Units Of Sound In The Ict Suite Education Essay

The purpose of this assignment is to measure a piece of package happening out the benefits the programme has to offer for kids with extra demands in ICT. The package that is traveling to be evaluated is Unit of measurements of sound. The unit of sound programme was created in 1972-3 by Walter Bramley. The programme contains a Cadmium ROM which is installed on a computing machine ; a user usher and a reading book are besides provided. Unit of measurements of sound are besides associated with the Dyslexia Action Organisation Group. The package was chiefly designed to assist Dyslexic readers. Rice and Brooks ( 2004 ) found that â€Å" Unit of measurements of Sound was designed to assist dyslexic readers but has been used to assist non-dyslexic hapless readers – in line with the research that ‘ordinary hapless readers ‘ benefit from the same instruction and larning methods designed for dyslexic pupils † . The Unit of measurements of sound is a structured cumulat ive and multisensory programme learning kids reading, spelling, memory and command, it involves the kid to work at their ain gait independently. ‘Information and Communication Technology has a alone and valuable part to do to the acquisition experiences of students with particular educational demands ‘ ( Aquilonis, 2007 ) It is an extra programme that helps back up Particular Educational Needs ( SEN ) kids with Literacy, assisting the kid to construct on their vocabulary, reading and replying simple comprehension constructing on their ego assurance. The advantage of Unit of measurements of sound it has the capableness to alter the background coloring material fount size if the kid types in an wrong spelling or grammar it highlights by altering the coloring material text, besides it has a programme that would read the sentence back to you in full. If you can non recognize the spelling the word can be heard before composing the text. Data is provided which shows how the kids are bettering over the term efficaciously monitoring and entering the kids ‘s advancement. There are three phases of Unit of measurements of sound stage1 Basic is coloured Green stage2 Functional is coloured Blue and stage3.Independent is coloured Orange. Each phase has two elements to it reading and spelling there are four programmes for the kids to finish at each phase. First the kid is assessed with a little reading and spelling trial of 50 words to see if they are successful to get down the programme utilizing the computing machine which is ocular and auditory. The single kid ‘s degree is set depending on their mark by the computing machine to the reading page, and the spelling sets. Unit of measurements of sound is a literacy programme that is used to excite a kid ‘s head by memorizing ocular, there are besides benefits parents every bit good as instructors can back up their kid signifier place with Unit of measurements of sound if they have a Personal computer. Before get downing my observations I spoke to the parents of the kids I would wish to detect by inquiring for their consent to take exposure of their kids working on the computing machine accessing Unit of measurements of sound for portion of their course of study in literacy. Guaranting the parents all their kids ‘s picture taking would merely be used for the school internal web page and my assignment. ( See appendix ) Under The Data Protection Act ( 1998 ) and the Freedom of Information Act ( 2000 ) command the utilizations of information produced by schools. Such web sites must protect the individuality of kids and if, for illustration, exposure of kids are to look, permission from the parents or carers must be obtained and care taken non to supply information that could be misused ( pg4 ) . Title: Unit of measurements of sound in the ICT suite Date: 24.11.09 Time: 8.55am Duration: 35 proceedingss Observer Jacqueline Wildman Purposes: To detect Child A deriving entree to the package Units of sound. Observation: Child A comes into the computing machine suite he says hullo and goes over to the chair pulls it out and sits on it. Child A switches on the computing machine, delaies for a piece and says this computing machine is taking it ‘s clip. Child A bends to another kid and what are you making? The screen comes up child A logs in and entree the package Units of sound, Child A asks â€Å" should I make the reading foremost miss, † I said yes Child A puts the earphone over his ears he looks over and smile. Child A puts his manus up and says lose my earphones are non working I said you have plugged it in the incorrect socket, Child A says, oh! and carries on. Child A accesses the reading and starts the activity Child A reads what is on the screen in the mike hearing his voice what he has said, Child A completes the reading undertaking and clicks the mouse onto the spelling screen.Child A listens to what word is said and so types out what he heard. Child A completes the spellings and asks if he can salvage and publish it out I said yes and please can I see the consequences. Evaluation: Child A accesses the computing machine and the package really easy, the lone clip he wanted aid was when the earphones were non working. Child A seems really confident and knowing with how to utilize a computing machine. Title: Unit of measurements of sound in the ICT suite Date: 25.11.09 Time: 12.00pm Duration: 30 proceedingss Observer Jacqueline Wildman Purposes: To detect Child H entree the package Units of sound. Observation: Child H switches on the computing machine she logs in her name and watchword and says girl I ca n't log on because my watchword wo n't allow me in. The instructor tells her to seek once more she tries the instructor comes over and tells her the watchword she logs on. Child H put her manus up and says girl I ca n't retrieve were to travel the instructor shows her the icon, Child H waits for the programme to come up on the screen she turns to Child A and asks him if she should travel on the reading Child A says yes. The instructor comes over to see if she has accessed the programme Child H says, â€Å" look miss I got on myself. † The instructor says, â€Å" that is first-class. † Child H smiles Child A shouts out! â€Å" Miss I showed her † . She moves the mouse around the desktop and says it ‘s non doing noise the instructor inquire her â€Å" where is your earphones? † Child H replies â€Å" I do n't cognize lose it is non in my draw à ¢â‚¬  . The instructor asks Child H â€Å" where is it? † she shrugs her shoulders ; the instructor gives her another earphone. She plugs the earphone in the socket and listens to the sound and reiterate what she hears in the mike. Child H calls the instructor and says, â€Å" I do n't cognize what the individual is stating, † the instructor takes the earphone and listen and tells her he said dab the kids are asked to log off and close down the computing machine Child H asks if she should salvage her work because she did non complete her reading Evaluation: Child H switches the computing machine on all right but logs in her watchword falsely she could non retrieve what icon she should snap on. The instructor praises her when she entree the reading screen Unit of measurements of sound Child H did non successfully finish a reading page, but with this programme kids can work at their ain gait independently non experiencing that this has to be rushed. In my professional function I use Information Communication Technology ( ICT ) about every twenty-four hours with the kids with limited experience. ICT is linked with portion of the course of study used efficaciously in the schoolroom with different types of demands. ICT besides enhances kids larning which enriches the learning potency for kids who are particular educational demands ( SEN ) with ocular damages, address and linguistic communication damages, medical demands, physical disablements, emotional and behavioral troubles and dyslexia. Katz ( 1995:109 ) cited Nutbrown and Clough ( 2006, p 13 ) states â€Å" about what should be learned and how it would best be learned depend on what we know of the scholar ‘s developmental position and our apprehension of relationships be early experience and subsequent development † . Children are taught the simple and basic instructions which is differentiated to their abilities, such as how to exchange on the computing machines, logging into their history with their username and ain watchword. Children are non afraid to do errors they are confident and knowing scholars who jump to a challenge. Nutbrown and Clough ( 2006 P, 13 ) province that â€Å" Development progresss when kids have chances to pattern freshly acquired accomplishments every bit good as when the experience a challenge merely beyond the degree of their present command † . Monitoring and recordings of the kids advancement would be on traveling procedure publishing out kids ‘s single informations sharing the information with the category instructor and the particular demands co coordinator ( SENCO ) . Benefits of a Particular Educational Needs they are able to entree all installations at their ain gait. Wall ( 2003 p164 ) states that â€Å" inclusion exists where all kids have a right to be able to entree all installations offered and are hence a portion of that community † . Every Child Matters suggest that ‘The Government believes that every immature individual should see the universe beyond the schoolroom as an indispensable portion of acquisition and personal development, whatever their age, ability of fortunes ‘ . Evaluation: In my mundane function I support my SEN kids in utilizing Unit of measurements of sound from every twelvemonth group for 20-30 proceedingss a twenty-four hours. Working and be aftering with the SENCO how the kids are movitative and have benefited from this programme accomplishing good consequence at their ain degree.

Great Gatsby Essay

Not only does the idea of money being the most important factor in life means one’s partner comes second, it additionally solidities one’s class, meaning families are separated just by the amount of money they have to their names. Fitzgerald illustrates the theme of doomed love with the relationship of Tom Buchanan and Myrtle Wilson, Tom,  powerfully built and hailing from a socially solid old family yet associating with Myrtle, whose lifeless husband George owns a run-down garage in the valley of ashes, representing two extreme classes. McEwan reinforces this theme in the relationship between Robbie Turner and Cecilia Tallis, Robbie a gardener and Cecilia the daughter of the ministry-employed and wealthy Jack Tallis are also partitioned by class. Consequently, relationships in both novels are doubtlessly doomed due to the impenetrable barriers of class and wealth. Throughout the novel, this theme is reinforced as we discover a consistent number of tragedies in the majority of relationships. The idea of Gatsby’s and Daisy’s relationship being inevitably doomed is emphasized with the Gatsby using the abstract noun ‘passion’ showing the obsession he has with Daisy, highlighting the idea of a Romeo and Juliet relationship, one being so in love that it is bound to end in tragedy. Additionally, Fitzgerald illuminates doomed love with symbolism describing the portrait of Dan Cody, a man who mirrors the average man in the American soceity as a ‘florid man with a hard, empty face’ which reflects the hollowness of people and their materialistic views; they solely focus on their wealth over relationships. McEwan reflects such demeanour in Briony Tallis’ story ‘The Princess was well aware of his remorseless wickedness, but that made it no easier to overcome the voluminous love she felt in her heart for Sir Romulus’ again initiating the predicament of unconditional love. This is obviously bound to end in disaster when such dispute, such as class separation and the ‘importance’ of money is involved in the relationship which reflects Fitzgerald’s relationship of Gatsby and Daisy where Gatsby is unbelievably in love with Daisy and yet we know she does not feel quite the same way, again initiating disaster. Symbolism, a feature Fitzgerald continuously employs for the duration of ‘The Great Gatsby’ additionally emphasizes the theme of doomed loved. Previous to Daisy’s arrival in Chapter Four, Gatsby exclaimed a few minutes before she was due to arrive that ‘Nobody’s coming to tea. It’s too late! ’ and that he ‘can’t wait all day’, this is a very ironic statement, firstly for the fact he says ‘nobody’s coming’ as we know that Daisy really never does return into Gatsby’s life as he wishes she will and secondly that he says ‘it’s too late! and yet he’s waited five years to   see Daisy. Furthermore, when Gatsby and Daisy first sit down together, ‘the clock took this moment to tilt dangerously at the pressure of his head’ which symbolises the idea of time being a very important theme, the adverb ‘dangerously’ clearly highlighting how precarious the desi re to recapture the past really is. The idea that when the clock fell off the mantelpiece, it stopped, symbolises Gatsby’s life, frozen in time, he believing everything between him and Daisy will be exactly as it was, five years before. Fitzgerald carries on using symbolism behind all issues in the novel, after the tragic death of Gatsby, Tom Buchanan and Daisy Fay flee to a new house far away rather than condescend to attend Gatsby’s funeral, ‘They were careless people, Tom and Daisy–they smashed up things’  again mirroring the hollowness of people and the hedonistic attitudes they have to life; all they care about is themselves, nobody else’s feelings and so this is an additional important factor to why relationships end up in pieces. Furthermore, ‘the green light’ is another important symbol in ‘The Great Gatsby’ representing Gatsby’s hopes and dreams for the future. In Chapter One, ‘he stretched out his arms towards a single green light’ as a guiding light to lead him to his goal: Daisy and yet at the end of the novel, we realise his dream was one stuck in the past, impossible to achieve, although Nick as the retrospective narrator observes, the light does still continue to shine one, symbolising hope for the rest of us and yet so much doom for Gatsby and Daisy and the love between them. The prominent theme of doomed love is additionally supported by McEwan’s fragmented structure of the novel symbolising the broken hearts of Robbie Turner and Cecilia Tallis which is mirrored in Nick’s unreliable narrative voice. An obsession with materialism reflects the hollowness of the people of 1920s America, Gatsby reinforces this object-orientated focus when he cries ‘she only married you because I was poor and she was tired waiting for me’, obviously highlighting that the only reason Daisy was to marry was for money, not the fact she loved thus illuminating doomed love as the relationship is based on money and materialism. Fitzgerald uses wealth imagery to describe Daisy ‘Her voice is full of money’ symbolising the need for money as a support for her own personality. Kevin Rea writes ‘the sense of hope conveyed by yellow is still present in the light and music. But the fact ‘the earth lurches away from the sun’ hints at the transient powers wealth bestows’’ which again illuminates the theme of money being so important, yet underneath it only leads to disaster in relationships in the novel again initiating the theme of doomed love. Incredibly, Gatsby himself is one factor of his own relationship with Daisy being so doomed. Blinded by the astronomic amount of love he has for her, Gatsby states ‘Can’t repeat the past?†¦ Why of course you can! ’, emphasizing the unachievable expectations he has, all he wants to do is regress to five years before and reunite perfectly with his ‘love’, but coincidently we know this is quite the opposite of what happens. Furthermore Gatsby wants something of Daisy that she can’t give, an unachievable statement, for her to ‘just tell him the truth, that you never loved him and it’s all wiped out forever’ about Tom, but we know this can’t happen as Daisy’s love for Tom was once real and strong as narrated in Jordan’s vignette. Fitzgerald uses an abundance of pathetic fallacy throughout the novel in coordination with the theme of doomed love. Gatsby and Daisy’s first meeting seems particularly awkward which reflects the weather, ‘pouring†¦small muddy swamps and prehistoric marshes’ reinforcing the mood. Additionally, as Gatsby and Daisy began to ‘click’ and ‘bond’ the ‘sun shone again’ initiating an optimistic and joyful mood. Sorrow returns at the tragic funeral of Gatsby along with the miserable weather, ‘thick drizzle’, ‘rain poured down his thick glasses’ showing doom in any love between him and Daisy. Likewise, McEwan uses pathetic fallacy, Leon asks Cecelia if ‘the hot weather’ makes her behave badly, this weather reflecting the difficulties between Robbie and Cecelia, the weather a hindrance, an obstruction, a way of creating misery in one’s life, mirroring Briony Tallis’ role in ‘Atonement’ and how she destroys and completely gets in the way of the relationship, consequently illuminating the theme of doomed love and reflecting ‘The Great Gatsby’ in the way Gatsby is an obstruction with his own affiliation with Daisy Fay. As we begin to draw close to the end of ‘The Great Gatsby’, we come across the reunited relationship of Daisy and Tom ‘sitting opposite each other’. Fitzgerald describes the couple ‘they weren’t happy†¦and yet they weren’t unhappy either’ mirroring the people of 1920s America, in the Jazz Age, as Gertrude Stein stated they were ‘the lost generation’ and had no real point to life and so lived unhappily, happily. Although this image of the two sitting together not showing compassion or love could represent doomed love, some could alternatively say that this relationship, which looked doomed at the start, is now the only good, strong one left, contradicting the theme. Mike Peters writes ‘not only Gatsby, but several of the other characters remain enigmas’, showing mysteriousness to the characters in Fitzgerald’s ‘The Great Gatsby’, maybe Gatsby did only love Daisy for the money or maybe Daisy never loved Tom? None of us can know, excluding Fitzgerald, we have no final conclusions to draw. However, it is clear that in the heartless and materialism obsessed society that Fitzgerald creates, it is only the most corrupt relationship that survives at the end. To finally conclude, Fitzgerald’s ‘The Great Gatsby’ leaves us with nothing but disappointment, which shows contrast to McEwan’s ‘Atonement’ which then leaves us with the possibility of hope and faith. Fitzgerald leaves us with sadness and we feel sympathy for the characters in the book, they all seem lost and seeking for something and yet the only solution they discover is money, highlighting again the theme of doomed love, money before love. The death of Myrtle Wilson devastates hers and George’s relationship which is obviously the result of her materialistic values and her longing for Tom’s money, her main focus in a man was his money, this is highlighted when she says that ‘’Oh, is that your suit? ‘ I said. ‘This is the first I ever heard about it. But I gave it to him and then I lay down and cried to beat the band all afternoon† reinforcing the idea that wealth is of huge importance to her. Gatsby obviously dead and Tom and Daisy reunited, but only on the thread of a string, all these sorrows as a result of money and class partition. Additionally, the death of Robbie Turner in ‘Atonement’ is the result of class partitio ning and so is also highlighting the theme of doomed love, a major theme in both F. Scott. Fitzgerald’s ‘The Great Gatsby’ and Ian McEwan’s ‘Atonement’.

Propaganda, Recruitment and Resistance Essay

When war broke out, the British army was professional but small. The government desperately needed a lot more troops, and they turned their heads straight to recruitment. Britain was very different to its allies in recruitment; they started the war recruiting volunteers. The Government believed that as tradition, they should not force any men into conflict; they had never done, and believed they never would. Volunteering was a British thing to do; using posters, and leaflets, they thought would get enough soldiers to volunteer. The Government assumed that many soldiers would come forward as patriots and out of honour, for generations men’s predecessors had fought in civil war, Lord Kitchener and the PM Asquith supposed men had to maintain the loyalty. Those who wanted to join the army, joined out of excitement, the thrill of killing, and a break from normal life. They thought that the war was going to be a short, easy war which they would not be a major part of, as they had been reassured that the Naval power would wipe out supplies of food, and arms. These troops would have been highly motivated and ready for whatever was to come at them (or so they thought). Propaganda was a factor in men volunteering; a number of the male citizens were genuinely persuaded by the propaganda and believed what it told them. The Government realised that all men who volunteered were going to train harder, and in the long term where going to be superior soldiers, even if there was a smaller number of them. Women, older men (who had fought in civil wars before them) pressured young men who had not enlisted, also their friends, and relatives were joining. In theatres, actresses interrupted performances to call men up onto the stage and sign up. Those men who were watching the play felt embarrassed, also as if everyone was watching them and urging them to sign up. The Government encouraged this in homes, and although it was an illegitimate way of getting men to join, it was very useful, and many of those who were put under such pressure, crumbled and enlisted. The figures of unemployed men in Britain were rising, and the amount of jobs for these men was decreasing, as they didn’t have the necessary skills to acquire a job that paid good money. Prime Minister Asquith seized upon this opportunity to give these unemployed a ‘future’ in the army. The unemployed had to accept the opportunity, as it paid good money, it was an exciting experience and that they simply they had no where else to go. The men were happy to receive this break away from their dirty, shabby lifestyle. Asquith, and Kitchener exaggerated this prospect, and the unemployed believed that this was easy money, and a gateway to a new life. Men who volunteered into the army where grouped in accordance of what area they came from. Theoretically this was a good idea, but in practice demonstrated a fatal blunder. ‘Pals Battalions’ as these neighbouring units were named, were awfully effective in making each soldier feel at home, and able to settle in to army life. At the front though it was a different story, as each Pals Battalion went ‘over the top’ it was usually on the first day of a major battle, which resulted in 70% or more of their men killed or seriously wounded. Local areas in England wit a small population lost many of its younger men in a short space of time. The rest of the male population who did not volunteer chose not to for various reasons. Some men decided not to enlist on occupational grounds. Men who worked in vital industries such as mining felt it was there duty to stay home and continue their essential job. However, this was not the only reason on work-related grounds that people did not volunteer. Some men did not want to fight because they had a well paid job and good career prospects, whilst others left the rest of the population to volunteer because they thought that the war would not last long. They assumed that if they joined the army they would die, they were scared of dying and losing everything that they had worked for. This fear of dying was made a great deal worse when rumours of the conditions on the front line filtered through to the public. They were told of the huge numbers of deaths and casualties that the British were taking. Other chose not to volunteer on the moral or religious grounds. The Quakers did not volunteer because they did not believe the war was the answer. Many other men refused to ‘play God’, ad take away another mans life. Some men refused to volunteer because they had people at home depending on them, and they were the main breadwinner of the family, for example children and wives or elderly relatives. The Government thought that the war would be over by Christmas, and this small army would do fine, because the Navy would be the major battle point in the war, where the ships would create blockages, and starve them to surrender. Conscription being introduced from 1914 would have caused pandemonium in Britain, for the fact that the public would have realised that this war was going to be a long and drawn out war. Asquith did not want to cause any panic, and wanted to carry out ‘business as usual’, one of his idea’s to keep Britain an active and calm country to live in still, although the war was only overseas, but as many exports and imports happened overseas, and where transported into foreign countries, ‘business as usual’ could not happen. Also the government didn’t introduce compulsory military service because they trusted the public to volunteer, as it was a change, it was supposedly ‘exciting’, and the thought of becoming a hero was a chance to be loved by your friends, but most importantly, the whole country. Lord Kitchener and Asquith were spot on; by the end of August in 1914 300,000 more soldiers had enlisted. In September of 1914, 462,901 out of 600,000 volunteers stepped up to support the war efforts. The aim for the end of December was an army of 4 million (which even for the ‘Supreme British’, I believe was a long shot). Conscription would have faced a battering by civil rights activists if introduced in 1914, as conscription was anti-liberal, and a breach of civil rights and individual freedom. In hindsight, with all the protesters, volunteering was an easier way of recruiting without hassle. Another aggravation of conscription was the cost of it. It was considered that conscription would be a waste of needed money and resources. All of the eligible men must be registered in a system, not all men would turn up to register, resulting in wasted time, which could be used to produce posters to round up troops for volunteering. However by 1915 not enough soldiers were being recruited, and drastic measures hadto be taken to gather enough soldiers to compete with the large German army. In 1916 there was a change in Government. Lloyd George became the new Prime Minister, he was determined to win this war, and his practical mind led to the introduction of conscription. The Government primarily thought that they would recruit enough soldiers without moving to conscription, but they were very wrong. The German land forces were huge, and the previous Prime Minister (Asquith) believed this war would be won by Britain’s naval supremacy. Again, they were wrong, the trenches was where the major fighting was taking place, thousands of deaths happened each day at the front. As the war dragged on and on, fewer and fewer amounts of men were enlisting to fight, this was mainly due to leaks from the front of the poor conditions, and high amount of deaths were published by the media. As the numbers of deaths on the front grew, the Government started to ban the lists of deaths. This was due to ‘over the top’ tactics’ as men were old to walk in lines, shooting to gain breach the trenches of the German’s. As the deaths increased men became more wary of what was really happening in the war, and some men began to see through the lies of propaganda. But deaths were not the only reason why men weren’t signing up; the wages at home were increasing while unemployment was decreasing, resulting in men taking the chance of staying at home rather than fighting for the army, which at that time had very low pay. The army was made up of lots of previously unemployed men, but as many of those had already enlisted, there was a shortage of men that wanted to sign up. As volunteers piled through in the early months of the war, the Government believed the army was going to have enough men to win this war, on foot and on sea. But as the number of volunteers each month declined, women of husbands who had volunteered, and the general public (except most younger men) began to complain that it was unfair that some men had volunteered and others had not. There had to be a fairer system, those who had not volunteered were getting away lightly. The only way to improve this system was to introduce conscription. Not only were there thousands of deaths occurring on the front every day, but men did not receive the right, or enough ammunition to compete with the constant bombardment of shells, and the onslaught of machine gun bullets ripping through the British defence, it s men. This was called the Shell Scandal. The reason for the shortage of ammunition was due to the amount of workers that had joined up to the army from indispensable war industries. Factories that made shells, bullets, and armour where literally deserted. The pay was substantially higher in the army, it was an exciting prospect and a change for the men that work the same shift, producing the same goods all day. The press began campaigning to introduce conscription, because they knew the real deaths that were taking place at the front, given that the government banned them from publishing the amount of deceased. Bearing in mind that the newspapers had a major influence over the public then, (and still do now) it started to persuade (using propaganda) the public that conscription was acceptable, and the right way forward. The general public began to succumb to the idea, and by the end of the campaigning the national Service league (NSL) demanded the change from the new government. Lloyd George, as a practical man realised that this was the only way to win the war. Conscription commenced in January 1916, but a long time before that there was talk on how the government would assemble all of the eligible men for active military service, and the restrictions they would put on those that could be exempt from military service. They started the process by creating a National Register, which collected together every citizens details from the age of 15 to 65 e.g. name, age, marital status, occupation and skills. All of the data was collected together. It allowed the government to calculate how many men were of military age, and those who would be in the future, but also those who were in reserved occupations, which means those jobs that are essential to the war effort e.g. industry and agriculture. The National register not only provided the government with information, but also opened the door for new ideas. One of these ideas was the Derby Recruiting Scheme. It was named after Lord Derby the Director of Recruiting, as he was the one who manipulated the information from the National Register to his advantage. He asked all British men aged between 18 and 41 if they would be disposed to serve in the army. Although you may have thought like the propaganda posters, the personal, frontal approach would have worked, it didn’t. The results were disappointing. Firstly, those who were not in reserved occupation did not like the idea of fighting in the war, those would did want to fight were summoned with two weeks notice and secondly, a plus can be drawn from this, this was the first time an actual system had been put in place for conscription, so things could only get better. After the poor response from all those who were not exempt from the war, there was only one way to get men to fight, that was to force them. Four months after The Derby Recruiting scheme the conscription came in form of the Military Service Act, which required all unmarried men, and widowers without children or dependents e.g. sick mother, between the age of 18 and 41 to join the army. Unmarried men in reserved occupations were exempt from duty, as well as those who were breadwinners or sole supporters in their household, those who had medical disabilities and finally conscientious objectors. But as the National Register was unreliable, needed soldiers were not raced. The change from total volunteering to conscription happened in a short space of time, only four months. Compulsion did not just stop at exempting men, it became universal, on May 3rd 1916 all men despite any circumstances between 18 and 41 were forced into battle. Universal Conscription was now introduced and there was no going back. As soldiers died and needed soldiers were untraceable due to poor organisation, the government looked overseas to all British born people, and for Allied citizens living over here to fight for their natural country. This was another Military Service Act to boost friendship with their Allies. It gave each side more men to fight but mustn’t have gone down well with those who tried to flee the country. In two years the British public had gone from hating the idea of conscription to deeming it as acceptable. The newspaper’s had much to do with bringing the country round to believing the Government, but the Government wanted everyone involved. In November 1917, the Ministry of National Service was formed; the power given to them was unbelievable. They could cancel all exemptions on occupational grounds; almost playing God with people’s lives, as they well knew that 70% of these men would die or become seriously injured, before the war had ended. The government began to keep on rising the age limits, and the limits on who should fight, they were becoming desperate; the age limit was raised to 50, and if deaths were on high occurrence then it would be a staggering 56! Even Ireland was made to abide by the same rules of compulsion that was already in place in England. The British Army wanted to out number the Germans, but in the end they had a lot of soldiers at the front unwilling to fight, even those who had volunteered were becoming reluctant to fight. By the end of the war the British realised that they no longer needed so many men, as they were slowing crushing Germany, and the Minimum age of exemption was 23. Men under that age were considered too weak. Slowly but surely the Government extended the restrictions on compulsion. If there hadn’t been a change in government then I believe compulsion would have been introduced at a much later stage, because Asquith was against the idea of forcing men to fight; it was a breach of civil rights.

Animal testing should not be banned Research Paper

Animal testing should not be banned - Research Paper Example Since the Roman Church had burned dissecting of human beings, researchers opted to go the animal way as they provided the best alternatives to human being and indeed, animal testing should not be forbidden considering that animal testing is beneficial for science field. One of the primary reasons of performing animal experiment is that animal testing is beneficial for science field. Scientists and doctors argue that every achievement in medical field in 20th century has relied on the use of animals in some way. Thus, scientists have prior knowledge and experience of using animal testing in carrying out experiments for many years (â€Å"National Academics Press† 12.) First, animal testing plays an essential role in developing the surgical field. According to Cooke (18), toxicologists have the responsibility of determining the level of exposure that is either safe or harmful to human health, animals as well as to the environment. Certain reasons make it necessary to use animals in scientific research and testing. By the fact that the composition of all organisms is chemical, introduction of a substance into the animal interacts in various parts of the body and effects of one process could bring unexpected consequences in others. It is important to understand the relationship between dosages given to a person and those administered to different organs and body tissues. Studies conducted on a whole animal are very important for ensuring proper use of beneficial chemicals to avoid causing harmful effects to receiving organs. Laboratory tools such as tests and computers cannot make a duplicate of the phenomena and thus the only sure method of testing is the use of animals. A study on chemical interaction with living organisms normally helps scientists to unveil some of the most fascinating mysteries of living organisms functioning. There is a dynamic relationship between plants, environment, and animals. According to McCally (1), the physiological processes al low living systems process chemicals that are in constant balance with the world. Scarce information relating to these fundamental processes is available. When disturbed by increasing levels of one substance, the measure of available toxic level becomes credible (Connel, et al. 102). Toxicologists in understanding chemical toxicity of substances have developed critical knowledge. The knowledge is important in protecting human beings, animals as well as the environment from both artificial and natural exposures. Animal testing is an important procedure in ensuring drug`s safety and efficiency. All chemicals, whether harmful or otherwise, have harmful effects to people if administered in wrong proportions. Any small amount of a useful or harmful substance when administered hardly causes a detectable significance in the body of a human. According to Cooke (18), toxicologists have the responsibility of determining the level of exposure that is either safe or harmful to human health, ani mals as well as to the environment. It is important to understand the relationship between dosages given to a person and those administered to different organs and body tissues. Studies conducted on a whole animal are very important for ensuring proper use of beneficial chemicals to avoid causing harmful effects to receiving organs. The process of making medicines, beauty products, foodstuffs, and chemicals for use in the environment requires mixing of different kinds of chemicals in

What is Romance Essay Example | Topics and Well Written Essays - 750 words - 1

What is Romance - Essay Example I plainly believe, on this ground, that one such element of huge significance is romance – a mystical fuel or driving force within what constitutes the essence of love yet which possesses distinct character that enables us to distinguish one relationship from the other. Despite the mystery of how it works, romance is something humans readily perceive for it is, I suppose, designed to relish our senses and recognize the truth of love in-the-making. By experience and common knowledge, we take romance as it is in thought and act capable of emerging moments of lasting splendor due to which, we feel young at heart. It is not merely present and cherished by couples of opposite sexes, as I see it. Apparently, there occurs romance between any two critically intimate entities – such as man and God, man and self, God and other creatures, man and world, or even mind and wisdom, as well as life and struggle. We may not derive strength from it on a regular basis but certainly, romance beats the dull and illumines a soul in gloom as we treat it an unseen worker of personal tale, an occasional spice of relief, a rainbow connection, a dancing reverie, or a starlight express in all aspects of living. Last week, I visited the Timken Museum at Balboa Park in San Diego. The painting ‘Mrs. Thomas Gage, 1771’ by John Singleton Copley especially caught my attention. Through oil on canvas, Copley seems to have managed his artistry to work on the fine details of the piece in the manner as to exude radiance of the main subject. In the overall view of the painting, hence, my critical observation led me to ponder that the chief task of his brainwork could have focused on lighting scheme. It appears that, besides the vital consideration of lines, curves, and colors that altogether formed the image of Mrs. Thomas Gage, Copley ensured that these visual elements were governed by the perspective of light, originating mostly out of the

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Mid-Term Exam Essay Example | Topics and Well Written Essays - 1250 words - 1

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Why does Warren Buffett rely heavily on Net Working Capital analysis as his principal method of valuing businesses Do you agree - Essay Example When current assets are twice the size of current liabilities, net working capital is enough for most businesses to avoid its problems. If the value of current assets is less than one and a half size of current liabilities, then the business would be short of working capital that will result in the difficulty to meet its immediate debts. Businesses having difficulty in controlling their cash flow and working capital are said to have liquidity problems. Liquid assets are those assets that can be easily changed in to cash such as stock, debtors and short term investments. Buffett looks and analyses a business mainly with ‘owner earnings’ and ‘return on equity’ measures both in turn give an overall picture of cash flow available in a business and its operational efficiency. According to Buffet’s analysis method, it is very obvious that increased working capital can be viewed as cash out flow because money that are owed by debtors to the business or occupied in stocks cannot be utilized for meeting any other payments and hence no returns can be expected. Here, even though the working capital shows increases, the business can be viewed as inefficient as it failed to collect debtors on time. From assessing a business through mere working capital analysis, Buffett finds an advanced method of analyzing exact net working capital or cash flow available to the shareholders through ‘owner earning’ analysis. Capital expenditure, that is the money needed to spend on purchasing or upgrading plant or equipments, is deducted from net income and hence it forms as an Economic Value Added (EVA) analysis. By adding depreciation and amortization back also it gives an accurate cash flow available to shareholders. This analysis method looks at the ability of a firm to generate cash for its residual owners. Even though, the decisive

Virtual Private Network Essay Example for Free

Virtual Private Network Essay VPN Defined: So what is a good definition of Virtual Private Networking? Simply defined, a VPN is a â€Å"virtual† network that is kept private by â€Å"tunneling† private data through the underlying infrastructure of a public Internet. VPN technology provides a way of using public network infrastructures, such as the Internet, to provide private, secure access to applications and company resources to employees in remote or home offices, to business partners, and even to customers. A VPN is one or more WAN links over a shared public network, typically over the Internet or an IP backbone from a Network Service Provider (NSP) that simulates the behavior of dedicated WAN links over leased lines. VPN technology uses a combination of tunneling, encryption, authentication, and access control mechanisms and services used to carry traffic over the Internet, a managed IP network or a service providers backbone. VPN allows the data to be shared between the client and a server, between two servers, or between networks or routers via a public network but it works just like a point-to-point private line. VPN network architecture uses the remote PC (installed with a client software) that makes use of the present telecommunication infrastructure technology like for example phone lines, broadband services, dedicated internet link etc. and a tunneling protocol (incorporated with other authenticated and encrypted protocols) to access the corporate resources like files, emails etc through a VPN server which sits at the perimeter of the corporate network. The diagram that is seen below shows the simple VPN structure between a client and a server: VPN is a private network that is layered over the public networks for example Internet to connect to the remote sites and remote users with the privacy, security, quality of services with always on connectivity with well manageability features like the leased networks have. A typical VPN structure with remote offices business partner’s mobile users of the organization connected to the main office through the network services providers point of presence (Pops), looks like the one below shown in the diagram:

Research Study on Gender Bias in Education Essay Example for Free

Research Study on Gender Bias in Education Essay These instructions were used as a form of deception to prove my hypothesis. My hypothesis was that women would be more affected by this deception than would the men. My results proved otherwise. Results showed there was little difference in the way the women and men performed on these tests on either version. The ANOVA testing showed these clear results. Does Performance Reflect Success? Gender biases are present in the American culture. Women are put in a stereotype as the one to stay at home cleaning and cooking while men are believed to have to bring home the paychecks. How we live though is not the only area with gender biases. There are biases when it comes to sports, who can do what jobs and even education. Women are believed to be better at the education aspects having to do with words and comprehension while men are believed to be better at numbers or math. In the research world there is much controversy on whether the bias presented is true or not. Researchers have not been able to support this belief or disregard it due to the many conflicting results. A study done with the purpose of determining whether gender expectations still exist in present time, resulted in the idea that more and more genders are becoming equal in education (Jordan 2008). It was found that both sexes are more likely than ever to complete their high school education and even be able to obtain higher degree. The study also showed the gender gap in scores on the National Association of Education Progress becoming more and more narrow over time. Jordan does not refute the idea of gender bias in education but supported the idea that it is diminishing. These two researchers on the other hand, Fisher (2008) and Johnston (2005), have studies supporting their beliefs that gender biases in teaching are simply a myth. Both constructed research to support the idea that neither females nor males perform differently according to gender expectation or that these gender expectations are implemented at all. Fisher more, specifically, researching in math and Johnston in math and education. Chapman (2012) and Goetz (1996) though, both have studies that seem to prove otherwise. Chapman conducted a study, in Canada, which lead to the belief that gender discrepancies in teaching and education focus more positively on females. Chapman believes males are the ones taking losses in education expectancies. Goetz on the other hand, researched and came up with results which led him to believe American educators focus their attention more on males allowing them a positive advantage. After learning so much from previous research it can be accurately inferred that the gender bias in education does exist. A psychologist, Ghandi (2006) stated in his study the truth behind the bias. He used this truth to conduct a study in which he found that women not only believe the bias but are subject to it when they are told they will fail due to their gender. This particular study is what laid down the foundation for my research study. All of the above researchers knew the biased existed and all tried to support it or disprove it. This research project has one purpose; to find out not if gender biases exist but whether women are affected by these gender based expectations more than men. In many colleges and universities women are very comfortable with their gender; they are powerful, and successful. There are clubs devoted to women’s sexuality, success, and even fashion senses. There are awards given to women who have gotten superior grades, been offered great jobs, or are simply a success. Knowing this, what I want to learn is whether these women who are so highly praised and allowed the same success as men are still subjects to gender based expectations, more specifically in learning and education. In my study I will be deceiving the participants into thinking that only women will be successful in this study or to another group I will be saying only men will be successful. The way this will be done is by using simple high school level math tests. Before he test I will be falsely informing half of my participants (equal number of females and males) that only men will pass this test, and then I will repeat this with the other half of my participants but falsely informing them of the opposite. The fact that I will play on women’s vulnerability will allow me to learn whether these very empowered and successful women will still be so after being told th ey will fail before even trying. My hypothesis is that these women will be affected by such a statistic and depending on the false statistic they get, they will fulfill it. Methods Participants Forty eight undergraduate volunteers (24 males and 24 females) from Bryant University took part in this study. The average age of participants was recorded at 20. 22 years (SD=1. 13). No cultural or ethnic backgrounds were recorded. With help from different psychology professors a general description was given out within psychology classes and volunteers were recruited. To these participants in particular extra credit was allotted. The rest of the participants were recruited through word of mouth and e-mail in which they were once again given a general description of the study and asked whether they would be willing to volunteer. Each participant was tested individually and required approximately 15 minutes to complete study. Materials The study consisted of participants completing a standardized math test, four survey questions, and a deceptive article which can all be found in the appendix. The math test was found in an SAT math test practice site. This math test worked as the channel for the dependent variable (result on the test). The survey questions asked were simply used for collecting information. The questions did not ask sensitive information or anything that would put any participant at risk. Finally, the short article was written by myself and is completely fictional. It falsely informed the participants on information regarding SAT tests and reported false statistics on men outperforming women for half of the studies and the opposite for the other half. This was used as the deception part of the research which inconspicuously provided the participant with the independent variable (whether females or males pass this test) Procedures Forty eight students were recruited (24 females and 24 males) from Bryant University as the participants of my study. They were all recruited through psychology classes in which Professors gave a brief overview of what my study entailed and from there proceeded to recruit. The participants recruited in such a manner were rewarded with extra credit points in their class. The rest of the participants were recruited through word of mouth and group e-mails. With each participant recruited I have a brief explanation of what the study was comprised of, what it entailed, and more specifically what each participant would have to contribute. Once I recruited all participants which were necessary I began the research itself. At the start of their participation, each participant was handed a consent for in which they were asked to read thoroughly and if they agreed to the terms and conditions they were to sign and date. In the consent form participants were informed of their ability to leave the study at any time, their entitlement to any information and debriefing, on the confidentiality of the study and many more safety factors. To show the validity of the form I signed and dated on the same page each participant did right in front of them. Each participant agreed to the consent form allowing the study to continue. Once the consent form process was finished I would hand each participant the study packet. At this point they were told that each study was to be completed alone. The packet started off with an article which was entirely false and used to deceive each participant. On it there was made up information on the performance of genders on the SAT test throughout the past years. Each participant was informed that they would not be able to continue with the packet if they did not read these instructions. Once the instructions were read each participant could continue to the next section which consisted of the survey questions. These questions were purely used to collect data for analysis. Once the second part was completed each participant would continue on to the math portion of this study. The math portion of the test was a high school level standardized math test previously tested by college level participants. Each participant completed the math portion and would come to me to hand it in. when each individual would approach me I made sure to let them know the true nature of the study and informed them of the deceit. It was very important that no participant left the study with the false idea of one gender outperforming the other. I made sure each participant was thoroughly debriefed and had any questions they had answered. Results The data were analyzed using an ANOVA with the alpha level set at . 05. The main effect of gender participation was not significant, ? (1,44)=. 12, p=. 73, ? 2=. 003 and the main effect of gender test taking was not significant, ? (1,44)=. 00, p=1. 0, ? 2=. 00. However, the interaction between the gender participation and gender test was marginally significant, ? (1,44)=2. 97, p=. 9, ? 2=. 06. Figure 1 shows a cross-over interaction in which the two variables almost perfectly interact. My hypothesis stated that women’s scores would be more affected by the test gender and the deception then would the men’s. The results of the tests did not vary according to the gender of the participant or gender of the test. My hypothesis was not supported by the above da ta. There was, however, a notable factor in the results and the fact that they were similar in score for both genders. Discussion No significant main effect for test gender or participant gender occurred in this study. When taking a math test right after reading a deceitful article about the tendency of males or females to outperform the opposite sex, neither gender’s score seemed to be affected. This particular result is not what I predicted in my original hypothesis. Straying away from my belief that women would underperform the men once they were deceived into believing they would be outperformed, the results disproved my hypothesis. This outcome is consistent with the research of Fisher (2008) and Johnston (2005) in finding there is no significant gab in the performance of females and males in the subject of math. The results are not consistent though with those findings by Ghandi (2006) a researcher whose findings state that women do poorly on math when they are told their gender is to blame. Some factors which may have led to the inconsistency between my hypothesis and my results can be attributed to the limitation when conducting this research. Being part of such a small university, my research was very limited in the sample size it could use. Three thousand undergraduate students was a small population to choose just forty eight participants from. This also lead to what I believe was a biased sample since each and every participant was also my friend. The fact that the participants had a relationship with me could have caused an over performance level which would not usually happen. Some internal validity which should be looked at was the fact that many variables were simply not recorded. These factors include the race and ethnicity of the participant, whether English was their native language, if they understood the deceiving article in the start, and whether they understood every question asked in the math portion. Another internal validity factor is the way in which data was recorded. If this study were to be repeated, observation should definitely be an alternative way of recording data. There was so much happening as I observed each and every participant complete my study. Participants would get frustrated or smile the whole way through. Sometimes they would try to help each other out when I looked the other way or simply just guessed the answers since they did not want to be taking a math test. Using a standardized that does not give anything in return to these participants, should not have been my only source of data since it was not the best way to find results. Regardless of the limitations, new studies and research in the field of gender differences in education have resulted with outcomes very similar to mine. Although my hypothesis was not supported, the consistency it has with the studies of Fisher (2008) and Johnston (2005) only come to show that this study will be supporting much research in the psychology world. My results will be one more way to support the idea that there is little or no difference in gender performance in math. In addition to replicating my results, future research might extend the finding by examining other subjects in the world of education. Expanding the testing to be possibly in language, critical thinking, sciences and also math may give a better understanding on whether there is a discrepancy in women’s performance when they are told they are going to fail. Future research might also want to expand their sample by moving to younger generations in school, possibly in igh school, and older generations in and out of school. By doing so the outcome may result more accurately and allow a better understanding of the prediction. In conclusion, gender performance on standardized math tests do not have a direct link to the subject or the belief that one gender will outperform the other. After testing 48 participants (24 female and 24 male), giving each the same exact standardized math test but deceiving each to think they would outperform or underperform the opposite sex, no gender seemed to truly outperform. Each gender resulted close to equal. The results did not support my hypothesis but it led the way to a new hypothesis and a completely new approach to this study. References Goetz, J. (1996). In Education Expert: Classroom Gender Bias Persists. Cornell Cronicle. Retrieved from http://www. news. cornell. edu/chronicle/96/4. 25. 96/gender. html. Jordan, J (2008) The Myth of Gender Bias in School. Retrieved March 8, 2012. From http://www. parentdish. com/2008/05/20/the-myth-of-gender-bias-in-school/ Fisher, M (2008) Study: No gender differences in math performance. University of Wisconsin-Madison News. Retrieved from http://www. news. wisc. edu/15412 Johnston, T (2005) No evidence of innate gender differences in math and science, scholars assert. Stanford University News. Retrieved from http://news. stanford. edu/news/2005/february9/math-020905. html Gandhi, U. (2006) Gender bias in math skills doesn’t add up, scientists say. The Globe and Mail. Retrieved from http://www. theglobeandmail. com/news/technology/science/article197902. ece Chapman, A. (2012) Gender bias in education. Research Room. Retrieved from http://www. edchange. org/multicultural/papers/genderbias. html Table 1 Cross over interaction [pic] Appendix Survey questions Male/ Female (circle one) Date of Birth __________ Anticipated graduation year __________ Have you ever taken a standardized test (example: SAT) Math questions (standardized test) http://www. majortests. com/sat/problem-solving-test01 1. Of the following, which is greater than ? ? [pic]A. 2/5 [pic]B. 4/7 [pic]C. 4/9 [pic]D. 5/11 [pic]E. 6/13 2. If an object travels at five feet per second, how many feet does it travel in one hour? [pic]A. 30 [pic]B. 300 [pic]C. 720 [pic]D. 1800 [pic]E. 18000 3. What is the average (arithmetic mean) of all the multiples of ten from 10 to 190 inclusive? [pic]A. 90 [pic]B. 95 [pic]C. 100 [pic]D. 105 pic]E. 110 4. A cubical block of metal weighs 6 pounds. How much will another cube of the same metal weigh if its sides are twice as long? [pic]A. 48 [pic]B. 32 [pic]C. 24 [pic]D. 18 [pic]E. 12 5. In a class of 78 students 41 are taking French, 22 are taking German and 9 students are taking both French and German. How many students are not enrolled in either course? [pic]A. 6 [pic]B. 15 [pic]C. 24 [pic]D. 33 [pic]E. 54 6. If f(x) = Â ¦(x? – 50)Â ¦, what is the value of f(-5) ? [pic]A. 75 [pic]B. 25 [pic]C. 0 [pic]D. -25 [pic]E. -75 7. ( v2 v3 )? = [pic]A. 5 2v6 [pic]B. 5 v6 [pic]C. 1 2v6 [pic]D. 1 v2 pic]E. 1 8. 230 + 230 + 230 + 230 = [pic]A. 8120 [pic]B. 830 [pic]C. 232 [pic]D. 230 [pic]E. 226 [pic] 9. Amy has to visit towns B and C in any order. The roads connecting these towns with her home are shown on the diagram. How many different routes can she take starting from A and returning to A, going through both B and C (but not more than once through each) and not travelling any road twice on the same trip? [pic]A. 10 [pic]B. 8 [pic]C. 6 [pic]D. 4 [pic]E. 2 [pic] 10. In the figure above AD = 4, AB = 3 and CD = 9. What is the area of triangle AEC ? [pic]A. 18 [pic]B. 13. 5 [pic]C. 9 [pic]D. 4. 5 [pic]E. 3

Public Health Issue: Alcohol Misuse

Public Health Issue: Alcohol Misuse Alcohol misuse as defined by the World Health Organization (WHO) is the alcohol use that places people at risk for problems, including at-risk use, clinical alcohol abuse, and dependence. Although the use of alcohol brings with it a number of pleasures, alcohol increases the risk of a wide range of social harms, generally in a dose dependent manner (WHO 2011). Alcohol misuse is one of the most devastating non-communicable deceases that contributes, or directly causes chronic ill-health, high mortality, violent crime, and anti-social behaviour (Alcohol Concern, 1997). According to the global status report on alcohol and health published in 2011 by World Health Organisation (WHO), the harmful use of alcohol results in 2.5 million deaths each year globally (WHO 2011). According to the same report, by 2011, alcohol misuse is the worlds third largest risk factor for disease burden, and it is the leading risk factor in the Western Pacific and the Americas and the second largest in Europe. Alcohol is associated with many serious social and developmental issues, including violence, child neglect and abuse, and absenteeism in the workplace (Harvey, 2000). Excessive alcohol consumption is a major cause of different types of diseases and conditions, including injuries, mental and behavioural disorders, gastrointestinal conditions, cancers, cardiovascular diseases, immunological disorders, lung diseases, skeletal and muscular diseases, reproductive disorders and pre-natal harm, including an increased risk of prematurity and low birth weight (Moore and, Pearson, 1986). For most conditions, alcohol increases the risk in a dose dependent manner, with the higher the alcohol consumption, the greater the risk. For some conditions, such as cardiomyopathy, acute respiratory distress syndrome and muscle damage, harm appears only to result from a sustained level of high alcohol consumption, but even at high levels, alcohol increases the risk and severity of these conditions in a dose dependent manner. The frequency and volume of episodic heavy drinking are of particular importance for increasing the risk of injuries and certain cardiovascular dise ases (Moore and Pearson 1986). The causes of alcohol misuse can be traced to many factors including family history, psychological factors such as anxiety or depression, the addictive pharmacology of alcohol, and the environment in which people live. Some research works show that genes could influence people drinking habits and their susceptibility to alcohol addiction. For others who drink alcohol above the guidelines, at hazardous and harmful levels, alcohol misuse may be due to habit, lifestyle, lack of awareness of the health effects and an absence of obvious symptoms. This assignment seeks to discuss the problems associated with alcohol misuse, and the collective efforts currently being put in place in term of research and government policies to address it. The understanding of local, national and global trends of alcohol misuse and the associated deceases will be demonstrated using the available statistical data from the Public Health Observatory. Following the introductory section, where background of alcohol misuse, the justification for chosen it, and the importance of alcohol misuse as a public health concern are provided, Section 2 will discuss the epidemiology and trends of alcohol misuse. In Section 3, the social determinants of alcohol misuse will be explored, while Section 4 will address how the issues and problems of alcohol misuses are tackled at both national and global level. Section 5 will be devoted to the local public health. Specifically, the problems associated with alcohol misuse in Bradford will be discussed. The last section will provide some recommendations and strategies to address the issue of alcohol misuse. Methodology The research methods used for this assignment included reviewing poster, televisions adverts, internet research on alcoholism and journals. The main website was the national institute of alcohol abuse, but others included healthy living, NHS Stockport. These research methods were very useful as they provided a wealth of information which resulted in a through investigation in to alcoholism and the effects on an individuals lifestyle 2. Epidemiology of Alcohol Misuse The alcohol misuse is a global phenomenon, which hinders both individual and social development. On a global level, World Health Organization (WHO 2011) reported that: The harmful use of alcohol results in 2.5 million deaths each year. 320 000 young people between the age of 15 and 29 die from alcohol-related causes, resulting in 9% of all deaths in that age group. Alcohol is the worlds third largest risk factor for disease burden; it is the leading risk factor in the Western Pacific and the Americas and the second largest in Europe. Researchers in numerous countries have conducted analyses of alcohol consumption and general population surveys to ascertain the level and consequences of alcohol use. In recent years, investigators also have made attempts to compare drinking rates and other drinking variables across different countries. One reason for researching across national borders is the need for descriptive epidemiology (Room and Makela1988). The total economic cost of alcohol to the EU was estimated to be à ¢Ã¢â‚¬Å¡Ã‚ ¬125 billion (WHO Europe, 2009), while the government of United Kingdom estimated the cost of alcohol related harms to the National Health Service (NHS) to be  £2.7 billion in 2006/07 prices (NHS 2012). Alcohol consumption is a major cause of ill-health in England. More than 10 million people (31 per cent of men and 20 per cent of women) are now regularly drinking above the guidelines set by Government (NAO, 2008), and many of these are likely to suffer ill-health or injury as a result. In England, it is estimated that 18 per cent of the adult population (7.6 million) are drinking at hazardous levels; another seven per cent (2.9 million) are showing evidence of harm to their own physical and mental health, including approximately 1.1 million people who have a level of alcohol addiction (NAO, 2008). Social Determinant on Health Alcohol use and abuse is a major preventable public health problem. To be able to do this, we must be able to understand the social determinant of alcohol misuse and abuse. Different factors such as gender difference, race, culture, ethnicity, social class, poverty levels are among the most important factors that have been found to influence the level of alcohol consumption. According to the research findings reported in the Alcohol Needs Assessment Research Project (ANARP), 2004, about 38% of men and 16% of women (age 16-64) have an alcohol use disorder , which is equivalent to approximately 8.2 million people in England. It has also been reported in the literature that alcohol use disorders generally decline with age. In relation to ethnicity, black and minority ethnic groups have a considerably lower prevalence of hazardous/harmful alcohol use but a similar prevalence of alcohol dependence compared with the white population (ANARP, 2004). Another important social determinant of alcohol misuse is the family background. The family plays a central role in the use of alcohol by children and adolescents. Early drinking and much subsequent use of alcohol by children and adolescents is sanctioned and sometimes encouraged by their families. Unlike experimentation with alcohol, problem drinking is associated with low levels of family social support and with dysfunctional coping strategies of families that may lead children to use drinking as an adaptive behavior. Addressing Alcohol Misuse Issues The harmful use of alcohol is a serious health burden, and it affects virtually all individuals on an international scale. Both the government policy (NHS) and the scientific literature have recognized the necessity to control the general populations alcohol consumption. According to the World Health Organisation (WHO), the global strategy to control the misuse of alcohol will focuses on ten key areas of policy options and interventions at the national level and four priority areas for global action. The ten areas for national action are summarized as follows: Leadership, awareness and commitment; Health services response; Community action; Drink-driving policies and countermeasures; Availability of alcohol; Marketing of alcoholic beverages; Pricing policies; Reducing the negative consequences of drinking and alcohol intoxication; Reducing the public health impact of illicit alcohol and informally produced alcohol; Monitoring and surveillance. The four priority areas for global action are: public health advocacy and partnership; technical support and capacity building; production and dissemination of knowledge; resource mobilization At national level, Government policy continues to place emphasis on the primary care setting to undertake health promotion. Prior to 1995, the sensible drinking policy in the UK was that men should drink no more than 21 units (168 g) and women 14 units (112 g) per week (Department of Health 1992). However, by 1995, the Department of Health in UK has put in place guidelines for the responsible consumption of alcohol (UK Department of Health 1995). The comparison of UK units/day and grams of pure alcohol/day in light/moderate/heavy drinking is summarized in Table 1. Table 1: comparison of UK units/day and grams of pure alcohol/day in light/moderate/heavy drinking Local Public Health Of most concern to public health is the number of local people drinking excessively. In this work, the public health of Bradford will be discussed. National data suggests around 20,000 residents of the Bradford district are dependent drinkers. According to the Bradford and Airedale Health and Lifestyle Survey 2007-2008, the national average consumption in Bradford district is significantly greater than the national average. In all adult, the mean units alcohol consumed by drinkers in a typical week in Bradford is 23% for men and 14.5% for woman as compared to national average of 21% for men and 11% for woman (BJSNA 2010). The Bradford and Airedale Healthy Lifestyle Survey (BJSNA 2010) shows that 9% of men and 7% of women are drinking at a harmful (higher risk) level. For men, this finding is in line with the national average; for women, the finding as nearly double (England 4%). Amongst men, this problem is concentrated in the 35-64 age groups; amongst women, the under 24s and 45-54s exceed the district average. Recommendations and Strategies Current Strategies There have been various current strategies currently being put in place both by the local and national government. Some of the current strategies are aimed to: reduce the number of people who drink alcohol above recommended limits, thus reducing the adverse health impact of alcohol. reduce alcohol-related crime, disorder, intimidation, nuisance and anti-social behaviour. develop a comprehensive range of effective treatment, support, rehabilitation and reintegration services for alcohol victims, with easy access and clear care pathways. reduce the harm caused by alcohol misuse within families and relationships, including domestic abuse and the hidden harms caused to the children of alcohol- misusing parents. reduce the number of babies born with a disorder in the Foetal Alcohol Spectrum Disorder range, and to decrease the risk of related problems experienced by children born with one of these disorders. reduce alcohol-related accidents and fires, thus reducing avoidable premature death, disability and less serious injuries. reduce the economic costs of alcohol misuse. ensure that information and services are accessible and welcoming to all sections of Bradfords diverse population. Recommendations In other to address the problem of alcohol misuse at local, national, and global level, the following recommendations are provided: Education is on of the general way to address the issue of alcohol misuse. Government can make sure that all local schools have programs in place to educate children about the risks posed by alcohol misuse. It is important to arm young people in community with knowledge about the consequences of abusing drink and drugs. Government at both local and national level should fund youth clubs, art facilities and other activities to give young people alternative things to do instead of spending time on the streets drinking. The general practitioners as well as nursing practitioners should continue to provide better support/consultancy services to the victims of alcohol. Provision of support group at different localities to provide improved counselling services and treatment programs for those with substance abuse problems in the community. Discussion should be established with schools, colleges, local employers, government and policy makers to see if they have any facilities in place to identify and help those struggling with alcohol misuse. Conclusion The public health issues on alcohol misuse are discussed in this work. Alcohol misuse is found to be one of the most devastating non-communicable deceases that contributes, or directly causes chronic ill-health, high mortality, violent crime, and anti-social behavior. The epidemiology and trends of alcohol misuse was discussed, while the social determinants of alcohol misuse based on gender difference, age, ethnicity, and family background was addressed. The policies put in place by both the local and national government to address the issues and problems of alcohol misuses are assessed. The last section provided some recommendations and strategies to address the issue of alcohol misuse.

Doing it: The Social Construction of S-E-X Essay example -- Article An

Since the dawn of man, sex has played a crucial role in society. Before they learned to read or write humans were engaging in sex and without it none of us would be here. In today’s society, sex has grown to become much more complicated. If I were to ask a group of people on the street what they believed sex was? I bet they would have a hard time answering. The question puzzling society today is how do we define sex? Can we define sex? These are questions raised in Tracy Steele’s article â€Å"Doing it: The Social Construction of S-E-X†. This article is about the current questions and issues that have been raised about sex within today’s society. In this paper I will summarize the key points of the article, while sharing my own thoughts and opinions of Steele’s findings. One of the key questions raised in the article is where do our sexual urges come from, have they always been there deep in our minds, or did we gradually learn them. Steele states that it is her belief that sex in something that is learned overtime from our environment and society (Steele 13), but she also states that there are many theorists who believe that sex is instinctive, and that we have always known how to perform it. After considering both sides of the argument, I have to agree with Steele’s belief that sex is learned. I believe this because I find it hard to believe that humans are born with the knowledge of sexual intercourse. This is due to the fact that I can guarantee you most children barely have a clue what sex is, let alone how to engage in it , it’s not until their parents or teachers explain to them what sex is, that they are able to truly understand and engage in it. The only argument that can be raised against this idea is that there are m... ...define sex; they can’t even agree on where our sexual desires come from. In conclusion, what I learned from this article is that sex is much more complicated then I could have believed it to be. This article made me aware of many conflicts, issues, and disagreements that go along with what is or isn’t sex, and how there is no clear way to say, it’s really just a matter of opinion. For lesbians the simple use of a finger is enough, for gay men its anal sex. For some sex is innate and instinctive, while others believe it is learned. For some it’s based on love and pleasure, while for others it’s about domination. I highly doubt that there is anyone in this world that could come up with a universal meaning to sex which would please all parties. It is my conclusion that there is no right or wrong definition of sex; it is whatever you want it to be.

Becoming A Better Nation :: social issues

Becoming A Better Nation As an American citizen, it would be easy to say we should encourage both unity and diversity, but, in truth, it is almost impossible to implement such a great idea. Our nation would be a utopian society if we could implement both global or nation-wide unity while keeping our citizen’s diverse. Unfortunately, it’s an oxymoron – like saying we’re all alone together. Part II: The Dream Answer A. Utopia We could always take each individual aside from all they knew and brainwash them into believing that everyone was created equal, allow 10 year olds to vote just the same as 90 year olds and 45 year olds, and create family units of â€Å"brothers† and â€Å"sisters† who are of all different ethnicities. Then our nation would have both unity and diversity!! We could erase all those years of slavery, deception, and racism by never thinking of it again! Wow. Wouldn’t that be lovely? Unfortunately, we don’t live in dreams. You see, even if we were able to rob citizens of their United States’ freedoms and brainwash them, still our nation would have our racists, and we’d lack both unity and diversity coexisting as one. Racism is the reason we cannot have diversity and unity. Now this is because of the meaning of this word â€Å"racism.† Part III: Racism A. Opinions Now, let’s think of this logically: What is racism? Now when we want to find this out, duh, we go to the dictionary – and what more famous than our trusty (and dusty, in my case) â€Å"Webster’s Dictionary†? â€Å"Rac  · ism (rà ¢  ´ siz  ´ em) n. †¦ 2 Any program or practice of racial discrimination, segregation, etc. based on such beliefs – rac  ´ ist n., adj.† The main word in this definition is the word â€Å"beliefs.† A belief is not based on a fact; it’s based on a personal opinion. How can you make everyone not have personal opinions? By brainwashing them? Racism never ends. Therein lies our problem with full unity. Part III: Racism B. Expression(s) We all look different, but how do we feel different? By expressing ourselves. Some people are racist; some people are creative. Everyone has their own way of being themselves – and this is what makes the world diverse. No one is exactly like his or her best friend, neighbor, spouse, or even one of his or her parental units.

The Battle Over Same-Sex Marriage Essay -- Gay Marriage

Same-sex marriage has grown into to a national issue. In 2003, the Massachusetts Supreme Court ruled that same-sex couples had the right to marry which provoked a firestorm of debate. The discussion extends from private livings rooms and local watering holes; all the way to the floor of the U.S. Congress and the White House. The debate about same-sex marriage has become a hot button issue, which pits secular-progressives who support gay-rights against religious and social traditionalists fighting for the sanctity of marriage. When La Shawn Barber, Anna Quindlen, Andrew Sullivan and the editors at National Review wrote their opinion pieces regarding the topic of same-sex marriage the debate had already been raging for many years and it still is today. Freelance writer La Shawn Barber and the editors of National Review oppose same-sex marriage and argue that legalizing same-sex marriage would fundamentally redefine marriage and weaken it as a social institution. Conversely, contributing editor of Newsweek magazine, Anna Quindlen, and â€Å"The Daily Dish† blogger Andrew Sullivan support same-sex marriage and stress that same-sex couples should be treated no different than heterosexual couples, including when it comes to the right to marry. In â€Å"The Loving Decision,† Quindlen uses the example of the historic court case Loving v. Virginia, which legalized interracial marriage, to argue that homosexuals should be allowed to marry whomever they want. Quindlen maintains that the Loving v. Virginia case is applicable to the modern-day fight for same-sex marriage because this is an issue of civil rights violations, much like the original case from 1968. In contrast, Barber, counters in â€Å"Interracial Marriage: Slippery Slo... ...Department of Public Health. Massachusetts Supreme Judicial Court. 18 Nov. 2003. Print. Quindlen, Anna. "The Loving Decision." The Daily Beast. Newsweek/Daily Beast, 14 Nov. 2008. Web. 28 March 2015. . Sullivan, Andrew. "The Right's Contempt For Gay Lives." The Atlantic. 8 Apr. 2009. Web. 28 March 2015. . Vamburkar, Meenal. "Coulter To Hannity: Liberals Use Judicial Activism To Invent Rightsâ„ ¢ Like Abortion, Gay Marriage." Coulter To Hannity: Liberals Use Judicial Activism To Invent Rightsâ„ ¢ Like Abortion, Gay Marriage. 5 Apr. 2012. Web. 28 March 2015. .

Differences and Similarities of Christianity and Judaism Essay

Many people today still believe that Christianity and Judaism are both the same religion. This is not so, despite the fact that they both share certain similarities; Christianity and Judaism are both different religions. It is my pleasure to shed some light on the differences and similarities of both religions’ views on salvation. In this research I will first define salvation in its literal form. Secondly, I will take a closer look into the history and development of both religions and shed further light on how they differ. Finally, I will go on to further compare and contrast both religions and show where they differ and where they are alike. At the end of this research, people will have a greater understanding of both Christianity and Judaism and be able to identify how different they both are. According to Matt Slick, â€Å"Salvation is being saved from the righteous judgment of God upon the sinner.† Most people in the world believe that salvation means being saved from the devil or from themselves, but this is not a fact. Your salvation depends on the judgment God has on you. All who sin against God falls under his judgment, this judgment is known as damnation, and this is where God condemns to eternal hell anyone who has offended him by breaking his law. Matt Slick went further to say, â€Å"This does not mean that God is unfair. It shows that God is holy. God must punish the sinner. But, he has provided a way of escape so that people will not face his righteous judgment. This means that God is both holy and loving. He must manifest each quality equally. So being saved from the wrath of God is called salvation.† The bible states that salvation is found in Jesus and only in him, who is also known as God in flesh and also who died for our sins and rose from t he dead. 1 Cor. 15: 1-4 says, â€Å"Now I make known to you, brethren, the gospel which I preached to you, which also you received in which also you stand, by which also you are saved, if you hold fast the word I preached to you, unless you believe in vain. For delivered to you as of first importance what I also received, that Christ died for our sins according to the scriptures, and that he was buried, and that he was raised on the third day according to the Scriptures.† All of us have sinned against God and deserve judgment. But Jesus never  sinned ( 1 Pet. 2:22). It is through Jesus we all gain salvation based on evidence in the scriptures and this is how salvation works. To define it simply, Christianity is one of the world’s major monotheistic religions. Christians believe in Jesus Christ and follow his teachings. they believe Jesus is God’s own son, sent by God to become human. As the son of God, Jesus is divine, but he was also a human being who lived among us on earth, over 2,000 years ago. Followers of Jesus are part of God’s people, whose heritage includes the Jewish people and the Christian Church throughout the world today. Christianity strongly supports salvation and everything it stands for. According to Patheos Library, an online religious community, â€Å"Christianity developed out of Judaism in the 1st century C.E. It is formed on the life, teachings, death, and resurrection of Jesus Christ, and those who follow him are called Christians.† Christianity’s origin came out of Palestine and they believe in God (Trinity), which means God in three forms, Father, Son, and Holy Spirit. The publication posted on Patheos Library went further to state, â€Å"Christianity has many different branches and forms with accompanying variety in beliefs and practices. The three major branches of Christianity are Roman Catholicism, Eastern Orthodoxy, and Protestantism, with numerous subcategories within each of these branches.† It was not until the latter part of the 20th century that most adherents of Christianity were in the west, even though it had spread to every continent and is now the largest religion in the world today. The traditional Christian beliefs include the belief in the one and only true god, who is one being and exist as Father, Son, and Holy Spirit. Christianity also believes in Jesus as the divine and human Messiah who was sent here on earth to live and dwell with man and save the world from sin. The Christian church has many ethics that governs the activities of the church and aid in ensuring that its members walk in the correct path and grows closer in faith and closer to God. The Christian church ethics stands firm against abortion and believes this practice is of the devil. Christianity also disagrees with same sex marriage as well, based on the fact that in creation, God made Adam and Eve, not Adam and Steve. This has been a very controversial topic for many years, as many do believe that same  sex marriage should be accepted as human rights activist backs up this claim. There has been not one case in the bible where same sex marriage or same sex relationships were encouraged or practiced freely, and it’s based on this that Christians do not believe in the practice. A brief look into the culture of Judaism should shed some light on the culture and help persons to differentiate better. According to, thinkquest.org, â€Å"Judaism is the religious culture of the Jewish People and is one of the world’s oldest religions. Judaism makes up the cultural system of Jewish law, custom, and practice of the whole individual and community. It is a system in which everyone is under God’s rule. Judaism originated in the Middle East and has spread throughout all parts of the world because of both voluntary migrations and forced exile or expulsions. The total world Jewish population is about 15 million, most of whom live in the United States, Israel, and the former Union of Soviet Socialist Republic.† A very important topic when discussing faith in Jewish text is that of Romans in the New Testament. A 20th century western definition of faith is often used to support theologies that claim to be based on the Hebrew Scriptures. For instance, within modern Christianity there is a range of belief regarding faith. The idea that faith is totally separated from â€Å"works† based on verses such as Ephesians 2:8-9 and Romans 3:28 and others taught by some protestants. Also the idea that works must be performed to â€Å"earn salvation.† According to, yashanet.com, an online publication, â€Å"When dealing with the texts of the â€Å"New Testament,† the English language word â€Å"faith† must be interpreted in the Hebrew context it was originally conceived in by the author. As such, the word â€Å"trust† may be a better one to use, at it conveys a combination of belief and action.† The Jewish view of faith, including that of Paul, is established in ideas such as, â€Å"Faith is active and includes the â€Å"works† of following Torah. The foundational statement of faith in Judaism is the â€Å"Shema,† from Deuteronomy 6:4. The term â€Å"hear† (as in â€Å"Hear O Israel †¦Ã¢â‚¬ , means t_o hear and respond obediently._ Faith and obedience are  woven together. This is clearly reflected in the words of Yeshua, Paul and James.† According to, Ariela Pelaia, â€Å"Judaism is a monotheistic faith, meaning that Jews believe there is only One God. Often this God is beyond our ability to comprehend, but God is nevertheless present in our everyday lives. How individual Jews choose to understand this manifestation of the divine varies. Some connect with God through prayer, others see the divine in the majesty of the natural world, others may not think about God on a daily basis. Each individual’s relationship with God is unique and personal.† The Jewish religion teaches that everyone, whether Jewish or non-Jewish, is created â€Å"b’tzelem Elohim,† which is Hebrew for â€Å"in the image of God.† It is with this reason every person is equally important and has an infinite potential to do good in the world. The Jewish community also believes that Jews are uniquely connected with each other, regardless of where they live in this world. The Torah is Judaism’s most important text. It contains stories and commandments that teach us about life and death. It contains the 10 Commandments as well as the 613 commandments (mitzvot). All Jews consider the 10 Commandments to be the most important commandments in the Torah, though not all Jews adhere to the 613 mitzvot (one of the main differences between the different branches of Judaism). The Torah also tells us that the Land of Israel (Eretz Yisrael) was apart of the covenant made between God and the Jewish people on Mount Sinai. Even though Judaism and Christianity have a lot in common, they do both share some major differences that clearly set them apart. Traditionally, Jews recite prayers three times daily, with a fourth prayer added on Shabbat and holidays. Most of the prayers in a traditional Jewish service can be said in solitary prayer, although communal prayer is preferred. Jews also have certain religious clothing which a traditional Jew wears. Christians believe that all people should strive to follow Christ’s commands and example in their everyday actions. For many, this includes obedience to the Ten Commandments. Other Christian practices include acts of piety such as prayer and Bible reading. Christians assemble for communal worship on Sunday, the day of the resurrection, though other liturgical practices often occur outside this setting. Scripture readings are drawn from the Old and New  Testaments, but especially the Gospels. The place of origin for Christianity is Jerusalem while Judaism reigns from out of Israel and Christianity believes in Jesus Christ as founder and messiah, and for Judaism its Abraham, Moses. Christian practices includes, Prayers, Sacraments, worshipping in Church, reading the Holy Bible, acts of charity, Communion-partaking in the Body and Blood of Our Lord Jesus Christ, under the appearance of Bread and Wine. The practices of Judaism differs in that, Orthodox Jews recite prayers 3 times daily, with a fourth prayer added on Shabbat and holidays. Shacarit prayer in the morning, Mincha in the afternoon, Arvit at night. Musaf is an extra Shabbat service. When it comes down to the source of scripture, Christianity uses the Holy Bible, a collection of canonical books in two parts (Old and New Testament). For Judaism it’s the Tanakh (Jewish Bible), Torah. When it comes down to life after death, the Christian view of this is that Man is appointed to die once, and after that come judgment. Those that are redeemed, live on in Heaven, those that rejected God suffer for eternity in Hell, while Jews believes in a World to come, Reincarnation (some groups); temporal suffering in Hell; eventual return to Paradise(Garden of Eden), unifying with God Works Cited (Spain, Islands, Arab countries, Turkey) Ashkenaz (Central/Eastern Europe, Germany, France) Greek, MIzrachi: Jemen, Conservative, Reconstructionist, and Reform. â€Å"Christianity vs Judaism – Difference and Comparison | Diffen.† Diffen – Compare Anything. Diffen. Discern. Decide.. N.p., 11 Apr. 2012. Web. 11 Apr. 2013. . BBC Religion . â€Å"BBC – Religion: Christianity.† BBC – Homepage. N.p., 21 Jan. 1013. Web. 11 Apr. 2013. . Books Of Romans. â€Å"Jewish views of salvation, faith and freedom.† YashaNet HomePage. N.p., 23 Apr. 2010. Web. 11 Apr. 2013. . Krell, Marc. â€Å"Afterlife and Salvation.† Patheos | Hosting the Conversation on Faith. N.p., 22 Oct. 2009. Web. 11 Apr. 2013. . ORACLE. â€Å"Judaism: Introduction.† ThinkQuest : Library. N.p., 31 Dec. 2008. Web. 11 Apr. 2013. . Religion Facts. â€Å"Comparison Chart: Christianity vs. Judaism – ReligionFacts.† Religion, World Religions, Comparative Religion – Just the facts on the world’s religions.. N.p., 19 June 2009. Web. 11 Apr. 2013. . Religion Facts. â€Å"Christian Salvation – ReligionFacts.† Religion, World Religions, Comparative Religion – Just the facts on the world’s religions.. N.p., 12 Sept. 2009. Web. 11 Apr. 2013. . Slick, Matt. â€Å"What is salvation? | Discuss what is salvation. | Christian Apologetics and Research Ministry.† CARM – Christian Apologetics and Research Ministry. N.p., 13 Feb. 2010. Web. 11 Apr. 2013. . iconoclasms, zantine. â€Å"History of Christianity – Wikipedia, the free encyclopedia.† Wikipedia, the free encyclopedia. N.p., 23 Nov. 2011. Web. 11 Apr. 2013. .