with all the mail, checks the letters in the container thus conveys them to the fitting individuals. His wedded lady again is set second to his anxiety. Nora, Helmer? s wedded lady is other than truly prote ctive when it comes how her better half perspectives her. I see this when she conceals the way that she is having chocolate, which is prohibited in the family unit. She would prefer to let Dr. Rank, a family companion, think about the chocolate and not her significant other. The specialist really encourages her to shroud the bundle when Helmer strolls into the front room. She additionally places him in runner up in her life. Nora likewise reveals to her companion Mrs. Linde about the cash that she crushes out of her home hold financial plan to pay for the credit she took from the bank. She doesn't reveal to her better half about the credit since she knows how he will respond towards her and the issue. She secures herself rather than their relationship, placing their marriage in runner up. The family companion specialist discloses to Nora how he has been infatuated with her for quite a while. She responds adversely letting Dr. Rank realize that she won't endure his conduct. She keeps it from her better half since she needs to keep up an honest view from him. The concealing of such issues from Helmer is primary goal rather than her marriage. Nora is caught in the act lying about the visit of Nis Krogstad, the financier. Nis is liable for the Nora?s credit. Helmer gets some information about the banker?s visit and she denies the way that he had come the their home. She is continually lying just to spare herself from changing her spouses see towards her. The hit to their marriage happens when Helmer finds that his significant other produced a bank archive to get a credit. He blows up and strips her of all her nurturing and spouse rights. Another letter appears and clears them structure the forgary He changes promptly and reinstats Nora back to her postion in their home. This unmistakably shows he adores his vocation more than all else. Nora then again anticipates that her better half should show her a conciliatory love and assume the fault for the forgary. Toward t he finish of the dramatization Helmer and Nora wind up living separtae lives. They have both added to their marriage?s ruin. Nora with her obsetion of needing to in every case please her better half by utilizing affectation, lies, sabotaging techniques and dread and Helmer with the adoration for his vocation, want force, control and his dread of un unplesant open picture help to pulverize each other. The absolute best family is no more since Nora adored herself excesivly and Helmer cherished his profession extremly.

My Lai Essay Example For Students

My Lai Essay The Olson and Roberts book, My Lai depends on the March 18, 1968, attack on My Lai. By analyzing the material, a clarification of why this slaughter happened is drawn. The primary factors that lead to the My Lai attack were trouble drawing in with the adversary and the issue of recognizing the aggressors and regular people, which both prompted fierceness and disappointment among fighters and an error of the mission. On March 17, 1968, a strategic given to the Charlie organization to go into the town of My Lia or Pinktown, and take part fighting with the foe. The territory was supposed to be intensely populated with Vietcong, the North Vietnamese Army and Vietcong supporters (Olson, T’Souvas, CID Statement, p.68). On March 18, 1968, the Charlie organization went to My Lia to look for and obliterate the Vietcong’s 48th Local Force Battalion. The mission transformed into an incredible slaughter of innocuous regular people. Elderly people men, ladies and kids were assembled in gatherings and afterward executed. Everything that moved was slaughtered. Pfc. Charles Gruver, a warrior at My Lai said to Ronald Ridenhour, â€Å"We went in there and killed everybody.† After the slaughter the military was attempting to cover the episode up to keep it from people in general. On the report for the skirmish of My Lai it was recorded that 128 foes slaughtered however just three weapons recou ped (Olson, p.23). It was apparent to what had really occurred. The trouble drawing in with the adversary was a factor paving the way to the slaughter. The Vietcong and the North Vietnamese Army were profoundly gifted in attempt at manslaughter guerrilla strategies. The Vietcong utilized land mines and boobytraps. Ladies, kids and elderly people men helped the Vietcong to build and spot these protective weapons. (Olson, p.47,48) While attempting to find the Vietcong on look and annihilate missions numerous American troopers were slaughtered or injured by mines boobytraps or expert marksmen. William Calley affirmed that seeing men slaughtered in a land mine during an activity brought out sentiments of detest and dread towards the Vietnamese (Olson, Calley, p.52). While the American warriors were being injured or executed the adversary was once in a while to be seen or taken shots at. The fighters were baffled that their companions were being executed by the adversary, yet they couldn't discover the foe to slaughter them. This lead American trooper s into My Lai with the demeanor to look for vengeance for past losses and that nothing would stop them (Olson, Roberts, Peers Report, p.54). 3Distinguishing between the aggressors and regular citizens was another factor of why this slaughter happened. The issue of not knowing who the foe was additionally prompted dread and dissatisfaction inside the American officers. The foe was not dressed formally so they were not handily distinguished. A few regular citizens were helping the Vietcong and the North Vietnamese Army. Some eventual regular people by day and marksmen around evening time. Indeed, even kids would indulge up to jeeps and drop hand explosives in the jeep (Olson, Roberts, Peers Report, p.54). The troopers were turning out to be disappointed in light of the fact that they didn't have the foggiest idea who to be companions with. The error of the crucial the commanders and the officers likewise prompted the My Lai slaughter. To begin with, the arrangement depended on a flawed suspicion concerning the quality and demeanor of the adversary and the nonappearance of noncombatants in the operational zone (Olson, p58). The town should be away from all regular folks, and the individuals who remained were the adversary or supporters of the foe. The underlying requests given by Colonel Barker were to kill the town of My Lia and to pulverize adversary assets, for example, structures, hootches, passages and domesticated animals (Olson, Kotouc, Peers Report, p.59). At the point when Captain Medina assembled the Charlie Company to clarify the crucial, 4 soldiers left with various translations of the mission. Gregory Olsen said they were told to execute any military age male running from them or taking shots at them (Olson, G. Olsen, CID, p.64). Another warrior affirmed that Medina requested them to slaughter everything in the town since it was totally adversary controlled (Olson, Stanley, CID, p.65). During preparing the officers were educated from the absolute first day to obey orders and not pose inquiries (Olson, Peers Report, p.11). Obviously the fighters were informed that regular people were freed from the town the same number of the warriors expressed that in their declaration. A few fighters got the impression to murder everything and others got the impression to not execute ladies and kids (Olson, Maples, CID, p.70). Taking everything into account the absence of commitment with the adversary, trouble distinguishing the foe, wrath and dissatisfaction among American warriors and the distortion of the strategic prompted the My Lai slaughter. The strategic dependent on absence of insight data about the inhabitance of the foe inside the region of My Lai. I feel that the occurrence is reasonable because of the conditions. The warriors followed orders given on what was supposed to be the foe. Beca use of the numerous elements that lead to the My Lai slaughter, no activity ought to have been made on the chosen few. .ueedf882f97ffe953e17c33954bdc57c2 , .ueedf882f97ffe953e17c33954bdc57c2 .postImageUrl , .ueedf882f97ffe953e17c33954bdc57c2 .focused content region { min-tallness: 80px; position: relative; } .ueedf882f97ffe953e17c33954bdc57c2 , .ueedf882f97ffe953e17c33954bdc57c2:hover , .ueedf882f97ffe953e17c33954bdc57c2:visited , .ueedf882f97ffe953e17c33954bdc57c2:active { border:0!important; } .ueedf882f97ffe953e17c33954bdc57c2 .clearfix:after { content: ; show: table; clear: both; } .ueedf882f97ffe953e17c33954bdc57c2 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; progress: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .ueedf882f97ffe953e17c33954bdc57c2:active , .ueedf882f97ffe953e17c33954bdc57c2:hover { haziness: 1; change: darkness 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .ueedf882f97ffe953e17c33954bdc57c2 .focused content territory { width: 100%; position: r elative; } .ueedf882f97ffe953e17c33954bdc57c2 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content enhancement: underline; } .ueedf882f97ffe953e17c33954bdc57c2 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ueedf882f97ffe953e17c33954bdc57c2 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-outskirt sweep: 3px; content adjust: focus; content beautification: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .ueedf882f97ffe953e17c33954bdc57c2:hover .ctaButton { foundation shading: #34495E!important; } .ueedf882f97ffe953e17c33954bdc57c2 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .ueedf882f97ffe953e17c33954bdc57c2-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ueedf882f97ffe953e17c33954bdc57c2:after { content: ; show: square; clear: both; } READ: The Formality Of Baking EssayBibliography:Bibliography PageOlson, James S. also, Roberts, Randy, My Lai, Bedford Books, Boston, New York 1998.

ADHD Combined Type Symptoms and Diagnosis

ADHD Combined Type Symptoms and Diagnosis There are three forms of attention deficit hyperactivity disorder (ADHD). These are: Predominantly inattentive ADHD is characterized by problems regulating attention.Predominantly hyperactive/impulsive ADHD is characterized by impulsive and hyperactive behavior.Combined type ADHD is where both inattention and hyperactivity/impulsivity are present. These different forms of ADHD used to be called ADHD subtypes. Then, when the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was published in 2013, the term subtype was changed to presentation.?? For example, a person could be diagnosed with attention deficit hyperactivity disorder, combined presentation. Even though the official term is now presented, many people still use the terms subtypes and types. Occasionally, combined ADHD might be referred to as ADHD-C. Diagnosing Combined Type ADHD All ADHD types are diagnosed in the same way. A detailed evaluation is carried out by an experienced healthcare professional. This clinician gathers information from a variety of sources including an interview with you (or your child), your medical history, family medical history, and your experiences in school. The assessment might also include intellectual screening, memory testing, attention and distraction tests, as well as an interview with your spouse. If it is a child being assessed, the child’s parent will most likely be interviewed. At the end of the evaluation, the clinician will determine if the criteria for ADHD outlined in the DSM-5 has been met. If it has, then a diagnosis of ADHD can be made. You or your child will be diagnosed with an ADHD presentation. This will be either inattentive, hyperactive-impulsive, or combined ADHD. The DSM-5 identifies 18 symptoms of ADHD: nine symptoms of inattention and nine symptoms of hyperactivity-impulsivity. To possibly warrant a diagnosis of combined ADHD, the following conditions must be met:Children up to age 16 must exhibit six or more symptoms of each type.People age 17 and older must exhibit five or more symptoms of each type.The  symptoms need to have been present for at least six months.Several inattentive or hyperactive/impulsive symptoms need to have been present before the age of 12 (although not necessarily diagnosed).The symptoms should be noticeable in more than one setting, such as at school/work and at home.The symptoms need to affect the person’s ability to perform to his or her potential.The symptoms should not be better explained by another mental disorder, such as a mood disorder or anxiety disorder. Following is an adapted version of the 18 symptoms listed in the DSM-5. Inattentive Symptoms Often makes mistakes that appear careless, either at school or work. These mistakes occur because of problems paying attention to details.Has difficulty maintaining attention on school, work, reading or fun activities.Does not appear to listen during conversations, even one on one. Seems internally distracted, for example thinking about other things.Following through on instructions is challenging. Finishing a task or homework from beginning to end is rare due to getting sidetracked or losing focus.Tasks are avoided that involve mental effort for long periods of time like schoolwork, work projects, or forms.Frequently loses items, for example, textbooks, wallet, keys, glasses, and cell phones.Can be easily distracted by external events.Is forgetful while doing everyday activities like chores and errands. Hyperactive-Impulsive Symptoms   Being physically still is challenging. Will move feet and hands, and squirm.Staying seated is hard. Will often get up and move around, even in situations where sitting down is socially expected, like a classroom or work environment.Will run or climb at unsuitable times. Teenagers and adults might look physically still but experience internal restlessness.Rarely participates in hobbies or play activities quietly.Has lots of energy and is frequently described as always on the go or driven by a motor.Talks continually and might be known as a chatterbox. This can result in problems at school and work.Will answer questions before they have been fully asked. Interrupt others while they are talking.Waiting for a turn is difficult, whether at play, in a line or during a conversation.Intrudes on other people’s activities and conversation. Why Is It Important to Know What Type of ADHD I Have? As with many topics, knowledge is power. The more you know about your condition and the type of ADHD you have, the more empowered you feel. This in turns means you can get the right treatment for your symptoms so they are well managed. Knowing what ADHD presentation you have means you can distinguish between what is an ADHD symptom and what is part of your unique personality. Sometimes people struggle for years with an aspect of ADHD they think is just part of who they are, only to later find that it was related to ADHD and that treatment is available to help. In addition to the practical benefits, there are psychological benefits to knowing how ADHD affects you. There is a lot of moral judgment around behaviors that result from having ADHD.  For example, not being able to sit still in a meeting might be called disrespectful. A person who makes what seems like careless mistakes at school may be labeled unmotivated. Adults and children with ADHD often call themselves lazy or stupid, when they are neither. Understanding the subtleties of your ADHD type helps you to separate yourself from these negative comments and the shame and guilt that comes with them. This frees you to find a proactive solution instead. Is It Worse to Have Combined Type Than Just One ADHD Type? Having combined type ADHD does not automatically mean your ADHD is more severe compared to someone who is diagnosed with the predominantly hyperactive type or predominantly inattentive type. For example, a person who has predominantly hyperactive-impulsive type might still experience some symptoms from the inattentive symptom list. However, he or she would not have the full five or six symptoms to be given a combined ADHD diagnosis. Being diagnosed with combined type ADHD means your symptoms are more likely to be evenly distributed between the two types. Anyone who is diagnosed with ADHD after May 2013 (when the DSM-5 was published) is told how severe his or her ADHD is. It could be mild (while still meeting the ADHD criteria), moderate, or severe. This rating is a more accurate way to know the severity of your condition, rather than judging it based on the type of ADHD you have. Will You Always Have Combined Type ADHD? When the DSM-5 was published, it replaced the term ADHD subtypes with ADHD presentations.  This change reflected the new understanding researchers have of ADHD. Rather than being a fixed and stagnant condition that could be neatly divided into subtypes, we now know that a person’s ADHD presentation and severity is more fluid and can change with age and the setting. In his book Taking Charge of Adult ADHD,  Dr. Russell Barkley writes that a predominantly hyperactive presentation could be an early developmental stage of combined ADHD.?? He states that the majority of people who are diagnosed with hyperactivity will develop sufficient symptoms related to attention regulation in three to five years. These new symptoms will be strong enough that these people will meet the requirements to be diagnosed with ADHD combined presentation. We also know that symptoms of hyperactivity and impulsivity tend to decline as a person ages.?? For example, a person who experienced hyperactivity as a child and found it hard to sit still might be able to sit still when required as an adult but will feel internal restlessness and discomfort. Treatments If you or your child have combined ADHD, it is important to address both the inattentive and the hyperactive and impulsive symptoms. While ADHD cannot be cured, it is possible to treat and manage symptoms successfully. As with all types of ADHD, the most effective treatment plan for combined ADHD is usually medication, plus behavioral treatments like therapy, accommodations, social skills, and lifestyle changes. The 9 Best Online Therapy Programs There are not specific ADHD medications that work best for certain types of ADHD. Instead, finding the right medication and dose is something that your doctor will be able to help with. You might try several different ADHD medications until you find one that helps your ADHD symptoms and has minimal side effects.

The Impact Of Mobile Phones On Everyday Life - 901 Words

The mobile phone was invented in the second half of the nineteenth century (Goggin, 2006). Since the invention it has become part of the everyday lives of billions of people around the world (Goggin, 2006). Technology enters the busy lives of most individuals who juggle study, work and social relationships with others (Crabtree, Nathan Roberts 2003). The use of technology such as mobile phones is mundane and rationalized in everyday life events, activities and interactions among others. Erving Goffman’s idea of â€Å"impression management† applies to the use of the mobile phones in everyday life situations especially when interacting with other people online via social media. An individual’s device may be related to their social class and their cultural and economic capital they have in regards to the way they use their device in day-to-day situations. My iPhone 6 plus is an important object that I carry around with me everyday. My iPhone allows me to keep in touch with friends and family and also engage in social interactions and activities (Goggin, 2006). It is a great device as it is easy to use and communicate with others. Instead of calling someone and talking over the phone, iMessaging allows me to talk to the person and also do other things in between such as watch an episode of a TV show. Having my mobile phone with me everyday is a great device to avoid awkward situations and make time past quicker e.g. flicking through the latest news on Facebook while waiting inShow MoreRelatedMoblie Phone Technology and The Social Impact Thereof Essay1263 Words   |  6 PagesINTRODUCTION Mobile phone technology is a technology that a vast majority of us would be familiar with, allowing one to call from almost anywhere, anytime as long as they connected a network. 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It is a tool which is used everyday and is sometimes essential for someone depending on the type of job, one does. For instance, businessmen use their mobile phones much for transactions or for

Obscenity In Fun Home. ​​Should It Be Acceptable To Implement

Obscenity in Fun Home Should it be acceptable to implement obscene literature in the education curriculum, even at the cost of one’s moral beliefs? Fun Home, written by Alison Bechdel, is a graphic memoir that illustrates the relationship of the character Alison with her father, Bruce. Although they did not share an intimate father-daughter bond in Alison’s childhood, Alison grows up to bear many of her father’s traits, such as being queer. Unfortunately, her memories with her father are short-lived, as her father commits suicide when she turned twenty. As a result, she attempts to unlock her closeted father’s life and understand his struggles. A recurring theme throughout Fun Home is sexuality and is often demonstrated through†¦show more content†¦The College of Charleston had assigned Fun Home to the incoming students. The House lawmakers were not pleased with Fun Home’s theme of homosexuality and the text’s depiction of sexual imagery. Some students, in retaliation had organized protests convincing the governor to stop the House from cutting down the funds (McCammon, 2014). On the other hand, some students down in North Carolina, one being Brain Grasso, agreed to the fact that the story contains obscenity. They refused to read the book as its content goes against their religious and moral beliefs (Grasso, 2015). Professors might contend on the issue of academic freedom. However, obscenity is prevalent in the book Fun Home and is gratuitously portrayed through the graphic. This could violate the moral principles of some students. By incorporating this book in the curriculum, the professors would not be â€Å"redeeming social importance† (Rault 100). The dictionary definition of obscenity is the depiction of sexual matters in a way that infringes on standards of decency and morality. However, the extent to which it contravenes the standards of morality is entirely subjective. My interpretation derives from a Supreme Court ruling that concluded in a 1966 case that in order to establish obscenity, the content must be â€Å"utterly without redeeming social importance† (Rault 100). I agree with those professors who argue academic freedom:Show MoreRelatedTop 1 Cause for Project Failure65023 Words   |  261 Pagesfailure. Looking forward to sharing learning. [Mathew@PM4K] @ http://www.anishmathaimathew.blogspot.com Karl Kerr Project Planner at Knorr-Bremse Rail Systems UK Limited Anish, Wow a great question and one that should generate plenty of feedback! I have worked on many projects in my time in the following sectors: Nuclear, Public Sector, Rail Telecommunications. They all have one thing in common: they have in place Project Management systems

Assignment of Personal Sport Free Essays

Last year, after summer vacation, I went into my student soccer team kind of sad, my past captain, the person who I had really admired, had moved to another team. I did not really feel down though, because there were many of my friends that were playing with me this year. The greatest thing I had learned about soccer is â€Å"Team Spirit†, which I thought my team was full of. We will write a custom essay sample on Assignment of Personal Sport or any similar topic only for you Order Now Day by day, we played together, joked in the yard, hung out after tired matches, I was so happy to have them as teammate. In my city, there were many rival teams, and they were always trying to pull pranks on each other. Sometimes nothing really happened, but sometimes something really terrible happened. I remembered the time our team did not have any uniforms because someone has painted them. Luckily, we could have a new uniform which I thought were better, but we also had to pay a lot of money for them. This season was not just like any season before. We had a new captain and we were also playing competitive soccer, which was a lot different than our normal soccer. Instead of playing with other local teams, we got to play in big tournaments and against strange teams from other cities. The game was also more vivid; I remember the first game, against a team from Hue City-the city next to my city. The game we called â€Å"Derby Game†, it was totally different than anything I had seen, we were getting to play at a university, and against a highly ranked team. We had started the game, and man the other team was wild, they played with violence. After the first half with surprise and anger, we started to strike back, and I was sure the referee would hate to be in his position. Whenever he made a decision, he got a lot of bad word from players; it did not matter if he was right or wrong. That game finished with a loss for us, but the biggest disappointment was that two of my teammates were injured. We soon learned to live with this violence, and the funny thing is, we even participated in it more than other teams. After we gained enough points, we entered to the next stage of the tournament, which was called â€Å"Knock Out Stage†. This meant we could be kicked out of the tournament as soon as we lost a game. The tournament was held in Ho Chi Minh City, the biggest city in my country. We stayed in a hotel with three other teams. At the first sight I looked at them, I realized that the rumors about them were true; teams that qualified to this stage were really beasts, they were stronger, faster and even dirtier (in the way they play). We had about two days to practice and get used to the yard. The yard there was much prettier than in our city. The grass was greener, and there was more space for supporters. In the first day of the tournament, we had a game against Thu Do, a team from Hanoi City- our capital city. That team played really well, they ran all around the yard and I never saw any of them stop running. Our goalie was taking a lot of their shots; he looked really exhausted just after 20 minutes. Then as we saw that they were too strong for us, we changed the tactic to â€Å"counterattack†, which was much safer and did not waste as much energy. I had to be withdrawn from the yard because of the change in tactic. At that time, I felt so disappointed but I could contain it. The change in tactic seemed to be good and gave us a positive effect. Thu Do still attacked very hard, they flowed into our yard part like a huge flood, but it was less dangerous than before. Our defense did a very good job; they kept the enemies far away from the goalie as much as they could, they also tried to block every shot from the enemies. I was sitting on the sideline for a bit and my coach asked me how I felt, I said good and asked if I could get back in, he said, â€Å"Sure, but in a bit. † So I started do some exercises to keep my body warm and be ready. A bit later, the referee blew the whistle and the first half came to an end. The result was still 0-0 and we could not expect more. Our team went into the rest room and discussed a lot. My coach told me that I would have a part in second half; nervous thought crossed my mind for a second but was soon gone. At the beginning of the second half, things were not much different from the first one; Thu Do still tried hard to attack and score a goal, but our defense line was really concentrated on to the game. Whenever Thu Do’s player got the ball, there were always two or maybe three of our players standing around him and were able to win the ball back. They kept attacking hard and we kept defending well. After 20 minutes, Thu Do players were starting to get tired, I could see how heavy and exhausted in their running, and you know, that was the time we had been waiting for. The coach told me to pop in. We started to attack them back, and can anyone believe it? We scored at our very first chance; I was the one who crossed the final ball to Vu – our player, and with a genius header, the Thu Do’s net vibrated with our happiness and cheers from our supporters. We had been waiting for this time and it had come. I remembered a saying from a well-known coach that goes: â€Å"If you keep attacking but could not score, then you will be scored. It was true this time. I could not tell you how Thu Do player’s faces looked at that time. It was some kind of disappointed, angry or maybe even shameful. After having a goal, we got back to defense style. The time left was still plenty, Thu Do’ player attacked in hopelessness, and for their honor. But that was it, the referee blew full time whistle and we won that game, a very tough game. We also paid a very expensive price because of that winning moment; our players were exhausted and did not have good form on the next game. We lost on our second game. Although that was not something that really surprised us, we were still. I thought the main reason for our loss was that we were not really ready for this kind of tournament. We were determined to get back to our city and train harder and hope for a successful next year. That was also a lesson for me and my team, so that in next tournaments, we could have a better preparation in health and mental, and could avoid unnecessary injures. Until now, that soccer experience is something that I never forget in my life; that was not only my first soccer tournament, but also the most impressive tournament I have ever had. How to cite Assignment of Personal Sport, Essay examples

Assignment of Personal Sport Free Essays

Last year, after summer vacation, I went into my student soccer team kind of sad, my past captain, the person who I had really admired, had moved to another team. I did not really feel down though, because there were many of my friends that were playing with me this year. The greatest thing I had learned about soccer is â€Å"Team Spirit†, which I thought my team was full of. We will write a custom essay sample on Assignment of Personal Sport or any similar topic only for you Order Now Day by day, we played together, joked in the yard, hung out after tired matches, I was so happy to have them as teammate. In my city, there were many rival teams, and they were always trying to pull pranks on each other. Sometimes nothing really happened, but sometimes something really terrible happened. I remembered the time our team did not have any uniforms because someone has painted them. Luckily, we could have a new uniform which I thought were better, but we also had to pay a lot of money for them. This season was not just like any season before. We had a new captain and we were also playing competitive soccer, which was a lot different than our normal soccer. Instead of playing with other local teams, we got to play in big tournaments and against strange teams from other cities. The game was also more vivid; I remember the first game, against a team from Hue City-the city next to my city. The game we called â€Å"Derby Game†, it was totally different than anything I had seen, we were getting to play at a university, and against a highly ranked team. We had started the game, and man the other team was wild, they played with violence. After the first half with surprise and anger, we started to strike back, and I was sure the referee would hate to be in his position. Whenever he made a decision, he got a lot of bad word from players; it did not matter if he was right or wrong. That game finished with a loss for us, but the biggest disappointment was that two of my teammates were injured. We soon learned to live with this violence, and the funny thing is, we even participated in it more than other teams. After we gained enough points, we entered to the next stage of the tournament, which was called â€Å"Knock Out Stage†. This meant we could be kicked out of the tournament as soon as we lost a game. The tournament was held in Ho Chi Minh City, the biggest city in my country. We stayed in a hotel with three other teams. At the first sight I looked at them, I realized that the rumors about them were true; teams that qualified to this stage were really beasts, they were stronger, faster and even dirtier (in the way they play). We had about two days to practice and get used to the yard. The yard there was much prettier than in our city. The grass was greener, and there was more space for supporters. In the first day of the tournament, we had a game against Thu Do, a team from Hanoi City- our capital city. That team played really well, they ran all around the yard and I never saw any of them stop running. Our goalie was taking a lot of their shots; he looked really exhausted just after 20 minutes. Then as we saw that they were too strong for us, we changed the tactic to â€Å"counterattack†, which was much safer and did not waste as much energy. I had to be withdrawn from the yard because of the change in tactic. At that time, I felt so disappointed but I could contain it. The change in tactic seemed to be good and gave us a positive effect. Thu Do still attacked very hard, they flowed into our yard part like a huge flood, but it was less dangerous than before. Our defense did a very good job; they kept the enemies far away from the goalie as much as they could, they also tried to block every shot from the enemies. I was sitting on the sideline for a bit and my coach asked me how I felt, I said good and asked if I could get back in, he said, â€Å"Sure, but in a bit. † So I started do some exercises to keep my body warm and be ready. A bit later, the referee blew the whistle and the first half came to an end. The result was still 0-0 and we could not expect more. Our team went into the rest room and discussed a lot. My coach told me that I would have a part in second half; nervous thought crossed my mind for a second but was soon gone. At the beginning of the second half, things were not much different from the first one; Thu Do still tried hard to attack and score a goal, but our defense line was really concentrated on to the game. Whenever Thu Do’s player got the ball, there were always two or maybe three of our players standing around him and were able to win the ball back. They kept attacking hard and we kept defending well. After 20 minutes, Thu Do players were starting to get tired, I could see how heavy and exhausted in their running, and you know, that was the time we had been waiting for. The coach told me to pop in. We started to attack them back, and can anyone believe it? We scored at our very first chance; I was the one who crossed the final ball to Vu – our player, and with a genius header, the Thu Do’s net vibrated with our happiness and cheers from our supporters. We had been waiting for this time and it had come. I remembered a saying from a well-known coach that goes: â€Å"If you keep attacking but could not score, then you will be scored. It was true this time. I could not tell you how Thu Do player’s faces looked at that time. It was some kind of disappointed, angry or maybe even shameful. After having a goal, we got back to defense style. The time left was still plenty, Thu Do’ player attacked in hopelessness, and for their honor. But that was it, the referee blew full time whistle and we won that game, a very tough game. We also paid a very expensive price because of that winning moment; our players were exhausted and did not have good form on the next game. We lost on our second game. Although that was not something that really surprised us, we were still. I thought the main reason for our loss was that we were not really ready for this kind of tournament. We were determined to get back to our city and train harder and hope for a successful next year. That was also a lesson for me and my team, so that in next tournaments, we could have a better preparation in health and mental, and could avoid unnecessary injures. Until now, that soccer experience is something that I never forget in my life; that was not only my first soccer tournament, but also the most impressive tournament I have ever had. How to cite Assignment of Personal Sport, Essay examples

Health Information Exchange free essay sample

Consumers today have the ability to access information related to their daily lives or even information related to events happening on the opposite side of the world. However, if this same consumer needed access to his or her personal health information, the ability of the patient or their health care provider to obtain the information would be limited. (Medows) Personal health information is not used to its full potential to support effective and efficient care due to fragmented information creation and storage. Our fast-paced always on the go society calls for a change to this state of isolated, fragmented health information. Whether it be a patient relocated due to a natural disaster or being able to identify a patient who was prescribed a recalled drug, having access to health information no matter where the patient may be is necessary. (Vest and Gamm, 2010) Making health information technology (HIT) will not only enable healthcare consumers access to their own medical history but also ensure that healthcare providers have timely access to medical records, improve the ease and safety  of e-prescribing, improve payer reimbursement, and provide the information needed for population based health planning. (Medows) Policy makers, researchers, industry groups, and health care professionals agree that health information exchange (HIE) is the much needed solution. (Vest and Gamm, 2010) Health Information Exchange (HIE) What is HIE? The National Alliance for Health Information Technology defines health information exchange (HIE) as the process of sharing patient-level electronic health information between different organizations. This process is conducted in a manner that protects the confidentiality, privacy, and security of the information. (AHIMA, 2012) The ability to exchange health information electronically is the foundation of efforts to improve quality of care, improve patient safety, and reduce costs and thus proves the importance of health information exchange (HIE). (HealthIT) While HIE promises cost and quality improvements, to date there lacks substantial and consistent empirical demonstrations of the effectiveness of HIE. (Vest and Gamm, 2010) History of HIE Community Health Management Information Systems (CHMISs) In 1990, the Hartford Foundation initiated community health management information systems (CHMISs) through grants to seven states and cities. (HIT Knowledgebase, 2012) The systems were centralized data repositories that housed patient information. The main purpose of the system was for assessment purposes and to facilitate billing and patient eligibility information retrieval in order to reduce costs. However, none of these systems ultimately survived due to lack of affordable and effective technology. They developed in communities interested in the concept of HIE but with commercial endeavors rather than community stakeholders. (Vest and Gamm, 2010) These endeavors were primarily aimed at reducing costs by sharing data. In an attempt to overcome some of the pitfalls learned in 1990, CHINs employed decentralized data structures that made it less likely to violate some privacy concerns. (HIT Knowledgebase, 2012) Despite the fact that anywhere from 75 to 500 CHINs existed or were in the planning stages during the 1990s, most failed to survive. There are several reasons that led to this failure. First, there was a lack of focus on community stakeholders. (Vest and Gamm, 2010) In addition, technology vendors, who were building the systems to collect fees associated with electronic transmission, seemed to pit the interests of hospitals against those of community physicians. Finally, there was no clear return on investment. (HIT Knowledgebase, 2012) IOM Reports In 1999, the Institute of Medicine released the first of a series of reports that would ignite a national focus on patient safety and quality of care. This first report, To Err is Human, addressed the fact that healthcare in the United States is not as safe as it should be. â€Å"At least 44,000 people, and perhaps as many as 98,000 people, die in hospitals each year as a result of medical errors that could have been prevented, according to estimates from two major studies. † (IOM, 1999) A follow up report in 2001 pointed out how health information technology (HIT) and health information exchange (HIE) can be used to reduce errors and improve efficiency and effectiveness of our healthcare system. This new national focus would determine how the history of HIE would continue to unfold. Hospitals have been identified as a primary financial contributor in a community but would also have the most difficulty in showing a return on investment. In addition, while privacy laws allow for the sharing of information between organizations for the purpose of patient care, RHIOs are still responsible for ensuring patient privacy. (Vest and Gamm, 2010) HIE Today A milestone year for health information exchange was 2009, in which Title XIII of the American Recovery Reinvestment Act was passed. This is better known as the Health Information Technology for Economical Clinical Health (HITECH) Act and is the most recent example of federal support for HIE. (Vest and Gamm, 2010) The HITECH Act incentivizes the use of electronic health record (EHR) adoption among providers who adopt certified systems and are able to demonstrate that they use these EHR systems in a meaningful way. The act also addresses privacy issues by strengthening privacy, security, and confidentiality. (HIT Knowledgebase) This builds on the previous administration’s call for interoperable health information technology and its creation of the Office of the National Coordinator for Health Information Technology (ONC). The Obama administration envisions a future of lower cost and higher quality healthcare, and rapidly growing adoption of health information technology is to be a key lever in achieving such a future. (Vest and Gamm, 2010) Benefits of HIE Benefits of health information exchange (HIE) can include improving quality  and safety of patient care; providing a basic level of interoperability among EHRs maintained by individual physicians and organizations; stimulating consumer education and patients’ involvement in their own healthcare; helping public health officials meet their commitment to the community; creating a potential loop for feedback between health-related research and actual practice; facilitating efficient deployment of emerging technology and heal thcare services; and providing the backbone of technical infrastructure for leverage by national and state-level initiatives. While there are many clear benefits that come with the adoption of HIE, improving quality and safety of patient care seems to be the most important. Achieving this long wanted goal will provide a connecting point for an organized, standardized process of data exchange. (HealthIT) However, achieving this goal will also require strategies for overcoming obstacles encountered in the past. Current Challenges The key challenges facing health information exchange (HIE) today are establishing a base of support, interconnecting technology, and establishing financial viability amid uncertainty. Building consensus and achieving full stakeholder buy-in at the beginning of an HIE project and maintaining that trust as the project moves forward is an important factor. Once sufficient participation collaboration is achieved, technical interoperability becomes the key challenge. As with any system development, the struggle with implementing HIE is how to create and maintain a sound financing model into the future. (NeHC, 2012) Establishing a Base of Support Healthcare technology executives face a need to connect an increasing number of providers and other stakeholders. Each stakeholder has different needs, work on different data platforms, and have different requirements for accessing and managing data. (Bizzaro, 2012) Validating the National eHealth Collaborative (NeHC) belief that a public-private partnership is key to success, the panelists agree that broad and sustained collaboration coupled with clear, structured communication among stakeholders at all levels is vital. (NeHC, 2012) Interconnecting Technology Individual EMR systems are not necessarily designed for interconnection, and  vendors as a rule have not yet been effective at creating technological bridges in an affordable or rapidly deployable way. (NeHC, 2012) Most healthcare organizations are burdened with managing multiple financial, administrative, and clinical systems on a variety of platforms. The challenge is to develop and execute a long-term strategy that will meet urgent and important interoperability needs while also placing the organization in the position to face downstr eam challenges or harness future opportunities.

Times Arrow, Times Cycle ( Stephen Jay Gould ) free essay sample

Reviews work on evolution of geologists understanding of the concept of deep time in 17th Cent.-19th Cent. In Times Arrow, Times Cycle, Stephen Jay Gould discusses the evolution of geologists understanding of the concept of deep time. Gould studied texts by Thomas Burnet, James Hutton, and Charles Lyellthree scientific writers who approached this question in the seventeenth, eighteenth, and nineteenth centuries. Traditionally, readings of these three writers tended to focus on the degree to which each man employed the scientific method in investigating the question of the Earths age. The greater the scientists dependence on scientific method, the historians reasoned, the closer he came to the truth. Thus, these scientists have often been ranked, and understood, on the basis of their adherence to standards that are familiar to the twentieth century, but were still evolving when they wrote. In the course of his repeated close readings of the texts, in which. We will write a custom essay sample on Times Arrow, Times Cycle ( Stephen Jay Gould ) or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .

Present Simple Exceptions in English Grammar

Present Simple Exceptions in English Grammar Here is the most important English language rule to remember: Almost every rule is about 90% valid. As confusing as that concept may be, it is certainly one of the most frustrating and truthful things about learning English. All that hard work to learn the correct grammar and then you read or hear something like this: Peter does want to come this summer. Its just that he cant get off work. As an excellent student, the first thought that comes to your mind is; wait a minute, that first sentence is a positive sentence.  Does want  cant be correct. It should be; Peter  wants to come this summer. Of course, according to what you have learned you are correct. However, in certain instances, you can use both the auxiliary and principal verb together to form a positive sentence. We allow this exception to add extra emphasis. In other words: Peter really wants to come this summer. Exceptions to the (English) Rules This feature will concern the various uses of and exceptions to the simple present. You all know that we usually use the simple present to express: Habitual actionsOpinions and preferencesTruths and facts You also know that the standard construction is the following: Positive: Tom goes to the beach on SaturdaysNegative: Mary doesnt like to eat fish on Fridays.Interrogative: Do they work in New York? Here are some simple present exceptions/extra possibilities. Exception 1 In order to add stress to a positive sentence, we can use the auxiliary verb to do. We often use this exception when we are contradicting what someone else has said. Example: A: I dont think Peter wants to come with us this summer. He told me that he wouldnt be able to come, but I think he just doesnt want to come with us. B: No, thats not true. Peter  does  want to come. Its just that he has too much work and cant get away from the office. Exception 2 The simple present can also be used for the future. We use the simple present to express future, scheduled, events with verbs that express beginning and end, or departure and arrival. Example: A: When does the train for Paris leave?B: It leaves at 7 tomorrow morning. Exception 3 We use the simple present in time clauses when talking about future events. The  when  is expressed with the simple present. The  result  is expressed with a future form, usually the future with will. Time clauses are introduced by time signifiers such as when, as soon as, before, after, etc. The construction is the same as the first conditional except that we use a time signifier such as as soon as instead of if. Example: A: When are you going to come and see the new house?B: We will come as soon as we finish the Smith project. Exception 4 We often use the simple present when we write timelines or biographical outlines even if all the events take place in the past. Example: 1911 - Pete Wilson is born in Seattle, Washington.1918 - Pete begins to play the saxophone.1927 - Pete is discovered by Fat Man Wallace.1928 - Fat Man Wallace arranges Petes first concert with Big Fanny and the Boys in New York.1936 - Pete goes to Paris. Exception 5 In the question form, we usually use the auxiliary verb to do. However, if the question word/words (usually who, which or what) express the subject and not the object of the sentence, the question is asked using positive sentence structure with a question mark. By the way, this is true of other tenses as well. Example: Regular: Who do you work with? (some people prefer Whom do you work with?)Exception: Who works with you? Regular: Which toothpaste do you use?Exception: Which brands of toothpaste use fluoride? Exception 6 Time words cause a great deal of confusion to English learners. Here are some exceptions concerning time words. Adverbs of frequency such as regularly, usually, normally, always, often, sometimes, never, etc. are generally put before the main verb. However, they can also be put at the beginning or end of a sentence. Example: Regular: John usually arrives home at 5 oclock.Also possible: Usually John arrives home at 5 oclock OR John arrives home at 5 oclock usually. Note: Some teachers do not consider the other possibilities correct. However, if you listen carefully to native speakers, you will also hear these forms used. Exception 7 The verb to be also causes special problems. If the adverb of frequency is placed in the middle of the sentence (as is usually the case) it must  follow  the verb to be. Example: Regular: Fred often eats in a bar and grill.To be: Fred is often late to work. Exception 8 This is one of the strangest uses of adverbs of frequency. Negative adverbs of frequency used in the initial position of a sentence must be followed by question word order. These adverbs include  rarely, never,  and  seldom. Example: Regular: Patricia rarely finishes work before 7 p.m.Initial placement: Seldom does John play volleyball. The above exceptions are certainly not the  only  exceptions, however, they are some of the most common ones that you will encounter in your English language-learning journey.

Civil Liberties Essay Example | Topics and Well Written Essays - 500 words - 1

Civil Liberties - Essay Example This can be classified as mercy killing. It is the killing of a terminally ill patient in order to stop the patients’ earthly sufferings. The article discusses Seneca recommends to Marcelino to consider suicide in order to end the unnecessary suffering from a painful incurable ailment. New literature classified the suicide option when the patient is faced with a terminally ill ailment as dying with respect and dignity. Further, the article places the ethical acceptance of medically induced euthanasia. The American Euthanasia society defines Euthanasia as the ending of a patient’s life without any pain inflicted in order to put a stop to the patient’s endless suffering. In Belgian Law, the euthanasia of minors is legally permitted in cases when the children can no longer bear the pain of the incurable ailment where death is inevitable. Furthermore, euthanasia or mercy killing violates the universal human rights declaration of 1948. The declaration that everyone has the right to liberty, life, as well as security is legally enshrined. The law prohibits the intentional taking of another person’s life, except when the court decision imposes the death penalty on the convicted criminal. The article ends emphasizing Euthanasia is allowed in certain cases. In addition, another article emphasized the United States constitution compulsorily states that everyone is entitled to own property, liberty, and life (Hamrick, 2013). One of the amendments that prioritize enforcement of the three rights is the 5th amendment. Another amendment is the 14th amendment. The article reiterates that criminal intention is an important ingredient in the determination if the suspect is guilty of violating the law. Criminal intent is called Mens Rea. Thus, any person has the liberty to carry guns and grenades. The mere possession of cocaine, guns, or other prohibited drugs does not automatically constitute a criminal, unless criminal intent to violate the law is

Crisis Intervention with a Biblical Worldview Research Paper

Crisis Intervention with a Biblical Worldview - Research Paper Example There are different styles used under crisis intervention and among of them are screening/assessment from medical model and problem solving from alternate services. Crisis intervention is found to be a suitable management strategy for people with suicidal tendency (Berrino et al., 2011). It is also a proven effective strategy that can be applied in the midst and after of natural disasters (Bronisch et al., 2006). Crisis intervention is therefore a remarkable strategy that aims to restore the ability of an individual to adapt to its immediate environment and its adverse impacts. Crisis intervention therefore should require more encouraging words in the hope that it will help the individual understands the true meaning and value of life. People experience crisis in life when they are faced with obstacles to their important goals or are both faced with dangers and opportunities (James, 2008). Handling situation like this primarily requires important choices and encouraging words to rema rkably create better perspectives out of the problem. Jesus reminded us the importance of encouraging words and the value of our choices in life. He believed that people are more valuable than any other things on earth and nobody should worry on what to come in their lives because God certainly is able to provide everything for them (Luke 12:24). Thus, he simply tried to point out the fact that we are certainly not totally in control of ourselves but there is God who simply takes control over everything else. However, he also emphasized that each one has the choice to worry or not. Thus, effective counseling in crisis intervention is therefore a matter of effective participation of the concerned person. When an individual is not able to take control of his own self and his balance over everything is disrupted, crisis is doomed to come in his life (Dattilio and Freeman, 2007). This emphasizes the fact that the most important move to sustain him from his balance is an effective

The Prefrontal Cortex And Antisocial Behaviour Psychology Essay

The Prefrontal Cortex And Antisocial Behaviour Psychology Essay Todays society, where antisocial behaviour is seen in children and adults, seems to exhibit a greater need to understand its underlying causes. Ones ability to act in an appropriate manner in a given social context is quite unique to humans; along with the ability to reason and make conscious decisions. Therefore, it seems to suggest that such civilised behaviours are dictated by an area of the brain seen in only the most developed. Research into antisocial behaviour implicates the prefrontal cortex; an area of the frontal lobe involved in decision-making and the ability to inhibit undesirable social responses. The research to be discussed in this essay looks at how prefrontal cortex dysfunction affects judgement and how this, in turn, contributes to the decision to behave antisocially. History is littered with cases of individuals whose behaviour changes drastically as the result of brain damage, however, these only represent patients in which brain functioning develops normally. Anderson, Bechara, Damasio, Tranel and Damasio (1999) presented the case of two individuals in which normal brain development was prevented by damage caused primarily to the prefrontal cortex before the age of sixteen months. This study involved a comparison between adult and early-onset patients to assess the differences caused by the repressed development of the prefrontal cortex. Findings show that the two different categories of patients were very similar in social impairments but the distinction can be seen in the fact that early-onset patients lacked the social and moral reasoning of the adults, hence suggesting that development of social and moral principles had been affected. This implies that the prefrontal cortex is involved in the ability to make socially acceptable and moral de cisions which are then applied in making appropriate behavioural responses. Much research in this area makes use of diagnosed Psychopathic individuals (condition characterised by extreme antisocial behaviour towards others). Yang and Raine (2009) conducted a meta-analysis of 43 cases of varying ranges of antisocial behaviour- including psychopaths. Not only do the findings support the involvement of the prefrontal cortex in antisocial behaviour- increased antisocial behaviour is linked to reduced function of several prefrontal regions- but they propose some localisation of antisocial aspects in specific sub-regions of the cortex. They hypothesised that activity reduction in areas such as the orbitofrontal region are affiliated with emotional impairments and decision-making deficits, whereas, dorsal lateral prefrontal cortex dysfunction is more associated with characteristic impulsivity. Furthermore, brain imaging has highlighted orbitofrontal involvement in the reliving of one particular emotion known to underlie behavioural decisions: guilt (Wagner, NDiaye, Ethofer and Vuilleumier, 2011). Yang and Raines (2009) theory seems to explain how prefrontal damage can account for a variety of behavioural aspects that fall under the umbrella term of antisocial. Psychopathy has also been linked to discrepancies in the process of moral judgement by way of amygdala and orbitofrontal/ventromedial prefrontal cortex (Blair, 2007). Blair (2007) theorises that the reduction in care-based morality seen in psychopaths can be explained in terms of dysfunction of the amygdala and ventromedial l prefrontal cortex as these are involved in learning and reinforcement; in that aversive reinforcement prevents a person making immoral decisions. However, dysfunction in those with psychopathic tendencies means that such forms of learning do not occur and so they become unable to make moral decisions: leading to immoral behaviours. Verification is provided by Marsh, Finger, Fowler, Jurkowitz, Schechter, Yu, Pine and Blair (2011) who conducted brain imaging studies on patients with psychopathic traits whilst getting them to participate in a moral task. Although, by their own admission, the moral task was fairly minor, the results show that participants had reduce d activity between the orbitofrontal cortex and amygdala during task completion (Marsh et al, 2011). This seemingly supports Blair (2007) in linking deficiencies of the two brain regions to moral judgment and psychopathic behaviour. Damage to the ventromedial prefrontal cortex has further been linked to moral decision making in terms of beliefs about harmful intent behind certain behaviours. Young, Bechera, Tranel, Damasio, Hauser and Damasio (2010) conducted a study on patients with bilateral damage to the ventromedial prefrontal cortex in which they manipulated scenarios to depict varying degrees of harm: (intentional harm, deliberate-unsuccessful harm). They found that relative to healthy controls, participants judged accidental harms more severely than unsuccessful yet intentional harm. According to Young et al. (2010) participants came to this conclusion by neglecting negative behavioural intent and focusing only on the outcomes. Hence, it seems that damage to the ventromedial prefrontal cortex, impairs an individuals ability to make moral decisions regarding behavioural intent. This has powerful implications: perhaps antisocial behaviour displayed in those with prefrontal dysfunction is born out of the ina bility to recognise the harmful intent behind their actions, especially if the outcome is something they perceive as desirable. In conclusion, the role of prefrontal cortex dysfunction in antisocial behaviour is corroborated in extensive research which suggests its involvement is not limited to one specific aspect of the behaviour, nor one particular brain sub-region. This appears to make the argument more comprehensive than if such complex behaviour was specified to one region alone. The prefrontal cortex seems to be involved in the motivation behind behaviours and the judgements that affect behavioural decisions. Therefore, dysfunction of the area leads to immoral decision making which causes the individuals to behave in ways that can be classed as antisocial (such as those behaviours shown by psychopaths). Particular involvement seems to be of the orbitofrontal region in influencing moral and emotional decisions into undesirable behavioural outcomes. Furthermore, connectional dysfunction of the area with other brain areas has been linked to learning processes involved in morality (Blair, 2007). This seems to explain the inability to learn what is considered morally right and wrong: shown in those with damage obtained in infancy (Anderson, Bechara, Damasio, Tranel and Damasio, 1999). Whatever its role, vast research support for prefrontal cortex dysfunction in antisocial behaviour somewhat validates its involvement and may question the extent to which an individual can be held accountable for such actions- which could have societal repercussions.

Level2 Equality Diversity

NCFE Level 2 Certificate in Equality and Diversity Unit 4: Living in Diverse Communities Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www. vision2learn. com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Name: Lisa Roe 1.Describe a range of appropriate investigative methods that can be used to explore diversity in a community. You can observe the community using several methods one being you could use observation sheets ,go in the internet use the local library, contact people with expert knowledge. You can use neighbourhood statistic websites that can give you a range of statistics in your local area. 2. Using one (or more) of the methods you outlined in Question 1, describe the extent of diversity that exists within your community. You should illustrate your work with some actual data such as statistics or desktop research.Spoken languages ,There are currently 73 languages spoken in the Wigan Borough, according to English as an Additional Language statistics within schools. (Wigan Council Census, January 2010). The top languages currently being used by schools is Polish, Chinese, Arabic, Punjabi, French, Malayalam, Urdu, Slovak and Norwegian. 38 languages were requested Interpretation services within GP practices in 2008/09. The top languages currently being used by patients within GP practices are Kurdish, Slovak, Farsi, Mandarin, Russian, Arabic, French and Polish.There are currently 68 languages used in Wigan and Leigh College. Top languages spoken are Polish, Arabic, Chinese, Punjabi, Slovak, French, Urdu, Malayan, Russian, and Lithuanian most recent dat a we have on religion is from the 2001 Census, so very out-of- date. Wigan is a predominantly Christian borough with 87% classed as such. The next largest group is those describing themselves as having no religion, at 7%. There are less that 1% of people in the borough who describe themselves as either Muslim (0. 33%), Hindu (0. 17%), Buddhist (0. 09%), Jewish (0. 3%) or Sikh (0. 02%). However, the growing ethnic diversity that has been experienced in the borough over the last ten years is likely to have had an effect on the religious make-up also 3. Using one (or more) of the methods you outlined in Question 1, describe the range of services and agencies that exist within your local community to support diversity. www. wlct. org Wigan Leisure and Culture Trust is committed to equality and diversity and in an ongoing process continues to develop and improve services to everyone in the community www. wigan. ov. uk for help with everything from housing to help looking for a job. Patie nt advice and liaison services Advice on the availability of, and access to, local health services www. walh. co. ukequality and diversity in employment 4. Using one (or more) of the methods you outlined in Question 1, provide a wide range of examples (at least 20) of physical signs that show there is diversity within your community. Include examples relating to: Religion Ethnicity Age Disability Gender 5. Describe the types of inequality that could exist within a community.Report on your findings. 1,Political this may occur when certain groups are prevented from taking part in a process. 2, Inequality of outcome this is when people have variations in wealth and income 3 inequality of treatment this is were we have to treat people without bias, prejudice or special conditions applying to them 6. Describe the threats that exist to equality and diversity within the community, using examples of intolerance and extremism. when people are intolerant they tend to stereotype and label the groups / categories they do not like.They may behave in antisocial ways that undermine the quality of life of the people they do not like. This can worsen to the point where there is extremism. One of the main problems that results from intolerant behaviour is that it can cause the social groups being subjected to it to behave differently. They often respond in one of two ways: The people affected may withdraw and become more insular. They tend to stay with ‘their own social group’ and avoid outsiders. However, this withdrawal can be perceived by outsiders as being anti-social and this can have a negative effect on the way the minority group is labelled. hey stereotype people outside their group as being a threat against them. They may themselves become intolerant of the ‘outsiders’. This breaks down the healthy relationships that the social group has with others. These responses are understandable. If a person feels threatened it makes sense to keep close to people you feel safe with and keep away from potential threats. Unfortunately the result is that the behaviour of an intolerant minority can influence and negatively impact a whole community. the extremist is obviously an intolerant person who takes things to extremes.They go from disliking and being intolerant of a particular social group (on the grounds of things such as race, ethnicity, gender, disability or sexual preference) to taking actions that may cause those people harm. 7. Research the range of support services and networks that exist within the local community to support diversity and explain the specific roles they carry out and the users they support. This task should be completed for each of the following: Public sector organisations Wigan, Leigh & District Society for the Blind to help the blind people find out information and get help if needed. www. thebrick. org. kthey help homeless people www. embracewiganand leigh. org they are a Wigan based charity who help people with disabilities and their families that need support, advice and information. Charitable and voluntary organisations oxfam cancer research save the children Self-help groups AATo help people with drinking problems Alzheimers society-to help family to cope with loved ones who are suffering with alzhelmers. Lesbian and gay foundation providers of direct support and resources to lesbian gay and bisexual people Once you have completed this Assessment, go to www. vision2learn. com and send your work to your tutor for marking. Level2 Equality Diversity NCFE Level 2 Certificate in Equality and Diversity Unit 4: Living in Diverse Communities Assessment You should use this file to complete your Assessment. The first thing you need to do is save a copy of this document, either onto your computer or a disk Then work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www. vision2learn. com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Name: Lisa Roe 1.Describe a range of appropriate investigative methods that can be used to explore diversity in a community. You can observe the community using several methods one being you could use observation sheets ,go in the internet use the local library, contact people with expert knowledge. You can use neighbourhood statistic websites that can give you a range of statistics in your local area. 2. Using one (or more) of the methods you outlined in Question 1, describe the extent of diversity that exists within your community. You should illustrate your work with some actual data such as statistics or desktop research.Spoken languages ,There are currently 73 languages spoken in the Wigan Borough, according to English as an Additional Language statistics within schools. (Wigan Council Census, January 2010). The top languages currently being used by schools is Polish, Chinese, Arabic, Punjabi, French, Malayalam, Urdu, Slovak and Norwegian. 38 languages were requested Interpretation services within GP practices in 2008/09. The top languages currently being used by patients within GP practices are Kurdish, Slovak, Farsi, Mandarin, Russian, Arabic, French and Polish.There are currently 68 languages used in Wigan and Leigh College. Top languages spoken are Polish, Arabic, Chinese, Punjabi, Slovak, French, Urdu, Malayan, Russian, and Lithuanian most recent dat a we have on religion is from the 2001 Census, so very out-of- date. Wigan is a predominantly Christian borough with 87% classed as such. The next largest group is those describing themselves as having no religion, at 7%. There are less that 1% of people in the borough who describe themselves as either Muslim (0. 33%), Hindu (0. 17%), Buddhist (0. 09%), Jewish (0. 3%) or Sikh (0. 02%). However, the growing ethnic diversity that has been experienced in the borough over the last ten years is likely to have had an effect on the religious make-up also 3. Using one (or more) of the methods you outlined in Question 1, describe the range of services and agencies that exist within your local community to support diversity. www. wlct. org Wigan Leisure and Culture Trust is committed to equality and diversity and in an ongoing process continues to develop and improve services to everyone in the community www. wigan. ov. uk for help with everything from housing to help looking for a job. Patie nt advice and liaison services Advice on the availability of, and access to, local health services www. walh. co. ukequality and diversity in employment 4. Using one (or more) of the methods you outlined in Question 1, provide a wide range of examples (at least 20) of physical signs that show there is diversity within your community. Include examples relating to: Religion Ethnicity Age Disability Gender 5. Describe the types of inequality that could exist within a community.Report on your findings. 1,Political this may occur when certain groups are prevented from taking part in a process. 2, Inequality of outcome this is when people have variations in wealth and income 3 inequality of treatment this is were we have to treat people without bias, prejudice or special conditions applying to them 6. Describe the threats that exist to equality and diversity within the community, using examples of intolerance and extremism. when people are intolerant they tend to stereotype and label the groups / categories they do not like.They may behave in antisocial ways that undermine the quality of life of the people they do not like. This can worsen to the point where there is extremism. One of the main problems that results from intolerant behaviour is that it can cause the social groups being subjected to it to behave differently. They often respond in one of two ways: The people affected may withdraw and become more insular. They tend to stay with ‘their own social group’ and avoid outsiders. However, this withdrawal can be perceived by outsiders as being anti-social and this can have a negative effect on the way the minority group is labelled. hey stereotype people outside their group as being a threat against them. They may themselves become intolerant of the ‘outsiders’. This breaks down the healthy relationships that the social group has with others. These responses are understandable. If a person feels threatened it makes sense to keep close to people you feel safe with and keep away from potential threats. Unfortunately the result is that the behaviour of an intolerant minority can influence and negatively impact a whole community. the extremist is obviously an intolerant person who takes things to extremes.They go from disliking and being intolerant of a particular social group (on the grounds of things such as race, ethnicity, gender, disability or sexual preference) to taking actions that may cause those people harm. 7. Research the range of support services and networks that exist within the local community to support diversity and explain the specific roles they carry out and the users they support. This task should be completed for each of the following: Public sector organisations Wigan, Leigh & District Society for the Blind to help the blind people find out information and get help if needed. www. thebrick. org. kthey help homeless people www. embracewiganand leigh. org they are a Wigan based charity who help people with disabilities and their families that need support, advice and information. Charitable and voluntary organisations oxfam cancer research save the children Self-help groups AATo help people with drinking problems Alzheimers society-to help family to cope with loved ones who are suffering with alzhelmers. Lesbian and gay foundation providers of direct support and resources to lesbian gay and bisexual people Once you have completed this Assessment, go to www. vision2learn. com and send your work to your tutor for marking.

Monkeys and how we judge mental illness Essay

In the movie 12 Monkeys there features a virus which was deliberately released in 1996 and killed more than five billion people. The survivors seek refuge into the underground. The refugees send volunteers to bring insect specimens from the universe to test for the virus presence. One of the sent prisoners is James Cole. He is sent for a mission into the past to collect information about the virus. He arrives in Baltimore in 1990, instead of 1996. Cole begins to recall the past events as if he was in a dream. For instance, he recalls an event when he witnessed a man killed at the airport while he was a child. Cole seems to have mental problem. That is the theme of the movie (Lynette, 3). In the movie, the issue of mental illness is brought out vividly. The definition of mental illness in regard to the social norms and beliefs is brought out clearly. Also, the Cole’s experience and how it relates to Plato’s allegory of the cave is highlighted. In this film, mental illness is featured several times. For instance, Jose mentions that the so called volunteers are said to go mad. This presents a clear case of mental illness in the movie. We also notice Cole getting locked up in the mental institution with other lunatics. That shows that there were many other lunatics present. Goines is definitely crazy or schizoid because of his hallucinating and grandiosity nature. Dr. Railly, the psychiatrist alludes that maybe the whole world may be insane. We really do not understand whether Cole was really from the future or he was ‘mentally divergent’. We notice Cole questioning his mental capabilities when he asks himself if it could not be great if he was crazy. Simultaneously, the Dr. is convinced that he is from the figure of which we know that this cannot be right (Lynette, 8). If he was really sane and from the furfure, then how can one explain the voice that he hears, the one he calls bum calling him Bob? What about th e changing guard faces? Again, what about the fact that he is never seen coming or leaving and his memory lapses? We really cannot know the physical divergence he claims to have because one cannot explain his foreknowledge about the boy in the well. It is also to explain his appearances in a World War One photo and the bullet in his leg. In short, this movie seems to be implying that we may not be mentally ill or weirder than the world we live. Relative to the social beliefs and norms, mental illness or abnormality can be seen as not being an exact process as it tends to focus on different individuals with different lines of thinking. This relies on different situations, behaviors and context to which the measure is applied (Weinberger, 2001). In defining abnormality, people from different societies and countries have varied ideas. Each and every culture has its own concepts of what it considers to be normal or abnormal. This can make us conclude that what is considered abnormal in one society is not the same in other societies. So, there is no society which is more superior to the other in their perception of mental illness or one society has got many mental disorders than the other (American Psychiatric Association. 2000). If we look at the deviation from the norms, something or somebody can be considered abnormal if he or she does not conform to what could be considered statistically normal. Those who focus on this explanation consider specific aspects such as the intelligence quotient (IQ), the personal traits and their distribution. Asserting that a person is abnormal in this aspect typically means that they deviate from the numeric average of a specific trait and behavior patterns. The other mostly applied aspect in examining the mental illness of people is the deviation from the social norms. Naturally, some behaviors are considered unaccepted in the society, but they can still be expected to be applied in certain situations. Majority of people know how to adjust and come along with these changes (Weinberger, 2001). The ones that contradict what is socially normal are taken as abnormal or mentally ill to the extreme. Also, a person is considered abnormal if he/she is not functioning correctly in that he or she may lack a full range of emotion and feelings and, therefore, his life is considered abnormal. Such people can only participate in a limited range of functioning lifestyle (American Psychiatric Association. 2000). Distress can also be used to gauge the mental illness and capability of people as it could be an underlying mental problem. Another aspect of the social norms definition of mental illness is the person’s association with others. If a person’s relationship with others causes them discomfort, then, the approach of the person may lead to the description of abnormality in the context of that relationship. The Cole’s experiences relate to the Plato’s’ allegatory of the cave’ with respect to allegations that the real world may not be what our senses reveal. In relation to the Cole’s experience, we see him moving from one world of the past to the furfure and vice versa. In real this could only be a dream or mere imaginations. In this case, Cole’s experiences could be reflecting Plato’s thoughts or allegations. In his Dialogue with Glaucon, we are not sure of the cave which he was referring to. It could either be the underground that the people had escaped to after the virus struck the universe or the prison where Cole was imprisoned. Cole imagines that the prisoners could think that the sounds they had heard were really coming from the shadows. Surprisingly, that imagination coincides with his seeing the changing face of the guard and that of omnipresence. His concepts on the shadows could reflect Cole’s switching from one world to another. Was what he saw from the 1990 world true or could it be his experience from the 1996 and 2035? Which was the truer experience? On the last part of their discussion with Glaucon, he tells him that they, meaning the government, cannot show any gratitude for the culture which they have never received. This could be reflecting the 12 monkeys who had released the virus that almost eliminated the human race according to the film. He said that with education on how to tackle issues, one will be able to defeat these ill minded people. That notion reflects Cole’s endeavors. References Roger Ebert (1996-01-05). â€Å"12 Monkeys†. Chicago Sun-TimesLynette Rice (August 26, 2013). † 12 monkeys pilot†. Entertainment Weekly James Berardinelli. â€Å"Twelve Monkeys†. Reviews Commission on Behavioral and Social Sciences Education, National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academies Press. Weinberger, D., Torrey, E.F., and Berman, K. 2001. Schizophrenia PET scans. Retrieved July 13, 2008 American Psychiatric Association. 2000. Diagnostic and Statistical Manual of Mental Disorders, 4th Edition The Allegory of the Cave http://www.historyguide.org/intellect/allegory.html Source document

Timeline and Definition of the Nazca Civilization

The Nasca (sometimes spelled Nazca outside of archaeological texts) Early Intermediate Period [EIP] civilization was located in the Nazca region as defined by the Ica and Grande river drainages, on the southern coast of Peru between about AD 1-750. Chronology The following dates are from Unkel et al. (2012). All dates are calibrated radiocarbon dates: Late Nasca AD 440-640Middle Nasca AD 300-440Early Nasca AD 80-300Initial Nasca  260 BC-80 ADLate Paracas 300 BC-100 Scholars perceive the Nasca as arising out of the Paracas culture, rather than an in-migration of people from another place. The early Nasca culture arose as a loosely-affiliated group of rural villages with self-sufficient subsistence based on corn agriculture. The villages had a distinctive art style, specific rituals, and burial customs. Cahuachi, an important Nasca ceremonial center, was built and became a focus of feasting and ceremonial activities. The Middle Nasca period saw many changes, perhaps brought about by a long drought. Settlement patterns and subsistence and irrigation practices changed, and Cahuachi became less important. By this time, the Nasca was a loose confederacy of chiefdoms--not with a centralized government, but rather autonomous settlements that regularly convened for rituals. By the Late Nasca period, increasing social complexity and warfare led to the movement of people away from the rural farmsteads and into a few larger sites. Culture The Nasca are known for their elaborate textile and ceramic art, including an elaborate mortuary ritual associated with warfare and the taking of trophy heads. More than 150 trophy heads have been identified at Nazca sites, and there are examples of burials of headless bodies, and burials of grave goods without human remains. Gold metallurgy in early Nasca times is comparable to Paracas culture: consisting of low-tech cold-hammered art objects. Some slag sites from copper smelting and other evidence suggest that by the late phase (Late Intermediate Period) the Nasca increased their technological knowledge. The Nasca region is an arid one, and the Nazca developed a sophisticated irrigation system that aided in their survival for so many centuries. The Nazca Lines The Nasca are probably best known to the public for the Nazca Lines, geometric lines and animal shapes etched into the desert plain by the members of this civilization. The Nasca lines were first intensively studied by the German mathematician Maria Reiche and have been the focus of many silly theories concerning alien landing places. Recent investigations at Nasca include the Project Nasca/Palpa, a photogrammetric study from the Deutschen Archà ¤ologischen Instituts and Instituto Andino de Estudios Arqueolà ³gicos, using modern GIS methods to record the geoglyphs digitally.​ Sources Conlee, Christina A. 2007 Decapitation and Rebirth: A Headless Burial from Nasca, Peru.  Current Anthropology  48(3):438-453.Eerkens, Jelmer W., et al. 2008  Obsidian hydration dating on the South Coast of Peru.  Journal of Archaeological Science  35(8):2231-2239.Kellner, Corina M. and Margaret J. Schoeninger 2008  Waris imperial influence on local Nasca diet: The stable isotope evidence.  Journal of Anthropological Archaeology  27(2):226-243.Knudson, Kelly J., et al. In press  The geographic origins of Nasca trophy heads using strontium, oxygen, and carbon isotope data.  Journal of Anthropological Archaeology  in press.Lambers, Karsten, et al. 2007  Combining photogrammetry and laser scanning for the recording and modelling of the Late Intermediate Period site of Pinchango Alto, Palpa, Peru.  Journal of Archaeological Science  34:1702-1712.Rink, W. J. and J.  Bartoll  2005  Dating the geometric Nasca lines in the Peruvian desert.  Antiquity  79( 304):390-401.Silverman, Helaine and David Browne 1991  New evidence for the date of the Nazca lines.  Antiquity  65:208-220.Van Gijseghem, Hendrik and Kevin J. Vaughn 2008  Regional integration and the built environment in middle-range societies: Paracas and early Nasca houses and communities.  Journal of Anthropological Archaeology  27(1):111-130.Vaughn, Kevin J. 2004  Households, Crafts, and Feasting in the Ancient Andes: The Village Context of Early Nasca Craft Consumption.  Latin  American Antiquity  15(1):61-88.Vaughn, Kevin J., Christina A. Conlee, Hector Neff, and Katharina Schreiber 2006  Ceramic production in ancient Nasca: provenance analysis of pottery from the Early Nasca and  Tiza  cultures through INAA.  Journal of Archaeological Science  33:681-689.Vaughn, Kevin J. and Hendrik Van Gijseghem 2007  A compositional perspective on the origins of the â€Å"Nasca cult† at Cahuachi.  Journal of Archaeological Science  34(5):814-822.